Unit 2: Personal experiences

10’ 10’ - calls some pairs to read out their answers - asks other SS to correct the mistakes - corrects and give feedback TASK 2 - explains.. - calls some pairs to practice speaking the

Thursday, September 11, 2008

Period 7:

Personal experiences Lesson A: Reading

I Aims: By the end of the lesson, Ss will be able to:

- Scan read for specific information

- Understand the text and express their ideas about past

experiences

II Teaching aids: Pictures, charts, handout, textbook, lesson plan III Procedure

Stages/

1 Warm

up

5 minutes

Game: Middle (see Appendix)

(taxis) _E_ _X_

(apple) (key) (arrow) (knife) (trees) (one) (ice) (bed)

- Deliver handouts with 10 pictures on

- Put Ss to work in groups of 4 or 5

- In groups, Ss Identify each picture In the space beneath each picture, Ss write the middle letter of each word When finished, the middle Riddle will reveal a word

- The group who first finds out the word wins

- Check Ss understanding of the instructions The key word: Experience

Lead- in: what is “experience”? (an event or

activity that affects you in some ways)

- Have you ever been in an embarrassing situation?

- What did you do then?

Group work

Today, our reading lesson is about the embarrassing experience of a girl on the bus.

2

Pre-reading

7 minutes

Pre- teaching vocabulary

1 Make a fuss about sth: (definition) become

angry or excited about sth and complain.

2 Sneaky (n) + How do you say “vụng trộm, lén lút” in English?

3 glance(v) (at something/somebody)

+ Do the action of glance and ask Ss: “What

am I doing?”

4 Idol (n) (situation)

+ Do you know Hoang Hai? He’s a very famous singer from Ha Noi He’s becoming the……of

teenagers

Checking: Gap- filling (hang on a chart).

1 The girl was so shy that she didn’t look at him in the face She just…… at him and looked away.

2 She complains noisily about anything she doesn’t like She is the type of person who is always………….

3 Teenagers nowadays often have their own……… who they really love and intimate in different ways.

4 I don’t like the look of that man There is something…… about him.

Whole class

3

While-reading

19

minutes

Activity 1: Reading and Re- ordering

- Ask Ss to work in pairs to read the story and put the pictures of the events in the order they happened in the story (task 2)

- Call on some Ss to give the answers

- Check with the class

Expected answers:

1 Picture d 2 Picture b 3 Picture c 4

Picture f

5 Picture e 6 Picture 4

Activity 2: Questions and answers (task 3)

- Ask Ss to work in pairs to answer the question

- Call on some Ss to write the answers on the board

- Make corrections if necessary

Expected answers:

1 The girl wished to have a red hat when she was in grade 9

2 Because her father knew her biggest dream.

Pair work

3 She saw a wad of dollar notes exactly like the ones her father had given her.

4 Because she was sure that the boy was a thief He had stolen her money.

5 She bought the pretty hat of her dream

4

Post-reading

12

minutes

Mime the story

- Ask Ss to work in groups of three to play the parts of the narrator, the father and the

daughter:

+ The narrator tells the story, the father and the daughter mime the story

- Go around to give help

- Call some groups to act out the story in front

of the class

- Give comments

Group work

5 Wrap

up Summarise the main pointsAssign homework Whole class

Monday, September 15, 2008

Period 8:

Personal experiences Lesson B: Speaking

I Aims: To get ss to

Talk about past experiences and how they affected one’s life

II Teaching aids:

blackboard, chalks (colors), E11, pictures

III Steps of teaching:

1 classroom procedures:

Greeting + Checking attendance

2 Check up: Checks vocabulary

3 New Lesson:

Tim

e

5’

T’S ACTIVITIES

WARM UP:

- asks SS some questions :

1 Have you got any

embarrassing experiences?

2 When did you have?

3 How did you feel?

TASK 1

- asks SS to work in pairs, and

discuss task 1

SS’ ACTIVITIES

- listen

- answer the questions about their embarrassing experiences

- work in pair and discuss

- some pairs give the answers

10’

10’

- calls some pairs to read out

their

answers

- asks other SS to correct the

mistakes

- corrects and give feedback

TASK 2

- explains

- asks SS to work in pairs, read

the lines of the conversation,

discuss about the order of the

conversation

- asks SS to give the answers

- calls some pairs to practice

speaking the conversation

- corrects their pronunciation

CONSOLIDATION TASK 3

- asks SS to work in groups of 6,

and make similar dialogues as

task 2, using the ideas in task 1

- moves around and helps SS if

they need

- calls some pairs to practice

their dialogues

- corrects mistakes and gives

feedback

HOMEWORK

- SS learn by heart task 3

- Prepare the next part:

LISTENING

- other SS correct the mistakes

- listen and take notes

4 f ; 1 d ; 2 e ; 3 b ; 5

a ; 6 c

- work in pairs and read the lines of the conversation

- discuss the order of the conversation

- give the answers

- practice speaking

- note their mistakes

b d h a e g c f

- work in groups of 6

- make the dialogues

- discuss the dialogues

- practice the dialogues in front

of the class

-listen

- listen and take notes

Wednesday, September 17 th , 2008

Period 9:

PERSONAL EXPERIENCES

C: LISTENING

I Aims: To get Ss to

- Listen the dialogues and decide T or F statements

- Gap-filling

II Teaching aids:

III Steps of teaching:

1 Classroom procedures:

Greeting, checking attendance

2 Check up

- Make similar dialogues using the ideas in task1, 2

3 New Lesson:

Tim

e

10’

10’

10’

10’

T’S ACTIVITIES

BEFORE YOU LISTEN

- asks SS to look at the

picture and answer the

question :

What is happening in

the picture?

Listen and repeat :

- gives some words and

expressions from the book

- unforgettable(a)

- audience(n): khán giả

- burn down(v): cháy rụi

- walls of fire: những bức

tường lữa

- a minor burn: một vết

bỏng nhỏ

WHILE YOU LISTEN

TASK 1

- asks Ss to read the

sentences quickly

- Helps them to know the

meaning of the difficult

words and phrases

- reads the dialogue and

asks Ss to decide whether

the statements are True or

False

(3 times)

- asks Ss to work in pairs,

compare the results that

they have heard

-asks Ss to give answers

and explain why?

-corrects

TASK2

- asks Ss to read task 2

carefully

SS’ ACTIVITIES

Look at the picture and answer the question

The house is burning Some trees is cut down The woman with her baby is running

Listen and repeat.

-give the meaning and pay attention to the stress mark of the word

- listen and repeat the words in the textbook

- give the meaning of the words -listen and take notes

- read the sentences

- give the meaning

- listen carefully and do task 1

- compare the answers

- answer and explain Take notes

1 F ; 2 F ; 3 F ; 4 T ; 5 F

- read task 2

- listen the dialogue again and do task 2

- read the passage again

- compare the answer

- answer

- listen and take notes

- gives Ss to listen to the

dialogue again and asks Ss

to fill in the gaps

- asks Ss to read the

passage again

- asks Ss to compare the

answer with their partners

- calls some Ss to answer

- corrects

AFTER YOU LISTEN

- asks Ss to work in pairs and

discuss

“ Family is more

important than things”

- moves around and helps Ss

HOMEWORK

- asks Ss to rewrite “after

you read” and learn

vocabulary

- work in pairs and discuss together

do as teacher asks

Saturday, September, 20 th , 2008

Period 10 :

UNIT 2: PERSONAL EXPERIENCES

D: WRITTING

I Aims : To get ss to

- Write a personal letter past experiences to describe past

experiences

II Teaching aids:

- blackboard , chalks (colors) , E11 ,

III Steps of teaching:

1 Classroom procedures:

Greeting, checking attendance

2 Check up: some vocabularies

3 New Lesson:

PRESENTING:

Introduces lesson

PRACTISING

- asks Ss to read the title on

their book carefully

- explains the main points to

Ss

- help Ss to write letter base

on some ideas

EXPRESSIONS :

Name of experiences :

Listen

Read carefully

Note the main point from the book

- How it affected you: it

-most embarrassing/

frightening/unhappy/

Happiest/funniest…

Experience

- When it happened : 2 year

ago/ when I was grade 10 /

when I was 10

- Where it happened: in my

house/at school/

in the street/ in a holiday

resort…

- asks Ss to write the letter,

use expressions

- moves around and helps

- asks Ss to change the letter

with their partners to read

and correct mistakes

together

CONSOLIDATION

- calls some Ss to check their

letters

- corrects and gives

comments

HOMEWORK

Ss learn the expressions and

rewrite the letter

changed my outlook on life / it made me more careful

whenever I…/it made me appreciate … more / it gave

me more confidence in… / it taught me a lesson

- Ss write the expressions on their note books

- use the expressions to write the letter

- ask teacher if necessary

- change the letter and correct the mistakes

- write the letter on the BB

- listen and take notes

Monday, September 22 nd , 2008

Period 11 :

UNIT 2: PERSONAL EXPERIENCES

E: LANGUAGE FOCUS

I Aims: To get Ss to

- Pronunciation /m/ /n/ /η /

- Understand the sequence of events in a story

II Teaching aids:

- Blackboard, chalks (colors), E11

III Stages of teaching:

1 Greeting + Checking attendance

2 Check up: Asks Ss to tell about their experiences

3 New Lesson:

Tim

e

T’S ACTIVITIES SS’ ACTIVITIES

PRONUNCIATION

Listen and repeat : / m/, / n /, / η /

10’

10’

10’

- models the sound

- reads and asks Ss to repeat it

- explains the difference

between the sounds

- calls Ss to read aloud the

sounds

- listens and corrects

Practice reading the

sentences :

- models the sentences , note

the different between the

sounds

- asks Ss to practice in pairs

- corrects

GRAMMAR

1 Present tense forms

indicating past time

- asks Ss to repeat the structure

of the present tense

- Note: we can use the

present tense to tell a story

happened in the past to make

the story is more interesting

Exercise 1 : use the correct

present tense forms of the

verbs in brackets in the story :

- asks Ss to read the story in

individual

- asks Ss to compare the

answer with a partner

- asks Ss to give answer

- corrects and gives feedback

2 Tense revision : past

simple , past continuous ,

past perfect :

a The simple past tense :

- asks Ss to give the usage and

structure

- asks Ss to give example

b The Past progressive

tense :

- asks Ss to repeat the forms

- asks Ss to give examples

c The past perfect tense

-asks Ss to give the usage and

structure

- listen

- pay attention to the last sound

of each word

- repeat the words

- read aloud

- listen and correct

- listen

- repeat

- practice

- take note

Review of present tense :

To be ( is / are / am )

S + V e / e V

Bare-inf

read and do by individually compare the answer

give the answers

listen and take notes Usage : was / were Structure : S + V

ed / v

Ex : I went to ÑL last summer Usage

Structure : S + was/were + V-ing

Ex: when the phone called, I was watching T.V

Usage Structure S + had + V / p.p Ex: when she came, he had gone out

- do exercise by individually

- work in pairs and compare the answers

- give answers

- correct

- take notes

- asks Ss to give example

Exercise 2 :

- asks Ss to do the exercise by

individually

- gives Ss to work in pairs and

compare the answers

- asks Ss to give the answer

- asks other Ss to correct

- checks and corrects again

and gives feedback

Exercise 3

- asks Ss to read the sentences

and do by themselves

- asks Ss to work in pairs and

check the answers with a

partner

- asks Ss to give answer other

Ss correct

- corrects and gives feedback

Exercise 3

- read the sentences

- do exercise by themselves

- work in pairs and compare the answer with a partner

- gives answers and answer

- listen

- take notes

4 CONSOLIDATION: Reviews

all the tenses

5 HOMEWORK

- Asks Ss to learn all

the tenses

- do exercises again

- Asks Ss to prepare

new lesson Unit 3 - READING

- Listen to the teacher