Unit 2. Personal experiences

Gets the students to learn new words, read the text, answer the questions again & to prepare for the next lesson.. Listen to the teacher and take notes.[r]

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Class(es): 11A

UNIT 2: PERSONAL EXPERIENCES (READING)

I.AIMS AND OBJECTIVES

1.Language content: To provide the students with some words

2.Language function:

3.Educational aim: To educate in the students some personal experiences.

4.Language: Vocabulary: embarrassing, floppy……

II.TEACHER’S AND STUDENTS’ PREPARATION

1 Method : Communicative Approach

2 Skills: Integrated skills

3.Techniques: questions-answers, explanation, synonym,

gap-filling, discussion, definition, miming, translation

4 Teaching aids needed : colour chalk, textbook, pictures, charts.

5.Students’ preparation: Prepare the lesson at home

III.PROCEDURE IN CLASS

1.Stabilization:(1min) Greeting.

2.Checking up the previous knowledge:(5mins) Give the correct forms of the verbs in brackets:

a I heard them (talk) in the next room c I’m/was delighted (hear) the news

b The customs officers made him (open) the briefcase d My mother has some shopping (do)

3.Presentation of the new materials:

Teaching

steps, time

location

Teacher’s activities Students’ activities The lesson content

I.Prese

ntation

of the

new

materi

al

34mins

I Warm up:

- Has students answer the questions:

+ Have you ever been in an

embarrassing situation?

+ What did you do then?

- Tells the aim of the new lesson

II Pre-reading:

- Helps the students know the

meaning of some words:

+ embarrassing(a)

+ floppy(a)

+ glance at(v)

+ make a fuss about s.th

+ idol(n)

III.While-reading:

* Task 1:

- Has students fill each blank with a

suitable word/phrase

- Gives correct answers

* Task 3:

- Has students answer the questions

in pairs

IV Post-reading:

- Has students discuss the questions

in groups: “What do you think the

girl had to do after she discovered

that the money she had taken from

I Warm up:

Answer the questions

Listen to the teacher

II Pre-reading:

III.While-reading:

* Task 1:

Fill each blank with a suitable word/phrase

* Task 3

Answer the questions in pairs

IV Post-reading:

Answer the questions in groups

UNIT 2: PERSONAL EXPERIENCES (READING)

I Vocabulary:

+ embarrassing(a) + floppy(a) + glance at(v) + make a fuss about s.th + idol(n)

II/ Reading comprehension:

* Task 1:

1 glanced 4 idols

2 making a fuss 5 sneaky

3 embarrassing

* Task 3:

Answers:

1 She wished to have a red floppy cotton hat.(line 2-3, paragraph 1)

2 Because he knew that she wanted to buy that hat (line 1-2, paragraph 2)

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II Cons

olidation

III.Home

work

5mins

No consolidation

Gets the students to learn new

words, read the text, answer the

questions again & to prepare for the

next lesson

Listen to the teacher and take notes

III/ Homework

- Learn new words, read the text and answer the questions again

- Prepare for the next lesson

* Self-evaluation:

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Class(es):11A

UNIT 2: PERSONAL EXPERIENCES (SPEAKING)

1.Language content: To help students know how to talk about past experiences and how they affected one’s life 2.Language function: Talking about past experiences and how they affected one’s life.

3.Educational aim: To educate in the students the value of friendship.

4.Language: Useful structures: Make somebody do something”/ “Make somebody + adjective”

Have you ever ……?; How did it happen?; When did it happen?

How did the experience affect you?

3.Techniques: questions-answers, explanation, pairwork, matching

4 Teaching aids needed : colour chalk, textbook, chart, handouts

1 Stabilization:(1min) Greeting.

2 Checking up the previous knowledge (5mins) * Questions: Write some words on the board and answer the

questions:

a What did the girl wish to have when she was in grade 9?

b Why did she decide to take the money from the boy’s bag without saying anything about it?

Teaching

steps, time

location Teacher’s activities Students’ activities The lesson content

I.Prese

ntation

of the

new

material

34mins

I Warm up:

- Has students in each group say

what you did

- Tells the aim of the lesson

II Pre-speaking:

Asks the students: What do you say

to ask about someone’s experience

that might have affected them?

III.While-speaking:

* Task 1:

- Has students match the things they

might have done or experienced in

box A with how the experience

might have affected them in box B

- Corrects with the class and gives

the answers

* Task 2:

- Has students work in pairs to put

the lines of the dialogue in the

correct order

- Goes around the class and provides

help if necessary

- Calls on some students to give the

answers

- Gives feedback

I Warm up:

II Pre-speaking:

Listen, guess the meaning

of the word and take notes

III.While-speaking:

* Task 1:

* Task 2:

Put the lines of the dialogue

in the correct order

UNIT 2: PERSONAL EXPERIENCES (SPEAKING)

I Structures:

“Make somebody + adjective”

+ Have you ever… ?

+ What were you thinking and feeling when it happened?

II/ Speaking tasks:

* Task 1:

→ answers:

1.d 2.c 3.a 4.b 5.e

* Task 2: Re-ordering

→ answers:

1.b 2.d 3.h 4.a 5.e 6.g 7.c 8.f

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II Cons

olidation

III Home

work

5mins

- Has students make similar

dialogues

- Calls on some pairs to act out their

dialogues in front of the class

No consolidation

Gets the students to write a

paragraph about a past event that has

had an influence on her/him and to

prepare for the next lesson

* Task 3:

Make similar dialogues

Useful structures:

Have you ever ……?

How did it happen?

When did it happen?

III/ Homework

- Write a paragraph about a past event that has had an influence on her/him

* Self-evaluation:

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Class(es):11A

UNIT 2: PERSONAL EXPERIENCES (LISTENING)

1.Language content: To help students know how to take notes while listening.

2.Language function: Listening and taking notes while listening.

3.Educational aim:

4.Language: Vocabulary: Memorable, scream ….

3.Techniques: questions-answers, explanation, repetition, …

4.Teaching aids needed: colour chalk, textbook, pictures,

2.Checking up the previous knowledge(5mins)* Questions: Talk about one of your most memorable past

experiences

Teaching

steps, time

location

I.Prese

ntation

of the

new

materi

al:

34mins

I Warm up:

- Has students answer the questions:

1 What can you see in the picture?

2 What is happening?

3 Who are these people?

II Pre-listening:

- Pre- teaches vocabulary:

+ Memorable(a)

+ scream(v)

+ gas stove(n)

+ Embrace(v)

III.While-listening:

* Task 1

- Has students listen to the interview

and decide whether the statements

are True/False

- Gives the correct answers

* Task 2

- Plays the tape again, has students

fill in the gaps in the summary of

Christina’s story in pairs

help when necessary

- Calls on some students to give the

answers

IV Post-listening:

* Task 3:

- Has students work in groups to

I Warm up:

answer the questions

1 A fire

2 ……

II Pre-listening:

Listen, guess the meaning of the words and take notes

III.While-listening:

* Task 1

Listen Lan’s talk, Long’s talk and decide whether the

statements are True/False(individual work)

* Task 2

Fill in the gaps in the summary of Christina’s story

in pairs

IV Post-listening:

* Task3:

Give the opinions on the

UNIT 2: PERSONAL EXPERIENCES (LISTENING)

I Vocabulary:

+ Memorable(a) + scream(v) + gas stove(n) + Embrace(v)

III.Listening tasks:

* Task 1

→ answers:

1 T

2 F (13 years ago)

3 F (in the kitchen)

* Task 2

→ answers:

1 small 2 everything

3 family 4 replaced

* Task 3:

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II Cons

olidation

III.Home

work

5mins

things”

- Comments on sts’ performance

No consolidation

Gets the students to learn the new

words by heart and to prepare for the

next lesson

than things”

IV Homework

- Learn the new words by heart

* Self-evaluation:

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Class(es): 11A

UNIT 2: PERSONAL EXPERIENCES (WRITING)

1.Language content: To help students know how to write a personal letter about a past experience.

2.Language function:

3.Educational aim:

4.Language: Vocabulary: no

3.Techniques: questions-answers, explanation, ……

4 Teaching aids needed : colour chalk, textbook, charts

2.Checking up the previous knowledge(5mins) * Questions:

“Family is more important than things” Do you agree with the idea? Why?

Teaching

steps, time

location

I.Prese

ntation

of the

new

materi

al:

34mins

I Warm up:

- Asks the students:

+ Have you ever been in such a

situation?

+ What did you do then?

+ Do you want to share it with your

classmates?

II Pre-writing:

- Elicits the steps of a personal letter

from students and write down on the

board

help if necessary

III.While-writing:

- Has students write a letter to a friend

of theirs, telling him/her about one of

their most memorable experience

- Collects students’ writings

IV Post-writing:

- Has students deliver each group five

pieces of writings

- Gives feedback

Quy Nhon, 15 May 2011

Dear Tom,

How have you been doing? Have you

got any plan for the coming school

break? Perhaps I will go to see my

grandparents in the countryside I

haven’t seen them since my last

I Warm up:

Listen to the teacher and answer the questions

II Pre-writing:

Listen, answer the questions and take notes

III.While-writing:

Write a letter to a friend of theirs, telling him/her about one of the most memorable experience

IV Post-writing:

Correct their friends’ writing

UNIT 2: PERSONAL EXPERIENCES (WRITING)

I Steps of a personal letter:

1 Greeting

2 Date (when it happened)

3 The story (the experience)

4 Closing

5 Signature

II/ Writing tasks:

Quy Nhon, 15 May 2011 Dear Tom,

How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the

countryside I haven’t seen them since my last school holiday

I tell you about my last summer vocation at my grandparents It was almost a year ago & was one

of my most unforgettable

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lidation

III.Home

work

5mins

vocation at my grandparents It was

almost a year ago & was one of my

most unforgettable experiences My

grandparents live in a small village,

which is about 50 kilometres

southeast of Quy Nhon …

No consolidation

Gets the students to write a letter

about a past experience at home and

to prepare for the next lesson

50 kilometres southeast of Quy Nhon…

III/ Homework

- Write a letter about a past experience

* Self-evaluation:

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Class(es):11

UNIT 2: PERSONAL EXPERIENCES (LANGUAGE FOCUS)

To help the students distinguish the sounds /m/, /n/ and /ŋ/ and pronounce the words and sentences containing these sounds correctly

* PRONUNCIATION:

* GRAMMAR: Present simple for indicating the past, past simple, past continuous and past perfect

3 Techniques: questions-answers, explanation, repetition, sentence completion

4 Teaching aids needed : colour chalk, textbook, handouts.

5 Students’ preparation: Prepare the lesson at home

1 Stabilization:(1min) Greeting.

2 Checking up the previous knowledge(5mins)* Questions: Arrange the sentences into the correct order:

a One day when I was swimming with some of my friends, I suddenly caught a cold

b Luckily, one of my friends saw that and shouted for help Immediately, another friend who swims the best among

us swam towards me and tried to pull me up

c This event definitely taught me to appreciate my life

Teaching

steps, time

location

I.Prese

ntation

of the

new

materi

al:

34mins

A PRONUNCIATION

I Lead-in:

- Gets students to pick out the words

containing the ending sounds /m/, /n/

/ŋ/ in the Tongue Twisters and put

them into the right column of the

three sounds

- Introduces the sounds /m/, /n/, /ŋ/

II Pre-practice:

- Models the two sounds /m/, /n/, /ŋ/

for a few times and explains the

differences in producing them

+ When producing /m/, close tips

+ When producing /n/, your tongues

touch the roof of your mouths

- Corrects if students pronounce the

target words incorrectly

III Controlled -practice:

- Has students read aloud the given

sentences and underline the words

with the sounds /m/, /n/, /ŋ/ in pairs

- Goes around to listen and takes

notes of the typical errors

- Calls on some students to read aloud

the sentences again and provides

corrective feedback

- Asks the rest of the class to listen

and give comments

A PRONUNCIATION

I Lead-in:

Listen to the tape

III.Controlled -practice:

Read aloud the given sentences and underline the words with the sounds /m/, /n/, /ŋ/ in pairs

UNIT 2: PERSONAL EXPERIENCES (LANGUAGE

FOCUS)

A PRONUNCIATION

+ When producing /m/, close tips + When producing /n/, your tongues touch the roof of your mouths

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lidation

III.Hom

ework

5mins

- Has students give examples with the

sounds

- Gives comments

B GRAMMAR VERB FORM REVIEW

I Lead-in:

- Has students hang on a chart with

broken sentences

- Calls on some sts to give the answers.

- Simple Past/Past Continuous/Past

Perfect

+ We can use Simple Past to talk

about actions and situations in the past.

+ We can use Present Tense to tell a

story happening in the past to make

the events more dramatic and lively

* Exercise 1:

- Has students use the correct tense

forms of the verbs in brackets in the

story

- Provides correct answers

* Exercise 2:

- Has students complete the sentences

- Checks the answers with the whole

class and gives correct answers

→ Suggested answers:

1 Broke/ was playing

2 wrote/ was

3 was working/ broke

4 started/ were walking

5 told/ were having

6 didn’t listen/was thinking

7 phoned/didn’t answer/were you doing

8 was not wearing/ didn’t notice/was

driving

IV Free-practice: Exercise 3:

- Has students put the verbs in each

sentence into the past simple/the past

perfect tense

- Checks the answers with the whole

class and gives correct answers

No consolidation

Gets the students to review the

grammar points they have learnt and

to prepare for the next lesson

Give examples with the sounds

I Lead-in:

Listen to the teacher and answer the question

Listen to the teacher, answer the question and take notes

* Exercise 1:

Use the correct tense forms

of the verbs in brackets in the story

* Exercise 2:

IV.Free-practice: Exercise 3:

Put the verbs in each sentence into the past simple or the past perfect

tense

+ We can use Simple Past to talk

about actions and situations in the past

+ We can use Present Tense to tell a

story happening in the past to make the events …

* Exercise 1: Tense Using

1 Invites; 2 sets; 3 gets; 4 wares

5 promises; 6 carries; 7 contains;

* Exercise 2:

1 Broke/ was playing

2 wrote/ was

3 was working/ broke

4 started/ were walking

5 told/ were having

* Exercise 3:

1 had eaten/arrived

2 found/had taken

3 got/had closed

4 got/had left

5 got/had arrived

III/ Homework

- Review the grammar points the students have learnt

* Self-evaluation:

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