WARM-UP 5': Matching game The aim of the game is to teach vocabulary related to fires and lead Ss to the Group work topic whole class - Divide the class into groups of four then distribu[r]
Trang 1Unit 2: PERSONAL EXPERIENCES
-Period 1: READING
I Objectives:
- By the end of the lesson, Ss will be able to: - Develop such reading micro-skills as scanning for ideas, identifying the sequence of events and guessing meaning in context
- Use the information they have read to discuss the story
II Teaching aids: Textbook, handouts, …
III Anticipated problems:
Ss may need help with the discussion talk, so T should be ready to help them
IV Procedure:
Steps and time
Work
arrangemen t warm-up: (5')
Vocabulary crossword puzzle
- Divide the class into small groups of 4 Ss
- Distribute the following crossword puzzle handout for Ss to do in their groups
- The group that finishes first and has all the correct answers will be the winner
Crossword
1 My dad works in a factory where he produces cars and tractors He's an
2 An is something that protect you from rain or sun.
3 He saved 5 persons in the fire He's such an person.
4 We have a big for our cars and a lovely garden at home.
5 This is a beautiful song I like both the music and the
6 Tran Hung Dao is a national He saved the Vietnamese people
from Chinese invaders.
7 He won several chess championships at a young age Actually, he was the
country's youngest
8 In her glorious singing career Celine Dion has earned various music
awards She is the most Canadian singer.
9 Only alittle boy saw the car hit and run He was the only of the
accident.
10 Washington DC is the city of the United States.
11 My flat is quite It's located right in Hoan Kiem District, the city
centre.
12 My mother always me to go ahead and realise my dreams.
( Finally, find the right word in one of the columns )
B R A V E
G A R A G E
Group work Whole class
Trang 2S U C C E S S F U L
Steps and time
Work arrangement
Answers:
1 engineer 4 garage 7 champion 10 capital
2 umbrella 5 lyrics 8 successful 11 central
Pre-reading: (5')
- Get Ss to work in pair and try to make sense of the pictures on page 22, the ask
them to put the pictures in the order that they think is the most appropriate
- Call some pairs to present their ideas but not correct them ( If Ss have
difficulty talking about the pictures, elicite their answers by asking questions
and giving prompts )
Eg: What can you see in Picture A ?
What do you think might be relationship between the girl and the man? Why ?
What do you see on the table ? Whose money do you think it is ? Why ?
Set the scene: You are going to read a story in which a girl's telling about her
most embarrassing situation Then you do the TASKS follow.
TASK 1 ( 8')
- Get Ss to read the passage silently and then do TASK 1
- Write the given words and phrases on the board
( making a fuss , sneaky , glanced , embarrassing , idols )
- Ask Ss to go back to the passage to locate and read around these words so that
they can guess their meanings
Eg: The word "idol" found in line 3 may refer to"someone you admire or adore "
Ss can understand this meaning thanks to the word " pop star" and the idea that
the girl wants to look like this person
- Check that Ss understand all these words correctlly by calling some Ss to tell
the meaning of these words in Vietnamese
- Ask Ss to go back to the task and study the given sentences Ss need to guess
which part of speech they might deal with in each case
Eg: For sentence 1, they might need to supply a verb in past tense, For Sentence
2, they need to supply a verb in present continuous,
- Ask Ss to use both their knowledge of the words in the box and their
guess-work with the sentences to match them correctly
- Check the answers with the whole class
Answers: 1 glanced 2 making a fuss 3 embarrassing 4 idols 5 sneaky
Pair work Whole class
- Individual work
class
-Individually,
- pair work
Trang 3Task 2 ( 5')
- Get Ss to read the text silently again and then with a peer work out the
sequence of the pictures given on page 22, based on the information in the text
- Call on a student to give and explain his or her answer
- Give corrective feedback
Answers: 1 D 2 b 3 F 4 e 5 a 6 c
- whole class
Steps and time
Work arrangemen t task 3 ( 10')
- Check if Ss can answer the comprehension questions in TASK 3 without
having to read again If not, get them to read the questions carefully and give
them some tips to do the task
- Get Ss to check their answers with a apeer
- Call on some Ss to write their answers on the board and ask them to explain
their choices
- Feedback and give correct answers
1 She wished to have a floppy cotton hat
2 He gave her some money to buy a floppy cotton hat
3 She saw a wad of dollar notes that look exactly like the ones her father had
given her
4 She thought that was her own money and the boy had stolen it from her She
wanted to take it back without making a fuss
5 She bought the hat of her dream
POST-READING (10')
- Introduce the TASK: Ss work in small group of 4 and discuss the questions
- Give some adjectives and structures that can be used for giving suggestions:
Eg: Adjectives: embarrased, ashamed, confused, sad, unhappy, uncomfortable
Structures: Perhaps she could , She might want to , If I were her, I
would
- Go around to check and give help
- Call some representatives of groups to tell and explain their choices
- Give corrective feedback
Suggested answers:
1 She might feel embarrassed and guilty/ ashamed because that was not hers
2 - Perhaps the girl could place a notice on a newspaper to apologize the boy
and contact him to give him the money back
- Perhaps the girl might want to tell her father the truth and ask him for help
- Perhaps the girl could come to the police station to tell the truth and ask for
help
WRAPPING-UP ( 2')
- Summarize the main points of the lesson
- Ask Ss to write a short paragraph to retell the story ( about 100 words )
Individually Pair work Whole class
Group work Whole class
Whole class
Trang 4-Period 2: SPEAKING
I Objectives:
By the end of the lesson, Ss will be able to:
- Identify structures that are used to talk about past experiences and their influences
on one's life ( the present perfect and past simple, structure with MAKE
- Use these structures to talk about a past experience and how it affects their life
II Teaching aids: , handouts, …
III Anticipated problems:
Ss may have problem using the present perfect and past simple when talking about the past
IV Procedure:
Steps and time
Work arrangemen t
WARM_UP (8') Matching
- Give Ss some pictures with different feeling on their faces and some adjectives
and ask Ss to match each adjective with the right picture
- Let Ss to do in groups then call some groups to give answers
- Ask Ss some questions to lead in
+ Have you ever had some personal experiences ?
+ How do you feel when you meet a very famous person ?
+ How do you feel if you fail your exam ?
TASK 1: ( 10')
- Introduce the task and get Ss to do it individually, then compare their answers
with a peer
- Call on some Ss to read out their answers
- With Ss to give corrective feedback
- Introduce or elicite the structures " make Sb do Sth" or "make Sb + adj"
- Write the structures on the board and elicite their meaning and uses
- Get Ss to make sentences with these structures
Answers: 1 d ; 2 c ; 3 a ; 4 b ; 5 e
TASK 2: (10' )
- Introduce the TASK: Ss, you are going to work individually on the sequence
of the conversation and then compare your answers with your friend.
- Call on a student to read out his / her answers
- Ask the class to check the answers and then give corrective feedback
- Draw Ss' attention to the questions asked in the conversation and help them to
review the use of present perfect and past simple when talking about a past
experience and its present affects
+ Present perfect: Used with "ever" to ask about a past experience:
+ Past simple: Used when one keeps asking for details of that
experience.
Eg: Have you ever been to Lon don? Yes, I have
When did you go there ? I went there last year
Who did you go with ? I went with my mother
- Get Ss to practise making more questions using present perfect with "ever" and
the past simple
group work
- Individual work
- pair work
class
- Individual work
- pair work
class
Trang 5- Check that Ss' questions are correct or not.
- Ask Ss to read the conversation in pairs
Answers: 1 b ; 2 d ; 3 h ; 4 a ; 5 e ; 6 g ; 7 c ; 8
f
TASK 3 ( 12')
- Introduce the TASK: Ss, you are going to ask and answer questions about
your past experiences, using the suggested questions on page 26.
- Get Ss to work in pairs to have a conversation In the meantime, go around to
check and offer help
- Call on some pairs to perform their conversations in front of the class
- Elicite feedback from the class and give final comments
WRAPPING
- Summarize the main points of the lesson
- For homeworkk: Ask Ss to write a short paragraph about your their experience
- Pair work
class
class Period 3: LISTENING
I Objectives:
By the end of the lesson, Ss will be able to develop such micro-skills as listening for specific information and taking notes while listening
II Teaching aids:
Textbook, cassette tapes, handouts, …
III Anticipated problems:
- Ss may not have sufficient vocabulary to talk about the topic, so T should be ready
to help
- Ss may not familiar with the note-taking task, so T should provide them some tips to deal with the task
IV Procedure:
Steps and time
Work arrangemen t
WARM-UP( 5'): Matching game
(The aim of the game is to teach vocabulary related to fires and lead Ss to the
topic)
- Divide the class into groups of four then distribute them the handout below for
Ss to do the matching task in their own groups.The group that finishes and has
the correct answers will be the winner
- Check that Ss understand Vietnamese meaning of these words
HANDOUT
Match the words in Column A with their definitions in column B.
1 Fire fighter a A metal stairway outside to help people to get
out of a building on fire
2 Fire alarm b A pipe that draws water for putting out a fire
3 Fire door c A person who fights fires
Group work whole class
Trang 64 Fire escape d What comes out of a fire.
5 Fire hydrant e A fire-resistant door that can be closed to stop
the spread of a fire
6 Fire extinguisher f A large truck that carries firefighters and
equipment to the site of a fire
7 Smoke g A tube that contains special chemicals for
putting out a fire
8 Fire truck h A bell that tells you a fire has started
Answers: 1 c = Nhân viên cứu hỏa 5 b = Vòi rồng
2 h = chuông, thiết bị báo cháy 6 g = Bình chữa cháy
3 e = cửa thoát hiểm 7 d =
4 a = Thang thoát hiểm 8 f = Xe cứu hỏa
- Lead-in
PRE-LISTENING:
- Get Ss to work in pairs to describe the picture on page 27 of the textbook
- Give some guided questions for Ss to practise:
+ What is it? / What can you see in the picture? / What's happening?
+ Who are these people ?
+ How do you feel when you see a fire ?
+ What would you do if you saw a fire ?
- Call some Ss to describe the picture
- Get Ss to guess what they are going to listen about
Pair work Whole class
Steps and time
Work
arrangemen
t
Pre-teaching vocabulary.
memoralble (adj) replace(v) escape(v)
terrified (adj) gas stove (n) Protect (v)
scream / i: / (v/n) embrace (v)= ôm
- Help Ss to pronounce these words correctly in chorus
- Present the meamings of these words and get Ss to make sentences with them.
- Give corrective feedback
WHILE-LISTENING
TASK 1(10'):
* Instruction: You are going to listen to a girl telling about her most
unforgetable experience Listen and answer TRUE or FALSE questions.
- Before Ss listen and do the task, get them to read the statements to understand
them and underline the key words.(Sentence 1: Christina businessman.)
- Check with the whole class and ask them to guess what the unforgetable
experience the girl is going to tell might be
- Play the tape once for Ss to listen and do the task.
- Ask Ss to find a partner to check their answers with
- Check the answer with the whole class Play the tape one or two more times if
many Ss can't answer the questions, pause at the answer for Ss to catch
Whole class
Individually Pair work Whole class
Trang 7Answers: 1 T ; 4 F ( She was sleeping)
2 F ( 13 years ago) ; ; 5 T
3 F ( in the kitchen)
TASK 2 (10'):
Instruction: You are going to listen to the story again and fill the gap with
the information you hear.
- Ask Ss to study the text carefully for the missing and try to do without
listening to the tape once more time If Ss can't, play the tape again ( Remind
Ss to focus on the information and write the answers down in note forms only
while listening, not full sentences.)
- After playing tape ask Ss to work in pairs to check their answers
- Call on some Ss to give the answers
- Provide the correct answers
Answers: 1 small 2 everything 3 family
4 replaced 5 took 6 appreciate
POST-LISTENING: (7') - Before getting Ss to discuss, give them some useful expressions of asking and giving opinions Individually Pair work Whole class Group work Whole class Steps and time Work arrangemen t Asking for opinions - What do you think about ?
- What's your opinion about ?
- What's your feeling about ?
- What' your point of view about ?
- How do you feel about ?
- Do you have any opinions about ?
Expressing opinions - I think
- Personally, I believe / I feel
_ In my opinion / From my point of view
Expressing agreement - I agree / I think so - That's true, and / That's right, and
Express disagreement - Well, maybe, but - That might be true but
- Well, my feeling is that
- Well, I don't think so I think
- Give examples and get Ss to do some practice with these structures
- Devide the class into groups of 4 and ask them to discuss the question given in
the textbook ( Each group has a leader to monitor the discussion, note down
his/her friends ideas and a representative to present the outcome of their
discussion to the class.)
Trang 8- Go around to offer help.
- When all the groups have finished, call on some representatives of groups to
report their peers' ideas ( and check if other groups would have the same ideas)
- Listen and take notes of their errors and then give corrective feedback
WRAPPING ( 3')
- Summarize the main point of the lesson
- Ask Ss to write the summary of the story they have just listened
Whole class
Whole class
-Period 4: WRITING
I Objectives:
By the end of the lesson, Ss will be able towrite a personal letter telling about a past experience, using the structrures and vocabulary that they've learnt in previous lessons
II Teaching aids:
Textbook, handouts, …
III Anticipated problems:
Ss may not have sufficient Vocabulary to write about the topic, so T should be ready
to help them
IV Procedure:
Steps and time
Work
arrangemen
t WARM-UP: (5')
A quiz about writing personal letters
( The aim of this game is to remind Ss of the rules of writing a personal letter in English.)
- Devide the class into goups of 8 and then announce the Quiz and the rules:
Each group is given a handout with questions about the rules of writing a
personal letter in English Ss need to answer the questions as quickly as
possible For each quicker answer, The group will get one point Finally, the
group that get more points will be the winner.
- Read out the questions and lead the game
The quiz
1 How many parts does a personal letter normally have ?
2 What are these parts ?
3 What do we usually write in the Salutation ( Greeting )
4 What do we usually write in the losing ?
5 Where do we normally sign the letter ?
Answers
1 ( There are / It has ) 5 parts.
2 ( They are ) The Heading, the Salutation / Greeting, the body, the Closing,
Individual work, pair work, whole class
Trang 9and the Signature.
3 We normally write " Dear" or "Hello/ Hi" etc plus the name of the person
we are writing to and a coma at the end
4 We normally write something like " Sincerely", " Yours", "Love", "
Cheers", " Best wishes ", " See you soon" etc and a coma at the end.
5 Our signature normally goes under the Closing.
PRE-WRITING; (12')
Set the scene: Ss, you are going to write a friendly letter to a pen friend
telling him/ her about one of your most memorable past expriences.
- Get Ss to read the task silently and work out what they are required to write about
- Call on a student to answer and elicite more ideas from the class
( draw a net work of ideas on the board for Ss to follow
When it
Most unforgettable experience ?
Who was
- Elicite the verb tense that can be used for describing a past event
( Past simple, past continuous, past perfect )
Steps and time
Work
arrangemen t
+ The past simple is used to talk about an event that happened & finished in
the past.
+ The past continuous is used to talk about an event that was in progress
around a specific past time We often use the past continuous together with the
past simple The past continuous refers to a longer background action or
situation ; the simple past refers to a shorter action or situation that happened
in the middle or interrupted it.
+ The past perfect is used to talk about an event that had happned before
another event that happened in the past
- Give some examples and check that Ss understand the use of these tenses
- Get Ss to plan their stories according to the questions on the board, then
compare with a friend
Eg: A sample outline
What happened I nearly drowned
When it happened ? A year ago, my last summer vacation
Where it happened ? A river near my grandparents' house
How it happened ? When I was swimming, I sddenly caught a cold I
- individually
- pair work
- whole class
Trang 10felt dizzy and I was too weak to swim.
Who was involved ? Some of my friends were also swimming at that
time, one tried to save me
How it affected you ? I learned that life is so important
- Go around to check and offer help
- Collect some outlines and provide corrective feedback Provide relevant
vocabulary and structures if necessary
WRITING: (17')
- Get Ss to write their own letters in 10 minutes
- Ask Ss, in pairs, to exchange their letters and correct each other
- Go around to offer help
A sample letter:
Hanoi September 2008
Dear Peter,
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.
Let me tell you about my last summer vacation at my grandparents' It was
almost a year ago and was one of my most unforgetable experiences.
My grandparents live in a small village, which is about 70 km Northwest of
hanoi There is a large river at the back of the house where I often do swimming
every afternoon when I spend my vacation with them.
One day, when I was swimming with some of my friends, I suddenly caught a
cold I felt dizzy and was too weak to continue swimming, so I started to sink I
thought I was going to drown but I couldn't call out for help because I was too
tired and terrified Luckily, one of my friends saw that and shouted for help
Immediately, another friend swam towards to help him push me in My life was
finally saved.
Now recalling the moment, I thought I was going to die, I understand how
precious life is This event definitely taught me to appreciate my life.
What about you / have you got any unforgettable holiday that you would
like to share with me ?
See you soon.
John
- Feedback on Ss' writing:
+ Choose one letter and read it to the class
+ Elicite corrective feedback from the class and give finnal comments
afterwards ( Pay attention to the format of the letter, the organisation of ideas
and language use )
WRAPPING: (2')
- Summarize the maint points of the lesson.
- For homework, ask Ss to rewrite their letters
Individual work and Pair work
Whole class
whole class
I Objectives: