Unit 2: Personal experiences - Lesson A đến lesson B

Thursday, September 11, 2008
Period 7: 
Personal experiences
 Lesson A: Reading
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
Teaching aids: Pictures, charts, handout, textbook, lesson plan
Procedure
Stages/timing
Procedure
Interactions
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?
Today, our reading lesson is about the embarrassing experience of a girl on the bus.
Group work
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 “vuùng troọm, leựn luựt” 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 theof 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.
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
Pair work
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 points
Assign 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:
Time
5’
10’
10’
10’
 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.
- 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
 SS’ ACTIVITIES 
- listen
- answer the questions about their embarrassing experiences
- work in pair and discuss.
- some pairs give the answers
- 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 17th, 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:
 - Blackboard, chalks (colored), E11, Cassette, pictures
 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:
Time 
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): khaựn giaỷ
- burn down(v): chaựy ruùi
- walls of fire: nhửừng bửực tửụứng lửừa
- a minor burn: moọt veỏt boỷng nhoỷ 
 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
- 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.
 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
- work in pairs and discuss together 
do as teacher asks
Saturday, September, 20th, 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: 
Time
T’S ACTIVITIES
SS’ ACTIVITIES
 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 :
-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
 Listen
Read carefully 
Note the main point from the book.
- How it affected you: it 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 22nd, 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:
 Time
 T’S ACTIVITIES
 SS’ ACTIVITIES
10’
10’
10’
10’
 PRONUNCIATION
 Listen and repeat :
- 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.
- 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
/ m/, / n /, / η /
 - 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 ẹL 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
 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