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 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 you think the girl had to after she discovered that the money she had taken from the boy’s bag was not hers?”

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

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 idols making a fuss sneaky embarrassing

* Task 3:



Answers:

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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

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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 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

III.PROCEDURE IN CLASS 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?

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 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

IV Post-speaking:

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:

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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 - Prepare for the next lesson

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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

I.Prese ntation of the new materi al: 34mins

I Warm up:

- Has students answer the questions: What can you see in the picture? 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

- Has students listen to the interview and decide whether the statements are True/False

- Gives the correct answers

* Task

- Plays the tape again, has students fill in the gaps in the summary of Christina’s story in pairs

- Goes around the class and provides help when necessary

- Calls on some students to give the answers

IV Post-listening:

* Task 3:

- Has students work in groups to give their opinions on the sentence:

I Warm up:

answer the questions A fire

2 ……

II Pre-listening:

Listen, guess the meaning of the words and take notes

III.While-listening:

* Task

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

statements are

True/False(individual work)

* Task

Fill in the gaps in the

summary of Christina’s story in pairs

IV Post-listening:

* Task3:

Give the opinions on the sentence in groups:

UNIT 2: PERSONAL EXPERIENCES (LISTENING)

I Vocabulary:

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

III.Listening tasks:

* Task → answers:

1 T

2 F (13 years ago) F (in the kitchen)

* Task

→ answers:

1 small everything family replaced

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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

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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?

I Warm up: - Asks the students:

+ Have you ever been in such a situation?

+ What did you 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

- Goes around the class and provides 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 school holiday

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) The story (the experience) 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

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II.Conso 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

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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

III.PROCEDURE IN CLASS 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

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

- Corrects their mistakes

A PRONUNCIATION

I Lead-in:

Listen to the tape Listen to the teacher

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

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II.Conso 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 - Tells the aim of the new lesson

- 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

III.Controlled -practice:

* 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

Listen to the teacher, answer the question and take notes

III.Controlled -practice:

* 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; sets; gets; wares promises; carries; contains;

* Exercise 2:

1 Broke/ was playing wrote/ was

3 was working/ broke started/ were walking told/ were having

* Exercise 3:

1 had eaten/arrived found/had taken got/had closed got/had left got/had arrived

III/ Homework

- Review the grammar points the students have learnt

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