-Helps students to revise how to use past perfect and past simple tense & helps students know the differences between these two tenses. Lead-in:[r]
(1)UNIT 3: PEOPLE’S BACKGROUND (READING)
I AIMS AND OBJECTIVES: Language Content:
- To help Students understand the back ground of Marie Curie and to provide Students with new words relating to school talks
- To help Students improve their reading skill by doing True or False exercise and Answering questions Language Function:
- To enable students to grasp some new words through skimming, questioning and answering - To help them review some structures they learnt in secondary course
3 Educational Aim:
- To educate students the realization of trying to surpass the difficulties in order to follow their dream Language :
- Vocabulary ( v ) harbour , take up , obtain ( a ) tragic , atomic , humanitarian
(exp) with flying colours Educational factor
- To educate the Students to try their best to study hard and get good grade II TEACHER’S AND STUDENTS’ PREPARATION
1 Method Communicative Approach
2 Skills Integrated skills (reading-speaking)
3 Techniques pairwork,groupwork,guessing,ask and answer,synonym,using picture, matching, repetition, True/false statement,…
4 Materials blackboard, chart,chalk, handouts, flash cards, picture, textbook Students’ preparation prepare the lesson at home
III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5ms)
Asks one student to go to the board and: - Say some words with vowels /ʌ / from /a: / & gives two examples using gerunds
3- Presentation of the new materials: Teaching
steps &Time
Teacher’s activities Students’ activities The lesson content 4’ 1 Warm-up:
- Give students handouts and introduce how to the task
Match the people with their job:
- Check the answers in front of class
- Shows the picture & asks them who she was
Leads to the new lesson
1 Lead-in -Work in groups
- Answer themselves &discuss the answers with the next student (Suggested answers: 1.a, 2.e, 3.b, 4.c, 5.d)
UNIT 3:
PEOPLE’S BACKGROUND (READING)
7’ 2 Pre- Reading
-Asks the students to work in pairs asking and answering the following questions
-Has three pairs practise in front of the class
- Pre-teaches some key words & phrases to help the students master the reading passage more easily
+ harbour (v) (example)
+take up (v) (translation)
+humanitarian(adj)(explanation)
+ With flying colours(exp)
2 Pre- Reading -Work in pairs
-Practise in front of the class
1.Can you name some scientistudents and their specializations ?
2.Have you ever heard of Marie Curie?
3.What you know about her ?
-Listen and guess the meaning of the words
I Vocabulary
+ harbour (v)
Ex: I harboured the dream of an English teacher
+take up (v) +humanitarian(adj)
Ex: Her humanitarian wish come true.
(2)(translation)
+ mature (adj) (example)
- Reads the new words and asks Students to repeat in chorus - Calls on some Students to read again and corrects their
pronunciation
- Asks Ss to check the information, read the passage
-Take notes
- Read the new words in chorus
- Read the new words individually
- Open books, read the passage
with flying colours
+ mature (adj)
20’ 3.While-Reading a/ Task 1:
- Lets the Students skim the text in three minutes and get some information about Marie Curie - Controls the class and helps the students
- Gets students to the Task and then compare with your partners
- Calls on some Students to answer and corrects
b/ Task 2:
- Asks Students to scan the text and work in pairs to decide whether the statements are true or false
- Goes around the class and help Students if necessary
- Calls on some pairs to practice in front of the class and some pairs to repeat the correct answer - Gets some Students to write on the board
- Corrects mistakes
3.While-Reading a/ Task 1:
-Read the text in three minutes and write some information about Marie Curie
- Exchange their information each other *Suggested answers : 1c,
2e, 3a, 4d, 5b.
b/ Task 2: - Scan the text
-Work in pairs to practice asking and answering -Practise in pairs in front of the class
- Listen to the teacher’s feedback
II.Reading comprehension 1/ TASK 1:
(Match the words and phrases inA with their meanings in B)
1 with flying colours
=very well, with a very high mark /grade
2.determine
= find out exactly by making calculations
3 mature
= having a fully developed mind
4 ease
= make less severe
5 harbour
= keep in the mind
2.TASK 2: (True/ False statements)
Statements T
F 1.Marie went to school in Warsaw 2.Her dream was to become a private
tutor
3.At the Sorbornne, she studied very
well
4.She married Pierre Curie in 1894 She was the first woman professor at
the Sorbonne
* Correct the false information : a private tutor a scientist
in 1894 1895 c/Task 3:
- Asks Students to scan the text and work in pairs to ask and answer
- Goes around the class and help Students if necessary
- Gets some pairs to practise in front of their friends
- Checks and corrects mistakes
c/Task 3:
- Read again and get details to complete the table - Work in pairs
-Listen to the teacher’s feedback
-Discuss in groups
3.TASK 3:
(Answer the following questions)
1.When and where was Marie Curie born ?
In Warsaw on Nov 7, 1867 2.What kind of student was she ?
A brilliant and mature student
3.Why did she work as a private tutor ?
To save money for a study tour abroad 4 For what service was she awarded a Nobel Prize in Chemistry ?
For determining the atomic weight of radium
5 Was the prize her real joy ? Why/ Why not ?
(3)5’
4.Post-Reading
- Asks the Ss to find the evidence from the passage to prove each of these following adjectives can be used to describe Marie Curie
o Strong – willed
o Ambitious o Hard – working
o Intelligent o humane
- Calls on some Students to speak - Feedback
4.Post-Reading
-Get out the evidence from the passage to prove adjectives provided which can be used to describe Marie Curie
1.Strong – willed : haboured the dream of a scientific career – impossible for a woman at that time
2.Ambitious :
keep moving up in her career
3.Hard – working : difficult living conditions – worked hard
4.Intelligent :
won the Nobel Prize 5 Humane :
easing human suffering - Representatives of each group demonstrate
human suffering” *Post-Reading
“ Find the evidence from the passage to prove each of these following adjectives can be used to describe Marie Curie”
o Strong – willed o Ambitious o Hard – working o Intelligent o humane
Homewo rk (3’)
-Asks the students to write a short summary about Marie Curie & prepare for the next part
(4)UNIT 3: PEOPLE’S BACKGROUND (SPEAKING)
I AIMS AND OBJECTIVES: Language Content:
- To help students tell about somebody’s background Language Function
- To motivate the students to discuss what questions they can ask when they want to know about somebody’s background
- To help students review and use some structures they learnt in secondary course Educational Aim
-To educate the students to take care of and respect their classmates Language
- Vocabulary : education , appearance , experience , hobby - Structure : kinds of the questions
5 Educational factor
- To help the students to have a good & serious attitude to their studies II TEACHER’S AND STUDENTS’ PREPARATION
1 Method Communicative Approach
2 Skills Speaking
3 Techniques question-answer ,interview, substitution, pair work, group work Materials textbooks, cassette player, chalks, board
5 Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5’)
- Calls on one student to the blackboard and asks them to say something about Marie Curie * Questions: (1) When and where was Marie Curie born ?
(2) What kind of student was she ? (3) Why did she work as a private tutor ?
(4) For what service was she awarded a Nobel Prize in Chemistry ? (5) Was the prize her real joy ? Why/ Why not ?
* Suggested answers:
1. In Warsaw on Nov 7, 1867.
2. A brilliant and mature student
3. To save money for a study tour abroad
4. For determining the atomic weight of radium.
5. No, it wasn’t Her real joy was “easing human suffering”
- Listen and gives remarks, marks 3- Presentation of the new materials:
Teaching steps &Time
Teacher’s activities Students’ activities The lesson content 4’ 1 Lead-in
-Asks the students some questions about Marie Curie , about her husband , …
_ Asks them how they can know about the information
Leads to the new lesson
1 Lead-in
- Listen and answer the questions
UNIT 3:
PEOPLE’S BACKGROUND (SPEAKING)
7’ 2 Pre- speaking :
- Helps the students revise how to make personal questions
- Ask the students some personal questions
- Asks the Students to read the items in their books in three minutes and to decide which of them can represent somebody’s background
- Controls the class and helps the Ss
2 Pre- speaking : -Listen and answer -Listen & give answers - Read in three minutes and decide which of them can represent somebody’s background
1 Task1 : a Notes :
+When and where were you born? +How long have you been living here? +Can you tell me about your parents? +What does your father/mother do? +How many brothers and sisters have you got? How old are they? What they do?
(5)- Asks the Students to exchange their ideas with their classmates
- Corrects & help the students have suitable answers : family,
hobby,education, dislikes.
- Exchange their ideas each other
- Listen
+Which primary school and junior high school did you go to?
+What you like and dislike? +What’s your hobby?
b Suggested answers :
(Items can be use to tell about somebody’s background ) Family hobby Education dislikes 20’
5’
3 While - speaking
- Guides the students how to this task, gives them some special expressions to help them speak more naturally
-Asks students to practise in pairs - Goes around and helps students if necessary
4 Post- speaking:
- Asks the class to work in groups, and to talk about the person they have learnt from the interview
- Listen to them and correct their mistakes
3 While - speaking - Listen carefully
- Work in pair – one plays the role of journalist, the other will answer all the questions related
- Practise in front of class
4 Post- speaking: - Work in groups Talk about the person they have learnt from their interview
- Listen
2 Task 2: ( INTERVIEW) * Use the cue given :
o Greeting
o Date of birth
o Home
o Parents
o Brother(s)
o sister(s)
o Primary school
o Secondary school
o Schoolwork
o Favourite subjects
o Experience
o Thanking
* Suggested questions : oWhat’s your birthday ? oWhere were you born ? oWhere you live ?
oCould you tell me about your parents ?
3 Task3:
“Talk about the person they have learnt from the interview”
Homework
3’ - Asks each of the Ss to write a short passage about individual resume prepare the next part
( LISTENING)
- write a short passage
(6)UNIT 3: PEOPLE’S BACKGROUND (LISTENING)
I AIMS AND OBJECTIVES: Language Content:
- To help students get information about Sally , an Olympic champion
-To help the students to listen to short conversations for general or specific information Language Function:
- To motivate students to prove their ideas after listening the conversations from the tape – record Educational Aim:
- To educate students to interest sport and to keep fit Language :
- Vocabulary champion (n) , romantic (adj), participate(v) , diploma (n) Educational factor
- To teach the students the love for sports & keeping fit II TEACHER’S AND STUDENTS’ PREPARATION
1 Method Communicative Approach
2 Skills Integrated skills (Listening-speaking)
3 Techniques pair work,True-false statements, filling gap, using pictures Materials textbooks, cassette player, chalks, board
5 Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5’)
-Calls on two students to the blackboard and asks them to make a conversation using the cues given : o Greeting
o Date of birth o Home o Parents o Brother(s) o sister(s)
o Primary school o Secondary school o Schoolwork o Favourite subjects o Experience o Thanking -Listens and gives remarks & marks
3- Presentation of the new materials: Teaching
steps &Time
Teacher’s activities Students’ activities The lesson content 4’ 1 Lead-in
-Shows the pictures of some famous people and asks the students to tell about their names & something they know about them
Leads to the lesson
1 Lead-in
Work in groups & give the answer to the teacher
UNIT 3: PEOPLE’S BACKGROUND
(LISTENING)
I Before you read: * Work in pairs
(1) Do you know any Olympic Champion?
(2).What you want to know about an Olympic Champion?
*Listen & repeat : + Olympic Champion + sports teacher + teacher’s diploma +love story
+ romantic 7’ 2.Pre- Listening
-Gets the students to discuss in pairs
-Explains these new words to the students & helps them pronounce exactly
+ Olympic Champion + sports teacher + teacher’s diploma +love story
+ romantic
2.Pre- Listening - Work in pairs
(1) Do you know any Olympic Champion? (2).What you want to
(7)20’
5’
3 While- listening a/ Task 1:
- Sets situation: “Bob and Sally are in the conversation, they are talking about their family, career , and some things they like or dislike”
- Plays the tape three times & asks the Students to listen what they are talking and give out their ideas about the statements
- Asks the Students to exchange their information with their classmates -Plays the tape one more & helps the students check their listening b/ Task 2:
- Gives the requirement and guides the Ss to Task
- Asks the class to work in groups, and to discuss about what they heard from the conversation - Lets the Ss listen to the tape and fill in the gaps
- Plays the tape again and asks them to check their works
4.Post- listening
- Asks the Ss to work in groups : question and answer about Sally -Helps the students if necessary
3 While- listening a/ Task 1:
- Listen to the teacher’s situation
- Listen what they are talking and say : T / F for the statements in Task - pair-work then say their ideas
-Listen to the tape & check their guessing
-Listen to the tape again b/ Task 2:
- Listen
- Work in groups
- Listen and fill in the gaps
- Listen to the tape again and check their works 4.Post- listening
-Work in pairs basing on the guidelines
II Listening : a/ Task 1:
1 T T F
“I don’t have much time” T
5 F
“I want to be a sport teacher”
b/ Task 2:
(Listen & fill in the blanks)
1. general education
2. lives / family
3. different/ swimming
4. love stories
5. teacher’s diploma
c/ Task 3:
(Ask and answer about Sally)
Homework
(8)(9)UNIT 3: PEOPLE’S BACKGROUND (WRITING)
I AIMS AND OBJECTIVES: Language Content:
- To help students write a passage to represent somebody’ curriculum - vitae Language Function
- To help the students review some structures and vocabulary learnt - To motivate students to improve their writing skills
3 Educational Aim
-To educate the students to take care of and respect their classmates Language
- Vocabulary: curriculum – vitae (n) , previous (a) , attend (v) Educational factor
- To educate students to interest the friends around them II TEACHER’S AND STUDENTS’ PREPARATION
1 Method Communicative Approach
2 Skills writing & speaking
3 Techniques Explanation, pairwork, groupwork Materials textbooks , chalks, sub-board Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting
Checking absence: Who’s absent today? 2- Checking up the previous knowledge : (5’)
- Calls on one student to the blackboard & asks the some questions about Marie Curie 3- Presentation of the new materials:
Teaching steps &Time
Teacher’s activities Students’ activities The lesson content 4’ 1 Lead-in
Gives some jumbled sentences and asks Students to reorder the words to make meaningful sentences
1 was born, Sir Isaac Newton, 1642, December 25, on, England, in, Lincolnshire.
2 home from school, was, he, brought,run the farm,1656,to, in.
-Asks students where they get these information of famous persons
Leads to the lesson
1 Lead-in
Work in groups trying to make meaningful sentences
* Suggested answers :
1 He was born on December 25, 1642, in Lincolnshire, England.
2 He was brought home from school to run the farm in 1656.
- Answer the teacher’s questions ( in books,
magazines,newspapers, from an interview…)
UNIT 3:
PEOPLE’S BACKGROUND (WRITING)
7’ 2.Pre- Writing
- Introduces Mr Brown’s curriculum–vitae, and explains what details Ss can read in a individual resume
- Explains some difficult words & phrases :
+Curriculum-vitae
(a form with details about somebody’s past education and job).
+ previous = former (adj)
+ attend (v)
+ travel agency (n) -Asks students to give some
2.Pre- Writing
-Listens and takes notes - Answer the questions if possible
Work in pairs & answer the questions
-Give further information about C.V
I SOME NOTES : +Curriculum-vitae
(a form with details about somebody’s past education and job).
+ previous = former (adj)
+ attend (v)
(10)further information about C.V 15’ 3 While- Writing
Task 2:
- Introduces how to practise task & gives them some special expressions to help them speak more naturally
- Asks students to work in pairs asking and answering for the information about the partner’s parent
- Help students if necessary -Asks students to tick their answer’s on the blackboard & gives feedback
3 While- Writing Task 2:
- Pay attention to the requirement of Task - Work in pairs
- Ask for help
- Show their form before class
II TASKS: Task 2:
(Complete the blanks)
5’ 4 Post- writing
- Asks the Ss to write a short paragraph about their partner’s parent (task 3)
- Asks the Ss to read their writings and check whether the information is correct
-Tells students to look at the board and comment on their answer
-Corrects the mistakes
If time allowed , call some pairs to act out the interview in the front of class
4 Post- writing
- Work in their groups and write down on the paper-board -Work in groups
- Base on their friends ‘forms, tell some things about them such as: place of birth, occupation, etc…
3 Task3:
(Write a paragraph about your partner’s parent)
C
on
so
li
d
at
io
n
4’
-Asks the students to practise asking and answering about themselves in front of the class
-Work in pairs
H
om
ew
or
k
4’
- Asks the students to write a paragraph about their parents -Asks the students to prepare the next part ( Language Focus)
-Listen to the teacher’s instruction & it at home
(11)UNIT 3: PEOPLE’S BACKGROUND (LANGUAGE FOCUS)
I AIMS AND OBJECTIVES: Language Content:
- To help students distinguish and pronounce the two vowel sounds / e / and / æ / in single words and meaningful expressions
- To help the students review how to use and past perfect tenses Language Function
- To help the students practise pronounce the two vowel sounds /e/ and /æ/ in some words and sentences - To enable the students to distinguish the use of the past perfect and simple past tense
- To motivate students to exercises , using simple past and past perfect tenses Educational Aim
- To educate students to interest the language focus through their lesson Language
- Pronunciation: Vowel sounds : / e / and / æ / - Structures : + the past perfect tense
+ the past perfect tense vs the past simple Educational factor
- By the end of the lesson, the students can distinguish the use of the past perfect and simple past tense II TEACHER’S AND STUDENTS’ PREPARATION
1 Method Communicative Approach
2 Skills Speaking, writing
3 Techniques Explanation, Listening and repeating, pair-work, group-work,… Materials textbooks , chalks, sub-board
5 Students’ preparation Review the grammar points and consult the grammar books III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (4’)
- Asks two students to go to the board and make a small conversation using the cues given : - Listens & gives remarks , marks
3- Presentation of the new materials: Teaching
steps &Time
Teacher’s activities Students’ activities The lesson content 4’ * A PRONOUNCIATION:
1 Lead-in
- Gives some words and asks the sts to rearrange them into different columns:“ end, ever, enlarge, mean, break, bread, check, pen, expensive”
-Asks students to say the reason for their arrangement
Leads to the new lesson 2 Pre-practice:
- Reads the words in textbook once and tells Sts the differences between two sounds / e / and / æ / and how to pronounce them - Reads one by one and has Sts repeat
- Corrects mistakes 3 Controlled- practice:
- Has Sts read the sentences in the book after listening to the teacher read once
- Goes around the class to help Sts if necessary
1 Lead-in
-Work in groups & try to rearrange the words into different columns - Say the reason -Listen to the teacher 2 Pre-practice:
- Listen and repeat First in chorus, then individually
3.Controlled- practice: - Pair-work
UNIT 3: PEOPLE’S BACKGROUND (LANGUAGE
FOCUS) I/ PRONUNCIATION:
/ e / / æ / men
bed said
pen met send man bad
sad pan mat
sand
* Practise these sentences : 1.The fat man has a red pen
(12)4 Free- practice:
- Has Sts list some more words with these sounds
* B GRAMMAR: 1 Lead-in:
-Asks students what they did at 8p.m yesterday evening , What they had done before that time,…
Says sth & leads in the lesson 2 Pre- practice:
-Gives some examples and asks students to remind about the past perfect tense
-Helps students to revise how to use past perfect and past simple tense & helps students know the differences between these two tenses
4 Free- practice: - Practise in groups * B GRAMMAR: 1 Lead-in:
-Listen and answer the teacher’s questions
2 Pre- practice:
-Pay attention to examples & revise how to use the past perfect tense
expensive then
4.There’re ten pans on the shelf 5.Ben sat on a bench with a yellow
cat
6.Ann never gets bad marks in French
II GRAMMAR : 1 Past perfect tense : * Form:
HAD + PP
*Ex: I had finished my homework before 11o’clock last night Past perfect vs past simple:
Ex: I had had dinner before you came to see me yesterday afternoon
3 Controlled – practice: (1) Exercise 1:
-Asks sts to work in pairs to make questions One asks and the other answers and vice versa - Calls on some pairs to practice
- Corrects mistakes
(2)Exercise 2:
-Asks the sts put the verbs in the correct forms using the simple past and past perfect tense -Calls on some sts to write the answers on the board
-Corrects the mistakes (3)Exercise 3:
-Divides the class into four groups & asks them to practise finding the mistakes in the passage given The quickest groups will be the winner
- Calls on the representative of the winning group to demonstrate their answers
- Corrects the mistakes 4 Free- practice:
-Asks students to give some more examples using the past perfect tense
3.Controlled – practice : (1) Exercise 1:
Work in pairs Practice Listen
(2)Exercise 2: Work in groups
-Write their answer on the bb -Listen to the teacher
(3)Exercise 3: Work in groups
-The representative of the winner demonstrate their answers
-Listen
4 Free- practice: -Work in groups
III EXERCISES : 1 Exercise 1:
(The past perfect tense) *Suggested answers:
1 had broken had done had met
4 hadn’t turned off had ever seen had been had left had moved hadn’t seen 10 had broken in (2)Exercise 2:
(Put the verbs in brackets in the past simple or the past perfect tense) *Suggested answers:
1 had just finished , came had seldom travelled , went went , had already taken Did…manage,had…gone , got
5 had just got , phoned,had been (3)Exercise 3:
*Suggested answers:
1 (sentence 1)
had climbed climbed
2 (sentence 3)
had turned turned
3 (sentence 5)
had called out called out
4 (sentence 7)
had heard heard
5 (sentence 9)
(13)-Asks students to rewritten all the exercises into their exercise notebooks
-Guides the sts to prepare TEST YOURSELF A
-Listen to the teacher’s instruction & it at home