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]
(1)PERSONAL EXPERIENCES Unit 2: -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: Work arrangemen t Steps and time warm-up: (5') Vocabulary crossword puzzle - Divide the class into small groups of Ss - Distribute the following crossword puzzle handout for Ss to in their groups - The group that finishes first and has all the correct answers will be the winner Crossword My dad works in a factory where he produces cars and tractors He's an An is something that protect you from rain or sun He saved persons in the fire He's such an person We have a big for our cars and a lovely garden at home This is a beautiful song I like both the music and the Tran Hung Dao is a national He saved the Vietnamese people from Chinese invaders He won several chess championships at a young age Actually, he was the country's youngest In her glorious singing career Celine Dion has earned various music awards She is the most Canadian singer 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 ) e n g i n e e r U M B R E L L A B R A V E G A R A G E L Y R I C S H E R O C H A M P I O N Lop11.com Group work Whole class (2) S U W I E N C O C T C U C N A C R E S S F U E S S P I T A L E N T R A A G E S L L Work arrangement Steps and time Answers: engineer garage champion 10 capital umbrella lyrics successful 11 central brave hero witness 12 encourages Pre-reading: (5') Pair work - Get Ss to work in pair and try to make sense of the pictures on page 22, the ask Whole class 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 you think might be relationship between the girl and the man? Why ? What you see on the table ? Whose money you think it is ? Why ? While-reading Set the scene: You are going to read a story in which a girl's telling about her most embarrassing situation Then you the TASKS follow TASK ( 8') - Get Ss to read the passage silently and then TASK - 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 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 guesswork with the sentences to match them correctly - Check the answers with the whole class Answers: glanced making a fuss embarrassing idols sneaky Lop11.com - Individual work Whole class Individually, - pair work (3) - whole class Task ( 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: D b F e a c Work arrangemen Steps and time t task ( 10') - Check if Ss can answer the comprehension questions in TASK without having to read again If not, get them to read the questions carefully and give them some tips to 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 She wished to have a floppy cotton hat He gave her some money to buy a floppy cotton hat She saw a wad of dollar notes that look exactly like the ones her father had given her 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 She bought the hat of her dream Individually Pair work Whole class POST-READING (10') - Introduce the TASK: Ss work in small group of and discuss the questions - Give some adjectives and structures that can be used for giving suggestions: Group work Eg: Adjectives: embarrased, ashamed, confused, sad, unhappy, uncomfortable Whole class 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: She might feel embarrassed and guilty/ ashamed because that was not hers - 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 ) Whole class Lop11.com (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: Work arrangemen t Steps and time 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 in groups then call some groups to give answers - Ask Ss some questions to lead in + Have you ever had some personal experiences ? + How you feel when you meet a very famous person ? + How you feel if you fail your exam ? TASK 1: ( 10') - Introduce the task and get Ss to 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 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: d ; c ; a ; b ; 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 Lop11.com group work - Individual work - pair work Whole class - Individual work - pair work Whole class (5) - Check that Ss' questions are correct or not - Ask Ss to read the conversation in pairs Answers: b ; d ; h ; a ; e f ; g ; c ; TASK ( 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 - Pair work check and offer help - Call on some pairs to perform their conversations in front of the class Whole - Elicite feedback from the class and give final comments class WRAPPING - Summarize the main points of the lesson - For homeworkk: Ask Ss to write a short paragraph about your their experience Whole 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: Work arrangemen t Steps and time 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 distribute them the handout below for Ss to 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 Column A Fire fighter Fire alarm Fire door Column B a A metal stairway outside to help people to get out of a building on fire b A pipe that draws water for putting out a fire c A person who fights fires Lop11.com (6) Fire escape Fire hydrant Fire extinguisher Smoke d What comes out of a fire e A fire-resistant door that can be closed to stop the spread of a fire f A large truck that carries firefighters and equipment to the site of a fire g A tube that contains special chemicals for putting out a fire h A bell that tells you a fire has started Nhân viên cứu hỏa b = Vòi rồng chuông, thiết bị báo cháy g = Bình chữa cháy cửa thoát hiểm d = Thang thoát hiểm f = Xe cứu hỏa Fire truck Answers: c = h = e = a = - Lead-in PRE-LISTENING: - Get Ss to work in pairs to describe the picture on page 27 of the textbook Pair work - Give some guided questions for Ss to practise: + What is it? / What can you see in the picture? / What's happening? Whole class + Who are these people ? + How you feel when you see a fire ? + What would you if you saw a fire ? - Call some Ss to describe the picture - Get Ss to guess what they are going to listen about Work arrangemen Steps and time t Pre-teaching vocabulary memoralble (adj) terrified (adj) scream / i: / (v/n) replace(v) gas stove (n) embrace (v)= ôm escape(v) Protect (v) Whole class - 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 Individually unforgetable experience Listen and answer TRUE or FALSE questions Pair work Whole class - Before Ss listen and 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 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 Lop11.com (7) Answers: T ; F ( 13 years ago) ; F ( in the kitchen) TASK (10'): F ( She was sleeping) ; T Instruction: You are going to listen to the story again and fill the gap with Individually the information you hear Pair work - Ask Ss to study the text carefully for the missing and try to without Whole class 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: small everything family replaced took appreciate POST-LISTENING: (7') - Before getting Ss to discuss, give them some useful expressions of asking and giving opinions Group work Whole class Work arrangemen Steps and time Asking for opinions Expressing opinions Expressing agreement Express disagreement t - What you think about ? - What's your opinion about .? - What's your feeling about .? - What' your point of view about ? - How you feel about ? - Do you have any opinions about .? - I think - Personally, I believe / I feel _ In my opinion / From my point of view - I agree / I think so - That's true, and / That's right, and - 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 some practice with these structures - Devide the class into groups of 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.) Lop11.com (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 Whole class WRAPPING ( 3') - Summarize the main point of the lesson - Ask Ss to write the summary of the story they have just listened 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: Work arrangemen Steps and time 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 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 How many parts does a personal letter normally have ? What are these parts ? What we usually write in the Salutation ( Greeting ) What we usually write in the losing ? Where we normally sign the letter ? Answers ( There are / It has ) parts ( They are ) The Heading, the Salutation / Greeting, the body, the Closing, Lop11.com Individual work, pair work, whole class (9) and the Signature We normally write " Dear" or "Hello/ Hi" etc plus the name of the person we are writing to and a coma at the end We normally write something like " Sincerely", " Yours", "Love", " Cheers", " Best wishes ", " See you soon" etc and a coma at the end 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 happened ? What happened ? Where it happened ? Most unforgettable experience ? Who was involved ? How it affected you? How it happened ? - Elicite the verb tense that can be used for describing a past event ( Past simple, past continuous, past perfect ) Work arrangemen t + The past simple is used to talk about an event that happened & finished in the past individually + The past continuous is used to talk about an event that was in progress - pair work around a specific past time We often use the past continuous together with the - whole class 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 Steps and time What happened When it happened ? Where it happened ? How it happened ? I nearly drowned A year ago, my last summer vacation A river near my grandparents' house When I was swimming, I sddenly caught a cold I Lop11.com (10) felt 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 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 -Period 5: LANGUAGE I Objectives: 10 Lop11.com FOCUS (11) By the end of the lesson, Ss will be able to: - Distinguish the sounds / m / / n / and / / - Pronoun the words and sentences containing these sounds correctly - Distinguish the uses of different verb tenses: Present simple for indicating the past, the past simple, past continuous and past perfect - Use the verb tenses to solve communicative tasks II Teaching aids: Textbook, handouts, … III Anticipated problems: Ss may have difficulty distinguishing and using different verb tenses correctly Therefore, T should be ready to assist them IV Procedure: Work arrangemen t Steps and time PRONUNCIATION ( 7') Distinguish the sounds - Model the three sounds / m / / n / and / / for a few times and explain the Individual work, differences in producing them Eg: When producing / m /: Close the lips; when producing / n /, tongues touch pair work, their mouths; when producing / / :their tongues touch their soft palates ( vòm whole class miệng ) For all these sounds, the air goes through the nose - Play the tape once for Ss to hear the words containing these sounds - Play the tape again and ask Ss to repeat after the tape - Ask Ss to read the words in each column out loud in chorus for a few times - Call on some Ss to read the words out loud - Listen and correct if Ss pronounce the words incorrectly Work Steps and time Practising sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences - Go around to listen and take notes of the typical errors - Call on some Ss to read the sentences again and provide corrective feedback arrangemen t Individual work, pair work, whole class GRAMMAR: Exercise 1: (9') - With Ss review the forms, meaning, uses of the present tenses + The present simple + The present continuous + The present perfect Individual - Get Ss to exercise individually and the find a partner to check their work, pair work, answers with whole class - Check with the whole class and provide corrective feedback 11 Lop11.com (12) Answers: invites sets promises carries is 10 is shining gets contains 11 are singing waves has baked 12 is Exercise 2: ( 9') - With Ss review the forms, meaning, uses of the past simple and past Individual continuous tense - Get Ss to exercise individually and the find a partner to check their work, pair work, answers with whole class - Check with the whole class and provide corrective feedback Answers: broke / was playing wrote / was was working / broke started / was walking told / was having didn't listen / was thinking phoned / didn't answer / were doing didn't wear / didn't notice / was driving Exercise 3: ( 8') Individual - With Ss review the forms, meaning, uses of the past perfect and compare with work, other tenses pair work, - Get Ss to exercise individually and the find a partner to check their whole class answers with - Check with the whole class and provide corrective feedback Answers: had eaten / arrived got / had arrived found / had taken paid / had phoned got / had closed went / said / had not arrived / got / had left had looked / asked / cost Work arrangemen Steps and time t Production stage: Communicative practice for all verb tenses - Let Ss play a game : "A Celebrity Interview" (celebrity /ci'lebriti/ = famous group work, whole class person like actor/ actress .) - Divide the class into groups of then introduce the TASK "You are going to work in groups of Two of you will be a celebrity and his/ her manager The other two will be reporters for a local newspaper Discuss among yourself which celebrity you want to act and interview The celebrity and the manager will prepare a short biography for the celebrity, including some outstanding past and present events, based on the questions in the woeksheet The reporters will work out the interview questions they want to ask about the celebrity Yopu can use the questions in the worksheet as guidelines After minutes you are going to the interview in your own group." - Distribute the worksheets to Ss and guide how to ask interview questions and answer them, remind Ss to use the correct verb tenses 12 Lop11.com (13) - Ask Ss to work in groups, then go around to offer help - Make sure that Ss have finished, call on some groups to perform their interview again in front of the class - Elicite feedback from the class, then give final comments and provide corrections if necessary Worksheet for the celebrity Name Job Born: When, where ? Childhood and schooling First debut / performance Greatest achievements Present projects Worksheet for the reporters Born: When, where ? Childhood and schooling First debut / performance Greatest achievements Present projects Model questions: Where were you born ? When were you born ? Where did you grow up ? What school did you go to ? When did you fisrt play in a movie ? Whayt was your first role ? What was your first album? What have been your greatest achievements so far? What project are you working on now ? etc WRAPPING UP.( 2' ) - Summarize the main points of the lesson - For homework: Ask Ss to revise the form and uses of tenses covered in the lesson whole class By Nguyễn Lễ - Thach That High School Extra exercises ( Unit 2) I Read the following article and answer the T / F questions that follow I was about eight or nine years old at that time, and my mother took me to the theatre It was a special show for children, with songs, clowns, and magic After the first part of the show, the presenter came out and said: "Any child who's got a birthday today, come up onto the stage and you are going to be the magician's assistants" My mum gave me a push and said:" Go on, you go" And as I really wanted to be on the stage, I rushed up, with other children When I was up there, the magician asked my name and then said:" So it's your birthday today then?" and I automatically said:"No, it's on July 23nd" As soon as I said it, the whole theatre burst into laughter My face went bright red, and some of the children called out:"He is a cheat It's not his birthday today" At that moment I wanted the earth to open up and swallow me The magician said it didn't matter and I could stay on stage but I felt awful the whole time As I came down from the stage all the other children looked at me and laughed 13 Lop11.com (14) It was the boy's 9th birthday when his mother took him to the theatre The presenter invited all the children to go on the stage The boy came up onto the stage because he got a birthday that day The boy's mother wanted him to be on the stage so she told him to go The magician got angry because the boy told a lie The boy felt ashamedbecause everyone knew he told a lie The other kids laughed at the boy because he was a bad liar II Read the text and the task follow: Home Fires Many fires are caused by cooking Cooking is the number one cause of home fires You should always watch what you are cooking Never leave something cooking on the stove without watching it Three out of ten home fires start in the kitchen That is more than any other room in the house Many people are killed and injured from the kitchen fires Kitchen fire can be prevented Follow safety rules and you can keep yourself safe Questions: What is the number one cause of home fires? A matches B cooking without watching C fireplaces What room in the homes has the most fires ? A family room B basement C kitchen Kitchen fires can be prevented by a watching food on the stove every 10 minutes B always watching what you are cooking C cooking with a frying pan III Rearrange these events to make a story The first event has been numbered for you a Immediately I pick up a heavy stick and ran to see what was wrong b As I looked around I saw more and more people and, to my horror, I spotted two film cameras and a TV van c When I got home, I told my brother the story, and he laughed uncontrollably d One day I wen jogging in the park near my home e "Run" - I screamed at the girl, but to my surprise, she just stood there staring at me, and then she started to shout: " Stop it! Please stop it!" f I stood up, feeling very stupid, and apologized g Suddenly i heard cries of " Help! Help!" coming from behind some trees h Without a second thought I rushed at the men and started hitting them with my stick i Then the young girl gave me a strange lookand said:" Thank you very much for trying to help but you see, we are making a TV program" j As I came nearer the bush where I heard the noise coming from, I saw two men attacking a young girl k I learned an important lesson: " Look before you leap" l Then from behide some more trees three men more appeared, jumped on me, and pulled me away and pushed me to the ground IV Verb tense and verb form When I (arrive) last night, I discovered that Jane( prepare) a beautiful candle-lit dinner 14 Lop11.com (15) Since I began acting, I ( perform) in two plays, a TV commercial ans a Tv dramma However, I (speak, never even) publicly before I came to Hollywood in 1985 By the time I got to the offiece, the meeting ( begin, already) without me My boss (be) furious with me and I (be) fired When I (turn) the radio on yesterday, I (hear) a song that was popular when I was in high school I ( not hear) the song in years, and it (bring) back some great memories Last week, I )run) into a ex-girlfriend of mine We (see not) each other in years, and both of us ( change) a great deal I (enjoy) talking to her so much that I (ask) her out on a date We are getting together tonight for dinner When Jack (enter) the room, I (recognize not) him Because he (lose) so much weight and (grow) a beard He looked totally different I (visit) so many beautiful places since I (come) to Vietnam Before moving here, I (hear, never) of Ha Noi, Hai Phong, Ho Chi Minh, 15 Lop11.com (16)