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UNIT 2: PERSONAL EXPERIENCES
Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, identifying
the sequence of events and guessing meaning in context.
-Use the information they have read to discuss the story.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts,
real objects if possible.
III. TEACHING METHOD: communicative approach.
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-
Ask Ss some questions about
Individua
up(4)
their most unforgettable
l
experience.
1. When did it happen?
2. Where did it happen?
3. Who was involved?
4. How did it happen?
5. How did affect you?
Get Ss to work in pairs and
Pre-
try to make sense of the
Look at the pictures and
Reading
pictures on pages 22. Then T
guess what is happening in
gets them to put the pictures
each of them.
(5’)
in the order that they think is
most appropriate.
T elicits their answers by
asking questions and giving
prompts.
1. What can you see in the
picture A?
2. What do you see on the
table?
3. Whose money do you think
it is? Why?
Pairwork
Pre-teaching Vocabulary
1. embarrass (v) = make sb
confused or ashamed.
- embarrassed (adj).
- embarrassing (adj)
- embarrassment (n)
2. experience(n) = event or
situation that affects sb in
some way.
3. idol(n) = someone greatly
loved or admired.
4. glance (n/v) = look at
somebody quickly.
- glance at sb/sth.
5. Be busy doing sth.
- Be busy with something.
Whole
class
6. Note (n): banknote.
7. make a fuss = make an.
Ex: I’m sorry. I can’t go with
important thing important or
you now. I am busy with my
more important.
homework. I’m busy doing
8. sneak (adj)
my homework.
Ex: Do you want the money
in the notes or coins?
Play the cassette and ask Ss
to listen.
WhileReading
(24’)
Task 1
Get Ss to read the passage
silently and then do task 1.
Individua
Answers:
l work &
whole
1. glanced
Check the answers with the
2. making a fuss
whole class.
class.
3. embarrassing
4. idols
5. sneaky
Task 2
Get Ss to read the text silently
Answers:
Individua
again and then with a peer
work out the sequence of the
1. d
2.b
3.c
4. f
5. e
6.a
pictures given on page 22
again.
Call on a student to give and
explain his/her answer.
Give corrective feedback.
Task 3
Suggested answers:
-Ask students to read the
1. She wished to have a red
questions in task 3 and
hat-a floppy cotton hat (like
answer them in groups.
the one her star idol wore in
her video clip)
- Ask representative of each
group to give oral answers
and write them on the board.
2…...so that she could buy
the hat (for herself.)
3. She saw a wad of dollar
notes (exactly like the one
that her father had given her).
4. Because she thought the
l& pair
work.
boy had stolen her money/it
was her money.
- Give feedback
5. She bought the pretty hat
of her dream.
Post
-Ask students to discuss the
reading
questions in group:
(10’)
1. How did the girl in the
story feel when she
discovered that the money
she had taken was not hers?
(embarrassed, sad,
ashamed, unhappy, terrible,
uncomfortable, anxious, …)
2. What did the girl have to
do (when she discovered that
the money she had taken was
not hers)?
- Discuss in groups
Groupwork
(put a notice on T.V or at
school, get on the same bus
on the next day to look for
him, do nothing, keep it a
secret, tell her father
everything and ask him for
- Report before class
advice,…)
- Ask some students to
represent their talk in front of
class
V. HOMEWORK: (2’)
- Write down the questions and the answers in the notebooks
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking.
UNIT 2: PERSONAL EXPERIENCES
Speaking
I. AIMS OF THE LESSON:
1. Language skills:
Speaking:
Identify structures that are used to talk about past experiences
and their
influences on one’s life.
2. Language focus :
Grammars: - present perfect and past simple
- structure with “make”
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warmup(5’)
“Have you ever” Game
Group
work
T divides the class into
groups of 3-4. Then T models
“Have you ever” + PP” for Ss
as well as ways to respond to
“Have you ever” questions.
- Have you ever seen ghosts?
- Have you ever been to Da
Lat?
- Have you ever sung in
public?
- Have you ever spoken
English to you friends
(teachers, foreigners…)?
- How did you feel when you
spoke English to them?
PreSpeaking
Task 1
T introduces the task and gets
- Give answers
Individua
l
(5’)
Ss to do it individually, then
Match the things you might
Individua
compare the answers with a
have done or experienced in
l/pair
peer.
box A with how the
work
T calls on a student to read
his answers.
experience might have
affected you in box B.
T introduces the structure
Make + sb + V
Ex: He made me work hard
Make + sb + adj
Ex: Don’t make her sad.
T gives the feedback.
Suggested answers:
1. d
3. a
WhileSpeaking
(20’)
2. c
4. d
5. e
Task 2
Present perfect: used with
Ex: Have you ever been to Ha Whole
“ever” to talk about a past
Noi?
experience.
Ex: When did you go there?
class
Past simple: used when one
Who did you go with?
keeps asking about that
experience.
Did you enjoy your visit
in Ha Noi?
Ask Ss to work individually
on the sequence of the
conversation and then find a
peer to compare their answers Suggested answers:
with.
Check with the class and give
corrective feedback.
Post
speaking
(10’)
Task 3
- Give students useful
structures
+ Have you ever………….?
+ How did it happen?
3. h
4. a
7. c
8. f
5. e
6. g
+ When/Where did it happen?
+ How did the experience
affect you?/How did you
Pairwork
feel?
Get Ss to ask and answer
questions about their
experiences, using the
suggested questions on page
Suggested conversations:
1.
26.
A. Have you ever failed an
T goes around to check and
exam?
offer help.
- Yes, I have.
T calls on some pairs to
perform their conversation in
front of the class.
T elicits feedback from the
B. How did it happen?
- I didn’t study well enough
for exam.
class and gives final
C. When did it happen?
comments.
- Last year.
D. How did you feel/How did
it affect you?
- I felt
disappointed/sad/depressed.
2.
A. Have you ever traveled to
other parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It made me love our country
more/I learned more about
different places in our
country.
3.
A. Have you ever talked to a
famous pop star?
- Yes, I have.
B. Where did you meet
him/her?
- At a party
C. How did it affect you?
- It was interesting to talk to
famous pop stars.
- It changed my attitude
to/towards/famous pop stars.
Wrappin
Whole
g up(3’)
work
T summarises the main points
of the lesson.
V. HOMEWORK:
- Write a paragraph about a past event that has had an influence on you.
- Learn by heart some new words.
- Prepare part C: Listening
UNIT 2: PERSONAL EXPERIENCES
Listening
I. AIMS OF THE LESSON:
1. Language skills:
Listening :
- Develop such listening micro-skills as intensive listening for
specific information and taking notes while listening.
- Help students improve their listening skill.
- Help them understand the conversation and do Task 1,2
2. Language focus :
Vocabulary: memorable, scream, gas stove, escape, terrified,
replaced, embraced, protected.
II. TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
NOTES
Warm-
Match the words in Column
Group
A with their definitions in
work
up(5’)
A matching Game
Column A
Column B
1. Fire fighter
2. Fire door
3. Smoke
4. Fire alarm
Column B
a. What comes out of a
fire
Answers
b. A fire-resitant door that
1. c
can be closed to stop
2. b
the spead of a fire.
3. a
c. A person who fights
Pre-
fires
4. d
listening
d. A bell that tells you a
Pair
fire has started.
(10’)
work
T gets Ss to work in pairs to
describe the picture on page
27 of the textbook.
+ What can you see in the
picture?
- Give theirs answers.
+ What is happening?
(The house is burning./The
house is on fire./…..)
+ Who are these people?
+ What is she doing?
(She’s talking a little girl out
of the burning house)
Pre-teaching vocabulary
-memory(n) the faculty of the
mind.
- Listen and repeat in chorus
(memorable(a) worthy to be
remembered.
memorize(v)
- scream(v) cry out with a
shrill voice.
- replace (v) place again
- embrace (v) fasten on
- escape (v) avoid the notice
of.
Ex: They escaped the search
of the enemy.
- protect (v) preserve
protection(n)
- gas stove(n) bếp ga.
- terrified(a) frightened.
- Ask students to repeat the
provided words and explain
the words if necessary.
While-
Task 1
Listening - Ask students to read Task 1
(20’)
silently.
- Read Task 1.
- Listen to the tape and decide
- Ask students to listen to the
whether the statements are
tape twice.
true or false.
- Ask students to do Task 1
Suggested answers:
individually.
1. T
- Read the sentences again to
2. F(13 years ago)
help weak students:
3. F(in the kitchen)
1. We talk to Christina, a
successful business woman.
4. F(she was sleeping)
5. T
2. My most unforgettable
experience happened 13 years
ago.
3. The fire started in the
kitchen where I forgot to turn
off the gas stove.
4. I was sleeping, when I was
suddenly woke up by terrible
- Give answers and take
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