Unit 2: Personal Information - Dinh Tran Hoang Thuan

 __
 handsome boy
beautiful girl
shark
- Key word: experience
2. Pre - reading
Vocabulary : 
 - to embarrass: /im'bærəs/: lúng túng (picture)
 à embarrassing (adj)
 à embarrassment (n)
 - to imagine /i'mædʒin/ : tưởng tượng (picture)
 à imagination (n)
 à imaginative (adj)
 - to make a fuss about sth : làm ầm lên (picture)
 - a thief (n): kẻ trộm
 v Pre-reading
 - Work in pair: look at the pictures below and guess what is happening
3. While - reading
 w Task 1 : Reading and Re- ordering / page 24
Keys :
1. picture d	4. picture e
2. picture b 5. picture a
 3. picture f 6. picture c
 w Task 2 : Gap - filling 
 v The words/phrases in the box all appear in the passage. Use them to fill the blanks in the sentences.
Making a fuss sneaky glanced embarrassing idols
The girl was so shy that she didn’t look at him in the face. She just ________ at him and looked away.
She complains noisily about anything she doesn’t like. She is the type of person who is always _________
She was in a very _______ situation. She felt so stupid and didn’t know what to say.
teenagers nowadays often have their own _______ who they really love and imitate in different ways.
I don’t like the look of that man. There is something _______ about him.
Keys : 
1. glanced	4. idols
2. make a fuss 5. sneaky
3. embarrassing
 w Task 3 : Questions and answers. 
What did the girl wish to have when she was in grade 9?
Why did her father give her some money on her birthday?
What did she see in the boy’s bag?
Why did she decide to take the money from the boy’s bag without saying anything about it?
What did she do with the money?
Keys :
 1. The girl wished to have a floppy cotton red hat when she was in grade 9 (lines 2- 3, par 1)
 2. So that she could buy the hat for herself/ to buy the hat for herself (lines 1 – 2, par 2)
 3. She saw a wad of dollar notes exactly like the ones her father had given her before. (lines 3 – 6, pa r3).
 4. Because she was sure that the boy was a thief. He had stolen her money. She wanted to take it back without making a fuss (lines 3–6, par 3)
 5. She bought the pretty hat of her dream. (line 1, par 4)
4. Post - reading : 
 Work in groups. Discuss the question: “What do you think the girl had to do after she discovered that the money she had taken from the boy's bag was not hers ?".
 * Suggested answers:
1. She might feel embarrassed and guilty / ashamed because that was not her money.
2. She could place a notice on a local newspaper to apologize the boy and contact him to give him the money back
3. She might want to her father the truth and ask him for help
4. She could come to police station, tell the police the truth and ask them for help
5. She could get on the same bus the next day and look for the boy to return him the money, etc.
6. She could keep it as secret.
5. Homework :
 - Learn the new words and make sentences with them.
 - Prepare listening.
- T guides to play a game
- Ss give answers.
- T feedbacks and introduce the new lesson.
- T teaches new vocabulary by using picture.
- T asks Ss to repeat and check stress.
- T uses RUB OUT & REMEMBER to help Ss remember for long time
- T asks Ss work in pairs to discuss what is happening in each picture.
 - T asks Ss guess the order of the events. 
- Ss look at the picture and discuss what is happening and guess the order of the events.
 - T asks Ss to work in pairs again to read the story and check the correct order of the events.
 - T calls on some Ss to give the answers 
- T checks and gives feedback
- T guides Ss to determine type of words in the blanks and guess meaning of the words/ phrases in the box.
- T asks Ss to read the text again and finish the blanks.
- Ss give answers.
- T gives feedback and correct meaning of words to Ss
- Ss listen and copy into their notebooks.
- T asks Ss to read the text silently.
- T asks Ss to work in pair and check answers together.
 - T calls some Ss to give the result.
 - T makes corrections if necessary.
- Ss work in pairs.
- Ss give the answers
- T goes around to give help.
- T calls some groups to give their answers in front of the class.
 - T checks with the class.
UNIT 2 :
PERSONAL EXPPERIENCES
period: 8 	
	Lesson 2: Speaking
I.OBJECTIVES: By the end of the lesson, students will be able to : 
 - talk about their personal experiences and how they effect their life.
 - be active and open in communication.
II. PREPARATION : books, extra-board, picture
III.PROCEDUCE: 
Time
 Contents
Teacher’s and students’ activities
10mns
10mns
7mns
8mns
13mns
2mns
1. Warm - up : Find somone who
- Go around to interview your classmates to find someone who have ever + past participle 
Ex: Mary: Have you ever spoken English to a native English speaker?
 John: Yes 
Events
Name
1. speaking English to a native English speaker.
 John
2. being seriously ill
3. traveling to other parts of the country
4. failing an exam
5. talking to a famous pop star
2. Pre - speaking : (15mns)
 Task 1: Matching (page 25)
 - Ask Ss to work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B.
A
B
1. speaking English to a native English speaker.
 a. makes you love your country more
2. being seriously ill
b. teaches you a lesson and makes you study harder
3. traveling to other parts of the country
c. makes you appreciate your health more
4. failing an exam
d. makes you more interested in learning English
5. talking to a famous pop star
e. changes your attitude to pop stars.
Keys : 
1.d 2.c 3.a 4.b 5.e
Structures: Make sb do sth
 Make sb + adj
Ex: To speak/ Speaking English to a native speaker makes you more interested in learning English.
 Task 2 : Re-ordering (page 25)
- A student is taking to her friend about one of her past experiences and how it affected her. The lines in their conversation are jumbled. Put them in the correct order, then practice the dialogue.
a) I was walking along Trang Tien Street when an English girl came up to me asked me the way to Hoan Kiem lake. I told her, then we stated talking about the lake.
b) Have you ever spoken English to a native speaker?
c) How did the experience affect you?
d) Yes. I talk to an English girl last summer.
e) What did you talk about?
f) Well, it made me more interested in learning English
g) Everything about the lake: its name, the great turtles in it, etc.
h) How did you meet her? 
Keys : 1.b 2d 3h 4a 5e 6g 7c 8f
- Guide useful structures:
* Have you ever ?
* How did it happen?
* When did it happen?
* Where did it happen?
* How did the experience?
3. While - speaking : Role- play drilling ( task2/ page 26)
 - Ask Ss to work in pairs to practice the dialogue in task 2.
4. Post - speaking : ( 8mns)
 - Ask Ss to make a similar dialogue based on the structures and information in task 1 and task 2. 
 - Call on some pairs to act out their dialogues in the front of the class.
5. Homework:
- practice similar dialogue. 
- T gets Ss to go around to interview their classmates to find someone who  
- T asks the winner to report the results to the whole class and calls on someone to give out theirs
- T gives feedback.
- Ss work in pair
- T gives feedback
- T gives formula and guides Ss to use it.
- T asks Ss to practice.
- T has the Ss look at the picture /page 26
 - T asks some questions about the picture to set the situation.
- T asks Ss to work in pairs to put the lines of the dialogue in the correct order.
- Ss work in pairs.
- T calls on some Ss to give their answers.
- T give feedback
- T guides useful structures 
- T reads and asks Ss to repeat.
- T asks Ss to practice in pair
 - T goes around to control and give help if necessary.
- T cals on some Ss to act out the dialogue in front of the class without looking at the books.
- T asks Ss to practice dialogue based on the structures and information in task 1 and task 2. 
 - T goes around the class and gives help if necessary.
 - T asks some pairs to perform in front of the class.
 - T gives comment.
UNIT2:
PERSONAL EXPERIENCES
Period : 9 
	Lesson 3: Listening
I.OBJECTIVES: By the end of the lesson, students will be able to : 
 - Listen to specific information.
 - Understand the passage.
 - To have a good habits and treatment in daily life.
 - To have good sense of responsibility for family and relatives “family is more important than things".
II. PREPARATION : cassette player, tape, extra- board, picture, books .
III.PROCEDUCE: 
Time
Content
Teachers and students' activities
3mns
8mns
10mns
7mns
10mns
7mns
1mns
1. Warm- up : (5mns)
 - Ask Ss to play a game: "Kim’s Game" to produce the word “FIRE".
 memorable scream gas stove 
 escape terrified 
 replaced embraced protected 
 fireman fight fire
 - Set a question: Have you ever seen a fire?
 - What will you do if there's a fire?
2. Pre- listening :
- New words:
 - memorable (adj): đáng ghi nhớ
 - to scream : la hét
 - to escape: thóat
 - to replace: thay thế 
- Look at the picture and say what is happening in it.
 What's happening in the picture?
 Why does their house catch fire? ( show the picture of gas stove)
Have they ever forgotten that terrible day?
3. While- listening : ( 20mns)
 Task 1: Christina is being interviewed about the most unforgettable experience in her life. Listen to the interview, and then decide whether the statements are true (T) or false (F)
The fire happened three years ago.
The fire started in the kitchen
When the fire started, Christina was reading a book 
She got away without even a minor burn
The fire took everything from her
 Keys: 1.F 2 T 3.F 4.T 5F
Task2: Multiple choices
1. What is Christina’s job?
 a. a businesswoman b. a teacher 
 c. a lawyer d. a nurse
2. Why did her house catch fire?
 a. Her mother forgot to turn off the gas stove 
 b. She forgot to turn off the gas stove 
 c. The gas stove was leaked out 
 d. She overslept
3. Who rescued her?
 a. her mother 
 b. a fireman 
 c. her sister 
 d. she run out her house before fire became bigger
4. How did she feel when she found herself surrounded by walls of fire
 a. frightened b. terrified 
 c. embarrassing d. worried
5. Before the fire, she was ______
 a. prissy b. friendly 
 c. lovely d. selfish
Key: 1.a 2.b 3.a 4.b 5.d
 Task 3 : Gap- filling
Although I lost many things in the fire, the experience helped me to grow up. Before the fire, I was selfish. I always complained to my mother about how_(1)_______ my room was, or how few clothes I had. Then the fire came and destroyed (2) _________ we owned. But I slowly began to realize that I really needed my old things. I just needed my (3)_______. After all. You can get new clothes anytime, but a family can never be (4)______. The fire(5)______ many things from you, but it gave you something, too. It taught me to (6)________ my family more than things.
 Keys : 
 1. small 	 4. replaced
 2. everything 5. took
 3. family 6. appreciate
 4. Post- listening : 
 Work in group of four or five to give their opinions on the sentence:
 Christina says:" Family is more important than things".
 Do you agree with her? Why?
Unforgettable experiences
Interviewer: This is Radio 3. In our “Unforgettable Experiences” programme tonight we talk to Christina, a successful businesswoman. Hello Christina, welcome to our programme.
Chistina: Hello and thank you. It’s nice being with you tonight.
Interviewer: Christina, could you tell our audience about the most memorable experience in your life?
Christina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down.
Interviewer: Really? How did it happen?
Christina: The fire started in the kitchen where I forgot to turn off the gas stove.
Interviewer: What were you doing at that time?
Christina: I was sleeping when I was suddenly woken up by terrible heat. I opened my eyes to find myself surrounded by walls of fire.
Interviewer: That’s terrible! How did you escape?
Christna: I was terrified. Then I heard my mother’s voice calling my name. I rushed to her. She carried me out. Luckily I got away without even a minor burn.
Interviewer: Not many people are so lucky. Did the fire affect you in any way?
Christina: Oh, yes. Yes, very much, in fact. Although I lost many things in the fire, the experience helped me to grow up.
Interviewer: What do you mean?
Christina: Well before the fire, I was selfish. I always complained to my mother about how small my room was, or how few clothes I had. Then the fire came and destroyed everything we owned. But I slowly began to realize that I really needed my old things. I just needed my family. After all. You can get new clothes anytime, but a family can never be replaced.
Interviewer: I see, so the fire took many things from you, but it gave you something, too.
Christina: Exactly. It taught me to appreciate my family more than things.
 5. Homework :
 - Learn the new vocabulary 
- T guides Ss to play a game
- T gives feedback
- T leads in the lesson. 
- asks Ss meaning of the new words and asks them to repeat. 
 - asks Ss look at the picture and say what is happening in it.
- T presents the topic. 
- Ss listen and answer 
- T gives help if necessary
- T asks Ss to listen and tick what is true about her.
- Let Ss listen for the answers with the class
- T asks Ss to listen again.
- Ss listen and compare the answers with their friends.
- T gives correct answers
- Ss work individually .
- Ss listen to the tape and do task 3.
- Ss compare the answers with their friends.
 - T gives correct answer.
- Ss work in group
- T goes around and gives some help.
 - Ask some Ss to present their ideas in front of the class.
- Give comments: (We must have responsibility for our family and relatives).
UNIT 2:
PERSONAL EXPERIENCES
Period : 10 
Lesson 4: Writing
I. OBJECTIVES: By the end of the lesson, students will be able to: 
 - write a personal letter.
 - tell their memorable past experiences.
 - have good friends to help and share each other about difficult things in life. 
II. PREPARATION : extra- board, books .
III. PROCEDUCE: 
VI. COMMENTS :
Time
Content
Teachers and students' activities
1. Warm- up : brainstorming 
 meeting a traffic accident 
Unforgettable experience 
being seriously ill
 failing an exam getting up late
 - Draw Ss pay attention to the word "experience" + picture “letter” and lead in the new lesson.
 Today, we learn how to write a personal letter telling about experience.
2. Pre- writing : (10mns)
 - Give a model letter telling a past experience and ask Ss to fill in the chart given.
My Long district,
An Giang province.
April 20th, 2009
Dear Peter,
 How are you? I’m fine. Today, I want to tell you about my unforgettable experience. One day, I went jogging in the park near my home. Suddenly, I heard cries of “Help! Help!” coming from behind some trees. Immediately, I ran there. I saw two men attacking a young girl. Without a second thought I rushed at the men and started hitting them. “Run” – I screamed at the girl, but to my surprise, she just stood there and shouted: “Stop it! Please stop it”. I did not understand what happened. I looked around and I saw more and more people. Then the young girl gave me a strange look and said: “Thank you very much for trying to help but you see, we’re making a TV program” I got up, feeling very stupid, and apologized. After that, I learned an important lesson: “Look before you leap”. 
What about you? Have you got any unforgettable experience that you would like to share with me
See you soon,
Nam 
 -When it happened
 - Where it happened
 - How it happened
 - Who was involved
 - How the experience affected the writer
-
-
-
-
-
3. While- writing: ( 20mns)
 - Set the scene: you are going to write a letter to a friend, telling him/ her about one of their memorable past experiences 
* Some useful cues: 
- How it happened
- When it happened: two years ago / in 1990.
 when I was in grade 10
- Where it happened: in my house /at school / in the hospital
 in the streets / in a holiday resort
- How the experience 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
 4. Post- writing:
- exhibition
 5. Homework : 
 - Prepare language focus
- T asks Ss to go to the board and write the answers.
- T introduces writing.
- T asks Ss to read a model letter and answer the questions.
- T Check the answer.
- T asks Ss to observe the model letter as well as the tense used in this kind of letter. 
.
- T asks Ss to use the past tenses to tell a past experience.
- T applies some cues.
- T calls on two Ss to write on the board.
- Ss work in group
- T goes around the class and gives help if necessary.
- T asks Ss to exchange their writing with their partner to correct and learn from one another.
- T collects some Ss' writings to mark at home
- T asks the whole class to look at the two writings on the board and ask them to give comments relating the format, the language use.
 - Give feedback and comments.
UNIT2 :
PERSONAL EXPERIENCES
Period : 11	
Lesson 5: Language Focus
I.OBJECTIVES: By the end of the lesson, students will be able to : 
 - distinguish the sounds /m/, /n/, / η /.
	- revise simple past, past perfect and past continuous tenses and talk about the past. 
II. PREPARATION : extra- board, books , handouts, cassette player.
III.PROCEDUCE: 
Time
Content
Students' and teacher’s activities
5mns
5mns
15mns
15mns
4mns
1mns
I. WARM UP 
 Re-order words into their correct column
 May nose wrong money seven running
 Snow small summer sink drink sing
 /m/
 /n/
 /η/
 Key: 
 /m/
 /n/
 /η/
may 
small 
money summer
nose 
seven
Snow
wrong
running
sink
drink
sing
- Introduce the sounds /n/, /m/, and /η/
II. PRONUNCIATION
* Listen and repeat:
 / m / / n / / η /
 may	nose wrong
 make nine running
 summer money bring
 home seven sing 
 small snow morning
* Note: Khi n đứng trước mẫu tự mang âm /k/ and /g/ ta đọc là / η /
 Ex: drink, ink, single
 Khi n đứng sau m nó sẽ trở thành âm câm
 Ex: autumn, column
*Practise reading the sentences:
1. Good morning. I want an apartment in central London.
2. We have an expensive apartment in Northend Avenue
3. I remember meeting him on a nice summer afternoon.
4. Mr. King is singing next door
5. He’s holding a string in his fingers
6. He loves spending his holidays in his small summer house.
III. GRAMMAR: Review the past tenses
A. Present simple tense:
-I, You, We, They + Vo
-He, She, It + V-s/es
1. Ex: Nam and Phong live with their parents. Nam works for a big company. Phong is a student. He does his exercises everyday.
 à Form: 
 To Be: am / is / are
à Use: We sometimes use the present simple tense to tell a story happened in the past.
 2. Practice: Use the correct present tense forms of the verbs in brackets:
 The story is about a girl called Little Red Riding Hood who (0.live) lives with her mother. Little Red Riding Hood’s grandmother (1. invite) _______her to her 
cottage, so one fine day she (2. set) _____off to visit her. The little girl (3. get) _____ ready, (4.wave) ______goodbye to her mother and (5. promise) _____to be careful. On her arm she (6. carry) _____ a basket which (7. contain) _______a cake her mother (8. bake) _____specially. It (9.be) _____ a lovely spring morning, the sun (10.shine) ______ and the birds (11. sing) ____, happy that the winter (12.be) _____ over.
Key: 1. invites 2.sets 3.gets 4.waves 5.promises 6.carries 7. contains 8. has baked 9. is
10. is shining 11. are singing 12. is
B.Past simple, past progressive & past perfect tense:
1.Ex: a. Last night, while I was doing the exercises, the phone rang.
S + V2 / Ved
 b. After I had done the exercises, I went to bed.
à Form: * Past simple: 
S + was / were + V-ing
 * Past progressive:
S + had + V3 / Ved
 * Past perfect: 
àUse:
a. The Past simple expresses an action that happened and completed at a point of time in the past.
b. The Past progressive expresses an action happening in the past when another action happened.
c. The Past perfect expresses an action that happened before another action in the past or before a point of time in the past.
2. Practice: Give the correct tense of the verbs:
 Game: Lucky number
a. He (break) ____ his arm when he (play) ____ football.
b. When I (find) ____ my purse, someone (take) _____ my money out of it.
c. By the time I (get) ____ into town, the shops (close) _.
d. When it (start) ____to rain, they (walk) ____ through the forest.
e. When they (get) ______ to the station, the train (leave) ____ .
f. He (tell) ____ us about his marriage when we (have) _____ afternoon tea.
g. Julia (write) ____ her first novel when she (be) _____-19 years old.
h. By the time you (get) _____ her letter, she (arrive) _____ in Paris.
Keys:
a. broke, was playing b. found, had taken
c. got, had closed d. started, were walking
e. got, had left f. told, were having
g. wrote, was h. got, had arrived
 C. Make sentences from the words given:
1. when / police / arrive / the car / go
2. we / have lunch / we / hear / the news
Keys: 
1. When the police arrived, the car had gone.
2. When we were having lunch, we heard the news.
5. Homework :
 - Re-do the exercises in textbook.
 - Do the exercises in workbook.
- T divides class into 3 groups 
- T asks Ss to write the words which have the sound into their right column.
- T gives feedback.
- T asks Ss to read them 2 times.
- T asks Ss to practice reading aloud the sentences in textbook / page 29 and then pick out the words have the sounds /n/ , /m/ and / /.
- Ss work individually to practice the sentences. 
- T sets the scene
- T gives example and mode