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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-
up(4)
Pre-
Reading
(5’)
Ask Ss some questions about their
most unforgettable 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 try to
make sense of the pictures on
pages 22. Then T gets them to put
the pictures in the order that they
think is most appropriate.
T elicits their answers by asking
questions and giving prompts.

8. sneak (adj)
Whole
class
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Play the cassette and ask Ss to
listen.
Ex: I’m sorry. I can’t go with you
now. I am busy with my
homework. I’m busy doing my
homework.
Ex: Do you want the money in the
notes or coins?
While-
Reading
(24’)
Task 1
Get Ss to read the passage silently
and then do task 1.
Check the answers with the whole
class.
Task 2
Get Ss to read the text silently
again and then with a peer work
out the sequence of the pictures
given on page 22 again.
Call on a student to give and
explain his/her answer.
Give corrective feedback.
Task 3
-Ask students to read the questions

(exactly like the one that her father
had given her).
4. Because she thought the boy
had stolen her money/it was her
money.
5. She bought the pretty hat of her
dream.
Post
reading
(10’)
-Ask students to discuss the
questions in group:
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)?
(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 advice,…)
- Ask some students to represent

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?
- Give answers
Group
work
Individual
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Pre-
Speaking
(5’)
- Have you ever spoken English to
you friends (teachers,
foreigners…)?
- How did you feel when you
spoke English to them?
Task 1
T introduces the task and gets Ss
to do it individually, then compare
the answers with a peer.
T calls on a student to read his
answers.
T introduces the structure
Make + sb + V
Make + sb + adj
T gives the feedback.
Match the things you might have

Who did you go with?
Did you enjoy your visit in Ha
Noi?
Suggested answers:
3. h 4. a 5. e 6. g
7. c 8. f
Post
speaking
(10’)
Task 3
- Give students useful structures
+ Have you ever………….?
+ How did it happen?
+ When/Where did it happen?
+ How did the experience affect
you?/How did you feel?
Get Ss to ask and answer questions
about their experiences, using the
suggested questions on page 26.
T goes around to check and offer
help.
T calls on some pairs to perform
their conversation in front of the
class.
Suggested conversations:
1.
A. Have you ever failed an exam?
Pairwork
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T elicits feedback from the class

the lesson.
C. How did it affect you?
- It was interesting to talk to
famous pop stars.
- It changed my attitude
to/towards/famous pop stars.
Whole
work
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
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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-

+ 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.
memorable(a) worthy to be
remembered.
memorize(v)
- scream(v) cry out with a shrill
voice.
Answers
1. c
2. b
3. a
4. d
- Give theirs answers.
- Listen and repeat in chorus
Pair work
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- replace (v) place again
- embrace (v) fasten on
- escape (v) avoid the notice of.
- protect (v) preserve

protection(n)
- gas stove(n) bếp ga.
- terrified(a) frightened.
- Ask students to repeat the

3. F(in the kitchen)
4. F(she was sleeping)
5. T
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4. I was sleeping, when I was
suddenly woke up by terrible heat.
5. I heard my mother’s voice
calling my name.
- Give feedback.
Task 2
- Ask students to read Task 2
silently and listen to the tape
again.
- Ask two students to write the
answers on the board.
- Give feedback.
- Give answers and take notes.
- Listen and do Task 2
- Give answers and take notes.
1. small
2. everything
3. family
4. replaced
5. took
6. appreciate
Post
listening
(7’)
T teaches Ss some useful
expressions of asking for and

discuss the question in the
textbook.
T goes around to check and offer
help.
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UNIT 2: PERSONAL EXPERIENCES
Writing
I. OBJECTIVES:
Write a personal letter telling about a past experience, using the structures and
vocabulary that they have learned in previous lessons.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-
up(5’)
A quiz about wrting personal
letters
T divides the class into 2 big
groups: A and B.
T reads out the questions and leads
the games.
The Quiz
1. How many parts does a personal
letter have?
2. What are they?
3. What do we usually write in the
greeting?
4. What do we usually write in the
Closing?

(It happened …years
ago/in …./when I was …years
old.)
2. Where it happened:
(in my house/at school/in the
street)
3. Who was involved: (your family
members/your friends/your
relatives, ….)
4. How it affected you:
(it changed outlook life/it
make me more careful/it gave
me more confidence in …./it
taught me the lesson/…)
T goes around to check and offer
Write a passage about the most
memorable past experience.
Individual
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help.
T collects some outlines and
provides corrective feedback.T
provides relevant and structures if
necessary.
Post
writing
(10’)
T chooses one letter and reads it to
the class.
T elicits corrective feedback from

sounds/m/,/n/,/η/for a few times
and explains the differences in
producing them.
T plays the tape once for Ss to
hear the words containing these
two sounds.
T plays the tape again and asks Ss
to repeat after the tape.
T asks Ss to work in pairs and take
turn to read aloud the given
Listen to the tape.
Repeat after the tape.
Individual/pair
work
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sentences.
T goes around to listen and takes
notes of the typical errors.
T calls on some Ss to read the
sentences again and provides
corrective feedback.
Work in pair to practise
reading the sentences.
Grammar

Presentation
(10’)
Present simple
Form:
I, you, we, they + V(bare)


Adverbs: now, at the moment,
at present, presently…
Present perfect:
Form: Have/has + PP
Use:
- An action has just happened.
- An action happened at an
unspecified time before now.
- Something started in the past and
has continued up until now.
- An action happened in the past
but its result is in the present.
An action has not happened yet.

just, for since, so far, up to now,
never, ever, already, many times,
several times, before, yet, not…
yet.
Past simple
Ex: She is sleeping at the
moment.
Ex: I have had a cold for
two weeks.
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Form: V + ed or irregular verbs
Use: - an action started and
finished at a specific time in the
past.
- a series of completed

I came
Individual/pair
work/whole
class
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
Controlled
practice (12’)
Free practice
(10’)
expressed in the past simple.
Exercise 1
T gets Ss to do Exercise 1
individually and then find a
partner to check their answers
with.
T checks with the whole class and
provides corrective feedback.
Exercise 2
T asks Ss to do Exercise 2
individually and then find a
partner to check their answers
with.
Ex: He was reading a
book while she was
cooking.
Ex: I had finished my
work before I went
shopping yesterday.
Answers:

2. found/had taken
3. got/had closed
4. got/had left
5. got/had arrived
6. paid/had phoned
7. went/said/had not
arrived
8. had
looked/asked/cost
V. HOMEWORK: (3’)
- review the uses of different verb tenses that have been covered in the lesson.
- prepare Unit 3.