Giáo án Tiếng Anh Lớp 11 - Personal experiences

Date of preparation: 9 / 9 / 2018	Period: 9 
Date of teaching: 10 / 9 / 2018 	Classes: 11AD2, 11AD4 
UNIT 2:	 PERSONAL EXPERIENCES
PART A: READING
I. AIMS AND OBJECTIVES:
- Language content:
 + To provide the students with some new words related to one’s personal experience.
- Language function:
 + Talking about personal experiences.
- Educational aim:
 + To make the students aware of the meaningful of personal experiences in relation to one’s life.
1. Language:
a/ Vocabulary: making a fuss , sneaky , glanced , embarrasing , idols , experience, pay for, a wad of dollars 
	- without saying a word , a while
b/ Structures: - Wh - questions, the past simple and the past perfect	
2. Skills: Integrated skills. 
3. Educational factor: By the end of the lesson, sts are able to describe their past experiences and use what they have experienced their future situations.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques/Activities: pairwok, explanation, groupwork 
3. Materials needed: textbooks, references, teaching aids 
4. Students’ preparation: Lesson preparation; appliances for studying.
5. Previous exercises: To – infinitive & bare infinitive
III. TEACHING PROCEDURE: 
 1. Stabilization: (1m)
 	 Good morning class! 	 How are you today? 	 Who is absent today, monitor? 
 2. Checking up the previous knowledge: ( 5ms )
 a. The thief climbed over the wall . Nam saw..
 b. be / glad / she / take / in / part / competition. =>.
 3. THE NEW LESSON: 
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE LESSON CONTENT
 Lead in:
5ms
 Pre- reading:
8ms
While- reading:
15ms
Post- reading:
6ms
Consolidation
4ms
Homework: 1ms
- Asking the students to play a game of giving the past and past perfect form of the verbs
- Asking the students to match the verbs to the pictures .
- Asking the students to arrange the pictures in order.
- Introduce the topic of the reading.
- Introducing the new words: 
- Asking the students to complete the sentences with the words above.
- Asking sts to fill each blank with a suitable word/phrase.
- Asking sts to read the words in square and guess the meaning of the words in the box. 
- Calling on some sts to give their answers and making any necessary corrections to their answers.
 - Asking sts to put the pictures of the events in the order they happened
- Asking sts to read the reading again and put the pictures of the events in the order.
- correcting 
 - Asking sts to read through the questions.
- Asking them to work in pairs to ask and answer the questions in turn.
- Calling on some sts to present their answers in front of the class.
- Making any necessary corrections to their answers:
- Asking sts to work in groups to discuss the question: 
- Calling on some groups to show their ideals.
- Asking one or to sts to retell the main ideas of the story.
- Asking sts to do the following.
- Listening to the teacher.
- Listening and doing the teacher’s requests.
- Listening
- Listening 
And taking notes
- filling the gaps with some of the words given
- filling the gaps with the words.
- some sts will show their answers
- putting the events in order.
- reading to be sure
- listning to the teacher
- Working in pairs.
- Disussing to answer.
- one or two sts will retell the main idea.
- Listening
And answer.
- taking notes
Unit 2: PERSONAL EXPERIENCES
Lesson 1: READING
 Point -> ..
Think -> 
Buy -> 
Take -> 
Give -> ..
Steal - > ..
I New words : 
Embarrassing experience (n)
a wad of dollars ( picture ) 
pay for (v)
reply = answer (v)
without saying a word,..
a while = a moment (n)
II Fill in the gaps with the words given 
1. We have written her a letter and hoped to receive her..
2. Please wait for . I call Mrs Jones.
3. A: How much do you......the book? 
 B : 5 dollars.
III fill each blank with a suitable word/phrase.
Answer
1. glanced 2. making a fuss 
3. embarrassing 4. idols 
 5. sneaky
IV put the pictures of the events in the order they happened 
Answer
1. picture d	2. picture b
3. picture f	4. picture e
5. picture a	6. picture c
V Asking sts to Answer the questions 
1. She wished to have a red hat , a floppy cotton hat like the one her pop star idol wore in her video clip.
2. Because he knew her biggest dream.
3. She saw a wad of dollars .
4. Because she thought that the boy had stolen her money.
5. With the money , she bought the pretty hat 
VI Discuss in groups: 
 “ 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 her ? “ 
- According to sts’ different ideas.
* Remember : 
- the past simple and the past perfect
- The content of the story.
* Should you do like the girl in the story ? 
 + not careful when seeing the notes in the boys’ bag.
 + stealing the notes.
VI Homework
- the past simple and the past perfect	
- new words
- A summary of the reading.
SELF- EVALUATION:
Date of preparation: 10 / 9 / 2018	Period: 10 
Date of teaching: 11 / 9 / 2018 	Classes: 11AD2, 11AD4 
UNIT 2:	 PERSONAL EXPERIENCES
PART B: SPEAKING
I. AIMS AND OBJECTIVES:
 - Language content: To provide the students with some words and structures related to past experiences and their effect.
 - Language function: Talking about personal experiences and how they might effect one’s life.
 - Educational aim: To make the students aware of the meaningful of personal experiences in relation to one’s life.
1. Language:
a/ Vocabulary: appreciate , attitude , being seriously ill , turtle , affect , effect 
b/ Structures: Make + O + V / Adj - the past simple and the present perfect	
2. Skills: speaking mainly 
3. Educational factor: To enable sts to talk about expriences and to encourage them to use what they have experienced for their future life.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: pairwok, explanation, groupwork 
3. Materials needed: textbooks, references, teaching aids 
4. Students’ preparation: Lesson preparation; appliances for studying.
5. Previous exercises: - new words ,- A summary of the reading.
III. TEACHING PROCEDURE: 
 1. Stabilization: (1m) Good morning class!	 How are you today?	Who is absent today, monitor? 
 2. Checking up the previous knowledge: ( 5ms ) One student will summarize the story
 3. THE NEW LESSON: 
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE LESSON CONTENT
 Lead in:
3ms
Pre- Speaking:
12ms
While- speaking:
12ms
Free-speaking
8ms
Consolidation
4ms
Homework 
1ms
- Asking sts to make meaningful sentences using the words given
- Asking sts the questions they have made. 
-Asking sts to match
- Asking sts to give their answer
- Asking sts to read the jumbled sentences and putting the events in the order.
- Correcting and asking sts to practice in pairs. 
- reminding sts of 
- Introducing the task with the useful structures .
- Asking sts to pratice in pairs 
- Calling on some pairs to show their works.
- Asking the sts to listen and telling the cause of the embarassing experience. 
- Reminding the sts of 
- Asking the sts to do the following
- Listening to the teacher.
- Doing as directed.
Answering
- Matching 
- listening and taking notes
- Listening to the teacher and doing the ex
- Showing their work and practicing the dialogue.
- Listening
- Using the given dialogues and the structures to make similar dialogues
- Listening to the teacher and giving the cause.
- Listening 
- Listening and taking notes
Unit 2: PERSONAL EXPERIENCES
Lesson 2: SPEAKING
Have 	did 	sung 	was
Where 	it 	Where 
you 	sing	in public	ever
Answers: 
Have you ever sung in public
Where was it? Where did you sing?
I Matching
Answer: 1. d 2. c 3. a 4. d 5. e
* words: appreciate , attitude 
 being seriously ill 
E.g: “To speak English to a native speaker makes you more interested in learning English” and Being seriously ill makes you appreciate your health more.”
II Putting in order:
Answer : 1- b , 2 – d , 3-h 4-a 5-e 6-g 7-c 8-f
* words : turtle , affect 
+ Present perfect: used with “ever” to ask about a past experience. E.g: “Have you ever been to Egypt?”
+ Past simple: Used when one keeps asking about that experience. E.g: “When did you go there?” “Who did you go with?” “ Did you enjoy your visit to Egypt?” etc.
III Make similar dialogues :
+ Have you ever?
+ How did it happen?
+ When did it happen.?
+ How did the experience affect you ? 
Ex: 
A:Have you ever been seriously ill ?
B : Yes, I have.
A: How did it happen ? 
B : I was preparing hard for the Middle - term exam 
A : When was it ? 
B : It was in 1989
A: How did the experience affectyou ?
B: It made me appreciate my health more
IV Give the reason for the experience: 
 It happened to me one Sunday last month. I was cucling to our Sunday club meeting by the side of my best friend. It was really a beautiful day ! everything seemed so nice until I noticed that I had left the storybook on which I have the duty to do an oral presentation to the club members . we ran to the nearest bookstore. Luckily we find the book in a short time. We got out of the store. We took our bikes and rode away. Suddenly, I found that I had taken the bike of somone else. I felt ashamed of myself. My friend had an opportunity to laugh at me .that’s my most embarrassing experience. 
* Remember : 
+ the structures “Make sb do st” or “make sb + adj”
+ Present perfect: used with “ever” to ask about a past experience
+ Past simple: Used when one keeps asking about that experience
* Homework: 
- Similar diagoue or a short passage about your most embarrassing experience. 
- the structures in Consolidation
SELF- EVALUATION:
Date of preparation: 10 / 9 / 2018	Period: 11 
Date of teaching: 11 / 9 / 2018 	Classes: 11AD2, 11AD4 
UNIT 2:	 PERSONAL EXPERIENCES
PART C: LISTENING 
I. AIMS AND OBJECTIVES:
- Language content: To provide the students with some new words related to the fire as one’s personal experience.
- Language function: Describing the fire with the two – sided affect of it on a family life.
- Educational aim: To make the students aware of the cause and effect of a fire ,and love for family 
1. Language:
a/ Vocabulary: - memorable, scream, gas stove, escape, replace, embrace, protect, rescue , bussinesswoman
b/ Structures: - the past simple 
 - Expressing opinions, agreements ,and disagreements	
2. Skills: Integrated skills , listening mainly 
3. Educational factor: - To respect family by showing love to every family member.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: pairwok, explanation, groupwork 
3. Materials needed: textbooks, cassette player
4. Students’ preparation: Lesson preparation; appliances for studying.
5. Previous exercises: Dialogue in speaking
III. TEACHING PROCEDURE: 
 1. Stabilization: (1’) Good morning class!	 How are you today?	Who is absent today, monitor? 
 2. Checking up the previous knowledge: (4m) - Two students will present a dialogue
 3. THE NEW LESSON: 
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE LESSON CONTENT
 Lead in:
6ms
Pre-Listening:
8ms
While- listening:
15ms
Post- listening:
6ms
Consolidation
4ms
Homework: 
1m
- Showing a matching game:
- Dividing the class into small groups of 3 or 4 sts then distributing the following handouts 
 A	
1. fire fighter	
2. fire alarm	
3. fire door	
4. fire escape	
5. fire hydrant	
6. fire extinguisher	
7. smoke	
8. fire truck	 
- Correcting 
- Getting sts to translate the given words into Vietnamese to check Ss’ understanding of the words.
- Introducing the topic of the listening.
- Introducing the new words: 
- Asking the students to say what is happening in the picture
- Asking the sts to listen and repeat
- Asking sts to read the statements in Task 1 and make prediction about the story
- Asking sts to listen to the tape and make decision ( twice ) .
- Calling on some sts to read their answers.
- Making any necessary corrections to their answers.
- Introducing sts the summary of Christina’s story , asking sts to read and guess what the words will be.
- playing the cassette player
- Introducing some ways to express opinion, agreements, disagreements
- Asking sts to read through the question and to discuss Chritina’s idea.
- Calling on some sts to present their answers in front of the class.
- Making any necessary corrections to their answers:
- Asking one or to sts to retell the main ideas of the story.
- Reminding sts of the structure
- Asking sts to do the following
- Listening 
- Doing the matching task in their own groups. 
- Showing their work and listening to teacher’s correcting.
- some will translate
- Listening
- Working in pairs.
- Reading and guessing
- Giving their answers and listening to teacher’s correction
- Listening and fill in the gaps.
- Giving their answers and listening to teacher’s correction
- Disussing to answer.
- Some sts will present what they have dicussed
- one will retell the main ideas of the story
- taking notes
Unit: PERSONAL EXPERIENCES
Lesson 3: LISTENING
I Match the words in column A to their definitions in column B.
 B
- a. A metal stairway outside to help people get out of a building on fire.
- b. a pipe that draws water for putting out a fire
- c. a person who fights fires
- 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.
Keys:
 1-c 2-h 3-e 4-a 
 5-b 6-g 7-c 8-f 
II New words:
fire fighter	fire alarm
fire door	fire escape
fire hydrant	fire extinguisher
fire truck
memorable (a) (translation)
scream (v) ( gesture)
gas stove (n) (picture)
escape (v) ( translation)
replace (v) (example)
embrace (v) ( mine)
III Listen to the interview and decide which statement is true or false
Keys
1. T 
2. F (13 years ago) 
3. F (in the kitchen)
4. F (she was sleeping) 
5. T
IV Fill in the gaps in the summary
 Keys : 
1. small 
2. everything 
3. family 
4. replaced 
5. took 
6. appreciate
V Do you agree or disagree with Christina’s idea ? 
”family is more important than things“ 
Expressing opinion	
Expressing agreements	
Expressing disagreements
I think 
I believe .
I feel
In my opinion .
I agree .
I think so .
That’s true,and 
That’s right,and ..	
Well,maybe,.. but 
That might be
 true, but
Well, I don’t think so, I think 
* Remember : 
- The main content of the listening.
- Structures.
* Homework
- the past simple and expressing opinions, agreements ,and disagreements
- the story of Chritina
SELF- EVALUATION:
..
..
...
Date of preparation: 13 / 9 / 2018	Period: 12 
Date of teaching: 14 / 9 / 2018 	Classes: 11AD2, 11AD4 
UNIT 2:	 PERSONAL EXPERIENCES
PART D: WRITING
I. AIMS AND OBJECTIVES:
- Language content: A personal letter relating to a most memorable past experience to a pen friend.
- Language function: - Describing a most memorable past experience.
- Educational aim: To make the students aware of the meaningful of personal experiences in relation to one’s life.
1. Language:
 a/ Vocabulary: - former ones 
 b/ Structures: - the past tenses	
2. Skills: writing mainly 
3. Educational factor: By the end of the lesson, sts are able to write a memorable past experience as a lesson for future life.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: pairwok, explanation, groupwork 
3. Materials needed: textbooks, references, basic teaching aids
4. Students’ preparation: Lesson preparation; appliances for studying.
5. Previous exercises: the story of Chritina
III. TEACHING PROCEDURE: 
 1. Stabilization: (1’) Good morning class!	 How are you today?	 Who is absent today, monitor? 
 2. Checking up the previous knowledge: (4ms) - the story of Christina
 3. THE NEW LESSON: 
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE LESSON CONTENT
 Lead in:
4ms
Pre- writing:
8ms
While- writing:
17ms
Post- reading:
6ms
Consolidation
2ms
Homework: 3ms
- Introducing a game about writing a personal letter in English. 
- Reading out the questions .
The Quiz
How many parts does a personal letter normarlly have?
What are these part?
What do we normally write in the Salutation?
What do we normally write in the closing?
Where do we normally sign the letter?
- showing feedback and announcing the winner.
- Introducing the scene: You are going to write a friendly letter to a friend telling him/ her about one of your most memorable past experiences
- Asking sts to match the question to the answers.
1. What happened? 
2. When did it happen ? 
3. Where did it happen ? 
4. How did it happen ? 
5. Who was involved ? 
6.How did the experience affect you? 
- Showing the keys 
- Showing a sample. 
- Asking sts to write individually
- Collecting some pieces of writing to correct and give marks if possible.
- Reminding sts of 
- Asking sts to do the following 
- Listening to the rule
- Two groups listen to get the right answer each question in turn to get the most score in the end of the game.
- Listening 
- Listening 
 - Matching 
- Listening
- looking at the sample and listening.
- Writing their own letter.
- Listening to teacher’s correction
- Listening
- Listening and taking notes
Unit 2: PERSONAL EXPERIENCES
Lesson 4 : WRITING
I The game 
5 parts
The Heading, The Salutation, the body, the closing and the signature.
We normally write “dear” or “Hello/ Hi” plus the name of the person we are writing to and a coma at the end.
We normally write st like “Sincerely”, “Yours”, “Love”, “Cheers”, “Best wishes”, “Se you soon” and after that we put a comma.
Our signature normally goes under the closing 
II A friendly letter about one of your most memorable past experiences: 
Match the answers to the questions
a. When I was swimming, I suddenly 
caught a cold, I felt dizzy and I was too weak to swim.
b. A year ago, my last summer vacation.
c. I nearly drowned 
d. Some of the friends / at that time/ tired to saved me.
e. learned that life is so important.
f. In the river near my grandparents’ 
 house.
Keys: 1– c ; 2- b; 3 - f; 4 – a; 5 - d ; 6 - e
Dear Peter,
How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandfathers in the countryside. I haven’t seen them since my last school holiday.
Let me tell you about my last summer vacation at my grandmothers’. It was almost a year ago and was one of my most unforgettable experiences.
My grandparents live in a small village, which is about 70 km southwest of HaNoi. There is a large river at the back of their house where I often do 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 so dizzy and 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 friends swam towards us to help him push me in. my life was finally save.
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?
* Remember : 
- the past tenses 
- Form and parts of a personal etter
VI Homework
- The structures above .
- Making a speech about your most memorable past experience.
SELF- EVALUATION:
Date of preparation: 17 / 9 / 2018	Period: 13 
Date of teaching: 18 / 9 / 2018 	Classes: 11AD2, 11AD4 
Unit 2: PERSONAL EXPERIENCES	 
	 PART E: LANGUAGE FOCUS
I. AIMS AND OBJECTIVES:
- Language content: + To help sts distinguish the three nasal cosonants /m/ ,/n/ and / ŋ / 
 + To help sts revise the simple present, and a cluster of past tenses with conjunctions of time
- Language function: Describing the truth, the progressive of actions and sequence of actions in the past. 
- Educational aim: To make the students aware of the necessity to master the ways to produce english sounds correctly and the meaningful in using tenses to describe actions. 
1. Language:
 a. Vocabulary: - cottage , Little Red Riding Hood , package , shine
 b .Structure: - A cluster of The three present tenses - A cluster of the three past tenses
2. Skills: Integrated skills.
3. Educational factor:
- By the end of the lesson, sts are able to oroduce the three nasal cosonants and using the tenses correctly to indicate the time of actions.
II. TEACHER AND STUDENTS’ PREPARATION 
1. Method: Communicative approach 
2. Techniques: explanation, Repetition, pair work, group work
3. Materials needed: Textbook, sub-board 
4. Students’ preparation: regular and irregular verbs 
5. Previous exercises: - the past tenses	
III . PROCEDURE IN CLASS:
1. Stabilization: - a short talk with Ss about weather, health, and the monitor about absence. (1m)
2. Checking up previous knowledge: (5ms )
 One student will make a speech about his most memorable past experience.
3. NEW LESSON
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE LESSON CONTENT
Lead – In 
Pronunciation 
15 ms
Pre- practice :
Controlled – practice :
Free – practice :
Grammar :
20m
Activity 1
10ms
Activity 2
10ms
Consolidation 
2ms
Homework
2m
- Asking sts to play a game of finding out letter beginning with “m” and “n”
Distinguishing sounds
- Introducing the three sounds /m/ ,/n/ and / ŋ / for a few times 
- explaining the differences in producing them. 
- playing the tape or reading once asking sts to repeat after the tape.
- Asking sts to read the words in each column 
- Calling on some sts to read the words loud, 
- Asking sts to write the sound for each letter n in bold in the following words
 ( handout ) 
- Using handouts to help sts to revise the three tenses.
- Asking students to do EX 1
- correcting.
- Giving handout, asking sts to give the right form of the verbs.
- Correcting
- Reminding the sts of 
- Asking sts to do the following
- Playing the games in two groups.
- Listening and repeating.
- some sts will produce.
- producing the sentences and find the sounds 
/m/, /n/ and / ŋ/
- Working in groups. 
- Doing as directed
- Listening and taking notes. 
- Doing ex 1
- Listening and taking notes. 
- Doing as directed
- Listening and taking notes. 
- Listening 
- Taking notes
Unit 2: PERSONAL EXPERIENCES
Lesson 5 : LANGUAGE FOCUS 
Answer: man, machine, magazine, mad. / name, narrow, nation. 
I . Pronunciation :
 - when producing /m/ , we close our lips : it is bilabial
- when producing /n/ the tongue blade touches against alveolar ridge.
- when producing / ŋ / , our back of the tongue is against the soft palate. 
 * For all three sounds, the air goes through the nose
@ Write the sound for each letter n in bold in the following words.
II Give the right form of the verbs: 
Answers:
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
III. More exercise:
* Remember : 
- nasal cosonants /m/ ,/n/ and / ŋ /
- The clusters of the present and past tenses 
Homework
- Practicing /m/ ,/n/ and / ŋ / with giving examples
- Exercises with the present and past tenses in the work book.
I. Write the sound for each letter n in bold in the following words.
1. many ________ 	2. sing	________ 	3. thank ________ 4. uncle ________ 
5. expensive ________ 	6. strange ________ 	7. notice _______ 	8. language ________ 
9. snow ________ 	10. bank ________ 	11. hunger ________	12. invite ________ 
13. think ________ 	14. English _______ 	 	15. danger ________
II The three present tenses : 
a/ Present simple: + Use: to express a habit, a hobby, a daily event, a scheduled event, and the truth
Form: + I, you, we , they + V 
 + he, she, it + V – es / s
E.g: The train leaves every morning / They leave every morning 
b/ Present continuous: Use: with ordinary verbs to express an action that is or not happening now.
Form: I - am
 He ,she, it - is + V-Ing
 You, we ,they - are 
E.g: Are you sleeping?
c/ Present perfect: Use: to say that an action happened at an unspecified time and has just completed until the moment of speaking .
Form: I, we , you , they have ( not ) + Vpp
 He, she , it has 
E.g: Mr has gone to the staff room.
III More exercise: give the right form of the verbs.
Mr. Pike (have) coffee for breakfast every morning.	_____________________
She (walk) to school every day.	_____________________
Nam (take) lessons in physical exercise three morning a week.	_____________________
Rivers usually ( flow) to the sea.	_____________________
Light (travel) faster than sound.	_____________________
John (like) to go to the museum.	_____________________
Listen! I think someone (knock) on the door.	_____________________
Be quiet! The baby (sleep) in the next room.	_____________________
Don’t talk any more! The teacher ( look) at us strictly.	_____________________
Look! A man (run) after the train. He ( want) to catch it.	_____________________
SELF – EVALUATION:
.
.
.
Date of preparation: 17 / 9 / 2018	Period: 14 
Date of teaching: 18 / 9 / 2018 	Classes: 11AD2, 11AD4 
Unit 2: PERSONAL EXPERIENCES	 
	PART E: LANGUAGE FOCUS ( cont’d)
I. AIMS AND OBJECTIVES:
- Language content: 
 + To help sts revise the simple present , and a cluster of past tenses with conjunctions of time
- Language function: 
 + Describing the truth , the progressive of actions and sequence of actions in the past. 
- Educational aim:
 + To make the students aware of the necessity to master the ways to produce english sounds correctly and the meaningful in using tenses to describe actions. 
1. Language:
a. Vocabulary: - cottage , Little Red Riding Hood , package , shine
b. Structure: - A cluster of The three present tenses - A cluster of the three past tenses
2. Skills: Integrated skills.
3. Educational factor:
- By the end of the lesson, sts are able to oroduce the three nasal cosonants and using the tenses correctly to indicate the time of actions.
II. TEACHER AND STUDENTS’ PREPARATION 
1. Method: Communicative approach 
2. Techniques: explanation, Repetition, pair work, group work
3. Materials needed: Textbook, sub-board 
4. Students’ preparation: regular and irregular verbs 
5. Previous exercises: - the past tenses	
III . PROCEDURE IN CLASS:
1. Stabilization: - a short talk with Ss about weather, health, and the monitor about absence. (1m)
2. Checking up previous knowledge: - 1. How often Mrs Hoa ( travel ) to work ? (3ms )
 - 2 Hoa ( clean) the floor at the moment. 
3. NEW LESSON
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE LESSON CONTENT
Lead – In 
1m
Activity 1
12ms
Activity 2
12ms
Activity 3
12ms
Consolidation 
2ms
Homework
1m
- Saying simply:‘ we’ll go on to study Language Focus
- Using handouts to help sts to revise the three tenses: 
the forms, meaning and the uses of the past simple, past continuous ,and the past perfect.
- Asking students to give the right form of the verbs.
- correcting 
- Asking students to give the right form of the verbs.
- correcting 
- Asking students to give the right form of the verbs. (handout) 
- correcting 
- Reminding the sts of 
- Asking sts to do the following
- Listening to the teacher.
- Doing EX 2
- Listening and taking notes. 
- Doing ex 2
- Listening and taking notes. 
- Giving the right form of the verbs
- Listening
- Taking notes
Unit 2: PERSONAL EXPERIENCES
Lesson 5 : LANGUAGE FOCUS 
I give the right form of the verbs.
1. broke / was playing
2. wrote / was
3. was working / broke
4. started / were walking
5. told / were having
6. didn’t listen / were thinking
7. phoned / didn’t answer / were you
 doing
8. weren’t wearing / didn’t notice / was 
 driving
II give the right form of the verbs.
Answer:
1. had eaten/ arrived 
2. found/ had taken 
3. got/ had closed
4. got/ had left 
5. got/ had arrived 
6. paid/ had phoned
7. went/ said/ hadnot arrived 
8. had looked/ asked/ cost
III More exercise: give the right form of the verbs.
* Remember : 
- The clusters of the present and past tenses 
Homework
- Practicing /m/ ,/n/ and / ŋ / with giving examples
- Exercises with the present and past tenses in the work book.
My wife and I ( travel) to Mexico by air last summer.	_____________________
What you ( do) at 4 p.m yesterday?- well, I ( work) in my office.	_____________________
Yesterday I ( see) an accident while I ( wait) for you on this corner.	_____________________
She ( work) here for ten years form 1989 to 1999.	_____________________
Everybody ( drink) a lot of beer at the party last night.	_____________________
Where John ( work) two years ago?	_____________________
Sue ( work) at ten o’clock yesterday morning.	_____________________
Up to then, I ( never see) such a fat man.	_____________________
It’s the first time I (eat) this.	_____________________
This is the worst storm I ( ever see).	_____________________
SELF – EVALUATION:
.