Week 2

Date of preparation: 15th September, 2021

Period: 6
UNIT 2: PERSONAL EXPERIENCES
LESON 1: READING
I.Objectives:
Knowledge: Sts will be able to guess words’ meaning in context & scan for specific information;
understand the sequence of events in a story.
Skill: -Help sts to use the target language effectively
-Improve sts’ reading comprehension competence
Attitude: - Promote sts’ activeness, creativity; enthusiasm
Competence:
-Promote sts’ self-learning, collaborative spirit
-Apply the out-come language in contexts and communication
-Improve sts’ communicative competence
II. Methods: Integrated, mainly communicative.
III. Teaching aids: Pictures, posters and textbook
IV. Procedures:
1.Organization: 1’
3. Call a student to describe one of his close friends: 3’
2. New lesson: 41’
Time Teaching contents Teacher’s Students’
activities activities
5’ WARM UP: - Divide the class
Aim: To to raise Ss’ interest into 2 groups to
Activity: Look at the pictures below and - Listen to the T
play the game.
guess what is happening in each of them. - Ask each team
to know how to
take part in the
to discuss to find
game.
out the word
- Discuss to find
related to the
out the word
topic “friendship”
related to the
with the letter
topic “friendship”
given.
with the letter
- Ask the
given.
representative of
- Take turn to
each team take
give the answer
turn to give the
Keys: - Listen to the
answer
a) A man is pointing at a bank-note, saying - The winner is T’s feedback
something. - Listen and take
the one with more
b) A man is giving a girt some money to buy a notes
hat. correct answers
c) A girl is holding a bank-note, thinking about - Feedback

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 something. - T leads Ss to
d) A girl is watching TV, on which a woman is the topic of new
wearing the hat she likes.
e) A girl is at the hatter and buy a hat. lesson.
f) A girl is stealing something in boy's bag.
Lead-in:
10’ PRE-READING
Aim: To activate students’ background knowledge
about the topic of personal experiences and to
prepare them for the reading.
* Vocabulary pre-teaching: - Ask Ss to skim - Individually
1. embarrass (v) = make sb confused or the passage then - Skim the
ashamed underline some passage and
- embarrassed(adj) new words or underline some
- embarrassing(adj) phrases then help new words or
- embarrassment(n)
them to know the phrases
2. experience(n) = event or situation that
meaning and how - Speak out new
affects sb in some way
to use them. words or phrases
3. idol(n) = someone greatly loved or admired
- Ask some ss to - Listen to the T
4. glance (n/v) = look at somebody quickly
- glance at sb/sth speak out their to know new
5. Be busy doing sth new words or words or phrases
- Be busy with something phrases shown - Give examples
6. make a fuss = make an important thing them on the - Listen to the
important or more important blackboard T’s feedback
7. sneaky (adj) - Give examples - Take notes
Examples: then ask some Ss
- She made such a  fuss when to give more
Richard  spilled a drop of wine on her blouse! examples.
- He glanced  nervously at his  watch.
- She glanced around/round  the room to see who
was there.
- It was embarrassing how
few  people attended the  party.
- He is sneaky and always trying to sell any item he
has.
- Shawn Mendes is my daughter’s great idol.
Check: Watching pictures saying words

2
20’ WHILE READING:
Aim: To help the students concentrate on facets of the
topic “personal experiences” and to understand the
sequence of events in a story.
Task 1: Work in pairs. Gap-Fill: The - Ask Ss to do - Pair work,
words/phrases in the box all appear in the passage.
scan-reading - First do scan-
Use individually to reading
them to fill the blanks in the sentences. (textbook
find out the individually to
p.24)
Suggested answers: answer then find out the
1. glanced 2. making a fuss discuss with a answer then
3. embarrassing 4. Idols 5. sneaky partner about the discuss with a
answer partner about the
- Ask the answer
representative of - The
each pair to give representative of
the answer, the each pair gives
others give the answer, the
feedback. others give
- Feedback and feedback.
make any - Listen to the
corrections if T’s feedback,
possible. take notes
-
- Devide the - Group work
Task 2: Work in groups. Put the pictures of the class in groups of - First, read the
events in the order they happened in the story. four text silently again
(textbook p.24) - First, get Ss to and then discuss
Suggested answers:
read the text in group to work
1. glanced 2. making a fuss
3. embarrassing 4. Idols 5. sneaky silently again and out the sequence
then with a peer of the pictures
work out the given on page 22
sequence of the again.
pictures given on - Give and

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 page 22 again. explain the
- Call on a answer, the others
student to give to give the
and explain his / feedback
her answer. Ask - Listen to the
the others to give T’s feedback,
the feedback make any
- Give corrective correction if
feedback. necessary

Task 3: Work in pairs. Answer the questions - Ask Ss to do - Pair work,

(textbook p.24) scan-reading - First do scan-
Suggested answers:
1. She wished to have a red hat-a floppy cotton hat individually to reading
( like the one her star idol wore in her video clip) find out the individually to
2…...so that she could buy the hat (for herself.) answer then find out the
3. She saw a wad of dollar notes (exactly like the one discuss with a answer then
that her father had given her).
partner about the discuss with a
4. Because she thought the boy had stolen her
money / it was her money. answer partner about the
5. She bought the pretty hat of her dream. - Ask the answer
representative of - The
each pair to give representative of
the answer with each pair gives
the evidence the answer with
(related the evidence
information) in (related
the passage, the information) in
others give the passage, the
feedback. others give
- Feedback and feedback.
make any Listen to the T’s
corrections if feedback, take
possible. notes
5’ POST READING
Work in groups. Discuss the question: What do you - Ask Ss discuss - Group work
think the girl had to do after she discovered that in groups of four
the money she had taken from the boy's bag was - Discuss with a
about the answer partner to find the
not hers?
- Ask the answer
Suggestion:
1. representative of - The
each pair to give
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  Perhaps the girl might want to tell her father the answer with representative of
the truth and ask him for help. the evidence each pair gives
 She might feel embarrassed because that was (related the answer with
not her money.
information) in the evidence
2. Maybe I should get on the same bus next day
and look for the boy to return him the money. the passage, the (related
others give information) in
feedback. the passage, the
- Feedback and others give
make any feedback.
corrections if Listen to the T’s
possible. feedback, take
notes
1’ HOMEWORK:
Aim: To get the students to practise using vocabulary
and reading skills, and to well prepare for the new
lesson.
- Write a paragraph about 100 words to express your
opinion about the story you have learned from the - Give - Take notes
text reading. homework
- Prepare the Speaking Lesson in advance.
Experience:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………………………………………………………………………………………………..

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Personal experience is more valuable
than knowledge gained at school.
Everything that occurs to us in life is a resource of experience, an experience that we
can learn from it within the field of life and grow from it in our day to day activities.

Live your life in such a way that you will be remembered for your kindness,
compassion, fairness, character, benevolence, and a force for good who had much
respect for life within your environment in general. If you do perfectly well people
will always remember you with your good deeds, likewise bad they also remember
you with your bad deed when you are no more.

Sometime in school they will need to us what the things we have to learn before we
can do them, we learn by doing them but your own personal experiences will be
aquire through our intuition and knowledge.

In life, our ability to achieve success depends on the strength of our wings gained
through knowledge and experience together with our humanity. the greater our
knowledge will acquired from school and personal experience, the higher we can
flying in the society.

Finally, when experiencing our lives in the environment as successful will be in

large measure and due to our ability to stop doing the things that take us away from
what we want to achieve in life but it is a must to have a knowledge in school and
with our personal experience before will can be a successful person in the society.

https://steemit.com/experience/@olaexcel/personal-experience-is-more-valuable-than-
knowledge-gained-at-school-rih3xwvs