UNIT 2: PERSONAL EXPERIENCES
Part A: Reading
I. Objectives:
By the end of this lesson, students will be able to:
- Read and understanding about the story.
- Master some new words to talk about their personal experiences.
II. Language:
*Vocabulary: Embarrassing-embarrased, floppy hat, glance at, dol, make a fuss,, sneaky, a wod of, ....
*Grammar: Simple past tense
III. Method and Tecniques:
-Communicative approach and task-based teaching ,
- Gap-filing ,pairwork, ask and answer
IV. Teaching aids: text book, handout, poster,cassette player, real objects
V. Procedures:
Stages/ Time
Teacher's activities
Student's activities
Warm –up
(5')
Matching: Match the pictures with how the experience effected you.

A. excited
B. frightened
C. happy
D. embarrassed
E. disappointed
F. angry
G. surprised

Lead in:
We have gone through a lot of experiences during your life such as: happy, sad and even embrassing experiences....
Do you have embarrassing experiences?
Today, we read the story about a little girl: “MY MOST EMBARRASSING EXPERIENCE”

Pre – reading
(10')
Aims: to prepare some background information and vocabulary items for the topic.
Work in pairs. Look at the pictures below and guess what is happening in each of them.


- T asks Ss to look at 6 pictures.
- T requires Ss to work in pairs in 2 minutes and arrange the pictures in order that they think is most appropriate.
- T elicits their answers by asking questions then giving prompts and describing.

1. What can you see in the picture?
2. What do you see on the table?
3. Whose money do you think it is? Why?

Picture a. A man is pointing at a bank-note, saying something.
Picture b. A man is giving a girl some money to buy a hat.
Picture c. A girl is holding a bank-note, thinking about something.
Picture d. A girl is watchingT.V, on which a woman is wearing the hat she likes.
Picture e. A girl is at the hatter's buying a hat.
Picture f. A girl is stealing something in boy's bag.
Vocabulary:
- T teaches these words by using pictures, explainations and translations.
- Introduces new vocabulary.
- Explains the meaning by using pictures, explanations, context, or gesture and then writes on the board.
- Asks students to listen and pronounce new words in chorus and individually .
+ experience /ɪkˈspɪəriəns/ (n): kinh nghiệm, trải nghiệm (explaination)
 personal experience: kinh nghiệm cá nhân
+ embarrass /ɪmˈbærəs/ (v): Làm lúng túng, làm ngượng ngùng (picture)
 embarrassing (adj):
 embarrassed (adj):
lúng túng, ngượng ngùng

+ idol /ˈaɪdl/ (n): thần tượng (picture)

+ A floppy hat (n): Nón chất liệu mềm mại


+ fuss /fʌs/ (n): Sự ồn ào (picture)
 make a fuss : Làm ầm ĩ

+ note /nəʊt/ (n): Tờ tiền giấy (picture)
 a wad of dollar notes: Một nắm/Một xấp tiền đô la

sneaky /ˈsniːki/ (adj):Lén lút (picture)
 a sneaky look: Một cái nhìn lén lút

+ glance at /ɡlɑːns/ /ət/ (v): Liếc nhanh (picture and explaination)
+ point to /pɔɪnt/ /tuː/ (v): chỉ vào (explaination)
- T checks students's understanding by using task 1
Task 1 (page 24): The words/ phrases in the box all appear in the passage. Use them to fill in the blanks in the sentences.
- T gets Ss to answer these kind of words in each blank.
- T gives Ss 3 minutes.
- T asks Ss to find the suitable words to fill in the blanks and then check answers with their friends.
- T calls on Ss to read their answers.
- T checks and gives correct answers.
















- Ss discuss in pairs and guess what is happening to the girl in each of
order.
- Ss show answers and describe what's happening in each of them.






















-Ss listen and give the meaning of the words
- Ss copy in their notebooks and read in chorus.







































































- Ss raise hand and guess the kind of word.
- Ss fill in the blank.
- Ss check answers with friends.
- Ss listen to T and correct.

Expected answer:
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
While – reading
(24')
Task 2 (page 22): Work in pairs. Put the pictures of the events in the order they happened in the story.
- T gets Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again.
- T asks Ss to work in pairs in 2 minutes.
- T calls on a student to give and explain his/her answer.
- T gives corrective feedback.





Task 3 (page 22): Answer the questions.
1. What did she wish to have when she was in grade 9?
2. Why did her father give her some money on her birthday?
3. What did she see in the boy's bag?
4. Why did she decide to take the money from the boy's bag without saying anything about it?
5. What did she do with the money?
- T asks Ss to underline keywords of each question.
- T gets Ss to work in pairs and answer these questions.
- T calls on some Ss to give their answers.
- T listens and gives feedbacks.



- Ss read the story in pairs and put the pictures of the events in the order they happened in the story.
- Ss show their answers.

Expected answer:
1. Picture d
2. Picture b
3. Picture  f

4. Picture e
5. Picture a
6. Picture c














- Ss underline the keywords and answer these question.
- Ss show the answers in front of class.
- Ss listen T's feedbacks.

Expected answers:
1. A red floppy cotton hat.
2. So that she could buy the hat for herself/ to buy the hat for herself.
3. A wad of dollar notes exactly like the ones her father had given her before.
4. She didn't like to make a fuss.
5. She bought her hat with it.
Post– reading
(5')
Work in pairs. Discussion 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?

- T asks Ss to work in pairs in 3 minutes and discuss about the question.
- T calls some pairs to give their answers.
- T gives feedbacks.





- Ss work in pairs and discuss about the question.
- Ss stand up and show what they thing.

Suggestion answers:
-  She might feel embarrassed because that was not her money.
- Perhaps the girl could place a notice on a local newspaper to apologize to the boy and contact him to give the money back.
- Perhaps the girl might want to tell her father the truth and ask him for help.
-  Perhaps she could come to the police station, tell the police the truth and ask them for help.
- Maybe the girl could get on the same bus the next day and look for the boy to return him the money.
Homework
(1')
- T assigns homework.
- T asks sts to prepare next lesson – Unit 2 - Part B SPEAKING.
- Ss listen to T and take note.