Unit 2: PERSONAL EXPERIENCES

Part E. Language Focus

I. Objectives
1. Knowledge:
- Learn the similarity and difference between the 3 sounds /m/, /n/ and /ŋ/
- Learn the past simple, past continous and past perfect
- Apply the knowledge of the 3 sounds /m/, /n/ and /ŋ/ in lsitening and speaking
- Apply the knowledge of the past simple, past continous and past perfect in writing
and speaking
2. Compentencies:
- Practise communication skills, groupwork, pairwork skills
- Practise self-study skills,
- Practise using appropriate pronunciation and sentence patterns in real life
communication

3.Qualifications: - Nurture serious attitudes towards learning, self-responsibility and passion for
study.

II. Teaching aids and materials: Textbook, board, laptop, LCD projectors, pictures, Powerpoint, audio files,
video files…
III. Teaching method: Communicative language teaching

2. New lesson
5 minutes Activity 1. Listen and repeat
2.1 Pronunciation Aim: Introduce the target sounds
Introduction Content: Listen and repeat the sound in
2 minutes isolation and in words
/m/ /n/ /ŋ/
Practice Summer nine sing
5 minutes Small seven morning
Home nose wrong
Products: Kow how to pronounce the
sounds
Steps:
- Model
- Repeat chorally and individually
- Practise in pairs
- Check
- Give feedback
Practice - Teacher <==> Students
Activity 2. Practice these sentences: - Students <==> Students
Aim: Practise producing the sounds in - Teacher <==> Students
sentences
Content: Practice these sentences:
1. Good morning. I want an apartment in
central London.
2. We have an expensive apartment in
Northern 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.
Product: Produce sounds in contexts
Steps:
-Model
- Repettition
- Pairwork
- Check
- Give feedback
2.2 Grammar: Present Aim: Present the forms, meanings and - Teacher <==> Students
simple; Past simple; uses of the 4 tenses - Students <==> Students
Past progressive and Content: Forms, meanings and uses - Teacher <==> Students
past perfect 1. Present Simple (indicating past time):
Introduction Ex: The story is about a girl called Little
7 minutes Red Riding Hood who lives with her
mother.
Form: S + Vs/es
Use: to make a story more vivid and
interesting.
2. Past Tenses:
Examples:
1. What did you do yesterday?
 I did my homework yesterday.
2. What were you doing at 8 p.m
yesterday?
 I were watching TV at 5 p.m
yesterday.
3. What did you do after you had
finished your homework?
I went to bed after I had finished my
homework.

Tense Form
Past Simple S + V2 / ed
Past Progressive S + was / were + V-ing
Past Perfect S + had V3 / ed
Use: Past Simple: actions that
happen and end in the past
Past Progressive: actions that
are in progress at a certain time in the past
Past Perfect: actions that
happen before another one or before a
point of time in the past
Examples:
1/ I was making a cake when the light
went out.
2/ Last night, while I watched T. V,
my mother was reading a newspaper.
3/ When I arrived, the train had left.
 (1) Past progressive + WHEN + Past
simple
WHEN + past simple + past
progressive
(interrupting) (in
progress)
(2) WHILE + Past progressive +
Past progressive
Past progressive + WHILE + Past
progressive
(two actions happening at the same
time in the past)
(3) WHEN / BEFORE + Past
simple + Past perfect
Past simple + AFTER + Past
perfect
Product: Know the forms, meanings and
uses of the tenses
Steps:
- Elicit
- Present
- Analyse the examples / situations
- Explain
- Check concept
Practice Activity 1. Give the correct form of the - Teacher <==> Students
16 minutes verb between the brackets in the story. - Students <==> Students
Aim: practise the target tenses in context - Teacher <==> Students
Content: Give the correct form of the
verb between the brackets in the story.
The story is about a girl called Little Red
Riding Hood who 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.
Answer keys:
1. invites 5. promises
9. is
2. set 6. carries
10. is shining
3. gets 7. contains
11. are singing
4. waves 8. has baked
 12. is

Product: Apply the knowledge of tenses

in the stories
Steps:
- Run through
- Give examples
- Set up the activity - Teacher <==> Students
- Check instructions - Students <==> Students
- Work individually - Teacher <==> Students
- Pair and share
- Check
- Give feedback and correction
Activity 2. Complete the sentences with
the correct forms of the verbs given
Aim: Practise the tenses in sentences.
Content: Complete the sentences with the
correct forms of the verbs given
Ex: Do you like this picture? My uncle
painted it.
We were having lunch when we
heard the news.
1. He ____ his arm when he ____
football. (break, play)
2. Julia ____ her first novel when she
____ 19 years old. (write, be)
3. I ____ on the computer when the fire
____ out. (work, break)
4. When it ____ to rain, they ____
through the forest. (start, work)
**Answer keys: - Teacher <==> Students
1. broke / was playing 2. - Students <==> Students
wrote / was - Teacher <==> Students
3. was working / broke 4.
started / were walking
Product: Applying the knowledge of
tenses in written communicaton
Steps:
- Run through
- Give examples
- Set up the activity
- Check instructions
- Work individually
- Pair and share
- Check
- Give feedback and correction
Activity 3. Give the correct form of the
verb between the brackets to complete the
sentences.
Aim: Practise the target tennses
Content: Give the correct form of the
 verb between the brackets to complete the
sentences.
Ex: When the police arrived, the car had
gone.
1. They (eat) everything by the time I
(arrive) at the party.
2. When I (find) my purse, someone (take)
the money out of it.
3. By the time I (get) into the town, the
shops (close).
4. When they (get) to the station, the train
(leave).
**Answer keys:
1. had eaten / arrived 2. found /
had taken
3.got / had closed 4. got /
had left
Product: Applying the knowledge of
tenses in context accurately

3. Consolidation Aim: Revise the tenses students have - Teacher <==> Students
4 minutes leeaned - Students <==> Students
Content: Use short quizzes to check - Teacher <==> Students
students’ comprehension of the tenses
(Multiple choice questions on Powerpoint
slides.
Product: Students’ comprehension of the
tenses
Steps:
Ask and answer in groups
Give feedback and correction
4. Homework - Write 8 sentences using the 4 tenses Teacher <==> Students
1 minute you’ve learned today
- Prepare for the next lesson (Unit…p…)