UNIT 1: FRIENDSHIP Period 2: READING I. OBJECTIVES By the end of the lesson, Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context. - Use the information they have read to discuss the topic. - Students can comprehend the reading about friendship. - Students can understand and use new vocabulary through speaking, asking and answering activities. II. PROCEDURE Time Contents Teacher’s and students’ activities 3’ 5’ 25’ Warm-up A……………… in need is a …………………indeed. 1. BEFORE YOU READ + What are the girls and boy doing in the picture? + How do they feel? + What does the picture tell you? "What do you think of the friend in the poem?" Suggested answers: + One boy is playing the guitar, and the other girls and boys are singing. + They seem very happy because I can see their smile. + The picture tells me that friends can happily do many thing together. / Friendship is a nice thing that brings happiness to us. 2. WHILE YOU READ * Task 1 Answer 1. mutual 2. incapable of 3. unselfish 4. acquaintance; friend 5. give-and-take 6. loyal to 7. suspicious * Task 2 Answer: B (Conditions of true friend ship) * Task 3 Answer: 1. The first quality for true friendship is unselfishness. It tells us / me that a person who - Teacher writes the following sentence on the blackboard and asks students to do as directed ( Complete the sentence by filling in the gaps with the suitable words) - Students work in individual and then discuss with their partner - Teacher asks students to volunteer to answer before class. - Teacher reads the poem (or turns on the tape recorder). - Students listen twice and practice reading the poem (in pairs) - Teacher notice students the intonation and how to read exclamatorily - Teacher guides students to new lesson ( Teacher prepares students handout filling in the blank to introduce new words in the text more easily) - Teacher asks students read the text silently and do the Tasks as directed. - Students choose the correct answer to fill in the blank. - Teacher teaches difficult words to help students to do the Task better. - Teacher asks students to read the text again. - Students discuss with each other and choose the correct answer. - Teacher asks students to ask and answer the questions related to the text. - Students work in pair 5’ 5’ 2’ is concerned only with his own interests and feeling can not be a true friend. 2. Changeable and uncertain people are incapable of true friendship because they take up interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. 3. The third quality for true friendship is loyalty. It tells us / me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them. 4. There must be a mutual trust between friends because if not, people cannot feel safe when telling the other their intimate secrets. 5. Talkative people can’t keep a friend long because they cannot keep a secret, either or their own or of the others. 6. The last quality for true friendship is sympathy. It tells us / me that to be a true friend you must sympathize with your friend. Where there is no mutual sympathy between friends, there is no true friendship. 3. AFTER YOU READ “Why do we need to have friends?”  Consolidation  Homework - Teacher goes around to help someone in difficulty. - T asks Ss to work in pairs to discuss the question in the book. - T goes around to help Ss when necessary. - When all pairs have finished, T asks every 2 pairs to share ideas. - T calls on some Ss to report their ideas to the class. - T gives feedback. - Students discuss in group. - Teacher focuses on some common mistakes and difficult problems. - Write down the answers of the questions on page 15. - T summarizes the main points of the lesson. - Do the exercise in Task 1 about using words – Page 14. EXTRA EXERCISE Read the following passage about pen pals. Complete the passage by filling each blank with the suitable form of the word given at the end of each line. PEN P AL S Pen pals are people who (1) ……write to each other, particularly via postal mail. Regular A pen pal (2)… is often used to practice writing and reading in a foreign language, improving literacy, Relation to learn more about other countries and life-styles, and to ameliorate (3)……. As with any friendships Lonely in life, some people remain pen pals for only a short time, while others continue to exchange letters and presents life-long. Some pen pals (4)… arrange to meet face to face. Pen pals come in all ages, Eventual(5) …… and cultures. National Pals may seek new pen friends (6) ……on their own age group, a specific occupation, Base hobby, or select someone (7) ….different from them to gain knowledge about the world around them. Total Being part of a pen pal network can be a way to gain a valuable (8) … of the world, and an Appreciation for cultures and lifestyles very different to your own. Understand  Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8. understanding UNIT 1: FRIENDSHIP Period 3: SPEAKING I. OBJECTIVES By the end of the lesson, Ss will be able to: - Describe the physical characteristics and personalities of their friends, using appropriate adjectives - Pupils know how to describe the characteristics and appearance of someone - Pupils know how to interview a famous person. II. PROCEDURE Time Contents Teacher’s and students’ activities 3’ 10’ 10’  Warm-Up 1/Do you concern about your outlook? 2/ Is it important to you? - Lead Sts to the main content 1. Task 1 “ OK, look at the picture. - -- How many people are there in the picture? Can you guess the age of each of them? Now let us start with the physical description of the man. Is he tall or short?” - Explain the useful language (page 16): * height : tall, medium, short … * face : square, large, oval … * forehead : broad, high … * nose : straight, crooked … * hair : black, grey … * appearance : handsome, beautiful, good- looking … - “ Now let‘s start with the physical description of each person, using the guided + question: Can you describe the _____ in the picture? “ + answer: The ____ is height. He / she has ____ face, and a _____ nose. His / her hair is _____. His / her appearance is ______. caring, hospitable, modest, sincere,generous, honest, helpful, understanding, pleasant 2. Task 2 - Pay attention that there’re no answer keys for this Task - Teacher asks students to observe carefully four people in the picture, describing their physical characteristics. - Students work in pair. - Teacher can guides students… - Teacher asks students to discuss and number of the following personalities in order of importance in friendship. - Students work in group - Teacher asks each group to report their result to the class and explain why they arrange in such order ( Note : There is no need to have unchangeable answer; Students may arrange in suitable order in case they can explain their reason.) - Teacher asks students to practice interviewing skill. - Let Sts number the following personalities in order of importance in friendship. - Teacher gives role-play for each pupil, instructing each role to think and base on the following suggestions to ask and answer questions. - Pay attention to the suggestions : - Students work in pair. Teacher goes around to help students who 16’ 4’ 2’ 3. Task 3 + his / her name + date of birth + his / her physical characteristics + his / her hobbies + his / her personalities ( friendly, humorous, quick-witted, good-natured, helpful, honest, pleasant, caring ) + why he / she interests in Math + how much time he / she spends on Math everyday + what makes him / her a good friend + what made him / her successful ( studious, intelligent, keenly interested in Math, eager to learn, patient, calm ) + what he / she does in his / her free time  Consolidation  Homework are in difficulty. - Teacher asks two or three pairs to report their interview before class. - Practising speaking these Task again at home - T summarizes the main point of the lesson. - Prepare for the listening part for the next period - Learn by heart some new words. - Prepare part C : Listening More exercises Complete the following passage by filling each blank with one suitable word. Friendship: Good for the body, Good for the soul “Many people will walk in and our of your life; but only true friends will leave footprints in your heart.” – Unkown friends are our truest treasures. How (1) times have they: Made us laugh when we felt like crying over a bad mistake? Made us feel loved when our boyfriends (or girlfriends) broke up with us? Given up the (2) to go back to school or to change careers? Like armor, good friends make us almost invincible, capable (3) warding off the blows life occasionally deals us. (4) Friends accept us for who we are, we gain the confidence to dream great dreams - and to (5) them real. Friends liven up our days with their twisted humour, their honest answers, and their ability to bear our gloating (6) we beat them at golf or tennis. We can even trust them with our (7) embarrassing secrets! What a relief it is for us to reveal our true selves to someone! It’s no (8), then, that medical researchers have found that those who have friends tend to be happier, healthier, and live longer than those who do not. In fact, friendship has numerous physical and spiritual benefits. Answers: 1. many 2. courage 3. of 4. Because/As/For 6. when 7. most 8. wonder UNIT 1: FRIENDSHIP Period 4: LISTENING I. OBJECTIVES By the end of the lesson, Ss will be able to: - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. - Pupils listen and choose the true / false information. - Pupils listen and take notes the main ideas of the reading depending on the instruction. II. PROCEDURE Time Contents Teacher’s and students’ activities 3’ 5’ 13’ 17’  Warm-up -Do you have the best friend? -Who is your best friend? 1. BEFORE YOU LISTEN 2. WHILE YOU LISTEN * Task 1 Answer key: Lan’s talk: 1.F 2.F 3.T 4.F 5.T 6.F Long’s talk: 1.F 2.F 3.T 4.T 5.T * Task 2 Answer key: How and where they meet What they like about their friends Lan -They used to live in the same residential area in Ha Noi -Lan went on a holiday to Do Son and Ha went there to visit her. -Ha’s very friendly and helpful. -Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around. Lo- ng -They met in college -Minh played the guitar, Long was a singer. -They worked together. -Minh has a sense of humour -Minh likes to go to play and movies -Minh is a good listener -Minh is friendly and helpful. Tapescript Lan’s talk - Students close their books Teacher guide pupils to the new lesson by asking them some questions about themselves. - Students work in pair. - Teacher asks students to open their books and read the part LISTEN AND REPEAT. - Teacher asks students to read aloud the words given to make sure they pronounce exactly and understand their meaning. - Teacher gives instructions “You will hear Lan and Long talk about their best friends Ha and Minh. Listen to their talk and do the Task that follow.” and explain * Going through the statements * Going through the vocabulary in Task 1 - Teacher gives students 1 or 2 minutes to read the statements to make sure that they understand them - Teacher explains some more new words if required - Teacher turns on the tape recorder, asking students to listen carefully (Teacher lets 5’ 2’ My best friend is Ha. We’ve been friend for a long time. We used to live in Nguyen Cong Tru Residential Area in Ha Noi. Her family moved to Hai phong im 1985. it is said that Hai phong people are cold, but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and I didn’t know anybody there. I gave ha a ring and she was so friendly, she said, “ Oh, I’ll come to visit you.” So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around, and we’ve been best friends ever since. Long’s talk My best friend is Minh. We met in college. I was there singing and Minh was a guitarist. So we worked together a lot. Minh has a great sense of hunour, he’s very, very funny, and that’s one of my favourite things about him. And over the years, we have been through good time and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we are going through a rough time, he’s really a good friend, and he’s a good listener, and he is always help me through. 3. AFTER YOU LISTEN  Consolidation  Homework students listen the second time in case students don’t hear clearly yet) - Students listen and decide whether the statements are true or false. Task 2 - Teacher turns on the tape recorder again, asking students both listen to listen and take notes the information to answer the following questions: - How and where did they meet? - What do they like about their friends? - Students work in pair, practicing, speaking about how Ha and Minh become Lan’s and Long’s good friends. - Teacher goes around to help students in case they are in difficulty. - T summarizes of the lesson - Listening again at home. - Prepare writing part for the next period. UNIT 1: FRIENDSHIP Period 5: WRITING I. OBJECTIVES By the end of the lesson, Ss will be able to: - Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons. - Pupil know how to describe about a friend (appearance and personalities) from the given facts. II. PROCEDURE Time contents Teacher’s and students’ activities 3’ 15’ 20’  Warm-up + Is the person a girl? + Is she tall? + Is she short – sighted? + Is she friendly? 1. Guiding 2. Writing Sample writing : Probably my best friend is one of my classmates. Her name is Mai. We have known each other sine we were 8 years old, and we have studied together since then. However, we became best friends when we were at grade 6. At that time I was very bad at English, and it was her who helper me improve my English. Now Mai lives with their parents in Hai Ba Trung street. If I were to describe how she looks, I would say the very pretty. She has short black hair, brown almond- shaped eyes, a small nose and a small pointed chin. She is not very tall but not short either and she is quite slim. She doesn’t like to dress up so I usually see her wearing jeans and T – shirt or sweater. She has very nice personality an a wonderful sense of humor, but she can also get a little depressed from time to time. I can always count on her to be honest and to give me the best advice. What I like about Mai is that she has the same hobbies with me . We both enjoy music, playing the guitar and singing. We like going to the cinema but some times can’t agree on which Guessing game - T introduces the game : one student goes to the board and T give him / her a piece with the name of a student in the class. Other Ss to ask Yes / No questions to find out who the student is. Ss should ask about the appearance, personalities, or clothes . - Ss may ask questions such as : - T sets the scene : You are going to write about a friend, real or imaginary, using the provided guidelines. T gets Ss to read the Task and the guidelines silently and work out what they are required to write about. In general, Ss’ writing should include three parts : (1) general information about their friend, (2) his / her physical characteristics and personalities, and (3) what Ss like about the friend. Teacher gives some instructions to help students to write effectively: - Students read guidelines carefully, thinking and choosing one of his/her friend he/she finds more information to be able to write from that one. -Students find ideas, then arrange in logical order. - Students practice writing based on the ideas they have already reorganized. -Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing. - Teacher asks students to start to write. Teacher goes round to help them if necessary. Teacher chooses any of the students to write 5’ 2’ movie to see. Whatever we’re doing, it’s always fun to be with her. In addition, since I am better in math and science and she is better in English and languages, we can always help each other if me get confused about a difficult homework assignment. We are lucky that we complement each other so well and that we get along so well. I hope that our friendship will continue and be just as strong after we graduate from high school. We would like to study at the same university  Consolidation  Homework their Task on the blackboard while the others also write their Task below to correct before class. - T summarizes the main points of the writing - T asks Ss to rewrite the description of a person on their notebook and asks them to prepare the new lesson “language focus” EXTRA EXERCISE: Read the text and answer the questions that follow. My roommate It was my first day at the university. Armed with bags of luggage, I walked slowly into the dormitory. I looked at door after door for my name. At last I found it. In the room, there was already a girl making her bed. Smiling shyly, she said “how do you do” to me. After that, she continued her work, paying no more attention to me. “What a stuck-up fellow” I thought. Then I began to examine the room. There was no difference in the fitting from any other room I had seen. But it had been thoroughly cleaned by my new roommate, no doubt. Minutes later, I started to examine her. She was thin, short and dark. Her hair was in a completely disastrous mess like a bunch of straw. Her dirty clothes and tired look were clearly signs of a long journey. Well, her T-shirt was too big for her and her trousers were a bit short, which made her look funny. What’s more, she wore a pair of rubber scandals, which were indeed out of fashion. In a word, she didn’t look like a smart freshman at all. “A yokel”, I concluded. The second time she spoke, her accent told me that she was from the south. “Shall I help you to get your luggage from the ground floor?” I didn’t refuse since I really needed help. Wow .She was quick in action. Before I said “Thanks”, she had already walked out of the room and was soon far ahead of me. “A good guy,” I said to myself, “I will make friends with her.” I hurried and caught up with her. 1. What was the girl’s roommate doing when she first saw her? 2. Why did the girl think that her roommate had had a long journey? 3. What made the girl’s roommate look funny? 4. Where did the girl’s roommate come from? 5. How did the girl’s feeling about her roommate change? Answers: 1. She was making her bed. 2. Because her roommate wore dirty clothes and had a tired look. 3. Her too big T-shirt and short trousers made her look funny. 4. She came from the south. 5. Her roommate offered to help her to get the luggage from the ground floor and she was quick in action. The girl thought that she would make friends with her roommates. UNIT 1: FRIENDSHIP Period 6: LANGUAGE FOCUS I.OBJECTIVES  Pronunciation: - Pronouncing coorectly two consonants /dz/ and /ts/ in single words and statements.  Grammar and vocabulary: - How to use “ infinitive with to” and “ infinitive without to” correctly in common statements. II. PROCEDURE Time Contents Teacher’s and students’ activities 6’ 7’ 12’ Warm-up 1. PRONUNCIATION / dʒ/ / t∫/ 2. GRAMMAR *Exercise 1 1. To- infinitive a. Presentation + I have letters to write. + Does he get anything to eat? + There is plenty to do? -The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them. + I have letters to write. = I have letters that I must write. + Does he get anything to eat? = Does he get anything that he can eat? Similarly with to-infinitives + preposition: b) Practice Answer: 1. Who wants something to eat? 2. I have some letters to write. 3. I am/ was delighted to hear the news. 4. My mother has some shopping to do. 5. You always have too much to talk about 6. It’s lovely to see you again. 7. It’s / was too cold to go out. 8. I am happy to know that you have passed th exams. *Exercise 2 2. Infinitive without to (bare infinitive) (include oral test) Listen and repeat - Teacher reads all the words twice, noticing students the difference between the voiced /dz/ and voiceless /ts/ sound. - Teacher reads each word aloud and clearly in listen and repeat again so that students repeat. - Teacher asks some students to repeat, correcting their pronunciation if neccesary. Practice reading aloud these sentences. - Teacher reads these statements twice, students listens. - Students practice reading these statements in individual then in pair. - Teacher goes around to help them when necessary - Teacher asks students find words that have consonants /dz/ and /ts/ in the statements. - Students practice in pair, discussing to put the words in the correct order to make sentences. - Teacher explains the meaning and the usage of To- infinitive. - Students work in pair - Students rewrite the sentences, using the correct form of the infinitive without to. - Teacher explains the meaning and usage of infinitive without to ( Infinitive without to 13’ 5’ 2’ a) Presentation + We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel, hear, watch, see, notice, observe, perceive, smell The bare infinitive generally refers to the complete action. + We use the bare infinitive after let and make: Let S.O do STH = allow S.O to do S.TH; make S.O do STH = force S.O to do S.TH. b) Practice Answer: 1. The police watched them get out of the car. 2. They let him write a letter to his wife. 3. I heard them talk in the next room. 4. The customs officer made him open the briefcase. 5. The boy saw the cat jump through the window. 6. Do you think the company will make him pay some extra money? 7. I felt the animal move toward me. 8. Do you think her parents will let her go for a picnic?  Consolidation  Homework can be used after some causative verbs: make, let and used after some perceptive verbs: hear, see, watch, listen to, smell, taste, observe, perceive, feel…. - T summarizes the main points of the lesson -Write down the answers in their notebooks - Prepare the reading part for the next period EXTRA EXERCISE: Join these pairs of sentences. 1. She crossed the road. I saw her. 2. They sang a song. I heard them. 3. A pavement artist drew a portrait in crayons. I watched him. 4. He looked the door. I saw her. 5. She drove off. I saw her. 6. He was foolish. He left the firm. 7. We can’t refuse their invitation. It would look rude. 8. I met you again. I was happy. 9. The film was boring. I didn’t watch it. 10. The woman is old. She can’t drive a car. Answers: 1. I saw her cross the road. 2. I heard them sing a song. 3. I watched a pavement artist draw a portrait in crayons. 4. I observed him lock the door. 5. I saw her drive off. 6. He was foolish to leave the firm. 7. It would look rude to refuse their invitation. 8. I was happy to meet you again 9. The was not interesting enough (for me) to watch. The film was too boring (for me) to watch. 10. The woman is too old to drive a car. / The woman is not young enough to drive a car. [...]... Answer: conversation in the correct order 1.d 2.c 3.a 4.b 5.e Students discuss in pair to do this Task Notes: 2 Task 2 Work in pairs A student is talking to her Asking about past experiences: Have you friend about one of her past experiences and ever… how it affected her The lines in their Asking about the details of that experience: How did it happen… conversation are jumbled Put them in the correct... Underline the wrong word and provide the correct one - Teacher asks students to read the text silently again to find the wrong words and correct them - Students work in individual and discuss in pairs - The individual writes the answer key on the blackboard - Teacher gives correction before * Task 2: Underline the wrong word and class provide the correct one * Keys: 1 eighth → seventh - Students work... party this Saturday evening, around 6 : 30 p.m We’ll have “Pho” and some other special dishes Would you like to come? I think Chris and Kim are coming, too This is my address : 150A Au Co Road Please lest me know your answer soon as possible See you ! Hoa UNIT 3: A PARTY Period 16: LANGUAGE FOCUS I OBJECTIVES By the end of the lesson, Ss will be able to: - Pronounce the words and sentences containing... local newspaper to apologize the boy and contact him to give him the money back/ 2 Perhaps the girl might want to her father the truth and ask him for help/Perhaps the girl could come to the police station, tell the police the truth and ask them for help/ May be the girl could get on the same bus the next day and look for the boy to return him the money, etc  Consolidation 2’ - Students answer the questions.. .UNIT 2 : PERSONAL EXPERIENCES Period 7: READING I OBJECTIVES By the end of the lesson, Ss will be able to: - Develop such reading micro – skills as scanning for specific ideas and skimming for general information - Use the information they have read to discuss the topic - Pupils comprehend the story and guess the meaning of the words and phrases through the context II PROCEDURE Time Contents... Distinguish the sounds / m /, / n / and / n / - Pronounce the words and sentences containing these sounds correctly - Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect - Use these ver tenses to solve communicative Tasks II PROCEDURE Time 6’ 20’ Contents Warm-up 1 PRONUNCIATION /m/ /n/ Teacher’s and students’ activities /η/... think I have met him once before * With Non-Continuous Verbs and noncontinuous uses of Mixed Verbs we use the Present Perfect to show that something started in the past and has continued up until now “For 5 minutes”, “For 2 weeks”, and “since Tuesday” are all durations which can be used with the Present Perfect Ex: I have had a cold for 2 weeks Mary has loved chocolate since she was a little girl a Exercise1... looked/ asked/ cost  Consolidation - T summarizes the main points of the lesson -Write down the answers in their notebooks -Prepare the reading part for the next period Homework UNIT 3: A PARTY Period 12: READING I OBJECTIVES By the end of the lesson, Ss will be able to: - Pupils read to get the information from the reading text and correct the wrong information in the sentence - Pupils compare, relate... students into groups to compare the answers after they finish their Task Answer key: - Teacher gives correction before class, 1.d 2.b 3.f 4.e 5.a 6.c noticing students the word forms * Task 3 - Teacher asks students to read the text silently again 1 A red floppy cotton hat - Students put the pictures of the events in 2 so that she could buy the hat for herself./ to the order they happened in the story buy... 150 Au Co Road 2 It’s a beautiful house and it looks over the West Lake and the Water Park 3 Dear Patricia, 4 Guess what! I’ve just moved to a new house in Tay Ho district 5 Would you like to come? 6 Please let me know your answer as soon as possible 7 See you 8 MY parents are giving a house- warming party this Saturday evening, around 6 : 30 p.m 9 Hoa 10 I think Chris and Kim are coming, too 11 We’ll . Answer key: 1. glanced 2. making a fuss 3. embarrassing 4. idols 5. sneaky * Task 2 Answer key: 1.d 2.b 3.f 4.e 5.a 6.c * Task 3 1. A red floppy cotton. are caused by cooking. Cooking is the number one cause of home fires. You should always watch what you are cooking. Never leave something cooking on the