Period 1 – Unit 1 LESSON 1: READING 1. Objective: By the end of the lesson, Ss will be able to: - Develop such reading micro – skills as scanning for specific ideas, skimning for general information, and guessing meaning in context; - Use the information they have read to discuss the topic. 2. Teaching aids Textbook, handouts 3. Anticipated problems: Ss may need help with the discussion task, so T should be ready to help them. 4. Procedure: STEPS WORK ARRANGEMENT 3’ 7’ WARM-UP - Complete the sentence by filling the gaps with the suitable words. A A______ in need is a _______ indeed. → Answer: … friend … friend … Before you read. a. Discussing the picture and poem. - T asks the whole class to look at the picture on page 12 and asks some questions about it. b. Pre-teaching vocabulary - acquaintance (n): người quen - two-sided affair (n) - give-and-take (n) - constancy (n) → constant (adj) - enthusiasm (n) - changeable (adj) - Loyalty (n) → loyal (adj) - rumour (n) - gossip (n): chuyện ngồi lê - trust (n) - sympathy (n) – sympathize (v) - sorrow (n) - pursuit (n) - suspicion (n) – suspicious (adj) Arrangement individual work Pair work & whole class 15’ WHILE YOU READ 1. Task 1: Fill in each blank with a suitable word/phrase - Ss guess the meaning of the words based on the contexts - Read the sentences cafully to understand the meaning roughly. Then choose the most suitable one to fill in the blank. - Asks Ss for their answers and tells them to explain their choices. 1. mutual 3. unselfish 5. give-and-take Whole class, individual, work a pair work 10’ 2. incapable of 4. acquaitance/friend 6. loyal to 7. suspicious 2. Task 2: - Asks Ss to do the task individually then compare with a partner. - Calls on some Ss to give their answers and asks other Ss to say whether they agree/disagree - gives feedback and the correct answer. * Answer: B 3. Task 3: Answer the questions - Asks Ss to do the task, decide what information they need to fill in the text, then underline the key words. - Ask Ss to work individually to do the task - Calls on some Ss to write their answers on the board and ask them to explain their choices - Gives the correct answer (See teacher’s book on page 18) Whole class individual work and pair work Whole class dividual work & pair work 7’ AFTER YOU READ - Asks Ss to work in pair to discuss the question in the book - Goes around to help Ss when necessary - When finishing, asks every two pairs to share ideas. - Call on some Ss to report their ideas to the class. - ↑ gives feedback Pair work group work & whole class 3’ WRAPPING UP - Summarises the main points - Assigns homework Whole class Period 2 – Unit 1 LESSON 2: SPEAKING 1. Objective: By the end of the lesson: -Ss will be able to describe the physical characteristies and personalities of their friends, using appropriate adjectives 2. Materials: Textbook, handouts. 3. Anticipated problems: Ss may not have enough voc to talk about the topic, so T should be ready to provide help. 4. Procedure: STEPS WORK ARRANGEMENT 3’ 10’ 10’ WARM-UP - Gives Ss a picture and makes question. Who can give me a short description about her/him? - Answer: She/He is of medium height She wears her hair in ponytail She has got an aval face with dark brown eyes 1. Task 1: - Before letting Ss do the task 1, asks them to read useful language on page 16. - Then provides them some adjectives/expressione used to describe peaple’s appearance. - Give Ss a handout of these adjectives and expressions - Asks Ss to work inpairs to describe the people in the picture, and then calls on some Ss to present their answers - Gives feedback. Ex: 1. The boy is about 16. He may be short-sighted because he’s wearing a pair of glasses. He has short black hair, a round face with a broad forehead, a small nose, thin lips and a small chine. He’s quite good-looking. 2. The girl … 3. The man … 4. The woman … 2. Task 2: - Enplains some adjectives quickly - caring (adj): kind, helpful (chu đáo) - hospitable (adj): generous and friendly (hiếu khách) + Divides the class into groups of 6 with a group leader. They discuss and the leader will take notes of the ideas. - goes around to offer help when Ss discuss - Calls on some Ss to report the results of their discussion. - Ss’answer may be: “My group thinks that being caring in the most important in friedship because when friends care about each other, they’ll Work anangement whole class Whole class and pair work Whole class and group work Whole class and pair work 20’ know when to share happiness or difficulty with their friend …” 3. Task 3: - Explains the phrases and makes questions, for example + what’s his name / could you tell me his name? + what is his date of birth / when was he born? + what’s he like (tính cách) / Is he friendly? + what are his hobbies? What does he like doing in his freetime? + what does he look like (diện mạo) … - Explain some adjectives: - quick – witted (adj): nhanh trí. - good – natured (adj) kind, friendly and patient: tốt bụng - Asks Ss to work in pairs to perform the interview in 7ms and goes around to offer help. - Calls on some pairs to perform the interview - feedbacks 2’ WRAPPING UP - Summarises the main points of the lesson - Assigns homework Whole class Period 3 – Unit 1 LESSON 3: LISTENING 1. Objective: Ss will be able to: Develop such listening micro – skills as intensive listening for special inf and taking notes while listening. 2. Materials: Textbook, cassette tapes, handouts 3. Anticipated problems: Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task. 4. Procedure: STEPS WORK ARRANGEMENT 5’ WARM-UP Talk about best friend 1. who is your best friend ? 2. How did you meet him/her? 3. How long have you known each other? 4. What qualities do you admire in your best friend? Work anangement Individual work and whole class 5’ BEFORE YOU LISTEN a. Vocabulary pre-teach - aportment building: toà nhà có nhi ều căn hộ - sense of humour: khiếu hài hư ớc - give sb a ring: phone s.b - go through a rough time: trải qua thời kỳ khó khăn Whole class 10’ WHILE YOU LISTEN 1. Task 1: - Listen to the tape and pay attention to the key words - Dedide whether the statements are true/false - Asks Ss to work in groups of 4 to compare their answers. - Calls on Ss to answer and explain their answers. - Gives the correct answer: a. Lan’s talk: 1. F (They used to live in the same building there) 2. F (It’s what people think) 3. T 4. F (Lan went to DoSon first, then called H, so Ha rode on her motordike to Do Son to meet Lan) 5. T 6. F (They have been best friends since Lan’s trip to Do Son b. Long’s talk Individual work, group work and whole class 17’ 1. F (they met in college) 2. F (Minh was a guitarist) 3. T 4. T 5. T 2. Task 2: - Plays the tape again for Ss to compare their notes. - After listening, gets Ss to work in pairs and check their answers. - Calls on Ss to give the answers, corrects answers. How and where did they meet What do they like about their friends? Lan - They used to live in the same apartment building in Ha Noi - Lan went on a holiday in Do Son and Ha went there to help her. - Ha’s very friendly and helpful - Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around Long - They met in collage - Minh played the guitar, and Long was a singer - Thay worked together - Minh has a sense of humour - Minh likes to go to plays and movies. - Minh’s a good listener - Minh is friendly and helpful. Individual work, group work and whole class 5 AFTER YOU LISTEN - Gets Ss to work in pair to talk about how Ha has been Lan’s best fried and Minh has been Long’s best friend. - Goes around to offer help and collect Ss’s mistakes. - Calls on some pairs to present their answers - feedbacks Whole class a pair work 3’ WRAPPING UP - Summarises the main points - Assigns homework Whole class Period 4 – Unit 1 LESSON 4: WRITING 1. Objective: Ss will be able to: write about a friend, read or imaginary, using the words and expcessions that they have learned in previos lessons. 2. Materials: Textbook, handouts 3. Anticipated problems: Ss may not have sufficient voc to write about the topic, so T should be ready to assist them 4. Procedure: STEPS WORK ARRANGEMENT 3’ WARM-UP - Friend - Asks Ss to expand it by adding the beginning or the ending of what’s already written to make a meaning full sentence. - Answers: S 1 I like a friend S 2 I like a friend who’s friendly S 3 I like a friend who’s friendly and helpful S 4 … Work arrangement - group work 9’ PREPARING SOMETHING TO WRITE - Ss’ writing should include three parts: (1) general inf about their friend (2) his/her physical characteristics and personalisties (3) what Ss like about the friend. Example: (1) She is ……, she lives near ……, she has never married, lives alone …… (2) – quite young in spirit, extremely generous, a very active person …… - in her late twenties, thick brown hair, dark brown eyes, has a kind smiling gace, … (3) friendly, good natured, caring …… - T gives the adjectives/ expressions to Ss, so they can describe their friend’s appearance/ personalities. - Gets Ss prepare an outline for their writing and exchange it with their peer. - Goes around to offer help and gives corrective feedback Whole class 20’ WRITING - Gets Ss to write about their friend in 15 minutes - Goes around to observe and offer help Suggested: Of all my friends, I like Thu the best. She’s my classmate and we have been Individual work friends for a long time. We met one day while she looking for a book I needed in the school library. She has a nice face and when you meet her the first thing you notice are her beautiful dank eyes She’s S.O I like because she’s clever and she has a good serve of humour. We also have something in common because we both like reading novels and watching films. I hope that we will be friends forever. 10’ FEEDBACK ON SS’ WRITINGS - Asks Ss to exchange their writing with another student for peer correction - Goes around and collects mistaked and errors - Collects some writings for quick feedback - Provides general comments on the writings. Notes for checking: + Content: Which’s the interesting / boring port? Are there enough details? Are there any sentences which you don’t understand? + Organization: Is it coherent? Are you sure there’s a topic sentence for each paragraph? Are there any sentences out of place? + Grammar / spelling: Do any problems about grammar or spelling exist? Pair work and whole class 3’ WRAPPING UP - Summarises the main points of the lessons - Assigns homework Whole class Period 5 – Unit 1 LESSON 5: LANGUAGE FOCUS 1. Objective: Ss will be able to: distinguish the sounds /dʒ/ & /t∫/ - pronounce the words and sentences containing these sounds correctly - use some structures containing infinitive with and without “to” appropriatedly 2. Materials: Textbook, handouts 3. Anticipated problems: Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of prance. 4. Procedure: STEPS WORK ARRANGEMENT 10’ PRONUNCIATION a/ Pronouncing the two seunds separatyly - Models the 2 sounds /dʒ/ & /t∫/ for a few times and explains the differences in producing them + The phonetic sound /dʒ/ is a voiced palatal + The phonetic sound /t∫/ is an unvoiced friactive palatal. b/ Pronouncing words containing the sounds. - Reads the words in each column all at once - Reads and asks Ss to repeat - Asks Ss to practice pronouncing the words in pairs. - Goes around providing help c/ Practising sentences containing the target sounds - Asks Ss to practise the sentences in pairs - Goes around to providing help - Asks some Ss to read the sentences and give feedback Work arrangement Whole class, individiual work and pair work. 10’ GRAMMAR 1/ To – inf: Presentation - Asks Ss to comment on the use of to + inf in these examples (I have letters to write / There is plenty to do) - Continues writing some other sentences on the board. I’m sorry to trouble you It’s easy to please that customer The pie is too hot to eat - To inf after adjectives → adj + to_inf; adj + too / enough + to + inf - Asks some Ss to give some similar example b/ Practice Exercise 1. Asks Ss to do Ex 1 individually and then compare their answers with another student - Calls on some Ss to read out their answers - Gives correct answers (on page 22 of Teacher’s book) 2/ Infinitive without to (bare infinitive) Whole class individual work and pair work Group work and 20’ a. Presentation - Asks Ss to give some verbs that are followed by bare inf, then makes clear that. - After feel, hear, watch, see, notice, observe, perceive, smell, taste, listen to - After let/make: let sb do sth = allow sb to do sth Make sb do sth = force sb to do sth b. Practice Exercise 2: - Asks Ss to do Exercise 2 in pairs - Asks them to compare anwers with another pair - Asks some Ss to write their anwers on the board - feedback and gives correct answers. 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 brigcase 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 towards me 8. Do you think her parents will let her go on a picnic? whole class 5’ WRAPPING UP - Summarises the main points of the lessons - For homework, Ss review the points that have been covered in the lesson and do the extra exercise. Whole class Period 6 – Unit 2 LESSON 1: READING – PERSONAL EXPERIENCES [...]... evening, anound 6:30 p.m 9 Hoa 10 I think Chris and Kim are coming, too 11 We’ll have “Pho” and some other special dishes Answer: 3 – 4 – 2 – 8 – 11 – 5 – 10 – 1 – 6 – 7 – 9 1 Task 1: Answer the questions: - Gets Ss to work out the content of their letters by answering the questions - Calls on some Ss to answer, then writes them on board 1) Occasion for giving ponties: birthday, graduation, wedding anniversary,... them to answer the questions (only write down the main points) - Gets Ss to check their answers with a partner (should play the tape again and pause at difficult correct words) Answer: 1 16 2 Because it’s noisy and expensive 3 Soft drink and biscuits 4 At about 4:30 5 It was beautiful decorated with while and pink icing and 16 colourful candles in the middle 6 They clapped their hands eagerly and sang... Textbook, handouts 3 Anticipated problems: Ss may need to be provided VOC related to celebration and festivals so that they can complete various learning tasks 4 Procedure: STEPS 3’ 12 ’ 10 ’ WARM-UP Give Handout to Ss: Rearrange the following celebrations in the right order: a/ Gold anniversary b Diamond anniversary c/ Ruby anniversary d Silver anniversary - Goes around and checks - Explains and gives answer:... idias WHILE YOU READ 1 Task 1: - Asks Ss to read the passage silently - Explains some words by telling the meaning of the words in VietNamese - Asks Ss to do task 1 then checks the answers with the whole class - Answers: 1 glanced 3 embarrassing 5 sneaky 2 making a fass 4 idols 2 Task 2: - Asks Ss to do task 2 and explain his/her answer - give corrective feedbacke - Answer: 1 picture 1 3 f 5 a 2 b 4 e... colourful candles in it As I blew out the candles, my friends and my family sang the “Happy birthday” song They clapped their hands happily and I could blow out all the candles at a go Then my aunt out the cake and we hadit, together with cheese cake, fruit juice, and fruit salad My boyfriend played guitar and sang me a beautiful song My friends also sang along and danced The party ended at 8:30 because... whole class and WHILE YOU LISTEN 25’ 1 Task 1: True or False Individual work, - Gest Ss to read through the statement to understand them and underline key pair work and whole words (christina / business woman) class - Plays the tape once for Ss to listen and do the task - Gets Ss to find a partner to check their answers with - Plays the tape one / two more times if necessary Answers: 1 T 2 F (13 years... that an action happened at an unspecified home before now The exact time is not important So we can use the present perfect to describe our experience 25’ 3’ I have seen that movie 20 times I think I have met him once before B/ Practice: 1 Task 1: Asks Ss to do Ex 1 individually and then find a partner to check their answers with - Checks with the whole class and provides corrective feedback Answer: 1. .. work, pair work and whole class 2 Task 2: Questions and answers Individual work, - Plays the tape again for Ss to do the task while listening, Ss need to focus pair work and whole 15 ’ 7’ 3’ on the key words in each question class - Plays once more and asks Ss to work in pairs and check their answers - Calls on some Ss to give the answers and feedback from other students + Suggested answers: 1 It provides... wedding anniversaries” and Period 14 – Unit 3 LESSON 2: SPEAKING 1 Objective: Ss will be able to: - Use appropriate language to talk about parties and negotiate how the plan them - Use appropriate language to invite people to come to parties 2 Materials: Textbook, handouts 3 Anticipated problems: Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language... Practice: - Gets Ss to do Exercise 1 individualy and then find a partner to check their answers with - Checks with the whole class and provide corrective feedback Answer: 10 ’ 10 ’ 3’ 1 having 4 practicing 2 getting 3 to tell 5 to see 2 Exercise 2: a Presentation: Reviews the forms of passive infinitive and gerund and Individual work, pair emphasises their uses work and whole - Form: Passive infinitive: . groups of 4 to compare their answers. - Calls on Ss to answer and explain their answers. - Gives the correct answer: a. Lan’s talk: 1. F (They used to live. Exercise 1. Asks Ss to do Ex 1 individually and then compare their answers with another student - Calls on some Ss to read out their answers - Gives correct answers