8 A Valentine's Day treat
12 Go ona Go somewhere with your boyfriend or girlfriend 13 What cupid shoots
14 Present
15 Something a poet writes Down
1 A day for love
2 in love Start to love someone 3 The flower of love
7 Valentine's Day color 9 The symbol of love
Trang 2Period 2: SPEAKING
I Objectives
By the end of the lesson, Ss will be able to:
— Use appropriate language to talk about parties and negotiate how to plan them — Use appropriate language to invite people to come to parties Il Materials Textbook lll Anticipated problems
Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so IV Procedure Time Steps arrangement Work WARM - UP
7 | Talking about a party Whole class
— T asks the class if they like parties and why to lead Ss to the topic Then T asks if they have ever been to a party If Ss say yes, T asks follow-up questions like "Whose
party was it?", "On what occasion?", "Where was it?"
"Was it fun?” etc T helps Ss to answer the questions by providing them appropriate vocabulary and expressions (if no Ss have ever been to a party, T might want to get Ss to ask him / her about a part he / she has been to)
— Then T sets the scene: "Supposed you have been to a party and now you want to tell your friends about it What
do you want to tell them?"
— T elicits Ss' ideas and writes on the board:
Trang 3
Work
Time Steps arrangement
Who? Who gave the party?
What? What exactly was it about? A_ family gathering? A social party? etc
Where? Where did it take place? Was it a nice
place?
When? When did it take place? What time did it
start and end?
Why? On what occasion was the party held? Why
was it held? For whom? etc
How? How was it organized? How did it go? What activities did you do there? Did you have a good time? How were the people like? What about music? What about foods and drinks? etc — T teaches necessary language for talking about parties E.g.:
a birthday / housewarming party a family / social gathering
a potluck dinner (dinner to which people bring foods to be shared)
to party
to throw / give a party
Trang 4Work
Time Steps arrangement
to bring your own (B.Y.O) (to bring your own drinks) to bring a plate (to bring food to share with others) snack pizza soft drinks chips cookies / munchies finger food —T gives examples when presenting these words / phrases
— T gets Ss to make sentences with these words / phrases —T introduces the topic: talking about parties
TASK 1
7 | — T introduces the task and goes over the questions with | Individual the class T explains new words if necessary work — T gets Ss to do the task individually Ss need to choose
the details they want to talk about and plan their stories T encourages Ss to take notes while doing so
— T goes around the class to check and offer help TASK 2
7 |-T puts Ss in pairs and gets them to tell each other about | Pair work the parties they have been to, based on the outlines they & Tế
class
have made for Task 1
— In the meantime, T goes around to check and offer help — T calls on some pairs to perform their conversations in front of the class
—T elicits feedback from the class and gives final
comments
Trang 5
Work ume Steps arrangement TASK 3
12 | — T introduces the task and asks if Ss have ever planned a Group work party with someone else T elicits things they consider & whole
class when planning a party T may want to ask Ss to look at
Task 3 for the answers and while pooling their ideas, T write them on the board: Where? Entertainment?
When? (home: 2 (dance?
(date & time) restaurant?) music?
games?) Ậ
Dressing Budget?
codes (how much to (ormar’ | Planning spend? how informal’ a part much to costumes?) pany contribute?)
Who to Food and
invite? Decorations drinks? (cook
(family? (colored light our own or
relatives? bulbs? order? friends? flowers? vegetarian
classmates? foods?) teachers)
—T elicits or teaches necessary vocabulary items like those in the above boxes
— T elicits or teachers useful expressions for negotiating, 1.e asking for and giving opinions, expressing agreements and disagreements, suggesting and stating preferences
E.g.:
Trang 6
Time Steps arrangement Work
Asking for opinions Giving opinions
What do you think about ? What's your opinion about ? How do you feel about ?
Do you have any opinions about ? I think maybe I feel In my opinion
I'm considering (cooking our own foods)
I'm thinking about
(ordering some pizzas) Expressing greements | Expressing disagreements That's true, and
I agree Well, maybe, but I think so, too That might be true, but
Well, my feeling is that Let's Why don't we ? How about ? Should we ? Would it be a good idea if ?
That's right, and Well, I don't think so I think
Suggesting Stating preferences
Maybe we could Perhaps I would prefer Perhaps we can I'd rather
Maybe (pizzas) could be
a better choice
I would go for (ordering
What about ? food)
— T gives examples and gets Ss to do some practice with these expressions
— Now T divides the class into small groups of 3 or 4 and gets them to do Task 3, which is planning a party in the best way they can for a party competition In groups, Ss
Trang 7
Time Steps Work
arrangement
will negotiate in order to come up with a plan for their parties
— T goes around to check and offer help While doing so, T listens and takes note of their errors T provides corrective feedback when necessary 10 TASK 4
— After checking that all the groups have finished Task 3, T introduces Task 4: Ss informing of their coming parties and inviting people to come
— T elicits the verb tenses and structures Ss might want to use when informing the class about their coming parties (i.e future with "going to", "plan to do something", "intend to do something", "expect to do something") T gives examples and gets Ss do some practice with the structures E.g.:
We're planning to have a famous students' music band play in our party
We're expecting 200 people to come and have fun with us
Etc
—T elicits or teaches expressions for inviting and persuading E.g
Would you like to come ? We would love to have you We welcome your presence Please do come
It’s our pleasure to invite you
Trang 8Work
Time Steps arrangement
— Then T calls on the representative of each group to report about the parties that they have planned T gets other groups to take notes while listening to their peers and after all groups have finished, T gets the class to decide which parties would be most attractive and they would most love to come to
— While Ss are speaking, T listens and takes note of their errors T provides corrective feedback after that
WRAPPING UP
2! Whole class
— T summarises the main points of the lesson
— For homework, Ss write a paragraph about a party they have been to
Period 3: 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
Il Materials
Textbook, cassette tapes, handouts lll Anticipated problems
Students may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them
Trang 9IV Procedure Time Steps arrangement Work WARM - UP
7 | — T divides the class into groups of 10 and introduces the | Group work game: The groups should generate as many words related | & whole to birthdays and birthday parties as possible in 5 minutes class — T divides the board into as many sections as the number
of groups is When time is up, T calls on the representative of each group to come to the board and write their list Then T gets the whole class to count Each correct word gets one point Which group has more points wins the game
Suggested words:
age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti, decorations, gift /
present, icing, flowers, fun, party, song, etc
7 BEFORE YOU LISTEN Pair work
— T gets Ss to cover their books and shows them the| & whole pictures in the book, then asks them to guess what they are class
going to listen about T gives feedback and gets them to open their books
— T gets Ss to work in pairs to answer the questions on page 36 — T calls on some Ss to answer the questions and explain their reasons — T checks with the class Pre-teaching vocabulary: icing (n): sweet, creamy spread for covering cakes clap (v, n): v6 tay
— T helps Ss to pronounce the words on page 36 correctly T may want to play the tape or model first and then ask Ss to repeat after the tape or after him / her in chorus and
individually
Trang 10
Work
Time Steps arrangement
— T presents or elicits the meanings of these words from the class
WHILE YOU LISTEN TASK 1
10' | Instruction: You are going to listen to a girl telling about | Individual a birthday party that she has been to Listen and answer | work, pair True or False questions Put a tick (“) in the appropriate work &
box whole class
— Before Ss listen and do the task, T gets them to read through the statements to understand them and underline key words For example, the key words in the first statement are "at home" and "evening"
— T checks with the whole class and asks them to guess what the party might have been like (there was a birthday cake, the party lasted some hours, etc.)
— T plays the tape (or reads the tapescript) once for Ss to listen and do the task
— Then T gets Ss to find a partner to check their answers with
— T checks the answers with the whole class If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Answers:
1 F (the party began at about 3 in the afternoon) 2 F (over 20)
3 F (at 4:30 they cut the cake) 4 T (the party ended at about 6)
5 F (other kids left, only one stayed to help) TASK 2
10' | Instruction: You are going to listen to the story again and | Individual
answer comprehension questions work, pair
Trang 11
Time Steps Work
arrangement
— T checks if Ss can answer the questions in Task 2 without listening again If they cannot, T plays the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question (by finding the key words and the question word, e.g "what', "why', "when", "how", etc.) and if possible, predict the answers
— Then T plays the tape again for Ss to listen and answer the questions While Ss are listening, T should encourage them to note down the answers T should remind Ss to write down only the main points in note forms but not full
sentences
— T gets Ss to check their answers with a partner Then T checks with the whole class T should play the tape again and pause at difficult points if many Ss cannot complete the task
Answer: 1 16
2 Because it's noisy and expensive 3 Soft drink and biscuits
4 At about 4:30
5 It was beautifully decorated with white and pink icing and 16 colorful candles in the middle
6 They clapped their hands eagerly and sang "Happy birthday"
7 At about 6 Tapescript:
Trang 12Time Steps arrangement Work
The party began at about 3 in the afternoon There were about 20 of us gathering in Mai’s house She didn't like having the party at a restaurant because it is noisy and expensive
We gave presents to Mai and she happily opened them It must really be exciting to receive all those presents After that Mai’s mother served us soft drinks and biscuits We then listened to music and played cards The winners were given prizes At about four thirty Mai's mother brought out the birthday cake It was beautifully decorated with pink and white icing Sixteen colourful candles sat in the middle of the cake We all clapped our hands eagerly and sang "Happy birthday" as she blew out the candles and cut the cake We helped ourselves to slices of the delicious cake and sang all the songs that we knew
Finally, at about six in the evening the party came to an end We were all tired but happy The parents of other children came to collect them by motor bikes I helped Mai and her mother clean up the mess we had made After that I walked home, which was only 3 doors away
AFTER YOU LISTEN
— T puts Ss in pairs and introduces the task: "Supposed that Mai is your common friend Yesterday was her birthday but one of you couldn't come Now you ask the other person about Mai's party"
— T distributes the following handouts for Ss to do the role play T reminds them to use the correct verb tense In the mean time, T goes around to check and offer help
— After checking that all Ss have finished, T calls on some pairs to perform the role play in front of the class T elicits
feedback from the class and gives final comments Pair work & whole
class
Trang 13
Time Steps arrangement Work CARD A CARD B
Ask your friend about Mai's Tell your friend about birthday Ask about: Mai's birthday party Use the following information: — Place where the party was —It was held at Mai's
held place
— When it began and ended — It lasted about 3 hours
— What you did there — About 20 guests came Add more questions as you ~ Mai opened gifts, you
like played chess, then Mai cut
cake
Add more information as you like
WRAPPING UP
3’ | — T summarises the main points of the lesson Whole class — For homework, Ss write a paragraph about their own
birthday parties EXTRA ACTIVITY
Read the text and answer the questions that follow:
How did the tradition of birthday parties start?
Birthday parties are always among the highlights of a child's year, but did you ever wonder how the tradition of birthday parties started?
The tradition of birthday parties started in Europe a long time ago It was feared that evil spirits were particularly attracted to people on their birthdays To protect them from harm, friends and family would come to be with the birthday person and bring good thoughts and wishes Giving gifts brought even more good cheer to ward off the evil spirits This 1s how birthday parties began
Trang 14began?) As time went by, children became included in birthday celebrations The first children's birthday parties occurred in Germany and were called Kinderfeste
1 When did the tradition of birthday parties start in Europe?
2 According to traditions, why would friends and family come to be with people on their birthdays?
3 Originally, why did people give birthday gifts? 4 At first, who could give birthday parties?
5 Where did the first children's birthday parties take place? Answer:
(a) It started a long time ago
(b) To protect them from evil spirits
(c) Because giving gifts brought even more good cheer to ward off the evil spirits (d) Kings (e) In Germany Period 4: WRITING I Objectives
By the end of the lesson, Ss will be able to:
— Define the format and structure of an informal letter of invitation — Write an informal letter of invitation
Il Materials
Textbook, handouts lll Anticipated problems
Ss may not have sufficient vocabulary to write a detailed letter of invitation, so T should be ready to help them
Trang 15IV Procedure Time Steps arrangement Work WARM - UP
7 | Competition game Group work
— T prepares handouts of a jumbled letter in advance and & Tàn class
divides the class into groups of 4 Then T distributes the handouts and introduces the task: Ss are going to re-order the sentences into a letter of invitation
—In their groups Ss discuss to complete the task The winner will be the group which has the quickest and
correct answer
— After the game, T might want to get Ss to read the completed letter again and elicits the features of an informal invitation letter T might want to tell Ss that an invitation letter normally includes:
+ The event (what you invite your friends to): a wedding party, a birthday party, etc
+ The place: my parents’ place, my school, etc + The time and date: 2:30 p.m., May 20, 2007, etc
+ the invitation itself (Would you like to come? How about ? etc.)
The jumbled letter
1 This is my address: 150A Au Co Road
It's a beautiful house and it looks over the West Lake and the Water Park
Dear Patricia,
Guess what! I've just moved to a new house in Tay Ho District Would you like to come?
Please let me know your answer as soon as possible See you
My parents are giving a house-warming party this Saturday evening, around 6:30 p.m
9 Hoa
10 | think Chris and Kim are coming, too
Trang 16Time Steps Work
arrangement
Answer: Dear Patricia,
Guess what! I've just moved to a new house in Tay Ho District It's a beautiful house and it looks over the West Lake and the Water Park My parents are giving a house-warming party this Saturday evening, around 6:30 p.m We'll have "Pho" and some other special dishes Would you like to come? | think Chris and Kim are coming, too This is my address: 150A Au Co Road Please let me know your answer as soon as possible S66 you! Hoa 10 PREPARING SS TO WRITE TASK 1
— T sets the scene: You are going to write a friendly letter to invite your classmates to a party that you hold
— T gets Ss to work out the content of their letters by answering the questions in TASK 1
— T calls on some Ss to answer the questions and elicits
more ideas from the class T writes them on the board
E.g.:
Occasions for
giving parties birthday, graduation, wedding anniversary, moving to a new house, family gathering, Christmas, New Year, etc
Dressing codes | Formal: dresses, high-heel shoes for women; suits and ties for men
Informal: anything can do: jeans, T-shirt,
skirts, etc
Presents to
give
anything can do: books, CDs, flowers, scarves, ties, paperweights, pens, bags, hats, etc Sometimes people might want to
Trang 17Work Time Steps arrangement TASK 2 có CS Individual,
— T gets Ss to do the task individually and then compare pair work & ; their answers with a peer
— T calls on Ss to give the answers and write them on the board
— T elicits comments from the class and gives correct answers
— T helps Ss to revise the format of a personal / informal letter by analyzing the letter that they have just completed for TASK 2 T might also want to get Ss to analyze the letter further by asking questions about its organization and language
E.g What is the purpose of the first sentence? What about the second sentence? What exactly did Duc write to express his invitation? etc Answer: I at my house 2 to come 3 refreshments 4 to cook 5 winners 6 by Monday whole class 20 WRITING
— T gets Ss to read TASK 3 and work out the questions Ss should note down the answers in their notebooks In the meantime, T goes around to check and offer help — Now T gets Ss to write their letters in 10 minutes, based on the outlines they have produced
— T then asks Ss to get in pairs, exchange their letters and correct each other
— T goes around to offer help Individual
work & pair work
Trang 18
Time Steps Work arrangement A sample letter: Hanoi May 19, 2007 Dear Ha,
As the school year is coming to an end, I'm giving a farewell party for people to meet up before they go away for holiday Would you like to come? It will be at my place at 7p.m this coming Sunday I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily I will order some pizzas and buy snacks and fruit However, you might want to bring some drinks to be shared There will be dancing and karaoke competition So,
there'll be a lot of fun
Please let me know if you are keen by Saturday Just leave me a message on the phone if you can't catch me at home See you Long 5 FEEDBACK ON SS' WRITING
— T chooses one letter and reads it to the class
— Then T elicits corrective feedback from the class and gives final comments afterwards T should draw Ss' attention to the format of the letter, the organisation of ideas and language use
Whole class
3! WRAPPING UP
— T summarises the main points of the lesson
— For homework, T asks Ss to revise their letters according to their peer's suggestions and submit for
marking in the next lesson Whole class
EXTRA ACTIVITY
Fill the blank with the appropriate words
Trang 19are other ceremonies for different religions.) If the couple chooses a church service, the planning can become quite complex The church must be booked, the service has to be chosen, flowers arranged and so on Other arrangements
(for both traditional and civil) are to SA , send out invitations, book a 4 (for after the ceremony), choose ` cà (the girls who traditionally accompany the bride in the church) and the 6 (the bridegroom's friend who accompanies him to the ceremony), buy the wedding dress, arrange a | ee (the holiday after the wedding), compile a Ô, se (a list of presents that guests can choose to buy the couple) and of course, to select the Ô c
reception venue best man wedding rings
honeymoon wedding list white wedding
bridesmaids civil ceremony draw up a guest list Answer:
1 civil ceremony 4 reception venue 7 honeymoon 2 white wedding 5 bridesmaids 8 wedding list 3 draw up a guest list 6 best man 9 wedding rings
Period 5: LANGUAGE FOCUS
I Objectives
By the end of this lesson, Ss will be able to: — Distinguish the sounds /1/,/r/and/h/
— Pronounce the words and sentences containing these sounds correctly — Distinguish the uses of infinitive and gerund in active and passive voices — Use these structures to solve communicative tasks
Il Materials
Textbook, handouts lll Anticipated problem:
Ss might have difficulty distinguishing and using infinitives and gerunds Therefore, T should be ready to assist them
Trang 20IV Procedures Time Steps arrangement Work PRONUNCIATION
7 | Distinguishing sounds Individual,
pair work &
— T models the three sounds /1/,/r/and/h/ for a few times and explains the differences in producing them (e.g when producing / r / Ss curl the tongues more backward than when they produce / 1 / ; when producing /h/ they move their vocal folds from wide apart to close together)
—T plays the tape (or reads) once for Ss to hear the words containing these three sounds Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T)
— T asks Ss to read the words 1n each column out loud in chorus for a few more times Then T calls on some Ss to read the words out loud T listens and corrects if Ss pronounce the target words incorrectly If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually
Practising sentences containing the target sounds — T asks Ss to work in pairs and take turn to read aloud the given sentences (p 39, Practise these sentences) — T goes around to listen and takes notes of the typical
CITOTS
—T calls on some Ss to read the sentences again and
provides corrective feedback
whole class
Trang 21
Work Time Steps arrangement GRAMMAR 10' Exercise 1 Individual, pair work & a Presentation:
— If necessary, T reviews the verbs that are followed by an infinitive, a gerund, and both E.g.: + Infinitive only + Gerund only + Both agree arrange ask choose decide demand deserve expect admit avoid deny enjoy keep verbs that are followed by prepositions begin, start, continue Stop love, like, hate remember, forget regret, try fail hesitate hope intend learn manage offer plan refuse seem wait
Note: T should point out which verbs have different meanings when are used with an infinitive or a gerund E.g stop, hate, love, regret etc
b Practice:
— T gets Ss to do Exercise | individually and then find a partner to check their answers with
whole class
Trang 22
Work
Time Steps arrangement
— T checks with the whole class and provides corrective feedback Answer: 1 having 2 getting 3 to tell 4 practicing 5 to see 8' | Exercise 2 Individual
a Presentation: work, pair
— If necessary, T reviews the forms of passive infinitive work & and gerund and emphasises their uses whole class E.g.:
+ Form:
1 Passive infinitive: to be + Past Participle 2 Passive gerund: being + Past Participle
+ Use: to emphasise the action / event rather than the
agent
b Practice
— T gets Ss to do Exercise 2 individually and then find a partner to check their answers with
— T checks with the whole class and provides corrective feedback Answer: 1.B 2.A 3 B 4 B 5 A 7’ | Exercise 3 Individual b Practice: work, pair work &
— T gets Ss to do Exercise 3 individually and then find a partner to check their answers with
— T checks with the whole class and provides corrective
feedback whole class
Trang 23
Work ume Steps arrangement Answer: I.D 2.C 3.B 4.B 5.C 10 COMMUNICATIVE PRACTICE Group work (PRODUCTION STAGE) _—
— T divides the class into small groups of 4 Then T introduces the task "A Celebrity Interview": "Now you are going to work in groups of 4 Two of you will act as a celebrity and his / her manager The other two will act as reporters for a local paper Discuss among yourselves which celebrity you would like to act and interview The celebrity and the manager then will prepare some background information about the celebrity, based on the questions in the worksheet The reporters will work out the interview questions that they want to ask about the celebrity They can use the questions in the worksheet as guidelines After 5 minutes you are going to do the interview in your own groups"
— T distributes the worksheets to Ss Then T guides how to ask interview questions and answer them and reminds Ss to use infinitive and gerund when completing the tasks —T gets Ss to work in groups, then goes around and offers help
— After checking that Ss have finished, T calls on a group to perform their interview again in front of the class and elicits feedback from the class
Trang 24Work Time Steps arrangement Worksheet for the reporters Likes Dislikes Future plan Model questions:
What do you like / love doing? What do you hate doing?
What do plan to do in the future?
What award do you hope to achieve in this year's competition?
What do you think you need to do to achieve your objectives /make your dream come true?
Etc
WRAPPING UP
3’ | — T summarises the main points of the lesson Whole class — For homework, Ss review the uses of different verb
tenses that have been covered in the lesson TEST YOURSELF A Listening LA 2.D 3.B 4.D 5.C Reading
1 Because these people had been childless for 10 years after they were married and were so thrilled to finally have a child (lines 3 - 5, paragraph 1)
2 To take some photographs of the happy family (lines 1 — 2, paragraph 2) 3 The boy was dressed in a smart, brand-new outfit and looked like a little
prince (lines 1 — 3, paragraph 3)
Trang 254 Because he was interested 1n the toys (lines 6 — 8, paragraph 3)
5 He felt that it was delightful and looked forward to the next day to have the film developed (lines 1 — 3, paragraph 4)
Pronunciation and Grammar a) Pronunciation:
1 nine 2 hour 3 matching 4 jam
Tapescript:
Listen and put a tick ( VY) in the right box, paying attention to the pronunciation of the underlined part of the word
1 nine 2 hour 3 matching 4 jam
b) 1-tosee 3-tophone 5- tobe met
2 — To be 4 — pay 6 — to be appointed Writing sample
Last Saturday was my 17" birthday My parents helped me to hold a birthday party at home I invited a lot of friends and we had a great time
The party began at 7 p.m We had pizzas and some special dishes that my mom cooked Then mom brought out a beautiful cake, decorated with fruit and 17 colorful candles in the middle As I blew out the candles, my friends and family sang the "Happy birthday" song They clapped their hands happily as I could blow out all the candles at a go Then mom cut the cake and we had it, together with cheesecake, fruit juice, and fruit salad Dad played guitar and sang me a beautiful song My friends also sang along and danced
The party ended at 8:30 because some of my friends live in the suburb and they needed to catch the 8:45 bus Some others who live nearby stayed to help me clean up the room I felt very happy because the party went very well and we had a wonderful time together
Trang 26
Unil 4 VOLUNTEER WORK Period 1: 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 Il Materials Textbook lll Anticipated problems Ss may need help with the discussion task, so T should be ready to help them IV Procedure Time Steps arrangement Work WARM - UP
6 Competition game — Hangman Group work
Trang 27Time Steps Work
arrangement
— T explains to Ss that they are going to play a "Hangman" game The rule is T gives a secret word and the groups will take turn to guess it by telling what letters they think there are in this word If Ss choose a letter that appears one or more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter On the other hand, if Ss guess a letter that 1s not in the secret word, then a piece of the man being hanged will be added to the gallows and they will lose their turn to the other group Ss will get one point for each letter they can guess correctly When the game is over, T will count how many points each group has collected and the group with more points will win the game
— T leads the game, and in this lesson, the secret word 1s "volunteer" T draws the same number of dashes as the number of letters in this word For this word, T would need 9 dashes like this:
— The activity will lead to the lesson naturally
10
BEFORE YOU READ
Discussing the picture and saying
— T asks the whole class to look at the picture on page 46 and asks them some questions:
+ What is the old woman doing in the picture?
+ What does this mean by "Little Moments Big Magic"? + What does the picture tell you?
Suggested answers:
+ The old woman is teaching the boy to read
+ The phrase means that your little contribution and help may lead to significant results / may greatly change a
person's life Pair work
& whole class