Unit 1 : FRIENDSHIP (Period 1: reading) Date: 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 t opic. II. Teaching aids Textbook, handouts. III. Anticipated problems Ss may need help with the discussion task, so T should be ready to help them. IV. Procedure Time Steps Work arrangement 6’ WARM UP Competition game Network– - T prepares a handout with a network of the word “Friendship”. Group work - T divides the class into 8 groups and gives each group a handout . T asks Ss to complete the network . The winner will be the group completing the network in the shortest period of time . 10’ BEFORE YOU READ Discussing the picture and poem - T ask the whole class to look at the picture on page 12 an ask them some question : + What are the girls and boy doing in the picture ? + How do they feel ? + What does the picture tell you ? Suggested answers : + One boy is playing the guitar , and the other girls and boys are singing . + They sem very happy because I can see their smile . + The picture tells me that friends can happily do many things together . / Friedship is a nice thing that brings hppiness to us . - T ask Ss o work in pair to read the short poem on page 13 and answer the question : “What do you think of friend in the poem ?” - T calls on some Ss to answer the question . T may give some comments and her Pair work and whole class Friendship 1 suggestion : The friend in the poem is very dedicated and thoughtful . He / she is willing to help his / her friend in any circumstances . Pre- teaching Vocabulary Note : T should only teach the words which do not appear in Task 1 . Lasting (adj) = lifelong (adj) : existing or continuing a long while (bÒn v÷ng , l©u dµi ) To be concerned with : quan t©m tíi ai , c¸i g× Constant (adj): happening all the time or repeatedly, that doesn t change (th’ êng xuyªn, kh«ng thay ®æi) Constancy (n): sù kh«ng thay ®æi Rumour (n): piece of information, or a story, that people talk about, but that may not be true ( tin ®ån) Gossip (n): informal talk or stories about other people s private lives, that may be’ unkind or not true (chuyÖn tÇm phµo) Trust (n): the belief that SO/STH is good, sincere, honest, etc and will not try to harm or trick you (sù tin tëng) Sorrow (n): a feeling of great sadness because STH very bad has happened (sù ®au khæ) Pursuit (n): something that you give your time and energy to, that you do as a hobby (sù theo ®uæi, ®am mª) - If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding. 6’ WHILE YOU READ Setting the scene You are going to read a passage about the qualities of a long lasting friendship. While you are reading, do the tasks in the textbook. Task 1 Instruction: Fill each blank with one of the words in the box. - T writes these words on the board:Acquaintance, incapable of, mutual, unselfish, give and take, friend, loyal to, suspicious - Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings (except for the word “friend” as this word is familiar with Ss) - Ss guess the meaning of the words based on the contexts in the sentences. For example, to guess the meaning of unselfishn Ss may realise that this word is the noun of unselfishness in line 5. Therefore, they may guess the meaning of unselfish first. Ss can pay attention to the prefix un- and such phrases as concerned only, his own interest and feelings in the following sentence. - T checks that Ss understand the words correctly. T can check Ss’ understanding by asking them to provide the Vietnamese equivalents to the words. - Next, T instructs Ss to use some strategies to do Task 1: + First, Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank. For example, in sentence 4 the 2 words should be nouns. + Read the first sentence carefully to understand the meaning roughly. Read the words / phrases in the box to choose the most suitable one to fill in the blank + Continue with the rest of the sentence. - T asks Ss to work individually to do the task - T goes around to help Ss when necessary. - T asks Ss to exchange their answers with other Ss. - T asks Ss for their answers and tells them to explain their choices. - T gives the correct answers: 1. mutual 5. give and take Whole class, individual work and pair work 2 5’ 2. incapable of 6. loyal to 3. unselfish 7. suspicious 4. acquaintance/friend Task 2 Instruction: You are to read the passage again and dicide which of the choices A,B,C or D most adequately sums up the ideas of the whole passage. - T gets Ss do the task individually and then find a peer to compare their answer with. T might want to give them some time to re-read the passage. - T might also want to give Ss some strategies to find the main idea of the passage: + Ss should read the text carefully and try to summarize it in the Ss s own words’ + Then Ss search through the list of main ideas provided in the task to find the most suitable one. + Ss should make sure the main idea chosen sums up the entire text and not just one idea within it. - T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree. - T gives feedback and the correct answer: Answer : B Task 3 Instruction: You are required to answer the six questions in the book. - T asks Ss how to do this task. If they do not remember, T may instruct them to use some strategies to do the task: + First, skim the six questions to understand them. As Ss do this they: * underline the key words. For instance, in question 1 Ss can underline what, first quality, friendship, * decide what information they need to find in the text * look for questions words like “why” which indicates Ss should read for specific thing like a reason. + Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place. + Read the part carefully to find the answer . Ss can use their own words. + Continue with the rest of the questions. - T asks Ss to work individually to do the task, then discuss their answers with their peers. - T calls on some Ss to write their answers on the board and ask then to explain their choices. - T gives the correct answers: 1. The first quality for true friendship is unselfishness. It tells us/me that a person who is concerned only with his/her own interests and feelings can t be a true friend.’ (paragraph 2) 2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. (line 2-3, paragraph 3) 3. The third quality for true friendship is loyalty. It tells us/me that the 2 friends must be loyal to each other, and they must know each other so well that there can can be no suspicions between them. (line 1-3, paragraph 4) 4. Because if not people cannot feel sae when telling the other their secrets .(line 1-3 , paragraph 5 ) . 5 . Because they cannot keep a secret , eithr of their own or of others . (line 3-4 ,’ Paragraph 5 ) 6 . The last quality is sympathy . It tell us / me that to be a true friend one must sympathise with his / her friend one . Where there is no mutual sympathy between 3 friends . there is no true friendsship . (last paragraph ) 10’ AFTER YOU READ Instruction: You are required to work in pairs to discuss the question in the textbook. - 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. Pair work , group work, & whole class 2’ WRAPPING UP - T summarizes the main points of the lesson. - T asks Ss to learn by heart all of the new words and do the extra exercise as homework. Whole class 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 PALS Pen pals(or penpals or pen friends)are people who(1)write to each other,particularly via postal mail. regular A penpal (2) is often used to practise 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 penpals for only a short time, while others continue to exchange letters and presents life-long. Some penpals (4) arrange to meet face to face. Penpals 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 penpal network can be a way to gain a valuable (8) of the world, and an UNDERSTAND Appreciation for cultures and lifestyles very different to your own. Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8. understanding UNIT 1 : Period 2: (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. II. Materials Textbook, handouts. III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help. IV. Porcedure Time Steps Work arrangement 4 8’ WARM UP Competition game Word search– - T divides the class into small groups of 3 – 4 Ss. Then T distributes the following puzzle handout for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner. - A variant of this activity: T draws or prepares 2 big copies of the word search and hangs them on the board. T calls 2 pairs of Ss to go to the board and ask them find all the adjectives as quickly as possible. The pair with the quickest and most correct answers will be the winner. The adjectives in the box below are hidden in the puzzle. Find them as quickly as possible. Tall medium handsome Beautiful honest sincere Caring understanding humorous H O N E S T S I G N S A D U I U H R N O I N U B O C M T N G G F T E R U E G A O U H D E A N H B T A E R R T A L L D M E D I U M I O O N G R A B H O L T N N U N D E R S T A N D I N G S H S I N C E R E S F M U S M O U G E N E R O U S O R I M F A U D A A R L I D E E E U U N O U H R H M H I A M A S A U L R B L M A N E C U N T E N S E D M S Group work 12’ TASK 1 Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs. - Before letting Ss do the task, T asks them to read Useful language on page 16. T may ask If Ss know the meanings of the adjectives provided. - T elicits or teaches some words: Forehead (n): (T points at his/her forehead) tr¸n Crooked (adj): an adjective you can use to describe one’s nose ( mòi kho»m) - T may ask Ss to provide some adjectives/expressions used to describe people’s appearance. She may also give Ss a handout of these adjectives and expressions. Describing people s appearance’ Height Tall, medium, short Build Slim, plump ( bô bÉm, ®Çy ®Æn), overweight/obese (bÐo ph×), Thin, muscular(v¹m vì), athletic, stocky(thÊp ch¾c nÞch), well-built(lùc lìng), of medium/average/normal build. Hair Normal order of activities used to describe one s hair: length, style and’ colour + length: long, short, shoulder-length(ngang vai) + style: straight, wavy, curly, crew-cut(®Çu cua) + colour: black, grey, red, brown 5 Others: a fringe(m¸i), a bun (bói tãc), plait(s) (®u«i sam)( to wear one s hair in a bun/a plait/plaits), receding(sãi, tãc hít ra sau), bald’ Face Oval, round, large, square, skinny, chubby(phóng phÝnh), long, with high cheek-bones(gß m¸ cao) Eye Small, big, black, brown, blue Nose Straight, crooked, turned up(hÕch), big, small, flat(tÑt) Chin Pointed chin(c»m nhän), double chin(hai c»m), no chin Lips Thin, full, narrow, heart shaped Forehead Broad, high Skin White, pale, suntanned(r¸m n¾ng), oriental, dark, brown, coffee- coloured, black, a smooth complexion, pale complexion(da t¸i)/ dark complexion, clear skin, greasy skin(da nhên) General Appearance Beautiful, handsome, pretty, good-looking, plain(b×nh thêng) Age She was in her late teens (18, 19 tuæi)/he was in his early twenties (21- 23 tuæi)/she was about thirsty years old/his twelve-year-old son/a middle- aged woman/a man in his sixties(kho¶ng 60 tuæi) 10’ - T asks Ss to work in pairs to describe the people in the picture, and then calls on some Ss to present their answers. - T gives feedback. Suggested answers: 1. The boy is about 16 years old. He may short-sighted because he s a 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 chin. He s quite good-looking.’ 2. The girl is about 14. She s also wearing a pair of glasses. She has shoulder-’ length black hair, and she s wearing a ribbon. She has an oval face with a’ straight nos, full lips and a pointed chin. She s quite pretty.’ 3. The man is in his forties. He s tall and well-built. He has short brown hair and a’ square face with a broad forehead, small eyes, a crooked nose and thin lips. He s quite good-looking.’ 4. The woman is in her twenties. She s quite tall and slim. She has long curly hair’ and an oval face with a broad forehead, big eyes, a straight nose, heart-shaped lips and a small chin. She s very beautiful.’ Task 2 Instuction: You are going to discuss and number the personalities in order of importance in friendship and then report the results. - Before Ss do the task, T asks them to look at the list of adjectives provided in the book. T asks if Ss understand these adjectives or not. - T can elicit or explain some adjectives quickly: Caring(adj): kind and helpful and showing that you care about other people (chu ®¸o) Hospitable(adj): please to welcome guests; generous and friendly to visitors(hiÕu kh¸ch) Modest(adj): not talking much about your own abilities or possessions(khiªm tèn) Sincere(adj): saying only what you really think or feel (ch©n thµnh) Understanding(adj): showing sympathy for other people s problems and being willing to’ forgive them when they do sth wrong(th«ng c¶m) -T divides the class into groups of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well. Whole class & group work 6 13’ - T goes round to offer help when Ss discuss. - T calls on some Ss to report the results of their discussion. Ss’ answer may be: My group thinks that being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friend - T elicits feedback from the class and gives final comments. Task 3 Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend . Act out the interview in pairs. - Before Ss perform the interview in pairs, T gets Ss have a look at their roles on page 16 and the suggestions on page 17. - T may elicit the questions they may ask, foe example: + his /her physical characteristics: What does he/she look like ? + his/her hobbies: What does he/she like doing in his/her free time ?/ What are his/her hobbies ? + his/her personalities: How is he/she ?/ Is he/she friendly ? - T may also make clear the meanings of some adjectives: Quick-witted (adj): able to think quickly; intelligent (th«ng minh, nhanh trÝ) Good-natured (adj): kind, friendly and patient when dealing with people (tèt bông,®«n hËu) - Tasks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help. - T calls on some pairs to perform the interview. - T elicits feedback from the class and gives final comments. Whole class & pair work 2’ WRAPPING - T summarises the main points of the lesson. - T asks Ss to do the extra exercise as homework. Whole class EXTRA EXERCISE 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: PERIOD 3 (Listening) Date: 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. II. Materials 7 Textbook, cassette tapes, handouts. III. Anticipated problems Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task. IV. Procedure 8 Time Steps Work arrangement 7’ Warm up Competition game Crossword– - The aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous lesson. - T divides the class into small groups of 3 – 4 Ss. Then distributes the following crossword handout for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner. Answers: - Cross: - Down: 1. good-natured 1. generous 4. friendly 2. helpful 5. quick-witted 3. modest 6. hospitable 7. studious 8. patient 9. honest O 1 O O O O O O O O O O O O O O O O O O O O O O O O O O O O 2 O O O O O O O O O O 3 O O O 4 O O O O O O O O O O O O O O O O O O O O O O 5 O O O O O O O O O O O O O O O O O O O 6 7 O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 8 O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 9 O O O O O O CROSS DOWN 1. kind, friendly and patient 1. giving or willing to give freely when dealing with people 2. willing to help SO 4. showing kindness; making you feel 3. not talking much about your relaxed and as though you are among friends own abilities or possessions 5. able to think quickly; intelligent 7. spending a lot of time 6. please to welcome guests ; generous and friendly Studying or reading to visitors 8. able to wait for a long time or accept annoying behaviour or difficulties without becoming angry 9. always telling the truth, and never stealing or cheating Group work 10’ Before you listen Talking about your best friend - T asks Ss to discuss the questions on page 17 in pairs. - T calls on some Ss to give their answers and comments on the answers. - T gets Ss to guess what they are going to listen about. Vocabulary pre-teaching - Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually. - T elicits/teaches some of these words or/ and those taken from the listening passage: Apartment building: toµ nhµ cã nhiÒu c¨n hé Sence of humour: khiÕu hµi híc Whole class 9 EXTRA EXERCISE: Your class is organizing a writing contest with your teacher of English being the examiner. You are given the following statement and required to write a short paragraph explaining how you understand its meaning. “A friend is one who knows us, but loves us anyway.” – Fr. Jerome Cummings UNIT 1: PERIOD 4 ( Writing) Date: I. Objectives By the end of the lesson , Ss will be able to : Write about a friend , real or irmaginary , using the words and expresions that they have learned in previous lessons II. Materials Textbook , handout . III . Anticipated problems : Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assist them IV . Procedure : Time Steps Work arranngement 7’ 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 : + Is the person a girl ? + Is she tall ? + Is she short sighted ?– + Is she friendly ? - The game can continue until time is up 13’ PREPARING SS TO WRITE - 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 charateristics and personalities , and (3) what Ss like about the friend . Whole class - T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend . In this case , Ss may us the simple past tense and past continuous in their writing . If needed , T may revise the uses of these tenses . T make clear that : + While the past simple is used to talk about an event that happened and finished in the past , the past continuous is used to talk about an event that was happening at a specific past time . We often use the past continuous together whith the past simple . The past continuous indicates a longer ‘ background’ action or situation ; th simple past refers to a shorter action or situation that happened in the middle or interruppted it . - T may also elicit / revise the adjectives and expressions Ss can use to describe their friends appearance and personalities . - T get Ss prepare an outline for their writing and exchange it with their peer . - T goes around to offer help and gives corrective feedback . 15’ WRITING - T gets Ss to write about their friend in 15 minutes . - T goes around to observe and offer help . Sample writing : Individual work 10 [...]... silently and then do Task 1 T may write the given words and phrases on the board (i.e making a fuss, sneaky, glanced, embarrassing, idols) and asks Ss to go back to the passage to locate and read around these words so 16 that they can guess their meanings For example The words idol found in line 3 may refer to someone you admire and adore Ss can understand this meaning thanks to the words pop star and the... parents and the 3 kids might be their children The people in the second picture might belong a family, too The old lady and the old man who are standing might be the parents The woman and the man who are sitting in front might be their son and daughter in law The boy and the girl might be their grandchildren 2 The people in the first picture are celebrating a birthday(the little girl is blowing out the candles)... family and friends, and 8 th birthday In question 2, these might be make cakes and ice-creams and birthday etc - Now T instructs Ss to go back to the passage and locate these words Ss should read around these words carefully to find the answers to the questions - Then T gets Ss to check their answers with a friend - T calls on some Ss to present and explain their answers - T gives feedback and correct answers... that while listening they need to focus on this information and write the answers down in note forms, not full sentences - After playing the tape, T gets Ss to give the answers T provides correct answers if necessary If many Ss cant complete the task , T might want to let Ss listen one more time and pause at the answers fir them to catch Answers: 1 small 2 everything 3 family 4 replaced 5 took 6 appreciate... birthday today, come up onto the stage and youre going to be the magician s assistants My mum gave me a push and said: Go on, you go And as I really wanted to be on stage, I rushed up, with some other children When I was up there, the magician asked my name, and then said: So its your birthday today whole theatre burst into laughter My face went bright red, and some of the children called out: He... to listen and do the rask - Then T gets Ss to find a partner to check their answers with -T checks the answers with thw whole class If many Ss can not answer the questions, T palys the one or two more times and pauses at the answers for them to catch Answers: 1 T 2 F (13 years old) 4 F(in the kitchen) 4 F (she was sleeping) 5 T TASK 2 Instruction: You are going to listen to the story again and fill... introduces the task: Ss work in small groups of 3 or 4 and discuss the questions - T teaches structures that can be usedfor giving comparison and contrast E.g: In the US, people .but in Vietnam, people , Americans while Vietnamese , Americans .in contrast, Vietnamese , etc - T goes around to check and offer help 31 3 - T calls on the groups to tell and explain their choices - T gives corrective feedback... and try to make sense of the pictures on page 32 Then T whole class gets them to answer the questions on this page - T calls on some Ss to answer the questions T should ask Ss to give reasons for their answers - T checks with the class and asks Ss to guess what they are going to read about Suggested answers: 1 The police in the first picture might belong to a family The young woman and the young man... we can put to-infinitive after adjectives The form is: adj + to-infinitive; adj + too/enough + to-infinitive (too before an adj means excessively; enough after an adj means to the necessary degree) - T asks some Ss to give some similar examples b) Practise Exercise 1 - T asks Ss to do Exercise 1 individually and then compare their answers with another student - T calls on some Ss to read out their answers... candles) And the people in the second picture are celebrating a wedding anniversary(the words on the wall read 50th anniversary) Pre-teaching vocabulary Mark(v): Milestone(n): an important event or stage in ones life Lasting(a): continuing a long time Golden(a): made of gold Golden anniversary/jubilee: celebration of the 50th wedding anniversary Silver anniversary/jubilee: celebration of the 25th wedding anniversary . they can guess their meanings. For example. The words “idol” found in line 3 may refer to “someone you admire and adore”. Ss can understand this meaning thanks to the words “pop star” and the. / revise the adjectives and expressions Ss can use to describe their friends appearance and personalities . - T get Ss prepare an outline for their writing and exchange it with their peer . -. came out and said: Any“ child who s got a birthday today, come up onto the stage and you re going to be the magician s assistants . My’ ’ ’ ” mum gave me a push and said: Go on, you go . And as