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UNIT ONE: FRIENDSHIP Reading I. AIMS OF THE LESSON: 1. Language skills: • Reading : - 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. - Read and try to guess the meanings of words and expressions - Passage comprehension. - Finding the main content of the lesson. 2. Language focus : Vocabulary: mutual, incapable of, unselfish, acquaintance, give-and take loyal to, suspicious • Grammar : - The simple present. - Mutual pronoun “each other”. II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible III. TEACHING METHOD: communicative approach IV. PROCEDURE: STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-up(4) Pre-Reading (3’) Competition game-Network T prepares a hanhout with a network of the word “Friendship” - Play the cassette - Ask students to pay attention to the intonation - Teacher goes around for helps. Pre-teaching Vocabulary Lasting(a): lifelong Constant(a): happening all the time  constancy(n) Rumour (n) piece of information that people talk about. Gossip (n) informal talk that may be unkind or not true. Trust(n): the belef that is honest. -Listen once or twice -Discuss the answers to the questions. -Model the discussion in front of the class. Group work Pairwork While- Reading (26’) - Introduce three tasks. -Have students read the whole passage (once or twice) and do the tasks. * TASK 1: -Guide students how to do this task. - Teacher goes around for any help. -Compare the results of the others and correct mistakes. -Read silently. - Choose the correct word in the box to complete each sentence. individual/ pairs 1 Friendship * TASK 2: -Ask students to read the four sentences in the textbook and choose the best answer - Compare the result and correct mistakes. * TASK 3: -Have students discuss questions. -Observe class and help students. - Teacher goes around for any helps. - Correct mistakes. - Keys: 1. mutual 2. incapable of 3. unselfish 4. acquaintance/ friend 5. give-and-take 6. loyal to 7. suspicious -Key: B -Suggested keys: 1. The first quality for true friendship is unselfishness. It tells me / us that a person who is concerned only with his own interests and feelings cannot be a true friend. 2. Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, 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 that 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 mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets. 5. Talkative people can’t keep a friend long because they can’t keep a secret, either of their own or others. 6. The last quality for true friendship is sympathy. It tells us that to be a true friend, you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship Pair-work Pair-work Post reading (10’) - Teacher asks a general question, “Why do we need true friendship?” Students give their opinions Discussion Group-work V. HOMEWORK: (2’) - Study new words. - Do the tasks in the notebooks. - Prepare Speaking. UNIT ONE: FRIENDSHIP Speaking I. AIMS OF THE LESSON: 1. Language skills : • Speaking: - Describing physical characteristics 2 - Discussing personalities - Role-play: Talking about a famous friend 2. Language focus: Vocabulary: a handout of the adjectives and expressions. II. TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible III. TEACHING METHOD: communicative approach IV. PROCEDURE: STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-up(2’) Pre- Speaking (4’) - Ask some questions: 1/Do you concern about your outlook? 2/ Is it important to you? - Lead sts to the main content - Present some new words * characteristic (n) * personality (n) * forehead (n) * crooked (a) * hospitable (a) - Answer : * Yes, I do… * Yes, it is… - Listen carefully - Take notes Group work Individual While- Speaking (29’)  Task 1 - Ask sts to look at the pictures (page 15) and answer questions : 1. How many people are there in the picture? 2. Can you guess how old they are? - 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 ______. - Help sts with some new words. - Ask sts to make questions and answer questions with a partner, using the information from the picture. - Ask sts to perform. - Correct sts’mistakes and pronunciation. Task 2 - Divide class into four groups. - Explain some words of personalities on page 16. - Look and answer questions : 1. There are 4. 2. - The boy is 20. - The girl is 16. - The man is 42. - The woman is 28 - Listen and take notes. + The boy is short. He has a large face , … individual/ pairs Individual Pair-work 3 - Guide them to discuss and decide which personalities are important to a person and in friendship. - Let sts number the following personalities in order of importance in friendship. caring , hospitable , modest , sincere , generous , honest , helpful , understanding , pleasant - Pay attention that there’re no answer keys for this task. + The girl is ……… - Play roles. - Present their performance. - Work in groups of four. - List some personalities of a person. - State some reasons why they choose. - Discuss and say the reasons. - Report their results to the class and explain why they do like that … Post reading (10’) - Have sts work in pairs. - Guide them to do the task. - Make sure that sts understand their roles - Pay attention to the suggestions : + 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 Maths + how much time he / she spends on Maths everyday + what makes him / her a good friend + what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm ) + what he / she does in his / her free time - Call some pairs to report. - Make pairs: one is a journalist, the other is an interviewee. - Listen carefully. - Practise in pairs. - Pay attention to the content : + physical characteristics + personalities + reasons why the friends are famous - Role play - Perform their task. Pairwork Group-work V. HOMEWORK: - Learn by heart some new words. - Prepare part C: Listening UNIT ONE: FRIENDSHIP Listening I. AIMS OF THE LESSON: 4 1. Language skills : • Listening : - Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. 2. Language focus : Vocabulary: apartment building,sense of humour, give sb a ring, go through a rough time. II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts. III. TEACHING METHOD: communicative approach IV. PROCEDURE: STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-up(5’) Pre-listening (6’) Guessing game T introduces the game: one student goes to the boarb and T gives him / her a piece of paper with the name of a student in the class. Other Ss have to ask Yes / No questions to find out who the student is. Ss should ask about the appearance, personalities, or clothes. -Ask students some more questions: • How do you meet your best friend? • How long have you known your best friend (him or her)? Vocabulary Pre-teaching -Explain some new words & phrases: -Apartment building: toà nhà có nhiều căn hộ -Sense of humour: khiếu hài hước -Give sb a ring: phone sb - Go through a rough time: trải qua thời kỳ khó khăn Ss may ask questions such as: + Is the person a girl? + Is she tall? + Is she short-sighted? Is she friendly? -The pointed students answer -Students repeat & take notes Work-group Individual Individual While- Listening (26’) Task 1 -Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them. Play the tape once for Ss to do the task. Ask Ss to work in groups of 4 to compare their answers. Give the correct answers. Task 2 Play the tape again for Ss to complete their notes. After playing the tape, T gets Ss to work in pairs and check their answers. Provide correct answers if necessary. -Students read task1 silently for gist -Elicited students raise their hands to interpret. Suggested answers: 1. F 2. F 3. T 4. F 5. T 6. F -Students take notes during listening. -Other students watch and give comments. Individual / Pairwork Post Get Ss to work in pairs to talk about how Whole class 5 listening (6’) Ha has been Lan’s best friend and how Minh has been Long’s best friend. T goes around to offer help and collect Ss’ mistakes T calls on some pairs to present their answers. T elicits feedback from the class and give final comments & pair work V. WRAPPING UP (2’) T summarizes the main points of the lesson. T asks Ss to learn by heart all new words and do the extra exercise as homework. T asks Ss to prepare Writing. Key content: ( Task 2) Where & how they met 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 & Ha went there to visit her. -Ha is very friendly & helpful. -Ha is sociable. She’s got many friends in Do Son & she introduced Lan around. Long -They met in the college. -Minh played the guitar, Long was a singer. -They worked together. -Minh has a sense of humour. -Minh likes to go to plays & movies. -Minh is a good listener. -Minh is friendly & helpful UNIT ONE: FRIENDSHIP Writing I. AIMS OF THE LESSON: 1. Language skills: • Writing: - Write about a friend, real or imaginary, using the words and expressions that they have learn in previous lessons 2. Language focus: Vocabulary: Revise the adjectives and expressions Ss can use to describe their friend’s appearance and personalities. II. TEACHING AIDS: textbook, handouts. III. TEACHING METHOD: communicative approach IV. PROCEDURE: STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-up(5’) Pre-writing (8’) Competition game T divides the class into small groups of 3- 4 students. Ask Ss to write down the adjectives that describe the appearance and personalities. - Teacher asks students to think about a  Personalities: caring, hospitable, modest, sincere, generous, honest, helpful, understanding, pleasant, friendly, humouruos, quick-witted, good- natured, studious, patient, calm  Appearance: tall, short, thin, fat, good-looking, beautiful, handsome, slim… Students ‘answers 1. My friend’s name is Hoa 2. She is 17 years old. 3. We met each other at my cousin’s 6 friend they like. -Teacher raises a few guiding questions. 1. What is your friend name? 2. How old is he / she? 3. Where and when did you meet each other? -Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities (helpful, sincere…) and some necessary structures. birthday party 4 years ago. While-writing (20’) -Teacher gives a sample and has students write a passage to describe a friend they like. A Sample Hoa has been my best friend since many years. She is quite a lively person. She is fairly tall with a good finger. She’s got a heart- shaped face with a small sort of turned- up nose. It is very attractive. She has got long, black wavy hair and blue eyes with very long eyelashes. Her complexion is white. Her lips are very full and she has got dimples in her checks. Now she lives very far from me, but we still keep contact through e- mail. Students write a passage. Post writing (10’) -Teacher asks students to read / write some students’passsages on the board and Teacher gives comments. -Students read / write some students’passsages on the board. V. WRAPPING UP (2’) -Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and do the extra exercise. -Prepare Language Focus. UNIT ONE: FRIENDSHIP Language Focus I.AIMS OF THE LESSON: - Distinguish the sounds / dz / and / t∫/. - Pronounce the words and sentences containing these sounds correctly. - Use some structures containing infinitives with and without to appropriately. II. TEACHING AIDS: textbook, handouts. III. TEACHING METHOD: communicative approach IV. PROCEDURE: STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Pronunciation (12’) - Read /dz/ and /ts/ and distinguish them. - Get students to read /dz/ and /ts/ twice. - Listen and try to find out the difference in pronouncing /dz/ and /ts/ - Read the two vowels. - Repeat the words. Chorus 7 - Read the words in the part “Listen and repeat” clearly for students to repeat. - Require some students to read these words and correct mistakes - Read the sentences in the part “Practise reading these sentences” as a model. - Let students repeat after the teacher. - Get students to practise reading these sentences while teacher goes around to give help. - Call some sts to read them aloud. - Pronounce the words. - Listen and try to remember the way to read the sentences. - Repeat - Practise reading sentences individual Chorus Individual Grammar  Presentation (10’) Controlled practice (10’) Free practice (10’)  infinitive with to - Use a picture and ask: “How does she go to school?” - Introduce the complete sentence in textbook. - Explain the structure the infinitive after verb + object. 1. V + O + to V 2. There + be + N/ Pro. + to 3. adj + to V 4. Adj + too / enough + to V Exercise 1 Ask Ss to do exercise 1 individually and then compare their answers with another student. Call out some Ss to read out their answers. Give correct answers.  infinitive without to - Introduce and explain how to use the following , verbs: see, hear, watch, feel, let, make - Ask students to do Exercise 2 (page 21) - Correct the mistakes - Give some pictures, or situation, some words (if necessary) and ask Ss to make sentences Examples: 1. Her mother asks her to take a raincoat. 2. I see a cat fall down the tree. 3. We made him surprised. 4. The teacher explained us how to do the exercises. - Or ask Ss to fill the correct form of - Look at the picture and answer the question - Listen and take notes Ex: I have some letters to write Ex: There is plenty to do Ex: I’m sorry to trouble you. Ex: The pie is too hot to eat. - Do exercises Suggested answers 1. Who wants something to eat? 2. I have some letters to write 3. I’m 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 too cold to go out. 8. I’m happy to know that you have passed the exams. -Do exercise 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 towards me. 8. Do you think her parents will let her Whole class Individual Individual Whole class 8 the verbs: 1. She encouraged me (try) again. 2. They forbade her (leave) the house. 3. I heard him (lock) the door. 4. These glasses will enable you (see) in the dark. 5. He made me (move) the car. go on a picnic? V. HOMEWORK: (3’) - Learn by heart the rules - Do exercises - Prepare Unit 2 UNIT TWO: PERSONAL EXPERIENCES Reading I. AIMS OF THE LESSON: - Develop such reading micro-skill as scanning for specific ideas, identifying the sequence of events and guessing meaning in context. -Use the information they have read to discuss the story. II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible III. TEACHING METHOD: communicative approach IV. PROCEDURE: STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES Warm-up(4) Pre-Reading (5’) Ask Ss some questions about their most unforgettable experience 1. When did it happen? 2. Where did it happen? 3. Who was involved? 4. How did it happen? 5. How did affect you? Get Ss to work in pairs and try to make sense of the pictures on pages 22. Then T gets them to put the pictures in the order that they think is most appropriate. T elicits their answers by asking questions and giving prompts. 1. What can you see in the picture A? 2. What do you see on the table? 3. Whose money do you think it is? Why? Pre-teaching Vocabulary 1. embarrass (v) = make sb confused or ashamed - embarrassed(adj) - embarrassing(adj) - embarrassment(n) 2. experience(n) = event or situation that affects sb in some way 3. idol(n) = someone greatly loved or admired 4. glance (n/v) = look at somebody quickly - glance at sb/sth 5. Be busy doing sth Look at the pictures and guess what is happening in each of them. Individual Pairwork Whole class 9 - Be busy with something 6. note(n) : banknote 7. make a fuss = make an important thing important or more important 8. sneak (adj) Play the cassette and ask Ss to listen Ex: I’m sorry. I can’t go with you now. I am busy with my homework. I’m busy doing my homework. Ex: Do you want the money in the notes or coins? While- Reading (24’) Task 1 Get Ss to read the passage silently and then do task 1 Check the answers with the whole class. Task 2 Get Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again. Call on a student to give and explain his / her answer. Give corrective feedback. Task 3 -Ask students to read the questions in task 3 and answer them in groups. - Ask representative of each group to give oral answers and write them on the board. - Give feedback Answers 1. glanced 2. making a fuss 3. embarrassing 4. idols 5. sneaky Answers: 1. d 2.b 3.c 4. f 5. e 6.a Suggested answers: 1. She wished to have a red hat-a floppy cotton hat ( like the one her star idol wore in her video clip) 2… .so that she could buy the hat (for herself.) 3. She saw a wad of dollar notes (exactly like the one that her father had given her). 4. Because she thought the boy had stolen her money / it was her money. 5. She bought the pretty hat of her dream. Individual work & whole class Individual& pair work Post reading (10’) -Ask students to discuss the questions in group: 1. How did the girl in the story feel when she discovered that the money she had taken was not hers? (embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …) 2. What did the girl have to do (when she discovered that the money she had taken was not hers )? ( put a notice on T.V or at school, get on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…) - Ask some students to represent their talk in front of class - Discuss in groups - Report before class Group-work V. HOMEWORK: (2’) - Write down the questions and the answers in the notebooks - Study new words. 10 [...]... in the picture? • How do they feel? • How long have they been married? • The lesson today gives us some information about birthday and wedding anniversaries in the US Pre-teaching vocabulary mark(v): đánh dấu milestone(n): an important event or stage in one’s life lasting(a): continuing a long time golden(a): made of gold golden anniversary: celebration of the 50th wedding anniversary diamond anniversary: . birthday and wedding anniversaries in the US. Pre-teaching vocabulary mark(v): đánh dấu milestone(n): an important event or stage in one’s life lasting(a):