Ss may not have enough vocabulary to talk about the topic,so T should be ready to
provide help.
IV.Procedure:
Stage/Time procedure Interaction
Warm up
8
Present
12
Practice
10
Competition game-Word search
-T divides the class into small groups.Then 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.
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
Find out:beautiful,tall,sincere.generuos,humorous,
Caring,understanding,handsome.
Task 1.
Instruction:you are going to look at the picture of four
people on page 15 and describe them in pairs.
-Before letting Ss to do the task,asks them to read Useful
language on page 16.
-Teaches some words.
-T asks Ss to work in pairs to describe the people in the
Group work
Whole class
Pair work
Whole class
Group work
Product
13
Wrapping
2
picture,and then calls on some Ss to present their
answers.
-feedback.
Task 2.
Instruction:you are going to discuss and number the
personalities in order of important in friendship and then
report the results.
-Before Ss do the task,T asks Ss to look at the list of
adjectives provided in the book.
-T can elicit or explain some adjectives quickly.
-Divides the class into group fo 6 with a group
leader.They discuss and the leader will take notes of the
ideas and then one represent the result to the whole
class.
-Feedback.
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.
-Before Ss perform the interview in pairs,T gets Ss have a
look at their role on page 16 and the suggestions on page
17.
-T may elicit the questions they may ask.
-Asks them to work in pairs to perform the interview .
-Calls on some pairs to perform the interview.
-Feedback.
Summarise the main points
Assign homework.
Whole class
Pair work
Whole class
unit 1: friendship
c. listening
I.Objectives: By the end of the lesson Ss will be able to:
Develop such listening micro-skills as intensive listening for specific
information and taking notes while listening.
II.Mareials: 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:
Stage/Time procedure Interaction
Warm up
7
Pre-listening
10
While-
listening
10
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.Then T
distributes the following crossword handout for Ss to
do in their own groups.Which group finish first and has
all the correct answers will be the winner.
Talking about your best friend
-T asks Ss to discuss the question on page 17 in pairs.
-Call some Ss to give their answers and comments on
the answers.
Vocabulary Pre-teaching
-Before Pre-teaching the new words,T helps Ss to
pronounce the words given in the book.
-Elicit some new words.
Task 1.
Instruction:you are going to listen to Lan and Long talk
about their best friends.Listen and decide whether the
statements are true or false.
-T plays the tape once for Ss to do the task.
-Asks for Ss’answers and writes them on the board.
-Play the tape the second time for Ss to check their
answer.
-Feedback and give the correct answers.
Task 2.
Instruction:you are going to listen to the tape again and
Group work
Whole class
Individual
work
Group work
Whole class
7
Post-listening
8
Wrapping
3
fill the table in the book with notes.
-Before Ss listen to the tape again,T may ask them to
try to fill the table with the things they remember from
the previous times for listening.
-T play the tape again for Ss to compete their notes.
-Get Ss to work in pairs and check their answers.
-Call on some Ss to give the answers.
-Feedback and give correct answers.
-T gets Ss to work in pairs to talk about how Ha has
been Lan’s best friend and how Minh has been Long’s
best friend.
-Call on some pairs to present their answers.
-Elicit feedback from the class and give final comment.
Summarise the main points
Assign homework
Individual
work
Pair work
Whole class
Whole class
Pair work
Whole class
unit 1: friendship
d. writing
I.Objectives: By the end of the lesson Ss will be able to:
Write about a friend,real or imaginary, using the words and expression
that they have learnt in previous lesson.
II.Mareials: Textbook,handouts.
III. anticipated problems: Ss may not have sufficient vocabulary to write about the
topic,so T should be ready to assist them.
IV.Procedure:
Stage/Time procedure Interaction
Warm up
7
Present
13
Practice
15
Product
8
Guessing game
-T introduces the game:one student goes to the board
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…
-Ss may ask questions such as:
+Is the person a girl?
+Is she tall?
T sets the sence:you are going to write about a
friend,real or imaginary,using …
T gets Ss to read the task and guidelines silently and
work out what athey are required to write about.In
general,Ss’ writing should include three parts:general
information abuot their friend,his/her physical
characteristics and personalities,what Ss like about the
friend.
T elicits the verb tenses that may be useful when Ss
want to write about when and where they met their
friends.
T may also elicit/revise the adjectives and expressions
Ss can use to describe their friend’s appearance and
personalities.
Writing
-T gets Ss to write their friend in 15 minutes.
-T goes around to observe and offer help
feedback on Ss’ writing
-T asks Ss to exchange their writing with another
student for peer correction.
-Collects some writing for quick feedback
Group work
Whole class
Individual
work
Pair work
Whole class
Wrapping
2
Summarise the main points
Assign homework Whole class
unit 1: friendship
E. language focus
I.Objectives: By the end of the lesson Ss will be able to:
-Distinguish the sounds /d / and /t /.
-Pronounce the words and sentences containing these sounds correctly.
-Use some structures containing infinitives with and without to
appropriately.
II.Mareials: Textbook,handouts.
III. anticipated problems:
Ss may find it difficult to pronounce the two sounds,so T should prepare a lot of
practice.
IV.Procedure:
Stage/Time procedure Interaction
Presentation 1
12
Presentation 2
15
Pronunciation
Pronouncing the two sounds seperately
-T models the two sounds/d /and /t / for afew times and
explains the differences in producing them.
-T plays the tape or read once for Ss to hear the words
containing these sounds.Then T plays the tape or read
again and this time asks Ss to repeat.
Pronoucing words containing the sounds.
-T reads the words in each column all at once.
-T reads the words once again,each time with a word in
each column to help Ss distiguish the differences
between the sounds in the words.
-T asks Ss to practice pronouncing the words in pairs.
Grammar
1.To-infinitive
a,presentation
-T writes some sentences on the board and underline
the to-infinitive:
+I have letters to write
+does he get anything to eat?
-T asks Ss to comment on the use of to-infinitive in
these examples.T reviews the form and use of to-
infinitive in the examples.
b,practice.
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.
Whole class
Individual
work
Pair work
Whole class
Individual
work
Pair work
15
Wrapping
3
-Gives correct answers.
2.Infinitive without to<bare infinitive>.
a,presentation.
-T calls on some Ss to give out some verbs that they are
followed b bare infinitives.
-T may clear that:
+We can use a noun or pronoun object+bare infinitive
after verbs of perception such as
feel,hear,watch,see,notice,smell The bare infinitive …
generally refers to complete action.
+We use the bare infinitive after let and make:let sb do
sth=allow sb to do sth;make sb do sth=force sb to do
sth.
b,Practice.
Exercise 2.
-T asks Ss to do exercise 2 in pairs.Ss have to rewrite
the sentences by using the words given.
-T asks them to compare answers with another pair.
-T calls on some Ss to go to the board to write their
answers.
-Feedback and give correct answers.
Summarise the main points of the lesson.
Assign homework
Group work
Whole class
Whole class
Unit 2 : personal experiences
a : reading
I .Objective : By the end of the lesson ss will be able to :
- scan read specific information
- understand the text and express their ideas about past experiences
II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems:
Ss may need help with the discussion task.
IV: Procedures:
Stage/Time
Procedure Interaction
Warm up
7
pre-
reading
6
while
reading
Game : jigsaw reading :
Devide the class in 4 or 5 groups
Give each groupa hand out with a phrases of
explaination on
Tell ss to read the phrases and find out the words then
conpine the first letter of all these words to form the key
word
The first group find it will win the game
Check ss 'understanding of instructions have ss start the
game
These are the phrases on the hand out
1. the biggest land animal Elephant
2. the short form of christmas X- mas
3. the object we use to write with Pen
4. part of our body that allows us to see thing .Eyes
5. the opposite of "wrong " Right
6. another word of "sick " ill
7. part of our body that allows us to hear Ears
8. part of our body that allows us to smell Nose
9. the word for while ,red ,blue ,yellow … Colours
10.north ,south ,west and East……
Key word : experience
Asking : 1.what is experience ?
It means: event or activity that affects us in some way
Have you ever been in an embressing situation ?
What did you do then ?
Lead in new lesson : personal experience
Pre- teach vocabulary :
Provide some new words on the board.
Explain the meaning and guide Ss to read.
Activity 1:Reading and re- ordering :(task 2 in the text
book )
Ask ss to work in pair to read the story and put the
Group work
Whole class
10
10
Post
reading
10
Wrapping
2
pictures of the events in the order they happened in the
story
Call on some ss to give the answers
Check with the class
Feedback and give correct answers
Activity2 :question and answer : ( task 3 in the text
book )
Ask ss to work in pairs to answer the questions .
Call some ss to write the answers on the board
Make correct if necessary
Feedback and give correct answers
Discussion :
Put ss in to 4 or 5 groups
Ask them to express their opinions on the following
questions;
a. have you ever been in such a situation as the
man's ?
b. what have you done to grow out of /over come it ?
c. what do you think the man should to do over
come his shyness ?
go around to control and give help if necessary
call on some ss to report a bout their groups 'discussion
give feed back and comments on what ss have
telling a gain the story about the girl in the text book
Pair work
Pair work
Group work
Individual
work
Unit 2 : personal experiences
b : speaking
I .Objective : By the end of the lesson ss will be able to :
- Talk about their personal experiences and how they affect their life
II. Materials : text book ,pictures ,charts ,hand out
III. Anticipated problems: Ss may have problem using present perfect and past simple
when talking about the past.
IV: Procedures:
Stage/Time
Procedure Interaction
Warm up
7
Present
10
Practice
Telling the personal experience :
The first teacher tells ss a short story which makes her
fell shy.After that ask ss to tell their story .Teacher
should guide Ss some story in vietnamese
Go around and help Ss when they have difficulties
Example :
• One morning ,I got up late .It was half past six
and school began at 7
• I quickly washed ,brushed my teeth ,dressed and
jumped on my bycycle and drove to school
• I went straight in to the class and greeted the
students
• After 2 or 3 minutes ,the Ss began laughing
• I could'n understand why
• Suddenly ,I looked down and realized I had put on
one brown shoe and one yellow one
Lead in :that is one of the memorable past experience in
my life.I often fell ashamed when thinking of it .To day
we will talk about past experiences and how they affect
your life .
Task 1 : Matching :
Ask ss to work in pairs to match things they might have
done or experienced in the box A and how experiences
might have affected them in box B
Call on some ss to give their answers
Feed back and give correct answer :
1 d 2. e 3. b 4 .f 5. a 6. c
Ask ss : - what do you say to ask a bout some one'
experience that might have affected them ?
Expected answer :
Have you ever ?…………
When did it happen ?
What were you thinking and felling when it
happen ?
Pair work
Pair work
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