giao an hay chuan nam 2011- 2012

- 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 give

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

arrangement

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

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

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 (bền vững , lâu dài )

To be concerned with : quan tâm tới ai , cái gì

Constant (adj): happening all the time or repeatedly, that doesn t change (th’ ờng xuyên,

không thay đổi)

Constancy (n): sự không thay đổi

Rumour (n): piece of information, or a story, that people talk about, but that may not

be true ( tin đồn)

Gossip (n): informal talk or stories about other people s private lives, that may be’

unkind or not true (chuyện tầm phào)

Trust (n): the belief that SO/STH is good, sincere, honest, etc and will not try to

harm or trick you (sự tin tởng)

Sorrow (n): a feeling of great sadness because STH very bad has happened (sự đau

khổ)

Pursuit (n): something that you give your time and energy to, that you do as a hobby

(sự theo đuổi, đam mê)

- If there is some time left, T may ask some Ss to make sentences with the above words

to check their understanding

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

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

friends there is no true friendsship (last paragraph )

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

- 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

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

III Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.

IV Porcedure

arrangement

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

- 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) trán

Crooked (adj): an adjective you can use to describe one’s nose ( mũi khoằm)

- 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 ( bụ bẫm, đầy đặn), overweight/obese (béo phì),

Thin, muscular(vạm vỡ), athletic, stocky(thấp chắc nịch), well-built(lực lỡng), 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(đầu cua) + colour: black, grey, red, brown

Others: a fringe(mái), a bun (búi tóc), plait(s) (đuôi sam)( to wear one s hair in a bun/a plait/plaits), receding(sói, tóc hớt ra sau), bald’ Face Oval, round, large, square, skinny, chubby(phúng phính), long, with

high cheek-bones(gò má cao)

Eye Small, big, black, brown, blue

Nose Straight, crooked, turned up(hếch), big, small, flat(tẹt)

Chin Pointed chin(cằm nhọn), double chin(hai cằm), no chin

Lips Thin, full, narrow, heart shaped

Forehead Broad, high

Skin White, pale, suntanned(rám nắng), oriental, dark, brown,

coffee-coloured, black, a smooth complexion, pale complexion(da tái)/ dark complexion, clear skin, greasy skin(da nhờn)

General

Appearance Beautiful, handsome, pretty, good-looking, plain(bình thờng)

Age She was in her late teens (18, 19 tuổi)/he was in his early twenties

(21-23 tuổi)/she was about thirsty years old/his twelve-year-old son/a middle- aged woman/a man in his sixties(khoảng 60 tuổi)

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 đáo)

Hospitable(adj): please to welcome guests; generous and friendly to visitors(hiếu

khách)

Modest(adj): not talking much about your own abilities or possessions(khiêm tốn)

Sincere(adj): saying only what you really think or feel (chân thành)

Understanding(adj): showing sympathy for other people s problems and being willing to’

forgive them when they do sth wrong(thông cảm)

-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

- 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 (thông minh, nhanh trí)

Good-natured (adj): kind, friendly and patient when dealing with people (tốt bụng,đôn

hậu)

- 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:

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

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

Time Steps Work

arrangement

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.

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

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

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

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 :

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 ?

- 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

- T gets Ss to write about their friend in 15 minutes

- T goes around to observe and offer help

Sample writing :

Individual work

Probably my best friend is one of my classmates Her name ic Mai We have

known each other sine we were 8 years old , and we have studied together since then

However , we became best friends when we were at grade 6 At that time I was very

bad at English , and it was her who helper me improve my English Now Mai lives

with their parents in Hai Ba Trung street

If I were to describe how she looks , I would say the very pretty She has short black

hair , brown almond- shaped eyes , a small nose and a small pointed chin She is not

very tall but not short either and she is quite slim She doesn t like to dress up so I’

usually see her wearing jeans and T shirt or sweater She has very nice presonality–

an a wonderful sense of humor , but she can also get a little depressed from time to

time I can always count on her to be honest and to give me the best advice

What I like about Mai is that she has the same hobbies whith me We both enjoy

music , playing the guitar and singing We like going to the cinema but some times

can t agree on which movie to see Wtatever we re doing , it s always fun to be with’ ’ ’

her In addition , since I am better in math and science and she is better in English and

languages , we can always help each other if me get confused about a difficult

homework assignment We are lucky that we complement each other so well and that

we get along so well I hope that our friendship will continue and be just as strong

after we graduate from high school We would like to study at the same university

- T as Ss to exchange their writing with another student for peer correction

- T goes around and collects mistakes and errors

- T collects some writings for quick feedback

- T writes Ss typical errors on the board and elicits self and peer correction T provides

correction only when Ss are not able to able to correct the errors

- Finally , T provides general comments on the writings

Pair work and whole class

- T summarises the main points of the lesson.

- For homework, T asks Ss to improve their writing, taking into consideration their

friends’ and T’s suggestions and correction and do the extra exercise.

Smiling shyly, she said how do you do to me After that, she continued her work, paying no more“ ”

attention to me What a stuck-up fellow I thought Then I began to examine the room There was no difference“ ”

in the fitting from any other room I had seen But it had been thoroughly cleaned by my new roommate, no doubt.

Minutes later, I started to examine her She was thin, short and dark Her hair was in a completely disastrous mess like a bunch of straw Her dirty clothes and tired look were clearly signs of a long journey Well, her T-shirt was too big for her and her trousers were a bit short, which made her look funny What s more, she’

wore a pair of rubber scandals, which were indeed out of fashion In a word, she didn t look like a smart’

freshman at all A yokel , I concluded.“ ”

The second time she spoke, her accent told me that she was from the south Shall I help you to get your“

luggage ftom the ground floor ? I didn t refuse since I really needed help Wow She was quick in action Before” ’

I said Thanks , she had already walked out of the room and was soon far ahead of me.“ ”

A good guy, I said to myself, I will make friends with her I hurried and caught up with her.

1 What was the girl’s roommate doing when she first saw her ?

2 Why did the girl think that her roommate had had a long journey ?

3 What made the girl’s roommate look funny ?

4 Where did the girl’s roommate come from ?

5 How did the girl’s feeling about her roommate change ?

Answers:

1 She was making her bed.

2 Because her roommate wore dirty clothes and had a tired look.

3 Her too big T-shirt and short trousers made her look funny.

4 She came from the south.

5 Her roommate offered to help her to get the luggage from the ground floor and she was quick in action The girl thought that she would make friends with her roommates.

I Objectives

By the end of the lesson, Ss will be able to:

- Distinguish the sounds ? /dz/ and /tS/.

- Pronounce the words and sentences containing these sounds correctly.

- Use some structures containing infinitives with and without to appropriately.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of practice.

IV Procedure

arrangement

Pronouncing the 2 sounds separately

- T models the 2 sounds / / and / / for a few times and explains the differences in

producing them.

+ The phonetic sound / / is a voiced palatal.

Voiced = vocal cords vibrate while making this sound palatal = put your tongue behind

your top teeth, push air as you drop your tongue away from the roof of your mouth.

+ The phonetic sound / / is an unvoiced fricative palatal Unvoiced = vocal cords

do not vibrate while making this sound Fricative palatal = touch your tongue to the

back of your upper teeth and pull your tongue away as you push air out of your mouth.

- T palys the tape( or reads) once for SS to hear the words containing these 2 sounds

Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or

T).

Pronouncing words containing the sounds

- T reads the words in each column all at once.

- T read the words once again, each time with a word in each column to help

distinguish the differences between the sounds in the words.

- T reads the words and asks Ss to repeat them.

- T asks to practise pronouncing the words in pairs.

- T goes around providing help.

- T asks some Ss to pronounce the words and gives correction if necessary.

Practising sentences containing the target sounds

- T reads the sentences and asks Ss underline the words with the sounds and write / /

and / / under them.

- T asks Ss providing the sentences in pairs.

- T goes around to provide help.

- T asks some Ss to read the sentences and gives feedback.

Whole class,individual work & pair work

1 To- infinitive

Whole class, individual

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 ?

+ There is plenty to do ?

- T asks Ss to comment on the use of to-infinitives in these examples T reviews the

form and use of to-infinitives in the examples T may give Ss the following handout.

In the examples above the infinitives are used to replace relative clauses.

1 The infinitive can be placed after nouns/pronouns to show how they can be

used or what is to be done with them.

+ I have letters to write = I have letters that I must write.

+ Does he get anything to eat ? = Does he get anything that he can eat ?

Similarly with to-infinitives + preposition:

Someome to talk to cushions to sit on a table to write on a tool to open it with a

case to keep my records in

2 Use of passive to-infinitive

+ There is plenty to do =

a plenty of things we can do

b plenty of work we must do

In the there + be + noun/pronoun + to-infinitive construction, when there is an

idea of duty, as in (b) above, a passive to-infinitive is possible: There is a lot to be

done But the active to-infinitive is more usual.

- T continues writing some other sentences on the board:

+ I’m sorry to trouble you.

+ It is easy to please that customer.

+ The pie is too hot to eat.

- T asks some Ss to comment on the examples T might explain to Ss that 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.

- T gives correct answers:

1 Who wants something to eat?

2 I have some letters to write.

3 I am/was delighted to hear the news.

4 My mother has some shopping to do.

5 You always have too much to talk about.

6 It is lovely to see you again.

7 It s/was too cold to go out.’

8 I m happy to know that you have passed the exams’

2 Infinitive without to (bare infinitive)

a) Presentation

- T calls on some Ss to give out some verbs that are followed by bare infinitives.

- T may make clear that:

+ We can use a noun or pronoun object + bare infinitive after verbs of

perceptions such as feel,hear,watch,see,notice,observe,perceive,smell The bare

infinitive generally refers to the complete action.

+ We use the bare infinitive after let and make: Let SO do STH = allow SO to do

work & pair work

- T asks them to compare answers with another pair.

- T calls on some Ss to go to the board to write their answers.

- T asks other Ss to feedback and give correct answers:

1 The police watched them get out of thr 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 toward to me.

8 Do you think her parents will let her go on a picnic.

Production: Story telling

- T prepares a handout with 6 pictures in the right order T asks Ss to work in

groups of 5 to tell the story about the crow in the pictures T gets across to Ss that

they shouls use as many sentences with to-infinitives and bare-infinitives as

possible The group which produces the most logical story with the most

appropriate sentences using to-infinitives and bare-infinitives will be the winner.

- T calls on some groups to tell their story and elicits feedback from the class.

- T gives final comments and provides correction if necessary.

Suggested story

A wise crow

A crow hadn t had anything to drink for a long time One day she saw a pitcher.’

There was a little water in the pitcher, but it was too low for her to reach What

was she to do ? She tried to break the pitcher with her beak, and then to overturn

it on the ground, but it was too hard and heavy to do Then she thought of a plan

She picked up a number of little stones and dropped them one by one into the

pitcher In this way the water was soon raised high enough for her to easily reach.

3’

WRAPPING

- T summarises the main points of the lesson.

- For homework, Ss review the points that have been coverd in the lesson and do the

extra exercise.

Whole class

EXTRA EXERCISE: Join these pairs of sentences.

1 She crossed the road I saw her.

2 They sang a song I heard them.

3 A pavement artist drew a portrait in crayons I watched him.

4 He looked the door I saw her.

5 She drove off I saw her.

6 He was foolish He left the firm.

7 We can t refuse their invitation It would look rude.’

8 I met you again I was happy.

9 The film was boring I didn t watch it.’

10 The woman is old She can t drive a car.’

Answers: 1 I saw her cross the road.

2 I heard them sing a song.

3 I watched a pavement artist draw a portrait in crayons.

4 I observed him lock the door.

5 I saw her drive off.

6 He was foolish to leave the firm.

7 It would look rude to refuse their invitation.

8 I was happy to meet you again

9 The was not interesting enough (for me) to watch The film was too boring (for me) to watch.

10 The woman is too old to drive a car / The woman is not young enough to drive a car.

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, identifying the sequence of events and guessing meaning in context.

- Use the information they have read to discuss the story.

II Materials

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

Vocabulary crossword puzzle

- T divides the class into small groups 0f 3 – 4 Ss Then T distributes the following

crossword puzzle handouts for Ss to do in their own groups Which group finishes

first and has all the correct answers will be the winner.

Crossword

1 My dad works in a factory where he produces cars and tractors He s and ’

2 An is something that protects you from rain or sun.

3 He saved 5 people in the fire He s such a person.’

4 We have a big for our cars and a lovely garden at home.

5 This is a beautiful song I like both the music and the

6 Tran Hung Dao is a national He saved the Vietnamese people from Chinese invaders.

7 He wom several chess championships at a young age Actually, he was the the country s youngest ’

8 In her glorious singing career Celine Dion has earned various music awards

She is the most Canadian singer.

9 Only a little boy saw the car hit and run He was the only of the accident.

10 Washington DC is the city of the United States.

11 My flat is quite : it s located right in Hoan Kiem District, the city centre.’

12 My mother always me to go ahead and realise my dreams.

- T gets Ss to work in pairs and try to make sense of the pictures on page 22 Then T

gets them to put the pictures in the order that they think is most appropriate.

- T calls on some pairs to present their ideas but should not correct them If Ss have

difficulty talking about the pictures, T may elicit their answers by asking questions

and giving prompts.

E.g: What can you see in picture A ? What do you think might be relationship

between the girl and the man ? Why ? What do you see on the table ? Whose money

- T gets Ss to read the passage 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

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 idea that the girl wants to look like this person.

Pair work

Individual work & whole class

16

EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow:

I was about 8 or 9 years old at that time, and my mother took me to the theatre It was a special show for children, with songs, clowns, and magic After the first part of the show, the presenter 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 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 it s your birthday today“ ’

whole theatre burst into laughter My face went bright red, and some of the children called out: He s a cheat.“ ’

It s not his birthday today At that moment I wanted the earth to open up and swallow me The magician said it’ ”

didn t matter and I could stay on stage, but I felt awful the whole time As I came down from the stage all the’

other children looked at me and laughed.

1 It was the boy’s 9 th birthday when his mother took him to the theatre.

2 The presenter invited all the children to go onto the stage

3 The boy came up onto the stage because he got a birthday that day

4 The boy’s mother wanted him to be on the stage so she told him to go

5 The magician got angry because the boy told a lie

6 The boy felt ashamed because everyone knew he told a lie

7 The other kids laughed at the boy because he was a bad liar

I Objectives

By the end of the lesson, Ss will be able to:

- Identify structure that are used to talk about past experiences and their influences on one s life,’

i.e present perfect and past simple, structure with Make “ ”

- Use these structures to talk about a past experience and how it affects their life.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may have problem using present perfect and past simple when talking about the past.

IV Procedure

arrangement

10’ “Have you ever Game ’

This is game for student to practise making “Have you ever ” questions , and

responding to them To prepare for it , at home T cuts out and shuffles the given

“Tell th Truth ” or “Tell a lie” cards

- T first divides the class into groups of 3-4 Then T places the cards in one pile at

the centre of the table

- T models “Have you ever ” + past participle for Ss as well as ways to respond to

“Have you ever ” questions.

E g

Have you ever sung in public ?

Yes , I have or No , I haven’t

If the answer is “Yes ” , no might ask a follow-up questions , using the past simple ,

e.g When was it ? Where did you sing ? etc

- Now T introduces the game : Within their group the first student starts and asks

anyone else in his / her groudp a “Have you ever questions ” The student who is

asked the questions should draw a card from the pile of “Tell a Lie ” card and

answer according to the card The rest of the student are allowed to ask 3 more

follow- up questions to try and determine if the person answering is telling the truth

or lying After 3 questions are up , the student answering will show his / her card

for the group to see if it’s a “Tell the truth ” or “tell a lie ” card The groud

10’

10’

continues to play until everyone is asked

TASK 1

T introduces the task and gets Ss to do it individually , then copare the answers with

a peer

- T calls on a student to read out his / her answers

- T checks with the class and gives corrective feedback

- T intriduces or elicits the structures “Make some body do something ” or “ Make

somebody + Adjective ”

- T writes the structures on the board and elicits their meaning and uses

- T gets Ss to make sentences with the strutures or ald more options to Column B

Note : T should make it clear to Ss that when a verb is used as a subject , it should

take the form of either an infinnitive with “to ” or – ing gerund

E g “to speak English to a native speaker makes you more interested in learning

English ” or “Speaking English to a native speaker makes you more interested in

learning English ”

Answers :

1 d 2.c 3 a 4 d 5 e

TASK 2

- T introduces the task : Ss are going to work individuallyon the sequence of the

conversation and then find a peer to compare theur answers with

- T call on a student to read out his / her answers

- T checks with the class and gives corrective feedback

- T draws Ss’ attention to the questions asked in the conversation and help them to

review the use of present perfect and past simple when talking about a past

experience and its present effeccts

Present perfect : used with “ever ” to ask about a past experience

E.g: “Have you ever been to Egypt ?”.

Past simple: used when one keeps asking about that experience

E.g: When did you go there ? Who did you go with ? Did you enjoy your visit to

Egypt ? etc.

- T gets Ss to ask him/her questions using present perfect with “ever” and past

simple.

-T checks that Ss asks correct questions and gives corrective feedback.

-Then T gets Ss to read the sample conversation in closed and open pairs.

Answers: 3 h 4 a 5 e 6 g 7 c 8 f

Individual work , pair work & whole class

- T introduces the task: Ss are going to ask and answer questions about their past

experiences, using the suggested questions on page 26.

- T gets Ss to work in pairs to have a conversation 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.

Pair work & whole class

- T summarises the main points of the lesson.

- For homework, Ss write a paragraph about a past event that has had an influence

Whole class

on him/her.

EXTRA ACTIVITY: Find someone who “ ”

(To practise present perfect and past simple in a communicative way)“

Ss go around the class interviewing as many Ss as possible about their past experiences If someone answers yes to their questions they write they the name of that person on the sheet They should try to get many

“Yes” answers as possible.

Ss use present perfect and past simple when conducting the interviews.

Find some who

See a lion(not on TV)

Be to Africa

Witness an armed robbery

Date someone on the internet

See a football match(not on TV)

Textbook, cassette tapes, handouts.

III Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task.

(To teach vocabulary related to fires and lead Ss to the topic )

- T divides the class into small groups of 3 - 4 students Then T distributes the

following handouts for Ss to do the matching task in their own groups Which group

finishes first and has all the correct answers will be the winner

- T might want to get Ss to translate the given words into Vietnamese to check Ss’

understanding of the words

Match the words in Column A with their definitions in Column B

1 Fire fighter a A metal stairway outside to help

people get out of a buiding on fire

Group work & whole class

a fire

closed to stop the speard of the fire

6 Fire extinguisher f A large truck that carries firefighters

and equipment to the site of a fire

for putting out a fire

8 Fire truck h A bell that tells you a fire has started

Answer :

1 c 2 h 3 e 4 a 5 b 6 g 7 c 8 f

- T gets Ss to work in pairs to describe the picture on page 27 of the textbook.

- T calls on some Ss to describe the picture If Ss have difficulty doing this task, T may

want to elicit answers from the whole class by asking questions like “What can you see

in the picture ?” “What is happening ?”, “Who are these people ?” etc T gives

comments on their answers.

- T gets Ss to guess what they are going to listen about.

- Before teaching these words, T helps Ss to pronounce them 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.

- T presents or elicits the meanings of these words from the class.

- T gets Ss to make sentences with some important words, e.g: memorable, scream,

protect etc

- T gives corrective feedback.

Pair work and whole work

Task 1

Instruction: You are going to listen to a girl telling about her most unforgetable

experience Listen and answer True or False questions Put a tick in the appropriate

box.

- 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

statements are “Christina” and businesswoman”.

- T checks with the whole class and asks them to guess what the unforgetable

experience the girl is going to tell might be(a fire).

- T plays the tape (or reads the tapescript) once for Ss 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 the gap with the

Individual work,pair work and whole class

information you hear.

- T checks if Ss can do the task without listening one more time If they can’t , T plays

the tape again But before doing it, T asks Ss to study the text carefully for the missing

information they need to fill and guess the answers T might also want to remind Ss 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 can’t 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

Tapescript: (In T’s book)

Interviewer: This is Radio 3 Inour Unforgetable Experiences programmme“ ”

tonight we talk to Christina, a successfulbusinesswoman Hello Christina, welcome to

our programme.

Christina: Hello and thank you ! It s nice being with you tonight.’

Interviewer: Christina, could you tell our audience about the most memorable

experience in your life ?

Christina: Well, my most unforgetable experience happened 13 years ago, when my

house burned down.

Interviewer: Really ? How did it happen ?

Christina: The fire started in the kitchen where I forgot to turn off the gas stove.

Interviewer: What were you doing at that time ?

Christina: I was sleeping when I was suddenly woken up by terrible heat.I opened my

eyes to find myself surrounded by wall of fire.

Interviewer: That s terrible How did you escape ?’

Christina: I was terrified Then I heard my mother s voice calling my name I rushed to’

her She carried me out Luckily, I got away without even a minor burn.

Interviewer: Not many people are so lucky Did the fire affect you in any way ?

Christina: Oh, yes Yes, very much, in fact Although I lost many things in the fire, the

experience helped me to grow up.

Interviewer: What do you mean ?

Christina: Well, before the fire I was selfish I always complained to my mother about

how small my room was, or how few clothes I had Then the fire came and destroyed

everything we owned But I slowly began to realise that I didn t really need my old’

things I just needed my family After all, you van get new clothes anytime, but a family

can never be replaced.

- Before getting Ss to discuss, T teaches them some useful expressions of asking for and

giving opinions E.g:

Asking for opinions

What do you think about ?

What’s your opinion about ?

What’s your feeling about ?

What’s your point of view about ?

How do you feel about ?

Do you have any opinions about ?

Expressing opinions Expressing agreements Expressing

disagreements

I think

Personally, I agreeI think so, too Well, may be, but That might be true, but

Group work & whole class

I believe

I feel

In my opinion,

From my point of view

That’s true, and

That’s right, and Well, my feeling is that Well, I don’t think so I

think

- T gives examples and gets Ss to do some practice with these structures.

- Now T divides the class into small groups of 3 or 4 and gets them to discuss the

question in the textbook T might want to appoint a group leader for eacg group This

person will monitor thr discussion, note down friend’s ideas and appoint a

representative to present the outcome of their discussion to the class.

- T goes around to check and offer help.

- After checking that all the groups have finished, T calls on the representative of each

group to report their peer’s ideas T checks if other groups would have the same or

different ideas.

- T listens and takes note of their errors T provides corrective feedback after that.

- T summarises the main points of the lesson.

- For homework, Ss write a summary of the story they listened in class.

1 What is the number one cause of home fires ?

2 What room in homes has the most fires ?

3 Kitchen fires can be prevented by

a watching food on the stove every 10 minutes

b always watching what you’re cooking

c cooking with a frying pan

III Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them.

V Procedure

Time Steps Work

arrangement

A quiz about writing personal letters

(To remind Ss of the rules of writing personal letters in English)

- T asks Ss if they have ever written a personal letter in English and then announces

the Quiz game and the rule For example: “I’m going to divide the class into 2 big

groups Then I’m going to read out some questions about the rules of writing

personal letters in English You need to give your responses as quickly as possible

For each question, if your answer is quicker and correct, you get one point for your

group Then we will add up the points for each group Which one has more points will

be the winner”.

- T divides the class into 2 big groups: A and B.

- T reads out the questions and leads the game.

The Quiz

1 How many parts does a personal letter normally have ?

2 What are these parts ?

3 What do we normally write in the Salutation ?

4 What do we normally write in the Closing ?

5 Where do we normally sign the letter ?

- T gets Ss to add up the points for each group and announces the winner.

Answers:

1 5 parts

2 The Heading, the Salutation (Greeting), the Body, the Closing and the Signature

3 We normally write Dear or Hello/Hi etc plus the name of the person we“ ” “ ”

are writing to and a comma at the end.

4 We normally write something like Sincerely , yours , Love , Cheer , Best“ ” “ ” “ ” ” ” “

wishes , See you soon etc and after that we put a comma.” “ ”

5 Our signature normally goes under the Closing.

Whole class

- T sets the scene: You are going to write a friendly letter to a pen friend telling

him/her about one of your most memorable past experiences.

- T gets Ss to read the task silently and work out what they are required to write

about.

- T calls on a student to answer and elicits more ideas from the class T might want to

draw a network of ideas on the board for Ss to follow:

- T elicits the verb tenses that can be used for describing a past event (past simple,

past perfect, past continuous) If necessary, T reviews the uses of these tenses.

E.g: + The past simple is used to talk about an event that happened and finished in the

Individual work, pair work & whole class

Most unforgettable experience

What

happened?

How it happened?

How it affectedyou ?

Who was involved?

When it happened?

23

EXTRA ACTIVITY: Rearrange these events to make a story The first event has been numbered for you.

a Immediately I picked up a heavy stick and ran to see what was wrong

b.As I looked around I saw more and more people and,to my horror,I spotted 2 film cameras and a TV van.

c When I got home, I told my brother the story, and he laughed uncontrollably.

1 d One day I went jogging in the park near my house.

e “Run !”–I screamed at the girl, but to my surprise, she just stood there staring at me, and then she started to shout: “Stop it ! Please stop it !”.

f I got up, feeling very stupid, and apologized.

g Suddenly, I heard cries of “Help ! Help !” coming from behind some trees.

h Without a second thought I rushed at the man and started hitting them with my stick.

i Then the young girl gave me a strange look and said: “Thank you very much for trying to help but you see, we are making a TV program”.

j As I came nearer the bush where I heard the noise coming from, I saw 2 men attacking a young girl.

k I learned an important lesson: “Look before you leap”.

l Then from behind some more trees 3 more men appeared, jumped on me, and pulled me away and pushed me to the ground.

Answers: 1.d 2 g 3 a 4 j 5 h 6 e 7 l 8 b 9 i 10 f 11 c 12 k

I Objectives

By the end of the lesson, Ss will be able to:

- Distinguish the sounds / m /, / n / and / /.

- Pronounce the words and sentences containing these sounds correctly.

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect.

- Use these ver tenses to solve communicative tasks.

II Materials

Textbook, handouts.

III Anticipated problems

Ss might have difficulty distinguishing and using different ver tenses correctly Therefore, T should be ready to assist them.

- T models the 3 sounds / m / n / and / / for a few time and explains the differences in

producing them (i.e When producing / m /, Ss close their lips; when producing / n / Ss’

tongues touch the roof of their mouths; when producing / / their tongues touch their

soft palates For all 3 sounds, the air goes through the nose).

- T plays the tape ( or reads) once for Ss to hear the words containing these 2 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 in 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.29,

Practise these sentences).

- T goes around to listen and takes notes of the typical errors.

Individual work, pair work & whole class

- T calls on some Ss to read the sentences again and provides corrective feedback.

Exercise 1

a) Presentation

- If necessary, T receives the forms, meanings and uses of the present simple, present

perfect, and present continuous.

Present simple

+ Form:

* bare root for I, you we they

* verb + s/es for he, she, it

+ Meaning: present time

+ Use:

* Use the Simple present to express the idea that an action is repeated or usual The

action can be a habit, a hobby, a daily event, a scheduled event or something that often

happens It can also be something a person often forgets or usually doesn’t do.

E.g: The train leaves every morning at 8 a.m

The train doesn’t leave at 9 a.m

When does the train usually leave ?

* Speakers sometimes use the Simple present to express the idea that an action is

happening or is not happening now This can only be done with Non-Continuous Verbs

and certain Mixed Verbs.

E.g: He needs you right now.

Do you have your passport with you ?

Present continuous

+ Form: am/is/are + V-ing

+ Meaning: Present time

+ Use:

* Use the Present Continuous with Normal Verbs tp express the idea that something

is happening now, at this time It can also be used to show that something is not

* We use the Present Perfect to say that an action happened at an unspecified time

before now The exact time is not important So we can use the Present Perfect to

describe our experience It is like saying, “I have the experience of ” We can also use

this tense to say that we have never had a certain experience The Present Perfect is

NOT used to describe a specific event.

E.g: I have seen that movie 20 times.

I think I have met him once before.

* With Non-Continuous Verbs and non-continuous uses of Mixed Verbs we use the

Present Perfect to show that something started in the past and has continued up until

now “For 5 minutes” , “For 2 weeks” , and “since Tuesday” are all durations which

can be used with the Present Perfect.

E.g: I have had a cold for 2 weeks.

Mary has loved chocolate since she was a little girl

Note: * You CANNOT use the Present Perfect with specific time expressions such as:

yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that

moment, that day, one day, etc We CAN use the Present Perfect with unspecific

expressions such as: ever, never, once, many times, several times, before, so far,

already, yet, etc.

Individual work,pair work

& whole class

- T emphasises that we can use all these present tenses in telling stories (which are

often concerned with past events) to make the stories more interesting.

- If T sees that Ss have already mastered the forms, meanings, and uses of these verb

tenses, T can skip the presentation stage to save time, and go straight to the practice

stage.

b) Practice

- T gets Ss to do Exercise 1 individually and then find a partner to check their answers

with.

- T checks with the whole class and provides corrective feedback.

Answer: 1 invites 2 sets 3 gets 4 waves 5 promises 6 carries 7 contains 8 has

baked 9 is 10 is shining 11 are singing 12 is

+ Form: V + ed or irregular verbs

+ Meaning: Past time

+ Use:

* Use the Simple Past to express the idea that an action started and finished at a specific time in the past Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

E.g: I saw a horror film last night

He didn’t wash his car.

* We use the Simple Past to list a series of completed actions in the past These

actons happen to the following order: 1 st, 2 nd , 3 rd 4 th , and so on

E.g: He arrived from the airport at 8:00, checked into the hotel at 9:00 , and met the

others at 10:00

9 The Simple Past can be used with a duration which starts and stops in the past

Duration is a longer action often indicated by expressions such as : for two years , for

five minutes, all day, all year, etc

E.g: I live in Brazil for years

10 The Simple Past can also be used to describe a habit which stopped in the past It

can have the same meaning as “used to ” To make it clear that we are talking about a

habit, we often add expressions such as: always , often, usually, never, when I was a

chid, when I was youger etc.

E.g : They never went to school They always skipped their classes

11 The Simple Past can also be used to describe past facts or generalizations which are

no longer true As in USE 4 above , this use of the Simple Past is quite similar to the

expression “used to ”

E g : She was shy as a child , but now she is very outgoing

Past continuous :

+ Form : Was / were + V-ing

+ Meaning : Past time

+ Use :

* Use the past Continuous to indicate that a longer actoin in the past was interrupted

The interrupted is a shorter action in the Simple Past or a specific time Remember this

can be a real interruption or just an interruption in time

E g : I was watching TV when she called

Last at 6 PM , I was eating dinner

* When you usethe Past Continuous with two actions in the same sentence, it expresses

the idea that both actions were happening in the same time The actions are parallel.

E.g: I was studying while he was making dinner.

Individual work,pair work

& whole class

* In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.

E.g: When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to

be helped One customer was yelling at a secretary and waving his hands Others were complaining to each other about the bad service.

- If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage.

1 broke/ was playing 2 wrote/was 3 was working/broke

4 started/were walking 5 told/were having 6 didn’t listen/was thinking

7 phoned/didn’t answer 8 didn’t wear/didn’t notice/was driving

a) Presentation

- If necessary, T reviews the form, meaning and use of the past perfect and compares it with other past tenses

+ Form: Had + Past Participle

+ Meaning: Past time

+ Use:

* The Past Perfect expresses the idea that something occurred before another action expressed in the Past Simple It can also show that something happened before a specific time in the past.

E.g: I had never seen such a beautiful beach before I went to Hanoi.

* With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past.

E.g: We had had that car for 10 years before it broke down.

- If T sees that Ss have already mastered the form, meaning, and uses of this verb tense,

T can skip the presentation stage to save time, and go straight to the practice stage.

1 had eaten/arrived 2 found/had taken 3 got/ had closed 4 got/had left

5 got/had arrived 6 paid/had phoned 7 went/said/hadn’t arrived 8 had looked/asked/cost

10’ Communicative practice for all 6 verb tenses covered in the lesson (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 2 will act as reporters for a local paper Discuss among yourself which celebrity you would like to act and interview The celebrity and the manager then will prepare a short biography for the celebrity, including some outstanding past and present events, 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 group”.

- T distributes the worksheets to Ss Then T guides how to interview questions ans

answer them and reminds Ss to use the correct verb tenses.

- 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.

- T gives final comments and provides correction if necessary.

Worksheet for the celebrity

Name:

Job:

Born: when ? where ?

Childhood and schooling

First debut:

Greatest achievements:

Present projects:

Worksheet for the reporters:

Born: when ? where ?

Childhood and schooling:

First debut:

Greatest achievements:

Present projects:

Model questions:

Where were you born ? When were you born ?

Where did you grow up ? What school did you go to ?

When did you first play in a movie ? What was your first role ?/What was your first

album ? What have been your greatest achievements so far ?

What project are you working on now ?

Etc.

- T summarises the main points of the lesson.

- For homework, Ss review the uses of different verb tenses that have been covered in

the lesson.

Whole class

EXTRA ACTIVITY

Complete the sentences by putting the verbs in bracket in tne simple past present prefect , or past prefect

1 When I (arrive ) home last night, I discovered that Jane(prepare ) a beautiful candle-lit dinner

2 Sine I began acting , I (perform ) in two plays , a television commercial and a TV drama However , I (speak , never even ) publicly before I came to Hollywood in 1985.

3 By the time I got to the office , the meeting (begin , already ) without me My boss (be ) fuirious with me and I (be ) fired

4 When I (turn ) th radio on yesterday , I (hear ) a song that was popular when I was in high school I (hear , not ) the song years , and it (bring) back some great memories

5 Last week , I (run ) into an ex-girlfriend of mine WE (see , not ) each otheir in years , and both of us (change ) a geat deal I (enjoy ) talking to her so much that I (ask ) her out on a date We are getting together tonight for dinner

6 When Jack (enter ) the room , I (recognize, not ) him because he (lose ) so much weight and (grow ) a beard He looked totally different !

7 I (visit ) so many beautiful places since I (come ) to Utah Before moving here , I (hear , never ) of Bryce Canyon , Zion , Archer or Canyonlands.

Answer :

1 arrived / had prepared

2 have performed / had even spoken

3 had already begun / was / was

4 turned / heard / had not heard / brought

5 ran / had not seen / had changed / enjoyd / asked

6 entered / did not recgnise / had lost grown

7 have visited / came / had never heard

Unit 3 :

I Objectives

By the end of the lesson, Ss will be able to:

- Develop such reading-micro skills scanning for specific ideas, and identifying and correcting false statements.

- Use the information they have read to discuss celebrations in their culture.

II Materials

Textbook, handouts.

III Anticipated problems

Ss may need to be provided vocabulary related to celebrations and festivals so that they can complete various learning task.

(To teach vocabulary related to celebrations and festivals)

- T divides the class into small groups of 3-4 Ss Then T distributes the following

handouts for Ss to do the matching task in their own groups Which group finished

it first and has all the correct answers will be the winner.

- T might want to get Ss to tell if there are similar celebrations and events in

Vietnamese culture to check Ss’ understanding of the new words.

- T might also give some details about these celebrations.

Matching the celebrations with the correct imagines below:

Christmas Easter Graduation Halloween Thanksgiving

Moher s day Wedding Valentine s day Birthday’ ’

About the celebrations:

- T celebrate Christmas day Western families often buy Christmas trees, which are

often real or plastic pine trees and decorate them with ornaments and gift boxes.

- On Halloween night children often dress in costumes and go door-to-door to

collect sweets and fruits Houses are decorated with lights or candles.

- Picture d shows a wedding horseshoe It is the symbol of good fortune and ability

to have many children So on weddind days many weatern brides carry a replica of

a horseshoe for good luck.

- Picture c shows Easter eggs It’s a custom to eat eggs on this day because eggs are

symbol of life Today people often eat chocolate eggs instead of real eggs.

- Thanksgiving is the celebration that exists only in America.On this day people

pray to God and eat roasted turkey.

- On Valentine’s day people often send cards and buy chocolates for the ones they

love.

- Mother’s day is the celebration that honors mothers On this daypeople often send

cards and gifts to their mothers to show how they love and appreciate their mothers

- T gets Ss to work in pairs and try to make sense of the pictures on page 32 Then T

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 might be 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) And the people in the second picture are celebrating a wedding

anniversary(the words on the wall read “50 th anniversary).

Pre-teaching vocabulary

Mark(v):

Milestone(n): an important event or stage in one s life’

Lasting(a): continuing a long time

Golden(a): made of gold

Golden anniversary/jubilee: celebration of the 50 th wedding anniversary

Silver anniversary/jubilee: celebration of the 25 th wedding anniversary

Diamond anniversary/jubilee: celebration of the 60 th wedding anniversary

- Before teaching these words, T helps Ss to pronounce them correctly T may want

to model first and then ask Ss to repeat after him/her.

- T presents or elicits the meanings of these words from the class.

- T gets Ss to make sentences with these words.

- T gives corrective feedback

WHILE YOU READ Set the scene : You are going to read about how American people celebrate

birthdays and wedding anniversaries Then you do the tasks that follow

Pair work & whole class

TASK 1

- T gets Ss to read the passage silently and then do Task 1 T may want to give them

some tips to do the task

+ First , Ss should skim the seven statemments to understand them As Ss do this

they underline the key words to decide what information they need to find in the

text For erxample , the key word is “song ” for the first statement and cake for

second one

+ Then they should go back to the passage and locate the key words in the passge

+ Then they should read around the key words carefully to find the answer

- T get Ss to check their answers with a peer

- T calls on some Ss to write their answers on the board and ask them to explain

their choices.

- T checks the answers with the whole class.

Answers:

1 people sing a song V

3 people receive cards

and gifts from friends

7 people blow out

candles, one for each

year

TASK2

- T checks if Ss can identify and correct the wrong information in TASK2 after their

first reading of the passage If they can’t, T gets Ss to read through all the 7

questionsin TASK2and identify the key words in each question For example, in

question 1, these might be “Lisa’s 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.

Answer:

1 eighth >sevenths (line 1, paragraph 1, part A)

2 makes > ears (line 2, para 3,part A)

3 foods > presents (line 3, para 3, part A)

4 anniversaries > ages (line 4, para 4, part A)

5 months > years(line 2, para 1, part B)

6 5 th > 50 th (line 2, para 3, part B)

7 silver > golden(line 5, para 3, part B)

- T 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.

Group work & whole class

- T calls on the groups to tell and explain their choices.

- T gives corrective feedback.

- T summarises the main points of the lesson.

- For homework, T asks Ss to write a paragraph about how Vietnamese people

celebrate their birthdays or wedding anniversaries, based on the text they read in

2 The month of Valentine’s day

4 A Valentine’s day emotion

5 He shoots love arrows

6 Touch lips

7 Something you wear on your finger

8 A Valentine’s day treat.

12 Go on a 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 colour

9 The symbol of love

10 People often exchange these on Valentine’s day.

11 Something often written on Valentine’s day cards

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.

II Materials

Textbook

III 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

arrangement

Talking about a party

- 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 party 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:

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 organised ? 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/to celebrate one’s birthday/ wedding

anniversary/graduation

To enjoy yourself

To have fun

To pick up one’s heels (to have a really good time)

To bring your own (B.Y.O) (to bring your own drinks)

To bring a plate (to bring food to share with others)

Snake, 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

Whole class

- T introduces the task and goes over the questions with the class T explains new

words if necessary.

- 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

- T puts Ss in pairs and gets them to tell each other about the parties they have been

to , based on the outlines they have made for Task 1.

- In the meantime, T goes around to check and offer help.

Individual work

- T calls on some pairs to perform their conversations in front of the class.

- T elicits feedback from the class and gives final comments.

- T introduces the task and asks if Ss have ever planned a party with someone else

T elicits things they consider 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 boar

- T elicits or teaches necessary vocabulary items like those in the above boxes

- T elicits or teaches useful expressions for negotiating, i.e asking for and giving

opinions, expressing agreements and disagreements, suggesting and stating

preferences

E.g:

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 ?

Decorations (colored light bulbs, flower?)

Entertainment ? (dance/music/

games)

Budget ?(how much to spend /to contribute?)

Food & drinks?

(cook our own or order?/vegetarian foods)

When?

(date & time

Dressing codes(formal/

informal/

Costunes ?

Who to invite?

(family, relatives,friends, classmates, teacher ?)

Where?

(home /restaurant ?

I m thinking about (ordering some’

pizzas)

Expressing agreements Expressing disagreements

I agree

I think so,too

That s true, and ’

That s right, and ’

Well, maybe, but

That might be true, but

Well, my feeling is that

Well, I don t think so I think ’

Would it be a good idea if ?

Perhaps I would prefer

I d rather ’

Maybe .(pizzas) could be a better choice

I would go for (ordering 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 ,

which is planning a party in the best way they can for a party competition In

groups, Ss will negotiate in order to come up with a plan for their parties.

- T goes around to check and offer help While doing so, I liestens and takes note of

their errors T provides corrective feedback when necessary.

- 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

to do some practice with the structure 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.

- I 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

You don’t know what you’ll miss out on if you don’t come Etc.

- T gets Ss to do some practice with these structures.

- 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.

Group work and whole class

- T summarises the main points of the lesson.

Whole class

- For homework, Ss write a paragraph about a party they have been to.

Textbook, cassette tapes, handouts.

III Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

IV Procedure

arrangement

- T divides the class into groups of 10 and introduces the game: The groups should

generate as many words related to birthdays and birthday parties as possible in 5

minutes.

- T divides the board into as many sections as the number of groups is When time is

up, T calls on the presentative 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.

Suggestion words:

Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate,

confetti, decorations, gift/present, icing, flowers, fun, party, song, etc.

Group work & whole class

- T gets Ss to cover their books and shows them the pictures in the book, then asks

them to guess what they are 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): vç 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.

- T presents or elicits the meanings of these words from the class.

Pair work & whole class

TASK1 Instruction: you are going to listen to a girl telling about a birthday party that she

has been to Listen and answer True or False questions Put a tick in the appropriate

box.

- 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 aaks them to guess what the party might have

been like (there was a birthday cake, the party lasted some hours, etc.)

Individual work, pair work & whole class

- 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 can’t 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

Instruction: You are going to listen the story again and answer comprehesion

questions.

- T checks if Ss can answer the questions in Task 2 without listening again If they

can’t, T plays the tape for them to listen again but before doing this, T shoud

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 ) 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 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 can’t complete

the task.

Answer:

1 16

2 Because it s noisy and expensive’

3 Soft drink and biscuits

Tapescript: (in Teacher’s book)

- 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 meantime, 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.

CARD A

Ask your friend about Mai’s birthday

Ask about:

- Place where the party was held

- When it began and ended

- Who came

- What you did there

Add more questions if you like

CARD B Tell your friend about Mai’s birthday party Use the following information:

- It was held at Mai s place.’

- It lasted about 3 hours (3-6 p.m)

- About 20 guests came.

- Mai opened gifts, you played chess, then Mai cut cake

Add more information as you like

Pair work and whole class

3’ WRAPPING UP

- T summarises the main points of the lesson.

- For homework, Ss write a paragraph about their own birthday parties.

Whole class

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 highlinhts of a child s year , but did you ever wonder how the’

tradition of birthday parties started ?

The traditon of birthday parties started in Europe a long time ago It was feared that evil spirits were particularly attracted to people on their birhtdays To pritect them from harm , friends and family would come to be with the birthday person and bring good thoughts and whihes Giving gifts grought even more good cheer to ward off the evil spirits This is how birthday parties began

At first it was only kings who were recognized as important enouhg to have a birthday celebration (maybe this is how the tradition of birthday crowns began ?) As time went by , children became included in birthday celebration The first children’s birthday parties ocurred in Germany and were called Kinderfeste

1 When did the tradition of birthday parties start in Europe ?

2 According to traditions , Why would rriends and fimaly come to be with people on their birthdays ?

3 Originally , why did people give bithday gifts ?

4 At first , who could give birthday parties ?

5 When did the first children s birthday parties take place ?’

Answer :

1 It started a long time ago

2 To protect them from evil spirits

3 Because giving gifts brought even more good cheer to ward off the evil spirits.

4 Kings

5 In Germany

I Objectives ND;

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

II Materials :

Textbook , handouts

III Anticipated problems

Ss may not have sufficient vocabulary to write a detailed letter of invitation , so T should be ready to help them

- T prepares handouts of a jumbled letter in advance and 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 tha 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: 150 Au Co Road.

2 It’s a beautiful house and it looks over the West Lake and the Water Park.

3 Dear Patricia,

4 Guess what! I’ve just moved to a new house in Tay Ho district.

5 Would you like to come ?

6 Please let me know your answer as soon as possible

7 See you

8 MY parents are giving a house- warming party this Saturday evening , around 6 : 30 p.m

9 Hoa

10 I think Chris and Kim are coming , too

11 We’ll have “Pho ” and some special dishes Answer :

Dear Patricia , Guess what ! I ve moded 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- warmung party this Saturday evening , around 6 : 30 p.m

We ll have Pho and some other special dishes Would you like to come ? I’ “ ”

think Chris and Kim are coming , too This is my adress : 150A Au Co Road Please lest me know your answer soon as posssible

See you !

Hoa

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 letter by answering the questions in TASK

1

- T call 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 , scaves , ties ,

paperweights , pens bags , hats , etc Sometimes people might want to bring wine as a gift

TASK 2

- T gets SS to do the task individualy and then compare their answers with a peer

- T calls on Ss to give the answers and write them on the board

- T elicts 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 aslo want to get Ss to analyze the

letter further by asking questions about it orgaization and language

E.g: What is the purpose of the first sentence ? What about the second sentence ?

Individual work & whole class

What exactly did Duc write to express his invitation etc.

- T gets Ss to reads TASK 2 and work out the questions Ss should note dwon the

answers in their notebooks In the meantime , T goes aroud to check and offer help

- Now T gets Ss to write their letter in 10 minutes , based on the outlines they have

produced

- T then asks Ss to get in pair , exchage their letter and correct each other

- T goes around to offer help

A sample letter :

Ha Noi 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 7 p.m this coming Sunday I intend to invite about 10 people , so it

will more easily I will order some pizzas and and buy snacks and fruit Howver,

you might want to bring some drinks to be shared There will be dancing and

karaoke competition So there will 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

Individual work & pair work

- 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

- 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 appropriate words.

Most weddings in the UK take the form of either a (1) (conducted at the Registry Office) or a traditional (2) , held in a church (There are other ceremonies for different religions.) If the couple chooses a church service, the planning can become quiten 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 (3) , send out invitations, book a (4) (for after the ceremony), choose (5) (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 (7) (the holiday after the wedding), compile a (8) (a list of presents that guests can choose to buy the couple) and of course, to select the (9)

Reception venue best man wedding rings honey moon wedding list

white wedding Bridesmaids civil ceremony draw up a guest list