UNIT 3 MY FRIENDS

Anticipated problems: - Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead.. Teacher and students’ activities 1.Warm [r]

I Objectives.

By the end of the lesson, Ss will be able to talk about community service and volunteerwork

1 Knowledge:

- Vocabulary: the lexical items related to the topic “My friends”.

- Grammar Structures:Verbs be and have for descriptions.

The Present continuous for future

2 Skill: speaking , writing, listening and reading

3 Attitude: Ss will be able to talk about community service and volunteer work.

4 Competence: To develop ss’ abilities of communicating

II Preparation

Teaching plan , projector , handout for sts

- A CD, and a CD player

III Anticipated problems:

- Some ss may write the answers directly in the textbook, so the teacher reminds them towrite in their notebooks instead

IV Procedures

* Management

* Checking the old lesson

Teacher and students’ activities

1.Warm up (5’)

To start the lesson, write ‘Green Summer

Campaign’, ‘working for the community’,

and ‘having a beach holiday’ on the board

Ask Ss to guess which two phrases connect

to each other Once Ss have found the

answer, follow-up by asking them why they

think ‘green summer’ relates to ‘working for

the community’, and what activities a

person can do If T has some volunteer

Contents

1- Listen and read

a Read the conversation again and tick

experience, he/she can share with the class.

2 Presentation (15’)

LISTEN AND READ

Ex1: Ask Ss to open their books to the

picture T can ask Ss prediction questions

about the picture

- What can you see in the picture?

- Who do you think they are?

- What are they talking about?

Ss answer the questions as a class

T presents some new words

T plays the recording and has Ss follow

along After the first listening, T asks Ss to

recall in formation from the listening

- Global Citizen is …… (the name of the

radio programme)

- Hai Ba Trung School/is… (the school

where Mai and Phuc go to)

- Be a Buddy is …… (the organisation that

Mai is from)

- Go Green is ………(the organisation that

Phuc is from)

a Ss work individually to answer the

questions Ss compare their answer with a

partner and then discuss as a class T goes

through each statement and asks Ss how the

text in the dialogue supports their answers

After the discussion T writes the correct

answers on the board

(Teacher may explain the differences

between an environmental non-profit

orgamosation and an environmental

business)

b Have Ss look at where the phrase’ make a

difference’ is located in the dialogue (People

donate books and clothes to homeless

children, and that makes a difference) Ask

the following questions

1 Make a difference : not the same

2 It plants trees

3 It’s a non-profit organization

2 Look at the words in the box Can you put them in the right groups ?

 Look out!

There are many words that are both verbsand nouns, e.g volunteer, plant, help,benefit…

3 Fill the gaps with the words in the box.

Ss to think about how books and clothes can

help to better the children’s lives If needed,

explain to Ss that’ make a difference’ means

doing something good, especially to

improve a situation

Then ask Ss to think of a community garden

in their neighborhood Have Ss discuss the

last two questions in pairs Then T elicits

answers as a class

Ex2 Ss work individually to do the task

then compare their answers with a partner

Tell Ss they can put some words in more

than one column T writes correct answers

on the board

3.Practice (15’)

Look out!

Draw Ss’ attention to the box Ask Ss to

identify the words in exercise 2 which can

be both nouns and verbs, or verbs and

adjectives, Ask Ss if they can add more

examples of the words they know

Ex3:Ss complete the exercise individually

then T checks the answers as a class

Ex4:T may tell Ss to look at the list of the

verbs Ss have already got from exercise 2

Have Ss complete the exercise in pairs or

individually

Ex5:T draws the word webs on the board

Have Ss work in groups to complete the

word webs in 4-5 minutes on a sheetof paper

at their tables Encourage Ss to think of as

many words as possible When time is up,

swap the sheets among groups to check each

other’s answers Together with the class T

elicits answers to complete the word webs

on the board Then ask each group to count

how many (correct) words their friends’

group has The group who has the most

5 Create word webs

donate: books, blood, money, clothes,toys, etc

Help: children, street people, old people,the poor, etc

Clean: streets, lakes, rivers, beaches, etc.Provide: food, attention, life skills,education, houses, help, books, etc

6 Game: Vocabulary Ping Pong

A: provideB: foodA: homeless peopleB: help

correct words is the winner.

4 Production – Low level (8’)

Game: Vocabulary Ping Pong.

Model the game with a student first, then

have the class play the game as instructed

5 Production – Low level (2’)

Do exercises in the Workbook

Prepare: A closer look 1

V Remark:

………

………

………

VI Drawing sentences

Exercise 1: Đọc những câu sau và chọn câu trả lời đúng:

1 I (catch/catches) robbers

2 My dad is a driver He always (wear/wears) a white coat

3 They never (drink/drinks) beer

4 Lucy (go/goes) window shopping seven times a month

5 She (have/has) a pen

6 Mary and Marcus (cut/cuts) people’s hair

7 Mark usually (watch/watches) TV before going to bed

8 Maria is a teacher She (teach/teaches) students

1.1 Vocabulary: the vocabulary about body parts and appearance.

1.2 Structures: Verbs be and have for descriptions.

The Present continuous for future

2 Skill: listening, speaking and reading

3 Attitude: Ss will be able to talk about community service and volunteer work.

4 Competence: To develop ss’ abilities of communicating.

II Preparation: Course book, CD player, flash cards.

III Anticipated problems:

- Some ss may write the answers directly in the textbook, so the teacher reminds them towrite in their notebooks instead

- Communicative approach

IV Procedures

* Management

* Checking the old lesson

Teacher and students’ activities

1 Warm up (5’)

- Teacher hangs the picture of the body and

gives some word

- Teacher asks some students to match the

words with the picture

( face/ eyes/ ears/ nose )

-Allow Ss to work together Point our the

irregular plurals using the ‘Watch out!’ Play

the recording as many times as required to

support Ss pronunciation Finally review and

test Ss’ comprehension by asking them to

respond to imperative sentences, e.g ‘Touch

your elbow’

Watch out!

-Ask Ss what they notice about these irregular

plurals - they contain double vowels

3 Practice (15’)

- Explain that some words go together, e.g long

+ hair, but some don’t, e.g round + knee

- Write the adjectives on the board and allow Ss

to attach vocabulary cards to make matches

- Ask Ss to complete the word webs in their

-Teacher explains how to read these sounds

- Have Ss practice the / p/ and / b/ sounds

together

-Tell them they should hear the (voiced )/ b/

sounds but not the (voiceless)/p/sound

-Play the recordingand askSs to listenand repeat

-Play the recording as many times as necessary

-Have Ss practice reading the word pairs first

Then ask them to do the task while listening to

the recording

-Ask Ss to listen while T plays the recording

Clap or use an instrument like a tambourine to

help Ss understand the rhythm

- Play the recording again and ask Ss to chant

along Provide further practice by dividing the

class into two groups

- Have groups sing alternate lines

- Review descriptions Stick some pictures of

* long/ short: legs, arms, tail, hair

* big/ small: head, hands, ears, feet,

eyes, nose

* black / blonde/ curly/ straight:

hair, fur

* chubby: face, cheeks

* round/ long: face.

Pronunciation: / b/ and/ p/

3 Listen and repeat:

- picnic, patient

- black, biscuits, blonde, black, big

4 Listen and circle the words you hear

1 play 2 band 3 ponytail

4 brown 5 picnic 6 pretty

Tape script:

1 We often play badminton in the afternoon

2 Are you singing in that band ?

3 Her ponytail is so cute!

4 He has a brown nose

5 Let’s have another picnic this weekend!

people from magazines on the board Call out a

description,

e.g They have short black hair.

She has brown eyes

- Have pupils touch the appropriate picture

while repeating the sentence Next, point to

pictures and form sentences,

e.g ‘Does she have long black hair?

- Point out that do or does is added to the start

of questions “do you have long hair?’, and the

end of answers, “yes, I do”

- Ss make the sentences individually

- They can discuss their answers with a partner

before discussing with the class

Use questions to elicit vocabulary about the

pictures to help Ss predict the content of the

recording

- Play the recording and ask Ss to match the

picture to the people

- Discuss the answers, and ask Ss to recall parts

of the recording that helped them do the

matching

-Ask Ss to fill in the gaps by recalling the

recording and using the information in the

grammar input box Play the recording to allow

Ss to check their answers

4 Production – Low level (8’)

- Repeat how to read sound /b/,/ /p/

- Have for descriptions

S: I have a round face

Lan has long hair

5 Production – High level (2’)

- Give examples with / b/, /p/

- Learn grammar “Have for descriptions”

6 She’s got such a pretty daughter

Grammar: Have for descriptions

In page 52, part “ grammar”

6.Make sentence

1 Does the girl have short hair?

- No, she doesn’t

2 Does Harry potter have big eyes?

3 The dog has a long tail

4 And you, do you have a round face?Yes, I do/ No, I don’t

7.Listen and match

Phuc: c Duong: a Mai: b

Tape script:

Hi, my name’s Phuc My best friend has a round face and short hair He isn’t very tall but he is kind and funny I like him because he often makes me laugh

Hello, I’m Duong My best friend is Lucas He has a brown nose He is friendly! I like him because he’s always beside me

Hi, my name’s Mai My best friend has short curly hair She is kind She writes poems for me, and she always listens to my stories

8 Write is/ has Listen again and check

1 has 2 is 3 has 4 is

5 has 6 is

V Remark:

………

………

VI Drawing sentences

Viết câu từ những gợi ý sau Câu đầu tiên đã được hoàn thành.

+ Understand the text to answer the questions or answer T or F

+ Speaking : Make their English camp schedule

-Vocabulary: kid, sporty, ghost story, scary, treasure, hunt

- Grammar: The present continuous for future

2 Skill: listening and reading

3 Atitude: Ss will be able to talk about community service and volunteer work.

4 Competence: To develop ss’ abilities of communicating.

II Preparation - Teaching plan, book and exercise book,

III Anticipated problems:

- Some ss may write the answers directly in the textbook, so the teacher reminds them towrite in their notebooks instead.

- Communicative approach

IV Procedures

* Management

* Checking the old lesson

Teacher ask some questions:

+ Do you usually contact with your friends?

+ Do you write a letter or e- mail?

+ What do you write the e-mail about?

* New lesson:

Teacher and students’ activities

1 Warm up (5’)

- Play the alphabet game with Ss Call

each letter of the alphabet and Ss try to

recall a verb beginning with each letter, e

g A - act, ask, B-bring, buy…

2 Presentation (15’)

- Ask Ss to recall what happened in the

conversation in Getting Started

- T can ask Ss to focus on the verbs that

were used

- Play the recording and ask Ss to listen

and follow the conversation on the page

- Play the recording again and ask Ss to

circle all the verbs

- Use the grammar box to help T explain

that some-ing verbs describe actions

happening now, and some describe plans

for the future Point out contextual clues,

such as use of adverbs of time

E.g: This evening/ Tomorrow

- Point our that some verbs lose their

finnal’e’ when - ing is added

E.g: coming, leaving, riding, taking….

- Ss fill in the table with sentences from

the conversation

Contents

*Grammar :

The present continuous for future

1 Listen again to part of the conversation

+ They are coming over + I am going to the judo club

+ We are working on our school project

*The present continuous for future: be + ing

V-We can use the present continuous to talk about future plants

Eg:

+ I am playing soccer tomorrow + She is going to Ha noi this evneing+ They aren't coming tonight They are busy

2 Complete the table Actions now Plans for future

They’re coming over

Example:

+This evening, We are working on our school project

- Ask Ss to feedback with reasons for

their choices

- Ask Ss to complete the sentences

individually Remind them to pay

attention to the ‘be’ verb and to the

spelling of verbs ending in ‘e’ such as ‘

take’

- Discuss any difficulties before Ss

attempt 4

- Ss write N for actions happening now,

and F for future plans

- Ask Ss to prepare for the activity by first

writing the days Monday to Sunday, and

writing activities next to each, they

should add the three activities listed in 5:

organising a party, working on a project,

going swimming

- They should leave some days free to

arrange new plans

- Practise the model conversation with the

class Then ask pupils to mingle and

make arrangements with their

classmates Afterwards feedback by

asking Ss to tell the class about their

plans,

Eg: "On Thursday, I am going swimming

with Nguyet, Phuong and Huong "

4 Production – Low level (8’)

- Repeat the present continuous for future

- Ss make sentences

5 Production – High level (2’)

- Learn new words by heart the present

continuous for future

- Make sentences with the present

continuous for future

- Do exercise 5: Games in textbook

+I’m going to the judo club with my brother

+I’m visiting my grandma andgrandpa

3 Write sentences about Mai's plans for next week Use the present continuous for future.

1 is taking 2 isn’t going

1 Nina (walk) to school every day.

2 I (listen) to music every night

3 They (love) _English

4 He (study) Information Technology every night

5 He (carry) -a big TV

6 You (ride) a bike every day

7 They (sweep) the floor

8 I (use) _ this pen to draw

9 Jane (read) “The Guardian' newspaper, but I _ (read)'The Independent'

10 Fred (cycle) to work, but his wife _ (go) by car

- Vocabulary: the lexical items related to the topic “My friends”

- Grammar: The present continuous for future.

+ They are coming over

+ I am going to the judo club

+ We are working on our school project

2 Skill: listening, reading and speaking

3 Attitude: Ss will be able to talk about community service and volunteer work.

4 Competence: To develop ss’ abilities of communicating.

II Preparation

- Teaching plan, book and exercise book,

III Anticipated problems:

- Some ss may write the answers directly in the textbook, so the teacher reminds them towrite in their notebooks instead

- Communicative approach

Ss: open their books, show the pictures of

the five friends in the magazine

T: asks some questions:

+ What is her name?

+ When is her birthday?

Ss: look at the pictures to answer

2 Presentation (10’)

T: asks to discuss the friends with the

class:

+ Where are they from?

+ What are their names?

+ What are they doing on the weekend?

Ss: answer the questions

3 Practice (20’)

T: tell the class they will be introduced to

some new verbs and explains name of

+ Pisces: song ngư

Ss: find the star signs of the five friends in

4 Teen

1 Read this page from4 teen magazine Picture 1:

- Her name is ADIA

- She's from Yobe, Nigeria

- Her birthday is on May the fifteenth

- She is helping her parents in the field on Saturday She is singing at her village's choir club

( Students answer other parts)

2 Find the star sign of each friend to find out about their personality.

T: ask them to look at the adjectives of

personalities in the star signs and compare

them with what they read about the five

friends in

Ss: review the star sign descriptions for

their own signs and tick adjectives they

agree with, and cross ones they disagree

with

T: allow them to share their thoughts with

a partner

- Play a line - up game

Ss: have to arrange themselves in order of

birthdays

T: support them by reviewing months and

dates and giving a question and answer

they can use :

+ When’s your birthday?

It’s on …………

T: pair Ss and ask them to read out their

partner’s star sign

4 Production – Low level (8’)

T: asks students to introduce themselves :

name, age job and what they like doing

on the weekend

Ss: answer

Eg:

My name is I am eleven years old I

am a student On the weekend, I

usually

5 Production – High level (2’)

Ss: Write 5 sentences with the present

continuous for future

+ I am going to the zoo next Sunday

1 Adia ( 15/ 5) : Taurus ( patient, reliable, hard - working)

2 Vinh ( 2/ 12) : Sagittarius ( independent, freedom- loving, confident)

3 John ( 26/ 2) : Pisces ( kind, helpful, creative)

4 Tom ( 19/ 1) : Capricorn ( careful, hard working, serious)

-5 Noriko (21/ 8): Virgo ( careful, helpful, hard - working.)

3 Look for your star sign Do you agree with the description?

4 Think about your friends' personalities What star signs do you think they are? Find out if you are correct