Date of preparation:

Unit 2 RELATIONSHIPS
Lesson: 10 GETTING STARTED Tiết PPCT: 10

I. Objectives
1. Knowledge, skills, attitude
- Knowledge
-To introduce Ss the overall topic of the unit: Relationships
-To help Ss get familiar with the topic of the unit.
- Skills: Integrated skills (To promote Ss to develop the skill of getting to know the new materials)
- Attitude:
- To encourage Ss to focus on learning and be careful with romantic relationships
2. Orientation for competency development
- To make Ss be careful with romantic relationships
- To enable Ss to use the language for practice correctly in order to develop students’ language competence,
collaborative competence.
II. Preparation of teacher and students
1.On the teacher’s part: Appliances for studying (textbooks, references, teaching aids, etc.)
2.On the students’ part: Lesson preparation
III. Teaching procedures
1.Stabilization (2 ms)
2.Check-up (0 m)
3.Classroom activities
A.START/ WARM UP ACTIVITY (5ms)

Aims of the Content, techniques for organising
activity students’ learning activities
To get Ss to - Asks Ss to look at the picture
know the topic (Handout 1) and guess what the two
about romantic people's relationship is and what they
relationships are talking or thinking about.
- Informs the class of the lesson
objectives and leads to the lesson.
Expected products and assessment of
student work
Suggested answers
- They are grandmother and
granddaughter.
- The grandmother is telling her
granddaughter to focus on schoolwork,
white the girl is thinking about romantic
relationships

B.KNOWLEDGE FORMATION ACTIVITIES (7 ms)

ACTIVITY: Listen and read. (7 ms)

Aims of the Content, techniques for organising Expected products and assessment
activity students’ learning activities of student work
To help Ss - Elicits vocabulary using explanations and - Ss both read and listen to the
practice some examples. conversation between Mai and
skills (reading - Lets pupils repeat the new words in chorus, Mai’s grandma.
and listening) then individually. - Ss can predict the content of the
- Checks Ss’vocabulary using the technique conversation.
Rub out and Remember.
- Tells Ss that they are going to listen to a
conversation between a student and her
grandmother.
- Plays the recording twice.
- Has Ss listen and read the conversation
silently.
- Then asks Ss if their predictions were
correct.

C.PRACTICE ACTIVITIES (17 ms)

ACTIVITY 1: Decide whether the following sentsnces are true (T), false (F), or not given (NG), and tick
the correct. (12 ms)

Aims of the Content, techniques for organising
activity students’ learning activities
To focus on - Guides and reminds Ss of some tips
comprehension to do this kind of task.
- Asks sts to work individually to do
activity 2 in 3’.
- Goes around the class to help if
necessary.
- Then asks Ss to compare their
answers in pairs.
- Call sts to present answers.
- Corrects and gives feedback.
Expected products and assessment of
student work
- Suggested answer:
1.T (‘oh, one of my classmates')
2.F (Mai tells her grandmother they’re just
friends and Nam is not her boyfriend.)
3.T ('... there's no real friendship between a
boy and a girl.')
4.T (Mal’s grandmother went to a single-sex
school.)
5.NG
6. T (Mai tells her grandmother that all her
classmates are very kind, caring and
sympathetic.

ACTIVITY 2: Read the conversation again, and find the verbs that come before the words below.
Write them in the space provided. (5 ms)

Aims of the Content, techniques for organising Expected products and assessment of
activity students’ learning activities student work
To help Ss - Asks them to read the conversation - Suggested answer:
recognize linking again, and find the verbs that come 1. get involved
verbs before the words in the list 2.feel bored
- Asks sts to work in pairs in 3’. 3.are very kind, caring and sympathetic
- Goes around for help. 4.sounds good
- Calls on Ss to give their answers. - Ss can give more examples of linking verbs
- Gives feedback and correct answers.

D.APPLICATION AND EXTENSION ACTIVITIES: (11 ms)

ACTIVITY 1: Discussion "Do you think there is a friendship between boys and girls? Why or why not? "(6
ms)

Aims of the Content, techniques for organising students’ Expected products and
activity learning activities assessment of student work
To allow Ss to - Explains the requirement of the task then ask - Ss’ answers may vary.
express their them to work individually to think about the
opinions about question.
friendships - Lets them work in groups to discuss the
between boys and question
girls - Calls some to report to the class

ACTIVITY 2: Summary (5ms)

Content, techniques for organising Expected products and
Aims of the activity
students’ learning activities assessment of student work
To check Ss’ - Has Ss summarise the conversation. Ss’ presentations in front of the
comprehension and broaden - Calls some Ss to share their class (one by one)
their knowledge summaries.
E.HOMEWORK: ( 3 ms)
- Summarise the main points of the lesson.
- Asks sts to:
+ Learn the new words by heart, read and translate the conversation, do the tasks again.
+ Prepare the next lesson (Language).

IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation (Handout 2)
1.Knowledge
- Find out 10 linking verbs.
2.Comprehension
- What is the usage of linking verbs?
3.Low application
- Talk about friendships.
4.High application
- Write a short paragraph about friendships.
Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

V. Appendix (Optional)

HANDOUT 1

HANDOUT 2 (Homework)

- Find out 10 linking verbs.

- What is the usage of linking verbs?
- Talk about friendships.
- Write a short paragraph about friendships.
 Date of preparation:
Unit 2 RELATIONSHIPS
Lesson: 11 LANGUAGE Tiết PPCT: 11

I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
+ To provide Ss with words and phrases related to relationships
+ To have them understand uses of linking verbs and cleft sentences
- Skills: Integrated skills.(- To promote Ss to develop the skill of working in pairs and groups)
- Attitude: To encourage Ss to work harder, to provide Ss some motivation
2. Orientation for competency development
To enable students to use the language for practice correctly in order to develop students’ language
competence, collaborative competence.
II. Preparation of teacher and students
1.On the teacher’s part: Handouts, textbook, pieces of papers, lesson plan, laptop and TV.
2.On the students’ part: lesson preparation, Textbooks
III. Teaching procedures
1.Stabilization (2ms)
2.Check-up : No- the lesson is too long.
3.Classroom activities
A.START/ WARM UP ACTIVITY (5 ms)
Content, techniques for
Expected products and
Aims of the activity organising students’ learning
assessment of student work
activities
To get sts to know the language - Ask sts to play game “ STOP - Play the game
items they will learn. THE BUS”.
- Explain the rules of the game: “T
hands out the Ss papers with some
words in. T reads the words
quickly, Ss will tick the words they
hear. If any person has five words
the fastest, he/she will get a
present.”
B.KNOWLEDGE FORMATION ACTIVITIES (28ms)
ACTIVITY 1: Write the words given next to their meanings. (3 ms)
Content, techniques for
Expected products and
Aims of the activity organising students’ learning
assessment of student work
activities
To make sts know the meaning of T asks Ss to match the words with 1. have got a date
the words their meanings 2. break up
Ss read the words and their 3. romantic relationship
definitions in the box and then do 4. argument
the matching. 5. sympathetic
Ss give the Vietnamese 6. land an ear
meanings of these words and 7. be in a relationship
then practise pronouncing them. 8. be reconciled
T checks answers as a class. - Match the words with their
meanings individually in 3’.
- Some Ss give answers.
-Listen and take notes.
C.PRACTICE ACTIVITIES
ACTIVITY 2: Complete the sentences with the words in 1.(5 ms)
Content, techniques for
Expected products and
Aims of the activity organising students’ learning
assessment of student work
activities
To help sts know how to use the - T asks Ss to pay attention to the Feedback:
word in the sentence by studying grammar when using the words in 1. lend an ear, broke up
the sentences given and working 1. When using a noun, Ss need to 2. reconciled
 out the part of speech that needs to
be filled in.
ACTIVITY 3: Pronunciation (3 ms)
Aims of the activity
To help sts to listen and practise Pronunciation:
saying the contraction or the full 1. Find the contracted forms in the shouldn't - should not
form using the correct
pronunciation
ACTIVITY 4: Grammar: Linking verbs (5ms)
Aims of the activity
To help sts to understand what the 1. Choose the verbs in the box to
linking verbs are and how to use
them correctly.
consider its suitable form (singular 3. romantic relationship
or plural). 4. in a relationship, arguments
- T has Ss complete the 5. have got a date
sentences individually, and then 6. sympathetic
compare their answers in pairs. - Discuss the contextual clues that
Ss complete the sentences with the can help figure out the answers.
words in 1. Then compare their - Do the task individually in 2’ and
answers in pairs. compare their answers in pairs.
- T checks answers as a class. -Participate in checking the
answers.
Expected products and
Content, techniques for organising
assessment of student
students’ learning activities
work
- Individually work
conversation and write their full you're - you are
forms in the space below we're - we are
* T asks Ss to do as asked there's - there is
don’t - do not
2. Listen and underline what you hear you'll -you will
- the contraction or the full form Didn’t- Did not
* T asks Ss to do as asked I’m - I am
and pay attention to:
- The short form 's (= is/has) can be - Individually/ Pair work
used after nouns, pronouns, question 1. I will, I’ll
words, here and there. The short forms 2. I am
'd (= had/would), 'II and 're are usually 3. He is, he’s
used after pronouns, some question 4. we are, we’re
words, short nouns, and there. 5. I’ve, that’s
- Full forms are used at the end of a
clause (e.g. Yes, he is.) or when the - Some Ss give answers.
speaker wants to emphasize some - Listen and take notes
information, hence the primary stress on
the full form (e.g. He HAS done It, not
WILL do it),
* Ss listen to the recording and choose
the words they hear in the blanks; Ss
work in pairs, discuss the answer and
choose the correct one for each
sentence.
3.Listen and repeat the exchanges in 2
- Ss listen to the tape again and repeat - Ss repeat the sentences
the sentences chorally. chorally
- Ss read the sentences in pairs. - Some Ss read individually.
Content, techniques for
Expected products and
organising students’ learning
assessment of student work
activities
complete the sentences. Make Feedback:
changes to the verb forms of 1. Sound 2. grow / get
necessary 3. stay 4. getting
- T explains to Ss that linking 5. seem 6. look / seem
verbs are used to describe or - Work individually .
identify the subjects of the verbs. - Compare their answers in pairs
An adjective or a noun can follow - Some Ss give answers.
a linking verb, but the focus of the
lesson is on the use of linking

ACTIVITY 5: Cleft sentences with It is / was that … : Rewrite each sentence to emphasize the
underlined part (6 minutes)
Aims of the activity
To help Ss to know what Cleft
sentences are used for and how to that … :
use them exactly.
D.APPLICATION AND EXTENSION ACTIVITIES
ACTIVITY 1: Write the answers to the questions. Use the words or phrases in brackets as the focus
(3ms)
Aims of the activity
To enable sts to understand well - T tells Ss that to do this activity, Feedback:
how to use cleft sentences they need to know the part needing 2. It was a smartphone that my
correctly in the conversation.
verbs with adjectives. Feedback:
2. Underline the correct word to 1. unhappy 2. warm
complete the sentences 3. suddenly 4. excited
- T explains to them that some 5.angry 6. annoyed
verbs (appear, look, taste, smell, 7. awful 8. quickly
sound, and feel) can refer to an - Work individually .
action (= action verbs) and be - Compare their answers in pairs
followed by an adverb. - Some Ss give answers.
Content, techniques for
Expected products and
organising students’ learning
assessment of student work
activities
* Cleft sentences with It is / was Feedback
1. It was her sad story that made
- T asks Ss to study the Do you me cry.
know … ? box and explains to Ss 2. It is you who are to blame for
that cleft structures are used to the damage. / It's you that is to
emphasize a particular part of a blame for the damage.
sentence. 3. It's hiking in the forest that we
- T asks Ss to rewrite each really enjoy.
sentence to emphasize the 4. It's your parents that / who you
underlined part should really speak to when you
- T has Ss compare their answers have problems.
with a partner. 5. it's his dishonesty that I dislike
- Ss look at the Remember box and the most.
pay attention to the examples. 6. It's Jinn that/who Lana is in a
- Ss complete the sentences. relationship with.
7. It was at the age of 20 that he
became successful as a famous
writer.
8. It was in a nice coffee shop that
they had their first date.
Do Exercise individually in 3’ and
then compare their answers with a
partner’s in another 2’.
- Some Ss write anwsers on the
board.
- Listen and take notes
Content, techniques for
Expected products and
organising students’ learning
assessment of student work
activities
emphasising; asks Ss to work with father gave me for my birthday.
a partner to practise asking and 3. It is in Tokyo that I am going to
answering. spend the holiday.
- T checks answers as a class. 4. It is a lawyer that I want to
become.
5. It is his brother that earns
10,000 dollars a month.
6. It is Ha that is in love with
Phong.
7. It is my friend that can speak
three language fluently.
8. It is at 8 a.m that we have a
 meeting.
- Do Exercise 3 individually in 2’
and then compare their answers
with a partner’s in another 1’.
- Some Ss practise asking and
answering.
- Listen and take notes
ACTIVITY 2: Make 5 sentences, using the linking verbs (2 ms)
Content, techniques for
Expected products and
Aims of the activity organising students’ learning
assessment of student work
activities
To enable sts to make some - Asks Ss to work in groups of 3
sentences by using the linking or 4 Ss to make 5 sentences, using - Write their answers on a piece
verbs the linking verbs. of paper.
- Asks them to write their answers - Participate in giving comments.
on a piece of paper.
- Collects Ss’ answers to stick on
the board and feedbacks.
E.HOMEWORK (3 ms) T asks Ss to :
- Do exercises again at home.
- Complete Exercises in workbook.
- Prepare for the next lesson. (READING)
IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation (2ms)
1.Knowledge
What have you learnt today?
2.Comprehension: Decide the statements are True or False
1.2That was Jim who got married last month.
2.2Peter greeted the guests warm.
3.2It was in 1998 that Mark met Lucy in Japan.
4.2The food in this restaurant was well, but the service was slow.
3.Low application: Complete the sentences with the verbs in the box. Use each verb once only.
Make changes to th form, if necessary
feel                   sound                  smell get                    taste                    look
1. Anna's boyfriend_________ friendly. Where did she meet him?
2. I didn't think it was you. Your voice_____________ strange on the phone.
3. When Tuan ___________ older, he'll be mature enough to make the right decisions.
4. This coat________ very tight. Do you have a bigger size?
5. This perfume__________ amazing. I'll buy it for my mum's birthday.
6. This curry___________ delicious. Is it Thai or Indian?
4.High application: Write a short paragraph about your friend by using Linking verbs and cleft
sentences
Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
V. Appendix (Optional)

HANDOUT 1
 Decide the statements are True or False
1. That was Jim who got married last month.
2. Peter greeted the guests warm.
3. It was in 1998 that Mark met Lucy in Japan.
4. The food in this restaurant was well, but the service was slow.
Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

HANDOUT 2
 Complete the sentences with the verbs in the box. Use each verb once only.
Make changes to th form, if necessary
feel                   sound                  smell get                    taste                    look
1. Anna's boyfriend_________ friendly. Where did she meet him?
2. I didn't think it was you. Your voice_____________ strange on the phone.
3. When Tuan ___________ older, he'll be mature enough to make the right decisions.
4. This coat________ very tight. Do you have a bigger size?
5. This perfume__________ amazing. I'll buy it for my mum's birthday.
6. This curry___________ delicious. Is it Thai or Indian?
 Date of preparation:
Unit 2 RELATIONSHIPS
Lesson: 12 READING Tiết PPCT: 12

I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
+To help the students know some problems about relationships at school that students may have
+To provide the students with some useful advice to overcome difficulties of teenage relationships
- Skills: Integrated Skills (mainly reading skills)
- Attitude:
To make students know how to get over challenges and problems even though they are in the worst situations.
2. Orientation for competency development
- To enable Ss to use the language for practice correctly in order to develop students’ language competence,
collaborative competence.
- To develop the students’ reading skills
II. Preparation of teacher and students
On the teacher’s part: Appliances for studying (textbooks, references, teaching aids, etc.)
On the students’ part: Lesson preparation
III. Teaching procedures
1.Stabilization (1m)
2.Check-up (5ms) (Optional)
Asks one student to rewrite the two following sentences to emphasize the underlined part.
1.Her sad story made me sad
……………………………
2.We really enjoy hiking in the forest
………………………………………….
3.Classroom activities

A. START/ WARM UP ACTIVITY(3ms)

Content, techniques for organising Expected products and assessment of
Aims of the activity
students’ learning activities student work
- To get the sts to Asks sts some questions: Sts listen, answer and give possible
know the topic they Do you have any problems at school? predictions.
are going to read What problems do you have?
Asks Ss to read the heading and guess what
topic they are going to read.
Introduces the new lesson

B. KNOWLEDGE FORMATION ACTIVITIES (3ms)

ACTIVITY 1: Discuss with a partner (3ms)

Content, techniques for organising Expected products and assessment of

Aims of the activity
students’ learning activities
-. Gets students to know - Informs the class of the lesson
the lesson objectives: objectives: skimming and scanning a text
scanning a text for for main ideas and specific information.
specific information and - Assk Ss to look at the people in the three
carefully reading for pictures, paying attention to their body
more detailed language.
comprehension. - Has Ss work in pairs and guess what is
happening to these people or how they are
feeling.
student work
- Ss listen, guess and give possible answers
Suggested answers
Picture a. The teacher is returning
students'papers.The boy is depressed because
of his poorgrades.
Picture b. Their relationship is breaking up.
Picture c. They're having an argument

C. PRACTICE ACTIVITIES (18ms)

ACTIVITY 2: Read the column and match the readers’ names with their problems. (6mins)
Content, techniques for organising Expected products and assessment of
Aims of the activity
students’ learning activities student work
- To help Ss develop -Tells sts that they are going to read an - Ss can read the text quickly to get general
scanning skill by advice column in a newspaper including information about the reading text and give
matching the readers’ readers’questions and a counsellor’s possible answers.
names with their replies. Suggested answers:
problems - Asks Ss to read the questions and replies 1.b (Van Ha: My friend betrayed my trust.)
 quickly and find the main ideas. 2. c (Quang Nam: I don't have friends.)
- Has Ss choose the best summary of each
reader’s problem.

ACTIVITY 3: Find the words or expressions in the text that have the following meanings. (5ms)
Content, techniques for organising Expected products and assessment of
Aims of the activity
students’ learning activities student work
- To develops students’ - Has Ss work in pairs to read the - Improve Ss’s skill of guessing words or
ability in guessing word definitions given carefully. expressions.
meaning in context and -Encourages them to give as many words Expected answers.
helps them know some as they can for each definition. 1. be on good terms with someone
new words to facilitate - Gets them to read the text individually 2. take the initiative
their comprehension. and find the words or expressions that 3. trust
have these meanings then compare with 4. engage in (a conversation)
their partners. 5. drop out (of school)

ACTIVITY 4: Read the newspaper column again and answer the questions. (7ms)
Content, techniques for organising Expected products and assessment
Aims of the activity
students’ learning activities of student work
- To enable Ss to develop - Asks Ss to read the text individually in 4 Read the text and work in pairs
reading skill by getting minutes then take turns to ask and answer Expected answers:
detail information for the question in pairs. 1.They are close friends.
comprehension questions. - Gives comments and feedback. 2.Ha told Hoa about her depression
and her intention to drop out of
school.
3.Because Hoa promised to keep
Ha's story secret, but then she told
their teacher about it.
4.No. She tries to explain why Hoa
told the teacher about Hoa's
problem, and advises Ha to talk to
Hoa again.
5. He thinks he is short and fat, and
girls don’t find him attractive.
6. Because Nam does not have a
good relationshipwith the girls in his
class.
7. The counsellor advises Nam to
focus on his studies, become an
excellent student and learn how to
start a friendly conversation with his
classmates.

D. APPLICATION AND EXTENSION ACTIVITIES (10ms)

ACTIVITY 5: Discuss with a partner (5ms)

Content, techniques for organising Expected products and
Aims of the activity
students’ learning activities assessment of student work
To develop students’ critical - Has students work in pairs to discuss the -Give possible answers
thinking of solving problems questions in 2mins.
related to teenagers + If you were Ha or Nam, would you feel
pleased with the counsellor’s advice?
+If you were the counsellor,what else
would you tell them?
- Asks some pairs to present
their answers in front of the class.
-Encourages Ss to ask further questions
and share their ideas.
ACTIVITY 2: Role-play(5ms)
Content, techniques for organising Expected products and
Aims of the activity
students’ learning activities assessment of student work
-To enhance students’ Asks the sts to work in groups of 3, play the - Present the conversations.
speaking skill and roles of Nam, Ha and the counsellor and
 review what they have make a conversation
learnt For gifted sts, Teacher can ask them to talk
about their problems related to their
relationships at school

E. HOMEWORK ( 5ms)
-Asks Ss to:
+ learn new words by heart and do the tasks again.
+ Prepare the next lesson.

IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge
+ What is the text about?
+ Who are in trouble?
2.Comprehension
+ What is Ha’s problem?
+ What is Nam’s problem?
+ What is the advice they get from the counsellor?
3.Low application
+ What are your problems at school? How do you solve these problems?
4.High application
+ Write a passage of 140 words about your problems related to relationships at school.

Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Unit 2 RELATIONSHIPS
Lesson: 13 SPEAKING Tiết PPCT: 13

I. Objectives
1. Knowledge, skills, attitude
- Knowledge
-To help Ss talk about personal problems; asking for and giving advice.
- Skills: Integrated skills, mainly speaking
- Attitude:
- To help Ss know some ways to solve their personal problems
2. Orientation for competency development
-To provide Ss some motivation to deal with their problems in life.
II. Preparation of teacher and students
1.On the Teacher’s part: Appliances for studying (textbooks, references, teaching aids, etc.)
2. On the Students’ part: Lesson preparation
III. Teaching procedures
1.Stabilization (1m)
2.Check-up (4ms)
Ask some Ss to go to the board then make a situation and ask them to answer:
“Your friend liked a girlfriend in class but he were shy and did not tell her because he thought she did not
agree. He worried, so this affected his studying. If you were his close friend, what would you do to help
them?”
Give comments about their answers and mark.
3.Classroom activities
A.START/ WARM UP ACTIVITY (5ms)

Aims of the Content, techniques for organising students’ Expected products and
activity learning activities assessment of students’ work
Play a game: -T writes the jumble word on the board and ask Ss - Ss’ answers may vary.
Jumble words to rearrange this word
To find out the NOPRESAL BLOMPRE
title of the lesson
-T raise some questions and calls on some Ss to
give their answers
T: Are you having any problem at your school or - Suggested answer:
at home?
Ss: …. PERSONAL PROBLEMS
T: What do you often do when having a problem?
Ss: ….
T: Who do you often talk with?
Ss: ….
- Informs the class of the lesson objectives and
leads to the lesson.
B. KNOWLEDGE FORMATION ACTIVITIES (8 ms)
ACTIVITY : Choose the correct sentences (a-e) to complete the conversation between two friends.
(8ms)
Content, techniques for organizing Expected products and assessment
Aims of the activity
students’ learning activities of students’ work
To help Ss practice - Explains to Ss the task’s - Listen carefully
some skills (speaking requirement.
and reading) - Asks Ss to read the conversation - Read the conversation individually
quickly to get the main idea. - Read and match in pairs
- Has Ss read again and match the - Suggested answer:
sentences (a-f) with the gaps (1-6) in 1. b 2. e 3. d
the conversation. 4. a 5. f 6. c
- Asks them to correct others’ answers
To improve reading
skilss through Answer the question 1. She was chosen to take part in the
answering the questions Let Ss work in pairs, do the task English Public Speaking Contest in Da
 Nang, but her parents don't allow her
to go there. They are worried because
-T asks Ss to take part in the activity to she has never been away from home
remember the new words. 2. Van advises Chi to ask their teacher
to persuade Chi's parents

C. PRACTICE ACTIVITIES (14 ms)

ACTIVITY 1: Practise the conversation with a partner. (5 ms)

Aims of the Content, techniques for organizing Expected products and assessment
activity students’ learning activities of students’ work
To help Ss - Asks Ss to practise the conversation - Practise the conversation
practise speaking in pairs in 3’. - Use the correct intonation so as to
- Goes around the class to help if sound as natural as possible.
necessary.
- Call sts to practise .
- Corrects their pronounciation

ACTIVITY 2: Choose one topic. Use the information below or your own ideas to make a similar
conversation. (9 ms)

Aims of the Content, techniques for organising Expected products and assessment of
activity students’ learning activities students’ work
To encourage Ss - Explains the task to Ss. - Ss can choose one of two topic to
to use their own - Asks Ss to work in pairs in 5’. make the conversation.
ideas to make - Encourages Ss to give more advice - Suggested answer:
their conversation for Linda’s or John’s problem. (Handout 1)
- Calls some pairs to act out their
conversations in front of the class.
- Gives comments on Ss’ performance

D. APPLICATION AND EXTENSION ACTIVITIES: (10 ms)

ACTIVITY 1: Work with a partner. Talk about a problem that you have had at school or at home.(7
ms)

Aims of the Content, techniques for organising
activity students’ learning activities
To provide freer - Asks Ss to choose a problem that you
speaking practice have had at school or at home to talk
about.
- Has Ss work individually first, then
talk with their friends.
- Calls some Ss to present their talks.
- Gives comments.
ACTIVITY 2: Summary (3ms)
Expected products and assessment of
students’ work
- Discuss and then make their own
conversations
- Ask their teacher and friends for any
comments on your voice, speed or
pronunciation so as to improve for the
next time.
Suggested answer:
(Handout 2)

Content, techniques for organising Expected products and

Aims of the activity
students’ learning activities assessment of student work
To check Ss’ - Has Ss share the other problems they met Ss’ presentations in front of the
comprehension and - Asks Ss to give advice to help them class
broaden their
knowledge

E. HOMEWORK: ( 3 ms)
- Summarise the main points of the lesson.
- Asks sts to:
+ Practise the conversations and write the last conversation again.
+ Prepare the next lesson (Listening).
IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation (Handout 3)
1.Knowledge
- Write a summary about person’s problem.
2.Comprehension
- Give some advice for it.
3.Low application
- Talk about a problem based on above summary
4.High application
- Choose the best advice for that one.

V. Appendix (Optional)

HANDOUT 1
A: Hi, John. You look unhappy. What's the matter with you?
B: Well. My classmates keep making fun of me because I got poor grades at school
A: Don't worry. You should ask your teacher for help when having a problem.
B: But the problem is that I don't understand my homework and I can't do it.
A: If I were you, I would find a tutor who explain the lesson again to you and help you with
your homework at home.
B: That's a good idea. I'll try it. Thank you for your advice.

HANDOUT 2

I had a terrible row with my best friend over a boy that we both like. And she hasn't spoken
to me ever since. I don't want to lose this best friend but I don't know what to do, so I asked
my mother for her advice. She told me that I must know who is more important to me, my
best friend who I have known since childhood or a boy who I have just known for some
days and that I should apologize to my best friend and make up with her.

HANDOUT 3 (Homework)

- Write a summary about person’s problem.

- Give some advice for it.
- Talk about a problem based on above summary.
- Choose the best advice for that one .

Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
 Date of preparation:
Unit 2 RELATIONSHIPS
Lesson: 14 LISTENING Tiết PPCT: 14

I. Objectives
1. Knowledge, skills, attitude
- Knowledge
+ to help sts to know vocabulary relating to teenage relationships
+ To help the sts understand the listening passage by listening for choosing the correct answer and
answering the questions
+ To help Ss to develop listening skills: listening for specific information
- Skills
+ To promote Ss to develop their listening skills
+ To help Ss develop the skill of working in pairs and groups
- Attitude
+ To encourage Ss to work harder
+ To provide Ss some motivation
+ To help Ss to know more information about teenage relationships
2. Orientation towards students’ competency development
Communicative and cooperative competence
II. Preparation of teacher and students
1.On the teacher’s part: -pictures, handouts, lesson plan
2.On the students’ part: Vocabulary, textbooks, workbooks and materials relating to the lessons
III. Teaching procedures
1.Stabilization (2 ms)
2.Formerly assigned assignments check-up (Optional)
3.Classroom activities
A.START/ WARM UP ACTIVITY (6 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- Introduce some
general - Asks the students to answer some questions:
information about 1. Do you usually tell your problems or secrets - Yes, because my patents are
teenage to your parents? sympathetic. They can give me
relationships 2. Are they willing to lend an ear? some advice.
3. If you have a boyfriend or girlfriend. Will you - No, because my parents are very
tell your parents about it? Why or why not? strict and unsympathetic

B.KNOWLEDGE FORMATION ACTIVITIES (3 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
To get Ss to - aks sts to guess the topic: teenage relationships A talk show with host Vicky
know the topic of - Introduces host Vicky Holmes and guest Dr Holmes and guest Dr Dawson
the lesson Dawson to sts
C.PRACTICE ACTIVITIES
ACTIVITY 1: Listen to the talk show with host Vicky Holmes and guest speaker Dr Dawson. Choose the
best answer to complete each statement. ( 10 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
To focus on Listen to the talk show with host Vicky
comprehension Holmes and guest speaker Dr Dawson. Choose the best answer to complete
Choose the best answer to complete each each statement.
statement. 1. C 2. B
- asks Sts to lsiten to a talk show for specific 3. C 4. A
detail and choose the best option to complete
each statement. If sts cannot find the answer,
stop the recording after the sentence
 containing the information for answer
- asks sts to compare their answers with s
partner

ACTIVITY 2: Listen again. Answer the questions (12 ms)

Aims of the Lesson content & techniques for organising
activity students’ learning activities
To help Ss Listen again. Answer the questions
understand more - aks sts to read the questions before listening,
the listening and underline the key words in each questions
lesson. Q1: main topic
Q2: teenagers, prepare for becoming adults
Q3: what, parents do, children experience
break-ups
Q4: parents, strongly oppose, romatic
relationships
- play the recording without pausing
- aks sts to listen, write down the answers
- asks sts to discuss their answers in pairs
Expected products & assessment of
student work
Answer the questions
1.The talk show is about how
teenagers and their parents deal with
problems
2. They need to learn to form safe and
healthy relationships with other
people
3. Parents should offer a shoulder for
their children to cry on and listen to
them
4. No because their strong opposition
will make their children stop talking
about their feeling

D.APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 1: In your opinion, what is the “right” age for a romantic relationships? Discuss with a partner (5
ms)
Lesson content & techniques
Expected products & assessment of
Aims of the activity for organising students’
student work
learning activities
To allow sts to personalize their - Asks sts some questions A person should start a romatic
opinions. before they start the discussion relationship when he/she is at an age
+ What is the purpose of a or satge in life when he/she is mature
romantic relationship? enough, and is ready for a possible
+ Do people start a relationship marriage. For this reason, the “right”
just for fun or for a possible age can be different from person to
marriage? person
- tell sts that the answers to
these questions will help them
to decide on the “right” age for
a romantic relationships

ACTIVITY 2: Summary (5 ms)

Aims of the activity
To check Ss’ comprehension
and broaden their knowledge
Lesson content & techniques
for organising students’
learning activities
- Has Ss summarise the talk
show with host Vicky Holmes
and guest speaker Dr Dawson
- Calls some Ss to share their
summaries.
Expected products & assessment of
student work
The talk show is about how teenagers
and their parents deal with problems
They need to learn to form safe and
healthy relationships with other
people
Parents should offer a shoulder for
their children to cry on and listen to
them
……

E.HOMEWORK (2 ms)
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1. Knowledge
Learn by heart the key words in this lesson
2. Comprehension
If you have a boyfriend or girlfriend. Will you tell your parents about it? Why or why not?
3. Low application
In your opinion, what is the “right” age for a romantic relationships?
4. High application
summarise the talk show with host Vicky Holmes and guest speaker Dr Dawson Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
V. Appendix
 Date of preparation:
Unit 2 RELATIONSHIPS
Lesson: 15 WRITING Tiết PPCT: 15

I. Objectives
1. Knowledge, skills, attitude
Knowledge:
+ To help the students to write online posting about relationship problems, write a paragraph
about relationship problems and get on well with their classmates..
Skills:
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
Attitude:
+To enable the Sts to understand more about writing relationships
2. Orientation towards students’ competency development
Sts have a chance to express themselves in written English.
II. Preparation of teacher and students
1.On the teacher’s part: textbooks, posters, colors chalks,……
2.On the students’ part: read and analyse the example so they know what they are expected to do
III. Teaching procedures
1.Stabilization (2 ms)
2.Formerly assigned assignments check-up: none because the lesson is long.
3.Classroom activities
A.START/ WARM UP ACTIVITY (4 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss to * In your opinion, what is the "right" age for a UNIT 2 : RELATIONSHIPS
approach the
romantic relationship? Why? Lesson WRITING
topic “a romantic -
Ask Ss to present their answers in groups In your opinion, what is the "right"
relationship” -T : Today we are going to study the way to age for a romantic relationship?
write an online posting Why?
B.KNOWLEDGE FORMATION ACTIVITIES
ACTIVITY 1: . Read an online posting on Teen Forum and fill the gaps (6 mins)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss to know
the form of an - Ask Ss to work in pairs to read an online I. Read an online posting on Teen
online posting posting on Teen Forum and fill the gaps Forum and fill the gaps
- Call some Ss to copy the answers on the 1. upset 2. shocked
board and check with the whole class 3. influence 4. different
Put the following parts of the online posting 5. talented 6. appearances
in the correct order
- ask Ss to work in groups of tables.
T: - The focus of this activity is on the different
parts of the story posted to the teen forum. II. Put the parts of the letter in
- Ask Ss to read through the list (a-g) and put the right order according to the
the parts in the order they appear in the online template
posting in 1. 1. d 2. a 3. f
- T calls on some Ss to read aloud the answers 4. b 5. e 6. c
and check with the whole class.
ACTIVITY 2: . Put the following parts of the online posting in the correct order (6 mins)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss to know - ask Ss to work in groups of tables.
the form of an T: - The focus of this activity is on the different
online posting parts of the story posted to the teen forum.
- Ask Ss to read through the list (a-g) and put II. Put the following parts of the
 the parts in the order they appear in the online online posting in the correct
posting in 1. order
- T calls on some Ss to read aloud the answers 1.g 2.c 3.f
and check with the whole class. 4.d 5.e 6.a 7.b
C . PRACTICE ACTIVITIES
ACTIVITY 1: Choose one of the stories below. Use the ideas to write an online posting of 160 - 180
words ( 6ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Ss know more - Explain to Ss that there are three topics for III. Choose one of the stories
about the ideas to them to choose from. These topics are about below. Use the ideas to write an
write an online teenagers' relatìonship problems with parents or online posting of 160 - 180 words
posting friends. 1. Title of the posting
- Encourage Ss to add more details when they 2. The writer's name
write the story. 3. Date and time
- Ask Ss to write their drafts individually, and 4. The writer's mood
then exchange their writing with a partner for 5. Description of the incident
peer feedback Encourage Ss to make revisions, 6. The writer's feelings
if necessary. 7.The writer's wish
- Collect some of the Ss'final drafts and give
comments
ACTIVITY 2: Write an online posting of 160 -180 words (10ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- Techniques: group work IV. Write an online posting of
- Content: 160 -180 words
- T makes sure that Ss know to write an online
posting Model:
I feel lonely in my home!
-Then Ss write the letter individually. by Lion King >> Tuesday,
December 3, 2014 at 9 P.M
My parents are always busy at
work. They often work late on
weekdays and most weekends. So
I'm left alone at home with the
housemaid or tutor. I feel so lonely
and miss my parents a lot. I wish
my parents understood and spent
more time with me.
What should I do?
ACTIVITY 3: Peer correction( 5ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help the sts - Techniques: pairs work, critical thinking;
realize the other Collaboration + Ss are assessed through their
mistakes. - Content: presentation.
Ask Ss to exchange their writings and correct
the mistakes
D.APPLICATION AND EXTENSION ACTIVITIES
4ACTIVITY 1:Ask and answer the following questions (4ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help the Ss -Techniques: explanation, examples, pair-work, + Their talk about relationships
improve their + Ss are assessed through their
relationships presentation.

E.HOMEWORK (2 ms)
- Think of something that happened to you or another person. Write an online posting of 160 -180 words.
- Guides sts to prepare lesson at home “ Communication and culture “
Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
 Date of preparation:
Unit 2 RELATIONSHIPS
Lesson: 16 COMMUNICATION AND CULTURE Tiết PPCT: 16
I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
+ By the end of the lesson, Ss are able to:
- Listen to someone’s opinions about online friendship.
- Discuss making friends online.
- Know more about dating around the world.
- Skills: integrated skills (intercultural communication skills, cultural understanding, working in pairs and
groups)
- Attitude: Ss have a positive attitude toward online friendship and making friends online such as know how to
do right things with online friends, how to avoid bad things about friendship with people on Net.
2. Orientation for competency development
+ To help Ss to develop listening skill for specific information by listening to the tape and giving short
answers to the questions; reading skill for detail information by doing T/F/NG exercise.
II. Preparation of teacher and students
On the teacher’s part: Appliances for studying (Handouts, textbook, laptop, references and other teaching
aids)
On the students’ part: Lesson preparation: pre-read the paragraph, prepare key vocabulary and structures,
search for more information about online friendship and dating.
III. Teaching procedures
1. Stabilization (2 ms)
2. Check-up (5ms): Teacher collects some drafts for Activity 4 in the writing lesson for further comments
and grading.
3. Classroom activities
A.START/ WARM UP ACTIVITY (5ms)
Content, techniques for organizing Expected products and assessment of
Aims of the activity
students’ learning activities student work
To lead Ss in the topic DISCUSSING: Have Ss discuss the - Ss discuss with their partner and
of the lesson: online pictures in the textbook in pair: perform before class:
friendship and dating. + What are two people doing? + They are chatting online/ making
+ What do you think they talk about? friends online/ talking with their friends
+ Who might they be? online/ dating on Net.
+ Where may they be? + They may talk about things happening
+ What devices can we use to chat? during their daily life, school, family, …
+ Have you ever chatted online? + They might be students, workers,
+ What are good things and bad things staffs, …
when we chat online? + They may be at school or at home, in
- Introduces the topic relating to work office.
famous people and their life stories. + We can use a computer, a laptop, an i-
pad, a mobile phone, …
+ We can have many friends, know
more people but we may be cheated or
infected bad things.
Ss think of the topic expected.
B.KNOWLEDGE FORMATION ACTIVITIES (4ms)
ACTIVITY: Pre-teach some words and phrases. (4ms)
Content, techniques for organizing Expected products and assessment of
Aims of the activity
students’ learning activities student work
To provide Ss with - Pre-teach some vocabularies by - Ss give the meaning of the new
some new words and using explanation and examples: words and phrases:
phrases relating to the + online friendship (np) + online friendship: tình bạn trên
topic. + dating (n) mạng
+ ease tension (vp) + dating: hẹn hò
+ go a one-by-one date (vp) + ease tension: giảm căn thẳng
+ speed dating (np) + go a one-by-one date: hẹn hò riêng
+ matchmaking (n) + speed dating: hẹn hò cấp tốc
 + face to face (adv) + matchmaking: phù hợp
- Let Ss repeat the new words in + face to face: gặp trực diện
chorus, then individually.
- Check Ss’ vocabulary using the
technique Rub out and Remember.
C.PRACTICE ACTIVITIES(16ms)
COMMUNCATION
ACTIVITY 1: Listen to Hung’s opinions about online friends. Answer the questions. (4ms)
Content, techniques for organizing Expected products and assessment
Aims of the activity
students’ learning activities of student work
To help Ss practice - Tells Ss that they are going to listen
listening skill. to Hung’s opinions about online - Ss read the questions and underline
friends. the key words.
- Asks Ss to read the questions and Keys:
underline the key words to get some 1. Hung can have more knowledge of
ideas of what they are going to listen different cultures and lifestyles
for. because his online friends come from
Content: different places around the world.
1. What can Hung learn from his 2. He can contact his friends
online friends? Why? whenever he wants, as long as they
2. When can he contact these friends? are online.
3. Why can he save money? 3. Because he doesn’t have to spend
4. What is the most important benefit money on dinners, parties or cinema
of having online friends? tickets.
5. What does Hung dislike about 4. The most important benefit of
online friendships? having online friends is that he can
end a relationship quickly.
5. Sometimes he doesn't know for
sure who these friends really are, as
they may not use their real names.
- Plays the recording twice for Ss to - Listen to the recording and take
take notes of their answers. notes of their answers.
- Have Ss work with a partner to - Work with a partner to compare
compare their answers. their answers.
- Checks the answers. - Listen and take notes.
ACTIVITY 2: Discuss the following question in groups.(4ms)
Content, techniques for organizing Expected products and assessment of
Aims of the activity
students’ learning activities student work
To develop speaking - Ask Ss to read questions and discuss - Read questions
skill for convincing the questions in group of four in 4 - Discuss the questions in group of 4 in
others and group- minutes. 4 minutes.
work skill through Discuss in group:
group discussion. Do you have any online friends? If Suggested answer:
yes, do you want to meet them face to Yeah, I have some online friends. Some
face? If no, do you want to make of them are Vietnamese and some are
friends online? Give reasons. foreigners. For Vietnamese friends, I
want to meet them face to face as that’s
a chance for trip through our country.
But with foreigner, I wish I could meet
them face to face.
No, I don’t have any online friends. Of
course, I want to make friends online
because I want to have many friends
and also I could get some benefit from
online friends.
- Invite some Ss to share their ideas. - Some Ss share their ideas.
- Give comments. - Listen.
CULTURE
ACTIVITY 1: Read the text about dating around the world, and complete the information in the
table below.
Content, techniques for
Aims of the Expected products and assessment of
organizing students’ learning
activity student work
activities
 To develop Ss’ - Explain to Ss the task. - Listen.
reading skill for - Ask Ss to read the text - Read the text, find out information and
specific carefully and find out complete the table.
information by
information to complete the * Suggested answers:
skimming skill. Kinds Group Speed Online
table. of dating dating dating
Kinds dating
of Where Europe Singapore The
dating and USA
Where Australia
- Report their findings to the class.
- Participate in giving comment and take
- Ask Ss to report their findings to notes.
the class.
- Elicit comments from class and
correct the answers.
ACTIVITY 2: Read the text again. Decide whether the following statements are true (T), false (F), or not
given (NG). Tick the correct box. (4ms)
Aims of the Content, techniques for organizing Expected products and
activity students’ learning activities assessment of student work
-To train problem - Explains to Ss the task. - Listen.
solving and - Ask Ss to read the questions. - Read the questions and the text
reading - Ask Ss to read the text again and do and do task in 4 minutes.
comprehension task in 4 minutes. - Compare their answers in pairs.
skills by - Encourage Ss to compare their answers
skimming skill. in pairs. Responses:
Statements: 1. T
1. Group dating helps people to feel 2. F
more at ease 3. T
2. Australia people don’t like one-to-one 4.NG
dating. 5.NG
3. The Singapore government 6. F
encourages young people to take part in - Some Ss give answers.
dating events. - Listen and take notes.
4. One-to-one dating is not popular in
Singapore.
5. Online dating is popular in the United
States because it does not cost too much
money.
6. People using the online dating
assistant service need to communicate by
email before meeting face to face.
- Call some Ss to give answers.
- Check the answers and give correct
ones.
D.APPLICATION AND EXTENSION ACTIVITIES: (10 ms)
ACTIVITY 1: Discuss with a partner. (5 ms)
Aims of the Content, techniques for organizing Expected products and assessment
activity students’ learning activities of student work
To review , Discuss with a partner. Suggested answer:
analysis and Are group dating, speed dating, and Group dating is very popular in Viet
evaluate Ss’ online dating popular in Vietnam? Nam, especially among young people.
approach to the Why or why not? Speed dating is not popular as there
content of the - Explain to Ss the task. are no companies that provide that
 lesson and - Have Ss to discuss the questions in kind of service. Online dating services
orientate further pairs. can be found on the Internet, but they
more activities - Ask some pairs to report their are not very popular as many people
findings to the class. think online dating is not safe.
- Elicit comments from class and - Listen.
correct the answers. - Discuss the questions in pairs.
- Report their findings to the class.
- Participate in giving comment and
take notes
ACTIVITY 2: Summary (5ms)
Aims of the Content, techniques for organizing Expected products and assessment
activity students’ learning activities of student work
To systematize the - Summarize the main points of the - Listen and take notes.
content of the lesson by asking some questions: * Expected answers:
lesson + What are the benefits of having + We can end the relationship
online friends? quickly, have lots of friends, have a
+ Describe the pictures and tell what chance to travel …
kinds of dating they are? (handout) + In Picture a: Online dating, a
woman is typing on a computer. The
roses indicate that she is probably
on a dating site and someone has
sent her a love message.
In Picture b: Speed dating, people
are talking in pairs. They want to
know more about their partners.
In Picture c: Group dating, a group
of young people are probably going
camping or hiking.
E.HOMEWORK: ( 3 ms)
- Ask Ss to:
+ Find more information about dating in Vietnam and write a short paragraph.
+ Prepare the section: Looking back and Project.
- Instruct Ss the way to prepare the Project.
IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation
1. Knowledge
- Getting more information from the text.
2. Comprehension
- Handling the information from the text.
3. Low application
- Practicing speaking skill: describing pictures.
4. High application
- Write a short paragraph about dating in Vietnam.
Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
V. Appendix
AUDIO SCRIPT:

HANDOUT
Describe the following pictures and decide which kinds of dating they are.
 Date of preparation:
Unit 2 RELATIONSHIPS
Lesson: 17 LOOKING BACK AND PROJECT Tiết PPCT: 17
I. OBJECTIVES
1. Knowledge, Skills, Attitude
- Knowledge:
By the end of the lesson, sts are able to:
+ review what they have learnt in the unit
+ tell a story about friendship in a storytelling contest
+ have a self – assessment to see how far they have progressed and which areas need further practice.
- Skills: Integrated skills
- Attitude:
To raise the Ss’ awareness of revising
2. Orientation for competency development
To help the students to develop their further skills; especially, developing of skill of using language in
collaborative way.
II. PREPARATION OF TEACHER AND STUDENTS
1.On the teacher’s part: Appliances for studying (textbooks, references, teaching aids, ete.
2.On the students’ part: lesson preparation
III. TEACHING PROCEDURES
1Stabilization (1m)
2.Check-up (0m) (No- Will give marks in Project part.)
3.Classroom activities
A. START/ WARM UP ACTIVITY (5ms)
Content, techniques for
Expected products and assessment
Aims of the activity organising students’ learning
of student work
activities
To help the whole class to Game: Who is faster? 1. I won’t go to Nha Trang next week.
rememmber what they have - Calls 2 sts to go to the blackboard,2. I’m interested in reading these
learnt about pronunciation, the students listen to the teacher and books.
vocabulary, and grammar. rewrite the sentences.
- Asks something about the 2
sentences.
- Leads to the lesson.
B. KNOWLEDGE FORMATION ACTIVITIES (3ms)
LOOKING BACK:
ACTIVITY 1: Remind old knowledge.
Content, techniques for
Expected products and assessment
Aims of the activity organising students’
of student work
learning activities
To help Ss to review contracted - Asks Ss review to remind 1. Contractions (contracted
forms, the use of linking verbs, the contracted forms, the use of forms called also short forms) are
use of cleft sentences linking verbs, the use of cleft short words formed from two or
sentences more words.
2. Linking verbs do not express
action. Instead, they connect the
subject of the verb with an adjective
or noun that describes or identifies
the subject.
3. Cleft sentences are used when we
want to focus on particular part in the
sentences.
C. PRACTICE ACTIVITIES (17ms)
ACTIVITY 1: Underline the words which could be contracted n these exchanges. (2ms)
Content, techniques for
Expected products and
Aims of the activity organising students’ learning
assessment of student work
activities
To help Ss to review contracted and - Helps Ss to revise the 1. A:(she)is
full forms pronunciation rules for contracted 2. A: (I) am. (I) will
 and full forms. 3. A: would
- Has Ss underline the words 4 A: (It) is. will not
which couid be contracted in the
exchanges, and then work with a
partner to compare their answers.

ACTIVITY 2: Listen to check your answer. (2ms)

Aims of the activity
To help Ss to review contracted - Plays the recording. Have Ss
and full forms
Content, techniques for
organising students’ learning
activities
listen and check their answers.
- Asks Ss to listen.
- Asks Ss work with a partner
to compare their answers.
Expected products and
assessment of student work
1. A:(she)is
2. A: (I) am. (I) will
3. A: would
4 A: (It) is. will not

ACTIVITY 3: Complete the sentences with the correct forms of the words or phrase in the box. (3ms)
Content, techniques for Expected products and
Aims of the activity organising students’ learning assessment of student
activities work
To revise some of the Vocabulary - Reminds ss of the tips to do this 1.dating
items used in the unit. kind of task quickly. 2. lend an ear
- Asks ss to work individually in 2’. 3. romantlc relationships
- Asks them to compare their 4. meet face to face
answers with a partner’s. 5.broke up
- Calls on some ss to give answers. 6. be in a relationship
- Gives feedback.

ACTIVITY 4: Put the words in the correct order to make questions. (3ms)
Content, techniques for
Expected products and
Aims of the activity organising students’ learning
assessment of student work
activities
Review the use of linking verbs - Explains the requirement to ss. 1 How did Peter feel when his
- Does a sentence as an example. girlfriend broke up with him?
- Asks Ss to read through the 2 How will I look if I cut my
sentences then make their hair short?
choices by themselves 3. How did you feel when you
- Calls some to give their lost the game?
answers then ask others to make 4. How did Martin's voice
comment should in the live show on TV
- Gives the correct answers and last night?
explain if necessary 5. How does your soup taste?
- Elicits comment from class and 6. How would you feel if you
gives final feedback. had no friends?

ACTIVITY 5: Write the answers to the questions in 1, using the suggested words.(3ms)
Expected products and
Content, techniques for organising
Aims of the activity assessment of student
students’ learning activities
work
Review the use of linking - Explains the requirement to ss. 1.He felt depressed.
verbs - Has Ss write their answers In the gaps, 2.You'11 look attractlve.
using the given adjectives 3.felt disappointed.
- asks Ss to practise in pair. One student asks 4.His voice sounded áwfu!
questions and the other gives answers. 5.It tastes great.
- Gives the correct answers and explain if 6.I’d feel lonely.
necessary
- Elicits comment from class and gives final
feedback.
 ACTIVITY 6: Join the two parts to make cleft sentences (4ms)
Content, techniques for
Aims of the activity organising students’ learning
activities
Review the use of cleft - Draws Ss' attention to the verb
sentences tense of be (is/was) after It and
the focus in the first part of
each sentence. This will help
them choose the right answer.
- Asks Ss to do the exercise in
pairs in 2’.
- Calls on some Ss to give their
answers
- Elicits comment from class
and give final feedback.
Expected products and assessment of
student work
1-f It was me that started argulng with Jim.
2- d lt's travelling around the world that
has helped me to learn about other
culturesể
3-a lt's on Priday that Sue usually vlsits
her grandmothér.
4-g lt's his attitude towards others that
really upsets me.
5-b lt's John that is always telling lies.
6-c It was my old friend that I got the news
from.
7-e It was in Parls that I started my first
romantic relatlonship.

D. APPLICATION AND EXTENSION ACTIVITIES

Project:
ACTIVITY 1: Your group is going to take part in a storytelling contest organized by your school. Each
group member tells a story about friendship or teacher-student friendship. Think about the following
questions. (6ms)
Aims of the Content, techniques for organising students’ Expected products and
activity learning activities assessment of student work
Futher explore the - Leads to the project: Use a model story about the Students’ preparation and
topic in a relationship of a teacher and students to introduce performance
collaborative way the contest to students. Then leads to the story-
telling contest to make the situation real to the
students.
- Divides the class into 6 groups and give some
guiding questions for the story-telling contest about
friendship, teacher-student relationship :
a. When and where did it happen?
b. Who involved in the story?
c. Describe the people involved (appearance,
characteristics, something you like about the
people)
d. What happened to the people in the story?
e. What do you like the most about the story or
what lesson can you learn from the story?
- Allows Ss one week to find out and think about
their stories.
-T encourages each group member to speak for at
least 5’.

ACTIVITY 2: Tell story about friendship or teacher-student relationships and summary the lesson
(8ms)
Content, techniques for
Expected products and
Aims of the activity organising students’ learning
assessment of student work
activities
Have each group to choose the - Has each group choose the best Students’ preparation and
best presentation. presentation. performance
- Asks the selected speakers from
the groups to give their
presentation in front of the class. T
encourages the rest of the class to
ask questions and give feedback
about the content, clarity of
 expression and delivery.
- Has class vote for the best
presentation.
- What have you learnt today?
- What can you do now?
E. HOMEWORK ( 5ms)
- Review (grammar)
- Do the rest sentences.
- Instructs ss the way to prepare the lesson.
IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge
Asks Ss to make their own sentences using linking verbs: become, get, look, feel, smell
2.Comprehension
Asks ss to make five cleft sentences.
3.Low application: Choose the correct answer
1. ______________ I bought the golden fish.
A. It was from this shop that B. I was from this shop where
C. It was this shop which D. It was this shop that
2. It was Tom _______ to help us.
A. comes B. that comes C. to come who came
3. ____________ the police had rescued from the fire.
A. The baby B. The baby that C. It was the baby whom C. It is the baby whom
4. _______________ my parents gave me the fish tank.
A. It was on my birthday when B. It was my birthday on that
C. It was my birthday that D. It was on my birthday that
5. __________ I first met my girlfriend.
A. It was in London that B. It was in London where
C. It was London that D. It was London which
6. ____________ on the phone.
A. It is his mother whom is B. It was his mother whom is
C. It was his mother who is D. It is his mother who is
7. ____________ a high level of blood cholesterol.
A. It is eggs that contain B. Those are eggs it contains
C. It is eggs that contains D. It is eggs contain
4.High application
Write a short paragraph to tell a story about friendship or teacher-student relationships you know.

Self - evaluation:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
V. Appendix (Optional)
HANDOUT 1
1. Make five sentences using linking verbs: become, get, look, feel, smell.
2. Make five cleft sentences
3. Choose the correct answer
1. ______________ I bought the golden fish.
A. It was from this shop that B. I was from this shop where
C. It was this shop which D. It was this shop that
2. It was Tom _______ to help us.
A. comes B. that comes C. to come who came
3. ____________ the police had rescued from the fire.
A. The baby B. The baby that C. It was the baby whom C. It is the baby
whom
4. _______________ my parents gave me the fish tank.
A. It was on my birthday when B. It was my birthday on that
C. It was my birthday that D. It was on my birthday that
5. __________ I first met my girlfriend.
A. It was in London that B. It was in London where
C. It was London that D. It was London which
6. ____________ on the phone.
A. It is his mother whom is B. It was his mother whom is
C. It was his mother who is D. It is his mother who is
7. ____________ a high level of blood cholesterol.
A. It is eggs that contain B. Those are eggs it contains
C. It is eggs that contains D. It is eggs contain

4. Write a short paragraph to tell a story about friendship or teacher-student relationships you
know.