VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

FINAL PROJECT
COURSE: MATERIALS DEVELOPMENT FOR LANGUAGE TEACHING
2ND SEMESTER - ACADEMIC YEAR 2022-2023

Student’s full name Nguyễn Tường Thoại

Student ID 2057011059

Class Code 2221NVA101.202

Instructor Đặng Thị Vân Di (M.A.)

Final Project Reflection Total Score Examiners

(60%) paper (40%) (100%) (signature and full name)
In figures In words

Other comments and suggestions

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Course: Materials Development for Language Teaching
Student’s Full Name: Nguyễn Tường Thoại
Student ID: 2057011059
Class code: 2221NVA101.202

REFLECTION PAPER
Learning the course “Materials Development for Language Teaching” has taught me
fundamental concepts of materials for teaching English. In addition, the course taught me to analyze
published materials to evaluate their efficacy and adjust those materials for real classes. In this essay, I
reflect on my learning of the course by telling what I have learned, its biggest concerns, and its impact
on my learning and teaching experience.

The first few lessons taught in the course are about the basics of the course and about the
coursebook as a whole. I was taught to differentiate between syllabus and curriculum, between tasks
and exercises, language teaching and language learning, authentic and inauthentic material for language
teaching and learning, etc. I was also taught about the coursebook, the coursebook package, and the
organization of the coursebook. The first few lectures have shaped my understanding of the “Materials
Development” course, which prepared me for the upcoming theory of the course. The biggest concern
of the course goes to the difference between authentic and inauthentic material. In the course’s
assignments, we have to select authentic materials to create lesson plans for teaching English, which
imposed several challenges. There’s a lot of authentic material easy to be found on the internet, but
selecting suitable pieces of material require careful consideration. Some pieces of material are not
suitable for the students at certain levels (as they are too hard or too easy). Some pieces of material may
feature inaccurate English expressions, which may lead to the teacher teaching misleading information.
However, we have to avoid using inauthentic materials that are designed to teach English as they do not
reflect how English is used in real life. Students using inauthentic material may not be able to
communicate effectively because of the profound difference between the coursebook and real-life
communication. Learning to select authentic materials and create activities revolving around them has
developed the self-discipline inside me to use contemporary materials to teach English. Authentic
material would engage students in the lessons.

Throughout the course, we were taught the principles of teaching Listening, Speaking, Writing,
Reading, Vocabulary, and Grammar, which shaped our minds about how we should make lesson plans
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teaching these domains. From the notes taken in these learning sessions, I have concluded that teachers
need to encourage the learners to discover the content they are learning in the class, by using suitable
activities. Teachers should also help students to connect the knowledge they’ve known and the
information they will learn. Teachers should also show contextualization: the practice of presenting and
practising language in meaningful and authentic contexts. A big important part is the introduction of
authentic material and authentic tasks to ensure the learners can have exposure to real-life English and
practice using English to use it in real life. At the end of each lesson teaching skills, teachers have to
include a task so that students can produce the language that can ensure the criteria of the teachers
based on the focused skills being taught in the lesson. The principles of teaching language domains
have served as a fundamental base for material adaptation, a major part of the course.

During the course “Materials Development for Language Teaching”, I have learned about
material evaluation, we have been taught the principles, methods, types, checklists, guidelines, and
models of evaluating published materials. There are plenty of coursebooks used to teach English out
there because the need to teach and learn English has surged everywhere in the world. However, the
quality of these coursebooks may not be of the same calibre. Because of that, selecting an appropriate
coursebook for each learning course is pivotal for effective teaching and learning. In the course, I was
taught that material evaluation needs to be based on learners’ needs and learning styles, and
teaching/learning objectives. Thanks to that, I try my best to make sure my analysis is objective and my
evaluation is thorough based on the learner-centred approach. When learning material evaluation, we
got to learn three different methods for evaluation and four different guidelines/checklists/models for
evaluation. Thanks to that, I’ve learned that evaluating published materials requires extensive analysis
and evaluation and needs to be based on the three methods and four guidelines mentioned above.

One of the most important domains in the “Materials Development for Language Teaching”
course is material adaptation, which we used in a lot of assignments throughout the course. There are
various problems emerged from any published materials regardless of how popular they are. Some
coursebooks cramp too much unnecessary content into a course, the content may not be at the right
level of the book, and some coursebooks may disregard some important skills. However, the biggest
problem goes to that the material inside some coursebooks became outdated, or inauthentic because
they are too scripted to be used for teaching. Therefore, adjustments need to be implemented to ensure
a lesson follows all principles of teaching language domains, the material became authentic and

2
suitable for the students, engages the students as they learn these materials, etc. In my teaching
experience, I have adapted teaching material plenty of times but this time I get to adapt units of
coursebooks systematically and logically. In the lesson on material adaptation, I got to learn various
techniques for adapting: Extending, expanding, subtracting, abridging, simplifying, reordering, and
replacing. We have to evaluate the activities and lessons on the scale with three compartments:
Objective suitability, Method suitability, and Content suitability. Learning to adapt materials have
aided me directly in my assignments. It has also built up my self–discipline to appraise each piece of
published materials critically to ensure lessons are conducted successfully.

In conclusion, I have learned the basics of materials, principles of language teaching, material
evaluation, and material adaptation in the course “Materials Development for Language Teaching”. I
have learned plenty of information and put them into practice through assignments and the final
project. Thanks to this course, I have seen teaching materials in a different light, and appreciate the
standards of professional conduct,

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 FINAL PROJECT
COURSE: Materials Development for Language Teaching
COURSE ID: 2221NVA101.202
INSTRUCTOR: Đặng Thị Vân Di (M.A.)

BOOK SUMMARY
GENERAL BOOK INFORMATION:
- Book name: GET INVOLVED B1+
- Authors: P. Reilly, C. Mcbeth, E. Heyderman, P. Reilly, P. Reilly, U. Mallows
- Publisher: Macmillan Education
- English Type: British English
- Target learners of the book: Teenagers
- Publisher’s words:
“Get Involved! equips teenage students with the sense of excitement and appetite to explore the world ahead of them. It
develops linguistic skills and Super Skills, encouraging them to get involved in driving their future. The course also enables
teachers to create an inclusive classroom where everyone reaches their potential and has an opportunity to shine.” (Macmillan
Education, n.d.)
- Publisher’s description of why the book stands out:
“What makes it special?
1. Collaborative projects
2. For students of all abilities
3. Varied videos
4. Gamified language practice
5. Digital tools” (Macmillan Education, n.d.)
- Reference:

4
Macmillan Education. (n.d.). Course Information - Get Involved. Macmillan English. Retrieved June 15, 2023, from
https://www.macmillanenglish.com/catalogue/courses/teenagers/get-involved/course-information
UNIT USED FOR ADAPTATION:
Unit: 2 - Friends for Life
Page: 24 - 29, 31 - 33

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 VOCABULARY
Material Page: 24 - 25
Students’ Level: B1
Class size: 14
Duration: 90 minutes
Language focus: Vocabulary
Target vocabulary: Adjectives that describe a person.
Lesson’s objectives: At the end of the lesson, Ss will be able to:
- Identify the vocabulary of adjectives describing a person.
- Memorize the vocabulary of adjectives describing a person.
- Apply the learned vocabulary in the context of answering questions and playing the vocabulary game.
- Articulate sentences using the learned vocabulary.

Activity (Picture of the activity in the book) Evaluation Post-adapted Activity (Informal lesson plan)

Add1 N/A Lead-in:

Activity A: Q & A (10 minutes)
- Objective: This activity arouses the interest of the
students and foreshadows the upcoming lesson
teaching vocabulary.
Procedure:
- T asks the following questions:
1. Is there a person, in particular, you consider a
very good friend? (Simply yes or no)
2. Do you like that person because of how they

6
 look outside or the personality inside them?
3. Where do you usually meet that person?

1/ PRELIMINARY EVALUATION 1/ NEW SET OF WORDS

- Objective: At the end of the lesson, Ss will be - Honest
able to memorize the vocabulary describing a - Loyal
person and their negative forms. → Appropriate - Mature
- Method → Inappropriate - Patient
- Content → Appropriate - Reliable
2/ DETAILED EVALUATION - Responsible
VOCABULARY LIST: - Sociable
- Caring
- Generous
- Energetic
- Wise
Teaching vocabulary - Input
Activity B: Matching (20 minutes)
- Objective: Students will be able to:
- Identify the adjectives describing a person.
- Memorize the adjectives describing a person.
Procedure:
- The words in the list are placed in a range of
- Provide students with a piece of reading text
levels.
- T asks them to name all the adjectives highlighted
- The word “kind” and “friendly” are too easy →
in the text (The words have been highlighted for
Remove
them).
- The word “tolerant” is too hard → Remove.

7
 Add 4 new words to the list: Key:
1. Caring - Honest
2. Generous - Loyal
3. Energetic - Mature
4. Wise - Patient
TEACHING METHOD: - Reliable
- The book teaches vocabulary in a deductive - Responsible
method; we should change it to an inductive - Sociable
method and encourage self-discovery learning. - Caring
There should also be contextualization for the - Generous
students too. - Energetic
IMAGE MATCHING - Wise
- The images were too ambiguous for the students - T then asks students to do the matching based on
to match precisely → Omit this part of the activity. the reading they’ve read.
- T corrects the answer afterwards and confirms the
meaning of the words and T explains the meaning of
the words again when Ss don’t know.

HANDOUT:
Reading Text:
There is a young boy named Sam. He is honest, so honest that he hates lying. He is also loyal too because he wouldn't betray his friends. Sam is a
reliable person because Sam does anything he promises. Sam is also very responsible for himself and his family. Sam comes from a poor family, so he

8
begins working from a very young age, though his friends only play and study at the time. Despite his young age, he behaves like an adult, so he is very
mature. He is a wise person who gives advice that his friends can always learn from. His friends believe in him very much.
One day, the village faces a drought, making the villagers worried. Sam decides to do something. As he is so energetic, he is very healthy. He can dig
the ground for a long time, and he doesn’t feel tired. He tries to dig a well with a few more people. He works day and night. The others want to join him in
doing it. As Sam digs longer, he is very patient. He doesn’t mind doing it for a long time. Sam, as a sociable person, has a lot of friends (he enjoys having
fun with) and calls them to come and dig with him. His charisma brings the villagers together. He wants them to support each other during hard times. His
caring actions make everyone happy; he helps any person who gets injured or tired,
The well becomes a symbol of hope for the village. Sam's responsible personality helps the community overcome the drought. The villagers respect him
very much. As the years go by, Sam grows into a generous elder of the village because he does a lot of charity. The villagers remember what he did to them
for very long after. He is an example of how a person can make a difference in the lives of many.
Reference:
OpenAI (2023). ChatGPT (May 24 version) [Sam: Charismatic Hero]. https://chat.openai.com/
Readability check (from online-utility.org):

9
ACTIVITY B: MATCHING
Match each word (of 1-11) to the definitions (A. - K.) based on what you read in the reading. The content of the reading should be clear enough for you to
figure out the meaning on your own.

1. Honest A. Have a lot of energy and excitement

2. Loyal ​B. Never betray your friend.

3. Mature C. Show that you care about other people

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 4. Patient D. Behave like an adult.

5. Reliable E. Having the job or duty of doing something or

taking care of somebody

6. Responsible F. Always tell the truth and never cheat

7. Sociable G. Like to meet and spend time with other people.

8. Caring H. Be willing to give something freely

9. Generous I. Able to wait for a long time without becoming

angry

10. Energetic J. Can be trusted to do something well.

11. Wise K. Make sensible decisions and give good advice

because of the experience and knowledge that you
have

Key:
1. F
2. B
3. D
4. I
5. J
6. E

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 7. G
8. C
9. H
10. A
11. K

Add2 N/A Teaching Vocabulary

Activity C: Fill in the blank (15 minutes)
- Objective: Students will be able to retrieve the
learned vocabulary in an exercise.
Procedure:
- T gives the students a set of 11 sentences, but each
of them received blanks. Based on the reading, they
have to fill in the words they have learned. T should
ask the students to put away all the notes they’ve
taken just for this activity.
- T corrects the answers afterwards.

HANDOUT:
ACTIVITY C: FILL IN THE BLANK
There are 10 sentences concluded from the reading, but they received blanks. Fill in the blanks based on what you’ve read in the text. Don’t use your notes
from Activity B for now.
1. Sam is ………………. because he hates lying.
KEY: Honest
2. Sam is ………………. because Sam can dig for a very long time not feeling sick.
KEY: Energetic

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3. Working ever since a very young age, Sam is ………………. for his family.
KEY: Responsible
4. Sam is ………………. because he enjoys hanging out with friends.
KEY: Sociable
5. People can trust Sam would do anything he promised, so Sam is ……………….
KEY: Reliable
6. Sam doesn’t act like a baby, but as a real adult, so he is ……………….
KEY: Mature
7. Sam will never betray his friends. Sam is ……………….
KEY: Loyal
8. Sam is ………………. because he takes care of injured or tired people while digging the well.
KEY: Caring
9. Sam is ………………. when he could dig for a long time without feeling annoyed.
KEY: Patient
10. Sam is ………………. because of his money offered to charities.
KEY: Generous
11. Sam is ………………. because his friends trust his advice.
KEY: Wise

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1/ PRELIMINARY EVALUATION N/A
- Objective: At the end of this activity, students
will be able to identify the negative forms of the
learned words. → Appropriate
- Method: Inappropriate
- Content: Inappropriate
2/ DETAILED EVALUATION
- The teaching method is deductive, it should be
inductive
- Teaching these words will skew the purpose of
the unit “Friends for Life”.
- Making students articulate the sentences using
these words can make students feel uncomfortable
→ Omit this activity.

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1/ PRELIMINARY EVALUATION: N/A
- Objective: At the end of the activities, students
will be able to identify the vocabulary of friends
and acquaintances → Appropriate
- Method → Inappropriate
- Content → Inappropriate
2/ DETAILED EVALUATION:
VOCABULARY LIST:
- Some words are too easy → Omit the words:
Best friend/mate, classmate, close friend,
neighbour, stranger.
- Some words are not suitable for the topic
“Friends for Life” → Omit the words: Enemy,
Rival, Stranger
- Some words are too hard → Omit: Acquaintance
- Remaining words:
1. Flatmate/ Roommate
2. Relative
3. Teammate
4. Colleague
5. Sibling → Too few
→ Remove this section of words and omit the
following activities because they are related to this
activity.

15
Add3 N/A Post-teaching Vocabulary
Activity D: 4-3-2 method (25 minutes)
- Objective: Students will be able to apply the
learned vocabulary in the context of sharing
information with their peers.
Procedure:
- T gives the students the following questions.

16
 1. Do you have any person you consider your
friend? Who is that person?
2. What are their 3 special qualities you
appreciate? (Make sure to use the 3 words
we’ve learned this week).
3. Is there any quality you would like the person
to have (to be an even better person)? (Make
sure to use the words we’ve learned this
week)
- T lets the students have some minutes to make an
outline about what they would get to talk about.
- T divides the class into pairs and lets students talk
to the person next to them for 4 minutes. Make sure
- T allows both people in a pair to speak.
- T shuffles the pairs, this time, each pair can get to
talk in only 3 minutes. The rule goes as above.
- T shuffles the pairs one last time, and this time
only allows the Ss to talk for only 2 minutes,
- This activity lets students practice summarizing the
ideas of what they would talk about and prioritize
the main ideas in it.
- During this activity, T should encourage Ss to give
each other feedback on what they’ve heard from
their peers. T should also observe the class and give
feedback to the students,

17
Add4 Wrap-up
Activity E: Vocabulary game (15 minutes)
- Objective: Students will be able to apply the
learned vocabulary in the context of playing a
vocabulary game.
Procedure:
- T divides the class into 2 pairs to play a vocabulary
game.
- T shows a question and whoever wants to answer
needs to stand up and say the answer right away.
The faster team wins a point.
- Questions:
1. I never see a good thing in lying. I always tell
the truth. I am ………..
2. I give advice and people find it useful. I am
………….
3. I love giving things to people or donating to
charities. I am ………….
4. I do not find it annoying waiting for things. I
am ………….
5. I always have the energy to do things. I am
………..
6. I know my duty to help myself and my
family. I am ………..
7. I take care of people when they need me. I am

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 ………..
8. I always support my friend. I am ………..
9. I love talking to my friends and going out
with them. I am ………..
10. People know they can trust me. I am ………..
11. I hate acting like a child. I am ………..
KEY:
1. Honest
2. Wise
3. Generous
4. Patient
5. Energetic
6. Responsible
7. Caring
8. Loyal
9. Sociable
10. Reliable
11. Mature

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 GRAMMAR
Material Page: 28
Students’ Level: B1
Class size: 14
Duration: 90 minutes
Language focus: Grammar (defining and non-defining clauses)
Lesson’s objectives: At the end of the lesson, Ss will be able to:
- Identify defining and non-defining clauses in sentences
- Identify the difference between defining and non-defining clauses
- Memorize the grammatical structure of defining and non-defining clauses
- Apply defining and non-defining clauses in the writing exercise
Activity (Picture of the activity in the book) Evaluation Post-adapted Activity (Informal lesson plan)

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1/ PRELIMINARY EVALUATION: Lead in:
- Objective: practice the use of Activity A: Q & A (3 minutes)
non-defining clause → Appropriate - Objective: help Ss have a general view of the main
- Method → Inappropriate context
- Content → Inappropriate Procedure:
2/ DETAILED EVALUATION: - T writes 2 sentences on the board:
- This activity can help Ss to learn 1. The boy who is wearing a red hat is my friend.
grammar more effectively within the 2. The boy, who is wearing a red hat, is my friend.
context. → Ask the Ss if they notice any difference between the
→ Use Activity 6 as an engaging activity two sentences. (the commas)
(Activity B) after rewriting the sentences Note: Students have learned about the Relative Clause
into a short text: in the 4th unit of the Get Involved B1 book.
Text (5 sentences):
Mo Salah and his doppelganger, Ahmed Activity B: Punctuation sorting (10 minutes)
Bahaa, are both from Egypt. Salah, who is - Objective: help Ss engage in the lesson
a famous footballer and scored 44 goals in Procedure:
one year for Liverpool, met Bahaa a few - T asks Ss to classify the sentences in the paragraph
years ago when he was visiting his into 2 columns (with commas, and without commas)
hometown. The photos of the two men - T asks Ss to look at 2 columns again and decide which
that went viral on social media show just column that they think is the one with non-defining
how similar they look. Salah has also clauses and which one is the one with defining clauses.
made significant contributions off the - After the Ss answer, T confirms the answers and tells
field. He has built a school and a hospital them they can distinguish two types of clauses based on
in Nagrig, which is his hometown. punctuation. (non-defining clauses have commas,
whereas defining clauses don’t)

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1/ PRELIMINARY EVALUATION: Activity C: Provide theory (25 minutes)
- Objective: provide Ss with the theory - Objective: provide Ss with the theory about defining
about defining and non-defining clauses and non-defining clauses inductively
→ Appropriate Procedure:
- Method → Inappropriate - T tells the Ss: “There are two types of clauses:
- Content → Inappropriate defining and non-defining. Besides distinguishing them
2/ DETAILED EVALUATION: via commas, we can also base on their meanings.
- Replace with another activity (Activity Defining clauses provide essential information to the
C) to teach grammar inductively sentence, while non-defining clauses add extra
information that is not essential to the meaning of the
sentence."
- T asks Ss to look at 2 sentences (Activity 1) on the
board again
● "The boy who is wearing a red hat is my friend."
→ provide essential information to the sentence: In this
case, the clause "who is wearing a red hat" is acting as a
defining clause because it is necessary to identify which
boy is being referred to. ⇒ Defining clause
● "My friend, who is wearing a red hat, is coming
to the party."
→ add extra information that is not essential to the
meaning of the sentence: In this case, the clause "who is
wearing a red hat" is acting as a non-defining clause
because the sentence would still make sense without
that additional information. ⇒ Non-defining clause

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 - T tells Ss that they cannot use “that” to replace “who/
whom/ which” like they do in defining clauses

1/ PRELIMINARY EVALUATION: N/A

- Objective: help Ss review relative
pronouns and adverbs → Appropriate
- Method → Inappropriate
- Content → Inappropriate

- Objective: help Ss practice defining

clause → Appropriate
- Method → Inappropriate
- Content → Inappropriate
2/ DETAILED EVALUATION:
- Omit both activities since they can be
replaced with Activity D below

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 1/ PRELIMINARY EVALUATION: Activity D: Practice (20 minutes)
- Objective: give Ss more practice in Additional sentences:
using relative pronoun and adverb, 6. The book that/ who I read last night was a mystery
defining and non-defining clause → novel.
Appropriate → Don’t need comma (defining clause)
- Method → Appropriate 7. Sarah’s friend whose/ who is a talented musician is
- Content → Appropriate moving to another city.
2/ DETAILED EVALUATION: → Rewrite: Sarah’s friend, who is a talented musician,
- Keep this activity is moving to another city.
- There is only 5 sentences in this activity, 8. The city of Paris when/ which has beautiful
not sufficient architecture and rich history is one of my favourite
→ Add 5 more sentences places to visit.
→ Rewrite: The city of Paris, with its beautiful
architecture and rich history, is one of my favourite
places to visit.
9. The dog that/ whom barks at the mailman every
morning belongs to my neighbour.
→ Don’t need commas.
10. The car whose/ which has a flat tire is parked in
front of the house.
→ Rewrite: The car, which has a flat tire, is parked in
front of the house.

Add1 N/A Activity E: Applying Defining and Non-Defining

Clauses in Writing (20 minutes)

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 - Objective: help Ss practice and apply their use of
defining and non-defining clauses in a more personal
context
Procedure:
- T provides a set of prompts, such as a favorite hobby
that you and your friend have in common, a memorable
event you share with your friends or a friend.
- T asks Ss to write a short paragraph (5-7 sentences)
about their chosen prompt, using both defining and
non-defining clauses in their writing.
- T observes the class and takes notes of the common
mistakes, and tells the whole class afterward.
Sample:
My friend Alex, who lives in New York, is one of my
best friends. She's a talented artist who has been
featured in several galleries in the city. When she
visited me last summer, we spent a day at the beach,
which was one of my fondest memories of the summer.
I particularly like the paintings that she draws, inspired
by her travels around the world. She always sends me
postcards that she bought during her trips. I really like
those and proudly display them on my bedroom wall.

Add2 N/A Wrap up

Activity F: Review (10 minutes)

25
 - Objective: help Ss review non-defining and defining
clauses
Procedure:
- T shows some sentences on the slides and asks the Ss
whether they’re correct or wrong. If they’re wrong,
correct them.
1. The team's player whose name is John scored the
winning goal in the final match.
→ Answer: needs a comma before “whose” and
another comma before “scored”
2. The book that I borrowed from the library last week
was very interesting to read.
→ Answer: no error - the relative clause is defining
and doesn't require a comma
3. My mom's new job in the city, that she started last
month, pays more than her old job in the suburbs.
→ Answer: replace “that” with “which” because “that”
cannot be used after a comma
4. The movie, which I saw last night was really good.
→ Answer: omit the comma before “which”
5. My sister's best friend, who is a doctor lives in
California.
→ Answer: add a comma after “doctor”

26
1/ PRELIMINARY EVALUATION: N/A
- Objective: engage the learners' minds
active in the learning process and
challenge their critical thinking and
problem-solving → Appropriate
- Method → Inappropriate
- Content → Appropriate
2/ DETAILED EVALUATION:
- Omit this activity since it is not
necessary for the lesson

27
 READING
Material Page: 26-27
Students’ Level: B1
Class size: 14
Duration: 90 minutes
Language focus: Reading
Focused reading skills: Skimming and Scanning
Lesson’s objectives: At the end of the lesson, Ss will be able to:
- Retrieve the technique of skimming and scanning in reading comprehension questions
- Apply skimming and scanning into answering reading comprehension questions
- Articulate a paragraph to reflect on the reading text

Activity (Picture of the activity in the book) Evaluation

Reading Text: - The Flesch-Kincaid readability score of the text is

61.69, at a fairly difficult level (C1 level of CEFR)
→ Not suitable for a book at the level of B1+
(CEFR)
- The content of the reading text is not relevant to
S’s real life and it's a very rare phenomenon
→ Solution: Replace the reading text and the entire
set of activities and make new activities.

28
NEW LESSON PLAN:

29
Activity: Objective: Content:

Lead-in - This activity foreshadows the upcoming - T asks the Ss the following questions:
Activity A (10 lesson, which will be teaching reading. 1. What qualities do you think good friends should have? (To review the lesson of
minutes) - This activity encourages Ss to open up vocabulary indirectly)
about themselves. 2. Can you describe a time when a friend helped you with something or supported
you?
3. How do your friends make you feel about yourself?
- Note: Keep the atmosphere comfortable for the Ss to feel safe opening up about
themselves. Don’t impose stereotypes or pressure the Ss.

Pre-reading - At the end of this activity, Ss will be able - T shows the Ss the title of the reading, and T asks the Ss what content they expect to
Activity B (5 to predict the content of the reading text know just by reading the title. (Predicting)
minutes) - Title: “Incredible Little Things You Can Do To Show Friends You Love Them”
- T doesn't ask the Ss to read the text just yet; T asks the Ss how the Ss would get to
answer the question from the title. T writes on the board the answer to the Ss,

READING TEXT:
Incredible Little Things You Can Do To Show Friends You Love Them
It’s always amazing when a pal goes out of her way to show you that she’s thinking of you, so here are some ideas on how to spread those fuzzy feels yourself.
If you have a Thelma to your Louise, text her just as you’re turning off your alarm clock, or live for those happy hours you have after work, then show her just
how much you care!
From sending them a little “thinking of you” card in the mail for no reason to showing up on their doorstep with treats, they’ll love it all. Below are nine ideas
on how to show your friends you’re thinking of them.
1. Send Them Quirky Cards Through Snail Mail
These days it seems like our mailboxes only have a tendency to be full of bills, junk coupons, and wedding invites, so break the dull cycle by sending your

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friend a cute card for no other reason than you love ’em.
2. Get Your Bake On
Have a yen to bake this weekend but don’t necessarily want to eat a dozen cupcakes yourself? Grab your batch (and whip together a jar of cocktails to match)
and pop by their apartment for a fun afternoon in.
3. Go On New Adventures
If your friend is the type that needs a push to try something new, be the nudge that keeps her moving. Sign the two of you up for that cooking class or plan a
weekend trip to New Orleans – she’ll love that you don’t let her stay cooped up with her Netflix.
4. Empower Them Constantly
How amazing does it feel when your friend sends you a song about a strong woman and says that it reminds them of you? Spread those kinds of feelings by
emailing them articles, sharing videos, or tagging them in inspiring Instagram photos, letting them know that those kinds of empowering, strong qualities are
what makes them someone you admire.
5. Show Up With Dinner On One Of Their Hard Days
Say you got a long text at lunch time from your pal, saying that their boss is running them through the wringer. Or maybe you know they’ve been in a funk
lately, and feel a little down on themselves and their situation. Show you’ll always be there to lean on by swinging by after work with dinner, no questions
asked. Just come through the door and start setting up plates.
6. Come Over When It’s Crappy Out
If it’s raining or snowing, make a thermos of hot chocolate or spiked cider and come over for an evening of movie watching and catching up. Terrible weather
turns fun when you’re with people you love.
7. Share The Small Things You Love About Them
If you point out that you love the way they always give you a blanket when you sit down on the couch (you’re so thoughtful!) or find their militant clock
watching adorable (we have three more minutes to hang out before I call the Uber,) you’ll foster the sense that every little thing about them is amazing. Which,
you know, it is. Compliment them loud, and compliment them often.
8. Send Them Little Things That Remind You Of Them
Does your friend have a Schnauzer they treat like a son? Swing by with a Halloween costume for the little guy just because. Or is she building a gallery wall in
her living room? Send her a print you think will go well with her style. Little “just because” gifts make us feel like toast melting on butter inside.

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9. Let Them Have The Last Slice Of Pizza *
*Sometimes. Because we’re not saints here.
Source:
Komar, M. (2017, Jan 12). Incredible Little Things You Can Do To Show Friends You Love Them. Apartment Therapy. Retrieved June 15, 2023 from
https://www.apartmenttherapy.com/small-things-you-can-do-to-show-your-friends-you-love-them-238772
Readability check (by https://www.online-utility.org/):

While-reading - At the end of this activity, Ss will be able - T reviews with the students the technique of skimming and the technique of doing
Activity C: Matching to match the heading of the paragraphs with matching headings exercises.
(5 minutes) the corresponding paragraphs - T shows the reading text but without the pieces of heading (Except heading 6 and 9),
and each short paragraph be named from A to G, and there will be 7 short headings
from 1 to 7

32
 - T asks the Ss to match the paragraph and the reading text based on what they saw.
- T corrects the answer.
- Note: Heading 6 and 9 are not used because heading 6 is too hard to be predicted,
and the content of paragraph 9 is too short.

HANDOUT: ACTIVITY 1: MATCHING

Incredible Little Things You Can Do To Show Friends You Love Them
It’s always amazing when a pal goes out of her way to show you that she’s thinking of you, so here are some ideas on how to spread those fuzzy feels yourself.
If you have a Thelma to your Louise, text her just as you’re turning off your alarm clock, or live for those happy hours you have after work, then show her just
how much you care!
From sending them a little “thinking of you” card in the mail for no reason to showing up on their doorstep with treats, they’ll love it all. Below are nine ideas
on how to show your friends you’re thinking of them.
1. Paragraph A
These days it seems like our mailboxes only have a tendency to be full of bills, junk coupons, and wedding invites, so break the dull cycle by sending your
friend a cute card for no other reason than you love ’em.
2. Paragraph B
Have a yen to bake this weekend but don’t necessarily want to eat a dozen cupcakes to yourself? Grab your batch (and whip together a jar of cocktails to
match) and pop by their apartment for a fun afternoon in.
3. Paragraph C
If your friend is the type that needs a push to try something new, be the nudge that keeps her moving. Sign the two of you up for that cooking class or plan a
weekend trip to New Orleans – she’ll love that you don’t let her stay cooped up with her Netflix.
4. Paragraph D
How amazing does it feel when your friend sends you a song about a strong woman and says that it reminds them of you? Spread those kinds of feels by
emailing them articles, sharing videos, or tagging them in inspiring Instagram photos, letting them know that those kind of empowering, strong qualities are
what makes them someone you admire.

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5. Paragraph E
Say you got a long text at lunch time from your pal, saying that their boss is running them through the wringer. Or maybe you know they’ve been in a funk
lately, and feel a little down on themselves and their situation. Show you’ll always be there to lean on by swinging by after work with dinner, no questions
asked. Just come through the door and start setting up plates.
6. Come Over When It’s Crappy Out
If it’s raining or snowing, make a thermos of hot chocolate or spiked cider and come over for an evening of movie watching and catching up. Terrible weather
turns fun when you’re with people you love.
7. Paragraph F
If you point out that you love the way they always give you a blanket when you sit down on the couch (you’re so thoughtful!) or find their militant clock
watching adorable (we have three more minutes to hang out before I call the Uber,) you’ll foster the sense that every little thing about them is amazing. Which,
you know, it is. Compliment them loud, and compliment them often.
8. Paragraph G
Does your friend have a Schnauzer they treat like a son? Swing by with a Halloween costume for the little guy just because. Or is she building a gallery wall in
her living room? Send her a print you think will go well with her style. Little “just because” gifts make us feel like toast melting on butter inside.
9. Let Them Have The Last Slice Of Pizza *
*Sometimes. Because we’re not saints here.

Decide which heading suits the title of the paragraph:

The headings:
1. Empower Them Constantly → Paragraph ………………
2. Get Your Bake On → Paragraph ………………
3. Send Them Little Things That Remind You Of Them → Paragraph ………………
4. Send Them Quirky Cards Through Snail Mail → Paragraph ………………
5. Show Up With Dinner On One Of Their Hard Days → Paragraph ………………
6. Share The Small Things You Love About Them → Paragraph ………………

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 7. Go On New Adventures → Paragraph ………………

While-reading - This activity provides the students the - T reviews with the students the technique of skimming and scanning. T shows the Ss
Activity D: Multiple practice of skimming, and scanning a piece what to do to complete each exercise
choice questions (20 of text. - T hands out a set of multiple-choice questions for the Ss to answer based on what
minutes) they read.
- T corrects and confirms the answer.

While-reading - At the end of the activity, Ss will be able to - T hands out a set of statements for the students to skim and scan to see if it's right,
Activity E: identify the status of the statement based on wrong or there's no information about it.
True/False and Not what they read - T corrects and confirms the answer.
given (10 minutes)

ACTIVITY 2: MULTIPLE CHOICE

Question 1: According to the reading, why should we send a card to our friends?

A. It shows that we love our B. We should clean our mailbox. C. It shows we are shy to talk to D. It shows that we have a lot of
friends. our friends. things to write on paper.

Question 2: According to the reading, why is a friend happy when she goes on a weekend trip with you?

A. She won’t have to watch B. She will cook. C. She won’t have to try D. She will feel relaxed.
movies alone. something new.

Question 3: According to the reading, when should we have dinner with our friends?

A. The weekends. B. Once every month. C. When our friends are stressed. D. Whenever you want to do so.

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Question 4: According to the reading, what can we send to make your friends feel empowered?

A. An interview B. Printed photos C. A song D. Books

Question 5: What activity did the writer not advise in the reading?

A. Signing up for a cooking class B. Tell a friend what you’ve C. Send a friend a pretty photo D. Bring cupcakes to the house
with your friend. learned from them that can be hung on their wall. of your friend.

Question 6: According to the reading, when will terrible weather become a fun thing?

A. When a friend comes to have B. When we watch movies with C. When your friend brings D. All are correct.
fun with. our friends. chocolate to drink.

Question 7: According to the reading, why should we compliment our friends more often?

A. Because they feel like they B. Because they will take pride C. Because they cannot handle D. Because they think they are
have a good friend. in everything they have. negative feelings. better than the others.

Question 8: According to the writer, should we send emails to our friends?

A. The writer did not mention B. Yes, because it is more C. No, because snail mail is more D. It depends on the situation.
this. convenient. convenient.

Question 9: According to the reading, why do we bring dinner to our friends when they are sad?

A. Food makes a person feel B. It’s always good to eat. C. We show that we are there for D. Being sad makes them feel
better them. tired.

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ACTIVITY 3: TRUE/FALSE/NOT GIVEN
1. We should pet the animals the friends have → NOT GIVEN
2. We should put a card in our friend’s mailbox → TRUE
3. Our friend feels sad when the boss gives them too much work → TRUE
4. Food is nutritious and makes our friends feel better → NOT GIVEN
5. When it’s very hot, we should have chocolate with our friends → FALSE
6. You are nosey when you say you love the way your friend gives you a blanket → FALSE

Post-reading - At the end of the activity, Ss will be able - T asks, “What suggestion in the reading do you find the most important?
Activity F: to: - T asks, “What new suggestion did you find? Would you like to try it in the future?”
Answer discussion - Discuss the content of the reading. - T asks the students to do this writing activity:
and writing (15 - Articulate a paragraph of text - Reflect on the text you just read. In your own words, explain in 100-150 words why
minutes) reflecting on the reading text you think friendship is important and discuss at least three ways in which you can
apply the suggestions mentioned in the text to strengthen your friendships. Provide
short examples or personal experiences to support your ideas.
- T reviews the answers of the students.

Wrap-up (5 minutes) - This activity provides the students with a - T gives Ss a self-assessment form to check how well they’ve learned the lesson.
Activity G: Wrap-up review of the learned lesson. - For each question, Ss tick in the box that fits them the most.
(10 minutes) - Ss hand in these forms after finishing them.

1. After the lesson, I could use skimming and

scanning.

37
 2. After the lesson, I understood the tips to strengthen
the friendship.

3. After the lesson, I could write a paragraph to reflect

on the reading.

4. After the lesson, I could show my opinion about

tips to strengthen friendships.

5. After the lesson, I can apply the suggested tips to

my real life.

Note: If you choose , ask your teacher for extra help.

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 LISTENING
Material Page: 29
Students’ Level: B1
Class size: 14
Duration: 90 minutes
Language focus: Listening (Listen for details)
Listening audio link: Audio
Listening Audioscript: Audioscript Audio QR code Audioscript QR code
Lesson’s objectives: At the end of the lesson, Ss will be able to:
- Retrieve the technique of listening for details in multiple choice or short answers questions
- Apply listening for details into answering multiple choice or short answers questions
- Discuss the information presented in an audio through class discussions
Activity (Picture of the activity in the book) Evaluation Post-adapted Activity (Informal lesson plan)

39
1/ PRELIMINARY EVALUATION: Lead-in
- Objective: engage Ss to the topic, Activity A: Discussion (10 minutes)
provide Ss with new vocabulary related to - Objective: engage Ss to the topic “Things that friends
the topic → Appropriate do”
- Method → Inappropriate Procedure:
- Content → Inappropriate - T activates prior knowledge by asking students to
2/ DETAILED EVALUATION: discuss in pairs or small groups their experiences with
- The text is too difficult for level B1+ friendship.
- Omit Activity 1 and Activity 2 in the - T goes around and asks for their opinions
book

40
Readability Check of the Text of Activity 1 (by https://www.online-utility.org/):

41
1/ PRELIMINARY EVALUATION: N/A
- Objective: help Ss to distinguish
between separable and inseparable phrasal
verbs → Appropriate
- Method: Inappropriate
- Content: Inappropriate
2/ DETAILED EVALUATION:
- This is a listening task, so it is
unnecessary to teach too much detail
about the types of phrasal verbs
→ Omit this activity

1/ PRELIMINARY EVALUATION: Pre-listening

- Objective: provide Ss with practice in Activity B: Q & A (15 minutes)
listening related to the context of the - T distributes the worksheet and asks students to skim
lesson → Appropriate the questions.
- Method: Appropriate Worksheet:
- Content: Appropriate A. Listen for gists: Choose the correct answer
2/ DETAILED EVALUATION: Which of these topics do they mention?
- Keep this activity a. how to be a good friend
b. bullying
c. online and offline friends
d. travel buddies
e. friends and money
B. Listen for details: Fill in the blanks

42
 1. According to a recent study, we only have space in
our life for ______ close friends.
2. The average person in Britain has _____ online
friends.
3. According to the presenters, the advantages of online
friends include ____________ and _______________.
4. The disadvantage of making friends online is
_____________________.
5. In the next episode of the program, they are going to
talk about _________.
6. One listener has a problem because
________________.
- T writes a prediction question on the board: “What do
you think the listening is about? Why?”
- T asks the whole class to discuss and tell their
predictions.

43
1/ PRELIMINARY EVALUATION: While-listening
- Objective: help Ss to practice listening Activity C: Listening for details (25 minutes)
for detailed information → Appropriate - Objective: provide Ss with practice in listening for
- Method: Appropriate detail information
- Content: Appropriate Procedure:
2/ DETAILED EVALUATION: - T reviews with the students the technique of listening
- Keep this activity for detail information
- T asks Ss to underline the keywords/ phrases in the
sentences.
- T plays the audio once. Ss take notes of the
information when they hear keywords/phrases.
- T plays the audio the second time. Ss fill in the blanks.
- T confirms the answers.
Answers:
1. 5/ five
2. 500/ five hundred
3. find people who share your interests/ cheer each
other up if they’re going through similar
difficulties
4. a stranger might completely lie about his or her
identity
5. friendship and money
6. he/ she can’t buy his/ her friend such nice presents

44
 1/ PRELIMINARY EVALUATION: Activity D: Subskill introduction and practice(10
- Objective: provide Ss with sub-skill in minutes)
listening (Recognising inferring meaning) - T provides Ss with subskill information
→ Appropriate - T lets Ss listen again and answer 5 questions in
- Method: Appropriate Activity 5 in the book
- Content: Appropriate - T confirms the answers
2/ DETAILED EVALUATION: Answers:
- Keep both subskill table and Activity 5 1. Two presenters
2. They are in the studio
3. They are colleagues
4. They are talking about friendship topics
5. It is a listener of the radio program’s voice

Add 1 N/A Post-listening

Activity E: Discussion (10 minutes)
- Objective: encourage students to analyze and evaluate
the content of the audio they have just listened to and
form an opinion on it
- T facilitates a class discussion about the listening text
by asking some questions:
1. What was the main point of the radio program?
2. What are some advantages and disadvantages of
having online friends?
3. Have your experiences with online/offline friendships
been positive or negative? Why?

45
 - T asks Ss to share their answers to the questions and
their reactions to the text.
- T checks Ss’ understanding by confirming the answers
to the questions (just questions 1 and 2), clarifying any
vocabulary, and discussing the main idea and
supporting details of the text.
- T encourages Ss to share their personal experiences
and opinions related to the topic (question 3).

1/ PRELIMINARY EVALUATION: Activate

- Objective: help Ss apply the learned Activity F: Practice Speaking (15 minutes)
vocabulary/ information noted from - T asks Ss to work in pairs, take turns asking and
listening in speaking practice → answering the question
Appropriate - After 10 minutes, T asks some Ss to stand up and tell
- Method: Appropriate the class about their partner’s opinion
- Content: Appropriate
2/ DETAILED EVALUATION:
- Keep this activity

Add 2 N/A Wrap-up

Activity G: Review (5 minutes)
- Objective: help Ss review the lesson learned
- T reviews about listening for details, and inferring
meaning in listening

46
 SPEAKING
Material Page: 31
Students’ Level: B1
Class size: 14
Duration: 90 minutes
Language focus: Speaking (Agree and Disagree, Make suggestions, and Check with others)
Lesson’s objectives: At the end of the lesson, Ss will be able to:
- Memorize key phrases and vocabulary related to agreeing, disagreeing, making suggestions, and checking with others in spoken
discussions
- Identify the appropriate situations and contexts for using phrases related to agreeing, disagreeing, making suggestions, and checking
with others during conversations
- Apply phrases and sentence structures related to agreeing, disagreeing, making suggestions, and checking with others in authentic
conversations with peers and instructors
Activity (Picture of the activity in the book) Evaluation Post-adapted Activity (Informal lesson plan)

47
1/ PRELIMINARY EVALUATION: Lead-in
- Objective: engage Ss on the topic Activity A: Q & A (10 minutes)
“Reaching an agreement” → Appropriate - Objective: engage Ss to the lesson
- Method: Inappropriate Procedure:
- Content: Inappropriate - T asks Ss some questions to build up context
2/ DETAILED EVALUATION: 1. How do you usually choose a gift for a friend?
- The video is not authentic 2. What's the most memorable gift you've ever received
- Ask questions to build context instead from a friend?
→ Omit this activity 3. What makes a gift meaningful, in your opinion?

1/ PRELIMINARY EVALUATION: N/A

- Objective: help Ss notice the key phrases
used in the video → Appropriate
- Method: Inappropriate
- Content: Inappropriate
2/ DETAILED EVALUATION:
→ Omit this activity since the video isn’t
used anymore

48
1/ PRELIMINARY EVALUATION: Activity D: Practice Intonation (20 minutes)
- Objective: provide Ss with some phrases - T asks Ss to read the dialogue and fill in the blanks
to express emotions and practice - T corrects the answers
intonation → Appropriate - T plays audio file of the dialogue and asks the Ss to
- Method: Inappropriate listen and pay attention to the intonation
- Content: Appropriate - T plays the audio again and stops at the end of each
2/ DETAILED EVALUATION: sentence
- Keep this activity - T asks the whole class to repeat each sentence with
correct intonation

1/ PRELIMINARY EVALUATION: Activity E: Q & A (10 minutes)

- Objective: provide Ss with phrases to - Objective: help Ss identify when to use the phrases
add in their speaking → Appropriate Procedure:
- Method: Inappropriate - T asks Ss when they think the phrases they filled in
- Content: Inappropriate may be used (agree/ disagree/ make suggestions/ check
2/ DETAILED EVALUATION: with others/ etc) based on the audio context
- Omit the table since the phrases have - T confirms the answers

49
been provided through the listening
activity above

1/ PRELIMINARY EVALUATION: Activity F: Provide key phrases (20 minutes)

- Objective: provide Ss with phrases - Objective: provide Ss with phrases related to making
related to making suggestions, agreeing suggestions, agreeing and disagreeing, and checking
and disagreeing, and checking with others with others
→ Appropriate Procedure:
- Method: Inappropriate Read the dialogue and answer the questions:
- Content: Inappropriate - Lucy: "Hey guys, have you decided what we should
2/ DETAILED EVALUATION: get Jack for his birthday?"
- For inductive learning, let the students - Tom: "I'm not sure. Shall we buy him a gift?"
put the key phrases in the correct - Lucy: "Yes, I think that's a good idea. Is everyone
categories OK with that?"
- Omit the table - Peter: "Sure, but what kind of gift should we get
- Add a dialogue to create context him?"
- Tom: "What about a comic book?"
- Lucy: "What do you all think?"
- Peter: "I don't know. How about a movie or puzzles
instead?"
- Tom: "Well, he doesn't really like puzzles. So let's
not give him that."
- Lucy: "OK, that makes sense. Let's go with the
movie then."
- Tom: "Sounds good. Thanks for your input, Peter!"

50
 - Peter: "No problem. I hope he likes it!"
Questions:
1. What occasion do Lucy, Peter, and Tom plan to buy
the presents for?
→ Answer: Jack’s birthday
2. What is the final gift idea they agree on?
→ Answer: a movie
3. What underlined sentences above show:
● Agreement:
→ Answer:
"Yes, I think that's a good idea."
"Sure"
"OK, that makes sense."
"Sounds good."
● Disagreement:
→ Answer:
"He doesn't really like puzzles."
● Making suggestions:
→ Answer:
"Shall we buy him a gift? "
"What about a comic book?"
"How about a movie or puzzles instead?"
● Checking with others:
" Is everyone OK with that?"
"What do you all think?"

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 - T corrects the answer. T provides more phrases:
Making Agreeing Disagreeing Checking
suggestions with
others

- Why - Yes, sounds - (Puzzles) isn’t - Does that

don’t we good to me. really (his) sound OK?
get (him) (a - Yes, that thing.
comic)? sounds like a - (He) isn’t
great idea/ a really into
good plan! (puzzles).

52
1/ PRELIMINARY EVALUATION: Activate
- Objective: provide Ss with Activity G: Practice Speaking (25 minutes)
communicative practice talking about - Objective: provide Ss with communicative practice
reaching an agreement → Appropriate about reaching an agreement
- Method: Appropriate Procedure:
- Content: Inappropriate - T divides the class into pairs
2/ DETAILED EVALUATION: - T shows the guidelines
- Provide Ss with some more guiding THINK
questions and sample for Ss to practice - Take the conversation above as a sample. Imagine
- Change and Add more contexts since you’re in one of these contexts:
the “birthday” context has been used used ● Context 1: You and your friends are deciding
as a sample in Activity F where to go on vacation this summer.
● Context 2: You and your friends are discussing
which movie to watch this weekend.
● Context 3: You and your friends are discussing
what food to order for lunch.
PREPARE
Prepare your dialogue. Remember to include phrases for
reaching an agreement learned above.
PRACTICE
Practice your dialogue.

- T goes around and gives feedback directly to each

pair/ observes and takes note of some common mistakes

53
 - T tells the whole class what mistakes they made and
how to improve

1/ PRELIMINARY EVALUATION: N/A

- Objective: provide Ss with constructive
feedback and opportunities for
self-reflection on their language skills. →
Appropriate
- Method: Inappropriate
- Content: Appropriate
2/ DETAILED EVALUATION:
- Ss may feel stressed and uncomfortable
when being asked to perform in front of
the class and receiving feedback publicly
and individually
→ Omit this activity

Add 1 N/A Wrap up

Activity H: Review (10 minutes)
- Objective: help Ss review phrases related to making
suggestions, agreeing and disagreeing, and checking
with others
Procedure:
- T divides the class into 2 teams
- T asks 1 person from each team to come to the board

54
 - Each S takes turn to say a phrase that they learned
- The one of the team fails to continue to say the phrase
will lose
- T asks another 2 people from 2 teams to come
- Do it a few more rounds

55
 WRITING
Material Page: 32 - 33
Students’ Level: B1
Class size: 14
Duration: 90 minutes
Language focus: Writing
Target writing: Writing an informal email.
Lesson’s objectives: At the end of the lesson, Ss will be able to:
- Retrieve the learned vocabulary: Character adjectives and grammar structure: Relative clause
- Identify the transition words for sequencing
- Memorize the transition words for sequencing
- Articulate an informal email about a trip they’ve experienced

Activity (Picture of the activity in the book) Evaluation

Writing content: Content: The email requesting to appear in the

podcast is irrelevant for the students’. It’s not
popular that students would get to write an email to
appear in the podcast.
→ Change the content: Omit all activities in the
book. Make a lesson plan teaching how to write an
informal email to a friend talking about a trip.

56
NEW LESSON PLAN:

57
Activity: Objective: Content:

Lead-in - This activity arouses the interest of the - T asks the Ss the following questions:
Activity A: Q & A (10 minutes) students and foreshadows the upcoming 1. Do you often communicate with your friends through
lesson teaching vocabulary. email?
2. (If they do) What topics or things do you typically write
about when you email your friends?
3. (If they don’t) What topics do you find interesting and
would like to write about?
4. Have you ever written an email talking about a trip
you’ve experienced?

Pre-Writing: - At the end of the activity, Ss will be able - T asks the Ss to look at a sample email. T asks the following
Activity B: Text Analysis (10 minutes) to: questions:
- Identify the main ideas of the sample - What is this piece of writing?
writing. - Who did Han send the writing to?
- Retrieve the learned vocabulary - Why did Han write this email?
about adjectives describing a - What did Han talk about in each paragraph in italics?
character’s qualities. - T asks Ss to highlight all words in the email that showed
adjectives describing a person’s positive qualities
- T asks Ss to highlight all sentences using relative clauses.
- T checks and confirms Ss’ answers and reviews those
elements (as they were taught in vocabulary and grammar
lessons).
- T reveals that Ss will get to write an informal email to talk
about a trip they’ve experienced to their friend. (They will

58
 write a similar email to the sample text)

SAMPLE EMAIL:
1/ Hi Conrad,
It’s me, Han! How have you been? I hope you are well and happy!

2/ I just had a very exciting trip to Con Dao with my brother Gao, which was fantastic. I still feel ecstatic even though the trip is over! So I’m writing this
email to you just to talk about everything.

3/ For starters, we went to Sun World Hon Thom Nature Park which is located on a very big and sunny island. The games were awesome and kept pulling
me in! I spent all day playing every single game in the waterpark, but my brother just ate and ate in the restaurant in the park. He is not into those games
anyway, which can be quite annoying. Next, my brother and I went to a night market to eat the specialities and buy souvenirs. Let me tell you, Gao was over
the moon! He loves the food there very much! I think people there are generous and honest. They don’t seem to deceive me or any tourist whatsoever! Lastly,
I went to Con Dao’s National Park! The person who guided us was so clever! He knew everything about the park! However, walking in it took all day, which
was so exhausting.

4/ That is everything I can say about my trip! I will for sure remember this for good! And I hope you have fun reading this too! Let’s go to Con Dao again, and
together when we have time! I look forward to meeting you!

5/ Best regards,
Han
Reference:
OpenAI (2023). ChatGPT (May 24 version) [A Trip to Con Dao]. https://chat.openai.com/

Pre-Writing: - This activity lets Ss activate their prior Activity 3 (15 minutes)
Activity C: Building Schemata (15 minutes) knowledge about places they have visited in - T asks the students the following questions. T may let Ss

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 the past so they can use the information for discuss in groups first:
the writing exercise. 1. Where have you travelled to in the past? Is that place
within or outside Vietnam? Did you think the trip was
exciting?
2. Where did you visit (a building, the beach, an
amusement park, etc.), specifically, on that trip, and how
did you feel about it/them? (T writes all the answers on
the board)
3. Is there anything you like about the people there?
- T writes the answers on the board so Ss can look at them to
write the email later on.

Pre-Writing: - At the end of this activity, Ss will be able - T asks the Ss to notice the words in bold. T asks the Ss if they
Activity D: Teaching transitional words for to: can predict the meaning of the words.
sequencing (10 minutes) - Identify the transitional words used - T confirms the answers that they are transitional words used
for sequencing. for sequencing. T explains the meanings of the transitional
- Memorize the transitional words words used in the email.
used for sequencing. - T explains that there are some more transitional words used
for sequencing and gives the students another piece of text with
some more transitional words other than “For starters”, “Next”,
and “Lastly”. T asks Ss to group the transitional words based
on the reading. T confirms the answers.

HANDOUT:
EXERCISE 1:
Traveling to a new place is an awesome experience. Firstly, selecting the destination is important. Next, packing for the journey needs to be done carefully.

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We need to make a checklist of what to bring so we won’t forget anything. Additionally, the weather conditions and activities on the trip can help us decide
on the right things to bring with us. Moreover, we need to know the weight restrictions of the airlines to avoid extra charges.
When arriving at the destination, the adventure truly begins. Exploring the local cuisine is delightful. The cuisine shows the culture of the place very well.
Furthermore, taking part in guided tours makes us learn about the history of the place.
Finally, reflection is the last thing we need to do. Think about the adventure, the people met, and the lessons learned. It creates a desire to plan future travels.
The journey may be over, but the memories and experiences will stay with us.
Reference:
OpenAI (2023). ChatGPT (May 24 version) [Thrilling Adventure: Select, Pack, Explore]. https://chat.openai.com/

Based on the highlighted words in the sample email and the reading text, group the transitional words for ordering based on what you’ve read:

To begin the ideas To continue the ideas To show the last idea

Key:
To begin the ideas: For starters, Firstly
To continue the ideas: Next, Additionally, Moreover, Furthermore
To show the last idea: Lastly, Finally.

Activity E: Teaching the structure of the - At the end of this activity, Ss will be able - T asks the students to look at the email and match the 5 pieces
informal email (10 minutes) to: of writing labelled 1-5 to parts a-e.
- Identify the structure of an informal - T asks the students to re-order the parts a-e to the correct
email. order of an email.
- Memorize the structure of an - T confirms the answer and teaches the students the structure

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 informal email. of an email.
HANDOUT:
EXERCISE 2:
Look at the email, and match each piece of writing to the
corresponding functions a-e.
After finishing it, re-order a-e to the correct order of an
informal email.
a. Concluding phrase and closing greeting
b. Postscript
c. Opening greeting
d. Reason for writing
e. Detailed information of the trip
Answer:
1. 1 - C
2. 2 - D
3. 3 - E
4. 4 - A
5. 5 - B

While-Writing: - At the end of the activity, Ss will be able - Write an email to your friend about a trip you have
Activity F: Teaching transitional words for to articulate an informal email. experienced. Follow the steps in the Skills Boost. You can use
sequencing (20 minutes) the answers of activities C, E, and the sample writing as a
reference.

SKILL BOOST

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 THINK
- Choose. Use your ideas from ACTIVITY C
- Make short notes about what the trip was like.
PREPARE
Organise your notes into five parts based on the sample
email:
● 1: Opening greeting.
● 2: Reason for writing.
● 3: Detailed information about the trip
● 4: Concluding phrase and closing greeting
● 5: Postscript
WRITE
Write your email. Use the chosen idea and your notes to help
you.
CHECK
Read your email and answer the questions.
1. Have you used transitional words for sequencing?
2. Have you used at least two relative clauses?
3. Have you included vocabulary related to character
adjectives?
4. Have you followed the correct structure of an informal
email?

Post-Writing: - This activity lets Ss correct the pieces of - T makes Ss exchange their pieces of writing with each other,

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Activity G: Peer checking (10 minutes) writing of each other. each check whether:
- The piece of writing has used transitional words for
sequencing.
- The piece of writing has at least two relative clauses.
- The email has vocabulary related to character adjectives.
- The email follows the correct structure of an informal
email.

Wrap-up: - This activity lets Ss review the lesson - T reviews words for sequencing, the structure of the email,
Activity H: Review (5 minutes) they’ve learned (about writing). and the use of relative clauses and vocabulary.

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BOOK: GET INVOLVED B1+ - UNIT CONTENT
UNIT: 2 - FRIENDS FOR LIFE?

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