Date of preparation: September, 5th 2022 Distributive period: 10

Unit 2 relationships
Lesson 1 Getting started
A. Objectives:
1. Language focus
- To help learners get started with some language items in Unit 2
- For vocabulary, that is words and phrases related to relationships
- For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
- For grammar, that is the use of linking verbs and cleft sentences
2. Skills
- To help learners get started with 4 skills in Unit 2
- Reading: Reading for general ideas and specific information about teenage relationship problems
- Speaking: Talking about problems and asking for advice
- Listening: Listening for specific information about parent-child relationships
- Writing: Writing an online posting about relationship problems
3. Attitudes
- To help Ss get started for Unit 1 with the topic "Relationships"
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
Lead in
1. Warm Inform the class of the lesson objectives: Getting to know the topic,
up vocabulary relating to relationships T <--> Ss
5 Ask them look at the pictures and guess what they show
minutes
2. New Activity 1: Listen and read
lesson - Tell Ss that they are going to listen to a conversation between Mai T <--> Ss
and her grandma.
15 - Play the recording
minutes - Ask Ss listen to the recording and read the conversation.
+ Notes
- get involved in romantic relationships
- single-sex school Whole class
- start a relationship with sb
- concentrate on one's study
10 Activity 2: Read the conversation again. Decide
minutes whether the statements are T or F, or not given
(NG)
- Ask Ss to work individually and finish the task Individually
- Ask them to exchange their answers with a partner.
Keys: 1. T 2. F 3. T 4. T 5. NG 6. T
Activity 3: Read the conversation again, and
12 find the verbs that come before the words Pair work
below
1
 minutes - Ask Ss to work individually and finish the task
- Ask Ss to do the task then compare the answer with their partner T <--> Ss
Keys: 1. get involved 2. feel bored
3. are very kind, caring and sympathetic 4. sounds good
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidatio - Summarize the main points of the lesson. T <--> Ss
n
2 minutes
4. - Ask Ss to learn by heart the words or phrases related to the
Homework relationship. T <--> Ss
1 minute - Prepare for the next lesson.
E. Experience:
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Date of preparation: September, 5th 2022 Distributive period: 11

Unit 2 relationships
Lesson 2 Language
A. Aims and Objectives:
1. Language focus
- To provide learners some language items in Unit 2
- For vocabulary, that is words and phrases related to relationships
- For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
- For grammar, that is the use of linking verbs and cleft sentences
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
1. Check up - Ask some Ss to talk about Mai's relationships
3 minutes - Take notes and give feedback. T <--> Ss
2. New A. Vocabulary:
lesson Activity 1: Write the words or phrases given in
the box next to their meaning
8 minutes - Ask Ss to work in pairs, do the task Pair work
Ask Ss to do the tasks and compare the results with their partner
* Key: 1. have got a date 2. break up
3. romantic relationship 4. argument
5. sympathetic 6. lend an ear
7. be in a relationship 8. be reconciled
Activity 2: Complete the sentences with the
2
 words or phrases in 1 Pair work
- Introduce and explain the requirement of this activity.
- Set a time limit for completing the activity
- Encourage Ss to exchange their answers with a partner to see if
they understand the contexts and meaning of each sentence.
- Ask Ss to do the tasks and compare the results with their partner.
- Elicit answers from the whole class and give more explanation to T <--> Ss
7 minutes
help Ss understand correctly, if necessary.
* Key: 1. lend an ear, broke up 2. reconciled
3. romantic relationship 4. in a relationship, arguments
5. have got a date 6. sympathetic
2. Pronunciation
Activity 1: Find the contracted forms in the
conversation and write their full form Whole class
- Ask Ss to do the task then compare the answer with their partner
Keys: shouldn't - should not you're - you are
there's - there is we're - we are
don't - do not Didn't - did not
It's - It is he's - he is I'm - I am
10 minutes Activity 2: Listen and underline what you hear
- Ask Ss to do the task then compare the answer with their partner
- Play the recording and let Ss listen and check. Pair work
* Key: 1. I will, I'll 2. I am
3. He is, he's 4. we are, didn't 5. I've, That's
- Ask Ss to listen to the sentences and practice saying them correctly T <--> Ss
- Invite some Ss to read these sentences in front of the class and
correct mistakes, if there are any.
14 minutes 2. Grammar:
a. Linking verbs
Activity 1: Choose the verbs in the box to
complete the sentences. Make changes to verb
forms if necessary. Whole class
- Ask them to do the task then compare their answers with a
partner's
* Key: 1. sounds 2. grow/get
3. stay 4. getting
5. seem 6. look/seem T <--> Ss
Activity 2: Underline the correct words to
complete the sentences
-Let Ss finish the task and compare their answers with their partner's
* Key: 1. unhappy 2. warmly 3. suddenly
4. excited 5. angry 6. annoyed 7. awful 8. quickly
b. Cleft sentences with It is/ was ...
Activity 1: Rewrite each sentences to emphasize
the underline part. Individual
- Ask Ss to do the task then compare the answer with their partner.
Keys: 1. It was her sad story that made me cry
2. It is you who are to blame for the damage
It is you that is to blame for the damage
3. It's hiking in the forest that we really enjoy.
4. It's your parents that/who you should really speak to when you
3
 have problems T <--> Ss
5. It's his dishonesty that I dislike the most
6. It's Jim that/who Laura is in a 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.
Activity 2: Write the answer to these questions.
Use the words or phrases in bracket as the
focus
- Ask Ss to do the task then compare the answer with their partner
Keys: 1. No. It was Mary that I had a date with Individually
2. No. It was a smart phone that he gave me for my birthday
3. No. It's in Tokyo that I'm going to spend the holiday with my family
4. No. It's a lawyer that I want to become
5. No. It's his brother that/who earns 10,000 dollars a month
6. No. It's Ha that/who is in love with Phong. T <--> Ss
7. No. It's my friend that/ who can speak three languages fluently.
8. No. It's at 8 a.m tomorrow that we have a meeting
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidatio - Summarize the main points of the lesson. T <--> Ss
n
2 minutes
4. - T asks Ss to do exercises again at home.
Homework - Prepare for the next lesson. T <--> Ss
1 minute - Complete Exercises in workbook.
E. Experience:
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Date of preparation: September, 12th 2022
Distributive period: 12
Unit 2 relationships
Lesson 3 Reading
A. Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about the topic relationships.
- To teach Ss some words and phrases related to the topic of relationships in the family.
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific information about the topic of relationships in the family.
1. Language focus
- To provide learners some vocabulary related to relationships.
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
4
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
Lead in
1. Warm Inform the class of the lesson objectives: Skimming and scanning a
up text for main ideas and specific information T <--> Ss
8
minutes
2. New Activity 1: Discussing
lesson - Discuss with a partner
- Let Ss work in pairs, do the task
12 Picture a: The teacher is returning students' papers. The boy is Group work
minutes depressed because of his poor grades.
Picture b: Their relationship is breaking up
Picture c: They're having an argument
Activity 2: An advice column in a newspaper
offers help to readers when they are in trouble.
Read the column and match the readers' names
with their problems. Pair work
- Let Ss work in pairs, do the task
- Ask Ss to exchange their answers in pairs or groups and encourage
them to discuss the reasons for their options if necessary
- Ask Ss to read the text again to see if they still find it difficult to
understand any part of the reading text and assist them if necessary T <--> Ss
- For stronger class, ask Ss to summarize the main content of the
reading and present their summaries to the whole class
*Key: 1. b. Van Ha: My friend betrayed my trust
2. c. Quang Nam: I don't have friends
10 Activity 3: Find the words or expressions in the text
minutes that have the following meanings and write them in
the space below
- Ask Ss to do the task then compare the answer with their partner
Keys: 1.be on good terms with sb 2. take the initiative
12 3. trust 4. engage in a conversation 5. drop out of school
Activity 4: Read the text carefully then answer Pair work
minutes
the questions
- Put Ss in pairs, ask them to ask and answer the questions
- Let Ss read the text again and locate the parts of the text where
they can get the answers.
* Keys: 1. They are close friends T <--> Ss
2. Ha told Hoa aobut 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 that.
4. No. She tries to explain why Hoa told the teacher about Ha'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 doesn't have a good relationship with the girls in
his class
5
 7. The counsellor advises Nam to focus on his studies, become an
excellent student and learn how to start a friendly conversation with Group work
his classmates
Activity 5: If you were the counsellor in charge
of the advice column, what would you advise Ha
and Nam to do?
- Put Ss in groups of four and let them discuss the questions freely
3.
Consolidatio - Summarize the main points of the lesson T <--> Ss
n
2 minutes
4. - Ask students to learn by heart the new words.
Homework - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: September, 12th 2015 Distributive period: 13
Unit 2 relationships
Lesson 4 Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the topic of relationship problems
- To provide learners different expressions of asking and giving advice
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
- Ask Some Ss to go to the board and do the tasks in reading part
1. Check again
up - Feedback T <--> Ss
8
minutes
2. New Activity 1: Choose sentences a-f to complete
lesson the conversation between two classmates Individually
- Ask Ss to do the task individually and then check their answers in
8 minutes pairs. Encourage Ss to explain their choice
*Key: 1.b 2. e 3.d 4. a 5. f 6. c
Activity 2: Answer the questions
6
 - Put Ss in pairs, ask them to ask and answer the questions T <--> Ss
13 - Let Ss read the text again and locate the parts of the text where
minutes they can get the answers.
* Keys: 1. She was chosen to take part in the English Public
Speaking Contest in Da Nang, but her parents don't allow her to go
there. They are worried because she has never been away from Pair work
home
2. Van advises Chi to ask their teacher to persuade Chi's parents
Activity 3: Practice the conversation with a partner
- Ask Ss to work in pairs, practice the conversation
- Move around to assist or listen to different pairs to detect errors
/problems T <--> Ss
-Give feedback on Ss’ performance: e.g. Pronunciation, ideas, using
13 body language, turn-taking.
minutes Activity 4: Choose 1 topic. Use the ideas below
to make a similar conversation
- Ask Ss to work in pairs, do the task.
- Do as appointed Pair work
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.
Ss <--> Ss
A: If I were you, I will 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.
3. - Summarize what they have learnt by asking Ss some questions:
Consolidatio What have you learnt today? What can you do now? T <--> Ss
n
2 minutes
4.Homewo - Ask students to learn by heart the expressions.
rk - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: September, 12th 2022
Distributive period: 14
Unit 2 relationships
Lesson 5 Listening
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary relating teenage relationships
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
7
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
- Ask some Ss to go to the board and talk about relationship
1. Check problems and solutions
up - Feedback T <--> Ss
7
minutes
2. New Task 1: Discussion
lesson If you have a boyfriend or girlfriend, will you tell your parents
about it? why or why not? Pair work
13 - Ask Ss to work in pairs and do the task
minutes - Yes, because my parents are sympathetic. They can give me some
advice
No, because my parents are very strict and unsympathetic.
Task 2: Listen to a talk show with host Vicky Holmes and T <--> Ss
guest speaker Dr Dawson. Choose the best answer to
complete each statement
- Have Ss listen to the CD for the first time and try to note down the
information that helps them to check their answers
- Ask Ss to share with their friends to see if they have the same Pair work
answers or not
- Let Ss listen to the CD for the second time and try to note down
information they didn’t understand for the first time
- Elicit answers from Ss and ask them to give clues to their answers
- Let Ss listen again and pause at certain places if necessary to help T <--> Ss
Ss hear the information they need.
*Key: 1. C 2. B 3. C 4. A
12 Task 3: Listen again. Answer the questions
minutes - Let Ss work in pairs to answer the questions Individually
- Play the tape twice
- Let Ss listen to the recording, do the task then compare the answer
with their partner
- Elicit Ss’ answers and give them the correct ones. T <--> Ss
Keys: 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 Ss <--> Ss
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
Task 4: In your opinion, what is the right age for a romantic
relationship? Discuss with a partner
- Listen to the conversation again and choose the best answer A, B, Pair work
or C
10 - Ask Ss to listen again and do the task then compare the answer
minutes with their partner
8
 - Do as appointed T <--> Ss
Suggested answers:
A person should start a romantic relationship when he/she is at an
age or stage in life when he/she is mature enough, and is ready for a
possible marriage. For this reason, the "right" age can be different
from person to person
3. - Ask Ss to consolidate the main contents.
Consolidatio - Ask Ss: What have you learnt today? T <--> Ss
n What can you do now?
2 minutes
4.Homewo
rk - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: September, 12th 2022 Distributive period: 15

Unit 2 relationships
Lesson 6 Writing
A. Aims and Objectives:
- To teach Ss to write a online posting about relationship.
- To teach Ss to develop ability to think in a logical way to form a well-structured text.
- By the end of the lesson, students will be able to:
+ Learn a online posting about relationship.
+ Write a online posting about relationship.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
1. Warm - Inform Ss of the lesson objectives: Writing a online posting about
up relationship. T <--> Ss
5
minutes
2. New Task 1: Read an online posting on Teen Forum and fill
lesson the gaps. Use the words in the box T <--> Ss
- Ask Ss to work in pairs and do the task
10 - Set a time limit for this activity and assist Ss if necessary
minutes Keys: 1. upset 2. shocked 3. influence
4. different 5. talented 6. appearances Pair work
Task 2: Put the following parts of the online posting in the
correct order
- Ask Ss to do the task, then compare the result with their partner.
- Draw Ss’ attention to the instructions and questions
9
 - Get Ss to work individually to find the answer T <--> Ss
- Ask them to practice in pairs
- Call on a few Ss to report the answers
Keys:
1. g 2. c 3. f 4. d 5. e 6. a 7. b
12 Task 3: Choose one of the stories below. Use the ideas to
minutes write an online posting of 160-180 words
- Ask Ss to do the task Individually
- Draw Ss’ attention to the instructions.
- Point out to Ss how to write a letter.
- T goes around and gives help, collects common mistakes for later
correction.
- Collect 5 stories to mark in class so that all Ss feel the need to do Pair work
the task.
- Walk around and offer help if necessary.
- Get students' answers and comments.
- Get some outputs to highlight and comment and correct the
possible mistakes of students.
- Give feedback on these papers
Suggested answers:
I feel lonely in my home! T <--> Ss
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
15 my parents understood and spent more time with me.
minutes What should I do?
Task 4: Think of something that happened to you or another
person. Write an online posting of 160-180 words Individually
- Ask Ss to do the task
- Draw Ss’ attention to the instructions.
- Point out to Ss how to write a letter. T <--> Ss
- T goes around and gives help, collects common mistakes for later
correction.
3. - Ask Ss to consolidate the main contents.
Consolidatio - Focus on the form of a biography T <--> Ss
n - Ask Ss to complete the writing at home and collect
2 minutes - Ask Ss: What have you learnt today?
What can you do now?
4.Homewo - Write the text again at home.
rk - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: September, 12th 2022 Distributive period: 16

Unit 2 relationships
10
 Lesson 7 Communication and culture
A. Aims and Objectives:
- To teach Ss about the online relationship.
- To teach Ss to talk and read about dating around the world.
- To provide learners some communication samples and cultural items
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
- By the end of the lesson, students will be able to:
+ Understand and read about online relationship.
+ Talk about about online relationship and dating around the world.
+ Get knowledge of online relationship and dating around the world.
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
1. Warm - Inform the class of the lesson objectives: Further skill development
up T <--> Ss
5
minutes
2. New 1. Communication:
lesson Activity 1: Listen to Hung's opinions about online friends.
Answer the questions. Pair work
18 - Ask Ss to do the task
minutes - Ask Ss to work in pairs and do the task.
- Ask several pairs to ask and answer the questions.
- Give feedback on their performance.
Keys:
1. Hung can have more knowledge of different cultures and lifestyles T <--> Ss
because his online friends come from different places around the
world.
2. He can contact his friends whenever he wants, as long as they are
online.
3. Because he doesn't have to spend money on dinners, parties or
cinema tickets.
4. The most important benefit of 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.
Activity 2: Discuss the following questions in groups Group work
- Each groups give the representative to report their opinions
- Call on several Ss at random to report what they have learnt about
their partner, and then give feedback.
Suggested answers:
Yes. I have some online friends. I want to meet them fact to face. I
think that making friends online have both advantages and
disadvantages. You can make friends with a lot of people from Pair work
different backgrounds, cultures, nations ... You will learn a lot of new
11
 things from your new friends. You can share your feelings and tell
them your problems and ask them for advice ... However, you don't
really know what your online friend say is true or not.
19 2. Culture:
minutes Activity 1: Read the text about dating around the world and
complete the information in the table below the correct pictures T <--> Ss
- Ask Ss to work in pairs and do the task.
- Ask several pairs to ask and answer the questions.
* Suggested answers:
a. online dating - US
b. speed dating - Singapore
c. group dating - Europe and Australia Pair work
Activity 2: Read the text again. Decide whether the following
statements are T, F or NG
- Ask Ss to work in pairs and do the task.
Keys:
1. T 2. F 3. T 4. NG 5. NG 6. F T <--> Ss
Activity 3: Discuss with a partner
- Ask Ss to work in groups, discuss the question
Suggested answer:
Group dating are popular in Vietnam especially among young people.
Speed dating is not popular as there are no companies that provide that
kind of service. Online dating can be found on the Internet, but they are
not very popular as many people think online dating is not safe
3. - Ask Ss to consolidate the main contents.
Consolidatio - Ask Ss: What have you learnt today? T <--> Ss
n What can you do now?
2 minutes
4.Homewo - T asks Ss to learn the structures and vocabulary.
rk - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: September, 12th 2022

Distributive period: 17
Unit 2 relationships
Lesson 8 Looking back and project
A. Aims and Objectives:
12
 - To help Ss pronounce revise what they have learned in unit 2.
- To teach Ss some lexical items related to the relationship.
- To give them a chance to do a small project in which they can develop their speaking skills
- By the end of the lesson Ss are able to:
+ Use the contracted forms in connected speech correctly.
+ Use some key words of the topic relationship.
+ Do the exercises on cleft sentences.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
* Checking
1. - Ask some Ss to go to the board talk about different kinds of dating
Homework - Feedback. T <--> Ss
5 - Speak out their ideas and opinions, knowledge that they have
minutes learnt in Unit 2.
2. New Pronunciation:
lesson Activity 1: Underline the words which could be contracted
in these exchanges Individually
17 - Ask Ss read the exchanges and do the task
minutes - Ask Ss to check their answer with other classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help them to notice the stress of T <--> Ss
the target words
*Key: 1. A. she is 2. A. I am, I will B. You have
3. A. It would B. cannot, he is
4. A. It is, will not B. do not
Activity 2: Listen to check your answers
- Play the recording and let Ss listen and do the task.
- Play the CD once and ask S to check their answers.
- Let them listen again if necessary
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help them to notice the contracted
words
Vocabulary:
20 Activity 1: Complete these sentences with the correct Pair work
minutes forms of the words or phrases in the box
- Let Ss do this vocabulary exercise in pairs or groups of 4
- Ask Ss to work on their own first.
- Then ask Ss to compare answers with a partner to see if they have
the same answer T <--> Ss
- After that, elicit answers from the whole class and correct the
wrong ones
*Keys: 1.dating 2. lend an ear 3. romantic relationship
4. meet face to face 5. broke up 6. be in a relationship Pair work
Grammar:
Activity 1: Put the words in the correct order to make
13
 questions
- Elicit the Wh-questions from Ss.
- Ask Ss to work individually and then exchange with others
*Key: 1.How did Peter feel when his girlfriend broke up with him?
2. How will I look if I cut my hair short?
3. How did you feel when you lost the game? T <--> Ss
4. How did Martin's voice sound in the live show on TV last night?
5. How does your soup taste?
6. How would you feel if you had no friends?
Activity 2: Write the answer to the questions in 1 Individually
- Ask Ss to work individually and then exchange with others
*Keys: 1. He felt depressed 2. You'll look attractive
3. I felt disappointed 4. His voice sounds awful
5. It tastes great 6. I'd feel lonely
Activity 3: Join the two parts to make cleft sentences Pair work
- Ask Ss to do the task then compare the answer with their partner
*Keys: 1. F 2. D 3. A 4. G 5. B 6. C 7. E
Project: T <--> Ss
Students do the survey in PROJECT in groups at break time.
Teacher design the form and students hand in the results in written
form as assignment. Group work
3. - Ask Ss to consolidate the main contents.
Consolidatio - Ask Ss: What have you learnt today?
n What can you do now?
2 minutes Expected answer: Learn more about: T <--> Ss
- Words and phrases related to the relationship
- Contracted form.
- The use of cleft sentences and linking verbs
4.Homewo - T asks Ss to learn the structures and vocabulary.
rk - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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DUYỆT CỦA DUYỆT CỦA GIÁO VIÊN

BAN GIÁM HIỆU TỔ CHUYÊN MÔN

Nguyễn Thị Thùy Trang

14
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