UNIT 4: MY FRIENDS AND MY PETS

I. Objectives
By the end of this lesson, students will be able to:
- Gain lexical vocabulary
- Talk about friends
- Improving Listening, Reading, Speaking skills.
II. Language Focus
1. Vocabulary: lexical vocabulary related to tasks and topic
2. Structures:
III. Procedures
Stages Teacher’s activity Student’s activity Purpose Note

Warm up - Show the picture form the HW last lesson Interact with T

- Ask S to practice comparing

Task A. Let’s talk about your friends and family Answer T’ questions

- Ask S the questions about him/ herself (detailed in Help the student to
the teaching material) brainstorm about the
topic
(Only in slide 4, 5 and 6)
Guess the meaning

Pre-teaching Vocabulary (Open slide 12) Follow T Provide new knowledge

which is included in the
- Teach S new words Listen to audio
lesson for the student
 - Let S listen to the audio first Repeat

- Ask S to repeat each word few times Write new words in

notebook if needed
- Help S to confirm the meaning

While- Task B. What does Holly say about her friends? - Practice the knowledge T should
teaching Listen, write names, then draw lines they have learnt in instruct S to
“presentation” stage use the
- Open 7 to introduce S what she/ he is going to listen
Follow T Annotate on S’s
to - Interact in English with
computer (it’s
the T to improve
- Let S read through a – h and ask for new words on of Zoom’s
reflection
tool) to choose
Read
- Explain new words if needed color and do
the task while
(If S is still new with learning skills, it may hard to S to
listen)
know the name. So T should give them the all the
name first, then ask S to listen and put the names in
correct places from 2 – 8)

- Play the recording for the first time for S to write the
names

- Play the second time for S to match

Listen and write
- Check

Activity: Let’s talk

Listen again and
- Ask S 2 questions (detailed in the teaching material) match

- Show all the people’s names

- Point at random person to ask S: Answer the questions

+ that person’s name

+ what he/ she is doing

+ what he/ she is wearing

(example is in teaching material)

Task C. Now write the names of people you know

- Tell S write someone’ name in the blank to complete

the sentence (friend or family)

- Give S time to finish

Write
- Ask S to read aloud the sentences

Task D. Read the email and write then missing

words. Write one word on each line.
Read aloud
- Point at the picture of the girl in the email then
introduce S:

This is Sally. Her family is living in a new house. She is

emailing her friend David to tell him about her new
house and her new pet.
- Require S to read through the email (without Listen to T
writing)

- Ask S some questions:

+ When does Sally want David to visit her?

+ What can the friends watch?

- Help S to understand by example: In front of the

superlative like “best” we use “the”.
Answer the questions
- Tell S to base on the words around the blanks to do
the task

- Give S time

- Check and explain if needed

Task E. Listen and write the names.

- Introduce the situation to S: Sally and David are

talking on the phone

- Tell S read through the information that S needs to

fill in (form 2 to 6) Read and write

- Explain new words if needed

- Play the recording (once or twice)

- Check (using script if S still misunderstands) Follow T

 Listen and write

Post- Task E. Where are the “h”s? - Practice more the

teaching knowledge they learnt
- Show S the house and ask S to find 7 more words in
THIS UNIT that start with “h” - Help T to see how
Find more words
much knowledge S have
(T can reopen the previous slides to help S to find
attained from the lesson
words) (Detailed in teaching material)

Now, listen and count!

How many words in this sentence start with “h”?

- Let S listen and repeat

Listen and repeat
- Ask S to count how many “h” in each sentence
Count
- Write and say the word “and”
Listen to T
- Then add “h” at the beginning of the word “and”
then say the word aloud “hand”

- Tell S that the “h” at the start of the word is a very

quiet sound but it’s really important.
 - Show S some more pair like “and – hand” (detailed
in the teaching material). Few pairs have different
spelling but sound the same “our – hour”

- Ask S to give more pairs she/ he knows

Ear – hear

At – hat
Give T some pairs
….

Wrap up - Summary the lesson - Listen to the T Let the student

remember what they
- Homework: - Do homework at
learnt and practice at
home
- Goodbye home

Evaluation
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