School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 1: GENERATION GAP AND INDEPENDENT LIFE

Lesson 1e – Writing (Page 22)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- read for general and specific information.
- write an informal letter describing a problem
1.2. Competences
- improve collaboration, logical thinking, research skills, and collaborative discussion.
1.3. Attributes
- be aware of teenage problems and ways to reduce them.
- be more responsible and hard-working.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student’s book and Teacher’s book, class CDs, IWB – Phần mềm tương tác trực
quan, projector/interactive whiteboard / TV (if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Match the verbs to the phrases into - Ss’ answers. - T’s feedback.
meaningful phrases.
- Read the letter and answer the - Ss’ answers. - T’s feedback.
question.
- Read the letter again and match the - Ss’ pair work. - T’s feedback.
paragraphs to the descriptions.
- Read the letter again and find - Ss’ answers. - T’s feedback.
examples of the informal style in
Exercise 1.
- Replace the words/phrases in bold in - Ss’ answers. - T’s observation and
the letter below with the ones in the feedback.
list.
- Imagine they have a problem with - Ss’ pair work. - T’s observation and
their parents or family members and feedback.
answer the questions.
- Write a letter to their English friend - Ss’ answers. - T’s observation.
about the problem.
- Peer check. - Ss’ pair work. - T’s observation and
feedback/ - Peer
feedback.
 IV. PROCEDURES
A. Warm-up: (5’)
a) Objectives: First, Ss activate their prior knowledge by brainstorming ideas and revise Ss
vocabulary for the writing.
b) Content: Matching.
c) Expected outcomes: Ss can recall some vocabulary about the topic.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 Match the verbs in column A to the phrases in
column B into meaningful phrases.
A B
Have around the house
Need my feeling
go out some advice
Help problems
Hurt with friends

- Have Ss work in pairs. - Listen to teacher’s instruction.

- Ask Ss to match the verbs in column A to the phrases - Work in pairs.
in column B to meaningful phrases. - Match the verbs in column A to the
- Set the time limit for 2 minutes. phrases in column B to meaningful phrases.
- Let Ss show and say their answers. - Give answers.
- Feedback and count how many words/ phrases Ss can - Listen to teacher’s feedback.
remember. Answer keys:
A B
have problems
need some advice
go out with friends
help around the house
hurt my feeling
B. New lesson (35’)
 Activity 1: Pre-writing (13’)
a) Objectives: Ss have some ideas and sample letters.
b) Content: Tasks 1,2,3
c) Expected outcomes: Ss can improve their reading skill and have some ideas about an informal letter
describing a problem.
d) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Read and find the main topic.
Task 1a. Read the letter. What is it about? - Work individually.
- Have Ss complete exercise 1a (SB, p.22). - Give answers.
- Call for answers and explanations. - Listen and check answers.
- Give correction. Answer keys
 The letter is about a girl called Melissa, who
is having a problem with her parents at home.
The structure of a letter. She writes a letter to her friend to describes
Task 1b. Read the letter again and match the her problem and ask for some advice.
paragraphs (A–D) to the descriptions (1–4).
- Explain the task. - Work individually.
- Give Ss time to read the letter again and - Work in pairs.
match the paragraphs to the descriptions. - Check answers.
- Check Ss’ answers. Answer keys
Learn about informal style 1. D 2. A 3. B 4. C
Task 2. Read the letter again and find examples of
the informal style in Exercise 1.
- Read out and explain the information in the box.
- Give Ss time to read the letter again and find - Listen to teacher.
examples of informal style. - Work in pairs to complete the tasks.
- Check Ss’ answers around the class. - Give answers.
- Listen to teacher.
Answer keys:
Everyday vocabulary: Can’t wait to hear
from you.
Omission of pronouns: Hope you are doing
well./ Can’t wait to hear from you. / Write
back soon.
Colloquial expressions and idioms: Sorry to
be so down.
Informal phrasal verbs: We get along really
well.
Short verb forms: I’m having problems at
home with my parents. / Sometimes, I can’t go
out at all. / I don’t think they like my friends. /
I’m so sad! / It really hurts my feelings that
they don’t trust me when I’m so responsible. /
Practise informal style. They don’t understand how important my
Task 3. Replace the words/phrases in bold in the friends are to me.
letter below with the ones in the list.
- Explain the task and give Ss time to - Do the task individually.
complete it. - Share with their partners
- Check Ss’ answers. Answer keys
1 So happy to hear from you 4 get together
2 I’m sorry 5 chat
3 ’m busy as a bee 6 let me know
  Activity 2: While - Writing (17’)
a) Objectives: Ss can plan and write an informal letter describing a problem.
b) Content: Tasks 4,5.
c) Expected outcomes: Ss know how to plan and write an informal letter describing a problem.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Planning.
Task 4. Imagine you have a problem with
your parents or family members. Answer
the questions.
1. What is the problem?
2. Why does it bother you?
3. How do you feel about it?

- Explain the task and give Ss time to answer the - Complete the task all by oneself.
questions. - Give answers.
- Check Ss’ answers. - Check answers.
Possible answers:
1. I’m having problems with my grandparents
at home.
Writing 2. They are always worried for me and keep
Task 5. Write a letter to your English friend telling me what to do.
about the problem. 3. I’m getting tired of it.
- Use Melissa’s letter as a model.
- Use your answers in Exercise 4.
- Use informal language.
- Use the plan below.
- Explain the task and give Ss time to write their - Listen to teacher.
letter.
- Remind Ss to use the plan and Melissa’s letter in - Use the plan and Melissa’s letter in Exercise
Exercise 1 as a model to help them. 1 as a model to help them
- Alternatively, assign the task as HW and check - Work individually.
Ss’ answers in the next lesson. - Ask for teacher’s support if needed.
- Observe and support Ss. Suggested Answer:
Hi Amanda,
How are you? Hope you’re well. My new
house is really great except that I’m having
some problems with my grandparents at home.
I really need some advice.
I usually get on well with my grandparents
and I enjoy staying with them. The problem is
they are always worried about me and keep
telling me what to do. My parents are busy
 with their work, so my grandparents feel
responsible for me. I know they care for me,
but they don’t know when to stop.
I’m getting tired of it. I’m a responsible
student and I get good grades. I also do all my
chores around the house. It really bothers me
when they don’t let me make my own choices. I
want to be more independent. They don’t
understand how I feel.
What can I do? Sorry to be such a pain.
Looking forward to hearing from you.
Take care.
Wendy
 Activity 3: Post-writing (5’)
a) Objectives: Ss can review and assess their peer’s letters.
b) Content: Task 6
c) Expected outcomes: Ss can identify and correct some mistakes related to grammar, and essay
structures and reflect on their own letter.
d) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 6. Check your letter for spelling/grammar
mistakes. Then, in pairs, swap your letters and
check each other’s
work.
- Have Ss work in pairs to swap their essay and - Work in pairs.
check each other’s work.
- Observe and support Ss. - Ask for teacher’s support if needed.
C. Consolidation and homework assignments (5’)
* Consolidation
- Review the letter structure.
* Homework:
- Rewrite an informal letter describing a problem.
- Do the exercises in WB: Unit 1 – Exercises 1, 2, 3, 4, 5, 6 (page 13).
- Prepare: Unit 2 - Lesson 1 (page 23 – SB).
V. REFLECTION
a. What I liked most about this lesson today:
………….………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………