LESSON PLAN Unit One Frienship Lessons N 6-7 Language Focus Outcomes - By the end of the lesson, the students are able to use descriptive adjectives. - By the end of the lesson, the students are able to use different verb from in a narrative. - By the end of the lesson, the students are able to use and, but, either, or, and neither Type of lesson - Grammar-based (verd from , lingking word) Key Vocabulary - descriptive adjectives - thunder - lightning - phobia Key structures - I thought we would miss the train but we had to wait for it for half an hour - Neither the boy nor his parents were wrong Anticipated problems - Some students may be too shy to share ideas with orther Materials - Texbook - Handouts - Chalk and board - Pictures / Drawings Stage / Timing Procedure Aims Focus materials 1. Warm- (6-8’) 2.Word study (8-10’) Game: Listen and draw – Our new friends - Tell SS to work in 4 groups ; one representative from each group goes to the board. - Show the groups the pictures of the class’s 2 new friends (Appendix), one after the orther . The SS describe the persons the 4 students draw them on the board . - Tell SS to compare the drawings with the picture and choose the best ones . The group that has the best description wins the game . - Ask the 4 studens : - What helps you draw such picture ? (Expected : The description from friends ) - What exactly in the description that help you draw ? (Expected : the adjectives / words like tall, thin, long hair,…) Transition : - Yes , we use adjectives to say what sth or sb is like , that’s why these are called descriptive adjectives . Today we will learn more about descriptive adjectives -Write down on the board : Unit 1 LanguageFocus Descriptive adjectives - Elicit from SS the kinds, order and position of descriptive adjs . - To create interest and to introduce the language Point - To hept SS Group s T-SS T-ss - Chalk & board Chalk & board 32 Descriptive adjs or adjs of quality include those of size , understan T- - (6-7’) (8-10’) (5-7’) shape, age, type, colour , material, origin , purpose and opinion (or general description) . The normal order of descriptive adjectives is: OPSHACOM (Opinion, Size/Shape, Age, Colour, Origin and Material) + type + Purpose .The position of descriptive adjs are: attributive (before the noun) and predicative (after a verb such as be ,become, get, seem, feel, look, …) Activity 1: Underlining the adjectives (Task a, p.21) - Tell SS to read the sentences and underline the adjectives . - Go over the answers with the class . Activity 2: Gap-filling (Task b, p.22) - Help SS with the meanings of some new words. . persistent/(a.) = continuing without interruption (dai dẵng ) . bushy / (n.) = covered with bushes (rậm rạp) . percing / (a.) = (of sounds) penetrating (the thé ; đinh tai) . phobia / (v.) = extreme dislike or fear of sth (sự ám ảnh , sợ hãi một cach vô lý) - Tell SS to read and complete the passage using the words given - Go over the answers with the class Activity3: Jumbled Sentences (Task c, p.22) - Read the example and ask SS to pay attention to the position of the adjs - Ask SS to rearange the words to make meaningful sentences and then d how descriptiv e adjs are used - For SS to recoginse key vocab. -To help SS understan d the text -To he give a more diffcult tast -More practive class Indivi- duals T- class Indivi- duals T- class Indivi- duals Chalk & board - textbo ok - Textbo ok - Chalk & board - Textbo ok 33 3. Gram -mar (15- 17’) (12- 15’) compare with a partner - Call SS to read their sentences and check with the class. Verb Form Review (pp.22-23) - Elicit from SS to compare these tenses (Expected: past simple, past continuous, and past perfect) - Ask SS to compare these tenses (Expected:The past simple is used for the actions in the story, to tell us what happened next. The past continuous is used for sth around a past time or together with the past simple when a shorter action comes in the middle of a longer one .) - Tell SS to read the passage, put the verbs in the correct forms and then compare answers with a partner. - Go over the answers with the class. Linking Words (p.23) - Give SS a handout with the linking words in column A and the meanings in column B . Then ask them to match the linking words with their suitable meanings. A B 1. and a. on the contrary ; in spite of this 2. but b. not the one or the orther 3. either … or … c. also; then, following this 4. neither … nor … d. the one or the other with word order - To review the tenses used in a narrative - For SS to practise , share and learn - To help SS understand meaning & use of the linking words Pairs T-class Indivi- duals Pair Indivi- duals - Text book - Chal k & boar d - Han dout s - Text book (13- 15’) - Go over the answers with the class Expected answers: . and = also; then, following this (used to connect words of the same part of speech, phrases and clauses) . but = on the contrary ; in spite of this (used to connect contrasting ideas) .either … or … = the one or the orther (used to connect words or phrases of the same part of speech: pronoun, noun phrase, verb phrase, adj. or adv. phrase) . neither … nor … = not the one or the other (can be used to connect words or phrases of the same part of speech: pronoun, noun phrase, verb phrase, adj. or adv. phrase) - Ask SS to read the sentence halves, match one in A with one in B and then use a suitable word in the box to connect them. - Tell SS to compare answers in groups, giving reasons for their choice. - Go over the answers with the class. Talking about Yourself -Tell SS to work in pairs, talking about their likes and dislikes, and then report to the class about themselves using linking words. - Talk to one student and give a model. T: I like pop music. What about you, Lam? S: Me, too - For SS to practise using the linking words in a controlled way - To personal- ise the task and engage SS Indivi- duals Groups T-class T-class pairs - Text book - Chal k & boar d 34 35 . & board - textbo ok - Textbo ok - Chalk & board - Textbo ok 33 3. Gram -mar (15 - 17 ’) (12 - 15 ’) compare with a partner - Call SS to read their sentences and check with the class. Verb. - Chalk and board - Pictures / Drawings Stage / Timing Procedure Aims Focus materials 1. Warm- (6-8’) 2.Word study (8 -10 ’) Game: Listen and draw – Our new friends - Tell SS to work in 4 groups. predicative (after a verb such as be ,become, get, seem, feel, look, …) Activity 1: Underlining the adjectives (Task a, p. 21) - Tell SS to read the sentences and underline the adjectives . - Go over