LESSON PLANOutcomes - 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 and, but, either, or, and n
Trang 1LESSON PLAN
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
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
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Descriptive adjs or adjs of quality include those of size , understan T- -
Trang 2(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
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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
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
Trang 33 either … or … c also; then, following this
4 neither … nor … d the one or the other
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
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