- Write down on the board: Unit 2 Language Focus Sense Verbs - Elicit from SS sentences with the sense verbs.. -To arouse interest and to introduce the language point - To lead to the le
Trang 1LESSON PLAN
Lessons N o 6 – 7 Language Focus
Outcomes - By the end of the lesson, the students are able to use verbs of the senses.
- By the end of the lesson, the students are able to use modal perfect to talk about the past.
- By the end of the lesson, the students are able to use different verb forms
Type of lesson - Grammar-based (sense verbs, modal perfect, verb forms)
Key Vocabulary - sense verbs: see, hear, - wander
Key structures - You could have left it at home.
- It must have rained last night.
Anticipated
problems
- Some students may be too shy to express themselves.
- Chalk and board - Pieces of paper
Stage /
1.
Warm-up
(7-9')
2 Word
study
Game: Lucky symbol
- Write the words eyes, ears, nose, tongue, hands / skin and
a lucky symbol ( ) on small pieces of paper, fold them up
and put them in a hat.
- Tell SS to work in 3 groups.
- A representative from each group will take turns to pick up
a piece of paper, and read the word The students from the
other groups will make 3 questions for this group For one
suitable answer, the group scores 1 point The lucky symbol
will earn the group 2 points The group with more points will
win the game.
The questions used for each word are:
- What can you do with your (eyes) ?
- Who can't do this? / Who can't (see what you see) ?
- What animals are good at (seeing) ?
- When the game is over, elicit from SS the verbs used for
the senses.
Expected: see; smell; taste; touch; hear;
Transition: - Todav we will practise using sense verbs to
talk about the activities of the senses.
- Write down on the board: Unit 2 Language Focus
Sense Verbs
- Elicit from SS sentences with the sense verbs.
-To arouse interest and to introduce the language point
- To lead
to the lesson
Group s
T-SS
T-class T-class
- Pieces of paper
hat/box
- Chalk & board
- Chalk & board
(12-15') - Write down on the board three sentences and ask SS to
distinguish the verbs used.
a I can smell something burning.
- To help SS distinguish
T-class
- Chalk & board
Trang 2b This flower smells good.
c It smells like orange.
Expected:
- In sentence a, smell is a transitive verb, with something
as an object.
- In sentences b and c, smell is an intransitive verb
followed by an adjective or a prepositional phrase with
like.
- Tells SS that there are two groups of verbs: transitive
followed by an object, and intransitive or linking verbs.
the different structures
of the verbs
- For SS to generalise the form and use of the verbs
T-cIass
- Textbook
- Chalk & board
Senses Transitive verbs Intransitive / Linking verbs
sight
taste
smell
hearing
touch
see (thấy) taste (nếm) smell (ngửi) + Obj
hear (nghe) touch (sờ)
look (trông có vẻ) taste (có vị)
+Adj./like+N sound (nghe có vẻ) feel (sờ thấy)
Notes: - These linking verbs and most of these transitive
verbs are not used in the present continuous
T-class - Chalk &
Board (5-7')
(5-7')
(7-9’)
Activity! Talking about the senses (Task a v 31)
- Tell .SS to work in pairs and make questions and
answers about the senses, based on the words given.
- Go around to monitor and note down error for correction
later.
- Call on some pairs (close and open pairs) to act out their
conversations.
- Give feedback and comments.
Activity 2 Answering the quiz (Task b, p.31)
- Ask SS to answer the questions in Task b and then with
a partner ask and answer the questions.
- Call on some pairs to act our their exchanges and go
over the answers with the class.
Activity 3 Transformation
- Give each student a handout of the transformation
exercise
- Ask SS to read the sentences and rewrite them as
directed.
- Go over the answers with the class.
The handout:
Rewrite the sentences as shown, using sense verbs The
first one has been done as an example.
0 I like the smell of this perfume It's good.
This perfume smells good to me
1 I don't like the bitter taste of this coffee.
This
2 Don't touch that water It's still hot.
That water , so don't touch it.
3 He thinks the music is terrible.
The
-To practise using the sense verbs
- More practice with sense verbs
-To provide further practice with sense verbs in the written form
Pairs T-class SS-SS
Pairs T-class
Indivi-duals T-ciass
- Textbook
- Textbook
- Handouts
Trang 33
Gram-Mar
(10-13')
4 Joe had a happy expression.
Joe
5 This dish has a good smell but it tastes horrible.
-> This .
Expected answers:
1 This coffee tastes bitter to me.
2 That water still feels hot, so don't touch it.
3 The music sounds terrible to him.
4 Joe looked happy.
5 This dish smells good but it tastes horrible.
Modal Perfect: Modal + have + Past Participle
- Write some sentences on the board, using key
structures.
1 Jane didn't answer when I called last night She might
have gone out.
2 Look! The ground is so wet It must have rained last
night.
3 Ann came home very late last night She could have
walked.
4 It's your fault You should have told your parents about
the accident
To introduce another language point
T-class - Textbook
- Chalk & board
(8-10')
(9-10')
- Tell SS to pay attention to the second sentences, and
ask them questions.
a Did Jane go out last night? (Expected: Maybe, but I'm
not sure.)
b Did it rain last night? (Expected: I'm sure it did./It
probably rained.)
c Did Ann walked home last night? (Expected: Very likely,
but I'm not sure.)
d Was it necessary to tell your parents about it? Did you
do it?
(Expected: Yes, it was necessary to do it, but you didn't.)
- Elicit the tense, form, use and time these sentences
indicate.
Expected: + Tense: Modal Perfect
+ Form: Modal + have + Past Participle + Use: To indicate uncertainty /a past possibility
(could / may / might + perfective: có thể … đã …), to make
a deduction/logical conclusion in the past (must +
perfective: ắt hẳn, chắc là …), or to make a criticism, to
indicate an obligation that was supposed to occur in the
past (should + perfective: lẽ ra … nên …)
Activity 1 Transformation (Task, p.32)
- Ask SS to rewrite the sentences as shown to talk about
past possibilities.
- Tell SS to compare answers with a partner and then go
over the, answers
with the class.
Activity 2 True or False?
- Give out handouts with sentences and explanations.
- To elicit and focus SS' attention on meaning &
use the modal perfect
-For SS
to practise making deductions
T-class
Indivi-duals Pairs T-class
- Chalk & board
- Textbook
- Tell SS to read the sentences and the explanations for
each and decide if the explanations are true or false
according to the information given.
- Ask SS to compare answers in small groups and then
go over the answers with the class.
The handout:
Read the sentences and decide if the explanations are
- To check SS" under-standing of meaning and use of the
structure
Indivi-duals Groups T-class
- Handouts
Trang 4True or False Write T or F The first one has been done
as an example.
0 Lucy could have taken the bus to work yesterday.
a F Lucy took the bus to work yesterday.
b T Perhaps Lucy took the bus to work yesterday.
1 You shouldn't have eaten so much.
a You didn't eat too much and that was necessary.
b You ate too much and that was not good.
2 The cause of the fire could have been a burning
cigarette.
a The fire was possibly caused by a burning
cigarette.
b The fire was caused by a burning cigarette.
3 John did very well on tie exam He must have studied
hard
a John probably studied hard.
b I'm sure John studied hard.
4 Dave can't have been at the cinema He was with me
last night.
a Dave was at the cinema last night.
b I'm sure Dave was not at the cinema last night.
5 Why is Tom so late? He might have lost his way.
a Tom is late because he has lost his way.
b Perhaps Tom has lost his way.
- For SS to share and learn
(7-8')
4.
Home-work
(1’)
Expected answers: 1 a F, b T 2 a T b F
3 a T, b T 4 a F, b T 5 a F, b T
Verb Form Review (Tasks a & b d.32 - 33)
- Elicit from SS the tense used to express a habitual
action (Expected: present simple)
- Ask SS to complete the texts with the correct tense &
form of the verbs.
- Tell SS to compare answers with a partner and then go
over the answers.
Sentence Completion
Complete each sentence so that it contains the words
given in bold.
1 You're completely soaked! You
(should /umbrella)
2 I've lost my bag I (must / train)
3 Jim did badly in the test He (should/harder)
4 Tom looks tired He (might / all night)
Expected answers:
1 You're completely soaked! You should have taken an
umbrella.
2 I've lost my bag I must have left it on the train.
3 Jim did badly in the test He should have studied
harder.
4 Tom looks tired He might have worked / studied
/stayed up all night.
-To review different tenses used
- To give
SS more practice at home to review what they have earae
T-class Indivi-duals Pairs
Indivi-duals
- Textbook
- Handouts
or Chalk & board
Trang 5LESSON PLAN
Outcomes - By the end of the lesson, the students are able to write a personal letter
- By the end of the lesson, the students are able to describe a past experience
Type of lesson Skill-based (writing)
Key Vocabulary - commencement - mutual
Key structures - I felt extremely embarrassed and confused
- Looking forward to hearing from you again
Anticipated problems
- Some students may be too shy to express themselves even in writing
Materials - Textbook - Handouts
- Chalk and board - Sheets of paper
Stage /
1.
Warm-up &
lead-in
(4-5')
2
Pre-writing
(4-5')
Game: Guess what?
- Show a picture of a person sitting in a restaurant
with a bowl of soup in front, and a waiter at his side
- Ask SS to read the exchange between the man and
the waiter and guess what the man's response is /
what the reason is (Appendix)
Expected answer: 'Because I haven't got a spoon!'
- Elicit experiences from SS: 'This is something
happening in a restaurant Have you ever had any
embarrassing experiences in a restaurant?'
- Note down SS' ideas,
Transition: - Nam had an embarrassing experience at
a restaurant and he wrote to tell his friend about it
Do you want to share your experience with your
friend? Today we will learn how to write a letter
telling friends about a past experience
- Write down on the board: Unit 2 Writing a
Personal Letter Describing a Past Experience
Activity 1: Gap-filling (Task a, p.30)
- Ask SS to complete the letter using the words given
- Move around to control and give help if necessary
- Get SS to compare answers in pairs and then go
over the answers
create interest and to introduce the topic
-To familiarise
SS with a letter describing
a past experience
Indivi-duals
T-class
T-class
T-class Indivi-duals Pairs
- Pictures
- Chalk & board
- Chalk & board
- Textbook
Trang 6(2-3') Activity 2: Teaching Vocabulary
- Arrange SS to work in pairs and give each pair a
handout
- Tell SS to read the words in column A and match
them with their explanations in column B
- Go over the answers with the class
The handout looks like this:
1 mutual a unable to think clearly
2 commencement b meeting
relationship to each other
4 confused d person who receives and entertains
people as guests
- To help enrich SS' knowledge ofvocab
and help them understan
d the text
Pairs
T-ciass
- Handouts
Expected answers: 1.c 2 e 3 d 4 a
5 b
Activity 3: Questions and Answers
- Ask SS to read the passage again and find answers
to the questions
1 What made him feel embarrassed?
2 Why did it happen to him?
3 Where did it happen?
4 When did it happen to him?
5 Who helped him solve the problem at last?
- Tell SS to compare answers in small groups and
then go over the answers with the class
Expected answers:
1 He couldn't find his money when he went to pay
the bill
2 Because he had put the money in the pocket of
another pair of pants
3 In a restaurant (where he held a reunion dinner)
4 Last weekend
5 His sister
Activity 4: Re-arranging
- Write down on the board the steps of a personal
letter about a past
experience in a random order as follows:
a Opening / Greeting
b The story / experience to be shared (what, why,
when, where, who)
c Date
d Closing and ending
e General information (about self or/and friends)
- Ask SS to put the steps in a logical order of such a
letter
- Tell SS to compare answers in pairs and then go
-To provide SS with some ideas about what to include in the story
- For SS to share and learn
- To give SSa general format of the letter
T-class
Indivi-duals
Pairs
T-class
Pairs
- Chalk & board
- Textbook
- Textbook Chalk & board
Trang 7
While-writing
(18-20’)
4
Post-writing
(2-3')
5.
Home-work
(1')
over the answers
Expected answers:
1 c Date
2 a Opening / Greeting
3 e General information (about self or/and friends)
4 b The story / experience to be shared (what, why,
when, where, who)
5 d Closing and ending
Writing it Yourself
- Ask SS to write a letter to a friend, telling him / her
about their most embarrassing experience based on
the format given and the sample in
Task a (p 30)
- Go around to control and give help with vocabulary
- When they have finished, collect SS' writings to
mark at home
Peer correction
- Read a piece of SS writings and ask SS to give
comments relating the format (steps), the language
use, and the story
- Give feedback and comments
Reviewing vocabulary
- Ask SS to review all the new words learned
- To have SS
practise writing
- To give
SS a chance to correct and learn from one another
- Sth to do
at home
Indivi-duals T-class SS-SS
Indivi-duals
- Chalk & board
- Chalk & board
- Textbook
- Sheets of paper
- Textbook
Trang 8LESSON PLAN
Outcomes - - By the end of the lesson, the students will know more about birthday
celebrations in the world
- By the end of the lesson, the students are able to listen and pick up specific details
Type of lesson - Skill-based (listening, reading & speaking)
Key
Vocabulary - honor - buffet - random - accompany - plan- savories
Key structures - A traditional cake is often served with candles that are to be blown
- If birthdays were perfectly random in their distribution across the year, then there would be a birthday celebration every 0,005 second
Anticipated problems
- Some students at the back rows may have difficulty listening to the
recordings.
Materials - Textbook - CD player - Scarves
Stage
1.
Warm-up
(5-6')
Game: 'Touch and describe'
- Arrange the class into two groups
- Assign two group representatives
- Set up "a time limit of 3 minutes
- Blindfold each representative
- Give each team a set of realia in a visible box (The
number of objects varies, depending on the class size.)
- Let the representative choose an object randomly, one at
a time and describe it to the group members
- The group members will taka turns to name the object
and write the word up on the board
- Play continues until the time is up for each team
- Go over the answers with the whole class
- Award a point for each correct word
- The group which scores more points wins
Set A
a wrapped gift, an orange, a candle, a pen, a clock, a
sweet, a bowl, a spoon, a coke, a hat
Set B
a knife, grapes, a plate, a toy telephone, a CD, a glass, a
handkerchief, a ruler, a flower vase, a book
- Elicit what words from above are associated with a
birthday party
-To motivat e SS&
make learning fun
-For SS to
compete and learn
-To interest SS
in the
T-class
SS
T-class
- Sets of realia, & two scarves
- Chalk & board
- Chalk & Board
- Chalk & board
Trang 92 Pre-
listening
(6-7')
- Elicit SS' birthdays and how often they celebrate their
birthdays
- Ask if SS know anything about birthday celebrations in
the world
- Transition: In today's listening section, we'll learn more
about birthday
celebrations in the world, esp in the USA
Write down on the board Unit 3 Parties
-Listening
Pre-teaching vocabulary
- Pre-teach the words below through explanations
honor /'Dna(r)/ (v.) = show respect for sth (ca ngợi)
buffet /'bufei/ (/'bAfei/) (n.) = a meal at which people
serve
themselves from a table and then stand or sit somewhere
else to eat
(tiệc đứng) Buffet lunch/supper
Dinner will be a cold buffet, not a sit-down meal
savory /'seivari/ (adj.) = having a taste that is salty, not
savories /'seivariz/ (n pi.) = food with a salty taste, not a
sweet one, often served at a party etc (món ăn mặn,
không ngọt)
consist /kan'sist/ (v.) of sth = be formed from the things
or people
mentioned (bao gồm, gồm có)
coming lesson
To facilitate SS under-standing
of the
recording
T-class
T-class
T-class
- Chalk & board
Trang 10Their diet consists of largely vegetables
accompany /a'kAmpsni/ sth (v.) = happen or appear with
sth else (có mặt hoặc xảy ra cùng với cái gì)
There were strong winds accompanied by heavy rain
random /'raendsm/ (adj.) = done, chosen, etc without sb
thinking or
deciding in advance what is going to happen (ngẫu nhiên)
The information is processed in a random order
plan (v.) /pl£en/sth = make detailed arrangements for
sth you want to do (lập kế hoạch cho cái gì)
Checking Vocabulary
- Give each student a copy of the exercise below
Listen and number the correct word in the order of
meanings you hear
RANDOM
CONSIST
SAVORIES
PLAN
BUFFET
HONOR
SAVORY
-To enrich SS' vocab
-To reinforce the newly presented words &
check SS' under standing
of these words
T-SS
T-class
Indivi-duals
- Chalk & board
-Handouts
-Pens
3.
While-listening
(6-8')
- Read aloud the following explanations
1 happen or appear with sth else
2 show respect for sth
3 make detailed arrangements for sth you want to do
4 done, chosen, etc without sb thinking or deciding in
advance what is going to happen 5 having a taste that is
salty, not sweet
6 food with a salty taste, not a sweet one, often served at
a party etc
7 a meal at which people serve themselves from a table
and then stand or sit somewhere else to eat
8 be formed from the things or people mentioned
- Have SS listen and number the correct words in the order
they hear
- Put an example of the task on the board
- Call on two SS to write up the answers on the board
- Go over the answers with the whole class
Expected answers:
1 accompany 2 honor 3 plan 4 random 5 savory
6 savories 7 buffet 8 consist
Activity 1: True - False statements
(Task b, textbook, p 38)
- Ask SS to read through the statements and keep in mind
which information they need to look for
-To hone SS listening skills as well
To enable SS
to listen for details
T-class
T-cIass
Indivi-duals
Handouts
Pens
-Chalk & board
-CD player, CD, Textbook