Week 3 Date of planning: 9/9/2024 Date of teaching: 18/9/2024

Period 6

UNIT 1: EAT, DRINK AND BE HEALTHY

Lesson 5: Grammar

I. OBJECTIVES
By the end of this lesson, Ss are expected to achieve the following objectives:
1. Knowledge
- Vocabulary: Can use a range of verb patterns.
2. Competencies:
a. General competencies:
Develop collaboration skills in the 6Cs of the 21st century framework: working in pairs and in teams.
b. Specific competencies:
Strengthen communicative competence related to speaking skills and use of language (vocabulary, phonetics,
grammar)
● For a language lesson: Ss are expected to use question tags correctly, then do the tasks assigned in the textbook.
● For a skills lesson: Ss are expected to apply speaking and writing skills to order food.
3. Qualities:
- Be hard-working and attentive in class
- Have a positive attitude about the lesson
II. PREPARATIONS
 Teacher: Textbooks, PowerPoint slides, TV, projector, loudspeaker, dices
Students: Textbooks, notebooks
Language analysis:
Verb patterns
● Verb + to infinitive
Examples: aim, arrange, attempt, can’t afford, decide, expect, hope, intend, manage, offer, plan, refuse, remember,
seem, tend, try, want
● Verb + object + to infinitive
Examples: advise, allow, encourage, force, remind, teach, urge, warn (not)
● Verb + -ing
Examples: avoid, can’t help, can’t stand, don’t mind, enjoy, fancy, finish, imagine, keep, miss, stop, waste time
● Modal verb + infinitive without to
Examples: can, could, might, should, would
● Verb + object + infinitive without to
Examples: make, let

Assumptions

Anticipated difficulties Solutions

- Some students may not be able to decide after which word to - Remind Ss of the rules for each word and refer back to the
put -ing or to infinitive box in Exercise 2. Provide Ss with examples in Vietnamese if
 necessary.

Board Plan

Date of teaching
UNIT 1: EAT, DRINK AND BE HEALTHY
Lesson 5: Grammar
* WARM-UP
Discussion in groups to find out how athletes prepear for sporting events.
I. Presentation:
Activity 1: Discuss about sport psychologists.
Activity 2: Fill in the blanks using the information in Exercise 1.
Activity 3: Listen to the audio 1.05.
II. Practice:
Activity 4: Rewrite the sentences.
Activity 5: Complete the sentences using your ideas.
III. Production:
Activity 6: Work in pairs.
IV. Homework:
- Do .
- Prepare for Lesson 1.6: Use of English.
III. PROCEDURES
Notes:
In each activity, each step will be represented as follow:
* Task delivering
** Task performance
*** Report and discussion
**** Judgment

Stage Stage aims Procedure Interaction Time

WARM-UP - To activate students’ WARM-UP: S-S 5 mins
prior knowledge and * T divides Ss into groups of 4.
get students involved * T announces that Ss will discuss how athletes
in the lesson. prepare for sports events such as Olympics.
Prompt:
“Can you name any Vietnamese and foreign
athletes?”
“How do you think they prepare for big sports
competitions such as Olympics or Sea Games?”
* T gives an example of an athlete and what he/she did
before a sports events.
Suggested examples:
“Ánh Viên eats healthy to prepare for the events.”
“She spends time training with her coach.”
* After the demonstration, T asks the groups to begin
 discussing.
** Ss start discussing.
*** T invites one group to stand up and presents their
discussion in 1 minute.
**** T gives comments on the answer.
LEAD IN - To get students to ACTIVITY 1. WHAT DOES A SPORT T-S 4 mins
think about the PSYCHOLOGIST DO? READ THE TEXT AND
topic. FIND OUT. (SB p.12)
* T asks Ss to open SB page 13 and look at Exercise 1.
* T calls one S to read the instruction then checks Ss’
understanding of it.
* T asks Ss to read the text in two minutes.
** Ss reads the text.
*** T invites some Ss to stand up and answer the
question about sport psychologists.
Suggested answer:
“He/She helps athletes prepare mentally for the
competitions.”
PRESENTA - To present the ACTIVITY 2: READ GRAMMAR FOCUS. T-S 6 mins
TION grammar point in COMPLETE THE EXAMPLES WITH THE S-S
context. PHRASES IN BLUE IN THE TEXT. (SB p.12) S-T
* T calls one S to read the instruction of Exercise 2 then
checks Ss’ understanding of it.
* T goes through the Grammar Focus box then asks Ss
 to read and fill in the blanks individually in 1 minute.
** S works individually.
*** T invites one S to read aloud his/her answer.
** S reads the ansswers in front of the class.
**** T corrects the sentences if necessary and gives
examples of words that can be used in the same patterns.
* T divides Ss into pairs and ask them to make sentences
using four patterns with another word in “Examples”
** Ss do the task in pairs in 2 – 3 miniutes.
*** T invites 2 pairs to read aloud their sentences.
**** T comments and corrects if necessary.
Answers
2 to prepare
3 preparing
4 get
5 make
PRACTICE - To help students ACTIVITY 3: COMPLETE THE THE TEXT T–S 18 mins
practice using WITH THE CORECT VERB PATTERN USING S–S
different verb THE WORDS IN BRACKET. THEN LISTEN AND
patterns in specific CHECK. (SB p.12)
contexts. * T invites one S to read aloud the question and check
their understanding.
* T asks Ss to read and complete the text individually in
4 minutes.
** Ss read the text and complete it individually.
* T calls 2 – 3 Ss to read aloud their answers and write
them on the board.
* T plays the audio 1.05 for Ss to check the information.
**** T corrects the answers if necessary.
* T goes through the information in the Grammar Focus
with the whole class.

Answers
2 them to visualise
3 imagine
4 winning
5 to recreate
6 athletes to talk
7 them to concentrate
8 to stay
9 talking
10 to win
11 to win

Audio script (1.05)

Visualisation
Before an important event, I advise athletes to visit
the stadium. This allows them to visualise the day of the
competition. They can imagine the smells and the
sounds in the stadium, and they imagine winning the
competition. Then, when the day of the competition
arrives, they try to recreate the success they
imagined.
Positive thinking
I encourage athletes to talk to themselves before a big
race. I force them to concentrate on the times when they
won. They need to stay in the present and tell the
negative voice in their head to stop talking. Good
athletes want to win, but top athletes expect to win.
That’s positive thinking!

ACTIVITY 4: WRITE A SECOND SENTENCE SO

THAT IT HAS A SIMILAR MEANING TO THE
FIRST. USE THE WORDS IN BRACKETS.
WHICH SENTENCES ARE TRUE FOR YOU? (SB
p.12)
* T calls one S to read the instruction of Exercise 4
then checks Ss’ understanding of it.
* T asks Ss to rewrite the sentences using the given
words without changing its meaning.
** Ss rewrite the sentences individually in 4 minutes.
* T asks Ss to compare their answers in pairs.
 *** T invites some Ss to come to the board and write
down their answers.
*** Ss write their answers on the board.
*** T asks other Ss in the class if they have different
answers and write them down if there are.
**** T gives comments on the answers and correct
them if necessary.
* T asks the whole class which sentence is true for
them then invites 2 Ss to talk.
** Ss answer the question.
Answers
2 I can’t afford to buy new trainers.
3 I hope to learn how to skate one day.
4 My uncle taught me to swim.
5 I don’t intend to take up jogging.
6 My parents won’t let me stay out all night with my
friends.

PRODUCTI - To practice making ACTIVITY 5: COMPLETE THE SENTENCES. T-S 10 mins

ON sentences about WRITE FOUR TRUE SENTENCES AND ONE S-S
personal experience FALSE ONE. THEN SHARE THEM WITH YOUR
using the given verb FRIENDS. ASK THEM TO GUESS THE FALSE
patterns. ONE. (SB p.12)
 * T gives an example of a true sentence and a false
sentence using the structures in the textbook then asks
Ss which one is false.
Suggested examples:
“I’ve refused to eat meat on the first day of the
month.”
“I wasted a lot of time surfing the internet at the
weekend.”

* T asks Ss to work individually to write four true

sentences and a false one about themselves.
** Ss write 5 sentences in 4 minutes.
* T asks Ss to share the sentences with their partners in
1 minute.
*** After one-minute sharing, T invites a S to read
aloud their sentences for the whole class to guess
which one is true or false.
** S shares his/her sentences with the class.
**** T corrects the sentences if needed.
*** T invites another 1 – 2 Ss to do the same.
** Ss share their sentences for the whole class to guess
true or false.
**** T gives feedback if needed.
WRAP UP - To consolidate what - T asks Ss to talk about what they have learnt in the T-S 1 min
 Ss have learnt in the lesson: S-T
lesson. ✔ How to use different verb patterns to express
their opinions/ personal experience
HOMEWO - To review the lesson - T assigns the home assignments. T-S 1 min
RK and prepare for the - Ss copy their home assignments.
next lesson. - T explains it carefully:
+ Do exercises in the Workbook;
+ Prepare Unit 1 Lesson 1.6 Use of English.

Nhận xét giáo án Ngày 16 tháng 9 năm 2024