11NC -unit 1 -Language focus (new)

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