Trường TH-THCS-THPT Việt Anh Week: 1

Tổ Tiếng Anh Period: 2

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT INTRODUCTION
LESSON IB- GRAMMAR: PRESENT TENSE CONTRAST
(DYNAMIC, STATIVE AND LINKING VERBS)

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the present simple and present continuous tense.
- Understand the usage of tenses.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Talk about the present and future using a variety of tenses
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit Introduction, B.Grammar
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác sachso.vn

Language analysis
LEARN THIS! Present simple and continuous (p.9)
We use:
a. the present simple for habits and routines.
b. the present continuous for something happening now or about now.
c. the present continuous for describing annoying behavior (with always).
d. the present simple for a permanent situation or fact.
e. the present simple for timetables and schedules.
f. the present continuous for future arrangements.
g. the present simple in future time clauses (starting with when, as soon as, after, if etc.).
 LEARN THIS! Dynamic, stative, and linking verbs in the continuous form (p.9)
a. Dynamic verbs describe actions and can be used in the simple or continuous form.
b. Stative verbs describe states or situations and are not usually used in continuous tenses.
Common stative verbs include:
believe belong hate know like love mean mind need prefer remember understand want
c. Linking verbs serve as a connection between a subject and further information about that
subject. We normally use the present simple (not continuous) with linking verbs. Some
linking verbs are:
be become seem appear sound smell look feel taste
d. However, some stative verbs and linking verbs can sometimes be used in the continuous
form to describe a temporary situation.
She is thinking of giving up her job. (= She is considering it.)
You’re looking well today. (or You look well today.)
How are you feeling now? (or How do you feel now?)
He’s being so selfish. (= He’s behaving selfishly now.)

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups

Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
- Provide vocabulary and useful language before
deliver a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- Introduce the new lesson and set the scene for Ss to acquire new language.
- Get students' attention at the beginning of the class by means of enjoyable and short
activities as well as to engage them in the steps that followed.
b. Content:
- Exercise 1. (p.9)
c. Expected outcomes:
 - Students can gain more confidence and interest in the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Exercise 1. Work in pairs. Find out a) when and where your partner usually does his / her
homework and b) what type of homework he / she likes most and least. (5 mins)
- Go through the task with the class. Suggested answers:
- In pairs, students take turns to ask and answer the My friend Mary often does her homework in
questions. her room because she feels comfortable
- Ask a few students to share their ideas with the class. there.
She likes doing crossword puzzles a lot. She
doesn’t like writing essays.
e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: PRESENTATION (15 mins)

a. Objectives:
- To review present simple and present continuous.
b. Content:
- Exercise 2 (p9)
- Exercise 3 (p9)
- Exercise 4 (p9)
c. Expected outcomes:
- Students can apply the useful language in everyday reading and writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Exercise 2: Read and listen to the dialogue. Why is Sue annoyed with Dan at the end? (4 mins)
- Play the recording for students to read and listen and Suggested answers:
note down the answer. Sue gets annoyed with Dan because he is
- Check the answer as a class. always forgetting things.
First, Dan forgot to bring his sports kit for
the P.E class today.
Second, he forgot that they have an
arrangement for revising for the exam next
week.
Exercise 3: Why is present simple or present continuous used in each of the highlighted examples
from the dialogue? (6 mins)
- Ask students to read the dialogue again and to note Answers:
down all the present simple and present continuous You aren’t’ wearing. This describes
verbs. something happening now.
- T asks Ss to identify the reason why the present simple
and present continuous tense are used. Ss can work in P.E starts. This describes timetables.
group or use a dictionary. You’re always forgetting things! This
- Check answers as a class. With a weaker class, revise describes annoying behavior.
the affirmative, negative, and interrogative forms of theIt makes. This describes a fact.
present simple and the present continuous. What are you doing instead? This describes
habits.
Mr. Harley is giving. This describes future
arrangements.
Mr Harley always gives. This describes
habits.
We have exams next week. This describes
timetables.
We’re revising. This describes future
arrangements.
I’m going away. This describes future
arrangements.
You’re always forgetting. This describes
annoying behavior.
When I get back. This is in future time
clause.
Exercise 4. Read the Learn this! box. Complete the rules (a–g) with the correct tenses: present
simple or present continuous? (5 mins)
- Go through the instructions and the Learn this! box Answers:
together. a present simple b present continuous c
- Ask students to complete the rules. present continuous d present simple e
- Check answers as a class. present simple f present continuous g
present simple
e. Assessment
- Teacher checks students’ performance and gives feedback.

3. ACTIVITY 2: PRACTICE (12 mins)

a. Objectives:
- Ss can answer the questions related to present simple and present continuous tense.
- They can also finish the tasks in the textbook.
b. Content:
- Exercise 5. (p.9)
- Exercise 6. (p.9)
c. Expected outcomes:
- Students can thoroughly understand and complete the exercises successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Exercise 5. Read the Learn this! box. Find five stative verbs in the dialogue in exercise 2. How do
you know they are stative verbs? (5 mins)
- Ask students to read the Learn this! box and find Answer key:
five examples of state verbs in the text. They like, mind, need, know, remember.
should try to explain why they think the verbs are They describe a state, not an action, and they are
state verbs. used in the present simple. We do not normally
- Check answers as a class. use them in the present continuous.
Exercise 6. Complete the sentences with the present simple or present continuous form of the
verbs in brackets. (7 mins)
- Ask students to complete the sentences. With a Answer key:
weaker class, ask students to note any words that 1 am meeting; Do you want 2 walk; are going 3
will help them to match the verbs with the rules in love; cost 4 don’t want; is raining 5 Are you
the first Learn this! box. enjoying; do you prefer 6 don’t believe; is always
- Encourage students to use both Learn this! boxes inventing 7 are you laughing; don’t understand 8
for guidance while doing the exercise. am catching; arrives
- Check answers as a class.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practice speaking skills.
- To help Ss memorize the simple present and present continuous tense.
b. Content:
- Presentation
- Exercise 7 (p9)
c. Expected outcomes:
- Students can use different tenses to talk about the present and future.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Exercise 7. Work in pairs. Find out what your partner a) usually does at weekends and b) is
doing this weekend. Use the words below or your own activities. (10 mins)
- Go through the instructions, the activities and the
example questions and answers together. Students’ own creativity.
- Give students a minute to brainstorm more activities.
With a stronger class, elicit more questions students
could ask, e.g. How often do you go for a bike ride?
Who are you meeting in town?
- In pairs, students take turns to ask and answer the
questions.
Ask a few students to tell the class what their partner
does.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Prepare for the next lesson

Board Plan

Date of teaching
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT INTRODUCTION
LESSON IB- GRAMMAR: PRESENT TENSE CONTRAST
(DYNAMIC, STATIVE AND LINKING VERBS)
*Warm-up
- Exercise 1
* Presentation
- Exercise 2
- Exercise 3
- Exercise 4
*Practice
- Exercise 5
- Exercise 6
*Production
- Exercise 7

*Homework