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Thành phố Hồ Chí Minh, ngày 24 tháng 08 năm 2024

LESSON PLAN
Unit 7: Artists
Lesson: Vocabulary and Grammar (Simple Future Tense)
Level: KET - A2
Time: 45 mins
Date: Saturday, August 24th, 2024

I. Objectives
By the end of this lesson, students will be able to:
1. Core Competences
 Vocabulary: Understand and use key vocabulary related to
celebrations and traditions: exchange, tradition, midnight, wish,
greeting, celebrate.
 Grammar: Use the Simple Future Tense correctly in sentences and
conversations.
 Skills: Apply vocabulary and grammar knowledge to complete
exercises in the KET workbook..
2. General Competences
 Self-control & independent learning: Work independently to complete
exercises and practice vocabulary and grammar.
 Communication and collaboration: Engage in pair or group
activities to practice speaking and writing using the target vocabulary
and grammar.
 Problem-solving and creativity: Use creative thinking to form sentences
and short dialogues using the Simple Future Tense and new vocabulary.
3. Attributes:
 Kindness: Demonstrate supportive behavior during individual, pair and
group work, fostering a positive class environment.
 Diligence: Show persistence in completing tasks and
actively participating in all activities.
 Honesty: Provide and receive feedback sincerely, contributing to a
constructive learning atmosphere.
  Responsibility: Take responsibility for one's learning progress and
group roles, ensuring active participation and contribution.

II. Resources and Materials

 Reference teaching materials: KET Workbook, Lesson plan
 Teaching aids: Flashcards with vocabulary, whiteboard, markers, PPT
slides (optional), handouts with exercises.
III. Procedure
1. Warm-up (3 minutes)
2.
Teacher's activities Students' activities Content
Bamboozle (10 minutes)
- Divide the class into 2 - Form 2 groups. Game rules:
groups. - Groups take turns to
- Ask some ICQs choose 1 from 8 random
E.g. box
“If you are Group 1, - Each box include
please say hi.” random points (bonus
“If you are Group 2, please point and minus point)
say hello.” - If this group answer
correctly, they will receive
the point
- The group that receive the
highest will win the game

- Explain the rules and - Listen to the T and

check Ss' comprehension. answer the questions.
- Conduct the game. - Play the game.

a. Assessment:
- The teacher observes students when they play the game
and gives support if necessary.
3. Vocabulary (20 minutes)
a. Procedure:

Teacher's activities Students' activities Content

New vocabulary (7 minutes)
- Give handouts. - Receive handouts. 1. tradition
- Tell a story to make a - Listen and repeat. 2. midnight
connection that can link to 3. exchange
each new word and present 4. greeting
it logically. 5. wish
- Conduct choral and 6. celebrate
individual repetition of the Every year, on the Lunar
word list. New Year, or Tet, me and
Celebrate: To do something my family follow a special
special to remember an tradition. At midnight, we
important event or holiday. all stand together,
exchange hugs, and say a
Example: We celebrate special greeting: "Happy
birthdays with cake and New Year!" After that, we
gifts. make a wish for the coming
CCQs: year. I always wish for
Do we celebrate sad good health and happiness
events? (No) for my family. Then, we
Do we celebrate happy celebrate by eating
events? (Yes) delicious food and watching
Tradition: Something the firework. I love this
people do regularly, tradition because it brings
usually because of culture my family closer together.
or history.

Example: In my family, it's

a tradition to have a big On Christmas Eve, me and
dinner on Christmas Eve. my family were excited to
CCQs: celebrate the holiday
Is a tradition something together. It was a tradition
new or something that has in my house to gather around
been done for a long time? the Christmas tree at
(Something done for a long midnight, sing songs, and
time) share their greetings with
Do people in different each other, like “Merry
countries have the same Christmas!. I wished for
traditions? (No) happiness and good health in
Midnight: 12:00 AM, the the coming year. After that,
time when one day ends everyone began to exchange
and another begins. small gifts. I received a toy
car from my brother, and I
Example: We waited for gave my brother a ball. We
midnight to say "Happy were happy because they
New Year." knew they were creating
CCQs: special memories.
Is midnight before or after
noon? (After)
Do we sleep at midnight?
(Sometimes, yes)
Wish: A hope or desire for
something to happen.

Example: I made a wish for

good luck.
CCQs:
Can a wish be something
real? (No, it is something
you hope for)
Can you make a wish on
your birthday? (Yes)
Greeting: A way to say
hello or express good
wishes.

Example: "Hello" and

"Happy New Year!" are
examples of greetings.
CCQs:
Do greetings happen when
you meet someone? (Yes)
Can greetings be used
when saying goodbye?
(No)
Exchange: To give
something and get
something in return.

Example: We exchanged
gifts for Christmas.
CCQs:
If I exchange a book with a
friend, will I get a book in
return? (Yes)
Is exchange only for gifts?
(No, it can also be for ideas
or services)

Exercise 3 (3 mintues)
- Ask Ss to read each point - Listen and read. Answer key (Exercise 3):
in Writing Strategy 1. Q1: Yes. The writer asks
- Explain briefly again the reader "Have you ever
these points. - Listen to the T. read a book that you just
- Ask some ICQs. couldn’t put down?".
- Ask Ss to look at the Q2: The style is informal
following questions. and lively.
- Give Ss 1 minutes 30 - Read and answer the Q3: The title "My
seconds to answer the questions. favourite book: The
questions individually. Hunger Games" is better
- Elicit answers. because it is more concise
and convey the writer’
main points.
Exercise 4 (2 minutes)
- Ask Ss to read each point Answer key (Exercise 4):
in Writing Strategy 2. 1. B
- Explain briefly again 2. C
these points. 3. A
- Ask some ICQs. 4. D
- Give Ss 1 minute to
answers the question
individually.
- Check answers as a class.
Exercise 5 (1 minutes)
- Ask students to read the Answer key (Exercise 5):
entry again and note down The writer uses the present
the tense. tense.
- Check the answer as a
class and briefly explain it.
Exercise 6 (2 minutes)
- Draw Ss' attention to - Read the handouts. Some other phrases for
other key phrases in the decribing stories:
handout. - It's based on …
- It's been made into a film
called …
- The main character is …
- I identify with the
character(s) of …
- I find the
character(s) of....
unconvincing / realistic …
- The story is gripping.
- What I love about the
book is …
- It's such a great book that
I can't / it's hard to put it
down.
 b. Assessment:
- The teacher observes students' performance in pair and
group work.
- The teacher checks students' pronunciation and gives feedback.
- The teacher checks students' understanding of the new
vocabulary, writing strategies, and key phrases.
4. While-writing (12 minutes)
a. Objectives:
This activity is conducted to help students:
- Write about their favourite books.
b. Content:
- Exercise 7 in the textbook.
c. Products:
- Students work in groups to write about their favourite books.
d. Procedure:

Teacher's activities Students' activities Content

A Book Exhibition (12 minutes)
- Explain the - Listen to the T. Instructions:
instructions and give - In 10 minutes, each group needs to:
an example. + Make an outline for the book
- Give Ss 10 minutes review using the template in the
to make plans and handout.
write the book + Write a book review of
reviews on Padlet in 150 - 180 words on Padlet.
groups. + Proofread the book review using
the checklist on page 93.
- Students need to follow the writing
strategies and use the key phrases that
have been provided to them.
Padlet link:
https://padlet.com/hunghades1012/7H
e. Assessment
- The teacher observes students when they work in
groups and gives support if necessary.
5. Post-writing (8 minutes)
a. Objectives:
This activity is conducted to help students:
 - Improve their writings based on feedback.
b. Content:
- Students' writings on Padlet.
c. Products:
- Students conduct peer feedback and take notes of their mistakes.
d. Procedure:

Teacher's activities Students' activities Content

Feedback Session (10 minutes)
- Give each 3 minutes to - Listen to the T. E.g.
check another peer’ work. Group 1 checks Group 2
- Check work from all - Listen to the T and raise work. Group 2 to Group 3,
groups. hand Group 3 to Group 4,
- Choose one random work Group 4 to Group 1.
from 1 group.
- Spend 4 minutes to give
key sample feedback for
some criteria based on the
feedback form.
- Each group spend 3 - Listen carefully and give - Description of the peer
minutes conducting peer feedback following each feedback session:
feedback after hearing T criterion. E.g.
gives feedback and Group 1 gives feedback to
make corrections. Group 2, Group 2 to
- Collect feedback forms Group 3, and Group 3 to
from each group and Group 4, and Group 4 to
specify this feedback more Group 1.
clearly.
e. Assessment:
- The teacher observes students' group work and gives feedback.
- Students give feedback to each other.
6. Consolidation (2 minutes)
a. Homework
- Do exercises in the Workbook.
- Prepare for the next lesson.

b. Wrap-up
- The teacher finalizes the scores of 4 groups.
- The teacher gives prize to the group that has the highest point.