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LESSON PLAN UNIT 5: Ambition LESSON 5B: Grammar I Objectives: By the end of the lesson, students will be able to: a English language knowledge - Memorize the form, meaning and use of the future tense and the first conditional b Competence: b1 English communicative competence - Apply the future tense and the first conditional to talk about plans predictions of the future b2 Core competence: - Develop students’ collaborative skills - Develop students’ responsibility c Attributes: - Participate enthusiastically in all classroom activities II Resources and materials - Grade 10 Friends Global textbook, Unit - Lesson 5B - Grammar, Workbook - Computer connected to the Internet - Lesson plan, PPT slides, Projector/ TV/ pictures, radio and speaker III Teaching procedures Stage 1: Warm-up Activity ( minutes): Play the game “Baamboozle” Objectives: - To arouse the classroom - To lead in the lesson Input Procedure Student tasks and interaction Learning outcomes The - T divides the class into teams and - Ss pay attention to the - Ss gain more Bamboozle introduces the Bamboozle game with rules of the game interest in the game the title “What you want to be in - Ss play Bamboozle lesson the future?” games actively - T gives the rules of game: + The representative of each team takes turns choosing a random number to get the question Then the whole The whole class team gives their answer + The team with more points will be the winner - Link: JOBS - Baamboozle Key: taxi driver, dentist, pilot, waiter, reporter, dancer - T leads in the lesson Stage 2: Presentation Activity (8 minutes): Do the task Objectives: - To help Ss recognise the form of the future tense “will” and “be going to” Input Procedure Student tasks and interaction Learning outcomes Exercise Task 1: Look at the photo How - Ss work individually - Ss can realize (p.60) you think the girl is feeling? Then to answer the question the form of the read and find sentences of will, won’t - Then, Ss read the structures with and be going to in the dialogue dialogue to check their “will” and “be - T asks Ss to answer the question and prediction about the going to” then read the dialogue girls’ feelings - Then, T gives a suggested answer to - Ss as instructed to the class find out the form of Suggested answer: “will” and “be going The girl feels anxious before she has to” an interview - T asks Ss to find out the sentences containing “will”, “won’t” or “be going to” Key: I won’t chat … I'm going to leave soon anyway It'll take about ten minutes Individual work I'm going to get wet I'll lend you my umbrella I'll call a taxi I'll give it back later I'll wait here for you - T asks Ss to pay attention to the verbs after “will” and “be going to” to find out the form - T analyzes the structure of the two examples in the dialogue: + I’m going to get wet + I’ll lend you my umbrella - Then the teacher instructs students to state affirmative, negative and interrogative structures Stage 3: Practice Activity (3 minutes): Do the task Objectives: - To help Ss memorize the meaning of “will” and “be going to” Input Procedure Student tasks and interaction Learning outcomes Exercise Task 3: Match each example of will - Ss pay attention to T’s - Ss memorize the (p.60) and be going to in the dialogue with a direction of the task meaning of rule in the Learn this! box - Ss work in pairs to “will” and “be - T asks Ss to work in pairs to complete match each example of going to” task will and be going to in - T calls some Ss to share their answer the dialogue with a rule to the class in the Learn this! box - T checks the answers in the whole class Pair work Key: I won't chat (b2) I'm going to leave soon anyway (b1) It'll take about ten minutes (a2) I'm going to get wet (a1) I'll lend you my umbrella b2) I'll call a taxi (b2) I'll give it back later (c) I'll wait here for you (c) Activity (5 minutes): Do the handout Objectives: -To help Ss memorize the form and meaning of “will” and “be going to” Input Handout Procedure Student tasks and Learning interaction outcomes Task 4: Put the correct forms of verbs - Ss as instructed and - Ss can apply the in brackets, using “will” or “be going complete task form and to” - Ss compare their meaning of answers with their “will” and “be partner to discuss the going to” to final answers complete task - Ss pay attention to the in handout - T gives Ss the handout process of the teacher - T does the first sentence as an example checking the answers in and asks students to the same with the whole class the remaining sentences individually - Then T asks Ss to compare their answers with their partner to discuss the final answers - T calls some Ss to share their answers, then checks them Key: am going to buy will buy Individual work Pair work are going to visit will be isn’t going to rain will try Stage 4: Presentation Activity (8 minutes): Do the task Objectives: - To help Ss recognize the structure of the first conditional Input Exercise (p.60) Procedure Student tasks and interaction Learning outcomes Task 5: Read the text and find all - Ss pay attention to the - Ss can recognize the sentences containing “if” instructions of the the structure and - T asks Ss to read the text and teacher meaning of the underline the sentences containing - Ss complete task first conditional “if”in pairs and find out the - T calls some Ss to share their structure and meaning answers of the first conditional - T checks the answers in class Key: If this trend continues, travel agents will probably become unnecessary If newspapers disappear entirely, we won’t need newsagents And what will happen if everyone learns online instead of in a classroom? - T asks Ss to pay attention to the tenses used in each clause and the meaning of them Structure: - T shows the meaning of the first Pair work conditional and reminds Ss of the note about the comma Stage 5: Practice Activity (6 minutes): Do the task Objectives: To help Ss memorize the form and meaning of the first conditional Input Handout Procedure Student tasks and interaction Learning outcomes Task 6: Complete the sentence with - Ss as instructed - Ss can apply the the verbs below Use the first and complete task form and meaning conditional - Ss compare their of “the first answers with their conditional” to partner to discuss the complete task in final answers handout - T gives Ss the handout - T asks Ss to this task in pairs - T calls some Ss to share and explain their answers, then T checks them - Ss pay attention to the process of the teacher checking the answers in the whole class Key: don’t hurry up will have Individual work Pair work will buy wants Will you go stops Stage 6: Production Activity (5 minutes): Speaking time! Objectives: - To help Ss talk about the plans in the future Input Procedure Student tasks and Learning interaction - Ss as instructed outcomes Exercise - Task 7: Work in pairs Ask and p.60 answer the questions future simple to - T asks Ss to work in pairs to ask and ask and answer answer the following questions: Pair work - Ss apply the the questions + What will you if … you lose your mobile phone? it rains all day on Saturday? The whole class you get good marks in your final exams? - T reminds Ss to use the future tense and the first conditional - T calls some pairs to answer in front of the whole class - T gives feedback and comments Stage 7: Wrap-up Activity (1 minute): Summarize and give homework Objectives: - To help Ss summarize what they have learnt Input Procedure Powerpoint, - T summarizes what has been learnt Workbook and addresses any question Ss may have - T gives homework, including a workbook Student tasks and interaction The whole class Learning outcomes - Ss know their homework