UNIT 1: PEOPLE ARE PEOPLE
Period 7: Lesson 1.1: Vocabulary (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, Ss are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Understand the meaning of the keywords or word
collocations below:
● Family members: aunt, brother, cousin, daughter, father,
grandfather, grandmother, husband, mother, sister, son, uncle, wife
● Adjectives to describe eyes, hair, general appearance: big, blonde,
blue, brown, dark, green, grey, long, old, red, short, slim, small, tall,
young
● Countries and nationalities:
England - English
Argentina Argentinian
France - French

Japan - Japanese

Italia - Italian

Ireland - Irish

Scotland - Scottish

Holland - Dutch

America - American

Poland - Polish

- Grammar: Understand and use the grammar structures presented in the
lesson - Possessive form.
2. Competencies:
a. General competencies:
Form and/or improve such competencies as group work, independent working,
pair work, linguistic competence, and cooperative learning.
b. Specific competencies:
Improve communicative competence related to the use of language
(vocabulary, phonetics, grammar)
● For a language lesson: Ss are expected to know the meaning of the
keywords used to talk about family and nationalities, and understand the
main grammatical points, then do the tasks assigned in the textbook.
● For a skills lesson: Ss are expected to use the vocabulary about countries,
nationalities, and family members to practice talking about family and
nationalities.
3. Qualities:
1

- Being hard-working and attentive in class
- Have a positive attitude towards the lesson
- Respect the vary of appearance and the situation of each other's family
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (3')
1. Aim: To activate what Ss have known about family words and lead in the
new lesson.
2. Content: Ss are divided into groups of 6 then work in groups under the
instruction of T.
3. Products: Ss write as many words related to family members as they can.
4. Implementation:
TEACHER AND
STUDENTS' ACTIVITIES
Step 1: Task delivering
- T writes 'a family tree' on the
board and asks if anyone knows
what a family tree is and how
we draw it.

CONTENTS
- Draw a simple family tree and
label it with words.
- The answers can vary.

Step 2: Task performance
- T divides Ss into groups of 6.
Encourages Ss to list all the
words about family members
they've known in 2 minutes and
draws a family tree to illustrate
their words.
Step 3: Report and discussion
- Invite some Ss to present their
works.
Step 4: Judgment
- Check with the whole class.
ACTIVITY 2: KNOWLEDGE FORMATION (5')
2

1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed below
- I can talk about my family and nationalities.
3. Products: Ss acknowledge the lesson's objectives.
4. Implementation: T introduces objectives to students.
ACTIVITY 3: PRESENTATION 1 (10')
1. Aim: To reinforce some family words and teach some new family words.
2. Content: Ss work individually and in pairs with the instruction from T to
accomplish the given exercise.
3. Products: Ss are able to complete the family tree of Asha based on the
information given in the audio.
4. Implementation:
TEACHER AND
STUDENTS' ACTIVITIES
Step 1: Task delivering
- T tells Ss to look at Asha's
family tree in Exercise 1 on
Student's Book on page 10.
- T elicits who is who (e.g., This
is dad.)
- T guides Ss to do Exercise 1:
listen to the audio and read the
text, then write the names of
people.

CONTENTS
Exercise 1:
Answers:
There are thirteen people in the
family.
A Abe

B Cara C Gus D Miyo

E Alex F Rita G Tommy
H Sonia I Henri
K Ola

J Antoine

L Ana

Step 2: Task performance
- Ss do Exercise 1.
Step 3: Report and discussion
- T pairs Ss up to check the
answers then confirms with the
whole class.
- T elicits the relationship
between Asha and each member
of her family.
3

Step 4: Judgment
- T checks the meanings of
“husband, wife, daughter”.
ACTIVITY 4: PRACTICE 1 (5')
1. Aim: To sort family words into genres.
2. Content: Ss work as a whole class to accomplish the exercise under the
instruction of T.
3. Products: Ss are able to sort the given vocabulary into 02 groups.
4. Implementation:
Step 1: Task delivering
- T asks Ss to sort the vocabulary
into 2 groups: one for
women/girls and one for
men/boys individually.
Step 2: Task performance
- Ss do the task.

Exercise 2:
Answers:
Female:
cousin,
daughter,
grandmother, mother, sister, wife
Male: cousin, father, grandfather,
husband, son, uncle

Step 3: Judgment
- T checks the answers with the
whole class.
Step 4: Report and discussion
- T develops further discussion if
needed.
ACTIVITY 5: PRESENTATION 2 (7')
1. Aim: To teach names of countries and their nationalities.
2. Content: Ss work individually to differentiate countries and nationalities
with the support from T.
3. Products: Ss are able to sort the given words into 02 groups - country and
nationality.
4. Implementation:
Step 1: Task delivering
- T shows Asha's family tree
again and asks “Where is Asha's
grandpa from?” (USA); What is

Answer:
Country: the USA, Japan, Poland
Nationality: English, French, Irish,
4

his nationality? (American).

Argentinian, Scottish

- T explains the meaning of
“country” (where you were
born) and “nationality” (the
official right to belong to a
particular country).
Step 2: Task performance
- T asks Ss to circle words about
countries and underline words
about nationalities in the text.
- T draws 2 columns on the
board: Country & Nationality
and invites Ss to fill the words
in.
Step 3: Report and discussion
- T invites Ss to read all the words
chorally.
Step 4: Judgment
- Check with the whole class.
ACTIVITY 6: PRACTICE 2 (3')
1. Aim: To teach names of countries and their nationalities.
2. Content: Ss work individually to complete the task under the guidance of
T.
3. Products: Ss are able to give correct answers that match the audio.
4. Implementation:
Step 1: Task delivering
- T
guides
to
complete
Vocabulary box A (exercise 2 –
SB p11) individually.
Step 2: Task performance
- T plays audio track 1.02, asks Ss
to listen and repeat.

Exercise 3
Answers:
2 French

3 Irish

4 The USA

5 Argentinian 6 Japan

7 Scottish

8 Poland

Step 3: Judgment
5

- T checks their answers.
Step 4: Report and discussion
- T develops further discussion if
needed.
ACTIVITY 7: PRESENTATION 3 (5')
1. Aim: To teach how to use adjectives to describe people's eyes, hair and
general appearance.
2. Content: Ss work in pairs with the guidance of T to practice using
vocabulary about describing a person.
3. Products: Ss are able to write the words in the correct column.
4. Implementation:
Step 1: Task delivering
- T shows the photo of Alex
(Asha's uncle) and asks:
“Who's he? Is she French? Is he
Asha's brother?” to reinforce
what they've learned.
Step 2: Task performance
- T invites some Ss to describe
Alex by asking “What does he
look like? Look at his eyes/
hair….”.

Exercise 4
Answers:
Eyes: blue, brown, dark, green,
small
Hair: brown, dark, grey, long, red,
short
General appearance: old, short,
slim, small, tall, young

- T shows Ss words in exercise 5
and asks them to work with their
partners to write the words in
the right column.
Step 3: Judgment
- T and the whole class check
chorally.
Step 4: Report and discussion
- T develops further discussion if
needed.
ACTIVITY 8: PRACTICE 3 (4')
1. Aim: To practice in pairs asking and answering about people's features.
6

2. Content: Ss work in pairs to practice making conversations about
describing a person.
3. Products: Ss are able to ask and answer each other's questions about
people's features.
4. Implementation:
Step 1: Task delivering
- T pairs Ss up and shows them an
example.
Step 2: Task performance
- Ss work in pairs to practice
asking and answering.

Exercise 5
Suggested question and answer
A: Is Cara's hair long?
B: No, it isn't. It's short.

Step 3: Report and discussion
- Invite some Ss to present their
works.
Step 4: Judgment
- Check with the whole class.
ACTIVITY 9: FURTHER PRACTICE (3')
1. Aim: To apply what Ss have learned in real situations.
2. Content: Ss are divided into groups of 4 or 6 to play the game under the
instruction from the Teacher.
3. Products: Ss are able to play the game using the vocabulary and
grammatical points they've learned in the lesson.
4. Implementation:
Step 1: Task delivering
- T invites one student to read the
task in Exercise 7 and guides Ss
on how to play the game.
- T divides the class into groups
of 4 or 6 and lets them play
themselves.
Step 2: Task performance

Exercise 6
Suggested dialogue:
A: There are four people in my
family. I have a brother. He is
thirteen years old. He has blonde
hair.
B: False! Your brother has black
hair.

- Ss play the game as guided by
T.
7

Step 3: Judgment
- T checks the performance with
the whole class.
Step 4: Report and discussion
- T develops further discussion if
needed.
HOME ASSIGNMENT
- T assigns the home assignments.
- Ss copy their home assignments.
- T explains it carefully.

- Do exercises
pages 6 – 7.

on Workbook

- Prepare Unit
Grammar 1.

1

Lesson

2

IV. FEED-BACK:
With class
………………………………………………………………………………
With class
………………………………………………………………………………
With class
………………………………………………………………………………
Notes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

UNIT 1: PEOPLE ARE PEOPLE
Period 8 : Lesson 1.2: Grammar 1 (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, Ss are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Verbs, speak a foreign language.
- Grammar: can
● (+) They can dance.

8

● (-) They can't dance.
● (?) Can they dance? – Yes, they can./ No, they can't.
● (?) How many languages can they speak?
2. Competencies:
a. General competencies:
Form and improve group work and independent working, pair work, and
cooperative learning.
b. Specific competencies:
Improve communicative competence related to the use of language
(vocabulary, phonetics, grammar)
● For a language lesson: Ss are expected to know the meaning of the
keywords used to talk about abilities and understand the main grammatical
points, then do the tasks assigned in the textbook.
● For a skills lesson: Ss are expected to use the grammar structure to
practice talking about the abilities of a person.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude about everyone has both weakness and strength
- Respect the diversity in the abilities of people around them
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5')
1. Aim: To revise the previous lesson.
2. Content: Ss work in groups of 4 to play the game as instructed by T.
3. Products: Ss are able to finish the game using the knowledge they've
learned in the previous lesson.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Step 1: Task delivering
Odd one out
- T puts Ss into groups of four
and tells each group to write the
following words on individual
pieces of paper in large writing:
mother, brother, grandfather,
father, sister, aunt, uncle,

CONTENTS
Quiz
Who's this?
1. He's my mother's brother.
(uncle)
2. He's my parents' son. (brother)
3. He's my mum's husband.
(father)
9

cousin.

4. She's my parents' daughter.
(sister)

- T explains the game: T is going
to read out the quiz. Ss choose
the answer and raise it. The first
group that shows the correct
word wins a point.

5. She's my uncle's wife. (aunt)
6. He's my aunt's son. (cousin)
7. She's my sister's mother.
(mother)

Step 2: Task performance

8. He's my father's father.
(grandfather)

- Ss play the game as guided by
T.
Step 3: Judgment
- T checks the performance with
the whole class.
Step 4: Report and discussion
- T develops further discussion
if needed.

ACTIVITY 2: KNOWLEDGE FORMATION (10')
1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed as below:
- I can use 'can' to talk about abilities.
3. Products: Ss acknowledge the lesson's objectives
4. Implementation: T introduces objectives to students
ACTIVITY 3: PRESENTATION (15')
1. Aim: To teach how to talk about abilities with 'can'.
2. Content: Ss work individually to accomplish the given exercises under
the guidance of T
3. Products: Ss are able to grasp the meaning, usage and form of grammar
structures as well as the pronunciation of 'can' and 'can't'
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Step 1: Task delivering
- T shows all the verbs in exercise
1 and asks Ss to read them

CONTENTS
Exercise 1
Answers:
10

chorally.
- T
shows
corresponding
pictures/photos to these verbs
and asks Ss to do a matching
exercise.
Step 2: Task performance
- 4 photos in exercise 1 are shown
to Ss to match appropriate verbs
to them. T may ask them to
explain their choices.

A. jump

B. stay under water

C. dance D. speak a foreign language
- Teacher's questions:
What can Tara Davis do?
What can't Phuong Anh do?
What can Marlon do?

Step 3: Judgment
- T asks Ss to open SB page 12 to
check their answers.
Step 4: Report and discussion
- T makes questions about what
each person in exercise 1
can/can't do and Ss find the
answers in the text.
- T draws on the text to figure out
the meaning, usage and form of
target structures.
●

Meaning: to talk about abilities

●

Usage: can/ can't + V infinitive

●

Form:
(+) S + can + V.
(-) S + can't + V.
(?) Can + S + V?
(?) Wh-question + can + S + V?

- T asks Ss to drill the
pronunciation of can and can't
to show the difference in the
vowel sound (/æ/ in can, /ɑː/ in
can't).
ACTIVITY 4: PRACTICE (10')
1. Aim: To practice making questions and answers using 'can/can't' in both
written and spoken language.
11

2. Content: Ss work individually and in pairs to do the assigned exercise in
the textbook under the instruction of T.
3. Products: Ss are able to complete the given sentences to match the audio.
4. Implementation:
Step 1: Task delivering
- T gives Ss some time to do
exercise 2 individually.
Step 2: Task performance
- Ss do exercise 2 individually.

Exercise 2
Answers:
2. can

4. can't/ can

3. can/ can't

Step 3: Judgment
- T checks by lucky number
games.
Step 4: Report and discussion
- T develops further discussion if
needed.
Step 1: Task delivering
- T shows photos of 6 celebrities
and lets Ss guess their names:
Katy Perry, Beyoncé, Stephen
Hawking, Ronaldo, Neymar,
Trấn Thành.
- T divides Ss into groups of 2
and gives them names and
phrases to complete sentences.
Step 2: Task performance
- Ss complete sentences.
Step 3: Judgment
- T plays audio for Ss to check
their sentences.

Exercise 3
Answers:
2. Beyoncé can't speak Japanese,
but she can dance.
3. Stephen Hawking can talk using
a computer, but he can't walk.
4. Ronaldo and Neymar can play
football, but they can't jump
six metres.
5. MC Trấn Thành can speak
Chinese, but he can't speak
German.

Step 4: Report and discussion
- T develops further discussion if
needed.
Step 1: Task delivering

Exercise 4
12

- T shows group A words
(people) and group B words
(verbs) and guides Ss on how to
do the task.

Possible question:
Can your brother stay under water
for one minute?

Step 2: Task performance
- Ss play in teams, take turns to
write as many questions from
the word-cues as they can on the
board in 4 or 5 minutes.
Step 3: Judgment
- Ss and teacher check.
Step 4: Report and discussion
- T develops further discussion if
needed.
ACTIVITY 5: FURTHER PRACTICE (5')
1. Aim: To make questions and answers fluently in real situations.
2. Content: Ss practice in pairs freely using questions from previous
exercise
3. Products: Ss are able to recall what they've learned and talk about
abilities of a person/people.
4. Implementation:
Step 1: Task delivering
- T instructs S to do the task
Step 2: Task performance
- Ss practice asking and
answering freely using questions
they've made in exercise 4.

Exercise 5
A: Can your brother stay under
water for one minute?
B: No, he can't because he's scared
of water.

Step 3: Judgment
- Ss and teacher check.
Step 4: Report and discussion
- T develops further discussion if
needed.
HOME ASSIGNMENT

- Do exercises on Workbook page
13

- T assigns the home assignments.
- Ss copy their home assignments.
- T explains it carefully.

8.
- Prepare Unit 1 Lesson 3
Reading and Vocabulary.

IV. FEED-BACK:
With class
………………………………………………………………………………
With class
………………………………………………………………………………
With class
………………………………………………………………………………
Notes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

UNIT 1: PEOPLE ARE PEOPLE
Period 9 : Lesson 1.3: Reading and Vocabulary (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, Ss are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Verbs, speak a foreign language.
- Grammar: Can
● (+) They can dance.
● (-) They can't dance.
● (?) Can they dance? – Yes, they can./ No, they can't.
● (?) How many languages can they speak?
2. Competencies:
a. General competencies:
Strengthen group work and independent working, pair work, and cooperative
learning.
b. Specific competencies:
Improve communicative competence related to reading skills and use of
language (vocabulary, phonetics, grammar)
14

● For a language lesson: Ss are expected to know the meaning of the
keywords used to describe appearance and personality of a person and
understand the main grammatical points, then do the tasks assigned in the
textbook.
● For a skills lesson: Ss are expected to find specific details in an article and
talk about general appearance and personality.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards each other's characteristics
- Understand the diversity in people's personality
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, worksheet, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5')
1. Aim: To introduce the topic and warm Ss up.
2. Content: Ss play the game as a whole class under the instruction of T
3. Products: Ss are able to collect information about each other's most
favorite actor/actress.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES

CONTENTS

Class vote

Game: Pictionary

Step 1: Task delivering

Exercise 1

- T gives each student
worksheet to do a survey.

a

Step 2: Task performance
- Ss walk around and ask their
friends who their most favourite
actor/ actress is.
- T may explain the words “actor”
and “actress”.
Step 3: Judgment
- T checks the performance with
the whole class.
Step 4: Report and discussion

- Survey:
No Friend
1 B

Who is your most
favourite actor/actress?
Tom Cruise

2
3
- Suggested dialogue:
A: Who is your most favourite
actor/ actress?
B: I like Tom Cruise.
15

- T develops further discussion if
needed.

ACTIVITY 2: KNOWLEDGE FORMATION (10')
1. Aim: To the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed as below
- I can find specific details in an article and talk about general appearance
and personality.
3. Products: Ss acknowledge the lesson's objectives
4. Implementation: T introduces objectives to students
ACTIVITY 3: PRE-READING (5')
1. Aim: To get students' interest in the topic.
2. Content: Ss work individually with the guidance from T to get the idea of
who the actress is without reading the text.
3. Products: Ss are able to describe the actress's appearance based on what
they see, using the vocabulary they've learned in the previous lesson.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Step 1: Task delivering
- T shows a photo of Jennifer
Lawrence to see if Ss know her.
If yes, T asks them to share
what they know about her.
- T shows 4 photos of Jennifer
Lawrence in the reading text and
asks them to describe her
appearance.

CONTENTS
- Ss may describe her general
appearance, hair… They can use
adjectives that have been learned in
Lesson 1.
- Students' guessing may vary and be
incorrect.

- T sets gist task: match 4 photos
with 4 sentences in Exercise 2
without reading the text.
Step 2: Task performance
16

- Ss match 4 photos with 4
sentences in Exercise 2 without
reading the text.
Step 3: Judgment
- T checks the exercise with the
whole class.
Step 4: Report and discussion
- T develops further discussion if
needed.
ACTIVITY 4: WHILE-READING (20')
1. Aim: To read and understand the text to be able to do some reading
comprehension tasks.
2. Content: Ss work individually to complete the given reading-related
exercises in the textbook respectively with the guidance of T.
3. Products: Ss are able to accomplish the given exercises as much as they
can.
4. Implementation:
Step 1: Task delivering
- T plays audio track 1.06 for Ss
to listen and read the text.
Step 2: Task performance
- Ss listen and read the text then
do exercise 2.
Step 3: Judgment
- T checks.
- T asks Ss about the meaning of
some content words: mutant,
arrow, make-up.

Exercise 3:
Answers: 1 A 2 B

3D

4C

- Mutant: different because of a
change in its genetic structure
- Arrow: a thin stick with a sharp
point at one end, which is shot
from a bow
- Make-up: things people put on
their faces to make them look
more attractive

Step 4: Report and discussion
- T develops further discussion if
needed.
Step 1: Task delivering
-

T asks Ss to read the text again

Exercise 3:
Answers:
17

to do exercise 3 individually.

1✓

2✓

3?

4✗

5✗

6✗

3?

4✗

5✗

6✗

Step 2: Task performance
- Ss read the text again to do
exercise 3 individually.
-

T encourages them to underline
the sentences in the text that
show the answers.

Step 3: Judgment
-

Checks with the whole class.

Step 4: Report and discussion
- T develops further discussion if
needed.
Step 1: Task delivering
-

T asks a student to read the task
in exercise 4 then guides them
on how to complete the task.

Step 2: Task performance
- Ss read the task in exercise 4
then complete the task.
Step 3: Judgment
-

T checks their understanding by
matching English words to their
definitions.

Step 4: Report and discussion
- T develops further discussion if
needed.
Step 1: Task delivering
- T guides Ss on how to complete
the task.
Step 2: Task performance
- Ss work in pairs to ask and
answer about the reading text.

Exercise 4
Answers:
1✓

2✓

brave

willing to do things that
are difficult, dangerous or
painful

clever

quick at learning and
understanding things

friendly

behaving in a kind and
pleasant way

funny

making you laugh

nervous

anxious about something

quiet

making very little noise

nice

kind; friendly

1. Where is Jennifer from?
She's from Kentucky USA.
2. Has she got dark brown hair?

No, she hasn't.
3. What is she like?

18

Step 3: Judgment
- T uses a game to check.
Step 4: Report and discussion
- T develops further discussion if
needed.

She's friendly and funny.
4. What does Ree look like?

She has got long and dirty hair.
5. Is she funny in American Hustle?

No, she isn't.
6. How old is she when she acts as

Raven?

She's over 100 years old.
7. Are Raven and Jennifer the same?

No, they aren't.
8. What can Raven do?

She can change appearance.
ACTIVITY 5: POST READING (5')
1. Aim: To talk about general appearance and personality.
2. Content: Ss work in groups of 8 to practice describing a friend in their
group.
3. Products: Ss are able to get the idea of how to develop a description
about appearance and personality.
4. Implementation:
Step 1: Task delivering

Exercise 6 (Adaptation)

- T elicits the structures that Ss can
use to describe appearance and
personality.

- Examples:
A: She has got long hair. She is
short. She can jump very far. She's
always nervous. Who's she?
B: I think she's Mai Anh.

- T divides the class into groups of
8. Gives each student a piece of
paper to write 2-3 sentences to
describe a friend in their group.
Step 2: Task performance
- Ss in each group take turns to read
their sentences for the others to
guess who he/she is.
Step 3: Report and discussion

19

- Invite some Ss to present their
works.
Step 4: Judgment
- Check with the whole class.
HOME ASSIGNMENT

- Do exercises on Workbook page 9.

- T assigns the home assignments.

- Prepare Unit 1 Lesson 4 Grammar 2.

- Ss copy their home assignments.
- T explains it carefully.
IV. FEED-BACK:
With class
………………………………………………………………………………
With class
………………………………………………………………………………
With class
………………………………………………………………………………
Notes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
UNIT 1: PEOPLE ARE PEOPLE
Period 10 : Lesson 1.4: Grammar 2 (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, Ss are expected to achieve the following objectives:
1. Knowledge:
- Grammar: have got
● (+) I've got a sister.
● (-) He hasn't got a big family.
● (?) Have they got a pet? – Yes, they have./ No, they haven't.
● (?) What have you got?
2. Competencies:
a. General competencies:
20

Form and improve such competencies as group work and independent
working, pair work, and cooperative learning.
b. Specific competencies:
Improve communicative competence related to the use of language
(vocabulary, phonetics, grammar)
● For a language lesson: Ss are expected to understand the main
grammatical points, then do the tasks assigned in the textbook.
● For a skills lesson: Ss are expected to use the main grammatical structure
to practice talking about possession.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards the lesson
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5')
1. Aim: To revise the previous lesson.
2. Content: Ss work in groups to finish the quiz under the guidance of T.
3. Products: Ss are able to write as many sentences as they can with the
given word-cues.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Quiz: Make sentences
Step 1: Task delivering

CONTENTS
Quiz
Word-cues

Suggested
answers

- T gives Ss word cues and asks
them to make sentences in groups
of 4.

Uncle/brown/hat My uncle's hat is
brown.

Step 2: Task performance

Mother/car/big

My mother has a
big car.

Step 3: Judgment

Max/blonde/hair

- The fastest team which writes
correctly is the winner.

Max's hair is
blonde.

I/ two/ sisters

I have got two
sisters.

Grandpa/

My grandpa has a

- Ss make sentences in groups of 4.

Step 4: Report and discussion

21

- T develops further discussion if
needed.

motorbike/ new

new motorbike.

ACTIVITY 2: KNOWLEDGE FORMATION (10')
1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed below
- I can use 'have got' to talk about possessions.
3. Products: Ss acknowledge the lesson's objectives
4. Implementation: T introduces objectives to students
ACTIVITY 3: LEAD-IN AND PRESENTATION (15')
1. Aim: To teach how to talk about possession with 'have got'.
2. Content: Ss work individually to complete the given exercises
respectively under the instruction of T
3. Products: Ss are able to accomplish the given exercises, improve their
pronunciation, grasp the meaning, usage and form of target structures.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Step 1: Task delivering
- T has Ss look at the photo of
Max, describe him and guess
what he can do and why.
Step 2: Task performance

CONTENTS
Exercise 1
Answer: The correct answer is 'He
can dance', but Ss might come up
with different ideas as this is not
obvious from the photo.

- Ss describe Max and guess what
he can do and why.
Step 3: Report and discussion
- Invite some Ss to present their
works.
Step 4: Judgment
- Check with the whole class.
Step 1: Task delivering

Exercise 2
22

- T plays audio track 1.07 and
asks Ss to listen and read, then
answer questions in exercise 2.
Step 2: Task performance
- Ss listen and read, then answer
questions in exercise 2.

Answer:
1. He has got one dance studio.
2. He has got one video blog.
3. He has got one big sister named
Lily.

Step 3: Report and discussion
- Invite some Ss to present their
works.
Step 4: Judgment
- Check with the whole class.
Step 1: Task delivering

Exercise 3

- T draws on the text to figure out
the meaning, usage and form of
target structures.

- Meaning: to talk about possession

Step 2: Task performance
- Ss read chorally some examples in
the text.
Step 3: Judgment
- T corrects their pronunciation.
Step 4: Report and discussion
- T develops further discussion if
needed.

- Usage:
▪ I/You/We/They + have got
▪ She/He/It + has got
- Form:
(+) S + have/has got + N.
(-) S + haven't/hasn't got + N.
(?) Have/Has + S + got + N?
(?) What + have/has + S + got?
- Pronunciation: have; have not =
haven't

ACTIVITY 4: PRACTICE (10')
1. Aim: To practice making questions and answers using 'can/can't' in both
written and spoken language.
2. Content: Ss work individually and then in groups of 4 to complete the
given task and answer questions as well as to play games.
3. Products: Ss are able to accomplish each task with correct answers.
4. Implementation:
Step 1: Task delivering

Exercise 4:
23

- T guides Ss to do exercise 4.

Answers:

Step 2: Task performance
- Ss
complete
individually.

the

task

Step 3: Judgment

1 have got

2 has got

3 has got

4 have got

5 haven't got

6 have got

- Check with the whole class.
Step 4: Report and discussion
- T asks them to explain their
answers.
Step 1: Task delivering
- T divides the class into groups
of 4.
- T gives them word-cues to make
questions and answers.
Step 2: Task performance
- Ss write questions and answers
in notebooks in groups. They
may use their books during the
game.
Step 3:...