Unit Hello - Lesson 1 - Review Vocab. & Gram. - Pages 6 & 7 - Bright 11 | Đại học Hoa Sen

School: ………………………………………..
Date:……………………………………..
Class: …………………………….....................
Period: ……………………………......... UNIT: HELLO!
Lesson 1 – Review Vocabulary & Grammar (Pages 6 & 7) I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- review vocabulary related to daily routines, household chores and free-time activities
- review conditional Type 1 and Type 2 1.2. Competences
- improve communication, collaboration, logical thinking, and collaborative discussion. 1.3. Attributes
- be responsible, patriotic, and hard-working.
- respect and love their family more.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student’s book and Teacher’s book, class CDs, IWB – Phần mềm tương tác trực
quan, projector/interactive whiteboard / TV (if any), PowerPoint slides.
2. Ss’ aids: Student’s book, workbook.
III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools
- Complete the phrases with the - Ss’ answers/ presentation. - T’s observation.
verbs in the list. Then listen and check.
- What is your daily routine like? - Ss’ answers/ presentation. - T’s feedback
What chores do you do at home? Tell your partner.
- Label the pictures with the free-time - Ss’ answers/ presentation. - T’s feedback/Peers’
activities in the list. Then listen feedback. and check.
- Find out about your partner’s - Ss’ answers/ presentation. - T’s feedback/Peers’
favourite free-time activities. feedback.
- Make sentences using the first - Ss’ answers/ presentation. - T’s feedback/Peers’ conditional (type 1). feedback.
- Put the verbs in brackets into the - Ss’ answers/ presentation. - T’s feedback/Peers’ correct forms of the second feedback.
conditional (type 2). Add a comma where necessary. IV. PROCEDURES A. Warm-up: (5’)
a) Objectives: First, Ss activate their prior knowledge by brainstorming ideas and thoughts
about the vocabulary related to daily routines/household chores.
b) Content: Ss guess and match the photos to their appropriate meanings.
c) Expected outcomes: Ss can be engaged and recall some vocabulary related to the topic.
d) Organisation of the activity: TEACHER’S ACTIVITIES SS’ ACTIVITIES Daily Routines Mime
- Divide the class into small groups. - Work in groups.
- Prepare pictures of household chores (or ones from 12
pictures in Task 1 – page 6 – SB)
- Explain that each group selects a student to mime an
activity related to daily routines or household chores
without saying any words, and then the other groups will guess the activity.
- Have one S from one group take one picture and act - Act out the activity.
out the activity on the picture using gestures, facial
expressions, and body movements, while the other
groups guess the activity within a time limit (e.g., one
Suggested pictures for mimes: minute).
Brushing teeth, making the bed, washing
- Tell Ss that the group that correctly guesses the activity dishes, sweeping the floor, taking a shower,
earns a point. The group with the most points at the end setting the table, cooking dinner, ironing wins.
clothes, watering plants, taking out the - Give feedback. rubbish, etc. - Leads to the lesson. B. New lesson (35’)
 Activity 1: Presentation & Practice (Vocabulary) (8’)
a) Objectives: Ss revise/practise vocabulary for daily routines/household chores. b) Content: Task 1
c) Expected outcomes: Ss will be able to identify, define and use key vocabulary related to daily routines and household chores.
d) Organisation of the activity: TEACHER’S ACTIVITIES SS’ ACTIVITIES
Task 1. Complete the phrases with the verbs in the list. Then listen and check.
- Direct Ss’ attention to the pictures and ask them to - Listen to the teacher. look at the words in the list.
- Complete the phrases with the verbs given.
- Give Ss time to complete the phrases.
- Have Ss work individually to complete the task.
- Play audio (CD 1 Track 2) and have Ss listen and - Listen and repeat. repeat.
- Play the recording with pauses for Ss to listen and - Check their answers. check their answers. Answer keys
- Check answers as a whole class. 1 load 2 take 3 answer 4 mop
- Present the new vocabulary words to the class. 5 make 6 play 7 do 8 watch (using IWB/ PPTs). - Correct Ss’ pronunciation. 9 vacuum 10 catch 11 dust 12 set - Give feedback.
Task 2. What is your daily routine like? What
chores do you do at home? Tell your partner.
- Divide the class into pairs. - Work in pairs.
- Have each pair take turns discussing their daily
- Discuss their daily routines and the chores
routines and the chores they do at home. they do at home.
- Encourage Ss to use the vocabulary and phrases
Suggested Answer Key
related to daily routines and household chores that
1. I usually get up early in the morning and I make they have learned.
breakfast. Then, I get ready for school. I usually catch
- Provide a list of guiding questions to help them
the bus to school. I come back from school at about structure their conversation:
3:30 in the afternoon. Then I help my parents do
chores around the house. In the evening, I usually have
 What time do you usually get up in the morning?
dinner with my family at around 7:30 and sometimes
 How do you usually go to school?
watch the news with my dad after dinner. After that, I
 How do you spend your time after school?
do my homework and prepare for the next day’s
 What chores do you help your parents with around the house?
lessons, then listen to some music before I go to bed at
 How often do you mop the floor? about 11 o’clock.
- Allow the pairs some time to have their conversation, 2. I usually set the table before meals and mop the
encouraging them to ask follow-up questions.
floor to help my mom. I also do the laundry at
- Give feedback on any language or pronunciation
weekends. Sometimes I dust the furniture with my
issues that arise during the discussion. sister.
 Activity 2: Presentation & Practice (Vocabulary) (8’)
a) Objectives: Ss revise/practise vocabulary for free-time activities. b) Content: Task 2
c) Expected outcomes: Ss will be able to identify, define and use key vocabulary related to free- time activities.
d) Organisation of the activity: TEACHER’S ACTIVITIES SS’ ACTIVITIES
Task 3. Label the pictures with the free-time
activities in the list. Then listen and check.
- Direct Ss’ attention to the pictures and ask them to
- Listen to the teacher’s instructions.
look at the activities in the list.
- Give Ss time to label the pictures. - Label the pictures.
- Play the recording (CD 1 Track 3) with pauses for Ss - Complete the task individually.
to listen and check their answers.
- Have Ss practise saying phrases in pairs.
- Listen and repeat chorally and/or
- Circulate and offer help if necessary. individually.
- Pay attention to Ss’ pronunciation and make
- Practise saying the words in pairs. corrections as necessary. Answer Key - Give feedback.
1 read books 2 go to the mall
3 play football 4 go to museums
5 go on a picnic 6 attend a sporting event
7 play video games 8 build robots
Task 4. Find out about your partner’s favourite free-time activities.
- Explain the task and read out the example.
-Have Ss complete the task in pairs and then ask some
- Talk about others’ favourite free-time
Ss to share their answers with the class.
activities and share them with the class.
Provide a list of questions to encourage conversations.
 What is your favourite free-time activity?
 How often do you engage in this activity?
 Why do you enjoy it? 
Suggested Answer Key
How did you get interested in this activity?
A: What do you do in your free time?
 Do you like to do it alone or with others?
 Are there any challenges or difficulties you face while doing
B: I usually read books and sometimes play
video games. What about you? this activity?
 Would you like to learn any new free-time activities in the
A: I often build robots. future?
- Once both partners have completed their
conversations, bring the class back together.
- Select some pairs to share interesting information
they learned about their partners' favourite free-time activities. - Provide feedback. *ALTERNATIVE ACTIVITY:
- Divide the class into pairs or small groups. - Work in pairs/small groups.
- Provide each group with a survey worksheet: Name of Student
Favourite Free-time Activity …. Read books Go to the mall Play football Go to museums Go on a picnic Attend a sporting event
- Have each group take turns surveying each other by asking the following question:
"What is your favourite free-time activity from the list?"
- Encourage Ss to ask follow-up questions such as
"Why do you enjoy that activity?" or "How often do you engage - Ask follow-up questions. in it?"
Once the survey is complete, have each group summarise their findings.
- Ask some groups to share their survey results with - Share the results.
the class, highlighting the most popular free-time activities. - Give feedback.
 Activity 3: Practice – Grammar (13’)
a) Objectives: Ss revise and practise the first conditional. b) Content: Task 5
c) Expected outcomes: Ss will be able to describe how a high-tech house robot supports them in their
daily routines and household chores, using the first conditional.
d) Organisation of the activity: TEACHER’S ACTIVITIES SS’ ACTIVITIES
Task 5. Make sentences using the first conditional (type 1)
- Review the first conditional structure, emphasising
its use for talking about possibilities and likely outcomes in the future.
- Write the structure on the board: "If + subject +
present simple, subject + will + base verb." - Provide examples: 
If I finish my homework early, I will play video games. 
If she cleans her room, her parents will take Answer Key her to the mall.
2 If you don’t interact with it, it will go to sleep.
- Explain the task and read out the examples.
3 If you programme it, it will wake you up for school.
- Ask Ss to refer to the Grammar Reference
4 If you ask it a question, it will answer.
5 If you tell it to play music, it will do.
section to revise any points they are unsure of.
- Give Ss time to complete the task. - Check Ss’ answers.
Task 6. Put the verbs in brackets into correct
forms of the second conditional (type 2). Add a comma where necessary.
- Review the second conditional (Type 2) to the Ss, - Review the structure.
explaining its structure and usage.
Form: If + past simple, would + base verb
- Explain that the second conditional is used to talk
about imaginary or unlikely situations in the present. - Provide examples: 
If they had a dishwasher, they wouldn't have to wash dishes by hand. 
If she had more time, she would practice playing the piano every day. Answer Key 
If it weren't rainy, we would go for a walk in 2 If it weren’t rainy Minh ,
would play football. the park.
3 I would go on a picnic instead of going to
- Explain the task and read out the examples.
the mall if I were/was you.
4 If Ann didn’t have a headache she would ,
- Ask Ss to refer to the Grammar Reference help me make breakfast.
section to revise any points they are unsure of.
5 If Nancy were at home now she , would
- Complete the sentence using the correct form of vacuum the rug.
the verb in brackets for the second conditional (Type 6 Dave would help you dust the furniture if he were 2).
not/weren’t/was not/wasn’t busy.
7 If I knew his address and phone number,
- Write the missing verb form in the blank space I would tell you. provided.
8 What would you do if you had more
- Pay attention to the verb tense and structure. Refer free time now?
to the example given to understand the pattern.
- Give Ss time to complete the task. - Check Ss’ answers. - Give feedback.
 Activity 4: Production (6’)
a) Objectives: Ss can make a connection to the grammar structures and vocabulary of daily routines,
household chores and free-time activities. b) Content: Task 4
c) Expected outcomes: Ss can talk about daily routines, household chores, or free-time activities, using
the conditionals - types 1 and 2.
d) Organisation of the activity: TEACHER’S ACTIVITIES SS’ ACTIVITIES Activity: "What If...?"
- Divide the Ss into pairs or small groups.
- Discuss in pairs/small groups.
Explain to the Ss that they will be creating
conditions by using the first and second conditionals.
- Provide each group with a set of situation cards,
each containing a different scenario related to the
given vocabulary (daily routines, household chores, free time activities).
Example Situation Cards:
Suggested Answer:
1. Situation: It's a sunny day. You have free time in the 1.
Condition: If it weren't sunny, I would go for afternoon.
a hike in the mountains.
Condition: If it weren't sunny, ____. 2.
Condition: If Nancy were at home, she
2. Situation: Nancy is not at home. The rug needs to be would vacuum the rug. vacuumed. 3.
Condition: If the weather is sunny and
Condition: If Nancy were at home, ______.
warm, we will go to the beach. Condition: If
3. Situation: You are planning a weekend trip with your
the weather is rainy or cold, we will visit a
friends. You have two options: going to the beach or historical site.
visiting a historical site. 4.
Condition: If the concert tickets are too
Condition: If the weather is sunny and warm, we
expensive, we will watch a movie instead. __________.
Condition: If the movie theatre offers
Condition: If the weather is rainy or cold, we will visit a
discounted tickets, we will go to the music historical site. concert.
4. Situation: You are discussing weekend plans with your
friend, Sarah. You have two options: going to a music
concert or watching a movie.
Condition: If the concert tickets are too expensive, we will __________.
Condition: If the movie theatre offers discounted tickets, we will __________.
- Encourage them to use the target vocabulary and
structures related to the first or second conditional. - Give feedback.
C. Consolidation and homework assignments (5’) * Consolidation
- Review key vocabulary words from the lesson (daily routines, household chores, free time activities)
with the correct pronunciation. * Homework:
- Review vocabulary of the topics: daily routines, household chores, free time activities.
- Practise the first and second conditionals.
- Do the exercises in WB (page 4).
- Prepare: Unit Hello, Lesson 2 – Review Grammar & Vocabulary - Pages 7 & 8 V. REFLECTION
a. What I liked most about this lesson today:
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b. What I learned from this lesson today:
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c. What I should improve for this lesson next time:
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