School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 1: GENERATION GAP AND INDEPENDENT LIFE

Lesson 1b– Grammar (Page 19)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- review and use The Present simple and The Present continuous precisely.
- distinguish adjectives and adverbs.
- improve speaking skills by talking about their family, their friend, or themselves.
1.2. Competences
- improve communication, collaboration, and logical thinking.
1.3. Attributes
- be kind and patriotic.
- be responsible and respect time for their family.
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. Students’ aids: Student’s book, workbook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Identify the mistakes - Ss’ answers. - T’s feedback.
- Read the theory box - Ss’ answers. - T’s feedback.
- Choose the correct option. - Ss’ answers. - T’s feedback.
Give a reason for your choice.
- Complete the sentences with - Ss’ answers. - T’s feedback.
the verbs in the list in the
Present Simple.
- Make sentences and talk - Ss’ group work. - T’s feedback/ Peers’
about them, their family, or feedback.
their friends using these
linking verbs
IV. PROCEDURES
A. Warm-up: (5’)
a) Objectives: First, Ss activate their prior knowledge by brainstorming ideas and thoughts
about the questions. Then, Ss can expand their thoughts by trying out different activities.
 b) Content: Identifying mistakes
c) Expected outcomes: Ss can recognise the mistakes related to the grammar point.
d) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 Spot the mistakes.
- Have Ss work in pairs to discuss to find the mistakes - Work with their partners to complete the
in each sentence and correct them. tasks.
1. She feels happily when she can ride a bike.
2. Susan is feeling happy after spending time with her
family at the weekend.
- Set the time limit for 2 minutes. - Give answers.
- Call for answers. - Check answers.
- Correct as a whole class. Answer key
1. Happily  happy
2. Is feeling  feels
B. New lesson (35’)
 Activity 1: Presentation (5’)
a) Objectives: Ss identify the differences between linking verbs and dynamic verbs.
b) Content: Theory box (p.113).
c) Expected outcomes: Ss grasp the basic knowledge of when to use linking verbs correctly.
d) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Linking verbs:
- Linking verbs are verbs that link the subject to
the complement and describe the subject.
Subject Linking verb Complement
My brother is independent.
• The complement is usually an adjective (not
adverb) or a noun.
Aunt Mary looks tired. (adjective)
My mother is a teacher. (noun)
- Some common linking verbs are be, seem, become,
get, remain, stay, look, taste, smell, sound, feel, etc.
- Some stative verbs are also linking verbs.
Ann’s sister seems happy. (seem as a stative
verb and linking verb)
- We often use to be after appear and seem.
He appeared to be an independent boy.
- Ask Ss to read the theory box on page 113. - Listen to teacher.
- Present and explain the usage of Linking verbs - Read the theory box on page 113.
- Listen to teacher and take notes.
and their examples to class (using IWB/ PPTs).
 Activity 2: Practice (15’)
a) Objective: Ss practise linking verbs.
b) Content: Tasks 6,7.
c) Expected outcome: Ss can understand and use linking verbs correctly.
d) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 6. Choose the correct option. Give a reason
for your choice.
1. This soup tastes terrible/terribly. We should
make a new one for the party.
2. My brother is an excellent actor. He appears
frequent/frequently in lots of plays.
3. Laura is really excited/excitedly about becoming
a big sister.
4. Susan feels happily/happy after spending time
with her dad at the weekend.
5. What’s going on, Dad? Why is Mum looking at
you so angry/angrily?
6. You will look beautiful/beautifully if you put on
that dress. Trust me.
- Have Ss work individually to complete exercise - Work individually to complete the given
6 (SB, p.19). task.
- Let Ss work in pairs to check their answers. - Work in pairs to check answers.
- Call for answers (ask Ss to say the whole - Give answers.
sentence instead of just saying the verbs).
- Give correction. Answer keys:
1 terrible 2 frequently
3 excited 4 happy
5 angrily 6 beautiful
Task 7. Complete the sentences with the verbs
in the list in the Present Simple. Use each
verb only ONCE.
• become • get • smell • stay • be • sound
1 My sister is a model. That’s why she goes
jogging every morning to ______________ fit.
2 Who is Jane talking to on the phone? She
_____________ so annoyed.
3 I’m the youngest in my family. That’s why
 my parents _______________ quite relaxed
about things with me.
4 Vi’s parents expect her to ________________
a doctor one day.
5 You should drink your coffee before it
_______________ cold.
6 The food you’re cooking ________________
really good.

- Have Ss work individually to complete exercise - Work individually to complete the given
7 (SB, p.19). task.
- Let Ss work in pairs to check their answers. - Work in pairs to check answers.
- Call for answers (ask Ss to say the whole - Give answers.
sentence instead of just saying the verbs). Answer keys:
- Give correction. 1 stay 2 sounds 3 are
4 become 5 gets 6 smells
 Activity 3: Production (15’)
a) Objectives: Ss can produce speeches using linking verbs.
b) Content: Task 8
c) Expected outcomes: Ss make sentences and talk about them, their family, or their friends using
these linking verbs.
d) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Speaking.
Task 8. Make sentences about you, your family
or your friends using these linking verbs and
your own ideas.
• feel • look • sound • smell • seem
• remain • appear • become • get • stay
My friend James often feels nervous when he
is in front of the class.

- Explain the task (Exercise 8, SB, p.19) and give - Listen to teacher.
Ss examples.
- Have Ss work individually in 3 minutes to - Complete the given task all by oneself.
prepare their answers.
- Have Ss work in groups of 4 to share their - Share answers in groups of 4.
answers.
- Call for answers. - Give answers.
- Observe and give feedback. - Listen to teacher’s feedback.
C. Consolidation and homework assignments (5’)
* Consolidation
- Learn linking verbs and review the Present simple and the Present continuous
* Homework:
- Review the form and uses of the Present simple and the Present continuous.
- Review stative verbs and linking verbs.
- Do the exercises in WB: Unit 1 – Exercise 3 (page 10).
- Prepare: Lesson 1c – Listening (page 20 – SB).
V. REFLECTION
a. What I liked most about this lesson today:
………….………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………