Date of planning: /11/2022
Date of teaching: /11/2022
UNIT 3: EVERY DAY
Lesson 3.2: Grammar 1
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Pets
- Grammar: Present simple tense – affirmative and negative
- Pronunciation: how to pronounce –s/-es endings
2. Competencies:
a. General competencies:
Form and improve group work and independent working, pair work, and cooperative
learning.
b. Specific competencies:
Improve communicative competencies related to the use of language (vocabulary,
phonetics, grammar)
● For a language lesson: Students are expected to know the meaning of the keywords
used to talk about pets and habits, and understand the main grammatical points, then do
the tasks assigned in the textbook.
● For a skills lesson: Students are expected to use the grammar structure of Present
Simple to practice talking about food, drinks and meals.
3. Qualities:
- Being hard-working and attentive in class
- Being polite and respectful when talking about habits, even the bad ones
- Having a positive attitude about pets
II. PREPARATIONS
1. Teacher: Textbooks, PowerPoint slides, worksheet, TV, projector, loudspeaker
2. Students: Textbooks, notebooks
III. PROCEDURE
Teacher and students’ activities
Contents
1. WARM-UP (5’)
* Aim: To attract Ss’ attention to the lesson and teach some words about pets.
* Content: Ss work individually and then in groups under the instruction from T.
* Products: Ss are able to match the name of pet with suitable picture.
* Implementation:
- T asks Ss “What do you know about
Suggested answer:
pets?”
Pets are animals that are kept in the home
- Ss answer.
as a companion and treated kindly.
- - T leads to exercise.
- - T shows pictures of 6 pets, ask Ss to work
in 2 groups to match the name of pet with
Match the name of pet with suitable
suitable picture
picture
- - T checks the exercise with the whole
class.
- - T asks Ss to look at the pictures and guess
the topic of the lesson.
- T leads to new lesson
Key:
1 - C. fish
2 - B .dog
3 - A. cat
4 - E. mouse
5 - F. rabbit
6 - D. parrot
2. PRESENTATION (15’)
* Aim: To teach some words about pets.
Exercise 1: In groups, study the
* Content: Ss work individually to give the
Vocabulary box. How many more pets
names of the pets.
can you think of in 2 minutes? Have you
* Products: Ss are able to call the name of
got a family pet?
the pets in the pictures and pronounce the
words corrrectly.
budgie (n) /ˈbʌdʒi/ chim vẹt đuôi dài ở Úc
* Implementation:
- T asks Ss to study the Vocabulary box and
pony (n) /ˈpəʊni/ ngựa Pony (loại ngựa nhỏ)
guess the meaning of the words.
guinea pig (n) /ˈgɪni pɪg/ chuột lang
- T shows pictures and asks Ss: “ Can you
hamster (n) /ˈhæmstə/ chuột đồng
speak the name the pets?”
tortoise (n) /ˈtɔːtəs/ rùa cạn
- Ss answer.
- T guides how to pnonounce the words.
- T checks the vocabulary with the whole
class.
-T asks Ss to give the name of more pets?
- T leads into new task
* Aim: To read for general information
(pet’s habits).
* Content: Ss work individually
individually and then in pairs in exercise 1
under the instruction from T.
* Products: Ss are able to answer the
question and give some habits of the cat.
* Implementation:
- T checks that Ss understand the meaning
of the word “perfect”.
- T asks Ss to read the post and answer the
question.
- Ss read the post and answer the question.
- T asks some more questions about the
post, asks Ss to work in pairs to answer.
- Example:
Exercise 2: Read Lowri’s post. Who is
perfect in her family?
Answers: George ( the pet cat )
- In the evening, George wakes up, washes
+ What does George do in the evening?
+ What does George do in the morning?
- Check with the whole class
and gets something to eat
- In the morning, George walks back into
the house and falls asleep.
* Aim: To teach Ss how to use present
simple in affirmative and negative
sentences
* Content: Ss work in group to find more
examples of the present simple in the text
in Exercise 2, then find the use, the form of
the present simple and present their result
in front of the class.
* Products: Ss are able to find more
examples of the present simple in the text
in Exercise 2 and give the use, the form of
the present simple correctly.
* Implementation:
- T asks Ss to study the Grammar box.
- T calls some Ss to read aloud these
sentences.
- T leads to the grammar point: Present
Simple tense.
- Ss work in group to find more examples
of the present simple in the text in exercise
2, discuss and present how to form present
Simple affirmative and negative sentences
based on the examples.
- T asks other groups to comment on the
result of group 1.
- T checks and confirm the form, use and
signals of present simple tense
Exercise 3: Study the Grammar box.
Find more examples of the Present
Simple in the text in Exercise 2.
Present Simple
Usage: to talk about daily activities and
habits.
Form:
(+) I/ You /We/ They + V
He / She / It + V(s/es)
(-)I/ You /We/ They + don’t + V
He / She / It + doesn’t + V
Time of expressions: every, adverbs of
frequency ( always, usually, often,
sometimes , never)
* Aim: To teach how to add s/es for the
third person singular and pronounce –s/-es
endings.
* Content: Ss work in group to find the
ways to add s/es for the third person
singular and pronounce –s/-es endings then
present their result in front of the class.
* Products: Ss know how to add s/es for
the third person singular and pronounce s/es endings.
Exercise 4: Study the Watch out! Box.
Listen and repeat.
play -> plays
wash -> washes
cry -> cries
 Adding -s/-es for the third person
singular
+ For most verbs, we add -s
Eg: play=> plays
+ When the verb ends in o, -ch, -ss, -sh, -
* Implementation:
- T asks Ss to study the Watch out! Box,
listen to audio track 3.01 and repeat the
words.
- Ss work in groups to discuss and present
the rules for the simple present thirdperson singular form (Group 2) and the
rules to pronounce –s/-es (Group 3)
- T checks the result and confirm the rule for
the simple present third-person singular form
and the rules to pronounce –s/-es
x or -z , we add -es
E.g: wash => washes
+ When the verb ends in a consonant + y, we change y into i and add -es
Eg : cry => cries
*Aim: To practice making affirmative and
negative sentences in present simple tense.
*Content: Ss work in 2 team to play the
game and complete the assigned exercises.
* Products: Ss are able to complete the text
using present simple.
* Implementation:
- T divides Ss into 2 teams to play the game.
- T explains the rule to students, asks Ss if
they understand the rule.
Exercise 6: Complete the texts with the
Present Simple form of the verbs in
brackets.
Keys:
2. wake up
3. don’t sleep
4. doesn’t want
5. does
6. have
7. don’t come
 Pronunciation of the third person –s/-es
- /s/: after unvoiced consonants /f/, /t/, /k/,
/p/, /θ/
E.g: stops, takes, likes…..
- /iz/: after a sibilant sound: /s/, /z/, /∫/, /t∫/,
/dʒ/, /ʒ/
Eg: races, closes, manages….
- /z/: after voiced consonants and vowel
sounds
Eg: begs, calls, sees, …
3. PRACTICE (15’)
*Aim: To sort the third person form of the
Exercise 5: Write the third-person form
verbs into pronunciation.
of the verbs below in the correct
* Content: Ss work in groups to do the
category. Listen, check and repeat.
assigned exercises.
Keys:
* Products: Ss are able to write the correct
/s/: eats, helps, makes
form of the verbs in exercise 5 and sort the
/z/: goes, plays, studies, tidies, worries
verbs in the correct category.
/iz/: washes, finishes, kisses, misses
* Implementation:
- T divide Ss into 3 groups, give them the
cards with some infinitive verbs.
- T asks Ss to look at all the words on the
list add –s/-es at the end of the words then
put them in the correct category.
- T plays audio track 3.02 for Ss to check.
- After that, T asks Ss to repeat the words.
- Students work in 2 teams, choose questions 8. have
and answer.
- Teacher checks, confirms the correct
answer and declares the winner.
4. PRODUCTION (8’)
*Aim: To talk about pets or people’s bad
Exercise 7: In pairs, tell about any bad
habits.
habits your pets/people in your family
*Content: Ss work in pairs to talk about
have. Use exercise 6 to help you.
any bad habits of their pets or the people in
Suggested ideas for good and bad habits:
their family with the guidance of teacher.
- Bite your nails
*Products: Ss are able to use the grammar
- Play with your hair
structure of present simple tense and the
- Scratch the furniture
sample in exercise 6 to perform the task.
- Jump on the bed
- …
* Implementation:
-T elicits some bad and good habits from
the class and gives Ss any vocabulary they
need to do the exercises.
- T guides how to do exercise 7: make at
least 2 sentences about the bad habits of
your pet or one of your family members.
- Ss work in pairs to discuss the ideas.
- T walks around to help where necessary.
- After that, T invites Ss to share their
sentences with the class.
- T calls some other Ss to give feedback.
- T checks and gives marks.
* Wrap – up & Homework (2’)
- T asks Ss to retell the main contents of the lesson
- T assigns the home assignments:
+ Learn by heart new words and grammar.
+ Do exercises on Workbook page 26.
+ Prepare Unit 3 Lesson 3.3 – Reading and Vocabulary ( find meaning of the underlined
words in exercise 1- page 33 and answer the questions : What do you do in your free time ?)