Week 15 Date of planning: 2/12/2024 Date of teaching: 10/12/2024

Period 41

UNIT 4: HOME SWEET HOME

Lesson 4.7: Writing
I. OBJECTIVES
By the end of this lesson, Ss are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Phrases used to write a blog entry – (description of a tourist destination).
- Grammar: present simple tense, present perfect tense, past simple
2. Competencies:
a. General competencies:
Develop collaboration skills in the 6Cs of the 21st century skills framework: working in pairs and in teams.
b. Specific competencies:
Improve communicative competence related to writing skills and use of language (vocabulary, phonetics,
grammar)
● For a language lesson: Ss are expected to write sentences to describe places, introduce a place, give
opinions or impressions and make recommendations.
● For a skills lesson: Ss are expected to use their writing skills to practice writing a blog entry to describe
impressions after visiting a well-known tourist attraction.
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

Language analysis

Writing a blog entry

A blog entry
1 Say when and / or why you visited
Last week / weekend / month, etc. I went to … / I visited …
2 Introduce the place
… is a small / large city in …
… is a popular tourist destination.
… is famous for its …
3 Give impressions or opinions
It is a busy / interesting / 1lovely place.
I thought it was great / 2 / a bit boring.
The place that I was particularly 3 is Bình Thủy ancient house.
4 Make recommendations
I would (definitely) 4 (doing something).
For visitors, … is a must.

Assumptions
Anticipated difficulties Solutions
- Ss may want to use their own suggestions - Be ready to provide them with words/ phrases which they can use
but they may not know how to express their to express their ideas in English.
ideas in English. - Provide them with some connectors and some examples.
- Ss in weaker classes may not know how to - Give them some basic information about the structure of a
 use connectors correctly to link sentences. paragraph.
- Ss may not know the structure of a blog.

Board Plan

Date of teaching
UNIT 4: HOME SWEET HOME
Lesson 4.7: Writing
* WARM-UP: Kim’s game
LEAD IN
I. Pre-writing
Activity 1: Read a blog about a visit to an ancient house.
Activity 2: Look at the underlined adjectives ending in -ing and -ed in the text.
II. While-writing
Activity 3: Complete the examples with the underlined words in the blog.
Activity 4: Complete these sentences to describe a tourist attraction in your hometown.
Activity 5: Add commas to the text about the Lake District in the UK.
III. Post-reading
Peer-checking
* WRAP-UP
* HOMEWORK

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Task delivering
** Task performance
*** Judgment
**** Report and discussion

Stage Stage aim Procedure Interactio Time

n
WARM-UP - To show Kim’s game T-S 5
places to - T asks students to close their books. mins
remind about - T puts students in pairs and asks them to list as many cities
places that in Việt Nam as they can think of in sixty seconds.
they’ve - T sees which pair has the list with the most cities. S-S
learned in - T elicits the names of the cities from students and write them T-S
this unit. on the board.
LEAD IN - To lead in ACTIVITY 1: Read a blog about a visit to an ancient house in Cần 3
to the topic Thơ. Which topics does the writer mention? (SB.p.44) T-S mins
- T refers students to Exercise 1.
- T gives them time to read the blog.
- SS circle the topics the blogger mentions individually. S-S
- T checks with class. T-S
Answers:
a, b, d, e, f

PRE- - To analyze ACTIVITY 2: LOOK AT THE UNDERLINED ADJECTIVES 10

WRITING the writing ENDING IN -ING AND -ED IN THE TEXT (SB.p.45) mins
samples. T-S
- T refers students to Exercise 2.
- Ss work in pairs and discuss in 3 minutes the differences
between adjectives ending in -ing and -ed. Then discuss
with the whole class.
- T provides students with further information as needed.
- T asks students to give more adjectives of this type. S-S
- T invites some Ss to discuss.
 - T checks with the whole class. T-S

Suggested Answers:
1. Adjective _ed: S is a person
2. Adjective _ing: S is a thing

- T refers to the WRITING FOCUS box and explain the

characteristics of a blog entry.
- T asks Ss to find out these expressions in the blog in
Exercise 3. Underline these expressions.

WHILE- - To ACTIVITY 3: COMPLETE THE EXAMPLE BLOGS. (p.45) 17

WRITING practice mins
writing - T refers to the WRITING FOCUS box and explain the T-S
short characteristics of a blog entry.
sentences - T asks Ss to find out these expressions in the blog in
or a Exercise 3. Underline these expressions.
completed - Ss fill in the blanks. S-S
personal - T and Ss check.
BLOG - T develops further discussion if needed. T-S

Answers:

2 relaxing
3 impressed
4 recommend

ACTIVITY 4: ANSWER THE QUESTIONS. (SB.p.45)

 - T guides Ss to do Exercise 4.
- T lets student work individually first, then puts Ss in pairs for
sharing ideas.
- T has Ss completed the sentences about themselves then T-S
asked their partners.
- Ss work in pairs.
- T and Ss check. S-S

ACTIVITY 5: Add commas to the text about the Lake District in T-S
the UK. (SB.p.45)

- With the whole class, T asks students to read through the

text and answer some general questions relating to the text T-S
content.
 What place is being described?
 What is special about that place? S-S
 What kind of activities can tourists do there?
- T asks students to read the text individually and add T-S
commas
where necessary. Then check the answers with the whole
class.
- T may elicit the uses of commas from students before
letting them work individually.
- T develops further discussion if needed.
Answers:
 Notes on uses of commas:
1. Use a comma to separate independent clauses: You can go
shopping with me, or you can go to a movie alone
2. Use a comma between all items in a series: We bought
apples, peaches, and bananas today
3. Use a comma after an introductory clause or phrase: Last
year,…. You usually put a comma before and when it’s
connecting two independent clauses. It’s almost always
optional to put a comma before and in a list. Use a comma
before the word but if it is joining two independent clauses. If
but is not joining two independent clauses, leave the comma
out.

ACTIVITY 6: Write a blog entry to describe your impressions

after visiting a well-known tourist destination. (SB.p.45)

- Tasks students to write a blog entry.

- T sets students read through the writing task with the class.
- T sets a time limit for students to write an outline of their blog
 entry.
- T reminds students to use the WRITING FOCUS and the
LANGUAGE FOCUS to help them.

POST- - To revise PEER CORRECTION 7

WRITING their writings T-S mins
based on - T gives Ss instructions for the next task.
feedback - Ss work in groups to swap their writings. They take turns to S-S
from their read their friends’ paragraphs and follow the rubric to
partners check.
- Ss re-edit their paragraph if necessary. T-S
- T walks around to take notes and give general comments.
- T develops further discussion if needed.

Ss may say:
● I think it’s not a topic sentence.
● I think it’s not an appropriate phrase to use.
● I think you have a mistake here. It should be …
WRAP-UP - To help - T asks: What have you learnt today? T-S 2
students - SS give ideas to sum up the lesson. S-T mins
memorise
the content
of the lesson
HOMEWORK - To review - Do exercises on Workbook page 40. 1 min
the lesson - Prepare Unit 4 Lesson 8 - Speaking.
and prepare
for the next
lesson.