Vietnam National University HCMC

University of Social Sciences and Humanities

Faculty of English Linguistics and Literature

LESSON PLAN
UNIT 1: YOUR WORLD

Instructor: Ms Vũ An Như
Group 1: 1. Nguyễn Thị Thu Trang - 1667010381
2. Lê Minh Nhật - 18LT701040
3. Võ Thị Bé Bo - 18LT701006
4. Nguyễn Thành Nam - 18LT701030
5. Lê Thị Kim Ngân - 18LT701031

Ho Chi Minh City, 30th July, 2020

 1. Description of the class
*Students
There are 15 Vietnamese students in this class. Ten students are studying at universities in Ho Chi Minh city, between 19
and 21 years old, and 5 students are working at various companies in Ho Chi Minh city, ranging from 24 to 27 years old.
There are 6 male students and 9 female students. 2 students plan to study abroad in 2 years later after graduating from
university, and 2 students plan to take the IELTS test in 1 year later. The other university students want to improve their
communication, reading and writing skills so that they can find good jobs at foreign companies. These students have high
motivation and clear goals in studying and prefer to practice as much as possible at class. They are very energetic, prefer to
join in various communicative activities in class, have interest in working in pairs and in groups. However, they are usually
tired when coming to class after a long day at universities or workplaces, so sometimes they can be passive during the first
part of the lesson.Thus, the teacher should design interesting activities in lessons to give them motivation in studying. As
for grammar, they are quite good at basic grammar structures such as tenses, passive voice, subjunctive, gerund, to-
infinitive, reported speech, comparison because they have chances to practice lots of exercises when studying at schools or
universities. As far as speaking skill is concerned, they have the Vietnamese-English accent in speaking and have some
mistakes in pronunciation (too much /s/ in most of the words, forget to pronounce the final sounds, no intonation and wrong
stress in the words, etc.). As for listening skill, they can easily predict the topic and content of a video and get the general
idea of a dialogue, but sometimes they find it hard to follow some details to answer the open questions or multiple choice
questions. Related to reading skill, they get familiar with skimming skill to get the main ideas and scanning skills to get
specific information from the text, so they can do various exercises such as true false exercises, multiple choice, matching
headings, gap filling. However, sometimes they do not have enough time to complete the exercises on time because of their
tiredness or lack of concentration. With regard to writing skill, they can write a paragraph, email, story, notes, letter, essays

2
but do not know how to arrange their ideas in a proper way and usually forget to put the thesis statement and topic sentence
in the right position in a paragraph. These students share the same goal in learning English, which is to improve their
English in 4 skills: reading, speaking, listening and writing.
*Setting
The class is organized at an English language center. The course takes place in 12 weeks. Students attend the class three
days a week on Tuesday, Thursday and Saturday; from 7:00pm to 8:30pm. Time for each lesson is 90 minutes.
The class is decorated friendly with lots of colorful vocabulary tables, world’s map, or meaningful quotes which can get the
notice from students and may help them to enhance more vocabulary. Besides, the class is also well-equipped with a
projector, laptop for teacher, smart TV, speaker, etc, which will help both teacher and students to be more easily involved
in the lesson.
*Goals (For the whole course)
After the course,
As for speaking, students can use English to talk about various topics such as colours, personalities, mysteries, stress,
technology, ambition, success, history, natural world, media, work, holidays, crime, fashion, give recommendation for
problems, persuade people in different situations, compare photographs and express their opinions about issues.

As far as listening is concerned, students can take note keywords in the daily dialogues/discussion/ debating talk/
speech/etc., predict the main topic or context or meaning of new vocabulary, practice various types of listening tasks such as
multiple choice questions, note-taking, multiple matching.

Related to writing, students can use colourful idioms and phrasal verbs to write an informal letter, use adjectives and
adverbs to write a story, use clauses of reasons and contrasts to write an email, write an essay presenting their arguments
and write a report presenting factual information.

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Regarding reading, students can apply scanning and skimming in various kinds of reading exercises such as short-answer
questions, true/false questions, multiple-choice questions, multiple matching and so on.

As for grammar, students know how to use tenses such as present simple, present continuous, past simple, past continuous,
present perfect simple, present perfect continuous, simple future,future continuous, future perfect simple, past perfect
simple, past perfect continuous, know how to use “used to, would, be used to, get used to”, modal verbs, passive voice,
reported speech, conditions, relative clauses, causative structures and inversion such as under no circumstances, never, not
only-but also, it’s time

Related to pronunciation, students can pronounce the words correctly (pronounce correctly the vowels and consonants in a
word, pronounce correctly the words ending with –ed, -s, -es, final sounds), know how to put stress in the words and
sentences, have a good intonation in speaking.

Regarding vocabulary, students will be equipped with new words in 12 lessons in this text book about a variety of topics
such as colours, personalities, mysteries, stress, technology, ambition, success, history, natural world, media, work,
holidays, crime, fashion.

4
 2. Textbook: Healan, A., & Gormley, K. (2011) Close-up B+ Student’s Book 2nd Edition. National Geographic
Learning.
*Lesson background
2.1 Today’s lesson: Reading & Grammar: Unit 1: Your world (60 minutes)
Main skills: Reading
Integrated skills: Listening, Speaking, Writing
By the end of the lesson, the students will be able to skim the text to get main ideas, scan the text to find out the specific
information to answer the questions and understand the importance of colours in real life.
Activities: (See 5. Procedures)
2.2 Next lesson: Listening & Speaking: Unit 1: Your world (60 minutes)
Main skills: Listening and Speaking
Integrated skills: Reading and Writing
By the end of the lesson, the students will be able to:
- get detailed and general ideas of the recording
- brainstorm ideas and tell differences between pictures
- talk about people's personalities
- use the useful expressions to express their ideas in a conversation
- give recommendations for problems mentioned.

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Activities:
Listening activity: Students listen to the audio, then answer the questions and do role-play
Speaking activity:
Activity 1: Teacher shows a picture and asks students to guess the personalities of people in the picture.
Activity 2: Teacher shows some statements mentioning problems and asks students to propose solutions to the problems.
Reading activity: Teacher gives some paragraphs and different pictures related to different people’s personalities, then asks
students to match the paragraphs with the appropriate pictures.
Writing activity: Homework - Teacher asks students to write a paragraph to demonstrate the personalities of their family's
members, and give opinions about whether these personalities should be changed.

3. Objectives
At the end of the lesson, the students will be able to:
- Skim the text to get main ideas.
- Scan the text to find out the specific information to answer the questions.
- Read carefully to gain the whole understanding about the text.
- Use target words including: synthetic dye, dominance, stimulant.
- Discriminate Present Simple and Present Continuous Tense in a reading text.
- Use Present Simple and Present Continuous Tense to make sentences in affirmative, negative and interrogative forms.
- Speak and write about the topic ‘Color’.

4. Materials and Sources

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*Materials
- PowerPoint slides created by the teacher.
- Handouts created by teacher about:
+ Descriptions of colour in the reading text “Life in colour” P.10. Life Intermediate 1st Edition (APPENDIX 9)
+ A worksheet of questions and answers about Present Simple and Present Continuous Tense (APPENDIX 12)
- Blackboard, chalk, projectors, laptop, microphone, worksheets, markers, magnets, papers...

*Sources
+ Textbooks:
Stephenson, H., Dummett, P., & Hughes, J. (2012). Life Intermediate 1st Edition. National Geographic Learning
Healan, A., & Gormley, K. (2011). Close-up B+ Student’s Book 2nd Edition. National Geographic Learning.
+ Youtube video:
https://www.youtube.com/watch?v=rWDDpc0HDBc
+

7
 5. Procedures
T: Teacher Ss: Students

Stages and Class activities Possible

Time Objectives Explanation Answer keys Problems
Teacher’s activities Students’ activities

Lead - in - Ss’s interest - Divides class into 3 - Form 3 groups - T divides class Problem 1:
(12 minutes) can be groups (5 people/group) into 3 groups to Ss can not
Nguyễn Thị generated, increase guess the topic
Thu Trang and ss’s communication exactly. For
curiosity can among ss. example, they
*Activity 1 be awakened - Before Ss watch the -Each group member -T gives each just say
Videotelling through video, T gives each gets two clues from member of each “Colours’’
prediction member of each group the teacher, and does group two instead of “The
based on the two different clues , one not show them to different clues , power of
clues. of which contains anyone. one of which colour”
-Ss can unnecessary information contains Solution 1:
predict the about the video (See unnecessary T creates 3
topic of the Appendix 3), and asks information sentences with
lesson, which Ss not to show their about the video, 3 blank spaces
is “the power clues with the other and gives the sharing the

8
of colour”. members in the group. rule and same word,
-Give the rule to Ss that -Listen to T’s rule example related which is
if they want to know the carefully and look at to their “power” (See
others’ clues, they have T’s example to discussion Appendix 4),
to use English to discuss discuss the clues their about the clues then asks ss to
with one another to find group has by using so that Ss can predict again
out all clues that their English only. stimulate their the topic of
group has. To be imagination to today lesson by
specific, T gives an predict and combining the
example about the rule build up two words
above for students to different “colour” and
understand clearly and versions of the “power”
apply during their story, and Problem 2:
discussion (See maximize their The video clip
Appendix 3) talking time does not
-Asks each group to -Each group discusses using English function
discuss the clues to the clues to predict only during properly.
predict which ones which ones include their discussion. Solution 2: T
include necessary necessary information replaces the
information about the about the video and listening

9
video and use their use their predictions activity with a
predictions to build up a to build up a story different
story related to the story related to the story in communicative
in the upcoming video the upcoming video activity, which
clip based on the clues. clip based on the is speaking (See
clues. Appendix 5)
-Asks each group: “Do -Each group says
you think which clues which clues are
are necessary necessary information
information related to related to the story in
the story in the the upcoming video
upcoming video?
-Asks Ss to share their -Each group shares
story in front of the their story in front of
class. the class.
- Shows the necessary -Necessary clues
clues related to the story related to the
in the upcoming video upcoming video:
Colour-blind/
Christmas

10
 tree/Balloons/a
boy/different.

- Shows ss the video clip -Watch the video

-Asks ss to take notes -Take notes and -T asks Ss to
while they are watching discuss within the take notes so
the clip and discuss group to see if the that they can
within the group to see if video clip matches remember the
the video clip matches their predictions. information or
their predictions. ideas related to
the video clip.
- Asks each group to -Each group discusses - T asks each
discuss the story in the the story in the video group to discuss
video clip again in 1 clip again in 1 minute. the story in the
minute. video clip again
-Invites one group to tell -One group shares the and presents the
the story in the video story in the video clip story in front of
clip in front of class. in front of class. class to
-Asks if the other groups -The other groups maximize
agree with the story told share their ideas about students' talking

11
by the group above. whether they agree or time.
disagree with the
story told by the
group above. - Ss may have
- Asks each group to - Each group - T wants various answers
discuss the question in 1 discusses the question students to be for this question.
minute: “What did you in 1 minute, and able to make a Suggested
learn from the story in answers the question. connection answers may
the video clip?” between the clip be:
and what they +Colours play an
are going to important role in
learn today. our life
- Asks ss to guess the - Guess the topic of - T wants to +Colours have
topic of today's lesson today's lesson. confirm great power in
by asking ss the whether Ss can our life
question: “Can you predict what the
guess what the topic of topic of today
today lesson is?” lesson is. - “The power of
-Confirm the topic colour”

12
Pre - Reading
(5 minutes)
Lê Minh Nhật
*Activity
Game : Match
words with its
pictures
- Ss can - Lets Ss play a game - Group into 3 groups - To get - Synthetic dye : Problem 1:
brainstorm “Matching words with students a man -made Students may
ideas before pictures” ( See brainstormed substance that have known the
reading the Appendix 6 ) and changes the meaning of the
text - Divides class into 3 - Receive the new communicated colour of words already
- Ss can groups and shows on word with the others something - and not work
guess the screen 3 words and 4 - To have Ss Picture 2 with the group
meaning of pictures. understood the Solution 1:
- Dominance :
the words to - Gives each group a right meaning T reminds Ss
being more
predict the flash card with a new of the new that T will ask
important or
content of the word. ( 3 words are : words any member in
powerful than
text based on synthetic dye, the group to
other people or
pictures and dominance, stimulant) show the
things - Picture

13
context - Asks Ss to read and - Read and find out 1 answers.
find out the new word in the new word in the - Problem 2:sts
- Stimulant:
the reading text text discuss in their
something that
- Gives each group a - receive the separate mother tongue
makes the mind
separately cut definition definition of the word - Solution: T
or body more
of the word they’ve just gives the rule
active - Picture 4
received. that sts must
- Gives Ss 1 minute to - Discuss in group to speak in
discuss in group in order give a complete English, if not
to complete the definition of the new they will get the
definition and then, raise word minus
their hands to answer - Raise hands to
first answer
- Asks any student in the -Show answer on the
group to show the board
answer on the board
- Shows on screen and - Look at the screen
correct the answers and check answers
with the teacher
- Write down on their

14
 notebooks

While - -Ss can scan - Ask Ss to work in pairs - Work in pairs to do - to check Statement 1 : Problem : Ss
Reading the text to answer True False the T-F exercise on understanding False => In cannot explain
True- False quickly to Question ( See APPENDIX 7 of the sts with Eastern culture, for the false
exercise look for APPENDIX 7 ) the text people believe statements
(7 minutes) specific - Numbers the pairs ( 6 - Remember the pair’s - to get students red brings luck, Solution: T
information pairs and a group of number and divide more wealth and remind the way
and skim the three students) and ask into student A and communicative success to skim or take
text quickly them to divide student A student B in discussion the keywords to
Statement 2 :
to get the and Student B themselve and assign scan. T can
True
main ideas. (group of three will have works to save motivate
-Ss can read 2 students B) time. Statement 3 : students to
carefully to - reminds class how to - listen to the teacher False => It’s paraphrase the
get a do True - False exercise associated with keywords in
complete - Gives student A of the - Student A receives - to make sadness the text by
understandin first 4 pairs statement 1 the statements from students curious using driven
Statement 4 ;
g of a text. and 2, gives student A of the teacher and more question or
True
-Ss can take the last statement 3 and excited giving
elaborate 4. synonyms
marginal - Asks student A to - Do as teacher - to integrate 4

15
notes. speak aloud each commands skills into the
statement on each time activities
they discuss, student B
has to take notes the key
words and finds out the
paragraph including the
keywords of the
statement, then student
A takes note and gives
the answer firstly , then
he/she asks for student
B’s agreement and
discuss if no same
answers.
- Asks the pairs to - Answer and explain - to let student
answer and explain the for the false focus on the
false statements.( for statements and check lesson and work
statements 1-2 : 2 pairs across together
answer, 2 pairs check;
for statements 3-4 : 2

16
 pairs answer, the group
of 3 checks )
- Shows on screen where - Check and explain
to find the content of the with the teacher in
statements and helps whole class
them to explain for False
statements

While -
Reading
Activity: Cut-
up text *Answer key *Problem 1:
(13 minutes) - Ss can scan -Shows list of questions -Listen, discuss and - To help Ss “Cut-Up-Text”: -Ss do not
Võ Thị Bé Bo a text quickly and asks class to identify take notes identify the key follow the T’s
1. Colours such
to find out the key words in each words in the rules. Specially
as blue, purple
specific. question questions, and they show the
and red were
information then scan them their piece to
highly valued
-Ss can take in the text the others
and they were
elaborate - Divides class into four - Ss work in Solution: at the

17
marginal groups - Seat into four groups groups to often worth as beginning T
notes. maximize their much as gold. gives the rules
talking time by 2. In sports, the “ if Ss do not
L2 team that wears follow the rules
red is more likely their group will
- Gives a briefs and rules - Listen carefully and - Ss can to win. be deducted
of the activity “cut up make questions if they understand well 3. School busses, points”
text” for the whole class get confused what they have traffic signs and *Problem 2:
(APPENDIX 8) to do pens. - Some Ss use
- Call SS up to remind - Repeat the T’s 4. Because blue L1 instead of
the rules and makes sure instruction has a calming L2 during their
they understand what effect on people discussion
they have to do as a way of Solution: T
- Lets Ss work in groups - Work in their group relaxation or easy goes around to
and gives the handouts and receive the sleep. observe and
for each group handouts remind Ss to
(APPENDIX 9) use English.
- Goes around the class - Discuss with their
to make sure they are partners to find out
carrying out the task the suitable

18
properly information to finish
the task

- Makes notes of any - Discuss the

mistakes in structure or questions
pronunciation that Ss
make when they are
discussing
- Asks the groups to - Exchange groups’ - Ss have
cross check their answers chance to check
answers the answer one
more time
- Asks the groups to - Show and explain
show and explain their their answers
answers
- Confirms and explains - Listen to teacher - To correct the
for the right answers as mistakes and
well as corrects the remind the
mistakes that Ss make in others not to
discussion time make it again

19
 - Asks Ss to take notes - Correct the mistakes
and answer their and make questions
questions.

Activity Text-
related task
(7 minutes)
Nguyễn Thành
Nam
Grammar: - Identify the - Gives the handout - Receive handout and - Remind Ss Problem 1:
The Present Present (APPENDIX 9) and asks listen to T’s and check the Ss may not find
Simple Tense, Simple Ss to read individually, instruction. understanding out the
The Present Tense (PST) then find out the level about PST sentences
Continuous and Present sentences in Present and PCT of Ss containing
Tense and Continuous Simple, Present in class Stative Verbs
Stative Verbs Tense (PCT) Continuous and Solution 1: T
in the context sentences containing suggest
of the Stative Verbs in the text. definitions and
reading text, - Invites 3 Ss to stand up - Stand up and read examples of the

20
then and read out loud the 6 out loud the sentences Stative Verbs or
discriminate sentences they have they’ve found show the
between found in the text. (2 PST sentences
them sentences, 2 PCT containing
sentences and 2 Stative Verbs
sentences containing
Stative Verbs)
*For PST and PCT, ask - Listen the questions
- Usages and
Ss: and give opinions - Remind Ss Problem 2:
Examples: See
1. Why does the author based on the usages of about the usages Ss may not
APPENDIX 10
use the PST (or PCT) in the two tenses of PST and PCT remember all of
this/these sentence(s)? the usages of
2. Can we use the PST the 2 tenses.
(or PCT) in this/these Solution 2:
sentence(s)? T reminds and
*For sentences contains - Listen and give their gives additional
Stative Verbs, asks Ss: opinions - Stative Verbs situations.
Can we use the PCT in are not used in

these sentences? Continuous

Tense

21
 - Remember - Listens the answers of - Listen T and take Problem 3:
Stative Verbs Ss, then corrects and note Ss might not
are not used supplements the missing remember all of
in information the Stative
Continuous Verbs
Tense
- Shows and reminds - Look at the screen Solution 3:
more Stative Verbs in and their handout. T reminds and
APPENDIX 11 as a - Take note if needed gives more
reference Stative Verbs.
(See in
APPENDIX )

- See
- Ss can use - Divides class into 2 - Sit in groups and - T motivate Ss APPENDIX 12
Activity PST and groups and gives listen the instruction to make Problem 5:
Noughts and PCT to make instruction. sentences in Some active
crosses game sentences by One group will play for different types students in each
(6 minutes) playing a Noughts and the other without feeling group will win
game group will play for bored the right to

22
Crosses. The two groups answer while
will fill into the 9 boxes another will not
on the board (with participate in
Noughts or Crosses). the game.
There are 9 requests Solution 5:
hidden in the 9 boxes T invites
randomly Ss in
each group.
- Invites Ss from the 2 - Pick up the box,
groups to pick up a box receive the request
on the board and receive and take turns to play
the request. Each group the game
will have 10 seconds to
discuss and give the
answer on their turn. If
they have the right
answer, they will get a
cross (or nought) on the
board. If they get the
wrong answer, T will

23
invite the other group,
then correct the wrong
sentence.
The team, who fills three
boxes in a row, column
or diagonal row with
noughts or crosses will
become the winner.

- Stops the game and - Listen and take note

give feedback
- Asks Ss do the exercise - Listen and take note
at home (see
APPENDIX 13)

24
Post - Reading

Speaking

(10 minutes)

Lê Thị Kim
Ngân

Activity1:
- Ss can talk - Gives each student one - Get the worksheet. - Through the Questions: Problem 1:
Asking and
about the worksheet. (Appendix activity, Ss Some Ss don’t
answering the 1. Do you think
topic “Color” 14) were provided move around or
questions that color has a
with much speak. They
- Ss can - Tells Ss to look at the - Look at the chart powerful effect
needed practice may feel
improve their chart. T explains that and listen to T on the people?
speaking on the nervous when
speaking they are going to fill in
topic of color. - Yes they speak in
skills notes about themselves
front of lots of
and their friends. 2. What would
people.
you associate the
- Ss can be - Asks Ss to work - Answer the
color red, green,
more individually, filling in questions and take Solution 1:
and black with?
confident notes in the column notes. T encourages

25
when they about themselves. Make - Red is them by giving
are speaking sure they are only associated with positive
English. writing notes and not meanings of feedback.
complete sentences. love, and anger.
- Move around, ask
- They then move their friends those - Green is
around the class and ask questions. associated with
some friends to write meanings of
notes in the right-hand growth, money, Problem 2:
columns. finances, Ss may
- Raise hands and
banking. complete
- Asks one Ss to read the read the speech
sentences, not
speech bubbles for the bubbles. - Black is
write notes.
class. associated with
- Ask and answer the
power, fear,
- Asks Ss go back to questions with their
Solution 2:
mystery,
their seats and work in partners.
T goes around
authority,
pairs. They take turns and reminds
elegance,
asking and answering them.
formality, death,
the questions with full
and evil.
sentences, using their

26
Activity 2: notes as a guide. - Ask and answer the 3. What is your
Writing about question in front of favorite color?
- T chooses to invite a
your partner. the class with their
few pairs to ask and - My favorite
partners
answer the questions in - Ss have a color is red/
front of the class. chance to write green/ white/…
- Listen to the teacher about the topic
- Ss can “color”, and
- Ss write a paragraph and write about their Problem 3: Ss
improve their also practice
about their partner based partner. Example: See in may feel lazy
writing skills their writing
on the questions they APPENDIX 15 and they may
about the skills. Then,
asked each other in the not have time to
topic “color” they can also
above exercise write.
(Appendix 15). practice their
writing skills. Solution 3 : T
- Read their writing in encourages
- Asks children to read front of the class. them by giving
their sentences to the bonus points
class.

27
 6. Additional possibilities

Stages and Class activities Possible

Time Objectives Explanation Answer keys Problems
Teacher’s activities Students’ activities

- Ss can - Introduces the - Listen to the teacher - T lets Ss to - Ss can have

*Activity 1: Problem: Ss
listen and game play an active various
may not
Game: repeat the - Lets Ss to stand in - Stand in two lines game to engage descriptions about
whisper and
whisper new words two lines Ss the picture that
speak aloud to
- Ss can - Says a word to the - Do as teacher’s -T divides class they colour.
the next
remember the first Ss in each line, instruction into two lines
members
new word then ask them to to be easier to
whisper the word to control Solution: T tell
the next person until - T ask Ss to initially that
the person at the end speak aloud who breaks the
of line who will and rightly to rule, the other
speak aloud the improve their will get the
word . (4 words will pronunciation point.
be : synthetic dye,
dominance,
stimulant, mourning)

28
 - Give a point for the
first right speaking

*Activity 2:
Guessing game
- Blue: represents
Describe and - Ss in the - Divides class into 2 - Work in groups. - It provides Problem:
both the sky and
guess the teams can groups. Ss with more Some Ss are
the sea, and is
colors. describe oral practice so lazy, and they
- Gets one student - Two Ss come to the associated with
those words that they can be don’t do or say
from each group to board open spaces,
by using more confident anything.
come up, and they freedom, intuition,
synonyms, to speak.
stand facing their imagination,
antonyms,
team-mates and have expansiveness,
definitions Solution:
their back to the inspiration, and
etc. T encourages Ss
board. sensitivity.
by giving bonus
- Purple: The points.
color purple is
often associated
with royalty,
- Ss can - T has a list of nobility, luxury,

29
improve their vocabulary items power, and
speaking (blue, purple, ambition.
skills. brown).
- Brown: the
- Look at the TV
- They can - Shows the first color of earth,
talk more word on the TV. wood, stone,
about the wholesomeness,
- Asks the other Ss
topic ‘color’. reliability,
to describe the word
- Describe the word elegance, security,
and two Ss from two
healing, home,
other groups will try
grounding,
to guess the word. - Guess the word
foundations,
- Who can say the stability, warmth,
word first will be the and honesty, is a
winner. natural, neutral
color that is
- Then change the
- Listen and do typically
students over, with a
associated with
new member of each
the seasons of fall
team taking their
and winter.
place.

30
 - Then shows the - Listen and do
next word

7. Homework/ Assignments:
See in APPENDIX 13 and APPENDIX 15
8. References
*Textbooks:
Gardiner, L. (2015). Close-up B1+ Teacher's Book 2nd Edition. National Geographic Learning.
Healan, A., & Gormley, K. (2011). Close-up B1+ Student’s Book 2nd Edition. National Geographic Learning.
Stephenson, H., Dymmett, P., & Hughes, J. (2012). Life intermediate 1st Edition. National Geographic Learning.
*Video link:
https://www.youtube.com/watch?v=rWDDpc0HDBc
9. Appendice

31
 APPENDIX 3

Clues: Colour-blind/Castle/Christmas tree/Glasses/family

reunion/Balloons/sad/princess/a boy/different.

Ss A: My clues are “colour-blind” and “castle”. What about yours, B?

Ss B: Really? My clues relate to “sad” and “different”. What about yours, C?
Ss C: Mine are “family reunion” and “balloons”. I think the word “balloons” is a necessary information, and the word
“family reunion” is unnecessary. What do you think, D?
Ss D: I don’t think so. I think the word “ family reunion” can be necessary information related to the story of the upcoming
video.
Ss E: …….

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 APPENDIX 4
Fill in 3 blank spaces below with a same word.
1.There is a transfer of ………. from a military to a
civilian government.
2. Solar……….. is the conversion of energy from sunlight into electricity
3. Donald Trump has great ……….. in the USA
⇒ ANSWER: “power”

33
 APPENDIX 5

(SPEAKING ACTIVITY:DESERTED ISLAND)

Teacher:

- Divides class into 3 groups

- Asks each group to draw a picture about a deserted island
- Once ss finish, tell them that they are on a deserted island, and only one group among three groups will be saved by the
only person living on the island, the teacher.
- Says: “I love colourful pictures, and if any groups can colour the picture satisfying me, I’ll save them”
- Asks Ss to discuss within their group to colour the picture they draw
- Asks Ss to discuss within their group why they draw that picture with the colours and why the teacher should be persuaded
to save them.
- Asks each member of each group to take turns to describe the picture in front of the class
- Gives feedback about each group’s presentation and decides which group will be saved thanks to the most colourful and
beautiful picture.
- Asks ss to guess the topic of today's lesson by asking ss the question: “Can you guess what the topic of today's lesson is?”
- Confirms the topic

34
 APPENDIX 6

Game : Match the pictures with the words

1.Synthetic dye: the colour of /that changes/a man-made/ something/ substance
2.Dominance: powerful than/ being more important/ other/ people or things/ or
3.Stimulant: more active/ something /the mind or body/ that /makes

35
 APPENDIX 7
***Read the following passage
Early humans saw a variety of natural colours around them, from the browns and greens of the soil and plants to the deep
blues and red of the sky. They painted their bodies with colours from nature to signal aggression toward an enemy, or to
make

themselves attractive to a mate. A girl and a rainbow of

crushed ice flavors at Chowpatty Beach, India. Over the centuries, the sources of colours such as blue, purple, and red were
highly valued and they were often worth as much as gold. In the 19th century, a young chemistry student manufactured the
first synthetic dye, and suddenly the world became a much more colorful place. In the 20th century, scientists discovered
the psychological effects of colours, and people found ways to use this discovery to influence our feelings and behaviors.

36
Red, colour of blood, symbolises fire, love and anger. In Eastern cultures, people believe it brings luck, wealth and success.
In humans, the color red can send different messages. Some people redden, for example, when they are angry or
embarrassed. Researchers have discovered that in sports the team that is wearing red is more likely to win. Why? Because
red seems to be the color that signals dominance, giving those dressed in red an advantage in sporting events. In many
animal species (including humans), contact with this bold color causes the heart rate to increase. However, one of red’s
lighter shades, pink, can have the opposite effect on people. Men in prisons are less aggressive when the walls are a specific
shade of pink.
Yellow, the colour that comes to mind when we think of sunshine, is found throughout nature and the man-made world as a
colour that commands attention; indeed, it is one of the easiest colours to see. This highly visible shade is found on
everything from school buses to traffic signs and pens that we use to highlight important information in a text. The colour is
also used to caution people; football players, for example, are shown a yellow card as a reminder to behave. It can be used
as a stimulant as well: in a number of studies, yellow has been found to help children focus on their work and do better at
school.
Blue, the colour of the sky and sea, is associated in many cultures with water, religious objects, and protection against evil.
Its darker shades represent calm, stability and power. Dark blue, for example, is the colour of the business suit or police
uniform; it tells others, ‘I am in control,’ or ‘I am trustworthy.’ Blue is also associated with sadness. It’s common in
English, for example, when you are feeling sad or depressed, to talk about ‘feeling blue,’ while in Iran, blue is the colour of
mourning, worn when a person dies. Like pink, blue has a calming effect on people. Rooms painted blue help people to
relax or sleep. Sleeping pills are often coloured blue to suggest exactly this idea. This colour also seems to reduce feelings
of hunger. Blue food is rarely seen in nature, and when it is, such food is usually no longer healthy to consume. It’s just one
more example of the power that colour can hold over us.

37
✄--------------------------------------------------------------------------------------------------------------------------------------
Read the following sentences below and decide whether they are True (T) or False (F)
1. The colour red symbolise bad luck (F)
2. Yellow is used to highlight information in a text (T)
3. Blue is the colour of happiness (F)
4. The main idea of the text is about how colours influence people. (T)

APPENDIX 8
Cut - Up - Text Activity
Teacher:
- Dividing class into four group
- The text in the textbook “ The Power of Colour” is cut into four pieces by the teacher and there are two questions on
the piece of the text, students have to answer them.
- Giving each piece for each group’s member, they must not show their piece to the others. Students have to ask the
others for identifying the information.
Example:
Student: “Our two questions are 2,3”
“Who is holding the piece about Blue colour?” Or “Look this one, my paragraph mentions in role of colour”
- Asking students use English to discuss and complete the questions.

38
- After they finish their answer, teacher asks them to exchange their paper to the others to cross checking

39
Piece 1
Early humans saw a variety of natural colours around them, from the browns and greens of the soil and plants to
the deep blues and red of the sky. They painted their bodies with colours from nature to signal aggression toward
an enemy, or to make themselves attractive to a mate. A girl and a rainbow of crushed ice flavors at Chowpatty
Beach, India. Over the centuries, the sources of colours such as blue, purple, and red were highly valued and they
were often worth as much as gold. In the 19th century, a young chemistry student manufactured the first synthetic
dye, and suddenly the world became a much more colorful place. In the 20th century, scientists discovered the
psychological effects of colours, and people found ways to use this discovery to influence our feelings and
behaviors.
✄--------------------------------------------------------------------------------------------------------------------------------------
Piece 2
Red, colour of blood, symbolises fire, love and anger. In Eastern cultures, people believe it brings luck, wealth and
success. In humans, the color red can send different messages. Some people redden, for example, when they are
angry or embarrassed. Researchers have discovered that in sports the team that is wearing red is more likely to win.
Why? Because red seems to be the color that signals dominance, giving those dressed in red an advantage in
sporting events. In many animal species (including humans), contact with this bold color causes the heart rate to
increase. However, one of red’s lighter shades, pink, can have the opposite effect on people. Men in prisons are
less aggressive when the walls are a specific shade of pink.
✄--------------------------------------------------------------------------------------------------------------------------------------

40
Piece 3
Yellow, the colour that comes to mind when we think of sunshine, is found throughout nature and the man-made
world as a colour that commands attention; indeed, it is one of the easiest colours to see. This highly visible shade
is found on everything from school buses to traffic signs and pens that we use to highlight important information in
a text. The colour is also used to caution people; football players, for example, are shown a yellow card as a
reminder to behave. It can be used as a stimulant as well: in a number of studies, yellow has been found to help
children focus on their work and do better at school.
✄--------------------------------------------------------------------------------------------------------------------------------------
Piece 4
Blue, the colour of the sky and sea, is associated in many cultures with water, religious objects, and protection
against evil. Its darker shades represent calm, stability and power. Dark blue, for example, is the colour of the
business suit or police uniform; it tells others, ‘I am in control,’ or ‘I am trustworthy.’ Blue is also associated with
sadness. It’s common in English, for example, when you are feeling sad or depressed, to talk about ‘feeling blue,’
while in Iran, blue is the colour of mourning, worn when a person dies. Like pink, blue has a calming effect on
people. Rooms painted blue help people to relax or sleep. Sleeping pills are often coloured blue to suggest exactly
this idea. This colour also seems to reduce feelings of hunger. Blue food is rarely seen in nature, and when it is,
such food is usually no longer healthy to consume. It’s just one more example of the power that colour can hold
over us.
✄--------------------------------------------------------------------------------------------------------------------------------------

41
List of Questions:
1. Before the 19th century, how did colours play a role in human life?
2. Could you give an example about the importance of red in sports?
3. What are common things using yellow colour as a highly visible shade?
4. Why are sleeping pills often coloured blue?

42
APPENDIX 9
LIFE IN COLOUR

We use different colours to send different messages.

IDENTITY People need a sense of group identity. Look at the

schoolboy in the photo. From his colourful traditional dress, other
people in Peru know he comes from the Quechua community. We
wear uniforms at school and work. And we dress in our favourite
sport team colours to say the same thing - we belong to this
group.

DECORATION The Huli Villager in the photo is getting ready

for a local festival. He's applying the traditional colours of red,
black and white in his own personal pattern. Face-painting is an
important part of the celebrations, and these days people are
starting to experiment with brightly coloured synthetic pants as
well as traditional hues.

43
APPENDIX 10
THE USAGES OF PRESENT SIMPLE TENSE AND PRESENT CONTINUOUS TENSE
Present Simple Tense
1. General truths and scientific facts
Ex: The sun sets in the west
2. Habits, repeated actions and permanent situations
Ex: I brush my teeth every day.
3. Future actions based on timetabled and scheduled events
Ex: The train leaves at 8 a.m tomorrow.

Present Continuous Tense

1. Actions happening now and temporary situations
Ex: Tim is riding his bike to school at the moment.
2. Future plans
Ex: I bought the ticket yesterday. I am flying to New York tomorrow.
3. Annoying habits (always, continually, forever, etc)
Ex: He is always coming late
4. Changing and developing situations in the present
Ex: The climate is changing rapidly.

APPENDIX 11

44
STATIVE VERBS ARE NOT USED IN CONTINUOUS TENSES

FEELINGS THOUGHTS, OPINIONS SENSES POSSESSION MEASURE, COST, OTHERS

Like Know Fell Belong Cost

Dislike Think Hear Own Measure
Love Understand See Have Weigh
Hate Believe Smell Owe
Prefer Guess Sound Seem
Want Mean Taste Be
Need Suppose Touch Appear
Mind Dout Look Consist
Care Realize
Remember
Foget
Agree

45
APPENDIX 12
NOUGHTS AND CROSSES GAMES

(1) Present Continuous (2) Present Simple (3) Exercise 1

(+) (?)

(4) Lucky Number (5) Exercise 2 (6) Present Continuous

(-)

(7) Present Simple (8) Present Simple (9) Present Continuous

(-) (+) (?)

Exercise 1
I (love) ________ purple. It’s my favourite colour.
Exercise 2
People who (like) _________black want everything to be perfect all the time.

46
APPENDIX 13
HOMEWORK
Complete the comments with the Present Simple and Present Continuous forms of the verbs.
Jenni, IT student
We (1) _________ (dress) casually at my college. But today my tutor (2) _________ (wear) bright blue cycling shorts! I
know everyone (3) _________ (say) IT people are 'different', but I think that's a bit much!

Leo, finance assistant

'My boss often (4) ________ (get) crazy ideas. At the moment. we (5) _________ (try) out a new colour coding system for
the files - different shades of pink!

Josie, sales assistant

'I usually (6) ________ (buy) a takeaway for lunch. I (7) ________ (not/eat) inside because the bright yellow and red tables
are horrible!

47
APPENDIX 15

48
APPENDIX 15

Ex: Bo thinks that color has a powerful effect on the people. She thinks red is associated with meanings love, romance.
Green is associated with freshness, and environment. Black is associated with elegance, formality. Her favorite color is

49
black.

50