CLASSROOM MANAGEMENT

#1
Lead-in with some simple sentences:

 The sun is shining at the moment.

 We're learning English at the moment.

Make sure to mix it up by using a number of different subjects:

 I'm teaching the present continuous right now.

 My wife is working in her office at the moment.
 Those boys are playing tennis over there.

Ask Questions about Pictures:

 What are they doing now?

 What is she holding in her hand?
 Which sport are they playing?

Introduce the Negative Form

To teach the negative form, use the magazine or web pages to ask yes or no questions focusing
on eliciting a negative response. You may want to model a few examples before asking
students.

 Is she playing tennis? - No, she isn't playing tennis. She's playing golf.
 Is he wearing shoes? - No, he's wearing boots.
 Are they eating lunch?
 Is she driving a car?

Explaining the Present Continuous on the Board

Use a present continuous timeline to illustrate the fact that the present continuous is used to
express what is happening at the moment. If you feel comfortable with the level of the class,
introduce the idea that the present continuous can be used to speak about what is happening
not only at the very moment but around the wider present (tomorrow, Sunday, etc.). It's a
good idea at this point to contrast the present continuous auxiliary verb "to be" with
other auxiliary verbs, pointing out that "ing" must be added to the verb in the present
continuous form (subject + be (am, is, are) + verb(ing)).

https://www.thoughtco.com/how-to-teach-present-continuous-1212112
#2

10-Minute Plan: Living Green Discussion and Presentation

Procedure:
1. Warm-Up (1 minute): Briefly ask students "What does it mean to 'live green'?" Write down
their answers on the board.
2. Group Formation (1 minute): Divide students into small groups (3-4 students).
3. Brainstorming (5 minutes):
o Pose the question: "What are some things we can do (and avoid doing) to live a more green
lifestyle?"
o Instruct students to discuss and write down their ideas on a separate sheet of paper (provided
by you or pre-cut from scrap paper).
4. Sharing (3 minutes):
o Briefly have each group share 1-2 of their top ideas with the class.
o Write these down on the board under two headings: "Do" and "Don't".
5. Wrap-Up (optional, 1 minute):
o Briefly discuss any surprising ideas or challenges in living green.
Living a green lifestyle is all about making choices that minimize your environmental impact. Here are
some things you can do (and avoid doing) to live greener:

Do:
 Reduce: This is the golden rule! Before you buy something new, ask yourself if you really
need it. Can you borrow, rent, or buy secondhand instead?
 Reuse: Give old items a new life! Repurpose containers, mend clothes, or donate what you no
longer need.
 Recycle: Recycling paper, plastic, glass, and metal reduces waste going to landfills and
conserves resources.
 Conserve Energy: Turn off lights and electronics when not in use, unplug chargers, and
consider switching to energy-efficient appliances.
 Conserve Water: Take shorter showers, fix leaky faucets, and water your lawn less.
 Choose Sustainable Transportation: Walk, bike, carpool, or use public transportation
whenever possible. Opt for fuel-efficient vehicles if you need to drive.
 Support Sustainable Businesses: Look for companies committed to eco-friendly practices
and fair labor. Buy local produce to reduce transportation emissions.
  Embrace Green Habits: Bring reusable shopping bags, coffee mugs, and water bottles to
avoid single-use plastics. Use natural cleaning products and air-dry clothes whenever possible.
 Educate Yourself: Stay informed about environmental issues and learn about sustainable
practices.
Avoid Doing:
 Impulse Buying: Resist the urge to buy things you don't truly need. Consider the
environmental impact of your purchases.
 Excessive Packaging: Avoid products with excessive or unnecessary packaging. Look for
items with minimal wrapping or choose package-free options.
 Fast Fashion: Fast fashion often involves unethical labor practices and contributes to textile
waste. Consider buying quality clothing that lasts or purchasing from sustainable brands.
 Energy Waste: Leaving electronics on standby or using inefficient appliances drains energy.
Be mindful of your energy consumption.
 Wasting Water: Running the tap while brushing your teeth, letting sprinklers run for hours –
these habits waste precious water resources.
 Driving Alone: Carpooling, using public transport, or even walking are all greener alternatives
to single-occupancy vehicles.
 Littering: Throwing trash on the ground pollutes our environment and harms wildlife. Always
dispose of waste properly.
 Chemical-laden Products: Opt for natural cleaning products that are safer for your health and
the environment.
 Ignoring the Issue: Stay informed and engaged in environmental issues. Simple changes in
your daily life can make a big difference.

Remember, every small step counts! By incorporating these practices into your routine, you can
contribute to a healthier planet for yourself and future generations.
#3 https://www.youtube.com/watch?v=3xy24ek-a9M
Eliciting the Present Perfect: A 10-Minute Lesson

Target Grammar: Present Perfect Tense Time: 10 minutes Materials: None (Optional: Whiteboard or chart
paper)

Procedure:

(1) Warm-Up (2 minutes):

 Start a conversation: Begin by saying, "Alright class, let's chat about our day so far. Raise your hands if you've
already done something this morning."
 Elicit student responses: Encourage students to call out activities they've completed, for example: "I've woken
up," "I've eaten breakfast," "I've brushed my teeth." Write some of these answers on the board.

(2) Eliciting Past vs. Present Perfect (3 minutes):

 Identify the tense: Point to the sentences on the board and ask, "What tense are these sentences in?" (Expected
answer: Simple Past)
 Introduce the contrast: Now, ask a thought-provoking question, "Do you think we can also express these actions
using a different tense?" This cues them to consider another possibility.
 Guide the connection: Gently guide students to see the link between their morning activities and the present
moment. Ask, "Even though these actions happened earlier today, how are they still relevant now?" (They are
completed actions that affect the present state.)

(3) Present Perfect Structure (2 minutes):

 Building the formula: Based on the examples on the board, elicit the structure of the present perfect tense. You
can say, "Let's look at the structure of the sentences that can express these completed actions that affect the
present. We use 'have' or 'has' followed by...?" (Expected answer: Past Participle)
 Regular vs. Irregular (Optional): Briefly mention the difference between regular and irregular past participles.
You can say, "For most verbs, the past participle is formed by adding '-ed' to the base form (e.g., talked, walked).
However, some verbs have irregular past participles that need to be memorized (e.g., seen, eaten)."

(4) Practice and Application (3 minutes):

 Verb Prompts: Provide students with a few verb prompts written on the board or said aloud (e.g., sleep, read,
exercise, travel).
 Sentence creation: Ask students to create sentences in the present perfect tense using these verbs. However,
this time, focus on actions completed at any point in their lives, not just today.
o Examples: "I have never traveled to Europe."
o "I have read three books this month."
 Optional activity: Write some student-generated sentences on the board and have the class analyze them. Ask,
"Can you identify the verb tense used in this sentence? Why is the present perfect appropriate here?"

(5) Wrap-Up (optional, 1 minute):

 Summarize key points: Briefly summarize the key takeaways:

o The present perfect tense is used for actions completed at some point in the past, with no specific time
mentioned.
o These actions are still relevant or have an impact on the present.
#4
Procedure:
1. Introduction (2 minutes):
o Briefly discuss the concept of inventions and their impact on our lives.

o Show a few pictures of inventions (e.g., wheel, light bulb, smartphone) and ask students to
share what they know about them.
2. Picture Identification (3 minutes):
o Distribute the pictures/descriptions of inventions (one per student or pair).

o Instruct students to spend a few minutes identifying the inventions and writing down their names
on the back (if descriptions are used).
3. Group Discussion (5 minutes):
o Have students form small groups (3-4 students).

o Pose the question: "What are some ways we can use this invention?" (Point to a specific picture
or description).
o Encourage students to discuss and list down as many uses as they can for their assigned
invention.
4. Class Sharing (5 minutes):
o Invite each group to come to the front and share their chosen invention.

o Have them present their list of uses, encouraging them to explain or demonstrate the uses if
possible.
o As a class, discuss any interesting or surprising uses mentioned.
#5 Alright class, settle down! Today we're going to start by reviewing some vocabulary from our last
lesson on community. Let's play a quick game called "Community Charades"!

(5 minutes - Community Charades)

1. Divide the class: Split the students into two teams.
2. Prepare vocabulary slips: Write down vocabulary words from the previous lesson on separate slips of
paper (e.g., volunteer, donate, charity, soup kitchen, etc.). Fold the slips so the words are hidden.
3. Acting it out:
o For each round, select one student from each team to come up front.
o Give each student a vocabulary slip without showing it to their team.
o The student has to act out the word on the slip without speaking.
o Their team has one minute to guess the correct word.
4. Points and Winner:
o Award points to the team that guesses the word correctly within a minute.
o Play several rounds, alternating turns between teams.
o The team with the most points at the end wins!
(5 minutes - Lead-in for New Lesson)
1. Show a picture: Project an image on the screen that depicts a positive community project
but doesn't reveal everything (e.g., a group of people planting trees with their backs to the
camera).
2. Ask investigative questions:
o "What do you think these people are doing in the picture?" (Focus on getting details they
can observe)
o "Can you imagine any reasons why someone might participate in this activity?" (Encourage
them to think about benefits)
o "Why do you think it's important for people to work together in a community?" (Connect to
the broader theme)
3. Transition: Based on student responses, introduce the new lesson's theme: "Building a
Stronger Community" (or similar). Briefly explain that in this lesson we'll explore different
ways individuals can contribute to making their communities even better.
#6

New Words (write them on the board):

1. Ecotourism (n): Travel that respects the environment and supports local communities.
2. Conservation (n): The protection of wildlife and habitats.
3. Sustainable (adj): Able to be maintained at a steady level without causing damage to the environment.
4. Biodiversity (n): The variety of life in a particular habitat or ecosystem.
5. Trek (n): A long journey on foot, especially in a difficult or unfamiliar area.
Activity: Matching and Sentence Building (5 minutes)
Instructions:
1. Alright class, today we're learning about ecotourism! Ecotourism is a way of traveling that
minimizes our impact on the environment and benefits local communities.
2. Match Game: I'm going to give you each a slip of paper with one of our new vocabulary words on it.
Find the partner who has the definition that matches your word. (Distribute slips with words or
definitions)
3. Sentence Building: Once you've found your partner, together write a sentence using your vocabulary
word. Think about how this word could be used in the context of ecotourism.
4. Sharing: When you're finished, let's share your sentences with the class. Explain how your word
relates to ecotourism.
(5 minutes - Activity and Sharing)
Example Sentences:
 Ecotourism helps promote conservation efforts by protecting natural habitats.
 We can choose sustainable travel options like buses or bikes to reduce our carbon footprint.
 The Amazon rainforest boasts incredible biodiversity, making it a popular ecotourism destination.
 Responsible ecotourists might participate in a trek through a national park to observe wildlife.
#7 (link game trong Download)

Protecting the Environment: Review and Lead-in (10 minutes)

Review Game: Environmental Jeopardy! (5 minutes)

1. Preparation: Write down environmental categories (e.g., Pollution, Recycling, Conservation) on the
board. Under each category, list point values (easy: 100 pts, medium: 200 pts, hard: 300 pts) and
corresponding clues related to the previous lesson.
2. Divide the class: Split students into teams of 2-3.
3. Playing the Game:
o Call out a point value and category.
o Teams have a short time to discuss and write down their answer.
o Reveal the answer. Teams with the correct answer earn the points.
o Continue with different categories and point values.
o Award bonus points for creative or detailed answers.
Example Clues:
 100 pts - Pollution: This type of pollution is caused by harmful gases released into the air. (Answer: Air
pollution)
 200 pts - Recycling: The process of turning waste materials into new products. (Answer: Recycling)
 300 pts - Conservation: This practice involves protecting endangered animals and their habitats.
(Answer: Conservation)
Lead-in: Brainstorming Solutions (5 minutes)
1. Transition: Briefly acknowledge the winning team and their environmental knowledge.
2. Pose a question: "We've reviewed environmental challenges. Now, let's think about solutions! What
are some ways we, as individuals, can make a positive impact on the environment?"
3. Brainstorming: Encourage students to call out ideas. Write them on the board (e.g., reduce waste,
conserve water, use reusable bags).
4. Discussion: Briefly discuss some ideas as a class. Highlight the importance of individual action in
protecting the environment.
#8

Protecting Our Planet: A Differentiated Writing Activity (20 minutes)

Differentiation: This activity caters to both weaker and stronger students by providing different levels
of scaffolding and structure.
Topic: Imagine you are the voice of the Earth. Write a message to humans about the importance
of protecting the environment.
Instructions:
1. Introduction (2 minutes): Briefly recap the importance of protecting the environment and the
negative consequences of human actions. Show pictures or videos of environmental issues if
needed.
2. Scaffolding and Differentiation (5 minutes):
 Weaker Group:
o Provide a graphic organizer with prompts:
 How do humans harm the environment? (pollution, deforestation, etc.)
 What are the consequences of this harm? (climate change, endangered species, etc.)
 What can humans do to be better stewards of the Earth? (recycle, conserve resources,
etc.)
o Offer sentence starters for each section: "I feel sad when..." ; "Because of this,..." ; "Please..."
 Stronger Group:
o Encourage them to brainstorm metaphors, similes, and other figurative language to make their
message more impactful.
o Suggest exploring different writing styles (e.g., a poem, a letter, a speech).
3. Writing (10 minutes):
 Both groups: Give students 10 minutes to write their message to humanity.
4. Sharing and Reflection (3 minutes):
 Invite volunteers from both groups to share their messages with the class.
 Ask the class: "What resonated with you in these messages?"
 Briefly discuss the importance of taking action to protect the environment.
#9

The Generation Gap: Review and Lead-in (10 minutes)

Review Game: "Generation Guessing Game" (5 minutes)

Materials: Prepare slips of paper with phrases or descriptions that represent different generations'
experiences or preferences (e.g., "remember floppy disks?", "loves social media", "listens to vinyl
records").
Instructions:
1. Divide the class: Split students into two teams.
2. Playing the Game:
o Draw a slip of paper and read the phrase or description aloud without saying the generation.
o Teams have a short time to discuss and guess which generation the phrase describes.
o Award points to the team with the correct answer.
o Continue with different phrases, encouraging creative explanations for their guesses.
Example Phrases:
 "Waited for their favorite shows on TV with no DVR." (Older generation)
 "Prefers to text rather than call." (Younger generation)
 "Wore bell-bottom jeans in their youth." (Baby Boomer generation)
Lead-in: Bridging the Gap (5 minutes)
1. Transition: Briefly acknowledge the winning team and their understanding of generational differences.
2. Pose a question: "We've explored the generation gap. Now, let's think about ways to bridge it. How
can different generations connect and learn from each other?"
3. Discussion: Encourage students to brainstorm ideas. Write them on the board (e.g., share stories, -
joint activities, practice active listening).
4. Highlight: Briefly discuss some ideas as a class. Emphasize the importance of understanding and
respecting different perspectives.
Benefits:
 The guessing game provides a fun and interactive review of generational differences.
 Brainstorming fosters critical thinking and problem-solving skills.
 The lead-in smoothly transitions to the new lesson's focus on bridging the generation gap.

This approach should take around 10 minutes, leaving time for further activities planned for the
lesson.