Gata 6 Global - Hki

Truong Lam secondary school 1 Teacher: Le Thi Thuy
WEEK: I ( 5/9/2022-10/9/2022)
Date of planning: 04/9/2022
Period 1: INTRODUCTION ENGLISH 6
I. OBJECTIVES: By the end of the lesson, students will be able to:

1. Knowledge:
- Recognize new English 6 textbook’s format.
- Identify something about United Kingdom, England and English.
2. Skills:
- Memorize new English 6 textbook’s format.
3. Attitude:
- Raise Ss’ lovefor English and Ss’ lovefor their new school.
- Enhance Ss’ good attitude to work in groups, individual work, pair work.
4. Competences: Developcompetences of communication, co- operation and self -
management.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students: Text books, studying equipment….
- Method: T-WC; group works; individual ……
III. PROCEDURE:
1. WARM UP ( 5’)
Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed
atmospheres to inspire Ss to warm up to the new class.
* Outcome: Having a chance to speak English and focus on the topic of the lesson.
* Organisation: Teacher’s instructions…
Teacher’s & Student’s activities Content
+ Greeting + Greeting
+ Chatting + Chatting. T_Ss
- Teacher (T) introduces himself/
herself
- T may introduce some warm-up
activities to create a friendly and
relaxed atmospheres to inspire Ss to
- Students (Ss) listen and learn how to
warm up to the new class…
introduce themselves.
- Have Ss to introduce themselves.
English Plan –Grade 6 School year: 2022-2023
- T encourages Ss to talk in English - Introduce themselves (name;age; address;

as much as possible likes; dislikes ….friends… )
+ Lead to the first unit of the new + Students (Ss) listen and learn how to do
school year. the tasks.
- Write the unit title on the board and - Answer the teacher’s questions
ask Ss guest what they are going to - Open their book and write.
learn this unit …
- Ask Ss to open their book and
introduce what they are going to
study….
2. PRESENTATION (10’)
ACTIVITY 1+ 2:
Aims: - To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the
grammar points to be learned.
* Content: Some brief notes; Something about England, English. Introduce New
Tieng Anh 6
* Outcome: Ss learn something about England, English; Learn how to use New
Tieng Anh 6
* Organisation: Teacher’s instructions….
1. T. asks sts some questions about
England.
- What do you know about England?
- T. gives sts something about
England and English.
- It located in North-west coast of
Europe with very mild weather not
too hot but not too cold.
- It consists of four parts: England,
Wales, Scotland and Ireland. - T_Ss
- It’s official name is the UK - Listen carefully and read aloud.
- Each part has its own flag of UK. - Fulfil teacher’s requirements
- Give the answers
2. English: - Ss answer if possible
- How many people speak English as - Listen carefully and read aloud.
their mother tongue? - Find out the words related to the topic.
- How many people speak English as - There are many interesting things of
their first language? England and you’ll gradually know about
- How many people speak English as them in the progress of learning English.
their second language or first foreign 2/ Introduction: English is an international

language? language. Hundreds of million people speak
- Why do you learn English? English in the world. 400 million people
- Is it important? Difficult? Useful? speak English as their first language, 600
Interesting? million people speak English as their second
=> It’s very important, useful, language or first foreign language. 4/5 of
interesting. It is the means of the world’s computers use program in
communication to one another. English. ¾ of all international
correspondence is in English.
3/ English 6 has 12 Units.
- T_Ss
- Each unit has 7 lessons.
- Section 6: SKILL 2: LISTENING AND

WRITING. The listening activity follows the
3/ New English 6 text book: oral practice in speaking to provide Ss an
- How many units are there in opportunity to listen.... Writing focuses on
English 6 text book? developing Ss’ wring skills
- What are they about? - Section 7: LOOKING BACK &
* There are 12 units, each unit has PROJECT. Recycle language from previous
eight sections, providing materials for sections, consolidate and apply what they
7 classroom lessons of 45 minutes. have learnt in the unit. The project helps Ss
- Section 1: GETTING STARTED. to improve their ability to work by
Introduce the topic of the unit. themselves and in team, and extend their
Present the vocabulary and the imagination in a field related to the unit
grammar items. subject. (Extra-curricular activity/ or
- Section 2: A CLOSER LOOK 1. homework).
Present and practice the vocabulary - English is not too difficult but it requires
and pronunciation of the unit. you working hard.
Grammar items may also be included - Sts need learn by heart all vocabulary and
in this section. their usage.
- Section 3: A CLOSER LOOK 2. - Review the lesson every day.
Deal with the main grammar point(s) - Learn English every day.
of the unit. The new language point is
presented in short text or a talk./
interview. Both a closer look 1, 2
mainly give language focus and
practice of receptive skills.
- Section 4: COMMUNICATION.
Help Ss to use the functional
language in everyday life context and

consolidate what they have learnt....
- Section 5: SKILL 1. READING
AND SPEAKING. Develop Ss
reading abilities And provide further
practice which supports Ss in their
production of speaking English
freely.
3. PRACTICE (20’)
ACTIVITY 3:
Aims:To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English. Classroom
language…
* Outcome: Ss learn something about England, English; Classroom languages…
3.How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English
best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today? - T_Ss
- May I go out? - Listen carefully
- May I come in?....... - Practice saying classroom languages.
- How to improve your English : - Work in groups; in pairs; present the
- Listen to the teacher carefully, learn projects….
E. from many sources, always enrich
your vocabulary, do exercises
carefully, practice speaking, listening,
writing, reading every day. …
- Ss should work hard every day to

improve their English.
“ Hard work is the key to
success”
4. PRODUCTION (8’)
ACTIVITY 4:
Aims:To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English. Classroom

languages…
* Outcome: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
- T_Ss - The greetings : - good morning
- T gives some questions to introduce - Good afternoon
the class expressions. - Good morning
- Good bye ….
- Have Ss listen and repeat. - We can say “ May I go out”
- Teacher says “ go out, please”Go - You can say “Stand up, please.
out - Listen, please
- Teacher says “No”  Don’t go out - Read after me
- Call on some pairs to practice in
- Repeat please…..
front of the class.
* HOME WORK (2’)

- Learn classroom languages.
- Prepare new lesson Unit one
*ADJUSTMENT:
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Period 2: UNIT 1: MY NEW SCHOLL

Lesson 1: GETTING STARTED
A special day
I. OBJECTIVES:
* By the end of this lesson, students will be able to:
1. Knowledge:
-Recognize the topic of the lesson My New School.
-Identify some words related to school things
2. Skills:master the names of the things in the classroom
3. Attitude:
management.
II. TEACHING AIDS:

III. PROCEDURE:
1. WARM UP (5’)
Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Tohave somewarm-up activities to create a friendly and relaxed
atmospheres to inspire Ss to warm up to the subject and new lesson.
* Outcome: Introducing themselves to make more new friends.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content
+ Chatting + Chatting.
- Teacher (T) introduces himself/ - T_Ss
herself - Students (Ss) listen and learn how to introduce
- T may introduce some warm-up themselves.
activities to create a friendly and - Introduce themselves (name;age; address;
relaxed atmospheres to inspire Ss likes; dislikes ….friends… )
to warm up to the subject and + Students (Ss) listen and learn how to do the
new class… tasks.
- Have Ss to introduce - Answer the teacher’s questions and
themselves. requirements.
- T encourages Ss to talk in - Open their book and write.
English as much as possible
+ Lead to the first unit of the new
school year.
- Write the unit title My New
School on the board and ask Ss
guest what they are going to learn
this unit …
- Ask Ss to open their book to
page 6 and introduce what they
are going to study….
2. PRESENTATION ( 10’)
ACTIVITY 1: Aims:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the
grammar points to be learned.

* Content: Learn some new words. Read the conversation and find out new words.
* Outcome: Know more new words. Understanding the conversation; topic of the
lesson, grammar points…
* Organisation: Teacher’s instructions
- T sets the scene/ context for the - T_Ss
listening and reading.
- T introduces Vy and Phong:
They are friends, and Duy Vy’s
new friend.
- Have Ss look at the picture. Ask
Ss questions about the picture:
Where are they? Who are Vy and - Listen carefully to the context
Duy? ect..
- Ask Ss why it is a special day… - Listen carefully and read aloud.
- Encourage Ss to give their - Pair Work
answers, but do not confirm
whether their answers right or
wrong.
- Ask them to talk a bit about
their feelings on the day.
- Play the recording twice or * Vocabulary
more for the Ss listen and read - calculator (n): máy tính
along. - uniform (n): đồng phục
- Ask Ss underline the new words - smart (adj): thông minh
or the word related to the topic - wear (v): mang, mặc, đội.
while they are listening and
reading. - Listen carefully and read aloud.
*Teach vocabulary:
+ Teacher uses different
techniques to teach vocab
(situation, realia, translation.)
+ Follow the seven steps of
teaching vocab.
+ Check vocabulary.
+ Take note
- Call on some groups of Ss to
read the conversation aloud.
3. PRACTICE ( 20’)
ACTIVITY 2:
Aim:To help Ss understand the conversation.

* Content: Listen and read the conversation.True/ false activitiy, filling in the gaps.
* Outcome: Know more new words. Understand the conversation; topic of the
lesson, Vocab, grammar points…
* Organisation: Teacher’s instructions.…..
2. Read the conversation again 2. Read the conversation again and tick (√) T
and tick (√) T (True) or F (F)/ (True) or F (F)/
- Ask Ss to read the conversation - T_Ss
again and tick (√) T (True) or F - Do the tasks.
(F)/ Page 7
- Play the recording once more
for Ss to understand the
conversation better. - Listen carefully
- Explain the strategies of doing
True - False exercise to Ss: Read
each statement carefully, identify - Follow the teacher’s instructions.
and underline the key words in
the statement, locate the key - Do True/ False
vvords or similar words in the
text, and then evaluate if they are
- Work independently.
the same, or the opposites of the
- Give the answers
intormation in the
givenstatements. If the Key:
information is the same, it'sTrue 1 . T 2 . F 3 . T 4 . T 5 . F
(T). If it is opposite or different,
it's False (F).
- Ss work independently. Tell
them to refer back to the
conversation if necessary.
- Allow them to share their
answers before discussing them
in groups or as aclass.
- T gives the correct ansvvers.
ACTIVITY 3: Aims:
- To introduce some vocabulary related to the topic of the unit;
- To introduce the grammar point of this unit: the present simple.
* Content: Understand the conversation; grammar points; present simple tense..
* Outcome: SS know more about the topic of the lesson, Vocab, grammar points.
* Organisation: Teacher’s instructions …
3. Write ONE word from the 3. Write ONE word from the box in each gap.
box in each gap.
- T may instruct Ss how to do the - T_ Ss
exercise: - Listen to the instructions clearly
Read the sentences and identify

the kind of word to fill the blank, - Learn how to do it
e.g. In sentence 1, we need a verb
to go with the noun uniforms to
- Ss to work independently
fill the blank.
- Model with the first
sentence.”Wear” - Share the answers
- Ask Ss to work independently
to fill each blank with the right - Copy them
word. Key:1. wear 2. has 3. go 4. uniform
- Allow Ss to share answers 5. subjects
before discussing them as a class.
- Practice saying the sentences
- Ask Ss to write the correct
ansvvers on the board. - Give the answers.
- T explains the meaning of some
words if necessary.
- Ss practise saying the sentences
together.
- Tthen asks Ss to identify the
tense used in these sentences.Tell
them that it is the present simple
tense, and they are going to learn
it in this unit.
ACTIVITY 4:
Aim:To help Ss revise some words and learn some more words indicating school
things.
* Content: To learn some more words indicating school things. Matching
* Outcome: Ss know more some words about school things.
* Organisation: Teacher’s instructions ….
4. Match the words with the 4. Match the words with the school things.
school things. Then listen and Then listen and repeat.
repeat. - T_ Ss.
- Ask Ss to match the words with
- Ss do the matching. Ss do themselves
the school things.
- Play the recording for Ss to - Listen carefully- Check the answers
listen and check their matching. - Listen and repeat
- Ss listen again and repeat. Then * Key + Audio script:
let them practise saying the 1. school bag 2. compass
names of school things. 3. pencil sharpener 4. rubber
- Explain the meanings if 5. pencil case 6. calculator
necessary,
e.g. use visual aids in the
classroom.
4. PRODUCTION ( 8’)
ACTIVITY 5:
Aim:To revise / teach the names of the things in the classroom.
* Content: Name the words about school things around class
* Outcome: Ss can name the things in the classroom. Learn more new words.
* Organisation : Teacher’s instructions
5. Look around the class. Write 5. Look around the class. Write the names of
the names of school things you school things you see in your notebook.`
see in your notebook. - T_Ss ; Ss _ Ss
- Tell Ss to look around the class. - Listen to the instructions carefully then do the
- Point to each student and ask tasks.
what he / she sees / has around - desks, notice board, pictures…..
him / her (e.g. table, desks, notice
- Take note
board, pictures, etc.).
- Let them practise the words,
write them in their notebook and
make sentences with the words if
there is time.
* HOME WORK (2’)
- Read again the conversation on page 6.
- Do more exercises in workbook.
- If there is a projector in the classroom, show the conversation, highlight the key
words related to the topic. It would be helpful if T highlights the present simple, and
the words with the sounds /a:/ and / / in the conversation and tells Ss that they will
learn these language points in the upcoming lessons…..
*ADJUSTMENT:
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Period 3 : UNIT 1: MY NEW SCHOOL

Lesson 2: A CLOSER LOOK -1
I. OBJECTIVES:
1. Knowledge:
-Distinguish two sounds /a:/ and //correctly
-Identify the combination of 4 verbs and nouns: to play, to do, to have, to study +
Noun;
-Remember the names of some subjects in school

2. Skills:
-Recognize the combination of 4 verbs play, do, have, study and nouns to do
exercises.
-Recognize two sounds /a:/ and // in some words.
3. Attitude:
- Raise Ss’ awareness about importance of learning English.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim: To revise/ introduce vocabulary.
* Content: Revise the lesson.Do some activities to create a friendly and relaxed
atmosphere to warm up to the new lesson…
Teacher’s &Student’s Content

activities
+ Greeting : Chatting + Greeting: Chatting
- Teacher (T) asks Ss some - T_Ss
questions about them and - Students (Ss) listen and learn how to do.
class.
- Ask Ss to open their book - Open their book and write
to page 6 and introduce what
they are going to study….
ACTIVITY 1:
Aims:
- To revise/ introduce the names of school subjects, and some nouns related to
school and school activities.
* Content: To introduce the names of school subjects, nounsby listening , repeating
the words
* Outcome: Know more some new words.
Teacher’s & Student’s Content
activities
1. Listen and repeat the 1. Listen and repeat the words.

words. - T_Ss
- Ask Ss to listen and repeat + Students (Ss) listen to the instructions carefully
the words/ Page 8. and learn how to do the tasks.
- Have Ss look at the pictures
and think about the meaning * Vocabulary:
of the words. - science (n): môn khoa học
*Pre-teach vocabulary: - history (n): môn lich sử
+ Teacher use different - exercise (n): bài tập
techniques to teach - Repeat in chorus and individually.
vocabulary (situation, realia, - Take note all the words.
translation….) - Ss check the meanings of the words
+ Follow the seven steps of * Audio script:
teaching vocab. school lunch exercise
* Checking vocab: Slap the English science
board history football
homework, lessons
+ Play the recording and let music
the Ss listen.
- Play it twice or more with
pauses for them to repeat
each word.
- Correct their pronunciation.
- Give the comments.
- Call on some Ss to read
the words aloud.
Note: Don’t teach the
words in this activity yet
3. PRACTICE (20’)
ACTIVITY 2:
Aims:To teach Ss how to combine a verb and a noun to talk about school
activities.
* Content: Pair work to put the words in the correct columns
* Outcome: Ss can combination a verb and a noun correctly.

activities
2. Work in pairs. Put the 2. Work in pairs. Put the words in 1 in the
words in 1 in the correct correct columns./P.8
columns./P.8 - Listen carefully and learn how to do.
- T_Ss
- Ask Ss to look at the table
and learn how to do it.
- Explain to Ss that in
English some verbs and
nouns go together and some

don’t.
- Ss work in pairs.. Tell
them to put the words in 1
into groups.
- Check the answers.
- Explain to them which
words go with each verb.
- Allow them to share their - Ss work in pairs .
answers - Give the answers
- T gives the correct play do have study
ansvvers. football homework school luch English
- T encourages Ss to extend music exercise lesson history/science
their vocabulary by adding as (play sports, do the housework, have a rest, study
many words as possible to new words……)
the groups.
ACTIVITY 3:
Aim:
- To revise the words that Ss have learnt in context.
* Content: To use present simple to do the exercises. Filling the words.
* Outcome:Ss understand more about using the words in contexts.

activities
3. Put one of these words in 3. Put one of these words in each blank.
each blank. - T_Ss
- Ask Ss to do activity 3 - Listen to the instructions clearly
- Learn how to do it
- Ask Ss to work
independently or in pairs to - Ss to work independently
fill each blank with the right
word. - Ss do themselves.
- Encourage them to read the
sentences carefully and look - Ss take note
for clues so that they can
choose the right word to
complete each sentence - Practice saying the sentences. Give the answers.
- Model with the first
sentence. -Ss practise saying the sentences.
- Allow Ss to share answers
before discussing them as a - Ss take note
class.
- Check the answers in a * Key:
class. 1. 1. homework 2. football 3. lessons
- T may call on some Ss to 4. exercise 5. science
read the sentences aloud.

Extension:
- lf time allows, ask Ss to
write sentences about
themselves in their
notebooks, using the
combinations in 2. They
should write as many
sentences as possible. E.g. //
We have English lessons on
Tuesday and Thursday.
II. PRONUNCIATION: / a:/ and / /

ACTIVITY 4:
Aim:To help Ss pronounce the sounds / a:/ and / / and practice pronouncing
these sounds in words correctly.
* Content: To pronounce the sounds /a:/ and / / correctly; Listen and repeat.
* Outcome: Pronouncing the sounds /a:/ and / / correctly;
* Organisation :Teacher’s instructions ….
4. Listen and repeat. Pay 4. Listen and repeat. Pay attention to the
attention to the sounds /a:/ sounds /a:/ and / /.
and / / . - T_Ss
- Let Ss practise the sounds - Listen carefully- Check the answers
/a:/ and / / together. Ask Ss - Listen and repeat
to observe the T's mouth
when pronouncing two * Audio script:
sounds. 1. /a:/: smart art carton class
- Play the recording and ask 2./ / subject study Monday compass
Ss to listen to these words
and repeat.
- Play the recording as many
times as necessary.
- Check the meanings if
necessary,
ACTIVITY 5:
Aims: To help Ss pronounce the sounds /a:/ and / /correctly in context.
* Content: To pronounce the sounds /a:/ and / / correctly; Listen and repeat
* Outcome: Pronouncing the sounds correctly in the sentences.

activities
5. Listen and repeat. Then 5. Listen and repeat. Then listen again and
listen again and underline underline the words with the sounds /a:/ and / /
the words with the - T_Ss
sounds /a:/ and / / - Listen to the instructions carefully then do the
- Have Ss quickly read the tasks.
sentences and underline the
words having the sounds
/a:/and / /
- Play the recording for Ss to
listen and check the words - Work in pairs
that they have underlined.
- Have them work in pairs to - Do the tasks
compare their ansvvers.
- Check Ss'answers.
- Play the recording again.
Let Ss listen and repeat
sentence by sentence, paying
attention to the underlined
words.
* HOME WORK (2’)

- practice reading the conversation on page 6.
- Prepare new lesson.
*ADJUSTMENT:
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WEEK 2: 12/9/2022-17/9/2022


Lesson 3: A CLOSER LOOK -2
I. OBJECTIVES: By the end of this lesson, students will be able to:

1. Knowledge:
-Understand the form and the usage of the present simple tense and adverbs of
frequency
2. Skills:
-Apply the form and the usage of the present simple tense and adverbs of frequency
to do exercises correctly.
3. Attitude:
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim:
- To revise/ introduce GRAMMAR: The present simple tense.
* Content: To review/ introduce the use and the form of the present simple
tense.
* Outcome: Ss know the use and form of the present simple tense.
* Organization : Teacher’s instructions
+ Chatting + Chatting
- Teacher (T) asks Ss some - Students (Ss) listen and learn how to do.
questions about them and class. - Open their book and write
- Ask Ss to open their book and - T_Ss
study….
The present simple
* T prepare the following lines from
the conversation in GETTING
STARTED … and show them to Ss.
Duy: Hi, Phong. I Ịịve near here,

and we go to the same school!
Phong: Good. Hmm, your school
bag looks heavy.
Duy: Yes! I have new books, and
we have new subjects to study.
Phong: And a new uniform, Duy!
You look smart!
Duy: Thanks, Phong. We always
look smart in our uniforms.
- Highlight / Underline the present
simple structures in these lines. The present simple
- Ask Ss to look at the sentences in Positive
the Remember!box. Remember to + I/You/We/They + V (work/study)
introduce all the positive, negative + He / She / It + V-s / V-es (works /
and question forms of the tense. studies)
- Explain to Ss that we use the Negative
present simple to talk about actions - I/You/We/They + don't/do not + v
or events that often happen, or are (don't/do not work/study)
fixed. - He / She / It + doesn't / does not + V
- Have Ss give some examples. (doesn't / does not work / study)
- T may give them some verbs to Questions and short answers
make sentences (e.g.: live, like, play, ? Do I/ you / we/they + V
walk, etc.). (work/study)?
* Have Ss read the Remember!box. ? Yes, I / you / we / they do.
Direct their attention to the present - No, I / you / we / they don't.
simple tense form for third person ? Does he / she/it + V (work/study)?
singular./ Page 9 - Yes, he/she/it does.
- No, he / she / it doesn't.
- Remember how to form and use the

present simple tense.
ACTIVITY 1:
Aim: To give Ss practice in using the present simple tense in sentences.
* Content: To pracice using the present simple in context.
* Outcome: Ss learn how to form anduse of the present simple correctly by
choosing correct answer.

1.Choose the correct answer A, B, 1.Choose the correct answer A, B, or C
or C *Vocabulary:
*Pre-teach vocabulary: - interview (v) phỏng vấn
+ Teacher uses different techniques - playground (n) sân chơi
to teach vocabulary (situation, …..
realia….)
+ Follow the seven steps of teaching + Students(Ss)listen to the instructions
vocab. carefully and learn how to do the tasks.(S)
+ Check vocabulary. - Answer the teacher’s questions
*Ask Ss to do the task 1/ page 9 - T_Ss
- Have Ss do this exercise - Listen carefully and read aloud.
individually before they share their * Key: 1. A 2.C 3. B 4.A 5.C
answers with their partners.
- Ask some Ss to read out their
answers.
- Confirm the correct ones.
- T gives explanations if necessary.
3. PRACTICE (20’)
ACTIVITY 2:
Aim:
To help Ss practise using verbs in the present simple in sentences and in
context.
* Content: To practice using the present simple in context.
* Outcome: Practicing the use of the present simple by giving the correct form
of the verbs.
2. Miss Nguyet is interviewing 2. Miss Nguyet is interviewing Duy for
Duy for the school newsletter. the school newsletter. Write the correct
Write the correct form of the form of the verbs.
verbs.
- Have Ss work individually. Ask

them to write the correct form of the
verbs given in brackets. –
- Ask Ss to share their answers with - Ss work individually

a partner. - Do the tasks

- Share the answers.

- Learn how to do.
- T confirms the correct answers. * Key:
1. has 2. Do you have 3. like
+ If there is time, let Ss work in 4. Does Vy walk 5.ride 6. Go
pairs to role-play the interview.
- Observe and help when and where
necessary, and correct Ss
'pronunciation and intonation.
ACTIVITY 3: Adverbs of Frequency
Aim:
- To help Ss revise some adverbs of frequency they already learnt.
* Content: To review/ introduce the use of adverbs of frequency.
* Outcome: Ss can use of adverbs of frequency correctly by making sentences.
* Organisation: T_ Ss , Individual, Pair work, group works,…
- Tell Ss to look at the two examples carefully.
- Ask Ss about the position of the adverbs of frequency, and the meaning of
those.
- Ask Ss to recall all the adverbs of frequency they know.
+ We use adverbs of frequency to show how often something happens.
- We often use them with the present simple.
- We usually place the adverb of frequency before main verb.
Example:
- Tom usually takes the bus to school.
- They don’t often go to the cinema.
3. Put one of these words in each 3. Put one of these words in each blank.
blank. - Listen to the instructions clearly
- This is a very easy activity, so just - Ss to work independently
ask Ss to give the answers as a class. - Share the answers
- T confirms the answers. - Copy them
Key: 2. Usually 3. Sometimes 5. Never
- T encourages Ss to give as many
sentences with these adverbs as
possible.
ACTIVITY 4:
Aim: To help Ss practise using adverbs of frequency in context.
* Content: Practise using adverbs of frequency in context by choosing the
correct answer.
* Outcome: Understanding more using adverbs of frequency in context.

4. Choose the correct answer A or 4. Choose the correct answer A or B to

B to complete each sentence. complete each sentence.
- Let Ss work in pairs. - Listen carefully. Pair Work
- Call on some Ss to read aloud the
- Check the answers
sentences and give their answers.
- Check and confirm the correct - Listen and repeat
answers * Key: 1. B 2.A 3.A 4. B 5.A
ACTIVITY 5:
Aims: To help Ss practise asking and answering questions about the topic of
school, using the present simple tense and adverbs of frequency.
* Content: Making questions; Interview partners using the cues words.
* Outcome: Making questions correctly. Then interview partners.

5. Work in pairs. Make questions, 5. Work in pairs. Make questions, and
and then interview your partners then interview your partners
- Ask Ss to work in pairs to make - Workin pairs to make questions.
questions using prompt. + Key:
- Have them take turns to ask 1. Do you often ride your bicycle to
questions and give answers. school?
- T goes round and corrects mistakes 2. Do you sometimes study in the school
or gives help when and where library?
necessary. 3. Do you like your new school?
4. Do your friends always go to school
with you?
+ Note that Ss' answers may vary. 5. Do you usually do your homework after
Accept all answers which are school?
grammatically and logically correct.
* HOME WORK (2’)
- Make more sentences using adverbs of frequency.
*ADJUSTMENT:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
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Lesson 4: COMMUNICATION
I. OBJECTIVES: By the end of the lesson students will be able to

1. Knowledge:
- Identify how to introduce someone to someone else in English
- Understand some everyday English phrases and expressions
- Recognize some communication culture
2. Skills:
- Apply some everyday English phrases and expressions to do exercises and practice
them in the real situations in daily life.
- Introduce someone to someone else in English
3. Attitude:
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- Students use every day English phrases and expressions and develop the language
skills, as well as learn about Vietnamese culture and other cultures.
* Everyday English
Introducing someone
* Content: Use everyday expressions to develop the language skills.
* Outcome: Developing the language skills by asking and answering questions about
themselves.
Teacher’s &Student’s activities Content
+ Chatting + Chatting. T_ Ss
- Teacher (T) asks Ss some - Students (Ss) listen and answer the
questions about them and class.
- Ask Ss to open their book and teacher’s or friend’s questions

introduce what they are going to - Open their book and write the tittle of the
study…. lesson
- T leads in the lesson.
ACTIVITY 1 + 2:
Aim: To teach Ss how to introduce someone to someone else in English.
* Content: Greeting and introduce someone to someone else
* Outcome: Learning how to introduce the name, age, job, likes, dislikes to make friends….
1.Listen and read the dialogue. Pay 1.Listen and read the dialogue. Pay
attention to the highlighted parts. attention to the highlighted parts.
- Ask Ss to do the task 1/ page 11. - T_ Ss
- Teacher gives instructions. + Students(Ss)listen to the instructions carefully
- Play the recording and let Ss listen. and learn how to do the tasks.
- Ask some Ss to read aloud the -Ss work in groups and Read aloud the dialogue.
dialogue.
- Ask the class to pay attention to the
way of introducing someone to
someone else, and how to respond to - Ss practise the dialogue in groups.
someone's introduction.
- Have Ss practise the dialogue in - Ss may use every day English to talk to each
groups. other.
- Call on some groups to practise the - Ss work in pairs.
dialogue in front of the class.
+T may also begin by brainstorming
ways of introducing someone that they 2. Work in groups. Practice introducing
know. a
- Observe and help when and where friend to someone else.
necessary, and correct Ss'
pronunciation and intonation.
2. Work in groups. Practice
introducing a friend to someone else.
- Let Ss work in groups and practise
introducing a friend to the others.
- Move around to observe and provide
help.
- Call on some groups to practise in - Work in groups and practise introducing a
front of the class. friend
- Comment on their performances to the others.

+ Ss do the tasks
Suggestions:
Vy: Phong, this is Duy, my new friend.
Phong: Hi, Duy. Nice to meet you.
Duy: Hi, Phong. Nice to meet you, too.
3. PRACTICE (20’)
ACTIVITY 3: New friends at school
Aim: To help Ss practise asking questions when making new friends at school.
* Content: Asking questions when making new friends at school by ticking the
questions.
* Outcome: Learning how to make new friends at school.
3. Read and tick the questions 3. Read and tick the questions you
you think are suitable to ask a 4. think
new friend at school are
*Pre-teach vocabulary: suitable to ask a new friend at school
+ Teacher use different *Vocabulary:
techniques to teach vocabulary - favourite (adj) được yêu thích
(situation, realia, translation….) - quiz (n) cuộc thi đố
+ Follow the seven steps of - remember(v) nhớ
teaching vocab. - share (v) chia sẻ
+ Check vocabulary. …..
* Ss work pairs
* This is a game, so don't take it - Listen to the teacher’s instructions
seriously when Ss come up with carefully and learn how to do.
illogical answers. The purpose is
to let them play with and explore - Ask Ss to work in pairs to ask and tick
the language. the questions.
First, have Ss tell you the new - Give the answers
vocabulary in the questions, then
explain to them the meaning of
the new words. * Suggested answers:
- T may ask Ss how they often 1. Are you from around here?
make friends, what they often 2. Do you like music?
say when they first meet a new 3. What is your favourite subject at
4. school?
friend, what questions they often
5. Do you play football?
ask, etc. 6. How do you go to school every day?
- Ask Ss to read and tick the

questions individually. - Do the tasks if possible
- Let them discuss the questions
in groups.
- T may ask them to explain their
answers.
- Observe and help when and
where necessary, and correct Ss'
* Write one or two more
questions on piece of paper.
Then share them with the
class.
ACTIVITY 4:
Aims: To help Ss practise asking and answering questions about friends.
- To help Ss revise yes/ no questions with the present tense.
* Content: Revise the use of present simpleby asking and answering questions.
* Outcome: Confirm questions by answering Yes/ No correctly.
4. There is a quiz for students in the 4. There is a quiz for
new school newsletter. Answer the students in the new school
questions. newsletter. Answer the questions.
+ First ask Ss to give qualities of a good
friend at school. Encourage them to give - Listen carefully. S_S
as many
words as possible. (Eg: friendly, - Answer questions individually.
generous, helpful, cheerful, etc.)
- Ask Ss to answer questions individually - Do the tasks
- Call on some Ss to read aloud the
sentences and give their answers.
- Check and confirm the correct answers
ACTIVITY 5:
Aim: To help Ss ask and answer questions about friends, and practice making a
presentation.
* Content: Interview friends using questions above. Present in front of the class.
* Outcome: Talking to friends to develop speaking skills.
5. Work in groups. Takes turns to 5. Work in groups. Takes turns to interview
interview the others. Use the the others. Use the questions above.

questions above. - Work in groups to ask questions and answer.

- Ask Ss to work in groups to ask
questions and answer. - Group work
- Divide the class into groups of 4 or
5. Ss take turns to interview the other
members. Using questions in 4
- Encourage Ss to give more
information about friendship [eg.
Friends are forever ]
- Choose some Ss to give a
presentation to the class about their
good friends [and why they are good
friends]
* HOME WORK (2’)
- Practice asking friends questions about good friends.
*ADJUSTMENT:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
************************************************
Period 6: UNIT 1: MY NEW SCHOLL

Lesson 5: SKILLS 1
HIS UNIT INCLUDES:

I. OBJECTIVES: By the end of the lesson students will be able to:
1. Knowledge:
-Identify scanning technique to get specific information in a short paragraph
-Recognize how to make a simple dialogue to ask and answer about the choice of
type of school they would like to go.
2. Skills:
- Understand scanning reading skill to get specific information in a short paragraph to
do exercises
- Make a simple dialogue to ask and answer about the choice of type of school they
would like to
3. Attitude

management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim: Pre – reading
- To develop student’s reading skills for specific information (scanning), It also
provides input for the speaking skills. To provide further practice to support
students in their spoken English.
* Content: Revision the old lesson.Having somewarm-up activities to creat a friendly
and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Outcome: Having a chance to speak English and focus on the topic of the lesson..
+ Greeting
+ Chatting + Greeting
- Teacher (T)asks Ss some questions + Chatting. T_ Ss
about them and class. - Students(Ss)listen and answer the teacher’s
- Ask Ss to open their book and introduce or friend’s questions
what they are going to study…. - Look at the pictures and answer the
- Ask the class to look at three pictures teacher’s questions: I can see three schools. I
first. Encourage Ss to give their ideas (as can see many students in the school yar. The
many sentences as possible) E.g. in school in the first picture is very big nad nice
picture 1, 2: What can you see? How is ….
the school? Where are they?... - Open their book and write the tittle of the
- T leads in the lesson. lesson
ACTIVITY 1: While- reading
Aims: To get Ss acqainted with a reading skills.
- To help Ss understand and activate their knowledge of the topic of the lesson.
* Content: Looking at three pictures and read three passages to get used to reading
skills.
* Outcome: Developing reading skills by looking at the pictures and doing the
matching.

1.Look at the pictures and quickly read 1.Look at the pictures and quickly read
the passages. Match 1-3 with A-C. the passages. Match 1-3 with A-C.
*Pre-teach vocabulary: *Vocabulary:
+ Teacher use different techniques to - boarding school (c-n) trường nội trú
teach vocabulary (situation, realia….) - mountain (n) núi, ngọn núi
+ Follow the seven steps of teaching - international(adj) quốc tế
vocab. - art (n) nghệ thuật
+ Check vocabualry. + Students(Ss)listen to the instructions
carefully and learn how to do the tasks.
*Ask Ss to do the task 1 on page 12. - T_ Ss; S_s
- Teacher gives instructions.
- Tell ss to read the three passages - Ss learn how to read the passages.
quickly and check their ideas.
- Set a strick time limit to read - Ss read three passage quickly
- Tell Ss a tip: Ss read the first sentence
of each paragraph. This sentence often - Ss know the name. It is in ….
gives you the topic of the paragraph.
- Paragraph 1: Sunrise: a boarding school
in Sydney.
- Paragraph 2: Anson :a lower secondary - Read each paragraph if possible
school in Bac Giang; - Give the answer
- Paragraph 3: Dream:an International * Key: 1. C 2. A 3. b
school
- T may call Ss to read aloud each
paragraph
necessary.
- Check the answer.
3.PRACTICE (20’)
ACTIVITY 2 :
Aim: To help Ss develop their reading skills for specific information (scanning).
* Content: Reading the passages again and complete sentences.
* Outcome: Understanding more about content of the texts.
* Organisation: Teacher’s instructions..….
2. Read the passages again and 2. Read the passages again and complete
complete these sentences. these sentences.
- Ask Ss to read the passages again, then + Ss do the tasks
find the words and phrases to complete - T_ Ss
the sentences - Listen to the teacher’s instructions
- T help Ss to give the meaning of the carefully and learn how to do.
words or explanations, or examples, or - Check the meaning of the words
the Vietnamese equivalent. - Ss work individually first.
- T tells Ss to pay attention to the context - Compare the answers with partners
of the words. - Give the answers
- Ask Ss to note where they found the Key:
information, then help Ss to complete the 7. boarding
sentnecs. 8. Sydney
- Check and confirm the correct answers. 9. Mountains and green fields
10.Dream School.
11.English- speaking teachers.
ACTIVITY 3:
Aim: To help Ss further develop their reading skills for specific information
(scanning)
* Content: Answer the questions for more information to develop their reading skills
* Outcome: Getting more information to understand the three passages.
3. Answer the questions: 3. Answer the questions:
- Ask Ss to read the passages in detail to - Listen carefully to the instructions
answer the questions. - Answer questions individually.
- T gives instructions how to do this kind - Ss _ Ss
of exercise.
- Explain the strategies (chien luoc) if - Follow the strategies carefully
necessary [e.g. reading the questions, - Find the answer.
understanding the key words, locating the
key words in the text, and then reading - Compare the answers
that part and answering the questions..].
- Set the longer time limit for Ss to find - Work in pairsask ans answer the questions.
the answers to the questions. Key:
- Let ss compare the answers with 1. Sunrise (is).
partners before discussing them in class. 2. (It is ) in Bac Giang.
- Work in pairs ask and answer the 3. Yes, there is.
questions. 4. They join many interesting clubs.
- Allow Ss to read the three passages in
chorus once.
- Call on some Ss to read aloud three
passages to the class.
- Check their pronunciation and
intonation.
ACTIVITY 4:
Aims:- To help Ss prepare ideas for the speaking activity;

- To provide an opportunity for Ss to practise making their choice of the type
of school they would like to go to, and give reasons.
* Content: Ask and answer the questions to complete the table
* Outcome: To practice speaking by asking and discussing the choicesof the type of
school…
* Organisation :Teacher’s instructions.…
4. Which schooll in 1 would you like to 4. Which schooll in 1 would you like to go
go to? Why or Why not? Complete the to? Why or Why not? Complete the table.
table. - Listen to the teacher’s instructions carefully
- Ask Ss to refer back to the passages in and follow them.
1. - T- Ss
- Ask them to give some background of - Work individually
the three schools: Sunrise School, An Son - Choose the answer .Answer the questions
School, and Dream School.
- Allow Ss time to answer the questions:
Which school (among the three above) - Complete the table.
would you like to go to? Why?
-Ask Ss to complete the table in their - Talk in front of the class one of the
notebooks. school they would like to go to.
Then arrange Ss in pairs.
- Let them study the example, then
discuss their answers, and explain why.
When they finish, ask some Ss to talk in
front of the class, then the class - Correct mistakes.
comments on their friends' pronunciation
and grammar.
- Discuss any common errors and provide
further practice if necessary.
* Discuss your choice with a friend
- May ask Ss to work in groups to do
project/15
* HOME WORK (2’)
- Practice asking friends questions about the school you would like to choose? Why?
- Prepare new lesson. Skills 2
*ADJUSTMENT:

……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………….
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WEEK 3: 19/9/2022-24/9/2022
Peroid 7 : UNIT 1: MY NEW SCHOOL

Lesson 6: SKILLS-2

1. Knowledge
-Identify listening skill for specific information
-Understand how to write a paragraph
2. Skills
- Use listening skill for specific information to do exercise about schools.

- Apply the paragraph writing skill to write a paragraph of 40 to 50 words about one’s
school.
3. Attitude
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim:
- To develop students’ listening skills for specific information. It also provides
input for the writing skills. To learn how to write an email to a friend or pen
palls.
* Content: Revision: Describe a school they would like to go to.
- Having somewarm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new lesson.
- Teacher (T)asks Ss some questions about - Students(Ss)listen and answer the
them and class. teacher’s or friend’s questions
- Ask Ss about the content of the previous - T_ Ss
lesson. Describe a school they would like to - Talk about one school they would like
go to. to go to.
- Ask Ss to open their book and introduce - Open their book and write the tittle of
what they are going to study…. the lesson
ACTIVITY 1: (Pre-listening)
Aim: To get Ss acquainted with listening skills.
- To help develop Ss’ skills of listening for specific information.
* Content: Listening a student talking about her school to get used to listening skills
* Outcome: Guessing the answers to the questions. To improve listening skills.
* Organisation: Teacher’s instructions..….
1.Janet, a student at Palmer School in 1.Janet, a student at Palmer School

America, is talking about her school. in America, is talking about her
Guess the answers to these questions. school. Guess the answers to these
*Pre-teach vocabulary: questions.
+ Teacher use different techniques to teach *Vocabulary:
vocabulary (situation, realia….) - uniform (n) bộ đồng phục
+ Follow the seven steps of teaching vocab. - wear (v) măc, đeo, đội …..
+ Check vocabulary.
+ Answer the two question before listening + Students(Ss)listen to the instructions
- Ask Ss the questions: Who's Janet? What's carefully and learn how to do the tasks.
the name of her school? - T_ Ss
- Ss work in pairs and guess the answers to + Ss look at the key words before
the two questions. answering the questions (e.g. Janet,
- Encourage them to speak English and feel student, Palmer School, America).
free to make guesses. - Ss answer the questions
- Encourage Ss to give their answers, but do
not confirm whether their answers right or - Compare the answers.
wrong.
- Play the recording. Let Ss listen once and
check their guesses.
3. PRACTICE (20’)
ACTIVITY 2 : While-listening
Aim: To help develop Ss' skill of listening for specific information.
* Content: Listen again to get more information about schools in America.
* Outcome: Choose the correct answer correctly.
2. Listen again and choose the correct 2. Listen again and choose the
answer A or B. correct answer A or B.
- Have Ss look at the sentences. Tell them - Listen to the teacher’s instructions
how to do it. carefully and learn how to do it.
- Give them some strategies to do the - T_ Ss
exercise, - Check the meaning if necessary
(e.g. reading the sentences, underlining the Audio script:
key words, listening to the text paying Hi. My name's Janet. I'm eleven years
attention to the key words, and deciding on old. I'm now in year 6 at Palmer
the correct option). School. I like it here. My classmates
- Play the recording twice and allow Ss to are friendly.
choose the correct answers as they listen. The teachers at my school are nice and
- Ss can share their answers before listening very helpful, and my favourite teacher
to the recording a final time to check. is Mrs. Smith. She teaches us maths.
- Get feedback. I have two hours to study Vietnamese
every week. I usually do my homework
in the library. We wear our uniforms
- Check and confirm the correct answers. every day, but today we aren't. We're
going to have a biology lesson on a
farm.
* Post-listening * Key:
- Students tell about Janet’s school freely 1. A 2. B 3. B 4. A 5. A
- T gives instructions and encourage Ss to
tell about Janet’s school, using information
in Audio Script.
- Give some clues: her name, age, the name - Free talk
of her school. Teacher, she studies Her name is Janet. She is eleven
Vietnamese, wear uniforms every day,….. years old. She is in grade/ year 6 at
- Call on some Ss to talk freely. Palmer School. Her friends are
- Correct pronunciations, grammar, vocab, friendly. The teacher in her school are
intonation. nice and very helpful. Her favourte
teacher is Math teacher….
ACTIVITY 3:
Aim: To help Ss prepare ideas for their writing in 4.
* Content: Write the answers to the questions about your own school
* Outcome: Answer the questions about your own school to improve writing skills.
3. Write the answers to the following 3. Write the answers to the following
questions about your school. questions about your school.
- Let Ss work individually. - Work individually
- Guide them to write the answers to these - Answer the questions about the
questions in full sentences. schools.
- Tell them that their sentences must be
grammatically and logically correct with the - Give the answers.
right choice of words and correct
punctuation.
- Allow Ss to refer back to the reading for
useful language.
- Model with some Ss.
ACTIVITY 4:
Aim: To help Ss practise writing a paragraph about their school.
* Content: Use the information above to write a paragraph about your own school
* Outcome: Using information above to write a paragraph about your school.

4. Use the answers in 3 to write a 4. Use the answers in 3 to write a
paragraph of 40- 50 words about your paragraph of 40- 50 words about
school. your school.
- Tell Ss to write a paragraph about their - Ss work individually. Write a
school, covering as many ideas as possible paragraph using answer the questions
to answer the questions in 3. in 3
- Tell Ss that they can add their own ideas. - Write themselves.
- Ask them to pay attention to punctuation, Sample paragraph:
structures, word choice, linking words, etc. My school is Giang Son School. It
- T goes round helping if necessary. is in the centre of my village. It has 12
- Ask one or two Ss to write their classes with over 500 students. We
paragraph on the board. study many subjects: maths, history,
- Other Ss and T comment on the writing. science, and of course, English. We
- T collects some Ss' paragraphs to correct often play games during break time. My
at home. teachers are friendly, and my friends
are helpful. I like my school. (53
words)
* HOME WORK (2’)
- Finish writing the paragraph. Copy in the note books.
*ADJUSTMENT:
………………………………………………………………………………………………….
………………………………………………………………………………………………….
*********************************************

Lesson 7: LOOKING BACK AND PROJECT

1. Knowledge:
- Repeat the form and the usage of the present simple.
-Memorize the combination of 4 learnt verbs and nouns.
-Memorize some words related to learnt school things
2. Skills:
-Use the form and the usage of the present simple to do exercises.

-Use some words related to learnt school things to do exercises

-Distinguish the combination of 4 learnt verbs and nouns to do exercises
3. Attitude:
management.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer
back to the unit pages. Instead they can use what they have learnt during
the unit to help them answer the questions.
- That will help you and your Ss see how far they have progressed, and
which areas need further practice.
* Content: Having somewarm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English and focus on the new lesson.
- Teacher (T) asks Ss some questions -T_Ss
about them and class. - Students (Ss) listen and learn how to
- Ask Ss to open their book and do.
introduce what they are going to - Open their book and write
study….
3. PRACTICE
ACTIVITY 1:
Aim: To give Ss practice in using the present simple tense in sentences.
* Content: Revise what they have learnt during the unit to write the correct
answer.
* Outcome: Remember the words and the use of the present simple tense.

Teacher’s & Student’s Content

activities
1.Look at the pictures. Write 1.Look at the pictures. Write the correct
the correct words in the words
gaps. in the gaps.
- Have Ss do this activity + Students(Ss)listen to the instructions carefully
individually then compare and learn how to do the tasks.
their answers with their - Work individually
partners. - Answer the teacher’s questions and
- Tell Ss to write the words in requirements.
their notebooks.
- Ask some Ss to write the - Listen carefully and read aloud.
answers on the board. Key:
- Check and correct the 1.uniform 2. Pencil-sharpener
mistakes. 3. notebook 4. compass
5. calculator 6. Ruler
- Have Ss say the words.
- Check their pronunciation
ACTIVITY 2:
Aim:To help Ss revise the vocabulary items they have learnt.
* Content: Revise the vocabulary items they have learnt to do the matching.
* Outcome: Remember the use the verbs: have, play, do, study…
2. Match the words in A with th 2. Match the words in A with th
words/ phrases in B. words/ phrases in B.
- Have Ss do this activity by - Ss work individually. Do the tasks
themselves and write their answers in - Share the answers.
their notebooks. * Key:
- Call on one or two Ss to write their 1. e 2. d 3. b 4. a 5. c
answers on the board, then check their
answers as a class.
ACTIVITY 3 + 4:
Aims:To help Ss revise the present simple tense.
* Content: Review grammar point: Present simple tense; further practice to do
exercises.
* Outcome: Remember more the use and form of Present simple tense by doing
exercises.

3. Complete the sentences with the 3. Complete the sentences with the
present simple. present simple.
- For these two exercises, ask Ss to do - Listen to the instructions clearly
them individually first. - Ss to work independently
- Ask Ss to check their answers with - Share the answers
their partners before discussing the - Copy them
answers as a class. Key:
- Tell Ss to keep a record of their
original answers so they can use that
information in their 4. Complete the text with the correct
4. Complete the text with the correct form of the verbs in brackets.
form of the verbs in brackets. - Do exercises_ S_ Work individually
- Ask Ss to do them individually first. - Give the answers
- Ask Ss to check their answers with Key :
their partners before discussing the 1.is 2. has 3. walks 4. study 5.
answers as a class. Likes
- G et feedback
ACTIVITY 5:
Aim: To help Ss to revise the position of adverbs of frequency in sentences.
* Content: Review grammar point: Adverb of frequency; To do exercises.
* Outcome: Remember more the use and form of adverb of frequency.
5. Put the adverb in brackets in the 5. Put the adverb in brackets in the
correct place in each sentence. correct place in each sentence.
- Ask Ss to read the sentences by - Students do themselves
themselves carefully, then recall the - Check the answers
position of adverbs of frequency in
sentences (before the main verb). - Give the answers
- Have them write down the sentences * Key:
with the adverbs of frequency in their
1. I always remember to do my
notebooks.
homework.
- Let Ss do it.
- Call on some Ss to read the sentences 2. Nick usually gets good marks in
aloud. exams.
- T checks their answers. 3. We do not often see a rabbit in town.

- Correct their pronunciation 4. I rarely read in bed at night.
- Check and confirm the correct 5. Do you sometimes sing in the
answers shower?
PROJECT. (5’)
- The section aims at introducing to Ss a new way of learning and practising the
language and knowledge they have gained to do a project inside or outside the
classroom.
- This also prepares Ss to learn to work in the teams effectively.
- Ask Ss to collect or draw pictures of different types of school at home and then
bring them to class.
- Show the class some more examples of different types of schools if possible
- Divide the class into groups of 5 or 6.
- Have them discuss their dream schools, using the questions given, pictures and
their imagination.
- Each group then presents their dream school in front of the class.
- They can illustrate it with pictures or posters.
T and other Ss ask questions and make comments.
- Ss can complete the project as homework if you are short of time.
* HOME WORK (2’)
*ADJUSTMENT:
………………………………………………………………………………………………….
………………………………………………………………………………
******************************************
Period 9 : UNIT 2: MY HOUSE

A look inside
I. OBJECTIVES:
1. Knowledge:
- Recognize the topic of the lesson My house.
-Remember some lexical items related to types of house, rooms, and furniture
-Identify listening skill for specific information
2. Skills:

-Use listening skill for specific information of a conversation about someone’s house
and do exercises
-Use some lexical items related to types of house, rooms, and furniture to do
exercises
3. Attitude
-Enhance SS’ love for English and love for their own room and house
- Raise Ss’ awareness of having good attitude in working in group, individual work,
pair work
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
* Outcome: Having a chance to speak English and focus on the topic of the
lesson..
+ Chatting + Chatting. - T_ Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how
about the previous lessons, to do it
- T may introduce some warm-up - Answer the teacher’s questions
activities to create a friendly and relaxed and requirements.
atmosphere to inspire Ss to warm up to + Students (Ss) listen and learn how
the subject and new class… to do the tasks.
- T encourages Ss to talk in English as
much as possible - Open their book and write
+ Lead to the first unit of the new school
year.
- Write the unit title My house on the
board.
ACTIVITY 1: Aims:
- To set the context for the introductory text;
- To introduce the topic of the unit.

* Content: To listen to conversation to get used to the topic; the vocabulary;
the grammar points.
* Outcome: Know more new words. Understanding the conversation; topic of
the lesson, grammar points…
1. Listen and read. 1. Listen and read.
- Set the context for the listening and
reading. Introduce Mi and Nick: they are
pen friends.
- Have Ss look at the pictures and answer
some questions, e.g. What are Nick and
Mi doing? What might they talk about?
- Encourage Ss to give their answers, but
do not confirm whether their answers are
right or wrong.
- T_ Ss
- Ask them to talk a bit about the place
- Listen carefully to the context
where they live.
- Answer the teacher’s questions.
- Play the recording twice for Ss to listen
(They talked about their houses. Mi
and read along.
shared that her family was moving
- Ask Ss to underline the words that are
to a new flat and she briefly
related to the topic of the unit while they
described her new flat...)
are listening and reading.
*Vocabulary:
- town house (c-n) nhà phố
- country house (n) nhà ở vùng
*Teach vocabulary:
quê
+ Teacher uses different techniques to
- flat (n) căn hộ
teach vocabulary (situation, realia….)
- bedroom (n) phòng ngủ
+ Follow the seven steps of teaching
- bathroom (n) phòng tắm ….
vocab.
- Listen carefully and read aloud.
+ Check vocabulary.
- Find out the words related to the
topic.
- Invite some pairs of Ss to read the
dialogue aloud.
- Ask Ss what exactly Mi and Nick
talked about.
- Confirm the correct answer.
- Have Ss say the words in the text that
they think are related to the topic My
house.
- Quickly write the words on one part of
the board. - Comment on Ss' answers.
ACTIVITY 2:
Aim:To help Ss understand the text.
* Content: To listen and read the conversation and tick the column.
* Outcome: Practice reading the conversation and tick the correct column.
2. Which family members does Mi talk 2. Which family members does
about? Put a (√) Mi talk about? Put a (√)
- First, ask Ss to give the answers - Listen carefully to the instructions
without reading the conversation again. - Follow the teacher’s instructions
Then ask them to read the conversation - Ss
and check their answers.
- Have Ss highlight the sentences that
have the answers.
- Invite some Ss to give answers and
their evidence.
- Confirm the correct answers.
- Allow them to share their answers
before discussing them in groups or as
aclass. - Give the answers and check.
- Call on Ss to give the answers

- T gives the correct answers.
ACTIVITY 3:
Aim:- To help Ss further understand the text.
* Content: To listen and read the conversation again complete the sentences.
* Outcome: Understanding more about the text. Complete the sentences.
3. Read the conversation again. 3. Read the conversation again.
Complete each sentence with ONE Complete each sentence with
word. ONE word.
- Ask Ss to work independently to fill
each blank with the word from the
- Listen to the instructions clearly
conversation.
- T may instruct them how to do the
exercise:
(1) Read the sentence and identify the
kind of information to fill the blank. - Ss to work independently

e.g. In sentence 1, we need a noun that
shows the relationship between Elena - Share the answers
and Nick to fill the blank; (2) read the - Copy them
conversation and locate the place to find Key:
the word to fill the blank. 1. sister 2. TV 3. town 4. country
e.g. Line 2 in the conversation contains 5. three
the word needed to fill the blank in - Practice saying the sentences.
sentence 1. Give the answers.
- Model with the first sentence. “sister”
- Allow Ss to share answers before
discussing as a class. Write the correct
answers on the board.
- T gives correct answer

ACTIVITY 4:
Aim:To develop Ss knowledge of the vocabulary about types of house.
* Content: To complete the word web, using the words from the conversation.
* Outcome: Remember and use the words correctly.
* Organisation: Teacher’s instructions….…...
4. Complete the word web. Use the 4. Complete the word web. Use
words from the conversation and the the words from the conversation
ones you know. and the ones you know.
- Ask Ss to work in pairs to complete the - Listen carefully and learn how to
word web about types of house. do.
- Tell them that they should read the text - Work in pairs
again to get the words and use the words - Ss do themselves. Give the
they know. answers
- Ask them to draw the word web in their
notebooks and do the task in five - Suggested answers:
minutes.
- Have pairs exchange their word webs.
- Invite two pairs with the most number
of words to draw their word webs on the
board.
- Other pairs look, comment and add any
words they know.
- Introduce some other types of house if
needed.
* This activity can be organised as a
competitive game where Ss work in
groups to add as many words to the

word web as possible.
- The group with the most answers wins.
- Show the winner
4. PRODUCTION/ APPLICATION ( 8’)
ACTIVITY 5:
Aim: To help Ss practise asking and answering about where they live.
* Content: To ask your friends where they live. Report the answers.
* Outcome: Asking friends where they live. To improve speaking and
listening skills.
* Organisation: Teacher’s instructions…....
5. Work in groups. Ask your friends 5. Work in groups. Ask your
where they live. Then report their friends where they live. Then
answers. report their answers.
- Have Ss work in groups to take turns to - Listen to the instructions carefully
ask and answer about where they live. then do the tasks. Work in groups
- Model with one student to make sure A. Where do you live?
Ss know how to ask and answer. B. I live in a flat / in a country
- Ask one student in each group to be the house.
secretary and to take notes of other Ss' A. How many rooms are there?
answers so that by the end of the activity B. There are seven rooms.
the group secretary will report the A. Seven? What are they?
findings to the class. B .There is a living room, three
- Give examples of how to report the bedrooms, a kitchen and two bath
finding (e.g. In my group, Lan and Nam rooms.
live in flats. Ngoc lives in a country A. Thank you very much.
house, etc.). B You’re welcome.
- Move around to observe and offer help - Ask and answer
needed.
- Invite some Ss to ask ans answer in
front of the class.
- Ask group secretaries to report their
findings.
* HOMEWORK (2’)
- Prepare new lessons.
*ADJUSTMENT:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
************************************************
WEEK 4: 25/9/2022-30/9/2022
UNIT 2: MY HOUSE
Period 10 :Lesson 2: A CL0SER LOOK -1

1. Knowledge:
- Remember the names of the rooms and the names of furniture in the house.
- Identify how to pronounce the final sounds /s/ and /z/
2. Skills:
-Use the names of the rooms and the names of furniture in the house to do exercises
-Distinguish how to pronounce the final sounds /s/ and /z/ correctly in contexts.
3. Attitude:

pair work
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP ( 5’)
Aims: Vocabulary: Rooms and furniture
* Content: Revise the lesson.Do some activities to create a friendly and relaxed
atmosphere to warm up to the new class…
* Outcome: Having a chance to speak English and focus on the topic of the
lesson
* Organisation: Teacher’s instructions….…...
Teacher’s activities Student’s activities
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to
about them and class. do.
introduce what they are going to - Open their book and write .
study….
ACTIVITY 1:
Aim: To revise/ teach the names of the rooms in the house.
* Content: Name some rooms in a house. To know more words about rooms in
the house.
* Outcome: To know more names the rooms in the house.
1. Look at the house. Name the rooms 1. Look at the house. Name the
in it. rooms
*) Pre- teach vocabulary: in it.
- Teacher uses different techniques to *Vocabulary:
teach vocabulary (situation, realia, - hall (n)
translation .....) - livingroom (n) phòng khách
+ Follow the steps to teach vocabulary - dishwasher(n) máy rửa chén, bát
- Repeat in chorus and individually - chest of drawers (n) tủ có ngăn kéo
+ Check Vocabulary - fridge (n) tủ lạnh

- Copy all the words - sink (n) bồn rửa
* Vocabulary: - Listen carefully to the instructions
- Ask Ss to say the names of the rooms - T_Ss
in a house they know. - Answer the teacher’s questions.
- Have Ss quickly look at the rooms and + Students(Ss)listen to the instructions
name them. carefully and learn how to do the tasks.
-T can explain the meaning of - Answer the teacher’s questions and
“hall”(hall = a space or passage inside requirements.
the entrance or front door of a building/
house).
- Check the answers

key :
b. living room c. bedroom
- Correct their pronunciation. d. bathroom e. kitchen.

ACTIVITY 2:
Aims:To revise/ teach the names of furniture pieces.
* Content: Name of the things / furniture in each room
* Outcome: Understanding more some furniture in each
room
2. Name the things in each room in 1. 2. Name the things in each room in 1.
Use the word list below.(You may use Use the word list below.(You may use
a word more than once.) a word more than once.)
- Ask Ss to work in pairs to do this - Work in pairs to do this activity
activity.
- Write the names of the rooms on board - Listen carefully and learn how to do.
in different places.
- Give the answers
*Check the meaning of words if
necessary * Key:
- Call on Ss from different pairs to go to Bed room: Lamp, chest of drawers,
the board and write the names of the picture.
furniture under these rooms. Living room: Lamp, picture, sofa.
- Remind Ss that one piece of furniture Hall: picture
can belong to more than one room. Kitchen: cupboard, dishwasher, sink,
- Ask other Ss to comment. Ask Ss if fridge.

they can add more things to each room. Bathroom: toilet, shower, sink.
- This activity can also be organised as a - Ss do the tasks.
game. The first pair to finish the activity
wins and goes to the board to write their
answer.
ACTIVITY 3: Aims:
- To help Ss to practice asking and answering about the furniture in a room.
* Content: Asking and answering about the furniture in a room
* Outcome: Understanding some more things in the room.
3. Think of a room in your house. In 3. Think of a room in your house. In
pairs, ask and answer questions to pairs, ask and answer questions to
guess it. guess it.
- Model this activity with a student. - Listen to the instructions clearly
- Ask Ss to work in pairs. - Learn how to do it
- One student thinks of a room in his /
her house; the other asks questions to - Ss to work in pairs
guess the room. - Ss do themselves.
- Call on some pairs to practise in front - Copy them
of the class.
- Comment on their performance.
II. PRONUNCIATION: / s/ and /z /
ACTIVITY 4:
Aims:To help Ss identify how to pronounce the final sounds /s/ and /z/
- To help practice pronouncing these sounds in words.
* Content: To pronounce the final sounds /s / and /z/ correctly;
* Outcome:Identify how to pronounce the final sounds /s/ and /z/. Practice
pronouncing
4. Listen and repeat these words 4. Listen and repeat these words
- Have some Ss read out the words first. - Listen carefully.T_Ss
- Then play the recording for them to - Check the answers
listen and repeat the words. - Listen and repeat
- Play the recording as many times as
necessary.
- Have Ss comment on the way to
pronounce s at the end of the words.
- Quickly explain the rules.

- Check the meanings if necessary,
* Audio script:
Lamps sinks flats toilets
cupboards sofas kitchens rooms.
ACTIVITY 5:
Aim: To help Ss pronounce the sounds /s / and /z/ correctly in context.
* Content: To pronounce the final sounds /s / and /z/ correctly;
* Outcome: To pronounce the final sounds /s/ and /z/ correctly in contexts.
Practice pronouncing

5. Listen the conversation. Underline 5. Listen the conversation.
the final in the words and put them Underline
into the correct column. the final in the words and put them
- Have Ss quickly read the conversation into the correct column.
and underline the final s in the words. - Listen to the instructions carefully
- T plays the recording for Ss to listen to then
the conversation and write /s/ or /z/ do the tasks.
under each‘s’ that they have underlined. - Do the tasks
- Tell them to put the words with the - T_Ss
final‘s ‘ in the correct column according
to the sound of ‘s ‘.
- Have them work in pairs to compare Key :
their answers. /s/: chopsticks, lamps.
- Check Ss' answers. Ask them to /z/: bowls, things, homes
explain their answers.
- Play the recording again for Ss to
repeat each line of the conversation.
- Ask Ss to work in pairs to practise the - Listen again and repeat
conversation. - Work in pairs
- Call on some pairs to practise the - Practice the conversation
conversation. Audio script :
Mi:Mum . Are you home?
- Comment on their pronunciation of the Mum: Yes, honey. I’m in the kitchen.
final s. I’ve bought these bowls and chopsticks.
Mi: They are beautiful. Where did they
buy them?
Mum: In the department store near our
house. They have a lot of things for
homes.
Mi: Don’t forget we need two lamps
for my bedrooms, Mum.
Mum: Let’s go there this weekend.
* HOME WORK ( 2’)

- Practice speaking the names of rooms and the names of the furniture in the
house.
*ADJUSTMENT:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………
************************************************

Lesson 2: A CL0SER LOOK -2

1. Knowledge:
-Understand the usage and the form off possessive case.
-Identify some different prepositions of place
- use prepositions of place to describe where people or things are;
- give suggestions;
2. Skills:
- Use the form the possessive case to do exercises correctly
- Use some different prepositions of place to do exercises correctly
3. Attitude:
pair work
management.
II. TEACHING AIDS:

III. PROCEDURE:
Grammar.
1. WARM UP (5’)
Aims: - To introduce / teach possessive case.
* Outcome: Having a chance to speak English.
study….
ACTIVITY 1:
Aims: To help Ss identify the correct form of possessive case
* Content: To introduce / teach possessive case. Use ’safter proper name or
singular noun.
* Outcome: Learning how to form and use possessive case by choosing the
correct answer.
* Organisation :T_ Ss , …….
Remember!
1. We use ’s after a proper name.
Example: This is Elena’s room
2. We use ’s after a singular noun.
Example : This is my mum’s book.
1.Choose the correct answer 1.Choose the correct answer
- Ask Ss to do exercise individually + Students(Ss)listen to the instructions
and then compare their answers with carefully and learn how to do the tasks.
a classmate. - Work Individually
- Answer the teacher’s questions and
- Check the answers as a class. requirement
- Listen carefully and read aloud.
* Key:
- Confirm the correct answers 1.grandmother’s2.sister’s3. cousin’s
4. Nam’s 5. An’s
3. PRACTICE (20’)
ACTIVITY 2: Aims:
To help Ss practise forming the correct form of possessive case.
* Content: Forming the correct form of possessive case.
* Outcome: The way to form possessive case.
* Organisation: Teacher’s instructions…...
correct possessive case. correct possessive case.
- Have Ss do this exercise - Ss work individually
- Call on two Ss to write their answers - Do the tasks
on the board - Share the answers.
- Draw all Ss’ attention to the board - Learn how to do.
and check the answers together.
- T confirms the correct answers. * Key:
- Observe and help when and where 1. Mi’s 2. teacher’s 3. Nick’s 4.
necessary, and correct Ss' father’s
pronunciation and intonation. 5. brother’s
ACTIVITY 3: Prepositions of place

Aims:
- To help Ss identify different prepositions of place and use them
correctly to describe where people or things are.
* Content: Write different prepositions of place and use them to do the tasks.
* Outcome:Write the correct preposition in the box. Use the prepositions of
place correctly
3. Write the correct preposition in 3. Write the correct preposition in the
the box under each picture. Say a box under each picture. Say a
sentence to describe the picture. sentence to describe the picture.
*) Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to - in front of (prep.)
teach vocabulary (situation, realia, - next to (prep.)
translation .....) - behind (prep.)
+ Follow the steps to teach - between (prep.)
vocabulary - under (prep.)
- Repeat in chorus and individually
- Check vocab
- Copy all the words
in on next to
behind
in front of under between
- Ask Ss what prepositions of place

they know.
- Encourage Ss to say as many as - Listen to the instructions clearly
possible. - Ss to work independently
- Have them look at the Remember! - Share the answers
box to see if the prepositions they - Copy them
have mentioned are the same. Key:
- Ask Ss to look at 3 and explain what 2. next to 3. behind 4.in
they have to do. 5. in front of 6. between 7.under
- Have Ss do this exercise in pairs.
Ask for Ss' answers. 2. The dog is next to the armchair.
- Confirm the correct answers. 3. The cat is behind the TV.
- Have Ss work in pairs to say 4. The cat is in the wardrobe.
sentences describing the pictures. 5. The dog is in front of the doghouse.
- Move around to offer help if needed. 6. The cat is between the lamp and the
- Call on some Ss to say their armchair.
sentences. 7. The cat is under the table.
- If there is time, ask some Ss to write
their sentences on the board.
ACTIVITY 4:
Aims: To give Ss further practice in using prepositions of place.
* Content: To write True or False for each sentences
* Outcome: Decide if each sentence is true or false. To correct the false
sentence.
4. Look at the picture and write T 4. Look at the picture and write T
(True) Or F (False) for each (True) Or F (False) for each sentence.
sentence. Correct the false sentence. Correct the false sentence.
- Have Ss look at the picture of the
room and ask them to describe the
room briefly.
- Ask them to read each sentence,
look at the picture and decide if each
sentence is true or false. If it is false,
ask them to correct it.
- Have Ss do this exercise
individually before they share their
answers with a partner.
- Ask some Ss to read out their - Listen carefully
answers. - Check the answers
- Check and confirm the correct - Listen and repeat
answers Key:
1. T
2. F (The school bag is under the table.)
3. F (The clock is between the two
pictures.)
4. T
5. F (The cap is on the pillow.)
ACTIVITY 5:
Aims: To help Ss practice describing their house.
* Content: Playing GAME Memory challenge
* Outcome: Know how to play game.Showing the winning team.
5. GAME: Memory challenge 5. GAME: Memory challenge
- Have Ss work in pairs to play the
game - Work in two teams
Memory challenge. Ss look at the
picture in 4 for 30 seconds and then + Listen to the teacher’s instructions
cover it. They ask and answer carefully and play games in teams
questions about position of the thing
in the picture.
- Invite some pairs to perform in front
of the class.
- This activity can be organized as a
competitive game. The class is - Play game
divided into teams A and B
- Have the teams look at the picture
for 30 seconds.

- Ask to close their books.

- Ask Ss from each team to answer
some questions about the position of
the things in the picture. Record their
points on the board and announce the
winning team.
- T goes round and corrects mistakes
or gives help when and where
necessary.
- Show the winner.
HOME WORK (2’)
- Revise the use and form of possessive case.
*ADJUSTMENT:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………
************************************************


1. Knowledge:
-Understand the structure of giving suggestions
- Remember the lexical items related to houses
-Identify some culture of Vietnamese people and English people
2. Skills
-Apply the structure of giving suggestions to do exercises
-Use the lexical items related to houses to do exercises
3. Attitude
pair work
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- Students use every day English phrases and expressions and develop the
language skills, as well as learn about Vietnamese culture and other cultures.
* Everyday English
Giving suggestions.
- Teacher (T) asks Ss some questions - Students (Ss) listen and answer the
about them and class. teacher’s or friend’s questions
- Ask Ss to open their book and - Open their book and write the tittle of the
introduce what they are going to lesson
study….
- T leads in the lesson. A. Let’s go to the zoo this weekend.
- Tell Ss that they are going to learn How about going to the zoo this weekend?
how to give suggestions. Ask Ss to B. Great idea. …
explain or demonstrate how to give
suggestions.
ACTIVITY 1 + 2:
Aim: To teach Ss how two ways of giving suggestions in English.
- To help Ss practice giving suggestions.
* Content: Two ways of giving suggestions How about + V-ing ; Let’s + V
* Outcome: Knowing how to give suggestions.
1.Elena and her Mum are 1.Elena and her Mum are discussing how
discussing how to decorate her to decorate her bedroom. Listen and read
bedroom. Listen and read the the dialogue. Pay attention to the
dialogue. Pay attention to the highlighted sentences. - T_Ss
highlighted sentences. + Students(Ss)listen to the instructions
1. Play the recording for Ss to listen carefully and learn how to do the tasks.
and read the dialogue between Elena -Ss work in groups and Read aloud the

and her mum at the same time. dialogue.

Ask Ss to pay attention to the - Ss practise the dialogue in groups.- Ss may
highlighted sentences. use every day English to talk to each other.
Elicit the structures of giving - Ss work in pairs.
suggestions from Ss {How about + V- Audio script:
ing?, Let's + V). Elena: My bedroom isn't nice.
Have Ss practise the dialogue in pairs. Mum: How about putting a picture on the
Call on some pairs to practise the wall?
dialogue in front of the class. Elena: Great idea, Mum.
Mum: Let's go to the department store to buy
one.
2. Work in pairs. Make similar dialogue
- Ask Ss to work in pairs to make similar
dialogues, using the structures of giving
suggestions.
2. Work in pairs. Make similar
- Work in groups and practise in pairs
dialogue. Remember to use the
structure. + Ss do the tasks
+ How about + V-ing?
+ Let’s + V-Infinitive
- Ask Ss to work in pairs to make
similar dialogues, using the structures
of giving suggestions.
help.
- Call on some groups to practise in
front of the class.
3. PRACTICE (20’)
ACTIVITY 3: Living places.
Aim:- To give Ss a sample of a house description.
* Content: Listen ; look at the pictures and complete the sentences
* Outcome: Learn how to describe the house. Complete the sentences correctly.
3. Mi tells Nick about her 3. Mi tells Nick about her grandparents’
grandparents’ country house. Look country house. Look at the pictures of her
at the pictures of her grandparents’ house and complete the
grandparents’ house and complete sentences

the sentences * Vocabulary:
*) Teach vocabulary: -hall (n) sảnh
- Teacher uses different techniques to - put (v) đặt để
teach vocabulary (situation, realia, - store (n) cửa hàng
translation .....) - wardrobe(n) tủ quần áo
+ Follow the steps to teach vocabulary
- Take note
- To help Ss practise using some
grammar points and vocabulary
related to the topic.
- Have Ss look at the picture and try
describing the house.
- Encourage Ss to say full sentences.
- Then ask Ss to work in pairs to
complete the given sentences.
- Ss work individually
Suggested answers:
help.
Key: 1. country 2. are 3. is 4. Chairs
- Invite Ss to share their answers.
5. On
ACTIVITY 4:
Aims: To help Ss practise asking and answering questions about the different
between two houses.
* Content: Look at picture; ask the differences between two houses
* Outcome: Ss can describe the houses.
4. Student A look at the picture of 4. Student A look at the picture of Nick’s
Nick’s house on this page. Student house on this page. Student B looks at the
B looks at the pictures of Mi’s pictures of Mi’s house on page 25. Ask
house on page 25. Ask questions to questions to find the differences between
find the differences between the two the two houses.
houses. - Listen carefully
- This is a communicative activity - Answer questions individually.
called an information gap activity. - Work in pairs
- Have Ss work in pairs to find the
- Do the tasks
differences between the two houses.
- Before Ss do this activity, model the The conversation could be:

way to do this with a student. T (look at Nick's house): Nick lives in a
- Ask Ss in each pair not to look at country house. Where does Mi live?
each other's picture and make similar Student (look at Mi's house): She lives in a
conversations. town house.
- Ss should note down the differences T: How many rooms are there in Mi's
between the two houses. house?
- After a few minutes, the pair which Student: There are six rooms. What about in
has the most differences wins. Nick's house? How many rooms are there?
- Ask some pairs to act out the etc.
conversation.
- Other pairs listen and add more
differences if there are any.
- Check and confirm the correct
answers
ACTIVITY 5:
Aim: To help Ss practice describing their house.
* Content: Drawing a simple picture of your house. Tell the partner about it.
* Outcome: Ss can draw a picture and tell about it.
5. Work in groups. Takes turns to 5. Work in groups. Takes turns to
interview the others. Use the interview the others. Use the questions
questions above. above.
- This is a personal sharing task. In
this activity Ss are encouraged to - Work in pairs to describe their houses.
share their own experiences.
Give Ss 5 - 7 minutes to draw a
simple picture of their house.
Ss then work in pairs to tell each other
about their house.
If time allows, T can ask them to note
down the differences between their
houses.
Call on some Ss to describe their
friend's house to the class.
- Ss may also present the differences
between their house and their friend's.

Other Ss and T listen and give

comments.
presentation to the class.
HOME WORK (2’)
- Practice describing their house.
*ADJUSTMENT:
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WEEK 5: 03/10/2022-08/10/2022
Period 13: UNIT 2: MY HOUSE
Lesson 6: SKILLS_1/ Reading and Speaking

1. Knowledge:
- Recognize predicting reading skill to make reading easy
-Recognize reading skill for specific information.
-Remember the lexical items related to houses, rooms

-Understand how to draw a plan for a room and present it.
2. Skills:
- Use predicting reading skill to ask and answer questions about the pictures before
reading
- Use reading skill for specific information to read the text and answer the questions
-Use the lexical items related to houses, rooms
3. Attitude
pair work
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
A ROOM AT THE CRAZY HOUSE HOTEL, DALAT
Aims: Pre – reading
* Content: Having somewarm-up activities to create a friendly and relaxed atmosphere
to inspire Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English and focus on the new lesson..
+ Greeting
- Teacher (T)asks Ss some questions + Chatting
about them and class. - Students(Ss)listen and answer the teacher’s or friend’s
- Ask Ss to open their book and questions
introduce what they are going to - Open their book and write the tittle of the lesson
study….
Aim: To get Ss acquainted with a reading skills.
- To help Ss understand and activate their knowledge of the topic of the lesson.
* Content: Reading to get some information about house hotel. Students get acquainted
with a reading skills. To learn how to predict for reading

* Outcome: Developing reading skills by predicting.
1.Look at the text. Answer the 1. Look at the text. Answer the questions.
questions. - T_Ss
*) Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to - crazy (n) lười biếng
teach vocabulary (situation, realia, - shelf (n) giá sách
translation .....) - cupboard (n) tủ đựng chén, bát
+ Follow the steps to teach - strange shape (c/n) hình kì lạ.
vocabulary Reading skill : Predicting
- Repeat in chorus and individually - Predicting makes reading easy.
+ Check vocabulary - Before reading look at the pictures, designed and title.
- Describe what the text about.
+ Ask ss to read the reading skill box. - Think about what you know about the topic.
+ Students(Ss)listen to the instructions carefully and
- Explain any words that Ss do not
learn how to do the tasks.
know.
- Ss learn how to read the passages.
- Tell Ss that predicting is an
- Give the answer
important reading skill that can help
Key:
them gain a general
1. It’s an email.
understanding of the text.
2. The text is about Nick’s room at the Crazy House
- Now quickly look at the text, the Hotel
pictures answer the questions.
- Ask for Ss’ answers.
- Confirm the correct answer to
Question 1 and
- Ask Ss to do the task 1 on page 12.
- Teacher gives instructions.
- Tell ss to read the three passages
quickly and check their ideas.
- Set a strick time limit to read
- T may call Ss to read aloud each
paragraph
necessary.
- Check the answer.
3. PRACTICE (20’)
ACTIVITY 2 :
Aim: To help Ss develop the reading skills of reading for specific information (scanning).
* Content: Develop reading skills of reading for specific information (scanning).

* Outcome: Answering the questions correctly

2. Read the text again and answer 2. Read the text again and answer the questions
the questions + Ss do the tasks
+ Have Ss read the text in detail to - Listen to the teacher’s instructions carefully and learn
answer the questions. how to do.
- Ask Ss how to do this exercise. - T_ Ss
Explain the strategies if necessary - Check the meaning of the words
E.g. Reading the
questions, underlining the key words, - Ss work individually first.
locating the key words in the text, and - Compare the answers with partners
then reading - Give the answers
that part and answering the questions.
Tel Ss to underline part of email that *Key:
help them 12.He’s in Da Lat with his parents.
with answers. Limit the time for Ss to 13.There are ten rooms.
ensure them read the text quickly. 14.Because there’s a big tiger on the wall.
- Ask Ss to compare their answers in 15.It’s under the bed
pairs before they give the answers.
- Ask ss to show the evidence to
support their answers.
answers.
ACTIVITY 3:
Aims: To help Ss further develop the skills of reading for specific information
(scanning).
* Content: Further develop the skills of reading
* Outcome: Ss can read and circle things in Tiger Room.
3. Circle the things in the 3. Circle the things in the Tiger Room.
Tiger
- Listen
Room.
carefully to the instructions
- Ask Ss to do the task. - Answer questions individually.
- Ask them to read through the - T_ Ss
words given and locate them in - Follow the instructions carefully
the text. If they find - Find the answer.

- Compare the answers

a similar word in the text, they *Key :
should circle it in the list. a window a wardrobe a cooker a cupboard
- Have Ss time compare the a shelf a lamp a desk a tiger
answers
answers.
- Discuss any common errors
and provide further practice if
necessary.
*Post-Reading
+ Ask Ss what to include when
they want to describe a room in
the hotel.
Here are some things:
- Name of the room.
- Reason for the room.
- Position of thing in the room…
+ Write these points on board to
prepare for the next activities.
- Call on some Ss to describe.
intonation.
answers
ACTIVITY 4 + 5 :
Aims:- To help Ss prepare ideas for the next activity;
- To provide an opportunity for Ss to practise describing the hotel room they have
designed.
* Content: Create a new room for hotel ;Practise describing the hotel room they have designed
* Outcome: Drawing a plan for the room. Describing it to improve speaking skills.
* Organisation :Teacher’s instructions…
4. Create a new room for the hotel. 3. Create a new room for the hotel.
Draw a plan for the room. Draw a plan for the room.
Tell each student to create a new - Listen to the teacher’s instructions carefully and
room for the hotel and draw a plan for
the room. follow them.
Set a time limit for Ss to do it. - Work individually
Ask Ss to give the room a name and - Choose the answer
bear in mind the things in the room - Talk in front of the class’
and their position. Have - Correct mistakes if have
them quickly note down these ideas.
5. Show your plan to your partner and describe it
5. Show your plan to your partner
and describe it
- Ask Ss to do activity. - Listen carefully in the instructions.
- Have Ss work in pairs and show the - Work in pair
plan to their partner.
- Ask Ss to take turns to describe their
rooms.
- Remind Ss to focus on the three
points on the board. - Show the plans
- Move around to observe and offer
help.
- Call on some Ss to show their plan
to the whole class and describe it.
- T and other Ss listen and vote for the
best plan.
Example:This is the Shark Room.
There is a big shark at the door.
There is a table and a
sofa in the middle of the room ….
* HOME WORK (2’)
- Practice describing the room they have designed.
*ADJUSTMENT
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Period 14: UNIT 2: MY HOUSE

Lesson 6 : SKILLS_2/ Listening and Writing

1. Knowledge:
- Recognize listening for specific information
- Identify the form how to write an email

2. Skills:
-Applylistening for specific information to listen to information about the room and
furniture in the room
-Apply the format of writing an email to write an email to a pen friend about the
houses
3. Attitude:
pair work
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim:
- To develop students’ listening skills for specific information. It also provides
input for the writing skills. To learn how to write an email to a friend or pen
palls.
* Content: As Ssabout the content of the previous lesson. Describe Nick’s room in
the hotel again
* Outcome: Ss revise the lesson by telling; describing Nick’s room in the hotel.
- Teacher (T)asks Ss some questions about - T_Ss
them and class. - Students(Ss)listen and answer the
- Ask Ss about the content of the previous teacher’s or friend’s questions
lesson. Describe Nick’s room in the hotel - Talk about one school they would like
again. to go to.
- Ask Ss to open their book and introduce - Open their book and write the tittle of
what they are going to study…. the lesson .
ACTIVITY 1: Pre-listening

Aims: To get Ss acquainted with listening skills.

- To help Ss prepare for listening text.
* Content: Looking at the pictures. Name each of them; Guess the content.
* Outcome: Look and speak; Name the things
1.Look at the pictures. Name each of 1.Look at the pictures. Name each of
them. Guess if they are mentioned in the them. Guess if they are mentioned in
listening text. the listening text.
- T_Ss + Students(Ss)listen to the instructions
- Ask Ss to look at the pieces of furniture carefully and learn how to do the tasks.
and name them.
*) Pre- teach vocabulary:
- Teacher uses different techniques to
teach vocabulary (situation, realia,
translation .....)
If have new words
- Call on some Ss to read the words out
loud.
- Ask some Ss to write the words on the - Give the answer.
board. Key :
- Have Ss guess of these things are 1. book-self 2. sofa 3. desk
mentioned in the listening text. If they say 4. clock 5. window
yes for a thing. Put a tick next to the word. + Things mentioned in the listening
- Play the recording once for Ss to check text: book-self, desk, clock, window.
their guess.
- Encourage Ss to give their answers, but
do not confirm whether their answers right
or wrong.
- Let Ss listen once and check their
guesses.
3. PRACTICE (20’)
ACTIVITY 2 : While-listening
Aim: To help develop Ss' skill of listening for specific information.
* Content: Listening skills for specific information. It also provides input for the
writing skills
* Outcome: Ss can listen to get some specific information

2. Listen to Mai talking about her 2. Listen to Mai talking about her
house. Tick (✓) T (True) or F (False). house. Tick (✓) T (True) or F
- Have Ss look at the sentences. Tell them (False).
how to do it. - Listen to the teacher’s instructions
- Give them some strategies to do the carefully and learn how to do it.
exercise, - T_Ss
(e.g. reading the sentences, underlining - Check the meaning if necessary
the key words, listening to the text paying - Give the answers
attention to the key words, and deciding if  Audio script:
each sentence is true or false). My name's Mai. I live in a town
- Play the recording twice for the Ss to do house in Ha Noi. I live with my parents.
exercise 2 for strongerclasses, ask Ss to There are six rooms in our house: a
take notes of the information to explain living room, a kitchen, two bedrooms,
why a sentence is false. and two bathrooms. I love our living
- Ss can share their answers in pairs room the best because it's bright. It's
- Invite some pairs to give their answers next to the kitchen. I have my own
and confirm the correct ones. bedroom. It's small but beautiful.
There's a bed, a desk, a chair, and a
bookshelf. It also has a big window and
a clock on the wall. I often read books
in my bedroom.
- Play the recording again if needed,
stopping at the place where Ss find it  Key:
difficult to understand. 1. F (There are three people.)
- For stronger classes, ask Ss to correct the 2. F (There are six rooms.)
3. T
false sentences.
4. T
- Get feedback. 5. F (She reads books.)
- Check and confirm the correct answers.
*Post-listening
Students tell about Mai’s house.
- T gives instructions and encourage Ss to - Listen to the teacher’s instructions
tell about Janet’s school, using carefully and tell about Mai’s house.
information in Audio Script.
* Invite one or two Ss to briefly describe
Mai's house, focusing on the type of house,
- Free talk
the number of rooms and her favourite
room.
- T may give some clues
- Call on some Ss to talk freely.
- Correct pronunciations, grammar, vocab,

intonation.
ACTIVITY 3 :
Aims: To help Ss brainstorm ideas for their email
* Content: Ask and answer questions
* Outcome: Answer the questions correctly
- Ss are asked to write an email to tell Mira, a pen friend, about their house.
- Show this sample email on the slide /on the board or give each student a handout
with this sample.
- Ask them several questions (e.g. How many parts are there in an email to your
friend? What are they? What should you include when writing each part?).
+ Picture 1: (3)
*T can use the information in this box when explaining how to write an email to Ss.
+ Picture 2: (3)
3. Answer the questions 3. Answer the questions
- Let Ss write the email. - Listen carefully to the instructions
- Guide them to write the email + Picture (1) . - T_Ss
- Tell Ss that now they are going to focus
on the body of the email only.
Tell them that answering the guiding
questions is one way to help them
brainstorm as well as organise ideas for
their writing.
- Have Ss answer the questions * Ss learn how to write an email to a
individually, encouraging them to write friend.
the answers in full sentences. + Picture (2)
- Move around to offer help
*T can use the information in this box
when explaining how to write an email to
Ss.
- Invite some ss to share their answers to
the class.
- T Comments on their answers
ACTIVITY 4:
Aims: To help Ss practise writing an email to their friend telling about their
house.
* Content: Write an email.
* Outcome: Ss can write an email to their friend telling about their house.

4. Use the answers in 3 to write a 4. Use the answers in 3 to write a
paragraph of 40- 50 words about your paragraph of 40- 50 words about
school. your school.
- Ask Ss to write the body of their email - Ss work individually.
individually. - Write an email
- Ask one or two Ss to write their email on - Write themselves.
the board. - To:mira@webmail.com.
- Other Ss and T comment on the emails Subject: My house
on the board. Dear Mira,
- T collects some emails to correct at Thanks for your email. Now I’ll tell
home. Otherwise, ask Ss to revise their you about my house
emails at home based on the comments My name's Mai. I live in a town
given and submit them to T at the next house in Ha Noi. I live with my parents.
lesson There are six rooms in our house: a
- Ask them to pay attention to punctuation, living room, a kitchen, two bedrooms,
structures, word choice, linking words, etc. and two bathrooms. I love our living
- T goes round helping if necessary. room the best because it's bright. It's
- Other Ss and T comment on the writing. next to the kitchen. I have my own
bedroom. It's small but beautiful.
There's a bed, a desk, a chair, and a
bookshelf. It also has a big window and
a clock on the wall. I often read books
in my bedroom.
What about you? Where do you live?
Tell me in your next email
All the best
Nguyen Quynh Anh
HOME WORK (2’)
- Finish writing an email. Copy in the note books.
* HOME WORK (2’)

*ADJUSTMENT
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Lesson 7: LOOKING BACK

1. Knowledge:
-Memorize the lexical item related to houses
-Remember the structure of possessive case
-Identify how to write sentences
2. Skills:
-Use the lexical item related to houses to do exercises
-Use possessive case to do exercise
-Write three sentences to describe a room using structure there is
3. Attitude
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to
the unit pages.
Instead they can use what they have learnt during the unit to help them answer the
questions.
- That will help you and your Ss see how far they have progressed, and which areas
need further practice.
Encourage Ss not to refer back to the unit.
Ask them to keep a record of their answers to each exercise so that they can use
that information to complete the self-assessment table at the end of the unit.

- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how
them and class. to do.
- Ask Ss to open their book and introduce
what they are going to study…. - Open their book and write .
ACTIVITY 1:
Aims : - To help Ss revise the vocabulary items they have learnt in the unit.
* Content: Consolidate and apply the vocabulary by putting the words into correct
groups
* Outcome: Revision on vocabulary; Remember them.
1.Put the words into the correct group. 1.Put the words into the correct
Add a new word to each group group. Add a new word to each
- Have Ss do this activity individually group
then compare their answers with their + Students(Ss)listen to the instructions
partners. Ask for Ss’ answers or ask one carefully and learn how to do the tasks.
student to write his/ her answer on the - T_Ss
board.
- Check and correct the mistakes. - Give the answers
- Check their pronunciation Key:
- Confirm the correct answer
- Ask Ss to work in groups to add more

words to each group. The group that adds
the most words to the list wins
- This activity can be done as a
competition. Draw the table on the board.
Ask Ss to work in groups. The group
which finishes the activity first will go to
the board and write their answers. If all
the answers are correct, that group wins
4. PRACTICE (20’)

ACTIVITY 2:
Aim:To help Ss revisethe possessive case.
* Content: Complete the sentences using possessive form.
* Outcome: Review the possessive form. Doing exercises correctly
* Organisation: Teacher’s instructions……
2. Complete the second sentence with the 2. Complete the second sentence
correct possessive form. with the correct possessive form.
- - Ss work individually. Do the tasks
HaveSssayhowtoformthepossessiveformwithp - Share the answers.
ropernamesandsingularnouns. * Key:
- Ask Ss to do the exercise individually then 1. teacher’s 2. brother’s3. Elena’s
exchange their answers with a classmate. 4. grandfather’s5. Vy’s
Call on some Ss to write their answers on
board.
- Other Ss give comment. Confirm the
correct answers.
ACTIVITY 3
Aim:- To help Ss revise the preposition of place.
* Content: Revise the preposition of place by making sentences
* Outcome: Remember the prepositions of place they have learnt.
3. Make sentences. Use the 3. Make sentences. Use the preposition
preposition of place of place.
- Ask Ss to say the prepositions of place - Listen to the instructions clearly
they have learnt. - Ss to work independently
- Share the answers
- Have Ss look at the pictures and do - Copy them
this exercise individually. Key:
1. The cat is on the table.
- Ask some Ss to write the sentences on 2. The dog is in front of the doghouse.
the board. 3. The cat is between the bookshelf and
the sofa.
- Check Ss’ answer. 4. The cat is behind the computer.
5. The girl is on the sofa.
6. The boy is next to the sofa.
ACTIVITY 4:
Aim: - To help ss revise describing their favourite room using prepositions of

place.
* Content: Looking at the picture and describe the room
* Outcome: Ss will be able to describe the room using prepositions of place.

4. Write three sentences to describe 4. Write three sentences to describe
your favourite room in your house. your favourite room in your house.
Write the sentences in your note book. Write the sentences in your note
- Ask one student what room in the house
book
is his / her favourite. Encourage him / her
- Listen carefully
to say one or two sentences about it.
- Ss do it individually
- Have Ss write three sentences to describe
their favourite room. Remind Ss to use
prepositions of place.
- Ss share their sentences with their
partners. Some Ss are asked to write their
sentences on the board.
- Correct their pronunciation
PROJECT.
Ss work in groups. One student in each
group asks other group members Question
1 and fill the information in the following
table.
- This student then summarize their group
members’ answers and reports the results
to the whole class.
2. Have Ss work in groups to draw their
own strange house. Ask them to practise
describing their house in groups before
telling the class about their house. The
class votes for the best strange house.
- If T thinks there will not be enough time
in this lesson for the project, assign the
project in earlier lessons such as in
GETTING STARTED lesson.
Make sure you guide them carefully and
check their progress after each lesson. In
the last lesson (Looking Back), ask Ss to

present their strange houses to the class

* HOME WORK (2’)
*ADJUSTMENT
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WEEK 6: 10/10/2022-15/10/2022
Period 16: UNIT 3: MY FRIEND


1. Knowledge:
-Recognize the topic of the lesson, my friends
- Identify and recall some words related to body parts
2. Skills – Use the lexical items related to body parts and verb “have” to describe a
classmate
3. Quality: - Have good behavior toward his friends in class and in daily life.
4. Competence:develop competence of communication, self-learning capability,
ability to use language to talk about friends.
II. TEACHING AIDS:
- Students: Text books

- Method: T-WC; group works; individual
III. PROCEDURE:
3. WARM UP (5’)
Aims: - To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Organization: Teacher’s instructions….
- Teacherasks Ss some questions about - Students (Ss) listen and learn how to
the previous lessons, do it.
- T may introduce some warm-up - Answer the teacher’s questions.
activities to create a friendly and relaxed + Students (Ss) listen and learn how to
atmosphere to inspire Ss to warm up to do the tasks.
the subject and new class…
- T encourages Ss to talk in English as
much as possible
+ Lead to the first unit of the new school - Open their book and write .
year.
- Write the unit title My house on the
board.
ACTIVITY 1:
Aims: - To set the context for the introductory text;
* Content: Listen and read conversation to get used to the vocabulary; new
grammar points.
* Outcome: Know more new words. Understanding the conversation; topic of the
lesson, grammar points…
* Organization: Teacher’s instructions….…
- Set the context for the listening and - T_Ss
reading.
- Ask Ss questions about the picture, e.g.
What is Phong doing? What are they
eating and drinking?
- T can also ask Ss to share any recent
experiences of going on a picnic.
- Play the recording twice for Ss to listen
and read along.
- Have Ss underline the words that are

related to the topic of the unit while they
are listening and reading.
* Pre- teach vocabulary:
translation ....)
+ Check vocabulary
- Take note.
* Vocabulary:
- pass (v) đưa, chuyển
- biscuit (n) bánh bích qui
- magazine (n) tạp chí
- shoulder (n) vai
- blond (adj) màu hoe vàng
- Invite some pairs of Ss to read the
dialogue aloud.
they think are related to the topic My - Listen carefully and read aloud.
friends. - Take note
the board.
- Comment on Ss' answers.
- Confirm the correct answer.
3. PRACTICE (18’)
ACTIVITY 2:
Aims:To help Ss deeply understand the text.
* Content: Filling the blanks to understand more about the text.
* Outcome: Understanding more about the text.
2.Fill the blanks with the words from 2.Fill the blanks with the words
the conversation from the conversation
- Ask Ss to read the conversation again - Listen carefully to the instructions
and do this activity independently. - Ss _ Ss
- Ask them how to do the activity. - Follow the teacher’s instructions
- Remind them of the ways to do the
activity if needed (e.g. (1) read the - Give the answers and check.
sentence and identify
the kind of information to fill the blank;
(2) read the conversation and locate the Key: 1. picnic 2. favorite
place to find the word(s) to fill the programme 3. Mai; Chau 4. glasses;
blank). long black hair 5. are going to
- Allow them to share answers before
discussing as a class.
- Confirm and write the correct answers
on the board.
ACTIVITY 3:
Aim: To revise and provide Ss with some vocabulary related to parts of the
body.
* Content: Labelwords related to body parts.
* Outcome: Knowing more new words and using it correctly.
3. Label the body parts with the words 3. Label the body parts with the
in the box. words in the box.
- Ss may already know some appearance - Listen to the instructions clearly
vocabulary, so first ask them to label the - T_ Ss
body parts they know, using the words
given. - Learn how to do it
- Have Ss compare their answers with a
classmate. - Ss to work independently
If possible, show the picture on the
slide / on the board and have Ss point at - Share the answers
each body part and say its name. - Copy them
- Check Ss' answers and confirm the
correct ones.
If there are any body parts Ss do not
know, quickly point to them and teach
these.
- Have Ss work in groups and
brainstorm all other words for body
parts.
- T can ask them to write the words
down on small boards or pieces of paper.
Then set a time limit for groups to write
the words.
- Finally, invite the group with the most
words to share their words.
Other teams add any different words
ACTIVITY 4:
Aim: To revise and provide Ss with some vocabulary to describe parts of the
body.
* Content: Complete thewords related to body parts.
* Outcome: Knowing more new words and using it correctly.

4. Work in groups. Complete the word 4. Work in groups. Complete the
webs word webs
- Explain that some words go together, - T_ Ss
e.g. long + hair, but some don't, e.g. long - Listen carefully and learn how to do.
+ eye.
- Have Ss work in groups and complete - Ss do themselves. Give the answers
the word webs in a few minutes. Suggested answers:
- Check and confirm the correct answers. - long / short: legs, arms, hair, etc.
- big / small: head, hands, ears, feet,
- Other pairs look, comment and add any eyes, nose, etc.
words they know. - hair: black, straight, fair, curly, wavy,
- Introduce some other types of house if long / short, etc.
needed.
ACTIVITY 5:
Aim: To help Ss practice using words for body parts and appearance
through a guessing game.
* Content: Playing game to describe a classmate.
* Outcome: Learning how to describe a classmate using the new words
* Organization: Teacher’s instructions…
5. GAME- Guessing 5. GAME- Guessing
- Explain the rules of the game: Ss work - T_ Ss
in groups.
- They take turns to describe a classmate - Listen to the instructions carefully
for other group members to guess. then do the tasks.
- Move around to observe and offer help. - Ask and answer
- Invite one or two Ss to describe a
classmate in front of the class. Other Ss
guess.
5. HOME WORK (2’)
*ADJUSTMENT
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Period 17: UNIT 3: MY FRIENDS

Lesson 2: A CLOSER LOOK 1


1. Knowledge:
- Recognize some adjectives related to personality.
- Pronounce the final sounds /b/ and /p/ correctly in words.
2. Skills: Use personality adjectives and verb “be” to describe a classmate in some
simple sentences
3. Quality: Have good behavior toward his friends in class and in daily life.
4. Competence: Develop competence of communication, self-learning capability,
and co-operation.
II. TEACHING AIDS:
- Students: Text books, work book
III. PROCEDURE:
1. WARM UP (5’)
Aims: Vocabulary: Rooms and furniture
- To revise the names of the rooms in the house.
atmosphere
to inspire Ss to warm up to the subject and new class
* Organization: Teacher’s instructions…...
study….
ACTIVITY 1:
Aims: - To teach Ss some personality adjectives;
- To give Ss practice with these adjectives.
* Content: Do the matching
* Outcome: Knowing more personality adjectives;
1. Match the adjectives to the pictures 1. Match the adjectives to the pictures
- T_Ss
*Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to - confident (adj): tự tin
teach vocabulary (situation, realia, - caring (adj): chu đáo.
translation .....) - active (adj): năng động
+ Follow the steps to teach vocabulary - shy (adj): xấu hổ
- Repeat in chorus and individually - creative (adj): sáng tạo

+ Check Vocabulary - clever (adj): thông minh, khéo léo…
- Listen carefully to the instructions
- Ask Ss to look at the pictures and - Answer the teacher’s questions.
briefly describe them. + Students(Ss)listen to the instructions
T can ask: What can you see in the carefully and learn how to do the tasks.
picture?
- Have Ss look at the personality
adjectives given.
- Check if they understand the meaning - Answer the teacher’s questions.
of each word.
- Instruct them to pronounce the words
and define each word if necessary.
- Ask them to do the matching
individually and then compare their
answers in pairs.
- Check the answers
3. PRACTICE (20’)
ACTIVITY 2:
Aims:
- To teach Ss some other personality adjectives;
- To give Ss practice with these adjectives.
* Content: practice using personality adjectives to complete the sentences
* Outcome: Using personality adjectives correctly.
* Organization: Teacher’s instructions ...
2. Use the adjectives in the box to 2. Use the adjectives in the box to
complete the sentences. Pay attention complete the sentences. Pay attention
to the highlighted words / phrases. to the highlighted words / phrases.
- Have Ss look at the pictures and
briefly describe what they see. - Work in pairs to do this activity
- Ask Ss to read the adjectives in the - Listen carefully and learn how to do.
box. - Ss work in pairs.
- Help explain the meaning of each - Follow the teacher’s instructions
adjective if necessary. - Give the answers
- Ask Ss to read each sentence. - Ss do the tasks.
- Tell them to pay attention to the
highlighted parts. Based on these parts Key: 1. creative 2. kind 3.
Ss can find the correct adjectives to fill friendly 4. careful 5. clever
the blank in each sentence.
- Tell Ss they will only need five of the
six adjectives to complete this activity.
- Ask them to do the exercise

individually and then compare their
answers in pairs.
- Ask other Ss to comment. Ask Ss if
they can add more things to each room.
ACTIVITY 3:
Aim: To provide Ss with freer practice with personality adjectives.
* Content: Playing games to further practice using personality adjectives.
* Outcome: Learning new words about personality adjectives.
GAME: Friendship flower GAME: Friendship flower
- Ask Ss to shout out all of the - T_Ss
personality adjectives they know. - Listen to the instructions clearly
Quickly write them on the board. - Learn how to do it
- Have Ss work in groups and play the
game. - Ss to work in pairs
- Ask Ss to draw a flower with the - Ss do themselves.
number of petals equal to the number of
their group members. - Copy them
- T may model how to do the game first.
- Ask them to discuss and write two
adjectives to describe each group
member in one petal and then share their
ideas with other groups.
help if needed.
Invite some Ss to report the adjectives
their group members have used and
which adjective(s) is / are used the most.
- Call on some pairs to practice in front
of the class.
II. PRONUNCIATION: /b/and /p/
ACTIVITY 4:
Aims:
To help Ss identify how to pronounce the sounds /b/ and /p/;
To help Ss practice pronouncing these sounds correctly in words.
* Content: Pronounce the sounds /b/ and /p/;
* Outcome: Learn how to pronounce the sounds /b/ and /p/ correctly.
4. Listen and circle the words you 4. Listen and circle the words you
Have Ss practice reading the word pairs - T_Ss
first. - Listen carefully
Then ask them to listen to the recording - Check the answers
and circle the word they hear in each - Listen and repeat
pair.
Play the recording again for them to * Audio script:
repeat the words
necessary.
- Have Ss comment on the way to
pronounce s at the end of the words.
- Check the meanings if necessary,
ACTIVITY 5:
Aim: To help Ss pronounce the sounds /b/ and /p/ in context
* Content: Practice the chance.
* Outcome: Practice pronouncing the sounds /b/ and /p/ correctly
5. Listen. Then practice the chant. 5. Listen. Then practice the chant.
- Have Ss look at the chant. Make sure - T_Ss
they understand the meaning of the - Listen to the instructions carefully then
chant. do the tasks.
- Ask Ss to listen wile T plays the - Listen again and repeat
recording. Clap or use an instrument * We’re playing together
like a tambourine to help Ss notice the Notice the rhyme
Rhythm. Play the recording again and We’re having a picnic
ask - Ss to chant along. Tell them to pay We’re having a picnic
attention to the words that have the Fun! Fun! Fun!
sounds /b/ and / P/ and rhythm. Provide We’re bringing some biscuits
further practice by diving the class into We’re bringing some biscuits
two groups. Have the groups sing Yum! Yum! Yum!
alternate line. We’re playing together
Hurrah! Hurrah! Hurrah!
- Call on some pairs to practice the
chant
- Comment on their pronunciation of the

final.
5. HOME WORK (2’)
- Practice asking and answer about friends.
*ADJUSTMENT
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Period 18: UNIT 3: MY FRIEND

Lesson 4: A CLOSER LOOK _2

1. Knowledge:
Recognize the form and structure of the present continuous tense to talk about things
happening now
2. Skills: Apply the present continuous tense to talk about things happening now.
3. Attitude: Havethe good behavior toward his friends. The friendship in daily life.
4. Competence: Developcompetences of communication, co- operation and self
management
II. TEACHING AIDS:
- Students: Text books, studying equipment ….
III. PROCEDURE:
1. WARM UP (5’)
Aim:
- To introduce / teach present continuous tense.

- Ask Ss to open their book and - Open their book and write.
study….
ACTIVITY 1:
Aim: To help Ss practice with the correct form of the present continuous.
* Content: Revise/ teach the form and use of the present continuous.
* Outcome: Learning how to form and use of the present continuous and put the
verbs in the P.C.
1.Put the verbs in brackets in 1.Put the verbs in brackets in the present
the present continuous tense. continuous tense. Page 29
Page 29 - T_Ss
- Ask Ss to read the sentences and + Students(Ss)listen to the instructions carefully
write the correct answers and learn how to do the tasks.

individually. Remember! / P. 29
- Remind them to pay attention to We use the present continuous for actions
the subject of each sentence. happening now.
- Call on some Ss to read aloud Examples: – She’s talking.
their answers. – They’re not talking.
- Check and confirm the correct We can use the present continuous with now, at
ones. present, or at the moment.
Examples:
– I’m doing my homework at present.
– A: Are you reading now?
B: Yes, I am.
- Ask Ss to do exercise
individually and then compare Key:
their answers with a classmate. 1. is reading 2. are playing 3. isn’t making
4. am going 5. Are they talking
- Check the answers as a class.
- Confirm the correct answers
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To help Ss practice using the correct form of the present continuous based
on context.
* Content: Practice using the correct form of the present continuous by completing
the sentences
* Outcome: Understanding more the use of the present continuous.
2. Look at the pictures. Write 2. Look at the pictures. Write sentences like
sentences like the example. Use the example. Use positive or negative present
positive or negative present continuous verbs.
continuous verbs. - T_Ss
- Ask Ss to look at the pictures - Ss work individually
and briefly describe what the - Do the tasks
person is / people are doing.
- Ask them to write sentences, - Share the answers.
using positive or negative present
continuous verbs. - Learn how to do.
- Have Ss compare their answers.
- Invite some Ss to write their
- If time allows, have Ss add Key:
another sentence to tell what the 1. Nam and Ba are not / aren’t eating ice cream.
person is / people are actually 2. Lan and Trang are taking photos.
doing if the sentence is a negative 3. Ha is / Ha’s writing a letter.
present continuous. 4. Duong and Hung are not / aren’t playing
(E.g. 7. Nam and Ba are not badminton
eating ice cream. They are 5. Phong is not/ isn’t drawing a picture
talking.)
answers
ACTIVITY 3
Aims: To help Ss practice asking and answering questions using the present
continuous.
* Content: Ask and answer questions using the present continuous.
* Outcome: Practicing using the present continuous tense.
3. Work in pairs. Look at the 3. Work in pairs. Look at the pictures. Ask
pictures. Ask and answer. and answer.
- Have Ss read the example - Work in pairs
carefully. Check if they - Listen to the instructions clearly
understand how to do the - Ss to work independently
exercises.
- Ask them to do this exercise in

pairs. One asks and the other
answers.
- Remind them to write their
questions and answers in their
notebooks. For a stronger class,
ask them to add one more - Share the answers
sentence to explain what the - Copy them
person / people in each picture is / Key:
are doing if the answer is No. 1. Is your friend swimming? – Yes, he is.
- Move around to observe and 2. Are they listening to music? – No, they aren’t.
offer help if necessary. (They’re / They are having a picnic.)
- Invite some pairs to practice 3. Is Mi playing the piano? – No, she isn’t.
their conversations. (She’s / She is doing karate.)
- Check and confirm the correct 4. Are they learning English? – Yes, they are.
answers. 5. Are your friends cycling to school? – No, they
*Remember! aren’t. (They’re / They are walking to school
- When something often happens
or is fixed, we use the present
simple.
- When something is happening
now, we use the present

continuous.
ACTIVITY 4:
Aims: To help Ss identify the differences between the present simple and the
present continuous
* Content: Comparisons the differences between the present simple and the present
continuous
* Outcome: Knowing the difference between the two tenses.
4. Put the verbs in brackets in 4. Put the verbs in brackets in the present
the present simple or present simple or present continuous
continuous - Listen carefully
- Have Ss read the Remember! - T_ Ss
box in the book. Ask Ss to give - Check the answers
the form and usage of the present
simple. - Listen and repeat
- Ask them about the signals used
with the present simple (every Key:
day, every afternoon, always, 1. does not / doesn’t walk; cycles
usually, etc.) and the present 2. is he playing 3. Do your friends study
continuous (now, at the moment, 4. am / ’m writing 5. is not / isn’t doing; is / ’s
at present, etc.) reading
- Ask Ss to do this exercise
individually and then compare
their answers with a classmate.
Invite some Ss to write their
answers on the board. Confirm the
correct answers
- Ask some Ss to read out their
answers.
answers.
ACTIVITY 5:
Aim: To help Ss practice using the present continuous.
* Content: Practice using the present continuous by playing game Charades.
* Outcome: Understanding more about using the PC.
* Organization: Teacher’s instructions…..
5. GAME: Charades 5. GAME: Charades
Take turns to mime different Take turns to mime different actions. Others
actions. Others guess what you guess what you are doing
are doing - Work in groups
- Have Ss play the game in + Listen to the teacher’s instructions carefully
groups. Move around to observe and play games in groups/ teams

and provide help if needed. - Play game
- Make sure Ss use English when
they play the game. This can be
organized as a class competitive
game. The class is divided into
two big groups. One student
mimes and other groups take turns
to guess.
- The group with a correct answer
gets one point.
- The group with the most points
wins.
- Continue the game until the time
is up
- T goes round and corrects
mistakes or gives help when and
where necessary.
- Show the winner.
5. HOME WORK (2’)

- Revise the use and form of present continuous tense.
- Make more sentences using present continuous tense.
*ADJUSTMENT
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WEEK 7: 17/10/2022-22/10/2022
Period 19: MY FRIENDS


1. Knowledge:
Recognize how to ask about one’s appearance and personality;
2. Skills: -Use given questions to ask about his/ her best friend and give answers
-Talk about their birthday and their personalities before class
3. Quality: Havegood behavior toward his friends in class and in daily life.
4. Competence: Develop competences of communication, self- learning capability,
creative capacity and ability to use of language.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims: - Students use every day English phrases and expressions and develop
the language skills.
- To ask and answer about appearance and personality.
atmosphere to inspire Ss to warm up to the new lesson.
* Organization: Teacher’s instructions…....
- Teacher (T) asks Ss some questions - Students (Ss) listen and answer the
about them and class. teacher’s or friend’s questions
- Ask Ss to open their book and - Open their book and write the tittle of the
introduce what they are going to lesson.
study….
ACTIVITY 1 + 2:
Aims: - To introduce how to ask about appearance and personality;
- To help Ss practice asking about appearance and personality.
* Content: Listen and read the dialogue paying attention to words related to
appearance and personality;
* Outcome: Learning and using the words related to appearance and personality
correctly.
* Organization: Teacher’s instructions....
1. Listen and read the dialogue 1. Listen and read the dialogue between
between Linda and Mi. Pay Linda and Mi. Pay attention to the
attention to the highlighted highlighted questions
questions + Students(Ss)listen to the instructions
- T_ Ss carefully and learn how to do the tasks.
- Teacher uses different techniques to - appearance/ personality
teach vocabulary (situation, realia, - long hair (c/n) tóc dài
translation ....) - bright (adj) sáng sủa
+ Follow the steps to teach vocabulary - draw (v) vẽ
- Repeat in chorus and individually - confident (adj) tự tin….
+ Check the Vocabulary - Ss work in groups.
Audio script:
Linda: What does your best friend look
like?
1. Play the recording for Ss to listen
Mi: She’s short with long black hair. She
and read the dialogue between Linda
has bright brown eyes.
and Mi at the same time. Ask Ss to
Linda: What’s she like?
pay attention to the highlighted
Mi: She’s very kind and creative
questions. Elicit the structure to ask
about appearance (What does your
best friend look like?) and the 2. Work with a classmate. Ask him /
structure to ask about personality her about his / her best friend.
(What’s she like?) as well as the Remember to use the two questions
language used to answer these two highlighted in 1.
questions. Have Ss practice the - Ask Ss to work in pairs to practice
dialogue in pairs. Call on some pairs speaking, using the structures.
to practice the dialogue in front of the
class - Work in pairs
+ Ask Ss to work in pairs to make + Ss do the tasks
similar dialogues about their best
friend, using the questions learnt
2. Work with a classmate. Ask
him / her about his / her best
friend. Remember to use the two
questions highlighted in 1.
- Have Ss practice speaking
- Call on some pairs to do it.
help.
- Call on some groups to practice in
front of the class.
3. PRACTICE (15’)
ACTIVITY 3: Date of birth and personality
Aim: To provide Ss with some input and set the scene for other activities.
* Content: Read about these students to know more words relating to personality
* Outcome: Learn how to pronounce and use the words relating to personality
3.Read about these students in 3.Read about these students in 4Teen
4Teen magazine. Use one or two magazine. Use one or two adjectives to
adjectives to describe them. describe them.
*Pre- teach vocabulary: - T_ Ss
translation ....)
if have.
* Vocabulary:
- Introduce the two friends Vinh and

John to Ss.
- Ask them to read about the students
and discuss with their classmates to

choose one or two adjectives to
describe them.
- Tell them to underline the words that
help them decide which adjectives to
use for each friend.
- If there is not much time, ask Ss to
work in groups. Each group reads
about one friend only.
- Have Ss give their answers and give - Ss work individually
the reasons for their answers.
- Write their answers on the board to Suggested answer:
prepare for activity 4. - Vinh: clever, hard- working.
- Encourage Ss to say full sentences. - John: creative, kind.
help.
- Ask Ss to work in pairs to ask and
tick the questions.
- Do the tasks if possible
ACTIVITY 4:
Aims: To introduce the concept of star sign to Ss.
* Content: Read the descriptions to understand more words about different
personalities
* Outcome: Using the words about different personalities correctly.
* Organization: Teacher’s instruction …
4. We may have different 4. We may have different personalities
personalities because we have because we have different birthdays.
different birthdays. Read the descriptions below. Do you
Read the descriptions below. Do think they match the friends in 3?
you think they match the friends in
3?
- Tell Ss that each person has a star
sign, depending on his / her birthday,
and the star sign may decide a
person’s personality.
Ask Ss to read the descriptions and
check if they match the friends in 3.
Ss can refer to the answers to activity
3 that have been written on the board. - T_ Ss
All of the adjectives have been - Do the tasks
introduced to Ss in Vocabulary, A
closer look 1. It can be seen that the
descriptions match the friends in 3.

answers
ACTIVITY 5:
Aim: To help Ss compare themselves with the descriptions in the previous
activity.
* Content: Read and compare the descriptions.
* Outcome: Improving speaking skills.
5. Read the descriptions in 4. Share 5. Read the descriptions in 4. Share
your opinion with the class your opinion with the class
- Ss work individually and read the
descriptions in 4. - Work in pairs
- Work in groups to share their
answers. My birthday is …………….
- Invite some Ss to share their opinion It’s true that ……………….
with the class. It isn’t true that …………….
presentation to the class.
5.HOME WORK (2’)
- Practice asking about appearance and personality
- Do more exercises in workbook
*ADJUSTMENT
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Lesson 5: SKILL 1

1. Knowledge:
-Identify some words related to appearance and personality in the text.
2. Skills: -Apply scanning technique to identify the specific information in the text
-Use the information given in the text to present some simple sentences about they
want to go
3. Quality: Have love for summer camp and activities there
4. Competence: Developcompetences of communication, co- operation, self
management
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
provides input for the speaking skills.
- To provide further practice to support students in their spoken English.
* Organization: Teacher’s instructions
+ Greeting
- Teacher (T)asks Ss some questions + Chatting
about them and class. - T- Ss
- Ask Ss to open their book and - Students(Ss)listen and answer the
introduce what they are going to teacher’s or friend’s questions
study…. - Open their book and write the tittle of
- T leads in the lesson. the lesson.
ACTIVITY 1:
Aims: - To activate Ss’ knowledge of the topic in the reading text.
* Content: Look at advertisement and answer the questions
* Outcome: Learn some new words. Knowing about the ad of The superb summer
camp
1. Look at the advertisement above 1. Look at the advertisement above
and answer the questions. and answer the questions.
- Teacher uses different techniques to *Vocabulary:
teach vocabulary (situation, realia, - camp (n) cắm trại
translation ....) - sporty (adj) ham thể thao
+ Follow the steps to teach vocabulary - curly (adj) tóc xoăn
- Repeat in chorus and individually …..
+ Check vocabulary + Students(Ss)listen to the instructions
- Have Ss read the advertisement about
Superb Summer Camp and discuss the
two questions in pairs.
* Suggested answers:
- T may have to explain some words /
phrases before having Ss do this activity It’s for kids between 10 and 15 years
old.
(e.g. hands-on: obtained by doing
They play sports and games, draw
something, not by reading or by
pictures, play music, learn life skills, go
watching other people doing it;
leadership: the position of being a on field trips, etc.

leader; field trip: a visit made by
students to study something away from
their school, etc.). Invite some Ss to give
their answers.
- Ask for Ss’ answers.
- Confirm the correct answer to Question
1 and
- Set a strict time limit to read.
necessary.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To develop Ss’ skill of reading for specific information.
* Content: Read the text. Write T/ F
* Outcome: getting some information about the text.
2. Read the text and write T (True) or 2. Read the text and write T (True) or
F (False). Correct the false statements. F (False). Correct the false statements
- Ask Ss how to do the exercise. - T_ Ss
- Instruct them to do exercise again if - Listen to the teacher’s instructions
needed (e.g. reading the sentences, carefully and learn how to do.
underlining the key words, locating the
key words in the text, deciding whether - Ss work individually first.
the sentences are true or false). Set a
time limit for them to read the text and *Key:
answer true or false. Ss need to correct 1. F (They speak English only.)
the false statements. 2. F (He has three.)
- Ask Ss to note where they found the 3. F (Jimmy likes taking photos.)
information that helped them complete 4. T
the activity. Have Ss work in pairs and 5. T
compare their answers before having
them discuss as a class. Ask Ss to
support their answers with information
from the text.
- Ask ss to show the evidence to support
their answers.
ACTIVITY 3:
Aim: - To help Ss explain how the Superb Summer Camp is suitable for
certain students
* Content: Read and discuss the Superb Summer Camp is suitable for certain
students
* Outcome: Understanding more about the Superb Summer Camp.
3. Work in groups. Read about the 3. Work in groups. Read about the
three students below. Is theSuperb three students below. Is theSuperb
Summer Camp suitable for all of Summer Camp suitable for all of
them? Why or why not? them? Why or why not?
- Have Ss look at the advertisement for - Listen carefully to the instructions
Superb Summer Camp again and - T_ Ss
underline the requirements for the
Students if they want to join the camp - Answer questions individually.
(e.g. between 10 and 15 years old; all in
English, etc.) and the types of activity *Key:
students can do at the camp. Suggested answers:
– Ask Ss to read the information about 1. The camp is suitable for her because it
the three students Mi, Nam and Vy. suits her age and she can use English.
Instruct Ss to underline the features of She can also develop her creativity at the
each student and compare these with the camp.
information stated in the advertisement. 2. The camp does not seem to suit Nam.
- Ask them to work in groups and decide He may be too old for the camp and he
if the Superb Summer Camp is suitable can’t speak English.
for these students and explain why. 3. The camp suits Vy. It suits her age
Invite Ss from different groups to share and it can help her improve her English.
their answers.
intonation.
ACTIVITY 4:
Aim: To help Ss explain how the Superb Summer Camp suits them.
* Content: Think. Explain how the Superb Summer Camp suits them.
* Outcome: Discussing. Why? Why not?
4. Think about yourself. Do you want 4. Think about yourself. Do you want
to go to this kind of camp? Why or to go to this kind of camp? Why or
why not? why not?
- Have Ss think about themselves and
decide if the camp suits them. - Listen to the teacher’s instructions
- Encourage them to give reasons for carefully and follow them.
their answers.
- Ask Ss to work in groups and share - Work individually
their opinions.
help if needed.
- Call on some Ss to share their answers.
- Set a time limit for Ss to do it.
- Have them quickly note down these
ideas.
5. HOME WORK (2’)
- Prepare new lesson. Skills 2.
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*ADJUSTMENT
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Lesson 6: SKILL 2

1. Knowledge:
-Revise some words related to appearance and personality.
2. Skills:
-Apply listening technique for specific information of a conversation between Mi and
Minh to fill each blank.
-Use some words related to appearance and personality and verb “have” and “be” to
write a diary entry about their best friends.
3. Quality: Have a good behavior toward his friends.
4. Competence: Developcompetences of communication, co- operation, self-
management.
II. TEACHING AIDS:
- Students: Text books, studying equipment
III. PROCEDURE:
1. WARM UP ( 5’)
Aims:
- To develop student’s listening skills for specific information. It also provides
input for the writing skills. Write a diary entry about their best friends.
* Outcome: Having a chance to speak English and focus on the new lesson.
- Teacher (T)asks Ss some questions - T_ Ss
about them and class. - Students(Ss)listen and answer the
- Ask Ss about the content of the teacher’s or friend’s questions

previous lesson. - Open their book and write the tittle of
- Ask Ss to open their book and introduce the lesson.
what they are going to study….
2. PRE - LISTENING (10’)
ACTIVITY 1:
Aim: To activate Ss’ knowledge of the topic of the listening text.
* Content: Ask and answer questions.
* Outcome: Practice asking and answering questions.
1. What are the students doing in each 1.What are the students doing in each
picture. picture
- Teacher uses different techniques to - active (adj.) năng động
teach vocabulary (situation, realia, - confident (adj.) tự tin
translation ....) - hard-working (adj.) chăm chỉ
- slim (adj.) mảnh mai
+ Check vocabulary
- Take note all the new words
– Have Ss look at the pictures and answer

the question.
– Elicit the answers from Ss.
– Lead to the listening part which is Key:

about best friends. a. They are talking
b. They are playing football.
- Play the recording once for Ss to check c. They are walking.
their guess.
- Encourage Ss to give their answers,
- Confirm the answers.
- Let Ss listen once and check.
3. WHILE - LISTENING (12’)
ACTIVITY 2:
Aim: To develop Ss’ skill of listening for specific information.
* Content: Listen and say which is Lan and which is Chi.
* Outcome: Knowing more about best friends.
2. Listen to Mi and Minh talking about 2. Listen to Mi and Minh talking
their best friends. Look at the picture about their best friends. Look at the
below and say which one is Lan and picture below and say which one is
which one is Chi Lan and which one is Chi

- Ask Ss to look at the picture in the book - Listen to the teacher’s instructions
and briefly describe the two girl. Tell Ss carefully and learn how to do it.
that they are going to listen to Mi and
Minh talking about their best friends
whose names are Lan and Chi. Play the
recording for Ss to decide who is Lan and
who is Chi.
- Have Ss give the answers explain their

- Give the answers
reasons. Play the recording the second
time, stopping at different places for Ss
to explain their reasons.
ACTIVITY 3:
Aim: To develop Ss’ skill of listening for specific information.
* Content: Listen again to a talk. Do the filling
* Outcome: Complete the sentences correctly.
* Organization: Teacher’s instructions …
3. Listen to the talk again. Fill each 3. Listen to the talk again. Fill each
blank with a word/ number you hear blank with a word/ number you hear
– Have Ss read the sentences and fill - Listen carefully to the instructions
each blank with a word / number from - T_ Ss
the recording. * Ss learn how to do the tasks
- Let them do the exercise without Key:
listening to the recording. 1. 6A 2. black; mouth 3. friendly
- Ask them to compare their answers with 4. big 5. kind
their partner. Audio script:
- Move around to offer help Mi:My best friend is Lan. She studies
- Invite some ss to share their answers to with me in class 6A. She’s tall and slim.
the class. She has short black hair and a small
- T Comments on their answers mouth. She’s very active and friendly.
- Ask Ss what they focus on when talking She likes playing sports and has many
about their best friends (e.g. name, friends. Look, she’s playing football
appearance, personality and the reason over there!
why they like him / her). Minh: Chi is my best friend. We’re in
* Students tell about a best friend, Mi Class 6B. She has short black hair and a
- T gives instructions and encourage Ss to big nose. I like her because she’s kind to
tell about Mi, using information in Audio me. She helps me with my English. She’s
Script. also hard-working. She always does her
* Invite one or two Ssto talk about Mi homework before class. Look, she’s
- T may give some clues going to the library.
- Call on some Ss to talk freely.
- Correct pronunciations, grammar, - Listen to the teacher’s instructions
vocab, intonation. carefully and tell about Mi
- Lead to the writing part. - Free talk

4. WRITING (15’)
ACTIVITY 4:
Aims: To help Ss brainstorm ideas for their writing.
* Content: Ask and answer about the best friends
* Outcome: getting some ideas for the writing.
4. Work in pairs. Ask and answer 4. Work in pairs. Ask and answer
about your best friend. Use these notes about your best friend. Use these
to help you. notes to help you.
– Tell Ss that they are going to write a - T - Ss
diary entry about their best friends. - Ss work in pairs ask and answer about
Explain to them that the guiding your best friends,
questions can help them brainstorm and
organize ideas for their writing. 1. What’s his/ her name?
– Allow Ss to review the unit for useful 2. What does he/ she look like?
language. Elicit interesting expressions 3. How old is he/ she?
and language from Ss and note them on 4. What is he/ she like?
the board. 5. What does he/ she like /dislike? ...
– Have Ss answer the questions 6. Why do you like him/ her?
individually in full sentences, using the - Ask and answer about the best
useful language written on the board. friends.
- T goes round helping if necessary.
- Other Ss and T comment on the writing.
ACTIVITY 5:
Aim: - To help Ss practice writing a diary entry about their best friends.
* Content: Write a diary entry about their best friends.
* Outcome: Ss can write a diary entry.
* Organization: Teacher’s instruction ….
5. Write a diary entry about 50 words 5. Write a diary entry about 50 words
about your best friend. Use the about your best friend. Use the
answers to the questions in 4 answers to the questions in 4
– Ask Ss to write the diary entry - T_ Ss
individually, using information in 4 - Listen to the teacher’s instructions
carefully and learn ow to write.
- Ask one or two Ss to write their entry - Ss work individually.
on the board. Other Ss and T comment on - Write themselves
the entries on the board. * Suggested writing:
- T collects some to correct at home. My best friend is Lan. We are in class
6A. She is short with long black hair.
- Ask Ss to revise their entries at home she has big clear eyes. She is kind and
based on the comments given and submit friendly. She is always help her Mum do
them at the next lesson the house work at home. I like her
because she is kind to me and usually
helps me study English. Look! She is
talking to her classmates now!

5. HOME WORK (3’)
- Finish writing a diary entry. Copy in the note books.
*ADJUSTMENT
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WEEK 8: 24/10/2022- 29/10/2022

UNIT 3: MY FRIENDS
Period: 22- LESSON 7: LOOKING BACK AND PROJECT

1. Knowledge:
-Revise some words related to appearance and personality
-Revise the present continuous tense to finish two tasks
2. Skills: Use some words related to appearance and personality and verb “have”,
“be” to write a short description about one friend then present it to the class
3. Quality: Have a good behavior toward his friends.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (3’)
*Aims:
- Encourage Ss to review and drill section of the unit.
- Ask them to keep a record of their answers to each exercise so that they can use
that information to complete the self-assessment table at the end of the unit.

- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to do.
about them and class.
- Ask Ss to open their book and introduce - Open their book and write
PRACTICE EXERCISES
ACTIVITY 1:
Aim: To help Ss Revise the vocabulary items they have learnt in the unit.
* Content: Revise the vocabulary items they have learnt by choosing the best answer.
* Outcome: Remember more the vocabulary.
1. Choose the correct answer A, B or 1. Choose the correct answer A, B or C.
C. - T_ Ss
- Have Ss do exercise individually and + Students(Ss)listen to the instructions
then compare their answers. carefully and learn how to do the tasks.
- Check and correct the mistakes. - Answer the teacher’s questions and
- Check and confirm the correct answers requirements.
- Check their pronunciation * Key: 1. B 2. A 3.C 4. A 5. C
ACTIVITY 2:
Aim: - To help Ss revise the vocabulary items they have learnt in the unit in a
meaningful way.
* Content: Revise the vocabulary items they have learnt. Ask and answer
* Outcome: Remember the vocabulary items they have learnt
2. Answer questions about your 2. Answer questions about your
classmates. classmates.
- Have Ss do this activity by themselves - Ss work individually. Do the tasks
and write their answers in their - Share the answers.
notebooks.
- Have Ss work in pairs to ask and * Key:
answer the questions. - Ss’ answers. Real situations in class.
- Invite some pairs to ask and answer in
front of the class
necessary, and correct Ss' pronunciation
and intonation.
ACTIVITY 3:
Aim: To help Ss revise the present continuous tense.
* Content: Revision.Put the verbs in the present continuous tense

* Outcome: Remember the use of PC.
3. Put the verbs in brackets in the 3. Put the verbs in brackets in the
present continuous tense. present continuous tense.
- Elicit the form and usage of the present
continuous.
- Let Ss do the exercise individually and
then compare their answers.
*Key:
1. are running 2. are talking 3.
are not talking / aren’t talking
4. are drawing 5. is not teaching / - Listen to the instructions clearly
isn’t teaching - Copy
ACTIVITY 4:
Aims: - To help Ss revise the differences between the present simple and the
present continuous.
* Content: Comparison the differences between two tenses. Put the verbs in the
correct tense
* Outcome: The difference between two tenses PS and PC
4. Put the verbs in brackets in the 4. Put the verbs in brackets in the
present simple or present continuous. present simple or present continuous.
- Review the present simple and present - T_ Ss
continuous. - Listen carefully
- T can ask Ss to tell the differences - Check the answers
between the two tenses before explaining. - Listen and repeat
- Let Ss do the exercise individually - Give the answers
- Compare their answers. * Key:
- Check and confirm the correct answers. 1. are you doing; am writing / ’m writing
2. cycles; don’t cycle; walk
3. Is he doing; is reading / ’s reading
Aims: - To help Ss know how to make
a class year book.
* Content: How to make a class year
book
* Outcome: Ss improve their abilities to
work individually and in a team. Improve
their speaking skills.
* Organization: Teacher’s
instructions…
* PROJECT: - Ss should finish the project in class,

- Prepare in the previous lessons assign groups in the previous lessons.
beforehand - T_ Ss
– Show the class some examples of year - Listen to the teacher’s instructions
books (there are many examples online). carefully.
Explain what a yearbook is and why Ss
like to make them. Then discuss the - Do the tasks. Prepare the at home
appearance and the descriptions of your beforehand.
examples. Discuss how Ss can make their
yearbook pages look interesting (use
photos, coloured paper, illustrations). - Ss should finish the project in class,
– If T wants Ss to finish the project in assign groups in the previous lessons.
class, assign groups in the previous
lesson and ask Ss to prepare photos of
their groups’ members. During this
lesson, ask the groups to write about their
groups’ members (appearance,
personality, hobbies, etc.).
– Ss can complete the project as
homework if time is limited. Make a
display of the yearbook pages in the
classroom, or on a notice board, or copy
and compile all the pages into a real
yearbook for Ss to take home.
4. HOME WORK (2’)

- Read again the conversation
*ADJUSTMENT
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REVIEW 1 (UNIT 1-2-3)
Period: 23
Lesson 1: LANGUAGE / Pronunciation- Vocabulary-Grammar

1. Knowledge:
- Revise the pronunciation, vocabulary and grammar they have learnt in Unit 1-2-3.
a) Vocabulary: Ss revise words and phrases about school things and activities; Types
of house, rooms and furniture; Body parts, appearances, personality adjective
b) Grammar: - Present simple; adverbs of frequency; possessive case; prepositions of
place; Present continuous tense.
2. Skills: Apply the learnt vocabulary and grammar to finish exercises

3. Quality: Having the serious attitude to studying and the good relationship with
friends. The love of learning English.Hard- working; cooperative; sociable; good
communication.
management and ability to use laguage.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim: - Encourage Ss to review and drill sections in unit 1 - 3.
- Ask them to keep a record of their answers to each exercise so that they
can
use that information to complete the self-assessment table.
- Ask Ss to open their book and - Open their book and write .
study….
PRACTICE EXERCISES
A. LANGUAGE:
 Pronunciation
ACTIVITY 1:
Aim : Aim: To help Ss review the pronunciation of the sounds learnt in Units 1 –
3: /a:/ and /// ; /s/ and /z/ correctly.
* Content: Review the pronunciation of the sounds. Choose the words …
* Outcome: Pronouncing the sounds correctly.
1. Choose the word whose 1. Choose the word whose underlined part is
underlined part is pronounced pronounced differently
differently - T_ Ss
- Elicit the rulers of pronouncing + Students(Ss)listen to the instructions carefully
final sound -s if needed. Ss do and learn how to do the tasks.
this exercise individually then - Answer the teacher’s questions and
share their answers with their requirement.
partners before telling T the

answers. * Key: 1. C 2. A 3. B 4. A 5. B
Write the correct answers on the
board.
answers
ACTIVITY 2:
Aim: To help Ss revise the vocabulary items they have learnt in the unit in a
meaningful way.
* Content: Review the pronunciation, the vocab. Write the names of school things
and furniture.
* Outcome: Remember the words, write it.
2. Write the names of school 2. Write the names of school things and
things and furniture in the furniture in the house which begin with /b/
house which begin with /b/ and / and / p/.
p/. - Ss work individually.
- T can organize this as a game. - Do the tasks
Ss do this in pairs. The pair that - Share the answers.
finds the most words will go to
the board and write their answers. * Key:
Other pairs may add more words.
- Write other words on the board.
- Invite some pairs to ask and
answer in front of the class
ACTIVITY 3 + 4 : Vocabulary
Aim: - To help Ss review the word groups used with play, have, do and study.
- To help Ss review the personality adjectives, the words related to body
parts, rooms and types of house.
* Content: Review the word groups used with play, have, do and study. Vocabulary
have learnt in the units.
* Outcome: Call out the vocabulary. Revision. Do exercises correctly.
3. Complete the words. 3. Complete the words.
- Have Ss do this individually and - T_ Ss
then share their answers with their - Listen to the instructions clearly
partners. - Fulfil the tasks
- Call on or two Ss to write their - Copy
answers on the board. Key: 1. English 2. Homework 3. lunch
- Check and confirm the correct 4. sports 5. badminton
answers. 4. Solve the crossword puzzle.

- Fill the tasks,
4. Solve the crossword puzzle.

- This can be done as a
competition. Otherwise, ask Ss to
do this in pairs.
- Check Ss' answers.

-Write the words in the correct
groups. - Give the answers
play: sports, badminton
have: lunch do: homework
study: English
ACTIVITY 5: Grammar
Aim: To help Ss review grammar elements taught in Units 1-3: prepositions of
place, possessive case and present continuous.
* Content: Review grammar elements taught in Units 1-3.
* Outcome: Remember how to form and use them. Do exercises correctly.
5.Look at the picture of a 5.Look at the picture of a classroom. Choose
classroom. Choose the best the best answers A, B, C.
answers A, B, C. - T_ Ss
- Have Ss look at the picture of a
classroom and complete the
sentences.
- Have Ss compare their answers
with a classmate.
answers. Key:1. B 2. A 3. A 4. B 5. C
ACTIVITY 6:
Aims: - To help Ss review the use of the present simple and the present
continuous.
* Content: Review the use of the present simple and the present continuous.
* Outcome: Remember the form and use of the two tenses.
6. Complete the sentences with 6. Complete the sentences with the present
the present simple or present simple or present continuous form of the verbs
continuous form of the verbs in in brackets.
brackets. - T_ Ss
- Elicit form and usage of the - Listen to the teacher’s instructions carefully.
present simple and the present - Do the tasks. Prepare the at home beforehand.
continuous. - Give the answers
- Ask Ss to do the exercise Key:1. is /'s raining 2. do you have
individually before calling one or 3. Is she studying

two Ss to write their answers on 4. likes
the board. 5. is not / isn't cooking; is /'s reading
- Check Ss' answers. Ask them
for explanation if necessary.
4. HOME WORK (2’)
*ADJUSTMENT
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REVIEW 1 (UNIT 1-2-3)
Period: 24
Lesson 2: SKILLS / reading- Speaking- Listening - Writing

1. Knowledge:
- Revise the language and skills they have learnt in Unit 1-2-3.
a) Vocabulary: Ss revise words and phrases about school things and activities; Types
of houses, rooms and furniture; Body parts, appearances, personality adjective
b) Grammar: - Present simple; adverbs of frequency; possessive case; prepositions of
place; Present continuous tense.
c) Writing: - Writing a paragraph about one’s school; Writing an email to a friend
describing a home; Writing a diary entry about best friends.
d) Speaking: talking about the type of school; describing houses, rooms furniture;
talking about friends, summer camps.
2. Skills: Apply the learnt vocabulary and grammar to complete the exercises
3. Quality: Have the serious attitude to stud and the good relationship with friends..
management and ability to use laguage.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (8’)
Aims - Encourage Ss to review and drill sections in unit 1 - 3.
- Ask them to keep a record of their answers to each exercise so that they can
use that information to complete the self-assessment table.
* Content: Having somewarm-up activities to create a friendly and relaxed atmosphere to

- Teacher (T) asks Ss some questions about - T_ Ss
them and class. - Students (Ss) listen and learn how to do.
what they are going to study…. - Open their book and write
PRACTICE EXERCISES - SKILLS
ACTIVITY 1+2 : Reading
Aim: To help Ss practice reading for general and specific information.
* Content: Practice reading. Choose A, B, C for each blank.
* Outcome: get more information, content of the email and the text.
1. Choose A, B, or C for each blank in the 1. Choose A, B, or C for each blank in the
email below. email below.
- Teacher uses different techniques to teach + Students(Ss)listen to the instructions
vocabulary (situation, realia, translation ....) carefully and learn how to do the tasks.
+ Follow the steps to teach vocabulary if
have
…..
- Have Ss do exercise 1 –Page 37 - Answer the teacher’s questions and
- Ss do these exercises individually, check requirements.
their answers with their partners before * Key:
giving the answers. 1. 1.A 2. C 3. C 4. B 5. B
2. Read the text and answer the questions 2. Read the text and answer the
- Have Ss do this activity by themselves questions
- Have Ss work in pairs to ask and answer - Ss work individually first then
the questions. work in pairs ask and answer the
questions
- Invite some pairs to ask and answer in - Do the tasks
front of the class - Share the answers.
* Key:
- Observe and help when and where 1. It's in a quiet place not far from
necessary, and correct Ss' pronunciation and the city centre.
intonation. 2. They are hard-working and
kind.
3. They are helpful and friendly.
4. There are five clubs.
5. Because it's a good school
ACTIVITY 3 : Speaking
Aim: To help Ss practice asking and answering about what they like and
dislike about their school and their reasons.
* Content: Interview classmates about what they like and dislike about their
school.
* Outcome: Likes and dislikes about their schools.
3. Interview two of your classmates about 3. Interview two of your
what they like and dislike about your classmates about what they like
school. Report their answer. and dislike about your school.
- Have Ss work in groups of three. One Report their answer
interviews the other two about what they - T_ Ss
like and dislike about their school and their
reasons why. - Listen to the instructions clearly
- Tell Ss to write their group members’
answers in their notebooks and report them - Work in groups of three.
to the class.
- Summarize Ss’ ideas. - Ss’ answers.
ACTIVITY 4: Listening
Aim: To help Ss review listening for specific information.
* Content: Listen and fill.
* Outcome: Listen and fill the correct word for each bank.
4. An and Mi are talking on the phone. 4. An and Mi are talking on the
Listen and fill each blank with ONE phone. Listen and fill each blank
word with ONE word
- Have Ss read the sentences. Play the - Listen to the teacher’s instructions
recording the first time. carefully.
- Ask Ss to listen and complete the - T_ Ss
sentences.
- Ask for their answers and write them on - Check the answers
the board.
- Play the recording the second time for Ss - Give the answers
to check their answers. * Key:
- Check Ss' answers. 1. home 2. plants 3. living
- Play the recording the last time if 4. sleeping 5.TV
necessary, stopping at different places

where Ss got the wrong answers
- Compare their answers.
- Check and confirm the correct answers. …….
Audio script: An: What’s he doing?
An: Why is it so quiet, Mi? Are you home Mi: He’s listening to the radio.
alone? An: What about your younger
Mi: No. Everybody is here, but they are in brother? Is he with your mum?
different rooms. Mi: No. He’s sleeping in my
An: Where's your mum? Is she cooking in bedroom. My cousin, Vi, is here
the kitchen? too.
Mi: No. She's watering the plants in the An: What’s she doing?
garden. Mi: She’s watching TV
An: And where's your dad?
Mi: He’s in the living room…
ACTIVITY 5: Writing
Aim: To help Ss complete an email of 40-45 words about a student’s family
member.
* Content: Write an email to friend, telling him/ her about a family member.
* Outcome: Ss can write an email, using given questions.
5. Write an email of about 50 words to 5. Write an email of about 50
your friend. Tell him her about a family words to your friend. Tell him
member. Use these questions: her about a family member. Use
- Elicit the parts of an email. these questions:
- Ask Ss to discuss and answer the - T_ Ss
questions in pairs. Then have them write 1. Who is the person?
their emails individually. 2. How old is he / she?
- Ask one student to write the email on the 3. What does he/ she look like?
board. Other Ss and T comment on the 4. What is/ she like? …
email on the board.
- T collects some emails to give feedback at
home.
- Get feedback.
3. HOME WORK (2’)
*ADJUSTMENT
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WEEK 9: 30/10/2022- 04/11/2022

UNIT 4: MY NEIGHBOURHOOD
Period: 25 Lesson 1: GETTING STARTED

1. Knowledge:
-Recognize the topic of the lesson
-Recognize some words related to places in a neighbourhood
-Recognize some verbs related to giving directions
2. Skills: Use the words related to places in a neighbourhood and the verbs related to
giving directions to give directions to one of the places on the given map.
3. Quality: Have love for the places in their neighbourhood.
4. Competence: Developcompetences of communication, co- operation, self -
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims: - To create an active atmosphere in the class before the lesson;
- To lead into the new unit.

- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how
about the previous lessons, to do it.
- Review the previous unit before Ss
open their books. Organize a short - Answer the teacher’s questions
vocabulary game to revise the words Ss and requirements.
learnt in Unit 3. For example, T can
organize Alphabet Race (read page 41 + Students (Ss) listen and learn how
for the steps to play the game) or Slap to do the tasks.
the Board.
- Lead to the new unit. Write the unit
title My neighbourhood on the board.
Ask Ss to guess what they are going to
learn about in this unit. After Ss give the
answers, ask them to open their books to
page 38. Draw their attention to the box - Open their book and write .
and introduce what they are going to
learn in this unit.
- Write the unit title My neighbourhood
on the board.
ACTIVITY 1:
Aims: To set the context for the introductory text;
To introduce the topic of the unit.
* Content: Listen and read conversation to get used to the vocabulary; new
grammar points.
* Outcome: Know more new words. Understanding the conversation; topic of
the lesson, grammar points…
- Set the context for the listening and - T_ Ss
reading. Introduce Nick, Phong and
Khang. Have Ss look at the picture and
answer some questions, e.g. What are
Nick, Phong and Khang doing? What
might be happening to them? T can also
ask Ss to share any recent experiences
of being lost, e.g. Have you ever got
lost? Where and when? How did you
feel then? What did you do? Elicit
answers, but do not confirm whether
their answers are right or wrong.
- Ask Ss to talk a bit about the place
- Listen carefully to the context
where Nick, Phong and Khang are * Vocabulary

standing. - excited (adj) phấn khích
- Play the recording twice for Ss to - cross (v) đi qua
listen and read along. Have Ss underline - famous (adj) nồi tiếng
the words that are related to the topic of - turn left >< turn right rẽ phải
the unit while they are listening and - to be lost (v) bị lạc
reading. - go straight (v) đi thẳng
Invite some Ss to read the conversation - ….
aloud.
- Ask Ss what exactly is happening to
Nick, Phong and Khang. Now confirm
the correct answer. (They have arrived
in Hoi An and they've got lost on their
way to Tan Ky House.)
they think are related to the topic My
neighbourhood.
*) Pre- teach vocabulary:
translation ....)
+ Check vocabulary
the board. - Comment on Ss' answers.
ACTIVITY 2:
Aim: To help Ss know how to use let's and shall we to make suggestions.
* Content: Make suggestions. We can use: Shall we… / Let’s …. to make
suggestions
* Outcome: Know how to make suggestions.
2.Find in the conversation the 2.Find in the conversation the
sentences used to make suggestions. sentences used to make
- Tell Ss to refer back to the suggestions.
conversation to find the sentences used - T_ Ss
to make suggestions. - Listen carefully to the instructions
- Ask Ss to compare their answers - Follow the teacher’s instructions
before checking as a class.
Tell them to practice saying the - Give the answers and check.
sentences in pairs (play the recording Key:
again as a model if necessary). 1. Let's go to Chua Cau.
2. Shall we go there first?
- Confirm the correct answers. 3. First, cross the road, and then turn
- Call on Ss to give the answers left.
- T gives the correct answers. 4. Fine, let's go.
5. Let's ask her.
ACTIVITY 3:
Aim: To help Ss deeply understand the text.
* Content: Read conversation again. Put the actions in order
* Outcome: Order the actions correctly.
3. Read the conversation again. Put 3. Read the conversation again.
the actions in order. Put the actions in order.
- Ask Ss to work independently to order - Ss_ Ss
the actions in sentences (a - e) as they - Listen to the instructions clearly
occur in the conversation. - Share the answers
- T may instruct them how to do the - Copy them
exercise: (1) read each sentence and
refer back to
the conversation to find the action it Key :
refers to; (2) order the actions. T may 1.b 2. c 3.d 4. e 5. a
model using the first sentence.
discussing as a class.
- Write the correct answers on the
board.
ACTIVITY 4:
Aim: To help Ss know how to give directions through the conversation
* Content: Find and underline the directions.Asking for and giving directions
* Outcome: Know how to give directions. Can you tell me the way to the post
office near here?
4. Find and underline the following 4. Find and underline the
directions in the conversation. following directions in the
– Ask Ss to work individually to find conversation.
and underline the phrases used to give - T_ Ss
directions in the conversation. T may - Listen carefully and learn how to
move around the class to check if Ss do do.
exactly what is required and offer help
when needed. - Ss do themselves. Give the answers
- Have Ss quickly match each direction
with the diagram. Check their answers
as a class. If ss do not understand the
phrases, use the diagrams to work the Key:

meaning out from the context. For weak 1.B2. A 3. E 4.C 5. D
classes, ask for translation to make sure
they understand. With stronger classes,
T may wish to ask some additional
questions, e.g. Can you tell me the way
to the post office near here?, etc.
ACTIVITY 5:
Aim: To help Ss practice giving directions.
* Content: Practice giving directions. Playing Game. Find places
* Outcome: Give directions correctly.
5. GAME- Find places 5. GAME- Find Places
– Demonstrate the game with a strong - T_ Ss
student. - Listen to the instructions carefully
– Ask Ss to play the game in pairs. In then do the tasks.
weaker classes, work together with Ss
first: asking about one or two different
places on the map and eliciting the - Ask and answer
answers. Then when they know exactly
what to do, ask them to work in pairs. T
may go around to observe and offer help
if necessary.
– Invite some pairs to perform in front
of the class. This activity can be
organized as a competition game. The
class is divided into teams A and B.
Team A give directions and Team B
guess the place. If their guess is correct,
they get one point. Then change roles.
The group with the most points is the
winner.
5. HOME WORK (2’)
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
************************************************
Period: 26 Lesson 2: A CLOSER LOOK -1

1. Knowledge:
- Recognize some adjectives to describe the places
-Identify how to pronounce sounds /I/and /i:/correctly
2. Skills:
-Use the adjectives to ask and answer about the neighbourhood.
-Pronounce the sounds /I/and /i:/ in words and in a chant
3. Quality: Have love for the places in their neighbourhood
management,
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP ( 5’)
Aims: Vocabulary
- To revise old lesson.
* Content: Having somewarm-up activities to creat a friendly and relaxed atmostphere to
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do.
them and class.
- Ask Ss to open their book and introduce - Open their book and write
2. PRESENTATION/ NEW LESSON (12’)
ACTIVITY 1:
Aim: To revise / teach the names of places in a neighbourhood.
* Content: Match the places with the pictures. The names of places in a neighbourhood.
* Outcome: Know more the name of places in a neighbourhood.
1. Match the places below with the pictures. 1. Match the places below with the
Then listen, check and repeat the words. pictures. Then listen, check and repeat
*Pre- teach vocabulary: the words.
- Teacher uses different techniques to teach - T_ Ss
vocabulary (situation, realia, translation ....) * Vocabulary
+ Follow the steps to teach vocabulary - square (n) quảng trường
- Repeat in chorus and individually - cathedral (n) nhà thờ
+ Check vocabulary - art gallery (n) triển lãm, các tác phẩm…
- Take note all the words - railway (n) xe lửa
- station (n) nhà ga

– Have Ss quickly match each place (in each - busy (adj) bận rôn, sầm uất
picture) with its name. - crowded…(adj) đông đúc.
- T plays the recording for them to listen and
check their answers with their partners.
- T plays the recording again with a pause
after each item and asks Ss to repeat the words
/ phrases chorally and individually
- Correct Ss’ pronunciation. Ask Ss to name
some places in their neighborhood
- With a weaker class, ask for translation to - Listen carefully to the instructions
make sure they understand. With a stronger - Answer the teacher’s questions.
class, T may wish to ask some additional + Students(Ss)listen to the instructions
questions, e.g. What can you do there? Is carefully and learn how to do the tasks.
there one in your town? Where is it? - Answer the teacher’s questions and
- Check the answers requirements.
- Correct their pronunciation. * Key:
- Check and confirm the answers. 1. c 2. e 3. d 4. a 5. b
Audio script
1. square 2.art gallery
3. cathedral
4. temple 5. railway station
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss practice asking and answering questions about where they live.
* Content: Ask and answer questions about where they live.
* Outcome: Asking and answering questions correctly. Improve speaking skills.
2. Work in pairs. Ask and answer questions 2. Work in pairs. Ask and answer
about where you live questions about where you live
– Model this activity with more students. - Work in pairs to do this activity
- Ask Ss to work in pairs to ask and answer - Listen carefully and learn how to do.
questions about where they live.
- Remind Ss that they can use the places in 1 - Ss work in pairs.
or any places they want to ask.
- T may go around to observe and o er help if - Follow the teacher’s instructions
necessary. - Give the answers
- Call on some pairs to practice in front of the - Ss do the tasks.
class.
ACTIVITY 3:
Aims:
– To revise the adjectives Ss learnt in primary school;
– To help Ss practise asking and answering about their neighbourhood.
* Content: Ask and answer questions using adjectives they have learnt.
* Outcome: Asking and answering questions about neighborhood correctly.

3. Work in groups. Ask and answer about 3. Work in groups. Ask and answer
your neighbourhood. You can use the about your neighbourhood. You can use
adjectives below. the adjectives below.
- Model this activity with strong student. - Listen to the instructions clearly
Remind Ss that they can use adjectives in the - Learn how to do it
box or other adjective they know to talk about
their village, town or city. - Ss to work in pairs
- Ask Ss to work in pairs. Go around to
observe and offer help if necessary. - Ss do themselves.
- Call on some pairs to practise in front of the - Copy them
class.
- T may ask other Ss to give comments
II. PRONUNCIATION: /I/ and /i:/
ACTIVITY 4:
Aim: To help Ss identify how to pronounce the sounds /ɪ/ and /i:/ in words.
* Content: Pronounce the sound /ɪ/ and /i:/
* Outcome: Pronounce the sound /ɪ/ and /i:/ correctly.
4. Listen and repeat the words. Pay 4. Listen and repeat the words. Pay
attention to the sounds /ɪ/ and /i:/ attention to the sounds /ɪ/ and /i:/
– T models the sounds /ɪ/ and /i:/ first, and - Listen to the teacher’s instructions
then asks Ss to identify which sound is longer carefully
and which one is shorter. - Check the answers
– Ask Ss to practice the sounds /ɪ/ and /i:/ - Listen and repeat
together. Play the recording and ask Ss to Key:
listen and repeat.
necessary
- Ask Ss to work in pairs and put the words in
the correct column while they listen.
- Call on some pairs to write their answers on
the board before checking their answers with
the whole class.
ACTIVITY 5:
Aim: To help Ss identify how to pronounce the sounds /I/ and /i:/ and practice singing
the chant.
* Content: Listen and practice the chance notice the sound /I/ and /i:/
* Outcome: Pronounce the sounds /I/ and /i:/ and practice singing the chant.
5. Listen and practice the chant. Notice the 5. Listen and practice the chant. Notice
sounds /I/ and /i:/ the sounds /I/ and /i:/
- Ask Ss to listen while T plays the recording. - Listen to the instructions carefully then
Play the recording again and ask Ss to chant do the tasks.

along. - T_ Ss
- Provide further practice by dividing the class- Do the tasks
into two groups. Have groups sing alternate - Listen again and repeat
lines. - Practice the chant.
- Call on some Ss to practice the chant if MY NEIGHBOURHOOD
possible My city is very noisy.
There are lots of trees growing.
The people here are busy.
- Comment on their pronunciation. It’s a lively place to live in.
My village is very pretty.
There are lots of places to see.
The people here are friendly.
It’s a fantastic place to be.
5. HOME WORK (2’)
- Practice speaking the names of rooms and the names of the furniture in the house.
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
************************************************
Period: 29 Lesson 2: A CLOSER LOOK -2

1. Knowledge:
- Recognize the form and usage of comparative adjectives.
2. Skills:
- Apply comparative form of adjectives to make a short dialogue to compare some
information between two given places
3. Attitude: Have love for places in their neighbourhood.
management.
II. TEACHING AIDS:
- Students: Text books, ….
III. PROCEDURE:
1. WARM UP & INTRODUCTION (5’)
Aim: To introduce the comparative form of adjectives. (*)
* Content: Revise old lesson.

- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do it.
them and class.
- Ask Ss to open their book and introduce - Open their book and write.
- Lead in the new lesson/
2. PRESENTATION/ NEW LESSON (10’)
ACTIVITY 1: Grammar: Comparative adjectives
Aim: To help Ss identify the correct comparative form of adjectives.
* Content: Learn how to form and use comparative form of adjectives.
* Outcome: Know how to form and use comparative form of adjectives correctly.
1. Complete the following sentences with 1. Complete the following sentences with
the comparative form of adjectives in the comparative form of adjective.
brackets. - T_ Ss
- Tom is taller than Mary

- A house in a city is more expensive than a
house in the countryside
– Ask Ss to read the instruction. - Tom is taller than Mary

- Tell Ss what they should do. (With a + Students(Ss)listen to the instructions
weaker class, do the first sentence as an carefully and learn how to do the tasks.
example). - Answer the teacher’s questions and
- Remind Ss to pay attention to the number requirements.
of the syllables in each adjective. - Listen carefully and read aloud.
- Ask Ss to do the exercise individually and * Key:
then compare their answers with a classmate. 2.noisier 3. bigger
- Check the answers as a class. 4. more peaceful 5. more exciting
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss practice forming the correct comparative form of adjectives.
* Content: Forming the correct comparative form of adjectives by completing the
sentences.
* Outcome: Understanding more the form and use the comparative.

2. Use the correct form of the words in 2. Use the correct form of the words in
brackets to complete the letter. brackets to complete the letter.
Ask Ss to read the instruction. Tell Ss what - T_ Ss
they should do. (With a weaker class, do the - Ss work individually
first sentence as an example). - Do the tasks
- Ask Ss to read and complete the letter - Share the answers.
individually. - Learn how to do.
- Remind them to pay attention to the
number of the syllables in each adjective. * Key:
- Have Ss compare their answers in pairs 2. smaller. 3. older 4. wider
before checking with the whole class. 5. more delicious 6. cheaper
necessary, and correct Ss' pronunciation and
intonation.
ACTIVITY 3
Aim: To help Ss practice using comparative adjectives.
* Content: Ask and Answer questions to further practice on using comparative adjectives
* Outcome: Using comparative adjectives to compare the two neighbourhoods properly.
* Organization :Teacher’s instructions….
3. Look at the pictures of the two 3. Look at the pictures of the two
neighbourhoods : Binh Minh and Long neighbourhoods : Binh Minh and Long
Son . Son .
Compare two neighbourhoods using the Compare two neighbourhoods using the
adjectives . adjectives .
- T_ Ss
- Ask Ss to look at the pictures of the two

neighbourhoods.
- Elicit the contrast between the things in the - Listen to the instructions clearly
two neighbourhoods and ask them to use the
adjectives in the box to describe them. - Ss to work independently
- Have Ss compare their sentences in pairs - Share the answers
before showing some of their sentences to
the whole class.

- Ask other Ss to give comments and correct
any mistakes if possible.
- Move around to offer help if needed. - Copy them
- If there is time, ask some Ss to write their
sentences on the board.
ACTIVITY 4:
Aim: To give Ss further practice on using comparative adjectives.
* Content: Ask and Answer questions to further practice on using comparative adjectives
* Outcome: Using comparative adjectives to compare the two neighborhood properly.
4. Work in pairs. Ask and answer 4. Work in pairs. Ask and answer
questions about Binh Minh and Long Son questions about Binh Minh and Long Son
neighbourhoods using pictures in 3 neighbourhoods using pictures in 3
- Model this activity with a stronger student. - T_ Ss
- Tell Ss that they can use the information - Listen to the instructions carefully
from the sentences they have written in 3 to - Work in pairs.
ask and answer questions about the two - Do themselves
neighbourhoods. - Give the answers
- Ask Ss to work in pairs. Example:
- Go around to observe and offer help if A. Is Binh Minh noisier than Long Son?
necessary. B. Yes, it is.
- Call some pairs to practise in front of the A. Is Long Son more modern than Binh
class. Minh?
- Ask other Ss to give comments and correct B. No, it isn’t
any mistakes if possible.
5. HOME WORK (2’)
- Revise the form and use of comparative adj.
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
************************************************

WEEK 10: 06/11/2022- 11/11/2022

Period: 27 -28
THE FIRST TERM TEST

PART I: PRONUNCIATION ( 1 point )
Find the words which has a different sound in the part underlined.
1.A. books B. songs C. plants D. breaths
2.A. adds B. packs C. helps D. plants
3.A. choose B.chair C. chef D. chase
4.A. speak B. teach C. read D. break
PART II: VOCABULARY & GRAMMAR ( 3 points )
Choose the best answer A, B, C or D to complete the sentences.

5. __________ is your house? – My house in in the country.
A. What B. Who C. When D. Where
6.Teacher: “Nam, stand __________ and open your book, please.”

A. up B. down C. in D. on
7.School __________ at 11.15 every day.
A. finishes B. finish C. is finishing D. are finishing
8.Is his father a doctor? – No, __________ .
A. he isn’t B. I am not C. she isn’t D. it isn’t
9. There __________- two tables and four chairs in the living room.
A. am B. be C. is D. are

10. The villa is __________ by the pine trees.

A. built B. surrounded C. covered D. grounded
11. They are healthy. They do __________ every day.
A. tennis B. football C. judo D. badminton
12.My mother helps me __________ houseworks.
A. with B. to C. for D. about
13.Listen! My students __________ the piano in the music room.
A. plays B. is playing C. are playing D. play
14.__________ two bathrooms in your house? – Yes, there are.
A. There are B. There is C. Is there D. Are there
Choose the letter A, B, C or D to indicate the underlined part that needs correcting.
15. Does your mother and Mrs. Zoe work here?
A B C D
16. We don’t stay up late in night.

A B C D
PART III: READING ( 2 points )
Read the passage and answer the questions below.
Nam is a student. He is twelve years old. There are four people in his family: his
father, his mother, his sister and him. They are in the living - room. His father is an
engineer. He is forty. His mother is a teacher. She is thirty – five years old. Lan is his
sister. She is sixteen. She is a student, too.
17. Nam is 20 years old. T F

18. His brother is forty years old. T F
19. He is a scientist. T F
20. Nam’s mother works as a teacher. T F
Choose one suitable word for each blank.
I get up at 6 a.m. I (21) …… a shower. I eat a big breakfast. I go (22) ……

school at 7.45 a.m. I have classes from 7 a.m to 11.15 a.m. I go home at twelve
o’clock. In the afternoon, I play (23) …… and do my homeworks. I (24) …… to bed
at ten o’clock.
21. A.takes B. taking C. take D. is take
22. A. for B. to C. into D. by

23. A. soccer B. English C. homework D. dinner
24. A. buy B. go C. take D. sing
PART IV: WRITING ( 2 points )
Complete these sentences by using the correct form of the word given.
25.This chair is ___________. (comfort)
26.We have two __________ with ten toes. (foot)
27. Jack is such a/ an ___________ student. (act)
28.There are a lot of ___________ in the library. (bookshelf)
Write the second sentence so that it has the same meaning to the first one.
29.My house has six rooms.
 There ...............................................................................................................
30.She enjoys playing computer games.
→ Her hobby is ..................................................................................................
Use the words given to write the full sentences.
31. Everyday/ I/ go/ school/ on foot.
......................................................................................................................................
32. There/ playground/ all of students/ enjoy/ outdoor activities.
......................................................................................................................................
PART V: LISTENING ( 2 points )
Susie is a student at PLC Sydney. Listen and tick T for true statements, F for false
ones.
Statements True False
33.Susie likes learning at a girl’s school.
34.Her favourite teacher is not her Physics teacher.
35.Susie studies English for two hours per day.
36.She usually does housework in her free time

Listen again and fill in the gaps.Hi. My name’s Susie Brewer. I’m (37) …………
years old. I’m now in grade 6 at PLC Sydney. I like it here, as I like to (38) …………
in a girls’ school. The teachers at my school are nice and very (39) …………, and my
favourite teacher is Susan McKeith. She teaches us Math. I have three hours to study
Vietnamese in the (40) …………. Usually I do my homework at break time. We
wear our uniform every day, but today we aren’t, as we’re going to have an outing to
Taronga Zoo. The end
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
**********************************************
Period 30: Lesson 4: COMMUNICATION

1. Knowledge:
-Recognize how to asking for and giving directions
-Recognize some words related to give directions
2. Skills:
Use some words related to giving directions to create an audio guide for District 1 of
HCM city and then present it to the class.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim: - Help Ss to Ask for and give directions
- Teacher (T) asks Ss some questions about - Students (Ss) listen and answer the
- Tell Ss that they are going to learn how to - Open their book and write the tittle of the
ask for and give directions. lesson.

- Ask Ss to remember the phrases used to

give directions in 4 of GETTING
STARTED
ACTIVITY 1 + 2:
Aims: To introduce ways to ask for and give directions in English;
- To help Ss practice asking for and giving directions.
* Content: Read conversation findthe way to ask for and give direction.
* Outcome: Asking for and giving direction correctly. Make similar conversations to ask
for and give directions to places.
1. Listen and read the conversations 1. Listen and read the conversations
*Pre- teach vocabulary: * Vocabulary
- Teacher uses different techniques to teach - go along (v) ði dọc theo
vocabulary (situation, realia, translation .....) - nearest (adj) gần nhất
+ Follow the steps to teach vocabulary - guide (v) hýớng dẫn
- Repeat in chorus and individually - turning (v) rẽ, lối rẽ
+ Check vocabulary - finally(adv) cuối cùng.
- Take note the words
*Play the recording for Ss to listen and read
the conversations at the same time.
- Ask Ss to pay attention to the sentences
and phrases used to ask for and give
directions.
- Elicit the structures to ask for directions
(Could you tell me the way to...? Where's the
nearest...?)and phrases to give directions
from Ss ( go along, on your left, go out of...,
take the first turning...). - T_ Ss
- Have Ss practice the conversations in pairs. + Students(Ss)listen to the instructions
- Call on some pairs to practice the carefully and learn how to do the tasks.
conversations in front of the class -Ss work in groups.
- Ss may use every day English to talk to
each other.
- Ss work in pairs.
Audio script:
A: Excuse me. Could you tell me the way to
the cinema, please?
B: Go along this street. It's on your left.
A: Excuse me. Where's the nearest post
office, please?
B: Go out of the station. Take the first
turning on the right.

2. Work in pairs. Make similar
conversations to ask for and give
directions to places near your school.
- Work in pairs.
- Pair works
2. Work in pairs. Make similar + Fill the tasks
conversations to ask for and give
directions to places near your school.
- Ask Ss to work in pairs to make similar
conversations, using the structures and
phrases for asking for and giving directions.
Encourage them to practice asking for and
giving directions to places near their school.
Move around to observe and provide help.
Call on some pairs to practice in front of the
class. Comment on their performance
- Have Ss practice speaking
3. PRACTICE (20’)
ACTIVITY 3 An audio guide to a place
Aims:
– To give Ss a sample of an audio guide to a place;
– To help Ss practice using some structures and vocabulary related to the topic.
* Content: Listen to an audio guide and fill the blanks.
* Outcome: Listen and fill the blanks with one word correctly.
3. Nick is listening to an audio guide to 3. Nick is listening to an audio guide to
Hoi An . Listen and fill the blanks. Hoi An . Listen and fill the blanks.
– Ask Ss if they know about Hoi An. T can - T_ Ss
say: Today, we are going to listen to an
audio guide to Hoi An. Please think: What - Ss work individually
do you know about Hoi An?What can you - Listen to the teacher’s instructions
remember about it? Allow 20 - 30 seconds carefully and learn how to do.
for Ss to think, then repeat the question and - Give the answers
have Ss brainstorm about Hoi An. Key: 1. straight 2. second
- Play the recording. First, ask Ss to listen 3. right 4. next to
only. Then play the recording again and ask Audio script:
ss to fill as they listen. Let’s start our tour in Hoi An. We are at
Ask Ss to share their answers in pairs, before Tran Phu Street now. First, go to Ong
playing the recording a final time for pairs to pagoda. To get there, go straight along the
check their answers. street for five minutes. It’s on your left.
- Ask Ss to read the audio guide again, Next, go to the Museum of Sa Huynh
paying attention to the use of the connective Culture. Take the second turning on your
words: first, next and finally. left. Turn right and it’s on your right.
- Move around to observe and provide help. Finally, go to Hoa Nhap Workshop to buy
- Observe and help when and where some presents. Turn left and right. It’s next
necessary, and correct Ss' pronunciation and to Tan Ky House.
intonation. - Do the tasks if possible.
ACTIVITY 4:
Aim: To help Ss practice creating an audio guide for Ho Chi Minh City.
* Content: Create an audio guide for District 1 of HO Chi Minh City
* Outcome: Ss can create an audio guide.
* Organization :Teacher’s instructions…
4. Look at the map below and create an 4. Look at the map below and create an
audio guide for District 1 of Ho Chi Minh audio guide for District 1 of Ho Chi Minh
City. City.
- Ask Ss to look at carefully at the simplified - T_ Ss
map of Ho Chi Minh City. Ask Ss to read
the instructions carefully. T may ask them - Listen carefully
some questions to check if they know what
they are supported to do. - Answer questions individually.
- Remind Ss of the expressions they can use
to give directions; Ss may refer to the - Complete the tasks.
expressions in the Activities 1 and 4 of
GETTING STARTED.
– Have Ss prepare their audio guide
individually and then share it with a partner.
– Have Ss practice presenting their audio
guide with other pairs or in groups.
ACTIVITY 5:
Aim: To help Ss practice presenting their audio guide to Ho Chi Minh City to the
class.
* Content: Presenting the audio guide to Ho Chi Minh City
* Outcome: Presenting the audio guide to Ho Chi Minh City freely and correctly.
* Organization :Teacher’s instructions….
5. Now present your audio guide to your 5. Now present your audio guide to your
class. class.
- Call on some Ss to present their audio - T_ Ss
guides to the whole class. After each student
has finished his / her audio guide. - Listen to the teacher’s instructions
- Ask for some comments from other Ss. carefully.
- Make comments and correct any mistakes
if there are any. - Work individually
- Invite some Ss to share their opinion with
the class.
- Choose some Ss to give a presentation to

the class.
5. HOME WORK (2’)
- Practice asking about audio guides to places.
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
************************************************
WEEK 11: 13/11/2022- 18/11/2022

Period 31: Lesson 6: SKILLS_1
1. Knowledge:
- Recognize reading for specific information about Khang’s blog
-Recognize some words related to places
2. Skills:
Use some words related to places, verb “like”, “dislike” to make a simple dialogue
about their neighbourhood.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aim: (Pre - reading)
* Content: Have Ss look at picture and answer the questions.
* Outcome: Answer the questions about Khang’s neighbourhood . Having a chance to
speak English
+ Greeting
- Teacher (T)asks Ss some questions about + Chatting/ T_ Ss

- Ask Ss to look at the pictures of Khang's teacher’s or friend’s questions
neighbourhood.
- Ask Ss the questions: Where do you think
Khang's neighbourhood is? What do you
think about it? Is it a good place to live? - Answer the questions.
Why? /Why not?
- Encourage Ss to give their answers, but do
not confirm whether their answers right or
wrong. - Open their book and write the tittle of
- Ask Ss to open their book and introduce the lesson.
Aim: To get Ss acquainted with the reading skill: Predicting the meaning of new
vocabulary using the context.
* Content: Read Khang’s blog and find the words in the text.
* Outcome: Reading; find the words correctly. Improve reading skills.
1. Read Khang’s blog. Look at the words 1. Read Khang’s blog. Look at the
in the box, then find them in the text and words in the box, then find them in the
underline them. What do they mean? text and underline them. What do they
*Pre- teach vocabulary: mean?
- Teacher uses different techniques to teach - T_ Ss
vocabulary (situation, realia, translation ....) * Vocabulary
+ Follow the steps to teach vocabulary + suburbs (n) vùng ngoại ô
- Repeat in chorus and individually - outdoor (a) ngoài trời
+ Check vocabulary - dislike (v) không thích
- Take note the words ….
- Ask Ss to scan the passage to find where
the words suburbs, dislike, and outdoor are + Students(Ss)listen to the instructions
in the passage. carefully and learn how to do the tasks.
- T may help Ss work out the meanings of - Ss learn how to read and use new words.
these words in the context. For weak
classes, T may ask for a translation to check - Give the answer
understanding.
necessary.
- Check the answer.
ACTIVITY 2 :
Aim: - To help Ss further develop their reading skill for specific information
(scanning).
* Content: Read Khang’s blog again and fill the table.
* Outcome: Understanding more the content of the text. Complete the task.

2. Read Khang’s blog again and fill the 2. Read Khang’s blog again and fill the
table with the information. table with the information.
- Ask Ss to scan the passage again and find
the information to complete the table.
Ask Ss to note where they found the
information. When finishing, Ss can
compare their answers before discussing
them as a class.
- Ask ss to show the evidence to support -

their answers. - T_ Ss
- Check and confirm the correct answers. -Listen to the teacher’s instructions
carefully and learn how to do.
- Wrap up the Reading section by asking Ss - Check the meaning of the words
what to include when they want to describe - Ss work individually first.
their neighbourhood. - Compare the answers with partners
- Here are some things: - Give the answers
- Location
What they like about it
What they dislike about it
...
- Write these points on the board for the

next activity
ACTIVITY 3:
Aim: To help Ss develop their reading skill for specific information (scanning).
* Content: Read Khang’s blog again and answer the questions.
* Outcome: Understanding more the content of the text. Complete the task.
3. Read Khang’s blog again. Then answer 3. Read Khang’s blog again. Then
the questions. answer the questions.
- Have Ss read the text in detail to answer - T_ Ss
the questions. - Listen carefully to the instructions
- Ask them how to do this kind of exercise. - Answer questions individually.
- Explain the strategies if necessary (e.g. - Follow the instructions carefully
reading the questions, underlining the key - Find the answer.
words, locating the key words in the text, - Compare the answers
and then reading that part and answering *Key:
the questions).
- Tell them to underline parts of the blog
related to the answers.
- Set a strict time limit to ensure Ss read the
text quickly for information.

- Tell them to compare their answers in
pairs before giving the answers to T.
- Ask them to give evidence to support their
answers
- Check their pronunciation and intonation.
ACTIVITY 4 : (Post - reading)Speaking
Aim: To help Ss prepare ideas for the next speaking activity.
* Content: Make note about your neighbourhood to prepare ideas for the next speaking
activity.
* Outcome: Making note. Think about what you like / dislike it.
4. Make notes about your 4. Make notes about your
neighbourhood. Think about what you neighbourhood. Think about what you
like / dislike about it. like / dislike about it.
- Tell each student to make notes. Set a time - Listen to the teacher’s instructions
limit for Ss to complete it. carefully and follow them.
- Ask Ss to think about what they like and - T_ Ss
dislike about their neighbourhood. - Work individually
- Have them quickly note down these ideas. - Give the answer.
Likes: scenery- beautiful; modern shops,
- Check and confirm the correct answers people- kind/ friendly….
Dislikes: high buildings, offices. Streets,
busy, crowded …….
ACTIVITY 5:
Aim: To provide an opportunity for Ss to practice asking and answering about
what they like and dislike about their neighbourhood.
* Content: Ask and answer about what you like and dislike about your neighbourhood.
* Outcome: Likes and dislikes about your neighbourhood.
5. Work in pairs. Ask and answer about 5. Work in pairs. Ask and answer
what you like and dislike about your about what you like and dislike about
neighbourhood. your neighbourhood.
- While Ss are practicing their dialogues, T - T_ Ss
circulates and monitors. - Listen to the teacher’s instructions
- T notes some common errors and carefully and follow them.
discusses them with the whole class. - Work in pairs.
- Select some strong pairs to act out their - Practice speaking in front of the class.
dialogues in front of the class. - Correct mistakes if have.
- Then give feedback: comment on their Example:
strengths and correct a few errors in the A. Where do you live?
target language. B. I live in the suburbs of Da Nang City.

- T helps if necessary A. What do you like about it?
B. The weather is fine. The people are
friendly and the food is good.
A. What do you dislike about it?
B. The streets are busy and crowded.
5. HOME WORK (2’)
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
************************************************
Period :32
THE MID-TERM TEST CORRECTION

Trắc nghiệm:
1B 5D 9D 13 C 17 F 21 C 33T
2A 6A 10B 14 D 18 F 22 B 34T
3C 7A 11 C 15 A 19 F 23 A 35F
4D 8A 12 A 16 D 20 T 24 B 36F
Tự luận:
25.comfortable
26.feet
27.active
28.bookshelves
29. There are six rooms in my house.
30. Her hobby is playing computer games.
31. Everyday I go to school on foot.
32. There is a playground for all of students to enjoy the outdoor activities.
37. eleven3 8. Study 39.helpful 40.afternoon

*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
************************************************
Period 33: Lesson 6: SKILLS_2

1. Knowledge:
-Recognize listening skill for specific information of a conversation between Khang and Vy
about directions to some places in a neighbourhood.
-Revise some words related to places
2. Skills: Use some words related to places and verb “like”, “dislike”, structure “there is”,
“there are”
to write a paragraph of about 50 words about your neighbourhood
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- To develop student’s listening skills for specific information. It also provides
input for the writing skills. Write a diary entry about their best friends.
about them and class. - Students(Ss)listen and answer the
- Ask Ss about the content of the teacher’s or friend’s questions
previous lesson. - Open their book and write the tittle of the
- Ask Ss to open their book and lesson
study….

ACTIVITY 1: (Pre-listening)
Aim: To help Ss develop their skill of listening for specific information.
* Content: Listen conversation and tick T/ F. Having some strategies to do the
reading exercise.
* Outcome: Listen and tick T/F the statement correctly.
1. Listen to the conversation between 1. Listen to the conversation between

Khang and Vy and tick (✓) T (True) Khang and Vy and tick (✓) T (True) or
or F (False). F (False).
translation ....)
+ Check vocabulary
- Take note the words
* Vocabulary
+ Students(Ss)listen to the instructions
- faraway (adj) xa xôi
carefully and learn how to do the tasks
- narrow (adj) chật hẹp
- Do the tasks. Compare the answers.
- workshop (n) sản xuất, sửa chữa
- Give the answer.
…..
Key:
- Have Ss look at the sentences in this
1.F 2. T 3. F 4. T 5. T
activity.
- Ask them how to do it. Give them
some strategies to do the exercise (e.g.
reading the question, underlining the
key words, listening to the text paying
attention to the key words, deciding if
each sentence is true or false).
- Play the recording twice for Ss to do
exercise. For stronger classes, ask Ss to
take notes of the information to explain
why a sentence is false.
- Have Ss share their answers in pairs.
Invite some pairs. Invite some pairs to
give their answers and confirm the
correct ones.
stopping at the place where Ss find it
difficult to hear.
-Also, ask Ss to correct the false

sentences.
3. PRACTICE (20’)
ACTIVITY 2: While-listening
Aim: To help Ss develop the skill of listening for specific information.
* Content: Listen again and fill the blanks
* Outcome: Understanding more about content of the conversation between Khang
and Vy.
2. Listen to the conversation again 2. Listen to the conversation again and

and fill the blanks fill the blanks
- Ask Ss to study the phrases with the - T_ Ss
blanks carefully. Ss may work in pairs to - Listen to the teacher’s instructions
discuss the answers from the carefully and learn how to do it.
information they have listened in 1. - Fulfil the tasks
- Play the recording again and have Ss
write the answers as they listen. - Give the answers
- Ss can share their answers with their Key:
partners. With a weaker class, 1. art galleries 2. wide 3. friendly
- T may play the recording many times 4.faraway 5. crowded
until Ss have written down all their
answers.
- Call on some Ss to write their answers Audio script:
on the board. Khang: Where do you live?
- Play the recording again for Ss to Vy: I live in the surburbs of Ho Chi Minh
check the answers. city
- T may pause at the sentences that Khang: What do you like about it?
include the information Ss need for their Vy: Thereare manythings I like about it.
answers. There’s a big market near my house. There
- Check and confirm the correct are also many shops, restaurants and art
answers. galleries here. The streets are wide. The
people here are helpful and friendly.
Khang: What do you dislike about it?
Vy: The schools are too far away. There
are also some factories near here, so the air
*Post-listening isn’t very clean and the streets are noisy
- Students tell about Vy’s and crowded.
neighbourhood
- T gives instructions and encourage Ss * Listen to the teacher’s instructions
to tell Vy’s neighbourhood, using carefully and tell about Vy’s
information in Audio Script. neighbourhood.
* Invite one or two Ss to talk about Vy’s - Free talk

neighbourhood.
- T may give some clues
- Call on some Ss to speak freely.
- Correct pronunciations, grammar,
vocab, intonation.
ACTIVITY 3: Writing
Aim: To provide Ss some ideas for the next writing activity
* Content: Read the statements and tick what you like or dislike about a
neighbourhood
* Outcome: Things you like or dislike about a neighbourhood.
3. Tick (✓) what you like or dislike 3. Tick (✓) what you like or dislike
about a neighbourhood. about a neighbourhood.
- Ask Ss to tick what they like and don't - T_ Ss
like about their neighbourhood, and then - Listen carefully to the instructions
ask them to share their answers with
their partners. Ss count how many things * Ss learn how to do the tasks
they have in common with their
partners.
- T Comments on their answers
4. PRODUCTION (8’-10’)
ACTIVITY 4:
Aim: To help Ss practice writing a paragraph about their neighbourhood.
* Content: Write a paragraph about their neighbourhood.
* Outcome: Write a paragraph about their neighbourhood saying they like or dislike
about it .
4. Write a paragraph of about 50 4. Write a paragraph of about 50 words

words about your neighbourhood about your neighbourhood saying what
saying what you like and dislike about you like and dislike about it. Use
it. Use Khang’s blog as a model. Khang’s blog as a model.
- Set up the writing activity: T reminds - T_ Ss
Ss that the first important thing is always - Listen carefully and learn how to write
to think about what they are going to - Write themselves
write.
- Ss can use the ideas they have ticked in
3.
- T asks Ss to brainstorm for the ideas * Suggested writing:
and the I live in Long Son Town. There are many
language necessary for writing. things I like about my neighbourhood.
- T may ask Ss to refer back to the It is convenient because there s a big
reading for useful language and ideas, supermarket near my house. There are
and write some useful expressions and also many shops, restaurants, nad café

language on the board. here. The streets are wide and clean. The
- Ask Ss to write the first draft people are very friendly and helpful. The
individually. Next ask Ss to work in food is very fresh and delicious. However
pairs doing peer corrections. there are some things I dislike about it. I
- Then have them write their final love my hometown very much.
version.
- T may display all or some of the Ss'
writings on the wall / notice board. T
and other Ss give comments. Ss edit and
revise their writing as homework.
- If time is limited,T may ask Ss to
write the final version at home
- T goes round helping if necessary.
- Other Ss and T comment on the
writing.
5. HOME WORK (2’)
*ADJUSTMENT
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…………………………………………………………………………………….
************************************************

WEEK 12: 21/11/2022- 26/11/2022

Period 34
Lesson 7: LOOKING BACK & PROJECT

1. Knowledge:
-Revise some adjectives to describe places
-Revise some words related to places
-Revise comparative form of adjective
2. Skills: Use the words related to places to draw a map of a neighbourhood. Then
use the words of asking and giving directions make a short simple dialogue to ask and
give direction to the places on the map.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims: - This is the review and drill section of the unit. Encourage Ss not to refer back
to the unit pages. Instead they can use what they have learnt during the unit to help
them answer the questions.
- These match Ss’ self-assessment. Ss should check to see how well they did on each
question and use that information when filling in the self-assessment table.

them and class.
- Ask Ss to open their book and introduce - Open their book and write .
ACTIVITY 1:
Aim: To help Ss revise the vocabulary items they have learnt in the unit.
* Content: Revise the vocabulary items by writing the name for each picture
* Outcome: Write the words correctly.
1. Write the name for each picture 1. Write the name for each picture
- Have Ss do this activity individually then + Students(Ss)listen to the instructions
compare their answers with their partners. carefully and learn how to do the tasks.
- Ask for Ss' answers or ask one student to - T_ Ss
write his / her answer on the board. - Answer the teacher’s questions and
- Check the answers as a class. requirements.
- Check and correct the mistakes. * Key:
- Check and confirm the correct answers 1. Temple 2. railway station 3. square
- Check their pronunciation 4. art gallery 5. cathedral.
3. PRACTICE (20’)
ACTIVITIES 2, 3 and 4 : GRAMMAR
Aim: To help Ss revise the form and use of comparative adjectives.
* Content: Revise the form and use of comparative adjectivesby doing exercises 2-3-4.
* Outcome: Remember more the form and use of comparative adjectives.
2. Put the following adjective in the 2. Put the following adjective in the correct
correct column column
- Have Ss do this activity by themselves and - Ss work individually.
write their answers in their notebooks. - Do the tasks
- Have Ss check their answers with a partner - Give the answers.
before discussing the answers as a class. * Key:
intonation.
- Invite some Ss to give answer.
3. Now write their comparative forms in

the table below.
3. Now write their comparative forms in
the table below.

- Have Ss do this activity by themselves and
write their answers in their notebooks.
- Have Ss check their answers with a partner

before discussing the answers as a class.
intonation.
- Invite some Ss to give answer. - Do the same the tasks
- Check and confirm the correct answers - Copy in the notebook
4. Complete the sentences comparing the 4. Complete the sentences comparing the
pictures. Use the comparative pictures. Use the comparative
forms of the adjectives below. forms of the adjectives below.
- Have Ss do this activity by themselves and - T_ Ss
write their answers in their notebooks. - Do the same the tasks
- Copy in the notebook
- Have Ss check their answers with a partner Key :
before discussing the answers as a class. 1. noisier2. more modern
3. more expensive 4. more peaceful
intonation.
- Invite some Ss to give answer.

Aim: Helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic.
* Content: Present their project they have prepared at home
* Outcome: Doing more exercises. Present their project.
1. Exercises: - Review 1. Exercises:
- T gives more exercises about comparative - T_ Ss
adjectives - Listen carefully
- Let Ss do the exercise individually and - Do the tasks.
then - Compare the answers
- Compare their answers. - Give the answers
* PROJECT:
- Prepare in the previous lessons
beforehand - Listen to the teacher’s instructions carefully.
This is to introduce Ss to another way of
practicing asking for and giving directions - Do the tasks. Prepare the at home
to the places in their neighbourhood. beforehand.

ACTIVITY 1
Have each student draw a map of their - Ss should finish the project in class, assign
neighbourhood with the names of at least groups in the previous lessons.
five places on their map. T may have Ss
prepare their maps at home.
ACTIVITY 2
Ask Ss to work in pairs, taking turns to ask
for and give directions to the places on their
maps. Go around and offer help if
necessary. If there is time, have some pairs
practice asking for and giving directions to
the places on their maps in front of the
whole class.
5. HOME WORK (2’)
- Finish all the exercises.
- Make more sentences using comparative adjectives.
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
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UNIT 5: NATURAL WONDERS OF VIETNAM
Period: 35- lesson 1: GETTING STARTED : GEOGRAPHY CLUB

1. Knowledge:
-Recognize to the topic of the lesson, Natural wonders of Viet Nam
- Remmemer some lexical items related to the topic Natural wonders of Viet Nam.
2. Skills:
-Use some lexical items related to the topic Natural wonders of Viet Nam to do
exercise
3. Quality:
-Enhance Ss’ love for natural wonders in Viet Nam, the love for the hometown and
the country
-Enhance Ss’ good attitude to protect and conserve the natural wonders.
management.
II. TEACHING AIDS:
- Teacher: Text book, laptop, louspeaker, projector…
- Students: Text books.
- Method: T-WC, group works, individual.
III. PROCEDURE:
1. WARM UP (5’)
Aims:
– To create an active atmosphere in the class at the start of the lesson.
– To lead into the new unit.
* Content: Revise old lesson. Having somewarm-up activities to creat a friendly
atmostphere to warm up to the new lesson.
- Review the previuous unit before Ss open - Students (Ss) listen and learn how to
their books. Organise a short vocabulary game do it .
to revise the words Ss learnt in Unit 4. - T_ Ss
For example, T can organise a Comparative - Answer the teacher’s questions and
quiz. enquirements.
-Divide the class onto halves. One student from
first half calls out an an adjective from Unit 4. + Students (Ss) listen and learn how to
One student from the second half has to give do the tasks.
the comparative form of the adjective (1 point),
another has to make a sentence with that word
(2 points):
- Student 1 from group one: quiet
- Student 2 from group two: quieter
- Student 3 from group two: My neighbourhood
is quieter than your neighbourhood.
……………
The game continues until the time is up.
Lead to the new unit. Write the unit title - Open their book and write
Natural Wonders of Viet Nam on the board. Ask
Ss to guess what they are going to learn about
in this unit. After respond, ask them to open
their books to page 48. Draw their attention to
the yellow box and introduce what they are
going to learn in this unit.
ACTIVITY 1: Aims:

* Content: Listen and read the conversation to learn new words; grammar points.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson,
grammar points…
- Ask Ss to look at the picture and describe
what they can see. Ask Ss if they know the
places, e.g. What can you see in this picture?
Where are they? Do you know these places?
Tell Ss that Alice, Elena, Nick and Tommy are
in the Geography Club, talking about natural
wonders of Viet Nam such as Ganh Da Dia and
Ha Long Bay, and that they are going to listen
to their talk.
Play the recording two or three times, or more if - T_ Ss
necessary for Ss to listen and read along. * Vocabulary
- Have Ss underline the words related to the - natural (adj) thiên nhiên
topic of the unit while they are listening and - wonder (adj) kì quan
reading. - amazing (adj) tuyệt vời
* Pre- teach vocabulary: - islands (n) đảo, hòn đảo
- Teacher uses different techniques to teach - scenery (n) phong cảnh
vocabulary (situation, realia, translation .....) - desert (n) sa mạc
+ Follow the steps to teach vocabulary - mountain…(n) núi
- Repeat in chorus and individually - Listen carefully to the context
+ Check vocabulary - Answer the teacher’s questions.
- Take note the words - Listen carefully and read aloud.
- Call on some pairs of Ss to read the
conversation aloud.
- Quickly teach / introduce the new words if
have
- Comment on Ss'answers.
ACTIVITY 2: Aims:
To help Ss understand the conversation better;
To help Ss practise using words to describe things in nature.
* Content: Read again the conversation and complete the sentences.
* Outcome: Understanding more content of the conversation / Geography Club.
2. Complete the following sentences with the 2. Complete the following sentences
words from the box. with the words from the box.
- Ask Ss to do this activity independently. Ask - T_ Ss
them how to do the activity. Remind them of
the ways to do the activity if needed: read the - Listen carefully to the instructions
sentences carefully, read the words given in the - Follow the teacher’s instructions
box and identify the kind of word to fill each
blank. - Give the answers and check.
- Ss may refer back to the conversation for the Key:
context of the words they need to fill the blanks. 1. natural 2. islands 3. scenery
Allow them to share their answers before 4. amazing 5. wonders
discussing them in pairs or as a class.
- Write the correct answers on the board.
- Explain the meaning of some words if
necessary. Ss practise saying the sentences
together.
ACTIVITY 3:
Aim: To help Ss revise and learn more nouns for things in nature through pictures
and listening exercise.
* Content: Listen and repeat the words and label the pictures.
* Outcome: Understanding and learning more new words.
3. Listen and repeat the words, then label the 3. Listen and repeat the words, then
picture. label the picture.
- Play the recording and ask Ss to listen. - T_ Ss
- Play the recording again, pausing after each item- Listen to the instructions clearly
and asking them to repeat chorally and individually.
- Call on some Ss to read the words aloud. - Ss to work independently
Correct pronunciation if necessary. - Comparethe answers
- Ask Ss to label the pictures with the words - Give the answers.
given. - Copy them
- Ss can work in pairs. Key :
- Show picture cards of the vocabulary. a . desert b . island c . cave
- Elicit Ss' answers. Then provide the correct d. river
words. e . waterfall f . mountain g . forest
- Allow Ss to share answers before discussing h. beach
as a class. Audio script

- T gives correct answer 1. mountain 2 . river 3. waterfall

4. forest5 . cave 6 . desert
7. beach8. Island
ACTIVITY 4:
Aim: To help Ss revise and learn about some natural wonders through a quiz.
* Content: Do the QUIZ. Choose the correct answer to each of the questions.
* Outcome: Further practice and learn about some natural wonders through a quiz.
4. QUIZ: Work in groups. Choose the 4. QUIZ: Work in groups. Choose the
correct answer to each of questions. correct answer to each of questions.
- T may begin by brainstorming natural - T_ Ss
wonders of Viet Nam and other places. - Listen carefully and learn how to do.
Encourage Ss to exploit their knowledge of
geography. - Ss do themselves. Give the answers
Then divide the class into groups of five or six.
Let them choose the answers to the questions.
Call on some Ss to read the answers aloud. Key: 1. A 2. A 3. B 4. B 5. B
Confirm the correct answers.
Give Ss information about these wonders to
interest them in the topic of the unit
* HOMEWORK (2’)
ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
************************************************
UNIT 5: NATURAL WONDERS OF VIETNAM
Period: 36- lesson 2: A CLOSER LOOK 1

1. Knowledge:
- Remember some lexical items related to travelling
-Dishtinguish how to pronounce the sounds /t /and /d/
2. Skills:
- Use some lexical items related to travelling to do exercise
-Identify and pronounce the sounds /t /and /d/ correctly
3. Quality:
Enhance Ss’ love for natural wonders in Viet Nam, the love for the hometown and
the country
management.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector.
- Method: T-WC; group works; individual.
III. PROCEDURE:
1. WARM UP (5’)
Aims: Vocabulary
- To revise/ teach the names of some travel items
* Content: Revise old lesson. Having somewarm-up activities to creat a friendly and
relaxed atmostphere to warm up to the new lesson.
* Organisation: Teacher’s instructions...
them and class.
- Bring some travel items to class, e.g.
sleeping bag, compass, suncream, backpack,
etc. Write some of the places in the previous
activity, e.g. desert, mountain, beach on the
board. Ask whether the places are hot / cold,
wet / dry, etc. Show the objects. Ask Ss if the
object fits the place, e.g. Do I need a backpack
in the desert? Why do you think so? - Open their book and write
- Brainstorm some other things that might be
needed in each place.
ACTIVITY 1:
Aim: To revise / teach the names of travel items.
* Content: Learning some newwords. Write the words under pictures.
* Outcome: Knowing more new words about travel items.

1. Write a word under each picture. 1. Write a word under each picture.
Practice saying the words. Practice saying the words.
* Pre- teach vocabulary: - T_ Ss
- Teacher uses different techniques to teach * Vocabulary
vocabulary (situation, realia, translation .....) - backpack (n) ba lô
- compass (n) la- bàn
+ Follow the steps to teach vocabulary - plaster (n) băng, gạc y tế.
- rock (n) tảng đá
- Repeat in chorus and individually - suncream (n) kem chống nắng
+ Check vocabulary - scissors (n) cái kéo
*Ss work independently. Ask Ss to look at the + Students(Ss)listen to the instructions
pictures and match each word / phrase given in carefully and learn how to do the tasks.
the box with the right picture. Allow them to
share their answers before discussing them it
as a class. - Have Ss practise saying the words.
Key:
Alternatively, create a mime for each word
1. plaster 2. suncream 3. sleeping bag
with Ss, e.g. make a cutting gesture with two
4. scissors 5. backpack 6. compass
fingers for scissors, etc.
- Ask Ss to call out the name for the object.
- Check the answers
- Check and confirm the answers.
3. PRACTICE (20’)
ACTIVITY 2:
Aim: To help Ss practise using the travel items in 1 in context
* Content: Complete the sentences using the words in 1 to practise using the travel items.
* Outcome: Using the words in context. Understanding more vocabulary.
2. Complete the following sentences. Use the 2. Complete the following sentences.
words in 1. Use the words in 1.
- Ask Ss to read the sentences and find the - Work individually to do this activity
right words in 1 to fill the blanks. - Listen carefully and learn how to do.
- Have them read the sentences carefully and
look for clues so that they can choose the right - Follow the teacher’s instructions
words to complete the sentences.
- For less able Ss, T may read and act out the - Give the answers
sentences. Elicit ideas for sentence 1.
- Allow Ss to complete the remaining Key: 1. compass 2. suncream

sentences. - 3. sleeping bag 4. backpack5. plaster
- T may go around to observe and o er help if
necessary.
- Check their ideas.
ACTIVITY 3:
Aim: To help Ss practice ordering travel items according to their importantance for a
holiday
* Content: Ordering travel items according to their importantance for a holiday
* Outcome: Understanding more using the words.
3. Now put the items inorder of usefulness. 3. Now put the items inorder of
Number 1 is the most useful, number 6 is usefulness. Number 1 is the most
the least useful on holiday useful, number 6 is the least useful on
- Remind Ss that in the introduction they
holiday
thought about useful things for places (beach,
- T_ Ss
desert, mountain, etc).
- Tell Ss they are going to on holiday. Now
they need to order the items from the most
useful (No.1) to the least useful (No.6).
- Allow pairs to work together to form their
- Ss to work in pairs
lists. Ask pairs to join other groups and
compare their lists. Remember that there is no
- Ss do themselves.
“right” or “wrong” order. This order is
subjective.
- Encourage more able Ss to give reasons for
- Copy them
their choices.
Extension:Can you put them in order for a
camping trip in the forest?
- Ask Ss to rank the items again for a different
environment: a camping trip, a beach holiday.
II. PRONUNCIATION: /t / and /d/
ACTIVITY 4:
Aims: To help Ss identify how to pronounce the sounds /t/ and /d/;
To help Ss practise pronouncing these sounds in words.
* Content: Liten and repeat to pronounce the sounds /t/ and /d/.
* Outcome: Know how to pronounce the sounds /t/ and /d/ correctly.
4. Listen and repeat the words. 4. Listen and repeat the words.
Let Ss practise the sounds /t/ and /d/ together. - T_ Ss

Ask Ss to observe T's mouth for these two
sounds. - Listen to the teacher’s instructions
Have some Ss read out the words first. carefully
Then play the recording for them to listen and - Check the answers
repeat the words. - Listen and repeat
Play the recording as many times as necessary. Audio script:
Correct Ss' pronunciation. - /t/ mountain waterfall
- Call on some pairs to write their answers on desert plaster
the board before checking their answers with - /d/ wonder island
the whole class. guide holiday
ACTIVITY 5:
Aim: Aim: To help Ss pronounce the sounds /t/ and /d/ in context.
* Content: Listen and repeat to pay attention the bold-typed parts.
* Outcome: Pronouncing the word with the sounds /t/ and /d/correctly.
5. Listen and repeat. Pay attention to the 5. Listen and repeat. Pay attention to
bold-typed parts of the words. the bold-typed parts of the words.
- Play the recording of the sentences. - T_ Ss
- Ask Ss to listen carefully and raise their - Listen to the instructions carefully then
hands when they hear the /t/ or /d/ sounds. do the tasks.
- Alternatively, divide the class into a /t/ group - Practice the chant.
and a /d/ group, and ask them to listen and Audio script:
raise their hands when they hear their assigned 1- Where's my hat?
sounds. - Oh, it's on your head.
- Play the recording again. Pause after each 2. Where do they stay on their holiday?
sentence and ask Ss to repeat. 3. I need some meat for my cat.
- After that have Ss read the sentences in 4. The Sahara is a very hot desert.
chorus. 5. wantto explore the island by boat.
* HOME WORK (2’)
- Practice speaking the names of rooms and the names of the furniture in the house.
*ADJUSTMENT
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WEEK 13: 28/11/2022- 03/12/2022
Period 37: UNIT 5: NATURAL WONDERS OF VIETNAM

Lesson 3: A CLOSER LOOK - 2

1. Knowledge:
- Identify countable and uncountale nouns.
- Recognize the usage and the form of modal verbs must/ musn’t
- Identify how to use some, many, much, a few, a little with nouns
2. Skills:
-Distinguish countable and uncountale nouns to do exercises
-Use modal verbs must/ musn’t do to exercises
- Use some, many, much, a few, a little to do exercises
3. Quality:
the country
management.
II. TEACHING AIDS:
- Methods: T-WC; group works; individual.
III. PROCEDURE:
Grammar
Countable and uncountable nouns
- Countable nouns are for the people or things we can count using numbers.
Countable nouns can be singular: a rock, an island …, or plural: rocks, islands…
- Uncoutable nouns are the things that we cannot count with numbers. They usually
do not have a plural form: cream, chocolate…
1. WARM UP (5’)
Aim: To introduce the topic of the lesson
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do it.
them and class.
- Ask Ss to open their book and introduce - Open their book and write.


- Lead in the new lesson.
ACTIVITY 1: Grammar: Countable and uncountable nouns
Aim: To help Ss recognise the form and use of countable and uncountable nouns in
sentences.
* Content: The use of C and U nouns. Write the correct answer C or U.
* Outcome: Using the C and U nouns correctly.
1. Is the underlined noun countable or 1. Is the underlined noun countable or
uncountable? Write C (countable) or U uncountable? Write C (countable) or U
(Uncoutable). (Uncoutable).
- Teacher uses different techniques to teach
vocabulary (situation, realia, translation .....)
if have
……
* Have Ss read the grammar box. Elicit the
rules or / and explain to them the rules. Ask
them to give some countable and
uncountable nouns they know (i.e. nouns to - Listen carefully to the teacher’s
instructions and learn how to use C and U
name the things around them, or the names
nouns
of the things in nature). - Ss work individually
- Have Ss pronounce the words countable - Do the tasks
and uncountable (to count → countable – - Compare the answers.
uncountable). - Give the answers
- Have Ss read the sentences first and make
sure they know all the underlined words. * Key :1. C 2. U 3. U 4. C 5. U
- Ask Ss work independently.
- Have Ss read the sentences.
- Check their answers as a class.
-Confirm the correct answers.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss practise using countable and uncountable nouns in context.
* Content: Practise using countable and uncountable nouns by choosing the correct
option.
* Outcome: Understanding more the use of C and U nouns in contexts.

2. Choose the correct option for each 2. Choose the correct option for each
sentence. sentence.
– Have Ss study the Remember!box. T - T_ Ss
explains and gives examples. Ask Ss to say * Remember!
the nouns in sentences 1-5 using some, - We use some, many, a few with countable
many, much, a few, a little. (For a better nouns.
class, T may ask Ss to give more examples.) - We use some, much, a little with
- Ss do the task individually or in pairs. uncountable nouns.
Remind Ss to look at the noun after each - Ss work individually
blank to see if it is a coutable or uncoutable - Do the tasks
noun sothat they can choose the correct - Compare the answers.
option. - Learn how to do.
Check Ss’ answers as a class.
Give further explanations or more examples * Key: 1. A 2. B 3. A 4. B 5. A
if necessary
necessary, and correct Ss'pronunciation and
intonation.
ACTIVITY 3
Aim: To help Ss practise using a, any, some, much, or many with countable and
uncountable nouns in context.
* Content: Practise using a, any, some, much, or many with countable and uncountable
nouns
* Outcome: Using the, a, an, some, any, many, much with C and U nouns correctly.
3. Fill each blank with a, any, some, 3. Fill each blank with a, any, some,
much, or many, much, or many,
Explain to Ss the meaning and use of a, - T_ Ss
any, some, much, or many. - Listen to the instructions clearly
– Ss work in pairs. - Ss to work in pairs
Tell them to read the sentences carefully - Comparethe answers
and find the right words to complete the
sentences. - Copy them
- Move around to offer help if needed. Key:1. many 2.any 3. much
- Ask other Ss to give comments and 4. some5. A

correct any mistakes if possible.
ACTIVITY 4:
Aim: To help Ss practise using must / mustn't in context.
* Content: To use must/ mustn’t – Something is necessary or very important.
* Outcome: Learn how to use must/ mustn’t correctly. Filling each blank with must/
mustn’t.
Grammar 4. Fill each blank with must or musn’t.
Modal verbs: must/ musn’t - T_ Ss
- We use must to say that something is Note:
very necessay or very important I/ you/ we/ they / she/ he/ it + must/ musn’t
- We use mustn’t to say that something is + Vo
not allowed.
- Ask Ss to recall the conversation from - Listen to the instructions carefully
GETTING STARTED: Alice - the leader - Work in pairs.
of the Geography Club tells Elena: But - Do themselves
remember you must always be on time. - Give the answers
- Alternatively, T may ask Ss such
questions: Are you sometimes late for Key: l. must 2. mustn't 3. must
class? What does your teacher say? 4. mustn't5. must
- Encourage Ss to answer, using must/
mustn't.
For a weaker class,
- T may call on some Ss to
give the Vietnamese equivalent of must /
mustn't.
- Tell Ss to study the Remember!, then give
the rules of the modal verb must/mustn't.
- T may give some examples to clarify the
use of must / mustn't to Ss.
- Call some pairs to practise in front of the
class.
- Ask other Ss to give comments
ACTIVITY 5
Aim: To give Ss more practice on using must / mustn't in the real context of their
classroom.
* Content: Practice on using must / mustn't in the real context.
* Outcome: Further practice using must / mustn't in the real context.
5. Read the classroom rules below. Write 5. Read the classroom rules below. Write
some more rules for you and your class some more rules for you and your class
mates mates
- Ask Ss to study sentence 1 (positive), and - T_ Ss
sentence 2 (negative). - Listen to the instructions carefully
- Ask them to think of the classroom rules
(what they must do and what they mustn't
do) and complete the sentences 3 and 4, and
write their own sentences for 5. - Work in pairs.
- Ss can share their ideas in pairs, and give
as many sentences as possible. - Compare the answers.
- Call on some Ss to read their sentences in
front of the class. - Give the answers
- Discuss answers as a class. For less able
Ss, T can give hints by saying some verbs /
phrases such as:
listen to the teachers' lessons / fight in
class / speak Vietnamese in the English
class, etc. As an extension, Ss can act out
the sentences among themselves.
HOME WORK (2’)
- Revise the form and use of comparative with adj.
*ADJUSTMENT
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I. OBJECTIVES: By the end of the lesson, ss will be able to:
1. Knowledge:

-Identify structures “let’s...”, “how about...” to make an appointment and how to

accept appointments
-Identify how to talk about some rules to prepare for one trip using modal verb must
and mustn’t
2. Skills:
-Apply strutures “let’s...”, “how about...” to make an appointment and the way to
accept appointments
-Use modal verb must and mustn’t to talk about some rules to preapre a trip
3. Quality:
the country
management.
II. TEACHING AIDS:
- Students: Text books ….
III. PROCEDURE:
1. WARM UP (5’)
Aim: Everyday English
Making and accepting appointments.
* Content: Revision on old lesson. Having somewarm-up activities to creat a friendly and
relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Organisation: Teacher’s instructions……
- Teacher (T) asks Ss some questions about - Students (Ss) listen and answer the
- Tell Ss that they are going to learn how to - Open their book and write the tittle of the
ask for and give directions. lesson.
- Ask Ss to remember the phrases used to
give directions in 4 of GETTING STARTED
ACTIVITY 1 + 2:
Aims: – To introduce two ways of making and accepting an appointment;
– To help Ss practise making and accepting an appointment.

* Content: Making and accepting an appointment. Listen and readbthe conversation.
* Outcome: Learning how to make and accept an appointment. Making a short
conversation.
1. Listen and read the short conversation 1. Listen and read the short conversation
below, paying attention to the highlighted below, paying attention to the highlighted
parts. parts.
*) Pre- teach vocabulary: - T_ Ss
vocabulary (situation, realia, translation .....) - appointment (n) cuộc hẹn
+ Follow the steps to teach vocabulary - range (n) dãy (núi)
- Repeat in chorus and individually - litter (v) xả rác
+ Check vocabulary - bring (v) mang
- Take note the newwords - necessary (adj) cần thiết
……
1. Have Ss listen and read the conversation. + Students(Ss)listen to the instructions
Tell them to pay attention to the highlighted carefully and learn how to do the tasks.
parts. Elicit from Ss structures used for -Ss work in groups.
making an appointment (Let’s + V/ How Ss may use everyday English to talk to each
about + V-ing?) and structures used for other.
accepting an appointment (That’s fine./ - Ss work in pairs.
Sure.). Audio script:
Ask if they know some other ways (What Steven: Duong, let’s go for a picnic this
about…?Certainly...). Sunday.
Ask Ss to work in pairs and practise the Duong: That’s fine. What time can we meet?
conversation. Steven: How about 9 o’clock?
Duong: Sure. I’ll meet you at that time.
+ Have Ss practise the conversations in pairs.
2. Work in pairs. Make short
Call on some pairs to practise the
conversations, following the example in1
conversations in front of the class
- Ask Ss to work in pairs to make
2. Work in pairs. Make short
conversations
conversations, following the example in1 - Pair works
2. Allow Ss to work in pairs and make + Fulfill the tasks
similar conversations. More able Ss can
practise with other expressions.
- Call on some pairs to practice in front of the
class.
- T and Ss give comments.
A travel guide
- Move around to observe and provide help.
- Have Ss practise speaking
3. PRACTICE (18’)
ACTIVITY 3
Aims: – To introduce a travel guide to Ss;
– To introduce a way of using must / mustn’t in real life.
* Content: Read the travel guide using must / mustn’t
* Outcome: Understanding more using must / mustn’t in real life.
3. Read travel guide entry 3. Read travel guide entry
– Show Ss a travel guide. Ask them what - T_ Ss
information it contains. Discuss the contents. - Ss work individually
Then ask who uses travel guides and why. T - Listen to the teacher’s instructions carefully
gives an explanation or / and an example of and learn how to do.
how travel guides are used. - Check the meaning if yes
– Then ask them to work in pairs. Tell them - Ask Ss to work in pairs to ask and tick the
to look at the photo of Mount Everest, ask questions.
and answer questions to find out what objects - Give the answers
are useful for going to Mount Everest.
Encourage them to use must to ask and - Do the tasks if possible.
answer. E.g. Must we take a heavy coat to
Mount Everest?
– Ask Ss to read the text quickly and check
their ideas.
– Ask them to read the text again and ask
some follow-up questions. E.g. Have you had
any unforgettable experiences? If yes, where
did you go? What happened?
intonation.
ACTIVITY 4:
Aim: To help Ss practise using must / mustn’t in a travel context.
* Content: Make a list of things you must/ mustn’t bring to the Himalayas.
* Outcome: Undertanding more using must/ mustn’t in contexts.

4. Now make a list of the things you must 4. Now make a list of the things you must
bring to the Himalayas. Then add things bring to the Himalayas. Then add things
you musn’t bring you musn’t bring
– Ask Ss to use information in the text in 3 - T_ Ss
and their own ideas to fill must and mustn’t - Listen carefully
columns. Encourage Ss name as many - Answer questions individually.
objects as possible, and then decide if these - Fulfil the tasks
things must or mustn’t be taken there
- Check their lists as a class
ACTIVITY 5:
Aim: Aim: To help Ss practise asking and answering about travel preparation to a
place.
* Content: Ask and answer about travel preparation to a place.
* Outcome: Improving speaking skills.
5. Role- Play being a tour guide and a 5. Role- Play being a tour guide and a
tourist. Tell your partner what to prepare tourist. Tell your partner what to prepare
for their trip to Himalayas, and give for their trip to Himalayas, and give
reasons reasons
- Creat your own list of the necessary things - T_ Ss
for the trip to Himalayas. And then
demonstrate the activity with a more able - Listen to the teacher’s instructions
student. carefully.
- Swap roles. Then ask Ss to work in pairs to
do their own role-play. - Work in pairs
- T goes round to give assistance where and
when needed.
- Ask some pairs to demonstrate before the
class
- Make comments and correct any mistakes if
there are any.
the class.
HOME WORK (2’)
- Practice asking about audio guides to places.

*ADJUSTMENT
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Lesson 5: SKILLS 1

1. Knowledge:
-Recognize predicting skill, reading for general and specific information
-Remember some lexical items related to travelling
-Identify how to talk about some interesting things about a place using must and
mustn’t to give advice
2. Skills:
- Use predicting skill, reading for general and specific information to finish the tasks
-Use some lexical items related to travelling to finish the tasks
-Talk about some interesting things about a place and use must and mustn’t to give
advice
3. Quality:
the country
management.
II. TEACHING AIDS:
- Students: Text books, studying equipments….
III. PROCEDURE:
1. WARM UP (5’)
Pre - reading
Aim:
provides input for the following tasks.
- Ask Ss to compare the texts in Communication and Skills 1. Encourage Ss to
think of the purpose of the texts and where they might see them.
(These texts are a kind of travel guide. They may appear in travel brochures that
give information about a place for visitors. They also advertise specific destinations,
hotels, tours, etc., providing travelers with the details they need to make the most of
their trips.)

* Content: Revision on old lesson. Having somewarm-up activities to creat a

friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Organisation:
+ Greeting
- Teacher (T)asks Ss some questions about + Chatting
them and class. - T_ Ss
- Encourage Ss to give their answers, but - Students(Ss)listen and answer the
do not confirm whether their answers right teacher’s or friend’s questions
or wrong. -Answer the questions.
what they are going to study…. - Open their book and write the tittle
- T leads in the lesson. of the lesson.
* Teach some new words if necessary. * Reapeat and learn how to read and
T follows steps to teach new words. use them.
Island; amazing; landscape; desert; slope; - Copy the new words.
Aim: To activate Ss’ knowledge of the topic in the reading text
* Content: Make predictions about reading. Read and check the ideas.
* Outcome: Predicting the questions before reading about Ha Long Bay and Mui
ne.
* Organisation:
1. Look at the pictures. Make 1. Look at the pictures. Make
predictions about the contents of the predictions about the contents of the
text. -T_ Ss text.
*) Pre- teach vocabulary: * Vocabulary
- Teacher uses different techniques to teach - cave (n) hang động
vocabulary (situation, realia, - beach (n) bãi biển
translation .....) - tourist (n) khách du lịch
+ Follow the steps to teach vocabulary - attraction (n) lôi cuốn
- Repeat in chorus and individually - landscape (n) phong cảnh
+ Check vocabulary - slope(n) độ dốc (- sườn núi)….
- Take note all the new words + Students(Ss)listen to the instructions
- Ask Ss to look at the pictures and guess carefully and learn how to do the
what the texts are about and what they tasks.
know about the places. - Ss learn how to read and use new
- Ask Ss to read the texts quickly to answer words if have
the questions and check their ideas from - Give the answer
the introduction. Allow pairs to discuss Note:
ideas before conducting a class feedback Tuan Chau: a large island in Ha Long
session. Bay, a popular tourist destination.
- Ask some Ss to give their answers. MuiNe: a tourist attraction in Binh
- Observe and help when and where Thuan Province
necessary
ACTIVITY 2:
Aim: To develop Ss’ skill of using vocabulary in different contexts.
* Content: Read and check the ideas. Complete the sentences using the words
given.
* Outcome: Understanding more the using the words in context.
* Organisation:
2. Complete the sentences, using the 2. Complete the sentences, using the
words from the box. words from the box.
Have Ss read the words first. These words - T_ Ss
all appear in the texts, but now they are in - Listen to the teacher’s instructions
di erent contexts. Ss then read the carefully and learn how to do.
sentences and fill the blanks. - Check the meaning of the words
T checks as a class. - Ss work individually first.
T may call on some Ss to read the - Compare the answers with partners
sentences - Give the answers
- Ask ss to show the evidence to support
their answers.
- Check and confirm the correct answers. Key:
Note:Ly Son Island: an island district off 1. islands 2.wonder 3. desert
the central coast of Viet Nam, belonging to 4. Remember 5. visit
Quang Ngai province.
ACTIVITY 3:
Aim: To develop Ss’ skill of reading for specific information.
* Content: Read again the text. Answer the questions.
* Outcome: Getting more specific information about the text.
* Organisation:
3. Read the text again. Answer the 3. Read the text again. Answer the
following questions. following questions.
Set a longer time limit for Ss to reread the - T_ Ss
texts and answer the questions. Again ask - Listen carefully to the instructions
Ss to note where they found the - Answer questions individually.
information that helped them complete the - Follow the instructions carefully
activity. - Find the answer.
Ss can compare answers before discussing - Compare the answers
them as a class. *Key:
Encourage Ss to support their answers with 1. It is in Quang Ninh
reasons. 2. We can enjoy (great) seafood and
- Ask them to give evidence to support join in exciting activities
their answers 3. No, there isn’t
- Check and confirm the correct answers 4. By the beach
*Ask Ss what to include when they talk 5. Early morning or late afternoon.
about a tourist attraction.
- Here are some points:
+ Name of the attraction
+ Its special features / beauty / interesting
things /
+ What you can do there
……….
– Write these points on the board to
prepare for the next activities.
ACTIVITY 4:
Aim: Aim: To provide an opportunity for Ss to practise describing the tourist
attraction they choose.
* Content: Make notes about one of the places in the reading.Have an opportunity
for Ss to practise describing the tourist attraction.
* Outcome: Impove speaking skills. Practice speaking with partners.
* Organisation:
4. Work in pairs. Make notes about one 4. Work in pairs. Make notes about
of the places in the reaing. You can add one of the places in the reaing. You
your own ideas. can add your own ideas.
– Discuss with Ss which things they find - T_ Ss
special about Ha Long Bay and Mui Ne. - Listen to the teacher’s instructions
Brainstorm ideas onto the board. Ask Ss to carefully and follow them.
close their books. - Work individually
– Divide Ss into group A and group B. Tell - Give the answer.
group A to describe Ha Long Bay. Tell
group B to describe Mui Ne.
- Ss use the notes only to help them tell
their partner about their place

- Ask them to practice their description
together before they rejoin with their
partners.
- Go round and offer help if necessary.
ACTIVITY 5:
Aim: To provide an opportunity for Ss to talk about famous / interesting
places, and what one must / mustn’t do there.
* Content: Tell some interesting things aboutabout famous / interesting places…
* Outcome: Telling about the interesting places. Developing speaking skills.
* Organisation:
5. Some foreign visitors are visiting your 5. Some foreign visitors are visiting
city/ town/ area. You are their tour your city/ town/ area. You are their
guide. Tell them some interesting things tour guide. Tell them some
about the places as well as what they interesting things about the places
must and musn’t do there. as well as what they must and
- Tell Ss to review interesting features of musn’t do there.
their city / town / area. - T_ Ss
- Ask them to think of the things tourists - Listen to the teacher’s instructions
must / mustn’t do. carefully and follow them.
- Encourage them to give as many ideas as - Work in pairs.
possible. Example:
- Ask them to share their ideas in pairs Trang An in Ninh Binh is a
before calling some Ss to present in front charming and fantastic site in Viet
of the class. Nam. The whole picture of Trang An
- Then give feedback: comment on their has limestone mountains, forests, and
strengths and correct a few errors in the golden rice fields. The valleys here are
target language. amazingly beautiful like colourful
- T helps if necessary carpets. There are rivers running
along these valleys. Making a boat
trips is a perfect way to enjoy the
- Ss present scenery here. There are also tens of
- Practice speaking in front of the class. wonderful natural caves that you
- Correct mistakes if have. should explore on foot. Many world
traveller call Trang an “Ha Long Bay
on the land”

HOME WORK (2’)

- Write a paragraph (50-70 words) to describe an interesting place in Vietnam in
which tourists must/ mustn’t do there.
*ADJUSTMENT
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WEEK 14: 05/12/2022- 10/12/2022

Periodd 40 : UNIT 5 : NATURAL WONDERS OF VIETNAM
Lesson 6 : SKILLS 2/ Listening and Writing
1. Knowledge:
- Identify listening technique for specific information.
- Identify how write a paragraph
2. Skills:
- Apply listening for specific information to listen to a talk about Phu Quoc Island
and finish the tasks.
- Apply a paragraph writing format to write a paragraph of about 50 words about a
travel attraction
3. Quality:
the country
management.
II. TEACHING AIDS:
- Teacher: Text book, laptop, louspeaker, projector.
- Students: Text books, studying equipments.
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- To develop student’s listening skills for specific information. It also provides input
for the writing skills.
* Content: Revision old lesson orhaving somewarm-up activities to creat a friendly and
relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Organisation:
+ Greeting + Chatting + Greeting + Chatting
about them and class. - Students(Ss)listen and answer the teacher’s
- Ask Ss about the content of the previous or friend’s questions
lesson.

- First, write Phu Quoc Island on the

board, or tell them to look at the picture - Listen and know what they are going to learn
of the island in the book. Then elicit what
Ss know about Phu Quoc Island. - Open their book and write the tittle of the
- Ask Ss to open their book and introduce lesson
* Content: Discussing and answering quetios about Phu Quoc island.
* Outcome: Knowing something about Phu Quoc island.
1. Work in groups. Discuss the 1. Work in groups. Discuss the questions
questions - T_ Ss
* Pre- teach vocabulary: …….
- Teacher uses different techniques to - Group work.
translation .....) if have.
+ Follow the steps to teach vocabulary + Students(Ss)listen to the instructions
? What do you know about Phu Quoc carefully and learn how to do the tasks
island?
- Ss work in groups. Have them look at
the picture and discuss the question.
Ask them to talk about anything they - Do the tasks. Compare the answers.
know or give prediction. T may give - Give the answer.
some hints:
+ the location of Phu Quoc Island
+ the climate
+ interesting / special features
+ what you can do there.
……..
- Play the recording one or two times for
Ss to check their answers.
difficult to hear.
Aim: To develop Ss' skill of listening for specific information.

* Content: Listen and tick T/ F.
* Outcome: Understanding more about Phu Quoc island.
2. Listen again and tick (✓) T (True) of 2. Listen again and tick (✓) T (True) of F
F (False) (False)
- Ask Ss to read through the questions - T_ Ss
carefully before they attempt to give the
answers. - Fulfil the tasks
- Play the recording two or three times for
Ss to do the activity and check their - Give the answers
answers. Ss can share their answers Key:
before T confirms the correct ones. 1.T 2. F 3.T 4. F 5.T
- Encourage Ss to identify the parts of the Audio script:
recording that helped them answer the - Phu Quoc is a very beautiful island in Viet
questions. Nam. It is in Kien Giang. It has beautiful
- Play the recording again for Ss to check beaches and green forests. It also has resorts,
the answers. hotels, and bars. The people here are friendly.
- T may pause at the sentences that Phu Quoc has an international airport, and
include the information Ss need for their travelling there is easy. Tourists can visit
answers. fishing villages, national parks, pagodas and
- Check and confirm the correct answers. temples. They also like to eat the seafood here.
*(Post-listening) It is delicious. Sailing and fishing are popular
- Students tell something about Phu Quoc water sports. You can buy interesting things at
- T gives instructions and encourage Ss to the markets on the island.
tell about Phu Quoc, using information in
Audio Script. - Tell something about Phu Quoc if possible.
- T may give some clues - Ss do it
- Call on some Ss to speak freely.
- Correct pronunciations, grammar,
vocab, intonation.
ACTIVITY 3: Writing
Aim: To help Ss brainstorm ideas for their writing.
- As preparation, ask Ss to bring pictures of places they have been to or find interesting.
Alternatively, they can draw pictures / maps. Remind Ss of the steps of the writing process:
outline, draft and check.
* Content: Brainstorming. Fill the network with the information about travel attraction.
* Outcome: Giving some ideas about travel attractions. Filling the network.
3. Fill each blank in the network with 3. Fill each blank in the network with the
the information about a travel information about a travel attraction you
attraction you know. know.
Ss present their chosen places using
photos / drawings / maps. - T_ Ss
- Ask Ss to show their places to the class.
- Take one place as an example and get Ss - Listen carefully to the instructions
to give information about the place, using
the given questions.
- Ask some questions to prepare the class
for the activity E.g. What is the travel * Ss learn how to do the tasks
attraction? Where is it? How far is it?
How can you go there? What is it like? - It’s Ha Long Bay.
What is special about it? What can you do - It is in Quang Ninh province.
- It’s about 100km from my hometown
there?
- It’s very fantastic/ wonderful.
- Ask Ss to make notes about their chosen - You can take a boat ride
places, using the questions given in the - you can enjoy the seafood
network. - sail around the islands …..
- Remind them that they do not have to
write full sentences.
ACTIVITY 4:
Aim: To help Ss practise writing a paragraph about the place that they have made
notes about.
* Content: Write a paragraph about travel attraction you know.
* Outcome: Ss can write a paragraph about travel attraction completely.

4. Use the notes in 3 to write a 4. Use the notes in 3 to write a paragraph of
paragraph of about 50 words. about 50 words.
- Ask Ss to share their notes with their - T_ Ss
partners.
- T may ask more able Ss to read out the
notes to the whole class.
- Ask Ss to use their notes to write a
paragraph about their chosen places.
- Ss can use the reading texts as their
model.
- Ss can exchange and read each other's
drafts to give some comments.

- Ss can underline parts that could be
improved and focus on those areas as they
write their final version. If time is limited,
T may ask Ss to write the final version at
home, and hand them in at the next
lesson.
*Ask Ss to write the first draft
individually. Next ask Ss to work in pairs
doing peer corrections. - Listen carefullyand learn how to write
* Post writing
- T may display all or some of the Ss' - Ss do it.
writings on the wall / notice board. T and - Write themselves
other Ss give comments. Ss edit and You can begin your paragraph:
revise their writing as homework. I am writing about Ha Long Bay is in
- If time is limited, T may ask Ss to write Quang Ninh Province. It is fantastic. It has
the final version at home. many islands and caves. Tuan Chau, with its
- Other Ss and T comment on the writing. beautiful beaches, is a popular tourist
attraction in Ha Long Bay. There you can
enjoy great seafood. And you can join in
exciting activities. Ha Long Bay is viet Nam ‘s
best natural wonder.
* HOME WORK. (2’)

- Finish the writing.
*ADJUSTMENT
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Lesson 7: LOOKING BACK and Project
1. Knowledge:
- Memorize some lexical items related to the topic Natural wonders of Viet Nam.
-Memorize structure and usage of “there is/ there are”
- Memorize structure and usage of modal verbs must/ musn’t to give advice.
2. Skills:
-Use some lexical items related to the topic Natural wonders of Viet Nam to finish the
tasks
- Use “there is/ there are” to finish the tasks
- Use modal verbs must/ musn’t to give advice.
3. Quality:
the country
management.
II. TEACHING AIDS:
III. PROCEDURE:
WARM UP (5’)
Aims:
- This is the review section of the unit. Encourage Ss not to refer back to the unit.
Instead, they should use what they have learnt during the unit to answer the questions.
That will help T and Ss see how far they have progressed, and which areas need
further practice.
- The questions in Looking Back match the Now I can... self-assessment statements at
the end.
Ss should check how well they did on each question and use that information when
filling in the self-assessment table.
* Content: Revision on old lesson.Having somewarm-up activities to creat a friendly
and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Organisation:
+ Greeting // + Chatting + Greeting
- Teacher (T) asks Ss some questions about + Chatting
them and class. - Students (Ss) listen and learn how to
- Ask Ss to open their book and introduce do.
ACTIVITY 1: PRACTICE EXERCISES
* Content: Revise the vocabulary items they have learnt in the unit.
* Outcome: Remember the using the words.
* Organisation:

1. Write the names for each picture 1. Write the names for each picture
- Ss work individually to do the exercise.- T_ Ss
Then - Ss can check their answers before + Students(Ss)listen to the instructions
discussing the answers as a class. However,
they should keep a record of their original
answers so they can use that information in
enquirements.
their Now I can... statements. * Key:
- Check the answers as a class. 1. waterfall 2.cave
- Correct the mistakes if have. 3. desert
- Check and confirm the correct answers 4. river 5. beach 6.
island
3. PRACTICE (18’)
ACTIVITIES 2 + 3
* Content: Do the matching.
* Outcome: Understanding more about natural wonders in Viet Nam.
2. Match the name of a natural wonder in 2. Match the name of a natural
column A with a word indicating it in wonder in column A with a word
column B 1 is an example. indicating it in column B 1 is an
- Ask Ss to work in pairs and match the example.
name of a natural wonder in column A with
a word indicating it in column B. - Ss work in pairs
- Monitor the activity and offer help when - Do the tasks
necessary. - Give the answers.
intonation. Key:1. d 2. c 3. a 4. e 5. f
- Invite some Ss to give answer. 6. b
3. Write the words.
- Ask Ss to work individually to name the
things in each picture.
- Have Ss compare their answers in pairs 3. Write the words.
before checking as a class. - Work individually
- Observe and help when and where - Do the same the tasks
necessary, and correct Ss'pronunciation and - Copy in the notebook
intonation. Key:1. scissors 2. sleeping bag
- Invite some Ss to give answer. 3. compass4. backpack5. plaster

- Do the same the tasks
- Copy in the notebook
ACTIVITY 4: Grammar
Aim: To help Ss revise the use of countable and uncountable nouns in sentences.
* Content: Revision on the use of C and U nouns by finding the mistakes
* Outcome: Having ability to find out the mistakes in sentences
* Organisation:
4. Find the mistake in each sentence and 4. Find the mistake in each sentence
correct it. and correct it.
- Ss work independently and complete the - Ss work independently.
activity. - Do the tasks
- Then have them check their answers in - Give the answers.
pairs before checking as a class. Key:
- Observe and help when and where 1. is  are
necessary, and correct Ss'pronunciation and 2. are  is
intonation. 3. instrument  instruments
- Invite some Ss to give answer. 4. are  is
- Check and confirm the correct answers 5. luggages  luggage
ACTIVITY 5:
Aim: To help Ss revise the use of must / mustn't in context
* Content: Revision the use of must / mustn'tby completing the dialogue.
* Outcome: Remember more about using must / mustn't in context.
* Organisation:
5. Complete the dialogue, using must or 5. Complete the dialogue, using must
mustn’t or mustn’t.
- T gives instructions how to do execises. - T _ Ss
- Ask Ss to work in pairs and complete the - Listen carefully to the teacher’s
activity. instructions
- Then have them check their answers in - Do the tasks.
pairs before checking as a class. - Compare the answers
* PROJECT: - Give the answers
- Prepare in the previous lessons
beforehand - T _ Ss
– Divide the class into groups of five or six, - Ss should finish the project in class,

and ask Ss to think of the interesting places assign groups in the previous lessons.
they would like to visit (in Viet Nam or in * This should be a project for Ss to do
the world). as teamwork. If there is not enough time
– Make clear to them what they have to do: - in class, the project can be done outside
Each group has to choose a natural wonder the classroom. Then in the next lesson,
and make a poster about it. each group presents it before the class.
- The poster should be clearly drawn or Encourage Ss to use their knowledge as
printed, and Ss should give as much well as their artistic skills.
information about the place as possible. Finally, ask Ss to complete the self-
assessment table. Identify any
difficulties and weak areas and provide
further practice.
HOME WORK (2’)
- Finish all the exercises.
- Make sentences using must/mustn't
*ADJUSTMENT
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Period 42: UNIT 6: OUR TET HOLIDAY
HAPPY NEW YEAR!

1. Knowledge:
-Recognize the topic of the lesson, Tet holiday in Viet Nam
-Remember some lexical items related to the topic Tet holiday in Viet Nam.
2. Skills:
-Use some lexical items related to the topic Tet holiday in Viet Nam to finish the tasks
3. Quality:
-Enhance Ss’ love for traditional customs - Tet holiday of Vietnam
- Educating the love and preservation of traditional customs and traditions.
- Enhance the awareness of having a good behavior toward the adult and the elderly
people on Tet holiday.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
– To create an active atmosphere in the class at the start of the lesson;
– To lead into the new unit.
* Content: Revision on old lesson.Telling about a Natural Wonder in Viet Nam
* Organisation:
- Review the previous unit before Ss open their - Students (Ss) listen and learn how to do
books. it.
- Organise a short Natural Wonder game to - T _ Ss
revise the wonders Ss learnt in Unit 5. - Answer the teacher’s questions and
For example, T can say a name (Ha Long Bay) enquirements.
and Ss respond by saying something about it:
(It's in Quang Ninh / It has many islands/Its + Students (Ss) listen and learn how to do
scenery is beautiful). Continue for 2 - 3 more the tasks.
wonders from Unit 5.
- Lead to the new unit. Show Ss some photos
related to Tet. Then write the word TET on the
board and ask Ss to give any word related to the - Open their book and write.
topic.
- T may allow them to give a Vietnamese word
and ask other Ss in the class if they know the
equivalent in English.
- T can list the words in a corner of the board.
- Ask Ss to open their books to page 58. Draw
their attention to the yellow box and introduce
what they are going to learn in this unit.
ACTIVITY 1: Aims:
* Content: Listen and read conversation to get used to the vocabulary; grammar points.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson,
grammar points…
* Organisation:


- Set the context for the listening and reading:
ask Ss to look at the title of the conversation
and the picture. Ask them some questions like:
What do you think they are talking about?
When is Tet?
Is it a holiday?
What do we do at Tet?
- Encourage Ss to give their answers, but do not
confirm whether their answers are right or - T _ Ss
wrong. - Listen carefully to the context
- Play the recording twice for Ss to listen and - Listen carefully and read aloud.
read along. Have Ss underline the words that * Vocabulary
are related to the topic of the unit while they are - celebarate (v) kỉ niệm
listening and reading. - clean (v) lau, chùi
- Invite some pairs of Ss to read the dialogue - decorate (v) trang trí
aloud. - gathering (v) tập trung
- Have Ss say the words in the text that they - get (v) lấy
think are related to the topic Tet. Quickly write - lucky money (n) tiền lì xì
the words on one part of the board - break(v) làm vỡ
*Teach vocabulary: - peach flowers (n) hoa đào
vocabulary (situation, realia, translation .....) - Take notes.
+ Check vocabulary
- Quickly teach / introduce the new words if
have.
- Call on some pairs of Ss to read the
conversation aloud.
- Comment on Ss'answers.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss get the main idea of the text.
* Content: Read again the conversation and answer the question.
* Outcome: Understanding more main idea of the text.
* Organisation:
2. What are Linda and Phong talking about? 2. What are Linda and Phong talking
- Ask Ss what exactly Phong and Linda talked about?

about. Have them read the three options - T _ Ss
carefully and see the difference among them. - Listen carefully to the instructions
- Confirm the correct answer. (They talked - Ss
about Tet in Viet Nam.) - Follow the teacher’s instructions
- Explain the meaning of some words if
necessary. Ss practise saying the sentences - Give the answers and check.
together.
- T gives the correct answers. * Key: B
ACTIVITY 3:
Aim: To help Ss scan the text for the information to fill the blanks.
* Content: Read again the conversation and complete the sentences.
* Outcome: Improving the reading skills to get information to fill the blanks.
* Organisation:
3. Complete the sentences about Tet with 3. Complete the sentences about Tet
information from conversation 1. with information from conversation 1.
- Ask Ss to work Independently to use to fill - Listen to the instructions clearly
each blank with the word(s) from the - Learn how to do it
conversation. - Ss work independently
- T may instruct them how to do the exercise - Comparethe answers
and model the first sentence. (1) read the - Give the answers.
sentence and identify what information to use to - Copy them
fill the blank, e.g. In sentence 1, we need to Key :
write the time of Tet this year; (2) read the 1. January 2. homes3. gatherings
conversation and locate the place to find the 4. lucky money 5. break
word(s) to fill the blank, e.g. Line 4 in the
conversation. So the answer is January.
- Allow Ss to share answers before discussing
as a class. Write the correct answers on the
board.
- Allow Ss to share answers before discussing
as a class.
ACTIVITY 4:
Aim: To develop Ss’ knowledge of the vocabulary relating to Tet.
* Content: Learn more words about Tet. Do the matching.
* Outcome: Learning more words relating to Tet.
* Organisation:
4. Match the words/ phrases in the box with 4. Match the words/ phrases in the box

pictures. with pictures.

- Have Ss look at the pictures first to see if they - T _ Ss
know the English words for them. Then allow - Listen carefully and learn how to do.
Ss to read the words / phrases in the box and do
the matching. - Ss do themselves. Give the answers
Check the answers as a class.
Call on some Ss to read the answers aloud.
Confirm the correct answers. Key: 1. b 2.a 3.c 4.d
Give Ss information about these wonders to
interest them in the topic of the unit
ACTIVITY 5:
Aim: To allow Ss opportunities to recognise what is related to Tet through a fun game.
* Content: Playing game. Write two things or activitiesrelating to Tet.
* Outcome: Understading more things or activitiesat Tet / on Tet holiday.
* Organisation:
5. GAME: Is it about Tet? 5. GAME: Is it about Tet?
+ Write two things or activities and share + Write two things or activities and
them with class. The Class listen and decide share them with class. The Class listen
whether they are about or not about Tet. and decide whether they are about or
- Allow Ss some time to read the instructions not about Tet.
and the example. - T _ Ss
- Demonstrate the game by saying a word / - Listen carefully and learn how to do.
phrase and ask Ss if it's related to Tet or not. - Ss play game
- Have Ss write down two things / activities. - T _ Ss
- Go round and help if needed.
- Call on some Ss to stand up and read their - Fulfil the tasks.
words.
- The class listens and says if it's related to Tet
or not.
* HOMEWORK (2’)
*ADJUSTMENT
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WEEK 15: 12/12/2022- 17/12/2022

I. OBJECTIVES.
By the end of the lesson students will be able to:
1. Knowledge:
- Remember some lexical items related to the topic Tet holiday in Viet Nam
-Identify some collocations of some verbs and some nouns
- Identify how to pronounce the sounds /s/ and /∫/correctly.
2. Skills:
-Use some lexical items related to the topic Tet holiday in Viet Nam to finish the
tasks
-Match some verbs with some nouns
-Recognize sound /s/ and /∫/ in the underlined words in a poem.
3. Quality:
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims: Vocabulary
- To revise/ teach some words/ phrases related to Tet.
- Teacher (T) asks Ss some questions about
them and class. - Students (Ss) listen and learn how to do.
- Brainstorm some words/ things that might be
related to Tet.
- Ask Ss to open their book and introduce - Repeat these words.
ACTIVITY 1:
Aim: To revise/ teach some words/ phrases related to Tet.
* Content: Revise some new words related to Tet. Do the matching
* Outcome: Learning some new words about Tet: wish; fireworks; special food…
1. Write the words / phrases in the box 1. Write the words / phrases in the box
under the pictures. under the pictures.
* Pre- teach vocabulary: - T _ Ss
vocabulary (situation, realia, translation .....)
+ Check vocabulary
- Listen carefully to the instructions
carefully and learn how to do the tasks. * Vocabulary
- wish (v) ước
- Allow Ss to look at the pictures and see if - firework (n) pháo hoa
they know the words / phrases in the box. - special (adj): đặc biệt
- Ask them to write the words / phrases in the - furniture (n) đồ đạc
box under the pictures. - relative (n) người thân
- Ss work independently. Ask Ss to look at the
pictures and match each word / phrase given in
the box with the right picture. Key:
- Allow them to share their answers before 1. fireworks 2. special food 3. fun
discussing them it as a class. Then have Ss 4. wish 5. furniture
practise saying the words.
- Check and confirm the answers.
3. PRACTICE (10’)
ACTIVITY 2:
Aim: To teach Ss how to combine a verb with a noun to talk about Tet activities.
* Content: Do the matching. Combine a verb with a noun
* Outcome: Having ability to use the word/ phrases correctly.
2. Match the verbs with the nouns 2. Match the verbs with the nouns
- Explain to Ss that some verbs and nouns go - T _ Ss
together and some don't,
e.g. plant/decorate + a tree, but not cook + a - Work individually to do this activity
tree. - Listen carefully and learn how to do.
- Write a verb on the board (e.g. read) and ask - Follow the teacher’s instructions
Ss to match the verb with as many nouns as
they can find (e.g. read a - Give the answers
book/novel/magazine/story/etc.)
- Ask Ss to look at the verbs in the Verbs box Key:
first and see what nouns in the Nouns box they l.f (have fun)
can go with. 2. e (visit relatives)
- Allow Ss to do the matching independently. 3. d (give lucky money)
Then pair Ss and allow them to share with 4. a (make a wish)
their partner. 5. c (clean the furniture)
- Check the answers as a class. 6. b (watch fireworks)
- T may go around to observe and offer help if
necessary.
ACTIVITY 3:
Aim: To revise the words learnt in context.
* Content: Doing more exercises to revise the words.
* Outcome: Ss can use the words correctly in contexts.
3. Complete the sentences with the words in 3. Complete the sentences with the
the box words in the box.
- Ss to work independently or in pairs. - T _ Ss
- Encourage them to read the sentences - Listen to the instructions clearly
carefully and look for clues so that they can - Learn how to do it
choose the right word to complete each - Ss to work independently or in pairs.
sentence.
E.g. In sentence 1, we need a verb after subject - Ss do themselves.
we. We have two verbs in the box, clean and - Copy them
celebrate. Only celebrate can go with Tet. So Key:
the correct word is “celebrate”. 1. celebrate2.peach3. clean

- Check the answers as a class. 4. shopping5. Food
- T may call on some Ss to read the sentences
aloud.
II. PRONUNCIATION: /s/ and /∫/ (10’)
ACTIVITY 4:
Aim: To help Ss identify how to pronounce the sounds /s/ and /∫/ and practice
pronouncing these sounds.
* Content: Pronounce the sounds /s/ and /∫/ correctly by listening and repeating words.
* Outcome: Ss can pronounce the sounds /s/ and /∫/ correctly.
4. Listen and repeat the words 4. Listen and repeat the words
- T may write two Vietnamese words on the - T_ Ss
board first, e.g. xach and sach. - Listen to the teacher’s instructions
- Ask Ss to say the words aloud and draw their carefully
attention to the difference in the pronunciation - Check the answers
of /x/ and /s /. Then write the words see and - Listen and repeat
she underthe words xach and sach and read
aloud the four words. Audio script:
- Have Ss elicit the difference in the two shopping special rice spring
sounds /s/ and /∫/in English. wish celebrate
- Have some Ss read out the words first.
- Play the recording and askSs to listen and
repeat.
- Call on some Ss to check.
- Correct Ss' pronunciation.
- Call on some pairs to write their answers on
the board before checking their answers with
the whole class.
ACTIVITY 5:
Aim: To help Ss pronounce the sounds /s/ and /∫/ correctly in context.
* Content: Pronounce the sounds /s/ and /∫/ correctly by repeating words in sentences
* Outcome: Ss can pronounce the sounds /s/ and /∫/ correctly in sentences.
5. Listen and repeat the poem. Pay 5. Listen and repeat the poem. Pay
attention to the sounds /s/ and /∫/ in the attention to the sounds /s/ and /∫/ in the
underlined words. underlined words.
- This activity is designed to make learning - T_ Ss

pronunciation more fun. - Listen to the instructions carefully then
- Play the recording for Ss to listen to the do the tasks.
poem. - Do the tasks
- Then play the recording again for them to - Listen again and reppeat
listen and repeat. - Practice the chant.
- Allow Ss some time to practise reading the
poem among themselves. Audio script:
- Ask them to pay attention to the underlined Spring is coming!
words with the /s / and / J / sounds. Tet is coming!
- Go around and correct the pronunciation if Shesells peach flowers.
needed. Her cheeks shine.
- Ask for some volunteers to stand up and read Her eyes smile.
the poem aloud. Her smile is shy.
- Comment on their pronunciation. Shesells peach flowers.
Note: This activity may also be turned into a

competition to see who / which group
can read the poem best and with the most
expression.
HOME WORK (2’)
- Practice making sentences with new words
*ADJUSTMENT
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Period 44: UNIT 6 : OUR TET HOLIDAY

1. Knowledge:
- Identify the usage and structure of modal verb should/ shouldn’t
-Identify how to use some and any with nouns
2. Skills:
-Use modal verb should/ shouldn’t to give advice
-Use modal verb should/ shouldn’t to talk about the activities children should or
shoudn’t do at Tet
-Use some and any to finish the tasks
3. Quality:
management.
II. TEACHING AIDS:
- Students: Text books, ….
- Methods: T-WC; group works; individual ……
III. PROCEDURE:
1. WARM UP (5’)
Aim: To introduce the topic of the lesson
Should / shouldn't for advice
- Ask Ss to look at the picture and ask them some questions to focus their attention to
the situation before focusing on the use of should / shouldn't, e.g. Where are they? Why
is Nam wearing a raincoat?What will happen if Nam comes into the kitchen with his
raincoat still on? write the mother's response on the board and underline the word
shouldn't.
- Write in the classroom on the board. Write the words run, keep quiet, make noise, etc.
on the board and ask Ss for simply Yes (to show it can be done in the classroom) or No if
not. If the answer is Yes, tick the word. If No, cross the word. Keep them on the board
for later use.
* Content: Having somewarm-up activities to creat a friendly and relaxed atmostphere
to inspire Ss to warm up to the new lesson.
- Teacher (T) asks Ss some questions about - T_Ss
them and class. - Students (Ss) listen and learn how to do
- Ask Ss to open their book and introduce it.
- Lead in the new lesson. - Open their book and write.
ACTIVITY 1: Grammar: Should / shouldn't for advice
Aim: To give Ss more opportunities to practise the use of should / shouldn't in real
context.
* Content: Using the modal verb should / shouldn't for advice
* Outcome: Ss can use modal verb should / shouldn't to give advice.
* Organisation: Teacher’s instructions…….
1. Look at the signs at the library and 1. Look at the signs at the library and
complete the sentences with should or complete the sentences with should or
shouldn't. shouldn't.
- Write the word LIBRARY on the board - T_Ss
and ask Ss to say what they should / - Listen carefully to the teacher’s
shouldn't do when they are in a library. instructions and learn how to use the
Then ask Ss to look at the four signs in the verb.
- Ss work individually
book and have them complete the sentences.
- Do the tasks
Allow them to share their answers with a
- Compare the answers.
partner.
- Call on some Ss to read aloud the sentences
and checkthelr answers as a class.
- Give the answers
If there Is still time, ask Ss to refer to the
notes of in the classroom on the board and
Key:
practise saying the sentences with should /
1.should2. shouldn't3. should
shouldn't.
4.shouldn't.
- Ask Ss work independently.
- Ask Ss to look at Remember!box and
allow them one minute to memorise it.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss see what activity is good / not good to be done at Tet.
* Content: Doing exercise using should/ shouldn’t for advice by looking at the signs at
the library.
* Outcome: Ss can use the verb should/ shouldn’t correctly. Remember**
2. Tick (✓) the activities children should 2. Tick (✓) the activities children
do at Tet and cross (x) the ones they should do at Tet and cross (x) the ones
shouldn’t they shouldn’t
– Have Ss study the Remember!box. T Remember!
explains and gives examples. - We use should for things that are good
(For a better class, T may ask Ss to give to do

more examples.) - We use shouldn’t for things that are
- Ask Ss to look at the pictures and read the not good to do
phrases under the pictures. Then tick (it's - Ss work individually
good) or cross (it's not good) each picture. - Do the tasks
The pictures help make the meanings of the - Compare the answers.
phrases clear. - T_Ss
- Check the answers as a class * Key:
intonation.
- Confirm the correct answers. - Copy into notebook.
ACTIVITY 3
Aim: To help Ss form sentences using should / shouldn't.
* Content: To make sentences using should / shouldn't: what children should / shouldn't
do.
* Outcome: Ss understand more about the using should / shouldn't.
3. Work in pairs. Look at the activities in 3. Work in pairs. Look at the activities
2. Take turns to say what you think in 2. Take turns to say what you think
children should/ shouldn’t do. children should/ shouldn’t do.
- This activity allows Ss to produce - T_Ss
sentences with the target language of
should / shouldn't, using the prompts in 2. - Listen to the instructions clearly
- Ask Ss to use ticks and crosses for
activities in 2 and the examples on the board - Ss to work in pairs
to help. - T_Ss
- Go round and give help if needed. - Ss learn how to use them
- Make sure Ss combine should / shouldn't
and the main verb correctly.
- Make sure they pronounce the words
should and shouldn't correctly too.
ACTIVITY 4:
Aim: To give Ss some controlled practice on the use of some/ any.
* Content: The use of some and any. Doing exercise using some and any.
* Outcome: Leaning how to use some and any correctly. Remember!
* Explain to Ss the meaning and use of some/ any…

Remember! / On page 62
+ By this time, Ss have seen / used some and any already. This is just a summary of their
use.
– Ask Ss to read the remember grammar box.
– Tell them to pay attention to the phrases in bold in the sentences to see how some and
any are useddifferently (positive, negative, and question).
– Remind them that some and any can be used with both countable / uncountable nouns.
When they go
with countable nouns, the nouns are always in plural.
Some /any for amount 4. Complete the sentences with some or
Remember! any
* Ask Ss learn how to use: Some, any. - T_Ss
+ Some: - Listen to the instructions carefully
(+) My mother bought some fruits
(+) I need some milk for the cake. - Work in pairs.
+ any - Do themselves
(-) I can’t answer any questions
(-) Do you have any sugar? - Give the answers
4. Complete the sentences with some or - T_Ss
any
- Apply the rules in the box. Ask Ss to look
for
clues (+ or - / sentences) and decide whether
to use some or any. Key:
- Check their answers as a class and explain 1.some, some2.any3. any, some
the choice.
- Ask other Ss to give comments
ACTIVITY 5
Aim: To give Ss much freer practice with some / any in real context.
* Content: Make sentences with words provided using some or any
* Outcome: Ss can use some or any correctly in real contexts.
5. Work in pairs. Look at the fridge. 5. Work in pairs. Look at the fridge.
Make sentences with the words/ phrases Make sentences with the words/
provided, using some or any. phrases provided, using some or any.
- This activity allows Ss to use some and any - T_Ss

for speaking in a more authentic situation. - Listen to the instructions carefully
- Ask Ss to look at the fridge and read the
examples. Draw Ss' attention to the change - Work in pairs.
of the verb be in the use with some or any
(in the examples). - Compare the answers.
- Have Ss do this activity in pairs. Go round
and help if needed. - Give the answers.
- Call on some pairs to read their sentences.
Don't correct their mistake whether It Is a
vocabulary or grammar mistake. Ask other
Ss to listen and say if they agree (yes) or
don't agree (no) and correct it by themselves.
- Check their answers.
- If there is enough time, encourage Ss to *Key:
expand to the other items in the fridge or ask 1. There are some eggs (in the fridge).
them to describe things in their fridges at 2. There is some fruit juice. / There are
home. some packs of fruit juice.
- Discuss answers as a class. For less able 3. There aren't any apples.
Ss, T can give hints by saying some verbs / 4. There isn't any bread.
phrases such as: 5. There are some bananas.
listen to the teachers' lessons / fight in class / 6. There is some cheese.
speak Vietnamese in the English class, etc.
As an extension, Ss can act out the sentences
among themselves.
HOME WORK (2’)

- Revise the form and use of comparative with adj.
*ADJUSTMENT
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******************************************

1. Knowledge:
-Identify how to say New Year’s wishes

-Recognize some cultures of some coutries that celebrate their New Year
2. Skills.
- Say New Year’s wishes to friends and relatives
-Talk about some cultures of some coutries that celebrate their New Year
3. Quality:
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims: Everyday English
Saying New year’s wishes.
- Ss learn how to say New Year's wishes to other people. Ask Ss if they know any New
Year's wishes.
- Teacher (T) asks Ss some questions about - T_ Ss
them and class. - Students (Ss) listen and answer the
- Tell Ss that they are going to learn how to teacher’s or friend’s questions
ask for and give directions.
- Ask Ss to open their book and introduce - Open their book and write the tittle of the
what they are going to study…. lesson.
ACTIVITY 1 + 2:
Aims: - To introduce a New Year's wish;
- To help Ss practise New Year's wishes.
* Content: Giving how to say New Year's wishes to other people
* Outcome: Ss learn how to use the words and how to say New Year's wishes to other
people.
* Organisation :Teacher’s instructions…..
1. Listen and read the New Year’s wish. 1. Listen and read the New Year’s wish.
vocabulary (situation, realia, translation .....) - fun (n) vui vẻ
+ Follow the steps to teach vocabulary - cheer (v) chúc mừng
- Repeat in chorus and individually - success (n) thành công
+ Check Vocabulary - throw (v) ném đi
- Copy all the words - believe (v) tin tưởng
- drop (v) đánh rơi
1. If possible, prepare some more cards with - wash away…(v) rửa sạch
New Year's wishes. + Students(Ss)listen to the instructions
Ask Ss to listen and read the New Year's carefully and learn how to do the tasks.
wish in 1, and some more (possibly provided -Ss work in groups.
by T). Ss may use everyday English to talk to each
Help Ss come up with the pattern: Wishing other.
you/1 wish you + noun /noun phrase. - Ss work in pairs.
Audio script: Wishing you joy & laughter... Audio script: Wishing you joy & laughter...
from January to December! from January to December!
+Ask Ss to work in pairs and practise the
conversation.
+ Have Ss practise the conversations in pairs. 2. Listen and read the New Year’s wishes
Call on some pairs to practise the to your friends, using the suggestions
conversations in front of the class below or creating your own.
2. Listen and read the New Year’s wishes - Ask Ss to work in pairs to make
to your friends, using the suggestions conversations
below or creating your own. - T_ Ss
2. Allow Ss to work in groups and say New
Year's wishes. - Group works
Call on some Ss to say the wishes aloud.
If there is enough time, ask Ss which wish + Fulfil the tasks
they would like to receive for this coming
year, and if they would like to create a wish
for themselves or others.
- Have Ss practise speaking
3. PRACTICE (18’)
ACTIVITY 3 New Year practices in the world

Aim: To introduce Ss to some New Year's practices in other countries.
* Content: Do the QUIZ. Matching
* Outcome: Ss learn more about some New Year's practices in other countries.
3. QUIZ: Match the sentences with the 3. QUIZ: Match the sentences with the
pictures. Then match them with the pictures. Then match them with the
countries. countries.
- Have Ss read the sentences first. They - Ss work individually
might not know about these practices. - Listen to the teacher’s instructions carefully
- T tells them to look for the clues in the and learn how to do.
sentences which can help them (square, hole, - Check the meaning if yes
cake, throw water). - Ask Ss to work in pairs to ask and tick the
- Ss to look at the pictures and match them. questions.
- Check the answers as a class. - Give the answers
Then move on to the next part. Ask Ss if they
know which country each practice is from. - Do the tasks if possible.
Encourage them to guess if they don't know.
- Ask Ss to look at the names of the countries
and match the pictures.
- Check the answers as a class. * Key:
Note: If there is enough time, ask Ss to share
with the class any interesting New Year's 1. b. The USA
practices from other countries / parts of the 2. c. Russia
world. 3. a. Japan
- Allow them to use Vietnamese when they 4. d. Thailand
come across difficult vocabulary.
intonation.
ACTIVITY 4:
Aim: To show Ss how different countries celebrate their New Years.
* Content: Read how people in other countries celebrate their New year and Match the
countries with the activities.
* Outcome: Know more other countries celebrate their New year.
4. Read how people in different countries 4. Read how people in different countries
celebrate their New Year. Then match the celebrate their New Year. Then match the
countries with activities. countries with activities.

- Allow Ss some time to read the New Year's - T_ Ss
practices In five countries and do the - Listen carefully
matching. - Answer questions individually.
- Check their answers as a class. Ask Ss to Key:1. b 2. a3. e4. c 5. d
read aloud the sentences that support their Note:
answers. Japan / dƷә’pæn/
Romania /ru’meiniә/
- Check their lists as a class Spain /spein/
- Check and confirm the correct answers Switzerland /'switsәlәnd/
Thailand /'tailәnd/
ACTIVITY 5:
Aim: To help Ss talk about New Year's practices around the world.
* Content: Telling. Ss work in groups and talking about activities at Tet in other countries.
* Outcome: Know more about Tet in other countries.
5. Work in groups. Each student chooses 5. Work in groups. Each student chooses
one activity from 4. Take turns to say one activity from 4. Take turns to say
them aloud. The group says which country them aloud. The group says which country
he/ she is talking about. he/ she is talking about.
- To help Ss prepare for Activity 5, ask Ss to - T_ Ss
underline all the activities they find in the - Listen to the teacher’s instructions
passages in 4. For example, underline carefully.
temples ring their bells. This may help Ss
concentrate on the activities (New Year's - Work in groups
practices) and memorise the key words to
help them talk.
- Allow Ss one minute to pick the activity
they are most interested in from 4, and Example:
memorise it. - They throw water on other people.
- Make comments and correct any mistakes if - It’s in Thailand.
there are any.
the class.
* HOME WORK (2’)
- Practice talking about New Year in different countries.
*ADJUSTMENT
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…………………………………………………………………………………….
*****************************************
WEEK 16: 19/12/2022- 24/12/2022

Lesson 5: SKILLS 1 (Reading and Speaking)
I. OBJECTIVES.
1. Knowledge:
- Identify reading for specific information.
-Recognize how to talk about the activities the children should/ shouldn’t do at Tet
2. Skills.
- Apply reading for specific information about activities that three children do at Tet
holiday
-Use some lexcical items related to Tet holiday topic and modal verbs “should’
shouldn’t” to talk about the activities the children should/ shouldn’t do at Tet
3. Quality:
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
(Pre - reading)
Aims:
- To develop student’s reading skills for specific information (scanning).
+ Greeting
- Teacher (T)asks Ss some questions about + Chatting
them and class. - T_ Ss

- Encourage Ss to give their answers, but do - Students(Ss)listen and answer the
not confirm whether their answers right or teacher’s or friend’s questions
wrong. -Answer the questions.
- Ask Ss to open their book and introduce what - Open their book and write the tittle of
they are going to study…. the lesson.
- T leads in the lesson. * Reapeat and learn how to read and use
* Teach some new words in contexts if them.
necessary. - Copy the new words.
- T follows steps to teach new words
Aim: To help Ss develop reading for specific information (scanning);
* Content: Reading the passage for specific information
* Outcome: Ss can get some information in the passage and decide who says sentences 1-
5.
1. Reading the passage and decide who says 1. Reading the passage and decide who
sentences 1-5. says sentences 1-5.
vocabulary (situation, realia, translation .....) - welcome (v) chào đón
+ Follow the steps to teach vocabulary - light up (v) làm sáng lên
- Repeat in chorus and individually - customs (n) phong tục
+ Check vocabulary - lucky (adj) may mắn
- Take note all the new words - cry sound (c/n) tiếng khóc
* To help Ss broaden and deepen their + Students(Ss)listen to the instructions

knowledge about New Years. carefully and learn how to do the tasks.
- Ask Ss to look at the pictures so that they can - Ss learn how to read and use new words
focus on the countries they are going to read. if have
Ask If they know how these countries - Give the answer
celebrate the New Year. Note:
- Have Ss read the passages and decide who
says the sentences individually or in pairs.
- Encourage them to mark where the Key:
information for each answer appears in the 1. C 2. A 3. B 4. C 5. B
passages.
- Observe and help when and where necessary.

- Check the answer.
Note:
Times Square /taimz 'skwea/: a busy square
in New York City, known for its bright lights
and many theatres and cinemas. On New Lucky money:New Year lucky money is
Year's Eve, thousands of people gather there very popular in Asian countries like
to watch a ball lower as the new year China, Viet Nam, Japan, and so on. The
approaches. purpose of this custom is to wish for good
luck, health, and fortune for everyone.
3. PRACTICE (18’)
ACTIVITY 2: While – reading
Aim: To test Ss' memory to see how much they concentrate on / comprehend the
reading.
* Content: Doing the test memory. Remebering the things appear in the passage.
* Outcome: Ss can remember the things appear in the passage
2. Test your memory. 2. Test your memory.
- This job can be done ideally by asking Ss not - T_ Ss
to look back at the passages and see how many - Listen to the teacher’s instructions
questions they answer correctly. carefully and learn how to do.
- T may turn it into a competition between - Check the meaning of the words
groups. Then have them refer to the passages - Ss work individually first.
and check their answers. Check their answers - Compare the answers with partners
as a class. - Give the answers
1. ✓: a, b, c, e, f, g.
- Ask ss to show the evidence to support their Key:
answers.
- Check and confirm the correct answers. 2. x : d, h
ACTIVITY 3: (Follow up activity) Speaking

Aim: To help Ss talk about what they have read.
* Content: Telling which activities you do at Tet.
* Outcome: Ss talk freely about activities at Tet using information in the passage.

3. Work in pairs. These are some activities 3. Work in pairs. These are some
from the reading passages in1. Tell your activities from the reading passages
group if you do them during Tet. in1 . Tell your group if you do them
This activity helps Ss revise what they have during Tet
learnt in the passages in 1 (both vocabulary - T_ Ss
and information about New Year's practices in
other countries) and practise talking about - Listen to the teacher’s instructions
them. carefully and follow them.
Ask Ss to work in groups to disscuss what they - Work in groups.
do / don't do during Tet.
Call on some Ss to report the results ofthelr - Give the answer.
group to the class.
Encourage Ss to extract more activities from
the passages in 1 than the ones listed in 3, or
provide more activities and see if Ss do them.
- Go round and offer help if necessary.
ACTIVITY 4:
Aim: To help Ss express their own what children should / shouldn't do at Tet.
* Content: Read and discuss what you should / shouldn’t do at Tet.
* Outcome: Ss can express the things they should / shouldn't do at Tet.
4. Work in groups. Read the list and discuss 4. Work in groups. Read the list and
what you should or shouldn’t do at Tet. discuss what you should or shouldn’t
- In order to form an opinion using should or do at Tet.
shouldn't, Ss have to decide whether each - T_ Ss
activity is good or not good to do. - Listen to the teacher’s instructions
- Allow Ss some time to read the phrases, carefully and follow them.
discuss and make their decisions by ticking or - Work in pairs.
crossing each activity. - Practice speaking in front of the class.
- Encourage Ss to think of the reasons for their - Correct mistakes if have.
choice.
- Have Ss talk in their groups. Encourage
responses from others with I agree; Yes, we Example:
should or I don't think so. A. We shoulddress beautifully at Tet.
- Call on some Ss to share their opinions with B. I agree. Should we ask for lucky
the class. Encourage them to express their money?
ideas using should / shouldn't. A. No, we shouldn’t
- Encourage them to give as many ideas as ….
possible.
- Ask them to share their ideas in pairs before
calling some Ss to present in front of the class.
- Then give feedback: comment on their
strengths and correct a few errors in the target
language.
- T helps if necessary
* HOME WORK (2’)
*ADJUSTMENT
……………………………………………………………………………………………………………
…………………………………………………………………………….
*****************************************
Lesson 6: SKILLS 2 (Listening and Writing)

1. Knowledge:
- Recognize listening for general and specific information
-Identify how to write an email
2. Skills:
- Apply listening for specific information to listen about Nguyen’s email to his
penfriend and do exercises
-Apply an email writing format; the lexical items related to Tet holiday and modal
“should or shouldn’t” to write an email
3. Quality:
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims:
- To develop student’s listening skills for specific information. It also provides input

for the writing skills.

* Content: Having somewarm-up activities to creat a friendly and relaxed atmostphere
to inspire Ss to warm up to the new lesson.
+ Greeting + Chatting + Greeting + Chatting
- Teacher (T)asks Ss some questions about - T_ Ss
- Ask Ss about the content of the previous teacher’s or friend’s questions
lesson. - Listen and know what they are going to
- Ask Ss to open their book and introduce learn
what they are going to study…. - Open their book and write the tittle of the
- T leads in the lesson. lesson
* Content: Listen to Nguyen is writing to his friends.
* Outcome: Ss are able to listen and tick the things they hear correctly.
1. Nguyen is writing to his penfriend 1. Nguyen is writing to his penfriend
Tom Tom
About how his family prepare for Tet. About how his family prepare for Tet.
Listen and Tick (✓) the things you hear. Listen and Tick (✓) the things you hear.
- Teacher uses different techniques to teach ……
vocabulary (situation, realia, + Students(Ss)listen to the instructions
translation .....) if have carefully and learn how to do the tasks
+ Follow the steps to teach vocabulary - Do the tasks. Compare the answers.
- Ask them to read aloud the list of words - Give the answer.
(which they have learnt already in the
previous lessons). Make sure they *Key: old things, peach flowers, new
pronounce them correctly. This would help clothes, wishes
them recognize the key words when they
are doing the listening.
- Play the recording one or two times (as
needed) and askSs to tick the answers.
Check their answers as a class.

difficult to hear.
3. PRACTICE (18’)
Aims: To help Ss develop listening for specific information;
To help Ss combine listening and writing at the same time.
* Content: Listen again and answer the questions.
* Outcome: Ss can answer the questions correctly. To improve listening skills.
2. Listen again and answer the questions 2. Listen again and answer the questions
in one or two words. in one or two words.
Have Ss read the questions first to - T_ Ss
determine what information is needed to - Listen to the teacher’s instructions
answer the questions. Remind them that carefully and learn how to do it.
only the key word(s) is/are used for the - Fulfil the tasks
answers. - Give the answers
Play the recording. Have Ss listen and Key:
write their answers. 1. Old things 2. (Their) houses
Checktheiranswersasaclass. 3. Red
Help correct Ss' answers so they have only 4. (His) father 5. Anything.
1-2 words. Write the answers on the board. Audio script:
Dear Tom,
Tet is coming and I'm very happy. We do a
- Check and confirm the correct answers. lot of things before Tet. We throw some old
things away.
We clean and decorate our homes. My
mother goes shopping and buys food, red
*Post-listening envelopes, and peach flowers. She also
- Wrap up the Listening section by asking buys new clothes for us. My father makes
Ss to write down in notes what Nguyen's banh chung and cooks them on an open
family does to prepare for Tet (even one fire. He says that I should make some
note is good). Then call on some Ss to read wishes at Tet, and I shouldn't break
aloud their notes. anything. It brings bad luck.
* T may give some clues Yours
- Call on some Ss to speak freely. Nguyen
- Correct pronunciations, grammar, vocab, - Tell something about Nguyen’s
intonation. preparations for Tet.
ACTIVITY 3: Writing
Aim: To help Ss brainstorm ideas for their email.

* Content: Discuss and make a list the things that children should/ shouldn’t do at Tet.
* Outcome: Using should/ shouldn’t correctly.
3. Work in groups. Discuss and make a 3. Work in groups. Discuss and make a
list of four things that you think chldren list of four things that you think chldren
should and shouldn’t do at Tet. should and shouldn’t do at Tet.
Ask Ss to discuss and make a list of the - T_ Ss
things they think children should / - Listen carefully to the instructions
shouldn't do at Tet. This is an opportunity
to revise Tet vocabulary. Encourage Ss to * Ss learn how to do the tasks
think beyond the content covered in the
previous lessons.
Guide Ss to write short phrases/notes
Instead offull sentences here.
If Ss come up with any new activity or
thing, T writes it on the board for other Ss
to see.
ACTIVITY 4:
Aim: To help Ss complete an email talking about what people should / shouldn't do
at Tet.
* Content: Complete email using the own ideas.
* Outcome: Ss can complete email properly.
4. Complete the email using ideas in 3 4. Complete the email using ideas in 3
- Ask Ss to read what has been written in - T_ Ss
the incomplete email. - Listen carefully and learn how to write
- Ask them to decide what will come in
between the sentences. - Write themselves. Ss do it
- Have Ss work individually, referring to
their notes in 3 to complete the email. Go
round and offer help if needed. * Sample answer
- Ask one or two Ss to share their writing From: Nguyen
with the class. Check their writing. To: Tom Dear Tom,
- Collect some ofthe Ss'emails to correct at I will tell you more about our Tet. At Tet,
home. we should decorate our homes with flowers
*Ask Ss to write the first draft individually. and plants. We should visit our
Next ask Ss to work in pairs doing peer grandparents and relatives, too.
corrections. But we shouldn't eat too much sweet food.

* Post writing We shouldn't keep lucky money, either. We
- T may display all or some of the Ss' should put it into our piggy bank.
writings on the wall / notice board. T and Please write and tell me about your New
other Ss give comments. Ss edit and revise Year celebration.
their writing as homework. Yours,
- If time is limited, T may ask Ss to write Nguyen
the final version at home.
- Other Ss and T comment on the writing.
* HOME WORK. (2’)
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
*****************************************
Lesson 7: LOOKING BACK AND PROJECT

1. Knowledge:
-Memorize lexical items related to Tet holiday
-Revise modal verb “should/ shouldn’t”, some and any
2. Skills:
-Use lexical items related to Tet holiday to do exercise
-Use modal verb “should/ shouldn’t”, some and any to do exercises
3. Quality:
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (3’)
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the
unitpages.
Instead they can use what they have learnt during the unit to help them answer the
questions.
* Content: Having somewarm-up activities to creat a friendly and relaxed
atmostphere to inspire Ss to warm up to the new lesson.

- Teacher (T) asks Ss some questions - T_ Ss
about them and class. - Students (Ss) listen and learn how to do.
what they are going to study…. - Open their book and write .
PRACTICE EXERCISES
ACTIVITY 1:
Aim: To help Ss revise the vocabulary about Tet.
* Content: Do the matching to revise vocabulary about Tet.
* Outcome: Do the matching correctly. Remember the vocabulary.

1. Match the verbs on the left with the 1. Match the verbs on the left with the
nouns on the right. nouns on the right.
- Allow Ss some time to read the list of - T_ Ss
the words and do the matching + Students(Ss)listen to the instructions
Individually. carefully and learn how to do the tasks.
- Call on some Ss to read aloud their - Answer the teacher’s questions and
answers before checking them as a class. enquirements.
* Key:
- Have Ss do exercise individually and 1. d2. c3. e4. a5. b6. f

ACTIVITY 2:
Aim: To help Ss revise the vocabulary about Tet in context.
* Content: Complete the sentences to revise the vocabulary.
* Outcome: Can remember the use the words about Tet in contexts.
* Organisation: Teacher’s instructions..
2. Complete the sentences with words/ 2. Complete the sentences with words/
phrases in the box. phrases in the box.
- Have Ss do this activity by themselves - Ss work individually.
and write their answers in their - Do the tasks
notebooks. - Share the answers.
Have Ss do this activity. Allow them to * Key:
swap answers. 1. lucky money 2. cleaning3. Banh
- Invite some Ss to ask and answer in chung 4. peach5. gathering
front of the class
necessary, and correct Ss'pronunciation
and intonation.
3. PRACTICE (15’)
ACTIVITY 3: Grammar
Aim: To help Ss revise the use of should / shouldn't.
* Content: Write full sentences using should / shouldn’t.
* Outcome: Can remember more the use should / shouldn’t.

3. Write full sentences using the cues 3. Write full sentences using the cues
given, and should or shouldn’t given, and should or shouldn’t
- Highlight the new situation of visiting - T_ Ss
someone's home, a popular activity for - Listen to the instructions clearly
children at Tet. Apart from revising - Copy
should / shouldn't, Ss learn how to behave Suggested answers:
well at other people's homes. 1. He / She should ask for permisson
- Have Ss read the phrases first. Allow before entering a room.
them some time to write the sentences. 2. He / She shouldn't run about the home.
- Call on some Ss to say the sentences 3. He / She shouldn't take things from a
aloud and see if others agree. shelf.
- Check the answers as a class. 4. He / She shouldn't make a lot of noise.
Ask if Ss can suggest any other behaviour 5. He / She should ask for some water if
with should / shouldn't. he / she feels thirsty.
ACTIVITY 4:
Aim: To help Ss revise the use of some and any.
* Content: Read the passge and do the filling.
* Outcome: Ss can do the filling quicly and correctly
* Organisation: Teacher’s instructions.

4. Read the passage and fill the blanks 4. Read the passage and fill the blanks
with some or any with some or any
Ask Ss to look for clues in each sentence - T_ Ss
to decide which word to use to fill in the - Listen carefully
blank. - Check the answers
Allow Ss to share answers. - Give the answers
- Check the answers as a class. * Key:
- Check and confirm the correct answers. 1. some 2. some3. any
4.any 5.some6. any
4. PRODUCTION ( PROJECT) (13’)

* Aim: Further practice - T_ Ss
* Content: Revise the previous
language items.
* Outcome: Ss understand more the
lesson. - Ss should prepare the project as
* Organisation: Teacher’s instructions… assign groups in the previous lessons
* PROJECT: beforehand.
- Use this as an in-class activity before
Tet. - Listen to the teacher’s instructions
- Encourage Ss to say their wishes. carefully.
- Ask Ss each to get a small piece of
paper. (T may prepare for them, - Do the tasks. Prepare the at home
preferably in different colours to make the beforehand.
tree colourful.)
- Remind Ss not to write their names on
the paper. - Ss should finish the project in class,
- Allow them 3 - 5 minutes to write their assign groups in the previous lessons.
wishes. - T can demonstrate by writing on
the board some examples, using wish or
want (e.g. I wish my parents health and
happiness. or I want no war in this world.)
- Have Ss come up and hang their wishes
on the tree.
- When everybody is ready, call on some
Ss to come up, pick a random piece of
paper, and read the wish aloud. The class
guesses whose wish it is.
- Don't focus on or correct Ss language
mistakes. This is an opportunity for them
to experiment with the language.
At the end, ask Ss to make a list of the
wishes they are most interested in so that
they can share them with their family
when they return home.
HOME WORK (2’)

- Make more sentences using should/ shouldn’t
*ADJUSTMENT
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WEEK 17: 26/12/2022- 31/01/2023

Period 49: REVIEW 2 (UNIT 4-5-6)

Lesson 1: LANGUAGE / Pronunciation- Vocabulary-Grammar
I. OBJECTIVES.
1. Knowledge:
- To revise the language and skills they have learnt in Unit 4-5-6.
a) Vocabulary: Ss revise words and phrases about places in a neighboooourhood;
things in nature; things and activities at Tet.
b) Grammar:
- Review: Comparative adjectives; Must / Mustn’t. Countable and uncountable
nouns.
Should/ shouldn’t; some and any.
2. Skills.
- DevelopSkillss of communication, co- operation and self management.
3. Quality: Having the serious attitude toward studying and the good relationship
with friends. The love of learning English.Hard- working; cooperative; sociable;
good communication.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and
the skills they have practised in Units 4-6.
- Ask Ss what they have learnt in terms of language and skills. Summarise their
answers in notes and write them in a top corner of the board. Briefly revise some
important / difficult items before starting with the review.
* Content: Revision on the previous lesson.

- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to do.
about them and class. - T_ Ss
PRACTICE EXERCISES
A. LANGUAGE:
 Pronunciation
ACTIVITY 1:
Aim: To help Ss review the pronunciation of the sounds learnt in Units 4-6: /I/ and
/i:/, /t/ and /d/, and /s/ and /∫/ correctly.
* Content: Listen and repeat the words.
* Outcome: Remember the pronunciation of the sounds.

1. Listen and circle the word with the 1.Listen and circle the word with the
different underlined sound.
different underlined sound
* Pre- teach vocabulary:
- T_ Ss
* Vocabulary : ……
translation .....) if have
- Write the three pairs of sounds on the
enquirements.
board.
- Say some words containing the sounds
aloud and ask if Ss can identify which
* Key:
sound it is.
1. A 2. C 3. B 4. C 5. C
- Ask Ss to read aloud the words in each
group and decide by themselves which
Audio script:
one is the odd one out.
1. A. seat B. wonders C. desert
- Play the recording for Ss to listen and
2. A. cheap B. teach C. bread
check their answers. Have Ss do this
3. A. sugar B. some C.sure
exercise Individually.
4. A. excuse B. between C. cathedral
5. A. modern B. crowded C.
Ss listen again and repeat in chorus and
celebrate
individually.
- Check their pronunciation.
ACTIVITY 2: Vocabulary
Aim: To help Ss review the adjectives describing the neighbourhood, the wonders
of Viet Nam, and Tet holiday.
* Content: Review the adjectives describing the neighbourhood, the wonders. Doing
exercises
* Outcome: Ss can do exercises correctly; exactly.

2. Write the words in the box (a-h) next 2. Write the words in the box (a-h) next
to their opposites (1-8) to their opposites (1-8)
- Ask Ss to read the adjectives in the box - T_ Ss
first and try to remember their meanings. - Ss work individually.
- Ask if they know their opposite - Do the tasks
meanings. - Share the answers.
- Then have Ss do the exercise
independently * Key:
- Allow Ss to exchange answers with a - Ss’ answers
partner.
- T checks the answers as a class.
- Invite some pairs to ask and answer in
front of the class
and intonation.
ACTIVITY 3:
Aim: To help Ss identify the words through their definitions.
* Content: Revision by choosing the words/ phrases.
* Outcome: Ss can choose the correct answer.
3. Choose the correct word/ phrase for 3. Choose the correct word/ phrase for
each denifition. each denifition.
Ask Ss to do this exercise individually. - T_ Ss
Have Ss to swap their answers with a - Listen to the instructions clearly
partner. - Fulfil the tasks
Check Ss' answers as a class. - Copy
T may ask Ss to underline the key words *Key:
that help them determine their answers. 1. waterfall2. compass3. museum
- Check and confirm the correct answers. 4. wish5. lucky money
- Complete the tasks,
- Give the answers
ACTIVITY 4: Grammar
Aim: To help Ss review grammar elements taught in Units 4-6: must / mustn't,
some / any, and comparative adjectives.

* Content: Review grammar elements taught in Units 4-6

* Outcome: Remember the form, the use of some grammar points. Doing exercises
correctly

correct answer A, B, or C. correct answer A, B, or C.
- Have Ss do the exercise individually. - T_ Ss
- Get Ss to exchange their answers and - Listen to the teacher’s instructions
discuss If there is any difference in their carefully.
answers. - Do the tasks.
- Check Ss' answers as a class, and explain - Give the answers
if needed. * Key:
- Have Ss compare their answers with a 1. B 2. C 3. C 4. A 5. A
classmate.
ACTIVITY 5:
Aim: To help Ss review the use of should / shouldn't.
* Content: Complete the sentences using should / shouldn't.
* Outcome: Ss can do it quickly, correctly
5. Complete the sentences with should 5. Complete the sentences with should
or shouldn’t. or shouldn’t.
Have a brief revision of should / shouldn't - T_ Ss
by naming an activity. Ss say if they - Listen to the teacher’s instructions
should / shouldn't do it. carefully.
Have Ss do this exercise independently. - Do the tasks. Prepare the at home
Check the answers as a class. beforehand.
- Check Ss'answers. Ask them for - Give the answers
explanation if necessary. *Key:
1. should2. shouldn't3. shouldn't
4. should5. should
HOME WORK (2’)

Period 50: REVIEW 2 (UNIT 4-5-6)

Lesson 2: SKILLS / reading- Speaking- Listening - Writing
I. OBJECTIVES.
1. Knowledge:
- revise the skills they have learnt in Unit 4-5-6: Reading, speaking, listening and
writing skills.
a. Writing: - Writing a paragraph about a neighbourhood; Writing a paragraph about
a natural wonder; Writing an email about what children should/ shouldn’t do at Tet.
b. Speaking: Asking for directions; Making appointments; Saying new year’s wishes.
2. Skills:
3. Quality:
- Having the serious attitude toward studying and the good relationship with friends.
The love of learning English.
management.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP (5’)
Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and
the skills they have practised in Units 4 – 6.
- Ask Ss what they have learnt so far in terms of language and skills. Summarise their
answers and add some more information if necessary.
- T may use the Language review as a self-test. Ss do the exercises in 30 minutes, then T
checks their answers. Otherwise, T can conduct each activity separately.
* Content: Revision the previous lessons.Having somewarm-up activities to creat a
friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.

them and class.
PRACTICE EXERCISES - SKILLS
ACTIVITY 1: Reading
Aim: To help Ss practise reading for general information.
* Content: Reading the passage and do the matching.
* Outcome: Get some information of the passage by doing the matching.

1. Read the passage and match the 1. Read the passage and match the
headings (A, B, C) with the paragraphs. headings (A, B, C) with the paragraphs.
- Teacher uses different techniques to teach + Vocabulary:
vocabulary (situation, realia, + Students(Ss)listen to the instructions
translation .....) if have ….. carefully and learn how to do the tasks.
- Have Ss read the headings and the - Answer the teacher’s questions and
paragraphs carefully before they decide enquirements.
which goes with which.
- Ask them to underline the words / phrases
in the paragraphs to help them match. Go * Key:
through the underlined words and phrases 1. B 2. C 3. A
Ss have done. - Guide them how to look
for clues. This will help Ss do activity 2
more easily.
ACTIVITY 2: PRACTICE EXERCISES

Aim: To help Ss practise reading for specific information.
* Content: Reading the passage again for specific information.
* Outcome: Understanding more the content of the passage by choosing the best
answer.

2. Read the passage again and choose the 2. Read the passage again and choose the
correct answer A, B or C correct answer A, B or C
* Pre- teach vocabulary: - T_ Ss; Ss do it.
- Teacher uses different techniques to teach * Vocabulary: …
vocabulary (situation, realia, - Ss work individually first then work in
translation .....) if have pairs ask and answer the questions
+ Follow the steps to teach vocabulary - Do the tasks
- Have Ss read each sentence and look for - Share the answers.
the key word(s) In It. * Key:
- Decide where to look for the information 1. A 2. A 3. B 4.C
(paragraph 1,2, or 3) in 1. This will make it
quicker and easier for Ss to find the correct
answers.
E.g. Sentence 1 has plants and flowers' go
to
->paragraph 1: Nature.
- Check Ss' answers as a class.
and intonation.
3. PRACTICE (15’)
ACTIVITY 3: Speaking
Aim: To help Ss practise asking and answering about a place they want to visit and
explain why.
* Content: Read again the passage. Make a list of the places. Ask ans anaswer about the
places.
* Outcome: Improve speaking skills. Asking and finding out which places their partners
want to visit.

3. Work in pairs. Read the passage 3. Work in pairs. Read the passage
“Visit Singapore” again and make a list “Visit Singapore”again and make a list
of the places. take turns to ask and find of the places. take turns to ask and find
out which place your partner wants to out which place your partner wants to
visit and why. visit and why.
- Ask Ss to refer to the passage about - T_ Ss
Singapore in 1 and make a list of the places - Ss work in pairs
mentioned.
- Allow them some time to form their own - Listen to the instructions clearly
ideas of where to go and why they want to
go there. - Have Ss then work in pairs,
asking and answering to find out where - Work in pairs
their partners want to go and why.
- Go round and support Ss If It's needed. - Ss’s answers.
- Call on some Ss / pairs to present their
Ideas to the class.
- Let Ss do the exercise and then compare
their answers.
ACTIVITY 4: Listening
Aim: To help Ss review listening for specific information (T/F questions).
* Content: Listen to a travel agent about their trip to Singapore. Tick T/F
* Outcome: Ss Listen and can tick T/F correctly.
* Organisation :Teacher’s instructions…..
4. Mai’s family is talking to a tavel agent 4. Mai’s family is talking to a tavel agent
about their trip to singapore. Listen and about their trip to singapore. Listen and
tick (✓) T (True) or F (False) tick (✓) T (True) or F (False)
- Allow Ss some time to read the - T_ Ss
statements carefully get the gist of the - Listen to the teacher’s instructions
listening. carefully.
- Guide them to look for key words which - Check the answers
can help them focus while listening. For - Give the answers
example: four days (1), won't go (2) a full * Key:
day (3) 1. T 2. F 3. T 4. T 5. F
- Play the recording two or three times (as Audio script:
needed). Ss listen and tick the answers. Travel agent: Here we have a four-day
- Allow Ss to swap their answers. programme for you ...
- Check their answers as a class. Encourage Mai's mother: Do we visit somewhere
Ss to correct the false statement(s). natural?
If there is enough time, T may tell Ss more Travel agent: Oh yes. We have two days
about the Light and Sound Show and for nature: one day at the National Park and
Sentosa. one day at the zoo. Mai's mother: How
The Light and Sound Show: a form of about Sentosa?
nighttime entertainment that is usually Travel agent: Sentosa is a 'must' for
presented outdoor, using light and sound to families. We spend one day there.
tell a historical story. Mai's mother: Is it enough?

Sentosa: a sunny island in Singapore, a big Travel agent: We start early and return
centre of entertainment, which offers late. There we visit the Sea Aquarium ...
activities for people of different age Mai's mother: What is it?
groups. There are Sea Aquarium, Butterfly Travel agent: It's a zoo for fish.
Park, Insect Kingdom, Skyline Luge, Cove Mai's mother: Great.
Waterpark, Universal Studio, and the Travel agent: In the evening we will watch
famous Light and Sound Show. the Light and Sound Show. And the last
- Compare their answers. day is for ...
ACTIVITY 5: Writing
Aim: To help Ss complete a guided paragraph of about 50 words to describe their
neighbourhood.
* Content: Complete a guided paragraph.
* Outcome: Ss can complete the paragraph to describe the place they live.

5. Complete this paragraph to describe 5. Complete this paragraph to describe
the place you live. the place you live.
- Have Ss read the guided paragraph first - T_ Ss
and decide which information is needed for - Listen to the teacher’s instructions
each blank. carefully.
- Allow them some time to think about the - Do the tasks
information they need to complete the - Compare the answers.
frame.
- Allow them some time to do the task.
- Go round and check if they are doing the
task correctly and offe rhelp if needed. Sample answer:
* Post- writing I live in Tam Diep Town, Ninh Binh. Life is
- Call on one or two volunteers to read very slow and quiet here. There are large
aloud their answers. Call for other pineapple fields in my neighbourhood.
Ss'comments. At weekends, my friends and I often go to
- Collect some writings to correct at home. the town playground where we can play
- T collects some writing to give feedback football
at home. and fly kites. That's our favourite place.
- Get feedback.
* HOME WORK (2’)

*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
*****************************************
Period 51-52: THE FIRST TERM

WEEK 18: 02/01/2022- 07/01/2023

Period 53: THE FIRST TERM
I. OBJECTIVES:
1. Knowledge:
a) Vocabulary: Extend and practice vocabulary related to units 1,2,3,4,5,6.
b) Grammar:
- Review: The present simple tenses, the present progressssive tense, the simple
future tense, comparisons of adjectives.
2. Skills.
3. Quality: Having the serious attitude toward studying and the good relationship
with friends. The love of learning English.
management.
II. TEACHING AIDS:
III. PROCEDURE:
Teacher’s Activities Students’ Activities

1. WARM UP (3): - Greetings. - Greetings.
- Chatting. - Chatting.
2. PRESENTATION (25’): - T_ Ss
- Teacher uses different techniques to elicit from Ss
A. Grammar
1.The simple present tense : ( Thì hiện tại đơn)
1. a. To be : am / is / are :
(+) S + am / is / are … Ex: She ( be) …is…… a
student . - Follow teacher’s
(-) S + am / is / are + not… instructions.
(?) Am / Is / Are + S + …
b.Ordinary Verbs
(+) S + V s / es …
Ex: He ( go ) …goes … to school every day - Give feedback.
(-) S + do / does + not + verb– inf.
Ex: I do not go to school ./ He does not go to school. - T_ Ss
(?) Do / Does + S + Verb ( bare – inf ) …?.
Ex: Do you go to school? / Does he go to school? - Do the teacher’s tasks.
- Trong câu thường có các trạng từ: always, usually,
often , sometimes , never , every …

2.The present progressive tense ( Thì Hiện tại tiếp diễn ) - Do exercises
(+ ) S + am / is / are + V – ing …
(-) S + am / is / are + not + V – ing …
(?) Am / Is / Are + S + V – ing …?.
- Thường có các trạng từ ở cuối câu :Now , at present , at - Copy
the moment , right now , at thistime …và Look ! ,
Listen ! , Be careful! , Be quite !, …..ở đầu câu .
3. The simple future tense( Thì tương lai đơn ) .
(+) S + will / shall + V ( bare – inf ) …
(-) S + won’t / shan’t + V ( bare – inf ) …
(?) Will / Shall + S + V ( bare – inf )…?.
Yes , S + will / shall. No, S + won’t / shan’t .
- Thường có các trạng từ :soon , tomorrow , tonight , - Follow teacher’s
next week / month / year … one day, … instructions.
3.Comparative of adjectives( so sánh của tính từ ). - T_ Ss
a.Comparative: ( so sánh hơn )
a. Short adjs : Adj.- er + than
b. Long adjs :More + adj. + than
1B .Superlatives : ( so sánh nhất ) - Give feedback.
a. Short adjs : The + adj + est …
b. Long adjs :The most + adj…
2B.Structures : - Do the teacher’s tasks.
1.Comparative of adjectives( so sánh của tính từ ).
1A.Comparative: ( so sánh hơn )
a. Short adjs : Adj.- er + than - Do exercises
b. Long adjs :More + adj. + than - Ss do it
1B .Superlatives : ( so sánh nhất )
a. Short adjs : The + adj + est …
b. Long adjs :The most + adj…
3. PRACTICE (10’)
Bài 1: Hoàn thành câu sau với dạng so sánh hơn của tính từ dài
1. The princess is ___________ than the witch. (beautiful)
2. The red shirt is better but it’s ___________ than the white one. (expensive)
3. Being a firefighter is ___________ than being a builder. (dangerous)
4. This armchair is ___________ than the old one. (comfortable)
5. The new fridge is ___________ than the old one. (convenient)
6. Health is ___________ than money. (important)
7. This film is ___________ than that film. (exciting)
8. She is ___________ than My Tam singer. (popular)

9. Carol is ___________ than Mary. (beautiful)
10. French is ___________ than Chinese. (difficult)
Bài 2: Viết lại bắt đầu bằng từ đã cho sao cho câu không thay đổi.
1. This exercise is easier than that one.
=> That exercise is ______________________________________
2. The black car is cheaper than the red car.
=> The red car ______________________________________
3. This film is more interesting than that one.
=> That film is ______________________________________
4. This river is longer than that one.
=> That river is ______________________________________
5. Miss Lan is older than Miss Nga.
=> Miss Nga is______________________________________
6. My kitchen is smaller than yours.
=> Your kitchen ______________________________________
7. Her old house is bigger than her new one.
=> Her new house ______________________________________
8. The black dress is more expensive than the white one.
=> The white dress ______________________________________
9. According to me, English is easier than Maths.
=> According to me, Maths ______________________________________
- Ss go to the board to do the exercises.
- T gives feedback.
HOME WORK (2’)
- Learn by heart new
- Do exercise in workbook.
*ADJUSTMENT
……………………………………………………………………………………………………
…………………………………………………………………………………….
*****************************************
Period 54: ENGLISH EVERYDAY

WRITING - SPEAKING
I. OBJECTIVES:
1. Knowledge:
- To revise the language and skills they have learnt in Unit 1-6.
- Identify and practice the language items of units 1,2,3,4,5,6
- By the end of this Unit, students can revise the language items of units 1,2,3,4,5,6
they have studied and the skills they have practiced .
a) Vocabulary: Extend and practice vocabulary related to 1,2,3,4,5,6 . Places in a
neighbourhood; things in nature; things and activities at Tet…..
b) Grammar : - Review : Comparative adjectives; Must / Mustn’t. Countable and
uncountable nouns. Shouuld/ shouldn’t; some any .
c) Writing : - Writing a paragraph about a neighbourhood;
- Writing a paragraph about a natural wonder;
- Writing an email about what children should/ shouldn’t do at Tet.
d) Speaking:Asking for directions; Making appointments; Saying new year’s wishes.
+ PRONUNCIATION:
Sound /∂ / and / /, Sound /z/, /s/and /xz/, Sound /b / and / p/, Sound /i: / and / I/,
Sound /t / and / st/, Sound /s / and / /,
+ Skills :Reading ,listening , speaking skills. Write the contents of a website
introducing the city/ town where you live .........
2. Skills: By the end of the lesson students will be able to revise the language they
have learnt and the skills they have practised in Units 1 – 6. They have learnt so far in
terms of language and skills .Practising doing exercises.
3. Quality/ behavior :Having the serious attitude toward studying and the good
relationship with friends. The love of learning English. Hard- working ; cooperative;
sociable; good communication.
II. TEACHING AIDS:
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
III. PROCEDURE:
I. THE AIMS AND OBJECTIVES :

- To revise unit 1,2,3,4,5,6. Extend and practice vocabulary related to 1,2,3,4,5,6 .
- Identify and practice the language items of units 1,2,3,4,5,6
- By the end of this Unit, students can revise thelanguage items of units 1,2,3,4,5,6
they have studied and the skills they have practiced .
IV. PROCEDURES :
Teacher’s Activities Students’ Activities
I. WARM UP (3) :- Greetings. - Greetings.
- Chatting. - Chatting.
II. PRESENTATION (40’) :
- Teacher uses different techniques to elicit from Ss
I. Make questions:
1. My mother is cooking in the kitchen. ->…………
2. His father is working on a farm. ->……………… - Follow teacher’s
3. The boys are playing football in the park.->…… instructions.
4. Alice drinks a lot of milk a week.->………… - T_ Ss

5. They go to school by bus. ->………………
6. My sister is a nurse. ->……………………………
7. Your brother goes to the cinema every Saturday. -
>……… - Give feedback.
8. The boys are riding their bicycle in the garden.->……
9. We go to school by bus. -
>……………………………… - Do the teacher’s tasks.
10. The supermarket closes at 9.00. ->……………………
11. Her mother cleans the house every day. ->……………
12. They go to beach every summer. - - Do exercises
>……………………
13. The children have three bikes. -
>………………………
14. Tome is ten years old. ->……………………………… - Copy
15. My brother and Minh are playing soccer in the yard.-
>…
16. Paul will see his father on Sunday. ->…………………
17. There are five bananas in the bridge.-
>…………………
18. She is studying math in her room.- - Copy
>……………………
19. I am going to the cinema tonight. ->…………………
20. Mary buys new coats every winter. -
>…………………
II. Sentence building:
1. Where / your brother / work?
2. What / your name? - Follow teacher’s
3. You / tired? instructions.
4. John / not like / beer. - T_ Ss
5. They / go / school / Sunday.
6. Hoa and Lan / like / music?
7. She / American.
8. What subject / you / read? - Give feedback.
9. What time / he / start work?
10. Which sport / you / like?
11. don’t / today / go / school / We /to. - Do the teacher’s tasks.
12. studying / at present / are / literature / We.
13. the children / the homework / Are / now / doing?
14. you / going / Where / now / are? - Do exercises
15. looking for / the papers / I / at the moment / am.

16. works / Her / on / farm / father / a.
17. breakfast / school / and / he / goes / has / to .
18. pens / many / on / desk / on / How / the. - Copy
19. We / history / and / have / Monday / math / on.
20. reading / the / He / interesting / is / book.
III. Correct the mistakes:
1. Where your sister work?
2. I’m go to the cinema tonight.
3. How many pen do you have? - Follow teacher’s
4. We no wear a uniform at my school. instructions.
5. That’s my brother. He stand near the windows. - T_ Ss
6. What you doing after school today?
7. You can’t meet Peter now. He doing his homework.
8. We no go to school today because it’s Sunday.
9. Are your mother cooking in the kitchen? - Give feedback.
10. At the moment, Alice’s sleep.
11. Classes start on 7 and end at 11.
12. We have an nice house. - Do the teacher’s tasks.
13. How do Mr Long travel to work?
14. Minh lives at the country.
15. There is a clock and a picture on the wall. - Do exercises
16. I have history in Tuesday. - Ss do it
17. We plays volleyball after school.
18. Who do teaching you?
19. Is you at home now? - Copy
20. His sisters is playing badminton.
IV. Reading:
1.Huong’s family lives in the small house in the country.
It’s a beautiful place. There are many flowers in front of
the house. Behind the house, there is a well. To the right
of the house, there is a rice paddy and to the left the house,
there are tall trees. It’s very quiet and Huong loves her
house very much. - Follow teacher’s
Huong’s father is a worker. He works in a big factory. instructions.
Every day, he travels to work by motorbike. He works
from Monday to Friday. He doesn’t work on Saturday and
Sunday.
* Choose True (T) or False (F):(Chọn đúng hay sai): - Give feedback.
a) Huong lives in a small house in the city.
b) There is a rice paddy to the left to the house.

c) Huong’s house is beautiful. - Do the teacher’s tasks.
d) Her father works 6 days a week.
* Answer the questions (Trả lời câu hỏi sau):
a) What is there in front of the house? - Do exercises
b) Is it noisy?
c) What does her father do?
d) Does he work on Saturday and Sunday?
2. My name is Lan. I’m thirteen years old and I’m a - Copy
student. I have a sister. Her name is Hoa. She is twenty.
We live in a house with our mother and father. Our house
has a big yard. There are a lot of trees around the house. In
the neighborhood, there is a hospital and a post office.
There is a rice paddy near our house.
* Answer the questions (Trả lời câu hỏi sau):
a) How many people are there in Lan’s family?
b) How old is her sister?
c) Is there a rice paddy near her house?
d) What are there around her house?
HOME WORK(2’)
- Learn by heart new

- Prepare for test .
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Truong Lam secondary school 1 Teacher: Le Thi Thuy

Period 1: INTRODUCTION ENGLISH 6

I. OBJECTIVES: By the end of the lesson, students will be able to:

- T encourages Ss to talk in English - Introduce themselves (name;age; address;

their second language or first foreign 2/ Introduction: English is an international

- Section 6: SKILL 2: LISTENING AND

language in everyday life context and

- Ss should work hard every day to

* Content: Some brief notes; Something about England, English. Classroom

* HOME WORK (2’)

Period 2: UNIT 1: MY NEW SCHOLL

- Students: Text books, studying equipment….

English Plan –Grade 6 School year: 2022-2023

Aim:To help Ss understand the conversation.

Read the sentences and identify

Period 3 : UNIT 1: MY NEW SCHOOL

-Remember the names of some subjects in school

Teacher’s &Student’s Content

1. Listen and repeat the 1. Listen and repeat the words.

Teacher’s &Student’s Content

nouns go together and some

Teacher’s &Student’s Content

read the sentences aloud.

II. PRONUNCIATION: / a:/ and / /

Teacher’s &Student’s Content

* HOME WORK (2’)

English Plan –Grade 6 School year: 2022-2023

Period 4 : UNIT 1: MY NEW SCHOOL

I. OBJECTIVES: By the end of this lesson, students will be able to:

Duy: Hi, Phong. I Ịịve near here,

- Remember how to form and use the

Teacher’s & Student’s activities Content

- Have Ss work individually. Ask

- Ask Ss to share their answers with - Ss work individually

English Plan –Grade 6 School year: 2022-2023

- Share the answers.

English Plan –Grade 6 School year: 2022-2023

4. Choose the correct answer A or 4. Choose the correct answer A or B to

Teacher’s & Student’s activities Content

English Plan –Grade 6 School year: 2022-2023

Date of planning: 11/9/2022

Period 5 : UNIT 1: MY NEW SCHOOL

I. OBJECTIVES: By the end of the lesson students will be able to

- Ask Ss to open their book and teacher’s or friend’s questions

- Comment on their performances to the others.

- Ask Ss to read and tick the

English Plan –Grade 6 School year: 2022-2023

questions above. - Work in groups to ask questions and answer.

Date of planning: 11/09/2022

Period 6: UNIT 1: MY NEW SCHOLL

HIS UNIT INCLUDES:

- Raise Ss’ awareness about importance of learning English.

English Plan –Grade 6 School year: 2022-2023

Aims:- To help Ss prepare ideas for the speaking activity;

English Plan –Grade 6 School year: 2022-2023

Peroid 7 : UNIT 1: MY NEW SCHOOL

I. OBJECTIVES: By the end of the lesson students will be able to

English Plan –Grade 6 School year: 2022-2023

1.Janet, a student at Palmer School in 1.Janet, a student at Palmer School

* Outcome: Using information above to write a paragraph about your school.