GIÁO ÁN GLOBAL SUCCESS TIẾNG ANH 6

Date :…………..
Week : UNIT 1: MY NEW SCHOOL

Period 1: Lesson 1: GETTING STARTED
I. OBJECTIVES:
By the end of the lesson, students will be able to:
- have an overview about the topic “My new school”
- use the vocabulary to talk about school things.
II. LANGUAGE ANALYSIS
1. Knowledge:
* Vocabulary: places lexical items : subject (n), uniform (n), calculator (n)…
* Grammar: The simple present.
2. Skills: Listening, speaking and reading
3. Attitude:To teach SS to work hard, love their school and friends.
4. Competences: -Listening and reading to get information about the first day at school
of a student.
- Communication, self-learning capability, creative capacity, ability to use of
language……
III. MATERIALS
- Grade 6 textbook, Unit 1, Getting started
- smart TV and cards, visualaids
- sachmem.vn
IV. PROCEDURES : (STAGES)
1. Warm-up (5’)
* Aim: -To activate students’ knowledge on the topic of the unit.
* Content: write names of school things. And lead in the new lesson
* Products: - Students write names of school things on the group board and how to play the
game “netwwork”
* Organization of implementation
Teacher’s and Ss’activities Content
*Warm up: Team work Warm up:* Network:
T -Ss
- Teacher divides class into 2 teams and asks pen
students to write school things everyday.
- Students write down on the groupboard and stick
it on the board.
-The team who has more correct words is the
school
winner. things
* Chatting
- Teacher asks Ss to set the context for the
listening and reading text: -What is a special day?
- In order to know about Phong, Vy and Duy's
-Why is it special for you?
special day. Let’s come to Unit 1 Lesson 1
- What makes -you remember the most?
2. Presentation (5’)
* Aim:To prepare students with vocabulary relatedtothetopicMyNewSchool;
* Content: learn some vocabulariesrelatedtothetopic.
* Products: Students read and understand the meaning of vocab.
Students know how to to play the game “what and where”
Pre teach vocabulary * Vocabulary

- T-Ss
- Teacher use different techniques to teach - calculator(n):máy tính
vocab (pictures, situation, realia) - wear (v):mặc, đội
- Follow the seven steps of teaching vacab. - 'uniform(n):bộ đồng phục
- Repeat in chorus and individually - smart (adj):bảnh bao, nhanh trí
- 'compass(n): com pa,la bàn
- put on (phr v): mặc vào
- Copy all the words - 'heavy (adj): nặng
* Checking vocab: < what and where>
3. Practice (30’)
Task 1: (5’)
* Aims:Tosetthecontextfortheintroductory;
Tointroducethetopic oftheunit,thevocabulary,thesounds,and thegrammarpoints
tobelearnt.
* Content: Listen and read the conversation, answer some questions.
* Products: Students read and understand the meaning of the text.
Students know how to role play
* Organization of implementation:
* Set the sences:T-Ss
Look at the picture on page 6 Answer the questions:
a) Who are they? a) They are Phong, his Mum, Vy and Duy.
b) What is Phong doing?
b) He is having breakfast.
c)Who are Vy and Duy?
d)Why is it a special day for them? c) They are Phong's schoolmates.
- We are going to listen and read a dialogue d) Because it is their fisrt day of the new school
about Phong, Vy and Duy's special day.
Task 1: T-Ss
- Teacher plays the recording twice. Task 1: Listen and read.
- Students listen and read.
- Teacher checks students’ prediction.
- Teacher calls 3 students to read the
conversation aloud.
Task2:(7’)
* Aims: To have students get specific information of the text.
* Content:.Read the conversation again and tick (✔) T (True) or F (False).
* Products: Ss say the answers aloud ( pair work)
Task 2: T-Ss, Ss-Ss, T-Ss
- Teacher tells students to read the conversation Task 2: Read the conversation again and tick
again and work independently to find the (✔) T (True) or F (False).
answers. Remind students to underline the
information and correct the false statements. Answer key:
- Teacher has students pair compare before 1. T
checking with the whole class. 2. F (Duy is Vy’s friend)
- Teacher calls some students to give the 3. T
answers. 4. T
5. F ( Phong isn’t wearing a shool uniform)
Task 3:(5’)
* Aims: To check students understanding of the conversation and help students use the words in
context
* Content:. Read the conversation again and fill in the blanks (work independently)
* Products: Student’scorrect answers on the board.
Task 3:T-Ss, Ss-Ss Task 3: Write one word from the box in each
- Teacher has students read the conversation gap.
again, work independently to put a suitable
word from the box to fill in the gap. Answer key:
- Teacher calls one student to share his/her 1. wear
answer on the board. 2. has
- Teacher asks students to look at the board, 3. go
check their mate’s answer. 4. uniforms
5. subjects
Task 4:(7’)
* Aims:To revise some words and learn some more words indicating school things
* Content:.Matching the words with the pictures (work in groups)
* Products: Students’ answers on the posters.
Task 4:T-Ss, Ss-Ss Task 4: Match the words with the school
things. Then listen and repeat.
- Teacher divides the class into 2 teams.
- Teacher put two sets of cards, one includes
pictures of school things and the other
includes their names. Members from two
teams take turns and matchs the names with
the correct pictures as fast as possible. The
team matched faster and correctly is the
winner.
Task 5:(6’)
* Aims: To check students’ vocabulary and improve group work skill
* Content:.Write names of the things around the class .
* Products:Students’ answers in your notebook(Students share with the whole class)

Task 5:T-Ss, Ss-Ss
Task 5: Write names of the things you can see
- Students work in groups of four to look around the class in your notebook
around the class and write down things they
can see in the class. Chairs, tables, clock, school bags, board, books,
- Students may ask teacher if they don’t know pen, flower pot, pencil,….
the names of the items.
- Students share with the whole class.
3. Consolidation (3’)
* Aim:To consolidate what students have learnt in the lesson.
* Content:. Vocab about school things and Read and understand content of the conversation
* Products:Sayaloudsomewordstheyrememberfromthelesson.
Teacher’s and Ss’ activities Content

- Teacher asks students to talk about what they - Vocab about school things.
have learnt in the lesson. - Read and understand content of the conversation
- Ss work indepently
4. Homework (2’)
* Aim:To revise the lesson and prepare for the next lesson.
* Content:Review the lesson and prepare for the next lesson and do exersie in the workbbook
* Products:Students’ textbook and workbook
- T reminds Ss to do homework and prepare the - Learn by heart all the new words.
new lesson. - Do exercises in the workbook.
- Think of activities students can do at school
- Prepare lesson 2 ( A closer look 1).
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

Period :Lesson 2: A closer look 1
I. OBJECTIVES:
- use the lexical items related to the topic My new school;
- use the combinations: to study, to have, to do, to play + N;
- pronounce correctly the sounds /ɑː/ and /ʌ/.
1.Knowledge:
* Vocab: School lexical items and practising the sound /ɑː/ and /ʌ/
2. Skills: Listening, speaking , reading and writing
3. Attitude:To teach SS to work hard, love their school and friends
4. Competences:Listening and reading to get information about the first day at school of a
student.
- Communication, self-learning capability, creative capacity, ability to use of language……
III. MATERIALS
* Preparation:
1. Teacher: Text books , pictures, planning , …
- Grade 6 textbook, Unit 1, A closer look 2
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
1.Warm-up (5’)
* Aim: -To activate students’ knowledge on the topic of the unit.
- To set the context for the listening and reading part.
* Content:Game : Kim’s game( about school things)
* Products:Ss write words exactly on the board.
- Look at the picture on page 8 in 20 seconds and * Kim's game:

try to remember as many words as possible.
- Teacher divides the class into two teams. - school bag
- Ss go to the board and write the words - calculator
- compass.
- Teacher gets feedback -> Today we are going to ……..
learn some more combinations about school. Giaoandethitienganh.info
* Aim:To enrich students’ vocabulary to talk about activities at school.
* Content: Vocabulary about school
* Products:Read and understand the maning of words
Pre teach vocabulary * Vocabulary

- Teacher use different techniques to teach vocab -science (n) : môn khoa học
(pictures, situation, realia) - exercise (n/v): bài tập, tập luyện
- Follow the seven steps of teaching vacab. - history (n) : lịch sử
- lesson (n): bài học
- Repeat in chorus and individually - school lunch: bữa trưa ở trường
- Copy all the words
* Checking vocab: < Matching>
3. Practice (30’)
Task 1: (5’)
* Aims:To revise / introducethe names ofschool subjects,and some nouns relatedto
school andschoolactivities.
* Content: Listen and repeat the words.
* Products: Students read words exactly aloud.
Task 1: T-Ss
Task 1: Listen and repeat the words.
- Teacher asks students to listen and repeat the
words.
- Teacher calls some students to read the words
aloud.
Task2:(7’)
* Aims:To teachSs howtocombine averbandanountotalkaboutschoolactivities.
* Content:Put the words in the correct columns. (V with N)
* Products: Ss say the correct answers ( pair work).
Task 2: T-Ss, Ss - Ss Task 2: Work in pairs. Put the words
in Task 1 in the correct columns.
- Teacher asks students to work in pairs and use *Answer key:
the words in Task 1 to put into the correct
columns. play do
- Students work in pairs and do the task. football homework
- Teacher calls some pairs to share their answers music exercise
with the whole class. have study
- Teacher gives feedback and corrections (if school English
necessary). lunch history
- Teacher explains which nouns go with each verb lessons science
to make meaningful names of activities.
- Teacher asks students to work in groups of four
and add as many words into each column as
possible.
Task 3:(5’)
* Aims:To help students use the vocabulary in context.
* Content: Fill in the blanks with a suitable word
* Products: Student’s correct answers on the board.
Task 3:T-Ss, Ss-Ss Task 3: Put the words in the blanks.
- Teacher asks students to work independently and
put a suitable word in each blank. Answer key:
- Teacher allows students to share their answers 1. homework
before discussing as a class. 2. football
- Teacher asks some students to share the answers 3. lessons
and gives feedback. 4. exercise
5.science Giaoandethitienganh.inf
Task 4:(7’)
* Aims:To teach Ss howto pronounce the sounds /ɑː/ and /ʌ/ andpractise pronouncing these
sounds inwordscorrectly.
* Content:Understand and howto pronounce the sounds /ɑː/ and /ʌ/.
* Products: Students pronounce words exactly .
* Presentation * PRONUNCIATION
(Pre-teach the sounds /ɑː/ and /ʌ/)
- Teacher introduces 2 sounds /ɑː/ and /ʌ/ to Suggested answers:
students and lets them watch a video about how - /ɑː/: car, start, after, party
to pronounce these two sounds. - /ʌ/: cut, one, country
- T gives some words and show how to pronounce
these two sounds.
Task 4: Listen and repeat. Pay
Task 4:T-Ss, Ss-Ss attention to the sounds /ɑː/ and /ʌ/.
- Teacher asks students to listen and repeat. Key:

- Students work independently. + /ɑː/: smart, art, carton, class.
+ / ʌ/: subject, study, monday, compass
Task 5:(6’)
* Aims:To help students practise the sounds /ɑː/ and /ʌ/ in sentences
* Content: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
* Products: Students’ answers in your notebook ( Students share with the whole class )

Task 5:T-Ss, Ss-Ss Task 5: Listen and repeat. Underline
Before listening, teacher let students discuss in the words with the sounds /ɑː/ and /ʌ/.
pairs and find the words with the sounds /ɑː/
and /ʌ/.
Key+Audioscript:
- Teacher plays the recording for students to check
and repeat the sentences. 1.Mybrotherhasanewcompass.
- 2. .Ourclassroomislarge.
Havethemworkinpairstocomparetheiranswers.Che 3. Theylooksmartontheirfirstdayats
ckSs'answers. chool.
- Playtherecording again. LetSslisten 4. Theartlessonstartsatnineo'clock.
andrepeatsentence bysentence,
5. .HegoesouttohaveluncheverySund
payingattentiontotheunderlinedwords.
ay.
3. Production (5’)
* Aim:To give students a chance to apply what they have learnt.
* Content:Game : write sentences including 2 features: school activities and one of the
sounds /ɑː/ or /ʌ/.
* Products:Students read aloud their sentences.

- Teacher asks groups to write sentences including
2 features: school activities and one of the sounds * Game: Who is faster?
/ɑː/ or /ʌ/.
- Ss Work in groups
- Teacher asks each group to hand in their paper - (e.g: I usually play basketball with
and checks, the group with more correct my brother.)
sentences is the winner. - I often use compass to do Math
- Teacher invites the winner to read aloud their exercise.
sentences.
4. Homework (2’)
* Content:Review the lesson and prepare for the next lesson and do exersie in the
workbbook
* Products: Students’ textbook and workbook

- T reminds Ss to do homework and prepare the Learn by heart all the new words.
new lesson. - Rewrite the sentences into notebooks.
Find 3 more school activities that have
the sound /ɑː/ or /ʌ/.
- Prepare lesson 3 ( A closer look 2)..
*- Evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date :…………..

I. OBJECTIVES:
By the end of the lesson, students will be able to use the present simple tense.
1.Knowledge:
* Vocab:School lexical items
* Grammar:The simple present and adverbs of frequency
4. Competences:Know how to use the present simple. Students will developed speaking and
co-operating skills.
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To activate students’ prior knowledge related to the targeted grammar of present
simple tense and to increase students’ interest.
* Content:Game: Sentence puzzling ( with the simple present)
* Products:Students complete the perfect sentences on the board.
* Warm up(group work) Giaoandethitienganh.info
- Teacher divides the class into 4 groups. * Game: Sentence puzzling
- Teacher delivers a set of word cards which are jumbled
sentences in present simple to each group. Suggested sentences:
- Students will have to work in groups to create as many 1. Peter lives near his school.
correct sentences from the word cards as possible. 2. We go to the same sch
- The group with the most correct sentences will be the
winner. 3. They have new subjects.
4. We always look smart
* Aim:To help students know and understand the use of the present simple tense.
* Content: Introduce the present simple tense.
* Products:Understand and know how to use the present simple tense
- Lead in :Teacher draws students’ attention to the form of
the sentences created in the game and asks them whether * Model sentences:
they know the target tense.- 1. Peter lives near his school.
- Elicit the present simple tense 2. We go to the same sc
- Teacher provides or confirms the answers and leads in the

grammar focus of the lesson: 1. THE PRESENT SIMPLE
TENSE
- Teacher gives students some time to study the grammar * Form:
box. + Positive: S + Vinf/ V(s/es) +
….
+ Negative: S + don’t/ doesn’t
+ Vinf + … .
+ Interrogative: Do/ Does + S
+ Vinf + … ?
->Yes, S + do/does.
No, S + don’t/ doesn’t.
3. Practice (20’)
Task 1: (5’)
* Aims: To introduce the targeted grammar of the present simple tense..(10’)
* Content: Choose the correct answer A, B or C
* Products: Students say the key aloud
Task 1:T –Ss : Ss- Ss Task 1: Choose the correct
answer A, B or C
- Teacher has students work independently, look at the Answer key:
form and do Exercise 1 – page 9. 1. A
- Teacher lets students work in pairs and exchange the 2. C
answers before checking with the whole class (explain 3. B
each sentence if necessary). 4. A
5. C
- Have Ss read the Remember! box. Direct their

attention to the present simple tense form for
thirdpersonsingular
The present simple verbs with he / she / i
an s / es.
Task2:(5’)
* Aims:To help students know and understand the use of the present simple tense.
* Content: Write the correct form of the verbs.
* Products: students’ correct answers on the board.
Task 2: T-Ss, Ss - Ss Task 2: Write the correct
- Teacher asks students to work independently. form of the verbs
- Teacher calls 1 or 2 students to write their answers on the Answer key:
board, checks their answers sentence by sentence. 1. has
2. Do you have
3. like
4. Does Vy walk
5. ride
6. go
Task 3:(5’)
* Aims:TohelpSsrevisesomeadverbsoffrequencytheyalready learnt.
* Content:Put the words in the blanks
* Products:Student read sentences aloud.
Task 3:T-Ss, Ss-Ss Task 3: Put the words in the
blanks.
- Elicit adverbs of frequency
- TellSstolook atthetwoexamplescarefully.Thenaskthem 2. ADVERBS OF
aboutthepositionoftheadverbsoffrequency,andthemeanin FREQUENCY
gofthose.Tellthemtorecallalltheadverbsoffrequency * Model sentences:
theyknow.
- We often ride our bicycles
to school.
Task 3 : T –Ss ; Ss- Ss - They don’t often go to the
cinema
- Teacher shows the graph and lets students fill in the *( always, usually, sometimes,
blanks with suitable adverbs of frequency: sometimes, rarely, never)
usually or never (Exercise 3 – page 10) * Note: We usually place the
adverb of frequency before the
- Teacher lets students work in groups of four to make 5 main verb
sentences using the 5 adverbs of frequency above.
- Teacher calls some groups to read aloud the answers Task 3 : Fill the blanks with
and gives feedback. sometimes, usually or never.
* Answer key:
2. usually
3. sometimes
5. never
* Write a sentence with one
of these adverbs.
1. I always do my homework
aftert school
2. He usually watches TV in
the morning
……………………………………
…………..
Task 4:(7’)
* Aims:To give students opportunities to use the present simple tense with adverbs of
frequency correctly in context.
* Content: Choose the correct answer A or B to complete each sentence.
* Products:Students’ answers in their notebooks( Students share with the whole class )
Task 4: T-Ss, Ss - Ss Task 4: Choose the correct
answer A or B to complete
- Teacher has students complete Exercise 4 – page 10 each sentence.
independently.
Teacher then asks students to exchange their textbooks to Answer key:
check their friends’ answers. 1. B 2. A
3. A 4. B
5. A
4:Production (7’)
* Aims:- To help students distinguish and use correctly the present simple tense.
- To improve cooperative skill.
* Content:Make questions then interview your partner.
* Products: Role play ( ask and answer correctly)
Task 5: T-Ss, Ss - Ss Task 5: Work in pairs. Make

questions then interview your
- Teacher has students work on the Ex. 5, p. 10 in pairs. partner.
- Teacher checks the answers by playing a game. Teacher 10 pts: you/ like/ your new
divides students into 2 teams, 2 students in each team school
choose a set of questions (which are the questions 1-5 in 20 pts:
Ex. 5, p. 10). Teacher may add more questions if Q1: you/ often/ ride your
necessary) then interview each other. The team with bicycle/ to school
higher score is the winner. Q2: you/ sometimes/ study in
the school library
Q3: your friends/ always/ go to
school/ with you
Q4: you/ usually/ do
Giaoandethitienganh.info homework/ after school
30 pts: How often/ your
mother/ pick you up/ school
* Answer key:
1. Do you like your new
school?
2. Do you often ride your
bicycle to school?
3. Do you sometimes study in
the school library?
4. Do your friends usually go to
school with you?
5. Do you usually do your
homework after school?
How often does your mother
pick you up from school?
* Content:.Summarize the main content of the lesson
* Products: Students say what they have learnt in the lesson

Teacher asks students to talk about what they have learnt in -The simple present
the lesson. - adverbs of frequency
4. Homework (2’)
* Aim:To revise the knowledge that students have gained in this lesson.
workbbook

- T reminds Ss to do homework and prepare the new - Make 5 sentences in the
lesson. present simple tense, using
adverbs of frequency.
- Prepare lesson 4
( communication)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Period :Lesson 4 : Communication
I. OBJECTIVES:
- know how to introduce someone;
- ask appropriate questions when making friends at school;
- know what good qualities a good friend should have.
1.Knowledge: -
- Talk about school activities, subjects, their friends and know how to introduce someone;
* Vocab: School lexical items
Giaoandethitienganh.info
2. Skills: Speaking , reading and writing
4. Competences:develop
theirlanguageskills,aswellaslearnaboutVietnamesecultureandothercultures.
III. MATERIALS
* Preparation:
- Grade 6 textbook, Unit 1, communication
- sachmem.vn
1.Warm-up (5’)
* Aim:To introduce the topic..
* Content:Students to talk about what he/she does everyday ; some questions about making friends
* Products:Student s presents in front of the class; students’ correct answers.
* Warm upTeam work * Game: : Chatting
- Teacher gets 2 students to talk about what he/she - Hello, I am..... Everyday I.....
does everyday
- Teacher makes remarks and give the two students - Whole class listen, find out mistakes (if any)
marks.
* Interviewing: 1/ How do you often make friends ?
T: Pretends to be a new classmate; 2/. What do you often say when you first meet a
lets ss ask questions to make friend new friends ?
Ss: Ask questions. 3. What questions do you often make ?
T: Comments on the student's questions then leads
into new lesson: "We will learn what to ask a new
friend".
* EVERYDAY ENGLISH
* Aim: -To prepare students with vocabulary relatedtothetopicMyNewSchool;
- To introduce the structure of introducing someone.
* Content: some new words about related to the lesson.
* Products:Read and understand the meaning of words.
- Pre teach vocabulary 1. VOCABULARY:
- Teacher use different techniques to teach - share (v) : chia sẻ
vocab (pictures, situation, realia) - classmate (n): bạn cùng lớp
- Repeat in chorus and individually - keep (v): giữ, giữ gìn
- Copy all the words - secret (n) : bí mật
* Checking vocab: < rub out and remmeber>
- Pre structure 2. SENTENCE STRUCTURE:

INTRODUCING SOMEONE
Task 1:T –Ss : Ss- Ss
- Teacher lets students listen and read the Task 1: Listen and read the dialogue.
dialogue, asks them what the characters say This is … .
when they first meet someone. Nice to meet/ see you.
- Teacher calls some students to share their Nice to meet/ see you, too
opinions.
- Teacher gives more explanations and writes
down the structure of introducing someone.
3. Practice (25’)
Task 2: (5’)
* Aims: To practice the structure of introducing someone.
* Content: Practise introducing a friend to someone.
* Products: role play and practice in front of the class fluently.
Task 2:T –Ss : Ss- Ss Task 2: Work in groups. Practise introducing a friend
to someone.
- Teacher asks students to work in groups
of four, introducing themselves to the Example:
group members, using structures above. Thien: Huy, this is Huong, my new friend.
- Teacher calls some students to introduce Huy: Hi, Huong . Nice to meet you.
their new friends to the whole class. Huong: Hi, Huy. Nice to meet you, too.
- Teacher gives feedback and corrections
(if necessary).
Task3:(5’)
NEW FRIENDS AT SCHOOL
* Aims:To identify questions people should ask when makingnewfriendsatschool.
* Content:Read and tick the questions you think are suitable to ask a new friend at school.
* Products:Discuss thequestions in groups and tick the suitable questions.
Task 3: T-Ss, Ss – Ss Task 3: Read and tick the questions you think are
suitable to ask a new friend at school.
- Ask Ss toread andtickthe questions 1.Areyoufromaroundhere?
individually.Then let them discuss
2.Doyoulikemusic?
thequestions in groups
4.Whatisyourfavouritesubjectatschool?
6. Doyouplayfootball?
7. Howdoyougotoschooleveryday?
- T asks them to add 2 more questions to
the list. * Suggestedanswer:
- Teacher checks with the whole class. 1. What’s your name?
2. Where do you live?
3. Do you like EL?
4. What’s your telephone number?
Task 4:(3’)
* Aims:- To identify qualities of a good friend
-To help Ssreviseyes/ noquestionswiththepresentsimple
* Content:. Friendship quiz. ( some questions about a good friend)
* Products:Students’ correct answers. (work independently)
- Students work independently and do the Task 4: Friendship quiz.

quiz in Ex. 4, p. 11
E.g.friendly,generous,helpful,cheerful,etc.)
* Aims:To apply the knowledge they have learnt in this lesson.
* Content:interview the others, use the questions “ How is a good friend?”
* Products: Students ask and answer exactly ( group work )
Task 4: T-Ss, Ss - Ss Task 5: Work in groups. Take turns to interview the
- Teacher ask students to move to places others, use the questions above.
of classmates they haven’t got aquainted
yet, form a new group and interview the (e.g. Friends are forever.)
new mates, then give feedback on their
mates.
- Teacher calls some groups to make
models
* Aims:To consolidate what students have learnt in the lesson.
* Content:summarize the main content in the lesson.
* Products:Students say what they have learnt in the lesson.

Teacher asks students to talk about what - some new words
they have learnt in the lesson. - Introducing someone
- How is a good friend.?
6. Homework (2’)
* Content:Review the lesson and prepare for the next lesson and do exersie in the workbook.
* Products: Students’ textbook and workbook.

- T reminds Ss to do homework and - Write down the results and feedback of the previous
prepare the new lesson. interviews.
- Prepare lesson 5 ( skills 1)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

Period :Lesson 5 : Skills1
I. OBJECTIVES:
- develop reading skill for general and specific information about schools;
- talk about different types of school;
- talk about things they like and don’t like at school and the reasons for that.
II. LANGUAGE ANALYSIS Giaoandethitienganh.info
1.Knowledge:
* Vocab:boarding school (n) playground (n) international (adj),….
2. Skills: Speaking , reading
3. Attitude:To teach SS to work hard, love their school and friends.
4. Competences:develop theirlanguageskills,Ask and answer questions about
school .activities
B. Preparation:
III. MATERIALS
* Preparation:
- Grade 6 textbook, Unit 1, skills 1
- sachmem.vn
1.Warm-up (5’)
* Aim:To introduce the topic of reading.
* Content:Game : chatting ( some questions about the school).
* Products:Students say the correct answers aloud.
- T- Ss * Play a game : Chatting
- Teachers asks students some questions 1. What’s the name of your school?
about Ss’ school. 2.Is your shool big or small?
- Students answer the questions 3. How many students and teachers are there?
4. Do you like your new school? Why or why not?
- And then lead in the new lesson.
2. Pre- reading(10’)
* Aim:-To prepare students with vocabulary relatedtothelesson
- To lead in the reading skills. -
* Content: Some vocabularies related the lesson.
* Products:Read and understand the meaning of the words.
T –Ss : *VOCABULARY:
- Pre teach vocabulary - a green field (n): đồng lúa
- Teacher use different techniques to teach - a mountain (n) : ngọn núi
vocab (pictures, situation, realia) - computer room (n) : phòng máy tính
- Repeat in chorus and individually - Join (v) : tham gia
- Copy all the words - International (adj) : quốc tế
- Art club (n) : câu lạc bộ mĩ thuật
- Pre-Reading I - Reading
- Teacher leads students into the lesson by showing 1. What can you see in these pictures?
pictures of 3 schools Sunrise, An Son and Dream and 2. Are these schools in the same place?
asks them some questions 3. Which school do you think is in Viet Nam?
Suggested answers:
1. I can see three different schools.
2. No, they aren’t.
3. The second school.
3. While reading (15’)
Task 1: (3’)
* Aims: - To develop reading skill for general information.
- To helpstudents understand activatetheirknowledgeofthetopic.
* Content:Read the passages and Match.
* Products: Read and say the correct answers.
Task 2:T –Ss : Ss- Ss Task 1: Look at the picture and quickly read the
- Teacher asks students to open the book, passages. Match 1-3 with A-C.
read through the text and do Ex. 1 – p. Answer key:
12. 1. C - a boarding school in Sydney
- Teacher calls some students to give the 2. A - a school in Bac Giang
answer, explain which sentence give 3. B - . an international school
them the information.
Task 2:(5’)
* Aims:To helpSsdeveloptheirreadingskillforspecificinformation(scanning).
* Content: Read the passages again and complete the sentences.
* Products: Stusents’ correct answers on the board.
Task 2: T-Ss, Ss – Ss (Pair work) Task 2: Read the passages again and complete the
- Teacher asks students to read through sentences.
the sentences, predict what information/ * Answer key:
what types of words they have to fill in 1. boarding
2. Sydney
the blanks. 3. mountains and green fields
- Teacher lets students work 4. Dream School
independently and find the correct 5. English-speaking teachers
answer.
- Teacher lets students pair compare
before checking with the whole class.
Task 3:(5’)
* Aims: - To identify different features of each school.
* Content: Answer the questions.
* Products: Students’ correct answers on the board.
- Teacher asks students to read the Task 3: Answer the questions.
questions and underline key words, Suggested answers:
reminds them to focus on the types of 1. Sunrise is a boarding school.
information they have to find (What/ 2. An Son School is in Bac Giang.
Where/ Which school…). 3. Yes, there is.
- Teacher asks students to work in pairs 4. They join many interesting clubs.
and find the answer.
Teacher calls a student to write his/her
answer on the board, then check
sentence by sentence with class
4. Pre- speaking (5’)

* Aims: Tohelp Ss prepare ideas for the speaking activity;
* Content:Ask and answer about the school they like and say the reason.
* Products: Students ask and answer fluently in groups .
Task 4: T-Ss, Ss – Ss II. Speaking
Task 4: Which school in Exercise 1 would you like to go
- Teacher asks students to work to? Why/ Why not? Complete the table.
independently and complete the table. Name Reasons you like it Reasons you don’t
- Teacher goes around and offers help if of like it
school
needed.
Sunrise I can practise English It’s a boarding school,
with other students. so I can’t go home
everyday.
An Son
It is quite small and
It is in beautiful place, so
very remote, so it isn’t
it has a good view.
convenient to travel.
I can learn English with
It’s an international
Dream English-speaking
school, so it may be
teachers and join many
interesting clubs. expensive.
5. While-Speaking (6’)
* Aims:To provideanopportunityforSstopractisemakingtheirchoiceofthetype
ofschooltheywouldlike togoto,and givereasons.
* Content:Discuss your choice with your friends.
* Products:Role play and practice in front of the class.

Task 5: T-Ss, Ss - Ss Task 5: Discuss your choice with your friends.
- Teacher tells students to work in groups
of four * Which school (among the three above) would you like to
- and share the answer, reminds them to go? Why?
take note the information from other Example:
members. A: Which school would you like to go to?
- Teacher invites some students to share B: I'd like to go to Dream School.
their A: Why?
preparation and makes sure they speak in B: Because I'd like to paint in the art club.
full sentences.
Students share their ideas with the whole
class.
6. Post-Reading and Speaking (3’)
* Aim:- To help students improve next time.
- Check students’ understanding about the reading passage.
* Content:comments and vote for the most interesting and informative presentation.
* Products:Students present about their favorite school in front of the class.

T-Ss, Ss - Ss Ss’ presentation
- Teacher allows students to give
comments for their friends and vote for Ex: Among the three shools above I would you like
the most interesting and informative to……
presentation.
Teacher gives feedback and comments.
* Aims: To consolidate what students have learnt in the lesson.
* Content:summarize the main content in the lesson.
* Products:Students say what they have learnt in the lesson.
- Teacher asks students to talk about what - Some new words

they have learnt in the lesson. - read and understand some information about 3 schools.
- Present thierchoiceofthetype
ofschooltheywouldlike togoto,and
givereasons.
8. Homework (2’)
- Teacher asks students to write down - Write down your opinion about a school in their books.
their opinion about a school in their -Prepare for the next lesson: Unit 1-Skills 2.
books.
- Teacher asks students to search for
information about their school.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

Period :Lesson 6: Skills 2
I. OBJECTIVES:
- listen for specific information about school activities;
write a passage about their new school.
1.Knowledge:
* Vocab:foreign language (n) ,helpful ( adj),favourite (adj), friendly (adj),biology (n)
* Grammar:The present simple
4. Competences:Know how to use the present simple. Students will developed listening and
writing skills.
III. MATERIALS
* Preparation:
- Grade 6 textbook, Unit 1, Skills 2
- Smart TV/Pictures.
- sachmem.vn
1.Warm-up (5’)
* Aim:- Check students’ knowledge related the previous lesson.
- To introduce the topic of listening.
* Content:Game:Network ( my new school)
* Products:Ss write word on the board.
Teacher’s Content
and
Ss’activiti
es
* Warm * Game: Network
up(Individ
ual work) teacher
T -Ss
My new school
-T
guidesstud schooj
ents to
play game
* suggested anser:
about “ My
- teacher, friends, subjects, shool things,…
new
school”
- Ss write
word on
the board.
1. Presentation vocabulary(7’)
* Aim:- To enrich students’ vocabulary
- To lead in the listening tasks.
* Content: Some vocab about school.
Teach Content
er’s
and
Ss’act
ivities
-T– * Vocabulary:
Ss : - foreign language (n): ngôn ngữ nước ngoài
- Pre - helpful ( adj): hay giúp đỡ
teach - favourite (adj): yêu thích
vocab - friendly (adj): thân thiện
ulary - biology (n): sinh học
-
Teach
er use
differe
nt
techni Do you know Palmer ?
ques - PALMER: is the name of a school in America.
to - Janet : a student from Palmer school.
teach
vocab
(pictur
es,
situati
on,
realia)
-
Repeat
in
chorus
and
indivi
dually
- Copy
all the
words
*
Check
ing
vocab:
< what
and
where
>
Lead
in: T-
Ss
And
then T
leads
studen
ts in
the
listeni
ng
tasks.
*Set
the
sence:
-
Teach
er
draws
studen
ts’
attenti
on to
word
PALM
ER –
the
name
of a
school
in
Ameri
ca, lets
them
know
they
are
going
to
listen
to
Janet,
a
studen
t from
Palme
r
school
.
2. Pre -listening (5’)
Task 1: (5’)
* Aims: To help students brainstorm and have an overview about what they are going to listen
to.
* Content: Guess the answer to the following questions.
* Products: Students say the correct answers aloud.
Teac Content
her’s
and
Ss’ac
tiviti
es
Task Task 1: Guess the answer to the following questions.
1:T – 1. Do you think the students there wear uniforms?
Ss : 2. Do they learn Vietnamese as a foreign language?
Ss-
Ss( p Suggested answers:
air 1. Yes, they do.
work Yes, they do.
)
- Tea
che
r
lets
stud
ents
wor
k in
pair
s
and
disc
uss
the
que
stio
ns.
Enc
our
age
the
m
to
spe
ak
Eng
lish
and
feel
free
to
ma
ke
gue
sses
.
--
Tea
che
r
pla
ys
the
rec
ordi
ng
onc
e.
Stu
den
ts
liste
n to
che
ck
thei
r
gue
sses
.
3. While -listening (7’)
* Aims:To help students develop listening skill for specific information.

* Content:Listen and choose the correct answer .
* Products:Students’ correct answers.
Teac Content
her’s
and
Ss’ac
tiviti
es
Task Task 2: Listen again and choose the correct answer A or B.
2: T- * Read and find the key words
Ss,
Ss -
Ss * Listen and choose the correct answer
- Answer key:
Teac 1. A
her 2. B
asks 3. B
stude 4. A
nts to 5. A
read Audio script:
the Hi. My name’s Janet. I’m eleven years old. I’m now in year 6 at Palmer School. I like it here.
state My classmates are friendly. The teachers at my school are nice and very helpful, and my
ment favourite teacher is Mrs. Smith. She teaches us maths. I have two hours to study Vietnamese
s, every week. I usually do my homework in the library. We wear our uniformsevery day, but
under today we aren’t. We’re going to have a biology lesson on a farm.
line
the
key
word
s,
remin
ds
them
to
pay
attent
ion to
keyw
ords
while
listen
ing.
- Tea
che
r
pla
ys
the
rec
ordi
ng.
- Tea
che
r
ask
s
stud
ents
to
liste
n
and
cho
ose
the
ans
wer
s.
- Tea
che
r
ask
s
stud
ents
to
co
mp
are
thei
r
ans
wer
wit
h
the
part
ner.
- Tea
che
r
call
s on
som
e
stud
ents
to
writ
e
thei
r
ans
wer
s on
the
boa
rd,
the
n
pla
y
the
rec
ordi
ng
onc
e
agai
n
and
che
ck
wit
h
the
clas
s.
4. Post- listening (5’)
* Aims:. To check students’ understanding of the listening part.

*Content:Summarize the information of the listening part.
* Products: Ss summarize the information in the listening part before the class.
Teac Content
her’s
and
Ss’ac
tiviti
es
Task
3:T- * Summarize the information of the listening part.
Ss,
Ss-
Ss( w
ork
grou
p)
- Stu
den
ts
wor
k in
gro
ups
of
four
.
- Tea
che
r
ask
s
stud
ents
to
sum
mar
ize
the
info
rma
tion
in
the
liste
nin
g
part
and
talk
abo
ut
it.
-
Teac
her
helps
if
neces
sary.
5. Pre-Writing (5’)
* Aims:To help students have information about their school.
To help students write simple sentences for the next writing passage.
* Content:Write the answers to the questions about your school.
* Products: Students’ correct answers in their notebooks.
Teac Content
her’s
and
Ss’ac
tiviti
es
Task
4: T- Task 3: Write the answers to the following questions about your school.
Ss,
Ss – 1. What is the name of your school?
Ss It’s Nguyen Trai Secondary school
(pair 2. Where is your school?
work It’s in Mo Duc District, Quang Ngai city
) 3. How many classes does your school have?
Teac It has 16 classes
her 4. What do students do at your school?
asks They learn many subjects and play games at breaktime
stude …….
nts to
work
indep
ende
ntly
to
answ
er the
quest
ions.
- Tea
che
r
enc
our
age
s
stud
ents
to
writ
e in
full
sent
enc
es
and
tells
the
m
that
thei
r
sent
enc
es
mus
t be
gra
mm
atic
ally
and
logi
call
y
corr
ect
wit
h
the
righ
t
cho
ice
of
wor
ds
and
corr
ect
pun
ctua
tion
.
- Tea
che
r
allo
ws
stud
ents
to
loo
k
bac
k
the
rea
din
g
pas
sag
es.
- Tea
che
r
ask
s
stud
ents
to
pair
co
mp
are
thei
r
ans
wer
s.
-
Teac
her
invite
s one
or
two
stude
nts to
write
their
answ
ers
on
the
board
and
gives
feedb
ack
as
mode
ls.
While-Writing (5’)
* Aim:To let students learn and help each other write a complete passage about their school.
* Content: Write a paragraph of 40-50 words about your school.
* Products:Students’ perfect writing on the posters.
Teac Content
her’s
and
Ss’ac
tiviti
es
- Tea Task 4:Use the answer in Task 3 to write a paragraph of 40-50 words about your
che school. You can refer to the reading passages to help you
r
ask * Students’ writing
s
stud
ents
to
wor
k in
gro
ups
of
four
,
giv
es
the
ma
larg
e
piec
e of
pap
er
and
ask
s
the
m
to
writ
e
the
full
par
agr
aph
into
the
pap
er
in 6
min
utes
.
- Tea
che
r
ask
s
stud
ents
to
pay
atte
ntio
n to
pun
ctua
tion
,
stru
ctur
es,
wor
d
cho
ice,
link
ing
wor
ds,
etc.
Post-Writing (3’)
* Aim: To cross check and final check students’ writing.
* Content:Cross check students’ writing
* Products:Students check the others’ writing carefully.
Teac Content
her’s
and
Ss’
activi
ties
- Tea * Sampleparagraph:
che MyschoolisGiangSonSchool.Itisinthecentreofmyvillage.Ithas12classes
r withover500students.Westudymanysubjects:maths,history,science,andofcourse,Engl
has ish.Weoftenplaygamesduringbreaktime.Myteachersarefriendly,andmyfriendsarehel
the
pful.Ilikemyschool.
gro
ups
swa
p
and
giv
e
fee
dba
ck
on
eac
h
oth
er’s
writ
ing.
-
Teac
her
then
gives
feedb
ack
on
one
writi
ng as
a
mode
l..
* Consolidation (2’)
* Content:Summarize the main content in the lesson.
* Products:Say aloud what they have just learnt in front of the class.
Teac Content
her’s
and
Ss’
activi
ties
- - Some new words.
Teac - Listen a passage about Janet’s school in America.
her - write a paragraph about your school.
asks
stude
nts to
talk
about
what
they
have
learnt
in the
lesso
n.
* Homework (2)
- To allow students finalize their versions after being checked by friends and teacher.
- Tea - Rewrite the paragraph in the notebooks.

che - Prepare for the project.
r
ask
s
stud
ents
to
writ
e
do
wn
the
par
agr
aph
in
thei
r
boo
ks.
-
Teac
her
asks
stude
nts to
prepa
re the
new
lesso
n.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Period :Lesson 7: Looking back and project
I. OBJECTIVES:
By the end of the lesson, students can:
- review the vocabulary and grammar of Unit 1;
- apply what they have learnt (vocabulary and grammar) into practice through a project.
1.Knowledge:
* Vocab: revise words of unit 1
* Grammar: The present simple , adverbsoffrequency.
2. Skills: Speaking , reading and writing.
4. Competences:Use the present simple and adverbsoffrequency more
effectively;Students will bedeveloped listening and writing skills.
III. MATERIALS
* Preparation:
- Grade 6 textbook, Unit 1, Looking back and project
- sachmem.vn
1.Warm-up (3’)
* Aim:To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content:Game: * Brainstorming ( new school)
* Products:Students write correct words on the board.
* Warm up (Team work) * Game: * Brainstorming
T -Ss
- Teacher divides the board, and divides the class into 2 * Suggested anwser:
teams. - teacher, friends, subjects,
- Members of each team take turns and write as many school things,…
school things as possible in 2 minutes.
The group having more correct answers is the winner
Task 1 (5’) (vocabulary)
* Aim:TohelpSsrevisethevocabularyitemstheyhavelearntintheunit.
* Content: Look at the pictures. Write the correct words in the gaps.
* Products:Students write corr ectwords on the board. ( say the correct answers aloud)
- T –Ss : Task 1: Look at the pictures.
Write the correct words in the
- Teacher encourages students to complete the task gaps.
individually. Answer key:
- Students exchange their textbooks with their partners. 1. uniform
- Teacher gives feedback as a class discussion. 2. pencil sharpener
3. notebook
4. compass
5. calculator
6. ruler
Task 2: (5’) (vocabulary)
* Aims: To help students revise the combination: to study, to have, to do, to play + N.
* Content: Match the words in A with the words/ phrases in B.
* Products: Students’ correct answers on the board.
Task 2:T –Ss : Ss- Ss ( individual work and pair work) Task 2: Match the words in A
with the words/ phrases in B.
- Teacher encourages students to complete the task
individually. Answer key:
- Students exchange their textbooks with their partners. 1. e
- Teacher gives feedback as a class discussion. 2. d
3. b
- Teacher encourages students to provide more school 4. a
activities. 5. c
Task 3. + Task4 (10’)(Grammar)

* Aims:To help students revise the present simple tense.
* Content:Complete the sentences with the present simple.
* Products:Write correct words on the board.
Task 3: T-Ss, Ss - Ss Task 3: Complete the sentences
- Teacher has students complete the task individually. with the present simple.
- Students exchange their textbooks and give feedback to Answer key:
each other. 1. comes
- Teacher gives feedback as a class discussion. 2. don’t
3. walks
4. do
Task 4:T-Ss, Ss-Ss 5. teaches
- Students work in pairs.
- Teacher asks students to read the sentences carefully Task 4: Complete the text with
and give the answers. the correct form of the verbs in
- Students complete the task and discuss the answers. bracket
- Teacher gives feedback as a class discussion
* Answer key:
1. is
2. has
3. walks
4. study
5. likes
Task 5: (5’)
* Aims:To help students revise the postion of adverbs of frequency in context.
* Content:Put the adverb in brackets in the correct place in each sentence
* Products:Students write correct answers on the board.
Task 5:T-Ss, Ss-Ss Task 5: Put the adverb in
- Students work in pairs. brackets in the correct place in
- Students complete the task and discuss the answers. each sentence.
- Teacher gives feedback as a class discussion. Answer key:
1. I always remember to do my
homework.
2. Nick usually gets good marks in
exams.
3. We do not often see a rabbit in
town.
4. I rarely read in bed at night.
5.
Doyousometimessingintheshow
er?
5. Project (5’)* My dream school
* Aims:To allow students to apply what they have learnt (vocabulary and grammar) into
practice througha project.
* Content:Make project “My dream school”
* Products: Students’ answers on the posters..
Project: T-Ss, Ss – Ss(group work) * My dream school
- Teacher sets the context of a School Convention that
will be occurred right now in the classroom.
- Teacher divides students into 4 big groups. Each group
will act as a representative of a school, come to the
convention to introduce and enroll new students.
- Teacher lets the groups discuss and summarise the
information and design A0 size posters about their
school.
- Teacher asks the class to listen to the reports and ask
questions if they would like to. Model writing:My dream school
- Students will critically evaluate all the posters, then give is located in Quang Ngai city. It’s
1 vote for the most attractive poster. new and modern. The school has a
- Teacher gives comments and feedback to all 4 posters big schoolyard with many tall
and awards special prize to the group which has the most trees. It has a computer room
votes. music room, a library , a canteen
- and swimming pool… The
Sscancompletetheprojectashomeworkifyouareshortof classroom is very large with air
time. conditional and fans. There is a
big garden behind the school so
that the students plant many kinds
of tree, flowers, and vegetables
there.
* Content: summarize what students have learnt in the lesson.
* Products:Say aloud what they have learnt in the lesson.

- Teacher asks students to talk about what they have - revise vocabulary in unit 1.
learnt in the lesson. -Soundsla:/and/A/;
- Thepresentsimple;
- Adverbsoffrequency.
- Make a project about your
school.
* Homework (2)
* Aim:To revise the knowledge that students have gained in Unit1 and To prepare for the next
lesson

- Teacher asks students to revise old lesson and to do - Complete the project
exercise in workbook.
- Teacher asks students to complete the project and - Prepare for the next lesson:
prepare the new lesson. Unit 2 –Lesson 1. Getting
started.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
UNIT 2: MY HOUSE
Lesson 1: Getting started – A look inside
I. OBJECTIVES:
- use the lexical items related to the topic My house;
- ask and answer about where someone lives.
1. Knowledge:
* Vocabulary: town house (n), country house (n), flat (n),….
* Grammar: possessive case and prepositionsof place
3. Attitude: To teach SS to be hard- working and love their house .
4. Competences: - Co-operation, self- study, using language to do exercises
III. MATERIALS
-sachmem.vn
1. Warm-up (5’)
* Aim:To introduce the topic and To lead in the topic of My house.
* Content:Game: Pelmanism
* Products:Work in groups ( choose the number; say the correct answers aloud)
Warm up: Team work * Game: Pelmanism
TYPES OF HOUSE :
Teacher divides class into 2 teams and asks
students to choose a pair of number.
- If students choose the correct number and picture,
They get 2 marks.
-The team who has more correct words is the
winner.
Villa
* T - SS
Lead in: These are types of house
T asks Ss some questions. 1. How is your house?
Ss answer 2.Is your house big or small?
- T Introduces the topic of the lesson. 3. How many rooms are there in your house?
* Aim:To prepare students with vocabulary relatedtothetopicMyhouse;
* Pre teach vocabulary * Vocabulary

- Teacher use different techniques to teach - flat (n) : căn hộ
vocab (pictures, situation, realia) - country house (phr. n): nhà ở quê
- Follow the seven steps of teaching vacab. - town house (phr. n) : nhà ở phố
- Repeat in chorus and individually - behind (prep) : Ở đằng sau
- cousin (n): anh, chị, em họ
- move (v): di chuyển
* Checking vocab: < matching>
Task 1: (5’)
Listen and read:
* Aims: To set the context for the listening and reading text.
* Content:Listen and read the dialogue.
* Products: Students read and understand the content of the dialogue.
* Set the sences: T-Ss * Chatting
- Teacher draws students’ attention to the 1. What are Nick and Mi doing?
pictures in the textbook and asks them some 2. What might they talk about?
questions about the pictures. Suggested answers:
1. They are talking to / discussing with each other
through the Internet.
* Now we are going to listen a conversation (Students’answers)
between Nick and Mi
Task 1: T-Ss Task 1: Listen and read.
- Teacher plays the recording, asks students to
underline the words related to the topic My + They are talking about their houses.
house. (Teacher may check the meaning of + Mi is describing their new flat which her family
some words if necessary.) was moving to.
- Teacher can play the recording more than
once.
- Teacher can invite some pairs of students to
read aloud.
- Then, teacher confirms the correct answer:
2. Practice(10’)
Task 2
* Aims:To helpSsunderstandthetext.
* Content:Read and Tick the correct answers.
Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Tick the correct answers.
- Teacher asks students “Which family “Which family members does Mi talk about?”
members does Mi talk about?” without Answer key:
reading the conversation again.
- Then, teacher tells them to read it again
individually and check their answers.
- Teacher allows students to share their answers
before discussing as a class and encourages
them to give evidence.
- Teacher calls some students to check.
Task 3:(5’)
* Aims:To helpSsfurtherunderstandthetext.
* Content:Complete the sentences.
Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences.
- Teacher asks students to work independently * Answer key:
to fill each blank with the word from the 1. sister
conversation. 2. TV
- Teacher allows students to share their answers 3. town
before discussing as a class. 4. country
- Teacher calls some students to check. Teacher 5. three
confirms the right answers and writes on the
board.
Production:(5’)
Task 4: (3’)
* Aims: To develop students’ knowledge of the vocabulary about types of house.
* Content: Complete the word web: Types of house. (work in groups)
* Products: Students’ answers on the posters .
Task 4: Complete the word web: Types of
Task 4:T-Ss, Ss-Ss house.
- Teacher divides the class into two teams, then * Game: Networking
writes the topic “Types of house” on the
* Suggested answers:
board and gives them two minutes to discuss.
- After that time, a student from each team one
by one runs to the board and writes one word.
- The team which has more correct answers is
the winner.
-
Task 5:(5’)
* Aims:To help students practise asking and answering about where they live.
* Content:Take survey and report.
* Products: Students take survey and present in front of the class.

Task 5:T-Ss, Ss-Ss
- Teacher asks students to work in groups of 4 Task 5:Survey
or 6 to take turns to ask and answer about Suggested answers:
where they live. In my group, Linh lives in a flat, Lan and Huong
- Teacher can model with one student. live in a country house, etc….
- Teacher moves around to observe and offer
help when needed.
- By the end of the activity, one student from
each group can stand up and report to the
class.

- Teacher asks students to talk about what they - Vocab about house and know types of house.
4. Homework (2’)
* Aim:To review the lesson and prepare for the next lesson.
* Content:Review the lesson and prepare for the next lesson ( A closer look 1)
new lesson. - Read the dialogue again.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week: Unit 2: My house
I. OBJECTIVES:
- use the vocabulary and structures to talk about the names of rooms and furniture pieces in
the house;
- pronounce and recognize the sounds /s/ and /z/.
1.Knowledge:
* Vocab: house lexical items and practising the sound /s/ and /z/.
* Grammar: simple present.
3. Attitude: To teach SS to be hard- working, love, keep and treasure their house .
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
* Aim: -To activate students’ knowledge on the topic of the unit and vocabulary related to the
topic, the targeted vocabulary and its pronunciation
* Content:Chit chatting ( make some questions)
* Products:Students answer the questions exactly .
* Chit chatting
- T ask students some questions 1. How many rooms are there in your house?
- Ss answer 2. What are they?
3. What is there in each room?
- T leads in the lesson about vocabulary and
pronunciation
that “In today lesson, we are going to learn more
words to describes rooms and furniture and two
sounds /s/ and /z/.”
* Aim:To revise and teach the names of rooms in the house.
* Content: Some vocab in the lesson
* Products:Read and understand the meaning of the words.

- Teacher use different techniques to teach - hall (n): hội trường, phòng lớn
vocab (pictures, situation, realia) - chest of drawers (n): ngăn kéo tủ
- Follow the seven steps of teaching vacab. - sink (n): bồn rửa
- dishwasher (n): máy rửa chén
- Repeat in chorus and individually - cupboard (n): tư đựng bình ly
- Copy all the words - poster (n): tấm áp phích
- ceiling fan (n) : quạt trần
- light (n): đèn diện
2. Practice (10’)
Task 1: (5’)
* Aims: To revise / teach the names of furniture pieces.
* Content: Name the things in each room in Ex. 1.
* Products: practice in pairs and name the correct things.
Task 1: T-Ss Task 1: Name the things in each room in Ex. 1.
- Teacher asks students to work in pairs to
do this activity. Suggested answers:
- Teacher writes the names of the rooms on - Bedroom: lamp, picture, chest of drawers
the board in different places, then calls on - Living room: lamp, sofa, picture
students from different pairs to go to the - Hall: picture
board and write the name of the furniture - Kitchen: fridge, cupboard, dishwasher, sink
under these rooms. - Bathroom: shower, sink, toilet
- Remind students that one piece of furniture Other words: chair, fan, air conditioner, cooker,
can belong to more than one room. etc.
- Teacher asks other students to comment
and asks them if they can add some more
things to each room.
-
Task2:(5’)
* Aims:To helpSspractiseaskingandansweringaboutthefurnitureinaroom
* Content:Guessing game (askandansweraboutthefurnitureinaroom)
* Products: Ss ask and answer( pair work) in front of the class.
Task 2: T-Ss, Ss - Ss Task 2: Guessing game
- Teacher models this activity with a student. Example:
- Teacher asks students to work in pairs: one Ss 1: What’s in your room?
student thinks of a room in his / her house; Ss 2: A lamp and a chest of drawers.
the other asks questions to guess the room. Ss 1: Is it the bedroom?
- Teacher calls some pairs to practise in front Ss 2: Yes.
of the class.
- Teacher comments on their performance.
PRONUNCIATION(5’)
Presentation(Pre-teach the sounds /s/ and /z/ )
* Aims:To help students identify how to pronounce the final sounds /s/ and /z/ at the end of the
words.
* Content:pronounce the final sounds /s/ and /z/ at the end of the words.
* Products: know how topronounce the final sounds /s/ and /z/ ( repeat and repeat the words)
- Teacher introduces 2 sounds s/ and /z/ to * Rules:
students and lets them listen and repeat the +Final –s is pronounced /s/ after voiceless sounds
words in Ex. 4 (p. 18). (/t/, /p/, /k/, /f/, /θ/).
- Teacher has students comment on how to + Final –s is pronounced /z/ after voiced sounds (/b/,
pronounce these two sounds at the end of /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds.
the words. Suggested answers:
- Teacher quickly explains the rules: - /s/: cats, lamps, books, months
- Teacher asks students to give some words /z/: beds, dogs, cans, rooms, videos, cookers, bees
they know containing these sounds.
Practice (10’)
Task 3:(5’)
* Aims: To help students practise pronouncing these sounds in words.
* Content:Listen and write the words in the correct column.
* Products: Students pronounce words exactly and write the words in the correct column.
- Teacher asks students to read and listen Task 3: Listen and write the words in the correct
again the words, then put them in the correct column. Then listen and repeat.
column. Answer key:
- Students work individually. /s/ /z/
- Teacher plays the recording for students to lamps, sinks, flats, cupboards, sofas,
listen, repeat and check their answers. toilets, kitchens, rooms
-
Task 4:(5’)
* Aims:To help students pronounce the final sounds /s/ and /z/ correctly in context.
* Content:Listen to the conversation. Underline the final “s” in the words
* Products: Students listen and underline exactly the final “s” in the words (pair work)
Task 4:T-Ss, Ss-Ss Task 4: Listen to the conversation. Underline the
- Have students quickly read the final “s” in the words and put them into the
conversation and underline the final “s” in correct column. (p. 18)
the words. Now play the recording for
students to listen to the conversation and
write /s/ or /z/ under each “s” that they Answer key:
have underlined. /s/: chopsticks, lamps
- Tell them to put the words with the final /z/: bowls, things, homes
“s” in the correct column according to the
sound of “s”.
- Ss work in pairs to compare their answers.
Check students’ answers. Ask them to
explain their answers.
- Play the recording again for students to
repeat each line of the conversation.
- Ask students to work in pairs to practice
the conversation.
* Aim:To give students chance to apply what they have learnt.
* Content:.Whispering ( say the full sentence)
* Products:Practice reading the sentences in groups.

- Teacher divides the class into 4 big groups
and asks students to stand in four lines. * Game: Whispering
- The member in the last place will make a * Suggested sentences:
sentence containing at least a word and a 1. There are two bedrooms in my house.
sound they have learnt; then, whisper the 2. My living room has a TV, two lamps, some
sentence to the next member of the group. pictures and a sofa.
They will continue until the member in the 3. The toilets in my school are clean.
first place and this member will say the
sentence aloud.
- The fastest group will win the game. .
4.Consolidation(3’)
* Content:.Summarize the main content.
* Products:Some students volunteer( summarize the lesson briefly).
- Teacher asks students to talk about what - Vocabulary about the things in room and house
they have learnt in the lesson how to pronounce the sound /s/ and /z/.
5. Homework (2’)

- T reminds Ss to do homework and prepare -Learn by heart all the new words.
the new lesson. -Find 5 more words with the sound /s/ and 5 more
words with the sound /z/.
*- Evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date :…………..
Week : UNIT 2: MY HOUSE

I. OBJECTIVES:
By the end of the lesson, students will be able to know how to use the possessive case and
prepositions of place correctly.
1.Knowledge:
* Vocab: School lexical items
* Grammar:Possessive case andprepositions of place
3. Attitude:To teach SS to work hard, love their house .
4. Competences:Know how to use possessive case andprepositions of place. Students will
developed speaking and co-operating skills.
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
* Aim:To activate students’ prior knowledge and vocabulary related to the targeted grammar of
possessive case, preposition of place and to increase students interest.
* Content:Game: Memory game
* Products:look at pictures, remember and answer the questions.
* Warm up (group work) * Game: Memory game
- Teacher divides the class into 4 groups.

- Teacher tells students the rules of the game:
+ Students have to study the picture of 3 people
(Jack, Polly and Greg) and try to remember the
things belonging to each person in 30 seconds
without writing down in their notebooks.
+ After 30 seconds, teacher shows the things of
Jack, Polly and Greg and a member of each
team has to answer quickly the question Answer keys:
“Whose is it?” 1. Whose ball is it?
+ The group with more correct sentences will be - It’s Jack’s ball.
the winner.
2. Whose T-shirt is it?

– It’s Greg‘s T-shirt.
3. Whose bike is it?

- It’s Greg’s bike
4. Whose sock is it?

Lead in – It’s Polly’s sock.
Teacher says: “This lesson today is going to tell
you one way to express the possessive and how
to use the preposition of place correctly.”
* Aim:To introduce students the form of possessive case.
* Content: Learn about thepossessive case.
* Products:understand and know how to usethe form of possessive case.
- Teacher draws students’ attention to the
words in the answers from the Warm-up THE POSSESSIVE CASE
“Greg ‘s T- shirt, Jack’s ball, Polly’s sock” ( Dạng sở hữu cách)
and asks them whether they know the
meanings of these words.
- Teacher provides or confirms the answers  We use “ ’s” to show possession.
and lead in the grammar focus of the lesson: name’s + noun
- Teacher writes the form of the possessive Ex: Polly’s sock.
case on the board:  singular noun’s + noun
Ex: teacher’s book.
2. Practice (10’)
Task 1: (5’)
* Aims: To help students identify the correct form of possessive case.
* Content: Choose the correct answer.
* Products: Students write the correct key on the board.
Task 1:T –Ss : Ss- Ss Task 1: Choose the correct answer.
- Teacher asks students to do the exercise
individually and then compare their * Answer key:
answers with a classmate. 1. grandmother’s
- Check the answers as a class. 2. sister’s 3. cousin’s
Teacher confirms the correct answers 4. Nam’s 5. An’s
Task2:(5’)
* Aims: To help students practise forming the correct form of possessive case.
* Content:Complete the sentences with the correct possessive forms.
* Products:Students write the correct key on the board.
Task 2: T-Ss, Ss - Ss Task 2: Complete the sentences with the
- Teacher has students do this exercise correct possessive forms.
individually and calls on two students to *Answer key:
write their answers on the board. 1. Mi’s 2. teacher’s
- Teacher draws all students’ attention to the 3. Nick’s 4. father’s
board and checks the answers together. 5. brother’s
- Teacher confirms the correct answers.
PREPOSITIONS OF PLACE
* Aims:To help students identify different prepositions of place and use them correctly to
describe where people or things are.
* Content: Learn about prepositions of place.
* Products:understand prepositions of place.
* T-Ss, Ss-Ss PREPOSITIONS OF PLACE
- Teacher asks students what prepositions ( Giới từ chỉ nơi chốn)
of place they know. Encourage students to  We use prepositions of place to describe
say as many as possible where people or things are.
- Have them look at the Remember box to
see if the prepositions they have mentioned
are the same.
Teacher confirms how to use prepositions
of place
Task 3:(7’)
* Aims:To help students practice using prepositions of place correctly to describe where people or
things are.
* Content:Write the correct preposition in the box under each picture. (Game: Lucky number)
* Products: Students say the full sentences aloud. (team work)
Task 3: T-Ss, Ss - Ss Task 3: Write the correct preposition in the
- Teacher divides the class into 2 teams. box under each picture.
- Each team chooses the number they like, + Game: Lucky number
then tries to make the sentencecorrectly. Answer key:
1. on 2. next to
- The team which chooses a lucky number 3. behind 4. in
will get two points without answering any 5. in front of 6. between
questions. 7. under
- The team which has more points will be the 1. The dog is on the chair.
winner. 2. The dog is next to the armchair.
3. The cat is behind the TV.
4. The cat is in the wardrobe.
5. The dog is in front of the kennel / doghouse.
6. The cat is between the lamp and the armchair.
7. The cat is under the table.
Task 4(5’)
- Teacher has students look at the picture of Task 4: Decide True or False statements.
the room and asks them to describe the Answer key:
room briefly, then has them read each 1. T
sentence, look at the picture and decide if 2. F (The school bag is under the table.)
each sentence is true or false. If it is false, 3. F (The clock is between the two pictures.)
ask them to correct it. 4. T
- Teacher has students do this exercise 5. F (The cap is on the pillow.)
individually before they share their answers
with a partner.
- Ask some students to read out their
answers.
- Teacher confirms the correct ones.
4:Production (7’)
* Aims:- To help students practise asking and answering about the position of things.
* Content:Game: Memory challenge( ask and answer about the position of things)
* Products:Ask and answer in pairs
T-Ss, Ss – Ss * Memory challenge
- Teacher has students work in pairs to play
the game Memory challenge. Example:
- Students look at the picture in Exercise 4 A: Where are the books?
for 30 seconds and then cover it. B: They’re on the table.
- They ask and answer questions about the
position of the things in the picture.
- Teacher invites some pairs to perform in
front of the class.
* Content: Summarize the content of the lesson.
* Products: Some students raise their hands and say what students have learnt in the lesson.

Teacher asks students to talk about what they - Possessive case
have learnt in the lesson. -Prepositions of place
- Make sentences about them
4. Homework (2’)
* Aim:To revise the knowledge that students have gained in this lesson and prepare the new
lesson

- T reminds Ss to do homework and prepare - Do exercises in the workbook.
the new lesson. - Prepare lesson 4 ( communication)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..

I. OBJECTIVES:
- learn how to give suggestions;
- practise using some grammar points and vocabulary related to the topic.
1.Knowledge: -
* Vocab: house lexical items
Giving suggestions: How about + V-ing?
Let’s + V.
3. Attitude:To teach SS to work hard, love their house
4. Competences:develop theirlanguageskills,aswellascommunication, summarizing
abilities,…
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To introduce the lesson and to lead in the lesson.
* Content:* Pictures describing
* Products:Some students stand in front of the class to describe about the house .
* Warm up * Game:
- Teacher shows the picture of Nam’s house and * Pictures describing
asks students to describe as many things in the
picture as possible.
- Students give their answers.
- Teacher checks the answers.
- This is Nam’s house.
- There are 4 rooms in his house.
- In the living room, there is a lamp, a picture, a
Lead in table and a sofa.
Teacher leads students into the lesson by telling - In the kitchen, there is a fridge, a dishwasher
what they are going to learn: “We are going to and a sink.
learn how to give suggestions and practice ….
describing a house”.
* EVERYDAY ENGLISH
Task 1: (5’)
* Aim:To introduce two ways to give suggestions.
* Content: Learn about two ways to give suggestions.
* Products:Understand how togive suggestions.
Task 1:T –Ss : Ss- Ss Task 1: Listen and read a dialogue.
- Pre structure * Giving suggestions:
- Teacher plays the recording for students to +Structure:
listen and read the dialogue between Elena and  How about + V-ing?
her mum at the same time.  Let’s + V.
- Teacher asks students to pay attention to the
highlighted sentences. Audioscript:
- Teacher elicits the structures to give
Elena:Mybedroomisn'tnice.
suggestions from students. Mum:Howaboutputtingapictureonthewall?
- Teacher has students practise the dialogue in Elena:Greatidea,Mum.
pairs. Call some pairs to practise the dialogue in Mum:Let'sgotothedepartmentstoretobuyone.
front of the class.
3. Practice (5’)
Task 2: (5’)
* Aims: To help students practise giving suggestions.
* Content: Make similar dialogues.
* Products: Role play and practise in front of the class.
Task 2:T –Ss : Ss- Ss Task 2: Make similar dialogues.
- Teacher give students some situations to * Suggested answers:
practice: 1/ A: The kitchen is dirty and messy.
Situation 1: You want to clean B: How about cleaning it and rearranging things?
something inyour home. A: Great idea, Elena.
Situation 2: You want to do some B: Let’s do it right now.
activities at the weekend with your
friend. 2/ A: I am so bored.
Situation 3: You want to buy some new B: How about going to the cinema this weekend?
school things A: Great idea!
- Teacher asks students to work in pairs. ……
- Teacher moves around to observe and
provide help.
- Teacher calls some pairs to practise in
front of the class, then comments on
their performance.
* LIVING PLACES
Task 3:(5’)
* Aims:To give students a sample of a house description
To help students practise using some grammar points and vocabulary related to the topic
* Content: Complete the sentences.
* Products: Work in pairs and give the correct answers.
Task 3: T-Ss, Ss – Ss Task 3: Complete the sentences.
- Teacher has students look at the picture
and try describing Mi’s grandparents’
country house.
- Teacher encourages students to say full
sentences.
- Then ask students to work in pairs to
complete the given sentences.
- Teacher moves around to observe and
provide help.
- After that, teacher invites students to
Answer key:
share their answers.
1. country 2. are 3. Is 4. chairs 5. on
- Teacher confirms the correct answers.
Practice (5’)
Task 4:(5’)
* Aims:To help students practise asking and answering about the differences between two houses.
* Content:Find the differences between the two houses.
* Products:prastice in pairs. ( Ask and answer correctly).
Task 4: T-Ss, Ss – Ss Task 4: Find the differences between the two houses.
- HaveSsworkinpairstofindthe
differencesbetwenthetwohouses.
- BeforeSsdothisactivity,model
thewaytodothiswithastudent.
T: Nick lives in a country house. Where does Mi live?

Ss:: Shelivesinatownhouse.
T:HowmanyroomsarethereinMi'shouse?
- T (look at Nick's house):
Ss:Thereare sixrooms.
WhataboutinNick's house?
- Student(lookatMi'shouse):
Howmanyroomsarethere? etc.
After some minutes, the pair which has the
most differences will be the winner. - Ask
some pairs to act out the conversation.
Other pairs listen and add more
differences if there are any.
* Aims:To help students practise describing their house
* Content:Draw a simple picture of your house.
* Products: Students’ drawing and description
Task 5: T-Ss, Ss - Ss Task 5: Drawing a simple picture of your house.
- Teacher gives students 5 – 7 minutes to house and their friend’s. Other students and teacher
draw a simple picture of their house, listen and give
then asks students work in pairs to tell *Model writing
each other about their house. If time
allows, teacher can ask them to note
down the differences between their
houses.
- Teacher calls some students to describe
their friend’s house to the class.
- Students may also present the differences
between their house and their friend’s.
Other students and teacher listen and give
This is my house . It is a small house in the country. There are
comments. The group with higher scores
5 rooms in my house such as living room, bathroom, dining
will win the game. room, my room and my parent’s room. There is a sofa, a
coffee table and two stools in the living room. There are six
chairs and a table, and a fridge in the dining room. The
kitchen is big and fully equipped. There is a bed , a table, a
chair and a bookshelf in the bedroom. There is a sink and a
toilet in the bathroom….. I love my house..
* Content: Summarize the content in the lesson .
* Products:Some students say aloud what students have learnt in the lesson.
Teacher asks students to talk about what - Giving suggestions: How about + V-ing?
they have learnt in the lesson. Let’s + V.
- Draw and describe their friend’s house to the class.
6. Homework (2’)
* Aim:To revise the knowledge that students have gained in this lesson. And prepare for the next
lesson: Skills 1.

- T reminds Ss to do homework and - Write down the results and feedback of the previous
prepare the new lesson. interviews.
- Prepare lesson 5 ( skills 1)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

Period :Lesson 5 : Skills 1
I. OBJECTIVES:
- understand the description of a room at the Crazy House Hotel in Da Lat;
describe one room (in their imagination) in that hotel.
1.Knowledge:
* Vocab:strange (adj), shape (n) ,mess (adj) ,….
3. Attitude:To teach SS to work hard, love their house.
4. Competences: Co-operation, self- study, friend.develop theirlanguageskills,
B. Preparation:
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To introduce the topic of reading
* Content:Chatting( make some questions about type of houses)
- Teachers have students look at some 1.What type of house is this?
pictures and asks students some questions Country house, town house, villa, stilt, flat
about houses 2.How are these houses?
They are strange (crazy) houses.
- Students answer the questions
- And then lead in the new lesson.
Lead in (2’)
* Aim:To lead in the lesson about Skills 1.
* Content: Look at the picture and answer the questions.
- T - Ss I/ READING SKILL:
- Teacher asks students to read the Task 1:
“Reading skill” box and explains any PREDICTING
words that Ss do not know.
- Teacher tells students that predicting is an
important reading skill that can help them
have a general understanding of the text.
* Set the scene:
-Teacher tells students to quickly look at the
text, the pictures and answer the questions.
- Teacher asks for students’ answers. Answer key:
- Then teacher tells them to read the text 1. It’s an email.
2. The text is about Nick’s room at the Crazy House
quickly to check their prediction.
Hotel.
- After that, teacher confirms the correct
answers.
2. Pre- reading (5’)

* Aim:To provide students with some lexical items before reading the text again.
* Content: Learn some vocabrelated in the lesson.
* Products:Read and understand the meaning of vocab.

T –Ss : * VOCABULARY:
- Pre teach vocabulary - strange (adj)= crazy : kì lạ, lạ thường
- Teacher use different techniques to teach - shape (n) : hình dạng
vocab (pictures, situation, …..) - mess (adj) : lộn xộn, bừa bộn
- Repeat in chorus and individually
* Checking vocab: < Rub out and

remmember>
3. While reading (10’)
Task 2: (3’)
* Aims:To help students develop their reading skill for specific information (scanning).
* Content: Read the text and answer the questions
* Products: Students write the correct answers on the board.
Task 2:T –Ss : Ss- Ss Task 2: Read the text and answer the questions. (Ex.
- Teacher lets students look at Ex. 2 on2,p.p.2222)
-.
and tells them how to do this kind of exercise:
+ Read the questions. Answer key:
+ Underline the key words. 1. He’s in Da Lat with his parents.
+ Locate the key words in the text. 2. There are ten rooms.
+ Read that part and answering the 3. Because there’s a big tiger on the wall.
questions. 4. It’s under the bed.
- Teacher has students read the text in
detail to answer the questions and tells
them to underline parts of the email that
help them with the answers.
- Teacher tells them to compare their
answers in pairs before giving the
answers to teacher.
- Teacher asks them to give evidence
when giving the answers
Task 3:(5’)
* Aims:To help students further develop their reading skill for specific information (scanning).
* Content: Circle the things in the Tiger Room.
* Products:Students say the correct key aloud.
Task 3: T-Ss, Ss – Ss Task 3:Circle the things in the Tiger Room.
- Teacher asks students to read through (Ex. 3, p. 22)
the words given and then locate them in .
the text. If they find a similar word in * Answer key:
the text, they should circle it in the list. a window
- Teacher has students compare their a lamp
answers. a wardrobe
- Teacher checks and confirms the a desk
correct answers
Post-Reading(5’)
Task 4:
* Aims:To check students’ reading comprehension
* Content: Retelling the text.
* Products: A student retells the text fluently.
- Ask students what to include when they Task 3: Retelling
want to describe a room in the hotel. • Name of the room
Here are some things: • Reason for the name
- Ss Write these points on the board and • Position of things in the room
retell “Tiger room” to their partner
4. Pre- speaking (5’)
* Aims:TohelpSsprepareideasforthespeakingactivity;
* Content:Create a new room for the hotel.
* Products: Student draw a plan for the room clearly.
Task 4: T-Ss, Ss – Ss II. Speaking
- Teacher tells each student to create a Task 4: Create a new room for the hotel. Draw a
new room for the hotel and draw a plan plan for the room. (Ex. 4, p.22)
for the room.
- Teacher sets a time limit for students to - Why is the room called the … room?
do it. (Dog / Cat / Horse / Dolphin (cá heo)/
- Teacher asks students to give the room - Where is your bed?
a name and bear in mind the (under the window / next to the door / in the corner / in
organisation of the room including the the middle of the room / …)
things in the room and their position. - What are there in your room?
Have them note down quickly these ideas (a TV / a fridge / air-conditioner / a piano, …)
- How is your room?
(big / bright with a lot of windows / cool / clean /
dirty / messy / tidy / nice / …
5. While-Speaking (6’)
* Aims:To provide an opportunity for students to practise describing the hotel room
they have designed.
* Content:Describe your plan.
* Products:Some students describe their plans in front of the class.

Task 5: T-Ss, Ss - Ss Task 5: Describe your plan. (Ex. 5, p. 22)
- Have students work in pairs and show
the plan to their partner. Ask students to
take turns to describe their rooms.
- Remind them to focus on the three
points on the board. Move around to
observe and offer help.
Call on some students to show their
plan to the whole class and describe it.
Other students and the teacher listen
and vote for the best plan EX:
This is the Dolphin Room. There’s a big Dolphin at
the door. There’s a table and a sofa in the middle of the
room ...
6. Post Speaking (3’)
* Aim:- To help students improve next time.
* Content:Listen a description and vote the most interesting and informative presentation
* Products: Students comment and give opinionsclearly.

T-Ss, Ss - Ss Example:
- Have students give comments on their This is the Shark Room. There's a big shark at the door.
friends and vote for the most interesting There's a table and a sofa in the middle of the room.
and informative presentation.
- Teacher gives feedback and comments.
* Content:Summarize the lesson’s content briefly.
* Products:Some students say aloud what theyhave learnt in the lesson.
- Teacher asks students to talk about - Some new words

what they have learnt in the lesson. - Read email about a crazy room.
-Create a room and describe it
8. Homework (2’)
* Content:Review the lesson and prepare for the next lesson .
- Teacher asks students to complete - Draw a room and describe it

their picture and write down -Prepare for the next lesson: Unit 2-Skills 2.
description in their books.
- Teacher asks students to prepare the
new lesson
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

I. OBJECTIVES:
- listen to get information about rooms and houses;
- write an e-mail to a friend.
1.Knowledge:
* Vocab:revise some words
* Grammar: The present simple.
2. Skills: Listening, speaking , reading and writing .
4. Competences:Co-operation, self- study; Students will developed listening and writing
skills.
III. MATERIALS
* Preparation:
- sachmem.vn
1.Check –up (5’)
* Aim:To revise the content of the previous lesson and to introduce the new lesson.
* Content:Describe your house.
* Products:Two students describe their houses in front of the class.
* Warm up (Individual work)
* Describe your house.
- T calls some students and asks them to Hello every body. Today I want to talk about
describe their house. my house…….
- Lead in
- Teacher introduces students the content of
the lesson today: “You have just talked
about your house. In the listening lesson
today, we are going to listen to Mai talking
about her house.”
1. Pre-Listening(10’)
- Task 1: (7’)
* Aim:To prepare students for the listening text.
* Content: Name the pieces of furniture.
* Products:Students to read the correct words out loud.
- Ask students to look at the pieces of Task 1: Name the pieces of furniture.
furniture and parts of the house and name
them. * Answer key:
- Call on some students to read the words 1. bookshelf
out loud. 2. sofa
- Ask some students to write the words on 3. desk
the board. 4. clock
5. window
*Answer key:
- Have students guess if these things are
Things mentioned in the listening text: bookshelf,
mentioned in the listening text. If they desk, clock, window.
say yes for a thing, put a tick next to the
word.
- Play the recording once for students to
check their guesses.
- Teacher confirms the correct answers for
their prediction.
* Aims:To help students develop listening skill for specific information.

* Content:Listen and tick True or False .
* Products:Students say T or F aloud.
* Organization of implementation :

Task 2: T-Ss, Ss - Ss Task 2: True or False statements. (Ex. 2, p. 23)
- - Have students look at the sentences in
this activity. Ask them how to do it. * *Answer key:
Give them some strategies to do the 1. F (There are three people.)
exercise (e.g. reading the sentences, 2. F (There are six rooms.)
underlining the key words, listening to 3. T
the text paying attention to the key 4. T
words, deciding if each sentence is true 5. F (She reads books.)
or false). * Audio script:
- Play the recording twice for students to My name’s Mai. I live in a town house in Ha Noi.
do Exercise 2. For a better class, ask I live with my parents. There are six rooms in our
students to take notes of the information house: a living room,
to explain why a sentence is false. a kitchen, two bedrooms, and two bathrooms.
I love our living room best because it’s bright.
- Have students share their answers in It’s next to the kitchen.
pairs. I have my own bedroom. It’s small but beautiful.
- Invite some pairs to give their answers There’s a bed, a desk,
and confirm the correct ones. a chair, and a bookshelf. It also has a big window
- Play the recording again if needed, and a clock on the wall.
stopping at the place where students find I often read books in my bedroom.
it difficult to hear.
- For a better class, ask students to correct
the false sentences.
* Aims: To develop students’ speaking skill, using the available information and their
background knowledge.
* Content:Summarize the information of the listening part.
* Products:A student Summarize briefly about the information of the listening part.
- T-Ss, Ss-Ss( work group) * Summarize the information of the listening
- Students work in groups of four. part.
- Teacher asks students to summarize the Example:
information in the listening part and talk Mai lives in a town house in Ha Noi.
about it. she lives with her parents. There are six rooms in
- Teacher helps if necessary. her
house: a living room,……
* Aims: To help students identify the form of an email.
* Content:Necessary parts of an email
* Products: Understand and identify the form of an email exactly.
- T-Ss * Necessary parts of an email
- Show this sample email on the slide / on
the board or give each student a handout 1. How many parts are there in the email?
with this sample. (5 parts)
2. What is the subject of the email? Where can
you find it? (My house – We can find it in the
- Ask them several questions: “Subject line”)
3. What does An write about in the first paragraph
of the
email? (The introduction)
4. What does An write about in the second
paragraph? (The subject(s) of the email)
* How to write email to friend?

1. In thesubject line, write briefly, what the email
is about.
2. Begin the email with a greeting
(Dear/Hi/Hello).
3. The introduction is the first paragraph. Ask
about his/her health, thank him/her for the
previous email or write the reasons for the email,
etc.
4. In the body, write the subject(s) of the email.
Write each subject in a new paragraph.
5. The conclusion is the last paragraph. Say
goodbye, ask your friend to write back, etc.
6. While-Writing (5’)
* Aim:To help students brainstorm ideas for their email.
* Content:Answer the questions.
* Products: Students’ correct answers in their notebooks.
- Tell students that now they are going to Task 3: Answer the questions. (Ex. 3, p. 23)
focus on the body of the email only.
- Tell them that answering the guiding * Suggested answer.
questions is one way to help them
brainstorm as well as organise ideas for 1.I live in a small house in the countryside
their writing. 2.There are 5 rooms in my house. Living room,
- Have students answer the questions two bedrooms,….
individually, encouraging them to write 3.I like the living room best because I can watch
the answers in full sentences. TV with my parents and my younger sister.
- Move around to offer help.
- Invite some students to share their
answers to the class. Comment on their
answers.
7. Post-Writing (3’)
* Aim:To helpSs practisewritinganemailtotheirfriendtellingabouttheirhouse.
* Content:Writeanemailtotheirfriendtellingabouttheirhouse
* Products:Students’ email stick on the board. (team work)

* Sampleemail:
- Ask students to write the body of their From: [email protected]
email individually. To: [email protected]
- Ask one or two students to write their Subject: My house.
email on the board. Hi Mira,
- Ask Ss to look at the email and
comment. Thank for your email. Now, I’ll tell you about my
- T feedbacks and gives mark. house.
I live with my parents and younger brother in a town
house.
It's big. There are six rooms: a living room, a kitchen,
two bedrooms
and two bathrooms. I like the living room best
because I can watch TV with
my parents and younger brother together.
What about you? Where do you live?

Tell me in your next e-mail.
Best wishes,
* Content:Summarize some main content in the lesson.
* Products: Students say what they have just learnt in the lesson.

- Teacher asks students to talk about what - listen to the passage describing Mai's house
they have learnt in the lesson. - write email.
* Homework (2)
* Aim:To review the knowledge that students have gained in this lesson.
- To allow students finalize their versions after being checked by friends and teacher.
* Content:Review the lesson and prepare for the next lesson and do exersie in the workbook.
- Teacher asks students to write down the - Rewrite the email

email in their books. - Prepare “ Looking back and project”
- Teacher asks students to prepare the new
lesson.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..

I. OBJECTIVES:
1.Knowledge:
* Vocab: revise some words of unit 2.
* Grammar:The possessive case and Prepositions of place.
4. Competences:Use The possessive case and Prepositions of place correctly ; Students will
be developed some skills.
III. MATERIALS
* Preparation:
- Grade 6 textbook, Unit2 , Looking back and project
- sachmem.vn
1.Warm-up (5’)
* Aim:To help students revise the vocabulary items they have learnt in the unit.
* Content:Kim’s game ( pictures about types of house and kinds of rooms)
* Products:Ss write the name of the pictureson the board. (team work)
* Warm up (Team work) * Game: Kim’s game
T -Ss
- Teacher divides class into 2 teams. * suggested answer:
- Teacher asks students to look at the pictures on the screen - town house, country house,
and asks them to memorise the pictures in 1 minute. stilt house, villa, living room,
- Teacher hides the pictures and asks Ss write the name of the bedroom, bathroom, kitchen,
pictures. The team who has more correct answers is the dining room, ….
winner.
VOCABULARY
1. Task 1 (5’)
* Aim:TohelpSsrevisethevocabularyitemstheyhavelearntintheunit.
* Content: Put the words into the correct group
* Products:Studentswritethe correct answersontheboard.
- T –Ss : Task 1: Put the words into the
- HaveSs dothis activity individually then compare their correct group. Add a new
answers with their partners. word to each group.
- Ask for Ss'
answersoraskonestudenttowritehis/heranswerontheboard. Types of
Rooms Furniture
- Confirmthecorrectanswers. house
flat ,townho chest of
use, living drawers,
countryhouse room, sink,
bedroom, fridge,
bathroom, dishwasher,
kitchen, cupboard,
Task 2: (5’) grammar
* Aims: TohelpSsrevisethepossessivecase.
* Content: Complete the second sentence with the correct possessive form.
* Products: Some students write correct answers on the board.
- T –Ss ; Ss - Ss Task 2: Complete the second
sentence with the correct
. Have students say how to form the possessive form with possessive form. (Ex. 2, p. 24)
proper names and singular nouns. Answer key:
- Ask students to do the exercise individually and then 1. teacher’s
exchange their answers with a classmate. 2. brother’s
- Call on some students to write their answers on the board. 3. Elena’s
Other Ss give comments. 4. grandfather’s
- Confirm the correct answers. 5. Vy’s
Task 3. (5’)
* Aims:To help students revise the prepositions of place.
* Content:Make sentences using prepositions of place.
* Products:Students write the full sentences on the board.
Task 3: T-Ss, Ss - Ss Task 3: Make sentences using
prepositions of place. (Ex. 3, p.
- Ask students to say the prepositions of place they have 24)
learnt. * Answer key:
- Have students look at the pictures and do this exercise 1. The cat is on the table.
individually. Ask some students to write the sentences on 2. The dog is in front of the
the board. kennel / doghouse.
- Check students’ answers. 3. The cat is between the
+ T can have Ss play a game : Lucky number bookshelf and the sofa.
4. The cat is behind the
computer.
5. The girl is on the sofa.
6. The boy is next to the sofa.
Task 4: (5’)
* Aims:Tohelp Ss revisedescribingtheirfavourite roomusingtheprepositionsofplace.
* Content:Write three sentences to describe your favourite room
* Products:Students write the full sentences on the board.
Task 4:T-Ss, Ss-Ss Task 4: Write three sentences
to describe your favourite
- Ask one student what room in the house is his / her room. (Ex. 4, p. 24)
favourite.
- Encourage him / her to say one or two sentences about it.
- Have students write three sentences to describe their
favourite room.
- Remind students to use prepositions of place.
- Students share their sentences with their partners.
- Some students are asked to write their sentences on the
board.
- Teacher and other students give feedback.
Ex:
- There’s a big bed next to the
door.
- There is a clock on the wall.
- There are books on the
bookshelf.
5. Project (5’) *
* Content:Take survey.
* Products:Students’ painting
Project: T-Ss, Ss – Ss (group work)
- Students work in groups. One student in each group asks * ACTIVITY1
other group members question - Survey:
- Ss fill the information in the following table. “Which one would you like to
live in? Why?”
- This student then summarises their group members’
answers and reports the result to the whole class.
-
HaveSsworkingroupstodrawtheirownstrangehouse.Ask
themto practisedescribingtheirhousein
groupsbeforetellingtheclassabouttheirhouse.Theclassvote *ACTIVITY2
sforthebeststrange house.
Students’ painting
* Content:Summarize the lesson’s content.
* Products: A student says what she/ he has just learnt in the lesson.

- Teacher asks students to talk about what they have learnt - revise vocabulary in unit 2
in the lesson. - revisethepossessivecase and
theprepositionsofplace
- Draw a strange house.
* Homework (2’)
* Aim:To revise the knowledge that students have gained in Unit2 and To prepare for the next
lesson

- Teacher asks students to revise old lesson and to do - Complete the project
exercise in workbook.
- Teacher asks students to complete the project and prepare - Prepare for the next lesson:
the new lesson. Unit 3 –Lesson 1. Getting
started.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
UNIT 3: MY FRIENDS
Lesson 1: Getting started
I. OBJECTIVES:
- use lexical items about body parts and appearance;describe people’s appearance.
1. Knowledge:
* Vocabulary: glasses (n), cheek (n), foot/feet (n), buiscuit (n), magazine (n),…
* Grammar: Verbs be and have, the present contunious.
3. Attitude: To teach SS to be hard- working, love their school and friends..
4. Competences: - Co-operation, self- study, using language to do exercise
III. MATERIALS
- sachmem.vn
1. Warm-up (5’)
* Aim:To revise old lesson andto introduce the new lesson
* Content:Listen an EL song and fill in the blanks
* Products:Students say words aloud (indepently)
* Warm up: T – SS(Individual work) Game: Listen an EL song and fill in the
blanks
MY ROOM AND MY FRIEND
- Teacher plays the song on speakers.
Inside my beautiful room. I have a bed and a
- Teacher asks Ss look at the song and listen (1)………
carefully; and then fill in the blanks. And a mirror. I have many (2)……… .
- Ss go to the board and write words And they (3)………come. We(4)………, we
play, we have(5)……...
- T feedbacks and give marks In my room, In my room.
- T plays the song again and asks whole class sing a Me and my friend in my room.
song together.
* Suggested answer:
1. wardrobe 2. Friend 2. Often 4.eat 5. fun
Lead in:
T asks Ss some questions to lead in the new lesson 1.Do you have a lot of friends?
Ss answer Yes / No
- T introduces the topic of the lesson. 2. What can you do with your friends?
Today we are going to learn about “My friend” - We can eat and drink together
- We can play some games,
- we sing some songs
* Aim:To prepare students with vocabulary relatedtothetopicMyfriend;
UNIT 3: MY FRIEND
Lesson1 : Getting started
- Teacher use different techniques to teach - picnic (n) : dã ngoại
vocab (pictures, situation, realia)
- biscuit (n): bánh quy
- Follow the seven steps of teaching vacab.
- pass (v) : đưa qua, chuyển qua
- Repeat in chorus and individually - glasses (n): cặp mắt kính
- Magazine (n): Tạp chí
- Copy all the words - surprise (adj): ngạc nhiên
Practice: (20’)
Task 1 (5’)
* Aims:To set the context for the introductory text; To introduce the topic of the unit.
* Content:Listen and read the conversation.
* Products: Students read and understand the meaning of the conversation
Task 1. Listen and read
* Set the sences: T-Ss
- Teacher draws students’ attention to the 1. What are Phong and Nam doing?
pictures in the textbook and asks them some 2.What is Phong favourite magazine?
questions about the pictures. 3. Who do Phong and Nam see?
4. Where are the two girls going?
1. They are having a picnic.
* Now we are going to listen a conversation 2. It’s …
between Phong, Nam and Mai , Chau 3. They see …
- Teacher plays the recording, asks students to They are going to …
underline the words they have learnt in the
vocabulary part.
- Teacher can play the recording more than
once.
Task 2 (5’)
* Aims:To helpSsdeeplyunderstandthetext.
* Content:Listen to the conversations again and fill in the blanks
* Products:Student write correct words on the board.

Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Listen to the conversations again and
- Students work in pairs. fill in the blanks
- Teacher asks students to share their answers * Answer key:
before discussing as a class. 1. picnic
- Teacher asks students to explain where they 2. favourite magazine
can find the answer 3. Mai and Chau
4. glasses; long black hair
5. are going to
Task 3:(5’)
* Aims:To reviseandprovideSswithsomevocabularyrelatedto partsofthebody.
* Content:Label the body parts with the words in the box.
* Products:Stick the right stickers with the body part on the board.
Task 3:T-Ss, Ss-Ss Task 3:Label the body parts with the words in
- Teacher has students go to the board to stick the box.
the right stickers with the body part names to * Answer key:
the right place on the picture. 1. eye 6. foot
- Students work independently to do Ex. 3 2. nose 7. arm
- Teacher asks students to give out more names 3. shoulder 8. mouth
of body parts that they have known. 4. hand 9. cheek
- T has Ss read all words in chorus 5. leg 10. hair
* Another words for body parts: ear, head,

eyebrow, finger, butt, chest,...
Task 4:(5’)
* Aims: To reviseandprovideSswithsomevocabularytodescribepartsofthebody
* Content:Complete the word webs.
* Products:Students’ correct answers on the posters ( work group)
Task 4: Work in groups. Complete the word
- Students can work in groups to complete this webs.
task. Answer key:
- Teacher introduces examples and structures 1. Long/short: hair, arms, legs, fingers, …
for students to make sentences to describe a Ex: She has long hair.
friend. 2. Big/small: nose, eye, hand, feet, mouth, …
Ex: She has big eyes.
3. Hair: blonde, curly, wavy, straight, short, long,
dark, …
Ex: He has short curly hair
Production:(5’)
Task 5: (3’)
* Aims: TohelpSspractiseusingwordsforbody partsandappearancethroughaguessinggame.
* Content: Game: Describe and guess.(work in groups)
* Products: Practise in groups .
Task 4:T-Ss, Ss-Ss Task 5: Game: Describe and guess.
Work in groups, take turns to describe a * Suggested answers:
classmate. Other group members guess who - She has glasses, she has long black hair.
he/she is. - Is she Mai?
- No, she isn’t. She has a small nose.
- Is she Lan?Yes, she is.
….
- Teacher asks students to talk about what they - some new words
4. Homework (2’)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week: UNIT 3: MY FRIENDS
I. OBJECTIVES:
- use vocabulary and structures about body parts, appearance and personality;
pronounce correctly the sound /p/ and /b/ in isolation and in context.
1.Knowledge:
* Vocab: friend lexical items and practising the sound /p/ and /b/
* Grammar:Verbs be and have, the present contunious
3. Attitude: To teach SS to be hard- working, love their friends.
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
* Aim:To review on people’s body parts, recall students vocabulary.
* Content: Game : Network (write words for body parts andwords to describe parts of the body)
Networking :
- Teacher divides the class into two teams, then writes the
topic “words for body parts
” on the board and gives them two minutes to discuss. words to descri
words for body
- After that time, a student from each team one by one runs parts of the bo
parts
to the board and writes one word.
- The team which has more correct answers is the winner.
* Suggested answer.
1. eyes, nose, hair, head….
- Lead in : Today we are going to learn some 2. long, short, fat, slim
personalityadjectives;
* Aim:To teachSssomepersonalityadjectives;
* Content: Some vocabularies about personality.
* Products:Read and understand the meaning of vocab.
- T - Ss UNIT 3: MY FRIENDS
* Pre teach vocabulary Lesson 2 : A closer look 1
- Teacher use different techniques to teach vocab (pictures, * Vocabulary
situation, …..) -confident (adj): tự tin
- Repeat in chorus and individually - caring (adj):quan tâm, lo lắng
- active (adj): năng động
- Copy all the words - careful (adj): cẩn thận
- creative (adj): sáng tạo
- shy (adj): e thẹn, nhút nhát
- kind (adj): tốt bụng
- clever (adj): thông minh
2. Practice (10’)
Task 1: (5’)
* Aims: To teach Ss some personality adjectives; To give Ss practice with these adjectives.
* Content: Match the adjectives to the pictures
* Products: Students write the correct key on the board.
Task 1: T-Ss Task 1: Match the adjectives to the
pictures
- Students work in pairs to match the words with the correct pictures: Answer key:
- Teacher can help students by describing the pictures. 1. c (caring)
- Checkandconfirmthecorrectanswers 2. e (active)
3. d (hard-working)
4. a (funny)
5. b (confident)
Task2:(5’)
* Aims:To practice the targeted language (adjectives) and the background knowledge.
* Content:Use the adjectives in the box to complete the sentences.
* Products: Ss say the correct answers ( pair work)
Task 2: T-Ss, Ss - Ss Task 2:Use the adjectives in the box
- Teacher asks students to work individually. to complete the sentences. Pay
- Ss attention to the highlighted
findthecorrectadjectivestofilltheblankineachsentenc words/phrases
e. Answer key:
- Then discuss with a partner. 1. creative
- Teacher checks and corrects (if needed 2. kind
3. friendly
4. careful
5. clever
Task 3: (5’)
* Aims:To provideSswithfreerpracticewithpersonalityadjectives.
* Content:Game: Why do I love my friends?
* Products: Ss say perfect sentences aloud ( group work)
Task 3:T-Ss, Ss-Ss Task 3:Game: Why do I love my
friends?
- Have Ss work in groups and play the game. * Suggested answer:
- Students work in groups. 1. I love Trang because she is kind,
- Teacher asks students to write at least 2-3 personalities creative and funny.
to describe each members. 2. I love Minh because he is smart,
Teacher asks students to read out, beginning with I love … caring and friendly.
because he/she is …, … and 3. …
-
PRONUNCIATION (/b/ and /p/. )
Task 4:(5’)
* Aims:To help students identify how to pronounce the sounds /b/ and /p/.
To helpSspractisepronouncing thesesoundscorrectlyinwords.
* Content:Pronunciation: /b/ and /p/. Listen and repeat. Circle the words you hear
* Products: Read and know how to pronounce thesounds/b/and/p/;
Task 4:T-Ss, Ss-Ss PRONUNCIATION
- Task 4: Pronunciation: /b/ and /p/.
- Teacher has students listen to the recordings and stops to Listen and repeat. Circle the words
let students repeat each word. you hear.
- Students work independently to circle the words they
have listened.
=> Answer: 1. pig 2. pear 3. buy

4. rope
Task5:(5’)
* Aims:TohelpSspronouncethesounds/b/and/p/incontext.
* Content:Listen and Practice the chant.
* Products:Whole class practise the chant exactly.

Task 5 :T-Ss, Task 5: Listen. Practice the chant.
- Ask Ss tolisten while T plays the recording.

Clap or use an instrument like a tambourine to help
Ssnotice the rhyme.
- Play the recording again and ask Ss tochant along.
- Tell them to pay attention to thewords that have the
sounds /b/and /p/and the rhyme
* Aim:To recognise the targeted vacabulary and sounds.
* Content:.Game ( revise words about personalities,…)
* Products:Students plays in groups.

- * Game: “Up and down”
- Teacher explains the rules:  Round 1: Teacher says 1-15
- Students plays on groups. personalities that students have
learnt in the lesson. Students stand
up for the positive ones, sit down for
the negative ones.
 Round 2: Teacher says 1-15 words
containing the sound /b/ and /p/.
Students stand up for the ones with
the “b” sound, sit down for “p”
sound.
* Content: Vocab about personalities and how to pronouncethesounds/b/and/p/
- Teacher asks students to talk about what they have learnt - Vocabulary about personalities and
in the lesson how to pronounce the sound /s/ and /z/.
5. Homework (2’)

- T reminds Ss to do homework and prepare the new -Learn by heart all the new words.
lesson. - Prepare lesson 3 ( A closer look 2)..
*- Evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date :…………..
Week : UNIT 3: MY FRIENDS

I. OBJECTIVES:
- use the present continuous to talk about things happening now;
ask about appearance and personality.
1.Knowledge:
* Vocab:friends lexical items
* Grammar:the present continuous; revise the present simple
3. Attitude:To teach SS to work hard, love their friends.
4. Competences:Students know how to use the present continuous and students will
developed speaking and co-operating skills.
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
present continuous and to increase students interest.
* Content:* Game: Chatting( some questions related the introduction in the new lesson)
* Products: Students look at the picture and answer the questions correctly.
* Warm up (group work) * Game: Chatting
- T - Ss
- T has students look at some pictures and asks
them some questions.
- Students look at the P, listen and and answer
the questions.
- T feedback and lead in the new lesson.
1.What are these boys doing?

-They are playing football.
2. What is this girl doing?

Lead in -. She is watching TV.
- Teacher says: “This lesson today weare going
to use the present continuous to talk about
things happening now;
”
* Aim:To introduce targeted grammar of present continuous.
* Content: * Grammar: The present continuous.
* Products:Understand and how to use the present continuous.
UNIT 3: MY FRIENDS
Lesson 3 : A closer look 2
* Pre – grammar. * Grammar: The present continuous
- T -- Ss (Thì hiện tại tiếp diễn)
+We use the present continuous for actions

- Teacher draws students’ attention to the happening now.
form of the sentences from chatting and Example: - She’s talking.
- They’re not talking.
ask them whether they know the target
* Form: S + am/ is/ are + V-ing
tense. + We can use the present continuous with now, at
- Teacher provides or confirms the answers present, or at the moment.
and lead in the grammar focus of the lesson: Example:
- T explains the usage and the form. - I’m doing my homework at present.
- Ss listen and copy down. - A: Are you reading now?
B: Yes, I am
2. Practice (18’)
Task 1 + Task 2 (8’)

* Aims: To help students get to know the use of present continuous.
To helpSspractisewiththecorrectformofthepresentcontinuous.
* Content: practice the presentcontinuous.
* Products: Students write the correct answers key on the board.
Task 1:T –Ss : Ss- Ss Task 1: Put the verbs in the brackets in the
- Teacher has students complete Ex. 1 +2 present continuous.
(p. 29). * Answer key:
- Teacher then asks students to exchange 1. is reading
their textbooks to check their friends’ 2. are playing
answers. 3. isn’t making
4. am going
- T remindsSstopay attentionto 5. are; talking
the subject of each sentence.
- Some Ss read aloud their
answers. – T checks and Task 2.Look at the pictures. Write sentences
like the example. Use positive or negative
confirms thecorrectones.
present continous verbs
* Answer key:
- T ssks Ss tolook at the pictures and briefly
describe what the person is / people are 1. Nam and Ba are not / aren’t eating ice cream.
doing. 2. Lan and Trang are taking photos.
- T asks ss towrite sentences, using positive 3. Ha is / Ha’s writing a letter.
or negative present continuous verbs. 4. Duong and Hung are not / aren’t playing
Ss write sentences and compare their badminton.
answers. 5. Phong is not / isn’t drawing a picture.
T invites some Ss to write their answerson
the board.
- T checks and confirms
thecorrectones.
Task 3:(7’)
* Aims: To give students opportunities to use present continuous correctly in context.
* Content:Look at the pictures. Ask and answer
* Products:Work in pairs. Play a game : lucky number ( Ask and answer correctly)
Task 2: T-Ss, Ss - Ss Task 3: Work in pairs. Look at the pictures.
- Teacher has students work by playing game Ask and answer
: Lucky number.
-.
1 2 3 4 Answer key:
1. Is your friend swimming?
5 6 7 8 – Yes, he is.
2. Are they listening to music?
– No, they aren’t. (They’re / They are having a
- Class is divided into 2 groups. picnic.)
- Teacher prepares 7 numbers which includes 3. Is Mi playing the piano?
5 questions in the textbook, and 2 lucky – No, she isn’t.
numbers. (She’s / She is doing karate.)
- Each team takes turns and chooses a 4. Are they learning English?
number and answers the question behind – Yes, they are.
the number. If the team answers the 5. Are your friends cycling to school?
question correctly, they will get 1 point. If – No, they aren’t. (They’re / They are walking
the team chooses the lucky number, they to school.)
get 1 point without answering the question
and may choose another number.
Task 4: (3’)
* Aims:To help Ss practise using the present continuous.
* Content:Mime game
* Products:Ask and answer in groups correctly.
* T-Ss, Ss-Ss Task 4: Mime game:
-
* Characters. Take tums to mime different Example:

actions. Others guess what you are doing. A: Are you dancing?
B: No, I'm not.
- Have Ss play thegame in groups. Move C: Are you looking for something?
around to observe and provide help if needed. B: Yes, l am
- Make sure Ssuse English when they play

the game.
4:Production (5’)
* Aims:To help students distinguish and use correctly present simple and present continuous.
* Content:Put the verbs in brackets in the present simple or present continuous
* Products:Know signals of 2 tenses. And write their correct answers on the board.

T-Ss, Ss – Ss
- Have Ss read the Remember! box in the

book. * signals of the present simple (every day, every
- Ask Ss togive the form and usage of the afternoon, always, usually, etc.)
present simple. * signals of the present continuous (now, at the
- Ask them about the signals used with the moment, at present, etc.).
present simple and the present continuous Task 5. Put the verbs in brackets in the present
- Ask Ss todothis exercise individuallyand simple or present continuous.
then compare their answers with a classmate. => Answer:
- Invite some Ss towrite their answers on the 1. doesn't walk/ cycles 2. is he playing
board.Confirmthecorrectanswers. 3. Does.... study
- 4. am writing 5. isn't doing/ is reading
* Content: summarize the main content in the lesson.
* Products: Ss say what students have learnt in the lesson.

Teacher asks students to talk about what they -Grammar: the present continuous
have learnt in the lesson. - revise the present simple
- distinguish between present simple and present
continuous
4. Homework (2’)
lesson

- T reminds Ss to do homework and prepare - Do exercises in the workbook.
the new lesson. - Prepare lesson 4 ( communication)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..

I. OBJECTIVES:
- ask and answer about people’s appearance and personalities;
practice to talk about people’s appearance and personalities.
1.Knowledge: -
* Vocab: friends lexical items
* Grammar: The present continuous.
3. Attitude:To teach SS to work hard, love their friends
4. Competences:develop theirlanguageskills,aswellascommunication, summarizing
abilities,…
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To revise some about appearance and personality and to introduce the lesson and to
lead in the lesson.
* Content:game- pelmanism ( some adj about appearance and personality).
* Products:Play a game in groups. ( choose correct words)
* Warm up * Game: Pelmanism
- Teacher divides the class into 2 teams. Ex:
- Teacher put 12 sets of numbers, one includes
word and the meaning of words.
Kind
- Members from two teams choose the pair of
number.
- The group with the most correct word will be
the winner Tốt bụng
Lead in
These are some adj about appearance and
personalities and today we are going to learn:
“How to ask and answer about people’s
appearance and personalities”.
* EVERYDAY ENGLISH
Task 1: (5’)
* Aim:To introduce question to ask about people appearance and personalities.
* Content: Listen and read the dialogue.
* Products:Role play and practise.
Task 1:T –Ss Task 1: Listen and read the dialogue
- Play the recording for students to listen and between Linda and Mi. Payattention to
read the dialogue between Linda and Mi at the highlighted questions.
the same time. Audioscript:
Linda:Whatdoesyourbestfriendlooklike?
- Ask students to pay attention to the
highlighted questions. Mi:She'sshortwithlongblackhair.Shehasb
rightbrowneyes.
- Have students practise the dialogue in pairs. Linda:What'sshelike?
 Call some pairs to practise the dialogue in
Mi:She'sverykindandcreative.
front of the class.
* Notes:
- to ask about appearance(What does your
best friend look like?
- Elicit the structure :
- to ask about personality (What's she
- T has Ss copy down the notes:
like?)
3. Practice (5’)
Task 2: (5’)
* Aims: To practice talking about appearance and personalities.
* Content: Tomake similar dialogues.
* Products: Role play and practise in front of the class
Task 2:T –Ss : Ss- Ss Task 2: Work with a classmate. Ask
him / her about his / her best
- Ask Ss towork inpairs tomake
friend. Remember to use the two
similar dialoguesabout their best
questions highlighted in 1.
friend, usingthe questionslearnt.
Tuan: What does your best friend look like?
Callonsomepairstopractiseinfronto Hoa : She’s (He’s)
ftheclass. ………………………….
She(he) has bright brown eyes.
- Tuan: What’s she like?
Hoa : She’s( He’s)
………………………………
Task 3:(5’)
* Aims:To provide Ss with some input and set the scene for other activities.
* Content: Read the text about Vinh and John and find some adj to describe them
* Products:Read and understand the content of the text; say some adj aloud.

Task 3: T-Ss, Ss – Ss Task 3:Read about these students
. Introduce the two friends Vinh and John to in 4Teen magazine. Use one or
Ss. two adjectives to describe them.
- Ask them to read about the students and
discuss withtheir classmates to choose one or * Suggestedanswers:
two adjectives to describe them.
- Vinh:clever,hard-working
- Tell Ssto underline the
wordsthathelpthemdecidewhichadjectivestou - John:creative,kind
seforeachfriend.
Task 4:(5’)
Dateofbirthandpersonality
* Aims:To introduce the concept of star sign to Ss.
* Content:Read the descriptions about date of birth and personality
* Product:Work in pairs and guess personality depend on his/ her birthday.
Task 4: T-Ss, Ss – Ss Task 4: Read the descriptions in pairs
- Teacher tell students that each person has a and find out if they match your friend’s
star sign, depending on his / her birthday, personalities
and the star sign may decide a person’s
personality.
- - Ask students to read the descriptions and
check if they match the friends in Ex. 3.
Students can refer to the answers to Activity
3 that have been written on the board.
Then teacher asks students to work in pairs
and compare the descriptions.
Task(5’)
* Aims:To help students get used to talking about people’s appearance and personalities
* Content:Share your opinion within a group
* Products: Students write perfect sentences on the posters.
Task 5: T-Ss, Ss - Ss Task 5: : Discussion: Read the
- Students work in groups and read the descriptions in Ex. 4. Share your opinion
descriptions in 4. They write down their within a group
ideas to complete the three sentences in the
book. My birthday is …
- Students work in groups to share their It’s true that …
answers. It isn’t true that …
- Teacher invites some students to share their
opinion with the class.
* Content:Summarize the content of the lesson
* Products:Say aloud what students have learnt .
Teacher asks students to talk about what - ask and answer about people’ appearance
they have learnt in the lesson. and personalities.
- guess personality depend on date of birth.

6. Homework (2’)
* Aim:To revise the knowledge that students have gained in this lesson. And prepare for the
next lesson: Skills 1.
workbbook
- T reminds Ss to do homework and prepare - revise the old lesson.
the new lesson. - Prepare lesson 5 ( skills 1)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

I. OBJECTIVES:
- read for specific information about friends and summer camps;talk about friends and
summer camps.
1.Knowledge:
* Vocab:superb (adj); perfect (adj) ; leadership (n ); field trip (n);….
* Grammar:The simple present.
4. Competences: Co-operation, self- study, friend.develop theirlanguageskills,
B. Preparation:
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To introduce the topic of reading and To lead in the lesson about Skills 1.
* Content:Chatting: some questions about going camping.
* Products:Students answer the questions individually.
- Teachers asks students some questions about go 1.Do you like to go camping?
camping. 2. Where do you like to camp?
- Students answer the questions 3.Who do you like to go with?
4. What things will you bring?
5. What skills do you need to have?
And then lead in the new lesson.
Task 1: Lead in questions: Look at
the advertisement, discuss in pairs
- T asks Ss look atthe advertisementabove and and answer.
answer the questions. 1. Who is the superb summer camp
- Ss answer individually. for?
2. What can people do at this summer
camp?
1. It’s for kids between 10 and 15
years old.
2. They can play sports and games,
draw pictures, play music, learn life
skills, go on field trips, etc.
* Aim:. To provide students with some lexical items before reading the text.
* Content: Learn some vocab related the topic.
T –Ss : * VOCABULARY:
- Pre teach vocabulary - superb (adj) : tuyệt vời
- Teacher use different techniques to teach vocab - perfect (adj) : hoàn hảo
(pictures, situation, …..) - sporty (adj) : yêu thể thao
- Repeat in chorus and individually - leadership (n): sự lãnh đạo
- Copy all the words - ield trip (n) : chuyến đi thực địa
* Checking vocab: < Rub out and remmember
3. While -reading (10’)
Task 2: (3’)
* Aims:To practice the targeted language (adjectives) and the background knowledge.
* Content: Read the email and decide the sentences T or F
* Products: Students work in pairs and say the correct key.
Task 2:T –Ss : Ss- Ss Task 2: :
- Ask students how to do the exercise. Instruct them to do the exercise if Read the
needed (e.g. reading the sentences, underlining the key words, locating the email and
key words in the text, deciding whether the sentences are true or false). decide the
- Teacher ask students to note where they found the information that helped sentences
them complete the activity. T or F.
- Have students work in pairs and compare their answers before having them Answer
discuss as a class key:
1. F (They
speak
English
only.)
2. F (He
has
three.)
3. F
(Jimmy
likes
taking
photos.)
4. T
5. T
4. Post-Reading + pre - speaking

Task 3:(5’)
* Aims:To help Ss explain how the Superb Summer Camp is suitable for certain students.
* Content: Read the text about the three students and do the task.
* Products: Students’ correct answers on the posters.(team work)
Task 3: T-Ss, Ss – Ss Task
- Have Ss lookat the advertisement for the Superb Summer Camp again and 3:Work in
underline the requirementsforthestudentsif groups.
theywanttojointhecamp(e.g.between10and15yearsold;allinEnglish,etc.)a Read
ndthetypesofactivitystudentscandoatthecamp. about the
- Teacher asks students to read the information about the three students Mi, An three
and Vy. students
- Instruct students to underline the features of each student and compare these below. Is
with the information stated in the advertisement. the Super
- Teacher asks them to work in groups and decide if the Superb Summer Camp Summer
is suitable for these students and explain why. Invite students from different Camp
groups to share their answers. suitable
for all of
them?
Why /
Why not?
*
Suggested
answers:
1. The
camp is
suitable
for her
because
it suits
her age
and she
can use
English.
She can
also
practise
her
creativit
y at the
camp.
2. The
camp
does not
seem to
suit An.
He may
be too
old for
the camp
and he
can’t
speak
English.
3. The
camp suits
Vy. It suits
her age and
it can help
her
improve
her
English.
5. production (3’)
Task 4:
* Aims:To help Ss explain how the Superb Summer Camp suits them.
To provide an opportunity for students to practise speaking.
* Content: Do you want to go to this kind of camp? Why / Why not?
* Products: Students’ answers ( give personal opinion)
- Teacher has students think about themselves and decide if the camp suits Task 4:
them. Encourage them to give the reasons for their answers. Think
- Teacher asks students to work in groups and share their opinions. Move about
around to observe and provide help if needed. yourself.
- Call on some Ss to share their answers. Do you
want to go
to this
kind of
camp?
Why /
Why not?
Example:
I want to
go to this
camp beca
use I can
speak
English
there.
=>
Answer: I
want to go
to this
camp
because
I'm good at
English
and I love
sports
* Content:Ss summarize what they have learnt with the two skills.
* Products:Students say what they have learnt with the two skills in front of the class.
- Teacher asks students to talk about what they have learnt in the lesson. - some
vocab
- read the
advertisem
ent about
the Superb
Summer
Camp
-……….
8. Homework (2’)
- Teacher asks students to prepare the new lesson - learn by

heart
vocab.
-Prepare
for the next
lesson:
Unit 3-
Skills 2.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

I. OBJECTIVES:
- listen for specific information about best friends;write a diary entry about best friends.
1.Knowledge:
* Vocab: revise some words
* Grammar: The present continuous.
3. Attitude:To teach SS to work hard, love their friends
skills.
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm –up (5’)
* Aim:To review the vocabulary.
* Content:Game (Jumbled words)
* Products: Students go to the board and rearrange words.
* Warm up (Individual work) * Game: Jumbled words
- Teacher sticks some jumbled words onto the LFIEDRN
board. TACIE
- Students raise hands to answer. TOFCNDITE
UNFNY N
- Ss go to the board and write words
- T feedbacks . RCUFEAL
* Answer key:
1. ACTIVE 2. FRIENDLY3. FUNNY4.
CAREFUL 5. CONFIDENT
1. Pre-Listening (5’)
Task 1: (5’)
* Aim:To help students recall knowledge of present continuous.
* Content: Look at the pictures. Guess the activity.
* Products:Students say their prediction aloud . (individual work)
- HaveSslookatthepicturesand Task 1: Look at the pictures. Guess the
answerthequestion.ElicittheanswersfromS activity. Check as a class discussion.
s. * Answer key:
a. They are talking.
- Teacher plays the recording. Students b. They are playing football.
listen and check their predictions. c. They are walking
3. While -listening ( 10’)
Task 2 (5’)
* Aims:To develop students listening skills.
* Content:Listen and find out who is Lan and Chi.
* Products:Note down to describe the two girls. Underline keywords ( work indepently)

Task 2: T-Ss, Ss - Ss Task 2: Work in pairs. Note down to
- Teacher asks students to look at the describe the two girls. Underline keywords.
pictures and note down some descriptions Listen and find out who is Lan and Chi.
about the 2 girls.
Teacher asks students to underline the *Descriptions
keywords  Tell students to pay attention
to the key words while listening
Teacher plays the recording.
Teacher asks students to listen and choose * Listen and decide who is Lan and Chi
the answers.
Teacher asks students to compare their * Answer key:
answers with the prediction made Lan is the girl wearing a red and white jacket
previously. and a red cap.
Teacher checks students’ answers as a class. Chi is the girl wearing a white T-shirt and a blue
skirt.
Task 3: (5’)
* Aims: To help students develop listening skill for specific information (gap-filling)..
* Content:Listen again and fill in the blanks.
* Products:Work in pair and write the correct answers key on the board.
- T-Ss, Ss-Ss( work group) Task 3: Listen again and fill in the blanks.
- Teacher asks students to read the questions * Answer key:
carefully and determine what information 1. 6A
they need to fill the gaps (numbers, 2. black; mouth
words). 3. friendly
- Teacher plays the recording for students to 4. big
fill the gaps. 5. kind
- Teacher asks them to swap their answers * Audio script:
in pairs before checking their answers as a Mi: My best friend is Quyen. She studies with me in
class. class 6A. She’s tall and slim. She has short black
hair and a small mouth. She’s very active and
friendly. She likes playing sports and has many
friends.
Look, she’s playing football over there!
Minh: Chi is my best friend. We’re in class 6B.
She’s short with long black hair and a big nose.
I like her because she’s kind to me. She helps me
with my English. She’s also hard-working. She
always does her homework before class. Look, she’s
going to the library.
4. Post-Listening (3’)
* Aims: To develop students’ speaking skill, using the available information and their
background knowledge.
* Content:Talk about your friends.
* Products:Say 2 words about appearance and personalities of the other 2 members in groups.
- T – Ss ; Ss- Ss * Talk about your friends:
- Students work in groups of 3.
- Teacher asks students to say 2 words about (e.g. name, appearance,
appearance and personalities of the other 2 personalityandthereasonwhytheylikehim/her
members and ask them if they think it is ).
true about them.
- -Students can add more information based
on their background knowledge.
Teacher goes around and helps if needed.
* Aims:To help students talk about a friend.
* Content:Ask and answer about your best friend.
* Products: Work in pairs ( ask and answer)
- T-Ss, Ss-Ss * Task 4: Work in pairs. Ask and answer
- Teacher asks students to work in pairs. about your best friend.
- Teacher asks students to take short notes Example:
of the answers for later use. 1. His name is Huy
- Teacher goes around and helps if needed 2. He is tall and sporty
3. He likes playing soccer and drawing
4. I like him because he is kind, he always helps
friends. Besides, he is careful, when I get sick,
he buys medicine for me
While-Writing (5’)
* Aim:To teach students how to write a diary entry about a friend.
* Content:Write a diary entry about your best friend. Cross check.
* Products: Students’ writing and cross check. (individual work)
- T-Ss, Ss-Ss Task 5: Write a diary entry about your best
- Ask students to write the diary entry friend. Cross check.
individually. * Model writing.
- Ask one or two students to write their My best friend is Lan. She studies with me in class
entry on the board. 6A. She’s tall and slim. She has short black hair and
- Other students and teacher comment on the a small mouth. She’s very active and friendly. She
entries on the board. likes playing sports and has many friends. I like
being with her. I hope that in the future we’ll still be
best friends.
Post-Writing (3’)
* Aim:To peer check, cross check and final check students’ writing
* Content:.Cross check students’ writing
* Products:Students’ writing on the posters.

- T-Ss, Ss-Ss * Cross check students’ writing
- Teacher asks students to exchange their
textbooks to check their friends’ writing.
Teacher then gives feedback as a class
discussion.
* Content:summarize the content of the lesson.
* Products:A student says what she/ he has learnt in the lesson.

- Teacher asks students to talk about what - Listen a passage about Mi and Minh talk about
they have learnt in the lesson. their best friends
- Write a diary entry about your best friend.
* Homework (2’)
- Teacher asks students to rewrite their - Rewrite the writing in the notebook.
writing in their books. - Prepare “ Looking back and project”
- Teacher asks students to prepare the new
lesson.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Week : UNIT 3: MY FRIEND

I. OBJECTIVES:
1.Knowledge:
* Vocab: revise some words of unit 3
* Grammar:The present simple and present continuous.
4. Competences: Use The present simple and present continuous. Students will developed
some skills.
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To help students revise the vocabulary items they have learnt in the unit.
* Content:GameBrainstorming( some adj about appearance and personalities)
* Products:Write correct words on the board ( team work)
* Warm up (Team work) * Game:* Brainstorming:
- T -Ss * Suggested answers:
- Teacher divides the board, and divides the - Appearance: tall, short, beautiful, smart, …
class into 2 big groups. Personalities: confident, careful, clever,
- Each group will be assigned a category: funny, …
APPEARANCE & PERSONALITIES
- Teacher asks students to brainstorm all
adjectives related to people’s appearance and
personalities.
- The group having the most suitable answers
is the winner.
* VOCABULARY
1. Task 1 (5’)
* Aim:To help students revise the adjectives describing people.
* Content: Choose the best options to complete the sentences.
* Products:Students say the correct key aloud ( individual work).
- T –Ss : Task 1: Task 1: Choose the best options to
- Teacher encourages students to complete complete the sentences. (Ex. 1, p. 34)
the task individually. * Answer key:
- Students exchange their textbook to 1. B
discuss the reasons why they are 2. A
choosing the appropriate adjectives. 3. C
- Teacher gives feedback as a class 4. A
discussion 5. C
Task 2: (5’)
* Aims: To helpSsrevisethepossessivecase.
* Content: Answer questions about your classmates.( game: lucky number)
* Products: Students ask and answer in groups by playing game.
- T –Ss ; Ss – Ss Task 2:Answer questions about your
- Teacher divides the class into 2 groups. classmates.
- Teacher asks students to choose the number Game: Lucky Numbers. (Ex 2, p. 34)
and answer the questions quickly in 3
seconds. 1 2 3
- If students choose the lucky number, they 4 5 6
don’t have to answer 1. Who has long hair in your class?
- 2. Who has a small nose?
3. Who has a round face?
4. Does the classmate next to you have long
hair?
5. Does the classmate next to you have big
eyes?
6. LUCKY NUMBER
* GRAMMAR
Task 3. (5’)
* Aims:To help students revise present tenses in context
* Content:Put the verbs in the brackets in correct forms.
* Products:Students’ correct answers on the board. (individual work)
Task 3: T-Ss, Ss – Ss Task 3: Put the verbs in the brackets in
correct forms. (Ex. 3-4, p. 34)
- Teacher has students complete the task * Answer key:
individually. Ex. 3:
- Students exchange their textbooks to 1. are running
2. are talking
discuss the reasons about their choices.
3. are not talking / aren’t talking
- Students should record their original 4. are drawing
answers to guide their self-assessment later. 5. is not teaching / isn’t teaching
- Teacher gives feedback as a class Ex. 4:
discussion 1. are you doing; am writing / ’m writing
Ex. 4:
1. are you doing; am writing / ’m writing
2. cycles; don’t cycle; walk
3. Is he doing; is reading / ’s reading
5. Project (5’) *
* Content:make project “My class yearbook”
* Products:Students’ answers on the posters
* Organization of implementation: Giaoandethitienganh.info
- Teacher sets the context and asks students * My class yearbook:
to bring a photo of his/her friend to class.
- Teacher asks students to write a draft (using
the clues)
- Teacher checks and sets time for students to
make a year-book page.
- Teacher gives comments and feedback.
* Content:summarize the content of the lesson.
* Products:A student says the lesson’s content aloud.

- Teacher asks students to talk about what - revise vocabulary and grammar in unit 3
they have learnt in the lesson. - make Project: “My class yearbook”
* Homework (2’)
Aim:To revise the knowledge that students have gained in Unit 3 and To prepare for the next
lesson

- Teacher asks students to revise old lesson - Complete the project
and to do exercise in workbook.
- Teacher asks students to complete the - Prepare for the next lesson: Review 1.
project and prepare the new lesson.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Week : Date:
Period:
REVIEW 1
Lesson 1: Language
I. OBJECTIVES:
By the end of this review, students will be able to revise the language they have learnt
and the skills they have practised in Units 1-2-3.
1. Knowledge:
* Vocabulary: Review vocabulary , Pronunciation in Units 1-3
* Grammar:Grammar in Units 1 - 3
2. Skills: Reading , speaking and Writing
3. Attitude: To teach Ss life skills and love their school, friends,…
4. Competences: Ss can join teamwork or social activities; Talking about activities friends
often do together.
III. MATERIALS
- Grade 6 textbook, Review ( language)
- Projector/ pictures and cards
sachmem.vn
1.Warm-up (5’)
* Aim:To revise the language that students have learnt in Units 1+2+3.
* Content: Memory game: finish chart which summarizes the language that students have
learnt in Units 1, 2, 3
* Products: Students’ correct answer key on the board.
* Warm up (Team work) * Game: Memory game
- T -Ss
- Teacher draws/sticks an unfinished chart
which summarizes the language that students
have learnt in Units 1, 2, 3 on the board.
- Teacher divides the class into 2 teams and
asks students to run in a relay to complete
the chart:
* Suggested answer:
- The team with the most correct answers will

be the winner.
* Practice(35’)
PRONUNCIATION
Task 1
* Aim: To help students review the pronunciation of the sounds learnt in Units 1-2-3: /ɑ:/
and /ʌ/; /s/ and /z/correctly.
* Content: Choose the word whose underlined part is pronounced differently
* Products: Students say the correct answerkey.
- T –Ss : Task 1: Choose the word whose underlined
- Teacher elicits the rules of pronouncing part is pronounced differently.
final -s if needed. .
- Students do this exercise individually * Answer key:
then share their answers with their 1. C
partners. 2. A
- Teacher gives feedback and confirms the 3. B
answers 4. A
5. B
Task 2: (5’)
* Aims: To help students review the pronunciation of the sounds /b/ and /p/ in words.
* Content: Write the names of school things and furniture in the house which begin with /b/
and /p/.
* Products: The correct words on the board
- T –Ss ; Ss – Ss Task 2: Write the names of school things
- Teacher organizes this task as a game. and furniture in the house which begin
- Students do this task in pairs. The pair that with /b/ and /p/.
finds the most words will go to the board
and write their answers. * Suggested answers:
- Other pairs may want to add more words. /b/
Write other words on the board. book, bag, bed…
- Teacher gives feedback and confirms the /p/
answers. pen, pencil, picture, poste…
Task 3.
VOCABULARY
* Aims:To help students review the word groups used with “play, have, do” and “study”.
* Content: Complete the words.
* Products:The correct words on the board (individual work)
Task 3: T-Ss, Ss – Ss Task 3: Complete the words.
- Teacher has students do this task * Answer key:
individually and then share their answers 1. English 2. homework
with their partners. 3. lunch 4. sports
- Teacher calls one or two students to write 5. badminton
their answers on the board.  play: sports, badminton
- Teacher checks and confirms the correct  have: lunch
ones.  do: homework
 study: English
Task 4.
* Aims:To help students review the personality adjectives, the words related to body parts,
rooms andtypes of house.
* Content: Solve the crossword puzzle.
* Products:Say the correct answer aloud. (team work)
Task 4: T-Ss, Ss – Ss Task 4: Solve the crossword puzzle.
-
- Teacher sticks the crossword puzzle on the * Answer key:
board. Giaoandethitienganh.info
- Teacher divides the class into 2 teams and
asks students to run in a relay to complete
the crossword puzzle.
- The team with the most correct answers
will be the winner.
Task 5
* GRAMMAR
* Aims:To help students review grammar elements taught in Units 1-2-3: prepositions of
place, possessivecase and present continuous.
* Content: : Look at the picture of a classroom. Choose the best answer A, B, or C.
* Products: Students’ correct choice.

Task 5: T-Ss, Ss – Ss Task 5: Look at the picture of a classroom.
- Choose the best answer A, B, or C.
- Teacher has students look at the picture of a
classroom and complete the sentences.
- Students compare their answers with a

classmate.
- Teacher checks and confirms the correct
* Answer key:
answers.
1. B 2. A 3. A 4. B 5. C
Task 6:
* Aims:To helpSsreviewtheuseofthepresentsimpleandthepresentcontinuous.
* Content: : Complete the sentences with the present simple or the present continuous form of
the verbs in brackets.
* Products:Write the answers correctly on the board./ say the answers aloud

Task 6: T-Ss, Ss – Ss Task 6: Complete the sentences with the
present simple or the present continuous
- Teacher elicits form and usage of the form of the verbs in brackets.
present simple and the present continuous. Answer key:
- Teacher asks students to do the exercise 1. is / ’s raining
individually before calling one or two 2. do you have
students to write their answers on the board. 3. Is she studying
- Teacher checks students’ answers and asks 4. likes
them for explanation if necessary 5. is not / isn’t cooking;
is reading
* Content: summarize the content of the lesson.
* Products: A student says the lesson’s content aloud.

- Teacher asks students to talk about what - vocabulary and grammar in the lesson
they have learnt in the lesson.
* Homework (2’)
Aim:To revise the knowledge that students have gained in the lesson and To prepare for the
next lesson

- Teacher asks students to revise old lesson - Do exercise in workbook.
and to do exercise in workbook. - Prepare for the next lesson: Review
- Teacher asks students to complete the
project and prepare the new lesson. (SKILLS).
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Week : REVIEW 1 (UNITS 1+2+3) Date:

Period: Lesson 2: Skills
I. OBJECTIVES:
By the end of the lesson, ss will be able to:
+ Revise the language Ss they have practised from Unit 1 to Unit 3.
+ Practice doing some exercises in Skills.
1. Knowledge:
* Vocabulary: Review vocabulary , Pronunciation in Units 1-3
*Grammar: Grammar in Units 1 - 3
2. Skills: Reading , speaking and Writing
3. Attitude: Know the importance of revision and need to study harder.
4. Competences: - Doing exercises on pronounciation, vocabulary, grammar and everyday
English.
III. MATERIALS
- Grade 6 textbook, Review ( skills ).
sachmem.vn
* Warm-up (5’)
* Aim:To increase students’ interest and lead them into the lesson.
* Content: Ask some questions about penpal.
* Products: Students’ correct answers
* Warm up (Team work) * Chatting
- T -Ss 1. Do you have any pen pals?
- Teacher asks students some questions to lead 2. How do you communicate with your pen
them into the lesson: pal?
- Teacher lead in the reading part of the 3. Do you often write emails to your pen pal?
lesson.
* Practice (35’)
I. READING
Task 1
* Aim: To help students practise reading for specific information.
* Content: Choose A, B, or C for each blank in the email below.
* Products: The correct answers from Ss.
- T –Ss : Task 1: Choose A, B, or C for each blank in
- Students do these exercises individually. the email below.
-Students check their answers with their -.
partners before they give the answers to Answer key:
teacher. 1. A
- Teacher confirms the correct answers 2. C
3. C
4. B
5. B
Task 2:
* Aims: To help students practise reading for general information.
* Content: Read the text and answer the questions.
* Products: The correct answers from Ss. ( individual work)

- T –Ss ; Ss – Ss Task 2: Read the text and answer the
- Students do these exercises individually. questions.
- Students check their answers with their -.
partners before they give the answers to *Answer key:
1. It’s in a quiet place not far from the city
teacher.
center.
- Teacher confirms the correct answers 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.
II. SPEAKING
Task 3
* Aims:To help students practise asking and answering about what they like and dislike about
their school
and the reasons why.
* Content: Interview two of your classmates about what they like and dislike about your
school. Report their answers.
* Products: students’ ideas in goups
Task 3: T-Ss, Ss – Ss Task 3: Interview two of your classmates
about what they like and dislike about your
- Teacher has students work in groups of school. Report their answers.
three. One interviews the other two about
what they like and dislike about their school
and the reasons why.
- Teacher tells students to write their group
- Example:
members’ answers in their notebooks and Nam:
report them to the class. + He likes the friendly teachers and helpful
- Teacher summarizes students’ ideas. friends. + They help him a lot with school
work.
- The school yard is quite small, so he can’t
play many games with friends.
III. LISTENING
Task 4.
* Aims:To help students review listening for specific information.
* Content: Listen and fill each blank with one word.
* Products:students’ correct answers .

Task 4: T-Ss, Ss – Ss Task 4: An and Mi are talking on the phone.
- Teacher has students read the sentences. Listen and fill each blank with one word.
-Teacher plays the recording for the first Answer key:
time. 1. home
2. plants
-Teacher asks students to listen and complete
3. living
the sentences. Ask for their answers and 4. sleeping
writes them on the board. 5. TV
-Teacher plays the recording the second time * Audio script:
for students to check their answers. An: Why is it so quiet, Mi? Are you home
-Teacher checks students’ answers. alone?
-Teacher plays the recording the last time if Mi: No. Everybody is here, but they are in
different rooms.
necessary, stopping at different places where
An: Where’s your mum? Is she cooking in the
students got the wrong answers. kitchen?
-
IV. WRITING
Task 5
* Aims:To help students complete a guided paragraph of 40-45 words about a student’s family
member.
* Content: Write an email of about 50 words to your friend. Tell him/ her about a family
member.
* Products: Students’ perfect writing.
Task 5: T-Ss, Ss – Ss Task 5: Write an email of about 50 words to
your friend. Tell him/ her about a family
- Teacher elicits the parts of an email. member. Use these questions as cues.
- Teacher asks students to discuss and answer Example:
the questions in pairs. 1. My mom.
2. She is 40 years old.
- Teacher then has them write their emails
3. She's tall and beautiful with long black hair.
individually. 4. She is caring because she always takes good
- Teacher asks one student to write the email care of me. She prepares food and uniform for
on the board. me to go to school every morning. She's also
- Other students and teacher comment on kind because she usually helps the neighbours
the email on the board. whenever they get trouble.
- Teacher then collects some emails to give
Hi Hoa,
feedback at home. Thanks for your email. Now I’ll tell you about my
mother. She is 40 years old. She's tall and beautiful
with long black hair. She is caring because she
always takes good care of me. She prepares food
and uniform for me to go to school every morning.
She's also kind because she usually helps the
neighbours whenever they get trouble.
Write me soon and tell me about a member in your
family.
Best,
- Teacher asks students to talk about what - 4 skills
* Homework (2’)
Aim:To revise the knowledge that students have gained in the lesson and To prepare for the
next lesson

- Teacher asks students to revise old lesson - revise the old lesson.
- Teacher asks students to complete the - Do exercise in workbook.
project and prepare the new lesson. - Prepare for the next lesson: Unit 4 – lesson1
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Week: UNIT 4: MY NEIGHBOURHOOD
Period: Lesson 1: Getting started – Lost in the old town!
I. OBJECTIVES:
- use the lexical items related to the topic My neighbourhood
-use the vocabularies and structures to talk about different places and show directions
to these.
1. Knowledge:
* Vocabulary: places lexical items : neighbourhood (n), to be/get lost
2. Skills: listening, speaking and reading
3. Attitude: positive about your neighbourhood , love their neighbourhood
4. Competences: Ss can join teamwork, SS can have life skills ,Ss know how to learn
English right
II. MATERIALS
sachmem.vn
1. Warm-up (5’)
* Aim: - to activate students’knowledge on the topic of the unit
-to set the context for the listen and read part
* Content: Listen an EL song and fill in the blanks
* Products: Students say words aloud (indepently)
* Warm up: T – SS ( Individual work) Warm up: Team work
- T - Ss * Chitchatting:
“Do you know where it is?”
Teacher shows some images of Hoi An on the “Have you ever been to Hoi An?”
screen and asks students some open questions “Do you remember anything special in Hoi
An?”
Teacher sets the context for the listening and

reading text: Write the title on the board My
neighbourhood.
Today we are going to travel around Hoi An;

before we start the lesson, let’s get some
vocabulary first.
* Aim: Aim: to introduce new vocabulary
- T - Ss. * Vocabulary
* Pre teach vocabulary -. neighbourhood (n): /ˈneɪbəhʊd:vùng lân cận
- Teacher use different techniques to teach - to be/get lost: /tuˈbɪ/ /get lost/: bị lạc
vocab (pictures, situation, realia) - Cross the road : băng qua đường
- Follow the seven steps of teaching vacab. - Go / keep straight: đi thẳng
- Repeat in chorus and individually - Turn right / left: rẽ phải/ trái
* Checking vocab: < Rub out and remmember>
Practice: (20’)
Task 1 (5’)
* Aims:To have students know the topic.

* Content: Listen and read the conversation.
* Products: Students read and understand the meaning of the conversation.
Students know how to role play.
Task 1: T-Ss, Ss-Ss Task 1. Listen and read
- Set thecontext forthelistening andreading.
- T has Sslook atthe picture and answer some - What are Nick, Phong and Khang doing?
questions. - What might behappening to them?
-T can also ask Ss to share any recent
experiences of being lost .
- Have you evergotlost?
Elicitanswers,butdonotconfirmwhether their
answers are right or wrong. - Whereandwhen?Howdidyoufeelthen?
- Ask Ss totalk a bit about the place where - Whatdidyoudo?
Nick, Phong andKhangarestanding.
-Teacher plays the recording twice. * Role play.

- Teacher checks students’ prediction.
- Teacher calls 3 students to read the
conversation aloud.
Task 2 (7’)
* Aims:To practice the targeted language and the background knowledge of my neighbourhood.
* Content: Read the conversation again and put the actions in order.
* Products: Students write correct words on the board.
* Organization ofGiaoandethitienganh.info
implementtion:

Task 2: T-Ss, Ss-Ss Task 2: Read the conversation again and put
- Teacher tells students to read the conversation the actions in order.
again and work independently to find the
answers. Remind students to underline the Answer key:
information and correct the false statements. 1. b 2. c 3. d
- Teacher has students pair compare before 4. e 5. d
checking with the whole class.
- Teacher calls some students to give the
answers.
Task 3:(5’)
* Aims:To help students know how to use let’s and shall to make suggestions.
* Content:How to make suggestions.
* Products:Understand and know how to make suggestions.
Task 3:How to make suggestions.
Task 3:T-Ss, Ss-Ss
Teacher asks students to look at the photos and * Answer key:
the text in order to find the answers. 1. Let’s go to Chua Cau!
- Students work independently. 2. Shall we go there first?
- Teacher allows students to share their answers 3. First cross the road, and then turn left.
before discussing as a class. 4. Fine, let’s go.
5. Let’s ask her.
Model sentences: Making suggestions Model sentences: Making suggestions
Teacher asks: - Shall we go there first?
- Where do Phong, Nick and Khang go first? - Let’s go to Chua Cau
Who suggests going there? What does he say?  OK, sure.
Do Nick and Khang agree? What do they say? * We can use “Shall we +V1” and “Let’s + V1”
Teacher writes model sentences to make suggestion
Task 4 (7’)
* Aims:To help students know how to give directions through the conversation
* Content:Read the conversation, find and underline the following directions.
* Products:The correct answers from Ss. (individual work)

Task 4: Read the conversation, find and
- Have students quickly match each direction underline the following directions.
with the diagram. Check their answers as a + Answer keys:
class. - Cross the road, turn left, go straight, take the
If students do not understand the phrases, use second turning on the left, turn right.
the diagrams to work the meaning out from the
context. * Match these directions with the diagrams
- If it is a weaker class, ask for translation to below.
make sure they understand.
-With a stronger class, teacher may wish to ask
some additional questions,
e.g. Can you tell me the way to the post office
near here?, etc.
Answer key:
1. B, 2. A, 3. C, 4. E, 5. D
Production:(5’)
Task 5: (5’)
* Aims: To help Ss practise giving directions.
* Content:Game- Find places
* Products: Practise in groups in font of the class.
Task 5 :T-Ss, Ss-Ss Task 5: Game- Find places
- Demonstrate the game with a more able
student.
Ask students to play the game in pairs. In a
weaker class, work together with students first:
asking about one or two different places on the
map and eliciting the answers. Then when they
know exactly what to do, ask them to work in
pairs.
-Students work in groups of four to look around
the class and write down things they can see in
the class.
-Students may ask teacher if they don’t know
the names of the items.
-Students share with the whole class.
-
EX:
A:Go straight. Take the first turning on the right.
It’s on your right.
B: Is that the cinema?
A: Yes, it is.
….
* Aim:To consolidate what students have learnt in the lesson..
* Content:.Summarise briefly the main content in the lesson.
* Products:Sayaloudwhattheyrememberfromthelesson.
- Teacher asks students to talk about what they - some new words
4. Homework (2’)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week: UNIT 4: MY NEIGHBOURHOOD
I. OBJECTIVES: Giaoandethitienganh.info
- use the lexical items related to the topic My neighbourhood;
- use the vocabulary and structures to talk about and describe places in a neighbourhood;
pronounce and recognize the sounds /i/ and /i:/.
1. Knowledge:
* Vocab: lexical items related to the topic ‘My neighbourhood’
* Grammar:the sounds /i/ and /i:/.
2. Skills: Listening, writing and speaking
3. Attitude: To teach Ss to work hard, love their neighbourhood.
4. Competences:Talking and describing about a neighbourhood; - Co-operation, self-
study, using language to do exercises.
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
* Aim:To activate students’ prior knowledge and vocabulary related to the topic, the targeted
vocabulary and its pronunciation.
* Content: Game: Network ( places)
* Products: Students write words on the board. (Team work)
Game: Network
- Teacher divides the class into two teams, then school
writes the topic “places” on the board and
gives them two minutes to discuss. places
- After that time, a student from each team one
by one runs to the board and writes one word. * Suggested answer:
- The team which has more correct answers is - market, cinema, bank, supermarket, temple,
the winner. zoo, bookstore
- T leads in the lesson :
“ Now we are going to some vocab about
places…”
(Vocab- pre-teach)
* Aim:To teach students some places and adjectives describing ones in a neighbourhood.
* Content:Some vocab related to the lesson.
* Products: read and understand the meaning of vocab.
- T - Ss * Vocabulary
* Pre teach vocabulary - square (n) : quảng trường
- Teacher use different techniques to teach - cathedral (n): thánh đường
vocab (pictures, situation, …..) - railway station (n) : nha ga
- Repeat in chorus and individually - crowded (adj) : đông đúc
- Copy all the words - peaceful (adj) : yên bình
- modern (adj) : hiện đại
- boring (adj): buồn chán
2. Practice (10’)
Task 1: (5’)
* Aims: To help students name places in a neighbourhood.
* Content: Match the places with the pictures. Then listen, check and repeat the words.
* Products:The correct key from Ss .
Task 1: T-Ss Task 1: Match the places below with the pictures.
- Teacher asks students to match the places Then listen, check and repeat the words.
with the pictures. Answer key:
- Students do the task. 1. C
- Teacher asks students to swap their books 2. E
and mark in pairs. 3. D
- Teacher plays the recording (Track 24) for 4. A
students to listen and check their partner’s 5. B
answers.
- Teacher plays the recording again with a
pause after each item and asks them to
repeat the words/ phrases chorally and
individually.
Task2:(5’)
* Aims:To help students practice asking and answering about places in a neighbourhood.
* Content: Ask and answer questions about where you live.
* Products:Work in pairs to ask and answer questions in front of the class.
Task 2: T-Ss, Ss - Ss Task 2:Ask and answer questions about where you
- Ss works in pairs live.
- Teacher asks students to work in pairs to Example:
ask and answer questions about where they A: Is there a square in your neighbourhood?
live. Remind them that they can use the B: Yes, there is. / No, there isn’t
places in 1 or any places they want to ask.
- Teacher calls some pairs to practice in front
of the class.
(if necessary).
Task 3: (5’)
* Aims:To revise the adjective students learnt in primary school and help them practice asking and
answering about places in a neighbourhood.
* Content:Ask and answer about your neighbourhood
* Products: Ask and answer questions in front of the class. ( group work)
Task 3:T-Ss, Ss-Ss Task 3:Ask and answer about your neighbourhood
- Ss work in groups. You can use the adjectives below.
- Teacher models this activity with a more
able student and remind students that they Example :
can use adjectives in the box or other A: Is your neighbourhood quiet?
adjectives they know to talk about their B: Yes, it is. / No, it isn’t
village, town, city.
- Students work with their partners.
- Teacher calls some pairs to practice in front
of class
- Teacher may ask other students to give
comments.
* PRONUNCIATION
(Pre-teach the sounds /i/ and /i:/)
* Aims:To help students to identify how to pronounce the sounds /i/ and /i:/.
* Content:PRONUNCIATION * Sounds /i/ and /i:/
* Products:Read and know how to pronounce theSounds /i/ and /i:/
Task 4:T-Ss, Ss-Ss PRONUNCIATION
- Teacher introduces 2 sounds /i/ and /i:/ to
students and lets them watch a video about * Sounds /i/ and /i:/
how to pronounce these two sounds and
asks them to identify which sound is longer + Example:
and which one is shorter. - /i/: chip, tin, ship, …
- Teacher asks students to give some words - /i:/: cheap, teen, sheep, …
they know containing these sounds.
* Practice
Task 4:(5’)
* Aims:To help students identify and practice the /i/ and /i:/ sounds.
* Content:Listen and repeat the words. Pay attention to the sounds /i/ and /i:/.
* Products: Whole class practice the sound /i/ and /i:/.
Task 4:T-Ss, Task 4: Listen and repeat the words. Pay
- Teacher asks students to practice the sound attention to the sounds /i/ and /i:/.
/i/ and /i/ together. * Answer key:
- Teacher plays the recording and ask /i/
students to repeat noisy, exciting, expensive, friendly
- Teacher gets students to work in pairs and
put the words in the correct column while
they listen and call some pairs to write their /i:/
answers on the board before checking their clean, peaceful, convenient, cheap
answers with the whole class
Task 5: (5’)
* Aims:To help students practice the sounds /i/ and /i:/ in sentences.
* Content:Listen and practice the chant. Notice the sounds /i/ and /i:/.
* Products: Whole class practise the chant .
- Teacher asks students to listen while Task 5: Listen and practice the chant. Notice the
teacher plays the recording. sounds /i/ and /i:/.
- Teacher plays the recording again and ask
students to chant along.
- Teacher provides further practice by
dividing the class into 2 groups.
- Teacher has groups sing alternate lines.
* Aim:To give students chance to apply and make challenging what they have learnt with more
difficult task.
* Content:* Game:Tongue Twister
* Products:Students plays on groups.
- Teacher shows the Tongue Twister and * Game:Tongue Twister

asks students to practice in groups of 4. 1. He took a chilly dip six feet deep in the sea.
- Students practice in groups. He says it keeps him fit.
- Teacher calls the representative from each 2. He thinks he's slick in his sleek wheels meeting
group to say the sentences in front of the and greeting the elite.
class.
- Teacher asks each group to vote for the
group which has the best pronunciation.
* Content: Vocab and how to pronouncethesounds/i/ and /i:/.
- Teacher asks students to talk about what - Vocabulary and how to pronounce the sound /i/
they have learnt in the lesson and /i:/.
5. Homework (2’)

- T reminds Ss to do homework and prepare - Learn by heart all the new words.
the new lesson. - Prepare lesson 3 ( A closer look 2)..
*- Evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date :…………..
Week : UNIT 4: MY NEIGHBOURHOOD

I. OBJECTIVES:
By the end of the lesson, students can understand and use comparative adjectives to make
sentences, dialogues.
1. Knowledge:
* Vocab: lexical items related to the topic ‘My neighbourhood’
* Grammar: : Comparative adjectives.
4. Competences:- Co-operation, self- study, using comparative adjectives to make
sentences, dialogues.
III. MATERIALS
* Preparation:
- sachmem.vn Giaoandethitienganh.info
* Warm-up (5’)
comparison.
* Content: * Game: Crossword
* Products: Ss play game in groups and find correct words.
* Warm up (group work) * Game: Crossword
- T - Ss CLEVER
- Teacher divides the class into 2 groups. BUS–STOP
- Teacher prepares the ppt for the crosswords, students take TEMPLE
turn to answer the words PEACEFUL
- The one can get the key word wins the game. CATHEDRAL
SQUARE
- Teacher asks students how the understand the key word NOISY
COMPARISON EXPENSIVE
BORING
MODERN
Lead in
- Teacher says: “This lesson today weare going to use
comparative adjectives”
* Aim:To introduce targeted grammar of comparison.
* Content: Comparative adjectives
* Products: understand and how to use comparative adjectives
* Pre – grammar. * Grammar: Comparative
- T - Ss adjectives
- Teacher draws students’ attention to the form of the Who’s taller ? Tom or Mary.
sentences from chatting and ask them whether they know
Tom is taller than Mary
the target tense.
- Teacher provides or confirms the answers and lead in the

grammar focus of the lesson:
- T explains the usage and the form. - A house in a city is more

- Ss listen and copy down. expensive than a house in the
countryside.
 Form:
- Short Adj:
S + be + adj-ER + than + S’.
- Long Adj:
S + be + MORE + adj + than + S’.
 Use:
+ We can use comparative
adjectives to compare two people
or things.
+ Sign: “than”
2. Practice (20’)
Task 1 + Task 2 (8’)

* Aims: To help students practise using comparative adjectives.
To help students practise forming the correct comparative form of adjectives.
* Content: Complete the sentences with comparative form of the adjectives.
* Products: Students write correct the answers on the board.
Task 1:T –Ss : Task 1: Complete the sentences
Complete the sentences with comparative form of the with comparative form of the
adjectives. adjectives.
- Ask students to do the exercise individually and then * Answer key:
compare their answers with a classmate. Check the answers 1. taller
as a class. Confirm the correct answers. 2. noisier
( Or Teacher can have students work by playing game : 3. bigger
Lucky number.) 4. more peaceful
5. more exciting
Task 2: Ss-Ss Task 2:
Complete the letter using the correct form of the words. Complete the letter using the
- Ask students to read and complete the letter individually. correct form of the words.
Remind them to pay attention to the number of the Answer key:
syllables in each adjective. 1. hotter
Have students compare their answers in pairs before 2. smaller
checking with the whole class. Confirm the correct answers 3. older
4. wider
5. more delicious
cheaper
Production (8’)
Task 3:(5’)
* Aims:To help Ss practise using comparative adjectives.
* Content: Compare two neighbourhoods using the given adjectives
* Products:Students’ correct sentences on the board.
Task 2: T-Ss, Ss - Ss Task 3: Compare two
- Ask Ss tolook at the pictures of the twoneighbourhoods. neighbourhoods using the given
- Elicit the contrast between the things in the adjectives.
twoneighbourhoodsandaskthemtousetheadjectives --> Suggested answer:
intheboxtodescribe them.
- Ask Ss to write sente nces, comparing the two 1. Binh Minh is more crowded
neighbourhoods. than Long Son.
Have Ss compare their sentences 2. Long Son is more boring than
inpairsbeforeshowingsomeoftheirsentencestothe wholeclass. Binh Minh.
-
3. Long Son is quieter than Binh
AskotherSstogivecommentsandcorrectanymistakesifpossible.
Minh.
4. Long Son is more peaceful than
Binh Minh.
5. Binh Minh is more modern than
Long Son.
…….
Task 4: (3’)
* Aims:To give Ss further practice on using comparative adjectives.
* Content: Compare life in the city with life in the country.
* Products:Ss work in groups to ask and answer in front of the class.
* T-Ss, Ss-Ss Task 4: Work in groups and
- Teacher use the Power Point screen to show the two compare life in the city with life
pictures and asks students to work in groups to talk about the in the country.
differences.
- Encourage the students to use the adjectives in the textbook
first and then they can broaden by adding more adjectives to
describe.
Example:
A: Is the life in the city noisier
than the life in the countryside?
B: Yes, it is.
A: Is the life in the countryside
more modern than the life in the
city?
B: No, it isn't.

Teacher asks students to talk about what they have learnt in - Grammar: Comparative
the lesson. adjectives
- form and usage.
4. Homework (2’)
lesson

- T reminds Ss to do homework and prepare the new lesson. - Do exercises in the workbook.
- Prepare lesson 4
( communication)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..

I. OBJECTIVES:
- ask for and giving directions in a neighbourhood;
- listen for sequence and for details;
- create an audio guide for Ho Chi Minh City.
1. Knowledge:
* Vocab: lexical items related to city fact file of some cities.
* Grammar: Comparative, giving instructions.
4. Competences:develop theirlanguageskills,aswellascommunication, summarizing ; -
Giving directions
abilities,…
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To introduce the topic; To lead in the lesson about vocabulary and pronunciation
* Content:
* Products:
* Warm up * Game: Guessing game
- T - Ss
- Teacher divides the class into 2 groups and let
them play a small game: Guessing game => Hoi An, HCM city.
- Teacher gives 3 pictures related to Hoi An (one
by one) and asks “Which city is this?”, students
guess the name of the place and explain their
guess. - Have you ever been to Hoi An?
- What do you know about this place?
- Lead in: * Suggested answers:
- Teacher leads students into the lesson by Yes, I have.
asking students some questions: I think Hoi An is an ancient town, it has Ong
 Today we are going to listen to a guide to Hoi pagoda, Hoa Nhap workshop,…
An.
2. Presentation ( 5’)
* EVERYDAY ENGLISH
Askingforandgivingdiredions
Task 1: (5’)
* Aim:To introduce ways to ask for and give directions in English.
* Content: Listening and expressing the strutures of giving directions
* Products: Role play and practice in front of the class.
Task 1:T –Ss Task 1: Listening and expressing the strutures of
giving directions.
- Teacher plays the recording for students to
listen and read the dialogue between A and B
1. Could you tell me the way to …?
at the same time. 2. Where’s the nearest …?
- Ask students to pay attention to the
sentences and phrases used to ask for and 1. go along
give directions. 2. on your left/ right
-Teacher elicits the structures for directions 3. take the first turning
- Teachers elicit the phrases to give directions
from student. 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.
3. Practice (20’)
Task 2: (5’)
* Aims: To practice asking for and giving directions.
* Content: practice the phrases and structures of asking for and giving directions.
* Products: Some pairs to practise in front of the class.
Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Have students practice the
- Teacher asks students to work in pairs phrases and structures of asking for and giving
and take turns to practice the dialogue. directions. (p. 61)
- Students do the task in pairs.
- Teacher calls some pairs to practise in
front of the class.
(if necessary).
Task 3:(5’)
* Aims:To apply the knowledge about asking and giving directions in a neighbourhood
* Content: Make similar conversations to ask for and give directions to places near your school.
* Products:Some pairs to practice in front of the class.

Task 3: T-Ss, Ss – Ss Task 3: Work in pairs. Make similar conversations
. to ask for and give directions to places near your
- Teacher asks students to work in pairs to school.
make similar conversations, using the Example:
structures and phrases for asking for and A: Excuse me. Could you tell me the way to Song Ve
giving directions. market please?
- Encourage them to practice asking for (B: Go straight and then take the second turning on the
and giving directions to some places right.
near their school.
- Move around to observe and provide
help.
- Call some pairs to practice in front of the
class.
- Comment on their performance.
* An audio guide to a place
Task 4:(5’)
* Aims:To help students get used to some famous landmarks in big cities.
* Content: listening to an audio guide to Hoi An. Listen and fill in the blanks
* Product: Write the correct name under the pictures of the pictures.(individual work)
Task 4: T-Ss, Ss – Ss Task 4: Nick is listening to an audio guide to Hoi
- Teacher shows 4 pictures of 4 places An. Listen and fill in the blanks. (p. 43)
mentioned in the recording. Students
give the order of their names
(individually).
a) Café 96
- The whole class share their ideas.
- Teacher writes some students’ ideas on
the board to check later.
-Teacher asks students to work in pairs,
read the names in the boxes (make sure
that they pronounce the names correctly)
b) Hoa Nhap Workshop
and write the correct name under the
pictures of the pictures.
-Students share the answer with the whole
class.
- Teacher checks and elicits from students
any information they know about the c) Museum of Sa Huynh
Culture
pictures.
d) Quan Cong Temple
- Ss run through the passage of Ex3 / P43

- T play Track 37, students fill in the gaps
(individually). * Fill in the gaps
- Students compare with a partner, then Answer key:
check together. 1. straight
2. second
3. next to
4. near
Task(5’)
* Aims:To help students practice creating an audio guide for Ho Chi Minh City.
* Content:Look at the map below and create an audio guide for District 1 of Ho Chi Minh City.
* Products:Ssgive directions to places on the map (group work)
Task 5: T-Ss, Ss - Ss Task 5: Look at the map below and create an audio
- Ask students to read the instructions guide for District 1 of Ho Chi Minh City. (p. 43)
carefully
- Remind them of the expressions they can
use to give directions.
- Ss work in groups
- Group 1: Thong Nhat Palace
- Group 2: Sai Gon Notre Dame Cathedral
- Group 3: Ho Chi Minh city Museum
- Group 4: Ton Duc Thang mMuseum
Use “first, after that, and finally” to link the direction

Example:
Let’s start our tour in Ho Chi Min City. We are in Hai
Ba Trung now.
First, go to…………
* Content: Summarize the content of the lesson
* Products:Say aloud what they have learnt in front of the class.
Teacher asks students to talk about what - Askingforandgivingdiredions
they have learnt in the lesson. - Listen to an audio guide to a place and create an
audio guide for District 1 of Ho Chi Minh City
6. Homework (2’)
lesson: Skills 1.
- T reminds Ss to do homework and - Learn by heart the structures about asking and giving
prepare the new lesson. directions
Giaoandethitienganh.info-Do exercise C, D / P29,30,31,32-WB
- To prepare for the next lesson: Unit 4 My
neighbourhood / Skills 1.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week : MY NEIGHBOURHOOD
I. OBJECTIVES:
- develop reading skill for general and specific information;
- identify different features of a place;use what they have learnt to talk about a city.
1. Knowledge:
* Vocab: lexical items related to city fact file of some cities
* Grammar: Making suggestions.
2. Skills: Reading and speaking
4. Competences:Co-operation, self- study, friend.develop theirlanguageskills; Asking for
and giving directions neighbourhood.
III. MATERIALS
* Preparation:
1. Teacher:Text books , pictures, planning , …
- sachmem.vn
1. Warm-up (5’)
* Aim:To activate students’ prior knowledge and vocabulary related to the topic of reading and To
lead in the lesson about Skills 1.
* Content:Play a game : Mattching
* Products:Match correctly and fast ( team work)
- T- Ss *1.Play a gameon
Go straight : Mattchinga.Nó ở bên phải của bạn
- Teacher divides the class into 2 teams. 2. Turn left at b. Đi thẳng
- Teacher shows the screen, includes words the traffic lights. c. Đi đến cuối con đường
in EL and words in Vietnamese. 3. Go past the bus stop. d. Rẽ trái ở cột đèn giao
4. Take the first turning thông
on the left. e. Rẽ trái ở chổ rẽ đầu
5. Go to the end of tiên
the road.
- Members from two teams take turns and
matchs as fast as possible.
- The team matched faster and correctly is
the winner.
* Products: Read and understand the meaning of words.
T –Ss : * VOCABULARY
- suburb (n), /ˈsʌbɜːb/: khu ngoại ô (note: usually
plural) (Synonym: the countryside) in the suburb
- Pre teach vocabulary of…..
- Teacher use different techniques to teach - outdoor activity, /ˈaʊtˌdɔːr//ækˈtɪvəti/: hoạt động
vocab (pictures, situation, explaination…..) ngoài trời (example: play football, go camping, go
- Repeat in chorus and individually fishing… where can do these activities?)
- Copy all the words - backyard (n), /ˌbækˈjɑːrd/: sân sau (explaination:
the yard behind the house)
- dislike (v), /dɪˈslaɪk/: không thích (antonym: like,
love…)
- incredibly (adv), /ɪnˈkredəbəl/: cực kỳ, một cách
* Checking vocab: đáng kinh ngạc (synonym: very, extremely)
- crowded (a), /ˈkraʊdɪd/ explanation
*Checking: what and where
3. Pre -reading (5’)
* Aims:To lead in the lesson about Skills 1.

* Content: Some questions about Khang’s neighbourhood
* Products: answer the questions correctly. ( individual work)
Task 2:T –Ss 1. Where do you think Khang’s neighbourhood is?
- Teacher leads students into the lesson by asking 2. What do you think about it?
students some questions: 3. What are there in the neighbourhood?
- Ss look at the pictures ofKhang's 4. Do you like living there? Why?/ Why not?
neighbourhood and answer the questions  You’re going to read Khang’s blog.
- T gives feedback Suggested answers:
3. In the countryside.
4. I think Khang’s neighbourhood is very nice and
peaceful.
5. There are a lot of trees, markets,...
Yes, I do. Because it is very peaceful.
4. While-Reading (10’)
Task 1 + Task 2
* Aims:To develop reading skill for general and specific information.
* Content: Read Khang’s blog. find the meaning of words in the
* Products:Students’ explaination about the meaning of words clearly.
- Teacher asks students to read the blog Task 1: Read Khang’s blog. Look at the words in
and underline the words in the box the box, then find them in the text and underline
individually. them. What do they mean?
- Then let them try to guess the meaning.
- Students read the text and answer the

questions.
- Students can compare their answers Task 2: Read Khang’s blog again and fill the table
before discussing them as classwork. with the information.
Like Dislike
- It’s great for outdoor - The streets are
activities. busy, crowded, and
- There’s almost noisy during the day.
everything here.
- Most houses have a
backyard and a front yard.
- People are incredibly
friendly.
- The food is very good.
Task 3:
* Aims:To help Ss develop their reading skill for specific information (scanning).
* Content: Read Khang’s blog again. Then answer the questions.
* Products: Students say the answers correctly.
Task 3: T-Ss, Ss – Ss Task 3: Read Khang’s blog again. Then answer

- Teacher asks students to go through the the questions.
questions (1 – 4) to make sure that they * Answer key:
understand them and know what 1. It is in the suburb of Da Nang.
information is being asked. 2. Because it has beautiful parks, sandy beaches and
- Ss has students answer the questions by fine weather.
playing game : Lucky number 3. They are very friendly.
4. Because they are busy and crowded.
5+6 : LN
5. Pre-Speaking
Task 4:
* Aims:To help students form the ideas for their speaking
* Content: Make notes about your neighbourhood. Think about what you like/ dislike about it.
* Products:Make notes of the information and share with the class.
- Teacher asks students to work in groups Task 4: Make notes about your neighbourhood.
and allows each group to think what they Think about what you like/ dislike about it.
like/ dislike in their neighbourhood. Example:
- Teacher asks students to discuss and LIKES DISLIKES
make notes of the information they want to -delicious and cheap - crowed streets
food - polluted environment.
share with the class.
- nice and friendly
- Teacher goes around and offers help if people
needed. - fresh air
6. While-Speaking
* Aims: To help student use what they have learnt so far to talk about their neighbourhood
* Content: Work in pairs. Ask and answer about what you like and dislike about your
neighbourhood.
* Products:Role play in front of the class.

-Teacher invites some students to share Task 5: Work in pairs. Ask and answer about
their preparation and makes sure they what you like and dislike about your
speak in full sentences. neighbourhood.
Example:
- Students share their ideas with the whole
A: Where do you live?
class. B: I live in the centre of Quang Ngai city.
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.
* Content:Ss summarise what they have learnt with the two skills.
* Products: Students say what they have learnt with the two skills in front of the class.
- Teacher asks students to talk about what - 2 skills ( talk about their neighbourhood)
8. Homework (2’)
- Teacher asks students to prepare the new - Do Ex inWB

lesson - Prepare: Skills 2 (Write a paraggraph about
your neighbourhood saying what you like or dislike
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..

I. OBJECTIVES:
- listen for specific information about one’s neighbourhood;
write a paragraph about one’s neighbourhood.
1. Knowledge:
* Grammar: Simple present tense, giving instructions
2. Skills: Writing and listening
skills.
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm –up (5’)
* Aim:To introduce about the destination in the listening
* Content: Watch a Short video: Introduce busy life in Ho Chi Minh City
* Products: Answer the questions correctly.
* Warm up (Individual work) * Short video: Introduce
busy life in Ho Chi Minh
- Before starting this lesson, ask students about the content of City
the previous lesson. Teacher may ask students to describe
Khang’s neighbourhood again.
- Teacher shows a picture and asks students where it is.
 Lead in
*Suggested answers:
- Teacher draws students’ attention to the conservation. Ho Chi Minh City
- Today we are going to meet Khang again. He is talking with
his friend Vy. Let’s see what they are talking about.” - “Do you remember
Khang?
- “Where does he live?” (Da
Nang).
Task 1: (5’)
* Aim:To help students brainstorm about destination in the talk.
* Content: Read some statements True or False Prediction.
* Products: Ss say True or False aloud ( workindividually)
- Teacher asks students to go through the statements (1 – 5) to Task 1: True or False
make sure that they understand them and know what Prediction.
information they have to catch for the answers. 1. Vy lives in the center of Ho
- Students underline the key word(s) in each statement and Chi Minh City.
guess whether they are True or False individually. 2. There is a big market near
her house.
3. The streets are narrow.
4. The schools are
far-away.
5. There are some factories
near her neighbourhood.
Task 2 (5’)
* Aims:To help students develop listening skill for specific information (T / F).
* Content: Listen and check.
* Products:Some students to read aloud their answers and correct the false sentences correctly

Task 2: T-Ss, Ss - Ss Task 2: Listen and check.
Answer key:
- Teacher plays the recording once or twice. 1. F (Vy lives in the suburbs
- Teacher asks students to listen and tick the answers. of HCMC.)
- Teacher asks students to compare their answers with the 2. T
prediction made previously. 3. F (The streets are wide.)
- Teacher calls on some students to read aloud their answers 4. T
5. T
and correct the false one(s).
- Teacher checks students’ answers as a class.
Lead-in
I know that you can remember main content of the listening
after doing Task 2. With the third listening, let’s get some detail
words for me… - What does Vy like and
dislike about HCMC
Post-Listening
Task 3: (5’)
* Aims:To help students develop their skill of listening for specific information
* Products:the correct answers on the board. ( pair work)
- T-Ss, Ss-Ss( work group) Task 3: Listen again and
- Ask students to study the phrases with the blanks carefully. fill in the blanks.
Students may work in pairs to discuss the answers from the * Answer key:
information they have listened. 1. art gallery
2. wide
- Play the recording again and have students write the answers
3. friendly
as they listen. Students can share their answers with their 4. far
partners. 5. crowded
- With a weaker class, teacher may play the recording many
times until students have written down all their answers. Call
some students to write their answers on the board.
- Play the recording again for students to check the answers.
* Audio script:
Teacher may pause at the sentences that include the Khang: Where do you live, Vy?
information students need for their answers. Vy: I live in the suburbs of Ho
- If there is time, invite one or two students to briefly describe Chi Minh City.
Vy’s neighbourhood, focusing on what she likes and dislikes Khang: What do you like about
about it. it?
Vy: There are many things I
like about it. There's a big
market near my house. There
are also many shops,
restaurants and art 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
faraway. There are also some
factories near here, so the air
isn't very clean and the streets
are noisy and crowded.
4. Pre -writing (5’)

* Aims:To provide Ss some ideas for the next writing activity.
* Content:Tick (✓) what you like or dislike about a neighbourhood.
* Products:sharetheanswerswiththeirpartners.
- AskSstotickwhattheylikeanddon'tlikeabouttheir
neighbourhood,andthenaskthemtosharetheiranswerswiththeir 3. Tick (✓) what you like
partners. or dislike about a
- neighbourhood.
Sscounthowmanythingstheyhaveincommonwiththeirpartners.
Likes Dislikes
1. sandy beaches X
. 2. heavy traffic X
3 X
many modern buildings and
offices
4. peaceful streets X
5. good restaurants and café X
6. sunny weather X
7. helpful and friendly people X
8. many shops and markets
* Aims:To helpSspractisewritingaparagraphabouttheirneighbourhood.
* Content: Write a paragraph of about your neighbourhood saying what you like and dislike
about it.
* Products: Writethefirstdraftindividually
- T-Ss, Ss-Ss * Task 4: Write a
-Teacher reminds students that the first important thing is paragraph of about your
neighbourhood saying
always to think about what they are going to write. Students can what you like and dislike
use the ideas they have ticked in 3. -Teacher asks students to about it. Use Khang's blog
brainstorm for the ideas and the language necessary for writing. as a model.
- AskSstowritethefirstdraftindividually.
* Make notes about your
- neighbourhood. Think
NextaskSstoworkinpairsdoingpeercorrections.Thenhavethemwr about the things you like/
itetheirfinalversion. dislike about it.
-TmaydisplayallorsomeoftheSs'writingsonthewall/
noticeboard.TandotherSsgivecomments. - It’s great for - The weather
- outdoor activities. wet in rainy s
Sseditandrevisetheirwritingashomework.Iftimeislimited,Tma -People are kind and -The streets a
friendly. down and old
yaskSstowritethefinalversionathome.
-The food is …..
delicious
-----
* Aim:To peer check, cross check and final check students’ writing.
* Content:Students’ writing and cross check
* Products:gives feedback as a class discussion. (individual work)
- T-Ss, Ss-Ss Task 5: Students’ writing
- Teacher asks students to exchange their textbooks to check and cross check.
their friends’ writing. * Model writing.
- Teacher then gives feedback as a class discussion. My neighbourhood is
peaceful and the weather is
sunny and fine.
People are friendly and kind.
The food is fresh and
delicous
Every house has a backyard
and a frontyard.
However , there is one thong
I dislike about it. The roads
are narrow .But I still love
my neighbourhood very
much .
* Products: A student says what she/ he has learnt in the lesson.

- Teacher asks students to talk about what they have learnt in - Listen a passage about
the lesson. Vy’s neighbourhood.
- Write a paragraph of about
your neighbourhood saying
what you like and dislike
about it
* Homework (2’)
- Teacher asks students to rewrite their writing in their books. - Rewrite the writing in the
- Teacher asks students to prepare the new lesson. notebook.
- Prepare “ Looking back
and project”
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..

I. OBJECTIVES:
apply what they have learnt (vocabularies and grammar) into practice through a project.
1. Knowledge:
* Grammar: Making suggestions, giving instructions, comparative
2. Skills: Speaking and writing
4. Competences: Comparing things and people.and Students will be developed some skills.
III. MATERIALS
* Preparation:
- Grade 6 textbook, Unit4 , Looking back and project
- sachmem.vn
* Check- up (5’)
* Aim:To revise the vocabularies and structure about comparativerelated to the topic.
* Content: Check –up the old lesson “Write 7 adjectivesyou havejust learned
- Make a sentence with a comparative adjective”
* Products: complete the task on the board correctly.
* Warm up (Team work) * Check –up:
- T –Ss. ? - Write 7 adjectivesyou havejust learned
- T calls some SS go to the board to check the - Make a sentence with a comparative
old knowledge. adjective
- Ss go to the board to complete the task.
_ T feedbacks and gives marks.
+ Lead in : This is the last lesson of Unit 4,

I want you to revise the topic My
neighbourhood by doing some more
exercises.
* VOCABULARY
1. Task 1 (5’)
* Aim: To help students revise the vocabulary about places in the neighbourhood..
* Content: Write the name for each picture.
* Products: Students say the correct key aloud ( individual work, group work,…).
- T –Ss : Task 1: Write the name for each picture.
- Teacher encourages students to complete * Answer key:
the task individually. 1. temple
- Students exchange their textbooks to 2. railway station
compare their answers together. 3. square
- Teacher gives feedback to the whole 4. art gallery
class. 5. cathedral
* GRAMMAR (15’)
2. Task 2+ Task 3 (8’)
* Aims: To help students to make sentences using the comparative form.

* Content: Put the following adjectives in the correct column.
* Products: Complete the sentences on the board correctly.
- T –Ss ; Ss – Ss Task 2: Put the following adjectives in the
- Teacher encourages students to complete correct column.
the task individually. * Answer key:
- Students exchange their textbooks to 1. syllable: fast/ hot/ large/ quiet
discuss the reasons why they are choosing 2. syllables: heavy/ noisy
the appropriate words/ phrases. 3. syllables: expensive/ beautiful/ exciting
- Teacher gives feedback as a class
discussion.
Task 3: Write their comparative form in the
table below.
* Answer key:
faster
Task 3: T-Ss, Ss – Ss
more beautiful
noisier
- Teacher encourages students to complete more expensive
the task individually. hotter
- Student exchange their textbooks to discuss more exciting
the reasons why they are choosing the quieter
appropriate words/phrases. heavier
- Teacher gives feedback as a class larger
discussion.
Task 4: T-Ss, Ss – Ss Task 4: ( 7’) Complete the sentences

T asks Ss Complete the sentences by playing comparing the pictures.
game : Lucky number. * Answer key: Game : Lucky number
- Class is divided into 2 groups.
- Teacher prepares 6 numbers which includes 1. noisier
4 questions about Complete the sentences 2. more modern
comparing the pictures.and 2 lucky 3. more expensive
numbers. 4.more peaceful
- Each team takes turns and chooses a
number and answers the question behind
the number. If the team answers the
question correctly, they will get 1 point.
- If the team chooses the lucky number, they
get 1 point without answering the question
and may choose another number.
3 . Production(3’):
* Aims: To give Ss further practice on using comparative adjectives.
* Content: Rewrite the sentences using the words in brackets.
* Products: Complete the sentences on the board correctly.
- T asks students work indepently. * Rewrite the sentences using the words in
.- SS sewrite the sentences using the words in brackets.
brackets. 1. Quang is lazier than Ha. (HARD-WORKING)
- Ss complete the sentences in the book. 2. A city is noisier than a village. (PEACEFUL)
- Teacher invites some students to complete 3. There’s a post office on one side of my house
and a café on the other. (BETWEEN)
on the board . 4. Please tell me something about your
- T comments and give marks. neighbourhood. (CAN)
5. Oranges are cheaper than apples. (EXPENSIVE)
4. Project (5’) *
* Content: * PROJECT: MY MAP
* Products: Students’ project on the posters.

- Have each student draw a map of their * PROJECT: MY MAP
neighbourhood with the names of at least - ACTIVITY 1
ten places on their map. Draw a map of a neighbourhood. Write
- Teacher may have students prepare their names of at least five places on your map.
maps at home.
ACTIVITY 2
- Ask students to work in pairs, taking turns Work in pairs. Take turns to ask for and
to ask for and give directions to the places on give directions to the places on the map.
their maps. Go around and offer help if
necessary. If there is time, have some pairs
practise in front of the whole class.

they have learnt in the lesson. - make Project: “My map”
* Homework (2’)
lesson

- Teacher asks students to complete the - Prepare for the next lesson: Unit 5 ( Getting
project and prepare the new lesson. started)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Week: UNIT 5: NATURAL WONDERS OF VIETNAM
Period: Lesson 1: Getting started – Geography Club!
I. OBJECTIVES:
- identify the lexical items related to the topic Natural wonders of Viet Nam;
- use the vocabulary and structures to describe wonders of Viet Nam .
1. Knowledge:
* Vocabulary: words related to the topic “things in nature” .
* Grammar:Making suggestions - superlatives of short adjectives.
2. Skills:Speaking, writing, listening and reading.
3. Attitude:: Educate Ss to love and conserve the nature.
4. Competences:- Describing natural wonders in the world.
II. MATERIALS
- sachmem.vn
1. Warm-up (5’)
* Aim: - to activate students’knowledge on the topic of the unit
To lead in the topic of natural wonders of Viet Nam.
* Content: Look at the pictures and write the name of them.
* Products: Students write correct name on the board.
* Warm up: T – SS ( Individual work)
- T - Ss * Game:
Teacher divides the class into two teams and asks Ss to look at the pictures about Famous
famous places and and write the name of them. places in the
world
- The team which has more correct will be the winner. Look at the
- Lead in : Today we are going to learn about“natural wonders of the world” pictures and
write the
name of
them.
* Aim:to introduce new vocabulary
* Pre teach vocabulary 1. scenery
- Teacher use different techniques to teach vocab (pictures, situation, realia) (n):
- Follow the seven steps of teaching vacab. 2. natural
(adj):
- Repeat in chorus and individually 3. forest (n):
4. amazing
- Copy all the words (adj):
5. island
(n):
* Checking vocab: < what and where> 6. deser
t(n):
7. waterfall
(n):
Practice: (20’)
Task 1 (5’)
* Aims:To practice the targeted language and the background knowledge of things in nature.
* Content: Listen and read the conversation
* Products: Students read and understand the meaning of the conversation
Task 1: T-Ss, Ss-Ss Task 1.
Teacher draws students’ attention to the picture in the textbook and asks them Listen and
questions about the picture. read
- Tell Ss that Alice, Elena, Nick and Tommy are in the Geography Club, talking
about natural wonders 1. Who are
ofVietNamsuchasGanhDaDiaandHaLongBay,andthattheyaregoingtolistentotheirtal they?
k. 2. What are
- Play therecording twoor three times, ormore ifnecessary forSs tolisten and read they looking
along. at?
- Have 3. What are
Ssunderlinethewordsrelatedtothetopicoftheunitwhiletheyarelisteningandreading they talking
. about?
- CallonsomepairsofSstoreadtheconversationaloud. 4.
- Suggested
answers:
1. They are
Alice, Elena
and Nick.
2. They are
looking at
some
photos/
pictures.
They are
talking about
attractive
places in Viet
Nam.
* Role play.
Task 2 (7’)
* Aims: - TohelpSsunderstandtheconversation better;
- To helpSspractiseusingwordstodescribethingsinnature.
* Content: Complete the following sentences with the words from the box.
* Products: Student write correct words on the board.
Task 2: T-Ss, Ss-Ss Task 2:
Complete the
- Teacher tells students to read the text again in order to find the words to complete following
the sentences independently. sentences
- Teacher allows students to share their answers before discussing as a class. with the
- Teacher nominates students to give answers and corrects them if necessary. words from
the box.
(p.49)
* Answer key:
1. amazing
2. islands
3. scenery
4. natural
5. wonders
Task 3:(5’)
* Aims:To help Ss revise and learn more nouns for things in nature through pictures and listening
exercise.
* Content:Listen and repeat the words, then label the pictures
* Products:Ss give correct answers.
- Teacher asks students to look at the words in the box, listen and repeat. Task 3:
- Teacher has students match the pictures with the appropriate words Listen and
independently. repeat the
words, then
- Teacher allows students to share their answers before discussing as a class.
label the
- Teacher asks students to give answers and corrects them if necessary. pictures.
(p.49)
* Answer key:
a. desert
b. island
c. cave
d. river
e. waterfall
f. mountain
g. forest
h. beach
Production:(5’)
Task 4: (5’)
* Aims: To give students a fun time revising what they have learnt so far in the lesson and more
quickly response the questions about natural wonders.
* Content: QUIZ. Choose the correct answer to each of the questions
* Products: Practise in groups and give correct answers.
Task 5 :T-Ss, Ss-Ss Task 4: QUIZ
- Teacher divides the class into groups of four or five and provides each group with Work in
a set of A and B signs. groups.
- Teacher gives students time to read the quiz carefully and choose the correct Choose the
correct
answers.
-Then, teacher lets students randomly select a number on the screen to choose the answer to
question. each of the
- Students raise the correct signs of A or B choose the answer and say the answer questions. (p.
49)
aloud.
- The quickest group gets 5 points for each correct answer. 1. Which is an
- At the end of the activity, 3 groups having the high points are the winners. island in Viet
Nam?
- A. Con Dao.
2. Where is
Mount
Fansipan?
- A. In Lao
Cai.
3. Which of the
following is a
national park?
- B. Cat Tien
Park.
4. Which of the
following
wonders is a
cave?
- B. Phong
Nha.
5. Which is a
natural
wonder in
Australia?
– B. The Great
Barrier Reef.
….
* Content:.Summarize the main content what students have learnt in the lesson.
* Products: Some Ss sayaloud in front of the class
- Teacher asks students to talk about what they have learnt in the lesson. - Some new
- Ss work indepently words
- Read and
understand
content of the
conversation
4. Homework (2’)
- T reminds Ss to do homework and prepare the new lesson. - Learn by
heart all the
new words.
- Read the
dialogue
again.
- Prepare
lesson 2 ( A
closer look 1).
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week: UNIT 5: NATURAL WONDERS OF VIETNAM
I. OBJECTIVES:
- use the lexical items related to the topic Natural wonders of Viet Nam;
- use the vocabularies and structures to talk about famous natural places;pronounce and
recognize the sounds /t/ and /d/.
1. Knowledge:
* Vocabulary: words related to the topic “things in nature” and “travel items”
* Grammar: Sounds: /s/ and /st/
2. Skills: Listening and writing
3. Attitude:To teach SS to love travelling.
4. Competences:Knowing the necessary items for travelling; - Co-operation, self- study,
using language to do exercises.
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
vocabulary and its pronunciation
* Content: Choose correct words and pictures on the board
* Products: Students choose correct words and pictures on the board.( team work)
- T - Ss * Game:* PELMANISM
- Teacher divides the class into 2 teams. Example:
- Teacher put 12 sets of numbers, one includes
pictures and the ame of picturess.
- Members from two teams choose the pair of
number .
- The group with the most correct word will be
the winner cave
- T leads in the lesson : These are natural
wonders. If you visit these places, What will
you bring?
- ”“ Now we are going to some vocab about
travel items”
(Vocab- pre-teach)
* Aim:To teach students some places and adjectives describing ones in a neighbourhood.
* Content:Some vocab about travelling items.
* Products: read and understand the meaning of vocab.
* Pre teach vocabulary -plaster (n): miếng dán, gạc y tế
- Teacher use different techniques to teach - sleeping bag (n): túi ngủ
vocab (pictures, situation, explaination …..) - backpack (n): ba lô
- Repeat in chorus and individually - compass (n): la bàn
- Copy all the words - suncream (n): kem chống nắng
- scissors (n): cái kéo
* Checking vocab: < Rub out and
remmember>
2. Practice (10’)
Task 1: (5’)
* Aims: To revise/ teach the names of travel items.
* Content: Write a word under each picture. Practise saying the words.
* Products:Students give answers correctly and whole class Practise saying the words.
Task 1: T-Ss Task 1: Write a word under each picture.
-Teacher asks students to write the suitable Practise saying the words.
word under each picture in 2 minutes. * Answer key:
- Students do the task. 1. plaster
-Teacher calls some students to give their 2. suncream
answers. 3. sleeping bag
-Teacher gives feedback and corrections (if4. scissors
necessary). 5. backpack
6. compass
Task2:(5’)
* Aims:To helpSspractiseusingthetravelitemsin1incontext.
* Content: Complete the sentences with the words in task 1.
* Products: Ss say the answers ( pair work)correctly aloud
Task 2: T-Ss, Ss - Ss Task 2: Complete the sentences with the words in
- Teacher asks students to work in pairs and task 1. (p. 50)
use the words in task 1 to complete the * Answer key:
sentences. 1. compass
- Students work in pairs and do the task. 2. suncream
- Teacher calls some pairs to share their 3. sleeping bag
answers with the whole class. 4. backpack
- Teacher gives feedback and corrections (if 5. plaster
necessary).
Task 3: (5’)
* Aims:To teach students some words/ phrases related to travelling items
* Content:Put the items in order of usefulness. Number 1 is the most useful, number 6 is the least
useful on holiday.
* Products:Students share their answers as a whole class and give comments
Task 3:T-Ss, Ss-Ss Task 3: Now put the items in order of usefulness.
- Teacher asks students to work in groups of Number 1 is the most useful, number 6 is the least
three. useful on holiday. (p. 50)
- Teacher gives students 3 minutes to discuss
and put the item in the order of usefulness. * Example:
- Teacher asks students to share their 1. backpack 2. sun cream 3. plaster
answers as a whole class. 4. scissors 5. compass 6. sleeping bag
- Teacher gives corrections (if necessary).
* PRONUNCIATION
(Pre-teach the sounds /i/ and /i:/)
* Aims:To help students to identify how to pronounce the sounds /t/ and /d/.
* Content:PRONUNCIATION Sounds /t/ and /d/
* Products: Read and know how to pronounce thesounds
Task 4:T-Ss, Ss-Ss
- Teacher introduces 2 sounds /t/ and /d/ to PRONUNCIATION
students and lets them watch a video about * Sounds /t/ and /d/
how to pronounce these two sounds.
- Teacher asks students to give some words * Suggested answers:
they know containing these sounds. /t/: plaster, tower, letter, desert, want
/d/: need, island, guide, holiday, pagoda
* Practice
Task 4:(5’)
* Aims:To help students identify and practise the /t/ and /d/ sounds.
* Content:Listen and repeat the words with sounds /t/ and /d/
* Products: Ss pronounce words correctly.
Task 4 :T-Ss, Task 4: Listen and repeat the words. (p.51)
- Teacher asks students listen to the /t/ /d/
recording for the first time.
- Teacher asks students to listen and repeat mountain wonder
the words for the second time. waterfall island
desert guide
plaster holiday
Task 5: (5’)
* Aims:To help students practice the sounds /t/ and /d/ in sentences.
* Content:Listen and repeat. Pay attention to the bold-typed parts of the words
* Products:Whole class practise reading.
- Teacher plays the recording for students to Task 5:Listen and repeat. Pay attention to the
listen and asks students to repeat the bold-typed parts of the words. (p. 51)
sentences after they listen.
- Teacher calls some students randomly to 1- Where's my hat? - Oh, it's on your head.
read the sentences and gives correction (if 2. Where do they stay on their holiday?
necessary).. 3. I need some meat for my cat.
4. The Sahara is a very hot desert.
5. I want to explore the island by boat.
* Content:Game:Whispering
* Products:Students plays on groups.
- Teacher divides the class into 4 big groups * Game: Whispering

and asks students to stand in four lines. * Suggested sentences:
- The member in the last place will make a 1. I must bring a plaster when going camping.
sentence containing at least a word and a 2. I want to visit a famous desert in the world.
sound they have learnt; then, whisper the 3. He lives in a quiet island.
sentence to the next member of the group.
They will continue until the member in the
first place and this member will say the
sentence aloud.
- The fastest group will win the game.
* Content: Vocab and how to pronouncethesounds/t/ and /d/.
- Teacher asks students to talk about what - Vocabulary and how to pronounce the sound /t/
they have learnt in the lesson and /d/.
5. Homework (2’)
* Aim:To revise what they have learnt and prepare for the next lesson.

- T reminds Ss to do homework and prepare - Learn by heart all the new words.
the new lesson. - Find 5 more words with the sound /t/ and 5 more
words with the sound /d/.
*- Evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date :…………..
Week : UNIT 5: NATURAL WONDERS OF VIETNAM

Countable & uncountable nouns
Modal verbs: must and musn’t
I. OBJECTIVES:
By the end of the lesson, students will be better able to:
- use countable nouns and uncountable nouns;
- use quantifiers some, many, much, a few, a little with countable nouns and countable nouns;
- use “must” and “mustn’t” to make classroom rules.
1. Knowledge:
*Vocab: lexical items related to the lesson.
* Grammar:Countable & uncountable nouns; Modal verbs: must and musn’t
2. Skills: Listening ,writing and reading
3. Attitude:To teach SS to work hard and love travelling.
4. Competences:Know how to use countable nouns and uncountable nouns;
use quantifiers some, many, much, a few, a little and use “must” and “mustn’t”.
III. MATERIALS
* Preparation:
- sachmem.vn
IV. PROCEDURES: (STAGES)
* Warm-up (5’)
* Aim:To put students into English mode; attentive, interested and ready to participate and
prime the class for a new topic.
* Content: Game: Unscrambled words
* Products:Ss write words in correct group.
* Warm up (group work) * Game: Unscrambled
- T - Ss Giaoandethitienganh.info words
- Teacher divides the class into groups of 3-6 students.
- Teacher delivers a set of unscrambled words which are some 1. cream 5. juice
countable and uncountable nouns to each group. 2. rock 6. butter
- Students will have to work in groups to solve the quiz. 3. island 7.backpack
- The group with more correct sentences will be the winner. 4. rice 8. plaster
* Answer key:
- Teacher provides or confirms the answers and lead in the  The words “cream, rice,
grammar focus of the lesson: juice, butter” are
- Lead in uncountable nouns.
Today we are going to learn more aboutcountable and The words “rock, island,
uncountable nouns. backpack, plaster” are
countable nouns.
1. Presentation 1 (10’)
* Aim:To elicit/ show the students when and how the uncountable and countable nouns are
used in sentences as well as when and how the quantifiers are used.
* Content:Grammar:Countable and Uncountable nouns:
* Products:Understand ans know how to use Countable and Uncountable nouns.
* Pre – grammar. * GRAMMAR:
- T - Ss 1/ Countable and
- Teacher draws students’ attention to the underlined words Uncountable nouns:
and confirm the use of countable and uncountable nouns
- “Countable nouns are for
the people and things we can
count using numbers.
Countable nouns can be
-Teacher then asks students to give some more examples of
singular."
uncountable nouns that they know.
- “Uncountable nouns are
- Teacher reminds students to the “definition of countable
for the things that we cannot
nouns”
count with numbers. They
usually do not have a plural
- T explains the usage and the form. form.”
- Ss listen and copy down.
Task 1: - T - Ss 1. uncountable nouns don't
- Teacher has students complete the underlined activity have a plural form: cream,
individually. chocolate,...
- Teacher then asks students to swap their textbooks to check 2. countable nouns can be
their classmates’ answers. singular: a rock, an island
..., or plural: rocks,
islands...
Task 1: Is the underlined

noun countable or
uncountable? Write C
(countable) or U
(uncountable). (p. 51)
Answer key:
1–C 2–U 3–U 4–
C 5–U
Controlled practice 1
Task 2 (5 ’)
* Aims: To check if students can use countable, uncountable nouns and quantifiers correctly.
* Content: Choose the correct option for each sentence.
* Products: Students saythe correct keys aloud.
Task 2:T –Ss : Task 2: Choose the correct
- Teacher has students work on the exercise individually option for each sentence. (p.
before they compare answers with each other. 52)
- Teacher gives feedback as a class discussion. Answer key:
1. A
2. B
3. A
4. B
5. A
Presentation 2 (5)’
* Aims: To help how to use and practise “a, any, some, much, or many ”with countable and
uncountable nouns in context.
* Content: Grammar: Some, many, much, a few, a little:
* Products: Understand and know how to use Some, many, much, a few, a little:
2/ Some, many, much, a few,

- Teacher gives students a handout of each definition of a little:
each quantifiers. * Answer key:
- Teacher has students work in groups of 4 to match the How to use: Some, many,
words in column A with definitions in column B. much, a few, a little:
QUANTIFIERS USE
Teacher then asks students to exchange their handout to 1. many countable nouns, usuall
check their classmates’ answers in negative statements a
questions
- T explains the usage and the form. 2. much uncountable nouns,
- Ss listen and copy down. usually in negative
statements and question
3. a few countable nouns, means
‘some’
4. a little uncountable nouns, mea
* Controlled practice 2 ‘some’
5. some countable nouns,
- Ss work in pairs. Tell them to read the sentences uncountable nouns
carefully and find the right words to complete
thesentences. Task 3: Fill each blank with a,
- Checktheanswersas a class any, some, much, or many.
Key: 1. Many 2. Any 3. Much

4 . some 5. a )
Presentation 3
* Aims:To elicit/ show the students when must and mustn't are used and how to make a
sentence with these modals.
* Content: Grammar: Modal verb: must / mustn’t
* Products:Understand and know how to use must / mustn’t
T-Ss 3/ Modal verb: must / mustn’t

- Ask Ss torecall the conversation from GETTING + Form: . subject + must +
STARTED: Alice -the leader of the Geography Club base form
tellsElena:Butrememberyoumustalwaysbeontime. subject + mustn’t + base
Alternatively,TmayaskSssuchquestions:Areyousometim form
eslateforclass?Whatdoesyourteachersay?
ThenencourageSstoanswer,usingmustI mustn't. + Usage:
Foraweakerclass,TmaycallonsomeSstogivetheVietname - We use must to say that
seequivalentofmust Imustn't. something is very necessary
Tell Ss tostudy the Remember! box, then give the rules or very important.
of the modal verb must I mustn't.T may - We use mustn’t to say that
givesomeexamplestoclarifytheuseofmustImustn'ttoSs. doing something is not
allowed.
Task 4: (5’)
* Aims: To help Ss practise using must / mustn't in context.
* Content: Fill each blank with must or mustn't.
* Products: Say the correct answers aloud.
* T-Ss, Ss-Ss - Task 4: Fill each blank
- - Teacher has students work on the exercise individually with must or mustn't.
before they compare answers with each other. * Answer key:
- Teacher gives feedback as a class discussion. 1. must
2. musn’t
3. must
4. mustn’t
5. must
Freer Practice 2
Task 5 ( 5’)
* Aims:TogiveSsmorepracticeonusingmust ormustn'tintherealcontextoftheirclassroom.
* Content: Read the classroom rules below. Write some more rules for you and your
classmates
* Products:Readtheirsentencesinfrontoftheclass.

- 1. Read the classroom rules
AskSstostudysentence1(positive),andsentence2(negativ below. Write some more rules
e). for you and your classmates.
Thenaskthem tothinkofthe classroomrules (what they
must do and what they mustn't do) and complete the 1. We must arrive school on
sentences 3 and 4, and writetheirownsentencesfor5. time.
- Sscansharetheirideasinpairs,and 2. We mustn't get out of class
giveasmanysentencesaspossible. before breaktime.
- 3. We must raise our hands
CallonsomeSstoreadtheirsentencesinfrontoftheclass.Dis when we want to ask questions
cussanswersasaclass. in classroom.
4. We musn't gossip in class.
5. We must be gentle with each
other.
6. We mustn't eat during
lesson.
* Products: Ss say what they have learnt in the lesson.

Teacher asks students to talk about what they have learnt + Grammar: countable nouns
in the lesson. and uncountable nouns;
- quantifiers some, many, much,
a few, a little
- “must” and “mustn’t”
+ form and usage.
4. Homework (2’)
lesson
workbbook

- T reminds Ss to do homework and prepare the new - Do exercises in the workbook.
lesson. - Prepare lesson 4
( communication)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Week : UNIT 5: NATURAL WONDERS OF VIET NAM
I. OBJECTIVES:
- make and accept appointments;
- have knowledge about a travel guide;
- use must and mustn’t to talk about what to prepare for a trip.
1. Knowledge:
* Vocab: lexical items related to the lesson.
* Grammar:Making and accepting appointments.
4. Competences:develop reading, speaking and co-operating skills.summarizing ;
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To review must and mustn’t.
To lead in the lesson about vocabulary and pronunciation.
* Content: * GAME: Pass the ball (make a sentence with must/ mustn’t)
* Products: Ss play in group and say a sentence with must/ mustn’t aloud
* Warm up * GAME: Pass the ball
- T – Ss
- Teacher plays the music. When music’s on,
students pass the ball as fast as they can.
- When music’s off, the student taking the ball
has to make a sentence with must/ mustn’t.
- Lead in:
- Teacher sets the scene.
- They are Duong and Steven. Steven wants
Duong to go picnic with him this Sunday.
What structures can he use? If Duong agrees,
what does he say?
- Students give their answers.
Teacher leads students into the lesson by telling
about what they are going to learn: “We are
going to learn how to make and accept
appointments
* EVERYDAY ENGLISH
* Making and accepting appointments
Task 1: (5’)
* Aim:To introduce how to make and accept appointmen
* Content: Listen and read the short conversation, paying attention how to make and accept
appointments
* Products: Understand and know how tomake and accept appointments;
Task 1:T –Ss Task 1: Listen and read the short conversation,
- Teacher asks students listen and read the paying attention to the highlighted parts.
short conversation, paying attention to the  Making appointments:
highlighted parts. Let’s + V.
- Teacher writes down highlighted parts on How about …?
the board and asks students what they are  Accepting appointments:
used to, which is used to make That’s fine.
appointments and which is used to Sure.
accepting appointments.
- Teacher calls some students to share their
opinions.
- Teacher gives more explanations and elicit
the form.
3. Practice (20’)
Task 2: (5’)
* Aims: To practice making and accepting appointments.
* Content: Make a short conversation, following the example in Task 1.
* Products: Some pairs to make a conversation in front of the class.
Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Make a short conversation,
- Teacher asks students to work in pairs following the example in Task 1.
and make a short conversation, following - Example:
the example. Huy: Nam, let's go to the supermarket this Sunday
- Teacher models with a volunteer. morning.
- Students do the task in pairs. Nam: That's great. What time can we meet?
- Teacher calls some pairs to make a Huy: How about 8 o'clock?
conversation in front of the class. Nam: Sure, I'll meet you at that time.
(if necessary).
Pre-Reading
* A TOUR GUIDE
* Aims:To help students set the scene.
* Content: * Chatting: Look at the picture and answer the question.
* Products:Ss say the answers aloud.
Task 3: T-Ss, * Chatting: Look at the picture and answer the
- Teacher shows the picture and ask question.
students some questions:
Next week, I am going mountain climbing.
Can you guess where I am going to?
(Himalayas)
Before we go, what should we read? A -Can you guess where I am going to? (Himalayas)
tour guide
What information can you read in a tour
guide?
While-Reading (8’)
Task 3:(5’)
* Aims:To help students have knowledge about a travel guide.
* Content: Read the travel guide entry,Make a list of the things you must bring to the Himalayas.
* Product: Read and understand the text;calls some groups to give their correct answers
Task 3: T–Ss. Task 3: Read the travel guide entry. (p. 53)
Teacher asks students to read the travel

guide entry to check their guess and sets
the time limit for reading task for 2
minutes.
Task 4: T-Ss, Ss – Ss Task 4: Make a list of the things you must bring to
the Himalayas. Then add things you mustn’t bring.
(p. 53)
MUST MUSTN’T
- In group of 3, students write as many
things they must and mustn’t bring to the
Himalayas as they can in 2 minutes. - compass - bicycle
Teacher calls some groups to give their - sleeping bag - shorts
answers and checks. - plaster - T-shirt
- packback
- waterproof coat
Post-Reading
Task(5’)
* Aims:To help students talk about what to prepare for a trip
* Content:Role-play being a tour guide and a tourist.
Tell your partner what to prepare for their trip to the Himalayas, and give reasons
* Products:Role –play in front of the class.

Task 5: T-Ss, Ss – Ss Task 5: Role-play being a tour guide and a tourist.
Tell your partner what to prepare for their trip to
- Teacher divide the class into 2 main the Himalayas, and give reasons.
group. One is a tour guide and one is a Example:
tourist. A: I'd like to go to the Himalayas next month.
B: OK. I think you must bring a waterproof coat. It's
- The tourist prepares the questions and
cold and rainy there!
the tour guide prepare the information in A: Yes. Anything else?
2 minutes. B: You must bring a sleeping bag so that you can stay
- Students work in pair. Make a here overnight. You must also bring a compass in case
conversation. you are lost.
- Teacher calls some pairs to talk in front A: Is there anything I mustn’t bring?
B: Well, you mustn’t bring bicycle because you can’t
of the class.
ride it here and it’s very cold, so you mustn’t bring
- Peer check and then teacher gives shorts or T- shirt.
feedback A: Thanks a lot.
* Products:Ss say aloud what they have just learnt .
Teacher asks students to talk about what -Making and accepting appointments
they have learnt in the lesson. - Read the travel guide
- Make a list of the things you must or mustn’t when
traveling.
6. Homework (2’)
lesson: Skills 1.
- T reminds Ss to do homework and - Learn by heart the structures about making and
prepare the new lesson. accepting appointments.
- To prepare for the next lesson: Unit 4 My
neighbourhood / Skills 1.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week : NATURAL WONDERS OF VIET NAM

I. OBJECTIVES:
- develop reading skill for general and specific information about the topic;
- use the lexical items related to the topic ‘things in nature’ and ‘travel items’;
use what they have learnt to talk about a famous place, and what people must/ mustn’t do
there.
1. Knowledge:
* Vocabulary: lexical items related to the lesson.
* Grammar: Modal Verb: must in advice
3. Attitude:To teach SS to work hard and love travelling..
4. Competences:develop reading, speaking and co-operating skills; Talk and give travel
advice
III. MATERIALS
* Preparation:
- sachmem.vn
1. Warm-up (5’)
* Aim:To introduce the topic of reading.
* Content:Game: Hidden picture.
* Products:Students’ answers.
- T- Ss Game: Hidden picture.
* Set the scene.
- Teacher sets the scene: “Next month, I am
going travelling. Guess where I will visit.”
- Let’s students guess the places by opening
the boxes one by one. The pictures are
hidden behind the boxes.
- Teacher shows the pictures on the screen. - Have you ever been to these places?”
- Teacher leads in the lesson by asking “Today, let’s see what do they have.”
questions:
- Pre teach vocabulary - tourist attraction (n) : điểm thu hút khách du lịch
- Teacher use different techniques to teach - popular (adj): phổ biến
vocab (pictures, situation, explaination…..) - landscape (n) : phong cảnh
- Repeat in chorus and individually - slope (n) : dôc, sườn
- Copy all the words - sand dune (n) : cồn cát
* Checking vocab: *Checking: Matching
3. Pre -reading (5’)

* Discussing:
Task 1:
* Aims:To activate Ss' knowledge of the topic in the reading text.

* Content: Look at the pictures and answer some questions.
* Products: Ss say the answers aloud.
Task 1:T –Ss . * Discussing:
- Teacher asks students to close the book. Task 1: Look at the pictures and make predictions
- Teacher shows the pictures of the places about the reading. (p. 54)
and asks students to answer the 1. What are the places?
questions: 2. What do you know about these places?
- Teacher invites some students to share
their discussion in front of the class.
- Teacher asks students to open the book.
Read the text and check their ideas.
Task 2
* Aims:To check students understanding of using correct lexical items about the topic.
* Content: Complete the sentences, using the words from the box.
* Products:students swap their answers with their partner and say the correct answers.
- Teacher askes students to do Exercise 2 Task 2. Complete the sentences, using the words
individually, in 3 minutes. from the box. (p. 54)
After 3 minutes, teacher lets students swap * Answer key:
1. islands
their answers with their partner.
2. wonder
Check the answers. 3. desert
4. Remember
5. visit
Task 3:
* Aims:To develop reading skill for general and specific information.
* Content: Read the text and answer the questions.
* Products: Students play game by answering the questions correctly.
Task 3: T-Ss, Ss – Ss Task 3: Read the text and answer the following
- T has Ss anser the questions by playing questions. (p. 54)
game : Lucky number. Class is divided into * Answer key:
2 groups. 1. Ha Long Bay is in Quang Ninh.
- Teacher prepares 7 numbers which 2. You can enjoy great seafood and join in exciting
includes 5 questions about their school, activities.
and 2 lucky numbers. 3. No, there isn’t. It’s like a desert, not a real desert.
- Each team takes turns and chooses a 4. You can have a picnic in Mui Ne by the beach.
number and answers the question behind 5. The best time to visit the Mui Ne Sand Dunes is
the number. If the team answers the early morning or late afternoon.
question correctly, they will get 1 point.
If the team chooses the lucky number,
they get 1 point without answering the
question and may choose another
number.
5. Post reading (5’) + Pre -speaking

Task 4
* Aims:To check students’ reading comprehension and prepare for the next part.
* Content: Make notes about one of the places in the reading
* Products:Students’ answers on the posters.
Task 4: T-Ss, Ss – Ss Task 4: Work in pairs. Make notes about one of
-Teacher asks students to work in groups the places in the reading. You can add your own
of 3 and make notes about one place in the ideas. (p. 54)
reading.
Ha Long Bay Mui Ne

- Compare the notes with other groups.
Teacher asks students to tell their partner - interesting islands - a beautiful places
about the place by looking at the notes. - many islands and caves - amazing landscapes
- beautiful beaches - different colour
- great seafood - like a desert
- exciting activities - many activities
- Teacher goes around and offers help if
needed. * Example:
- Students share their ideas with the whole Ha Long Bay has a lot of interesting islands. It also
class. has many caves and beautiful beaches. You can enjoy
great seafood here and take part in exciting activities.
6. While –Speaking (5’)

Task 5:
* Aims:To help students form the ideas for their speaking.
* Content: Some foreign visitors are visiting your city/ town/ area. You are their tour guide. Tell
them some interesting things about the place as well as what they must and mustn’t do there.
* Products:Students’ idea in groups and share with the class.

T-Ss, Ss – Ss Task 5: Some foreign visitors are visiting your
Teacher askes students to work in groups city/ town/ area. You are their tour guide. Tell
of 5. them some interesting things about the place as
well as what they must and mustn’t do there.
+ Leader?
+ Idea thinkers?
+ Where is it?
+ Presenters?
+ What does it have?
+ Drawers?
+ Are there any interesting things here?
+ What must they do or mustn’t do there?
- Teacher asks students to choose a famous
place in their city or area. * Example:
- Teacher asks students to discuss and - You must wear sun scream when you're in My Khe
make notes of the information they want beach
to share with the class. - You must go to the My Khe beach in late afternoon
- Teacher asks students to refer to the - You mustn't litter on the beach.
questions as suggestions for their notes or - You mustn't swim alone
they can do it in their own way.
- Teacher goes around and offers help if
needed.
7. Post-Speaking (3’)
* Aims:To help students use what they have learnt so far to talk about a famous place
To help students improve next time.
* Content: Students Tell some interesting things about the place as well as what they must and
mustn’t do there.
* Products:Some students share their preparation with the whole class.

- Teacher asks students to practice
presenting in their groups. * Students’ presentation
- Teacher makes sure that students speak in
full sentences.
- Then, teacher invites some groups to go
to the board and share their preparation
with the whole class.
- - Teacher allows students to give
comments for their friends and vote for
the most interesting and informative
presentation.
- Teacher gives feedback and comments.
* Content:Ss summarise what they have learnt with the two skills.
* Products: Students say what they have learnt with the two skills in font of the class.
- Teacher asks students to talk about what - 2 skills ( talk about some famous places )
8. Homework (2’)
- Teacher asks students to prepare the new - Do Ex inWB

lesson - Practice speaking a place you like.
- Prepare: Skills 2
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week : UNIT5: NATURAL WONDERS OF VIET NAM

I. OBJECTIVES:
- listening for specific information about a natural wonder;
- writing a paragraph about a natural wonder..
1. Knowledge:
* Grammar: Making suggestions, superlatives.
4. Competences:Co-operation, self- study; Students will be developed listening and
writing skills.
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm –up (5’)
* Aim: To help Ss know some famous places
To introduce about the destination in the talk.
* Content: Look at the pictures and name the places in the pictures
* Products: Ss say the correct answers aloud.
* Warm up * Game :
Look at the pictures and name
- T-Ss the places in the pictures
- Teacher encourages students to complete the task
individually.
- Teacher asks students to name the places in the
pictures.
- Teacher shows the answer and check.
* Answer key:
1. Ha Long Bay 2. Hue 3. Ha Noi
4. Mui Ne 5. Vung tau 6.
Sa Pa
 Lead in:
- T shows a picture on the screen and asks Guess the
name of the destination.
Today we are going to listen to a talk about a famous

natural wonder of Viet Nam. It’s Phu Quoc Island. Phu Quoc Island
Task 1: (5’)
* Aim:To help students brainstorm about destination in the talk.
* Content: Discuss and answer the question.
- Teacher asks students to work in groups of four to Task 1: Work in groups. Discuss
answer the question: and answer the question. (p. 55)
“What do you know about Phu Quoc Island?” “What do you know about Phu
- Teacher asks students to talk in Vietnamese Quoc Island?”
(sometimes) if they do not have enough vocabulary * Suggested answers:
in English. - a beautiful island in Viet Nam.
- Teacher asks students to share what they have - the night market,
discussed to see what they know about Phu Quoc - The food is delicious
Island. - In Kien Giang province
-
PlaytherecordingoneortwotimesforSstochecktheiranswe * Listen to the talk and check
rs. your answers.
Task 2 (5’)
* Aims:To help students develop listening skill for specific information (T / F).
* Content: Listen and tick True or False.
* Products:Listen, understand and say the answer correctly.

Task 2: T-Ss, Ss - Ss Task 2: Listen and tick True or
False.
- Teacher plays the recording once or twice. * True – False prediction:
- Teacher asks students to listen and tick the answers. Answer key:
- Teacher asks students to compare their answers with 1. T
the prediction made previously. 2. F (It has beautiful beaches and
- Teacher calls on some students to read aloud their green forest.)
answers and correct the false one(s). 3. T
- Teacher checks students’ answers as a class. 4. F (Sailing and fishing are
popular water sports.)
5. T
Post-Listening
Task 3: (5’)
* Aims: To help students develop their skill of listening for specific information
* Products:Play game in groups and say the correct answer .
- T-Ss, Ss-Ss( work group) EX: Listen again and fill in the
- Ask students to study the phrases with the blanks blanks.
carefully. Students may work in pairs to discuss the * Game: Lucky number
answers from the information they have listened. 1. Phu Quoc has beautiful
……….. and green forests.
- Play the recording again and have students write the
2. It also has………………, hotels,
answers as they listen. and bars
- T can have SS fill in the blanks by playing game : 3. Phu Quoc has an
Lucky number. international……………
- Class is divided into 2 groups. 4. Tourists can visit fishing
- Teacher prepares 7 numbers which includes 5 villages, national parks,
questions about their school, and 2 lucky numbers. ……………and temples
- Each team takes turns and chooses a number and 5.Sailing and fishing are …………
water sports
answers the question behind the number. If the team
answers the question correctly, they will get 1 point. * Audio script:
If the team chooses the lucky number, they get 1 Phu Quoc is a very beautiful island
point without answering the question and may choose in Viet Nam. It is in Kien Giang. It
another number. has beautiful beaches and green
- forests. It also has resorts, hotels,
and bars. The people here are
friendly. Phu Quoc has an
international airport, and
travelling there is easy. Tourists
can visit fishing villages, national
parks, pagodas and temples. They
also like to eat the seafood here. It
is delicious. Sailing and fishing are
popular water sports. You can buy
interesting things at the markets on
the island.
4. Pre -writing (5’)

Task 3:
* Aims:To help students talk about a travel attraction they know and collect information for
their later writing.
* Content:Fill each blank in the network with the information about a travel attraction you
know.
* Products:Ss fill the information exactly and present in front of the class.
Task 3: Fill each blank in the
– T-Ss, Ss-Ss network with the information
about a travel attraction you
-Teacher models the task by summarizing the
information of the talk with a student using the
questions in the network below:
- Teacher asks students to choose a travel attraction

they know and individually brainstorm about that place
using the network in Task 3. know.
- Teacher goes round and help if needed. T: What is the name of the attraction?
Teacher asks students to work in groups of four to Ss: It’s Phu Quoc island
T: Where is it?
introduce about their chosen places using the filled
Ss: It’s in Kien Giang
network. T: How can you go there?
- Teacher asks 1-2 students to stand up and talk about Ss: You can fly to the island because
their chosen place then give them comments. it has an international airport.
T: What can you do there?
Ss: I can visit the fishing villages, the
national parks, beautiful beaches,
temples, pagodas, etc. I can enjoy
some water sports like Sailing and
fishing or buy interesting things at the
night market.
T: What is special about it?
Ss: It’s one of the most famous
natural wonders of Viet Nam and
thousands of tourists visit it every
year.
* Aims:To teach students how to write a paragraph about 50 words about a travel attraction
they know.
* Content: Write a paragraph about 50 words about a travel attraction you know
* Products: Students’ perfect writing on the posters.
- T-Ss, Ss-Ss Task 4: Write a paragraph about
- Teacher shows the picture in Task 4 and explains to 50 words about a travel
students that they should begin the paragraph with a attraction you know. Use the
topic sentence for information in Task 3.
- Teacher asks students to use ideas they have

brainstormed to write a paragraph about 50 words
about a travel attraction they know.
- Teacher goes round and help if needed.
* Example:
I am writing about Ly Son island. It is
a beautiful island in Quang Ngai
province. And it’s not far from
here .You can go there by ship . It is a
pristine island with exotic seafood. Ly
Son island is famous for its
friendliness, long beautiful beaches,
and being “the kingdom of garlic.”
There you can enjoy great Vietnamese
seafood; Especially King crab. You
can go diving and swimming. You can
join exciting activities. I think, you
should have a visit to Ly Son.
* Aim:To peer check, cross check and final check students’ writing.
* Content:Cross check students’ writing.
* Products: Students’ writing and cross check. (individual work)
- T-Ss, Ss-Ss Task 5: Students’ writing and
- Teacher asks students to exchange their textbooks to cross check.
check their friends’ writing. * Model writing:
- Teacher then gives feedback as a class discussion. I am writing about Ha Long Bay.
It is in Quang Ninh province. It’s
very far from here
- about 500 kilomiters, so you can go
there by bus or by train. Ha long Bay
has many caves and islands. Tuan
Chau is the biggest island in Ha Long
Bay. You must take a boat ride around
the islands. There you can enjoy great
Vietnamese seafood. You can watch
traditional dance. You can join
exciting activities. Ha Long Bay is
Vietnam’s most beautiful natural
wonder.
* Products: A student says what she/ he has learnt in the lesson.

- Teacher asks students to talk about what they have - listening for specific information
learnt in the lesson. about a natural wonder;
- writing a paragraph about a
natural wonder..
* Homework (2’)
* Aim:To revise knowledge that students have gained in this lesson.
workbbook
- Teacher asks students to rewrite their writing in their - Rewrite the writing in the
books. notebook.
- Teacher asks students to prepare the new lesson. - Prepare “ Looking back and
project”
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Week : UNIT 5: NATURAL WONDERS OF VIET NAM

I. OBJECTIVES:
- review language use and skills student have learned in Unit 5;
1. Knowledge:
* Grammar: revise the use of must /mustn't and countable and uncountable nouns
4. Competences: Ss will be developed speaking, writing and co-operating skills when doing
project.
III. MATERIALS
* Preparation:
- sachmem.vn
* Check- up (5’)
* Content: Game : Brainstorming ( things in nature and travel items)
* Products: Students workgroup and write the correct answers on the board.
* Warm up (Team work)
T can have Ss listen to an EL song * Game : Brainstorming:
- T –Ss.
- Teacher divides the class into 2 big teams A

and B.
- Then, teacher asks students to work in
groups of 6.
- Write 2 main words on the board.
- One team (team A) finds all the words
related to things in nature. Another team
(team B) finds all the travel items they
know.
- Teacher asks students to make a web map in
2 minutes, try to add as many words as
possible. * Suggested answers:
- The fastest group with the most correct + Things in nature: desert, forest, mountain,
answers is the winner. lake, river, valley, cave, island, beach,…
+ Travel items: lighter, scissors, sleeping bag,
compass, plastic, backpack,….
* VOCABULARY
Task 1,2,3 (12’)
* Aim: To help students revise the vocabulary items they have learnt in the unit.
* Content: Write the name for each picture
* Products:Ss say the correct words aloud for each picture.
Task 1: Task 1: Write the name for each picture.
- T –Ss : * Answer key:
- Teacher encourages students to complete 1. waterfall
the task individually. 2. cave
- Teacher asks students to swap their 3. desert
books with their partners. 4. lake
Teacher shows the answer and check 5. beach
6. island
Task 2: Task 2: Match the name of a natural wonder

- T –Ss : on column A with a word indicating it in
column B.
- Teacher asks students to work in pairs.
Answer key:
- Teacher monitors the activity lets them 1. d
do it in 2 minutes. 2. c
- Teacher lets each pair answer. 3. a
- Teacher checks the answers with the 4. e
whole class. 5. f
6. b
Task 3: Task 3: Write the words under the pictures.
- T –Ss : Answer key:
- Teacher asks students to do this exercise 1. scissors
individually. 2. sleeping bag
3. compass
- Teacher lets students compare their 4. backpack
answers in pairs before checking as a 5. plaster
class.
* GRAMMAR (10’)
Task 4+ Task 5
* Aims: To help Ss revise the use of countable and uncountable nouns in sentences.
TohelpSsrevisetheuseofmust /mustn'tincontext.
* Content: Find the mistake in each sentence and correct it.
* Products: Studentsread the sentences carefully and correct the mistakes.
- Task 4: Task 4: Find the mistake in each sentence
T –Ss ; Ss – Ss and correct it. (p. 56)
- Teacher asks students to work * ANSWER KEY:
independently. 1. is / are
- Teacher asks students to read the sentences 2. are / is
carefully and correct the mistakes. 3. instrument instruments
- Students complete the task and discuss 4. are / is
about the answers. 5. luggages / luggage
discussion. Task 5: Complete the dialogue, using must /
mustn’t. (p. 56)
* Answer key:
Task5:
1. must
T-Ss, Ss – Ss
2. must
- Teacher lets students to work in pairs and
3. mustn’t
complete the activity.
4. must
- Teacher asks students to stand up and make
5. mustn’t
a role play.
- Teacher checks the answers with the whole
class.
* Aims: To give Ss further practice on using countable and uncountable nouns and mustn’t
* Products: Students’ full sentences on the board.
- T-Ss, Ss – Ss * Rewrite the sentences using the words in

brackets.
- T asks students work indepently. 1. There are some chairs and a table in the
.- SS sewrite the sentences using the words kitchen.
in brackets. We have………………………………….
- Ss complete the sentences in the book. .
- Teacher invites some students to complete 2. Not many people can understand his lecture.
on the board .  Only…………………………………….
- T comments and give marks. ( some / a few people can understand his
lecture)
3.It is wrong of us to throw rubbish.
We mustn’t …………………………..
4.It is necessary for us to be present at the class
discussion on Saturday.
 We must ……………………………..
5.The tour guide tells us not to throw rubbish.
 The tour guide says that we…………………
.
4. Project (5’) *
* Content: PROJECT: DREAM DESTINATION
* Products: Students’ perfect project.

* PROJECT: DREAM DESTINATION
T-Ss, Ss – Ss 1. In groups, make a poster about a natural
wonder you would like to visit. In the poster,
- Teacher sets the context: draw / print a picture of the place. Then give
+ Teacher will be a tourist who is looking for some information about the place:
a dream destination to go on holiday. • what the natural wonder is
+ Students will be the travel agents who have • where it is
to suggest the tourist by providing their • how you can go there
travel brochure (poster). • what it is special about
- Teacher divides the class into groups of 6. • what you can do there
Each group will act as a travel agency. …
- Teacher asks “the travel agencies” to 2. Introduce the attraction to your class
discuss and choose an interesting place
they would like to visit (in Viet Nam or in
the world).
- Teacher asks them to look for necessary
information for the visit, basically by
discussing the suggested questions.
-
- Students summarise the information and
design A0 size posters about the places
they would like to promote.
- Teacher asks the class to listen to the
reports and ask questions if they would like
to.
- Students will critically evaluate all the
posters, then give 1 vote for the most
attractive poster/ place.
Teacher gives comments and feedback to all
groups and awards special prize the group
which has the most votes
they have learnt in the lesson. - make Project: “DREAM DESTINATION”
”
* Homework (2’)
lesson

- Teacher asks students to complete the - Prepare for the next lesson: Unit 6 ( Getting
project and prepare the new lesson. started)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Week: UNIT 6: OUR TET HOLIDAY
Period: Lesson 1: Getting started - Happy New Year!
I. OBJECTIVES:
- use the lexical items related to “Tet”;
- use the vocabulary and structures to describe things and activities at Tet.
1. Knowledge:
* Vocabulary: Things and activities at Tet
* Grammar: Use should/shouldn’t for advice.
2. Skills: Listening and reading
3. Attitude:: To teach SS to work hard and love our Tet holiday.
4. Competences: Talking about how to prepare for Tet; Ss will be developed listening,
speaking and co-operating skills.
II. MATERIALS
- sachmem.vn
1. Warm-up (5’)
- * Aim:To set the context for the listening and reading text.
To introduce the topic of the unit.
* Content: Network – say activities about at tet
* Products:Say activities about at tet aloud (individual work)
* Warm up:Network
T – SS ( Individual work)
- Teacher writes the word TET on the board and
ask students to give any words relating to the TET
topic.
- Teacher may allow students to give a Vietnamese
word and asks other students in the class if they - decorate houses
know the equivalent in English. - eat special food
- Teacher writes on the corner of the board a list of - new clothes
the words which students cannot translate into - get lucky money
English and asks them to keep a record for later - visit relatives
reference when the unit finishes. ………
- Teacher lets students open their books and starts
the lesson.
1. What are there in the picture?
+ Lead in 2. What do you think about when talking about
- Teacher draws students’ attention to the picture in Tet?
the textbook and asks them questions about the * Suggested answers:
picture: 1. There is a peach blossom / cherry blossom
tree with red envelopes.
2. Lucky money, new clothes,…
* Pre teach vocabulary
* Aim: to introduce new vocabulary

* Pre teach vocabulary
- Teacher use different techniques to teach - celebrate (v) : kỉ niệm
vocab (pictures, situation, realia) - decorate (v) : trang trí
- family gathering (N. phr.): sum họp gia đình
- Follow the seven steps of teaching vacab.
- lucky money (N. phr.): tiền lì xì
- Repeat in chorus and individually - peach flowers (n) : hoa đào
- Copy all the words * Checking vocab: < Rub out and remember>
3. Practice: (20’)
Task 1 (5’)
* Aims:To help students get the main idea of the text.

To help students scan the text for the information to fill the blanks.
* Content: Listen and read the dialouge
* Products: Students read and understand the meaning of the dialogue.
Task 1: T-Ss, Ss-Ss Task 1. Listen and read
- Teacher asks students to look at the title of the 1. What do you think they are talking about?
conversation and the picture. 2. When is Tet?
- Teacher asks students some brainstorming 3. Is it a holiday?
questions like: 4. What do we do at Tet?
- Teacher encourages students to give their Suggested answers:
answers, but does not confirm whether their 1. They are talking about Tet/ New Year.
answers are right or wrong. 2. It’s in January/ February.
- Teacher plays the recording twice for students 3. Yes, it is.
to listen and read along. 4. We clean our houses, decorate them, meet
- Teacher has students underline the words that relatives,…
are related to the topic of the unit while they
are listening and reading.
- Teacher invites some pairs of students to read * Role play.
the dialogue aloud.
- Teacher has students say the words in the text
that they think are related to the topic Tet.
- Teacher quickly writes the words on one part
of the board.
Task 2 (3’)
* Aims: To help Ss get the main idea of the text.
* Content: Choose the correct key : What are Linda and Phong talking about?
* Products: Students say correct key aloud .

Task 2: T-Ss, Ss-Ss Task 2. What are Linda and Phong talking
- Teacher asks students what exactly Phong and about? (p. 59)
Linda are talking about.
- Teacher lets them read the three options * Answer key: B
carefully and see the difference among them.
- Teacher confirms the correct answer. (They
are talking about Tet in Viet Nam.)
Task 3:(5’)
* Aims:To help Ss scan the text for the information to fill the blanks.
* Content:Complete the sentences about Tet
* Products:Students’ correct answer on the board.
Task 3: T-Ss, Ss-Ss Task 3: Complete the sentences about Tet with
- Teacher asks students to work independently the information from the conversation in 1.
to fill each blank with the word(s) from the .
conversation. * Answer key:
1. January 2. houses
-Teacher may instruct them how to do the
3. gatherings
exercise and model with the first sentence 4. lucky money 5. break
- Allow Ss to share answers before discussing
as a class. Write the correct answers on the
board.
Task 4: (5’)
* Aims:To develop Ss' knowledge of the vocabulary relating to Tet.
* Content: Match the words/ phrases in the box with the pictures.
* Products: Students match the words and pictures exactly on the board.

Task 4: T-Ss, Ss-Ss Task 4: Match the words/ phrases in the box
with the pictures.
- Teacher lets students look at the pictures first * Answer key:
to see if they know the English words for them. 1. b 2. a 3. c 4. d
- Teacher then allows students to read the
words / phrases in the box and do the
matching.
- Teacher checks the answers as a class.
4. Production:(5’)
* Aims:To allow students’ opportunities to recognize what is related to Tet through a fun game.
* Content: Game – Is it about Tet?
* Products: Students pratise in groups.

Task 5 :T-Ss, Ss-Ss Task 5: Game – Is it about Tet? (p. 59)
- Teacher allows students some time to read the Example 1:
instruction and the example.
- Teacher demonstrates the game by saying a
word/ phrase aloud and ask students if it’s
about Tet or not.
- Teacher lets students write down two things/ Student: banh chung
activities. Class: It’s about Tet.
- Teacher goes round and helps if needed.
- Teacher divides the class into 2 or 4 teams Student: flying a kite.
and lets them compete each other. The teams Class: It’s not about Tet.
can play Rock – Paper – Scissors to decide
which team goes first.
Which team gets more correct words is the
winner.
* Content:.summarize the content of the lesson.

- Teacher asks students to talk about what they - Some new words
4. Homework (2’)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Week: UNIT 6: OUR TET HOLIDAY
I. OBJECTIVES:
- extend and practice vocabulary related to "Tet": things, activities and practices;
- pronounce and recognize the sounds /s/ and /∫/.
1. Knowledge:
* Vocabulary: Things and activities at Tet
* Grammar: Use should/shouldn’t for advice.
2. Skills: Listening , speaking and reading
4. Competences: Know pronounce and recognize the sounds /s/ and /∫/.how to ; Ss will
be developed listening, speaking .
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
vocabularies and its pronunciation
* Content: Game:NETWORK ( write things for Tet)
* Products: Students write correct answers on the board. (team work)
- T - Ss * Game:NETWORK
- Teacher divides the class into two teams, then writes the topic
“Tet holiday” on the board and gives them two minutes to
discuss. Things for Tet
- After that time, a student from each team one by one runs to the
board and writes one word.
- The team which has more correct answers is the winner.
* Suggested answer:
- Flowers
- great food
- house decoration
- new clothes
.....
(Vocab- pre-teach)
* Aim:To enrich students’ vocabulary with the topic “Tet”
* Content:Some vocabularies about Tet
* Products: Read and understand the meaning of vocab.
* Pre teach vocabulary - visit relatives: thăm họ hang bà
- Teacher use different techniques to teach vocab (pictures, con
situation, explaination …..) - watch fireworks : xem pháo hoa
- Repeat in chorus and individually - give lucky money : nhận tiền lì
- Copy all the words xì
- make a wish: làm điều ước
* Checking vocab: < What and where> - clean the furniture : lau chùi đồ
đạc
-
2. Practice (10’)
Task 1: (5’)
* Aims: To revise/ teach the words/ phrases related to Tet.
* Content: Write the words/phrases in the box under the pictures.
* Products:Ss say the correct answer.
Task 1: T-Ss Task 1: Write the
- AllowSstolookatthe picturesandseeifthey words/phrases in the box under
knowthewordsIphrasesinthebox. the pictures.
- AskthemtowritethewordsIphrasesintheboxunderthe * Answer key
pictures. 1 fireworks
Checktheanswersasaclass. 2. special food
3. fun
4. wish
5. furniture
Task2:(5’)
* Aims:To teach students how to combine a verb with a noun to talk about Tet activities.
* Content: Match the verbs with the nouns.
* Products: Ss say the correct answers ( pair work)
Task 2: T-Ss, Ss - Ss Task 2: Match the verbs with
- the nouns.
ExplaintoSsthatsomeverbsandnounsgotogetherandsomedon't
: *Answer key:
1. f (have fun)
e.g.plant/ decorate+atree,
2. e (visit relatives)
butnotcook+ atree.
3. d (give lucky money)
- Writeaverbontheboard
4. a (make a wish)
(e.g.read)
5. c (clean the furniture)
andaskSstomatchtheverbwithasmanynounsastheycanfind
6. b (watch fireworks)
- Ask Sstolook at theverbs in the Verbs box first and see
what nouns in the Nouns box they cangowith.
- AllowSstodothematchingindependently.ThenpairSsand
allowthemtosharewiththeirpartner.
Checktheanswersasaclass.
Practice
Task 3: (5’)
* Aims:To revise the words learnt in context.
* Content:Complete the sentences with the words in the box.
* Products: Ss read their correct sentences aloud .
Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences
-Teacher asks students to work independently or in pairs. with the words in the box. (p.
- Teacher encourages them to read the sentences carefully and 60)
look for clues so that they can choose the right word to * Answer key:
complete each sentence. 1. celebrate
E.g. In sentence 1, we need a verb after the subject we. We 2. peach
have two verbs in the box, clean and celebrate. Only celebrate 3. clean
can go with Tet. So the correct word is celebrate. 4. shopping
- Teacher checks the answers as a class. 5. food
- Teacher may call on some students to read the sentences
aloud.
* PRONUNCIATION
(Pre-teach the sounds /s/ and /∫/
* Aims:To help students to identify how to pronounce the sounds /s/ and /∫/
* Content: PRONUNCIATION : Sounds/s/ and /∫/
* Products: Read and know how to pronounce thesounds/s/ and /∫/.
Task 4:T-Ss, Ss-Ss
- Teacher introduces 2 sounds /s/ and /∫/ to students and lets PRONUNCIATION
them watch a video about how to pronounce these two sounds. * Sounds /s/ and /∫/
- Teacher asks students to give some words containing these * Suggested answers:
sounds. /s/: see, sun, say, swim,…
/∫/: show, should, shower, wash,
…
* Practice
Task 4:(5’)
* Aims:To help students identify how to pronounce the sounds /s/ and /∫/ and practise pronouncing
these sounds in words.
* Content:Listen and repeat the words
* Products: Students pronounce words exactly.
Task 4 :T-Ss, Task 4: Listen and repeat the
- Teacher may write two Vietnamese words on the board first, words. (p. 60)
e.g. xách and sách.
- Teacher asks students to say the words aloud and draw their *Audio script:
attention to the difference in the pronunciation of x and s.
- Teacher writes the words see and she under the words xách shopping special
and sách and read aloud the four words. spring wish
- Teacher lets students elicit the difference in the two sounds /s/ rice celebrate
and /∫/ in English.
- Teacher has some students read out the words first. Then play
the recording and ask students to listen and repeat.
- Teacher plays the recording as many times as necessary.
- Teacher calls on some students to check.
Task 5: (5’)
* Aims:To help students pronounce the sounds /s/ and /∫/ correctly in context.
* Content:Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the underlined
words.
* Products: Whole class practice reading the poem exactly.
Task 5 :T-Ss, Task 5: Listen and repeat the
poem. Pay attention to the
- Teacher plays the recording for students to listen to the poem. sounds /s/ and /ʃ/ in the
Then play the recording again for them to listen and repeat. underlined words.
- Teacher asks students some time to practise reading the poem * Audio script:
among themselves. Spring is coming!
- Ask them to pay attention to the underlined words with the /s/ Tet is coming!
and /∫/ sounds. She sells peach flowers.
- Go around and correct pronunciation if needed.
Her cheeks shine.
- Teacher asks for some volunteers to stand up and read the
poem aloud. Her eyes smile.
Her smile is shy.
She sells peach flowers
* Content: game - Sentence race
* Products:Students pratise in groups.
- Teacher divides the class into 4 big teams. * Game:Sentence race

- All the teams have to produce the longest sentence that * Suggested sentences:
contains the most /s/ and /∫/ sounds in 5 minutes. Then, each The tongue twister: Seashells
team takes turn to present their sentence, which team has the - She sells sea shells by the sea
longest sentence that has the most /s/ and /∫/ sounds wins. shore.
- The shells she sells are surely
seashells.
- So if she sells shells on the
seashore.
- I'm sure she sells seashore
shells.
* Content: Vocab and how to pronouncethesounds/s/ and /∫/
* Products:Sayaloudwhat theyrememberfromthelesson.
- Teacher asks students to talk about what they have learnt in - Vocabulary and how to
the lesson pronounce the /s/ and /∫/
5. Homework (2’)
* Aim:To revise what they have learnt and prepare for the next lesson.

- T reminds Ss to do homework and prepare the new lesson. - Learn by heart all the new
words.
- Find 5 new words that haven’t
been mentioned in the lesson with
the sound /s/ and /∫/.
- Prepare lesson 3 ( A closer look
2)..
*- Evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Date :…………..
Week : UNIT 6: OUR TET HOLIDAY

should / shouldn’t & some / any
I. OBJECTIVES:
- use should and shouldn’t to make advice;
- use some and any to talk about quantity.
1. Knowledge:
* Vocabulary: vocabulary related to Tet
* Grammar:should and shouldn’t ; some and any
2. Skills: Listening and reading
4. Competences: -giving advice.
III. MATERIALS
* Preparation:
- sachmem.vn
IV. PROCEDURES: (STAGES)
* Warm-up (5’)
* Aim:To activate students’ prior knowledge and vocabulary related to the targeted grammar and
to increase students interest.
* Content: Game: Pelmanism ( words and the meaning of words.)
* Products: Students’ correct choice. (team work)
* Warm up (group work) * Game:
- T – Ss Pelmanism
- Teacher divides the class into 2 teams. EX 1.
- Teacher put 12 sets of numbers, one includes word and the meaning of words. Fireworks 
- Members from two teams choose the pair of number . 8. Pháo hoa
- The group with the most correct word will be the winner
- Lead in :
These are activities at Tet.
Today we are going to learn about the things we should or shouldn’t do
1. Presentation 1 (10’)
* Aim:To teach some vocab related the lesson.
To introduce targeted grammar of “should / shouldn’t” and “some / any”.
* Content:Some vocab and grammar :Should / shouldn’tfor advice
* Products:read and understand the meaning of words; know how to use Should / shouldn’t
* Pre – vocab * Vocabulary:
- T - Ss
- Teacher use different techniques to teach vocab (pictures, situation, - behave (v):
explaination …..) cư xử
- Repeat in chorus and individually - plant (n, v):
- Copy all the words trồng cây, cây
cảnh
- fight (v):
đánh nhau
* Pre –teach grammar - break (v):
làm bể, làm vỡ
- T asks Ss to look at the picture and comment.
- T set the scene. * Checking
- T writes the sentences on the board. answers on the board. vocab: < Rub
- T checks the meaning, use and form of the structure out and
remmember>
I.
GRAMMAR
1:
+ Should /
shouldn’t for
advice
1. Model
sentences:
- Nam, you
s
h
o
u
l
d
n
’t
w
e
t
t
h
e
fl
o
o
r.
- You should
t
a
k
e
y
o
u
r
r
a
i
n
c
o
a
t
o
ff
fi
r
st
.
* Note:
- Form:
should(n’t) +
bare-inf..
- Meaning:
should: nên,
shouldn’t :
không nên
- Use: express
advice
Practice
Task 1 (5 ’)
* Aims: To give students more opportunities to practise the use of should / shouldn’t in real
context.
* Content: Look at the signs at the library and complete the sentences with should or shouldn’t.
* Products: Students say the correct answers aloud.
Task 1:T –Ss : Task 1: Look
- Teacher writes the word LIBRARY on the board and asks students to say what at the signs at
they should/ shouldn’t do when they are in a library. the library
- Teacher then asks students to look at the four signs in the library and lets them and complete
complete the sentences. the sentences
- Teacher asks them to swap their answers with a partner. with should or
- Teacher calls students to read aloud the sentences and checks their answers as shouldn’t. (p.
a class. 61)
- If there is still time, teacher asks students to refer to the notes of In the * Answer key:
classroom on the board and practise saying the sentences with should/ 1. should
shouldn’t. 2. shouldn’t
- Teacher asks students to look at Remember!box and allow them one minute 3. should
to memorise it. 4. shouldn’t
We use should
for things that
are good to do.
We use
shouldn’t for
things that are
not good to do
Task 2 (5)’
* Aims:To helpSsseewhatactivityisgood/notgoodtobedoneatTet.
* Content: Tick the activities children should do at Tet and cross the ones they shouldn’t.
* Products: Students tick in the textbook and share the partner.
Task 2:T –Ss : Task 2: Tick
- Teacher asks students to look at the pictures and read the phrases under the the activities
pictures. children
- Teacher then ticks (it’s good) or cross (it’s not good) each picture. The should do at
pictures help make the meanings of the phrases clear. Tet and cross
- Teacher checks the answers as a class. the ones they
shouldn’t.
Suggested
answer:
1.  2. ×
3.  4. ×
5. 6. 
7. × 8. ×
Task 3 (5’)
* Aims:To help Ss form sentences using should / shouldn't.
* Content: Look at the activities . Take turns to say what you think children should/ shouldn't do.
* Products: Ss play a game and say the correct sentences.
Task 3 :T –Ss ; Ss- Ss Task 3: Work
- This activity allows students to produce sentences with the target language of in pairs. Look
should / shouldn’t, using the prompts in Task 2. at the
- Teacher asks students to do the task by playing game: Lucky number. activities in 2.
- T devides the class into 2 teams Take turns to
- Teacher prepares 7 numbers which includes 5 questions about their school, say what you
and 2 lucky numbers. think children
- Each team takes turns and chooses a number and answers the question behind should/
the number. If the team answers the question correctly, they will get 1 point. If shouldn't do.
the team chooses the lucky number, they get 1 point without answering the * Playing game
question and may choose another number. : Lucky number
* Answer
Key:
1. Children
should plant
trees.
2.Children
shouldn't break
things.
3. Children
should go out
with friends.
4-. Children
should make a
wish.
5. Children
shouldn't fight.
6. Children
should help
with
housework.
Presentation.
GRAMMAR 2.
* Aims: To introduce targeted grammar of “some / any”.
* Content: Grammar: Some/ anyforamount
* Products:. Undertand and know how to use some/ any
* T-Ss,
* Some/
* Pre –teach grammar anyforamoun
- AskSstoreadtheRemember!box. t
* Some/ any :
- Tellthemtopayattentiontothephrases
một vài, một ít
inboldinthesentencestoseehowsomeandanyareuseddifferently(positive,ne 1. Model
gative,andquestion). sentences:
- (+) My mother
Remindthemthatsomeandanycanbeusedwithbothcountable/uncountableno bought some
uns.Whentheygowithcountablenouns,thenounsarealwaysinplural. fruits.
(+) I need
some milk for
the cake.
(-) I can’t
answer any
questions.
(?) Do you
have any
sugar?
* Note:
- Some : Dùng
trong câu
khẳng định.
- Any : Dùng
trong câu phủ
định và câu
hỏi.
* Ngoại lệ câu
mời : Would
you like some
tea?
Practice 2
Task 4 ( 5’)
* Aims:To give Ss some controlled practice on the use of some / any.
* Content: Complete the sentences with some and any.
* Products: Students’ correct answers.
- Teacher applies the rules in the box. Content

Task 4:
- Teacher asks students to look for clues Complete the
(+ or - / ? sentences) and decides whether to use some or any. sentences with
- Checktheiranswersasaclassandexplainthechoice. some and any.
* Answer key:
1. some, some
2. any, any
3. any, some
Production
Task 4 ( 5’)
* Aims:To give students much freer practice with some/ any in real context.
* Content: Game – What’s there in the fridge?
* Products: Students say the correct sentences aloud.

Task 5: Game
- Teacher divides the class into 4 groups. – What’s
- Teacher asks students to look at the fridge and read the example. there in the
- Teacher draws students’ attention to the change of the verb be in the use with fridge?
some or any (in the examples). * Suggested
-Teacher reads out loud the things in the fridge, and also the things that aren’t in answers:
the fridge (to practice negative form). 1. There are
- The team which raise their hands the fastest will get the chance to answer. some eggs
- Each correct answer gets 10 points. (in the
 The team with the most points in the winner fridge).
2. There is
some fruit
juice.
There are
some packs
of fruit juice.
3. There are
not any
apples.
4. There is not
any bread.
5. There are
some
bananas.
6. There is
some cheese
Consolidation (3’):
Teacher asks students to talk about what they have learnt in the lesson. * Grammar:
+ Should /
shouldn’t for
advice
+ Some/
anyforamoun
t
4. Homework (2’)
lesson

- T reminds Ss to do homework and prepare the new lesson. - Do exercises
in the
workbook.
- Prepare
lesson 4
( communicati
on)
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..

I. OBJECTIVES:
- introduce New Year’s wishes;
- introduce students to some New Year’s practices in other countries.
* Vocabulary: vocabulary related to Tet.
* Grammar: Saying New Year's wishes.
2. Skills: Speaking and reading
3. Attitude:: To teach SS to work hard and love our Tet holiday
4. Competences:develop reading, speaking and co-operating skills.summarizing , know how
to say New Year's wishes to your friends,…..
III. MATERIALS
* Preparation:
- sachmem.vn
1.Warm-up (5’)
* Aim:To introduce the topic.
* Content: Game: Matching ( flags and the names of the countries).
- * Products: Ssmatchflags and know the names of the countries correctly .
* Warm up * Game: Matching
- T – Ss
- Teacher shows students the flags of five A. Romania
countries and asks them if they know the 1.
names of the countries.
- Teacher divides the class into 2 teams. 2. B. Switzerland
- Teacher showsthe flags of five countries
and the names of the countries
- Members from two teams take turns and 3. C. Japan
match the names with the correct pictures
as fast as possible.
- The team matched faster and correctly is D.Thailand
the winner. 4.
5. E. Spain
- Lead in: 1- C ; 2- D ; 3- A; 4- E; 5- B.
- Teacher asks students how people in
different countries celebrate their New
Year.
- Teacher asks students how people wish
others on New Year holiday.
- Teacher sums up some common wishes.
* EVERYDAY ENGLISH
Saying New Year’s wishes.
Task 1: (5’)
* Aim:1. Presentation 1 (10’)
* Aim:To teach some vocab related the lesson.
To introduce New Year’s wishes.
* Content: Some vocab related to the lesson.
* Pre- teach Vocab. * Vocabulary:
- T - Ss
- Teacher use different techniques to teach - Japan (n): Nhật
vocab (pictures, situation, explaination - Spain (n): Tây Ban Nha
…..)
- Switzerland (n):Thụy Sĩ
- Repeat in chorus and individually
- Copy all the words - rice cakes (n): bánh gạo
- bathe (v): tắm
- ice hole (n): hố băng.
* Checking Vocab : Rub out and - throw water ( phrv): ném nước, tạt nước
remmember
Task 1: Listen and read the New Year’s wish.
Task 1 +
- Teacher turns on the audio, students Wishingyoujoy&laughter...fromJanuarytoDecember!
listen and read the New Year’s wish. * Note:
 Students come up with the patterns: Wishing you/ I wish you + noun/noun phrase.
Teacher asks students can they add some * Some common wishes on New Year holiday,
more wishes. - Happy New Year
- Wish you healthy and successful .
-Best wishes for the new year.
3. Practice (20’)
Task 2: (5’)
* Aims:To practice saying New Year’s wishes.
* Content: Practise saying New Year’s wishes to your friends
* Products: some students say the wishes aloud. In front of the class.
Task 2:T –Ss : Ss- Ss Task 2: Practise saying New Year’s wishes to your
-Students work in groups and say New friends, using the suggestions below or creating your
Year’s wishes. own.
- Teacher calls on some students to say * Suggested answer.
the wishes aloud. -I wish / Wishing you happy days all the year round.
- I wish / Wishing you good health and happiness.
- I wish / Wishing you success in your work and a happy New
Year.
- I wish / Wishing you success in your study and laughter all
the year round.
- I wish / Wishing you a year full of joy and success.
-I wish / Wishing you love and care from everybody around
you.
4. Pre – reading (5’)

* NEW YEAR PRACTICES IN THE WORLD
* Aims:Introduce some New Year’s practices to students.
* Content: Match the sentences with the pictures. Then match them with the countries
* Products: Students’correct answers on the board.
Task 3: T–Ss Task 3: Match the sentences with the pictures. Then
- Teacher lets students read sentences match them with the countries.
first. * Answer key:
- Teacher explains new words if they
don’t know. (hole, throw water) 1 - b- the USA
- Teacher asks students to look at the 2 - c - the Russia
pictures and do the matching. 3 - a - Japan
- Teacher checks their answers as a 4 - d - Thailand
class.
- Teacher then moves on to the next
part, asks students if they know
which country each practice is from.
- Teacher asks students to look at the
names of the countries and do the
matching.
- Teacher checks answer as a class.
While-Reading (8’)
Task 4:(5’)
* Aims:To help students have knowledge about a travel guide.
* Content: Read how people in different countries celebrate their New Year. Then match the
countries with the activities.
* Product: Students say the correct answer key .
Task 3: T–Ss. Task 4: Read how people in different countries
- Teacher allows students some time to celebrate their New Year. Then match the countries
read the New Year’s practices in five with the activities.
countries and do the matching.
- Teacher checks their answers as a => Answer:
class, asks students to read aloud the 1- b 2- a 3- e 4- c 5- d
sentences that support their answers.
6. Post-Reading
Task 5 (5’)
* Aims:To helpSstalkaboutNewYear'spracticesaroundtheworld.
* Content:Each student chooses one activity andThe group says which country he/ she is talking
about.
* Products:Student describe the activities exactly. ( group work)

Task 5: T-Ss, Ss – Ss Task 5: Work in groups. Each student chooses one
activity from 4. Take turns to say them aloud. The
- Teacher asks students to underline all group says which country he/ she is talking about.
the activities they find in the * Example:
passages.  Students memorize the - They throw water on other people.
key words to help them talk. - It's Thailand.
- Teacher calls on students and ask 1/ They put 12 grapes in the mouth.
them to describe the activities they - It’s Spain.
have chosen to the group. 2/ They ring bells 108 times.
- The group/ The class gives the name - It’s Japan
of the country. 3/ They throw coins into a river.
- It’s Romania.
* Content: Summarize the content of the lesson
* Products:Ss say aloud what they have learnt .
Teacher asks students to talk about -vocabulary related to Tet
what they have learnt in the lesson. - saying New Year’s wishes.
6. Homework (2’)
lesson: Skills 1.
* Content:Revise the lesson and prepare for the next lesson and do exersie in the workbbook
- T reminds Ss to do homework and - Choose a New Year celebration in the world and find out
prepare the new lesson. the information about it.
- To prepare for the next lesson: Unit 6 Skills 1.
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
I. OBJECTIVES:
- develop reading skill for specific information;
- express judgement about the what children should/shouldn’t do at Tet.
1. Knowledge:
* Vocabulary: lexical items related to the lesson.
* Grammar: should /shouldn’t + V
3. Attitude:To teach SS to work hard and love Tet holiday;undestand something should
/shouldn’t do at Tet holiday.
4. Competences: develop reading, speaking and co-operating skills; Talk about activities at
Tet.
III. MATERIALS
* Preparation:
- sachmem.vn
1. Warm-up (5’)
* Aim: To help students be excited in class.
To revise the old knowledge.
* Content: Listen an English song ; matching contries with their activities.
* Products:Students say the answers correctly.
- T- Ss:. * Warm-up : Listen an
- Have SS listen an EL song English song
* Matching
- Teacher divides the class into 2 teams.
- Teacher asks Ss match the names of countries with theactivities. Countries Activities
- . Members from two teams take turns and matchs the names with the
correct activites as fast as possible. The team matched faster and 1. Japan a. put 12 grapes in
correctly is the winner. 2. Spain b. ring bells 108 ti
3. Switzerland c. throw coins into
4. Romania d. throw water on
5. Thailand e. drop ice cream o
1 – b: 2 – a: 3 – e: 4 – c:
5 – d:
2. Pre- reading (7’)

Pre – teach vocab
* Aim:To provide students with some lexical items before reading the text.
To let students find out the meanings of these lexical items themselves based on provided context.
- cheer (v) : reo hò

- Pre teach vocabulary - strike midnight (v) : điểm
- Teacher use different techniques to teach vocab (pictures, situation, nữa đêm
explaination…..) - light up (phrv) :chiếu sáng
- Repeat in chorus and individually - custom (n) : phong tục
- Copy all the words - enough (determiner) : đủ
- salt (n): muối
- cry sound (phrn): tiếng khóc,
tiếng kêu
- poor (adj): nghèo
* Checking vocab:
*Checking: What and where
Pre- reading (5’)
* Aims:To introduce the topic of reading.

* Content: chatting ( some questions)
* Products: Ss anwer the questions correctly.

T –Ss *Children in different
- T has look at the pictures and asks Ss countries are talking about
some questions. their New Year.
- T asks Ss match 3 names of children with 1. What is his/ her name?
3 pictures of countries. 2. Where is he/ she from?
- And then lead in reading part. * Matching: Name with
pictures
While – reading (10’)

* Aims:To develop reading skill for specific information.
To helpSsbroadenanddeepentheirknowledgeaboutNewYears.
* Content: Read the passages and decide who says sentences 1 – 5.
* Products: Ss say the correct answers aloud.
Task 1:T –Ss Task 1:Read the passages
and decide who says
- Teacher reminds students on how to scan a text. sentences 1 – 5. (p. 64)
* Scanning:
1. Know what you are looking
for. (read the questions and
- Teacher asks students to work individually. underline key words in each
- After the time is over, teacher asks students to compare their question)
answers together, and discuss with each other if they don’t have the2. Identify the key words in
same answers. text and move quickly
- Teacher checks the answers in the whole class and asks for students’
explanation. 3. Read the rest of the text.
(when you find key words,
read the surrounding words to
check your answers)
* Answer key:
1. C 2. A 3. B
4. C 5. D
Task 2(5’)
* Aims:To check students’ reading comprehension.
* Content: Test your memory – grab the words game.
* Products:Work in groups and give the correct answers.

T –Ss Task 2
- This job can be done ideally by asking Ss nottolook back at the * Test your memory – grab
passages and see how many questionsthey answer correctly. the words game.
- T may turn it into a competition between groups. Then have
them refer to thepassagesandchecktheiranswers. + The things appear in the
passages: a, b, c, e, f, g
- Checktheiranswersasaclass. + The things don't appear in
the passages: d, h
5. post -reading (5’)

* Aims:To check students’ reading comprehension
* Content: : Answer some questions: GAME: LUCKY NUMBER
* Products:Answer the questionss exactly by playing game,.
Task 3: T-Ss, Ss – Ss EX: Answer some questions:
- T asks Ss to answer some questions by playing game : lucky number GAME: LUCKY NUMBER
1.Who does Russ often go to
- Class is divided into 2 groups. Times Square to welcome the
- Teacher prepares 8 numbers which includes 6 questions about their New Year?
school, and 2 lucky numbers. 2.What do everybody do when
- Each team takes turns and chooses a number and answers the the clock strikes midnight in
question behind the number If the team answers the question the USA?
correctly, they will get 1 point. 3.What does Wu do On New
- If the team chooses the lucky number, they get 1 point without Year’s Day?
answering the question and may choose another number. 4.Does Wu go out and have a
- The team which has more points will be the winner. day full of fun ?
5.Where does Mai learn some
customs about Tet from?
6. Are cats lucky animals in
Viet Nam?
* Answer key:
1. with his parents .
2. Everybody cheers and
sings.
3. dress beautifully and go
to his grandparents’
houses.
4. Yes, he does..
5. Her parents.
6. No. they aren’t . (Dogs
are lucky animals.)
Pre –speaking (5’)

Task 3
* Aims:To helpSstalkabout whattheyhaveread.
* Content: discusswhattheydo/don'tdoduringTet.
* Products:Students write (or say) the perfect sentences on the board.
Task 3: T-Ss, Ss – Ss Task 3: Work in groups.
- AskSstoworkingroups todiscusswhattheydo/don'tdoduringTet. These are some activities
- CallonsomeSstoreporttheresultsoftheirgrouptotheclass. from the reading passages in
- 1. Tell your group if you do
EncourageSstoextractmoreactivitiesfromthepassagesin1thantheone them during Tet.
slistedin3,orprovidemoreactivitiesandseeifSsdothem. * Example:
- I always watch fireworks on
New Year's Eve.
- I don’t sing when the New
Year comes.
- I always get lucky money at
Tet.
- I usually go out and have fun
with my friends.
- I always dress beautifully at
Tet.
6. While –Speaking (5’)
* DISCUSSION
Task 4
* Aims:To helpSsexpress theirown ideasonwhatchildrenshould/ shouldn'tdoatTet.
* Content: Read the list and discuss what you should or shouldn’t do at Tet
* Products:Students’ idea on the posters and discuss in groups.

T-Ss, Ss – Ss Task 4: Work in groups.
- Teacher draws students’ attention to the example provied, and asks Read the list and discuss
2 students to model the conversation. what you should or
shouldn’t do at Tet.
- Teacher tells students that to form an opinion using should/
- break things
shouldn’t, students have to decide whether each activity is good. - play games all ni
- make a wish - invite friends hom
- Teacher asks students to work in groups of 4 to talk in their groups
- dress beautifully - ask for lucky mon
and encourages them to use the languages from the example. - say "Have fun!" to friends - play loud music
- Teacher goes around the class and offers help if needed. - help decorate our houses
-Teacher calls students to share their opinions with the class. Example:
A: We should dress
beautifully at Tet.
B: I agree. Should we ask for
lucky money?
C: No, we shouldn't.
A: We should help decorate

our houses.
B: I agree. Should
we play games all night?
C: No, we
shouldn't.
7. Post-Speaking (3’)
* Aims:To provide students to use their own knowledge and the knowledge they have gained in the
lesson today to talk in groups in a less controlled way
* Content: Questions:“What the children in the USA should or shouldn’t do during the New Year?”
* Products:Students’ opinion are reported in front of the class

- T - Ss, Ss – Ss * Questions:
- Teacher asks students whether they still remember Russ from the - “What the children in the
USA, and asks Ss to discuss freely in pair: USA should or shouldn’t do
- Teacher encourages students to freely express their opinion. during the New Year?”
- Teacher calls some students to report their opinion to the whole
class.
+ Note: There is no right or wrong for this question. Students can
make guesses based on what they know.
* Content:Ss summarize what they have learnt with the two skills.
* Products: Students say what they have learnt with the two skills in font of the class.
- Teacher asks students to talk about what they have learnt in the - 2 skills ( Talk about
lesson. whatchildrendo/don'tdoorsho
uld/shouldn'tdoatTet)
8. Homework (2’)
- Teacher asks students to prepare the new lesson - Do Ex in WB

- Prepare: Skills 2
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………
Date :…………..
Period : Lesson 6: Skills 2
I. OBJECTIVES:
- listen for specific information about preparations for Tet;
- write an email about what people should/ shouldn’t do at Tet.
1.Knowledge:
* Grammar: Present simple, should/ shouldn't
2. Skills: Listening and writing (reading,speaking)
3. Attitude:To teach SS to work hard , love our Tet holiday; undestand something should
/shouldn’t do at Tet holiday.
4. Competences:Know how to use should/ shouldn’t ; Students will developed listening
and writing skills.
III. MATERIALS
* Preparation:
- sachmem.vn
* Warm-up (5’)
* Aim:- Check students’ knowledge related the previous lesson
- To introduce the topic of listening.
* Content: Watch a clip and write activities about Tet
* Products: Students' answers on the posters
* Warm up ( Team work) * Memorising game:
T -Ss Watch a clip and write
- Teacher divides class into 2 teams. activities about Tet
- Teacher asks students to look at the TV, shows the screen and asks
them to memorise activities about Tet in the clip in 2 minutes. * suggested anwser:
- watching fireworks -
- The team who write activities more correctly is the winner. going to the pagoda
- Ss write activities on the posters. - buying flowers -
gathering family
- buying new clothes -
getting lucky money
- making Chung cake -
eating special food
-…
2. Pre -listening (5’)
* Aim: To help students brainstorm ideas about Tet preparation andintroduces the topic of
listening.
* Content: Question about Tet preparation’
* Products: Students say answers correctly.
- Tasks Ss a question about preparing for Tet. * Question:
- Ss answer question individually - How does your family
- T feedbacks and introduces the topic of listening. prepare for Tet?
+Lead in: * Suggested answers:

Now we are going to listen to Nguyen’s letter to his pen-friend – S1: Buy new clothes
Tom about how his family prepares for Tet. Clean the house
S2: Decorate the
house
Cook chung cake.
S3: ……………………….
Task 1: (5’)
- * Aims: To help students develop listening skill for specific information.
- To help students develop listening skill for specific information (short-answer question).
- To help students combine listening and writing at the same time.
* Content: Listen and tick the things you hear (work individually)
* Products: Students tick answers correctly
Task 1:T –Ss : Ss- Ss ( individual work) Task 1: Listen and tick
- Teacher asks students to read aloud the list of words, makes sure the things you hear.
students produce them correctly. This would help them recognize (p. 65)
the key words when they are doing the listening.
- Teacher plays the recording one or two times (depending on * Answer key:
students’ levels). old things, peach flowers,
- Teacher lets students work individually. new clothes, wishes
- Teacher asks students to compare their answers in pairs.
- Teacher checks the answers as a class.
Task 2 (7’)
* Aims:To help students develop listening skill for specific information (short-answer question).
- To help students combine listening and writing at the same time.
* Content: Listen again and answer the questions in one or two words by playing game : Who’s
faster ?
* Products: say ( write) the correct answers.
Task 2: T-Ss, Ss - Ss Task 2: Listen again and
- answer the questions in
HaveSsreadthequestionsfirsttodeterminewhatinformationisneeded one or two words. (p. 65)
toanswerthequestions.
- Remindthemthatonlythekeyword(s)is/areusedfortheanswers. Game: Lucky apple
- Playtherecording.HaveSslistenandwritetheiranswers by playing
game:
- Who’s faster?
- Teacher prepares 7 numbers which includes 5 questions in task 2,
and 2 lucky numbers.
- The student who raises his / her hand the fastest gets to choose a
number and answers the question behind the number. If the student
answers the question correctly, they will get 1 point. If the team
chooses the lucky apple, they get 1 point without answering the
question and may choose another apple. * Suggested answer.
- Apple 1 : Q 2 – (Their)
- Have Ss copy down the answers. house
- Apple 2: Lucky apple
- Apple 3: Q3 – Red
- Apple 4: Q1 – old things
- Apple 5: Lucky apple
- Apple 6: Q4 – his father
- Apple 7: Q5 – anything
* Aims: To test students’ memory for the listening text in a creative way; to check students’
listening comprehension
* Content:Summarize the information of the listening part.
* Products: Students’ summarization about some main information of the listening part
Task 3:T-Ss, Ss-Ss( work group)
- Students work in groups of four. * Summarize the
- Teacher asks students to summarize the information in the listening information of the
part and talk about it. listening part.
- Teacher helps if necessary.
AUDIO SCRIPT
Tet is coming and I'm very
happy. We do a lot of things
beforeTet. We throw some
old things away.We clean
and decorate our homes.
Mymother goes shopping
and buys food, red
envelopes, andpeach
flowers. She also buys new
clothes for us.My father
makes banh chung and
cooks them on anopen fire.
He says that I should make
some wishes at Tet, and I
shouldn't break anything. It
bringsbadluck.
* Aims:To helpSsbrainstormideasfortheiremailand to review Tet vocabulary.
* Content: list of four things that you think children should and shouldn’t do at Tet
Task 3: T-Ss, Ss – Ss ( work in groups) Task 3: Work in groups.
- Teacher divides students into groups of four to discuss and make a Discuss and make a list
list of the things they think children should/shouldn’t do at Tet. of four things that you
- Teacher guides students to write short phrases/ notes instead of full think children should
sentences here. and shouldn’t do at Tet.
- Teacher walks around and observes students’ performances. If (p. 65)
students come up with any new activities or things, teacher writes it => Eg:
on the board for other students to see and discuss. 1. Children should visit
relatives with parents
2. Children should wear
beautifful clothes
3. Children shouldn't
break things
4. Children shouldn't play
card all night
……………………………
…
* Aim:To help students complete an email talking about what people should/shouldn’t do at Tet.
* Content:Complete the email
* Products: Students’ writing. (individual work)
Task 4: T-Ss, Ss – Ss ( work individually) Task 4: Complete the
- email, using your ideas
- Teacher asks students to read what has been written in the in 3. (p. 65)
incomplete email, and ask students to decide what will come in Dear Tom,
between the sentences. Tet is coming. I will tell
- Teacher lets students do this task individually. you more about our Tet.
Teacher walks around the class and offers help if needed. At Tet, we should visit
relatives with parents. We
should, wear beautifful
clothes too. But
we shouldn't break
things. We shouldn't play
cards all night, either.
Please write and tell me
about your New Year
celebration.
Yours,
Nguyen
* Aim: To cross check and final check students’ writing.
* Content:.Share your writing with the class
* Products: Students’s perfect writing

- Task 4: T - Ss, Ss – Ss
- Teacher asks students to exchange their textbooks to check their Share your writing with
friends’ writing. the class
- Teacher then calls one or two students to share their writing with
the class.
Teacher gives feedback.
* Content:talk about what they have learnt in the lesson.
* Products:Students’s answers.

- Teacher asks students to talk about what they have learnt in the -Listen for specific
lesson. information about
preparations for Tet;
- Write an email about
what people should/
shouldn’t do at Tet.
* Homework (2’)
- Aim: To revise the knowledge and rewrite their writing in the notebooks.
* Products: Students’ textbooks and workbooks
- Teacher asks students to write down the paragraph in their Rewrite your
notebooks. writing.
- Teacher asks students to prepare the new lesson. Do the exercises
in workbook.
Prepare
LOOKING BACK
AND PROJECT..
* Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….
Date :…………..
Week : UNIT 6: OUR TET HOLIDAY.

I. OBJECTIVES:
1. Knowledge:
* Grammar: should/ shouldn't + V
2. Skills: Reading, speaking and writing
3. Attitude:: To teach SS to work hard and undestand something should /shouldn’t do at Tet.
4. Competences: Ss will be developed speaking, writing and co-operating skills when doing
project.
III. MATERIALS
* Preparation:
- sachmem.vn
* Check- up (5’)
* Content: Look at the pictures and Write Activities you should do/ shouldn’t do at Tet
* Products: Students’ perfect sentences on the board.
* Warm up * Warm up : Look at the pictures and Write
- T –Ss ; Ss - Ss Activities you should do/ shouldn’t do at Tet
- Teacher divides the class into 2 big
groups. * Suggested answers:
Teacher asks students toook at the pictures -You should cook Chung cake.
and Write Activities you should do/ - You shouldn’t eat a lot of sweets.
shouldn’t do at Tet - You should watch fireworks.
The group having the most suitable and ………………..
correct answers is the winner.
* VOCABULARY
Task 1,2 (10’)
* Aim:Task 1:To help students revise the vocabulary about things and activities at Tet.
Task 2: To help students revise the vocabulary about Tet in context.
* Content: Match the verbs on the left with the nouns on the right.
* Products:Ss say the correct answers key aloud.
Task 1: Task 1: Match the verbs on the left with the
- T –Ss : nouns on the right.
- Teacher encourages students to * Answer key:
complete the task individually. 1. D 2. C 3. E
- Students exchange their textbooks to 4. A 5. B 6. F
compare their answers together.
- Teacher gives feedback to the whole
Task 2: Complete the sentences with the
class.
words/phrases in the box. (p. 66)
* Answer key:
Task 2:
1. lucky money
- T –Ss :
2. cleaning
- Teacher encourages students to 3. Banh Chung
complete the task individually. 4. peach
- Student exchange their textbooks to 5. gathering
discuss the reasons why they are
choosing the appropriate
words/phrases.
discussion.
* GRAMMAR (10’)
Task 3+ Task 4
* Aims: Task 3-To help students revise the use of should/ shouldn’t in context; to let students
learn how to behave well at other people’s houses.
Task 4 - To help students revise the use of some/anyin context.
* Content: Tick () the things a child should do and cross (x) the things he/ she shouldn’t
when visiting someone’s house at Tet
* Products: students write the perfect sentences on the board.
- Task 3: T-Ss Task 3: Tick () the things a child should do
- Teacher highlights the new situation of and cross (x) the things he/ she shouldn’t when
visiting someone else’s house, a popular visiting someone’s house at Tet. Then write
activity for children at Tet. sentences using should/ shouldn’t. (p. 66)
- Teacher has students read the phrases * Suggested answers:
first, tick or crosses each one as they 1. He/she shouldn’t enter a room without asking
wish. for permission.
- Teacher lets students write the sentences 2. He/she should ask to use the toilet.
individually. 3. He/she should ask to take things for a shelf.
- Teacher calls on some students to say 4. He/she shouldn’t make a lot of noise.
the sentences aloud and sees if others 5. He/she should ask for some water if he/she feels
agree. thirsty.
- Teacher checks their answers as a class.
- Teacher asks if students can suggest any
other behaviours with should/shouldn’t.
Task4 : Task 4: Read the passage and fill the blanks

T-Ss, Ss – Ss with some or any. (p. 66)
- Students work individually.
- Teacher asks students to look for clues * Answer key:
in each sentence to decide which word to 1. some 2. Some 3. any
fill the blank. 4. any 5. Some 6. any
- Teacher asks students to swap their
answers and check.
- Teacher checks their answers as a class.
* Aims: To give Ss further practice on using should/ shouldn’t ; any /some…
* Products: Ss play game in groups and complete the correct sentences on the board.
- T-Ss, Ss – Ss * Rewrite the sentences using the words in

brackets.
- T divides the class into 2 teams. 1. It’s good if children help their parents with the
- SS sewrite the sentences using the words housework.
in brackets. → Children should…………………………
- Ss has Ss play a game: Lucky number 2. It’s not a good idea when you eat a lot of sweets
- Teacher prepares 6 numbers which and candies.
includes 4 questions about their school, → You shouldn’t………………………
and 2 lucky numbers. 3. I’m not happy when children lie to their
- Each team takes turns and chooses a parents.
number and Rewrite the sentences. → Children shouldn’t………………
- If the team writes correctly, they will 4. She doesn’t have any new books in the bag
get 1 point. If the team chooses the lucky → There
number, they get 1 point without ………………………………………….................
answering the question and may choose .
another number.
- T comments and give marks.
4. Project (5’) *
* Content: Make * PROJECT “I WISH”
* Products: Students’ project on the posters.

T-Ss, Ss – Ss * PROJECT
I WISH
- Teacher sets the context that Tet is
coming, and encourages students to
think about their wishes.
- Teacher asks students to get a small
piece of paper. (Paper in different
colours can give the tree a bright
atmosphere.)
- Teacher reminds students not to write
their names on the paper.
- Teacher draws students’ attention to * Example:
some wishes on the trees as examples. - I want to pass all of my exams.
- Teacher allows students
- I want to have a new bike
3-5 minutes to write their wishes.
- Teacher let students come up and hang - I want to make a lot of good friends.
their wishes on the tree.
- - When everybody is ready, call on some
students to come and pick a random
piece of paper, and read the wish aloud.
The class can guess whose wish it is.
In the end, ask students to make a list of
wishes they are most interested in so that
they can share with their family when they
return home.

- Teacher asks students to talk about what - revise vocabulary related to Tet
they have learnt in the lesson. - Grammar: should/ shouldn't + V
* Homework (2’)
lesson
- Teacher asks students to revise old - Complete the project
lesson and to do exercise in workbook. - Write 5 sentences to tell about the most useful
- Teacher asks students to complete the things on Tet holiday
project and prepare the new lesson. -Prepare UNIT 7
*- Evaluation:
…………………………………………………………………………………………………
………………………………………………………………………………………………….

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Date :…………..

Week : UNIT 1: MY NEW SCHOOL

Pre teach vocabulary * Vocabulary

Teacher’s and Ss’activities Content

Teacher’s and Ss’ activities Content

Week : UNIT 1: MY NEW SCHOOL

- Look at the picture on page 8 in 20 seconds and * Kim's game:

Pre teach vocabulary * Vocabulary

* Checking vocab: < Matching>

- Teacher asks students to listen and repeat. Key:

Teacher’s and Ss’activities Content

Teacher’s and Ss’ activities Content

Teacher’s and Ss’ activities Content

Week : UNIT 1: MY NEW SCHOOL

- Teacher provides or confirms the answers and leads in the

- Have Ss read the Remember! box. Direct their

Teacher’s and Ss’activities Content

Task 5: T-Ss, Ss - Ss Task 5: Work in pairs. Make

Teacher’s and Ss’ activities Content

Teacher’s and Ss’ activities Content

* Checking vocab: < rub out and remmeber>

- Pre structure 2. SENTENCE STRUCTURE:

- Students work independently and do the Task 4: Friendship quiz.

Teacher’s and Ss’activities Content

Teacher’s and Ss’ activities Content

Week : UNIT 1: MY NEW SCHOOL

4. Pre- speaking (5’)

Teacher’s and Ss’activities Content

Teacher’s and Ss’ activities Content

- Teacher asks students to talk about what - Some new words

Week : UNIT 1: MY NEW SCHOOL

3. While -listening (7’)

* Aims:To help students develop listening skill for specific information.

4. Post- listening (5’)

* Aims:. To check students’ understanding of the listening part.

- Tea - Rewrite the paragraph in the notebooks.

Task 1 (5’) (vocabulary)

Task 2: (5’) (vocabulary)

Task 3. + Task4 (10’)(Grammar)

5. Project (5’)* My dream school

Teacher’s and Ss’activities Content

Teacher’s and Ss’ activities Content

Warm up: Team work * Game: Pelmanism

* Pre teach vocabulary * Vocabulary

Teacher’s and Ss’activities Content

Teacher’s and Ss’ activities Content

* Pre teach vocabulary * Vocabulary

Teacher’s and Ss’ activities Content

Teacher’s and Ss’ activities Content

Week : UNIT 2: MY HOUSE

- Teacher divides the class into 4 groups.

2. Whose T-shirt is it?

3. Whose bike is it?

4. Whose sock is it?

Teacher’s and Ss’ activities Content

Teacher’s and Ss’ activities Content

Week : UNIT 2: MY HOUSE

T: Nick lives in a country house. Where does Mi live?

Teacher’s and Ss’ activities Content

Week : UNIT 2: MY HOUSE