Fluency Plus 6 - Teacher's Guide PDF

01 HOBBIES AND INTERESTS
UNIT OVERVIEW
Student’s Book Activity Book
Reading about Unusual hobbies: carve,
Activity book, p 4, Exercises I, II, III
Reading collect, meaningless, minerals,
Unit 1, Reading, Exercises I, II, III
ornament, riverbank, unusual
Present simple: affirmative, negative, Activity book, p 5, Exercises I, II, III, IV, V
Grammar
questions Unit 1, Grammar, Exercises I, II, III, IV, V
Words and phrases about hobbies:
collecting, craft, fishing, gardening,
Activity book, p 6, Exercises I, II, III, IV, V, VI
Vocabulary music, reading, sports, travelling, video
Unit 1, Vocabulary, Exercises I, II, III, IV, V, VI
games
Phrasal verbs: stay in, stay over, stay up
Listening Listening about teenagers’ hobbies
Unit 1, Listening, Exercises I, II, III
Talking about yourself
Activity book, p 8, Exercises I, II, III, IV, V
Speaking Interviewing
Unit 1, Speaking, Exercises I, II, III, IV, V
Pronunciation: /ɪ/ and /iː/
Activity book, p 9, Exercises I, II, III, IV
Writing Transferring information
Unit 1, Writing, Exercises I, II, III, IV
CLIL Math: Fractions
Unit 1, CLIL Math, Exercises I, II, III
International Activity book, pp 10-12, Exercises I, II, III
exam Unit 1, International exam, Exercises I, II, III
Student’s Activity
Book Book
READING 03 Read out the instruction. Ask students what
Unusual hobbies they will do with this kind of exercise. Here are
some suggested questions:
Student’s Book, pages 6-7 1. What will you do first with this exercise?
2. Do you need to read all the texts?
Lesson outcome 3. What types of word forms are those words?
• Read the texts about unusual hobbies. Invite some students to answer, then instruct
• Understand the main idea of the text. students how to do this exercise effectively:
• Read the highlighted words and the sentences
Lead-in before and after them and ignore strange
Bingo game words.
Teacher and students write down three • Identify what word forms they are.
uncommon hobbies on a note. Which student has • Match the highlighted words with definitions
the same choice as the teacher will win. Here are that are similar in meaning and word form.
some suggestions: fork bending, tattooing Have students complete the exercise.
vehicles, train surfing, ghost hunting, tree
Answers
shaping, etc.
1. meaningless 2. unusual 3. riverbank
Answers 4. collect 5. ornament 6. carve
Students’ own answers 7. minerals
01 Ask students to look at the pictures and Fast finishers

discuss the questions in groups. Go around the Ask students to write the antonym of the
class to support students with vocabulary and highlighted words if any, then make sentences
ideas. Invite some students to answer. with those words.
Answers 04 Have students read the exam advice about
1. Hiking, painting, exercising, playing soccer, reading for the main idea. Ask students the
basketball, video games, guitar, reading, questions below:
music, skating, and doing yoga 1. Which reading skill is used? (Scanning)
2. Football / badminton / … 2. What is scanning? (Read through the texts to
3. Students’ own answers locate keywords and needed information)
4. Students’ own answers Repeat all the steps:
5. Students’ own answers • Underline keywords in the statements.
02 Allow students time to observe the pictures • Scan the texts to find the paragraphs
and answer the questions. Ask the questions containing keywords.
below to support students: • Compare the statements with the texts to
1. What can you see in the pictures? decide the answers.
2. Where are they? Ask students to do the exercise individually. Invite
3. What are they holding? students to answer and explain their choice.
Answers Answers
1. In the first picture, he/she is collecting rocks. 1. False 2. True 3. False 4. False
In the second picture, he/she is carving a 5. True 6. False 7. True
flower on the soap. Fast finishers
2. Students’ own answers Correct the false statements.
05 Ask students to read and underline Homework
keywords in the note, then scan the texts again to Activity book, Reading page 4, exercises I, II, III
find the information. Invite students to answer
and explain their choice. Here are some
GRAMMAR
suggested questions:
Present simple
1. Where can you find the information?
2. Which passage is the information in? Which Student’s Book, page 8
lines?
Answers Lesson outcome
1. collecting rocks and minerals • Understand present simple: affirmative,
2. riverbank negative, questions
3. more than 500 • Distinguish different adverbs of frequency
4. soap carving
5. a bar of soap, a pencil, and a small knife Lead-in
6. a beautiful flower or ornament Ask students the questions below:
06 Have students discuss the questions in 1. What do you do every morning?
pairs. Go around the class to support students 2. What do you do every evening?
with vocabulary and ideas. Invite some students 3. What temperature does water boil at?
to express their opinions. 4. Where does the sun rise?
Invite some students to answer, then ask them
Answers
which ones are about habits and which ones are
Students’ own answers
about facts.
Mixed ability
In case weaker students don’t know any unusual Answers
hobbies, teacher can suggest some hobbies and Students’ own answers
ask them which one are unusual. On the other 01 Have students read out the sentences and
hand, ask stronger students more questions match them with usages a or b.
related to themselves, for example:
Answers
1. Do you want to pick up that unusual hobby?
1. b 2. a
2. What will you need to prepare if you pick up
that hobby? 02 Explain the grammar notes. Emphasize the
usages, verb forms, adverbs of frequency, and
Extra activity
time expressions when using the present simple.
Guessing game
Ask students to give examples. Then have
Write different hobbies on different pieces of
students do exercise 2 and invite some of them to
paper. Divide students into two teams. Each team
write the answers on the board.
takes turns to have a student go on the board,
Answers
pick up a piece of paper, and use non-verbal
1. Mia seldom plays the piano after school.
language to describe the hobby written on it.
2. They sometimes go fishing on weekends.
Other teammates will try to guess what the
3. He is never late for school.
hobby is within one minute. Which team has
4. Does John usually go to the gym in the morning?
more correct answers will win.
5. Sue often meets her friends at a café.
6. My dad never cooks dinner on Sundays.
03 Write on the board the question: How often Homework
do you play sports? Ask students to draw the Activity book, Grammar page 5, exercises I, II,
structure of the question (How often + do/does + III, IV, V
S + V + …) and give examples. Have students do
exercise 3 and invite some of them to write the VOCABULARY
answers on the board.
Hobbies
Answers
1. How often does he listen to music? Student’s Book, page 9
2. How often do you read books?
3. How often do they eat out? Lesson outcome
4. How often do you play soccer? • Remember and apply some words and
5. How often does she cook? phrases about hobbies in real-life context
6. How often do Tim and Peter play the guitar? • Distinguish three phrasal verbs with ‘stay’
04 Have students read and answer the

Lead-in
questions in exercise 4. Remind students to use
different adverbs of frequency and time Ask students the questions below:
expressions in the grammar notes to answer 1. What do you like to do for fun?
these questions. Instruct students how to use 2. How often do you do it?
time expressions correctly: Invite some students to answer. Lead students to
• one time: once the lesson.
• two times: twice Answers
• more than twice: number + times Students’ own answers
(e.g. three times, four times, five times, etc.)
Invite some students to write the answers on the 01 Have students look at the pictures. Point to
board. each picture and ask them: What can you see in
the picture? Then repeat the answers:
Answers
Picture 1: a lake, a man, a fishing rod.
Picture 2: a girl, a guitar
05 Ask students to complete the exercise. Picture 3: baseball, football, basketball, etc.
Invite some students to answer. Picture 4: a girl, a book
Answers Picture 5: a man, a girl, flowers and plants
1. collects 2. play 3. like Picture 6: famous buildings, planes
4. plays 5. spend Picture 7: paper dinosaurs, scissors
Picture 8: many stamps
Extra activity
Picture 9: game controllers, TV
Divide students into four teams. Each team takes
Ask students to write the right hobby under each
turns to say a fact using present simple tense.
picture. Invite some students to share their choice
Which team has more correct answers will get a
with the class.
bonus. If students don’t have any ideas, teacher
Answers
can say some words or phrases to encourage
students to think of a fact related to them. Here 1. fishing 2. music 3. sports
are some suggestions: The Earth, the sun, the 4. reading 5. gardening 6. travelling
moon, ocean, water, Asia, Europe, Africa, year, 7. crafts 8. collecting 9. video games
month, week, day, animal, plant, etc.
02 Have students complete the exercise. Invite 05 Have students look at the pictures. Ask
some students to answer. Ask students to pay them: What do you see in picture 1/2/3?
attention to the verb going with these words or Picture 1: a boy lying on a bed without sleeping
phrases: go fishing, listen to music, do the Picture 2: some girls hanging out in a bedroom
gardening, do crafts, play sports, collect stamps, Picture 3: a family staying in their house
play video games, go travelling. Ask students to guess the meaning of each phrasal
Answers verb based on the picture, the explanation, and
1. fishing 2. music 3. gardening the example. Invite students to share their
4. crafts 5. sports 6. collecting opinions. Explain each phrasal verb, then ask
7. video games 8. travelling students to make sentences with them. Have
students complete exercise 5. Check students’
03 Do the first activity with students. Choose answers.
one of the questions below to ask students:
Answers
1. Where can you go fishing?
1. stay in 2. stay up 3. stay over
2. Where is the best place to go fishing?
3. Can you recommend some good places to go Extra activity
fishing? Divide students into small groups. Each group
Invite some students to answer. Ask students to chooses a hobby and draws a mind map about
work in groups to do other activities. Go around that hobby including places and necessary
the class to support students with vocabulary and materials or equipment to do it. Invite each group
ideas. Have each group write their answers on to present their mind map.
the paper. Invite all groups to present their
Homework
answers. Compare and sum up the answers of all
Activity book, Vocabulary page 6, exercises I,
groups.
II, III, IV, V, VI
Answers
LISTENING
Fast finishers
Teenagers’ hobbies
Think of the reasons for their choice of places.
Student’s Book, page 10
04 Have students work in pairs. Each student
takes turns to ask and answer about places to do
Lesson outcome
every activity in exercise 3. In case the students
haven’t done any activity in real life, they can skip • Listen about teenagers’ hobbies
it and choose another one. Invite some pairs to • Listen for important information
perform in the class.
Lead-in
Answers
Memory game
Invite a student to introduce one of their hobbies.
Mixed ability
When the next student introduces his/her hobby,
With stronger students, ask them some more they must first repeat the hobbies of the students
questions related to themselves: that went before them and so on until the last
1. How often do you do it? student in the class.
2. Who do you often go with?
3. How do you feel when you do it? Answers
01 Have students look at the pictures and James: What kinds of books do you like to
discuss the questions in pairs. Go around the class read?
to support students with vocabulary and ideas. If David: I like reading books about chess. I want
to play chess well.
students don’t know how to answer question 4,
James: Really? I don’t know how to play it.
use yes/no questions to support them. Here are How often do you play chess?
some suggestions: David: Three times a week. I usually surf the
1. Do you like these hobbies? internet and find information about chess. So,
2. Do you think they are helpful for your health? what do you like
3. Do you think they can help you reduce stress? doing in your free time?
James: I like playing video games. I often stay
4. Do you want to take up these hobbies?
up late and play games every Saturday. My
Invite some students to answer.
mom doesn’t like it.
Answers David: What game do you play?
1. The hobbies are playing soccer, dancing, James: League of Legends. It’s so interesting!
playing tennis, and cycling. David: I’ve heard a lot about it. I want to try it.
James: So, would you like to stay over next
2. They are at the sports field/hall/on the street.
Saturday night? I’ll show you how to play.
3. They are feeling happy. David: I’d love to, but I have to ask my mom
4. Students’ own answers first.
James: Okay.
02 1.01
Ask students to read through the conversation 03 1.02
and determine the word form of each missing
Ask students to name some hobbies they have
word or phrase. Have students think of some
known or learned. Read out the instructions.
possible words or phrases for each blank before
Emphasize that students listen for the
listening. Play the audio. Let students fill in the
speakers’ hobbies, not other information. Play
blank. Invite students to share their answers. Play
the audio. Have students listen and write down
the audio again and check the answers one by
the hobbies.
one. Explain the exam advice about listening for
Invite some students to write their answers on
important information. Ask students the
the board. Play the audio again and check the
questions below to see if they understand or not:
answers one by one.
1. What do you need to focus on? (Needed
information) Answers
2. Do you need to understand every word? (No) 1. watching movies
3. What do you do before listening? (Think of the 2. dancing, singing, and cooking
words related to the topic) 3. doing yoga, playing soccer, reading, and
Answers listening to music
1. staying in 2. Three 3. video games 4. cooking and doing housework
4. stay up 5. stay over 5. riding a bike, taking photos, and painting
Track 1.01 Track 1.02

2. Listen to the conversation and fill in the 2. Listen to five conversations about hobbies.
blanks. Then practice it with your partner. Write the hobbies they are talking about in
James: Do you like playing sports? the conversation.
David: No, I don’t. I like staying in and reading
books.
Mixed ability
Conversation 1
Man: Do you participate in sports on In case weaker students haven’t finished the
weekends? exercise, replay the audio until they can
Woman: No, I don’t like sports. complete all the information.
Man: Oh. So, how do you spend your
weekends? 04 1.03
Woman: I watch my favorite movies. Read out the instructions. Have students read
Man: I love watching movies, too. through all the names and the hobbies.
Emphasize that there will be an extra hobby.
Conversation 2
Man: What kinds of activities do you enjoy? Play the audio. Have students listen and match.
Woman: I enjoy dancing and singing. Invite students to share their answers. Play the
Man: I don’t know how to dance. How did you audio again and check the answers one by one.
learn to dance?
Woman: My mother teaches me how to dance.
She also teaches me how to cook lots of dishes, 1. E 2. G 3. B 4. A
too! 5. H 6. D 7. C
Conversation 3 Track 1.03

Man: Do you enjoy doing yoga? 4. You will hear a girl telling her brother about
Woman: Yes, I am into doing yoga. How about her friends and their hobbies. What does each
you? Do you enjoy doing yoga? friend have? Listen and write the letters.
Man: It’s okay, but I’m not really into it. Woman: I think that most of my friends only
Woman: I see. What do you enjoy doing for have one hobby.
fun? Man: Really? What about Lucy?
Man: My hobbies include soccer, reading, and Woman: Well, she likes singing.
listening to music. Man: Yeah, I love Lucy’s songs. How about
Woman: Interesting! Aaron?
Woman: He likes playing soccer. He plays it
Conversation 4 every weekend.
Man: What do you like to do for fun? Man: And who’s this? He loves traveling, right?
Woman: My favorite thing to do is cooking. I Woman: This is Tony. He travels to different
wish I had more time to spend on cooking. Do places every month.
you cook at home? Man: That’s fantastic.
Man: Yes, I do. I like cooking and doing Woman: And you know Joel, right? He comes
housework. I like taking care of my family and to our house every Saturday. Joel enjoys
preparing the best dishes for the whole family. watching TV with
Woman: Great! his family.
Man: Ah. I remember him now. He always
Conversation 5 recommends good TV shows to me.
Woman: What is your hobby? Woman: And you've met Anna?
Man: My hobby is cycling. I like riding a bike Man: No. I don’t know her.
through many beautiful roads and natural Woman: She's my new friend. She loves
places. cooking. She can cook lots of delicious dishes.
Woman: That’s great. Man: Wow! Great! Isn't Jessica into sports?
Man: Yes. What is your hobby? Woman: Not anymore. However, she likes
Woman: Oh, my hobby is taking photos of reading books. She has lots of books in her
natural views and painting. I do oil painting. house.
Man: How about Danny? Here are some suggested statements:
Woman: He is a big fan of cycling. He rides his 1. Playing video games is good for you.
bike 3 times a week and rides to school every 2. Playing sports makes you taller.
day. 3. Only children who are gifted in music can sing
Mixed ability well.
In case weaker students have missed some Answers

information, replay the audio until they can Students’ own answers
finish the exercise.
01 Read out the instruction. Explain some new
Extra activity phrases to students by paraphrasing them:
Flashcard game • I can’t stand + V-ing: dislike someone or
Scatter a lot of flashcards about different something at all
hobbies around the room and have students sit • I’m into sth/V-ing: like something
on the floor. Make up a story with all the • I’m keen on sth/V-ing: interested in something
flashcard words. When you say a flashcard • I’m a big fan of + N/V-ing: really like someone
word, the student nearest that card must touch or something
it. For example, “Mike liked playing marbles Have students complete the exercise. Invite some
(touch) and doing crafts (touch) when he was 7. students to share their answers.
When he was a bit older, he was into fishing
Answers
(touch) with his father…”
Like: I enjoy… / I’m into… / I’m keen on… / I’m
Homework interested in… / …is great / I’m crazy about… / I’m
Activity book, Listening page 7, exercises I, II, III a big fan of…
Dislike: I can’t stand… / I dislike… / I don’t like… /
I hate… / …is terrible
SPEAKING
Talking about yourself 02 Have students make sentences with the
Interviewing phrases in exercise 1 to talk about their hobbies.
Ask students to choose at least two phrases of
Student’s Book, page 11 “Like” and two phrases of “Dislike”. Allow
students time to write down the sentences in
Lesson outcome their notebooks. Invite some students to write
• Talk about yourself their sentences on the board.
• Talk about hobbies
Answers
• Pronounce two sounds /ɪ/ and /iː/
Lead-in
03 Have students work in pairs. Remind
Agree or Disagree
students to use the phrases in exercise 1 to talk
Give each student a piece of paper with “agree”
about their hobbies. Encourage students to ask
written on one side and “disagree” on the other
more questions besides the one in the book, for
side. Read aloud some controversial statements
example:
related to the hobbies students have learned, and
1. What do you like to do in your free time?
have each student hold up their paper showing
2. Do you have any unusual hobbies?
the agree or disagree side depending on their
3. Why did you start your hobbies?
opinion. Choose some students from each side to
4. What do you think about your hobbies?
explain their position.
Go around the class to support students with Answers
vocabulary and ideas. Invite some pairs to Students’ own answers
perform in the class. Mixed ability
Answers With weaker students, teacher has them do
Students’ own answers exercise 5. With stronger students, teacher
04 The questions in this exercise are based on conducts a KET speaking practice test. Invite two
KET speaking part 1. First, clarify the format of the students to come to the front. In the first part, ask
KET speaking part for students. It has two parts: them some questions about personal
Part 1 (3-4 minutes): In this part, the examiner will information and some questions related to the
ask some personal information and some topic topic “Hobbies”. In the second part, have
questions (hobbies, interests, etc.): students discuss with each other whether they
1. What’s your name? like or dislike doing some activities. When they
2. How old are you? have finished discussing, ask them further
3. Where do you live? questions related to their opinions. Here are
Part 2 (5-6 minutes): In this part, you and your some suggested questions:
partner are going to talk together. You will receive Part 1:
a piece of paper with images or information on it, 1. What’s your name?
and some questions that you and your partner are 2. How old are you?
going to discuss. After that, you will talk with the 3. Where do you live?
other candidate and answer the questions from 4. What are your hobbies?
the examiner. 5. How often do you do your hobbies?
6. Where do you do your hobbies?
Explain the exam advice about the speaking test:
Part 2:
• Listen to the examiner’s questions carefully.
1. Questions for students to discuss:
• In the questions about hobbies and interests,
Do you like playing sports / watching movies /
make sure to describe them fluently.
cycling / swimming / travelling / doing crafts?
• Ask the examiner to repeat the questions if
Why or why not?
needed, use the questions below:
2. Further questions for teacher:
Could you repeat the questions, please?
What do you think about playing sports / watching
Could you say that again, please?
movies / cycling / swimming / travelling / doing
Ask students to work in pairs and discuss the
crafts?
questions in exercise 4. Remind students to write
down what their partner says. Go around the 06 1.04
class to support students. Invite some students to
Write the minimal pair sit and seat on the board.
answer in front of the class.
Pronounce each word slowly and ask students to
Answers listen and find the differences between them.
Students’ own answers Invite some students to answer. Instruct students
05 Have students look at the note they have to pronounce these sounds correctly:
written about their partner in exercise 4. Allow Sound 1: /ɪ/
students time to remember the information on /ɪ/ is a short sound. To pronounce this sound, put
the note. Invite some students to present their your tongue a little higher in your mouth, closer to
partner’s information. the front, and stretch out your lips a little.
Sound 2: /i:/ Here are some suggested questions:
To pronounce this sound, put your tongue in the 1. Do you play sports in your free time?
same position as the sound /ɪ/, but when say /i:/, 2. Do you go swimming at weekends?
you stretch out your lips a little more and it’s a 3. Do you watch movies at home?
long sound, your lips should feel a little tighter 4. Do you take part in a dancing class?
too. 5. Do you travel in summer?
Ask students to pay attention to the teacher’s 6. Do you play video games?
mouth. Run the track 1.04 and have students 7. Do you do the gardening with your parents?
listen and repeat. Invite some students to 8. Do you often go to the library?
pronounce the words. Correct students’ 9. Do you play instruments?
pronunciation.
Homework
Track 1.04
Activity book, Speaking page 8, exercises I, II,
1. Listen to the words and sounds. Then listen
III, IV, V
and repeat.
The vowel sounds: /ɪ/ and /i:/
/ɪ/ /ɪ/ sit /i:/ /i:/ seat WRITING
/ɪ/ /ɪ/ ship /i:/ /i:/ sheep Transferring information
/ɪ/ /ɪ/ it /i:/ /i:/ eat
/ɪ/ /ɪ/ fit /i:/ /i:/ feet Student’s Book, pages 12-13
07 Read out the instruction. Allow students
time to complete the exercise. Invite some Lesson outcome
students to read aloud the sentences and share • Understand how to transfer information
their answers. Remind students to pay attention from a registration form, an email or a
to the pronunciation while speaking. Correct poster.
students’ pronunciation.
Answers Lead-in
1. I want to sit on that seat. Divide students into four teams. Write on the
2. I grin when I find green beans in the sale bin. board a word or phrase related to the topic
3. A sheep eats a cheap chip on a ship. “Hobbies”. Ask each team to make a sentence
4. I need to sit in the seat, because my feet do not beginning with that word or phrase and write the
fit in this shoe. sentence on the board. Which team has the
longest sentence without any grammar mistakes
08 Ask students to write some words having
will get a bonus.
the sound /ɪ/ or /i:/ and make sentences with
those words. Invite some students to read aloud Answers
their words and sentences. Correct students’ Students’ own answers
pronunciation.
01 Have students discuss the questions in
Answers pairs. Go around to support students with
Students’ own answers vocabulary and ideas. If students have no idea for
Extra activity question 3, support students by asking yes/no
Students get a handout with a 3×3 grid on it. Each questions, for example:
box has a question in it. Students have to ask each 1. Do you like solo activities / group activities?
other the questions in the boxes and find 2. Do solo activities make you more creative?
someone who did each activity. They have to find 3. Do group activities improve your teamwork
a different person for each box. skills?
Invite some students to answer. 04 1.05
Answers Read out the instruction. Allow students time to
Students’ own answers read the poster and the registration form.
Mixed ability Remind students to underline keywords and
identify what kind of information they need to
With stronger students, ask them to work in
listen to (words or numbers). Play the audio
groups and survey their teammates on how they
twice. Invite students to share their answers. Play
spend their free time. Invite some students to
the audio again and check the answers one by
present their survey results.
one.
02 Ask students to read all the texts and decide Answers
which one is an email, a poster, or a registration 1. belly dance 2. 5:30 pm - 7 pm
form. Invite some students to answer and explain 3. June 12th 4. 001844899
how they can distinguish them. Show the format 5. dancing clothes
of each type of information and say the way to
identify them again: Track 1.05
• An email: including receiver (To), the topic of 4. This is the poster for dancing courses.
the message (Subject), the body of the Listen and help Mary complete the
information form.
message, and signature
Ring…ring
• A poster: a brief text containing important Receptionist: This is Ella Dancing Academy.
information How can I help you?
• A registration form: a specific form for people Mary: Hello, I’m Mary. I want to register for a
to fill in dancing class at your Academy.
Receptionist: Oh, yes. Have you ever joined
Answers
any dance classes before?
A. A poster Mary: No, I haven’t. I’m a beginner.
B. An email Receptionist: Great! We have Zumba, Ballet,
C. A registration form Belly dancing, and hip-hop for dancers. Which
class would you like to register for?
03 Explain the exam advice about the KET
Mary: Belly dancing, please.
writing test. Ask students the questions below to Receptionist: We open this class every week
make sure they understand the exam advice: on Saturday and Sunday. Are you free these
1. How many texts will you have to read? (2) days?
2. What will you need to do to complete the Mary: Sure, but is it a morning or evening
notes? (Write some words or phrases) class?
3. What types of information the texts could be? Receptionist: Evening class – The first
classisfrom 5:30 pm to 7:00 pm, and the
(Email, poster, letter, note, or advertisement)
second classisfrom 7:00 pm to 8:30 pm. Which
Have students read the texts in exercise 2 again one is suitable for you?
and discuss the questions in pairs. Invite some Mary: I think the first class is from 5:30 pm to
students to answer. 7:00 pm. Can I start this week?
Answers Receptionist: Of course. So, you’re going to
start this Saturday, June 12th. The room
1. There are 3 school club activities.
number is room 12. Can I have your address
2. Students have to bring their student cards. and phone number?
3. Peter wants to join the basketball club. Mary: My address is 7 Avenue, Sun Street and
phone number: 001844899.
Receptionist: Thank you. Please come 30 Homework
minutes early on the first day to complete Activity book, Writing page 9, exercises I, II, III,
the registration form. IV
Mary: Okay. Do I have to bring anything to
class? CLIL MATH
Receptionist: Please prepare your own Fractions
dancing clothes when you come on
Saturday. Student’s Book, pages 14-15
Mary: I’ll do it. So, see you later.
Receptionist: Thanks for calling us. Goodbye. Lesson outcome
• Identify fractions
05 Explain this type of exercise to students:
• Divide whole objects into equal parts and
there are two posters about two events. Next to
identify those parts as fractions
each poster, there are three statements about
• Apply math concepts to real-life
that event. Students need to read and choose
experiences
which one informs the right information
according to the poster. Have students read and
Lead-in
choose the correct answers, then compare
Prepare a bar of chocolate. Have students look at
them with a partner. Invite some students to
it, then break it into two identical parts. Ask
answer. Ask them to point out the wrong
students how many pieces of chocolate. Then
information in other statements.
explain: each piece is one half of the chocolate
Answers 1
bar, and it is written as 2.
1. A 2. B
06 Have students read the advertisement and 01 Teach students what a fraction is:
the email from Sam Brown. Remind students to • A fraction is a part of something. It’s a part of
underline key information such as personal a whole.
information, date/time, names of activities, or Show the image of a whole circle first, then go
phone number. Let students fill out the with the next ones. Explain the images:
registration form. Check students’ answers. • The yellow area can be represented by a
Answers fraction.
1. Southern California 2. 12 • The denominator (the bottom number)
3. water sports 4. August 5th represents the number of equal parts that
5. 7245936 make up the whole.
Extra activity • The numerator (the top number) describes the
Whisper message number of parts that you are describing.
Divide students into four teams. Each team stands Teach students rules to read and write fractions:
in line. The first student of each team will receive • Use the cardinal numbers for numerators
a note from the teacher. They will transfer the (one, two, three, etc.) and the ordinal
message to other members by whispering. The numbers for denominators (half, third, fourth,
last student of each team will write all the fifth, sixth, etc.)
information they remember on the board. Who • If the numerator is more than 1, then the
writes correctly the content of the teacher’s note denominator is plural, e.g. three-fourths, five-
within the shortest time will win. sixths, seven-tenths, etc.
Have students look at exercise 1. Ask students to Homework
identify how many pieces of pizza were left by Activity book, CLIL Math page 13, exercises I,
counting them, then write down as fractions in II, III
numbers and words. Invite some students to
write the answers on the board. Check students’
answers.
Answers
1 3
1. 2 one-half 2. 4 three-fourths
5 1
3. 8 five-eighths 4. 4 one-fourth
02 Have students choose the correct answers.

Invite some students to answer. Check students’
answers.
Answers
a. A b. C c. B d. A
FRACTION COVER UP
Instruct students to make a spinner with a paper
clip and a pencil. Have students play with a
partner. Explain the rules to students:
• Players take turns to flick the spinner and
collect pattern blocks pieces that represent
the fractional amount.
• The first player to cover all of their hexagons is
the winner.
DO IT
There are two options for this activity:
• Option 1: Do this project at home. If teacher
decides to give this task at home, make sure
that students have been instructed how to do
it. Students will bring the final product to the
class for the next time.
• Option 2: Do this project in the class. Teacher
needs to ask students to bring the materials for
this project in the previous class. Teacher also
has to predict how much time students need to
finish this project to balance the time for the
whole lesson.
Extra activity
Ask students to find the fraction of boys and girls
in their class.
02 RELAXING TIME
UNIT OVERVIEW
Reading about Popular leisure
activities: amusement parks, browsing
Reading the Internet, entertainment,
humorous, mental, pleasant, social
media, unwind
Present simple vs. present Activity book, p 15, Exercises I, II, III, IV, V
Grammar
continuous: usages Unit 2, Grammar, Exercises I, II, III, IV, V
Words and phrases about
entertainment: adventure playground,
amusement park, aquarium, art
gallery, concert hall, gaming café, Activity book, p 16, Exercises I, II, III, IV
Vocabulary
historical building, museum, opera Unit 2, Vocabulary, Exercises I, II, III, IV
house, stadium
Phrasal verbs: get into, hang around,
keep up with
Listening Listening about movies
Talking about times
Speaking Discussion
Unit 2, Speaking, Exercises I, II, III, IV
Pronunciation: /e/ and /æ/
Writing Writing an email
CLIL Science: Forces
Unit 2, CLIL Science, Exercises I, II, III
International Activity book, pp 20-22, Exercises I, II, III, IV
exam Unit 2, International exam, Exercises I, II, III, IV
Book Book
READING Invite some students to answer, then instruct
Popular leisure activities among teenagers students how to do this exercise effectively:
• Read the highlighted words and the sentences
Student’s Book, pages 16-17 before and after them, and ignore strange
words.
Lesson outcome • Identify what word forms they are.
• Read the texts about popular leisure • Match the highlighted words with definitions
activities that are similar in meaning and word form.
• Learn vocabulary about relaxing time Have students complete the exercise. Invite some
students to answer.
Lead-in Answers
Ask students the questions below: 1. unwind 2. browsing the Internet
1. What do you often do in your spare time? 3. humorous 4. entertainment
2. Do you prefer indoor or outdoor activities? 5. social media 6. pleasant
Why? 7. amusement parks 8. mental
Invite students to answer. Lead students to the
03 Read out the instruction. Ask students the
lesson.
questions below:
Answers 1. Which skill is used for this reading exercise?
Students’ own answers (Scanning)
2. Do you remember what is scanning? (Read
01 Ask students to look at the pictures and say
through the texts to locate keywords and needed
what the activities are. Have students choose
information)
their favorite activities and talk about one of
3. Who can tell me the steps to do this exercise?
them. Teacher can let students work in pairs or in
(Underline keywords in the statements; scan the
groups to make them interact with each other.
texts to find the paragraphs containing keywords;
Go around the class to support students with
compare the statements with the texts to decide
vocabulary and ideas. If students don’t know how
the answers)
to talk about their favorite activity, suggest them
Tell students the difference between “Right,
answer the questions below:
“Wrong” and “Doesn’t say”:
1. Why do you like that activity?
• If the text confirms the information in the
2. How often do you do that activity?
statement, the answer is RIGHT.
3. Who do you often do that activity with?
• If the text contradicts the information in the
3. How do you feel after doing that activity?
statement, the answer is WRONG.
Invite some students to talk in front of the class.
• If there is no information or it is impossible to
Answers
know, the answer is DOESN’T SAY.
Answers
02 Read out the instruction. Ask students what 1. Right 2. Doesn’t say 3. Wrong
they will do with this kind of exercise. Here are 4. Right 5. Doesn’t say 6. Right
some suggested questions: Fast finishers
1. What will you do first with this exercise?
Correct the wrong statements.
3. What types of word forms are the highlighted
words?
04 Ask students what they will do with this GRAMMAR
kind of exercise. Here are some suggested Present simple vs. present continuous
questions:
1. What will you read first, the questions or the Student’s Book, page 18
texts?
2. Do you need to underline keywords in the Lesson outcome
questions and answers? • Distinguish different usages of present
Invite some students to answer, then instruct simple and present continuous tense
students how to do this exercise effectively:
• Read the questions and underline keywords. Lead-in
• Read all choices, underline keywords, and Prepare some pieces of paper with different
think about the difference in meaning sentences written on them. Divide students into
between them. small groups. Give each group the pieces of paper.
• Skim the texts to get the general meaning. Ask students to arrange the pieces of paper to
• When finding out the parts containing make a meaningful story. Which group finishes in
keywords, read carefully to decide the the shortest time will get a bonus. Here are the
answers. suggestion:
Have students complete the exercise. Invite This morning I get up at 6 o’clock. I have breakfast
students to answer and explain their choice. with toast and jam. I often go to school by bus, but
Answers today I’m riding my bike to school. After school, I
go home, take a shower, have dinner with my
1. C 2. B 3. B 4. B
parents, and do my homework. I’m having a
5. C 6. A 7. C
Maths test tomorrow so I’m staying up late
Extra activity
tonight to study.
Write on the board some statements and ask
students if they agree or disagree with them. 01 Have students read the sentences. Remind
Invite some students to share their opinion and students to pay attention to the adverbs of time if
explain why they think so. Here are some any (right now, every day, these days). Allow
suggested statements: students time to complete the exercise. Invite
1. More and more children are using smartphones some students to answer.
in their free time. Answers
2. Physical health is more important than mental a. 3 b. 2 c. 1 d. 4
health.
02 Ask students to repeat the structure of
3. The Internet is very useful for learning and
present simple and present continuous tense.
entertainment.
Have students read the usages of these tenses and
4. Most students like spending their relaxing time
put them in the right blanks. Invite some students
with friends instead of family.
to answer, then ask them to make a sentence with
5. Amusement parks are only for children.
each usage.
6. Reading traditional books is better than
reading e-books on electronic devices. Answers
Present simple: fixed habits, facts, permanent
Homework situations
Activity book, Reading page 14, exercises I, II, III Present continuous: actions happening now,
temporary situations
03 Have students complete the exercise. Invite 06 2.01
some students to answer. Ask students to tell Read out the instructions. Have students read the
which words or phrases in the sentence help table, underline keywords, and guess what can be
them know if it’s present simple or present filled in the blanks. Play the audio. Have students
continuous tense. complete the exercise. Invite some students to
Answers answer. Play the audio again and check the
1. attend 2. is playing answers one by one.
3. write 4. don’t update Track 2.01
5. do you like 5. Lucy is planning an activity for the
04 Have students complete the exercise. Invite weekend and asking her friend to join it.
some students to write the answers on the board. Listen to the conversation and fill in the table
Ask students to tell which words or phrases in the below.
sentence help them know if it’s present simple or Lucy: Hello Kevin. I am watching a movie on
present continuous tense. Saturday evening. Do you want to join me?
Kevin: Oh, what are you planning to see?
Answers
Lucy: The Bad Guys. It’s an animated movie.
1. makes → is making
Kevin: That sounds great. Where are you
2. holds → is holding
watching it?
3. is going → goes
Lucy: At Galaxy Cinema.
4. is surfing → surfs
Kevin: What time does the movie begin?
5. hang out → are hanging out
Lucy: It starts at 8:30 pm.
Kevin: Great. I’ll see you there at 8:00.
05 Explain the grammar notes about further Lucy: Ok. Bye.
usages of present simple and present continuous Answers
Activity: watching movie
tense. Ask students the questions below to make
Location: Galaxy cinema
sure they understand:
Movie: The Bad Guys
1. What tense is used to talk about a plan or a
Type of movie: animated movie
future arrangement? (Present continuous)
Time: 8:30 pm
2. What tense is used to describe a timetable or a
Date: Saturday
schedule for the future? (Present simple)
Ask students to make a sentence with each 07 Have students think of their plan for the
usage. Invite some students to write their weekend and write it down on the table. After
sentences on the board. Have students complete finishing, students can talk with a partner about
exercise 5 based on the grammar point they have their plan. Invite some students to share their
just learned. Go around the class to observe plans in front of the class.
students’ works. Invite some students to share Answers
their answers and explain their choices. Students’ own answers
Answers
08 Have students read the useful languages.
1. is booking 2. loves 3. leaves
Ask students which one is a question, suggestion,
4. stays 5. is spending 6. is visiting
agreement, or rejection. Have students talk with a
Fast finishers partner. Go around the class to support students.
Identify the usage of each answer. Invite some pairs to perform in the class. Give
feedback on students’ grammar, vocabulary, and
pronunciation.
Answers Answers
Students’ own answers 1. opera house 2. aquarium
Extra activity 3. concert hall 4. amusement park
Ask students to write about a day in their life with 5. adventure playground 6. art gallery
present simple and present continuous tense. 02 Have students read all the activities. Explain
Invite some students to tell their stories in front of some new words to students:
the class. Give feedback on the way students swinging: the action of moving back and forth or
apply present simple and present continuous from side to side while suspended or on an axis
tense in their stories. roller coaster: a fast train that goes up and down
very steep slopes and around very sudden bends
Homework
parade: a large number of people walking or
Activity book, Grammar page 15, exercises I, II,
riding in vehicles
III, IV, V
sculptures: works of art made from materials like
stone, metal, ceramics, or wood
VOCABULARY
Ask students to complete the exercise. Invite
Entertainment
some students to answer.
Student’s Book, page 19 Answers
1. amusement park 2. art gallery
Lesson outcome 3. stadium 4. aquarium
• Remember and apply some words and
phrases about entertainment in real-life 03 Have some students read aloud the
context dialogue examples. Ask students to brainstorm
• Understand three phrasal verbs: get into, some activities in other places which aren’t
keep up with, hang around mentioned in exercise 2. Invite some students to
Lead-in share their opinion. Here are some suggestions:
1. concert hall: listen to music, enjoy different
Board race game
performances, meet famous artists
Divide students into four teams. Give each team
2. opera house: enjoy dances, plays, operas, and
a marker. The students will run to the board and
other musical events
write as many words as possible about places of
3. gaming café: play the latest games, experience
entertainment in 5 minutes. Any words that are
the latest hardware consoles
unreadable or misspelled are not counted. Which
4. historical building: explore historical events,
team has more correct words will win.
discover different cultures and architectures,
Answers perform religious activities
Students’ own answers 5. museum: learn about the past, see artworks
and physical objects from the past
01 Have students look at the pictures. Point to
each picture and ask them: What can you see in Answers
the picture? Then repeat the answers: Students’ own answers
Picture 1: Sydney Opera House
Picture 2: sea creatures, people
Picture 3: a hall, a piano, many rows of seats
Picture 4: a Ferris wheel, castles
Picture 5: slides, climbers
Picture 6: many pictures
04 Have students work in pairs to talk about Lead-in
their favorite places. Suggest students use the Divide students into four teams. Give each team 8
phrase in the book. Emphasize that students can flashcards about different types of movies – each
talk about a place which is not mentioned in the team must have the same flashcards. Teacher says
book. Go around the class to support students all the flashcards one after another.
with vocabulary and ideas. Invite some students Students listen without touching their flashcards.
to talk in front of the class. In the end, when teacher says “Put the flashcards
Answers in the correct order”, each team has to arrange
Students’ own answers their flashcards in the right order. Remember to
write down the order before saying them in order
05 Have students look at the pictures. Ask
them: What do you see in picture 1/2/3? not to forget. Here are some suggestions: comedy,
Picture 1: a family watching movies together thriller, documentary, romantic movie, cartoon,
Picture 2: newspapers and online newspapers science-fiction movie, action movie, adventure
Picture 3: people gathering and chatting movie.
Ask students to guess the meaning of each 01 Have students discuss the questions in
phrasal verb based on the picture, the
groups. Each student takes turns to ask and
explanation, and the example. Invite students to
answer. Go around the class to support students
share their opinions. Explain each phrasal verb,
with vocabulary and ideas. Remind students to
then ask students to make sentences with them.
explain their preference in question 3. Invite some
Have students complete exercise 5. Check
students to answer.
students’ answers.
Answers
Answers Students’ own answers
1. around 2. into 3. up with
02 2.02
Extra activity
Read out the instructions. Have students read the
Have students work in groups. Each student takes
list of films and the speaker’s opinions. Ask
turns to ask others a question about a place of
students to discuss the meaning of each adjective
entertainment, and the others will have to guess
with a partner, and think of their synonyms. Invite
what that place is. For example:
some students to share their opinion. Emphasize
1. When people want to admire famous artworks,
there are two extra adjectives. Play the audio.
where will they go? – Art gallery
Have students listen and complete the exercise.
2. Where are sporting events held? – Stadium
Invite some students to answer and explain their
Invite some students of different groups to ask
choice. Play the audio again and check the
and answer.
answers one by one.
Homework Track 2.02
Activity book, Vocabulary page 16, exercises I, 2. You will hear Romeo talking to his friend
II, III, IV, V 1. C 2. G 3. H
Helen about the movies he has watched
4. E 5. D 6. F
recently. How does he
LISTENING describe each movie?
Movies Helen: Hi Romeo. Have you watched any
good movies these days? I’m going to rent a
DVD tonight.
Romeo: You should get Big Hero 6. It’s
Lesson outcome
fascinating. It’s an animated adventure by
• Listen about movies
Walt Disney Pictures.
• Listen for the same meaning words
Helen: Good idea. The movie made box office Answers
records internationally. Uh, what about Long 1. amazing 2. fascinating 3. unsatisfying
Way North? I heard it attracted millions of 4. terrible 5. ordinary 6. humorous
viewers, too.
04 2.03
Romeo: Well, I think it’s ordinary, but the
Read out the instructions. Instruct students how
actors are great and the animation is really
to do listening multiple-choice questions:
beautiful.
Helen: Hm. Have you ever watched The Boss • Read the questions, identify what is being
asked, and underline keywords.
Baby? Many people said it was worth a try.
Romeo: Yes, I have seen it twice. It’s so • Look at the different options and underline
humorous that I laughed a lot during the any keywords that help you tell the difference
movie. in meaning.
Helen: I know. Carla suggested watching • Think of any synonyms or paraphrases.
Goosebumps. • Predict the answer.
Romeo: Goosebumps? It sounds good if you Play the audio. Have students listen and choose
love horror fiction. I think it’s terrible because the correct answers. Invite some students to
I’m scared of something frightening. answer and explain their choice. Play the audio
Helen: Oh, I see. What do you think about The again and check the answers one by one.
Magic Show? You watched it, right? Track 2.03
Romeo: Yes, it’s not what I expected. It’s the 4. Listen to Violet talking about her favorite
most unsatisfying movie I’ve ever seen. movie. Then choose the correct answers.
Helen: That’s too bad. Ah, I almost forgot… Hello, I’m Violet. I love watching Disney
Vivo is on. cartoons. My favorite cartoon is Finding
Romeo: Oh, this animated musical is amazing Nemo. It has a touching story about the
and it has some great songs, too. journey of a father fish to find his son. Nemo
Helen: Yeah, that sounds like a good idea. I will is a young clownfish. He’s very eager to go to
get Big Hero 6 and Vivo. Thanks. school and explore the world outside his
Romeo: Don’t mention it. I hope you have an house. His father, Marlin, is overprotective.
enjoyable night. Marlin’s scared of the big sea and wants to
keep Nemo by his side. Nemo’s so frustrated
Answers and it leads him to be captured by a human.
1. C 2. G 3. H Nemo’s taken to a fish tank in the office of a
4. E 5. D 6. F dentist in Sydney. With a father’s love, Marlin
Mixed ability overcomes his fear and has a long journey to
In case weaker students have missed some search for his son. With the help of a new
information, replay the audio until they can finish friend, Dory, Marlin learns that his son is in
the exercise. Sydney. He and Dory swim a long way to get
there. They run away from a big shark and an
03 2.02
anglerfish. Then they stumble into a swarm of
Explain the exam advice about listening for the jellyfish. Both of them finally arrive in Sydney
same meaning words. Have students listen to Habor with the help of a group of turtles and a
track 2.02 again and write down the synonym of big blue whale. Nemo hears about his father’s
the adjectives. Invite some students to write the journey and it gives him the courage to escape
answer on the board. the fish tank. Nemo succeeds in finding the
way to the sea and reuniting with his father. Lead-in
They all go back home safely. Marlin’s now Invite some random pairs to come to the front. At
more confident and lets Nemo go to school every turn, give one student a picture of a place of
and learn new things. entertainment. He/she must describe the picture
for his/her partner to draw on the board. Which
Answers
pairs draw the correct picture will get a bonus.
1. B 2. A 3. C
4. C 5. B 6.C 01 Ask students what phrases they use to tell
Mixed ability the time. Invite some students to answer, then
In case weaker students have missed some repeat the correct way to say time:
information, replay the audio until they can finish 7:00 – 7 o’clock
the exercise. 7:30 – half past seven / seven thirty
7:15 – a quarter past seven / seven fifteen
Extra activity 6:45 – a quarter to seven / six forty-five
Blindfold walk Have students read out the examples in the book.
First, teach students the commands below: Explain the exam advice about telling the time.
Go forward (1, 2, 3, etc.) steps Introduce some more prepositions of time outside
Go backward (1, 2, 3, etc.) steps the exam advice. Ask students the questions
Turn right / turn left below to make sure they remember:
Then place a blindfold on a student and direct 1. Which preposition is used before clock times or
him/her around the room to pick up an object exact times of day and night? (at)
related to the topic “Movies” like a poster or 3. Which preposition is used before days or dates?
ticket. For example, “Go forward 2 steps, turn (on)
right, go forward 5 steps, now go backward 2 4. Which preposition is used before months or
steps, turn left”. Finally, have students work in years? (in)
pairs – one blindfolded and one giving directions. Let students work in pairs to discuss the opening
They will have to pick up what the teacher says. hours of some places. Invite some students to
Homework answer.
Activity book, Listening page 17, exercises I, II, III Answers
1. museum: 8:00 am – 5:00 pm
SPEAKING 2. amusement park: 8:00 am – 6:00 pm
Talking about times 3. coffee shop: 6:30 am – 11:00 pm
4. art gallery: 9:00 am – 9:00 pm
Discussion
5. bookshop: 8:30 am – 9:00 pm
Student’s Book, page 21 6. shopping mall: 9:00 am – 10:00 pm
7. post office: 7:30 am – 5:00 pm
Lesson outcome 02 Have students look at the pictures and
• Talk about opening hours of some places complete the questions, then practice
• Discuss leisure activities questioning and answering with a partner. Invite
• Pronounce two sounds /e/ and /æ/ some pairs to ask and answer the questions.
Answers 05 2.04
2. What time does the talk show finish? Read out the instructions. Play the audio. Have
It finishes at 8:00 pm. students listen and complete the exercise. Invite
3. What are the opening hours of the café? some students to read aloud the sentences and
Its opening hours are 8:00 am to 8:00 pm, share their answers. Remind students to pay
Tuesday to Sunday. attention to the pronunciation while speaking.
4. How long does the ballet performance last? Correct students’ pronunciation.
It lasts two hours. Track 2.05
03 Explain the exam advice about discussing. 5. Listen to the sentences. Underline the
Have students discuss the questions in groups. word with the /e/ sound and circle the word
Each student takes turns to express their with the /æ/ sound.
opinions. Go around the class to support students 1. Don’t forget to lock the door before you go
with vocabulary and ideas. Invite some students to bed.
to answer. 2. The Batman sat on the bed.
Answers 3. I bet that men hate bats.
Students’ own answer 4. I help my friend carry his bags to the factory.
5. Correct these sentences and send your
04 2.04 letter again.
Write the minimal pair pen and pan on the board.
Answers
Pronounce each word slowly and ask students to
1. Don’t forget to lock the door before you go to
listen and find the differences between them.
bed.
Invite some students to answer. Instruct students
2. The Batman sat on the bed.
to pronounce these sounds correctly:
3. I bet that men hate bats.
Track 2.04 4. I help my friend carry his bags to the factory.
4. Listen to the words and sounds. Then 5. Correct these sentences and send your letter
repeat. again.
/e/ /e/ bed /æ/ /æ/ bad 06 Ask students to write some words having
/e/ /e/ bet /æ/ /æ/ bat the sound /e/ or /æ/ and make sentences with
/e/ /e/ men /æ/ /æ/ man
those words. Invite some students to read aloud
/e/ /e/ set /æ/ /æ/ sat their words and sentences. Correct students’
Sound 1: /e/ pronunciation.
To pronounce this sound, put your tongue in Answers
the middle part of your mouth, and stretch out Students’ own answers
your lips a little bit. Extra activity
Sound 2: /æ/ Prepare some pictures of places of entertainment
When pronouncing this sound, your tongue is that include opening hours. Have students work in
very low and your chin as well. groups to describe the pictures. Remind students
Ask students to pay attention to the teacher’s to talk about the opening hours and the activities
mouth. Run the track 2.04 and have students of people. Invite some students to describe the
listen and repeat. Invite some students to pictures in front of the class.
pronounce the words. Correct students’
pronunciation.
04 Have two students read aloud the teacher’s
Homework
comments. Ask them to read the two replies to
Lisa’s email in exercise 2 again, then match them
III, IV
with suitable comments. Invite some students to
give their answers. Explain the exam advice about
WRITING
writing an email. Ask students the questions
Writing an email
below to make sure they understand the
Student’s Book, page 22 structure of an email:
1. Which information do you need to include in
Lesson outcome your email? (receiver, sender, reasons for
• Understand how to write and reply to an emailing)
informal email 2. Can you tell me how to write an email response
properly? (start with Hi or Dear and the receiver’s
Lead-in name, answer all the questions clearly, end with
Divide students into groups of four. Give each the sender’s name)
group a blank piece of paper and have them write Invite some students to answer.
the beginning of an invitation, e.g. My sister is Answers
celebrating her birthday party this weekend. 1. b 2. a
Then, pass it to another group so they can finish
05 Have students read Lisa’s email again and
the invitation. Suggest students include the date
underline three questions that Lisa writes in her
and time and participants. Invite each group to
email:
share their invitation to the class. Have students
1. What are you doing this weekend?
vote for the invitation they like best.
2. Do you want to see it?
01 Have students discuss the questions in 3. Would you like to go with us?
pairs. Invite some students to answer. If the Have students write their reply to Lisa’s email by
students have an email address, ask them if they answering those three questions. Invite two to
can share it with the class. three students to write on the board. Go around
the class to observe students’ writings and
Answers
support weaker students.
Answers
02 Have students look at the note and say
which information they have to complete. Let
students read the email and complete the note. 06 Have students read the questions and say
Invite some students to write the answers on the which information they need to find. Let students
board. read the email and underline them. Invite some
students to answer.
Answers
Answers
1. Mia 2. Movie theater 3. 4:30 pm
1. Tom is the receiver, and Andy is the sender.
03 Have two students read aloud two replies 2. What are you doing this afternoon?
to Lisa’s email. Ask students to discuss which one Would you like to go with us?
is better in pairs. Remind students to find the What time do you want to meet?
differences between the two replies. Invite some 3. Andy goes skateboarding with Billy.
students to share and explain their choice.
Answers
The 2nd reply is better.
07 Have students read aloud two plans. Ask Go around the class to observe students’ writings
students to tell the differences between them. and support weaker students. Invite some
Have students discuss which one is more proper students to write on the board.
in pairs. Invite some students to give their answers Answers
and explain their choice. Students’ own answers
Answers 10 Have students say which information they
Plan B is better.
need to include. Ask students to plan their email
08 Have students read Andy’s email again and first, then write a completed email. Go around
underline three questions that Andy writes in his the class to support students. Invite some
email: students to write on the board.
1. What are you doing this afternoon? Answers
2. Would you like to go with us? Students’ own answers
3. If you do, what time do you want to meet? Extra activity
Have students plan their own reply to Andy’s Prepare some sentences. Ask students to put the
email. Remind them to answer all Andy’s sentences in the correct order to make a
questions. Go around the class to observe meaningful email. You can add some extra
students’ writings. Invite some students to write sentences to make the activity more difficult.
on the board.
Answers Homework
Activity book, Writing page 19, exercises I, II,
Suggested answer:
III, IV
1. Thank Andy for asking you to go skateboarding
– Thank you for asking me to go skateboarding
at the park this afternoon.
CLIL SCIENCE
2. Say you agree to go – I’d love to go with you Forces
and Billy. Student’s Book, pages 24-25
3. Say when you want to meet – Let’s meet in
front of your house at 4 pm.
Lesson outcome
09 Have students write their reply to Andy’s • Identify two types of forces
email based on their plan in the previous • Recognize different forces in real life
exercise. Provide students with some useful
phrases to use in their email, for example:
Lead-in
1. If you cannot go:
Ask students the questions below:
I’m sorry I can’t join / go with you because…
1. Do you know why we could stand still on the
Thank you for inviting me but I can’t…
ground? (Thanks to gravity)
2. If you can go:
2. Do you know why your hands feel warm when
I’d love to join / go with you.
you rub them together for a few seconds? (Thanks
It’s my pleasure to join / go with you.
to friction)
3. To make suggestion:
Invite some students to answer. Lead students to
Why don’t we meet at / in…
the lesson: Gravity and friction belong to two main
How about meeting at / in…
types of forces: non-contact forces and contact
Let’s meet at / in…
forces.
01 Teach students the definition of forces: Picture 3: magnetic force.
• Forces act on everything around us. A force is a What are non-contact forces? The forces act on
push or a pull upon an object. an object without physically touching it.
Introduce two types of forces which are contact Picture 4: elastic force.
forces and non-contact forces: Name some non-contact forces: gravity force,
• Contact forces: the forces that act between magnetic force.
two objects that are physically touching each Why do humans need gravity? People would
other, for example, frictional force, elastic float off into space and be burning or freezing
force, etc. without gravity..
• Non-contact forces: the forces act on an object
without physically touching it, for example, DO IT
gravity force, magnetic force, etc. There are two options for this activity:
Prepare videos for students to understand clearly. • Option 1: Do this project at home. If teacher
Have students answer the questions in exercise 1. decides to give this task at home, make sure
Invite some students to write the answers on the that students have been instructed how to do
board. it. Students will bring the final product to the
Answers class for the next time.
1. A force is a push or a pull upon an object. • Option 2: Do this project in the class. Teacher
2. Two types: contact and non-contact forces. needs to ask students to bring the materials for
3. Frictional force and elastic force. this project in the previous class. Teacher also
4. Gravity force and magnetic force. has to predict how much time students need to
finish this project to balance the time for the
02 Have students choose the correct answers. whole lesson.
Invite some students to answer. Check students’
Extra activity
answers. Have students read the note about
Divide students into two teams. One team
gravity.
discusses some activities using contact forces, and
Answers the other team discusses some activities using
a. B b. C c. C non-contact forces. Have two team write the
03 Give each pair a dice, or if you don’t have activities on the board and explain their answers.
enough dice, you can ask students to write
Homework
numbers 1 to 6 on 6 pieces of paper, then fold
Activity book, CLIL Science page 23, exercises
them. Each student will choose a random draw in
I, II, III
their turn. Have students play the boardgame in
pairs.
Answers
What are contact forces? The forces that act
between two objects that are physically touching
each other.
Picture 1: gravity force.
What’s a force? A force is a push or a pull upon
an object.
Picture 2: frictional force.
Name some contact forces: frictional force,
elastic force.
PROGRESS CHECK 1 03
UNIT 1 & 2 • Teachers select a few students to explain the
phrasal verbs learned.
Student’s Book, pages 26-27 • Then, give students 2 minutes to complete
exercise 3. Invite 6 students to the board to
Lesson outcome write down their answers.
• Revise knowledge learned in unit 1 & 2 • Teachers correct the answer on the board,
and ask students to self-check their answers.
Lead-in
Answers
• Teachers write the word “exam” on the 1. staying in 2. keep up with
board. Then, ask students to give their 3. are getting into 4. stay up
opinion about it. 5. hanging around 6. stay over
• Students may give mixed opinion.
• Say that nevertheless, exams are important 04
because it proves students’ progress.
01 • Teachers set a 3-minute time limit for
students to finish exercise 4.
• Give students 3 minutes to do exercise 1. • Invite 5 students to share their answers. Each
• Once the time is over, teachers checks the student explains their choices.
answer by calling a student for each question. (Ex: usually, this summer, next Sunday, etc)
• The student proceeds to first utter the 4
choices, then chooses his/her answer. Answers
• Teachers correct and pronounce the choices 1. visit / are visiting
to show the differences between them. 2. watches / fancies
3. travels / is making
1.Answers
D 2. B 3. A 4. C 5. A 4. does / attend
5. are visiting / leaves
02 05
• Teachers ask student to complete exercise 2.
• Students follow the instruction given. • Teachers set a 3-minute time limit to
• After 2 minutes, teachers invite 1 student to complete exercise 5.
speak up his/her answer. • For each question, invite a student to read the
• Teachers correct, and other students self- whole sentence with the gap filled.
check their answers. • Teachers correct, students self-check their
answers.
Answers Answers
1. C 2. E 3. B 4. A 5. D
1. B 2. A 3. C
4. B 5. A 6. A
Fast finishers
Find synonyms to the words. For example,
ornament = figurine, face-to-face = direct, etc.
06 08
• Teachers inform the students the coming • Teachers set a 3-to-5-minute time limit.
listening exercise. • Students form complete and grammatically
• Students have 1 minute to look at the correct sentences based on the cues given.
questions, and note down key information. • For each sentences, invite a student to write
• Teachers play the recording twice. down his/her complete version.
• For each question, invite a student to select • Teachers correct the sentences, students self-
True or False. Ask the students to utter the check their answers.
words/phrases/sentences that they heard.
Answers
Answers
1. T 1. Lucy loves carving soap into beautiful
2. T ornaments.
3. F (decrease → increase) 2. The Internet is a great source of information.
4. F (craft classes → science club) 3. Playing sport improves physical and mental
5. T health.
Track 2.06 4. People read e-books on electronic devices.
5. Do you prefer watching movies at the movie
6. Listen to a teacher talking about the activities after
theater or at home?
school. Decide if the statement is TRUE or FALSE.
Most middle and high school students are excited about 09

extracurricular activities. These activities are important and
they are really beneficial for teenagers. After-school • Teachers separate students into groups of 4.
activities help students become more confident, keep them • Students follow the instruction of exercise 9
motivated and develop their social skills. They give students
relaxing breaks from full-time studying at school and allow
and talk about their favorite hobbies.
them to refresh themselves. • Teachers invite all groups to share their
answers. Correct mistakes in pronunciation, if
In addition to common activities like football, basketball,
volleyball, and dancing, there are many other after-school
any.
activity programs. Students who are keen on science
Extra activity
choose to attend the Science Club, where they can do
experiments and learn different corners of science. • Members of each group prepare a complete
Besides, a lot of schools present music classes, cooking
paragraph (8 to 10 sentences) about their
programs, and crafts activities. Let's register for some
activities you are interested in when school finishes. hobbies.
• One member will represent the group and
07 present their paragraph.
• Teachers set a 3-minute time limit. • Teachers and other groups evaluate based on
• Students work in pair to finish the the speaker’s fluency and paragraph’s
conversation using the words given. content.
• Teachers correct the answer in front of class. • The group with the best performance wins.
Then, ask random pairs to practice the
conversation. Homework
• Teachers check students’ pronunciation and Activity book, Review 1 page 24-25, exercise I,
intonation of students. II, III, IV
Answers
1. cheerful 2. semester 3. extra
4. programs 5. attend 6. experiments
03 OUR MEALS
UNIT OVERVIEW
Reading about the traditional meals in
Vietnam: chopsticks, cuisine, Activity book, p 26, Exercises I, II, III
Reading
economical, experience, fried, stewed, Unit 3, Reading, Exercises I, II, III
symbolize, table manners
Past simple: affirmative, negative, Activity book, p 27, Exercises I, II, III, IV, V, VI
Grammar
question Unit 3, Grammar, Exercises I, II, III, IV, V, VI
Words and phrases about food: food
pyramid; fat/oil, salt & sugar; meat,
fish & eggs; dairy products; fruits; Activity book, p 28, Exercises I, II, III, IV, V
Vocabulary
vegetables; grains Unit 3, Vocabulary, Exercises I, II, III, IV, V
Phrasal verbs: boil something up, chop
something up, pass something down
Activity book, p 29, Exercises I, II
Listening Listening about the school lunch
Unit 3, Listening, Exercises I, II
Giving opinions about food Activity book, p 30, Exercises I, II, III, IV, V
Speaking
Pronunciation: -ed endings Unit 3, Speaking, Exercises I, II, III, IV, V
Writing Writing a note
Unit 3, Writing, Exercises I, II, III, IV, V
Math: Sets, whole numbers and Activity book, p 35, Exercises I, II, III
CLIL
integers Unit 3, CLIL Math, Exercises I, II, III
Activity book, pp 32-34, Exercises I, II, III, IV, V
International
Unit 3, International exam, Exercises I, II, III,
exam
IV, V
Book Book
READING Ask students to look at the words in the box
Reading about the traditional meals in Viet and match them with the correct pictures. Allow
Nam students time to prepare theirs answers with a
partner.
Student’s Book, pages 28-29 Answers
Lesson outcomes
• Become familiar with the names of some
Vietnamese dishes
mắm dried fish spring rolls
• Practice a multiple-choice cloze task
Lead-in
Ask students to look at the pictures at the
beginning of the unit and discuss in pairs to write fish sauce pickles boiled chicken
down the names of these foods.
Suggested answers
- Steamed broken rice (Cơm tấm) Vietnamese sausages fish soup stewed meat
- Vietnamese bread
- Fried fish Ask students to complete the exercise. Have
- Stuffed pancake (Bánh cuốn) students compare in pairs before you check in
- Vietnamese beef noodles (Phở bò) open class.
- Roast pork Answers
- Rice, stir-fried vegetables, fried eggs, vegetable 1. chopsticks 2. symbolizes
soup, spring rolls 3. fried 4. experience
Ask students to look at the table and think of 5. economical 6. cuisine
different foods they have for breakfast, lunch and 7. stewed 8. table manners
dinner. Then write down their own information in
the table. Also allow students to go around the Ask students to complete the exercise.
class and interview their classmates and fill in the Check answers in open class.
information.
Answers
Answers
1. symbolizes 2. experience
Students’ own answers 3. fried 4. Table manners
Extra activity 5. stewed 6. cuisine
In pairs, students ask and answer the question: 7. chopsticks 8. economical
What do you usually have for breakfast / lunch /
Fast finishers
dinner? Elicit answers from different students
Ask students to write their own sentences using
around the class and raise another question to
the words in Exercise 3.
encourage students to give their opinions: What
is the most important meal of a day? Answers
Answers
Lead-in
A Normal Day vs. Yesterday

Divide the board into two parts. Write Usually at
the top of one part and Yesterday on the top of
the second.
Write some daily activities in the first part and
the similar sentences in the past simple in the
second past.
Usually
Ask students to read the tips for multiple-choice
I get up at 6:30 am.
cloze. Remind students that once all the gaps are
completed, they should read the whole text again I have breakfast at 7 am.
to make sure it makes sense.
I eat sandwiches and drink milk for breakfast.
Ask students to complete the exercise.
Students compare in pairs before you check in I go to school by bus.
open class. I go home at 5 pm.
Answers Yesterday
1. C 2. A 3. B I got up at 8 am.
4. B 5. A 6. C I had breakfast at 8:30 am.
7. C 8. B I ate fried rice and drank juice for breakfast.
Ask students to look at two pictures first I went to school by bike.
and discuss in pairs to choose the correct
answer. Check in open class. I went home at 6:30 pm.
Answers Now ask students to talk about their previous
day’s activities in pairs.
B
Homework Ask students to read the sentences and

write down past, present or future at the end of
Activity book, Reading, page 26, Exercises I, II
each sentence. Remind students that there are
words and phrases to help them choose the
answers. Check in open class.
GRAMMAR
Past simple Answers
1. future (is planning, next year)
2. past (started, three years ago)
Lesson outcomes 3. present (prefer)

• Understand the correct forms and usages Read out four usages and each example
of past simple for students to do the task. Call students to give
• Practice using the verbs in past simple the answers individually in front of the class.
correctly Explain and correct any errors.
Answers Ask students to complete the exercise.
Check the answers in open class.
Completed actions in the past
A series of completed actions in the past Answers
Past habits 1. gathered, sat, prepared, used
Past facts
2. caught, dried
Fast finishers
Ask students to write down their own examples 3. made, found
for each usage of the past simple in the 4. put
textbooks. Check the answers individually.
5. ate
Put the students into pairs and ask them to 6. tried
try to finish the words in Column A and Column
B quickly. Have students check their answers Language note
together. You ask some students to write down Remember to put didn’t before the infinitive
the answers on the board. verbs to make negatives and use Did + S +
Answers Verb…? in questions.
played caught Have students look at the example and

show them the ways to form negatives and
prepared made questions in the past simple. Then ask students
to complete the exercise. Check the answers in
used found open class.
Of
Answers
looked ate
1.
- Kerry’s mother didn’t make Vietnamese
remained put
sausages on her own.
dried took - Did Kerry’s mother make Vietnamese sausages
on her own?
gathered sat 2.
- My grandmother didn’t bake a birthday cake on
tried understood
my last birthday.
- Did your grandmother bake a birthday cake on
Ask students to look back at the Exercise 3 my last birthday?
and point out the similarity of the words in the 3.
same column. Then elicit the difference - Lily didn’t experience Vietnamese dishes last
between the verbs in two columns. Remind
year.
students to remember two kinds of past simple
verb forms. Have students add more verbs to - Did Lily experience Vietnamese dishes last
each column. year?
4.
Answers
- She didn’t find it interesting to use chopsticks.
Column A: Regular verbs - Did she find it interesting to use chopsticks?
Column B: Irregular verbs
In pairs, students ask and answer the Answers
questions. Elicit answers in open class. 1. Fat/oil, salt & sugar
Answers 2. Meat, fish & eggs
Students’ own answers 3. Fruits
Mixed ability 4. Dairy products
Ask more confident students to work in groups 5. Vegetables
talking about their previous day, week or 6. Grains
month. When they have finished, each group Fast finishers
presents in front of the class. Ask students to explain the importance of the
food pyramid and give suitable portions of each
Homework food group to stay healthy.
Activity book, Grammar, page 27, Exercises I, 3.01
II, III, IV, V, VI
Ask students to put the words in the box in the
correct group and ask them to write down the
VOCABULARY
answers on the board. Then play the audio and
Words about food, Phrasal verbs
check in open class.
Student’s Book, page 31 Track 3.01

2. Complete the food lists with the words in
Lesson outcomes the box. Then listen and check.
Understand the correct usages of: My nutrition food pyramid is a useful tool for
having a balanced diet. Let’s see how to stay
• words connected with food
healthy with each food group. First, grains
• countable and uncountable nouns should be taken as the main sources. They
• phrasal verbs: boil up, chop up, pass include bread, rice, wheat, pasta, and more.
down Next, eat more fruit and vegetables like
coconuts, peaches, celery, bell peppers and
Lead-in more. Then, remember to have a moderate
amount of fish, meat and eggs like lobster,
In small groups, students look at the food
salmon, lamb, pork and dairy products such
pyramid and think of names of the foods. Ask
as cheese, cream, butter, and yogurt. Finally,
each group to write down their answers on the reduce fat and oil, salt and sugar in your diet.
board and check in open class. Answers
Some foods in this group are candy, sugar,
Suggested answers • Fruits soft
chips and and drinks.
vegetables: peach, coconut,
- oil, cake, candy/sweets, donuts celery, bell pepper
- meat, fish, eggs, beans, nuts • Fat/oil, salt & sugar: sugar, crisps, sweet,
- milk, cheese, cream soft drinks
- grapes, bananas, apples • Grains: rice, what, bread, pasta
- bell peppers, carrots, tomatoes, celery • Dairy products: butter, cream, yogurt,
- rice, bread, wheat, cereal, pasta cheese
Words about food • Meat, fish & eggs: pork, lobster, lamb,
Have students look at the food pyramid salmon
again and name the different steps of the
pyramid. Students compare in pairs before you
check in open class.
Have students to look at the box again and Fast finishers
write C if the food is a countable noun and U if Ask students to think of some pieces of advice
the food is an uncountable noun. Remind on how to keep fit and tell their partners. Try to
students that there are some foods that are both use the words learnt in previous exercises.
countable and uncountable nouns. Ask students
Phrasal verbs
to check in pairs before you check in open class.
Look at the phrasal verbs, the definitions and
Answers
examples, explain each phrase verb to students.
sugar (U) butter (U) peach (C)
Ask them if they have any questions.
rice (U) cream (U) coconut (C)
celery (U) pork (U) crisps (C) Language note
yogurt (U) lobster (C/U) sweet (C) Remind students that phrasal verbs have two
soft drinks (C) bell pepper (C) lamb (C/U) parts: a main verb and an adverb particle. Many
wheat (U) salmon (C/U) phrasal verbs take an object. In most cases, the
bread (U) pasta (U) cheese (U) particle may come before or after the object if
the object is not a personal pronoun.
3.02
You should take your shoes off when you come
Ask students to read the words in open class. in the house. / You should take off your shoes
Then play the audio for students to listen and when you come in the house.
complete the exercise. Check in open class. If the object is a personal pronoun (me, you,
Track 3.02 him, us…), we always put the pronoun before
4. Listen and tick (✓) what Kevin bought at the particle.
the market. Remember to pick me up after work.
I went to the market to buy food for the
Have students to complete the exercise.
weekend. I chose some apples, peaches, and
lychees for dessert. I also got carrots, Students compare in pairs before you check in
cucumbers, broccoli, and bell peppers. Then, open class.
I bought a kilo of beef and some salmon. I Answers
intended to stir-fry beef with vegetables and 1. passed, down
make fish soup. For drinks, I took two cans of 2. chopping, up
milk and a bottle of orange juice.
3. boil, up
Mixed ability
Answers
Ask more confident students to write their own
 lychees  broccoli onions sentences using the phrasal verbs. Give less
 milk  salmon beef confident students words or phrases to put in
lemonade pasta the correct order to make meaningful
Give students some questions about how sentences. Check the answers individually.
to stay healthy and elicit the answers in open Homework
class. Then ask students to look at the text and Activity book, Vocabulary, Page 28, Exercises
complete the exercise. Students compare in I, II, III, IV, V
pairs before you check in open class.
LISTENING
1. salt & sugar Listening about the school lunch
2. fruits
3. vegetables
4. lamb Lesson outcomes
5. lobster • Listen for information to fill in the gaps
6. coconut • Practice predicting what the speaker will
say before listening to a recording
Ask students to think of some pieces of advice
4. I’m Alice from Grade 9A. On Thursday, I
Lead-in
can choose spaghetti or rice with meatballs
Revise some foods that students usually eat for
and vanilla cupcakes for $2.50. The canteen
lunch by asking students in groups to think of sells beef burgers or sandwiches served with
the foods and write the answers on the board. chips and ice cream on Friday. I have to pay
Check in open class. $3 in total. It’s super-tasty. Also, I can order
Have students work in pairs and discuss extra drinks. The canteen serves water for
the questions. Elicit answers from different free, soda for $1, fruit juice for $1.15 and
students around the class and open out a class chocolate milk for $1.20.
debate about the benefits of school canteens. Answers
Answers 1. 9th 2. 11
Students’ own answers 3. chicken 4. vegetable
3.03 5. watermelons 6. 2.30
Have students look at the school menu and elicit 7. meatballs 8. beef
the answers around the class. Remind students 9. chocolate
that they should write one word or a number for
3.04
each gap.
Play the recording for students to check their Ask students to look at the words in the box and
suggested answers. Ask students to write the read the sentences first. Have students suggest
answers on the board before you check in open the answers before you play the audio for them
class. to listen and check again. You correct the
answers in open class.
Track 3.03
2. Listen to some secondary students talking Track 3.04
about their school menu for lunch at the 3. Max wants to make a salad for lunch.
canteen. Write one WORD or a NUMBER for Listen and complete the descriptions using
each gap. the words in the box.
Hello, welcome to Star International Hello, I’m Max. Today I’m trying to make a
Secondary School. Let’s take a tour around fresh salad for lunch. First I chop up 4
our canteen. Here is the menu for this week, cucumbers. Then I cut 2 onions into small
from the fifth to the ninth of September. pieces. If you don’t like eating raw onions,
They serve different foods throughout the you can boil the onions in the water for 2-3
week. minutes. Next, I put them in a large bowl and
Lunchtime is usually from 11 am to 12 pm. add some salt, sugar, a little bit of water and
Here are some students talking about the garlic. After that, I mix them together. I sit
menu. the bowl of salad in the fridge for an hour
before serving
1. My name is Karen. My favorite menu for
lunch at my school canteen is on Monday.
Answers
We have fried rice, chicken and salad with
eggs. It’s so delicious. I also have fresh apples 1. chop 2. boil
for dessert. It costs $2. 3. put, add 4. mix
Exam Advice
2. I’m Mark in Grade 7. On Tuesday, I will
have my favorite menu with rice and fish, Have students read the tips in the exam advice
vegetable soup, and yogurt. At only $1.90, and remind them that predicting the main ideas
we have a nutritious meal. Yummy! and looking at the words before or after the gap
will help them when they do gap-fill tasks.
3. I’m Jenny. I love going to school on
Wednesday because I enjoy lunch on that
day. The canteen serves my favorite
Vietnamese dish. I can choose phở bò or phở
gà with aromatic herbs and watermelons for
dessert. The price for this meal is $2.30.
3.05 Answers
Ask students to look at the ingredients first and
recognize the names. Then look at the directions
and suggest the steps for making vanilla butter sugar milk eggs
cupcakes.
Play the audio for students to check their
suggestions. Have students compare the
answers in pairs before you check in open class. flour salt vanilla extract baking soda
Directions:
Track 3.05 5. Stir all the ingredients just until mixed. Spoon
4. Alice loves vanilla cupcakes and she
the mixture into the paper cases.
wants to learn how to make them. Below is
4. Beat the sugar and butter in a mixer until light
the recipe for the cupcakes. Write the
missing words. Then listen to check the and fluffy.
ingredients and then put the sentences in 2. Put flour, baking powder, and salt together in
order. a bowl.
My grandma and I are into making cupcakes. 6. Bake in the preheated oven for 18-22
She taught me how to make a vanilla cupcake minutes.
when I was eight years old. My great- 1. Preheat the oven to 175 degrees Celsius. Line
grandmother passed down the recipe to my a 12-hold muffin tin with paper cases.
grandma. We need to prepare these 3. Whisk milk, eggs, and vanilla extract together
ingredients for 12 vanilla cupcakes: ⅔ cup of in a separate bowl.
butter, ¾ cup of sugar, ¾ cup of milk, three
eggs ,1 ½ cups of flour, one teaspoon of
Extra activity
vanilla extract, 1 ½ teaspoons of baking soda,
one teaspoon of salt, and ¾ cup of milk. Then Have students think of their favorite dishes and
follow my directions to make write down the ingredients and steps to make
delicious cupcakes. the dishes. Elicit the answers around the class
STEP 1: Preheat the oven to 175 degrees and have students discuss with a partner before
Celsius. Line a 12-hold muffin tin with paper presenting in front of the class.
cases.
Homework
STEP 2: Put flour, baking powder, and salt
together in a bowl. Activity book, Listening, Page 29, Exercises I, II
STEP 3: Whisk milk, eggs, and vanilla extract

together in a seperate bowl.
STEP 4: Beat the sugar and butter in a mixer
until light and fluffy.
STEP 5: Stir all the ingredients just until
mixed. Spoon the mixture into the paper
cases.
STEP 6: Bake in the preheated oven for 18-22
minutes.
SPEAKING 02 Explain the exam advice about expressing
Giving opinions about food personal preferences. Ask students the question
below to make sure students understand:
Student’s Book, page 33 1. Do you need to explain why you like/dislike
something?
Lesson outcomes 2. Can you tell me about your favorite food?
• Describe different foods Invite some students to answer. Have students
• Express preferences about food discuss the questions in Exercise 2 in pairs. Go
• Pronounce -ed endings around the class to support students with
vocabulary and ideas. If students are not able to
Lead-in answer Question 5, suggest some traditional
foods for students like Bánh mì, Phở, Bánh Chưng,
Board race
spring rolls, pickled scallion, etc. Have some
Divide the board into four equal columns and
students answer the questions.
write on the top of each column a food group, e.g.
vegetables, fruits, meat and seafood, or sweet Answers
foods. Divide students into four teams. Assign Students’ own answers
each team to one food group. The students must 03 Prepare a wheel and bring it to the class if
then write as many foods belonging to their food possible. Otherwise, teacher can ask students to
group as possible in the form of a relay race. In 5 put a short pencil on the wheel in the book, then
minutes, which team has more correct answers spin it. Have students do the activity in pairs or
without spelling mistakes will win. groups. Suggest students use the adjectives in
Answers Exercise 1. Go around the class to support
Students’ own answers students with vocabulary and ideas. Invite some
students to spin the wheel and say in front of the
01 Invite some students to read out and class.
explain the meaning of the adjectives. Explain
Answers
unfamiliar adjectives to students:
melted: having turned soft or into a liquid
greasy: covered with or full of fat or oil Mixed ability
Have students work in groups to choose the With stronger classes, teacher can divide students
characteristics of each food. Invite some students into two teams. At every turn, one student of each
to share their opinions. Teacher can ask students group will take turns to spin the wheel and say.
to think of some more foods which have the same Students mustn’t say the same ideas as the
characteristics as those in the book or ask them previous ones.
to make a sentence with each adjective.
04 3.06
Answers
Write on the board three regular verbs needed,
Watermelon: sweet, tasty
played, and stopped. Pronounce each word
Chocolate: hard, melted
slowly and ask students to listen and find the
Bánh chưng: sticky, soft, salty
differences between them. Invite some students
Lemon: sour, bitter
to answer. Explain that the pronunciation of -ed
French fries: greasy, salty
endings depends on the final consonant sound.
Salmon: soft, fishy
Introduce the rules to students:
Lead-in
Sound 1: /ɪd/
We pronounce the -ed as /ɪd/ after /d/ and /t/. Teachers prepare a stack of sticky notes. At the
For example, started, decided, visited, etc. beginning of the lesson, show it and ask students
Sound 2: /d/ if they know what it is. Ask if they have used, or
We pronounce the -ed as /d/ after voiced seen any family members used them.
consonants, except /d/. For example, boiled,
changed, dried, etc. 01 Divide class to groups of 4. Read the
Sound 3: /t/ questions and give them 3 minutes to discuss.
We pronounce the -ed as /t/ after unvoiced Then, select random groups to answer.
consonants, except /t/. For example, baked, Answers
passed, chopped, etc.
Have some students pronounce the words in the
three columns. Ask students to complete exercise
02 Teachers give students 2 minutes to read
4. Invite some students to give answers and
the note from John and underline important
pronounce those words. Correct students’
words. Ask one student to speak up his/her
pronunciation. Run the track 3.06 and have
answer, and explain why those words are chosen.
students listen and check.
After that, elicit the answers.
Answers
/ɪd/: melted, tasted, added, grated Answers
/d/: boiled, stirred, fried, peeled
/t/: mixed, chopped, whipped, sliced
Extra activity
Ask students to survey five friends about foods
they like and dislike, then present the results to
the class. Students can follow the table below.
Favorite Hated
Names Reasons
foods foods
1.
2.
3.
4. • Teachers instruct students to write a reply (25-
5. 35 words) to John’s note, following the exam
advice given below. One student then reads
Homework his/her reply and teachers give opinions.
Activity book, Speaking page 30, exercises I, II, Mixed ability
III, IV, V • For weaker classes, explain that important
words are words that contain information that
WRITING you want to know. Similarly, the reply should
Writing a note contain information that John wants to know.
• For stronger classes, students in pairs
Student’s Book, pages 34-35 exchange writings and evaluate each other.
Lesson outcome
• Be able to understand and write a simple
note containing enough information
03 Give students 1 minute to read both writings Answers
and determine the better response. Choose 1 Students’ own answers
student. Ask why he/she chose that version.
07
Answers
• Give students 5-10 minutes to write the note
Reply 2 is better because it appropriately answers
based on the plan they have formed earlier.
John’s questions. Reply 1 did not address John’s
Two students write on the board. Others
first question, and sentences are too short.
write on their papers.
04 Give students 30 seconds to read the note • After the time limit, teachers evaluate the
writings on the board and ask students to
below. Teachers then play the audio for students
review their own based on the checklist given.
to fill in the blanks. (Once or twice depending on
the class) Answers
Check the answers in open class. Students’ own answers
Answers Extra activity
Students make their own notes to remind

themselves what they are going to do today.
Homework
Activity book, Writing page 31, exercises I, II,
III. IV, V
CLIL MATH
Sets, Whole numbers, and Integers
Student’s Book, pages 36-37
05 Give students 2 minutes to read the writing Lesson outcomes

task and answer the questions. Ask some students • Understand the definition of sets, whole
to answer in front of the class. numbers, and integers.
Answers • Be able to categorize elements to suitable
sets.
1. I’m writing a note to my classmate, Ken.
2. I have to mention the time we will get to the
Lead-in
picnic site, the activities we would like to do and
things we should bring to the picnic. “Odd one out”:
• Students choose an element that is different
06
with others in a set.
• Give students 3 minutes to prepare their • Teachers divide class into 4 groups and write
notes. Teacher remind students that their A, B, C, D on the board. Teachers then read
notes need to answer all of Ken’s questions. aloud or display on screen 4 elements, 3 of
• Teacher can suggest students to imagine their them are of the same category and the other
own picnic, or recall a class outdoor activity in is different.
which they have participated.
Members of each group then race to the board 02 Form groups of 4. Give students 3 minutes
and touch the A, B, C, D that corresponds to their to separate the set of food and the set of drinks.
answer. The student that touches the board
Answers
fastest and correctly earns 1 point for the group.
The set of foods includes spaghetti, cupcake,
Group with most points win.
burger, sushi, sandwich, and fried rice.
Suggested options:
The set of drinks includes orange juice, milk tea,
Table Chair Mirror Bookshelf
fresh water, smoothie, soda, and ginger tea.
Bathtub Toilet Bed Showerhead
Dogs Bees Flies Ladybugs Fast finishers
Firetruck Strawberry Blood Ocean
Students can create their own sets of favorite
Limo Motorbike Train Helicopter
foods and drinks.
Shirts Blouses Vest Trousers
Rock Piano Jazz Pop 03 Teachers read the questions one by one and
Triangle Rectangle Square Rhombus invite the class to answer.
China India Germany Thailand
Answers
Run Jump Kick Throw
Tofu Pork Chicken Venison a. A b. C c. A d. B
04 Students work in pairs. Give them 3
After the game, pick an example from above and minutes to put the stamps on the shelves.
explain using the set and element definition. Answers
the set of stationery
the set of toys
01 Introduce the definition of sets and elements: the set of books
• A set is a collection of objects or things. The the set of clothes
objects in a set are called the elements of a set. the set of sports equipment
• Teachers use the example of odd and even the set of jewelry
numbers in the picture below as an example. the set of souvenirs
Introduce the definition of whole numbers and the set of others
integers: 05 Select random pairs to speak out what
• Whole numbers are a set of numbers that items belong to what set. Students can choose
contains natural numbers and zero. items given in the picture, or other objects as long
• Integer is a set of numbers that include: whole as they fit in the category.
numbers, negative and positive numbers.
Answers
Have students look at exercise 1. Choose two
students to answer Questions a and b. Students’ own answers.
DO IT!
Answers • Teacher may prepare a real-life model of a
a. Elements of the set C are a square, a triangle, a thermostat.
rectangle, and a circle. • Students work individually or in pairs to
answer the questions in the picture.
b. Elements of the set D are an addition symbol, a
multiplication symbol, an equal symbol, a Homework
subtraction symbol, and a division sign. Activity book, CLIL Math page 35, exercises I,
II, III, and Challenge!
04 AMAZING FESTIVALS
UNIT OVERVIEW
Reading about the Mid-Autumn
festival: reunite, mooncakes, watch the
Reading full moon, lion dance, toy figurines,
banyan tree, host, legend, lantern
parade
Past continuous: affirmative, negative, Activity book, p 37, Exercises I, II, III, IV
Grammar
questions Unit 4, Grammar, Exercises I, II, III, IV
Words about festivals: ancestor
worship, altar, folk games, fireworks,
five-fruit tray, feast, candied fruit, Activity book, p 38, Exercises I, II, III, IV, V
Vocabulary
costume, food stall Unit 4, Vocabulary, Exercises I, II, III, IV, V
Phrasal verbs: look forward to, dress up,
give away
Listening Listening about festivals in the world
Talking about a festival in your country Activity book, p 40, Exercises I, II, III, IV, V
Speaking
Pronunciation: /ʊ/ and /uː/ Unit 4, Speaking, Exercises I, II, III, IV, V
Writing Writing a letter
Science: Plant diversity & animal Activity book, p 45, Exercises I, II
CLIL
diversity Unit 4, CLIL, Exercises I, II
Activity book, pp 42-44, Exercises I, II, III, IV
International
KET, TOEFL JUNIOR, PTE GENERAL Unit 4, International exam, Exercises I, II, III,
exam
IV
Book Book
READING
Reading about Mid-Autumn festival •03 Show the pictures of Mid-Autumn Day in rural
and urban areas in Viet Nam and ask students
what they can see in the pictures.
Lesson outcomes • Students answer the questions in pairs. Ask
• Understand the texts about the Mid- individual students the questions and elicit
Autumn festival around the world some possible answers.
• Know some new words or phrases about • Ask a confident student to summarize the
festivals differences between two pictures.
• Answers
Lead-in 1. They’re playing on the street.
Divide the class into teams. Ask students to race 2. They look happy and excited.
to think of as many festivals as they can in a 3. Students’ own answers
three-minute time limit. When the time is up, ask 04
students to total how many festivals they have
• In pairs or as a group, students complete the
thought of. The team with the most festivals wins
exercise.
the game. Ask students to look at the unit title
• Elicit ideas from around the class and
Amazing festivals. Ask them to say what they
encourage them to talk about their last Mid-
think the unit is going to be about (festivals
Autumn Day in detail.
around the world).
• Pay attention to the tense when students are
01
speaking. Remind them to use the past simple
• Students look at the pictures and discuss the
tense.
questions in pairs. Ask individual students the
Answers
questions.
• Elicit answers from different students around
05
the class.
• Ask students to complete the exercise.
Answers • A good strategy is to highlight keywords and
Students’ own answers phrases in the descriptions. This will help
02
students focus while scanning the text.
Remind them to ignore unknown vocabulary
• Ask students to complete the exercise. Set a
and focus solely on keywords, phrases, and
three-minute time limit to encourage them to
ideas. They then read that section more
read quickly. Elicit answers in open class.
intensively and compare it with the
Mixed ability
description so they can decide whether it is an
• With a weaker class, discuss what they can see
accurate match. If students have time, they
in each picture. With a stronger class, ask
should repeat this step.
them to think of the definitions of the words/
• Check answers in open class and elicit the
phrases in English. Ask a few students to say
keywords that helped them decide on their
the definitions with the class.
answers (synonyms). Elicit key vocabulary for
Answers each option in the questions and blog posts.
1. reunite 2. legend
Answers
3. toy figurines 4. mooncakes
5. lantern parade 6. watch the full moon 1. C 2. B 3. A
7. lion dance 8. banyan tree 4. B 5. A 6. C
9. hosts
06 01
• Ask students to complete the exercise. Set a • Ask students to complete the task.
two-minute time limit to stop them from • Check answers in open class and ask them
reading in too much detail at this stage. where they can find the answers on page 39.
• Elicit answers in open class.
• Students look at the words/phrases they have
Answers underlined. Elicit them to write the form of
1. B 2. A 3. C past continuous tense.
07 • Focus on the notes on page 40. Explain each
usage of the tense.
• Go through the instructions together.
Students read the blog posts again. Focus on • Remind students that they can find more
the key information. information in the Grammar reference, Unit 4,
page 95.
• Students do the exercise in pairs or
• Remind students that stative verbs cannot be
individually. Circulate, monitor, and help as
used in any continuous tenses.
necessary. If there is time, ask a few students
to share their partner’s answers with the class. Answers
1. were making/were decorating
Answers
Answer 2. was watching/were buying
1. True 2. False 3. True 3. were preparing/were hanging
4. True 5. False 6. True Extra activity
Extra activity • In pairs, students make sentences similar to
Students work in pairs. One student says the name the examples above for each point in the
NOTES box.
of a festival. The other says the activities you can
do in that festival. • Ask them to read out their sentences in open
class. If appropriate, ask students to come up
Homework
and write them on the board and discuss them
Activity book, Reading page 36, exercises I, II, as a class if they are correct.
III
• Encourage them to make questions and
GRAMMAR negative sentences from their examples.
Past continuous 02
Student’s Book, page 40 • Ask students to complete the exercise.
Lesson outcomes • Have them compare in pairs before you check

• Understand the correct usage of the answers in open class.
present continuous tense • Check their answers and ask them to explain
• Practice using of the present continuous their choices.
tense
• Go over differences in usage between the past
Lead-in simple and past continuous. Point out that the
Give examples about an event in the past, in past continuous tense focuses on a specific
which shorter events took place. For example, moment in the past.
“stay at home” is the long event. While you were • Go around the class, check students’
staying at home, you ate, watched TV, did pronunciation and intonation while they are
homework, etc. practicing the conversation. Call some pairs
to practice the conversation.
p
• Students take turns to present. Teacher
Answers summarize students’ answers by writing
keywords/ phrases on the board.
1. was going 2. Were you riding
• Elicit students’ ideas. Ask them if they find
3. was you going 4. was heading
anything interesting about their friends’ ideas.
5. was ordering 6. wasn’t sitting
• After calling some students, ask the class with
voting activity. For example, who was making
03
the food one hour before last Christmas Eve?
• Focus attention on the photos. Then elicit Find out what the most popular activity is.
verbs that could describe them. Answers
• In pairs, students look at the photos and
answer the questions in the instructions.
• Encourage students to answer with full Extra activity
sentences. • Teacher says a name of a festival or festival
• Ask a few students to share their ideas with activities. They can be Tet holiday, New Year
the class. Eve,…
• Students work in pairs. List all the activities
Mixed ability they were doing one hour before last …
• Give students 3 minutes for each question to
• With a weaker class, go through the things in
work in groups and list the activities.
the photo together and pre-teach any • Teacher checks students’ answers and gives
unknown vocabulary: take a picture, prepare, points. Then, continue with another question.
decorate, pine tree, wrap a present,…
05 4.01
• The Five Ws (and one H) is a concept used in
speaking and is a very useful formula for • Tell students they are going to read and listen
developing a full description of a photo in a to a paragraph about a flower festival.
• Ask students to predict words or phrases they
minute. The maxim of the Five Ws (and one H)
might hear in the recording. Explain what kind
is that information is only complete when we of word forms they can write in the blanks.
can answer a checklist of six questions: Who? • Play the audio for students to listen and
What? Where? When? Why? and How? With a complete the exercise. Have them compare in
stronger class, encourage students to describe pairs before you check answers in open class.
the pictures in detail. • Encourage students to give reasons for their
answers. Focus on the uses and forms of the
Answers tenses they used.
• Ask students to close their books and retell the
1. They were decorating the pine tree.
trip of the speaker in exercise 5.
2. She was taking a picture.
3. She was making cakes. Answers
4. She was wrapping the presents. 1. was happening
5. She was preparing for the party. 2. were walking
6. He was skiing. 3. were taking
4. rained
04
5. enjoyed
• Elicit what they were doing one hour before
6. was also amazing
last Christmas Eve. Ask students to work with
their friends and complete the exercise. Track 4.01
Last December, my family was in Da Lat city
• Encourage students to answer in detail and
when the flower festival was happening. There
write more than two activities.
were lots of beautiful flowers along the main • In pairs, students discuss the meanings
roads. We met a street photographer when of the words/phrases before checking
we were walking into the city center. answers as a class.
• Call some students to give the answers.
Therefore, we had him take some pictures of
Correct their answers as a class.
our family. While we were taking photos, it Monitor and help, check for potential
rained. We went to a restaurant nearby to pronunciation problems.
shelter from the rain and enjoyed dinner. I was
impressed by the cozy and romantic space of Mixed ability
the restaurant. The food was also amazing. • Ask some confident students to explain the
words/phrases definitions in English
• Weaker students need a lot of guidance. The
VOCABULARY teacher needs to explain the words clearly.
Words about festivals, phrasal verbs Have students give make sentences with the
words/phrases in exercise 1.
• Tell students that they are going to practice
the words/phrases they have learned by doing
Lesson outcomes exercise 2.
• Know more words/phrases about festivals • Have students preview the task. Have students
• Know how to use words/phrases about preview the task. Tell them to work
individually.
• Give students enough time to complete the
Lead-in exercise.
• Check answers as a class. Have students
• Write festivals in the circle on the board and explain their answers.
elicit words for festivals students may • Encourage students read the whole sentence
already know, e.g. cake, game,…. To when giving the answers.
brainstorm before the lesson.
• Around the circle, write nouns, verbs, and Fast finishers
adjectives.
• Ask students to share their opinions about
• Teacher asks students to take turns going to
these questions:
the board and writing all the words they
➢ What do you usually do in Halloween?
know about festivals with suitable
categories related to the topic. ➢ What do people do on Tet holiday?
• Elicit ideas. Teacher gives students 5 ➢ What do Vietnamese people do before
minutes to practice writing. New Year’s Eve?
• After the finishing, teacher checks students’ • Check students’ answers.
words and phrases on the board.
03 4.02
• Ask students to read all the words or phrases
again. Correct any pronunciation problems • Tell the class that they are going to hear five
as you monitor. dialogues about activities for holidays.
• Read through the sentences with the class and
01
encourage them to underline the keywords.
.
• Ask students to look at the pictures and write • Elicit ideas from different students around the
the words/phrases in the box under the right class.
pictures. • Play the audio for students to listen to and
• Give students 3-5 minutes to do the exercise. Go complete the exercise.
around the class to help students in need. • Ask students to compare in pairs before
checking in open class.
Answers
1. water melon, dragon fruit, papaya, coconut, PHRASAL VERBS
and mango.
• Ask students to look at the pictures in the box
2. clown costume
and say what they can see in each picture.
3. the tug of war • Explain each phrasal verb’s meaning and ask
4. She had a feast with her family and then they students to give some examples for the
went to the church to pray. phrasal verbs.
5. a lot of chocolate and candied fruit. • Remind students to use a noun or gerund after
“look forward to”.
Track 4.02
Extra activity
1. Bob: Hello Sam. What have you done for this
Tet holiday? • Ask students to work in pairs, asking and
Sam: I’ve cleaned my house and helped mom answering the questions:
prepare the five-fruit tray. ➢ Are you looking forward to doing this
Bob: Sounds great! Which fruits do you summer?
choose? ➢ What are you looking for this summer?
Sam: I pick watermelon, dragon fruit, papaya, ➢ How often do you usually dress up?
coconut, and mango. ➢ Do you usually give away clothes to
2. Tiffany: Hi Tom. What are you wearing? homeless people?
Tom: Well, it’s a clown costume. I have a ➢ What do you usually give away?
carnival at school today. How do I look? • Give students a few minutes to think about
Tiffany: I’m sure everyone will be impressed their answers before discussing them in pairs.
with your outfit. • Students share their ideas in front of the class.
3. John: Hey Mary, what have you • Check students’ ideas and pronunciation.
03
prepared for the school camping trip
tomorrow? • Have students preview the task.
Mary: I’ve prepared a lot of snacks and drinks • Give students time to read the paragraph.
because we will play many folk games. • Remind students to pay attention to the
John: Which folk game do you like the most? words/phrases/sentences before and after
Mary: It must be the tug of war. each blank.
4. Thomas: Hello Jenny. How was your • Assist students if necessary.
Christmas? • Check the answers as a class.
Jenny: It was wonderful, thanks. Answers
Thomas: What did you do on Christmas Eve? 1. dressed up
Jenny: I had a feast with my family and then 2. gave away
we went to the church to pray. 3. looking forward to
5. Henry: Hey Sarah, what did you do last
weekend? Homework
Sarah: It was Halloween, so I dressed up and Activity book, Vocabulary page 38, Exercises I,
played the Trick or Treat game in my II, III, IV, V
neighborhood.
Henry: Oh, how was it?
Sarah: It was really interesting. I got a lot of
chocolate and candied fruit.
LISTENING Answers
Listening about festivals in the world 1. 20th of May
2. 20
Student’s book, page 42 3. www.ymfes.com
4. 10:00 am
Lesson outcomes
• Listen for information about the festivals Track 4.03
• Listen for key words, expect what words Kate: Hi Philip. Do you know what’s happening
will appear, and guess the answer. in the center stadium this weekend?
Philip: It’s the Youth Music Festival. Don’t
you hear about it?
Lead-in Kate: Yes, I’ve heard but I didn’t know it would
happen sooner than expected.
• Divide class into small groups (4 students).
Philip: Yeah right. Last year it was organized
• The teacher chooses a key-word festival.
• Then, groups will describe as many activities in June, but this year is on the 20th of May.
you can do in that festival as possible (either Would you like to come, Kate?
through speech or writing). Kate: Well, I haven’t bought the ticket yet.
• Monitor and help if necessary. Groups that How much is it?
can accurately describe the most activities Philip: It’s 15 dollars, but if you want to cover
win. snacks and drinks, it will be 20 dollars.
01 Kate: Good! I’d like to come. How can I book
the ticket?
• Divide class into small groups. Direct them to
Philip: You can do it through the website of
look at the pictures, then answer the
the festival. It is www.ymfes.com.
questions.
Kate: Thanks, Philip. Is the festival open all
• Select random groups to give their opinion. day?
Correct any grammatical errors.
Philip: It starts at 10 am and stays open until
Answers midnight. I suggest you don’t come by car. The
Students’ own answers traffic may be very heavy that day. Take the
bus. The number 30 goes to the stadium every
02 4.03
15 minutes.
Kate: That’s a good idea. Thanks so much,
• Direct students to look at the blank spaces.
Philip. See you then.
Discuss what answers or type of answers do
they expect to appear in these blanks. For 03 4.04
example, answer 1 is very likely to contain
date. Answer 2 will very likely be a number, • Give students 2 minutes to read the
and expected to hear words like “snacks and questions and answers. Advise them to circle
key words in the questions and answers.
drinks”.
• Play the audio. Invite students to answer.
• After discussing, play the audio and let • Replay the audio and check the answers. Ask
students fill in the blanks. Invite the whole students who got all correct answers how
class to speak out answers. they know when the answer will appear.
• Explain how expecting answers first hand will
help students notice the correct answers.
Mixed ability
For weaker classes, play the recording twice • After finishing preparation, begin the audio.
or three times. Teacher may suggest key
• Ask students to speak aloud their answers.
words after the first play of the audio.
Then, replay the audio and ask them to check again.
Answers • Select random students. Ask if preparing the
key words has helped them with listening.
1.C 2.B 3.B 4.A 5.B
Track 4.04
Answers
Chloe: Hello Ben. How was your Christmas?
Ben: I had a wonderful time with my family. 1. A ghost costume 2. Trick or treat game
Before Christmas, my mom cooked some
special food, my dad bought a big pine tree 3. To his school 4. Captain America
and I helped him to decorate it.
Track 4.05
Chloe: Sounds great! Where did you go on
Peter: Hey Jane, did you have fun last Halloween?
Christmas Eve?
Jane: Yes, it was extremely interesting. Everyone was
Ben: I went to the biggest church in town with
scared of my ghost costume. And I also received
my family and relatives. Then we had a
many candies after the Trick and Treat game. How
barbecue party together. How about you?
about you?
Chloe: I lived far away from home so I made
Peter: My school held a party, so I went there with
a video call to my parents to wish them a
my close friends. We decided to dress up as the
Merry Christmas. When I called, they were
Avengers and we won awards for that.
having a feast of turkey, pumpkin soup, and
Jane: Amazing! Captain America is my favorite hero
red wine. Then I hung out with my friends. We
in the Avengers.
looked around the city and had dinner
Peter: Really? It was Captain America that I dressed
together.
up as.
Ben: Fantastic! What did you like the most
Jane: Oh cool!
about this Christmas?
Chloe: Well, the city was decorated very
beautifully and I loved it. How about you? Extra activity
Ben: I felt very happy spending time with my
• Choose another festival or special occasion. The
family.
teacher will think of 5 key words related to the festival,
Chloe: I agree.
and ask students to take turns to guess them. The
group that figures out most words wins.
04 4.05
• Examples:
• Introduce the topic of the conversation. 1) “Christmas” – “winter, snow, Santa, family, church,
Firstly, ask students to find relevant words to Christmas tree ,…”
the Halloween topic (Ex: costume, candy, trick 2) “Tet” – “Spring, lucky money, flowers, family
and treat, pumpkin, ghosts, etc.) gatherings, sticky rice cake, new clothes, Ao dai,…”
• Direct students to look at the questions. Ask
them what answers they should expect. Homework
Activity book, Listening page 39, Exercises I, II,
III
–––
• Allow students to open their student’s book
SPEAKING
and repeat these phrases and tick the activities
Talking about a festival in your country which they usually do on Tet.
Pronunciation /ʊ/ and /uː/
Answers
Student’s Book, page 43 Students’ own answers
02 4.06
Lesson outcome
To learn and discuss the different types of Allow students time to read through the
festivals in Viet Nam: Tet holiday, Hung King conversation between Tony and Mai talking about
Festival, Mid-year Festival (Worm-killing Hung Kings’ festival and the gapped dialogue. Play
Festival) the audio at least twice for students to listen and
complete with the key phrases. Check answers
Lead-in with the class.
Brainstorm activity Answers
• Divide learners into small groups and ask 1. Hung temple 2. ancestor 3. 10th
them to think about what they know about 4. folk games 5. rice cooking
Tet holiday (Lunar New Year). Make sure that
teachers ask them not to open their Track 4.06
textbooks, and encourage them to discuss Tony: Good morning, Mai. Do you have any plans
and brainstorm ideas. for this weekend?
• Here are some questions that teachers Mai: This weekend is Hùng Kings Temple Festival so
should ask students to think about: I will go to the Hùng Temple with my family.
1. What activities do you and your family do
Tony: What festival is that? I’ve never heard about
before New Year?
2. What activities do you and your family do it.
during New Year? Mai: It’s one of the biggest traditional festivals in
my country. We celebrate this day to our ancestors,
Answers
the 18 Hùng Kings.
Students’ own answers Tony: What a meaningful festival! When does it
take place?
01
Mai: On the 10th day of the Lunar March.
Introduce activities related to Tet holiday
Tony: What do people do at this festival?
• Use pictures/simple definitions (if necessary) Mai: Along with worshiping at the Hùng Temple, we
to introduce New Year activities that play many folk games including bamboo swings, rice
Vietnamese people usually do on Tet (Lunar cooking competitions, throwing a sacred ball
New Year).
through a ring, human chess, and so on.
➢ Clean the house Tony: Fantastic! Can I join you this weekend?
➢ Buy peach blossom, apricot blossom, Mai: Yes, sure. It’s my pleasure.
kumquat tree, orchid, etc.
➢ Prepare a five-fruit tray Mixed ability
➢ Buy new clothes
➢ Visit relatives Have weaker students role-play and act out the
➢ Worship the ancestors dialogue. Call out 2 pairs of students randomly to
➢ Receive lucky money practice this dialogue and correct their intonation
➢ Go to pagoda and pronunciation. Ask stronger students some
➢ Go to the spring market questions below:
1. What’s the festival mentioned in this dialogue? Sound 1: /ʊ/
2. When is the festival celebrated? Tips: To produce this sound, round your lips a
3. What is the purpose of the festival? little and push them forward. The back of your
4. What types of activities do people do on this tongue and your jaw should go up a little.
occasion?
03
Sound 2: /u/
• Tips: /uː/ is longer than /ʊ/. To produce this

• Ask students if they have ever heard about
sound, round your lips and pull the front of your
the Mid-year Festival (usually called the
tongue back, while lifting your jaw a bit.
Worm-killing Festival) or if they know
anything about this kind of festival. Invite • Teacher runs track 4.07 and requests students
some students to give ideas. to listen and practice. Then Invite some
students to check their pronunciation.
• Have students look at exercise 3, page 43 to
find out some information about the Mid- /ʊ/: pull, full, foot, should
year festival by answering these questions /u/: pool, fool, food, school
below:
Track 4.07
1. When does Mid-year Festival take place? /ʊ/ /ʊ/ pull /uː/ /uː/ pool
2. What do people celebrate this festival for? /ʊ/ /ʊ/ full /uː/ /uː/ fool
3. What are some traditional foods at this /ʊ/ /ʊ/ foot /uː/ /uː/ food
festival? /ʊ/ /ʊ/ should /uː/ /uː/ school
4. What do people do at this festival?
05
5. Do you like Mid-year Festival? Why/Why
not? This exercise aims to help students practice
pronunciation with themselves by reading the
Answers following sentences.
1. The Mid-year festival takes place on 5th of Lunar 1. You should go to school on time.
May. 2. The food in this restaurant is very good.
2. People celebrate this festival for 3 purposes: to 3. Pull the door to get into the swimming pool.
celebrate the successful harvest.
4. I usually go to school on foot.
3. Some traditional foods are Bánh tro,
Vietnamese rice wine dessert, Vietnamese rice Fast finishers
wine, duck meat, and fruits. • Ask students if they know any words
4. People worship ancestors and harvest god, pronounced with these sounds.
PRONUNCIATION
reunite family, enjoy traditional dishes • Teacher reveals the spellings of English words.
They have to read these spellings and try to
04 4.07 guess the right words. Check the answers.
• Give examples of common words that can help
Answers
students improve their pronunciation of the
vowel sounds /ʊ/ and /uː/. Words: cool, fruit, remove, wooden
• Teacher shows the minimal pair as an example Extra activity
and pronounce them directly. Pay attention to
your lips and tongue and explain the differences. Run and Grab
• Sample minimal pairs: pull - pool • Have your minimal pairs on flashcards or you
could simply write two (or more) words at a
time on the board.
• Create two teams and then pair students up
Answers
with a member of the opposite team. In turn,
each pair goes to stand at the back of the room, Students’ own answers
looking down an aisle at the board. 02
• When calling one of the minimal pairs out, the
pair races to the front to touch the correct word • Invite a student to read out loud the letter.
(the odd word out) on the board or grab the Ask students how many parts the letter has
appropriate flashcard. (Part A, Part B, Part C, Part D)
• Students from the winning team could have a • Show and explain for students a letter format
turn at calling the words for others to run to. which includes 4 parts: address and date,
opening, body, and closing.
Homework • Now ask them to read the letter again and
Activity book, Speaking page 40, exercises I, match the title (1-4) with the correct part of
the letter.
II, III, IV, V
Fast finishers
WRITING
Writing a letter • Students try to find out answers to the questions
below.
Student’s Book, pages 44-45 1. Where does Michelle live?
2. What will Michelle plan to do on her vacation?
Lesson outcome
To write a simple letter that includes 3. How many days does she want to stay there?
“address and date, opening, body, closing” in 03
order to invite someone to join a festival
Explain this is a reply from Jenny but the parts of
Lead-in the letter are mixed. Ask students read and put
them in the correct order from 1 to 7. Then, answer
• Give a trick question for students: What questions 1, 2 and 3.
starts with “e” and ends with “e” but only has Answers
one letter in it?
1.Dear Michelle,
• This question helps students make their
brains work. It doesn’t matter if they can 2. Thanks for your letter and it was great to hear
answer or not, try to encourage them to give from you.
answers which has in their mind.
3. You asked me to come with your family this
• The correct answer is an envelope. Teacher holiday and I’m very happy to join you.
leads in the lesson by telling them that people 4. Moreover, there is a new amusement park in
put a letter in an envelope and today they’re the city center.
going to learn how to write a letter.
5. If you have free time, I’ll take you there. I’m
01 sure you’ll like it.
• Ask students to work in pairs to answer 6. I can’t wait to see you.
questions 1, 2, and 3.
7. Sincerely, Jenny
• Invite some students to check the
answers with the class.
04 06
Students read the sentences and identify Explain that A and B are the replies from Tiffany
which sentence is shown as: but there are some differences in the writings.
Students read and choose which one is the best
• AD (address and date)
reply to the email from exercise 5.
• O (Opening)
• B (Body) Answers
• C (Closing) The best reply is B.
Answers Mixed ability

1. I hope you’re in good health. _____
O
th
Ask strong students the reason why they choose B
2. AD
9 October 2020 _____ is the best reply. This helps them recognize how to
3. C
Hoping to hear from you soon. _____ write a formal letter. Here is a suggested answer:
4. I’m writing to tell you the plan for our “I choose B because the way Tiffany opens the
camping trip next week. _____B letter more politely than A and she shows her
happiness when she gets the email from her friend.
C
5. I can’t wait to see you. _____
Besides, she also gives her parents’ regards to her
6. 179 Great Avenue _____ AD friend in case her parents can’t come. She doesn’t
C
7. I’m looking forward to seeing you. _____ forget to give the wishes for her friend’s birthday.
B
8. I’ll definitely go with you. _____ But in the reply A, the way of writing is quite simple
and sometimes it doesn’t express emotions.”
9. It seems a long time since your last visit.
O
How are you? _____ 07
O
10. Dear Wendy, _____ • Instruct students to help Clare write a letter to
Mixed ability invite Anna to join Christmas party with her by
Have stronger students to expand more ways using some clues in the box. Remember to
to open and close the letter. Then share all remind them some advice before they write a
students some advice. letter.
EXAM ADVICE • Set a timer for this task, about 10 – 15 minutes.
When writing a letter, think carefully about: Have 2 students come up the board and write
- How to begin the letter
their own letter while other students are
- Purposes of the letter
writing theirs.
- How to end the letter
• Correct 2 letters on the board with the class.
• Before your signature, you can use: Best wishes, Kind 08
regards, Yours faithfully, Sincerely, Love…
This is the writing format in KET exam (Part 9). In
this part, students write a short message, a note
05 or a postcard of 25-35 words.
Ask students to read and complete the letter by • Each student comes up with a festival and
using the words/phrases in the box. Then check write a letter to invite a classmate to join a
the answers with the class. Invite a student to festival.
read the letter out loud.
• Teacher reminds students how to write a
Answers letter and the numbers of words in this
part.
1. Dear 2. How are you • Ask them to write a letter on a piece of
3. birthday 4. invite paper or in their notebooks, then students
hand in on the next class.
5. barbecue 6. let me know • On the next class, students will exchange
7. looking forward 8. Best wishes their letters to their classmates.
Homework • The group that correctly answers most
Activity book, Writing page 41, exercises I, questions wins.
II, III, IV Here are questions and answers.
Extra activity 1. All plants give us _____.
A really fun way to review vocabulary at the end A. fresh air B. fruits C. honey
of the lesson or the week is to scramble letters 2. Which parts of the plant bring water to leaves?
of words. A. roots B. fruit C. stem
3. I am the fastest land animal on Earth. I belong
Write scrambled words on the board. Students to the family of cats. Who am I?
then race to identify original word. Examples:
A. lion B. tiger C. cheetah
culture creultu 4. Name the fastest flying insect in the world?
5. Which plant has flowers but no proper leaves?
decoration racdetoion
Answers
firework irfework
1. A 2. C 3. C 4. dragonfly 5. cactus
event nteve
Teacher introduces the lesson which is learning
gather hegatr
about plants and animals’ diversity. Explain for
parade adpare them what they learn about in a specific way. They
will know the benefits of plants and animals, then
traditional ditrational
how to protect their habitats.
celebration cebrtleaion
01
• Ask students to take turns and read the text

CLIL SCIENCE
about plant diversity. Teacher corrects
Plant diversity and animal diversity
mistakes in their pronunciation, if any.
Student’s Book, pages 46-47 • Underline or list out all the new words which
they have trouble. Explain those words for
Lesson outcomes students by using definitions or the same
meanings.
• To evaluate how the diversity of species
affects the ecosystem. Glossary:
• To know the benefits of plant diversity and
animal diversity. • diversity (noun) = many different types of
• To recognize how important to protect things
plants and animals. • refer to sb/sth (Phrasal verb) = to mention or
speak about sb/sth
Lead-in • existence (noun) = someone/something
Questions and Answers existing
• a variety of + noun (C/U) = different types of
• Break the class into groups and a student who
sth
represents the group will join this activity with
the help of the others. Teacher gives them the • species (noun) = a set of animals of plants in
bells. which the members have similar
characteristics
• Teacher reads the questions and the multiple • economy = the system of trade and industry
choices. Then students have to ring the bell. The
• extinct (adj) = not now existing
student with the bell ringing first will take a right
to answer. The student has only one time to give • tree-free products = no fresh or recycled wood
the correct one. If not correct, turn to another is present in the product
team.
03
Ask students to work in pairs and answer
questions a, b and c. Ask students to read the comparison of plants
Answers and animals, understand the contents and fill the
a. Plant diversity is the existence of a wide correct word in the gaps.
variety of plant species in their natural Answers
environment. Plants: make, sunlight, rooted, carbon dioxide
b. clean the air, reduce the negative effects on Animals: living, sense, move, oxygen
the environment, support human needs
c. I plant more trees, protect forests (don’t cut Fast finishers
down the trees), and use free-tree products. Ask students if they grow any plants at home. If
02
yes, ask them more what benefits they get from
these plants.
Follow activity 1 instructions.
Explain new words for students. PROJECTS: This activity should be done at home.
Teacher breaks the class into groups of 4 students.
Glossary: Explain and give instructions how to make a
poster. The poster will reveal the benefits and
messages of planting trees. It should be better if
• optimistic (adj) = hopeful = hoping that good students decorate their posters.
things will happen in the future
• threaten (verb) = to tell someone that you Later they will show their poster and present it in
will harm him/her front of class. Teacher will give feedback and give
them plus points to encourage students.
• ban (noun) = an official order that prevents
something from happening
Extra activity
• illegal (adj) = not allowed by law
Discuss and give more information about the
• hunt (verb) = try to catch and kill animals
benefits of plants and the benefits of animals.
• trade (verb) = the activity of selling and
buying Divide the class into 2 groups and give each groups
a topic: a. the benefits of plants, b. the benefits of
Ask students to work in pairs and answer
animals.
questions a, b and c.
Answers Ask them to discuss and draw a mind map about
the topic. Encourage students to brainstorm more
a. Animal diversity is the existence of a wide
variety of animal species in their natural ideas about the topic which is not expected in the
environment. student’s book.
b. Three benefits of animal diversity
- Help our daily life, such as: food, materials, Homework
medicines. Activity book, CLIL Science page 45, exercises
- Make our life happier
I, II
- Make us more optimistic
c. We should stop destroying animal shelters,
support strict bans on illegal wild animal hunting
or trading, share our ideas for wildlife
conversation with our friends, our family or local
people.
PROGRESS CHECK 2 03
UNIT 3 & 4 • Teachers give students 3 minutes to do
exercise 3. Remind them to look at the
Student’s Book, pages 48-49 pictures for clues.
• Students follow the instruction given.
Lesson outcome • For each question, teachers invite a student
• Revise knowledge learned in unit 3 & 4 to read aloud the sentences with the answer
filled in.
Lead-in • Teachers should note to students that when
describing an event, the time of that event
• T divides the class into 4 teams. and the tenses should correspond.
• Each team takes turns answering Answers
a question to find out what the teacher is
1. fireworks 2. had 3. sticky
thinking about. 4. visited 5. money 6. will
• The team that finds out the answer first earns
a point. 04
01
• Teachers explain again the difference of the
• Give students 3 minutes to do exercise 1.
past simple and past continuous tense.
• Once the time is over, teachers checks the
• Teachers give students 3 to 5 minutes to
answer by calling a student for each question.
complete exercise 4.
• The student proceeds to first utter the 4
• Students fill in the gaps. Teachers invite 5
choices, then chooses his/her answer.
students on the board to write down their
Teachers correct and pronounce the choices
answers.
•
to show the differences between them.

• Teachers correct answers on the board and
explain. Students self-check their answers.
1.Answers
C 2. A 3. B 4. A 5. C •Answers
1. was playing / were watching
2. had / skipped
02
• Teachers ask student to complete exercise 2. 3. made / were
• Students follow the instruction given. 4. came / was decorating
• After 2 minutes, teachers invite 1 student to 5. found / succeeded
speak up his/her answer. 05
• Teachers correct, and other students self-
check their answers. • Teachers give students 5 minutes to read the
text. Advise them to underline key words and
information.
Answers
1. wheat 2. lanterns 3. pork • After reading, students do exercise 5.
4. honey 5. Halloween • Teachers ask students to speak aloud their
answers and correct them.
Answers
Emma: That sounds great! I hope I’ll learn from her
1. Philip 2. Ellie 3. Alena one day. And who’s this?
4. Ellie 5. Alena Oliver: She’s my little sister, Luna, 2 years old.
She’s eating strawberry yogurt and she likes it.
06 Emma: Yogurt is also good for our health. I’m
learning how to make yogurt at home.
• Teachers inform students the topic of the
coming listening exercise. Oliver: Really?
• Teachers play the audio once. If students Emma: Certainly. The girl with curly brown hair
cannot follow up, play it one more time. looks older than you. Is she your sister?
• Students match the person and his/her
favorite food. Oliver: Yes, she’s my sister. Her name’s Sophia, 15
years old. She’s a really big fan of seafood,
• Teachers choose students to share their
especially lobsters.
answers. Correct them, and ask student the
words/phrases/sentences that they heard. Emma: And I’m sure the last person is your oldest
brother.
Answers
Oliver: That’s right. My oldest brother is Owen.
1. B 2. C 3. A 4. E 5. F He’s on a diet and he’s fond of omelets.
Track 4.08 Emma: Ohh, I see. Everyone looks so happy and

beautiful in this picture.
6. You will hear Oliver talking to Emma about his Oliver: Thank you, Emma.
family members. What food does each person like
to eat? Listen and write the correct letters in the 07
boxes.
• Students work in pairs.
• Teachers give students 3 minutes to choose a
Oliver: Welcome to my house, Emma! This is our celebration and form their ideas. Advise
family’s living room. students to choose suitable tenses.
• Students discuss to each other.
Emma: Wow, it’s so roomy. Is that your family’s
picture? • Teachers invite 1 or 2 pairs to talk about the
celebration. Correct any pronunciation or
Oliver: Yes, it is. Our family has 5 members with grammatical error.
different tastes.
Answers
Emma: I guess the man with the black jacket is your
father. 1. Mid-Autumn: 15th of Lunar August; (first full-
moon of august).
Oliver: You’re right. My father, Jackson has a sweet
tooth. He loves eating vanilla cupcakes which are Halloween: 31st of October;
made by my mom. Christmas: 25th of December
2. Students’ own answers
Emma: Yeah, I see your mom with a beautiful smile 3. Students’ own answers
in the picture. She looks gorgeous with blond hair.
What’s her name? Homework
Oliver: My mother’s name is Grace. She’s an Activity book, Review 2 page 46-47, prepare
excellent cook in the family. My mom likes making exercises
baked salmon for our meals. She thinks that this
dish is healthy and gives us a strong heart. It’s also
her favorite food.
05 TECHNOLOGY
UNIT OVERVIEW
Reading about the top 5 most popular
social media platforms in Viet Nam: Activity book, p 48, Exercises I, II
Reading
entertainment, benefits, app, privacy, Unit 5, Reading, Exercises I, II
various, generation, striking, filters
Comparison: Activity book, p 49, Exercises I, II, III, IV
Grammar
Comparatives & Superlatives Unit 5, Grammar, Exercises I, II, III, IV
Words and phrases about technology:
portable phone charger, earphones, cell
phone, headphones, computer, speaker,
laptop, printer, email address, cell
Vocabulary applications, digital camera, text
Unit 5, Vocabulary, Exercises I, II, III, IV
messages, computer software, MP3
player, voice messages, video calls
Phrasal verbs: sign up, reach out, catch
up with
Listening Listening to teenagers and technology
Making comparison Activity book, p 52, Exercises I, II, III, IV, V, VI
Speaking
Pronunciation: /ɒ/ and /ɔː/ Unit 5, Speaking, Exercises I, II, III, IV, V, VI
Writing Writing a paragraph
Unit 5, Writing, Exercises I, II, III, IV, V
CLIL Math: Tables, Bar Graphs & Pictographs
Unit 5, CLIL Math, Exercises I, II
Activity book, pp 54-56, Exercises I, II, III, IV, V
International
KET, TOEFL JUNIOR, PTE GENERAL Unit 5, International exam, Exercises I, II, III,
exam
IV, V
Book Book
READING
Reading about popular social media  List all the highlighted words from the text on
the board in random order, asking them
Student’s Book, pages 50 - 51
whether anyone feels familiar with any words.
Lesson outcome  Let students try reading and answering these
 Understand the texts about top five social questions in pairs. Ask a few pairs for their
media platforms in Viet Nam answers and elicit some difficult words using
 Know some new words about features of exclusion from easier ones.
modern tools and technology.  Ask a confident student to reason why they
 match those words together, keywords.
Lead-in
Answers
Divide the class into teams. Ask students to race
1. benefits 5. filters
to list as many modern technologies they know as
2. app 6. various
possible in a three-minute time limit. When the
3. entertainment 7. striking
time is up, ask the team to show their list of
4. generation 8. privacy
devices they have thought of. The team with the
most non-repetitive items wins the game. Ask  Explain to students about the exam advice.
students to look at the unit title Technology. Ask  Sometimes answers can appear very quickly
them to say what they think the unit is going to before we read the whole text.
be about (This should be one of their favorites).  Underlining keyword is important so students
do not lose track of what they have read.
 Students look at the pictures and discuss the  Double checking the answer is always
questions in pairs. Ask individual students the necessary.
questions.
 Elicit answers from different students around
the class.  Ask students to complete the exercise.
 Strategy for multiple choices is to highlight
Answers
keywords and phrases in both questions and
Students’ own answers multiple-choice options. Focus solely on
information relating to the question. When
students found the area which is relevant to
 Ask students to complete the exercise. Set a the questions, read that part extensively to
three-minute time limit to encourage them to pick out the most accurate choice.
read and think critically. Reading the details is  Questions with the figure-kind answers are
not necessary to get the answers. usually easier to spot, numbers cannot trick
the brain.
Mixed ability
 Answer which includes many other choices
 With a weaker class, discuss what they can should be checked more carefully for all other
realize in the picture and first sentence. With information whether they are all included in
a stronger class, ask them to spot the available the text.
figures in each text and make a ranking for the Answers
top 5 in any order they like.
1. C 2. C 3. C
Answers
4. B 5. C
1. Facebook 2. Zalo
3. YouTube, TikTok and Instagram
Extra activity  Some unfamiliar words in the sentences may
need explanation in a simpler definition for
Students work in pairs. Let students make some students.
comparisons between each platform using
Answers
comparatives or superlatives. This also gives
them rewinds about the grammar before moving 1. A 3. A
on to the next part. 2. A 4. A
Homework
Activity book, Reading page 48, exercises I, II  Tell students that they are going to listen to
the full sentence and fill in the blank what they
hear.
 Instruct students to read carefully before
GRAMMAR listening and pay attention to words right after
Comparatives & Superlatives the blank.
 “the” “more” and “most” are usually the parts
that help students detect the comparative
Lesson outcome method and distinguish the long and short
 Understand the correct usage of the adjectives.
comparatives and superlatives, confront  Play the recording for students to read, listen
and complete the sentences. Play it again if
common mistakes.
needed.
• Practice using comparatives and
 Call for volunteers to answer and read the
superlatives to compare different things and
whole sentence, and check their
situations against the old time pronunciation and intonation.
Lead-in Answers
Tell students to read the note and the examples, 1. more professional
2. the oldest
and explain some common mistakes between
3. the best
these two types of comparisons: 4. more interesting
 Students usually forget the basic rules of -er/-  The answer includes the word: best, which is
est with short adjectives, and more/most with the irregular superlatives form of good.
longer adjectives:
E.g.: He is more rich than me. (→ richer)  There are only a few irregular comparatives
forms so students need to remember them all
 They may form ‘double’ comparisons the time: good, bad, many, much, few, little.
E.g.: She is more cooler than him. (omit more)
Track 5.01
 Students often omit “the” before superlatives,
1. They usually use email instead of messenger
use “of” instead of “in” with superlatives, and
because it is more professional.
“that” instead of “than” in comparatives.
2. This is the oldest video on YouTube. It was
E.g.: He is shortest of the class.
uploaded in 2006.
(Correction: He is the shortest in the class.)
3. TikTok is the best social media platform to
watch short videos because there are a huge
 Ask students to complete the task.
 Check the answers with a few students, ask number of short videos on various topics.
them if there are still some students who get 4. Teenagers nowadays prefer surfing the
this wrong, and help them distinguish internet to doing outdoor activities because it
between the two comparative methods. is more interesting.
 Focus attention on the photos. Ask some  Students work in pairs to answer those
students whether they know what those in the questions, using the previous reading to help
images are. answer question 1.
 Why questions are usually for reasoning. This
 Elicit some adjectives that describe those
is a chance for students to practice
items, and remind students that not only
comparatives to emphasize some features of
adjectives can be used for comparative their preferred choices.
structures. Nouns and adverbs can also be  Go around the class to listen to their answers,
used to compare things and situations. then pick some groups to let everyone hear
 Ask students to work in pairs to generate 4 their answers. Ideas and choices are varied.
sentences of their own. Answers can be widely
Answers
different amongst class members.
 Ask a few students to share their ideas with
the class. Only fixing if there is something Extra activity
wrong with grammar as this activity has no Ask students to split the class into two big groups,
specific answers. The main subject can be both and pick out eight students in each group. Two
now and then targets. group racing with this specific roles and orders: 4
students write 2 short and 2 long adjectives; 4
Answers students make sentences for the 4 previous short
1. Now: TVs are more modern and have larger and long adjectives of their groups. Two big
screens. groups have 5 minutes to discuss their members
2. Now: Mobile phones are thinner, more and pick the words. The last four members should
modern, and more beautiful. be strong students. The fastest group with
3. Now: Watches are more useful and modern. correct sentences wins the game.
4. Now: Children spend more time staying
indoors and using smartphones.  Create groups of 4 or 5, give students 7 – 10
minutes to make a paragraph describing their
Mixed ability
favorite gadgets.
 With a weaker class, go through the things in  Explain to students what gadgets are and give
the photo together, and choose easier them some familiar examples: gadgets can be
adjectives for students to make sentences. anything quite small and useful for a specific
They may try to make comparative clauses purpose: clock, lamp, phone, etc.
instead of using comparative and superlative  This is an open space for strong students to
shine, pushing their grammars limits and
adjectives on a single clause.
encourage them to try applying comparatives
 With a stronger class, encourage students to or superlatives in their paragraph whenever
compare from both sides with different possible.
structures and adjectives. Now and then is
Answers
already a criterion for comparison and
contrast of the same subject. Students’ own answers
Homework
Activity book, Grammar page 49, exercises I,
II, III, IV
VOCABULARY Answers
Words connected with technology,
compound nouns, phrasal verbs
Lesson outcome
 Know more words/phrases about modern
gadgets, devices formed by compound nouns.
• Understanding three phrasal verbs: sign up,
reach out, catch up with.
Lead-in
 Ask students whether their parents allow
them to use any electronic devices, and what
they are.
 Let students volunteer to raise their hands and
tell the class what it is and whether they like it
or not.  Let students read the questions and choose
the correct answer individually.
 Ask students to look at the pictures and try  Prompt students to pay attention to the extra
matching the names to their pictures. Giving information around the blank, remind them
clues that they may have heard the words how those items are used.
before or part of the word can tell them the  Check students answer and ask them why they
meaning: “ear”, or “head”. choose that option, the keyword that made
 Give students 2-3 minutes to do the exercise. them decide to pick their answer.
Go around the class to help students in need.
 Read aloud first so students acquire the sound,
1. A 4. B
and learn how to pronounce the words.
 Call some students to give the answers. 2. B 5. B
Correct their answers, and check for potential 3. A
pronunciation problems.
Fast finishers
 Explain the meaning of the words to everyone,
and develop their thinking by asking them if  Ask students to share their opinions about
these questions:
they know what these devices are used for.
 What is your favorite gadget? Why?
 Learning more verbs from nouns – printer to  How often do you use it a week?
print, charger to charge.  Do you use the Internet to talk to your
 For stronger students, as them whether they friends online?
know what people can do with a cell phone  When all students have finished the exercise,
and laptop because these devices can do many share some answers from different students
different things instead of 1 specific action. around the class.
PHRASAL VERBS
 There are 8 compound nouns provided in the
 Ask students to look at the pictures in the box
box, read out loud and explain their definitions
of phrasal verbs.
and how they are formed from 2 separated
words to 1 compound noun.  Ask students: “What do you see in the
pictures?’
 Compound nouns can be formed from many
different combinations, however with the  Explain each phrasal verb’s meaning and asks
current level of students, Noun – Noun and Students to give some examples for the
Adjective nouns are the most popular. phrasal verbs.
 Make a group of four or five students and give  Remind students to use a noun or gerund after
them time to complete the task – around 5 to “catch up with”.
7 minutes. Again, prompt students to pay  Give students additional practice by asking
attention to the front and the back of the them to give some short sentences with
blank to figure out any relevant information. phrasal verbs.
 Check students’ answers, and encourage them  Another activity is working in pairs, asking and
to read the whole sentence so we can help answering the questions:
them with pronunciation and unfamiliar  Did you sign up on Facebook or TikTok
words, students usually remember things before?
longer when they were readjusted during  How can you reach out to a teacher
learning. when you are not at school?
 Do you usually reach out to your parents
when you have a bad time at school?
1. video calls  When did you sign up for your first
2. digital camera account on the Internet?
3. voice messages/text messages  Give students a few minutes to think about
4. mobile applications their answers before discussing them in pairs.
5. email address
 After pairs discuss, have students share their
6. MP3 player
7. computer software ideas in front of the class.
 Check students’ ideas and pronunciation.
 With weaker classes, focus on their

 Give students time to read the provided
understanding of the new word when using
sentences and complete the task.
context, explaining separated words that form
 Go around the class and help the students if
a compound noun if necessary.
necessary, then check out the answer
 With a stronger class, try asking them to
altogether.
remind them if there were any other
compound nouns they have learned before.
Ask students whether they can form other 1. reach out 2. sign up 3. catch up with
compound nouns using the current nouns they
Homework
are learning.
Activity book, Vocabulary page 50, exercises I, II,
 Suggested answers: home address, computer
III, IV
application, phone camera, video messages,
CD player, DVD player, voice calls, etc.
 Let students read exam advice, and explain to
LISTENING them that the tense is a core element of what
Listening about technology the speaker wants to say in the conversation,
hence students may misunderstand the
meaning of the speaker if they miss the tense
people use.
Lesson outcome  Sequence words listed in the advice and many
 To listen and understand people talking various signs of every tense that students have
about technology. learned could significantly help students listen
better, hence they must review the tense
 To determine the tenses the speakers
more often to remember them.
using when they talk.
 To practice listening and choosing the
 This exercise is a good way of practicing for
correct pictures. students to review their grammar and prepare
for listening.
 Instruct students to read carefully and do as
 Remind them about the 5 previous social
instructed, emphasizing that verb is the
media platforms they have learned in the indispensable part of a sentence and the way
reading section, as the listening will mention it looks will easily tell the reader or listener
them. how to react to the source.
 Ask whether any students remember the sign  Because students do not learn complex
of past tense, present, and future tense, and sentences yet, full stop is the sign of finished
explain to them that they are very important one sentence, “and” can add another word
when listening to the speaker and interacting with the same grammatical functions of it at
with them. the front to add extra ideas (went to stores
to see … and try …) but not the main verb.
 Teacher asks students to look at the picture  Call 5 students to read the sentence and
and start picking up information, every choose the sequence word and verb by writing
on the board or reading aloud (depending on
student will have different views and different
facility). Ask them which verb is presenting
amounts of information they can acquire. which tense.
 Let students work in pairs to answer the
questions, give them 3 – 5 minutes to think
and discuss with their partner. Girl: I want to buy new headphones. My old ones
were broken.
 Answers are varied amongst students, try to
explain question 3 and explore their Boy: I bought headphones yesterday. They’re
reasoning. perfect.
 Check their grammar carefully to see if they Girl: Great! How did you choose them?
use the right tense for their answer especially
Boy: Well, first, I went online to search for some
when they mention about their past activities. types. Then I learned more details about some
potential options. Finally, I went to stores to see
1. They are using a tablet. them in person and try them.
2. Students’ own answers Girl: That makes sense. Maybe I should do the
3. Students’ own answers research now and I’m going to buy it this
afternoon.
2. Girl: My laptop was broken last week, but it
 Students read Exam Advice; this is an was fixed this morning.
instruction for choosing a picture to answer Boy: Mine is not broken, but it’s a bit too
the questions according to the recording. slow. Do you have headphones that I can
 Images usually contain more information than borrow?
specific descriptions or words, explain that Girl: I don’t have headphones. How about
students must understand the questions earphones?
clearly so they will concentrate on what they Boy: Great, thanks.
want to get, and clear out distracting Narrator: What does the boy borrow from
information. the girl?
 Suggested ideas and assumptions could be 3. Boy: Anna moved to another school last
heard at first, yet the correct information must year. Do you keep in touch with her?
wait until the speakers’ confirmation. Girl: Yes, sometimes. We make video calls
 Students should be given 1 – 2 minutes to read when we have free time.
questions and extract necessary information Boy: Why don't you text?
relating to the question from the images. Girl: I simply hate texting. Actually, I like
 Teacher then plays the recordings, the five direct interactions most, but she lived quite
conversations should be played all at once, far now.
after the first time, invite students to share Narrator: How does the girl contact Anna?
their answers, the recording is quite long so 4. Boy: What do you often do in your leisure
replay if necessary. time?
Girl: I often go online to browse social media
sites like Facebook, Instagram, and TikTok.
1. C 2. C 3. C 4. A 5. A
Boy: For me, I really like sharing my thoughts
on Facebook as well as commenting on my
 With a weaker class, listen to 5 conversations friend’s statuses.
to get all answers can be challenging, replay Girl: Actually, I love posting pictures most
the recording but stop at each conversation to and Instagram is better than Facebook in
help students spot the necessary information terms of photos.
to choose the correct answer. Narrator: What social media platform does
 With a stronger class, ask students to explain the girl like most?
which part of the conversation helps them to 5. Boy: Can you send me more information
choose the correct answer, students both about the project?
need to understand the information and also Girl: Of course! Can I have your email
remember the context, which will improve address?
their academic skills. Boy: Maybe, you can send me via my Zalo
Track 5.02 account.
1. Boy: What are you going to do this weekend? Girl: Sure. It would be more convenient for
Girl: I’m going to stay at home, surf Facebook, both of us.
and watch movies on Netflix. Narrator: How does the girl send the boy
Boy: Would you like to hang out and play information about the project?
video games at my house?
Girl: Great! I’d love to. Homework
Narrator: What are the girl and the boy going Activity book, Listening page 51, exercises I, II, III
to do this weekend?
SPEAKING
 Introducing mind map to students, this is one
Making comparison of the most popular methods to teach and
learn new concepts; image always trigger the
Student’s Book, page 55 brain easier than pure text paragraph.
 Students are expected to remember those 4
Lesson outcome
provided ideas and they also need to think
 To make comparisons of different
about 2 more benefits of shopping online.
technologies.
 Class may have many more than 2 ideas from
 To talk about the technology used in daily
each student, encourage students to write
life.
down other opinions or draw a bigger mind
map into their notebooks, it will help them
remember longer than they could realize.
Like/Not Like  Give students time (5 to 7 minutes) to practice
Students decide whether they like or do not like making sentences using those ideas, tell them
the subject of this unit. Let them work in pair to to think a way to use comparison to persuade
talk to each other about why they have these people switching to shopping online instead of
feelings. Then students must write down 3 traditional shopping.
reasons why they like or dislike the subject.
Partners exchange their pieces of paper and
teachers choose some students to speak out their Students’ own answers
partner’s reasons.
 With weaker students, focus on advantages of

 Warm up the class with easier and more
shopping online and help them build up
familiar questions: “Do you usually go
sentences to express these ideas perfectly,
shopping with your parents?”, “Do you know
apply comparative method wherever possible.
about Shopee, Lazada, or Tiki?”.
 With stronger students, let them think about
 Depending on students’ answers, T may know
the other side where traditional shopping still
how familiar is shopping online to students,
stay since the beginning, elicit some ideas, and
then help explain to them what shopping
let them draw another mind map about
online is.
benefits of traditional shopping.
 Students then work in pair to think about the
 Set up the same discussion as why online
questions provided. The topic may be difficult
shopping cannot immediately replace
for their ages so give them a bit more time to
traditional shopping, using similar
think (7 – 10 minutes).
comparative method that we used with
 Let volunteer students or some who
exercise 2.
understand well about online shopping
 Students work in pairs to choose their favorite
platforms in previous warm-up questions
style; this kind of exercise will improve their
answer first and keep them consistent with
academic skills in debate and logical thinking,
their grammar.
which will greatly improve their speaking skills.

 This exercise includes general questions with 2 Suggested Answers:
suggested options to answer and explain. 1. The first cell phone
 Students work in pairs to discuss their choices;
 Price: it’s the cheapest mobile phone.
extra opinions are welcomed all the time as
personal preferences.  Functions: it has basic features such as
 Give them 5 – 7 minutes more to think about sending and receiving messages, making
their own favorite choice excluding those phone calls, taking photos, playing simple
provided. games, etc.
 Students share their answer and reason why  The number of users: fewer people use it
they choose that option. nowadays.
 Teacher must also give some of his/her
2. The second cell phone
perspective upon these questions so students
can explore more available options.  Price: it’s more expensive than the first one.
 Function: besides having basic functions like
the first one, it has some more modern
Students’ own answers features like surfing social media sites,
playing online games, watching videos,
 This activity requires students to have much downloading different apps, etc.
background knowledge about mobile phones  The number of users: many people use it
and smart devices, hence, students should be nowadays.
allowed to do research on the internet. 3. The third cell phone
 Some students may also be too young to  Price: it’s the most expensive one.
acknowledge the traditional mobile phone  Function: it has the same function as the
Nokia. Teacher should provide specific phone second smartphone.
names for students to look up. (Nokia 1200,  The number of users: many people use it
Samsung Galaxy S10, and iPhone 11 Pro Max). nowadays.
 Prices of these pieces of devices are quite big
number from few hundred thousand to Write the minimal pairs pot and port on the
millions of Vietnams Dongs, students can board. T pronounces each word slowly and asks
provide approximate prices that they found. students to listen and distinguish the two. Like
 There are many similar functions between some previously learned minimal pair before,
these three devices such as phone calls, they may figure out the differences easily. Invite
texting, playing games, students may need some students to answer and adjust their
instruction to spot out the differences such as pronunciation if any mistake occurs.
bigger touch screen, capabilities to watch
YouTube and access social networking, etc. Sound 1: /ɒ/
 Students work in pairs and share their /ɒ/ is a short vowel sound. It also has a technical
answer, help them with word expression name “Open back rounded vowel”. It means,
where possible. your tongue is low and at the back of your mouth;
 The comparisons can be general or specific, rounded means your lips make a round shape but
the level of sentence making could be varied the mouth is open a little, then you lightly push
among students. your lips together while making a short-voiced
sound.
Sound 2: /ɔː/ Homework
/ɔː/ is a long vowel sound. Its technical name is Activity book, Speaking page 52, exercises I, II,
“Open-mid back rounded vowel”. It’s very similar III, IV, V, VI
to /ɒ/ sound, yet the two little dots mean that it’s
a longer sound. To produce the sound, you put
the tongue low and at the back of your mouth,
and lightly push your lips together while making WRITING
a long-voiced sound. Writing a paragraph
Ask students to pay attention to the teacher’s
mouth and pronunciation. Run track 5.03 and Student’s Book, pages 56 - 57
have students pronounce the words. Correct
students’ pronunciation. Lesson outcome
 To understand a structure of a paragraph
Track 5.03  To learn some linking words used in a
/ɒ/ /ɒ/ pot /ɔː/ /ɔː/ port paragraph
/ɒ/ /ɒ/ swan /ɔː/ /ɔː/ sworn  To write a paragraph about the benefits of
/ɒ/ /ɒ/ spot /ɔː/ /ɔː/ sport some technologies
/ɒ/ /ɒ/ fox /ɔː/ /ɔː/ forks
Divide students in groups, let them try to answer

 Teacher pronounces all the words slowly so these questions when studying about this lesson
students can get the sound clearly, then they today, how to write a paragraph.
will have 3 – 5 minutes to complete the tasks.  In other subject that also trains writing skill
 Call students to share their answers, let them such as literature, how can they make an idea
pronounce those words followed by their become understandable for reader?
choices, and correct their pronunciation.  When we started writing about one idea, finish
it, then want to start another one, how can we
do it?
/ɒ/: hot, knowledge, dog  If a text is too long with many sentences, how
/ɔː/: store, sort, shore, more, talk, bored can we make them easier to read?
These questions will help students realize how
Tongue twister is a game to practice fast speaking important it is to make paragraph and a glimpse
and sharp reading with accurate react to about what paragraph would be.
pronunciation. Anyone can do this with enough
practice. Let students practice alone and  Many students today may or may not have
volunteer to read it smartphone with them already, divide them
into groups to brainstorm ideas as instruction.
 This step is extremely important for students
Life-changing – Yes, or No? to think about draft ideas relating to the
provided topics.
Students work in groups to talk about how these
 If this step goes wrong, students may face the
high-tech, modern devices will potentially change issue of off-topic writing and results in a
their lives. They must write down five changes terrible score.
and tell other students. Then discuss whether all  The amount of time to brainstorm should be
students agree on a yes or no. efficient but no longer than 5 – 7 minutes,
students can share their ideas after time limit.
Suggested answers: entertainment, study, listen to  After the last exercise, students may already
music, watch videos, catch up with news, keep in get some correct answers for this one. Explain
contact with friends through social media sites. to students what sequence, effect, example,
and conclusion mean in the easiest way as a
Let students read the structure of the paragraph category of linkers.
textbox, this explains how a paragraph can be
 “Sequence” means orders, basically what goes
formed.
first, second, and so on. Students may mistake
 This is a simple and general version of the meaning with their spellings in some
paragraph structure, yet students must know provided words: “consequently” or “as a
some basic facts: topic sentence must be clear consequence”.
and straightforward, supporting sentence
 Give students time to think and try to finish the
must be relevant and helping topic sentence
task, and check their answers as this is a word
to be clearer, and concluding sentence must
learning exercise.
not be a different idea from the beginning.
 Give the clear meaning of all words before
 Idea must become a good paragraph to make
giving them full answers.
them look like a good idea.
 Between sentences, there will be some
elements that make them a fluent and smooth Sequence: firstly, secondly, finally
transition. The definition of cohesion will be Effect: as a result, consequently, as a
introduced to students slowly until later. They consequence
will learn some linking words in this section. Example: instance, for example
Conclusion: all in all, in conclusion
 Students are given 8 sentences to form a
 Exam Advice in the textbox is very simple and
proper paragraph with accurate structure as
straightforward, those elements are the core
the information provided in the textbox
of a paragraph.
previously
 Linkers help improve the cohesion of the
 Students must read throughout all sentences
paragraph and make it looks better and more
first to understand their meanings. Help them
logical, even though coherence may not be
to pay attention to the first part of every
achieved, writing at this level is not strictly
sentence.
required.
 As instructed above, students can try picking
the topic sentence first which is usually very
clear and precise and contain the whole  Now students are required to apply those new
meaning the paragraph wants to talk about. adverbs and linking words they just learned to
 Give them time to think and try (5 – 7 accomplish this task.
minutes), then check out their answer, the  Giving them clues that those used to link
results can be different among students. sentences are normally located at the
 Elicits for them some ideas about the orders beginning of the sentence.
between easily understand adverbs, for  The rest should be in the middle of a sentence
example: Firstly, should be prior to Secondly, as a lexical part that provides meaning for the
and then finally is where no more ideas sentence.
leftover, In conclusion likely sound similar to  Allowed students to think and complete the
concluding sentence. task, and check their answers.
 “As a result,” or “for example” sentences
should be relevant to the idea prior to them.
Finding keywords will help. 1. benefits 2. Firstly 3. For instance 4. dangerous
jobs 5. Secondly 6. As a result 7. Finally 8. work
3–2–1–7–6–4–5–8 conditions 9. As a consequence
 Students will write ideas in full sentences with CLIL MATH
a provided plan. The amount of time for this Tables, Bar Graphs & Pictographs
task should be long enough for them to write
properly.
 Remind them to write simply and stay
consistent with their tense and grammar. Go
Lesson outcome
around to help any student that looks
struggling in their performance.  To distinguish the differences between
 Have a quick look at all ideas after they finish tables, bar graphs, and pictographs
and choose some good answers to share with  To apply different graphs in real-life
all classmates. context
 Encourage the class to finish the exercise with
some ideas, as it can be one of their exam
questions in the upcoming test
Prepare 5 or 6 pieces of color paper in various
quantities, divide class into 4 big group, students
Students’ own answers work in group to think of a way to let someone
else know how many pieces of paper of which
color there are. On each group, one student goes
 Students are now required to write a full
paragraph with a specific question. The table to teacher desk to count and note down the
is for them to fill in ideas like the last exercise’s quantity and colors of paper. Students may
table. simply make a list of them in words. Check how
 Teacher should help them if they do not have each group presenting their data.
any idea what online learning be like.
 Explaining about online studying may be
required for some classes depending on  Let students have a look at these graphs, these
student’s learning environments and are the three way of presenting data they will
experiences. learn today.
 Suggested ideas: time savings, tuition fees cut,  Give them 2 – 3 minutes to analyze the data
technological skill development, a huge from those graphs, ask some students to
amount of learning resources, etc. answer which one he/she prefers and why.
 Relevant examples or consequences must also  Next questions will be: Which one is the
be provided along with the ideas. easiest way to get the number of fruits, which
 Remind students to use linking words that one is the easiest to create?
they have learned previously; orders and  Tell students about the vital role of graphs in
information must be accurate. Math, academic English, and future test for
 Everyone needs to finish the paragraph certain certificates they will take one day, such
instead of ending in the middle, as practicing as IELTS, since describing a graph will be a part
with effort greatly improves skill. of the writing test.
 Remind students to check for spelling.  Generally, tables and bar graph for any kind of
subjects and data, while pictographs can only
be formed with specific subject that could be
Students’ own answers drawn or illustrated.
 Some other data such as country, cities, or
Homework number of populations from races, etc. All
Activity book, Writing page 53, exercises I, II, III, these data can only use legend key and word
to tell reader those data meaning.
IV, V
 Student starts answering these 4 questions  This time, this exercise gives students a lower
according to the graphs, and they will know number of subjects with easier-to-draw object
that comparison and comparative’s structure data, ice cream.
play an important role in describing graphs.  Instruction is straightforward, give students
 Give the class 3 – 5 minutes to analyze the data enough time to draw the number of icem
and answer the questions, remind them what creams according to the given data.
the most, the least, and the same means.  After finishing the drawing, there’re also four
 Check out students’ answers and specific questions relating to the data for students to
numbers of students for questions 1 and 2, answer.
this will help them improve their reading  Encourage students to answer in full
graph skill sentences, check out their answers with
everyone, and ask if there is any student who
gets the data wrong so they can get assisted.
a. I.T. b. science
c. I.T. d. history and science
 Once again, in this exercise, even though the

task allows students to make either
pictographs or bar graphs, they will learn
another challenge that could occur with
pictographs.
 Not just required specific targets that can be
drawn, when the quantity of data getting
higher, E.g., more than 20, drawing
illustrations for that amount is impossible.
1. Blue moon and green tea
 Instruct students to create a bar graph with
two axes, biggest number of data will help us 2. 21 3. 6 4. 46
decide how to divide the unit, horizontal axis DO IT
will then the types of sports, check students
drawing and provide suggestions.  Students are required to create bar graphs
from their data collection. The teacher needs
to give full instructions for this task.
 First, they need to choose 3 family members
and write their first names on the yellow table
like the example in the book.
 Then, they need to list all letters used in all
names and count them. For example, three
names are Hoang, Hung, and Long, which
contain 2 letters H, 3 letters N, 3 letters G, 2
letters O, and 1 letter A and U.
 X-Axis is the number of listed letters, and Y-
Axis is those used letters in any order.
 Call one representative student to draw the
graphs on the board and correct them with
class.
Homework
Activity book, CLIL page 57, exercises I, II
[DATE]
[COMPANY NAME]
[Company address]
06 FUTURE CAREERS
UNIT OVERVIEW
Reading about young people’s dream
jobs: interest, universe, surface, install, Activity book, p 58, Exercises I, II
Reading
software, appearance, audience, Unit 6, Reading, Exercises I, II
professionally
Grammar Tenses contrast: Will vs. Be going to
Unit 6, Grammar, Exercises I, II, III, IV
Words about occupations: waiter,
postman, hairdresser, security guard,
vet, lawyer, receptionist, mechanic, Activity book, p 60, Exercises I, II, III, IV, V
Vocabulary
manager Unit 6, Vocabulary, Exercises I, II, III, IV, V
Phrasal verbs: apply for, familiarize
somebody with something, get ahead
Listening Listening about the jobs descriptions
Unit 6, Listening, Exercises I, II, III, IV
Talking about students’
Speaking future plan
Unit 6, Speaking, Exercises I, II, III, IV, V
Pronunciation: /ɑ:/ and /ʌ/
Writing Writing an application letter
Unit 6, Writing, Exercises I, II, III
CLIL Science: Energy
Unit 6, CLIL Math, Exercises I, II
Activity book, pp 64 - 66,
International Exercises I, II, III, IV, V
exam Unit 6, International exam,
Exercises I, II, III, IV, V
Book Book
READING 02 Read out the instructions. Ask students to
Young people's dream jobs read the sentence to comprehend what kind of
jobs the sentence is talking about. Here are some
suggestions to help them find out key words to
Student’s Book, pages 60 - 61 finish this exercise easier.
 Look at the verbs. Many jobs will include
Lesson outcome specific types of tasks. Sometimes the job
 To read and understand different young title will also include the verb with it, e.g.,
people's dream jobs singer – sing.
 To guess the meaning of the words/phrases  Ask them to pay attention to the nouns
in context and locations where people do that kind
 To read and match the information with of jobs.
the right person  If they know exactly what job does what
and it doesn’t sound right with the
Lead-in
sentence. Another option will be the right
Divide the class into 4 groups to race for jobs one they look for.
listing. Students might have learned many jobs Have students complete the exercise. Explain any
previously in the early grades. The teacher new words where they’re not familiar with.
prepares the alphabet so each group will Answers
brainstorm and one by one student writes on the 1. singer 2. chemist 3. journalist
board 1 job for each letter in alphabetical order. 4. secretary 5. astronaut 6. IT engineer
The group with the most non-repetitive jobs in
Fast finishers
the right sequence wins the game. Check the
Ask students to share their ideas if they know the
spellings of all the words that students write and
description of the other jobs which are not the
review them again with class.
answer. Widening their knowledge about jobs
01 will help them in the future. The teacher then
gives them an easy explanation about those jobs.
 Teacher asks students to look at the pictures
and do as instructed. 03 Have students read the instructiosn of the
 Students work in pairs to think about the exercise and exam advice about multiple
questions and then share their answers with matching types in reading skill examination.
the class with a time limit of 3 - 5 minutes. Repeat all the steps:
 From the previous lead-in, students may  Underline keywords and important words in
already have many options to choose from. the definitions.
Therefore, teacher should suggest they pick  Scan the texts to find the highlighted words,
any that they are familiar with, so the then read the whole sentence to get the ideas.
conversation can be smooth and fluent.  Underline keywords in the sentence to find
 Teacher then fixes any grammar errors that clues that help students understand the
may occur and give some sample answers. meaning of new words, then try matching
them to the given definition.
Answers
Invite students to answer and explain their
Students’ own answers choice. The teacher then gives corrections and
explanations.
Answers Homework
1. appearance 5. audience Activity book, Reading page 58, exercises I, II
2. install 6. surface
3. software 7 professionally GRAMMAR
4. interest 8. universe Will vs Be going to
04 Have students read the questions and
highlight keywords. This time student may need Student’s Book, page 62
to read through the text carefully to have an in-
depth view about these 3 people. Teacher then Lesson outcome
calls students to answer and explain which part  To distinguish the differences between Will
of the text includes the information they need to and Be going to
answer.  To apply Will and Be going to in real-life
Answers conversations
1. George 5. Vivian
2. Vivian 6. George Lead-in
3. Chloe 7. Chloe
Ask students to remind them how they can talk
4. Chloe 8. Vivian
about something in the future, and which kind of
structure they have learned in the previous grade
05 This exercise includes 3 questions that to do so. And what do they usually use, will or be
need a deeper understanding about the text. going to? Do they think those are different?
Teacher needs to explain any part of the text that
students may not understand yet, so they can do 01 Have students read the instructions, words
this exercise successfully. Ask students to read in the box and the notes. Ask students to read the
questions carefully and find any statements given examples carefully to understand the
relating to the questions and look around them. meaning. Because of the grammar, at and before
This is not a short answer question so students can’t go after on to end a sentence, students can
have to give full sentence answers. Ask them to make choices of “facts” and “personal opinions”
pay attention to the subject in the questions. for the first two blanks of 2 columns and “at” or
Answers “before” for the last 2 blanks.
1. Because she’s always had an interest in the Answers
scientific study of the universe and the objects WILL: personal opinions, at
naturally existing in space. BE GOING TO: facts, before
2. He’s going to register for classes in learning
Teacher then gives clear explanations about
computer software.
these 2 differences through examples. Emphasize
3. She will attend SuperStar Academy to train her
the usage of the two in everyday contexts and
voice and learn to dance.
daily conversations. Will usually has more
Extra activity functions than be going to, such as making an
offer, a promise, a threat or a refusal, while be
Students also discuss their favorite jobs, why and
going to doesn’t have that many functions with it
how they can achieve them in the future, what
and most things are based on evidence or facts
kind of things they will do in that job. The class
instead of feelings or experiences.
share their answers.
02 Students now based on the knowledge they 05
learned previously to do this exercise. Students Students are already provided with exact word
do the task individually and answer with an form with tense, so teacher asks students to focus
explanation whether the sentences are built on on the meaning of the verb to fit the sentences.
facts or personal opinions, and whether The blanks are also given with an extra sentence
statements are decided “at” or “before” the before to help students understand the context of
moment of speaking. the conversation. Students do this task
Answers individually. Teacher makes a pair so they can
1. will 2. is going to 3. will make these questions become conversation
4. am going to 5. will practicing, check their answers after.
Answers
03 6.01 1. am going to attend
2. will do
Students read through and listen to finish the
3. am going to study
three sentences. Remind them to listen to
4. will show
keywords and fill in the blanks with accurate
grammar that fits with the sentence, not filling in 06
exactly the words they hear. Repeat the  With all the previous exercises, teacher can
recording once if needed then check the answer now give students time to work in pairs and
with the class. make small talks using will or be going to.
Answers  Teacher gives some students clues about
1. improve, skills 2. find a math 3. surprising when they can use these two kinds of
grammar.
Track 6.01
 For example: a future holiday, an upcoming
I’m Jane. Summer is coming, so I hope to have a
wonderful time. I’m going to spend my summer schedule, a prediction about something that
improving my English skills. I plan to become an may occur later after present time.
English teacher when I finish school. Also, I will  Give students 5 – 7 minutes to discuss about
help my sister find a math teacher. It’s surprising how to make those small dialogs, then call
that she has decided to take the entrance exam to students to stand up and present their
the Gifted High School. Wow, this will be the best conversations.
summer ever!
Answers
04 Students now complete the sentences using Students’ own answers
will or be going to and correct verb form in the
blank. This time students will learn the fact that Extra activity
both structures use infinitive verbs only, so they Let students write a whole paragraph about their
just need to choose the correct grammar without future next year, their favorite activities, what
worrying about word form. Students will have they want to do, where they want to go to using
about 5 – 7 minutes to finish the task, then read both will and be going to. Then share the writing
out the answer so the teacher can correct it with with their friends.
the class.
Answers
Homework
1. is going to attend 2. will pass
Activity book, Grammar page 59, exercises I, II,
3. is going to rank 4. won’t tell
III, IV
5. will receive 6. am going to get
Answers
VOCABULARY
Words about occupations
Lesson outcome
 To learn more words/phrases about
different occupations
 To understand the duties of different jobs
 To learn and apply phrasal verbs in the
specific situations 03
Lead-in
Let students prepare a piece of paper, then write

down all the jobs they can remember before
without opening the book and count the number
of letters in each word. Then pick out one with
the most letters in it. One who can point out the
2 longest words earliest win (security guard and
receptionist).
01
Students are told to do 2 tasks in this exercise.

Teacher should provide them instructions, so
they don’t use too much time finding the words
in the alphabet box.
 Look at the pictures first and try to remember
the job. Students may have learned them
before.
 Give students some clues if possible so they
can guess the job. E.g., He works in the post 02
office, she takes care of animals.
 Students then try to look for the jobs in word Students work individually to finish this task. If
search box. This will enhance their ability of teacher already explains about the jobs clearly
word forming as a game, make learning new before, students may finish this quickly. Tell them
words more fun. to underline the workplace and the verbs relating
 Remind students that the answer can also to those jobs. Students share theirs answer on
stay in diagonal line, not just horizontal or board or by teacher’s call.
vertical lines. Answers
 Check the total number of the words 1. security guard 2. mechanic 3. hairdresser
corresponding to the number of pictures. 4. lawyer 5. manager 6. postman
03
Split class in groups. Discussion times should be LISTENING
around 10 minutes for all groups to ask and find Job descriptions
answers for all jobs in exercise 1. There are 6 jobs
already provided the information they need in Student’s Book, page 64
exercise 2. Teacher encourages students to
answer in full sentence and give extra Lesson outcome
information if they can. Elicit some ideas about  To listen and understand people talking
receptionist, vet and waiter if students can’t find about job descriptions
any.  To practice multiple-choice questions in
Answers listening
1. A postman works in a post office.  To practice listening and filling the gaps
2. Their duties are collecting, sorting, and
delivering letters and packages to homes and Lead-in
businesses. Ask students to recall the previous learned jobs,
then answer these questions:
Fast finishers
 Did you see anyone who did those jobs
There are also some other jobs students have before, for example, a singer, journalist,
learned in previous sections: singer, journalist, security guard, hairdresser …?
chemist, explorer, builder, travel agent, secretary.
 Where did you see them? What do they look
With their current understanding of the jobs,
like? Do they have any tools with them?
teacher lets students guess where those people
 Who do you think their outfit is the best of
may work. Teacher then explains and shares the
all? Why?
answer.
Students share their opinions and ask the class to
PHRASAL VERBS raise their hands if they also think one job’s outfit
is better than all the others.
 Teacher asks students to read the phrasal
verbs box and their meaning. 01
 Teacher explains the meaning of those words
 Students have a look at the pictures and let
to students.
them guess where that could be first.
 Teacher should remind students that
 The classroom and restaurant in the pictures
familiarize need to use with the exact
may be different in different countries. Ask
structure to form a correct sentence
students to see what objects they are in those
04 Students may quickly choose the words
images.
they just learned as the correct answer. Teacher
 Scales of the answer may get bigger as school
should ask them to explain the meaning of the
and students may have different answers like
sentence in their own way and why they choose
a security guard or chef. The teacher should
so.
limit their view to just classroom and dining
Answers 1. A 2. B 3. B
area of a restaurant. Check students’ answers
Homework Answers
Activity book, Vocabulary page 60, exercises I, II, Teachers work in a school and waiters work in a
III, IV, V restaurant.
02 6.02 03 6.02
 Ask students to read the Exam Advice first. With the same recording, students now have
This is a type of listening exam questions. another type of questions: multiple choice.
 Instruct students to carefully analyze the Teacher now plays the recording one more time
blank, what part of speech it could be. so students can now pay attention to the other
 Ask students to look at other words before area of the listening and answer multiple choice
and after the blank, words next to a comma. questions. Students then answer and teacher
 Word orders also help students to corrects the answers with the class.
determine the correct part of speech of Answers 1. B 2. C 3. A 4. A 5. A
their answer, for example: Adj+N. 04 6.03
 Teacher then plays recording 6.02 for the  Teacher must prompt students to read the
first time for students to listen. instructions carefully, especially with the
 Remind students to keep themselves stay blank word limit, as answers that aren’t
on track through numbering. satisfying the requirements of the instruction
 Repeat the recording if needed. will be marked 0.
 Let students write answers on the board.  Sometimes there will be word with “and/or” a
Teacher corrects them all and explains the number which mean the answer could be one
meaning of any new word. number itself or a word plus a number.
Answers  Similarly, students must pay attention to the
1. restaurants 2. careful 3. secondary area before and after the gap and determine
4. skills 5. creative 6. city the black space part of speech, then listen
7. health 8. calm carefully to get it.
9. (shopping) mall 10. polite  When students hear the word around the
blank, it means the answer is coming. Students
Track 6.02
1. Hello, I’m Mike. I’m a waiter at a five-star restaurant in must be ready to write them down as quickly
New York. I have been working as a waiter for 3 years and I as possible.
enjoy it. During my shift, I greet customers and I explain the  Teacher plays the recording, gives students
menu, describe special dishes, and answer questions about the
menu. Then, I take customers’ orders. When the food and few minutes to check out their answers then
drinks are ready, I deliver them to customers’ tables. As a corrects them.
waiter, I should have a good appearance. I am patient and
Answers 1. teacher 4. knowledge
careful. I also show good manners and respect others.
2. Hi, my name is Karen. At the moment, I’m working as a 2. shapes 5. confidence
teacher at a private secondary school, Talent School in 3. math 6. teaching
Chicago. My duties include planning the lessons and teaching
students. I also help students in developing their abilities and Track 6.03
skills. A good teacher must have these personality traits: My dream job in the future is to be a math teacher. I love
smart, helpful, patient, and creative. I love my job. numbers and shapes. I’m also interested in solving math
3. I’m Maggie and I’m a vet at the City Veterinary Center. I exercises. In class, while watching the teachers giving lessons,
provide medical care for animals, make sure they are healthy, I had a dream of becoming a math teacher later. Every day I
and take care of the animals when they are ill. I enjoy working
always try to study hard, read books and improve my own
with animals. I am sympathetic and calm, and I can solve
problems well. knowledge. I know that to be a good teacher, in addition to
4. I’m Lisa, a shop assistant. I’m working for a shoe shop in improving knowledge, there must be patience, confidence and
the central shopping mall. I am responsible for serving devotion. It is a good job but teachers have to face a lot of
customers and assisting them to get what they need. stress, such as grades, teaching methods, and weak students.
Specifically, I introduce new shoes to our customers and Although this career has many challenges, I always choose to
persuade them to buy our products. To be successful in my
pursue my dream. It is still a long way toward my dream
job, I must be flexible, polite, helpful and also good at
communicating with other people. career, but I am sure it will become true if I try my best.
Homework 02
Activity book, Vocabulary page 61, exercises I, Split class into groups. Teacher gives time limit
II, III, IV from 5 – 7 minutes for students to discuss and
take turns talking about their strength and future
SPEAKING plans. Teacher goes around the class to listen and
Talking about students’ future plans encourage students to research and think
carefully about what they are good at and some
Student’s Book, page 65 jobs that are suitable for that strength.
Lesson outcome Answers

 To talk about future plans
 To ask and answer about one's strengths
 Pronounce two sounds /ɑ:/ and /ʌ/ 03
Students required to do a mini presentation to the

Lead-in class about their plans with specific orders.
Students work in groups; teacher gives these Teacher gives students about 10 minutes to work
questions for students to discuss: individually on their planning table. They should
 In which year will students be 18 years old? use be going to and will so they can be accurate
 How will they possibly look like at that time? and consistent in their grammar. Teacher then
Height? Appearance? calls few students to present their plans, cheer
 Do any students want to study in another them up after they finish, fix pronunciation
country? Where do they want to go? wherever possible after they finish their talk.
Students discuss with each other for around 5
minutes. Share the answers with the class. Answers
01 Students’ own answers
 Students work in pairs to look at Phuong
04 6.04
Anh’s future plans, then ask and answer
about her future similar to the example. Write a minimal pair of words heart and hut on
 Students don’t have to be specific about the the board. Teacher pronounces each word slowly
school if the name is too difficult for them. and asks students to listen and distinguish these
Just high schools, IELTS and university are two words. There is one long and one short vowel
efficient. so the difference should be transparent for
 Teacher calls some pairs to stand up and students.
practice asking and answering. Sound 1: /ɑ:/
/ɑ:/ is a long vowel sound. Its technical name is
Answers the “Open Back Unrounded Vowel”. This means
1. What is Phuong Anh going to do when she is 15 the tongue is low and at the back of the mouth.
years old? “Unrounded” refers to the lips because they are
 She’s going to study at Tran Dai Nghia School
relaxed and not rounded, then a long-voiced
for the Gifted.
2. What is Phuong Anh going to do when she is 17 sound is made by vibrating the vocal cords with
years old? mouth open. In American English, it’s usually
She’s going to take the IELTS test. sounded
/ɑ:r/ with a very clear r at the end compared to
British English.
Sound 2: /ʌ/
WRITING
/ʌ/ is a short vowel sound. Its technical name is
Writing an application letter
“Open Mid-Back Unrounded Vowel”. This means
the tongue is low and between the middle and
the back of the mouth, then the short-voiced Student’s Book, pages 66 - 67
sound is made by vibrating your vocal cords with
the mouth open. Lesson outcome
Ask students to pay attention to the teacher’s  To understand the structure of a job
mouth and pronunciation. Run the track 6.04 and application letter
have students pronounce the words. Correct  To understand the information in a job
students’ pronunciation. advertisement
05  To write an application letter
 Students listen to the teacher read out the 2
sentences once. Then teacher lets them finish Lead-in
the task as instructed. Teacher asks students some questions:
 After 3 – 5 minutes, call students to read the  Can you just speak to somebody and then you
sentences out. Teacher corrects their can go to school or any organization?
pronunciation if any errors occur.  Does a company or business have enough time
Answers to speak to everyone that wants to do the job?
Students answer to get an understanding about
the importance of job application.
01
06 Teacher lets students read the questions and
answer them. Let them work in pairs if necessary.
 Teacher asks students to have a look at the Teacher explains to students that job application
words first. Then call 2 or 3 students to read is an essential document. The receiver can be
them as these are all familiar words. anyone students may think of such as: manager,
 Teacher plays track 6.05. Students have 5 – 7 boss, the company, etc. Students’ answers could
minutes to fill those words in the columns as be varied.
they listen. Teacher may call 12 students to
Answers
the board to let them put one word in the
column. Teacher then corrects the answers Students’ own answers
after pronouncing all the words again.
02
Answers
 Teacher asks students to read the letter and
/ɑ:/: yard, artist, watch, aunt, father, ask do the task as instructed.
/ʌ/: country, money, study, mother, uncle, Sun  Teacher guides students carefully to check all
the items from 1 to 9.
Homework  Give students time to complete the task.
Activity book, Speaking page 62, exercises I, II, Teacher then reads out the letter and asks
III, IV, V students what part they are.
Answers
05 Have students read the job advertisement
3 30 King Road, New York from Hara Shoe Shop. Remind students to
1 July 28 underline key information such as specific duties,
6&7 Bamboo Secondary School characteristics, contacts. Let students extract the
4 12 Bank Street, New York
information and answer the questions. Check
5 Application for Math Position
8 Dear Sir or Madam, students’ answers.
9 Yours faithfully, Answers
2 Joe Smith 1. HARA SHOE SHOP, 180 Violet Street, District 1
2. Shop assistant, full-time
03
3. 2
 Students required to understand the letter 4. Introduce products to the customers and
completely to comprehend which part persuade them to buy, fill the shelves and check
the stock every day
contains what meaning.
5. Requirements: Communicative, flexible, polite,
 Ask students to underline the keywords in the fluent English
letter that help them understand the 6. You apply for this job by emailing your CV to
meaning of that part and choose the correct [email protected] or dropping it off directly
topic relating to it. at the shop.
 Teacher calls students to answer and correct 06
after they give all answers for 5 items.
Students are now required to write some ideas for
the job application. Teacher can explain to
Answers
students that all information can be made up with
1. E 2. A 3. C 4. D 5. B
their own choices. However, teacher should
04 prompt them to provide the moderate
information. Exaggerated information will make
 Teacher helps students with any unfamiliar the form less appealing. Give students 5 – 7
words in provided sentences, then asks them minutes to complete their idea plan. Teacher goes
to read in mind individually and think about around to read some students’ notes and give
the purposes of these sentences, categorize some adjustments or suggestions.
them. Answers Students’ own answers
 Let students know that all the information is
required to let the company know people 07
satisfy their demands. Teacher then gives students a minimum time of 20
 Company also needs to know the reason minutes to complete the task. Teacher should
people want to work for them so they can observe to look for struggled students and help
arrange them in the proper position, and they them out. Teacher can tell students to look at
can work with efficiency. previous letter from the last page for reference.
 Check students’ answers and correct them, Checklist for students to check at the end. Collect
let them read Exam Advice for the very first the paper to mark.
step of writing a good formal letter. The start Answers
and the end are the most essential parts. Students’ own answers
Answers Homework
Activity book, Writing page 63, exercises I, II, III
1. W 2. R 3. E 4. R 5. W 6. E
 Let students read and understand why people
need to save energy.
CLIL Science
 Human still depends on non-renewable
Energy
because the facilities to setup for using
renewable energy is expensive.
02
Lesson outcome Students discuss with their partner to find out
 To understand the definition of energy and more ways to save energy at home and school.
some forms of energy Some suggestions would be: plant more trees,
 To distinguish the differences between two unplug rarely used devices, use energy saving
types of energy: renewable and non- devices, take a quicker shower, etc. Let students
renewable energy share with class and encourage everyone to put
 To apply some forms of energy in real-life more effort on doing it.
situations
Answers
Lead-in Students’ own answers
Ask students some following questions: 03
 Do you have electronic toys? How can they
Students have 3 sets of 3 pictures to pick up the
operate? (Yes – battery)
odd one out of 3 pictures. Teacher gives clues
 Can you study in the classroom without the
about what kind of energy categories they are and
fans or lights? (No – high temperature and
find the different one. Check students’ answer
dark)
and explain.
 Can your smartphone run forever? (No – need
charging) Answers
Students answer and teacher explains to them
how important energy is to our lives and they will
learn few types of energy in this section.
01
Teacher teaches them about energy and some
forms of energy provided in the textbook.
Teacher lets students answer the questions in
pairs. 04
 Motion relating to moving of objects. Any
DO IT
thing that moves creates motion energy.
Students may already be asked to bring all
Giving clues that students can list any things
material to class before or they may try to make
or activities that move for question 1.
this toy at home as instructed. Teacher explains
 Other type of energy can be gravitational
that students should make more handcraft toys to
energy, electrical energy, light and heat
play and save battery for the better world.
energy.
Answers Homework
a. Meteors, walking, skateboarding, throwing a Activity book, CLIL Science page 67, exercises
ball, falling, flying an airplane, etc. I, II
b. Gravitational energy, light energy, electrical
energy, heat energy
PROGRESS CHECK 3 02
UNIT 5 & 6 • Ask students to do exercise 2.
• Give students 3 minutes to complete the
Student’s Book, pages 70 -71 multiple choices.
• Select several students to share their answers.
Lesson outcome Ask them to explain the category to which the
• Revise knowledge learned in unit 5 & 6 other 3 belong.
• Reveal the answers.
Lead-in
Answers
• Hold the game “two truths and a lie.” 1. D 2. C 3. A 4. B 5. A
• Teacher thinks of 3 statements (personal or
general), 2 of which is true and the other is 03
false.
• Before doing the exercise, invite 1 or 2
• Teacher divides the class into 4 groups. Each students to explain the rules of using
group guesses which statement is false. comparatives and superlatives.
• The group that guesses incorrectly will face • Give students 2 minutes to do the exercise.
punishment at the end of the lesson. • After the time limit, invite 4 students to read
• Teacher explains the statements. aloud the whole sentences after having been
completed.
01 • Check the answers.
• Remind students of the 4 phonemes learned Answers

in previous lessons. 1. thicker 2. thinner
• Invite several students to pronounce the 3. smaller 4. the most popular
words given. Correct mistakes, if any.
• Give students 5 minutes to finish this exercise. Fast Finishers
• Ask 4 students to read the words in each Prepare several adjectives that students have not
column. learned before. Ask them to write down the
• Reveal the answers. comparatives and superlatives of those
Answers adjectives, following the rules.
Some suggested adjectives:
/ɒ/: job, comic, contact, response
- Expensive
/ɔ:/: abroad, short, ball, corn
- Gentle
/æ/: camera, chatroom, laptop, map, language - Understanding
/ʌ/: public, money, tongue, countryside, sum - Kind
- Rude
- Lovely
- Unique
04 Track 6.06
• Invite a student to review the rules of using 6. Listen to Kai talking about his plans.
“will” & “be going to.” Complete the missing information.
• Give students 2 minutes to fill in the gaps. I’m going to graduate from secondary school
• After the time limit, invite several students to this summer. I’m eager to take the final exam
share their answers. at the end of May.
• Teacher should ask students to which When I get the test scores, I will prepare some
circumstance does each sentence belongs. documents and register for high school. I will
Answers try to study hard and plan to get a scholarship
to study aboard in New Zealand, in 2026. I'll
1. is going to 2. will
3. will 4. is going to study there for 4 years. I love that country
because of its programs and stunning scenery.
05
When I get there, I will take advantage of my
time to study well and visit the beautiful
landscapes. I hope I will get a degree in
exercise.
International Hospitality Management.
• After the time limit, invite several students to
After I graduate from university, I’d like to
work there for about 3 years to get some work
• Check the answers.
experience. In 2033, I'll be back in my country
Answers and run my own business.
1. B 2. C 3. C 4. B
07
06 6.06
• Ask students to work in pairs.
• Begin with topic 1: high-tech products.
• Ask students to read the instructions. Give
them 2 minutes to read Kai’s plans Students ask and answer the given questions in
beforehand. pairs.
• Teacher should advise students to think of the • After 5 minutes, invite 1 or 2 pairs to the board
possible answers, or guess the keywords that and practice a conversation based on the
may appear in the audio. question below.
• Play track 6.06.
• Teacher starts topic 2 similarly to topic 1.
• After the recording finishes, invite several
students to share their answers. Answers
• Reveal the final answers. Students’ own answers
Answers
1. final exam 2. New Zealand
3. Programs 4. 3 years
5. Business
Extra activity
False Job
• Divide the class into groups of 6.

• Each group prepares 4 job descriptions, 3 of
which are true and the other is false.
• Team then swap their sentences and try to
identify false statements, and correct them.
Example:
A driver drives car.

An astronaut explores nature.
A chef cooks.
A developer codes websites.
Homework
Activity book, Review 3 page 68-69.
07 MY PERFECT VACATIONS
UNIT OVERVIEW
Reading about travel experiences:
souvenirs, seeing, view, pictures, sky, Activity book, p 70, Exercises I, II, III
Reading
trekking, a tent, tickets, sightseeing, a Unit 7, Reading, Exercises I, II, III
night out
Present perfect: affirmative, negative, Activity book, p 71, Exercises I, II, III, IV
Grammar
questions Unit 7, Grammar, Exercises I, II, III, IV
Words about traveling: jet lag, get lost,
crowded, peaceful, ancient, cultures,
Vocabulary sunrise, sunset
Unit 7, Vocabulary, Exercises I, II, III, IV, V
Phrasal verbs: check in, check out, look
around
Listening Listening about vacations
Talking about vacation pictures Activity book, p 74, Exercises I, II, III, IV
Speaking
Pronunciation: /ʃ/ and /tʃ/ Unit 7, Speaking, Exercises I, II, III, IV
Writing Writing a postcard
Unit 7, Writing, Exercises I, II, III
Math: 2D Shapes, Points, Lines & Line Activity book, p 79, Exercises I, II, III
CLIL
Segments Unit 7, CLIL Math, Exercises I, II, III
International Activity book, pp 76 - 78, Ex I, II, III, IV, V
Exams Unit 7, International exam, Ex I, II, III, IV, V
book Book
READING
Travel Experience Teacher gives students 5 – 7 minutes to think
Student’s Book, pages 72 - 73 about the description of each trip according to
the teacher’s explanation of the words and the
Lesson outcome pictures and do as instructed. Teacher calls up
pairs of students to do the task.
• Read the texts about travel experiences
• Understand the main idea of the text
Lead-in Students’ own answers
Teacher asks students to answer some

questions:
Read out the instructions. Teacher will teach
• Did you go anywhere far away with your students about collocations, some words or
family before? phrases that usually go together.
• How did you get there? • Firstly, teacher explains the definition of the
• Did you have a good time with your family in words in the box.
the trip? • Go + V-ing is one of the basic types of
Teacher lets students share their answers with collocation. Ask students if they can guess
class to have their feelings intrigued with this what goes after the verb “go”.
topic.
• Ask students to look through the text to find
words from the box and circle as instructed,
Teacher asks students to look at the pictures then look before the words to find words that
and the listed words in Exercise 1. Ask students form a phrase with them.
whether they know what these pictures mean. Have students complete the exercise.
Teacher explains the new words and gives
students 3 minutes to match the pictures with
1. tickets 2. sightseeing 3. view
the words from their understanding. Then
4. trekking 5. a night out 6. sky
teacher plays recording 7.01 so students can
7. a tent 8. pictures 9. souvenirs
listen and repeat, simultaneously teacher
10. seeing
should ask students which picture number is
that word and correct their answers.
Ask students to remember and think of different
words that can also pair with those verbs, such as
a city trip: 5
go shopping, have a cold, take selfies, etc.
a trip abroad: 6
a camping trip: 4 a theme park trip: 3
a cruise trip: 1 a beach trip: 2
Have students read the exam advice about fill-in-
a trekking & hiking trip: 7
the-blank type of questions. Students must
Track 7.01
remember some notes:
1. a cruise trip
• General verbs can form collocations with
2. a beach trip
many words, so students must read the whole
3. a theme park trip
text before filling in the blank.
4. a camping trip
• Answers must also have the same meaning as
5. a city trip
the text provided.
6. a trip abroad
• Definition of one phrase or word could be
7. a trekking & hiking trip
changed according to the context.
Ask students to read and do the exercise
individually. Teacher invites students to answer, Have students discuss the questions in pairs and
then plays recording 7.02 for students to check. underline keywords in the questions. Remind
Teacher invites students to answer, then plays students to pay attention to the word limits of
recording 7.02 for students to check. the answers. Invite some students to answer
and read out the sentences in the text that help
them attain the required three words.
1. buy souvenirs 5. take photos 9. have a
2. book tickets 6 a starry sky night out
3. go sightseeing 7. worth seeing 10. go 1. five minutes/5 minutes
4. a stunning view 8. put up a tent trekking 2. by horse/horse
Track 7.02 3. bought souvenirs
1. “buy souvenirs” is to use money to get 4. walking and trekking
something that you bring back for other people 5. in a tent
when you have been on vacation. 6. mostly clear
2. “book tickets” is to buy a ticket in advance.
3. “go sightseeing” is to visit interesting buildings In case weaker students don’t know how to
and places as a tourist. compact the answer into 3 words, teacher may
4. “a stunning view” is a beautiful scene. allow them to answer in full sentences or give
5. “take photos” is to create images with a sentences in the text that they think could be
camera. the answer. On the other hand, ask stronger
6. “a starry sky” is a sky full of stars. students to answer exactly as instructed. Also
7. “worth seeing” is important, good, or pleasant ask more questions related to themselves, for
to see. example:
8. “put up a tent” is to build a tent to stay in. 1. Do you prefer the beach or mountains for the
9. “have a night out” is to spend an evening vacations? Why?
enjoying yourself away from home. 2. What will you need to prepare if you are going
10. "go trekking" is to make a long or difficult to another country?
journey on foot. 3. Do you prefer to go on a vacation with family
or school and friends? Why?
Students share their answers with class and the
Ask students to read the listed features in the
teacher helps them with vocabulary and ideas.
questions, underline keywords of those features
then scan the texts to find the information. Invite Homework
students to answer and explain their choice. Activity book, Reading page 70, exercises I, II,
Here are some suggested questions: III
1. Where can you find the information?
2. Which passage is the information in? Which GRAMMAR
lines? Present perfect
1. R 3. B 5. B Student’s Book, page 74

2. B 4. R 6. R 7. B
Lesson outcome
• Understand how to form present perfect After all examples and grammar explanations,
tense in positive, negative, and questions teacher asks students to finish the table of verb
with a past participle. past forms and the formula. Teacher prompts
• Learn purposes of present perfect as well students that there are both regular and irregular
as the signal words of the tense. past forms of the verbs and they must keep in
mind and remember those irregular verbs
throughout the time they learn English. The
answers can be found on page 98.
Ask students the questions below:
1. Did you visit Vung Tau or Da Lat before?
2. Was the time you stayed there long? 1. eat ate eaten
3. Did you do your homework last night? 2. find found found
4. Can you finish your homework right after you 3. wash washed washed
start? 4. pack packed packed
Invite some students to answer, then help them 5. change changed changed
to understand the importance of tense in Subject + have / has + Past Participle
English when each tense has its own purposes
to fulfill in order to form a good conversation
with all kinds of expressions. Teacher lets students read the 5 listed activity,
then instructs them to pay attention to Lucy’s
female voice to finish the task. Play recording
Students’ own answers 7.03 and let students answer yes or no after
teacher reads out each activity.
• Explain the grammar notes. Emphasize the

usages, verb forms, signal words, and 1.  2. ☒ 3.  4. ☒ 5. 
obscure time expressions when using the Track 7.03
present perfect. 1. Man: Have you booked the ticket yet, Lucy?
• Ask students to give examples. Elicit some Woman: Yes, I have. I booked them last Sunday.
verbs that are familiar to students. The past 2. Man: How about your camera? Do you have
participle list is on page 98. one?
• Then have students do Exercise 1 to form Woman: No, I don’t. I’m going to borrow a
affirmative sentences as instructed, then camera from my brother.
correct their answers. Let students turn to 3. Man: You've already had your passport, right?
page 97 for grammar reference. Woman: Yes, I have. It’s in my wallet over
there!
4. Man: What a nice swimsuit! Is it new?
1. He has packed his luggage. Woman: No, it isn’t. I’m going to buy a new
2. He has eaten a cake.
swimsuit this evening.
3. He has found his shoe.
4. He has washed his car. 5. Man: How about your plan for the trip?
5. He has changed his clothes. Woman: It’s here. I have found lots of
information about the places, activities and the
cultures there. It’s going to be an amazing
vacation!
perfect tense. Remind them to use both Yes/No
and full sentence questions. Provide them with
Teacher gives students 3 -5 minutes to complete
some extra grammar points that students use
the task. Check and correct their answers.
“ever” in question to ask for experiences and
“never” for a negative answer.
1. She has booked tickets.
2. She hasn’t prepared a camera.
3. She has got a passport.
4. She has planned for the trip. Homework
5. She hasn’t bought a swimsuit. Activity book, Grammar page 71, exercises I, II,
III, IV
Teacher asks students to work individually and VOCABULARY

finish this task in 5 – 7 minutes. Teacher reminds Traveling
students to look at the subject to choose the
auxiliary verb carefully and look at the end of the Student’s Book, page 75
sentence to look for question mark. Check
students and correct their answers.
Lesson outcome
• Remember and apply some words and
1. have been phrases about travelling.
2. Have you heard • Learn three phrasal verbs: “check in”,
3. haven’t had “check out”, and “look around”.
4. haven’t decided
5. haven’t finished
Shaking and Nodding

Teacher asks students to practice the Teacher asks students to volunteer for 4 pairs
conversation in pairs, then calls up some pairs to from the big 4 groups of the classroom to play a
speak out loud in front of class. Check our usual game. One student will mention 6 activities/tasks
pronunciation errors. that should make their partner shake their heads
3 times and nod their heads 3 times. Nodding and
shaking can be in any order. Teacher uses a timer
Teacher lets students do the survey individually. to note down their finish time and checks how
Explain to students about any unclear activities accurate their information is. The fastest team
and what guessing, and facts mean. Students with correct shaking and nodding activities
are also free to tick their own experience as expression wins the game.
another fact’s column. Teacher should suggest
they think about the one next to them so it’s
easier to practice in the next exercise. Teacher explains the meaning of the words in the
box to students and lets them complete the task.
Teacher gets their answers and corrects if any
mistakes occur.
Teacher now has students work with their

partners to ask and answer using present
perfect tense.
of the missing word. The recording will be
identical to the text so prompt students to pay
attention to the pronunciation and encourage
learn new languages get lost them to fill in anything they hear. Teacher then
know new cultures lose the wallet plays recording 7.04 once. Check out students
make new friends get injured answers and replay once more if needed.
watch the sunrise and get jet lag
Correct all the answers and explain any
sunset
unfamiliar words to students and ask them to
repeat again for pronunciation adjusting.
Ask students which one is the most negative and

1. apartment 4. ride
which one is the most positive to them and tell
2. views 5. souvenirs
them to think of some more negative and
3. swimming
positive traveling experiences of their own. Track 7.04
These are some pictures of my vacation in Los
Angeles. We stayed in a cool apartment. It was
Explain the meaning of those adjectives to
on the 35th floor so we had fantastic views of
students. Teacher then gives students 3 – 5
the city. Yesterday, we took a bus to Santa
minutes to read through and finish the task as Monica beach. We went diving and swimming
instructed. Remind them to underline some in the sea. It was great fun! We also went to
keywords and explain why they circle that Universal Studios. I rode on a dinosaur model.
answer. Have students complete exercise 2. Tomorrow, we’ll walk down Rodeo Drive. There
Check students’ answers. are many interesting souvenirs to buy on this
famous street!
1. crowded 5. interesting
Have students look at the pictures and discuss
2. peaceful 6. relaxed
3. boring 7. terrible the meaning of them in pairs. Go around the
4. dangerous class to support students with sentence
structures, vocabulary and ideas. If students
don’t know how to make a smooth paragraph,
• For weaker students, make sure they
teacher helps them to make simple sentences
understand the new words clearly,
using easy words, and gives them questions to
especially when it is inside context. Explain
answer. Here are some suggestions:
to them about the differences between V-
1. How did Amy/John go there?
ing and V-ed adjectives.
2. Where did he/she stay?
• For stronger students, ask them about the
3. Why is she looking at the map with the
differences between V-ing and V-ed
question mark?
adjectives. Also request students to make
4. What did they do in the mountains with their
sample sentences with other adjectives
family?
which are not the answers (ancient,
Invite some students to answer.
modern).
Amy
Teacher lets students read through the text first,
• She went to the beach by plane.
then analyze the gap to guess the part of speech • She stayed at the hotel.
• She swam and dived in the sea. teacher and help the other groups guess the
• She got lost. word without using the taboo words.
• She felt happy at the beach, but she felt • Teacher observes the clue giving groups and
scared when she got lost. assist them with some words to speed up the
John
game if students feel struggling.
• He went to the mountain area by car.
• He put up a tent in the forest.
• He had a picnic with his friends. Students’ own answer
• He felt excited because he had a great
experience. Homework
PHRASAL VERBS
Activity book, Vocabulary page 72, exercises I,
• Teacher asks students to look at the pictures. II, III, IV, V
• Teacher explains the meaning of the three
new phrasal verbs.
LISTENING
• Teacher distinguishes to them that these
Vacations
‘check in’ and ‘check out’ have many different
meanings and this may not be the meaning
they have known for ‘check in’ on Facebook Student’s Book, page 76
or to examine things.
• The literal meaning of “in” and “out” can help Lesson outcome
students understand easily to widen their
• Listen about vacations
meaning not just for hotel but anywhere else.
• Listen for details such as date and time,
• Ask them to read examples and try to make
important information.
some sample sentences using these phrases.
• Ask students to read through and finish the Agree or Disagree

task as instructed. Give each student a piece of paper with “agree”
• Teacher reminds them to try putting their written on one side and “disagree” on the other
answers in and translate to see if the meaning side. Read aloud some statements related to the
of the sentence makes any sense. travel locations and experiences students have
• Students give their answers, and teacher learned, and have each student hold up their
corrects and explains. paper showing the agree or disagree side
depending on their opinion. Choose some
1. looked around students from each side to explain their position.
2. check out Here are some suggested statements:
3. check in 1. Going to the beach such as Vung Tau is the best
choice for summer.
2. Da Lat is a good choice for hot seasons so we
• Set up the classroom into many groups of 3 or can run away from the sun.
4 to play Taboo Words. 3. Traveling by plane is faster but less exciting
• Teacher can make a list of new words than traveling by car.
students have learned today and few taboo
words besides them.
• One group will take the paper with clues from
Man: 3 people. My wife, my son, and me.
Woman: Great! And would you prefer to have a
Teacher lets students finish the task in 2 – 3 room with a view of the ocean?
minutes. Call students to list all options they can Man: I would love to have an ocean view. What's
see and make their own choices. Check students price of the room?
answer for wrong spelling words. Woman: Your room is six hundred and eighty
dollars per night. OK. What’s your name?
Students’ own answers Man: Michael Clarke.
Woman: Could you spell your name please?
Man: Sure. M-I-C-H-A-E-L C-L-A-R-K-E. Woman:
Teacher lets students work in pairs to practice And what number can I reach you?
asking and answering the questions in the Man: My cell phone number is 985-369-016.
previous exercise. Teacher informs students that Woman: Alright. Check-in is at 2 o'clock. If you
they must give explanation for their choices. have any other questions, please do not hesitate
Teacher calls some pair to speak up in class. to call us. Man: Great! Thank you so much.
Woman: My pleasure. We'll see you soon. Have
Students’ own answers a nice day.
Teacher gives students a few minutes to read the Teacher reads out the exam advice and explains
instructions and the provided information. This is to students how important figure information is
the conversation between two people. Teacher such as dates time and money and they need to
informs students to pay attention to the one who be correct. Teacher reminds students about how
asks the questions to know what information to read dates, numbers, and name spelling. Start
comes first. Play recording 7.05, then students playing recording 7.06, replay once if needed,
give answers and teacher corrects the answers then have students answer and correct the
with class. answer with class.
Traveling with who: 2 Name of the man: 4 1. Monday 4. Christopher Fernsby

Phone number: 5 Check-in time: 6 2. 8 and 12 5. 15th of June, 1972
Place for vacation: 1 Room view: 3 3. $30 6. 07854201849
Track 7.05 Track 7.06
3. Listen to the conversation and write the 4. Listen to the conversation and fill in the
numbers in the correct order. blanks.
Man: I want to book a room near the Southern Man: Good morning.
beach. Woman: Good morning, welcome to the
Woman: Yes sir, we have several rooms available Carnival Hotel. How can I help you?
for this weekend. What is the date of your Man: We’re going to stay here for a few days.
arrival? We’d like to book two rooms.
Man: The 24th of this month. Woman: OK, sir. So for how many nights is that?
Woman: How long will you be staying? Mam: Let me see…. I’ll check out on Monday.
Man: I'll be staying for two nights. That’s… 4 nights.
Woman: How many people are the reservation Woman: Who are the rooms for?
for? Man: I’m here with my wife and two kids. They
are 8 and 11. Sorry, 8 and 12. So we’d like one Track 7.07
room for the kids and another room for my wife 1. I just bought a ticket to New York City.
and me. 2. It takes about an hour to fly there
Woman: OK, well, we have two rooms available. 3. I’m going to visit my brother who lives there.
Man: How much are they per night? 4. Every person here is friendly and the food is
Woman: Let me see… $30 per room for one night. fantastic.
Man: How much is the total? 5. I will check in at 2:00 pm on December 24th
Woman: You booked two rooms for 4 nights. and check out at 12:00 pm on December 28th.
That will be a total of $240.
Man: OK. I’ll pay in cash.
Teacher plays recording 7.08 and encourages
Woman: Thank you. That’s fine. I need some of
students to write anything they can hear in full
your information. Can you give me your full
sentences. Check students’ answers.
name?
Man: Yes, it’s Christopher Fernsby.
Woman: Can you spell your name, please? My name is Roger Connor. R-O-G-E-R C-O-N-N-
Man: That’s … C-H-R-I-S-T-O-P-H-E-R F-E-R-N-S-B- O-R. I want to find a room with a mountain
Y. view in Da Lat city. There are 4 of us: My wife,
my daughter, my son, and me. I would like to
Woman: What’s your date of birth, please?
go for a week from Friday 28th of October to
Man: The 15th of June, 1972. Saturday 6th of November.
Woman: What’s your phone number?
Man: 07854201849. Track 7.08
Woman: Great! Everything has been completed. My name is Roger Connor. R-O-G-E-R C-O-N-N-
Thank you for booking. Have a nice vacation! O-R.
I want to find a room with a mountain view in
Man: Thank you.
Đà Lạt city.
There are 4 of us: my wife, my daughter, my
Students now must answer in full sentences. son, and me.
Teacher guides them to answer of these I would like to go for a week from the 28th of
October to the 6th of November.
questions according to the information they hear.
Remind them to follow the grammar of the Homework
questions and not right down what they heard. Activity book, Listening page 73, exercises I,
Teacher plays recording 7.07. Replay once more II, III
if necessary, then ask students to write their
answers in full sentences on board then correct
their answers.
SPEAKING
Talking about vacation pictures
1. She will go to New York City. Student’s Book, page 77

2. It took about an hour to fly there.
3. He’s going to visit his brother who lives there. Lesson outcome
4.Every person is friendly and the food is • Talk about travel activities, feelings and
fantastic. opinions.
5. He will check in at 2 pm on 24th December and • Learn how to describe a photo.
check out at 12 pm on 28th December. • Pronounce two sounds /ʃ/ and /ʧ/.
Teacher asks students to list as many places as • For weaker students, focus on making simple
possible that they have been, including overseas sentences and link all of them to become a
cities. Student with the most visited places will simple and easy talk. Check the grammar and
be chosen and he/she will tell everyone where coherence in their talk carefully.
his/her favorite spot and share some pictures • With stronger students, teacher expects
next time they come back to class. them to present the talk smoothly without
many major grammar and vocabulary errors.
Students’ own answers Teacher also gives another set of data about
his/her vacation for them to describe.
Have students look at the pictures. Teacher

elicits a few ideas about them, then asks Teacher lets students work in pairs to answer the
students to answer questions using their own questions. Read out the exam advice first and
words or provided vocabularies in the box. explain to students why they need to be
Teacher checks both the ideas and grammar of consistent in their grammar when describing
the answers. photos. Present tense is the most common for
description. Simple past is used for describing
past activities. Students share their answers and
teacher supports their ideas with extra
information.
Teacher explains the required information that
students need to fill in. Then teacher has them
Students own answers
to talk about their last vacations using their own
data. Teacher goes around the class to assist any
students struggling with making sentences. Write the minimal pair ship and chip on the
Asking them where they went to provide some board. Pronounce each word slowly and ask
useful keywords. Call students to make a talk students to listen and find the differences
then check their answers with class. Spot out between them. This is the first consonant pair
any errors at the end of their talk. after all previous unit they have learned vowel
sound so student may need some time to adapt.
Invite some students to answer. Instruct
Sample answers:
students to pronounce these sounds correctly:
Alex had a trip abroad to England. He has stayed
Sound 1: /ʃ/
there for a month. He went sightseeing and
cycling. The city is ancient and it’s very /ʃ/ is a fricative consonant sound from a
interesting. He felt relaxed. ‘consonants pairs’ group. It’s called ‘Voiceless
Lucy had a cruise trip. She has spent a week palate-alveolar sibilant’. It means sound is made
there. On the cruise trip, she listened to live through mouth and it is unvoiced. To pronounce
music and watched the sunrise and sunset. The this /ʃ/ sound, clench your teeth together lightly
cruise trip was expensive, but it was really and pull your tongue away from them, then push
modern. The views were stunning, and he felt air through them.
excited. Sound 2: /ʧ/
/ʧ/ is an affricate consonant sound from a
‘consonants pairs’ group. Its technical name is
‘Voiceless palato-alveolar affricate’. It’s also an Track 7.10
unvoiced sound like /ʃ/ but shorter. To pronounce 1. Let’s make a wish!
this sound, press the middle of the tongue 2. She has a lovely chin.
between your alveolar ridge and the soft palate, 3. Please put the sheet on the table.
then quickly move your tongue downward while 4. Anna is in a cloth shop.
forcefully pushing air out. The air in the mouth 5. There are twenty chairs in the room
should stop before it’s released.
Ask students to pay attention to the teacher’s
Have students prepare a piece of paper to play
mouth. Run the track 7.09 and have students
Bingo. The ways to set up the game are:
listen and repeat. Invite some students to
• Students need to sketch a table as in the
pronounce the words and correct their
book, which is 3x3 size for 9 words. Teacher
pronunciation.
may allow a bigger table such as 4x4 for 16
Track 7.09
words to be used.
4. Listen to the words and sounds. Then repeat.
• With all the words from exercise 4 and 6,
/ʃ/ /ʃ/ ship /tʃ/ /tʃ/ chip
students have 18 words to play. Teacher
/ʃ/ /ʃ/ shoes /tʃ/ /tʃ/ choose
asks students to fill in the table with one
/ʃ/ /ʃ/ cash /tʃ/ /tʃ/ catch
word randomly in each cell and they all
/ʃ/ /ʃ/ wash /tʃ/ /tʃ/ watch
must be non-repetitive. This table is their
Bingo card.
Teacher lets students practice reading the • After every student has finished their bingo
sentences as instructed. Teacher prompts card, teacher can now start instructing
students to pay attention to the final sound and students how to play the game and get
pronounce distinctively between ʧ and ʃ. Call them ready to play.
some students to read out with class to listen and • Homework
The rule: Teacher reads any words from
teacher corrects their pronunciation. Exercise 4 and 6 randomly in any order.
Students listen and circle the word they
III, IV
Students own answer hear in the Bingo card. Teacher and
students keep doing so until one student
WRITING
achieves
Writing a line in any direction (horizontal,
a postcard
• Teacher firstly pronounces all the words for vertical, diagonal). That student shouts
students to listen. Student’s
Bingo, Book,
raisespages 78 - 79card and wins the
their Bingo
• Call some students to repeat the words, check game.
out their pronunciation. Lesson outcome
• Teacher then plays recording 7.10. Students • Understand how to write a postcard to
finish the task as instructed. their friends or family after a trip to share
• Teacher corrects their answers. great experiences to people.
1. wish ☒ witch ☐
2. shin ☐ chin ☒ Teacher asks students some simple questions to
check their knowledge about postcard:
3. cheat ☒ sheet ☒
• Have you ever seen a postcard before?
4. shop ☒ chop ☐
• Who did you get it from?
5. share ☒ chairs ☒
• Does a postcard have images inside?
Students answer the questions. Teacher then
explains what postcard is and why students
Teacher reads out the exam advice to students
should learn how to write a postcard.
and reminds them that this kind of exercise will
often be in the exam. Students must not forget
Have students look at the pictures and answer full stop mark at the end of sentence and capital
the question. Teacher may allow them to make 3 letter at the start. The main verbs and their tense
sentences for each picture. Check some students’ will be the core of sentence and should not be
answers and correct their errors. missed. Teacher gives students 5 – 7 minutes to
finish the task. Call 6 students on board to write
the completed sentences, check and correct the
Danny has had a picnic, gone fishing and diving.
answers.
Teacher requires students to read the list of items

1. We are on vacation in the USA.
provided first, underline the keywords. Then
2. We are staying at a five-star hotel.
teacher give students 5 – 7 minute time to read 3. The people here are very friendly.
through the postcard and finish the task. 4. Last night, we looked around the city.
Students share their answers. Teacher asks them 5. We haven’t gone to New York city yet.
which part of the text they saw contains the 6. We are planning to go there tomorrow.
information they need, then correct the answers.
Teacher lets students work in pairs in 5 – 7

1. where he is  minutes to look at the pictures and describe
2. the weather  activities by full sentence. Teacher should
3. his favorite day ☒ prompt them about using simple past to
4. things he did  describe the past activities from images.
5. things he likes best ☒ Students’ answers would be varied. Teacher
6. things he hates ☒ checks their grammar and provides them sample
7. what he will do  answers.
8. his name 
9. his feeling  He went trekking.
10. his friends ☒ He gave clothes to children.
He fixed the house.
Teacher lets students read through the He taught children.
postcard, emphasizes them to understand the
details as most spaces are in the topic sentence.
Then explain to them any unfamiliar words. Teacher reminds students about the tenses and
Teacher calls few students on board to write their their signal words. Inform students to pay
answers, then corrects and explains. attention to the closest idea and sentence of the
blank to find out the time that action occurs.
Another note for verb form and subject relation
1. This is my second day in Viet Nam. so they wouldn’t miss s/es or -ed/-ing for the
2. the weather is lovely
tense.
3. Yesterday we looked around the city
4. We are planning to visit Any past form of the verb can be found in the
5. Wish you were here irregular form of the verb reference on page 98.
Students should have about 10 minutes to read
and complete the task. Teacher calls students on
CLIL MATH
board to write the answers, then corrects them
2D Shapes, Points, Lines, and Line Segments
and explains.
1. are having 6. gave
2. is 7. repaired Lesson outcome
3. trekked 8. cooked • Identify 2D Shapes and their features.
4. have stayed 9. are going to • Learn about points, lines, and line
5. wasn’t 10. have taken segments.
• Apply math concepts to solving puzzles and
IQ Test.
This is a revision for students about tenses. Let
them read through the usage of the tense quickly
(2 –3 minutes) and finish the task. Teacher calls
Ask students some questions to check their
students to stand up and answer the tense and its
general knowledge about shapes:
use. Also let students make a sample sentence for
each tense they answer. Teacher checks their • How many shapes do you know?
examples and correct the answers. • Does everything have shapes?
• Do you like math with numbers or shapes?
• Do you know how to form a shape on paper?
1. d 2. a 3. b 4. e 5. c Check students’ answers to find out how
interested they are in shapes and lines.
Teacher lets students read through the postcard,
emphasizes them to understand the details as Teacher reads out names of the shape in a
most spaces are in the topic sentence. Then specific order clearly so students can listen to the
explain to them any unfamiliar words. Teacher pronunciation. Then teacher lets them point and
calls few students on board to write their read as instructed. Teacher then explains in a
answers, then corrects and explains. basic way for them to understand the shapes:
• Square has 4 equal sides with 4 equal angles.
Student’s own answers • Circle is a round shape with no edge, no
corner.
• Rectangle is similar to square but only 2
Students are now required to write a completed
opposite sides has the same length.
postcard. Teacher should provide them sufficient
• Parallelogram is similar to rectangular but 2
time to do this task (15 – 20 minutes). Go around
adjacent sides are not perpendicular.
and help students who struggling to write and ask
• Hexagon is a polygon which has 6 sides and
them to look at the postcard from the previous
6 angles.
Exercises for references. Teacher then collects
• Rhombus is a special type of parallelogram
their writing for errors check and marking.
whose all sides are equal.
• Equilateral triangle is a special type of
Student’s own answers triangle whose all 3 sides and angles are
Homework equal
Activity book, Writing page 75, exercises I, II, • Isosceles trapezoid is a polygon with 4 sides
III 4 angles, top and bottom side are parallel,
the left and right sides are non-parallel but has any wrong answer.
the same length.
Teacher can explain together with drawing on
1. A triangle – 3 sides – 3 corners
board to help students understand about the 2. A diamond – 4 sides – 4 corners
shape easier. 3. A square – 4 sides – 4 corners
4. A isosceles trapezoid – 4 sides – 4 corners
5. A hexagon – 6 sides – 6 corners
Students’ own answers 6. A parallelogram – 4 sides – 4 corners
Teacher lets students read and follow the DO IT

instructions to underline the shapes. This There are 2 puzzles in this section. First puzzle is
exercise helps students to know more objects very typical type of IQ Test quiz that usually
that have the shapes they just learned. Teacher appears. Students need to think logically about
asks students what shape those objects are, then specific rules these sets follow. Sometimes there
students answer. may be more than 1 rule. Teachers can assist
them with some questions. Students who answer
these questions can solve the puzzles.
circle square rectangle hexagon • How many kinds of shapes are there?
equilateral triangle isosceles trapezoid
• How many colors are there in these lists?
rhombus parallelogram
• How many pieces of each shape are there?
• Can you count some pieces that have less
Teacher asks students to read the definition of amount than the other?
points, lines, and line segments. These are the Students share their answers and explanations.
basic theory of geometry. No shape in geometry In the nine-point puzzle, teacher needs to let
can be formed without a line or line segment. students use a bigger piece of paper and teacher
Teacher may let students have a look at the “Did also needs to draw the dots on big board. Teacher
you know” section so they can have a simpler must remind students to draw straight lines, not
view of points, lines and line segments. Call some using line segments to link all dots, which will
students for their examples. Answers can be make it a lot more difficult to solve. Students
varied amongst students. share their answer and teacher shows them the
correct way to draw it.
Student’s own answers

IQ Test: C
(Pink Circle)
• Teacher makes students work in pairs and fill
the tables together.
• Teacher explains to students what sides and
corners are.
• Then let students analyze the shape with their
pairs to complete the task.
• Let students have a small talk about those Homework
shapes similar to the example at the end of
Activity book, CLIL Math page 79, exercises I,
the table.
II, III
• Teacher then corrects their answers if there is
08 STAYING HEALTHY
UNIT OVERVIEW
Reading about Teenagers’ sleeping
problems: getting out of bed, dozed off, Activity book, p 80, Exercises I, II, III
Reading
concentrate, break time, afterwards, Unit 8, Reading, Exercises I, II, III
solution, sugary
Grammar If Clause: The first conditional
Unit 8, Grammar, Exercises I, II, III, IV
Words about body parts and common
illnesses: eye, ear, leg, ankle, neck,
Activity book, p 82,
shoulder, elbow, hand, stomach, finger,
Exercises I, II, III, IV, V, VI, VII
Vocabulary teeth, neckache, stomachache, earache,
Unit 8, Vocabulary,
headache, toothache, fever, cough
Exercises I, II, III, IV, V, VI, VII
Phrasal verbs: get over, pass out, pass
away
Listening Listening about some common illnesses
Expressing opinions about
Speaking different diets
Unit 8, Speaking, Exercises I, II, III, IV
Pronunciation: /θ/and /ð/
Writing Writing an online post
Unit 8, Writing, Exercises I, II
CLIL Science: The Solar System
Unit 8, CLIL Math, Exercises I, II, III
International Activity book, pp 86-88, Ex I, II, III, IV, V, VI

KET, TOELF Junior, PTE
exam U8, International exam, Ex I, II, III, IV, V, VI
Book Book
READING 03 Read out the instructions. Ask students
Teenagers’ sleeping problem what they will do with this kind of exercise. Here
are some suggested questions:
Student’s Book, pages 82 - 83 1. What will you do first with this exercise?
3. What types of word forms are those words?
Lesson outcome
Invite some students to answer, then instruct
 Read about teenagers’ sleeping problem
students how to do this exercise effectively:
 Understand the main ideas of the text
 Read the highlighted words and the sentences
before and after them, and ignore strange
Lead-in
words.
Surveys  Identify what word forms they are.
Teacher lets students prepare a piece of paper  Match the highlighted words with definitions
and be ready to do a survey of their friend’s that are similar in meaning and word form.
choice. Teacher teaches students to ask their Have students complete the exercise.
classmates the question “Have you ever …?” and
Answers
write down answers on a survey sheet. Once the
1. concentrate 2. break time 3. dozed off
survey is complete, have each student introduce
4. sugary 5. getting out of bed
the person they have interviewed with his/her
6. solution 7. afterwards
facts using affirmative present perfect sentences.
Fast finishers
Topic should be limit to daily activities. Here are
some suggested questions: ’Have you ever eaten Teacher makes some questions relating to these
3 bowls of rice?’, “Have you ever slept 10 hours a new vocabularies for students to answer. Ask
day?’, etc. This activity helps students know each students to make sentences with those words.
other better and review present perfect tense. 04 Have students read the exam advice about
Answers reading for the main idea. Teacher asks students
Students’ own answers to follow all the steps below for this task:
 Underline keywords in the topic statements.
01 Ask students to look at the pictures and
 Scan the first and the last sentence of each
discuss the statements in pairs. Invite some
paragraph to find keywords relating to
students to answer and explain. Teacher corrects
provided statements.
the answer and asks students about personal
 Compare the statements with the texts in each
habits relating to the statements provided.
paragraph to decide the answers.
Answers Ask students to do the exercise individually. Invite
1. F 4. A students to answer and explain their choice.
2. D 5. B Answers
3. E 6. C
a. 2nd paragraph
02 Teacher explains to students about the two b. 1st paragraph
pictures which are one person working late at c. 3rd paragraph
night and one person working in the morning. Call Correct wrong choices and explain the answers.
few pairs of students to answer the questions. Fast finishers
Answers Ask students to make a topic sentence of the
Students’ own answers following statements with their own words.
05 Ask students what they will do with this Homework
kind of exercise. Here are some suggested Activity book, Reading page 80, exercises I, II,
questions: III
1. What will you read first, the questions or the
GRAMMAR
text?
The first conditional
2. Do you need to underline keywords in the
questions and answer choices? Student’s Book, page 84
Invite some students to answer, then instruct
students how to do this exercise effectively: Lesson outcome
 Read the questions and underline keywords.  Understand the first conditional’s structure
 Read all choices, underline keywords, and and its purposes.
think about the difference in meaning  Learn how to form the first conditional
between them. sentences.
 Skim the texts to get the general meaning. Lead-in
 When finding out the parts containing What will happen?
keywords, read carefully to decide the Teacher prepares a set of activity cards containing
answers. some bad habits or behaviors in daily life, e.g. ‘I
Have students complete the exercise. Invite wake up late today’, ’I sleep very late’, etc. Split
students to answer and explain their choice. the class into 3 or 4 teams to play. Each member
Answers of each team will step up to receive an activity
1. C 3. C 5. A card, then he/she must perform that situation in
2. C 4. C 6. A real life without saying the exact sentence and ask
the class ‘What will happen?’. The fastest team
06 Have students discuss the questions in
who raises their hand and gets the correct answer
pairs. Go around the class to support students
wins a point. Teacher assesses students’ answer
with vocabulary and ideas. Invite some students
and switches turns for another group to answer if
to express their opinions.
one doesn’t get the correct response. The first
Answers
team to get 5 points wins the game.
Answers Students’ own answers
Extra activity
01 Have students read the sentences and figure
Things we do
out the answer. Provide students some
In this game, students brainstorm all verbs
information below:
related to the topic and more they can find.
 “If” is a conjunction, meaning it links
Teacher starts dividing the class into teams of
sentences
three or four. Write a ‘Things we do …’ topic on
 One statement that comes with “if” means
the board, e.g., ‘Things we do before we sleep’.
another statement must come afterward to
Tell the students that they have 2 minutes to
finalize this “if” requirement.
write down as many verbs as they can that relate
to the topic on the board. When the two minutes  Students make their choices, either it’s about
are up, have the teams swap papers for marking. present or future. Teacher gives the correct
Teams score one point for each appropriate verb. answer and explain.
The team with the most points at the end of the Answers
game wins. Teacher can write more topic after. Both sentences are talking about the future.
02 8.01 Answers
Teacher lets students read through the If teenagers use phones or tablets before going
conversation before listening. Remind them to to bed, they won’t sleep well that night.
look at the sentences’ structure in Exercise 1 to If the tired students relax or sleep for a short
see what tense is in ‘if’ clause, and what tense is time, they will feel better afterwards.
in the other clause. Teacher plays recording 8.01,
then checks students’ answers and let some pairs 05 Instruct students to correct these
practice the conversation. sentences’ errors using the provided structure in
exercise 3. Teacher reminds students about the
Track 8.01
Liam: I’m so excited! Today’s my cousin’s position of if-clause. It can be after the main
birthday. clause without a comma, or before the main
Mary: Wow. That’s amazing. What are you going clause with a comma. The tense that goes with
to do? each type of clause must be correct to form a
Liam: We’re going to eat a whole cake and play
video games until midnight. right conditional sentence. Check students
Mary: Oh, it sounds fun. But we’ll have classes answers and correct them if any mistake occurs.
tomorrow. If you eat too much sugary food
Answers
before sleeping,
you won’t sleep well. 1. If I won’t sleep enough, I will be tired the next
Liam: Really?
day. don’t
Mary: And if you stay up late to play games,
2. You study well if you have a good sleep.
you’ll be very tired the next day.
Liam: You’re right. I need to change the plans for will study
my cousin’s birthday 3. If you use your phone before sleeping, you
have a bad sleep. will have
4. You’ll be happy and full of energy if you will
sleep well. sleep
Answers
5. You sleep easily if you listen to calm music
1. eat 3. will have before sleeping. will sleep
2. play 4. will be 6. If you sleep and wake up at the same time
every day, you have better sleep. will have
03 Teacher gives students 2 – 3 minutes to
read the grammar note about the first 06 Teacher asks students to finish the exercise
conditional and finish the task individually. using the first conditional sentence’s structure.
Teacher explains the purpose and sentence Also let them read the context carefully and
formula, emphasizes that If-clause must have the understand the 2 letters so they can complete the
sequences to make it become a conditional next task quicker. Check and correct students’
statement. Correct students’ answers. answers.
Answers Answers
possible future
1. stop 2. eat 3. will be
present will
4. have 5. will get 6. will be
04 Ask students to do the task in 2 minutes.

Remind them about the sentence formula of first
conditional sentence. ‘If’ is the most apparent
feature of this kind of sentence structure. Call
students to read out the sentences.
07 Students are required to read again and Class will play several rounds, and the team with
complete a full sentence answer using both the most points at the end of the game is the
information in the two letters or student’s winner. Some examples of category teachers can
knowledge and opinions to finish this task. use: Five things that we read, eat, use with our
Teacher lets pairs of students discuss and hand, etc.
complete the sentences in 5 – 7 minutes. Students Answers
share their answers and teacher provides any Students’ own answers
needed adjustments.
01 8.02
Answers
Students’ own answers Teacher reads out each part of body while
pointing to the part to let students remember the
08 Teacher allows students to think in 3 – 5 words easier. Teacher gives students 3 – 5
minutes and answer the questions in full minutes to complete the task then check
sentences. Remind them to change the subject students’ answers. Call some students to go in
when giving the answers. Call students to share front of classes to read the words again while
their answers with class and correct any mistake. pointing out the parts.
Answers
Track 8.02
Students’ own answers. 1. ear ear 2. eye eye
3. teeth teeth 4. neck neck
Homework
5. elbow elbow 6. shoulder shoulder
Activity book, Grammar page 81, exercises I, 7. stomach stomach 8. finger finger
II, III, IV 9. ankle ankle 10. hand hand
11. leg leg
VOCABULARY
Answers
Health
1. ear 2. eye 3. teeth
4. neck 5. elbow 6. shoulder
7. stomach 8. finger 9. ankle
10. hand 11. leg
02 Teacher lets students finish the task

individually within 3 – 5 minutes. Require students
to underline the verb that relates to the body part,
then circle the correct answer. Check and correct
Lead-in all sentences with class.
Five things that …. Answers
Divide the students into teams of three or four. 1. stomachache 2. eyes 3. knees
Each team prepares a piece of paper. Teacher is 4. ankle 5. ears 6. hand
going to call out a category. The aim of the game Fast finishers
is for the teams to write down five answers that Ask students to list of what they can do with each
match the five answers teacher has written down. body part they just learned and make full
Call out a category, e.g., ‘Five things that we listen sentences to talk about them.
to’. The students then brainstorm and write down
five answers.
03 Teacher reads and explains all new words in Answers
the box. ‘Ache’ can be added to most words of 1. stomachache 5. cough
body parts to form nouns that express the feelings 2. too much 6. toothache
of pain at specific mentioned parts. ‘Fever’ and 3. earache 7. headache
‘Cough’ are the most common illnesses, students 4. ears
can realize the word easily with teacher acts
coughing or explains the symptoms such as warm 05 Have students look at the questions in the
head, tired. Get students’ share their choices and table and discuss the questions in groups. Go
teacher corrects the answer. around the class to support students with
Answers vocabulary and ideas. This activity is similar to a
1. stomachache 2. headache 3. cough survey, ask students to practice making sentences
4. toothache 5. fever 6. Earache to describe their peers’ condition with details.
8.03 Students’ answers can be varied.
04
Answers
 Teacher has students read through the Students’ own answers
sentences with blanks.
PHRASAL VERBS
 The script will be the statement of the
character to talk about their condition, not the Teacher reads out and explains the meaning of the
exact sentence as the questions. three new phrasal verbs to students. They all
relate to health status of body.
 Teacher reminds students to listen carefully to
 Preposition ‘over’ expresses the action that
get the main idea to fill the correct answer.
usually goes beyond something or some state
 Play recording 8.03 and repeat once if needed,
to reach another state.
then call students to check and correct their
answers.  ‘Pass’ is a simple moving act, with extra
preposition to create the metaphor of new
Track 8.03 meanings. In this sense, it means out of
1. Susan: I feel terrible today. I ate too much last
night. Now, my stomach doesn’t feel well at all. I
consciousness for ‘pass out’ and out of this life
think I have to take a day off. for ‘pass away’
2. Andy: I went swimming last week and the  Teacher asks students to make few more
water went into my ears. It’s really painful and I sentences, reminds them that sometimes
can hardly sleep at night. I often get ear infections
in the summer. The doctor gave me some ear phrasal verbs such as ‘pass away’ can be
drops and some medicine. So, it should get better slightly more polite than ‘die’.
in a few days.
3. Lily: I woke up this morning and felt bad. I got 06 8.04
wet in the rain last night. Maybe I caught a cold.
Anyway, I took some medicines, but I don’t think Teacher asks students to read the questions and
it’s working because I still cough a lot. So, I’m underline the main subject. Remind students to
going to see the doctor tomorrow. pay attention to the dialogue and the subject, e.g.
4. Liam: I can’t go to school today. I’ve got to see
When Susan talks, it could be ‘my mom’, but if
the dentist. My tooth is bothering me. It hurts and
is making my face swell. there is another person talks about Susan’s mom,
5. Maddy: This pain in my head is terrible. It it could be ‘her mom’. Teacher plays recording
makes me feel tired and I can’t concentrate today. 8.04 and gets students answer. Play the recording
I need to take some aspirins soon. Hope it can
again if needed and correct the answers.
help.
Track 8.04 Lead-in
1. Dan: Where are you going, Susan? Read my moves.
Susan: I’m going to the hospital. My mom Teacher chooses one student to give instructions
passed out. I don’t know what happened. to the class. He/She will receive one word in the
Dan: Oh no. I hope she’ll be fine. card from teacher including sick condition they
Susan: I hope so. I have to go now
have learned. Class will be divided into 3 or 4
2. Roise: Why did you bring so many things,
groups and each group will choose one student to
Tom?
Tom: Oh, these are gifts for my brother. He race for one answer of one performance. The
just got over his sickness. My brother stayed chosen student at the beginning will perform the
in the hospital for a week. Now, he can go pain, e.g., shaking their head for headache. The
home. quickest student who answers correctly gets 1
Roise: Wow, congrats. Give him my blessing. point for their group. Then, the performing
Tom: Thanks! I’ll tell him.
student can choose another student to switch for
3. Alex: What happened, Sam? You look sad
Sam: My grandma just passed away last night. him, so he/she also has the chance to play. After
Alex: Oh no. I’m so sorry to hear that. many rounds later when word runs out, the group
4. Tom: Where’s Beth? She should be here with the highest score wins.
now Answers
Susan: Beth passed out and we took her to Students’ own answers
the hospital.
Tom: Really? Is she okay?
01 Teacher splits class into groups to discuss
Susan: She had stress and a lack of sleep.
That’s why she fainted. She can have some the questions in 3 – 5 minutes. Require students
rest now. to answer in full sentences with extra details. Call
out some pairs of students to practice asking and
Answers answering in front of class. Check students’
1. B 3. A grammar and correct where possible.
2. A 4. B Answers
Student’s own answers
Homework
Activity book, Vocabulary page 82, exercises 02 8.05
I, II, III, IV, V, VI, VII Teacher needs to give full instructions to students
about this type of filling notes exercise with a long
LISTENING recording in this task:
Common Illnesses  This type of questions is very common in
international exams.
 The answers usually go with word limit.
Teacher can help students by giving them
clues about word limit. In this exercise, all
answers are only in one word.
 Students are required to follow the flow of the
recording and fully concentrate, as they must
write down the answer as quickly as possible
when they get it in the middle of the
recording.
Teacher then plays recording 8.05. Students may 03 8.05
need assist with unfamiliar words. Get students
answer and correct them. Teacher explains that students will listen to the
previous recording again, yet they must pick up
Track 8.05 some other different kinds of information to
1. Danny: How do you recover from a bad answer the questions in Exercise 3.
cold, Julie?
 Emphasize to students that they may not be
Julie: Well, I have a special drink. It always
able to remember everything clearly after a
works. I put garlic into warm water. Let them
while due to short memories limited. That’s
sit for 2 minutes and drink it.
why they are required to listen again.
Danny: Oh, that doesn’t sound good.
 Taking notes during listening will be a good
Juile: Yes, it tastes awful. When I was young
tactic for this type of questions. This may only
and caught a cold, my grandma made this
be achievable for strong students.
drink for me. I hated it. But I always feel
 Teacher plays recording 8.05 again, then
better after a few hours.
gives students few minutes to sort out the
2. Anna: What do you think is the best thing
answers
to take for a cold?
 Check students’ answers and correct them.
Mark: For me, it’s warm chicken soup.
Anna: Really? Does it work? Answers
1. Julie’s grandma made the drink for her when
Mark: Of course. When you have a bad cold,
she was young.
eat hot chicken soup. It helps you sweat and
2. No, she didn’t.
make you feel better. My mom always
3. Mark’s mom made chicken soup for Mark.
makes it for me when I get sick.
4. Vitamin C is inside the juice.
Anna: Maybe, I will try it.
5. Lily finds the information on a healthy lifestyle
3. Harry: Do you have a good cold remedy?
website.
Lily: Oh, orange juice. It has a lot of Vitamin
6. She cannot talk because of her sore throat.
C which helps me get over the cold.
7. She’s a teacher.
Harry: Interesting. I love orange juice.
Lily: I read about it on a healthy lifestyle 04 8.06
website. It also says that orange juice is good  Have students read the exam advice.
for our health and can cure a lot of
 Remind students to note down synonyms or
sicknesses.
similar meaning words down all the time and
Harry: I’ll try it next time I have a cold.
4. Tim: I heard that you caught a cold. Do learn them constantly.
you feel better, Sarah?  It will not only help them in listening but all the
Sarah: Yesterday, I couldn’t talk because of other skills such as writing or reading.
my sore throat. After having my friend’s drink,  Teacher guides students follow all similar
I feel much better now.
steps that they normally do before listening
Tim: Really? What kind of drink?
and working on multiple choices questions:
Sarah: My friend made me some hot tea
with lemon and honey. She’s a teacher so Underline key words, read, and understand
she must keep her voice. She always has this the questions thoroughly.
drink when she has a cold.  Teacher then plays recording 8.06. Students
answer while listening.
Answers
1. garlic 5. tea  Check students’ answers and ask them
2. water 6. lemon whether they remember about the details and
3. kitchen soup 7. honey reasons why they chose their answers.
4. orange juice  Correct the answer with proper explanation
according to the script.
Track 8.06 SPEAKING
1. Teacher: Why didn’t you go to school this Expressing opinions about
morning?
different diets
Boy: I had a bad toothache. It was so painful
that I couldn’t sleep. My mom took me to the
dentist. Now I feel much better.
2. Boy: Where were you last weekend? You
promised to go to the zoo, but you didn’t Lesson outcome
come.  Learn how to start an opinion, agree, and
Girl: I didn’t come because I was sick. I disagree.
couldn’t stop coughing and had a fever.  Pronounce two sounds /θ/ and /ð/
3. Man: Wake up! You need to get up now or
you’ll be late for school.
Girl: I’m so tired, Dad. My head hurts. I just Lead-in
want to lie down. Questionnaires
4. Girl: I didn’t see you at my birthday party.  The students have questionnaires. Ask each
Boy: I wanted to come, but my mom caught a other questions and then analyze their
cold. I had to stay home and help her with the questionnaire results (e.g. Three like KFC.
chores. Two children like Mc Donald, and so on).
5. Why didn’t you come to the swimming  The questions can be chosen by the student.
lesson yesterday?  They can first think of questions using
Girl: My grandpa got sick. I went to his house patterns they are learning such as, ‘What
to visit him, so I took a day off. drink do you like best?’ or ‘How many
restaurants did you eat before?’
Answers  Questionnaires can be used for practicing
1. B 4. B one particular pattern, or there can be a
2. A 5. B variety of questions in the same
3. A questionnaire.
Answers
05 8.06 Students’ own answers
This exercise now requires students to write down
the order of information that they heard. Teacher 01 8.07
will play recording 8.06 one more time to let them This exercise does not require students to track
organize all information again in their minds. for any answer as the script already written.
Teacher prompts that note-taking plays an Teacher guides students to read through and
important role in this category of exercise. understand the text. Then play recording 8.07 so
Students need to learn how to take notes slowly they can hear the intonation of the conversation
instead of trying to remember everything in and the underline parts. Then ask students to fill
fragments. Teacher then gets students’ answers in the table those underline phrases to match
and correct them. their description column. Correct the answers.
Answers
4 5 1 3 2
Homework
Activity book, Listening page 83, exercises I, II,
III
Track 8.07 04 Teacher guides students to set up their
Susan: I’m a vegetarian. I don't eat meat. I conversation as instructed in the task. Give
think it's better than eating meat. students sufficient time to think and practice with
Will: Really? Why?
their partners in this task (7 – 10 minutes).
Susan: Well, in my opinion, vegetarians are
Teacher then calls some pairs of students up to
healthier.
Will: I don’t think so. There are some share their opinions and their counter arguments.
vegetarians that eat too many sugary and This is basically a mini debate session. Teacher
salty foods like chocolate or potato chips. needs to interfere with their discussion if the
They’re not healthy at all. information is incorrect or reasoning goes beyond
Susan: Yeah, maybe you’re right. But I acceptable standards. Conflict may occur
believe that eating fruits and vegetables is
between young learners in this scenario. Check
good for your health.
Will: I agree with you. students’ answers and give students some good
Susan: And meat is bad for you. samples.
Will: I don’t agree with you. I think a Answers
balanced diet with enough vegetables, Students’ own answers
fruits and meat is good for us. 05 Teacher goes around and listens to each
group discussing about students’ favorite food
and their opinions about healthy level of those
Starting
food. Support them with vocabularies and ideas
an Agreeing Disagreeing
about vegetarian and food nutrition benefit.
opinion
I think … Maybe you’re I don’t think so. Answers
I believe right. I don’t agree
I agree with you with you. 06 8.08
Write the pair of words: think and this on the
board. Teacher pronounces each word slowly and
02 Teacher lets students read through 4
asks students to listen and distinguish the two.
statements and asks them to tick agree or
Even though they are usually written in ‘TH’ in
disagree based totally on their personal opinions.
letters, these are very distinctive phonemes.
Remind them that there is no right and wrong
Invite some students to answer and instruct them
here. Students just need to think about the idea
on how to produce the sounds:
carefully and decide. Further discussion will be on
Sound 1: /θ/
the next exercise.
/θ/ sound is from the ‘Consonants Pairs’ group
Answers and it’s called the ‘Voiceless dental fricative’. This
means it’s a voiceless sound and speaker creates
03 Teacher lets students work in pairs as friction between the tongue and top teeth. To
instructed. Students are encouraged to use
produce this sound, stick out the tongue a little.
phrases in Exercise 1 or any different methods of
This can feel very unnatural for starters who are
showing opinions, agreeing, or disagreeing that
not used to it, yet this is vital to produce the sound
they know. Teacher calls pairs of students to
correctly. Then rest the top teeth on the tongue
practice debating in class, checks their word
and force air out between the teeth.
choices and grammar. Ideas can be varied
amongst students.
Answers
Sound 2: /ð/ Extra activity
/ð/ sound is from the ‘Consonants Pairs‘ group Polite Disagreement
and it’s called the ‘Voiced dental fricative’. Even  Brainstorm different situations in which one
though the way your mouth acts is very similar to may wish to disagree with somebody.
produce the sound /θ/, /ð/ is voiced, meaning  Brainstorm the different phrases that may be
speaker must vibrate the vocal cords to make the used to ensure any disagreement is polite.
sound. To produce this sound, stick out the  In pairs, students are to practice making
tongue a little, then rest the top teeth on the statements and disagreeing.
tongue and force air out between the teeth whilst  It does not matter if they actually agree or
voicing out. disagree – they must practice disagreeing
Ask students to pay attention to the teacher’s politely.
mouth. Run the track 8.08 and have students  Then, students must disagree impolitely, and
listen and repeat. Invite some students to note the differences.
pronounce the words. Correct students’  Select some pairs to come to the front of the
pronunciation. class and demonstrate polite disagreement
Answers and impolite disagreement.
Students listen and repeat.  Teacher will analyze their performance and
07 choose out the best response. Share all
 Teacher pronounces all the words slowly so methods of polite disagreement with class.
that students can listen.
Homework
 Remind them to pay attention to teacher’s
Activity book, Speaking 84, exercise I, II, III, IV
mouth and the initial sound whether they are
voiced or voiceless.
 Call students to read the words and check
their answers. Correct their pronunciation
where possible.
Answers
/θ/: three, with, health, think, birthday, thumb,
mouth
/ð/: brother, they, those, weather, leather
08 Teacher reads through all the words
quickly this time and lets students finish the task
individually in 2 – 3 minutes. Remind students
that this kind of exercise is very common in
exams. Call students to answer and read out the
words. Correct their answers and pronunciation.
Answers
1. that 3. through
2. nothing 4. worthy
Fast finishers
Ask students to look for as many words as
possible with ‘TH’ as those words with ‘TH’ are
quite common. Students pronounce and find out
whether they are /θ/ or /ð/.
Lead-in 04 Teacher asks students to read through the
DRAMAS blog comprehensively and answer the questions
In groups, tell students to think of 7 normal in full sentences. Allow students to have enough
scenarios and 3 dramatic/shocking scenarios.
time to underline keywords in the blog that help
They must then, in random order, tell the next
group their list. When they come to dramatic them answer the questions. After 10 minutes,
situation, the listening team must jump up and Teacher discusses the answer with students and
shout, “That’s a drama!” If it is not a drama, the hears their explanations. Answers for questions 3
group reading scores a point and continues with and 4 could be varied amongst students.
their list until the other team correctly identifies Answers
one of the three dramatic events. If the listening 1. The blog is about tips to have healthy lifestyles
team correctly identifies the drama, they score a for teenagers.
point and commence reading their list to the 2. There are 3 main ideas.
next team. If a team finishes their list without 3. (Students’ own answers)
the other team correctly identifying the dramas, 4. (Students’ own answers)
the reading team scores a bonus point for each
drama missed and play, passes to next team.
For example: 05 Teacher asks students to use their
Tomorrow is my sister’s birthday. My mum went underlines and information in the blog to
to the supermarket last night. My friend cheated complete the mind map. Students are not
on her test. A man runs away from the police… required to add extra information or making
sentences, just extract information from the blog
01 Teacher lets students work in pairs and to the mind map. Teacher checks the answers.
discuss in 5 – 7 minutes. Assist students with no Answers
experience about what the questions mentioned Have a balanced diet:
about. Check students’ answers and explain + Benefit: helps our brain work better
+ Should: drink more water, eat more fruits and
further about their responses.
vegetables, reduce fast food, sugary or salty food
Answers Exercise regularly:
Students’ own answers + Benefit: helps avoid weight gain, boost energy
level and release stress.
02 Teacher explains the meaning of 4 parts of + Should: find a sport that they like and play it for
the blog to students. Students are not required to about 30-60 minutes a day.
read the text to get the answers. Check students’ Mixed ability
answers with class and let them point out the  With weaker students, teacher only requires
part on their book. them to strictly follow the instructions of the
Answers task and fill in the mind map. Ensure they
1. D 2. A 3. C 4. B understand what kind of information the
benefit is and what info about things people
03 Have students read the right column should do.
carefully and match them with the parts on the  With stronger students, teacher gives them
left in 2 – 3 minutes. This is the definition and few more ideas to generate the mind maps.
purposes of the part in a blog. Check students’ For example: Play less video games, Keep
answers and correct them. hygiene, etc. Students share their answers
Answers with class and discuss further benefits and
1. c 2. d 3. a 4. b advice.
06 Teacher lets students work in pairs to fill in CLIL SCIENCE
the provided table. If students struggle with
The Solar system
finding healthy lifestyles, teacher may assist them
with some suggested ideas: watch less TV, ride Student’s Book, pages 90 - 91
bicycle, stop eating junk food, etc. Students finish
the task and share with their partner their tables Lesson outcome
to have more ideas for next exercise. Teacher  Understanding The solar system.
goes around and assists students with difficulties.  Learning about 8 planets in the solar
Answers system.
Students’ own answers  Acknowledge movement of the Earth and
07 Students are now required to write a moon and how they form time on earth.
complete blog; teacher gives them full amount of
time for writing and double check their writing
Lead-in
after finishing. Teacher prompts students to
Ask students some fun questions about our life on
follow the note and look back to the Exercise 2
Earth and the Stars.
Blog to get references. Teacher reads out exam
 Do you like the Sun or the Moon?
advice and explains to students carefully before
 Can we live without the Sun?
they start writing. Many people can read online
posts in the public. Students need to write with  Do you think day and night are equal?
responsibility and watch their language. The uses  Which one is the biggest, the Sun, the Moon,
of modal verb for advice purposes are important or the Earth?
because without them, advice can’t be formed. Students answer and teacher also shares their
Collect students’ writing after they finish to mark. opinions about how they prefer day or night and
Answers how important the Sun is to our lives.
Students’ own answers Answers
Homework
Activity book, Writing page 85, exercises I, II 01 Teacher lets students read the text and
answer the questions in 3 – 5 minutes. Teacher
lets one student read the text out to class before
they start doing the task. Check students’ answers
and correct them. Students must answer in full
sentences.
Answers
a. The solar system consists of the Sun and a
group of planets that move around it.
b. There are 8 planets in the solar system:
Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, and Neptune.
c. The Earth is the third planet from the Sun.
02 Teacher lets students read and discuss the

questions in groups to finish the task. Teacher
explains the text, so students have a clear and
better understanding about days and time of the
month and year. Students then answer and
explain why they made their choices True or
False. Teacher corrects their answer and explain
further.
Answers
a. True b. False
c. False d. True
DISCOVERY
Teacher lets students read the 5 riddles and make
their guess. There is various information, but
some vital facts help students answer what
planets they will be:
 Earth’s satellite is the clue for riddle 1.
 Smallest Planet is the clue for riddle 2.
 ‘Fourth planet from the Sun’ is the clue for
riddle 3.
 ‘Have many rings’ is the clue for riddle 4.
 ‘Provide light’ and ‘hot’ are clues for riddle 5.
Get students share some guesses and give
students correct answer.
Answers
1. The moon
2. Mercury
3. Mars
4. Saturn
5. The Sun
DO IT
There are two options for this activity:
 Option 1: Do this project at home. If teacher
decides to give this task at home, make sure
that students have been instructed how to do
it. Students will bring the final product to the
class for the next time.
 Option 2: Do this project in the class. Teacher
needs to ask students to bring the materials
for this project in the previous class. Teacher
also has to predict how much time students
need to finish this project to balance the time
for the whole lesson.
Homework
Activity book, CLIL Math page 89, exercises I,
II, III
PROGRESS CHECK 2 02
UNIT 7 & 8 • Give students 2 minutes to complete the
exercise. All the illnesses and their treatments
Student’s Book, pages 92-93 are familiar, so they should not have a hard
time complete it.
Lesson outcome • Invite a student to share his/her answer.
• Revise knowledge learned in unit 7 & 8 • Teacher reveals the final answers.
Answers
Lead-in 1. a cough 2. a fever
CHARACTER GUESS 3. a toothache 4. a headache
5. a stomachache
Prepare a list of several popular fictional 03
characters. Divide the class into 4 teams. For each
• Have one or two students repeat the phrasal
turn, add some key descriptors for each verbs learnt in unit 7 and 8 and their
character. The team that guesses the character definitions.
will earn points based on the number of the • Give students 2 minutes to complete the
descriptors given. E.g.: exercise.
• Invite a student to share his/her answer.
10 points—Lived happily ever after • Check and correct the answer, other students
9 points—Dreamed as she worked self-check theirs.
8 points—Was friends with mice and a rat
Answers
7 points—Rode in a coach
6 points—Danced with a prince 1. A 2. C 3. D 4. A 5. C
5 points—Had a fairy godmother 04
01 • Remind students of the structure of the first
• Give students 2 minutes to complete exercise conditional:
1. if/when + present simple >> will + infinitive.
• After the time limit, invite several students to • The comma position in an ‘if’ statement is also
read all the words in 1 jar, then select the important to notice, so the teacher should
words that have the same sound. explain.
• Give students 3 minutes to complete this
Answers exercise. Students can freely give their ideas,
shoes: sheep, rubbish, sheet, toothbrush as long as they are logical and the grammar is
choose: lunch, kitchen, lunch correct.
thank: cloth, through, healthy • Invite several students to share their answers.
these: leather, other, bathing • Checks students’ answers.
Extra activity Answers
For each sound, students name three more words Students’ own answers.
that have the same sound.
05 07
• Give students 5 minutes to find the words in • Ask students to read the instructions to
the box. exercise 7. Advise them to think of the
• After the time limit, show the answer to the possible keywords and answers first.
class and invite several students to share their • Play track 8.09. Students listen and match the
opinion on which food is healthy or unhealthy. conversations with the pictures.
• After the recording finishes, invite several
Answers
students to share their answers.
• Check and correct them.
Answers
Mixed ability
• For weaker students, ask them to name the
words of the foods in the pictures first.
• For stronger students, ask them why they think
that food is healthy or unhealthy.
Track 8.09
06
1. I’m Nathan, a traveler. I’m interested in traveling
• Repeat the uses of the present perfect tense so
alone and eating. I was in Bangkok, Thailand for
that they can distinguish it from the past
nearly 1 week. That was the most wonderful trip
simple.
ever! I explored and visited lots of tourist
destinations. Besides, I also enjoyed local Thai
sentences.
cuisine. I’ve never tried Thai food before, so I ate a
• Invite several students to share their answers.
variety of street food in the city. The food was
amazing!
Answers 2. I’m Daisy. I had 4 days off from work and went
1. has already booked hiking with my friends. It was my first experience
2. has been sleeping in the forest. During the daytime, I walked
3. hasn’t had for nearly 6 hours with my friends. At night, we made
4. has got a tent and sat around the campfire. We talked, had
5. have never watched dinner, and sang songs.
3. I’m Andy. One month ago, my wife and I booked a • After a certain time amount, stop their
flight to an island and stayed there for 3 days. We discussion and invite a member of each group
haven’t been on any trip since we had a child. We to present their ideas.
were in a local homestay and rented a motorbike to • Ask other groups for feedback on their peers’
look around the island. The price of everything there ideas.
was so cheap. I took a lot of photos with her. On the • Correct any grammar and pronunciation
second day, we got up so early, had a walk on the mistakes.
beach, and saw the sunrise. The trip was memorable
for us! Answers
4. I’m Mathew. I love watching documentaries and Students’ own answers
seeing animals under the sea. I had a chance to dive Extra activity
into the sea and observe the wonderful sea life. To be
honest, I have never experienced diving before. Can DEBATE
you guess what I saw? I saw different weird species of Teacher can organize a debate for students based
fish, some other sea animals, and creatures like sea on this topic. Divide the class into 2 or 3 groups
turtles, corals, etc. The world under the sea is based on their preferences to the type of
fascinating and unique. traveling. Then, ask them to defend their ideas.
Homework
08
Activity book, Review 4 page 90-91
• Ask students to read the instructions to exercise 8.
• Replay track 8.09 once. Students listen again and
decide which statements are True (T) or False (F).
• After the audio finishes, invite several students to
Answers
1. F 2. T 3. T 4. F
09
• Divide the class into groups of 4.
• Ask students to read the instructions to exercise 9.
• Give them 5-10 minutes to prepare their notes
about the advantages and disadvantages of each
mode of traveling.

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01 HOBBIES AND INTERESTS

01 Ask students to look at the pictures and Fast finishers

04 Have students read and answer the

Track 1.01 Track 1.02

Conversation 3 Track 1.03

In case weaker students have missed some Answers

02 Have students choose the correct answers.

Most middle and high school students are excited about 09

A Normal Day vs. Yesterday

Homework Ask students to read the sentences and

Lesson outcomes 3. present (prefer)

played caught Have students look at the example and

Student’s Book, page 31 Track 3.01

STEP 3: Whisk milk, eggs, and vanilla extract

Answers Extra activity

Students make their own notes to remind

Student’s Book, pages 36-37

05 Give students 2 minutes to read the writing Lesson outcomes

Student’s Book, page 40 • Ask students to complete the exercise.

Lesson outcomes • Have them compare in pairs before you check

• Tips: /uː/ is longer than /ʊ/. To produce this

Answers Mixed ability

• Ask students to take turns and read the text

to show the differences between them.

Track 4.08 Emma: Ohh, I see. Everyone looks so happy and

Student’s Book, page 53

 With weaker classes, focus on their

 With weaker students, focus on advantages of

Students’ own answers

Divide students in groups, let them try to answer

 Once again, in this exercise, even though the

Student’s Book, page 63

Let students prepare a piece of paper, then write

Students are told to do 2 tasks in this exercise.

Lesson outcome Answers

Students required to do a mini presentation to the

• Remind students of the 4 phonemes learned Answers

• Divide the class into groups of 6.

A driver drives car.

Teacher asks students to answer some

1. R 3. B 5. B Student’s Book, page 74

• Explain the grammar notes. Emphasize the

Teacher asks students to work individually and VOCABULARY

Shaking and Nodding

Teacher now has students work with their

Ask students which one is the most negative and

• Ask students to read through and finish the Agree or Disagree

Traveling with who: 2 Name of the man: 4 1. Monday 4. Christopher Fernsby

1. She will go to New York City. Student’s Book, page 77

Have students look at the pictures. Teacher

Teacher requires students to read the list of items

Teacher lets students work in pairs in 5 – 7

Teacher lets students read and follow the DO IT

Student’s own answers

International Activity book, pp 86-88, Ex I, II, III, IV, V, VI

04 Ask students to do the task in 2 minutes.

02 Teacher lets students finish the task

02 Teacher lets students read and discuss the

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