Giáo Án Ta 6

Date of preparing: …………
Date of teaching: …………..

Period: 1
UNIT 1: HOME
Lesson 1 - New words and Listening
STAGE 1: DESIRED OBJECTIVES

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- Ask about people’s home.
- Get someone’s attention to start a conversation.
2. Ability
- Improve Listening and Speaking skills.
3. Quality
- Have positive attitude in English language learning so that they actively participate in
all classroom activities.
- Love home and help parents do housework.
II.LANGUAGE FOCUS.
*Vocabulary:pool, balcony, garage, yard, gym, apartment
*Grammar: The present simple with Yes/No questions
III. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if
any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performace Products Assessment tools
1.Look at the pictures and Students’ answers Observation

guess vocabulary in each Questions and
picture, then listen to the track answers
and numer them. Ss’ paper
2. Ss listen to the CD1- track Students’ answers Observation
02 and repeat, then make a Students’talk Students’ interaction
full sentece with the words
3.Listen CD1- track 03 and Observation
fill in the blanks Questions and answer
5. Talk about house Students’ talk Observation
Questions and answer
STAGE 3: TEACHING PROCEDURE
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new
language; get students' attention at the beginning of the class by means of enjoyable and
short activities as well as to engage them in the steps that follow.
b) Content: Introduction of vocabularies about home.
c) Product: Ss have general ideas about the topic “home”.
d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
- Give greetings - Greet T

- Check attendance
Option 1: Number the pictures
- Use the “New words” part a.– page 6 for the
warm-up activity - Work in pairs and use their critical
- Show pictures and words, have Ss number the thinking to number the pictures
pictures (in pairs)
- Call Ss to give answers - Give answers
- Give feedback and show correct answers
- Lead to the new lesson
- Play the audio (CD1 – Track 02), have Ss listen - Listen
and repeat
- Correct Ss’ pronunciation if necessary

Answer keys
A1 B6 C5 D2 E3 F4
 Option 2: Drawing - Sketch out the dream house

- Have Ss work in groups and sketch their dream
house.
- Set a limit time (3-4’) - Hang pictures on the board
- Listen
- Have Ss hang their pictures on the board
- Make comments on Ss’ works
- Have Ss vote for the most beautiful house
- Give a small present to the winner
B. New lesson (35’)

 Activities 1: Vocabulary (20’)
a) Objective: Ss know words about home and things around home.
b) Content:
- Vocabulary study
- Speaking
c) Products: Ss know how to pronounce the new words correctly and use them in
appropriate situations.
d) Competence: Communication, collaboration, presentation, imagination.
a. Number the pictures. Listen and repeat.
 Option 1 (If the teacher hasn’t used this
part for the Warm-up activity)
- Demonstrate the activity, using the example - Look and listen
- Have Ss number the pictures - Work individually
- Divide class into pairs and have them check - Work in pairs
their answers with their partners
- Call Ss to give answers (read or write) - Give answers
- Check answers as a whole class
- Play audio (CD1 – Track 02). Have Ss listen - Listen and repeat
and repeat Answer keys
- Correct Ss’ pronunciation A1 B6 C5 D2 E3 F4
 Option 2: Matching (If the teacher has

used part a. for the Warm-up activity) - Work in pairs
- Have Ss review the vocabularies they have
known in the warm-up activity by matching - Give answers
words with pictures (T uses different pictures
from those in the textbook) - Read
- Call Ss to give answers (read or write)
- Call some Ss to read the words again
Answer keys
- Work in pairs
b. Talk about your home using the new

words and three other words you know - Present
 Option 1: Suggested words: garden, swing,
- Have Ss talk about their home using the new basement
words and three other words they know
- Remind Ss to use the structure:
There + be + noun +…
- Have Ss share their ideas in front of the - Work in pairs
class Suggested answers
- Give feedback and evaluation - There’s a chimney / fireplace in my
house
 Option 2: (for class with better - My house has a garden
students) - There are many trees around my
- Give Ss an extra activity: Show a picture of house
a house and have Ss describe the house and
things around the house
Example
- Call some Ss to share their ideas with the

class
- Give feedback and evaluation
- Then, follow the same steps as option 1
 Activity 2: Listening (16’)
a) Objective: Ss can make questions or answer the questions to develop a conversation,
and they can also finish the listening task in the textbook.
b) Content: Listening to a girl asking a boy questions about his home.
c) Products: Ss can listen for main ideas and specific information.
d) Competence: collaboration, guessing/reasoning, communication, listening.

a. Listen to a girl asking a boy questions
about his home. Are they friends?
- Have Ss look at the question and the - Look at the picture and the question
picture.
- Play the audio once (CD 1 – Track 03) - Listen and circle
. Have Ss listen and answer the question by
circling “Yes” or “No” - Check answers
- Play the audio again. Check answers as a Answer key: No
whole class
- Look and read

b. Now, listen and fill in the blanks. - Guess the answers
- Have Ss read the sentences - Listen and fill in the blanks
- Have Ss guess the answers/ guess part of
speech of the missing word(s)
- Play the audio (CD1 – Track 03). Have Ss - Check answers
listen and fill in the blanks Answer keys
- Check answers as a whole class 1. an apartment
2. bedrooms
3. pool
4. a garage
*Conversation Skill
- Try to find the indicator that speaker
- Play the first 2 sentences of the recording,
uses to get someone’s attention
ask Ss to find which sentence / phrase that
the speaker uses to get someone’s attention - Look and listen
- Focus attention on the Conversation Skill
box
- Explain that we can get someone’s - Listen and repeat
attention by saying “Excuse me”
- Present
- Play audio (CD 1 – Track 4). Have Ss
listen and repeat Suggested answers
- Have some Ss practice the conversation Other ways to get someone’s
skill in front of the class attention
- Hey, …
- Have Ss think of other ways to get
- Sorry …
someone’s attention and make up a
conversation that contains these phrases,
words
C. Consolidation (2’)
* Vocabularies about home and things around home: gym, balcony, apartment,
yard, garden, basement, garage, pool, …
* Getting someone’s attention: Say “Excuse me.”
D. Homework (2’)
- Learn by heart the new vocabularies.
- Practice talking about your home.
- Do exercises in Workbook: Lesson 1 - New words (page 4).
- Prepare: Lesson 1 – Grammar (page 7 – SB).
…………………………………………………………………………………………..
Date of preparing: ………………………………….
Date of teaching: ………………………………….
Period : 2
UNIT 1: HOME
Lesson 1 - Grammar

I. OBJECTIVES
1. Knowledge
- Use the Present Simple to talk about things that are facts or are true for a long time.
2. Ability
- Improve speaking skills, writing skills.
- Improve the use of English.
3. Quality
- have positive attitude in English language learning so that they actively participate in
II.Language focus.
Vocabulary: review
Grammar: Present simple
II. TEACHING AIDS AND LEARNING MATERIALS
any), projector/ TV, speakers, DCR & DHA on EDUHOME, handouts…
STAGE 2: ASSESSMENT EVIDENCE.
Performance tasks Performance products Assessment tools
1. recognize the topic of Student’s answer Observation
the unit, the topic of the Answer keys
lesson.
2. Fill in the blanks with Student’s match Observation
the words with the crrect Question & answers.
form of the verbs.
3.write Alex s answers. Student’s write Observation
STAGE 3: TEACHING PROCEDDUREA.
Warm up: (5’)
b) Content: Jumbled word or rearranging words to make a meaningful sentence.
c) Product: Ss review vocabularies about home or Ss have general ideas about
the grammar point they are going to study in the new lesson.
d) Competence: collaboration, guessing.

- Check attendance
Option 1: Game “JUMBLED WORD”
- Have Ss rearrange letters to make a - Take part in the game
meaningful word - Give answers (write on the board)
- Call Ss to give answers
- Check Ss’ answers, give feedback and lead to Answers keys
the new lesson 1. yard 2. garage 3.
1. dary 2. areagg 3. balcony
calnoby 3. pool 4. garden 5.
4. oolp 5. dargne 6. kitchen
tikench
 Option 2: REARRANGING - Work in pairs

- Have Ss rearrange the words to make a Answers keys
meaningful English sentence 1. Do you live in a house?
1. you / a / do / live / in / house? 2. I live in an apartment.
2. apartment / I / an / in / live 3. She doesn’t live in the USA.
3. doesn’t / live / USA / the / in / she 4. There is a gym in my house.
4. is / gym / my / there / house / a / in 5. The car is in the garage.
5. the / the / is / garage / in / car
- Give answers
- Have Ss read their answers - Listen
- Tell Ss about the grammar point they are going
to study in the new lesson
Lead to the new lesson

 Activities 1: Grammar: The Present Simple (18’)
a) Objective: Ss know how to use the Present Simple.
b) Content:
- The usage of the Present Simple
- Filling in the blanks
c) Products: Ss can use the Present Simple in everyday communication.
d) Competence: Communication, collaboration, presentation.
a. Listen and repeat
- Have Ss look at the picture - Look
- Play audio (CD1 – Track 05) and have Ss - Listen, then read
listen and read the speech bubbles
- Play audio again and have Ss listen and repeat - Listen and repeat
Grammar box
 Option 1:
- Have Ss look at the grammar explanation - Look and read
- Read
- Have Ss look at the box with the different

forms
- Explain more about the form and the usage of

the Present Simple, have Ss pay attention to the
negative and the question form - Listen and take notes.
Form:
Be: (+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb: (+) S + V s/es
(-) S + don’t / doesn’t + V bare
infinitive
(?)Do / Does + S + V bare infinitive
Usage: to talk about things that are facts or are
true for a long time
- Have some Ss read the sentences in the

Grammar Box aloud - Read
- Ask Ss to give more examples using the - Give examples
Present Simple
 Option 2:
- Have Ss close books - Close all books
- Give some model sentences, have Ss tell form
of the Present Simple
- Call Ss to give answers, comment on Ss’ - Look and answer
answers - Read
- Then have Ss open the books and read the
grammar box - Give examples
- Have Ss give more examples of the Present
Simple,
encourage them to make sentences with their
own ideas - Look and listen
- Give feedback and evaluation - Work individually
- Work in pairs
b. Fill in the blanks with the correct form of - Read answers
the verbs. Answer keys
- Demonstrate the activity, using the example
- Have Ss fill in the blanks with the correct form
of the verbs
- Have Ss work in pairs to check each other’s
work
- Have some Ss share their answers with the
whole class
- Give feedback, correct Ss’ answers if
necessary
 Activity 2: Practice - Writing and Speaking (18’)

a) Objective: Ss can write sentences, using the Present Simple.
b) Content: Looking at the table and writing Alex’s answers.
c) Products: Ss produce the new language successfully, and they can apply the Present
Simple in everyday speaking and writing.
d) Competence: Collaboration, writing, communication.
c. Look at the table and write Alex’s
answers - Look and listen
- Demonstrate the activity, using the table - Work individually
- Have Ss write Alex’s answers - Work in pairs
- Have Ss work in pairs to check each other’s - Write answers
work Answer keys
whole class (Write on the board)
- Check, correct Ss’ answers
- Work in pairs
d. Practice the conversation with your - Present
partner
 Option 1:
- Have Ss do the task in pairs, then swap the
roles - Work in pairs
- Call Ss to demonstrate the activity in front
of the class
 Option 2: - Present
- First, follow the same steps as option 1
- Then, have Ss do the task in pairs to ask
and answer about their house
- Encourage Ss to use their own ideas to
make up a dialogue-using the Present Simple
of the class
* The Present Simple
Form:
Be: (+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb: (+) S + V s/es
(-) S + don’t / doesn’t + V bare infinitive
(?)Do / Does + S + V bare infinitive
Usage: to talk about things that are facts or are true for a long time.
D. Homework (2’)
- Make 3 sentences, use the Present Simple to talk about your house.
- Do exercise in Workbook: Lesson 1 - Grammar (page 5).
- Prepare: Lesson 1 – Pronunciation and Speaking (page 8 – SB).
………………………………………………………………………………………..
Date of preparing: …………
Date of teaching: ………….
Period : 3
UNIT 1: HOME
Lesson 1 – Pronunciation and Speaking

I. OBJECTIVES
1. Knowledge
- Use intonation for Yes / No questions.
- Ask and answer about home.
- Conduct a survey about home.
2. Ability
- Improve speaking skills.
3. Quality
- Love their home and family.
II.Language focus.
*Grammar:
*Vocabulary:
lesson.
2. Cross out the one with Student’s match Observation
the wrong intonation. Question & answers.
3. Read the question with Student’read Observation
the correct intonation. .
4. Ask and answer. Student’s speak Observation
STAGE 3: TEACHING PROCEDDURE
A. Warm up: (5’)
b) Content: Revision of vocabulary about homes.
c) Product: Ss remember vocabularies in the previous lessons and use them in
other speaking activities.
d) Competence: Collaboration, observation, critical thinking.

- Check attendance
Option 1: Game “BINGO”
- Explain The rules of the game: T gives each S /
each pair a small piece of paper containing 15 - Take part in the game as a whole
words. T can prepare as many pieces of paper class
with different words as possible
- Show word by word on the screen (randomly)
- Have Ss use a red pen to check whether the
words on the screen are the same as those in their
paper - Say “BINGO” when have all 5
- The first student / pair to get all 5 words from words in a horizontal line
the screen in a horizontal line will say “BINGO”
and be the winner of the game
- Give a small gift to the winner
Illustration:
- Listen and say all the words

together
 Option 2: Game: “CHAIN GAME”

- Give a sentence, have Ss add more information
to the sentence to make it longer - Take part in the game
- The group that can make the sentence the Suggested sentences
longest with correct grammar and spelling will be T’s sentence: My house has a gym.
the winner Ss’ sentences: My house has a gym
 Lead to the new lesson and a garage.
Ss’ sentences: My house has a gym
and a garage. The garage is very big.
Ss’ sentences: My house has a gym
and a garage. The garage is very big.
There are 3 cars in the garage.
Ss’ sentences: …

 Activities 1: Pronunciation (10’)
a) Objective: Ss know how to use intonation for Yes / No questions.
b) Content:
- Recognizing the tone in Yes / No questions
- Listening and checking, finding mistakes
- Saying them
c) Products: Ss can use intonation to improve their speaking skill.
d) Competence: Communication, collaboration, listening
a + b. Listen to the sentences and focus on the
intonation
- Play the recording (CD1, track 06) - Listen
- Ask Ss to listen and pay attention to the
intonation - Comment
- Call Ss to make their comments on the
intonation of the Yes/No question they’ve just - Listen
listened to
- Give feedback, explain the pronunciation - Listen again and repeat
feature: intonation for Yes/No question goes up
- Play the recording again, have Ss listen and
repeat with a focus on the pronunciation feature
c + d. Listen and cross out the one with the - Listen and cross out
wrong intonation, then read the sentences
with the correct intonation - Give answers
- Play the recording (CD 1 – Track 07), have Ss
listen and cross out the option that doesn’t use - Listen again and check
the correct intonation
- Call Ss to give answers - Work in pairs
- Play the recording again and check answers as
a whole class - Present
- Then have Ss practice saying the sentences
with a partner, using the correct intonation,
encourage Ss to use their own idea
- Call some pairs to read in front of the class
- Give feedback if necessary
 Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about home.
b) Content: Pointing, asking and answering, then practicing.
c) Products: Ss practice and produce the target language successfully.
d) Competence: Collaboration, communication, creativity.
a. Point, ask and answer.
- Demonstrate the activity by asking and - Listen
answering with a student
- Have Ss work in pairs, point to the pictures, - Work in pairs
ask and answer
- Have pairs ask and answer, using the
pictures - Present
- Have some pairs demonstrate the activity in
front of the class
b. Practice with your own ideas - Work in pairs
- Have pairs practice the conversation with
their own ideas, then swap roles - Present
- Call some pairs to demonstrate the activity Suggested questions
in front of the class - Do you live in an apartment?
- Give feedback and evaluation - Does your house have a gym?
- Is there a yard?
- Is there a pool in your house?
- Is there a garage in your house?
- Is there a basement / balcony in your
house?
 Activity 3: Speaking – Do you live in a house? (15’)
a) Objective: Ss can conduct a survey about home.
b) Content: Asking questions, then filling in the survey.
c) Products: Ss produce the new language successfully.
d) Competence: Collaboration, communication, creativity, group & time management.
a. Add two more words in the table, then
complete the survey about your home. After
that, ask 3 friends about theirs
- Demonstrate the activity by practicing role-play - Add 2 more words about
with a student things/places in/around home
- Have Ss fill complete the table with information
about their home - Work in groups
- Have Ss work in groups to ask their friends
about their home
- Observe, give help if necessary
b. Report to the class about your group

- Have Ss report to the class about their group,
follow this example: - Present
- Listen
* Intonation: Intonation for Yes / No questions goes up.
* Asking and answering about homes/ things in or around homes.
Do you live in …?
Does your house have a …?
Is there a … in your house?
D. Homework (2’)
- Practice using intonation for Yes / No questions.
- Complete the survey for those who haven’t finished it in class.
- Prepare: Lesson 2 – New Words and Reading (page 9 – SB).
……………………………………………………………………………………………
Date of preparing: ……………
Date of teaching: ……………
Period: 4
UNIT 1: HOME
Lesson 2 - New words and Reading

I. OBJECTIVES
1. Knowledge
- Know more phrases about doing housework.
- Talk about family members and housework.
- Use the Present Simple with Wh – questions.
2. Ability
- Improve the use of English and Reading skills.
3. Quality
- Love family members and help family with housework.
II.LANGUAGE FOCUS.
*Vocabulary: laundry, dinner, bed, shopping, dihes, kitchen
*Grammar: the Present Simple with Wh – questions
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.

1. talk about family Student’s answer Observation

members and housework
2.Look at the pictures Students’ answers Observation
and guess vocabulary in Questions and answers
each picture, then listen Ss’ paper
to the track and numer
them.
3. Ss listen to the CD1- Students’ answers Observation
track 08 and repeat, then Students’talk Students’ interaction
make a full sentece with
the words
4. Reading . Read Ken’s Students’ answers Observation
blog about his family and Questions and answer
circle the correct answers

A. Warm up: (5’)
b) Content: Introducing housework.
c) Product: Ss have general ideas about they are going to study in the lesson.
d) Competence: Collaboration, guessing & reasoning, communication.

- Check attendance
Option 1: Collocation with “House” and
“Home”
- Explain collocation - Work in groups and make right
- Give suggestions and have Ss find collocations collocations
with “House” and “Home” (in groups) - Give answers
- The group that can give all correct answers in the
shortest time will be the winner - Listen
- Give feedback
- Lead to the new lesson: Housework Answer keys
House: housewife, housework,
housekeeper
Home: homemade, homework,
hometown, homeland
 Option 2: Home Challenge

- About 1 week before the lesson starts, T asks Ss
to record a very short video clip about what Ss do - Make video clips about what Ss do
at home (do housework, cook a dish or do at home
gardening)
- Have Ss collect the video clips of the group
members and join them as a clip for the group - Join clips, edit and add effects
(about 1 minute)
- Show clips of 4 groups on the screen and choose - Watch and vote
the best one
à Lead to the new lesson

a) Objective: Ss know some vocabularies about household chores
b) Content:
- Filling in the blanks, then listen and repeat.
- Talking about housework.
c) Products: Ss can use the language inputs to talk about housework.
d) Competence: Communication, collaboration, presentation, listening, creativity.
a. Fill in the blanks. Listen and repeat
 Option 1:
in the book
- Have Ss look, read and fill in the blanks – - Work in pairs
using the words in the box
- Ask Ss to work in pairs to check their - Listen and check
answers with their partners
- Check answers as a whole class - Listen and repeat
- Play the audio (CD1 – Track 08) for Ss to
listen and repeat
- Call some Ss to read the phrases again, - Read
correct their pronunciation and stress Answer keys
 Option 2:
- Follow same steps as option 1
- Give Ss an extra activity
- Have Ss close all books - Close books
- Use other pictures (different pictures from
those in the book) to help Ss remember the
new words they have learnt - Look and give answers
- Have Ss look at the sentences and pictures,
then give names of the household chores - Give answers (Say or write on the
- Remind Ss to use the right form of verbs board)
- Ask Ss to give answers Answer keys
- Check answers as a whole class On the weekends, my sister makes the
bed and does the shopping in the market
near our house. My mom does the
laundry. I often help mom make dinner.
After meal, my dad often cleans the
kitchen and I do the dishes.
b. Say what housework you do at home

 Option 1:
- Have Ss work with a partner to say what
- Work in pairs
housework they do at home
- Encourage Ss to use more household chores
- Give answers
(besides those in the textbook)
- Have some Ss share their ideas with the class - Listen
Suggested answers
Household chores: take out the
garbage, sweep the floor, iron clothes,
 Option 2:
- Help Ss to make the task easier by providing clean the window, vacuum clean, …
more phrases about doing housework
- Then, follow the same steps as option 1

 Activity 2: Reading (17’)
a) Objective: Ss can develop their reading skills.
b) Content: Reading a blog and circling the correct answers.
c) Products: Ss apply reading strategies (skimming and scanning, reading for details).
d) Competence: Collaboration, communication, analytical skill, synthesizing skill.
Read Ken’s blog about his family and
circle the correct answers
 Option 1:
- Help Ss have general ideas about Wh- - Listen
questions by explain “Who”, “What”
- Have Ss explore all the pictures and the - Look at the pictures, head…
heading - Read the questions and underline the
- Have Ss look at the questions and underline key words
the key words in the questions - Check key words
- Have Ss check the key words with the class - Read
- Have Ss read the blog individually
- Have Ss work in pairs to read the blog - Circle the correct answers
again
- Have Ss circle the correct answers - Read answers, explain
- Remind Ss to use the Present Tense
class (read), explain for their answers - Check answers
- Give feedback Answer keys
- Give feedback and correct Ss’ answers if
necessary
 Option 2:
- Ask some questions about Ken: - Answer
What is his name?
How old is Ken?
What does he like? - Listen
- Explain what a blog is à Lead to the - Read and do the task
reading text
- Have Ss read the questions and guess the - Work in pairs
answers - Give answers and explain
- Have Ss read the blog and circle the correct
answers – underline the supporting ideas
- Have Ss check answers with their partners
- Call Ss to give answers, explain
* Vocabulary:
Household chores: do the laundry, do the dishes, make the bed, make dinner, do the
shopping, clean the kitchen, iron clothes, take out the garbage…
* Question words: What: asking for information about something.
Who: asking what or which person or people (subject).
D. Homework (2’)
- Learn by heart the new words.
- Do exercises in Workbook: Lesson 2 - New words – Part a, b (page 4) and Listening
(page 5).
……………………………………………………………………………………………
Date of preparing:…………
Date of teaching: …………
Period:5
UNIT 1: HOME
Lesson 2 - Grammar

I. OBJECTIVES
1. Knowledge
- Use the Present Simple and Wh-questions to ask about things that are facts.
- Use ‘s’ to express possession.
2. Ability
- Improve speaking skill, writing skill.
3. Quality
- Share household chores with family members.
II.LANGUAGE FOCUS.
* Vocabulary: Revision of vocabulary about housework.
*Grammar: use ‘s’ to express possession.III.
any), projector/TV, speakers, DCR & DHA on Eduhome, handouts…
1. Filling in the blanks, using Students’ answers Observation

the Present Simple of the Answer keys
verbs in the box. Peer correction
2.Using the prompts to write Students’ speeches Observation

sentences Listenning and give
the comment.
3. Ask Ss to pay attention to Students’ answers Observation
way to show possession Answer keys

A. Warm up: (5’)
b) Content: Revision of vocabulary about housework.
c) Product: Ss review vocabulary and ready for the new lesson.
d) Competence: Collaboration, communication, guessing.
- Check attendance
Option 1: ACTOR / ACTRESS
- Invite 1 or 2 volunteers to stand in front of the - Volunteer
class. He/ She will be the actor/ actress
- Have the volunteers express or act (use body - Act
language – gestures) to illustrate the housework
- Have the rest of the class guess which - Guess and give answers
housework is being simulated
- Give a big applause or a small gift to the S
who can give a correct answer
 Option 2: Do or Make
- Show on the screen or give handouts
- Have Ss review old vocabularies about
housework by adding “do” or “make” - Work in pairs and give the answers
Answer keys
- Have Ss give answers


 Activities 1: Grammar: The Present Simple with Wh-questions (15’)
a) Objective: Ss know how to use the Present Simple with Wh-questions.
b) Content:
- Listening and repeating.
- Grammar explanation.
c) Products: Ss can use the Present Simple and Wh-questions to ask about things that
are facts.
d) Competence: Communication, collaboration, creativity.
- Play the audio (CD1 – Track 09), ask Ss to listen - Listen and read
and read the speech bubbles
- Play the audio again and have Ss listen and - Listen and repeat
repeat
*Grammar explanation
- Have Ss read the Grammar box - Comment
- Ask Ss to make comments on the black bold
verb form in the examples - Give answers
- Have Ss give the form and usage of the Present Expected answers
Simple tense The Preset Simple tense
Be: S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare
infinitive
- Lead to the grammar table and explain the (?) Do / Does + S + V. bare infinitive
Present Simple and Wh-questions to ask about
things that are facts
- Listen and take notes.
- Ask Ss to pay attention to way to show

possession
- Read
- Have some Ss read the sentences aloud
- Have Ss work in pairs to make questions and

answer, using Wh-questions and the Present - Work in pairs
Simple tense
- Get feedback
a) Objective: Ss can get used to using the Present Simple and Wh-questions.
b) Content:
- Filling in the blanks, using the Present Simple of the verbs in the box.
- Using the prompts to write sentences.
c) Products: Ss produce the new language successfully, and they can apply the use of
the Present Simple and Wh-questions in speaking and writing.
d) Competence: Collaboration, creativity, communication.
b. Fill in the blanks, using the Present
Simple of the verbs in the box
 Option 1:
- Use the example to demonstrate this activity - Look and listen
- Have Ss use the Present Simple to fill in the
blanks, draw attention to the singular and - Work in pairs
plural form
- Have pairs check each other’s work
- Have Ss share their answers with the class - Write answers
by writing down on the board Answer keys
- Check Ss’ answers, correct if necessary 2. do 3. cleans 4. make
5. does 6. makes
 Option 2:
- Use the example to demonstrate this activity - Look and listen
blanks, draw attention to the singular and - Work in pairs
plural form
- Call Ss to give answers by answering - Give answers
multiple choice questions (format: game
“Lucky Number?”)
- Check Ss’ answers, correct if necessary Answer keys
2. do 3. cleans 4. make
5. does 6. makes
- Look and listen

c. Write sentences, using the prompts
- Demonstrate the activity, using the example - Do the task in groups
- Have Ss work in groups of 3-4 to write
sentences, using the prompts Answer keys
- Go round and give help if necessary
- Call Ss to write answers on the board
- Check and correct Ss’ answers
d. Write what housework you do on the
line. Ask your partner
 Option 1:
- Have Ss write what housework they do on
the line
- Have Ss practice the conversation in pairs
- Have some Ss demonstrate the activity in
front of the class - Work individually
- Give feedback and evaluation - Work in pairs
- Present
 Option 2:
- Follow the same steps as option 1
- Give an extra activity: Have Ss use more
questions to develop their conversation: - Write answers
What housework does your mother do?
What housework does your father do?
What housework does your sister / brother
do?
Or: Who does the laundry?
Who makes dinner?
Who prepares breakfast? - Listen and take notes
Who does the cooking?
- Remind Ss to use the right form of do or

make they have studied in the Warmup - Work in pairs
activity
- Have some Ss demonstrate the activity in - Ask and answer
front of the class
* Present Simple
Form: Be: S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare infinitive
(?) Do / Does + S + V. bare infinitive
Usage: The Present Simple and Wh-questions to ask about things that are facts.
* Wh-questions
Form: Question word + do / does + S + V. bare infinitive
Question word + do / does / make / makes /clean / cleans + housework.
D. Homework (2’)
- Practice asking and answering about housework, using the Present Simple and Wh-
questions.
- Do exercises in WB: Lesson 2 - Writing (page 5).
......................................................................................................................................
Period: 6
UNIT 1: HOME
Lesson 2 -Pronunciation, practice and speaking

I. OBJECTIVES
1. Knowledge
- Pronounce the sound /ɪ/ correctly.
- Talk about housework their family members do.
2. Ability
3. Quality
- Love family and share household chores with family members.
II.LANGUAGE FOCUS.
*Vocabulary: Talk about household
* Grammar: The present simple
1 Ask Ss to listen and pay Students’ answers Observation

attention to the sound, Answer keys
recording (CD1, track 10)
2. Play the recording (CD 1 Students’answers Observation
– Track 11), have Ss listen Answer keys
and cross out the option
that doesn’t use the
correctintonation
3 Have Ss work in pairs, Students’ answers Observation
point to the Answer keys
coversation ,then swap
roles and repeat
4. Asking and answering Students’ talk Observation

about housework. Questions and answer

A. Warm up: (5’)
b) Content: Introduction the sound /ɪ/.
c) Product: Ss have general ideas about the sound they are going to study in the
new lesson.
d) Competence: Collaboration, observation.

- Check attendance
Option 1:
- Give Ss a sentence:
My sister, Lily, is cooking dinner in the
kitchen - Read
- Have Ss read the sentence as fluently as - Find words with the sound /ɪ/
possible Answer keys
- Ask Ss to find out words containing the My sister, Lily, is cooking dinner in
sound /ɪ/ in the sentence the kitchen.
necessary
- Introduce the sound of the pronunciation
part: /ɪ/ - Close books
 Lead to the new lesson - Look and give answers
Answers keys
 Option 2:
- Have Ss close all books
- Show 6 pictures and have Ss give name of the
pictures
Suggested answers: All 6 words

contain the sound /ɪ/
- Have Ss make comments on the 6 words under
- Listen
the pictures (Suggestion: What is the similarity
of these 6 words)
- Give feedback, introduce the sound /ɪ/
 Lead to the new lesson

a) Objective: Ss know how to pronounce the sound /ɪ/.
b) Content:
- Recognizing the sound /ɪ/.
- Listening and focusing pronunciation feature, finding and correcting mistakes.
- Practicing the sound.
c) Products: Ss can pronounce the sound /ɪ/ correctly in their speaking.
d) Competence: Communication, collaboration, listening.
a + b. Listen. Notice the sound /ɪ/ of the
underlined words
- Play the recording (CD1, track 10)
- Ask Ss to listen and pay attention to the - Listen
sound /ɪ/
- Briefly explain how to pronounce the Suggested answers: the /ɪ/ sound
sound /ɪ/ often happens with words containing
- Call Ss to make their comments on the letter letters i or y (balcony, village, …) or
that helps them notice the sound /ɪ/ sometimes letter e (emergency, event,
…)
- Play the recording again, have Ss listen and - Listen again and repeat
repeat with a focus on the pronunciation
feature
c + d. Listen and cross out the one with

different sound, then read the sentences - Listen and cross out
with the correct sound to a partner
- Play the recording, have Ss listen and cross - Give answers
out the option that uses different sound Answer key
- Play the recording again and check answers
as a whole class - Listen again and check
- Work in pairs
- Then have Ss practice saying the words with - Read answers
a partner, using the correct sound /ɪ/ Suggested words: live, family, give,
- Have Ss find more words with the sound /ɪ/ balcony, shopping, village, …
- Call some Ss to read their words in front of
the class
- Check and correct Ss’ pronunciation
a) Objective: Ss can ask and answer questions about “Who does housework?”
b) Content: Pointing to the pictures, asking and answering.
c) Products: Ss practice and produce the target language presented fluently and
confidently.
Point, ask and answer (controlled practice)
 Option 1:
- Demonstrate the activity by practicing role- - Listen
play with a student
- Remind Ss to use the right collocation of
“make” or “do” - Work in pairs
- Have pairs point to the pictures, practice
asking and answering about the family Suggested answers
members and housework 1. Who does the laundry?
- Call some pairs to read in front of the class - My mother (does)
- Check Ss’ pronunciation 2. Who vacuum – clean the living
room?
- My sister (does)
3.Who cleans the kitchen?
- My mother (does)
4. Who washes the dishes?
- My father (does)
…
 Option 2: free practice (for class with

better students)
- Follow the same steps as option 1 - Listen to the instruction and work
- Then give Ss an extra activity: Practice the in pairs. Practice the new
conversation in the textbook; however, they conversation with the information in
try to remember the conversation content the pictures or use their own ideas
- Have Ss use their own ideas with other
housework - Act out the conversation
front of the class, not looking at the textbook;
encourage Ss to present as naturally as
possible
 Activity 3: Speaking (15’)
a) Objective: Ss can discuss the roles of family members in sharing the housework.
b) Content: Asking and answering questions about activities.
c) Products: Ss can apply the target language to producing the language successfully.
d) Competence: Collaboration, communication, creativity and presentation.
a. You are doing a survey about housework
in Teen World Magazine. Work in groups.
Fill in the information for yourself, then
ask 2 friends - 1 S practice role-play with the
- Demonstrate the activity by practicing role- teacher
play with a student
- Have Ss work in groups of 3 - Work in groups
- Have Ss complete the table with information
about doing the housework in their family,
ask 2 friends and complete the survey
- Have Ss share their findings with the class - Present
b. Discuss who does the most housework in
your families
- Have Ss discuss who does the most - Discuss in groups / pairs
housework in their families
- Have some Ss share their ideas with the - Present
class, follow the example:
- Have Ss add more information about the

person who does the most housework in their
families (What housework does he / she do?
How often does he / she …?
* Pronunciation: the sound /ɪ/: live, dishes, kitchen, village, city, laundry, dinner, …
* Asking about doing housework
Who does … / Who makes … / Who cleans …?
D. Homework (2’)
- Practice pronouncing words with the sound /ɪ/.
- Practice asking and answering about household chores.
- Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB).
…………………………………………………………………………………………
Date of preparing:………….
Period: 7
UNIT 1: HOME
Lesson 3 -New words and Listening

I. OBJECTIVES
1. Knowledge
- Know more vocabularies about directions.
- Ask and answer about village, town and city.
2. Ability
- Improve the use of English, speaking and listening skills.
3. Quality
- Love hometown.
II.LANGUAGE FOCUS.
*Vocabulary: center, north, west, east, sound.
*Grammar: Ss can use a number of nouns to express opinions about hometown.


picture, then listen to the CD answers
1-track 12 .
14 and answer the question Students’talk Students’ interaction
by circling Yes / No
3.Listen CD1- track 14 and Students’ answers Observation

circle “True” or “False Questions and answer

A. Warm up: (5’)
b) Content: Introduction of some vocabularies about directions/ Burano Island –
Italy.
c) Product: Ss get to know some new words they are going to study in the
lesson.
d) Competence: Collaboration, communication, critical thinking.

- Check attendance
Option 1: Vocabulary - a. Write the words in - Learn how to use a compass, then
the boxes on the map write answers
- Use part a. Vocabulary – Write the words in the Answer key
boxes on the map for the Warmup activity
- Bring a compass to class, and help Ss use the
compass and find directions
- Have Ss write answers
 Option 2: Introduce Burano Island – Italy
- Look at the questions
- Write questions on the board
1. Where is Burano Village?
2. How do people travel around the village?
3. How are the houses in the village? / What is
special about the houses in the village? - Work in pairs, discuss the possible
- Have Ss work in pairs and guess the answer answers
- Show a video clip about Burano Island – Italy
Link: https://www.youtube.com/watch? - Watch the video clip, then give
v=ZO70JUFUPig answers
- Have Ss watch the clip and answer some Expected answers

questions: 1. Burano Village is in Venice,
- Introduce: Burano Island – Italy is the hometown Italy
of a boy in the listening section Ss are going to 2. by boat / walk
study today 3.The houses in the village are
 Lead to the new lesson painted

a) Objective: Ss know more vocabularies about directions and places.
b) Content:
- Writing words about direction.
- Writing words about places.
d) Competence: Communication, collaboration, presentation, creativity.
a. Write the words in the boxes on the map.
Listen and repeat
- Demonstrate the activity using the example
- Have Ss look at the compass and write the - Look and write
words in the boxes on the map
- Ask Ss to work in pairs to check their - Work in pairs
and repeat - Read the words again
- Call some Ss to read the words again Answers keys
- Do the task
b. Read the description and write the

underlined words under each picture.
Listen and repeat
 Option 1: - Work in pairs
- Have Ss read the description and write the
underlined words under each picture - Give answers
- Ask Ss to work in pairs to check their Answer keys
- Play audio (CD1 – Track 13). Have Ss listen
and repeat
- Close all books
- Work in pairs
 Option 2:
- Fill in the blanks
Answer keys
- Give / Show pictures, have Ss look and fill in
1. Hội An Town
the blanks
2. Đôn Village
3. Đà Lạt City
- Comment
- Open books
- Give answers
- Listen and check
- Have Ss distinguish city / town and village - Say the words again
through the pictures
- Have Ss open their books, read the
description and write the underlined words
under each picture
and repeat
a) Objective: Ss can develop their listening comprehension skills.
b) Content: Listening to a boy talking about his hometown.
c) Products: Ss practice listening for main ideas and details.
d) Competence: Collaboration, communication, reasoning, analytical and synthesizing
skills.
a. Listen to a boy talking about his
hometown. Does he like living there?
- Have Ss look at the request of the task. - Read the instruction and underline
Analyze the instruction, emphasize the key the key words
words
- Guide Ss to listen for tone of voice - Listen and give answers

- Play audio (CD1 – Track 14) Answer keys
- Have Ss listen and answer the question by Yes.
circling Yes / No - Check answers
- Read, underline key words and guess
b. Listen and circle “True” or “False”
- Have Ss read the sentences, underline key - Listen and circle “True” or “False”
words and make a guess whether the given
sentences are True or False - Read answers
- Demonstrate the activity. Answer keys
- Play audio (CD1 – Track 14) again 1T 2F 3F 4T
- Have Ss listen and circle “True” or “False” - Check answers
- Call Ss to read their answers
 Activity 3: Grammar – Useful language (10’)
a) Objective: Ss can use some useful languages in their speaking.
b) Content: structures to ask and answer about places.
c) Products: Ss apply the structure to producing the language successfully.
d) Competence: Collaboration, communication, presentation
Listen then practice
 Option 1:
- Have Ss look at the Useful Language box - Look
- Explain
- Explicit the structure: - Listen and take notes
Be famous for
- Play audio (CD1 – Track 15) - Listen
- Have Ss practice the useful language - Practice in pairs
- Have Ss practice the conversation, using
other vocabularies from “New words” and - Present
Listening”, and their own ideas Suggested conversation
- Call some pairs to present, give feedback A: Where is Burano?
and evaluation B: It’s in the north of Italy
A: Is it a town?
B: No, it’s a small village
A: What’s it famous for?
 Option 2: B: It’s famous for painted houses.
- Call some Ss to ask and answer about a city
/ town / village they know (not in the book) - Work in pairs
- Have Ss act out the conversation as
naturally as they can (without using the - Present
textbook)
* Vocabularies about directions and places: north, west, east, south, city, town,
village, …
* Structures:
Be famous for …
To the north of ... / in the sound of …
D. Homework (2’)
- Practice asking and answering about places and directions.
- Do exercises in Workbook: Lesson 3 - New words – Listening (page 6).
- Prepare: Lesson 3 – Reading, Speaking and Writing (page 13 – SB).
……………………………………………………………………………………………
Period: 8
UNIT 1: HOME
Lesson 3 - Reading, Speaking and Writing

I. OBJECTIVES
1. Knowledge
- Read a paragraph about a city in Vietnam.
- Talk about some famous places in Europe.
- Write a paragraph about their hometown.
2. Ability
- Improve the reading, speaking and writing skills.
3. Quality
- Love hometown.
II..LANGUAGE FOCUS.
*Vocabulary: Deita, business, grow .
*Grammar: Ss can use a number of adjectives to express opinions about movies.
any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts

1 Ask Ss Read the Students’ answers Observation
paragraph and answer the Pronuciation
questions
2. Ask and answer about Students’answers Observation

other places you know Answer keys
3.Use your notes to write a Students’answers Observation

paragraph about your Answer keys
hometown.
4. Talk about your Students’ answers Observation

hometown Answer keys

A. Warm up: (5’)
b) Content: Introduction of Cần Thơ City /Colmar (France), Clovelly (England).
c) Product: Ss have general idea about the places that are mentioned in the
lesson.
d) Competence: Collaboration, critical thinking, communication.

- Check attendance
Option 1:
- Have Ss guess: Which city is it?
- Guess

- Give a small gift to the first Ss who can give the
right answers
- Give name of the city, then find
- Show the map and have Ss find Cần Thơ on the
map the city on the map
Answer Keys
Cần Thơ City
 Lead to the new lesson.
 Option 2: Video clip: Colmar - France

- Write these questions on the board and have Ss - Close books
work in pairs/ groups to guess the answers to these - Work in pairs/ groups to guess the
questions answers
1. Where is Colmar?
2. Is it a town or a village?
3. What is Colmar famous for?
- Show a video clip about Colmar – France (about 2

minutes)
Link: https://www.youtube.com/watch?
v=xBGvdJYntGw
- Watch the clip and giving answers
Answer Keyss
- Have Ss watch the clip and answer some 1. It’s in France.
questions: 2. It’s a big town.
- Introduce: Colmar – France is the place in the 3. It’s famous for beautiful houses
listening section Ss are going to study today and museums.

 Activities 1: Reading (10’)
a) Objective: Ss improve their reading skill (scanning, skimming)
b) Content:
- Reading the paragraph and answering the questions.
- Reading and finding detailed information.
c) Products: Ss know about Cần Thơ – a big city in the southwest region of Vietnam.
d) Competence: Collaboration, guessing, communication, analytical skills.
a. Read the paragraph and answer the
questions
 Option 1: - Read in silence
- Have Ss read the paragraph individually - Read in front of the class
- Have some Ss read the paragraph aloud
- Demonstrate the activity using the example - Do the task
- Have Ss answer the questions
- Call Ss to write answers on the board - Check
- Check answers as a whole class Answer Keyss
- Read, find key words

 Option 2: (for class with better students) - Do the task
- Have Ss read the questions and underline the
key word (the word that helps they find the
answers quickly and correctly) - Give answers, explain
- Have Ss read the paragraph again and answer Answer Keys
the questions Keywords:
- Haves Ss underline the sentences that help 1. where 2. famous for
them find the answers 3. weather 4. Farmers grow
- Call Ss to give answers, explain why they Answer extra questions:
think they are the correct answers 1. The population of Cần Thơ is more
- Check answers as a whole class than 1.2 million people (2018
- Ask more questions: statistics)
5. What is the population of Cần Thơ? 2. It is about 28oC.
6. What is the temperature of Cần Thơ? 3. It is an important center for business
7. How important is Cần Thơ City? and transportation.
 Activity 2: Speaking: What do you know about these places? (11’)
a) Objective: Ss can talk about some famous places in Europe.
b) Content: Asking and answering about Colmar and Clovelly.
c) Products: Ss practice and produce the target language successfully to talk about the
places they know.
d) Competence: Collaboration, communication, creativity, public speaking -
presentation.
a. You’re planning a geography presentation.
Work in pairs. Student A, answer Student B’s
questions about Colmar. Swap roles and
repeat with Clovelly
- Observe and listen
- Demonstrate the activity by asking and
- Have Ss practice the conversation in pairs: - Work in pairs
Student B asks about Colmar and Student A
answers the questions-using the information in
the textbook
- Have Ss swap the roles for Clovelly - Present
- Observe and give help if necessary
- Have some pairs act out the conversation in
front of the class
b. Ask and answer about other places you - Work in pairs
know
 Option 1: - Present
- Have Ss work in pairs to talk about other places
they know.
- Call some pairs to demonstrate the activity - Look

- Give Ss some suggestions about other places - Present
(like pictures and phrases in part a)
Example: Đà Lạt City
- Have Ss practice the conversation in pairs and
present their conversation in front of the class
 Activity 3: Writing (15’)

a) Objective: Ss can write about their hometown.
b) Content: asking and answering about the places Ss live, then write.
c) Products: Ss can use what they have learnt to produce the language successfully.
d) Competence: Collaboration, communication, writing, public speaking.
a. Ask and answer about where you live.
Then fill in the notes
- Demonstrate the activity by asking and - Observe
- Have pairs ask and answer about where they - Work in pairs
live and complete the notes
- Have some pairs demonstrate the conversation - Present
in front of the class Expected answers
b. Use your notes to write a paragraph about

- Do the task
your hometown. Use the Reading to help you
- Write/read
- Have Ss use their notes and the Reading to
Suggested writing
write a paragraph about your hometown
- Have Ss write their paragraph on the board
- Check, correct Ss’ mistakes
- Have Ss finish their writing part in their
notebooks
* Talk about your hometown  follow the outline:
What is the name of your hometown?
Where is your hometown?
Is your hometown a town / village or a city?
What is your hometown famous for?
What is the weather like?
What do you like about it?
D. Homework (2’)
- Finish the writing part.
- Find more information about some famous places in Vietnam.
- Do exercises in Workbook: Reading and Writing (page 7).
- Prepare: Unit 1 - Review (page 86 – SB).
…………………………………………………………………………………………..
Period: 9+ 10
UNIT 1: HOME
REVIEW

I. OBJECTIVES
1. Knowledge
- Review vocabularies about home, family members and housework.
- Review vocabularies about towns, cities and villages.
- Review grammar: The Present Simple tense and Wh-questions.
2. Ability
- Improve the listening, reading, speaking and writing skills.
3. Quality
- Review the previous lessons and be well-prepared for any assessment.
II.LANGUAGE FOCUS.
*Vocabulary: - Review vocabularies about home, family members and housew.
*Grammar: The Present Simple tense and Wh-questions.
projector/interactive whiteboard/TV, computer, zoom, power point.

Performance tasks Performance Assessment tools
products
lesson.
2. match the words with Student’s match Observation
the descriptions. Question & answers.
3.write the correct words. Student’s write Observation
4. circle the word that Student’s write Observation
differs from the other
words.
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to review the
b) Content: Revision of vocabulary
c) Product: Ss can use the vocabulary learnt in the unit actively and correctly.
d) Competence: Collaboration, guessing, listening

- Check attendance
Option 1: Housework
- Divide class into 4 groups
- Have Ss work in groups to write as many - Work in groups and write
vocabularies about the housework in the unit they vocabularies
can remember as possible
- Set a limit time: about 2 minutes
- Check Ss’s answers
- The group with the most correct answers will be
the winner
 Option 2: Town, city, village

Game: FIND THE DIFFERENCES - Look
- Show on the screen 2 pictures (a part of London - Look and find 4 differences
City), have Ss find the 4 differences between 2 between 2 pictures
pictures. (T can have Ss play the game in groups Answer Keys
or as a whole class)
- Have Ss show their answers
- Give feedback and show the correct answers

 Activities 1: Listening (10’)
a) Objective: Ss improve their listening skill.
b) Content: Listening and matching.
c) Products: Ss listen for details and get familiar with the listening test format.
d) Competence: Collaboration, analytical and critical thinking skills.
You will hear Jack talking to friends about
his family. (twice) What housework do
Jack’s family members do? For each
question, write a letter (A-H) next to each
person - Read in silence
- Have Ss read the task, check if they know
what they are requested to do - Underline key words
- Have underline the key words and guess - Listen and then give answers
answers - Check and correct mistakes
- Demonstrate the activity by using the Answer keys
example 1. A 2. F 3. G 4. E 5.B
- Play the audio (CD 2 – Track 63)
- Have Ss check answers with pairs and then
give answers
a) Objective: Ss can improve reading skill.
b) Content: Reading 3 short paragraphs about places and choosing the correct answer.
c) Products: Ss read for comprehension and get familiar with the reading format test.
d) Competence: Collaboration, analytical and synthesizing skills.

Read about the three places. Choose the
correct answer (A, B or C)
- Have Ss read the questions, underline key - Read the questions, underline the key
words words
- Demonstrate the activity by using the - Observe and listen
example - Work individually
- Have Ss read the 3 paragraphs and choose
the correct answer - Underline
- Have Ss underline the words / phrases or - Give answers
sentences that help them find the answers Answer keys
- Call Ss to give answers, explain 1. B 2. C 3. A 4. B 5.
- Give feedback C
 Activity 3: Vocabulary (7’)

a) Objective: Ss can review vocabulary about housework and places.
b) Content: Filling in the blanks with the words from the unit.
c) Products: Ss can use these vocabularies in the unit actively inn communication.
d) Competence: Collaboration, analytical and critical thinking skills.

Fill in the blanks with the words from the
unit - Look
- Demonstrate the activity using the example - Work individually
- Have Ss read the sentences and fill in the
blanks beginning with the letter given - Work in pairs
- Ask Ss to work in pairs to check each
other’s work. - Give answers
- Have Ss give answers - Listen, correct mistakes.
- Check answers as a whole class Answer keys
1. balcony
2. West
3. dishes
4. village
5. yard
 Activity 4: Grammar (5’)
a) Objective: Ss can review the use of English: The Present Simple and Wh-questions
b) Content: finding mistakes and correcting them
c) Products: Ss can use the target language learnt successfully
d) Competence: Collaboration, guessing

Underline the mistake in each sentence.
Write the correct word on the line
- Ask Ss to work individually to find - Work individually
mistakes and underline
- Have Ss work in pairs to check each other’s - Work in pairs
work - Write answers
- Call Ss to write answers on the boards - Listen, correct mistakes
 Activity 5: Pronunciation (5’)

a) Objective: Ss can review the vowels.
b) Content: Circling the word that has the underlined part pronounced differently from
the others
c) Products: Ss produce the language correctly in terms of pronunciation.
d) Competence: communication, collaboration.
Circle the word that has the underlined
part pronounced differently from the
others - Listen
- Have Ss distinguish the sound / ӕ/, / eɪ/, /
əʊ/, / aʊ/, /ɪ/, /ʌ/, - Work individually
- Ask Ss to work individually - Work in pairs
- Have Ss work in pairs to check each other’s - Give answers
work - Listen, correct mistakes
- Call Ss to give answers, pronounce the - Give more examples
words again Answer keys
- Give feedback, correct Ss’ pronunciation if 1. C 2. A 3. B
necessary 4.D 5. D 6. A
- Have Ss find more words with the sounds /
ӕ/, / eɪ/, / əʊ/, / aʊ/, /ɪ/ or /ʌ/
* Grammar of Unit 1: The Present Simple tense and Wh-questions for facts
* Vocabulary of Unit 1: Vocabulary about housework and places (towns, cities or
villages)
D. Homework (2’)
- Review vocabulary, grammar of unit 1.
- Do exercises in Workbook: Review of Unit 1 (page 62).
- Prepare: Unit 2 – Vocabulary and Listening (page 14 – SB).
…………………………………………………………………………………………
Date of preparing: ………………………………
Period: 11
UNIT 2: SCHOOL

I. OBJECTIVES
By the end of the lesson, Ss will be able to
1. Knowledge
- talk about school subjects they like or don’t like.
- use some sentences / phrases to pass turn to someone after finishing speaking.
- listen for gist and details about school subjects.
2. Ability
- improve Listening and Speaking skills.
3. Quality
all classroom activities, especially with the topic “School” conducted by the teacher.
- love their school, identify their favorite subject(s) and even orient themselves to what
they want to do in the future, using the knowledge from the subject(s) they like.
II.LANGUAGE FOCUS.
*Vocabulary
*Grammar:
1. Let Ss watch 8 pictures Watch ,guess the name Observation

(A-H) to the first side of the school subjects
and 8 vocabularies with
the number (printed in 8
pieces of paper) to the
other one

them.
the words
4.Listen (CD17) and fill Observation
in the blanks Questions and answer
5. Talk about school Students’ talk Observation
subjects Questions and answer

A. Warm up: (5’)
a) Objectives: to introduce the new lesson and set the scene for Ss to acquire
new language; to get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: introduction of new words about subjects at school.
c) Product: Ss reviewing the names of some subjects they used to learn and
getting to know some new ones.
d) Competence: collaboration, communication, critical thinking.
- Check attendance
Option 1: Game “CROSSWORD
PUZZLE” - Listen
- Explain the rules of the game
- Design the game “crossword Puzzle” with
words and pictures about what Ss study at - Take part in the game by answer the
school questions in horizontal line (not in
- Let Ss play the game, encourage Ss to guess order) and try to guess keyword in
the key word the vertical column
- If any S can give the correct key word, T
hasn’t confirmed yet, the game will be
continued until the keyword is opened (to check
whether his/her answer is correct or not and to
let other Ss take part in the game eagerly)
- Give a small gift to the Ss who is the fastest to
give the correct key word
- Give feedback and lead to the new lesson
 Option 2: Game “DRAWING”

- Ask Ss to work in groups of 4 or 5 - Form groups
- Ask each group to choose a subject they like - Draw a picture to illustrate a subject
best, then draw a simple picture to illustrate
their subject, using a piece of paper (or extra
board) given by the teacher
- Set limited time for drawing (about 2 minutes)
- Call Ss to hang their pictures on the board and - Look and give answers
ask Ss from different groups to look at the
pictures and guess the name of the subjects

a) Objective: Ss know more about school subjects and talk about what subjects they
like or don’t like.
b) Content:
- Vocabulary study
- Speaking
d) Competence: Communication, collaboration, presentation, analytical skill
a. Number the pictures. Listen and repeat
 Option 1: Matching
- Divide class into 2 sides
- Give 8 pictures (A-H) to the first side and 8 - Receive the material
vocabularies with the number (printed in 8
pieces of paper) to the other one
- Ask Ss to go round and try to match the - Go and match
vocabularies with the pictures
- Have Ss hang pairs of pictures and - Hang pictures and vocabularies
vocabularies on the board
- Play the audio for Ss to check their answers - Listen and check
Answer keys
A-8 B -4 C-1 D-5
E-6 F-7 G-3 H-2
- Make comments, correct Ss’ answers if needed - Listen and take notes
- Guide Ss to pronounce the vocabularies - Pronoun the words
correctly, then ask them to read aloud
 Option 2:
- Ask Ss to work in pairs to number the pictures - Work in pairs
- Play the audio for Ss to check their answers, - Listen and check
let Ss repeat after listening to each word
- Call some Ss to read the words aloud, check - Pronoun the words
pronunciation if necessary
b. Note 3 more subjects. Discuss if you like

them
 Option 1:
- Have Ss note 3 more subjects they know (Ss - Work in pairs
can use words from the warmup activity – more
than 3 answers: acceptable)
- Let Ss practice in pairs, asking and answering: - Practice
Do you like…. (name of subject)?
Yes, I do / No, I don’t
- Encourage Ss to be creative, add more Suggested dialogue
information to make their dialogue more A: Do you like Music?
interesting B: Yes, I do
- Call some pairs to act out the dialogue in front A: Why do you like it?
of the class B: Because it’s interesting
- Make comments on Ss’ presentation, give
evaluation (marks) if necessary A: Do you like Math?
B: No, I don’t / Not really
A: Why?
B: Because it’s difficult.
A: So, what is your favorite subject?
B: It’s English.
- Add more subjects

- Work in groups
 Option 2: Survey Expected answers/Sample answers

- Ask Ss to list more subjects they know In my group, Lan likes Math and
- Have Ss work in groups to ask, answer about Music, but she doesn’t like Physics
the subjects they like or dislike and fill in the because it’s difficult.
survey paper: Minh likes P.E because he’s very
active.
Phong likes Math
….
In my group, the subject that has
the most students like is Math.
- Call some Ss to share their survey results with

the class
and they can aslo finish the listening task in the textbook.
b) Content: Listening to 2 students talking about school subjects, listening for gist and
detail
c) Products: Ss can produce the new language successfully and apply the useful
language to the listening task in everyday communication.
d) Competence: Collaboration, communication, critical thinking skills (guessing/
reasoning), presentation.
 Option 1: Follow the order of
activity: a, b, c
a. Listen to Adrian and Sarah talking
about school subjects. Who likes more - Look at the questions, underline key
school subjects? words
- Have Ss look at the questions and underline - Listen and answer the question
key words - Check answers
- Play the audio once. Have Ss listen and Answer key: Sarah
answer the question - Look and read
b. Now, listen and fill in the blanks - Listen and fill in the blanks.
- Have Ss look at the uncompleted sentences
in this task - Check answers
- Play the audio once. Have Ss listen and fill Answer keys
in the blanks 1. art 2. P.E
- Check answers as a whole class 3. geography 4. P.E
- Listen to the dialogue again and find

how the speakers pass their turn.
c. Conversation skill
- Have Ss listen to the audio again and pay - Give answers
attention to the sentences / phrases that the
speakers use to pass their turn
- Call Ss to give answers - Listen and take notes
- Give feedback, and provide more ways to
pass turn
How about you?
What about you? - Work in pairs
And you?
What do you think? - Act out the dialogue
…
- Ask Ss to use these sentences / phrases to
make up simple dialogues about school and
subjects
- Have Ss present
 Option 2: Follow a different order of

activities: c, a, b
* School subjects: P.E, I.T, music, geography, physics, literature, biology, math,
English, history, chemistry…
* Asking and answering about school subjects you like / don’t like:
Do you like…. (Name of subject)?
Yes, I do / No, I don’t
* Ways to pass your turn in speaking:
How about you?
What about you?
And you?
What do you think?
D. Homework (2’)
- Learn by heart the vocabulary about subjects
- Practice asking and answering about school subjects, using some phrases / sentences
to pass your turn
- Do exercises in Workbook: Lesson 1 - New words (page 8) and Listening (page 9)
- Prepare: Lesson 1 – Grammar (page 15 )
…………………………………………………………………………………………….
Date of preparing: ………………
Date of teaching: ………………
Period: 12
UNIT 2: SCHOOL
Lesson 1 - Grammar

I. OBJECTIVES
By the end of the lesson, Ss will be able to
1. Knowledge
- Use “and” or “or” for positive and negative statements.
- Use possessive pronouns.
- Ask and answer about favorite subjects.
2. Ability
- Improve speaking skills, listening skill.
3. Quality
- Love their school, identify their favorite subject(s) and even orient what they want to
do in the future, using the knowledge from the subject(s) they like.
B..LANGUAGE FOCUS.
* Vocabulary: Things around about movies
*Grammar: prepositions of time
Students’ aids: Student books, notebooks, workbooks
1. Ask Ss rearrange Students’ answers Observation

letters to make a Answer keys
meaningful word Peer correction
2.Ss look at the pictures Students’ speeches Observation
and then listen CD1 Listenning and give the
(track 19) and read the comment.
speech bubbles
3. Cicle the correct words Students’ answers Observation
Answer keys
A. Warm up: (5’)

a) Objective: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b) Content: introduction of connectives “and” to join nouns in positive sentence
and “or” to join nouns in negative sentence.
c) Product: Ss get general ideas about connectives: and, or

- Check attendance
Option 1: Game “SENTENCE
BUILDING” - Take part in the game
- Ask 5 Ss to volunteer to take part in the game,
let them stand in front of the class
- Give each S a piece of paper, each of which
contains a word. The Ss then have to change
their position in order to make the words in their
paper together bring a meaningful sentence
- Ask the whole class to help them if they have - Observe and help 5 volunteers if
an incorrect answer their answer is incorrect
Answers keys
- Check Ss’ answers, give feedback and lead to

the new lesson
 Option 2: CHATTING
- Ask Ss: Who likes English? - Raise hands (If he/she likes English)
- Ask Ss another question: Who likes Music? - Raise hands (If he/she likes Music)
- Point to the S who raises his / her hand for
both questions, then make a sample sentence,
like:
Minh likes English and Music/Hoa likes English
and Music - Raise hands (If he/she doesn’t like
- Follow the same steps with the negative idea: black)
Who doesn’t like black? - Raise hands (If he/she doesn’t like
Who doesn’t like yellow? yellow)
-Then, make another sample sentence, example:
Lan doesn’t like black or yellow. - Listen
- Ask Ss to pay attention to the words that
teacher uses to connect 2 nouns in the two
sample sentences

 Activities 1: Grammar: Connectives: “and” and “or” (15’)
a) Objective: Ss know how to use “and” and “or” to join nouns in a positive and
negative statement.
b) Content:
- The usage of “and”, “or”
- The practice of speaking and writing
c) Products: Ss can use “and”, “or” to join nouns in everyday communication.
d) Competence: Communication, collaboration, presentation
c. Write sentences, using the prompts
 Option 1:
- From the warm-up activity, T explains
more about how to use “and”, “or” to join - Listen
nouns in a statement. - Work individually.
- Ask Ss to do the exercise individually - Write on the board
- Call Ss to write answers on the board - Comment
- Have other Ss make comments on their Answer keys
friends’ answers 1. I like history, I.T and physics.
- Check and correct Ss’ answers if 2. I don’t like art or music.
necessary 3. I like literature and biology.
- Ask Ss to use the comma if there are 4. I don’t like P.E, geography or physics.
more than 2 nouns in a sentence 5. I like music, literature, and art.
 Option 2: - Work in groups

- Ask Ss to work in groups to write
sentences on the extra board, using the - Hang the extra board, listen and correct
prompts given in the book mistakes
- Ask Ss to hang their extra board on the
big board in front of the class, check,
correct Ss’ answers
d. Now, with a partner, say what

subjects you like and don’t like - Read the sentences in task c
- From task c, T can have Ss read the
sentences in the task again, then ask them
to make their own sentences
- Call Ss to present their answers
- Do what the teacher requests
 Option 2:
- T can let Ss do this speaking activity at
the end of the lesson; they can use all the
knowledge from the lesson to make up
their dialogue
 Activity 2: Grammar: Possessive pronouns: mine and yours (19’)
a) Objective: Ss can make questions or answer the questions to develop a conversation.
b) Content: Listening and repeating; doing multiple choice exercise
c) Products: Ss can apply the use of “mine” and “yours” to everyday communication.
d) Competence: Collaboration, listening, communication, creativity.
- Let Ss look at a sample dialogue:
A: What’s your favorite subject?
B: My favorite subject is Biology. What’s - Look and read
your favorite subject?
A: My favorite subject is Art.
B: Oh, I don’t like Art.
- Ask 2 Ss to read this dialogue - Make comments on the dialogue, pay
- Ask Ss to make comments on the words attention to the words that are used
used in the dialogue (hint: the words that are many times.
used repeatedly)
- Play the audio once. Ask Ss to listen and - Listen and repeat
notice how they replace the repeated words,
then repeat the sentences
- Explain more about “mine” and yours”: - Listen and take notes
We use “mine” and “yours” so we don’t say
the same words again. It makes the sentence
shorter and more coherent
mine = my + noun
yours = your + noun
b. Circle the correct words - Work in pairs

 Option 1: - Read the answers aloud
- Have Ss do the task in pairs Answer keys
- Call Ss to read their answers 2. yours 3. Mine 4.
- Give feedback and correct Ss’ answers if yours
necessary 5. Mine 6. Mine
- Make sentences (Ss can write them

- Ask Ss to make more sentences, using in notebooks)
“mine” and “yours” - Read or write
- Have Ss read their answers or write on the
board
- Give feedback, if Ss’ answers are good,
give them evaluation by giving extra marks
- Take part in the game
 Option 2: Game: “LUCKY
NUMBER”
- Design game “Lucky number”, let Ss time
to prepare, then answer the questions
randomly by choosing number
- Make sentences
- Read or write
Suggested answer keys
- Ask Ss to make more sentences, using (Up to the questions designed by each
“mine” and “yours” teacher)
- Have Ss read their answers or write on the
board
* Connectives: “and”: join 2 or more nouns in a positive statement; “or”: join 2 or
more nouns in a negative statement.
* Asking and answering about school subjects you like:
What subjects do you like?
What’s your favorite subject?
Which subject do you like best?
* Possessive pronouns: Mine and yours (in order not to repeat the words that go
before, example: My favorite subject is English. What’s yours? – Mine’s Music.)
D. Homework (2’)
- Make 2 sentences, using “and” or “or” for positive and negative statements.
- Practice asking and answering about school subjects you like and don’t like, using
possessive pronouns
- Do exercises in Workbook: Lesson 1 - Grammar (page 9) and Writing (page 9)
- Prepare: Lesson 1 – Pronunciation and Speaking (page 16 – SB)
…………………………………………………………………………………………
Period: 13
UNIT 2: SCHOOL
Lesson 1 – Pronunciation, practice and speaking

I. OBJECTIVES
1. Knowledge
- Use intonation for lists.
- Ask and answer about favorite subjects.
- Conduct a survey about school subjects.
2. Ability
3. Quality
- Love their school, identify their favorite subject(s) and even orient themselves toward
what they want to do in the future, using the knowledge from the subject(s) they like.
II.Language focus.
* Vocabulary: Review subject names
* Grammar:

lesson.
3. Read the question with Student’s write Observation
STAGE 3: TEACHING PROCEDDUREII.
A. Warm up: (5’)
b) Content: Revision of vocabulary about school subjects.
c) Product: Ss remember school subjects and use them in other speaking
activities.
d) Competence: Collaboration, observation, critical thinking skill.

- Check attendance
Option 1: Game “WORD SQUARE”
- Design game “Word Square”, ask Ss to look
and find names of the subjects they have learnt - Take part in the game as a whole
as many as possible. Words can be put in class
horizontal, vertical or diagonal line
- Show word square on the screen or give out
handouts to Ss Answers keys
- Give a small gift to each S who can find a
correct word - List
- Think and give answers

a) Objective: Ss know how to use intonation when listing things.
b) Content:
- Recognizing the intonation for lists
- Listening and check, find mistakes
- Practicing
c) Products: Ss can use intonation correctly to improve their speaking skill.
d) Competence: Communication, collaboration, listening, presenting
intonation
intonation of the list they’ve just listened to - Listen
- Give feedback, explain the pronunciation
feature: intonation for lists goes up, up, then
down. We use down intonation for the last word - Listen again and repeat
in the list
with the correct intonation - Give answers
- Play the recording, have Ss listen and cross out
the option that doesn’t use the correct intonation - Listen again and check
- Play the recording again and check answers as - Work in pairs
a whole class
- Then have Ss practice saying the sentences - Present
encourage Ss to use their own idea
a) Objective: Ss can ask and answer questions about the subjects they like or don’t like
b) Content: Expressing “like” or “don’t like” by using icon or, then speak
c) Products: Ss can express what they like/ don’t like in communication.
a. Circle or . Ask and answer. Swap
the roles and repeat
 Option 1: - Listen
answering with a student - Work in pairs
- Have Ss work in pairs, circle or
- Have pairs ask and answer, using the - Present
pictures
front of the class
 Option 2: (for class with better
students) - Listen
- Have Ss work in pairs, circle or
- Have pairs ask and answer, using the
pictures, Ss can ask and answer 2 questions:
What subjects don’t you like?
- Remind Ss to use “and” or “or” to join the - Present
nouns (they learnt about them last period)
- Have some pairs demonstrate the activity in - Listen
front of the class
b. Practice with your own ideas
- Have pairs practice the conversation with - Present
their own ideas, then swap roles
- Call some pairs to demonstrate the activity
in front of the class
a) Objective: Ss can conduct a survey about school subjects.
b) Content: Asking questions, then filling in the survey
c) Products: Ss can know how to conduct a small survey and use target language learnt
in communication.
d) Competence: Collaboration, communication, public speaking.
a. Do a survey about school subjects. Fill
in the survey for yourself. Ask 3 friends
about school subjects and draw faces in
the table
- Have Ss fill in the survey for themselves - Fill in the survey for themselves
answering with a student, example: - Observe and listen
T: Do you like Math?
S: Yes, I like it. ( )
T: Do you like P.E?
S: It’s ok. (😐)

T: Do you like History?
S: I don’t like it. ( ) - Work in groups
- Ask Ss to work in groups of 4 and draw
faces in the table - Ask, answer, complete the survey
- Have Ss take turns asking and answering
the questions, then complete the survey
- Observe, give help if necessary
b. Which three subjects are the most
popular in your group? - Work in groups
- Have Ss look at their answers and decide
which three subjects are the most popular in - Present
their group
- Ask Ss to send a representative in their
group to share their findings with the class,
ask Ss to remember to use intonation for
their list
* Intonation: Intonation for lists goes up, up, then down.
* Asking and answering about school subjects you like / don’t like
What subjects don’t you like?
* Asking and answering about school subjects:
Asking: Do you like + name of subject?
Answering: I like it. ( ) / It’s ok (😐) / I don’t like it. ( )

D. Homework (2’)
- Practice using intonation for lists
- Review subject names
- Prepare: Lesson 2 – New Words and Reading (page 17 – SB)
…………………………………………………………………………………………
Date of preparing: ……………
Period: 14
UNIT 2: SCHOOL

I. OBJECTIVES
1. Knowledge
- Know more vocabulary about school activities.
- Talk about school activities.
- Read for comprehension.
2. Ability
3. Quality
- Love their school, take part in school activities, school clubs and be more active.
II..LANGUAGE FOCUS.
*Vocabulary: indoor activities, outdoor activities, act, sign up, drama club
*Grammar: the Present Simple

1. talk about school Student’s answer Observation

activities
2.Look at the underline Students’ answers Observation
words and guess Questions and answers
vocabulary in each Ss’ paper
sentences, then listen to
the track and circle them.
track 22 and repeat Students’talk Students’ interaction
4. Reading . Read the Students’ answers Observation
school newsletter and Questions and answer
answers the questions

A. Warm up: (5’)
b) Content: introduction of indoor activities and outdoor activities / school clubs
c) Product: Ss know what indoor activity is and what outdoor activity is.
d) Competence: teamwork, critical thinking, communication

- Check attendance
Option 1:
- Show pictures on the screen, have Ss give - Look and give answers
name of the activity in each picture
Answer keys
Expected answers: People can play
- Ask Ss: Where can people do these activities? football outside, but they have to play
- Give feedback and lead to the new lesson games inside …
 Option 2:
- Divide class into 4 groups - Form groups
- Ask Ss to list as many as possible school clubs - Work in groups
they know Ss can write on the extra board
- Have Ss hang their extra boards on the big - Hang the extra boards
board - Look and check together with the
- Check the accuracy, spelling, give mark to teacher
each group Suggested answers: sport club,
- The group which has the most correct answers chess club, art club, music club, life-
will be the winner skill club, English club…
- Give a round of applause or a small gift to the
winner - Listen
 Lead to the new lesson: School activity and
school clubs

 Activities 1: New words (17’)
a) Objective: Ss know more vocabularies about school activities
b) Content:
- Definition of some vocabularies about school activities
- Adding more activities
d) Competence: communication, collaboration, presentation, listening, analytical skill.
a. Circle the definitions for the underlined
words. Listen and repeat
 Option 1:
in the book - Read and choose the correct answers
- Have Ss read the sentences and circle the - Work in pairs
correct definition
answers with their partners - Listen and repeat
- Check answers as a whole class - Read
- Play the audio (CD1 – Track 22) for Ss to Answer keys
listen and repeat 2.b 3.a 4.b 5.b
- Call some Ss to read the words / phrases 6.a
again, correct their pronunciation and stress
- Have Ss sit in groups to match words with
pictures - Work in groups
- Call Ss to give answers - Give answers, guess the meaning of
words/phrases through the pictures
Answer keys
1D 2E 3A 4B 5C
- Have Ss do the task individually (circle the

correct definition for the underlines words)
- Check answers as a whole class - Work individually
listen and repeat - Give answers
- Call some Ss to read the words/phrases
again, correct their pronunciation and stress - Listen and repeat.
b. Draw the table. Add any activities you - Read the words/phrases
can think of to the correct column
- Have Ss draw the table in their notebooks
and add new words form task a. to the table
- Have Ss work in pairs to add any activities
they can think of to the correct column of the - Work individually
table
- Remind Ss to use the phrases in the Warm- - Work in pairs
up activity.
- Call some pairs to share their ideas with the
class - Present
- Make comments on Ss’ presentation, give Suggested answers
evaluation (marks) if necessary

a) Objective: Ss can develop their reading comprehension skills, practice scanning skill
b) Content: Reading a school newsletter and answering the questions that follow.
c) Products: Ss improve their reading skills esp. read for specific information.
d) Competence: Collaboration, communication, synthesizing skill
Read the school newsletter and answer the
questions - Read
 Option 1:
- Have Ss read the newsletter individually - Answer the questions
- Read the newsletter as a whole class - Write answers
- Call Ss to write answers on the board - Work in pairs
-Ask Ss to practice in pairs – asking and 1. (the) Soccer club
answering the questions 2. (the) Board Games club
- Call some pairs to present 3. (the) Book Club
4. (the) Arts and Crafts club
- Read individually
 Option 2: Suggested keywords
- Have Ss read the questions first, then 1. Tuesday
underline the key word(s) that can help them 2. sign up/notice board
find the answers quickly and accurately 3. take something
4. money
- Have Ss read the newsletter and answer the - Read and give answers, focus on the
questions, underline or highlight the clues of key words
their answers
- Call Ss to write answers on the board - Write answers
- Check, give feedback - Listen, then write in notebooks
*Extra activity:
- Ask Ss some more comprehension - Listen, read the newsletter again and
questions: give answers (in pairs or individually
– it depends)
1. Which club is outdoor activity? And Answer keys
which ones are indoor activities? 1. Outdoor: (the) Soccer club
2.Which club is on Thursday? Indoor: (the) Board Games club,
3. In the Book club, what do you need to (the) Book Club and (the) Arts and
bring to the library at 4pm on Wednesday? Crafts club
4.How much money do we need to pay for 2. (the) Tennis club
materials per term? 3. the own copy of “The Secret
Garden”
- Call Ss to give answers 4. $20
- Answer
* Vocabulary about school activities: indoor activities, outdoor activities, drama club,
sign up, arts and crafts, act
* Some popular indoor activities (cooking, playing games, working from home …)
and outdoor activities (playing outside sports, camping, biking…)
D. Homework (2’)
- Learn by heart the vocabulary about school activities.
- Make 6 sentences of the 6 words / phrases Ss have learnt in this lesson
- Do exercises in Workbook: Lesson 2 - New words – Part a and b (page 10)
- Prepare: Lesson 2 – Grammar (page 18 – SB)
…………………………………………………………………………………….
Date of preparing:…………
Period: 15
UNIT 2: SCHOOL
Lesson 2 - Grammar

I. OBJECTIVES
1. Knowledge
- Use “like + V-ing” to talk about hobbies and interests.
- Write V-ing with correct spelling.
- Ask and answer about the school activities they like or don’t like.
2. Ability
- Improve speaking skill, listening skill.
3. Quality
- Love their school, have their favorite school activities to join in.
II..LANGUAGE FOCUS.
* Vocabulary: Revision of vocabulary about school, .
*Grammar: of “like + V-ing”
III. INSTRUCTIONAL RESOURCES:
Computer, Board, Powerpoint; CD2 (Track 23), Speaker
1. Filling in the blanks, using Students’ answers Observation

like + V-ing in the box. Answer keys
Peer correction
2.Using the prompts to write Students’ speeches Observation
sentences Listenning and give
the comment.
3. Ask Ss to pay attention to Students’ answers Observation
way to show possession Answer keys

A. Warm up: (5’)
b) Content: Introduction of “like + V-ing”
c) Product: Ss get to have general ideas about like +gerund
d) Competence: Collaboration, communication, responding, creativity.

- Check attendance
Option 1:
- Let Ss listen to a recording about hobbies and - Listen and repeat
interests, then repeat
- Link from YouTube (T doesn’t need to play full
clip, just a minute with some sentences):
https://www.youtube.com/watch?
v=N1o4oOXLOZc
- Ask Ss to pay attention to the kind of verb they

use after “like”
 Lead to the new lesson - Listen
 Option 2: CHATTING
- Ask Ss: - Do you like reading books?
- Do you like playing soccer?
- Do you like listening to music? - Answer
- Do you like watching TV?
Lead to the new lesson: “like + V-ing”

 Activities 1: Grammar: Like + V-ing (17’)
a) Objective: Ss know how to use “like + V-ing” to talk about hobbies and interests
and they can use the correct spelling of the V-ing form in writing.
b) Content:
- Listening and repeating.
- Writing the verbs with -ing form.
c) Products: Ss can use “like + V-ing” in everyday communication.
d) Competence: Communication, collaboration, creativity.
- Play the audio (CD1 – Track 23), ask Ss to - Listen and read
- Play the audio and have Ss listen and repeat - Listen and repeat
*Grammar box:
- Ask Ss to make comments on the verb form - Comment
after “like” in the recording
- Lead to the grammar table and explain the - Listen and take notes
usage of “like + V-ing”
- Ask Ss to pay attention to different forms of

the -ing form spelling
- Look, read
- Have Ss give more examples of:

 -ing after consonant + e
 -ng after consonant +vowel +
consonant - Give examples
Suggested answers
 -ing after consonant + e:
taketaking; givegiving;
b. Rewrite the verbs, using -ing comecoming
 Option 1:  -ng after consonant +vowel +
- Use the example to demonstrate this activity consonant: putputting, sitsitting;
- Have Ss add -ing to the verbs to make the - beginbeginning
ing form (individually)
- Have pairs check each other’s work - Look, listen
- Have Ss share their answers with the class
by writing down on the board - Work individually
- Check Ss’ answers, correct if necessary - Work in pairs
- Write on the board

Answer keys
 Option 2: 1. singing 2. drawing 3. cutting
- Use the example to demonstrate this 4. reading 5. dancing
activity. 6. getting 7. acting
- Have Ss and -ing to the verbs to make the -
ing form (individually)
- Have pairs check each other’s work - Work individually
- Have Ss share their answers with the class
by taking part in the game: Lucky number - Work in pairs
- Give answers by choosing number,
read the answer, then write on the
board

necessary Suggested answer keys
(Upon the questions designed by each
c. Fill in the blanks teacher)
- Let Ss work individually to fill in the blanks
answers
- Work individually
- Work in pairs
- Give answers (read, then write on
notebooks)
Answer keys
2. doing outdoor activity
3. playing tennis 4.
swimming
b) Content: practicing the conservation in the textbook, then making up a similar
dialogue.
c) Products: Ss can apply the use of “like + V-ing” to daily communication.
d) Competence: Collaboration, creativity, communication, presentation
d. Practice the conversation with your
partner - Practice in pairs
- Let Ss work in pairs to practice the
conversation with a partner - Listen
- Remind Ss to use correct response to each
of the question:
Like: Yes, I do / Yes, I like it
Don’t like: No, I don’t / I don’t like it / - Act out the dialogue
No, not really
- Call some pairs to demonstrate the activity
*Extra speaking activity - Practice in pairs
students) - Listen
- Have Ss use the sample dialogue in task c. - Act out the dialogue
and make up a similar dialogue; then make a Suggested conversation
conversation with their own ideas, encourage A: There’s a music club. Do you like
Ss to be creative playing musical instruments?
- Go round and give help if necessary B: No, I don’t
- Call some pairs to share their conversation A: Do you like doing outdoor
in front of the class activities?
- Give feedback and evaluation B: Yes, I do. I like doing sports.
A: Do you like playing soccer?
B: No, not really.
A: Do you like playing badminton?
B: Yes, I like it very much.
A: OK. So, we can sign up for the
 Option 2 badminton club.
- Deliver handouts, have Ss use the phrases
and pictures in the handout to make a Expected answers
complete conversation, then practice reading
it in pairs

- Have some pairs present in front of the
class
* “Like + V-ing”: talk about things we like to do often
* V-ing spelling:
After consonant + e remove “e” and replace with “ing”
After consonant + vowel +consonant (for 1 syllable verb)double the final
consonant and add “ing”
Words ending with w, x, y do NOT double the final consonant
D. Homework (2’)
- Make 2 sentences, using “like + V-ing”
- Practice asking and answering about hobbies and interests, using “like + V-ing”
- Do exercises in WB: Lesson 2 - Grammar (page 11)
……………………………………………………………………………………..
Period: 16
UNIT 2: SCHOOL
Lesson 2 - Pronunciation and Speaking

I. OBJECTIVES
1. Knowledge
- use intonation for positive and negative answers.
- ask and answer about school clubs.
2. Ability
- improve speaking skills.
3. Quality
- love their school and take part in school activities.
lesson.
A. Warm up: (5’)
b) Content: Introduction of school clubs
c) Product: Ss know more school clubs and think about which is (are) suitable
for them to sign up.
d) Competence: Collaboration, observation, critical thinking.

- Check attendance
Option 1: School clubs
- Show pictures and ask Ss to look at the - Close books
pictures (symbols) to guess the names of the - Look, give names of clubs
clubs
- Have Ss give answers, call other Ss to give
other answers if the first one is incorrect
Answers keys
- Ask Ss to list more school clubs they know

- Share more school clubs with the
 Option 2: “KIM’S GAME” class
- Show a clip, or a picture with a lot of school
clubs - Close books
- Have Ss observe, remember as many school - Look and remember
clubs as they can in about 1 minute
Answers keys
1. music club 2. I.T club
3. art club 4. science club
5. book club 6. arts and
crafts club
7. cooking club 8. language club
9. dance club 10. drama club
- Call Ss to say what school clubs they can
remember
- Check, give feedback
- Give answers (Say or write)
- Listen

a) Objective: Ss know how to use intonation for positive and negative answers.
b) Content:
- Introduction of intonation for positive and negative answers
- Listening and focusing the intonation, finding and correcting mistakes
- Practicing intonation
c) Products: Ss can use right intonation to improve their speaking skill.
a + b. Listen to the sentences and focus on
how the intonation goes up or down
intonation of the positive and negative answers - Listen
they’ve just listened to
feature: intonation for positive answers goes - Listen again and repeat
up, for negative answers goes down
feature - Listen and cross out
c + d. Listen and cross out the one with the
with the correct intonation to a partner - Give answers
- Play the recording, have Ss listen and cross
out the option that doesn’t use the correct - Listen again and check
intonation
as a whole class - Present
then encourage Ss to use their own sentences
a) Objective: Ss can ask and answer questions about the school clubs they like or don’t
like to sign up for.
b) Content: asking and answering about book club, IT club and other clubs.
c) Products: Ss can practice the target language learnt in communication.
d) Competence: Collaboration, communication, creativity, public speaking
a. Practice the conversation. Swap the roles
and repeat. (controlling practice)
 Option 1:
play with a student
- Have pairs practice the conversation - Work in pairs
- Have pairs swap roles and repeat-using the
ideas on the right
- Have some pairs demonstrate the activity in - Act out the conversation
front of the class
students)
- Then give Ss an extra activity: Practice the in pairs
conversation in the textbook; however, they
try to remember the conversation content
encourage Ss to present as naturally as - Listen
possible
b. Practice with your own ideas. (Free
practice)
- Go round, observe Ss’ work and give help if
necessary
- Call some pairs to demonstrate the activity in
front of the class

a) Objective: Ss can discuss and decide on a club to join
b) Content: asking and answering questions about activities in school clubs
c) Products: Ss can use the target language learnt in communication.
d) Competence: Collaboration, communication, creativity, persuasion
a. You want to sign up for some clubs for
next year. Find out what activities your
partner likes doing and then decide on one
club to join together
 Option 1: - 1 S practices role-play with the
play with a student
- Remind Ss to use the structure: Like + V-ing - Work in pairs
and some structures of making suggestions
- Have Ss work in pairs, take turns suggesting
two activities for their friends to join next
year, let Ss try to be creative
- Have Ss decide on a club they can join - Decide
together - Act out the role-play
- Have some pairs demonstrate their role-play Suggested conversation
in front of the class T: Which club do you want to sing up
for next year?
S: I don’t know.
T: Let’s join a cooking club? Do
 Option 2: (for class with many low- you like preparing food?
level students) S: Hmm. It’s ok. But I want to try
- Follow the same steps as option 1. However, another club.
before Ss work in pairs, T gives them some T: There’re also many other clubs
suggested activities in some school clubs in our school such as book club, arts
Suggested activities and craft club, science club and even
dancing club. Which one do you like?
S: Oh, I like making things by
hand.
T: Oh, me too. Why don’t we sign
up for an arts and crafts club?
S: Yes, good idea.
- T go round and give help if necessary
b. Join another pair. Which club do most
people want to join?
- Have Ss join another pair and discuss which
club most people want to join
- Ask Ss to share their findings with the class
- Work in another pair
- Present
* Intonation: Intonation for positive answers goes up, for negative answers goes down.
* Asking and answering about school clubs you like to sign up for: Which club do
you want to sign up for?
* Giving suggestions
How about / What about + V-ing / noun
Why don’t we + V bare infinitive
Let’s + V bare infinitive
D. Homework (2’)
- Practice using intonation for positive and negative answers
- Review school names and their activities.
- Make 2 sentences for each structure of giving suggestions
- Prepare: Lesson 3 – New Words and Listening (page 20 – SB)
……………………………………………………………………………………………
Date of preparing:……………
Period: 17
UNIT 2: SCHOOL

I. OBJECTIVES
By the end of the lesson, Ss will be able to...
1. Knowledge
- Know more vocabularies used in book reviews.
- Talk about different kinds of books.
- Use some useful languages to talk about their favorite book.
2. Ability
- improve the use of English, speaking and listening skills.
3. Quality
- Love their school, love reading books, love English and literaturee.
II..LANGUAGE FOCUS.
*Vocabulary: author, fantasy, novel, mystery, novel,adventure
*Grammar: the Present Simple with Wh – questions

1. talk about different Student’s answer Observation

kinds of books
them.
the words
4. listeing . listen to some Students’ answers Observation
students talking about Questions and answer
books circle their favorite
kind of book

A. Warm up: (5’)
and short activities as well as to engage them in the steps that followed.
b) Content: Introduction of 3 books: Peter Pan, The Secret of the Old Clock and
My Side of the Mountain
c) Product: Ss have general ideas about the books they are going to talk about in
the lesson.
d) Competence: Collaboration, critical thinking
- Check attendance
Option 1:
- Show a trailer of one of the three films: Peter Pan, - Watch and guess what they are
The Secret of the Old Clock or My Side of the going to study in this lesson
Mountain. These films were made from the famous
books with the same name
- Link:
Peter Pan: https://www.youtube.com/watch?
v=SyYESEvDNIg
The Secret of the Old Clock:
https://www.youtube.com/watch?v=uR57KXwedhg
My Side of the Mountain:
https://www.youtube.com/watch?v=I7xFu0xU5Rc
- Show 3 pictures and have Ss match them with the - Look and match
names given Answer keys

- Check Ss’ answers, then introduce the three
books: Peter Pan, The Secret of the Old Clock and
My Side of the Mountain - Listen
-  Lead to the new lesson

a) Objective: Ss know more vocabularies used in book reviews and they can use new
vocabularies to talk about the story they like to read.
b) Content:
- reading and matching bold words with definition
- talking about the story they like to read
d) Competence: Communication, collaboration, presentation, listening, creativity
a. Read the text and match the underlined
words with the definition. Listen and
repeat
 Option 1: - Look and listen
- Demonstrate the activity, using the example - Read and match
in the book
- Have Ss read the text and match the - Work in pairs
underlined words with the definitions
- Explain more about the meaning of the new - Listen and repeat
words if necessary
- Play the audio (CD1 – Track 26) for Ss to - Read
listen and repeat Answer keys
- Call some Ss to read the words / phrases 2. adventure 3. novel
again, correct their pronunciation and stress 4. author 5. mystery
 Option 2: (for class with low-level - Read

students)
- Demonstrate the activity, using the example - Read and match
in the book - Underline key words
- Have Ss read 5 sentences first, help them
with difficult and strange words - Give answers
- Then have Ss read the text and match the - Listen
underlined words with the definitions. Guide
Ss to find key words to help them find - Read
answers quickly and correctly Answer keys
- Call Ss to give answers, check 2. adventure (key words: new place,
- Play the audio (CD1 – Track 26) for Ss to away from New York to live in a
listen and repeat mountain)
- Call some Ss to read the words / phrases 3. novel (key words: people, events)
again, correct their pronunciation and stress 4. author (key words: the name: J.M.
Barrie)
5. mystery (key words: secret)
- Work in pairs
b. Talk to your partner: Which story - Give answers
would you like to read? Expected answers
- Have Ss work in pairs - Which story would you like to read?
- Have Ss share their ideas with the class - I’d like to read The Secret of the Old
Clock. I like mystery story. / I’d like to
read My Side of the Mountain. I like
adventure story.
b) Content: listening to some students talking about books.
c) Products: Ss can listen main ideas and specific information about books.
d) Competence: Collaboration, communication, listening, analytical and synthesizing
skills.
a. Listen to some students talking about
books. Circle their favorite kind of book
- Have Ss look at the request of the task
- Play audio (CD1 – Track 27) - Read
- Have Ss listen and circle the speaker’s
favorite kind of book - Listen and circle
- Check answers as a whole class - Give answers
Answer keys
1. mystery
2. adventure
b. Listen and fill in the blanks
- Have Ss read the sentences in the task - Read
- Have guess the possible words to be filled
in – paying attention to the part of speech of
the words in blanks (noun or adjective)
- Play audio (CD1 – Track 27)
- Have Ss listen and fill in the blanks - Listen and fill in the blanks
- Call Ss to write answers on the board - Write answers
1. author
2. interesting
3. exciting
4. author
b) Content: Structures to ask and answer about favorite books.
c) Products: Ss produce the new language successfully.
d) Competence: Collaboration, communication, public speaking.
 Option 1: - Look
- Have Ss look at the Useful Language box
- Play audio (CD1 – Track 28) - Practice in pairs
- Have Ss practice the useful language
- Call Ss to demonstrate the dialogue in front of
the class
- Have Ss practice the conversation, using other
vocabularies from “New words”, and their own - Act out the dialogue
ideas
- Call some pairs to present, give feedback and
evaluation - Work in pairs
 Option 2: (for class with low-level

students)
- Have Ss practice the useful language in pairs, - Practice
then use their own ideas about books to make a - Write answers
conversation
- Give Ss some cues about books for their free
practice
- Call some pairs to present, give feedback and

evaluation
* Vocabulary about books: novel, adventure, author, mystery, fantasy
* Some useful languages:
What’s your favorite book? – I like …
What kind of book is it? – It’s …
Who’s the author? – It’s by …
Why do you like it? – I think it’s very …
D. Homework (2’)
- Learn by heart the new vocabularies
- Ask and answer about your favorite book.
- Do exercises in Workbook: Lesson 3 - New words – Listening (page 12)
- Prepare: Lesson 3 – Reading, Speaking and Writing (page 21 – SB)
Date of preparing: …………………

Date of teaching: …………………
Period: 18
UNIT 2: SCHOOL

I. OBJECTIVES
1. Knowledge
- Read a book review about a Vietnamese book.
- Talk about favorite book.
- Write a book review.
2. Ability
3. Quality
- Love reading books.
II..LANGUAGE FOCUS.
*Vocabulary: peaceful, beautiful, should .
*Grammar:
any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts

1 Ask Ss to read a book review Students’ answers Observation

about a Vietnamese book. Pronuciation
2. Read the book review “and Students’answers Observation

circle “True” or “False” Answer keys
3.Talk about kinds of books Students’answers Observation

you like and don't like using Answer keys
the adjectives
4. Reading a blog and answer Students’ answers Observation

the questions Answer keys

A. Warm up: (5’)
a) Objective: to introduce the new lesson and set the scene for Ss to learn the
new language; to get students' attention at the beginning of the class by means of
b) Content: introduction of the film / the book “Yellow Flowers on the Green
Grass”
c) Product: Ss have a general idea about the book they are going to read review
in the lesson
d) Competence: Collaboration, synthesizing skill.

- Check attendance
Option 1:
- Show the trailer of the film “Yellow Flowers - Watch
on the Green Grass”, then introduce something
about the film. (It was produced basing on the
novel “Yellow Flowers on the Green Grass” by
Nguyen Nhat Anh. The book is loved by many
people, especially teenagers)
Link:
https://www.youtube.com/)watch?v=wmjiCP6R-
7I
- Listen
Lead to the new lesson.

 Option 2:
- Ask Ss whether they’ve read about the book
“Yellow Flowers on the Green Grass” - Look and listen
- Show the book on the screen or bring the book
to class to introduce it to Ss - Look and give answers
- Have Ss close books, give some multiple- Answer keys
choice questions to check how much Ss know
about this book
- Listen
- Give a small gift or a big applause for Ss who
can give the right answers
Lead to the new lesson
a) Objective: Ss read and understand what a book review is.
b) Content:
- reading the book review “Yellow Flowers on the Green Grass” and circle True or
False.
c) Products: Ss can recognize the correct and incorrect information in reading
comprehension as well as some general ideas about a Vietnamese famous literature
work.
d) Competence: Collaboration, communication, analytical and synthesizing skills.
Read the book review “and circle “True”
or “False”
 Option 1: - Read in silence
- Have Ss read the text individually - Read in front of the class
- Have some Ss read the text aloud
- Demonstrate the activity by using the - Do the task
example - Check and correct mistake
- Have Ss read the sentences and circle
“True” or “False” Answer keys
- Check answers as a whole class 2.F 3.F 4.F 5.T
 Option 2: 6.T
- Have Ss read the sentences first, find and
underline key words (important words that - Work individually
help Ss find answers quicky and correctly)
- Have Ss work in pairs to read and do the
task - Work in pairs
- Call Ss to give answers, show key words or - Give answers, explain
explain how they can find the answers Answer keys
- Have Ss correct the false one(s) 2. F (The writer thinks the book is
- Check answers as a whole class interesting.)
- Give feedback 3. F (The story is about the boys as they
grow up)
4. F (In the story, Tường lives in a
village.
5. T
6. T
 Activity 2: Speaking: Book Lover (10’)
a) Objective: Ss can talk about their favorite book.
b) Content: role- playing a conversation about favorite book(s).
c) Products: Ss produce the language successfully, and they can talk about the book
they like using the language learnt in the unit.
a. Role play the conversation in the box,
then swap roles and do the same with the
other books
 Option 1: - Observe and listen
- Demonstrate the activity by practicing the
role play with a student - Work in pairs
- Have Ss practice the conversation in pairs - Work in pairs
- Have Ss swap the roles and continue with
the other books - Present
front of the class
 Option 2:
- Follow the same steps as option 1 - Read
- Give Ss more structures used in their - Work in pairs
conversation, show on the screen or use
handouts
A: What’s your favorite book? / Which book
do you like best?
B: I like … / I love … / My favorite book is
…
A: What kind / type / sort of book is it?
B: It’s …
A: Who’s the author? / Who writes that
book? - Listen, write in notebooks
B: It’s by …
A: Why do you like it?
B: I think it’s … / Because it’s … - Work in pairs
- Give Ss more adjectives to express why
they like the book: interesting, funny, - Present
fantastic, adventurous, fascinating, thrilling,
moving
b. Now try with books that you know
- Have Ss practice the role-play with other
books they know
- Have some Ss share their ideas with the
class
a) Objective: Ss can write a book review.
b) Content: reading the writing tips, answering the questions, and writing.
c) Products: Ss can use what they have learnt to produce the language successfully.
d) Competence: Collaboration, communication, critical thinking, creativity.
a. Read the writing tips and answer the
questions - Look
- Focus on the Writing Tip box - Listen
- Explain when to use capital letters - Work in pairs
- Have Ss read the Writing Tip and the
questions - Give answers
- Have some Ss share their ideas with the - Present
class
b. Use your answers in Task a. to write a
book review Use the Reading to help you.
Write 40 to 50 words - Work individually
 Option 1: - Write
- Have Ss use their answers in Task a. and
the Reading to write a book review in their
notebooks
- Have some Ss write their paragraph on the
board
- Check, correct Ss’ mistakes and give
evaluation
- Have Ss use their answers in Task a. and
the Reading to write a book review
- Remind Ss the outline / content of a book - Listen, write in notebooks
review:
Name of the book
Type of the book
Author
Reasons for choosing the book
Recommendation
- Have Ss work in groups to choose a book
and write in extra board
- Have groups hang their extra board on the
big board
- Check, correct Ss’ mistakes and give
evaluation
- Ask Ss to finish the writing in their
notebooks
* Talk / write about a book review:
Name of the book
Type of the book
Author
Reasons for choosing the book
Recommendation
D. Homework (2’)
- Finish the writing part
- Read more books for children
- Do exercises in Workbook: Lesson 2 – Reading and Writing (page 13)
- Prepare: Unit 2 - Review (page 88 – SB)
……………………………………………………………………………….
Period: 19+20
UNIT 2: SCHOOL
REVIEW

I. OBJECTIVES
1. Knowledge
- Review school subjects and school activities.
- Review famous books.
- Review the use of English: connectors (and, or), preposition, possessive pronouns, like
+ V-ing and pronunciation.
2. Ability
- Improve the listening, reading, speaking and writing skills.
3. Quality
- Review the previous lessons and be well-prepared for any assessment.
II.LANGUAGE FOCUS.
*Vocabulary: - Review school subjects and school activities..
*Grammar: preposition, possessive pronouns, like + V-ing and pronunciation.
projector/interactive whiteboard/TV, computer, zoom, power point.

products
lesson.
2. match the words with Student’s match Observation
the descriptions. Question & answers.
3.write the correct words. Student’s write Observation
words.
A. Warm up: (5’)
target language; get students' attention at the beginning of the class by means of
b) Content: Revision of learnt vocabulary
c) Product: Ss are ready for the new lesson
d) Competence: Collaboration, critical thinking

- Check attendance
Option 1: Network of words
- Write the key word “subjects” and ask Ss to - Give answers
give subject names as many as possible Possible answers
Subjects: Math, Physics, Chemistry,
Literature, History, Geography, Civic
- Lead to the new lesson Education, P.E, Technology, Music,
English …
 Option 2: Leave Me Out
- Give 5-7 words with an unnecessary letter in - Look and give answers
each word. Answer Keys
- Have Ss leave the unnecessary letter out to
make a right English word
1. literrature
2. fantasty
3. authour
4. cluby
5. histoory
6. drasma
- Give feedback
b) Content:
- Listening and choosing the correct answers
c) Products: Ss listen for details and get familiar with the listening test format
You will hear 5 short conversations (twice
for each one). Answer each question of the
conversation by choosing the correct
answer (A, B or C) - Read in silence
- Have Ss read the questions and study the
pictures - Listen and then give answers
- Demonstrate the activity by using the
example - Check and correct mistakes
- Play the audio (CD 2 – Track 64) Answer keys
- Have Ss give answers 1.B 2.A 3.A 4.B 5.A
a) Objective: Ss can improve reading skill
b) Content: Reading a text and choosing the correct answer
c) Products: Ss read for comprehension and get familiar with the reading test format
Read the text. Choose the correct answer
(A, B or C)
 Option 1: - Observe and listen
- Demonstrate the activity by using the - Work individually
example - Give answers
- Have Ss read the text and choose the Answer keys
correct answer 1.A 2.B 3.B 4.C
- Give feedback and evaluation - Listen
- Read
 Option 2:
example - Work in pairs
- Have Ss study the questions first, try to find - Give answers
the key words that help them find the answer
quicky and correctly
- Have Ss read the text and choose the
correct answer
a) Objective: Ss can review vocabulary about school subjects, school activities and
books.
b) Content: Filling in the blanks with the words from the box.
c) Products: Ss can use these vocabularies in speaking and writing as well as other
skills.
d) Competence: Collaboration, analytical skills
box - Look
- Have Ss look at the vocabulary box, focus
on the part of speech of each word - Work in pairs
- Ask Ss to work in pairs to fill in the blanks - Give answers
- Have Ss give answers, explain for their - Listen, correct mistakes
choice Answer keys
- Check answers as a whole class 1. history 2. fantasy 3. arts and
crafts
4. novel 5. sign up 6. literature
7. geography 8. drama club
a) Objective: Ss can review the use of English: connectors (and, or), preposition,
possessive pronouns, like + V-ing
b) Content: Circling the correct words
c) Products: Ss use the grammar point learnt actively and correctly.
d) Competence: Collaboration, communication, analytical skill
Circle the correct words - Work individually
- Ask Ss to work individually to circle the - Work in pairs
correct answer - Give answers
- Have Ss work in pairs to check each other’s - Listen, correct mistakes
work Answer keys
- Call Ss to give answers, explain for their 1. and 2. Mine 3. playing
choice 4. by 5. is 6. dancing
- Check answers as a whole class 7. yours 8. drawing

a) Objective: Ss can review the word stress.
b) Content: Circling the word that has different stress from the rest.
c) Products: Ss can stress the words correctly when using it in speaking.
d) Competence: Collaboration, communication, analytical skill
Circle the word that differs from the other
three in the position of primary stress in
each of the following questions
- Remind Ss some basic rules of putting - Listen
stress on words with 2 or 3 syllables - Work individually
- Call Ss to give answers, pronounce the Answer keys
words again 1. A 2. D 3. D
- Give feedback, correct Ss’ pronunciation if 4. D 5. B
necessary
* Grammar of Unit 2: Connectors (and, or), preposition, possessive pronouns,
like + V-ing
* Vocabulary of Unit 2: Vocabulary about school subjects, school activities and books
D. Homework (2’)
- Review vocabulary, grammar of unit 2
- Do exercises in Workbook: Review of Unit 2 (page 63)
- Prepare: Unit 3 – Vocabulary and Listening (page 22 – SB)
………………………………………………………………………………………..
Perio:21
UNIT 3: FRIENDS

I. OBJECTIVES
1. Knowledge
- Describe someone’s personal appearance.
- Use some sentences / phrases to end a friendly conversation.
- Listen for gist and details about someone’s personal appearance.
2. Ability
3. Quality
all classroom activities, especially with the topic “Friends” conducted by the teacher.
- Love their school, love their friends.
II.LANGUAGE FOCUS.
*Vocabulary: Tall, short, fat, thin, slim,: Long, short, brown, blond, curly, …
*Grammar:
1.Write and guess Students’ answers Observation

vocabulary in the table, Questions and answers
then listen to the track . Ss’ paper
make a full sentece with the
words
3.Listen(CD 1- track 30 ) Observation
and circle “ true” “or false” Questions and answer
3. Describe yourself Students’ talk Observation
Questions and answer
A. Warm up: (5’)
b) Content: Introduction of new words about personal appearance.
c) Product: Ss can use some adjectives to describe someone’s appearance.
d) Competence: Collaboration, communication, guessing.

- Check attendance
Option 1: Game “COOL PAIR
MATCHING” - Listen
- Explain the rules of the game
- Give each group a picture with words and - Work in groups
small pictures inside
- Have Ss work in groups to match word with its
correct picture in about a minute and a half - Show answers
- Call Ss to give answers (hang their pictures on
the board) Expected answers
- The group which has all correct answers in the
shortest time will be winner
- Check, give feedback and give a small gift to
the winner
- Take part in the game
 Option 2: Game “FIND SOMEONE WHO

…”
- Have Ss play the game as a whole class
- Ask Ss to stand up if they are the one(s) the
teacher is looking for. Example
T says: I want to find someone who has long
hair - Listen
I want to find someone who has brown
eyes
I want to find someone who has short
hair
I want to find someone who is over
1.50 meters
I want to find someone who wears
glasses.

a) Objective: Ss know more words about personal appearance.
b) Content:
- Vocabulary study
- Speaking
d) Competence: communication, collaboration, presentation, creativity.
a. Write the words in the table. Listen and
repeat.
- Demonstrate the activity, using the example - Work individually
- Have Ss write the words in the correct - Work in pairs
columns of the table
- Divide class into pairs and have them check - Listen and repeat
their answers with their partners Answer keys
- Play audio (CD1 – Track 29). Have Ss listen Body: tall, slim, short
and repeat Hair: red, blond, long, brown, short
- Correct Ss’ pronunciation Eyes: blue, brown, glasses

- Ask Ss to work in pairs to write the words in
the correct columns of the table - Listen and check
- Play the audio for Ss to check their answers,
let Ss repeat after listening to each word - Pronounce the words
- Call some Ss to read the words aloud, check
b. Describe yourself using the new words

 Option 1:
- Have Ss use the new words to describe - Work in pairs
themselves.
- Give some suggested structures to help Ss
describe themselves more easily
I have + adj + noun (I have long hair)
My +noun is/are + adj (My hair is
long) - Present
- Encourage Ss to be creative, add more
adjectives to make their dialogue more
interesting
class - Listen and take notes
- Make comments on Ss’ presentation, give
evaluation (marks) if necessary
 Option 2: - Work individually

- Give some suggested structures to help Ss
describe themselves more easily
I have + adj + noun (I have long hair)
My +noun is/are + adj (My hair is - Present
long)
- Have Ss use the new words to describe - 1 S reads and the rest of the class
themselves. (Have Ss write on their guess which student in the class is
notebooks) being described
- Encourage Ss to be creative, add more
adjectives, noun to make their dialogue more
interesting.
class
- Collect some Ss’ notebooks (randomly)
- Have 1S choose his/her friend’s writing and
read, ask the whole class to guess who is
being described
Example: “I have long hair. My
eyes are brown. I have a pair of glasses”
Class: Is that Mai?
b) Content: Listening to a girl trying to find her friend at a summer camp.
c) Products: Ss can see how the language learnt to be used in real context and listen for
specific information.
d) Competence: collaboration, critical thinking, analytical skill, communication,
presentation.
a. Listen to a girl trying to find her friend
at a summer camp. Tick  the person she
is looking for.
- Have Ss look at the pictures - Look at the pictures
- Play the audio once (CD 1 – Track 30) - Listen and tick the correct box
- Have Ss listen and tick the correct box
- Play the audio again. Check answers as a - Check answers
whole class Answer key: A
b. Now, listen and circle “True” or - Look and read

“False”
- Have Ss read the sentences and guess - Listen and choose “True” or “False”
whether they are True or False
- Play the audio. Have Ss listen and choose - Check answers
“True” or “False” Answer keys
- Check answers as a whole class 1. True 2. False 3. False 4.
True
c. Conversation skill - Listen and read

- Focus attention on the Conversation Skill
box
- Explain that we often end conversation y - Listen and repeat
saying: “See you soon” or “Talk to you - Practice
later”
- Play the audio. Have Ss listen and repeat - Listen and take notes
- Have some Ss practice the conversation
skill in front of the class
- Give feedback, and provide more ways to
end a friendly conversation
See you soon
Talk to you later
See you later
Take care - Prepare, then act out the dialogue
Catch you later
Peace out
…
-Ask Ss to use these sentences / phrases to
make up a simple conversation about school
or friends and then end it in a friendly way.
-Have Ss present
* Words to describe body: Tall, short, fat, thin, slim, …
* Words to describe hair: Long, short, brown, blond, curly, …
* Words to describe eyes: Big, small, blue, brown …
* Ways to end a friendly conversation
See you soon
Talk to you later
See you later
Take care
Catch you later
Peace out
D. Homework (2’)
- Practice describing someone’s personal appearance.
- Do exercises in Workbook: Lesson 1 - New words and Listening (page 14).
………………………………………………………………………………….
Period: 22
UNIT 3: FRIENDS
Lesson - Grammar

I. OBJECTIVES
1. Knowledge
- Use the Present Simple and the Present Continuous.
- Ask and answer about personal appearance.
2. Ability
- Improve speaking skills, listening skill, writing skills.
3. Quality
- Love their school and friends.
II.Language focus.
* Vocabulary: Review vocabularies about clothes
Grammar: The present simple, the Present Continuous
any), projector/ TV, speakers, DCR & DHA on EDUHOME, handouts…
1. recognize the topic of the Student’s answer Observation
unit, the topic of the lesson. Answer keys
2. Circle the words with the Student’s circle Observation
correct form of the verbs. Question & answers.
3.write Simon’s answers. Student’s write Observation
AA. Warm up: (5’)
b) Content: Rearranging letters to make a meaningful word/ Review the -ing
form.
c) Product: Ss review the vocabularies of the previous lesson
d) Competence: Collaboration, analytical skill, communication.

- Check attendance
Option 1: Game “JUMBLE WORD”
the new lesson 1. brown 2. long
1. obnw 2. olng 3. short 4. slims 5. wear
3. thors 4. misl 5.
reaw - Work in pairs
 Option 2: -ing form of verb Answers keys
- Have Ss review the spelling of the -ing form of 1. wearing
verb by giving some verbs and ask Ss to ad -ing. 2. staying
Examples: 3. studying
1. wear 4. putting
2. stay 5. making
3. study 6. having
4. put 7. going
5. make 8. missing
6. have
7. go - Write answers
8. miss - Listen
- Have Ss write answers on the board

- Tell Ss about another grammar point that
contains -ing form they are going to study in the
new lesson
-Lead to the new lesson

 Activities 1: Grammar: Present and Present Continuous (18’)
a) Objective: Ss know how to use the Present and Present Continuous tense.
b) Content:
- The usage of Present (verb: be) and Present Continuous tense
- Circle the correct words
c) Products: Ss can use the Present and Present Continuous tense in everyday
communication.
- Play audio again and have Ss listen and - Listen and repeat
repeat
Grammar box
 Option 1: - Look and read
- Have Ss look at the grammar explanation
- Have Ss look at the box with the different - Read
forms
- Explain more about the form, usage of the
Present Continuous
*Form: S + am / is / are + V-ing
Question: Am / Is / Are + S + V-ing?
- Listen and take notes
*Usage: talk about ongoing actions
- Work in pairs
*Adverbs: at the moment, now, Look! ...
*Note: When we use present continuous to
describe personal appearance, we do not use
the adverbs
 Option 2:
- Have Ss close books
- Do what the teacher requests
Show a picture on the screen and ask Ss to
make comments on the clothes of the boy in
Expected answers: blue shorts, green
the picture
hat (green cap), orange T-shirt, red bag
- Introduce: The boy is wearing a green hat.

The boy is wearing an orange T-
shirt
The boy is wearing blue shorts
- Look and listen
- Have Ss pay attention to the tense used in
these sentences
Lead to the grammar point: Present
Continuous
- Explain more about the form, usage of the
Present Continuous
*Form: S + am / is / are (not) + V-ing
*Usage: talk about ongoing actions
*Adverbs: at the moment, now, Look! ... - Open books, read
*Note: When we use present continuous to - Give examples
describe personal appearance, we do not use
the adverbs
- Have Ss open books and read the grammar - Listen
box - Work individually
- Ask Ss to give some examples, using this - Work in pairs
tense - Give answers
Answer keys
b. Circle the correct words. 2.is 3. are 4. am 5. are
- Demonstrate the activity, using the example 6. Are
- Have Ss circle the correct words
work
whole class
necessary
b) Content: Writing answers, practicing the conversation
c) Products: Ss can use present continuous and “Yes” / “No” questions in everyday
communication.
d) Competence: Collaboration, listening, communication, creativity.
c. Look at the photo and write Simon’s
answers - Look and listen
- Demonstrate the activity, using the photo. - Work individually
- Have Ss write Simon’s answers - Work in pairs
work Answer keys
- Have some Ss share their answers with the 2. No, he isn’t 3. Wearing a blue
whole class (Write on the board) T-shirt 4. Black pants
d. Practice the conversation with partner
 Option 1:
- Have Ss do the task in pairs
of the class - Work in pairs
- Give feedback and correct Ss’ - Present
 Option 2:
- Have Ss do the task in pairs.
- Give feedback and correct Ss’ - Read the answers aloud
pronunciation if necessary Suggested dialogue
- Give more pictures, have Ss practice, A: Do you know my friend?
encourage them to be creative B: Is she wearing a hat?
Example: A: Yes, she is
A: Is she carrying a doll?
B: No, she isn’t
A: Is she wearing shorts?
B: No, she isn’t
A: What else is she wearing?
- Call Ss give answers B: She is wearing a red skirt and a
- Give feedback and evaluation blue sweater
- Work in pairs
- Present
 Option 3: - Ask questions (as a whole class) and

- Have Ss do the task in the book in pairs guess who the secret student is
- Have Ss demonstrate their conversation in
front of the class
- Give an extra activity: Choose a secret
student. Have Ss in class ask and answer
questions to find who the secret student is.
Example:
Ss: Is he wearing glasses?
T: Yes, he is
Ss: Is he wearing sandals?
T: No, he isn’t
Ss: Is he wearing short-sleeved sweater?
T: Yes, he is
Ss: Is that Minh?
T: …
* The Present Continuous tense:
Form: S + am / is / are (not) + V-ing
*Usage: talk about on going actions
Examples: What is he wearing? He’s wearing a blue T-shirt
D. Homework (2’)
- Make 3 sentences to describe one of your classmates, using present continuous.
- Review vocabularies about clothes.
- Do exercises in Workbook: Lesson 1 - Grammar (page 15).
……………………………………………………………………..
Date of preparing: …………….
Period: 23
UNIT 3: FRIENDS

I. OBJECTIVES
1. Knowledge
- Pronoun the sound /bl/.
- Ask and answer about what people look like.
- Describe friends in class.
2. Ability
3. Quality
II.Language focus.
* Vocabulary: Review subject names
* Grammar: Review the structures used to ask and answer about personal appearance.
lesson.

A. Warm up: (5’)
b) Content: Introduction of the cluster: /bl/.
c) Product: Ss know some words containing sound /bl/.
d) Competence: Collaboration, observation, memorizing, imagination

- Check attendance
Option 1:
- Show a picture and ask Ss to describe the picture - Look and describe
Expected answers
1. The dog is black
2. The whistle is blue
…
- Show teacher’s sentence:

The black dog is blowing a blue whistle.
- Have Ss read this sentence - Look and read
- Introduce the word black, blow, blue which
contains the sound Ss are going to study today
 Lead to the new lesson. - Listen
 Option 2: SONG: The /bl/ sound

- Let Ss listen to the song “The /bl/ sound”. Ss can - Listen and remember
sing together while the song is being played. (T
doesn’t need to play all song, 1m20s is ok)
- Have Ss listen to the song and try to remember
the words with the sound /bl/ (same as “Kim’s
Game) - Write answers on the board / or read
- Have Ss give answers answers
- Link from youtube:
https://www.youtube.com/watch?v=gr5sorDoH2s
Or:
https://www.youtube.com/watch?v=li52N4KKzro
- Give feedback
- Listen

a) Objective: Ss know how to pronounce /bl/ sound.
b) Content:
- Listening, repeating, practicing the sound.
c) Products: Ss can pronounce the correct sound /bl/ when speaking.
d) Competence: Communication, collaboration, listening
a, b, c, d: Listen to the words and focus on
the underlined letters, then repeat
- Ask Ss to listen and pay attention to the /bl/ - Listen
sound
- Play the audio again. Have Ss listen and repeat
with a focus on the sound. - Work individually
- Have Ss practice saying the examples using
the sound correctly. - Read
- Call some Ss to read in front of the class.
- Check Ss’ pronunciation if necessary
a) Objective: Ss can ask and answer about what people look like.
b) Content: Asking and answering by using the pictures
c) Products: Ss can apply the target language learnt naturally in communication.
d) Competence: Collaboration, communication, creativity, public speaking.
Ask and answer
 Option 1:
- Emphasize the structure used to ask about - Listen, take notes
personal appearance:
What does he / she look like?
- Demonstrate the activity by asking and - Listen
- Have Ss work in pairs to ask and answer,
using the pictures
- Have some pairs demonstrate the activity in - Present
front of the class Suggested conversation
- Give feedback and evaluation A: I’m looking for my friend.
B: Is your friend a boy or a girl?
A: A girl
B: What does she look like?
A: She’s tall and she has black hair.
B: Is she carrying a bag?
A: No, she isn’t
B: Is it Mai?
students)
- Follow the same steps as option 1 - Listen and take notes
- Provide more questions / structures for Ss
to practice:
How old is he / she? - Present
How tall is he / she?
front of the class - Present
- Have another pair act out the conversation
in front of the class without looking at the
book
a) Objective: Ss can describe people.
b) Content: Asking and answering questions about looking for friends at a party.
c) Products: Ss use the language provided confidently, fluently and naturally.
a. You are looking for friends at a party.
Work in pairs. Student A use information
in File 1 (p.120) and Student B use
information in File 8 (p.123) - Observe and listen
- Demonstrate the activity by practicing role-
play with a student - Work in pairs
- Have Ss work in pairs. Student A use
information in File 1 (p.120) and Student B
use information in File 8 (p.123) - Present
- Have Ss role-play the conversation, swap Suggested conversation
roles and repeat A: I’m looking for my friend Toby
- Observe, give help if necessary B: What does he look like?
A: He’s wearing brown shorts and a
green T-shirt.
B: Oh, he’s in the dining room.
b. Take turns to describe friends in your

class for your partner to guess. - Work in pairs
- Have Ss take turns to describe and guessing
their friends in class - Present
front of the class
* /bl/ sound: blue, black, blow, blind, blast
* Asking and answering about personal appearance
What does he / she look like?
He / She is … or: He / she has got …
D. Homework (2’)
- Practice the /bl/ sound.
- Review the structures used to ask and answer about personal appearance.
- Do exercises in WB: Grammar (Part b, c), page 15.
……………………………………………………………………………………………
Date of preparing: …………..
Date of teaching: …………..
Period: 24
UNIT 3: FRIENDS

I. OBJECTIVES
1. Knowledge
- Know more vocabularies that can go with “go”, “play”, “have”, “watch” and “make”.
- Invite someone to do an activity.
2. Ability
3. Quality
- Relax after hard working time at school.
II.LANGUAGE FOCUS.
*Vocabulary: : ping-pong, tennis, chess, board games,a party, a pizza, a barbecue, a
cake
*Grammar:

Fill in the table.
- Adding more words to the
table
3. Read the messages and Students’ answers Observation
fill in the blanks with the Questions and answer
words from new words

A. Warm up: (5’)
b) Content: Introduction of some after school activities.
c) Product: Ss know more activities they are going to study in the lesson.
d) Competence: Collaboration, creativity, communication.

- Check attendance
Option 1: Game: Acting
- Invite 1 or 2 Ss who will be the actor to stand - Volunteer to be the actor
in front of the class.
- Give this / these students a small piece of
paper with a verb phrase inside. - Read and act
- Have this / these students act (use body
language) to demonstrate the activity - Guess the activity
- Have the rest of the class guess what the verb - Listen
phrase is
- Have Ss give a big applause to the Ss who
have the right answer
- Give feedback and lead to the new lesson.
*Verb phrases: go shopping, play badminton,
watch a movie, have a party, make a pizza
 Option 2: Network of words - Work in groups

- Give Ss 2 key words: “Play” and “Go”
- Have Ss find out as many as possible words
that can go after “play” and “go”
- Write answers
Suggested answers
Play: badminton, soccer, football,
volleyball, basketball, video games,
- Have Ss give answers chess, …
- Check the accuracy, spelling Go: shopping, fishing, dancing,
 Lead to the new lesson hiking, …

a) Objective: Ss know more vocabularies that can go with “go”, “play”, “have”,
“watch” and “make”
b) Content:
- Filling in the table
- Adding more words to the table
d) Competence: Communication, collaboration, presentation, listening, creativity.
a. Fill in the table. Listen and repeat.
in the book.
- Have Ss fill in the table - Work in pairs
- Ask Ss to work in pairs to check their
answers with their partners. - Listen and check
- Check answers as a whole class. - Listen and repeat
listen and repeat. - Read
- Call some Ss to read the phrases again, Answer keys
correct their pronunciation and stress. 1. Go: shopping, swimming, to the
beach, to the mall
2. Play: badminton, video games
3. Have: a party, a pizza, a barbecue, a
b. Add more words to the table cake
 Option 1: 4. Watch: TV
- Have pairs add more words to the table 5. Make: a pizza, a cake, a movie
- Call Ss to share answers with the class
- Work in pairs
- Give answers (Say or write on the
 Option 2: (For class with low-level board)
students) Suggested answers
- Give a set of words, ask Ss to put them in the 1. Go: to school, to the movies, sailing,
right column. for a walk, …
- Have Ss do the task in pairs 2. Play: ping-pong, tennis, chess, board
- Call Ss to give answers games, …
- Check answers 3. Have: a talk, a meeting, a headache,
…
4. Watch: a movie / a film, a football
match, …
5. Make: an appointment, breakfast,
dinner, a mistake, …
- Work in pairs
- Give answer

a) Objective: Ss can develop their reading skills in different types of text
b) Content: Reading the messages and filling in the blanks
c) Products: Ss can complete the task successfully and enhance their reading skills.
Read the messages and fill in the blanks
with the words from New Words
(Vocabulary)
 Option 1:
- Demonstrate the activity - Read and fill in the blanks
- Have Ss read the messages and fill in the
blanks using the correct form of verbs from
New Words. (Remind Ss to use the Present - Check answers with partners
Continuous)
- Have Ss work in pairs to check answers - Write answers
with their partners Answer keys
- Have some Ss share their answers with the 1. having
class 2. going
- Give feedback 3. going
 Option 2: (For class with better 4. playing
students)
- Give an extra activity: - Work in groups
- Have Ss work in groups and make similar
messages, using their own ideas to make the
messages more interesting. - Write on a piece of paper
- Have Ss prepare the messages by writing - Send messages
them down on a paper (format: text
messages in a phone); then have them use
cell phone to send messages to another
member in the group. (Encourage Ss to use - Show answers
some popular messing apps like facebook Suggested messages
messenger or zalo)
- Remind Ss to use the Present Continuous
and the words / phrases in New Words.
- Have Ss share their work with the whole
class.
(T can have Ss capture the screen, then show
them on the TV or projector screen to check
as a whole class)
- Check, give feedback and evaluation
* Collocation:
1. Go: to school, to the movies, sailing, for a walk, …
2. Play: ping-pong, tennis, chess, board games, …
3. Have: a talk, a meeting, a headache, …
4. Watch: a movie / a film, a football match, …
* Invitation:
1. Do you want to come? / Would you like to come?
2. Come to my house
D. Homework (2’)
- Learn by heart the collocation.
- Make sentences with collocation with “go”, have”, “watch”, “play” and “make”.
- Do exercises in Workbook: Lesson 2 - New words – Part a and b (page 16).
………………………………………………………………………………………
Date of teaching: ……………………………………
Period: 25
UNIT 3: FRIENDS
Lesson 2 - Grammar

I. OBJECTIVES
1. Knowledge
- use the Present Continuous for future use.
2. Ability
- improve speaking skill, writing skill.
- improve the use of English.
3. Quality
- make a plan for their near future activities.
1.Revision of Present Students’ answers Observation

Continuous Questions and answers
Ss’ paper
2.Fill in the blanks, using Students’ answers Observation
the Present Continuous Students’talk Students’ interaction
3. Write full sentences, Students’ answers Observation

using the given words and Questions and answer
the Present Continuous.

A. Warm up: (5’)
b) Content: Revision of Present Continuous
c) Product: Ss have general ideas about Present Continuous for future plans
d) Competence: Collaboration, communication, analytical skills.

- Check attendance
Option 1: REARRANGING
- Have Ss rearrange the words / phrases to make - Work in groups
a meaningful sentence (format: ioe.vn) (T can
use about 4-6 sentences) - Read answers
Lead to the new lesson.
 Option 2: Fill in the blanks

- Give a small exercise. Have Ss use the words
given to fill in the blanks - Work in pairs, then share answers
with the class
Answer keys
1. watching
2. making
3. playing
- Have Ss read their answers 4. doing
- Check, ask Ss to focus on the tense used in 5. having
these sentences

 Activities 1: Grammar: Present Continuous for future use (15’)
a) Objective: Ss know how to use the Present Continuous for future plans.
b) Content:
- Listen and repeat
- Grammar explanation
c) Products: Ss can use the Present Continuous to talk about their plan for future
activities.
d) Competence: Communication, collaboration, creativity
repeat
*Grammar box: - Comment
verb form in the examples - Retell
- Have Ss retell the form and usage of the
Present Continuous tense. - Listen and take notes
- Lead to the grammar table and explain the
usage of the Present Continuous for future
action - Read
- Ask Ss to pay attention to the future time
expressions
- Work in pairs to make sentences

Suggested answers
- Have Ss make more sentences, using the 1. I’m doing exercises tonight.
Present Continuous for future action 2. I’m having a cooking class this
- Give feedback Saturday.
a) Objective: Ss can get used to using the Present Continuous for future activities
b) Content:
- Filling in the blanks, using the Present Continuous
- Writing full sentences, using the given words and the Present Continuous.
c) Products: Ss can apply the use the Present Continuous in communication.
d) Competence: Collaboration, creativity, communication
Continuous - Look and listen
 Option 1:
- Use the example to demonstrate this - Work in pairs
activity
- Have Ss use the Present Continuous to fill
in the blanks, draw attention to the negative - Write answers
and question form Answer keys
- Have pairs check each other’s work 2. are / doing 3. am making
- Have Ss share their answers with the class 4. Are / having 5. is going
by writing down on the board. 6. are playing 7. Is / watching
- Check Ss’ answers, correct if necessary
- Look and listen

 Option 2:
- Use the example to demonstrate this - Work in pairs
activity
- Have Ss use the Present Continuous to fill
in the blanks, draw attention to the negative - Give answers
and question form
- Have pairs check each other’s work Answer keys
- Call Ss to give answers by answering 2. D 3. A
multiple choice questions (format: game …
“Who is the millionaire?”)
- Check Ss’ answers, correct if necessary
- Look and listen

- Do the task
- Work in pairs
- Write answers
Answer keys
2. I am having a barbecue today.
c. Write full sentences, using the given 3. Emma and Jane are not watching a
words and the Present Continuous. movie on Sunday.
- Demonstrate the activity, using the 4. We are making a pizza this
example weekend.
- Let Ss write full sentences, using the 5. Is David playing badminton this
prompts evening?
- Go round and give help if necessary 6. Is Maria watching TV with her
- Have Ss work in pairs to check each other’s sister tonight?
work
d. Write true sentences about yourself,

then ask your partner
- Have Ss work in pairs to write true
sentences about themselves and ask their
partner.
- Work in pairs

front of the class - Ask and answer
* Present Continuous for future action:
Form: (-) S + am / is / are + V-ing
(-) S + am / is / are + not + V-ing
(?) Am / Is / Are + S + V-ing
Future time expressions: this weekend, on the weekend, on Saturday, tomorrow,
tonight, this week, …
D. Homework (2’)
- Make 2 sentences, using the Present Continuous for future use.
- Do exercises in WB: Lesson 2 - Grammar – Part a, b, c (page 17).
…………………………………………………………………………………………
Date of preparing: …………………………

Date of teaching: ……………………………
Period: 26
UNIT 3: FRIENDS

I. OBJECTIVES
1. Knowledge
- use sound changes in the question: “What are you doing?”
- invite a friend out and discuss things to do together.
2. Ability
3. Quality
- take part in some useful activities with friends to relax after school time.
lesson.
the wrong sound changes Question & answers.
3. . Notice the sound Student’s write Observation
changes of the underlined
words
STAGE 3: TEACHING PROCEDDUREII
A. Warm up: (5’)
b) Content: Introduction of some weekend activities.
c) Product: Ss know more interesting weekend activities and have plans for
them.
d) Competence: Collaboration, observation

- Check attendance
Option 1: Weekend activities
- Show pictures on the screen (or use handouts)
- Have Ss look at the pictures and give the name - Look, name the activities
of the activity in the picture
- Have Ss give answers, call other Ss to give - Give answers
other answers if the first one is incorrect
Answers keys
 Option 2:
- Have Ss work in groups and list things they - Close books
can do on the weekend (in 1 minute) - List activities Ss often do on the
- Have Ss write answers on the board weekend
- The group which has most correct answers
will be the winner - Write answers
- Have class give a round applause to the winner - Check answers with the teacher.

a) Objective: Ss know how to use sound changes in the question: “What are you
doing?”
b) Content:
- Recognizing the sound changes in the question: “What are you doing?”
- Listening and focusing pronunciation feature, find and correct mistakes.
- Practicing the pronunciation as directed.
c) Products: Ss can apply the sound changes when speaking.
d) Competence: Communication, collaboration, listening.
a + b. Listen. Notice the sound changes of
the underlined words
sound changes - Comment
- Call Ss to make their comments on the sound
changes of the questions: “What are you - Listen
doing?”
feature: “What are you doing …?” often - Listen again and repeat
sounds like /wɒdəjədu:ɪŋ/
feature - Listen and cross out
wrong sound changes, then read the
sentences with the correct sound changes to - Give answers
a partner.
- Play the recording, have Ss listen and cross - Listen again and check
out the option that doesn’t use the correct
sound changes - Work in pairs
- Call Ss to give answers - Present
as a whole class
with a partner, using the correct sound
changes, then encourage Ss to use their own
sentences
- Call some Ss to read their sentences in front
of the class
-Check and correct Ss’ pronunciation
a) Objective: Ss can ask and answer questions about activities on the weekend.
b) Content: Practicing a conversation by using pictures on the right as a cue
c) Products: Ss can use the language provided successfully in their communication.
and repeat. (controlled practice)
 Option 1:
play with a student
- Emphasize the structures to give suggestions
Do you want to come?
What about / How about Tuesday?
Would you like to come?
- Have pairs practice the conversation
- Call some pairs to read in front of the class - Work in pairs
- Have pairs swap roles and repeat-using the
ideas on the right
front of the class - Act out the conversation
- Check Ss’ pronunciation
students)
- Then give Ss an extra activity: Practice the in pairs
try to remember the conversation content
possible - Listen
b. Practice with your own ideas. (Free - - Work in pairs
practice)
- Have pairs practice the conversation with
their own ideas, then swap roles - Present
necessary
front of the class
a) Objective: Ss can invite friend out and discuss things to do together.
b) Content: Asking and answering questions about activities.
c) Products: Ss can apply the target language learnt in the lesson to produce the
language successfully.
d) Competence: Collaboration, communication, critical thinking, persuasion.
a. You want to invite your friend out.
Student A use the information on page 27,
choose an activity from his calendar and
ask his partner to join. Student B goes to
page 125, file 12. Then, swap the roles and
repeat - 1 S practices role-play with the
play with a student
- Remind Ss to use the Present Continuous - Listen
tense and some structures of making
suggestions
- Have student A look at the schedule on the - Work in pairs
bottom of the page and student B turn to
page 125, file 12.
- Have Ss do the role-play for Week 1
- Have Ss find out which days they’re both - Role play
free and choose an activity to do together
- Have some pairs demonstrate their role-
play in front of the class.
b. Complete your calendar for Week 2

with activities. Continue the conversation.
Talk about what you and your partner are - Work in pairs
doing together.
- Have Ss fill in the blanks for Week 2, using
their own ideas and continue the
conversation
- Ask Ss to demonstrate the role-play on
front of the class
* Pronunciation: “What are you doing …?” often sounds like /wɒdəjədu:ɪŋ/
* Weekend activities: Making a cake, going swimming, playing sports, having a
barbecue, having a party, going shopping, watching a movie, having a picnic …
* Giving suggestions
How about / What about + V-ing / noun
Why don’t we + V bare infinitive
Let’s + V bare infinitive
Do you want to …? / Would you like to …?
D. Homework (2’)
- Practice using sound changes in the question: “What are you doing?”
- Find more useful activities Ss often do on the weekend.
- Make 2 sentences for each structure of giving suggestions.
- Prepare: Lesson 3: Literature – New Words and Listening (page 28 – SB).
…………………………………………………………………………………

Period: 27
UNIT 3:Literature
Friends
Lesson 3 -New words and Listening

I. OBJECTIVES
1. Knowledge
- Describe someone’s character.
- Ask and answer about personal characteristics.
2. Ability
3. Quality
II..LANGUAGE FOCUS.
*Vocabulary: Funny, friendly, kind, nice, selfish, helpful, lazy, brave, modest
*Grammar: the Present Simple
any), projector/TV, speakers, DCR & DHA on Eduhome.
Performance Tasks Performace Assessment tools
Products
1. Describe someone’s character Student’s answer Observation
2.Introduce some words about Students’ answers Observation
characteristics, using characters from Questions and answers
Doraemon comic Ss’ paper
- Have Ss look at the characters, guess
their characteristics
3. Ss listen to the CD1- track 38 and Students’ answers Observation

repeat Students’talk Students’ interaction
4. listeing - Play audio (CD1 – Track Students’ answers Observation
39) Questions and answer
- Have Ss listen and draw lines

A. Warm up: (5’)
b) Content: Introduction of some adjectives to describe someone’s character:
helpful, selfish, kind, lazy, friendly
c) Product: Ss get to know how describing adjectives.
d) Competence: Collaboration, analytical skill, communication.

- Check attendance
Option 1:
- Introduce some words about characteristics,
using characters from Doraemon comic - Look and guess the meaning of the
- Have Ss look at the characters, guess their new words
characteristics
- Have Ss give answers, give feedback
Suggested answers
Helpful: help other people
Friendly: kind and willing to make
friends
Selfish: just care about one’s own
pleasure
In the Doraemon comic, Dekisugi is very Kind: be good to others
friendly and helpful. Doraemon is kind. Suneo Lazy: doesn’t like working
is selfish and Nobita is lazy.
 Option 2: Chatting
- Have Ss share a little bit about a character in a
book or a film they like (Name of the character -
Name of the book or film - Why do you like - Share in front of the class
him / her?)
 Lead to the new lesson: adjectives to
describe someone’s characteristics
a) Objective: Ss know more vocabularies to describe someone’s personalities
b) Content:
- Reading a passage containing new words
- Matching the new words with their definitions
a. Alice wrote about her best friend for
homework. Does she like everything about
Simon?
- Have Ss look and the question and read the - Look and read
essay, answer the question
- Call Ss to give answer and explain for their - Give answer, explain
answer Suggested answers
- Check answers as a whole class No, she doesn’t. Because she writes:
“One bad thing about Simon is he can be
lazy”
b. Match the underlined words with their

descriptions. Listen and repeat.
 Option 1: - Read
- Have Ss read the descriptions and write the
words on the lines - Work in pairs
- Have Ss check their answers with their - Give answers
partners (in pairs)
- Have Ss give answers, explain - Listen and repeat.
- Check their answers as a whole class - Read
- Play audio (CD 1 – Track38). Have Ss listen Answer keys
and repeat 2. helpful 3. funny
- Call some Ss to read the words again, 4. kind 5. selfish
correct their pronunciation and stress 6. lazy
- Read
 Option 2: (for class with low-level
students) - Work in pairs
- Have Ss read 5 sentences first, help them
with difficult and strange words
- Then have Ss read the descriptions and write - Give answers
the words on the lines. Guide Ss to find key - Listen and repeat.
words to help them find answers quickly and
correctly - Read
- Call Ss to give answers, explain for their Answer keys
answers 2. helpful (keyword: help)
- Play the audio (CD1 – Track 38) for Ss to 3. funny (keyword: make people laugh)
listen and repeat 4. kind (keywords: think about other
- Call some Ss to read the words / phrases people, nice)
aloud, correct their pronunciation and stress 5. selfish (keyword: doesn’t like sharing)
6. lazy (keyword: doesn’t like doing /
working)
*Vocabulary checking: Answer keys

1. lazy 2. helpful 3.
funny
4. kind 5. selfish
c. Do the words have a good (G) or bad (B)

meaning? Write the correct letter on the
line. - Work individually
- Demonstrate the activity - Work in pairs
- Have Ss write either (G) or (B) on the lines
- Have Ss work in pairs to check their - Listen and correct
answers with their partners Answer keys
- Check answers as a whole class 2. helpful: G 3. funny: G
4. kind: G 5. selfish: B 6.
lazy: B
b) Content: Listening to a student talking about a book and checking if he likes the
book.
c) Products: Ss can listen for main ideas and for details.
a. Listen to a student talking about a
book. Does he like the book?
- Have Ss look at the request of the task - Read
- Have Ss listen and answer the question by - Listen and give answer
circling Yes / No Answer keys
- Check answers as a whole class Yes.
b. Listen and draw lines
- Have Ss read the characters and adjectives - Read
in the task
- Demonstrate the activity - Listen and draw lines
- Have Ss listen and draw lines - Read answers
- Call Ss to read their answers Answer keys
- Check answers as a whole class 1. Grandpa: funny 2. Verucca:
selfish
3. Mike: lazy 4. Charlie:
friendly and kind
b) Content: Structures to ask and answer about favorite books.
c) Products: Ss can use the structures successfully in communication.
d) Competence: Collaboration, communication, presentation.
 Option 1:
- Explain more about the structures used to - Listen and take notes
ask about characteristics:
What is he / she like?
How is / she?
- Have Ss practice the useful language
- Have Ss practice the conversation, using - Practice in pairs
other vocabularies from “New words”, and
their own ideas
- Call some pairs to present, give feedback
and evaluation
 Option 2:
- Give Ss some more adjectives to describe - Listen and take notes
someone’s character: modest, brave, serious,
patient, generous, mean …
- Explain about the meaning of these new - Work in groups
words
- Have Ss work in groups, ask and answer - Present
about their friends’ personalities in group, Illustration
use at least 2 adjectives for a person. Group 1: There are 5 people in my
- Call some pairs to present, have other Ss group. The first member is friendly, he
guess “Who is the student being talked is nice to everyone. The second
about?” member is very generous, she often
- Give feedback and evaluation gives candies to friends in our class
….
The rest of the class: Is the first
member Minh?
The second one is Mai, right?
* Vocabulary about personalities: Funny, friendly, kind, nice, selfish, helpful, lazy,
brave, modest, …
* Asking about someone’s character
What is he / she like?
How is / she?
D. Homework (2’)
- Ask and answer about your friend’s characteristics.
………………………………………………………………………………………
Date of preparing: ……………………
Date of teaching: ………………………
Period: 28
UNIT 3: FRIENDS
I. OBJECTIVES
1. Knowledge
- Read an article about 2 sisters from a Vietnamese folklore.
- Describe personal characters.
- write an email about their best friend.
2. Ability
3. Quality
- Love reading books (Vietnamese and foreign books).
II..LANGUAGE FOCUS.
*Vocabulary:
*Grammar: Asking about personal appearance: What does he / she look like?
Asking about personal character: How is he / she like
any), projector/TV, speakers, DCR & DHA on Eduhome, handouts

1 Ask Ss to read a story “Tấm Students’ answers Observation

Cám” Pronuciation
2. Read the article and circle the Students’answers Observation

best headline Answer keys
3.Write an email about your best Students’answers Observation

friend. Describing characters Answer keys

A. Warm up: (5’)
short activities as well as to engage them in the steps that followed.
b) Content: Introducing the film / the book “Harry Porter” or introducing the
story “Tấm Cám”
c) Product: Ss can be provided with general idea about the story/characters
mentioned in the lesson.
d) Competence: Collaboration, guessing.

- Check attendance
Option 1:
- Show the trailer of the film “Harry Porter”,
then introduce something about the characters in - Watch
the film: Hermione, Ron, Hagrid.
-
- Show pictures of some Vietnamese folklores
and their names on the screen (or give handouts)
- Have Ss close books and do the matching
- Introduce “Tam Cam” – the story that is
mentioned in this lesson - Look and match
- Give answers
Answer keys

b) Content:
- Reading the article and circle the best headline.
- Reading and finding detailed information.
c) Products: Ss can practice skimming and scanning in reading comprehension.
d) Competence: Collaboration, analytical and synthesizing skills, communication.
a. Read the article and circle the best
headline - Read in silence
- Have Ss read the article individually - Read in front of the class
- Have some Ss read the article aloud - Do the task
- Have Ss circle the best headline - Check and correct mistakes
- Check answers as a whole class. Answer key
1. Good Sister, Bad Sister
b. Read and find things that show Tấm and
Cám’s personalities. Write an example next - Work individually
to each adjective
 Option 1: - Read
- Have Ss read the article again - Work in pairs
- Have Ss work in pairs to write an example
next to each adjective - Give answers, explain
- Call Ss to give answers Answer keys
- Check answers as a whole class. 2. kind: thinks about other people
3. lazy: never does any chores
4. selfish: doesn’t share anything
 Option 2: Matching (for class with
low-level students) - Read, work in pairs to match
- Have Ss read the article again and work in
pairs to match - Underline
- Have Ss underline the phrases that show Tam
and Cam’s personalities in the article
- Call Ss to give answers, - Give answers

- Check answers as a whole class.
- Have Ss write an example next to each -Write
adjective
 Activity 2: Speaking: Describing characters (10’)
a) Objective: Ss can describe characters.
b) Content: Talking about the characters in the Harry Porter book.
c) Products: Ss can apply what they have learnt in communication.
You’re in a book club meeting. Work in
pairs. Take turns talking about the
characters from the Harry Porter books.
 Option 1:
- Demonstrate the activity by practicing the - Observe and listen
role play with a student
- Have Ss practice the conversation in pairs - Work in pairs
- Have Ss take turns talking about the - Work in pairs
characters from the Harry Porter books,
remind Ss to use the structures to ask about
personal appearance and personalities - Present
front of the class.

Option 2:
- Follow the same steps as option 1 - Work in pairs
- Give an extra activity: Have Ss talk about
the characters in the “Tấm Cám” tale, using - Present
the information from the “Reading” task
- Call some pairs to demonstrate the activity Suggested conversation
in front of the class. A: I like Tấm.
- Give feedback and evaluation B: What’s she like?
A: She’s very kind and helpful.
B: What does she look like?
A: She’s tall and pretty.
B: What does she do?
A: She thinks about other people and
tries to help her family.
a) Objective: Ss can write an email about their best friend.
b) Content: writing an email about their best friend, 40 to 50 words
c) Products: Ss can use what they have learnt in producing an informal email writing.
d) Competence: Collaboration, communication, critical thinking and creativity.
Write an email about your best friend.
- Focus on the Writing Tip box, remind Ss to - Look and read
follow the outline:
- Explain the format of an e-mail

- Have Ss write an email about their best
friend - Listen
- Have some Ss write their email on the - Work individually
board (If Ss write in the extra board, have
them hang the extra board on the big board) - Write
- Check Ss’ writings, correct Ss’ writings if
necessary. Suggested writing
- Give evaluation Dear Peter,
Thanks for your email. Your best
friend seems really nice.
Let me tell you about my best friend.
My best friend is Lan. She’s 12 years
old. She’s a student. She’s my
classmate at school. She’s very
friendly ad funny. She likes making
new friends and telling jokes. She’s
tall and thin. She has brown eyes and
short hair.
Write back soon,
Britney
* Asking about personal appearance: What does he / she look like?
* Asking about personal character: How is he / she like?
* Writing an email about your best friend: Name, age, characteristics, appearance
and activities of your best friend
D. Homework (2’)
- Read more books for children.
………………………………………………………………………………………
Day of planning: …………………
Day of teaching: ……………………
Period: 29
ĐỀ CƯƠNG ÔN TẬP GIỮA KÌ I
A.LÝ THUYẾT
UNIT 1:
The simple present tenses
1. To Be: ( am / is / are )
Khẳng định Phủ định (not) Nghi vấn?
I Am Am not Am I …………?
He/ She/ It/ Danh từ số ít Is Is not (isn’t) Is……he/she…………..?
You/ We/ They/ Danh từ số Are Are not (aren’t) Are …………..?
nhiều
2. Ordinary verbs:
Khẳng định Phủ định (not) Nghi vấn?
I/ You/ We/ They/ Danh từ số Vo Do not + Vo Do…..+ Vo…?

nhiều (nguyên mẫu) (=don’t +Vo)
He/ She/ It/ Danh từ số ít Vs/es Does not + Vo Does…..+
(=doesn’t +Vo) Vo…?
 Use: Diễn tả một sự thật ở hiên tại, một quy luật, một chân lý hiển nhiên
Diễn tả một thói quen, môt sự việc lập đi lập lại ở hiện tại, một phong tục.
 Note: Trong thời hiện tại thường, các ngôi (thứ nhất số ít/nhiều, thứ 3 số nhiều) được
chia như ví dụ tổng quát 1/ trên đây, riêng ngôi thứ 3 (ba) số ít (He, she, it - Tom, John,
Hoa ...), ta cần lưu ý các quy tắc sau:
1. Phải thêm "s" vào sau động từ ở câu khẳng định. ( V+s)
Ví dụ: He likes reading books.
She likes pop music.
- Câu phủ định :……………………………………..
- Câu nghi vấn? :…………………………………….
2. Ngoài việc "s" vào sau động từ, ta phải đặc biệt chú ý những trường hợp sau:
2.1. Những động từ (Verbs) tận cùng bằng những chữ sau đây thì phải thêm "ES".
S, X, Z, CH, SH, O (do, go) + ES
Ví dụ: miss misses
mix
buzz
watch
wash
do
go
Ví dụ: He often kisses his wife before going to work.
Tom brushes his teeth everyday.
UNIT 2
I. Using “and”/ “or” for listing
1. We use “and” to join two or more nouns in a positive sentence
I like English and music.
I like English, math and music.
2. We use “or” to join two or more nouns in a negative sentence
I don’t like English or music.
I don’t like English, math or music.
II. Possessive pronouns: mine and yours
My favorite subject is English. What’s yours?
Mine’s math.
III. Using “like” to talk about school activities
1. We use “like + verb-ing”
I like doing outdoor activities.
I like speaking English.
UNIT 3
The present continuous
1. Cách dùng
 Diễn đạt một hành động đang xảy ra tại thời điểm nói.
VD: I am eating my lunch right now.
 Diễn tả một hành động hoặc một sự việc nói chung đang diễn ra nhưng không nhất thiết
phải thực sự diễn ra ngay lúc nói.
VD: I’m quite busy these days. I’m doing my assignment. (Dạo này tôi khá là bận. Tôi đang
làm luận án)
 Diễn đạt một hành động sắp xảy ra trong tương lai gần. Thường diễn tả một kế hoạch đã
lên lịch sẵn
VD: I am flying to London tomorrow. (Tôi sẽ bay sang Luân Đôn sáng ngày mai)
 Hành động thường xuyên lặp đi lặp lại gây sự bực mình, khó chịu cho người nói. Cách
dùng này được dùng với trạng từ “always”
VD: He is always losing his keys. (Anh ấy cứ hay đánh mất chìa khóa)
2. Dạng thức của thì hiện tại tiếp diễn
a.Thể khẳng định
Ví dụ:
- I am reading a book.
- She is swimming.
Thể phủ định
Ví dụ:
- I am not joking
- She isn’t drinking lemon juice.
Thể nghi vấn
Ví dụ:
- Is she singing an English song?
=> Yes, she is/ No, she isn’t..
3. Dấu hiệu nhận biết
 Trong câu có các trạng từ chỉ thời gian:
now (bây giờ), right now (ngay bây giờ), at the moment (lúc này), at present (hiện tại), at this
time (bây giờ), at + giờ cụ thể (at 12 o’clock)
 Trong câu có các từ như:
Look! (nhìn kìa), Listen (hãy nghe này), Keep silent! (Trật tự), Be careful! (Cẩn thận),
Hurry up! (Hãy nhanh lên)…
Ví dụ:
- Look! The train is coming.
- Listen! Someone is crying.
4. Các quy tắc thêm –ing vào sau động từ
Các quy tắc Ví dụ
Động từ kết thúc bởi “e”, ta bỏ Have- having Make- making
“e” thêm “ing” Write – writing Come- coming
Động từ kết thúc bởi “ee”, ta See- seeing Agree - agreeing
thêm “ing” mà không bỏ “e”
Động từ kết thúc bởi “ie”, ta Lie – lying Die- dying
đổi “ie” thành “y” rồi thêm
đuổi “ing”
Động từ kết thúc bởi 1 nguyên Run- running Stop - stopping
âm (u,e,o,a,i) + 1 phụ âm, ta
gấp đôi phụ âm cuối rồi thêm
–ing.
B. BÀI TẬP . LANGUAGE FOCUS.
I. Choose the words whose underlined part is pronounced differently from that of the others
in each group.
1. A wear B. sneakers C. beach D. Clean
2. A. magic B. acting C. fantasy D. Island
3.A. bus B. Fun C. Sunny D. Busy
4. A. spider B. slim C. kind D. striped
5.A. dishes B. ideas C. dinner D.live
6.A. funny B. lazy C. friendly D. why
7.A. blond B. vegetable C. black D. blanket
8.A. like B. Tick C. kitchen D. dinner
9. A. novel B. soccer C. role D. comic
II. Choose the word whose main stressed syllable is placed differently from that of the
other in each group.
10.A. badminton B. Barbecue C. appearance D. Saturday
11. A. soccer B. cartoon C. picnic D. Sweater
12. A. center B. Balcony C. basement D. apartment
13. A. museum B. laundry C. village D. kitchen
14. A.music B. outdoor C. novel D. correct
1 5. A.decide B. always C. lazy D. fishing
1 6A. adventure B. fantasy C. mystery D. history
17. A. drama B. baseball C. suggest D. subject
18.A. audience B. Adventure C. noticeboard D. Mystery
19. A. secret B. scary C. Event D. outdoor
III.Choose the word/ phrase (A, B, C or D) that best fits the space in each sentence
20..My favorite sport is tennis . What’s ………..?
A. my B. mine C. your D. yours
21. I don’t like ________ sports such as biking and running.
A. acting B. table tennis C. outdoor D. indoors
22.He wants to be a detective. He loves solving ________.
A. thief B. story C. clues D.
mysteries
23.They__________ the artificial flowers of silk now?
A. are makeing B. are making C. am making D. is
making
24.Our class is going to____a picnic at the zoo on Saturday.
A. have B. take C. pass D. go
25. What is Nam like ? He is …………..
A. funny B. short C.long D. big
26. I like reading “Doremon” very much. It's my _____book
A. nice B. quick C. funny D. favorite
27. _________ does Jane have science?~ On Monday and Friday.
A. Where B. What C. When D. What
time
28. What housework does she do? – She ________ the breakfast .
A. makes B. cleans C. clears D. does
29. Which club do you want to ________?
A. sign on B. sign C. sign for D. sign up
for
30.What are you doing on Saturday ? I ……………..a barbecue.
A. have B. am having C. be having D. has
31. I want to go…………… to buy some winter clothes.
A. fishing B. shopping C. market D. mall
32. The detective is good at ________ clues.
A. find B. finding C. having D. making
33. Children will work hard if the lessons are________.
A. nice B. pleasant C. disappointing D.
interesting
34. The workers__________ a new house right now.
A. are building B. am building C. is building D.
build
35. The plates are dirty. I need to ________.
A. do the shopping B. do the dishes C. make the dishes D. do the laundry
36.What does he look like ? He is …………….
A. friendly B. tall and thin C. happy D. thirsty
37. Linda is a teacher. She …………….. English.
A. teaches B. teach C. teaching D. to
teach
38. Do you have a ruler ? ………….is at home .- Sure , here you are
A. My B. Mine C. Your D. Yours
VI. Find the mistake in each sentences
39. Peter always make me laugh because he is so funny
A B C D
40. Lan have blond hair and blue eyes

A B C
41.My bag are on the table in the living room
A B C D
42. We has math , English and Music on Monday
A B C D
V. Read the following passage and choose the option (A, B, C or D) that best suits the
blank.
My cousin’s name is Camilla. She’s very different (25) _________ me. Her hair is
blond, not dark like mine. It’s very long. My hair is curly, but (26) _________ is very
straight. She has beautiful blue eyes (like the sky). She’s quite short and I’m very tall.
We don’t (27) _________ the same hobbies and interests, but we have (28) _________
fun together. Camilla is friendly and cheerful. She is also a good listener. She always
helps me and (29) _________ me good advice. We often go to each other’s houses on
the weekend. We play video games, watch TV or sometimes we play music together.
43. A. On B. in C. From D. with
44. A. Camilla’s hair B. Camilla C. Camilla has hair D. Camilla hair
45. A. give B. Share C. talk D. do
46. A. Many B. Little C. Lots D. a lot of
47 . A. having B. gives C. get D. Makes
V . Read the following passage and fill in each blank with a suitable word from the
box.
Housework in My Family
Student does make dishes clean take
Today I want to talk about housework in my family.

I think I do the most housework in my family. I _______(48) the kitchen every day.
I do the___________ (49), too. My mom does the shopping. She's a teacher in a school.
My sister is a college _____________(50). She doesn’t do anything! She doesn’t
____________(51) her bed or clean her room. My dad cleans her room after work. He's
a chef in a restaurant so he makes dinner. He ____________(52) the laundry and cleans
the bathroom, too. Hmm. Now, I really think about it, my dad does the most housework
III. Arrange these words to make correct sentence

53. blue / She / a / wearing / dress / is
…………………………………..
54 favorite / My / English / is / subject
……………………………………………………………………………………
55 Wearing /?/ she/is/ What
....................................................................................................................
VI. Complete the second sentence so that it means the same as the first one.
56. There are six people in my family.
My family _________________________________________________________.
57. My mother teaches English at this school.
My mother is ______________________________________________________.
…………………………………………………………………………….

Period: 30
KIỂM TRA GIỮA HỌC KÌ I
I. Aim
- T checks ss’ understanding and know how to help them improve some problems in
learning English.
II. Language contents
1. Vocabulary
2 . Grammar :
III. Teaching aids: papers of test
Đề bài:
Trường THCS Phú Thịnh Kiểm tra giữa kì I môn tiếng Anh 6
Họ tên: …………………… Năm học: 2022-2023
Lớp:……..
Điểm: Lời phê:
A. LISTENING (2 pts)
I. Listen to Jenny and Tom talking about their brothers and sisters. Decide
whether the following statements are True (T) or False (F).
1. Tom’s brother is tall and has dark hair. __
2. In the photo, Tom’s brother is wearing a blue T-shirt. __
3. Jenny is eighteen years old. __
4. Jenny’s sister has short hair. __
5. Jenny’s sister is kind and helpful. __
II. Listen to May and Ryan talking about their plans for the weekend. For each question,
choose the best option (A, B, C or D).
6. Ryan is having a party on __________.
A. Saturday morning B. Saturday afternoon
C. Sunday morning D. Sunday afternoon
7. At the party, they are __________ first.
A. taking pictures B. making pizzas
C. watching a movie D. having a barbecue
8. May’s family is going to the beach __________.
A. at three o’clock B. on Saturday C. at eleven o’clock D. on Sunday evening
9. May’s family is __________ on the beach.
A. watching a movie B. having a party
C. driving a car D. having a barbecue
10 . Ryan and May are meeting __________.
A. on Saturday B. on Monday C. on Tuesday D. for lunch
B. LANGUAGE FOCUS. (3pts)
II. Multiple choice
* . Choose the words whose underlined part is pronounced differently from that of
the others in each group.
11. A wear B. sneakers C. beach D. Clean
12.A. bus B. Fun C. Sunny D. Busy
* Choose the word whose main stressed syllable is placed differently from that of
the other in each group.
13. A. center B. Balcony C. basement D. apartment
14. A. museum B. laundry C. village D. kitchen
* Choose the correct answer A, B, C or D.
15. What housework does she do? – She ________ the breakfast .
A. makes B. cleans C. clears D. does
16. Which club do you want to ________?
A. sign on B. sign C. sign for D. sign up for
17.What are you doing on Saturday ? I ……………..a barbecue.
A. have B. am having C. be having D. has
18. I want to go…………… to buy some winter clothes.
A. fishing B. shopping C. market D. mall
19. My brother likes ________ to music and playing chess.
A. listening B. listen C. to listen D. listens
20. Do you have a ruler ? ………….is at home .- Sure , here you are
A. My B. Mine C. Your D. Yours
C. WRITING: 2pts
III. Arrange these words to make correct sentence
21. blue / She / a / wearing / dress / is
…………………………………..
22 favorite / My / English / is / subject
……………………………………………………………………………………
23 Wearing /?/ she/is/ What
....................................................................................................................
VI. Complete the second sentence so that it means the same as the first one.
24. There are six people in my family.
My family _________________________________________________________.
25. My mother teaches English at this school.
My mother is ______________________________________________________.
D. READING.( 3pts)
V. Read the following passage and fill in each blank with a suitable word from the
box.
Housework in My Family
Student does make dishes clean take
Today I want to talk about housework in my family.
I think I do the most housework in my family. I _______(26) the kitchen every day.
I do the___________ (27), too. My mom does the shopping. She's a teacher in a school.
My sister is a college _____________(28). She doesn’t do anything! She doesn’t
____________(29) her bed or clean her room. My dad cleans her room after work. He's
a chef in a restaurant so he makes dinner. He ____________(30) the laundry and cleans
the bathroom, too. Hmm. Now, I really think about it, my dad does the most housework
…………The end………….
…………………………………………………………………………………….
Date of preparing: ……………..
Date of teaching: ……………..
Period: 31+32
UNIT 3: FRIENDS
REVIEW

I. OBJECTIVES
1. Knowledge
- review people’s appearance and character.
- activities friends do together.
- review the use of English: The Present and Present Continuous.
2. Ability
- improve the listening, reading, speaking and writing skills
3. Quality
- review the old lesson and have good preparation for any assessment.
II.LANGUAGE FOCUS.
*Vocabulary: - Review Vocabulary about people’s appearance and character, activities
friends do together
*Grammar: The Present and Present Continuous
products
lesson.
2. Fill in the blanks with Student’s fill Observation
the words from the box Question & answers.
3.Read the text. Choose Student’s write Observation

the best word (A, B or C)
for each space

words.
A. Warm up: (5’)
target language; get students' attention at the beginning of the class by means of
b) Content: Revision of vocabulary.
c) Product: Ss can be ready for the lesson.
d) Competence: Collaboration, critical thinking.

- Check attendance
Option 1: Vocabulary (page 91)
- Use the vocabulary part (page 91) and pictures
for the warm-up activities
- Have Ss close all books.
- Have Ss read the sentences (and the pictures), - Look and give answers
guess and give answers
Answer keys
2. mall
3. party
4. badminton
5. blond
6. lazy
7. glasses
 Option 2: Word Dictation

- Choose 7 words from Vocabulary task (page
- Look and give answers
91), find mp3 sound
Answer Keys
- Play each word, have Ss listen and write the
1. kind
word down on the board
2. mall
3. party
- Give feedback
4. badminton
5. blond
6. lazy
7. glasses
a) Objective: Ss improve their listening skill
b) Content:
- Listening and choosing the correct answer
You will hear Jenny and Tom talking
about their brothers and sisters (twice).
Answer each question by choosing the
correct answer (A, B or C) - Read in silence
- Have Ss read the questions, guess answers
- Demonstrate the activity by using the - Listen and then give answers
example
- Play the audio (CD 2 – Track 65) - Check and correct mistakes
- Have Ss check answers with pairs and then Answer keys
give answers 1.B 2.C 3.B 4.C
- Check answers as a whole class 5.A

a) Objective: Ss can improve reading skill.
b) Content: Reading a text and choose the correct answer.
c) Products: Ss read for comprehension and get familiar with the reading test format.
Read the text. Choose the best word (A, B
or C) for each space
- Demonstrate the activity by using the - Observe and listen
example - Work individually
- Have Ss read the text and choose the - Give answers
correct answer Answer keys
- Call Ss to give answers, explain 1.A 2.C 3.A 4.C
- Give feedback and evaluation 5.B

Notes: no need to carry out this activity if teacher has picked the “Vocabulary”
part for the warm-up activity.
a) Objective: Ss can review vocabulary about appearance, characteristics and activities
b) Content: Writing the correct words from the unit on the lines.
c) Products: they can use these vocabularies correctly, confidently in communication.
box - Look
- Have Ss read the sentences - Work in pairs
- Ask Ss to work in pairs to write - Give answers
- Have Ss give answers, - Listen, correct mistakes
1. kind
2. mall
3. party
4. badminton
5. blond
6. lazy
7. glasses
a) Objective: Ss can review the use of English: The Present and Present Continuous.
b) Content: Circling the correct words.
c) Products: Ss can review the target language learnt and use it correctly, confidently in
communication.
Circle the correct words
- Ask Ss to work individually to circle the - Work individually
correct answer - Work in pairs
- Call Ss to give answers, explain for their Answer keys
choice 1. is
- Check answers as a whole class 2. doing
3. like
4. is
5. not
6. does
7. having
a) Objective: Ss can review the word stress, vowels and consonants
b) Content: Circling the word that has the underlined part pronounces differently from
the others and circling the word that has different stress from the rest.
c) Products: Ss know how to pronounce these words correctly in communication.
d) Competence: analytical and synthesizing skills, communication, collaboration.
others. - Listen
- Have Ss distinguish the sound /i/ and / ai/
- Have Ss review the sound /bl/ - Work individually
words again 1. B 2. C 3. D
- Give feedback, correct Ss’ pronunciation if
necessary
- Listen
Circle the word that differs from the other
three in the position of primary stress in - Work individually
each of the following questions. - Work in pairs
- Remind Ss some basic rules of putting - Give answers
stress on words with 2 or 3 syllables. - Listen, correct mistakes
- Ask Ss to work individually Answer keys
- Have Ss work in pairs to check each other’s 4. A 5. B 6. C
work
- Call Ss to give answers, pronounce the
words again
necessary
* Grammar of Unit 3: The Present and Present Continuous
* Vocabulary of Unit 3: Vocabulary about people’s appearance and character,
activities friends do together
D. Homework (2’)
……………………………………………………………………………………
Date of preparing: ………………………………

Date of teaching: …………………………………
Period: 33
UNIT 4: FESTIVALS and FREE TIME
Lesson 1 – New words and Listening

I. OBJECTIVES
1. Knowledge
- Talk about how often you do activities in your free time.
- Use adverbs of frequency.
2. Ability
3. Quality
- Spend a suitable amount of time on studying and relaxing.
II.LANGUAGE FOCUS.
*Vocabulary: Always, usually, often, sometimes, rarely, never
*Grammar: The position of the adverbs of frequency:
any), projector/TV, speakers, DCR & DHA on Eduhome.

make a full sentece with the
words
3.Listen(CD 1- track 42 ) Observation
and circle “ Yes ” “or No” Questions and answer
3.Listen(CD 1- track 42 ) Students’ talk Observation
and fill in the blanks Questions and answer

A. Warm up: (5’)
b) Content: introducing adverbs of frequency by carrying out a survey or
chatting
c) Product: Ss have general ideas about adverbs of frequency
d) Competence: collaboration, communication, guessing

- Check attendance
Option 1: SURVEY
- Give out handouts
- Have Ss read the questions and answer each - Answer the questions
question by putting a tick/ticks in the boxes
under the day of the week
- Collect some Ss’ paper - Listen
- Make comments on Ss’ answers
Example: Minh plays video games on Thursday,
Saturday and Sunday. (3 days a week)So,
the teacher says: Minh sometimes plays video
games.
- With this activity, T can introduce some

adverbs of frequency that Ss are going to study
in this lesson.
- Lead to the new lesson.
 Option 2: Chatting - Listen and give answers

- Ask Ss some questions:
How often do you see a movie on the
internet?
How often do you play football? - Listen
How often do you help your parents with
the housework?
How often …?
- Have Ss answer
- Give feedback and lead to the new lesson: the
way to express how often something happens
a) Objective: Ss know words to describe how often something happens.
b) Content:
- Vocabulary (adverbs of frequency)
- Writing
d) Competence: communication, collaboration, presentation, creativity
- Have Ss fill in the blanks with the adverbs - Look and listen
of frequency - Work individually
- Divide class into pairs and have them check - Work in pairs
- Correct Ss’ pronunciation 1. never 2. rarely
3. sometimes 4. often
5. usually 6. always
b. Write an activity under each adverb.

Take turns to use them in a sentence. - Work in pairs
 Option 1:
- Ask Ss to work in pairs to write an activity
under each adverb
- Have Ss take turns to make sentences using - Read
the adverbs and the activities - Comment
- Call some Ss to read their sentences aloud
- From Ss’ sentences, have them read again - Listen and take notes
and make comments on the position of the
adverbs of frequency
- Explain more about the position of the
adverbs of frequency:
 in front of normal verb.
 between an auxiliary verb and the main
verb.
 after the verb “to be”. - Give examples
 “sometimes” can also be put at the
beginning of a sentence.
- Have Ss give examples (make sentences) for
each position
- Listen
 Option 2:
- Give some examples:
1. She is never late for class.
2. I often help my mom with housework.
3. Does he sometimes play the piano? - Listen and take notes
- Have Ss pay attention to the position of the
- Elicit the position of the adverbs of
frequency: - Work individually
 in front of normal verb.
 between an auxiliary verb and the main
verb. - Write
 after the verb “to be”.
- Ask Ss to write an activity under each
adverb
- Have Ss take turns to make sentences using
the adverbs and the activities
- Call some Ss to write answers on the board
b) Content: Listening to 2 students talking about free time activities
c) Products: Ss can apply the useful language in listening for main ideas and for
details.
a. Listen to Lisa and Max talking about
free time activity. Does Max like reading?
- Have Ss look at the question and the - Look at the pictures and question
pictures
- Play the audio once (CD 1 – Track 42) - Listen and circle
- Have Ss listen and answer the question by
circling “Yes” or “No” - Check answers
- Play the audio again and check answers as Answer key: No
a whole class
b. Now, listen and fill in the blanks - Look and read

 Option 1: - Listen and fill in the blanks
- Have Ss read the sentences
- Play the audio (CD1 – Track 42). Have Ss - Check answers
listen and fill in the blanks Answer keys
- Check answers as a whole class 1. always
2. usually
3. often
4. sometimes
 Option 2:
- Give handouts with more sentences for Ss
to listen and fill in the blanks
1. Lisa ________ goes to the bookstore on
Fridays.
2. Max ________ go to the bookstore.
3. Max ________ play video games after - Read
school.
4. Max ________ plays soccer on the - Listen and fill in the blanks
weekends.
5. Lisa ________ rides her bike on - Give answers
Saturdays.
- Have Ss read the sentences Answer keys
- Play the audio (CD1 – Track 42) and have 1. always
Ss listen and fill in the blanks 2. never
- Play one more time for Ss if they can’t find 3. usually
all answers 4. often
- Have Ss give answers 5. sometimes
* Adverbs of frequency: Always, usually, often, sometimes, rarely, never
Position:
 In front of normal verb
 Between an auxiliary verb and the main verb
 After the verb “to be”
D. Homework (2’)
- Learn by heart the adverbs of frequency and their positions.
- Make sentences with at least 3 adverbs of frequency.
- Do exercises in Workbook: Lesson 1 - New words (page 20).
……………………………………………………………………………
Date of preparing: …………………………………

Period:34
Lesson 1 - Grammar

I. OBJECTIVES
1. Knowledge
- Use adverbs of frequency to talk about how often we do things and how often things
happen.
2. Ability
- Improve speaking skills, listening skill, writing skills.
3. Quality
- Spend a suitable amount of time on studying and relaxing
II.Language focus.
* Vocabulary: Review vocabularies about clothes
* Grammar: * The adverbs of frequency
Position: after “be” or before the main verb
To talk about regular actions “always” and “usually” are used with a time
1- Have some Ss read the Student’s answer Observation
sentences aloud Answer keys
- Ask Ss to give more examples
using adverbs of frequency
2.Fill in the blanks with the Student’s circle Observation
adverbs of frequency Question & answers.
3. Look at the table and write Student’s write Observation
answers.
A. Warm up: (5’)
b) Content: rearranging words to make a meaningful sentence / Jumbled words
c) Product: Ss review some adverbs of frequency.
d) Competence: collaboration, critical thinking.

- Check attendance
Option 1: Game “JUMBLED WORD”
the new lesson 1. always 2. often 3.
1. walays 2. onftn 3. rarely
lyaerr 3. never 4. sometimes 5.
4. vener 5. mosmtites 6. usually
lulusay
 Option 2: REARRANGING - Work in pairs

- Have Ss rearrange the words to make a Answers keys
meaningful English sentence 1. She usually plays the guitar on
1. usually / she / on / plays / guitar / the weekends.
weekends / the / the 2. My sister never goes shopping.
2. sister / goes / my / shopping / never 3. We always go swimming on
3. always / swimming / we / Sundays / go / on Sundays.
4. father / newspaper / my / morning / the / 4. My father usually reads a
reads / a / in / usually newspaper in the morning.
5. breakfast / I / for / milk / have / often 5. I often have milk for breakfast.
- Have Ss read their answers

- Tell Ss about another grammar point they are - Give answers
going to study in the new lesson - Listen

 Activities 1: Grammar: Adverbs of frequency (18’)
a) Objective: Ss know how to use the adverbs of frequency.
b) Content:
- The usage of the adverbs of frequency.
c) Products: Ss can use the adverbs of frequency.in everyday communication.
- Play audio again and have Ss listen and - Listen and repeat
repeat
Grammar box
 Option 1: - Look and read
- Have Ss look at the grammar explanation
- Have Ss look at the box with the different - Read
forms
- Explain more about the usage of the adverbs

of frequency, have Ss pay attention to the
positions of these kinds of adverbs
*Usage: talk about how often we do things or - Listen and take notes
how often things happen.
- Remind Ss to use always and usually with a
time phrase
- Read
- Have some Ss read the sentences aloud - Give examples
- Ask Ss to give more examples using adverbs
of frequency - Close all books
 Option 2:
- Have Ss close books - Look and answer
- Give some model sentences, have Ss tell the
positions of adverbs of frequency and time
phrase - Read
- Call Ss to give answers - Give examples
- Then have Ss open the books and read the
grammar box
- Have Ss give more examples of adverbs of
frequency, encourage them to make sentences
with their own ideas - Look and listen
- Give feedback and evaluation - Work individually
- Work in pairs
b. Fill in the blanks with the adverbs of - Read answers
frequency Answer keys
 Option 1: 2. usually 3. never 4. always
- Demonstrate the activity, using the example 5. often 6. rarely
- Have Ss fill in the blanks with the adverbs
of frequency
work
whole class - Work in pairs
necessary
 Option 2: - Give answers

- Follow the same steps as option 1 Answer keys
- Give Ss an extra exercise, using another 1. always 2. frequently 3.
way to express the frequency of the activities. never
4. sometimes 5. often
- Have Ss work in pairs to do the exercise
necessary
 Activity 2: Practice - Writing and Speaking (18’)
a) Objective: Ss can write sentences, using adverbs of frequency.
b) Content: Looking at the table and writing answers
c) Products: Ss can apply the use of adverbs of frequency in everyday communication
esp. in speaking and writing.
c. Look at the table and write answers
 Option 1:
- Demonstrate the activity, using the table - Look and listen
- Have Ss write the answers - Work individually
- Have Ss work in pairs to check each other’s - Work in pairs
work - Write answers
- Have some Ss share their answers with the Answer keys
whole class (Write on the board) 1. Jack rarely goes shopping (on the
- Check, correct Ss’ answers weekends) (The time phrase may vary)
2. Bobby always does his homework
 Option 2: (after school).
- Follow the same steps as option 1 3. Sarah sometimes plays soccer.
- Have Ss close all books and notebooks 4. Amanda often has barbecues.
- Give Ss extra exercise: Choose the best
answer - Close books and notebooks
- Work in pairs
- Read the answers aloud
Answer keys
1. B 2. C 3. A 4. B 5. B
d. Ask your partner how often they do

these activities
- Have Ss do the task in pairs, then swap the
roles
- Give feedback and correct Ss’ - Present
* The adverbs of frequency
Position: after “be” or before the main verb
To talk about regular actions “always” and “usually” are used with a time
phrase
D. Homework (2’)
- Make 3 sentences, using adverbs of frequency.
- Do exercise in Workbook: Lesson 1 - Grammar (page 23).
Date of preparing: ………………………

Period: 35

I. OBJECTIVES
1. Knowledge
- stress the adverbs for emphasis.
- ask and answer about the frequency of activities.
- find out their “spirit animal”.
2. Ability
3. Quality
- take part in useful activities in their free time.
II.Language focus.
* Vocabulary: Review Adverbs of frequency
* Grammar: Review the structures used to ask and answer about frequency
products
1. recognize the topic of the unit, the Student’s answer Observation
topic of the lesson. Answer keys
2. Cross out the one with the wrong Student’s match Observation
the stress of the adverbs Question & answers.
3. Read the sentences Student’s write Observation
with the correct sentences stress .
A. Warm up: (5’)
and short activities as well as to engage them in the steps that follow
b) Content: revision of adverbs of frequency
c) Product: Ss get familiar with adverbs of frequency and use them in speaking.
d) Competence: collaboration, observation, memorizing, creativity.

- Check attendance
Option 1:
- Show 5 sentences, have Ss choose any adverb - Work in pairs
of frequency to put in appropriate place in the Suggested answers
sentences given 1. He sometimes gets up early
1. He gets up early 2. She is never late for school.
2. She is late for school. 3. Lan often practices speaking
3. Lan practices speaking English. English.
4. Thao is a hard-working student. 4. Thao is always a hard-working
5. I watch movies on the weekends. student.
5. I usually watch movies on the
weekends.
- Have Ss share their answers with the class The answers may vary.
- Give feedback
 Lead to the new lesson - Give answers
- Listen
 Option 2: SONG: Adverbs of frequency
- Let Ss listen to the song about “Adverbs of
frequency”. Ss can sing together while the song
is being played. (T doesn’t need to play all - Listen
song)
- Have Ss listen to the song and try to remember
the adverbs of frequency they can hear - Listen and remember
- Link from YouTube: - Give answers
https://www.youtube.com/watch?v=WPTu1j6-
B30
- Give feedback
- Listen

a) Objective: Ss know how to stress the adverbs for emphasis.
b) Content:
- recognizing the stress of the adverbs, listen and check, find mistakes.
- Practicing saying them.
c) Products: Ss can put stress on the adverbs for emphasis to improve their speaking
skill.
d) Competence: communication, collaboration.
stress of the adverbs
- Ask Ss to listen and pay attention to the stress - Listen
of the adverbs
- Call Ss to make their comments on how the - Comment
adverbs are stressed
- Give feedback, explain the pronunciation - Listen
feature: In speaking, we often stress the adverbs
for emphasis

wrong stress, then read the sentences with
the correct sentence stress to a partner - Listen and cross out the wrong
- Play the recording, have Ss listen and cross out sentence stress
the option that doesn’t use the correct stress
- Call Ss to give answers - Listen
- Play the recording again and check answers as
a whole class - Work in pairs
with a partner, using the correct stress,
encourage Ss to make up their own sentences -
using adverbs of frequency – and put stress on - Present
the adverbs
- Call some pairs to read in front of the class.
necessary
a) Objective: Ss can ask and answer about frequency.
b) Content: asking and answering by using the pictures and model sentences.
c) Products: Ss can apply what they have learnt to producing the language in
communication.
d) Competence: collaboration, communication, creativity, public speaking.
Ask and answer
 Option 1:
- Emphasize the structure used to ask about - Listen, take notes
frequency:
How often do you …? - Listen
- Have Ss work in pairs to ask and answer,
using the pictures and the time phrase
- Have some pairs demonstrate the activity in - Present
front of the class Suggested conversation
- Give feedback and evaluation 1. A: How often do you go swimming?
B: I often go swimming on the
weekends.
2. A: How often do you play video
games?
B: I sometimes play video games
 Option 2: (for class with better after school.
students) 3. A: How often do you do yoga?
- Follow the same steps as option 1 B: I usually do yoga in the
- Then have Ss ask and answer about afternoons.
frequency, using their own ideas 4. A: How often do you play tennis?
- Have some pairs demonstrate the activity in B: I always play tennis on
front of the class Saturdays.
- Have another pair act out the conversation
in front of the class without looking at the
book - Work in pairs
- Present
 Activity 3: Speaking – What’s your “Spirit Animal”? (14’)

a) Objective: Ss can get used to the adverbs of frequency.
b) Content: asking and answering questions to find out their “spirit animal”.
c) Products: Ss use what they have learnt to produce the language naturally and
successfully.
d) Competence: collaboration, communication, creativity.
a. You are doing a quiz about your free
time activities to find out your “spirit
animal”. Add three more activities and
then ask your friend to complete the quiz.
- Demonstrate the activity by asking and - Observe and listen
answering the first question with a student
- Have Ss work in pairs to ask, answer and
add 3 more activities. - Work in pairs
- Have pairs take turns to ask the quiz Suggested activities

questions and add up the points 4. do: aerobics, homework, …
- Observe, give help if necessary 5. play: badminton, chess, …
6. go: fishing, hiking, shopping, …
b. Turn to page 125, file 13 to find out what
your partner’s “spirit animal” is. Share
with the class.
- Have Ss turn to page 125, file 13 to find out - Work in pairs
what your partner’s “spirit animal” is
- Present
- Have some Ss share their findings with the

class
* Stress: Stress on the adverbs for emphasis
* Asking about frequency
How often do you…?
D. Homework (2’)
- Practice the Stress on the adverbs for emphasis.
- Review the structures used to ask and answer about frequency.
- Do exercises in WB: Writing, page 21.
………………………………………………………………………
Date of preparing:…………………
Period: 36

I. OBJECTIVES
1. Knowledge
- know more vocabularies about events.
- talk about future events.
- use the Present Simple for future use.
2. Ability
- improve the use of English and Reading skills.
3. Quality
- know how to relax after hard working time at school.
II.LANGUAGE FOCUS.
*Vocabulary: music performance, fashion show, puppet show, talent show, food
stand, tug of war, dancing, magic show
*Grammar: Adjectives to describe festival activities

vocabulary in the pictures, Questions and answers
then listen to the CD1 Ss’ paper
track 45 .
3.Read the text messages Observation
between Amy and Jim and Questions and answer
answer the questions

A. Warm up: (5’)
and short activities as well as to engage them in the steps that followed.
b) Content: Introducing some events (festival activities).
c) Product: Ss know more about festival activities they are going to study in the
lesson.

- Check attendance
Option 1: Use the “New Word” activity – Part
a, page 33, to warm up
- Show pictures and festival activities, have Ss - Work in pairs and number the
work in pairs to number the pictures pictures
- Give feedback - Give answers
- Listen
Answer keys
2F 3B 4C 5E 6D
 Option 2: Clip: Glastonbury Festival

- Play a video clip about Glastonbury Festival
(about 2 minutes)
- Have Ss watch the video clip and list festival
activities they can see from the clip
- Check, give feedback - Watch
 Lead to the new lesson - List festival activities
*Link: - Give answers
https://www.youtube.com/watch?v=6iV_3wfGBRY Suggested answers
Festival activities Ss can see from
the clip:
- Music show
- Magic show
- Dancing
- Playing games
- Food stand
- Making arts and crafts
- Dragon and lion dancing
a) Objective: Ss know some names of festival activities and adjectives to talk about
festival activities
b) Content:
- numbering the pictures.
- adding more adjectives and talking about festival activities.
c) Products: Ss can talk about festival activities.
d) Competence: communication, collaboration, presentation, analytical and
synthesizing skills.
a. Number the pictures. Listen and repeat.
 Option 1: (If T doesn’t use this part for
Warm-up) - Look and listen
in the book. - Work in pairs
- Have Ss look, read and number the pictures
answers with their partners - Listen and repeat
- Play the audio (CD1 – Track 46) for Ss to - Read
listen and repeat. Answer keys
- Call some Ss to read the phrases again, 2F 3B 4C 5E 6D
correct their pronunciation and stress
 Option 2: (If T has used part a. for - Close books

Warm-up)
- Give Ss an extra activity
- Have Ss close all books - Look and give names
- Use other pictures (different pictures from
those in the book) to help Ss remember the - Give answers (Say or write on the
new words they have learnt board)
- Have Ss look at the pictures and give names Answer keys
of festival activities
- Ask Ss to give answers
- Work in pairs
b. Draw the table. Add more adjectives and
- Give answers
talk about some festival activities.
- Have Ss draw the table and add more
positive and negative adjectives
- Talk about festival activities
- Give feedback, help them add more
adjectives if necessary
- Give answers
- Have Ss describe the festival activities-using
Suggested answers
the adjectives
Positive adjectives: Fun, interesting,
- Have some Ss share their ideas with the class fascinating, …
- Give feedback and evaluation Negative adjectives: Boring, dangerous,
adventurous, expensive, …

a) Objective: Ss can develop their reading skills.
b) Content: reading the text messages and answering the questions.
c) Products: Ss can read for specific information.
d) Competence: collaboration, communication, analytical and synthesizing skills.
Read the text messages between Amy and
Jim and answer the questions
 Option 1:
- Have Ss read the text messages
individually - Read and answer the questions
- Have Ss work in pairs to read the text
messages
- Have Ss answer the questions - Write answers
- Remind Ss to use the Present Tense
- Have some Ss share their answers with the - Check answers
class (write on the board) - Write in notebooks
- Give feedback Answer keys
- Have Ss finish writing the answers in their 1. It is in the park.
notebooks 2. It starts at 10 a.m.
3. There’s a tug of war and a fashion
show.
4. The food stands open at 10.30 a.m.
5. The bus leaves at 9.30 a.m.
 Option 2: (For class with better
students)
- Then, give an extra activity: - Work in groups
- Have Ss work in groups and think of an
oncoming festival (real or imaginative)
(place of the festival, time to open, time to - Ask and answer about a festival
end, activities, participants, …)
- Have Ss practice asking and answering
about the festival - Act out the conversation
- Remind Ss to use the text messages as
examples - Listen
- Have Ss demonstrate their conversation in Suggested conversation
front of the class A: Hi! Are you free this weekend?
- Give feedback and evaluation B: Sure, why?
A: There’s a festival in the city center.
Do you want to go?
B: Sounds interesting! When does it
start?
A: It starts at 7p.m on Saturday.
B: Cool! What activities can they do
there?
A: There’s a music show, a fashion
show and a lot of food stands
B: Great! How can we come to the
city center?
A: We can take a taxi
B: ok! I can’t wait. See you on
Saturday!
* Vocabulary:
Festival activities: music performance, fashion show, puppet show, talent show, food
stand, tug of war, dancing, magic show …
Adjectives to describe festival activities: boring, sad, dangerous, fun, interesting,
wonderful, …
* Talk about a festival: Time, place, activities, people, …
D. Homework (2’)
- Do exercises in Workbook: Lesson 2 - New words – Part a, b and c (page 22).
……………………………………………………………………..
Date of preparing: …………….
Period: 37
Lesson 2 - Grammar

I. OBJECTIVES
1. Knowledge
- use the Present Simple for future use.
2. Ability
- improve speaking skill, writing skill.
- improve the use of English.
3. Quality
- be on time when attending events.
II.Language focus.
* Vocabulary: Review vocabularies about festivals
* Grammar: Present Simple for future action

A. Warm up: (5’)
b) Content: Ss review vocabulary about festival activities.
c) Product: revision of vocabulary and being ready for the new lesson.
d) Competence: collaboration, communication, critical thinking

- Check attendance
Option 1: MULTIPLE CHOICE
- Show the exercises on the screen (or give
handouts) - Work in pairs
- Have Ss work in pairs - Read answers
Answer keys
 Option 2: Actor / Actress
- Ask some Ss to volunteers to be the actor / - Volunteer
actress - Act
- Ask the volunteers to use body language to
illustrate some festival activities - Guess the festival activities
- Have the rest of the class guess what festival - Give answers
activity is being simulated.
- Give feedback

 Activities 1: Grammar: The Present Simple for future use (15’)
a) Objective: Ss know how to use the Present Simple for future actions.
b) Content:
- Listening and repeating
- Grammar explanation
c) Products: Ss can use the Present simple to talk about the future activities.
d) Competence: communication, collaboration, creativity.
repeat
*Grammar box: - Comment
verb form in the examples - Retell
- Have Ss retell the form and usage of the Expected answers
Present Simple tense The Preset Simple tense
- Lead to the grammar table and explain the Be: S + am / is / are (not) …
usage of the Present Simple for future activities (?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
- Ask Ss to pay attention to the verbs for events - Listen and take notes
and activities, the verbs for the events and
activities avenue
- Read
- Have Ss make more sentences, using the

Present Simple tense for future activities
- Get feedback
- Make sentences

a) Objective: Ss can get used to using the Present Simple for future activities.
b) Content:
- filling in the blanks, using the Present Simple.
- answering the questions.
c) Products: Ss can understand and apply the use the Present Simple in
communication.
d) Competence: collaboration, creativity, communication.
Simple - Look and listen
 Option 1:
- Use the example to demonstrate this activity - Work in pairs
blanks, draw attention to the question form
- Have pairs check each other’s work - Write answers
- Have Ss share their answers with the class by Answer keys
writing down on the board 2. open 3. leaves 4. close
- Check Ss’ answers, correct if necessary 5. ends 6. leave

- Use the example to demonstrate this activity
- Have Ss use the Present Simple to fill in the - Work in pairs
blanks, draw attention to the question form
- Call Ss to give answers by answering multiple - Give answers
choice questions (format: game “Lucky
Number?”)
- Check Ss’ answers, correct if necessary Answer keys
2. open 3. leaves 4. close
5. ends 6. leave
c. Answer the questions

- Have Ss look at the Note box, explain - Look and listen
- Do the task
- Let Ss answer the questions

work
- Work in pairs
- Write answers
d. Practice the conversation with your Answer keys
partner 1. It starts at 11 a.m.
 Option 1: 2. It ends at 10 p.m.
- Have Ss practice the conversation in pairs 3. They open at 12.30 p.m.
- Have some Ss demonstrate the activity in 4. It leaves in 10 minutes
front of the class
- Follow the same steps as option 1 - Ask and answer
- Give an extra activity
- Give Ss handouts with information of a
festival
- Have Ss: - Work in pairs

+ Fill in the table
+ Practice asking and answering about the
festival and festival activities - Present
- Have some Ss demonstrate the activity in Sample table
front of the class
* Present Simple for future action:
Form: Be: S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
Usage: The Present Simple is used to talk about things we know that will definitely
happen in the future such as timetable, plans, schedule.
D. Homework (2’)
- Make 2 sentences, using the Present Simple for future activities.
- Do exercises in WB: Lesson 2 - Grammar and Writing (page 23).
……………………………………………………………………………
Date of preparing:………………………
Period: 38

I. OBJECTIVES
1. Knowledge
- use sound changes in the question: “What time …?”.
- talk about festival activities.
2. Ability
3. Quality
- take part in some useful activities with friends to relax after school time.
II.Language focus.
* Vocabulary: Review vocabulary about festivals
* Grammar:
products
1. recognize the topic of the unit, the Student’s answer Observation
topic of the lesson. Answer keys
2. Notice the sound changes of the Student’s Listen Observation
underlined words Question & answers.
3. Read the sentences Student’s write Observation
with the correct sound .
4. Look at the schedule for the Student’s speak Observation
festival. Take turns asking about the
activities. Choose at least 3 things to
do.


A. Warm up: (5’)
b) Content: revision of how to say the time in English /vocabulary.
c) Product: Ss review knowledge in the previous lessons and they are ready for
the new lesson.
d) Competence: collaboration, observation, synthesizing skill.

- Check attendance
Option 1: Telling the Time
- Show some clocks with different time
markers, have Ss read the time - Look, read the time
- Give feedback, correct Ss’ answers if - Give answers
necessary
Answers keys
 Option 2: FIND THE OPPOSITE

- Close books
- Find the opposites
- Give some words, have Ss find their opposites
1. start
2. open
3. begin
4. boring
5. wrong
6. false
- Read answers
- Check answers with the teacher
- Give feedback, check answers as a whole class
Answers keys
1. start >< end
2. open >< close
3. begin >< finish / end
4. boring >< interesting
5. wrong >< right
6. false >< true

a) Objective: Ss know how to use sound changes in the question: “What time …?”
b) Content:
- recognizing the sound changes in the question: “What time …?”.
- listening and focusing pronunciation feature, finding and correcting mistakes.
- practice saying the target pronunciation point.
c) Products: Ss can apply the sound changes to their speaking skill.
d) Competence: communication, collaboration, presentation.
a + b. Listen. Notice the sound changes of
the underlined words
sound changes - Comment
- Call Ss to make their comments on the sound
changes of the questions: “What time …?” - Listen
feature: “What time …?” often sounds
like /wʌˈtaɪm/ - Listen again and repeat
feature
wrong sound changes, then read the
sentences with the correct sound changes to
a partner. - Give answers
- Play the recording, have Ss listen and cross
out the option that doesn’t use the correct - Listen again and check
sound changes
- Play the recording again and check answers - Present
as a whole class.
with a partner, using the correct sound
changes, then encourage Ss to use their own
sentences
- Call some Ss to read their sentences in front
of the class
-Check and correct Ss’ pronunciation
a) Objective: Ss can ask and answer questions about events and time.
b) Content: practicing a conversation and using pictures on the right as a cue.
c) Products: Ss can apply what they have learnt into practice and into producing the
and repeat. (Controlled practice)
 Option 1:
play with a student
- Emphasize the structures to ask about time:
What time does it begin / end?
What time does it / do they open /
close?
What time + do / does / + S +
V…? - Work in pairs
- Have pairs practice the conversation
- Have pairs swap roles and repeat-using the - Act out the conversation
pictures on the right
front of the class
- Check Ss’ pronunciation - Listen to the instruction and work
 Option 2: (for class with better in pairs. Ss can practice the new
students) conversation with the information in
- Follow the same steps as option 1 the pictures.
- Then give Ss an extra activity: Practice the
try to remember the conversation content - Act out the conversation
possible - Listen
- Work in pairs
b. Practice with your own ideas. (Free -
practice)
necessary
front of the class
a) Objective: Ss can discuss things to do when they go to a festival.
b) Content: asking and answering questions about activities.
c) Products: Ss produce the language naturally, confidently and successfully.
a. You are going to a festival. Student B
goes to page 120, file 2. Look at the
schedule for the festival. Take turns
asking about the activities. Choose at least
3 things to do. - 1 S practices role-play with the
play with a student
- Remind Ss to use the Present Simple tense - Listen
and some structures of asking time
- Have student A stay on page 35 and student
B turn to page 120, file 2 - Work in pairs
- Have Ss ask and answer and choose at least
3 things to do.
- Have some Ss share their ideas with the - Role play
class
b. Join another pair. Did you choose the

same activities?
- Have Ss join another pair, discuss which
activities they choose to do - Work in pairs
class
* II.Language focus.
* Vocabulary: Review Adverbs of frequency
* Grammar: Review the structures used to ask and answer about frequency
* Asking about the time of the activities
What time does it begin / end?
What time does it / do they open / close?
D. Homework (2’)
- Practice using sound changes in the question: “What time …?”.
- Practice asking and answering about festival activities.
- Prepare: Lesson 3: Social Studies – New Words and Listening (page 36 – SB).

Period: 41+42
REVIEW

I. OBJECTIVES
1. Knowledge
- review free time activities.
- review making plans and giving opinions.
- review traditional festivals in Vietnam and around the world.
2. Ability
- improve the listening, reading, speaking and writing skills.
3. Quality
- review the old lesson and have good preparation for any assessment.
II.LANGUAGE FOCUS.
*Vocabulary: - Review Vocabulary about festivals and festival activities
*Grammar: : The Present Simple tense for future use, How-questions, adverbs of
frequency
products
lesson.
2.Listen and fill in the Student’s fill Observation
blanks Question & answers.
for each space

words.
A. Warm up: (5’)
a) Objective: to introduce the new lesson and set the scene for Ss to review the
language learnt; to get students' attention at the beginning of the class by means of
b) Content: Vocabulary revision.
c) Product: Being ready for the new lesson.

- Check attendance
Option 1: MATCHING
- Show on the screen or give out handouts
- Have Ss match festivals with the place where - Match
these festivals take place
- Have Ss give answers - Look and give answers
Answer keys
 Option 2: LETTER LINGO - Look

- Show on the screen a secret word-containing 8
letters, from 1-8
- Have Ss choose number and answer the - Choose number and answer
questions (pictures), the first letter of the answer
will be the letter in the secret word.
- Have Ss guess the secret word through the
letters in the answers
- The first student to give the right secret word
will be the winner
- Give a small gift to the winner Answer Keys
 Lead to the new lesson Secret word: FESTIVAL
1. fireworks  F
2. egg  E
3. sugar  S
4. tug of war  T
5. ice-cream  I
6. van  V
7. apple  A
8. lips  L

b) Content: listening and filling in the blanks.
d) Competence: collaboration, analytical and synthesizing skills.
You will hear two friends talking about
festivals twice. Listen and fill in the blanks
- Have Ss read the table, guess answers - Read in silence
example - Listen and then give answers
- Have Ss check answers with pairs and then - Check and correct mistakes
give answers Answer keys
- Check answers as a whole class 1. dresses 2. flowers 3. fun
4. music 5. talent

b) Content: reading messages, advertisements and choosing the correct answer.
d) Competence: collaboration, analytical and synthesizing skills
Look and read. Choose the correct answer
(A, B or C) - Observe and listen
- Demonstrate the activity by using the - Work individually
example
- Have Ss read the message, advertisements - Give answers
and choose the correct answer Answer keys
- Call Ss to give answers, explain 1.C 2.A 3. B
- Give feedback

a) Objective: Ss can review vocabulary about festival activities.
b) Content: Filling in the blanks with the words from the box.
c) Products: Ss can use these vocabularies in producing the language for
communication.
d) Competence: collaboration, analytical and synthesizing skills, communication.
box - Look
- Have Ss read the sentences - Work in pairs
- Ask Ss to work in pairs to write - Give answers
- Have Ss give answers - Listen, correct mistakes
1. rarely
2. get lucky money
3. talent show
4. always
5. food stands
6. fireworks
7. never
8. eat traditional foods
a) Objective: Ss can review the use of English: The Present Simple tense for future use,
How-questions, adverbs of frequency.
b) Content: Writing sentences using the words given.
c) Products: Ss can review and apply the grammar points learnt to producing the
Write sentences, using the words given
- Ask Ss to work individually to write full - Work individually
sentences - Work in pairs
- Call Ss to write answers on the boards Answer keys
- Check answers as a whole class 1. We decorate our houses for
Halloween.
2. John sometimes plays video games
with his friends after school.
3. The fashion show starts at 8 p.m.
4. How do people prepare for
Christmas?
5. How often do you go shopping?
6. The bus leaves at 10 a.m.
a) Objective: Ss can review the word stress, vowels and consonants
b) Content: circling the word that has the underlined part pronounces differently from
the others and circling the word that has different stress from the rest.
c) Products: Ss can review the sound and word stress and use them correctly in
communication.
d) Competence: analytical and synthesizing skills, communication, collaboration.
others. - Listen
- Have Ss distinguish the sound / ӕ/ - / eɪ/; /
əʊ/ -/ aʊ/, and “s” endings - Work individually
words again 1. D 2. A 3. B
necessary
- Listen
Circle the word that differs from the other - Work individually
three in the position of primary stress in - Work in pairs
each of the following questions. - Give answers
- Remind Ss some basic rules of putting - Listen, correct mistakes
stress on words with 2 or 3 syllables Answer keys
- Ask Ss to work individually 4. C 5. D 6. As
work
words again
necessary
* Grammar of Unit 4: The Present Simple tense for future use, How-questions,
* Vocabulary of Unit 4: Vocabulary about festivals and festival activities
D. Homework (2’)
…………………………………………………………………………………
Period: 43
UNIT 5: AROUND TOWN
Lesson 1 – New words and Listening

I. OBJECTIVES
1. Knowledge
- Talk about clothes, sizes and prices
- Start a conversation to offer help
2. Ability
- Improve Listening and Speaking skills
3. Quality
all classroom activities
- Choose and buy clothes for themselves with suitable prices
II.LANGUAGE FOCUS.
*Vocabulary: skirt, shorts, sandals, coat, pants, trousers,small, extra small, double
extra large, shop assistant, mirror, accountant, desk, cashier
*Grammar: Talk about size: in + size

picture, then listen to the CD1 answers
track 54 and fill in the table. Ss’ paper
55 and and answer the Students’talk Students’ interaction
question by circling “Yes” or
“No”

and repeat Questions and answer
A. Warm up: (5’)
b) Content: Introduction of vocabularies about types of clothes/clothing store
c) Product: Ss have general ideas about the things they are going to study in this
new lesson

- Check attendance
☞Option 1: MATCHING
- Work in pairs
- Show pictures and names of clothes
- Have Ss match each picture with its correct - Give answers
name
- Give feedback and show correct answers Answer keys
- Lead to the new lesson.
☞ Option 2: Number the pictures - Look and number the pictures, then
- Show a picture of a clothing store (or give read answers in front of the class
handouts)
- Set a limit time (3-4’)
- Have Ss number the pictures (in groups or as Answer keys
a whole class) 1. shop assistant - B
2. customers - G
3. bags - C
4. shoes - D
5. changing room - F
6. dresses - E
7. promotion - A
1. shop assistant
2. customers
3. bags
4. shoes
5. changing room
6. dresses
7. promotion

❖ Activities 1: Vocabulary (18’)
a) Objective: Ss know words about clothing store.

b) Content:
- Vocabulary study
- Speaking
d) Competence: communication, collaboration, presentation, creativity, public
speaking
a. Fill in the table. Listen and repeat.
- Demonstrate the activity, using the - Look and listen
examples - Work individually
- Have Ss write the words in the correct - Work in pairs
column
- Remind Ss that the words in Warm-up
activity will help them - Give answers
- Divide class into pairs and have them check
- Call Ss to give answers (read or write) - Listen and repeat
- Correct Ss’ pronunciation
b. Add more words to the table. Use the - Work in pairs

words in sentences.
☞ Option 1: - Present
Suggested answers
- Have Ss work in pairs to think of more Clothes: skirt, shorts, sandals, coat,
words to fill in the table pants, trousers, …
- Have Ss use words in sentences Sizes: small, extra small, double extra
- Have Ss share their ideas with the class large, …
- Give feedback and evaluation Others: shop assistant, mirror,
accountant, desk, cashier, …
- Work in pairs / groups

☞ Option 2: (for class with better Suggested answers
My friend, Lan, is wearing a black
students)
pants and a blue sweater. Her sweater
is small size. She looks beautiful in this
- Give an extra activity: Have Ss describe
sweater. She also has brown sandals …
their friends’ clothes or their own clothes-
using new words in the lesson
- Call some pairs / groups to share their idea
with the class
❖ Activity 2: Listening (17’)

and they can also finish the listening task in the textbook.
b) Content: Listening to a girl talking to her mom in a clothing store
c) Products: They can enhance listening for main ideas and for details.
d) Competence: collaboration, guessing, communication, listening
a. Listen to Cassie talking to her mom in a
clothing store Do they buy any clothes?
- Have Ss look at the question and the picture - Look at the picture and the
- Play the audio once (CD 1 – Track 55) question
. Have Ss listen and answer the question by
circling “Yes” or “No” - Listen and circle
- Play the audio again. Check answers as a
whole class. - Check answers
Answer key: Yes
b. Now, listen and circle “True” or “False”
- Have Ss read the sentences - Look and read
- Play the audio (CD1 – Track 55). Have Ss - Listen and fill in the blanks
listen and circle “True” or “False”
- Call Ss to give answers, explain - Give answers
- Check answers as a whole class. - Check answers
Answer keys
1. False 2. True
*Conversation Skill 3. False 4. True
☞ Option 1:
- Try to find the indicator that
- Play the first 5 sentences of the recording, ask speaker uses to offer help
Ss to find which sentence / phrase that the sale
assistant uses to offer help
- Give feedback and lead to the Conversation
Skill box
- Look and listen
- Explain
- Play audio (CD 1 – Track 56). Have Ss listen - Listen and repeat
and repeat
- Have some Ss practice the conversation skill - Work in pairs
Suggested answers
- Have Ss think of other ways to start a Other ways to offer help:
conversation to offer help and make up a - Sorry, (do you need) any help?
conversation that contains these phrases - Hello, may I help you?
- Have Ss look at the Note box, read - Hi, would you like me to …
- Briefly explain the Note box

☞ Option 2:
- Have Ss work in groups to role-play the scene
- Work in groups
of buying clothes in a clothing store: Ss are in a
clothing store (Student A: shop assistant,
- Present
student B: cashier, student C, D, E: customers).
- Have Ss demonstrate the activity in front of
the class
* Vocabularies about clothing store: clothes, sizes and other things in the clothing
store
* Start a conversation to offer help: Say “Hi, how can I help you?” / “May I help
you?” / “Do you need help?”
* Talk about size: in + size
D. Homework (2’)
- Practice talking about clothes, sizes and prices.
- Do exercises in Workbook: Lesson 1 - New words and Listening (page 26).
Date of preparing: ………………………

Period: 44
UNIT 5: AROUND TOWN
Lesson 1 - Grammar

I. OBJECTIVES
1. Knowledge
- Use demonstratives and object pronouns.
2. Ability
3. Quality
II.Language focus.
*Vocabulary: vocabularies about clothes
*Grammar: * Demonstratives:
This / That:These/Those
* Asking about price:
How much is / are …?
What is the price of …?
How much does + name of clothe + cost?
*Object pronouns:
the unit, Answer keys
2. Read the sentences. Student’s Circle Observation
Circle the correct words Question & answers.
3. Complete the dialogue Student’s write Observation

with this, those, it or them
.
STAGE 3: TEACHING PROCEDDUREA.
A. Warm up: (5’)
b) Content: Unit of currency / vocabularies about clothes
c) Product: Ss review vocabularies about home or Ss have general ideas about
the grammar point they are going to study in the new lesson.

- Check attendance
Option 1: Units of Currency
- Have Ss write name of the country / region in the - Work in pairs
box under each unit of currency
- Check Ss’ answers, give feedback
- Have Ss read the units of currency, help them - Read
pronounce the units of currency correctly
- Lead to the new lesson Answers keys
Read the units of currency

1. England: pound
2. Japan: Yen
3. Korea: Won
4. The USA: dollar
5. Europe: Euro
6. Malaysia: Ringgit (Ringgit
 Option 2: Vocabularies about clothes Malaysia)
- Have Ss give names of the clothes
- Work in groups to give name of
these clothes
Answers keys
- Help Ss pronounce the words correctly

- Pronounce words
- Listen

 Activities 1: Grammar: Demonstratives and Object Pronouns “it” / “them”
(17’)
a) Objective: Ss know how to use Demonstratives and Object Pronouns “it” / “them”
b) Content:
- The usage of Demonstratives and Object Pronouns “it” / “them”
c) Products: Ss can use Demonstratives and Object Pronouns in everyday
communication.
d) Competence: communication, collaboration, presentation, creativity
- Play audio (CD1 – Track 57) and have Ss listen - Listen, then read
and read the speech bubbles
- Play audio again and have Ss listen and repeat. - Listen and repeat
Grammar box
 Option 1:
- Have Ss look at the grammar explanation - Look and read
- Have Ss look at the box with the different forms

- Read
- Explain more about demonstrative: this, that,

these, those, using objects around the class
- Explain: Asking about price:
- Have Ss look at the Object Pronoun “it”, “them”
- Have some Ss read the sentences in the

Grammar Box aloud
- Ask Ss to give more examples using
demonstratives and object pronouns “it”, “them”
 Option 2:
- Have Ss close books
- Give some model sentences, explain
demonstratives this, that, these, those, using - Read
things around the class - Give examples
- Call Ss to give answers, give feedback
- Then, have Ss open their books and look at the
questions in the speech bubbles, ask Ss to make - Close all books
comments on the way the girls use to ask and
answer about the price.
- Let Ss read the grammar box
- Have Ss give more examples of demonstratives - Look and answer
and object pronouns “it”, “them”, encourage Ss to
make sentences with their own ideas.
- Give feedback and evaluation - Read
- Give examples

a) Objective: Ss can do some exercises, using demonstratives and object pronouns “it”,
“them”
b) Content: practice of using demonstratives and object pronouns “it”, “them”
correctly
c) Products: Ss can apply the grammar point in everyday communication.
d) Competence: collaboration, communication, analytical skill, presentation, creativity.
b. Read the sentences. Circle the correct
words - Look and listen
- Demonstrate the activity, using the - Work individually
example - Work in pairs
- Have Ss read the sentences and circle the - Read answers
correct words Answer keys
work
whole class
- Look and listen
- Work individually
- Work in pairs
c. Complete the dialogue with this, those, it - Read answers
or them Answer keys
- Demonstrate the activity, using the
example
- Have Ss read the dialogue, then complete it
with this, those, it or them
work - Work in pairs
- Have some Ss share their answers with the - Present
whole class
d. Practice the conversation with your

partner
 Option 1:
- Have Ss do the task in pairs, then swap the - Work in pairs
roles
of the class
- Give feedback and evaluation - Present
 Option 2:
- First, follow the same steps as option 1
- Then, have Ss role-play: Buying clothes in
a clothing store (choosing clothes, asking
about prices, …)
- Encourage Ss to use phrases to start a
conversation to offer help and use their own
ideas to make the conversation more
interesting and natural
of the class
* Demonstratives:
This / That: for singular nouns
These/Those: for plural nouns
This / These: for things close to the speaker
That / Those: for things further away to the speaker
* Asking about price:
*Object pronouns:
“it” for singular nouns. “them” for plural nouns
D. Homework (2’)
- Make 3 sentences, use the demonstratives and object pronouns.
- Do exercise in Work Book: Lesson 1 - Grammar (page 27).
…………………………………………………………………………………….
Date of preparing:………………………
Period: 49
UNIT 5: AROUND TOWN
Lesson 3 - new words and Listening
Social Studies

I. OBJECTIVES
1. Knowledge
- Know more vocabularies about food and ingredients.
- Know more information about some food around the world.
2. Ability
3. Quality
- Eat healthy food.
II.LANGUAGE FOCUS.
*Vocabulary: beef, onions, herbs, noodle, vegetables: raw fish, onions, herbs, , salmon
* Structures:
What is + name of the dish?
What do people make it with

picture, then listen to the CD1 answers
track 64 and numer them. Ss’ paper
65. Listen to a man talking Students’talk Students’ interaction
about popular food from
around the world. Who is the
speaker? a student / a
customer or a chef
practice Questions and answer
5. Talk about of some dishes Students’ talk Observation
and ingredients Questions and answer

A. Warm up: (5’)
b) Content: Introduction of some dishes and ingredients
c) Product: Ss get to know some new words they are going to study in the lesson
d) Competence: collaboration, critical thinking, communication

- Check attendance
Option 1: Dishes and ingredients
- Divide the board into 2 parts: Dishes and
Ingredients
- Explain the word “ingredients”

- Prepare some pictures about food and ingredients - Observe and listen
- Have Ss work in groups to decide which pictures

are dishes and which ones are ingredients
- Have Ss hang them on the board - Work in groups
- Check and have Ss give names of the dishes and Answer key
ingredients (as many as they can) Dishes: pasta, sandwich,
- Give feedback and lead to the new lesson. hamburger, pizza, beefsteak, soup
Ingredients: beef, spring onion,
 Option 2: Dishes and ingredients pork, vegetables, herbs, vinegar
- Have Ss work in groups to choose right
ingredients that go with each dish
- Remind Ss that some ingredients can go with
more than 1 dish
-Work in groups, then read answers
Answer keys
1. Bún Bò Huế: beef, onions, herbs,
noodle, vegetables
2. Sushi: raw fish, onions, herbs,
pickled ginger, salmon, rice
3. Cheese burger: grilled pork, egg,
- Have Ss give answers onions, herbs, vegetables, cheese

a) Objective: Ss know more vocabularies about ingredients in cooking
b) Content:
- Making sentences with the new words
d) Competence: communication, collaboration, presentation
- Demonstrate the activity using the example
- Have Ss look at the pictures and fill in the - Look and write
blanks with the words in the box
answers with their partners.
- Call Ss to give answers - Give answer
and repeat - Read the words again
- Call some Ss to read the words again Answers keys
b. Take turns to use the words in sentences

 Option 1: - Listen
- Demonstrate the activity using the example - Do the task
- Have Ss take turns to make sentences with
the new words they have learnt. - Give answers

- Have work in groups and make sentences
with the new words they have learnt. - Write answers
- Have groups write their answers on the board - Listen and check
- Check and correct Ss’ mistakes
a) Objective: Ss can develop their listening comprehension skills
b) Content: Listening to a man talking about popular food from around the world
c) Products: Ss can listen for main ideas and details.

a. Listen to a man talking about popular
food from around the world. Who is the
speaker? a student / a customer or a chef? - Read
- Have Ss look at the request of the task
- Play audio (CD1 – Track 65) - Listen and give answer
- Have Ss listen and answer the question by Answer key
circling the right option A chef
b. Listen and fill in the blanks, then match

with the correct pictures
- Have Ss read the task and make a guess - Read and guess
which words to be written in the spaces
- Demonstrate the activity
- Play audio (CD1 – Track 65) again. - Listen and fill in the blanks
- Have Ss listen and fill in the blanks
- Call Ss to read their answers - Read answers
- Check answers as a whole class. - Match
- Have Ss match the information with the Answer keys
correct pictures

a) Objective: Ss can use some useful language in their speaking
b) Content: structures to ask and answer about dish and ingredients
c) Products: Ss use this structure in communication.
d) Competence: collaboration, communication, public speaking.
 Option 1:
- Explain
- Explain the structure: - Listen and take notes
What do people make it with?
- Have Ss practice the useful language - Practice in pairs
- Call some pairs to present, give feedback
and evaluation - Present
Suggested conversation
A: What’s cheese burger?
B: It’s a dish from the USA
A: What do people make it with?
 Option 2: B: grilled beef / pork, onions and
- Follow the same steps as option 1 cheese
- Have Ss practice the conversation, using
other vocabularies from “New words” and
Listening”, and their own ideas - Work in pairs
- Have Ss act out the conversation as
naturally as they can (without using the - Present
textbook)
* Vocabularies about dishes and ingredients
* Structures:
What is + name of the dish?
What do people make it with?
D. Homework (2’)
- Practice asking and answering about dishes and ingredients.
………………………………………………………………………………..
Period: 50
UNIT 5: AROUND TOWN

I. OBJECTIVES
1. Knowledge
- Read an article about Vietnamese food.
- Talk about food around the world.
- Write a paragraph about two famous dishes.
2. Ability
3. Quality
- Eat healthy food.
II..LANGUAGE FOCUS.
*Vocabulary: fajitas, curry, kimchi, nasi goreng
*Grammar:

1 Ask Ss reading the article Students’ answers Observation
and circling the best Pronuciation
headline
2. Read the article and Students’answers Observation
answer the questions Answer keys
3. Talk about some food in Observation

Vietnam and around the Students’answers
world Answer keys
4.Write about their favorite Students’ answers Observation

dishes Answer keys

A. Warm up: (5’)
b) Content: Introduction of food around the world / or introduction of “noodles”
c) Product: Ss have general idea about the dishes that are mentioned in the
lesson
d) Competence: collaboration, communication

- Check attendance
Option 1: Game: CROSSWORD
- Show game crossword, have Ss answer the
questions (horizontal line) by looking at the - Answer the questions
pictures, give name of the pictures
- Say key words
- Encourage Ss to guess the key word (vertical
line)
- Give a small present to Ss who can give the right
keyword
Answer keys
Keyword: Noodles
- Close books
- Work in pairs
 Option 2: Pair Matching
Answer keys
- Show a picture (use handouts or show on the
1. Mexico - fajitas
screen)
2. India – curry
- Have Ss find 6 pairs (a word and a picture –
3. Korea – kimchi
name of the country and its dish)
4. Italy – spaghetti
5. Indonesia – nasi goreng
6. Việt Nam – cơm tấm
- Call Ss to give answers and give name of the

dishes
- Give feedback

b) Content:
- Reading the article and circling the best headline
- Reading and answering the questions
c) Products: Ss know about cơm tấm and phở – famous dishes in Việt Nam. Ss can
read for gist and read for details.
a. Read the article and circle the best
headline - Read in silence
- Have Ss read the article individually - Read in front of the class
- Have some Ss read the article aloud
- Have Ss choose the best headline - Do the task
- Call Ss to read answer - Check
- Check answers as a whole class. Answer key
2. A Taste of Vietnam
b. Read the article and answer the questions

 Option 1: - Read, find key words
- Have Ss read the questions and guess the key
word (the word that helps they find the answers - Do the task
quickly and correctly)
- Have Ss read the article again and answer the - Write answers, explain
questions Answer keys
- Haves Ss underline the sentences that help
them find the answers
Answer key for extra exercise

1. Phở and Cơm tấm are popular
dishes of Vietnam.
 Option 2: (for class with better student) 2. People make phở with chicken or
- Follow the same steps as option 1 beef.
- Give Ss an extra exercise: Fill in the blanks- 3. There are onions and herbs in Phở.
using the words in the reading text 4. The ingredients of Cơm tấm are
1. Phở and Cơm tấm are popular ______of rice, egg and grilled pork.
Vietnam. 5. There is fish sauce on the top of
2. People make ______ with chicken or beef. Cơm tấm.
3. There are ______ and ______ in Phở. 6. Phở and Cơm tấm are very
4. The ingredients of Cơm tấm are rice, egg delicious.
and ______ pork.
5. There is ______ on the top of Cơm tấm.
6. Phở and Cơm tấm are very ______.
 Activity 2: Speaking: Food around the World (11’)
a) Objective: Ss can talk about some food in Vietnam and around the world
b) Content: Asking and answering about nasi goreng, spaghetti, cơm tấm and phở
c) Products: Ss can talk about the dishes they know.
d) Competence: collaboration, communication, creativity, presentation.
a. You’re visiting an international food
festival. Work in pairs. Student A asks
Student B about four of the dishes below,
and tick ()the ones you would like to try.
Student B answers the questions.
- Demonstrate the activity by asking and - Observe and listen
answering with a student.
- Have Ss practice the conversation in pairs, - Work in pairs: Student A asks
then tick the dishes they would like to try Student B about four of the dishes.
- Observe and give help if necessary Student B answers the questions.
- Have some pairs act out the conversation in - Present
front of the class.
- Give feedback and evaluation.
b. Swap roles and repeat. How many dishes

would you like to try? Which is your
favorite?
 Option 1:
- Have Ss swap roles
- Go round and give help if necessary - Present
- Call some pairs to demonstrate the activity,
answer the questions
 Option 2:
- Follow the same steps as option 1 - Work in pairs
- Have Ss use their own ideas and other dishes
they know - Present
- Have Ss practice the conversation in pairs and
present their conversation in front of the class.
- Give feedback and evaluation.
a) Objective: Ss can write about their favorite dishes
b) Content: Asking and answering about two of the dishes from your country, then
writing
c) Products: Ss can use what they have learnt to write a good paragraph about a dish in
Vietnam.
d) Competence: collaboration, communication, writing
a. With a partner, choose two of the dishes
from your country and make notes.
- Demonstrate the activity by asking and - Observe
answering with a student.
- Have pairs ask and answer about the dishes - Work in pairs
they choose and complete the notes
- Have some pairs demonstrate the conversation - Present
in front of the class Expected answers
b. Write a paragraph about your choices.

- Have Ss use their notes and the information
from the Reading and Speaking part to write a
paragraph about the dishes they choose - Do the task
- Have Ss write their paragraph on the board
- Check, correct Ss’ mistakes. - Write / read
- Have Ss finish their writing part in their Suggested writing
notebooks
* Talk / write about your favorite dish  follow the outline:
The name and the kind of dish
What people make it with
When people eat it
How it tastes
D. Homework (2’)
- Find more information about some famous dishes in Vietnam and around the world.
………………………………………………………………………………..
Period: 51 + 52
UNIT 5: AROUND TOWN
REVIEW

I. OBJECTIVES
1. Knowledge
- review vocabularies about food around the world
- review language used in clothing stores and restaurants
- review grammar: Countable and uncountable nouns; quantifiers, demonstratives
2. Ability
- improve the listening, reading, speaking and writing skills
3. Quality
all classroom activities
- review the old lesson and have good preparation for any assessment
II.LANGUAGE FOCUS.
*Vocabulary: - Review Vocabulary about food, ordering in a restaurant, buying
clothes in a store
*Grammar: Countable and uncountable nouns; quantifiers, demonstratives
products
lesson.
2.Listen and fill in the Student’s fill Observation
blanks Question & answers.
for each space

words.
A. Warm up: (5’)
language learnt; get students' attention at the beginning of the class by means of
b) Content: Revision of vocabulary and grammar of unit 5
c) Product: Ss are ready for the new lesson

- Check attendance
Option 1: Leave me out
- Give Ss some words with incorrect spelling
- Have Ss leave out 1 redundant letter in each - Work in groups / pairs
word to make it correct
- Call Ss to give answers and read the correct
word - Give answers
- Check with the teacher
- Check Ss’s answers
Answer Keys
- Look
 Option 2: Error Recognition - Do the task
- Give Ss some sentences which are - Give answers
grammatically incorrect.
- Have Ss choose the underlined word or phrase Answer Keys
in each sentence that needs correcting 1. is  are
- Call Ss to give answers and make it correct 2. at  in
- Give feedback 3. in  for
 Lead to the new lesson 4. a  an
5. dish  dishes
a) Objective: Ss improve their listening skill
b) Content:
- Listening and choosing the correct answer
d) Competence: collaboration, analytical and synthesizing skill.
You will hear Matt and Amy talking in a
restaurant (twice). For each question,
choose the correct answer (A, B or C)
- Have Ss read the task - Read in silence
example - Listen and then give answers
- Have Ss check answers with pairs and then - Check and correct mistakes
give answers Answer keys
- Check answers as a whole class. 1. C 2. A 3. C 4. B 5. A

b) Content: Reading an email and filling in the blanks

Read the email. Write one word for each
blank. - Observe and listen
- Demonstrate the activity by using the - Work in pairs
example
- Have Ss read the email and guess answers, - Give answers
then write one word for each blank. Answer keys
- Call Ss to give answers, explain 1. some 2. They 3. where
- Give feedback 4. go 5. with

a) Objective: Ss can review vocabulary of unit 5
b) Content: Filling in the blanks with the words from the unit
c) Products: Ss can use these vocabularies actively, correctly in communication.

unit. - Look
- Demonstrate the activity using the example - Work individually
- Have Ss read the sentences and fill in the
blanks-beginning with the letter given - Work in pairs
- Ask Ss to work in pairs to check each
other’s work - Give answers
- Have Ss give answers, say the Vietnamese - Listen, correct mistakes
meaning again Answer keys
- Check answers as a whole class 1. extra large
2. changing room
3. Sale assistants
4. tip
5. dessert
6. noodle
7. fry
a) Objective: Ss can review the use of English: Countable and uncountable nouns;
quantifiers, demonstratives
b) Content: filling in the blanks with the words from the box
c) Products: Ss can use the grammar point learnt correctly and actively in
communication.
box
- Work individually
- Ask Ss to work individually to fill in the
blanks with the words from the box - Work in pairs
- Give answers
work Answer keys
- Call Ss to read their answers 1. an
- Check answers as a whole class 2. it
3. those
4. some
5. this
6. some
7. them
a) Objective: Ss can review the vowels and stress
b) Content: Circling the word that has the underlined part pronounced differently from
the others
c) Products: Ss can pronounce correctly when using these vowels and words in
communication.
d) Competence: Collaboration, communication, critical thinking skill.
others. - Listen
- Have Ss distinguish the sound /ӕ/, /eɪ - Work individually
/, /ə/, /ɪ/, /ai/ - Work in pairs
- Ask Ss to work individually - Give answers
work - Give more examples
words again 1. A 2. B 3. A 4.D
necessary
- Have Ss find more words with the sounds /
ӕ/, / eɪ/, / ə/, /ɪ/, /ai/
Circle the word that differs from the other - Work individually
three in the position of primary stress in - Work in pairs
each of the following questions - Give answers
- Have Ss review ways to put stress on words - Listen, correct mistakes
with 2 and 3 syllables
- Ask Ss to work individually Answer keys
- Have Ss work in pairs to check each other’s 5. B 6. D
work
words again
necessary
* Grammar of Unit 5: Countable and uncountable nouns; quantifiers, demonstratives
* Vocabulary of Unit 5: Vocabulary about food, ordering in a restaurant, buying
clothes in a store
D. Homework (2’)
Period: 53
KIỂM TRA HỌC KỲ I
I. Aim
- T checks ss’ understanding and know how to help them improve some problems in
learning English.
II. Language contents
1. Vocabulary
2 . Grammar :
III. Teaching aids: papers of test.
ĐỀ
A. LISTENING. (2 pts)
a. Listen to Jenny and Tom talking about their brothers and sisters. Decide
whether the following statements are True (T) or False (F).
1. Tom’s brother is tall and has dark hair. __
2. In the photo, Tom’s brother is wearing a blue T-shirt. __
3. Jenny is eighteen years old. __
4. Jenny’s sister has short hair. __
5. Jenny’s sister is kind and helpful. __

b. Listen to May and Ryan talking about their plans for the weekend. For each
question, choose the best option (A, B, C or D).
6. Ryan is having a party on __________.
A. Saturday morning B. Saturday afternoon
C. Sunday morning D. Sunday afternoon
7. At the party, they are __________ first.
A. taking pictures B. making pizzas

C. watching a movie D. having a barbecue
8. May’s family is going to the beach __________.
A. at three o’clock B. on Saturday C. at eleven o’clock D. on Sunday
9. May’s family is __________ on the beach.
A. watching a movie B. having a party C. driving a car D. having a barbecue
10. Ryan and May are meeting __________.
A. on Saturday B. on Monday C. on Tuesday D. for lunch
B. LANGUAGE FOCUS. (2pts)

I. Multiple choice.
* Choose the word that has the underlined part pronounced differently from the others.
11: A. like B. tick C. kitchen D. dinner
Choose the word that has a different stressed syllable from the rest.
12: A. audience B. adventure C. noticeboard D. mystery
* Choose the correct answer A, B, C or D.
13. Our school has three sports clubs this year: swimming, volleyball _____soccer.
A. and B. or C. but D. both A and B are correct
14. I __________ chat with people I don’t know because it’s dangerous.
A. never B. sometimes C. always D. usually
15: In a __________ class, you study about living things like plants and animals.
A. literature B. science C. biology D. physics
16. There’s a book club. Do you like __________ ?
to reading B. reads C. read D.reading
17 . Today we’re wearing __________ because it’s hot.
A. shorts B. pen C. sweaters D. Jacket
18. Before Tết, Vietnamese people decorate their houses __________ peach trees or
apricot trees.
A. for B. by C. with D. on
19. My dad __________ breakfast for my family every day.
A. is cooking B. cooks C. cook D. will cook
20 . I can’t meet you on Saturday. I __________ football with my brothers.
A.to play B. plays C. playing D. am playing
C.READING
I. Read the passage and choose the best answer (1pt)
My best friend is Joe. He’s nine years old like me. Joe lives in a small house
with his parents. Joe’s tall and quite fat. He (21) __________ big brown eyes and short
hair. Joe and I spend a lot of time together. We both like sports. We often (22)
__________ martial arts after school. We are in the school’s karate club. Joe is a great
friend. He’s very (23) __________. He helps me when I can’t do my homework. He’s
also good at magic. He’s going to sign up for the (24) __________ next month. Next
Saturday is his birthday. We (25) __________ a party with chicken pasta and cola. I’ll
buy a T-shirt for him.
21. A. wears B. has C. is D. looks
22. A. do B. play C. go D. join
23. A. Funny B. friendly C. selfish D. helpful
24. A. tug of war B. puppet C. talent show D. fashion show
25. A. are having B. has C. have D. Having
II. Read the passage carefully then decide the statement is True or False. (1pt)
My Favorite Novel
Thành Nguyễn, November 18

My favorite book is Yellow Flowers on the Green Grass (Tôi Thấy Hoa Vàng Trên Cỏ
Xanh). It’s an interesting novel. The author of the book is Nguyễn Nhật Ánh. The book
is about Thiều and the people around him. I like the book because it shows us many
beautiful things in Thiều’s village. It is a peaceful village with green grass, trees, wind,
and yellow flowers. Some parts of the story are very sad. I cried a lot when I thought
Thiều’s brother, Tường, cannot walk again. I really like this book. I think you should
read it.
26. Yellow Flowers on the Green Grass is by Nguyễn Nhật Ánh. __
27. The story is about three girls as they grow up.__
28. Some parts of the story are sad.__
29. The writer likes this tory. __
30.In the story, Tường lives in abig city.__
D.WRITING
I. Unscramble the words (0.4pt)
31. is/ favorite/ chess/ activity./ indoor/ my/ Playing
→ ……………………………………………………………………
32. of/ reading?/books/ What/ do/ kinds/ you/ like
→ ……………………………………………………………………
II. Use the given words to make the meaningful sentences (0.6pt)
33. We/ have/ picnic/ the park/ Sunday morning/.
→ …………………………………………………………………………………
34. Michael/ watch/ movie/ home/ tonight/?
→ …………………………………………………………………………………
35.What time/ you/ usually/ get up/ morning/?
→ ………………………………………………………………………………
III.Write a short paragraph about your hometown (from 40 to 60 words) using
clues below(1pt)
36. What is your hometown’s name?
37. Where is your hometown?
38. What is it famous for?
39. What is the weather like?
40. Why do you like your hometown?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………..

Giáo Án Ta 6

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Giáo Án Ta 6

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STAGE 1: DESIRED OBJECTIVES

1.Look at the pictures and Students’ answers Observation

Teacher’s Activities Students’ Activities

- Give greetings - Greet T

- Correct Ss’ pronunciation if necessary

 Option 2: Drawing - Sketch out the dream house

B. New lesson (35’)

 Option 2: Matching (If the teacher has

b. Talk about your home using the new

- Call some Ss to share their ideas with the

Teacher’s Activities Students’ Activities

- Look and read

STAGE 1: DESIRED OBJECTIVES

Teacher’s Activities Students’ Activities

 Option 2: REARRANGING - Work in pairs

B. New lesson (36’)

- Have Ss look at the box with the different

- Explain more about the form and the usage of

- Have some Ss read the sentences in the

 Activity 2: Practice - Writing and Speaking (18’)

STAGE 1: DESIRED OBJECTIVES

Teacher’s Activities Students’ Activities

- Listen and say all the words

 Option 2: Game: “CHAIN GAME”

B. New lesson (35’)

b. Report to the class about your group

- Give feedback and evaluation

STAGE 1: DESIRED OBJECTIVES

STAGE 2: ASSESSMENT EVIDENCE

1. talk about family Student’s answer Observation

STAGE 3: TEACHING PROCEDURE

Teacher’s Activities Students’ Activities

 Option 2: Home Challenge

B. New lesson (35’)

b. Say what housework you do at home

- Then, follow the same steps as option 1

STAGE 1: DESIRED OBJECTIVES

1. Filling in the blanks, using Students’ answers Observation

2.Using the prompts to write Students’ speeches Observation

STAGE 3: TEACHING PROCEDURE

- Have Ss give answers

B. New lesson (35’)

- Ask Ss to pay attention to way to show

- Have Ss work in pairs to make questions and

- Look and listen

- Remind Ss to use the right form of do or

STAGE 1: DESIRED OBJECTIVES

1 Ask Ss to listen and pay Students’ answers Observation

4. Asking and answering Students’ talk Observation

STAGE 3: TEACHING PROCEDURE

Teacher’s Activities Students’ Activities

Suggested answers: All 6 words

B. New lesson (35’)

c + d. Listen and cross out the one with

 Option 2: free practice (for class with

- Have Ss add more information about the

STAGE 1: DESIRED OBJECTIVES

STAGE 2: ASSESSMENT EVIDENCE

1.Look at the pictures and Students’ answers Observation

3.Listen CD1- track 14 and Students’ answers Observation