Giao An Tong Hop

Date of planning: 15 Peroid 55 : UNIT 7 : TELEVISION
/1/2023 Lesson 1: GETTING STARTED

What’s on today?
I. OBJECTIVES: * By the end of this unit, students will be able to:

1. Knowledge:
- To introduce topic of the lesson Our Tet holiday. To teach listening and reading.
+ Vocabulary: use the words related to TV programmes and people; new words
+ Grammar: - use wh-question words to make questions;
- use conjunctions to connect and clauses in compound sentences;
2. Competence:Students will be able to pratice listening and reading the conversation
between phong and Hung about TV programmes they like best.
3. Quality/ behavior :- the likes and dislikes TV programmes in their free time.
Having a serious behavior toward asking and giving informations about TV
programmes , game shows and characters.
II. TEACHING AIDS:
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, ….
1. WARM UP & INTRODUCTION (3’-5’)
Aims:
– To lead into the new unit.
Teacher’s & Student’s activities Content
+ Greeting + Greeting
+ Ask Ss some questions about class and do -T_Ss
the tasks. - Students (Ss) listen and learn
- To start the lesson, write the word how to do it .
TELEVISION in the centre of the web and - Answer the teacher’s
ask Ss to call out words related to the topic. questions and enquirements.
- T may allow them to give Vietnamese
words and ask other Ss in the class for the + Students (Ss) listen and learn
English equivalent. Then write in the corner how to do the tasks.
of the board a list of the words Ss don't
know and ask them to keep a record for later
reference when the unit finishes. - Open their book and write .
- T can list the words in a corner of the
board.
2. PRESENTATION/ NEW LESSON (12’)
ACTIVITY 1:
Aim: To set the context for the introductory text;
- To introduce the topic of the unit.

1. Listen and read. 1. Listen and read.
- To introduce the topic of the unit. -T_Ss
- Set the context for the introductory text: - Listen carefully to the
Ask Ss to look at the title of the conversation context .
1
and the picture. - Ask them some questions - Answer the teacher’s
like: questions.
What do you think they are talking about? - Listen carefully and read
Do you like watching TV? Why/ Why not? aloud.
How many hours a day do you watch TV?

• What channel/programme do you like
best? * Vocabulary
- Quickly teach / introduce the new words if - cartoon (n) phim hoạt hình
have - show (n) cuôc thi, buổi biểu
*) Teach vocabulary: diễn
- Teacher uses different techniques to teach - animated (adj) (– film) phim
vocabulary (situation, realia, translation .....) hoạt hình
+ Teacher may introduce the vocabulary by: - character (n) nhân vật
providing explanations of the words; - channel (n) Kênh (truyền
showing picture illustrating the word. hình)
+ Follow the steps to teach vocabulary - educational (adj) mang tính
- Repeat in chorus and individually giáo dục…
+ Check vocabulary - Take note.
- Copy
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss focus on the topic of the lesson.
2. Choose the correct answer A,B or C. 2. Choose the correct answer
- Ask Ss to read the questions carefully and A,B or C.
choose the correct answers. Encourage them -T_Ss
not to look back at the conversation. - Listen carefully to the
- Allow Ss to work in pairs if they would instructions
like to. Follow the teacher’s
- Check their answers as a class. Show them instructions
where in the conversation to find the - Give the answers and check.
answers. * Key:
- Explain the meaning of some words if 1. C 2. A 3. A
necessary. Ss practise saying the sentences 4. A
together.
ACTIVITY 3:
Aim: To help Ss learn the names of some TV programmes.
3. Read the conversation again and match 1- 3. Read the conversation again
5 with a-e. and match 1-5 with a-e.
- Encourage Ss to do this activity without -T_Ss
looking back at the conversation. If they - Learn how to do it
cannot, let them read the conversation again - Ss to work in pairs
to find the answers. - Compare the answers
- Allow Ss to work in pairs if they would - Give the answers.
like to. - Copy them
- Check the answers as a class. *Key :
1. c 2. a 3. e 4. b 5.
d
ACTIVITY 4:
2
Aim: To help Ss focus on the use of adjectives to describe TV programmes and
characters.
4. Find and write the agjectives in the 4. Find and write the agjectives
conversation which describe the in the conversation which
programmes and characters below. describe the programmes and
- Ask Ss to work independently. Guide them characters below.
to look back at the conversation and find - Listen carefully and learn how
where the names of the programmes / to do.
character appear. - Work independently
- Allow Ss to share their answers and - Ss do themselves. Give the
discuss. answers
- Check the answers as a class Key : 1. interesting 2.
Confirm the correct answers. wonderful3. clever 4.
educational
4. PRODUCTION/ APPLICATION (8’)
Aim: To help Ss talk about what TV programme(s) they like.

5. Work in groups. Interview your partners 5. Work in groups. Interview
about their favourite TV programmes and your partners about their
report to the class. favourite TV programmes and
- T can demonstrate by talking about his / report to the class.
her favourite programme(s) first. For - Listen carefully and learn how
example: I like films about animals in to do.
faraway countries like Kenya or India. They - Group works
are on the Animal Planet. - Ss play game
- Then allow Ss some time to discuss in
groups before deciding on the programmes - Fulfil the tasks.
they like.
- Each group then shares their answers by
reading them aloud to the class. The class
votes for the group with the most interesting
answers.
5. WRAP-UP & HOMEWORK (2’)

- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
* HOMEWORK
- Read again the conversation on page 6.
- Do more exercises in workbook
Date of planning: 17 Peroid 56 : UNIT 7 : TELEVISION

/1/2023 Lesson 2 : A CLOSER LOOK - 1
I. OBJECTIVES: By the end of this lesson, students will be able to gain the
following things:
1. Knowledge:
- To introduce topic of the lesson Television. To teach/ introduce how to use the
words/ phrases. Ss also learn how to pronounce the sounds / / and /ð/ correctly.
3
+ Vocabulary: -use the words related to TV programmes and people: music talent;
animated films; cartoons; clever; character; channel; educational
- To pronounce the sounds / / and /ð/ correctly;
+ Grammar: - Use Wh- questions
- Use conjunctions to connect and clauses in compound sentences;and,
but, so.
2. Competence: Students will be able to use the words related TV programme and
learn how to pronounce the sounds / / and /ð/ correctly.To practice pronouncing
these sounds.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP & INTRODUCTION (3’- 5’)
Aims: Vocabulary
- To create a friendly and atmosphere in the class before the lesson;
- To lead into the unit
+ Chatting -T_Ss
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn
them and class. how to do.
- Brainstorm some words/ things that might - Repeat these words.
be related to Tet. - Open their book and write .
- Ask Ss to open their book and introduce
what they are going to study….
ACTIVITY 1:
Aim: To teach Ss some words / phrases related to television.
1. Write the words/ phrases in the box next 1. Write the words/ phrases in the
to the definition. box next to the definition.
*) Pre- teach vocabulary: - T_Ss
- Teacher uses different techniques to teach * Vocabulary
vocabulary (situation, realia, - viewer (n) người xem
translation .....) - comedy (n) phim hài
+ Teacher may introduce the vocabulary - talent show (n) cuộc thi tài năng
by: (Trên TV)
providing explanations of the words; - compete (v) thi đấu
showing picture illustrating the word. - cute (adj) đáng yêu, dễ thương
+ Follow the steps to teach vocabulary - boring (adj) chán
- Repeat in chorus and individually - funny (adj) buồn cười…
+ Check vocabulary
3. PRACTICE (15’)
ACTIVITY 2:
4
Aim:To give Ss further practice on using TV-show-related words / phrases in context.
2. Complete the sentences with the words/ 2. Complete the sentences with the
phrases in the box. words/ phrases in the box.
- Ask Ss to read the sentences carefully and - Work individually to do this
choose the correct words / phrases to activity
complete them. (One more new word: - Listen carefully and learn how to
game show.) do.
- Check their answers as a class. - Follow the teacher’s instructions
- T may go around to observe and offer - Give the answers
help if necessary. 1. channel 2. character 3.
animated films 4. game show 5.
comedies 6. viewers
ACTIVITY 3:
Aim:To teach Ss more adjectives to describe television programmes and characters.
3. Complete the sentences with the 3. Complete the sentences with the
adjectives in the box. adjectives in the box.
- Teach the new words (live with a - Listen to the instructions clearly
different meaning from the one they - Learn how to do it
already know, and popular). - Ss to work individually
Suggestion: - popular.
+ popular: You play football, I play - live
football, Nam plays football... -> Football - Ss do themselves.
is popular. - Copy them
+ live: The contest is NOW at the City Key:
Hall. We are at home but we can watch 1. popular 2. boring 3. cute 4.
what is happening there like the audience live
at the Hall. -> We are watching the 5. funny 6. educational
competition live.
- T may ask Ss to give the Vietnamese
equivalent of these words.
II. PRONUNCIATION: / / and /ð/ (10’- 12’)
ACTIVITY 4:
Aim: To help Ss identify how to pronounce the sounds / / and /ð/ and practise
pronouncing these sounds.
4. Listen and repeat the words. 4. Listen and repeat the words.
- The / / and /ð/ sounds are among the - T_Ss
most difficult English sounds for - Listen to the teacher’s
Vietnamese Ss as we do not have them in instructions carefully
our language. - Check the answers
- Ask Ss to read the words first as they are - Listen and repeat
all familiar with Ss. * Audio script
- Play the recording and ask Ss to listen / / : theatre, earth, anything, both,
carefully and check if they have through
pronounced them correctly. /ð/ : there, them, neither, weather,
- Play the recording again. Ss listen and than
repeat.
ACTIVITY 5:
5
Aim: To help Ss pronounce the sounds / / and /ð/ correctly in context.
5. Tongue Twister. Take turns to read the 5. Tongue Twister. Take turns to
sentences quickly and correctly. read the sentences quickly and
- Don't take this task too seriously. It's a correctly.
way to make learning pronuciation fun. - T_Ss
- Have Ss practise reading the tongue - Listen to the instructions
twisters among themselves: slowly at first, carefully then do the tasks.
then faster and faster. - Do the tasks
- Tell them to pay attention to the key - Listen again and reppeat
words with the / / and /ð/ sounds. - Practice the sentences.
5. WRAP-UP & HOME WORK (2’)
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Date of planning: 26 Peroid 57: UNIT 7 : TELEVISION
/1/2023 Lesson 3 : A CLOSER LOOK - 2
I.OBJECTIVES: By the end of this lesson, students will be able to gain the following
things:
1. Knowledge: - To teach grammar, Wh- questions. Use conjunctions to connect and
clauses in compound sentences.
+ Vocabulary: - use the words related to TV programmes and people
2. Competence:Students will be able to use the words related TV programme
II. TEACHING AIDS:
- Work Arrangements: T-Ss , group works; individual ……
III. PROCEDURE:
Grammar

Aim: To introduce the topic of the lesson . Wh-questions
+ Ask Ss about their class. - T_Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to do it.
about them and class.
- Lead in the new lesson. - Open their book and write .
2. PRESENTATION/ NEW LESSON ( 12’)

ACTIVITY 1: Grammar : Wh-questions
Aim: To remind Ss of the questions they are familiar with.
1. Read the conversation and 1. Read the conversation and underline the
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underline the question words. question words.
* Teach vocabulary: - T_Ss
- Teacher uses different techniques to - Listen carefully to the teacher’s
teach vocabulary (situation, realia, instructions and learn how to use C and U
translation .....) if have… nouns
- Ask Ss to read the conversation and - Ss work individually
underline the question words. - Do the tasks
- Check the answers as a class - Compare the answers.
- Give the answers
1) What are you doing tomorrow?
2) Where is it?
3) How long is it on?
3. PRACTICE ( 18’)
ACTIVITY 2:
Aim: To help Ss identify the functions of different question words.
* Content: Know how to use the functions of different question words. Do the matching.
* Outcome: Ss can learn how to use the different question words correctly.
* Organisation : ...…
2. Match each question word with the 2. Match each question word with the
information it needs. information it needs.
- Allow Ss to read and do the - Ss work individually
matching Individually or In pairs. - Do the tasks
- Check their answers as a class. - Compare the answers.
- Explain if Ss have any difficulty - Learn how to do.
understanding how to use the question * Key :
words. When – time How many –
- Check the answers as a class number
- Observe and help when and where How often – repetition What – thing
necessary, and correct Where – place Who – people
Ss'pronunciation and intonation. Why – reason
- Confirm the correct answers.
ACTIVITY 3
Aim: To give Ss more practice with question words.
3. Use the question words in the box 3. Use the question words in the box to
to complete the conversations. Then complete the conversations. Then listen and
listen and check your answers. check your answers.
- Allow Ss some time to complete the - Listen to the instructions clearly
conversations. Suggest they should - Ss to work in pairs
look at the answer in order to choose
the correct question word from the - Compare the answers
box. - Copy them
- Play the recording. Ask Ss to listen
and check their answers. Also remind Key:
them to pay attention to the tune of 1. How often, What
the wfr-questions (falling at the end). 2. Who
- Check their answers as a class. 3. When, Where
- Move around to offer help if needed.
- Ask other Ss to give comments and
correct any mistakes if possible.
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ACTIVITY 4: Conjunctions in compound sentences
Aim: To help Ss identify the meaning and the position of a conjunction.
* Grammar Remember! 4. Match the beginnings with the endings.
- We use conjunctions to combine two - T_Ss
clauses into a compound sentence. - Listen to the instructions carefully
Example: - Work individually.
- I like watching cartoons, but my - Do themselves
brother likes watching sport. - Give the answers
- I enjoy sports, so I spend a lot of * Key:
time outdoor. 1. c 2. a 3. e 4. b 5. d
- I’m helping decorate the house, and
my brother is busy cooking.
4. Match the beginnings with the
endings.
- Have Ss work individually or in
pairs.
- Ask them to read the clauses in the
Beginnings column carefully and find
clues in the Endings column for
matching.
- Check Ss' answers as a class.
4. FURTHER PRACTICE/APPLICATION (5’)
ACTIVITY 5
Aim:To give Ss some practice on the use of conjunctions.
5. Use and, but or so to complete the 5. Use and, but or so to complete the
sentences. sentences.
- This is a more difficult task as Ss - Listen to the instructions carefully
have to decide what conjunction to - Work in pairs.
use for each sentence. - Compare the answers.
- Remind Ss to read each sentence and - Give the answers.
decide what the relationship of the *Key:
two clauses is before they choose the 1. so 2. but 3. so 4. but 5. and
correct answer.
- Ss work individually or in pairs. -Work individually or in pairs
They can later exchange and check - T: How many
their answers. - Ss: How many students are there in our
- Check their answers as a class. class?/How many coloured pencils do you
have?
- Summarisise the main grammar points of the lesson.

* HOME WORK
- Revise the form and use of comparative adj.
- Do more exercises in workbook.
- Prepatre new lessons.
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Date of planning 30 Peroid 58 : UNIT 7 : TELEVISION
/1/2023 Lesson 4 : COMMUNICATION
following things:
1. Knowledge: - To use everyday English phrases and expressions to develop their
language skills, as well as learn about Vietnamese culture and other
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Everyday English
Aim: To use everyday English phrases and expressions to develop their language skills.
+ Chatting - Do the tasks
- Teacher (T) asks Ss some questions - Students (Ss) listen and answer the
about them and class. teacher’s or friend’s questions
- Tell Ss that they are going to learn how - T_ Ss
to ask for and give directions. - Open their book and write the tittle of
the lesson .
ACTIVITY 1 + 2:
Aims:To introduce a sample conversation about a TV programme.
1. Listen and read the conversation. Pay 1. Listen and read the conversation. Pay
attention to the highlighted words. attention to the highlighted words.
- T_ Ss
*) Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to - programme (n) chương trình
teach vocabulary (situation, realia, - both cả hai
translation .....) if have . - different (adj) khác nhau
- Repeat in chorus and individually - enjoy (v) thích thú
+ Take note. + Students (Ss) listen to the instructions
*To help Ss practise asking for and giving carefully and learn how to do the tasks.
information about TV programmes. -Ss work in pairs
1. Ask Ss to read the conversation as an - Ss may use everyday English to talk to
example. Tell Ss that they can use what, each other.
what time, why, etc. to ask about TV - Ss work in pairs.
programmes.
+Ask Ss to work in pairs and practise the 2. Work in pairs. Make a similar
conversation. conversation about your favourite TV
2. Work in pairs. Make a similar programme.
conversation about your favourite TV - Ask Ss to work in pairs to make
programme. conversations
2. Allow Ss to work in pairs and make a + Complete the tasks
similar conversation about their favourite
TV programme. Encourage them to
Include as many questions as possible In
their conversations. Call on some pairs to
act out their conversations In front of the
class. Check and correct If needed
ACTIVITY 3
Aim: To allow Ss to explore some interesting facts about TV in other countries.
3. Work in groups. Discuss and complete 3. Work in groups. Discuss and complete
the facts with the countries in the box. the facts with the countries in the box.
- Don't turn this task into a serious test of - Ss work individually
information. - Listen to the teacher’s instructions
- Ss work in groups and help one another carefully and learn how to do.
to find the answers / make guesses. - Ask Ss to work in pairs to ask and tick
- Call on some Ss for the answers. Remind the questions.
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them ofthe correct way to give their * Key :
answers. 1. Japan 2. Viet Nam
Note: 3. Iceland 4. the USA
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Date of planning:1 Peroid 59 : UNIT 7 : TELEVISION
/2/2023 Lesson 5 : SKILLS-1/ Reading and Speaking
following things :
1. Knowledge:
- To teach reading for general and specific information about TV guide. To practice
speaking about their favourite TV programmes.
- To pronounce the sounds / / and /ð / correctly;
- Use conjunctions in compound sentences: and, but, so.
2. Competence: Students will be able to ask for and giving information about TV
programmes. To practice speaking about their favourite TV programmes.
II. TEACHING AIDS:
- Students : Text books, studying equipments….
III. PROCEDURE:
1. WARM UP & INTRODUCTION(3’- 5’)
Pre – reading
Aims:
- To develop student’s reading skills for specific information (scanning).
+ Review lessons - T_ Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and answer the teacher’s or
about them and class. friend’s questions
- Encourage Ss to give their answers, but -Answer the questions.
do not confirm whether their answers - Open their book and write the tittle of the lesson
right or wrong. * Reapeat and learn how to read and use them.
- Copy the new words.
ACTIVITY 1: While- reading
Aim: To teach Ss how to read a TV guide.
1. Read the first two columns of the TV 1. Read the first two columns of the TV guide and
guide and answer the questions. answer the questions.
*) Pre- teach vocabulary: - T_ Ss
- Teacher uses different techniques to * Vocabulary
teach vocabulary (situation, realia, - plants (n) cây cảnh
translation .....) - compete (v) thi đấu
+ Teacher may introduce the vocabulary - pet (n) con vật nuôi
by: - intelligent (adj)thông minh
providing explanations of the words; - dolphin (n) cá heo
11
showing picture illustrating the word. - laugh (v) cười to
2. + Take note
Note: Explain to Ss so that they can + Students (Ss) listen to the instructions carefully
distinguish the name of the programme and learn how to do the tasks.
(e.g. Sports) and the name of the specific - Give the answer
event / show / film, etc. on that * Key :
programme (e.g. The Pig Race). 1. (It's) Cuc Phuong Forest 2. Yes, it is.
- Allow Ss some time to read the TV 3. It's on at 10.30 4. No, we can't
guide and answer the questions. 5. (It's about) dolphins
- Check the answers as a class.
3. While- reading (18’)

ACTIVITY 2 :
Aim: To show Ss how to find a suitable TV programme for a person.
2. Read the TV guide in 1 and write the 2. Read the TV guide in 1 and write the
programmes that these people may programmes that these people may choose to watch
choose to watch - T_ Ss
- Ask Ss to read the information about - Listen to the teacher’s instructions carefully and
each person carefully, underline the key learn how to do.
word(s) showing what each person likes - Check the meaning of the words
in order to help them find the answer. - Ss work individually first.
- Allow Ss some time to do the task Key:
individually. Ask some Ss to share their 1. Phong: Children are Always Right
answers before checking as a class. 2. Bob: The Fox Teacher
- Check their answers as a class. 3. Nga: Cuc Phuong Forest
- Ask ss to show the evidence to support 4. Minh: The Pig Race
their answers. 5. Linh: The Dolphins.
- Check and confirm the correct answers.
ACTIVITY 3 : (Follow up activity) Speaking

Aim: To allow Ss to talk about what they have done in Reading 2.
3. Work in groups. Share your table in 2 3. Work in groups. Share your table in 2 with your
with your group and see if they agree group and see if they agree with you.
with you. - Work in groups
- Have Ss work in groups and share their - Listen to the teacher’s instructions carefully and
answers in 2 with the groups. Encourage follow them.
other Ss to say if they agree or disagree - Work in groups .
with the answers and explain their - Give the answer .
partners' choice.
4. FURTHER PRACTICE/ APPLICATION (8’)
ACTIVITY 4:
Aim: To teach Ss how to talk about their favourite TV programmes.
4. Work in groups. Tell your group about 4. Work in groups. Tell your group about your
your favourite TV programme. favourite TV programme.
Your talk should include : the name…; - Listen to the teacher’s instructions carefully and
the channel…; the content…..; the follow them.
reason ….. - Work in pairs.
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- Ask Ss to read the instructions carefully - Practice speaking in front of the class.
and allow them some time to prepare - Ss do it
their answers. - Correct mistakes if have .
- Tell Ss that the suggested structure can Example:
help them organize their ideas. A. My favourite programme is……
- Have Ss share their answers in groups - It’s on ……………….at 4.30 .
before calling some of them to present - It’s about …………...
their answers to the class. - I like it because it is

* HOME WORK
- Practice describing the room they have designed.
- Prepare new lesson. Skills 2
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Date of planning: Peroid 60 : UNIT 7 : TELEVISION
4/2/2023 Lesson 6 : SKILLS-2/ Listening and Writing
following things :
1. Knowledge:
- To teach listening and writing. To develop their listening skill for specific
information. Also to write a paragragh about TV- watching habits
- To pronounce the sounds /  / and /ð / /correctly;
2. Competence: Students will be able to pratice listening for specific information.
and write a paragragh about TV- watching habits .
II. TEACHING AIDS:
III. PROCEDURE:
Aims:
- To develop student’s listening skills for specific information. It also provides input for the
writing skills.
- Teacher (T) asks Ss some - T_ Ss
questions about them and class. - Students (Ss) listen and answer the teacher’s or
- Ask Ss about the content of the friend’s questions
previous lesson. - Listen and know what they are going to learn
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- Ask Ss to open their book and - Open their book and write the tittle of the
introduce what they are going to lesson
study….
- T leads in the lesson.
ACTIVITY 1: Pre-listening
Aim: To help Ss develop their skill of listening for specific information.
1. Listen and tick (✓) the correct 1. Listen and tick (✓) the correct channel for
channel for each programme. each programme.
- Teacher uses different + Take note
techniques to teach vocabulary + Students (Ss) listen to the instructions carefully
(situation, realia, translation .....) and learn how to do the tasks
If have . - Do the tasks. Compare the answers.
+ Follow the steps to teach - Give the answer.
vocabulary Key:
- Repeat in chorus and
individually
- Play the recording one or two

times (as needed) and askSs to
tick the answers. Check their
answers as a class.
- Play the recording again if

needed, stopping at the place
where Ss find it difficult to hear.
3. While-listening ( 15’)
ACTIVITY 2 : While-listening
Aim: To help Ss develop their listening skill for specific information.
2. Listen again and tick (✓) T 2. Listen again and tick (✓) T (true) or F (False)
(true) or F (False) - T_ Ss
- This activity requires Ss to listen - Give the answers
more carefully for details. Key:
- Allow Ss some time to read the 1. T 2. F 3. T 4. F
statements first and see if they can
answer any of them based on the
previous listening.
- Draw Ss' attention to the fact
that almost all the questions start
with the names of the
programmes. They are signals
that the answers are coming.
- Play the recording. Ss listen and
tick.
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- Check and confirm the correct
answers.
*Post-listening
* T may give some clues
ACTIVITY 3 : Writing
Aim:To guide and prepare Ss with information for their writing in 4.
3. Read the questions and circle 3. Read the questions and circle the right
the right answers for yourself answers for yourself
- Ss have to answer a - T_ Ss
questionnaire about TV-watching - Listen carefully to the instructions
habits. - Work individually
- Let Ss read the questions and * Ss learn how to do the tasks
choose the most appropriate - Ss’ answers
answers for themselves
4. PRODUCTION/ APPLLICATION (8’-10’)
ACTIVITY 4:
Aim:To guide Ss how to write a paragraph about TV-watching habits.
4. Write a paragragh of about 50 4. Write a paragragh of about 50 words about
words about your TV-riewing your TV-riewing habits. Use your answer in 3.
habits. Use your answer in 3.
- Have Ss work individually. Ask - Listen carefully and learn how to write
them to refer to the questions and - Work individually
their answers in 3 while they are - Write themselves
writing. These questions are a
very good guide of how to form a
sentence and what information
they need to complete the
sentence.
- Go round and offer help if
needed.
.
* Post writing
- T may display all or some of the
Ss' writings on the wall / notice
board. T and other Ss give
comments. Ss edit and revise their *Sample answer
writing as homework. I like watching TV, about one hour a day. I
- If time is limited,T may ask Ss only watch TV in the evening. During the day, I
to write the final version at home. go to school.
- Other Ss and T comment on the On Saturday and Sunday, I watch more.
writing. Sometimes I watch TV when I'm eating, but I
never watch TV when I'm studying. I watch
Science programme the most. It has interesting
educational programmes for children.
* Write a short paragraph about your favourite
TV programme.
My favourite TV programme is the game show:
15
Children are Always Right on VTV 3 at 8.30 pm
on Saturday. It tests your general knowledge
about nature, science..... . I like this programme
very much because it is useful, interesting, and
exciting. I can learn many interesting facts about
the nature, and the world.

* Have Ss summarise what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarise the main points of the lesson.
* HOME WORK.
- Finish writing a diary entry. Copy in the note books.
Date of planning: 5/2/2023 Peroid 61 : UNIT 7 : TELEVISION

Lesson 7 : LOOKING BACK
following things :
1. Knowledge:
- To pronounce the sounds / / and /ð / correctly;
2. Competence: Students will be able to To help Ss consolidate and apply what they
have learnt in the unit. Do practice exercises . Ss can evaluate their performance and
provide further practice. Project helps Ss improve their abilities to work individually
and in a team. It extends their imagination in field related to the unit topic
II. TEACHING AIDS:
- Work Arrangements: T-Ss ; group works; individual ……
III. PROCEDURE:
1. WARM UP & INTRODUCTION (3’)

Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages.
+ Review the old lessons - T_ Ss
- Teacher (T) asks Ss some - Students (Ss) listen and learn how to do.
questions about them and class.
- Ask Ss to open their book and - Open their book and write .
introduce what they are going to
study…
2. PRESENTATION/ NEW LESSON(25’)
16
PRACTICE EXERCISES
ACTIVITY 1: Vocabulary
Aim :To help Ss revise the vocabulary about television.
1. Put the words in the box in the 1. Put the words in the box in the correct
correct column. Add more words column. Add more words if you can.
if you can. - T_ Ss
- Ask Ss to do the task + Students (Ss) listen to the instructions
individually. carefully and learn how to do the tasks.
- Allow Ss some time to read the - Answer the teacher’s questions and
list of the words and write them in enquirements.
the correct place in the table. * Key:
- Have Ss swap their answers to
double check.
- Call on some Ss to read aloud
their answers before checking
them as a class.
- Have Ss do exercise individually
and then compare their answers.
answers
ACTIVITY 2:
Aim: To help Ss revise the vocabulary about television in context.
2. Use the words in the box to 2. Use the words in the box to complete the text.
complete the text.
- This activity is for the revision - Ss work individually.
of the vocabulary in a - Do the tasks
contextualized situation. Ss have - Work individuaaly
to be able to recognise the - Share the answers.
relationship of the target words * Key:
and their neighbours, the context 1. viewers 2. animal 3. sports
in which they appear. 4. funny 5. educational
- Ask Ss to do the task
individually.
- Have Ss swap their answers to
double check.
ACTIVITY 3 : Grammar
Aim:To help Ss revise the use of question words.
3. Complete each question with a 3. Complete each question with a suitale
suitale question word. question word.
- Ask Ss to look at the answers - T_ Ss
and underline the missing - Listen to the instructions clearly
information from the questions so - Do exercise individually and then compare
that they can decide which their answers.
question words to use. - Copy
- Let Ss do the exercise Suggested answers:
individually and then compare 1. How many 2. What 3. Why
their answers. 4. Who 5. How many
17
- Go round and offer help if
needed.
answers.
ACTIVITY 4:
Aim: To help Ss revise the use of conjunctions.
4. Use the conjunctions provided 4. Use the conjunctions provided to connect the
to connect the sentences. sentences.
- Ask Ss to read the two sentences
in each question and use the 1. Ocean Life is on at 7.30, and Laughing out
conjunctions provided to connect Loud comes next at 8.00.
them. 2. I like The Seven Kitties very much, so I watch
- Check their answers as a class. it every day.
Note: Note that in most sentences, 3. BBC One is a British channel, but VTV6 is a
the conjunctions are used to Vietnamese channel.
replace the full stop and connect 4. Along the Coast is a famous TV series, but I
the two sentences. Only in don't like it.
Question 4 do Ss have to use 5. I have a lot of homework tonight, so I can't
Although at the beginning. watch Eight Feet Below.
answers.
3. PRODUCTION/ APPLICATION (12’-15’)
Aim: Work in groups. Interview your friends, using the questions below. Take notes of their
answers and then report the results to the class.
* PROJECT:
- This project introduces to Ss a - Ss should prepare the project as assign groups
new way of learning and in the previous lessons beforehand.
practising their learnt language - T_ Ss
outside the class. Organise the
activity in a way that Ss will be - Listen to the teacher’s instructions carefully.
able to go out and ask questions to - Prepare the at home beforehand.
find out how important TV is to
their friends, to take notes of the - Ss should finish the project in class.
answers, and to report the results
to other people (their classmates).
- Divide Ss into groups of four or
five and instruct them on what
they have to do. Encourage them
to reach, out of the classroom
(interviewing their parents,
siblings, neighbours, etc.).
4. WRAP-UP & HOME WORK(2’)

* Summarise the main points.
* HOME WORK
- Make more sentences using should/ shouldn’t
18
Date of planning: 6 Peroid 62 : UNIT 8 : SPORTS AND
/2/2023 GAMES
Lesson 1: GETTING STARTED
At the gym
I. OBJECTIVES:
1. Knowledge:
- To introduce topic of the lesson Sports and Games. To teach listening and reading.
+ Vocabulary: - use the words related to the topic Sports and Games;;
+ New words :aerobic; career; competition, equipment, fit, goggles, gym, karate,
marathon, racket, score, shoot, sporty, take place, tournament
- To pronounce the sounds /e/ and /æ/ correctly;
- express and respond to congratulations;
+ Grammar: - use the past simple;
- use imperatives to tell someone to do something;
2. Competence: Students will be able to pratice listening and reading the
conversation between Duong and Mai about tha sports/ games they play.
3. Quality/ behavior :- the love for doing sports and games they play in daily life.
Having a good behavior toward sports/ games , the fair play and friend ship in doing
sports.
II. TEACHING AIDS:
III. PROCEDURE:
Aims:
– To creat an active atmosphere in the class before the lesson
+ Review the old lessons + Do the tasks.
- Begin the lesson by reviewing the previous - T_ Ss
unit before Ss open their books. - Students (Ss) listen and learn
T may have Ss revise the words learnt in how to do it .
Unit 7, or ask them what TV programmes - Answer the teacher’s questions
they like to watch, or whether they like to and enquirements.
watch sports programmes on TV.
- Then lead Ss to the new unit. Write the unit + Students (Ss) listen and learn
title Sports and Games on the board. how to do the tasks.
- Open their book and write .
ACTIVITY 1: At the gym

Aim: To set the context for the introductory text
19
*) Pre- teach vocabulary:
- Teacher uses different techniques to teach - T_ Ss
vocabulary (situation, realia, translation .....)
* Vocabulary - Listen carefully to the context
- gym (n) Trung tâm TDTT - Answer the teacher’s questions.
- karate (n) môn võ ka-ra-te
- equipment (n) thiết bị, dụng cụ - Listen carefully and read aloud.
- aerobics (n) thể dục nhịp điệu
- chess (n) cờ tướng Note:
- table tennis (n) bóng bàn - gym
- Repeat in chorus and individually - karate
+ Check vocabulary - sporty
* To introduce the topic of the unit. - equipment.
- Set the context for the introductory text: - fit
Ask Ss to look at the title of the conversation - aerobics
and the picture.
- Ask Ss to look at the picture and guess
what it shows or what the conversation
between Duong and Mai might be about.
ACTIVITY 2:
Aims: To help Ss practise using words related to the topic Sports and Games
2. Put a word from conversation in each gap. 2. Put a word from conversation
- Ask Ss to do this activity independently. in each gap.
Remind them of the ways to do the activity - T_ Ss.
if needed. Ss may refer back to the - Listen carefully to the
conversation for the context of the words instructions
they need to fill the gaps.
- Allow them to share their answers before - Follow the teacher’s
discussing them in pairs or as a class. instructions
- Write the correct answers on the board.
- T explains the meanings of some words if - Give the answers and check.
necessary. Ss practise saying the sentences * Key:
together. 1. fit 2. gym 3. table
tennis
4. Club 5. cycle
ACTIVITY 3:
Aim: To help Ss revise / learn names of some sports and games through pictures.
3. Name these sports and games, using the 3. Name these sports and games,
words from the box. using the words from the box.
- Ask Ss to label the pictures with the correct - Listen to the instructions
words given. Ss can work in pairs. Elicit Ss' clearly
answers. - Learn how to do it
- Then provide the correct words. - Ss to work in pairs
- Ask them for the meanings of the words. - Compare the answers
Provide them with the meanings of the - Give the answers.
words they don't know. T may also ask them - Copy them
20
if they play these sports and games or if *Key :
people in Viet Nam play them. 1. cycling 2. aerobics
- Allow Ss to share answers before
discussing as a class. 3. table tennis 4. swimming
- T gives correct answer
Watch out! 5. chess 6. volleyball
- Help Ss differentiate between a sport and a
game:
A sport: an activity that you do for pleasure
and that needs physical exercise.
A game: an activity or a sport with rules in
which people or teams compete against each
other.
Sports: running, cycling, mountain climbing,
...
Games: chess, football, card games,
computer games, ...
ACTIVITY 4: What is the difference between a sport and game?

Aim:To help Ss practise speaking and learn about how sporty they are.
4. Work in pairs. Ask your partner these 4. Work in pairs. Ask your
questions to fine out how sporty they are. partner these questions to fine
- Have Ss work in pairs (or in groups) to ask out how sporty they are.
and answer the questions. Some pairs (or - T_ Ss
groups) may report their results to the class.
(In their groups, how many Ss with answers - Listen carefully and learn how
"A", how many with answers "B" and who is to do.
the sportiest in their groups.)
- Ss do themselves. Give the
answers
5. WRAP-UP & HOMEWORK (2’)

*Ask one or two Ss to tell the class what they have learnt.
* HOMEWORK
- Read again the conversation on page 6.
- Prepare new lessons
Date of planning: 8 Peroid 63 : UNIT 8 : SPORTS AND GAMES

/2/2023 Lesson 2 : A CLOSER LOOK 1
following things :
1. Knowledge:
- To introduce topic of the lesson Sports and Games. To teach/ introduce how to able
to revise / teach the names of some equipment to be used in some sports / games. Ss
also learn how to pronounce the sounds /e/ and /æ/ correctly.
21
+ New words :aerobic; career; competition, equipment, fit, goggles, gym, karate,
marathon, racket, score, shoot, sporty, take place, tournament
- To pronounce the sounds /e/ and /æ/ correctly;
2. Competence: Students will be able to revise / teach the names of some equipment
to be used in some sports / games and learn how to pronounce the sounds /e/ and /æ/
correctly.To practice pronouncing these sounds.
sports.
II. TEACHING AIDS:
III. PROCEDURE:
Aims: Vocabulary
- To revise/ teach some words/ phrases related to TV programmes
+ Do the revision - T_ Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how
about them and class. to do.
- Brainstorm some words/ things that
might be related to Tet.
- Ask Ss to open their book and introduce - Repeat these words.
what they are going to study…. - Open their book and write .
ACTIVITY 1:
Aim: To revise / teach the names of some equipment to be used in some sports / games.
22
1. Write the right words under the 1. Write the right words under the
pictures. pictures.
- Teacher uses different techniques to * Vocabulary
teach vocabulary (situation, realia, - racket (n) cái vợt (cầu lông..)
translation .....) - googles (n) kính bơi
+ Teacher may introduce the vocabulary - sports shoes (n) giầy thể thao
by: - sporty (n) khỏe mạnh , dáng thể
providing explanations of the words; thao.
showing picture illustrating the word. - marathon (n) cuộc đua ma-ra-tông
- Ask Ss to look at the pictures and see if - champion (n) vô đich
they can write the words under the - competition…(n) cuộc đua
pictures. + Students (Ss) listen to the
- Have Ss work individually. Tell them to instructions carefully and learn how
put the words and phrases given under the to do the tasks.
right pictures. - Answer the teacher’s
- Check their answers as a class. Explain * Key:
the meanings to them If necessary. If there 1. ball 2. sports shoes 3. boat 4.
Is enough time, have Ss give examples racket
5. goggles
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To revise / teach the names of some sports / games and the equipment to be used
with them.
2. What sports are these things for? Match 2. What sports are these things for?
each thing in column A with a sport in Match each thing in column A with a
column B. sport in column B.
- Tell Ss to do the task independently first. - Work individually to do this
- Call on some Ss to write their answers activity.
on the board, then check their answers as
a class.
- Check their answers as a class.
- T may go around to observe and offer
help if necessary. - Give the answers
* Extension: Ask stronger Ss to name Key:
more sports and games and the equipment 1. c 2. d 3. a 4. b 5.e
used with them.
ACTIVITY 3:
Aim: To give Ss practice on how to use words related to sports / games in context.
3. Fill in each balnk with one of words 3. Fill in each balnk with one of
from the box. words from the box.
- Have Ss read the sentences and fill the - T_ Ss
blanks with the words given. - Listen to the instructions clearly
- Have them read the sentences carefully - Learn how to do it
and look for clues so that they can choose - Ss to work individually
the correct words to complete the - Ss do themselves.
sentences. - Copy them
23
- Have one student write the words on the Key:
board. T gives correction. 1. competition 2. champion
For stronger Ss, ask them to make 3. congratulations
sentences with the words. Other Ss and T 4. sporty 5. marathon
give comments.
II. PRONUNCIATION: /e/ and / æ / (10’)

ACTIVITY 4:
Aim: To help Ss identify how to pronounce the sounds /e/ and / æ /
- To help Ss practise pronouncing the two sounds in words.
4. Listen and repeat . Pat attention to the 4. Listen and repeat . Pat attention to
sounds /e/ and / æ / the sounds /e/ and / æ /
- Have Ss practise the sounds /e/ and /æ / - T_ Ss
in isolation first. - Listen to the teacher’s instructions
- Have them observe T's mouth for the carefully
correct pronunciation of these two sounds.
- Play the recording and ask Ss to listen - Check the answers
and repeat the words. - Listen and repeat
- Play the recording as many times as * Audio script
necessary. /e/: chess tennis exercise
- Check their pronunciation by calling contest
some Ss to read the words individually. /æ/: racket match marathon
active
4. PRODUCTION/ APPLICATION
ACTIVITY 5:
Aim: To help Ss pronounce the sounds /e/ and /æ/
5. Listen and repeat . Underline the words 5. Listen and repeat . Underline the
having the sounds /e/ and / æ / words having the sounds /e/ and / æ /
- Play the recording. Have Ss listen and - T_ Ss
repeat sentence by sentence. - Listen to the instructions carefully
- Help them recognise the two sounds, then do the tasks.
then underline the correct words In the - Do the tasks
sentences. - Listen again and reppeat
- Correct their pronunciation and - Practice the sentences.
Intonation. Play the recording again for Key + Audio script:
them to practise If necessary.
* Ask Ss to summarise what they have learnt in the lesson.
* HOME WORK
- Practice making sentences with new words
- Prepare new lesson.
Date of planning: 9 Peroid 64 : UNIT 8 : SPORTS AND

/2/2023 GAMES
24
Lesson 3 : A CLOSER LOOK 2
following things :
1. Knowledge: - To teach grammar: The past simple tense. To practice using the past
simple in real situations and the use “Imperative” in different situations.
2. Competence: Students will be able to learn how to form and use the past simple
tense. To practice using the past simple in real situations and the use “Imperative” in
different situations.
sports.
II. TEACHING AIDS:
III. PROCEDURE:
Grammar

Aim: - To revise the form and use : The past simple tense
+ Revision + T_ Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to do
about them and class. it.
- Ask Ss to open their book and
introduce what they are going to - Open their book and write .
study….
- Lead in the new lesson.

ACTIVITY 1: Grammar : The past simple tense
Aim: To revise/ learn how to use and form the correct form of the past simple.
- T asks Ss to give the rule and use of the past simple themselves. Then T explains to them if
necessary (use the Grammar box).T can give more examples If necessary. Remind them of
using the past simple when something happened (e.g. yesterday, last Sunday, last month,
etc.).
(+) Positive:
I / You / We / They / He / She / It + V-ed (played)
(-) Negative:
I / You / We / They / He / She / It + did not / didn't V (did not / didn't play)
(?)Questions and short answers:
Did I / you / we / they / he / she / it + V (play)?
Yes, I / you / we / they / he / she / it did.
No, I / you / we / they / he / she / it didn't.
25
1. Choose the correct answer A,B or C. 1. Choose the correct answer A,B or C.
- Have Ss do the task individually and - T_ Ss
then compare their answers in pairs. - Listen carefully to the teacher’s
- Tell Ss that when they do the multiple instructions and learn how to use C and U
choice questions, they should first read nouns
the sentences (stems) and the options - Ss work individually
carefully. Then they should choose the - Do the tasks
answer that they think is correct by - Compare the answers.
eliminating the wrong answer. Then - Give the answers
they get the most likely correct answer. * Key :
- Check and confirm Ss' answers. 1. C 2. B 3. C 4. A 5. B.
ACTIVITY 2:
Aim:To help Ss practise using the past simple in context.
2. Write the correct form of the verbs to 2. Write the correct form of the verbs to
complete the conversation. complete the conversation.
- Have Ss do the task individually. - Ss work individually
- Ask them to read the conversation - Do the tasks
first, so that they understand the context - Compare the answers.
to use the verbs given in the correct - Learn how to do.
form. * Key :
- T may call on some Ss separately to 1. went 2. had 3. did you do
read out their answers and correct their 4. visited 5. ate 6.scored
answers if they're wrong.
ACTIVITY 3
Aim: To help Ss practise using the past simple in real situation.
3. Work in groups. Ask and answer 3. Work in groups. Ask and answer
questions about your last weekend. questions about your last weekend.
- Divide the class into groups of 4 or 5. - Group work.
Ss take turns to ask and answer - Listen to the instructions clearly
questions about their last weekend. - Compare the answers
- Encourage them to give as many
sentences as possible. Tell them to use
all three forms (affirmative, negative,
and questions).
ACTIVITY 4: Imperatives
Aim: To help Ss use correct form of imparatives in different situations.
Remember! 4. Look at each picture and choose the
We use the impeartives to tell someone correct answer.
to do something, or to give a direct - T_ Ss
order. - Listen to the instructions carefully
- It’s a chewing gum, - Work individually.
+ Chew it! - Do themselves
- Don’t awallow it ! - Give the answers
Key:
- Tell Ss to work In pairs. Give them 1. Don't park 2. Close 3. Tidy
26
about 2-3 minutes to do the task. up
4. Don't use 5. Try
4. FURTHER PRACTICE/APPLICATION (8’)
ACTIVITY 5
Aim:To help Ss practise using imperatives to tell someone to do something in a real context.
5. Tell your friends what to do and what 5. Tell your friends what to do and what
not to do at the gym. not to do at the gym.
- Have Ss work In pairs or in groups. - Listen to the instructions carefully
- Ask them to take turns to tell their - Work in pairs or in groups.
friends what to do and not to do at the - Work in pairs.
gym. - Compare the answers.
T gives help and lets them give as many - Give the answers.
sentences as possible. *Key:
* If time allows, T may ask Ss to draw a Some possible sentences:
picture illustrating one of the gym rules Pay your fee first. • Don't litter.
in the blank space at the bottom of the Put on your trainers/sports shoes.
page in their notebooks. Make sure that • Don't eat or drink at the gym.
Ss write the rules somewhere in the Listen to the instructor carefully.
picture. (This may be done as
homework.)

* Summarise the main grammar points of the lesson.
* HOME WORK
- Revise the form and use of comparative adj.
- Prepatre new lessons.
Date of planning: 10 Peroid 65 : UNIT 8 : SPORTS AND GAMES

/2/2023 Lesson 4 : COMMUNICATION
I. OBJECTIVES:By the end of this lesson, students will be able to gain the following
things :
language skills, as well as learn about Vietnamese culture and other cultures.
Students learn how to express and respond to congratulations.Help Ss communicate
through a quiz about sports/ games.
+ Vocabulary: - use the words related to the topic Sports and Games.
2. Competence: Students will be able to express and respond to congratulations. Help
Ss learn some knowledge of sports/ games and communicate through a quiz about
sports/ games.
sports.
II. TEACHING AIDS:
27
III. PROCEDURE:
Everyday English
Expressing and responding to congratulations
Aims: To use everyday English phrases and expressions to develop their language
skills.
+ Do the revision + T _ Ss
- Tell Ss that they are going to learn - Open their book and write the tittle of
how to ask for and give directions. the lesson .
ACTIVITY 1 + 2:
Aim: To introduce the way of expressing and responding to congratulations.
1. Listen and repeat the short 1. Listen and repeat the short
conversation below, paying attention conversation below, paying attention to
to the highlighted parts. the highlighted parts.
- T _ Ss * Vocabulary
*) Pre- teach vocabulary: - win- won (v) chiến thắng
- Teacher uses different techniques - take place (v) diễn ra
to teach vocabulary (situation, realia, - join (v) tham gia
translation .....) - spare time (n) thời gian rảnh rỗi
+ Check vocabulary. - Take note
* To help Ss practise expressing and * Students (Ss) listen to the instructions
responding to congratulations. carefully and learn how to do the tasks.
1. Have Ss listen and read the short -Ss work in pairs
conversation. Tell them to pay - Ss may use everyday English to talk to
attention to the highlighted parts. T each other.
may ask Ss to repeat these parts - Ss work in pairs.
several times. 2. Work in pairs. Student A has won a
+Ask Ss to work in pairs and prize in the school’s singing contest/
practise the conversation. sport competition. Student B
2. Work in pairs. Student A has won congratualtion him/ her…
a prize in the school’s singing -Ask Ss to work in pairs to make
contest/ sport competition. Student B conversations
congratualtion him/ her… - Group works
- Allow Ss to work In pairs and + Complete the tasks
make a similar conversation. Remind
them to use the highlighted
sentences in 1. Then encourage them
to devise different contexts to use the
language.
3. PRACTICE (15’)
ACTIVITY 3 The sport/ game you like
28
Aims: To have Ss revise / learn some knowledge of sports / games;
- To help Ss communicate through a quiz about sports / games.
3. QUIZ. Work in pairs. Do the quiz. 3. QUIZ. Work in pairs. Do the quiz.
- Ask Ss to work in pairs and find - Ss work individually
the answers to the quizzes. - Listen to the teacher’s instructions
- Check and give the correct carefully and learn how to do.
answers. - Check the meaning if yes
- Check the answers . - Ask Ss to work in pairs to ask and tick
- Observe and help when and where the questions.
necessary, and correct 1. There are usually 22 players (11 on
Ss'pronunciation and intonation. each side).
- Confirm the correct answers. 2. It normally lasts 90 minutes (divided
into two halves).
3. They take place every four years.
4. A marathon is 42.195 kilometres long
(26 miles and 385 yards).
5. They took place In Olympia (In
Ancient Greece) (In 776 BC).
4. PRODUCTION / APPLICATION (8’)

ACTIVITY 4:
Aim: To help Ss ask and answer questions about themselves concerning the field of
sports / games.
4. Work in groups. Interview your 4. Work in groups. Interview your
partners using the following partners using the following questions.
questions. You may ask for more You may ask for more information.
information. - T _ Ss
- Divide the class into groups of 5 or - Listen carefully
6. - Answer and answer questions.
- Appoint one student to be the - Fulfil the tasks.
interviewer and the others the - Present in front of the class
interviewees.
- Give Ss plenty of time to ask and
answer questions. Encourage them to
talk and raise as many questions as
possible.
- Ss summarise what they have learnt in the lesson.

* HOME WORK
- Practice talking about New Year in different countries.
- Do more exercises in workbook
========================
Date of planning13 Peroid 66 : UNIT 8 : SPORTS AND GAMES
/2/2023 Lesson 5 : SKILLS 1
29
following things :
1. Knowledge:
- To teach reading for general and specific information about Sports and Games. To
practice speaking about a famous sportsperson.
2. Competence: Students will be able to pratice reading and speaking about a
famous sportsperson.
sports.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP & INTRODUCTION( 3’- 5’)
Pre – reading
Aim:
+ Chatting + T _ Ss
- Teacher (T) asks Ss some questions about - Students (Ss) listen and answer
them and class. the teacher’s or friend’s
- Encourage Ss to give their answers, but questions
do not confirm whether their answers right -Answer the questions.
or wrong.
- Ask Ss to open their book and introduce - Open their book and write the
what they are going to study…. tittle of the lesson .
- T leads in the lesson. * Reapeat and learn how to read
and use them.
Aim: To activate Ss' knowledge of the topic of the reading text.
1. Work in pairs. Discuss the questions. 1. Work in pairs. Discuss the
*) Pre- teach vocabulary: questions.
- Teacher uses different techniques to teach - T _ Ss
vocabulary (situation, realia, * Vocabulary
translation .....) - special (adj) đặc biệt
+ Teacher may introduce the vocabulary - career (n) nghề nghiệp
by: - score (v) ghi bàn, ghi điểm
providing explanations of the words; - goal (n) bàn thắng thua
showing picture illustrating the word. - become- became (v) trở nên
+ Follow the steps to teach vocabulary - national (adj) quốc gia
- Repeat in chorus and individually - hero (n) người anh hùng
30
+ Check vocabulary - famous (adj) nổi tiếng
* T may begin by asking Ss to name some * Students (Ss) listen to the
famous football players In Viet Nam. instructions carefully and learn
- Tell them to work in pairs to discuss the how to do the tasks.
questions in this activity. Encourage them
to give their ideas (as many ideas as
possible) in front of the class.
ACTIVITY 2 :
Aim: To help Ss develop their reading skill for general information (skimming).
2. Read the dialogue quickly to check your 2. Read the dialogue quickly to
ideas in 1. check your ideas in 1.
- Tell Ss to read the text quickly and check - T _ Ss
their Ideas In 1. - Listen to the teacher’s
- Set a strict time limit to ensure that Ss instructions carefully and learn
read quickly for information. Encourage Ss how to do.
to give any piece of information they can - Check the meaning of the
remember (and it is not so important what words
they say as long as they speak English). - Ss work individually first.
- Compare the answers with
partners
- Give the answers
Aims:
To help Ss develop their reading skill for specific information (scanning);
To help Ss broaden and deepen their knowledge of Pelé.
3. Read the text again and answer the 3. Read the text again and
questions. answer the questions.
- Give Ss some time to practise reading the - T _ Ss
dialogue. Ss listen to T (or Ss) read aloud - Listen to the teacher’s
while tracking the dialogue with their instructions carefully and follow
fingers. them.
- Ask Ss to read in chorus the new and - Work in groups .
difficult words / phrases in the dialogue. - Give the answer .
- Check with Ss the meanings ofthe new 1. Pele was born in 1940.
words. Explain to them If necessary. 2. His father did. / His father
* Further practice: taught him.
- If time allows, have Ss talk about Pele 3. He scored 1,281 goals in total.
(what other information they know about 4. (He became Football Player
him, whether they like him or not, and of the Century) in 1999.
why, etc.). 5. They call him "The King
- Have Ss talk about famous football ofFootball".
players they know and ask them who they
think is the best football player.
ACTIVITY 4: Speaking
Aim: To help Ss practise reading and understand fact files of famous sports people.
31
4. Read the follwing facts about two 4. Read the follwing facts about
famous sports people. two famous sports people.
- Ss work by themselves and read the fact - T _ Ss
files of two famous sportspeople. T may - Listen to the teacher’s
ask them whether they know these instructions carefully and follow
sportspeople, and what else they know them.
about them. - Work individually.
- Explain any new words to Ss if necessary. - Practice speaking in front of
Make sure Ss understand everything and the class.
they can use these facts to prepare for the - Correct mistakes if have .
next speaking activity.
ACTIVITY 5:
Aim: To help Ss practise speaking about a famous sportsperson in 4.
5. Choose one sportsperson in 4. Talk 5. Choose one sportsperson in 4.
about him/ her. Use the following cues. Talk about him/ her. Use the
- Have Ss work in pairs or groups. Have following cues.
them take turns to talk about their chosen - T _ Ss
sportsperson. - Listen to the teacher’s
- Let them have freedom to choose what instructions carefully and follow
information to mention. (They can skip them.
some points, or add some of their own.) - Work individually.
- While Ss are talking, T goes round the - Practice speaking in front of
class and monitors. Remember not to stop the class.
them in order to correct their mistakes. - Correct mistakes if have .

* Have Ss summarise what they have learnt in the lesson with the two skills
* HOME WORK.
- Prepare new lesson. Skills 2.
===================
Date of planning14 Peroid 67 : UNIT 8 : SPORTS AND GAMES
/2/2023 Lesson 6: SKILLS 2
things :
1. Knowledge:
- To teach listening and writing. To develop their listening skills for specific
information. Also to write a paragragh about the sport/ game they like.
+ Grammar: - use the past simple; use imperatives to tell someone to do something;
2. Competence: Students will be able to pratice listening and writing a paragragh
about the sport/ game they like.
sports.
32
II. TEACHING AIDS:
- Work Arrangements: T_Ss , group works; individual ……
III. PROCEDURE:
Aims:
- To develop student’s listening skills for specific information. It also provides input for
the writing skills.
* Content: Review the previous leson or have some warm-up activities to creat a friendly
and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Outcome: Having a chance to speak English and focus on the topic of the lesson..
* Organisation :Teacher’s instructions…

+ Revision + T _ Ss
- Teacher (T) asks Ss some - Students (Ss) listen and answer the
questions about them and class. teacher’s or friend’s questions
- Ask Ss about the content of the - Listen and know what they are going to
previous lesson. learn
- Ask Ss to open their book and - Open their book and write the tittle of the
introduce what they are going to lesson
study….
Aims: - To activate Ss' knowledge of the topic of the listening text;
- To help Ss develop the skill of listening for general information.
1. Listen to the passages. Who are 1. Listen to the passages. Who are they
they about? about?
*) Pre- teach vocabulary: - T _ Ss
- Teacher uses different techniques + Students (Ss) listen to the instructions
to teach vocabulary (situation, carefully and learn how to do the tasks
realia, translation .....) - Do the tasks. Compare the answers.
If have - Give the answer.
+ Follow the steps to teach
vocabulary
- Repeat in chorus and individually Key: The listening passages are about Hal
** Play the recording once only. and Alice.
ACTIVITY 2 : (While-listening)
Aim: To develop Ss' ability listen for specific information (scanning).
* Content: Listen and tick T/F
* Outcome: Develop listening skills and tick T/F correctly.
* Organisation : Teacher’s instructions…
33
2. Listen to the passages again and 2. Listen to the passages again and tick (✓)
tick (✓) T(True) or F (False) for T(True) or F (False) for each sentence.
each sentence. - T _ Ss
- Ask Ss to read the sentences - Listen to the teacher’s instructions carefully
carefully and find the key words. and learn how to do it.
- Play the recording again.Tell Ss - Fulfil the tasks
that while they listen, they have to - Give the answers
tlckT or F for each sentence.
- Call on some Ss to read the Key:
answers and explain to their 1. F 2. T 3. T 4. T 5. F
choice.
- Confirm the correct answers as a
class.
ACTIVITY 3 :
Aim: To develop Ss' ability listen for specific information (scanning), and identify the
exact words to fill the blanks.
3. Listen again and fill each balnk 3. Listen again and fill each balnk with a
with a word to complete each word to complete each sentence.
sentence. - T _ Ss
- Ask Ss to read the sentences and - Listen carefully to the instructions
find the key words. - Work individually
- Play the recording a third time (or * Ss learn how to do the tasks
more If needed). Tell Ss that they - Ss’ answers
have to Identify the exact words In Key: 1. volleyball 2. three 3. Alice 4.
the listening passages to fill the chess
blanks, and that the words must be
spelled correctly.
ACTIVITY 4: Writing
Aims: - To help Ss practise asking and answering questions about their favorite sport and
game;- To help Ss brainstorm ideas for their writing.
34
4. Work in pairs. Talk about the 4. Work in pairs. Talk about the sport/ game
sport/ game you like. Use the you like. Use the following questions as cues.
following questions as cues. - Listen carefully and learn how to write
- Have Ss work in pairs and talk - Work in pairs
about the sport / game they like. - Write themselves
They can use the cues given or *Sample answer
their own ideas. Hi, This is Alex. He is twenty years old. He is
- Ask them to note down the a weight-lifter. He is tall and strong. He
important and interesting things in spends 2 hours practicing weight-lifting
their notebooks. every day. Weightlifting is a hard and
- Go around and give help if dangerous sports to play. Sometimes, Alex
necessary. hurts himself while doing the sport. But he
- Call on some Ss to read their never gives up. He wants to be a champion
notes in front ofthe class. in the future. All the family members are
- T and other Ss listen and make proud of him. He will take part in a sport
comments. competition next week. Would you want to
come along and watch the match?
4. APPLLICATION (8’-10’)
ACTIVITY 5: Writing
Aim: To help Ss practise writing a paragraph about the sport / game they like.
5. Write a paragraph of 40-50 5. Write a paragraph of 40-50 words about
words about the sport/ game you the sport/ game you talked about in 4. You
talked about in 4. You can also can also refer to the listening passages.
refer to the listening passages. - T _ Ss
- Ask Ss to write a paragraph about - Listen carefully and learn how to write
the sport / game they talk about in - Write themselves
4. Allow Ss to refer to the listening *Sample answer
passages and other sections for Write a paragraph to describe a football
useful language for writing. Note match.
interesting expressions and Football is perhaps the most popular
language on the board. game in the world. A football match often
- Tell Ss to write a draft first, based lasts about ninety minutes. There are two
on the ideas they have talked about teams play against each other. Each team
in 4. Then Ss actually write a has eleven members. The players kick the
paragraph of of 40 - 50 words (or ball to score goals. There is a goalkeeper to
more if they can), covering as keep the goal safe. The goal-keeper is
many ideas as possible. Tell them allowed to touch the ball by hand, while
to pay special attention to others are not. The team, which scores more
punctuation, structural elements, goals, is declared the winner. The referee is
linking words, etc. there to make sure that the game is fair. It’s
- Go around and give help If interesting to watch a football match.
necessary.
* HOME WORK.
35
=========================
Date of planning: 15 Peroid 68: UNIT 8 : SPORTS AND
/2/2023 GAMES
things :
1. Knowledge:
- To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate
their performance and provide further practice. Do some practice exercises. Project
helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic
2. Competence: Students will be able to pratice listening and reading the
conversation between Duong and Mai about tha sports/ games they play.
3. Quality/ behavior :- The love for doing sports and games they play in daily life.
sports.
II. TEACHING AIDS:
III. PROCEDURE:

Aims:
- Encourage Ss to review and drill section of the unit.
+ Chatting + T _ Ss
- Teacher (T) asks Ss some questions about them - Students (Ss) listen and learn how
and class. to do.
- Ask Ss to open their book and introduce what
they are going to study…. - Open their book and write .

PRACTICE EXERCISES
Aim: To help Ss revise they have learnt in the unit.
1. Fine one odd word/ phrase in each question. 1. Fine one odd word/ phrase in
- Ss do this task individually. each question.
- Call on some Ss to read the answers aloud. - T _ Ss
- Confirm the correct answers as a class. Have + Students (Ss) listen to the
the whole class read the words / phrases instructions carefully and learn how
correctly. to do the tasks.
- Check and confirm the correct answers - Answer the teacher’s questions.
36
* Key:
1. C 2. A 3. C 4. B 5
B
ACTIVITY 2:
Aim: To help Ss revise the combination of the verbs play, do and go with names of different
sports / games.
2. Put the correct form of the verbs play, do or 2. Put the correct form of the verbs
go in the blank. play, do or go in the blank.
- Tell Ss that In English sports and games may - Ss work individually. Do the task
go after one of three verbs: play, do and go. Ss
have to remember these combinations. - Work individuaaly
- Allow Ss time to do the task individually.
- Call on some Ss to write the answers on the - Share the answers.
board. Then have the class comment, and give 1. do 2. is playing 3. goes
them the correct answers. 4. went 5. played 6. are doing
Aim: To help Ss revise the use of the past simple tense in context.
3. Put the verbs in brackets in the correct form 3. Put the verbs in brackets in the
- Have Ss work in pairs and put the verbs in correct form.
brackets in the correct form of the past simple. - T _ Ss
- Tell Ss to pay attention to the point of time - Listen to the instructions clearly
given in the sentences. - Do exercise individually and then
- Check their answers as a class. compare their answers.
- Go round and offer help if needed. - Copy
- Check and confirm the correct answers. Key: 1. took 2. started 3. didn't
like 4. did you do; cycled;
watched
ACTIVITY 4:
Aim: To help Ss revise the use of imperatives (positive and negative) in different situations.
4. What do you say in these situations? 4. What do you say in these
- Give Ss some time to work by situations?
themselves. - T _ Ss; S
- Ask them to revise how to use - Do the tasks
Imperatives (positive and negative) in - Check the answers
these situations. - Give the answers
- Call on some Ss to read their sentences. Key:
- Have other Ss give comments. T 1. Please stop making noise.
confirms the correct sentences. 2. Go out to play with your friends.
- Check and confirm the correct answers. 3. Don't feed the animals.
4. Stand in line, boys!
5. Don't touch the dog.
ACTIVITY 5:
Aim: To help Ss revise the vocabulary realated to sports / games in context.
5. Fill in each blank with ONE word to complete 5. Fill in each blank with ONE
the passage. word to complete the passage.
- Ask Ss to do the task individually first. Then - T _ Ss
they can check their answers with a partner - Do the tasks
37
before discussing as a class. T gives corrections. - Check the answers
- Have some Ss read the whole passage aloud - Give the answers
(maybe sentence by sentence). The rest of the Key:
class should track the text with their fingers as 1. play 2. hear 3.
the other Ss read. favourite
- Check and confirm the correct answers. 4. sports 5. famous

Aim:To improve the abilities to work individually and in a team. It extends their imagination
in field related to the unit topic
ACTIVITY 1
Aim: To introduce to Ss the traditional team game Blind man's bluff.
- Have Ss read the information about a traditional game carefully. Explain new words and
anything difficult to Ss. Make sure they understand everything thoroughlyACTIVITY 2
Aim: help Ss practise writing about a traditional game (what it needs and its rules).
- Each student chooses one of the games given and writes about it, basing themselves on the
information in 1 :- Name of the game:- Number of players:- Equipment:-How to play:
ACTIVITY 3
Aim: To help Ss practise talking/ giving presentation about a traditional game.
Have Ss work in groups of 4 or 5. Let each of them present their talk to the group. T and other
Ss make comments.
- Make more sentences .
Date of planning Peroid 69 : UNIT 9 : CITIES OF THE WORLD

25/2/2023 Lesson 1: GETTING STARTED
Date of teaching: What a nice photos!
/2/2023
I. OBJECTIVES: * By the end of this unit, students will be able to:

- use the words related to cities and landmarks;
- pronounce the sounds / әu / and / au / correctly;
- use possessive adjectives and possessive pronouns;
- express exclamations with What;
- read for general and specific information about a holiday postcard;
- talk about a city;
- listen for specific information about a description of a city;
- write a holiday postcard.
1. Knowledge:
- To introduce topic of the lesson Cities of the world. To teach listening and reading.
+ Vocabulary: use the words related to cities and landmarks .To pronounce the final
sounds / әu / and / au / correctly;
+ Grammar:- use possesive adjectives.
- use possesive pronouns
2. Competence: By the end of the lesson students will be able to pratice reading and
listening the conversation between Mai and Tom about cities and landmarks.
38
3. Quality/ behavior : The love of learning English. The love of the cities and
beautiful spots. Having serious attitude to working in groups, individual work,
pairwork, cooperative learning and working.
II. TEACHING AIDS:
III. PROCEDURE:
Aims:
To create an active atmosphere in the class before the lesson;
To lead into the new unit.
+ Brainstorming + Brainstorming
- Teacher (T) asks Ss some questions about - T_ Ss
the previous lessons,
- T may introduce some warm-up activities London
to creat a friendly and relaxed atmostphere
to inspire Ss to warm up to the subject and Cities of the world
new class…
- T encourages Ss to talk in English as much Paris
as possible - (Ss) listen and learn how to do it .
+ Lead to the first unit of the new school - Open their book and write .
year.
- Write the unit title My house on the board.
2. PRESENTATION (12’)
ACTIVITY 1:
Aim: To set the context for the introductory text;
* Content: Listen and read conversation to become familiar with the vocab.; new grammar
points.
* Outcome: Reading and finding out new words; Ss become familiar with the new language
items.
* Organisation : Teacher’s guide…

- Teacher uses different techniques to teach
vocabulary (situation, realia, translation .....)
+ Teacher may introduce the vocabulary by:
providing explanations of the words;
showing picture illustrating the word.
+ Follow the steps to teach vocabulary
Repeat in chorus and individually
+ Check vocabulary
* Set the context for the introductory text:
Ask Ss to look at the title of the conversation
and the picture. Ask them some questions
like: What do you think Mai and Tom are
39
talking about? What city can you recognise
from the photos? What is it famous for? etc.
- Encourage Ss to give their answers, but do
not confirm whether their answers are right
or wrong.
- Play the recording twice for Ss to listen and
read along. Have Ss underline the words that
are related to the unit's topic while they are
listening and reading.
- Invite some pairs of Ss to read the dialogue
aloud.
- Have Ss say the words in the text that they
have underlined. Quickly write the words on
one part of the board. - T_ Ss
- Comment on Ss'answers. * Vocabulary
- landmark (n) công trình thu hút
khách du lich
- vacation (n) kì nghỉ (hè)
- holiday (n)…
- Answer the teacher’s questions.
- Find out the words related to the

topic.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss identify the location of the cities mentioned in the conversation on a map.
* Content: Write the names of the cities mentioned in the conversation on a map.
* Outcome: Ss can write the correct location of the cities mentioned in the conversation on a
map.
2. Write the names of the cities in the correct 2. Write the names of the cities in the
place correct place
- Ask Ss if they know which country each - T_ Ss
city is in. If needed, help Ss by writing the - Follow the teacher’s instructions
names of the countries and the cities on the
board.
- Have Ss look at the map and do the task.
- Allow them to share their answers before

discussing them in groups or as aclass.
- T gives the correct answers.

- Give the answers and check.
ACTIVITY 3:
Aim: To help Ss focus on the use of adjectives to describe cities.
40
* Content: Read and match.
* Outcome: Ss read again the conversation and do the matching.
3. Read the conversation again and match 3. Read the conversation again and
the cities with the adjectives describing match the cities with the adjectives
them. describing them
- Ask Ss to work independently. Ask them to
look back at the conversation and find where
the names of the cities appear and what
adjectives are used to describe them.
Underline them.
- Ss share their answers and discuss.
- Allow Ss to share answers before - T_ Ss

discussing as a class. Write the correct - Learn how to do it. Share the
answers on the board. answers
- Copy them
- T gives correct answer Key: 1. c, d 2. a 3. b, e
ACTIVITY 4:
Aim: To help Ss visualise some landmarks of the cities mentioned in the conversation.
* Content: Match some landmarks of the cities mentioned in the conversation.
* Outcome: Ss can match the cities with the landmarks correctly.
4. Match the cities with their landmarks 4. Match the cities with their
- Ask Ss to find the word landmark in the landmarks
conversation and ask them what it is.
( Tom:... Can you see Big Ben?
Mai: Yeah... on the River Thames. It's a
landmark of London.)
- Write the word landmark on the board and
ask if they can guess the meaning of the
word. ( Emphasise: a place / object that is
famous in a city. Tourists want to see.)
- Have Ss do the matching.
- Allow them to discuss in pairs or groups.
- Check the answers as a class. - Ss do themselves. Give the answers
Key: 1. c 2. d 3. a 4. b
4. PRODUCTION/ FURTHER PRACTICE (8 ’)

ACTIVITY 5:
Aim: To give Ss a fun time revising what they have learnt so far in the lesson.
* Content: Play game.What city is it? to revising what they have learnt so far.
* Outcome: Us understand more information about cities in Viet Nam and in the world.
5. GAME: What city is it? 5. GAME: What city is it?

41
- Demonstrate by calling three Ss to read the - T_ Ss
example. - Ask and answer
- Then allow Ss some time to work in Suggested answers:
groups. Hue: beautiful, old city
- Go round and offer help If needed. London: the red telephone box, Big
Encourage Ss to talk about other cities they Ben, double-decker buses
know. Sydney: Sydney Opera House,
Note: The only city that is not in the beautiful / clean beaches
conversation is Hue. Have Ss talk about New York: Times Square, the Statue
what they know about Hue without help of Liberty
since this city is a popular holiday city
inViet Nam.
- Invite some Ss to talk one of the cities in
front of the class.
* Ask one or two Ss to tell the class what they have learnt.
* HOME WORK
- Read again the conversation on page 26
=====================
Date of planning: Peroid 70 :UNIT 9 : CITIES OF THE WORLD

26/2/2023 Lesson 2: A CLOSER LOOK 1
Date of teaching:
………..…
WEEK:
I. OBJECTIVE:By the end of this lesson, students will be able to gain the following
things :
1. Knowledge:
- To introduce topic of the lesson Cities of the world. To teach some adjectives
describing a city.
+ Vocabulary: use the words related to cities and landmarks. old, friendly, delicious,
exciting, helpful, tasty, sunny, rainy….
- To practise the sounds / әu / and / au / correctly;
+ Grammar:- use possesive adjectives; - use possesive pronouns
2. Competence:Students will be able to know more adjectives describing a city; city,
food, people, weather.
3. Quality/ behavior :-The love of the cities and beautiful spots in your countries or
in the world. Having serious attitude to working in groups, individual work,
II. TEACHING AIDS:
42
III. PROCEDURE:
1. WARM UP & INTRODUCTION (3’ – 5’)
Aim:To revise/ teach some vocabulary.
+ Revise the old lesson + Revision
them and class. - Students (Ss) listen and learn how to d
- Ask Ss to open their book and introduce - Open their book and write .

ACTIVITY 1: VOCABULARY
Aim: To teach Ss some adjectives describing a city.
* Content: Do the filling.
* Outcome: Ss know more the adjectives describing a city.
* Organisation : Teacher’s instructions clearly…

1. Fill in the box with adjective. 1. Fill in the box with adjective.
vocabulary (situation, realia,
translation .....)
+ Teacher may introduce the vocabulary

by:
- Repeat in chorus and individually
+ Check vocabulary
*Check if Ss remember which cities Mai * Vocabulary
and Tom were talking about at the - tasty (adj) hương vị
beginning of the unit. - delicious (adj) ngon
- Ask them how Tom described the three - stall (n) gian hàng
cities. - palace (n) cung điện
-Write the words on the board. - street food (n) thức ăn đường phố
- Allow Ss some time to read the adjectives - floating market (n)… chợ nổi
in the box first. Most of them they may * Students (Ss) listen to the instructions
already know (maybe except the word carefully and learn how to do the tasks.
helpful, but don't explain it yet). - Answer the teacher’s questions.
- Ask them to choose and write the words Key :
in the web. Allow Ss to work together if city: exciting, old
they would like to. food: tasty, delicious
- Check answers as a class. people: friendly, helpful
- Have Ss practise reading the adjectives. weather: rainy, sunny
3. PRACTICE (18’)
ACTIVITY 2:
43
Aim: To help Ss use the adjectives in 1 in a context.
Teacher’s Student’s activities Content
2. Complete the sentences with the words 2. Complete the sentences with the words
in 1 in 1.
- Ask Ss to work independently. - Listen carefully and learn how to do.
- Ask Ss to read the sentences carefully and - Ss work independently.
complete them with the words in 1. Go - Give the answers
around and offer help if needed. * Key:
- Check their answers as a class. 1. sunny 2. old 3. exciting 4.
- Ask other Ss to comment. Ask Ss if they friendly
can add more things to each room. 5. delicious / tasty
ACTIVITY 3:
Aim: To teach Ss some words / phrases related to a city.
3. Write the words/ phrases below under 3. Write the words/ phrases below under
the correct pictures. the correct pictures.
- Ask Ss to read the words / phrases.
- Ask Ss to write the words / phrases under - Ss to work in pairs
the correct pictures. (Ss can easily do the - Ss do themselves.
task since they know all the words except - Copy them
stall. The only word and picture left go Key: 1. palace 2. floating market
together). 3. street food 4. stall
- Call on some pairs to practise in front of
the class.
- Comment on their performance.
II. PRONUNCIATION: / әu / and / au /
ACTIVITY 4:
Aim : To help Ss identify and practice the / әu / and / au / sounds
4. Listen and write the words in the correct 4. Listen and write the words in the
column. Then listen and repeat. correct column.Then listen and repeat
- Demonstrate the two sounds with the - T _ Ss
words cold and our. Write them on the - Listen carefully
board and say them aloud - Check the answers
- Have Ss read and put the words in the - Listen and repeat
correct columns first. Key :
- Ask them to listen to the recording, check / әu / / au /
their answers and complete what they have boat house
not been able to do yet. postcard crowded
- Play the recording again for Ss to repeat. coast town
- Checktheiranswersasaclass. pagoda tower
- Call on some Ss to read the words aloud. * Audio script:
- Check the meanings if necessary. boat house town
tower
postcard crowded coast
pagoda
4. FURTHER PRACTICE (8’)
ACTIVITY 5:
44
Aim:To help Ss practise the sounds /au/ and /au/ in sentences.
5. Listen and repeat. Pay attention to 5. Listen and repeat. Pay attention to
underlined words. underlined words.
- Allow Ss some time to read the sentences - T _ Ss
by themselves first. They can read silently - Listen to the instructions carefully then
or aloud. do the tasks.
- Play the recording. Have Ss listen and - Do the tasks
repeat the sentences. Key :
- Provide further practice by dividing the Audio script:
class Into two groups. Have the groups 1. The town is crowded at the weekend.
read alternate lines. 2. There's lots of snow in Tokyo in wint
- Check by asking Ss to read loudly each 3. It's very cold on the boat.
underlined word in the sentences. 4. He's running around the house.
Note:
/ әu / : snow, Tokyo, cold, boat
/ au /: town, crowded, around, house
*Ask Ss to summarise what they have learnt in the lesson.

*HOME WORK
- remember some adjectives describing the city.
=================
Date of Peroid 71 : UNIT 9 : CITIES OF THE WORLD
planning:1/3/2023 Lesson 3: A CLOSER LOOK 2
Date of teaching:
/3/2023
I. OBJECTIVE: By the end of this lesson, students will be able to gain the following
things :
1. Knowledge:
- To teach Possessive adjectives and possessive pronouns.
+ Vocabulary: use the words related to cities and landmarks. old, friendly, delicious,
exciting,….
- To practise the sounds / әu / and / au / correctly;
+ Grammar:- use possesive adjectives; - use possesive pronouns
2. Competence: Students will be able to know more adjectives describing a city.
II. TEACHING AIDS:
C. PROCEDURE:
1. WARM UP & INTRODUCTION (3’ – 5’)
Aim: Lead in the new lesson
45
+ Revion on the old lesson + T _ Ss
- Students (Ss) listen and learn how to do.
- Teacher (T) asks Ss some questions about

them and class.

Aims: To help Ss revise the use of possessive adjective.
Grammar
Possessive adjectives
* Remember:
Possessive adjective is used only when there is a noun following it.
Example: I have a pen  This is my pen
Possessive Possessive
Pronouns adjectives pronouns
I my mine
you your yours
he his his
she her hers
it its its
we our ours
you your yours
they their theirs
1. Match the sentences with the pictures, 1. Match the sentences with the pictures,
paying attention to underlined part in each paying attention to underlined part in each
sentence. sentence.
- Ask Ss to read the sentences first. Tell - T _ Ss
them to pay attention to the underlined
phrases containing the possessive
adjectives.
- Have Ss do the matching.
- Check Ss' answers as a class. + Students (Ss) listen to the instructions
- Then draw Ss' attention to the underlined carefully and learn how to do the tasks.
parts of the sentences. Ask them to circle - Answer the teacher’s questions and
the subjects of the sentences. enquirements.
Key: 1. d 2.e 3. b 4. a 5. c
3. PRACTICE (15’)
ACTIVITY 2:
Aims: To give Ss opportunities to use possessive adjective correctly in context.
2. Complete the sentences with the correct 2. Complete the sentences with the correct
possessive adjective. possessive adjective.
- Allow Ss to do the task individually or in - Listen carefully and learn how to do.
46
pairs. - Ss work individually
- Ss to read the pair of sentences carefully - Follow the teacher’s instructions
and find the subject in the first sentence - Give the answers
which will determine the possessive * Key:
adjective to be used to complete the second 1. My 2. your 3. Its 4. Her
sentence (e.g. I -> my, The lion -> its). Our
ACTIVITY 3: Possessive pronouns

Aims:
- To help Ss determine the correct possessive pronoun representing a phrase.
* Remember:
Possessive pronoun is used alone without a noun following it.
Example: This is my book, not your book.
This book is mine, not yours.
* Content:
* Outcome:
* Organisation : Teacher’s instruction…
3.Complete the sentences with the correct 3.Complete the sentences with the corre
possessive pronouns. possessive pronouns.
- Use arrows that point my book to mine - T _ Ss
and your book to yours so that Ss can see - Listen to the instructions clearly
how the phrase of a possessive adjective + - Learn how to do it
noun is replaced by a possessive pronoun. - Ss to work in pairs
- Ask Ss to read the first sentence of each - Ss do themselves.
question carefully and underline the - Copy them
words / phrases which determine the Key:
possessive pronoun for the second 1. mine 2. theirs 3. yours 4. his
sentence. Then complete the second 5. ours
sentence.
ACTIVITY 4:
Aims:To help Ss distinguish and use the correctly possessive adjectives and possessive
pronouns
4. Underlined the correct word in brackets 4. Underlined the correct word in bracke
to complete each sentence. to complete each sentence.
- This activity mixes the use of possessive - Listen carefully
adjectives and possessive pronouns. - T _ Ss
- Have Ss do the task individually. * Audio script:
- CheckSs'answersasaclass. Key : 1. its 2. yours 3. his 4. Our 5.
their.
ACTIVITY 5:
Aim:To give Ss a more difficult task to describe what possessive pronoun/ possessive adjecti
to use for each sentence.
5. Choose the correct word to complete the 5. Choose the correct word to complete
sentence the sentence
- Ask Ss to work individually or in pairs. - T _ Ss
Ask them to read the sentences carefully - Listen to the instructions carefully then
and choose the correct answers. do the tasks.
47
- Check thei ranswers as a class. - Do the tasks
- Comment on their pronunciation of the Key : 1. B 2. A 3. B 4. B 5. B
finals.
5. WRAP-UP & HOME WORK ( 2’)

* Summarise the main grammar points of the lesson.
* HOME WORK
- Remember the use of possessive adj and possessive pronouns.
=================
Date of planning: Peroid 72 : UNIT 9 : CITIES OF THE WORLD
3/3/2023 Lesson 4 : COMMUNICATION
Date of teaching:
/3/2023
things :
language skills. Expressing exclaimations with What.
+ What a nice city!
+ What tall buildings!
+ Vocabulary: use the words related to cities and landmarks.
- To practise the sounds / әu / and / au / correctly.
+ Grammar:- use possesive adjectives;
- use possesive pronouns
2. Competence: By the end of the lesson students will be able to express
exclaimations with What.
II. TEACHING AIDS:
III. PROCEDURE:
Everyday English
Expressing exclaimations with What.
Aims: To use everyday English phrases to express their appreciation or surprise.
+ Revise the old lesson + T _ Ss
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to
them and class. do.
ACTIVITY 1+ 2:
Aims:To introduce exclamations with What;
48
- To help Ss practise making exclamations with What.
1. Look at the picture. Listen and read the 1. Look at the picture. Listen and read
exclamations. the exclamations.
- Teacher uses different techniques to teach + Students (Ss) listen to the instructions
vocabulary (situation, realia, carefully and learn how to do the tasks.
translation .....) if have.
* Vocabulary
- shell (n) vỏ sò
- climb (v) trèo
- head (n) cái đầu
- proud of (adj)tự hào
- ancient (adj) cổ kính, cổ …
+ Take note
- Ask Ss to look at the picture and read the
exclamations. Ask them to find the
similarity / similarities among the three
exclamations. To help them, write the three + What a nice city!
exclamations on the board since it is easier + What a clear sky!
for Ss to observe. (They all begin with + What tall buildings!
What followed by a noun phrase. An What+ adj + noun + exclamation mar
exclamation mark (!) is usually put at the (!)
end.)
- Present the sentences like the following. Key :
+ What a nice city! Audio script:
+ What a clear sky! - What a nice city!
+ What tall buildings! - What a clear sky!
=>What + adj + noun + exclamation mark - What tall buildings!
(!)
2 . Allow Ss to work in pairs and take turns
to make exclamations from the picture. Key:
Call on some pairs to say their - What happy and beautiful children!
exclamations aloud in front of the class. - What a colourful and nice picture!
Checkand correct ifneeded. - What sunny and beautiful weather!
Key: - What a small and cute boy!
- What happy and beautiful children! - What beautiful and colourful apple
- What a colourful and nice picture! trees!
- What sunny and beautiful weather!
- What a small and cute boy!
- What beautiful and colourful apple trees!
3. PRACTICE (18’)
ACTIVITY 3: City landmarks
Aim: To help Ss get used to some famous landmarks in big cities.
3. Work in pairs. Write the names of the 3. Work in pairs. Write the names of the
landmarks under the correct pictures. landmarks under the correct pictures.
- Show Ss photos of the four landmarks of - Work in pairs to do this activity
different cities and ask Ss what they are. If
49
Ss do not know their names in English,
allow them to use Vietnamese.
- Have Ss work in pairs. Ask them to read
the names in the box (make sure that they
pronounce the names correctly) and write
them under the correct pictures of the
landmarks.
- Check Ss'answers as a class.
- Elicit from Ss any information they know
about the landmarks: Which cities are they
in? - Give the answers
- Ask other Ss to comment. Ask Ss if they * Key:
can add more things to each room. 1. Merlion 2. Big Ben 3. Sydney
Opera House 4. Eiffel Tower
ACTIVITY 4:
Aim: To help Ss to recognise each landmark through its description.
4.Write the names of the landmarks in 3 for 4.Write the names of the landmarks in 3
the descriptions. for the descriptions.
- Have Ss read the descriptions about the - T _ Ss
four landmarks. Set a time limit. - Listen to the instructions clearly
- Have them work individually. Ask them - Learn how to do it
to write the names of the landmarks in 3 - Ss to work in pairs
next to the descriptions. - Copy them
- Call on some Ss to give their answers. Key: 1. Big Ben 2. Sydney Opera
Ask them to support theirs. House
- Comment on their performance. 3. Eiffel Tower 4. Merlion

ACTIVITY 5:
Aim: To check how much Ss know about different cities and their landmarks.
* Content: Do the quiz. Read and circle the correct answers.
* Outcome: Ss can answer the questions correctly by choosing the A, B or C
5. QUIZ .Work in pairs. Read the questions 5. QUIZ. Work in pairs. Read the
and circle the correct answers questions and circle the correct answers
- Have Ss work in pairs. - Work in pairs.
- Ask them to read the questions and circle

the correct answers.
- CheckSs'answersasaclass.
- Give some more interesting facts about

each landmark if time allows.
Key: 1. B 2. A 3. C 4. A
50
* HOME WORK
- Practice speaking to express exclamations with What.
- Prepare new lesson : Skills 1
===============
Date of planning: Peroid 73 : UNIT 9 : CITIES OF THE WORLD
5/3/2023 Lesson 5 : SKILLS -1/ Reading & Speaking
Date of teaching:
/3/2023
following things :
1. Knowledge:
- To teach reading for general and specific information about a holiday post card .
To practice speaking about a city.
+ Vocabulary: - use the words related to cities and landmarks .
+ New words : postcard; perfect; fantastic;gym; rent; wear- wore; amazing;
wonderful; delicious;
- To pronounce the sounds / әu / and / au / correctly;
- Expressing exclaimations with What.
2. Competence: Students will be able to pratice reading and speaking about a city.
II. TEACHING AIDS:
III. PROCEDURE:
Aims: Reading: LOVE FROM SWEDEN

Teacher’s activities Student’s activities
(Pre - reading) + Greeting
+ Greeting + T _ Ss
+ Revise the old lesson. - Students (Ss) listen and answer the
- Teacher (T) asks Ss some questions about teacher’s or friend’s questions
them and class. -Answer the questions.
- If possible, show the class some real - Open their book and write the tittle of
postcards. the lesson .
- Ask Ss where the postcards were sent * Reapeat and learn how to read and use
from. Ask them to guess who wrote the them.
postcard, and to whom; when it was - Copy the new words.
written; what it was written about, etc.
51
Aim : To help Ss brainstorm and see if they have any idea about potcard.
1. Work in groups. Look at the potcard and 1. Work in groups. Look at the potcard
discuss. and discuss.
- Teacher uses different techniques to teach + Students (Ss) listen to the instructions
vocabulary (situation, realia, carefully and learn how to do the tasks.
translation .....)
+ Teacher may introduce the vocabulary
by:
* Vocabulary
- postcard (n) bưu thiếp
- wear- wore (v) mặc, đội
- palace-Royal palace (n) Cung điện
* Suggested answer:
- rent (v) thuê , cho thuê …
When they are away from home, often
on holiday or business. They want to tell
+ Check vocabulary
their family or friends what they see and
+ Take note
do, and how they feel about their
- Ask Ss to discuss when people write a
experience there. The sender often writes
postcard and what is written on a postcard.
about his / her stay in a city or country.
- Accept reasonable answers.

ACTIVITY 2 :
Aim: To help Ss develop reading skill for general and specific information (multiple-choice).
2. Read the potcard and answer the 2. Read the potcard and answer the
questions. questions .
- Have Ss look at the questions first. Ask - T _ Ss
them to underline the key words in the - Listen to the teacher’s instructions
questions. carefully and learn how to do.
- Tell them these key words will help them - Check the meaning of the words
find the information more easily in the text. - Ss work individually first.
- Have Ss read the postcard and answer the - Compare the answers with partners
questions individually before discussing as - Give the answers
a class. Key: 1. B 2. A 3. B 4. C
- Call on some Ss to read their answers.
Encourage Ss to justify their answers.
Aim: To help Ss identify different features of a place.
3. Read the text and match the places with 3. Read the text and match the places
the things they have. with the things they have.
- Have Ss read the text again and do the - T _ Ss
52
matching. - Listen to the teacher’s instructions
- Check Ss' answers as a class. carefully and follow them.
- Confirm the correct answers to the class. - Give the answer .
Key: 1. b, c 2. a, d, e

ACTIVITY 4: Speaking
Aim: To help Ss use what they have learnt so far to talk about a city.
4. Work in groups. Choose a city you 4. Work in groups. Choose a city you
know. Discuss and answer the questions know. Discuss and answer the questions
below. below.
- Ask Ss to work in groups. Allow each
group some time to choose one city they - Listen to the teacher’s instructions
have learnt about in this unit, or the one carefully and follow them.
they all know / like. - Work in groups.
- Ask Ss to discuss and make notes of the - Practice speaking in front of the class.
information they want to share with their - Correct mistakes if have .
class.
- Ask them to refer to the questions in this
activity as suggestions for their notes or
they can do it their own way.
ACTIVITY 5:
Aim : To help ss summarise the information they have to organize a short presentation.
5. Share the information you have collected 5. Share the information you have
in 4 with your class. collected in 4 with your class.
- Ask Ss to use the notes in 4 to share the - T _ Ss
information of their city with the class. - Listen to the teacher’s instructions
Make sure they speak in full sentences. carefully and follow them.
- Allow Ss to vote for the most interesting - Practice speaking in front of the class.
and informative presentation. - Correct mistakes if have .
Sample speaking : Nha Trang is a
- When the talking time is over, T collects famous seaside city in central Viet Nam.
common errors and discusses them with the It attracts a lot of tourists from many
whole class. contries because it has beautiful beache
and an exciting atmosphere of a young,
growing city. Coming to Nha Trang from
January to August, you can enjoy
wonderful weather: warm and sunny. It
is so good for swimming and sunbathing
Visitors can rent a bike and cycle
around the city. Nha Trang is also well-
known for its delicious seafood.

53
===================
Date of Peroid 74 : UNIT 9 : CITIES OF THE WORLD

planning:9/3/2023 Lesson 6 : SKILLS -2/ Listening & Writing
Date of teaching:
/3/2023
following things :
1. Knowledge:
information about a description of a city. Also to write a holiday postcard
+ Vocabulary: - use the words related to cities and landmarks
2. Competence: Students will be able to listen skills for specific information about a
description of a city. Also to write a holiday postcard.
II. TEACHING AIDS:
III. PROCEDURE:
Aim:
the writing skills.
+ Asking Ss some questions + T _ Ss
- Ask Ss about the content of the
previous lesson. - Listen and know what they are going to
- Ask Ss to open their book and learn
introduce what they are going to - Open their book and write the tittle of
study…. the lesson
Aim: To help Ss brainstorm about Bangkok.
1. Work in groups . Discuss and 1. Work in groups . Discuss and answer
answer the questions. the questions.
- Teacher uses different techniques to
54
teach vocabulary (situation, realia,
translation .....) if have
* Tell Ss they will listen to a talk
about Bangkok, the capital of Thailand.
- Ask Ss the two questions and discuss
with them to see what they know about
Bangkok or Thailand. - Do the tasks. Compare the answers.
- Allow Ss to speak in Vietnamese - Give the answer.
(sometimes) if they do not have enough Suggested answers:
vocabulary in English. 1. Bangkok is in central Thailand.
2. It's famous for its temples, markets,
shopping centres, silk, street food, friendly
people, and many types of entertainments.
Aim: To help Ss develop listening skill for specific information (T / F).
2. Listen and Tick (✓) T (True ) or F 2. Listen and Tick (✓) T (True ) or F
(False) (False)
- Ask Ss to go through the statements - T _ Ss
(1 - 4) to make sure that they - Listen to the teacher’s instructions
understand them and know what carefully and learn how to do it.
information they have to catch for the - Fulfil the tasks
answers. (Ss may underline the key - Give the answers
word(s) in each statement.)
- Play the recording. Ask Ss to listen * Key:
and tick the answers. 1. F (markets and street food)
- Call on some Ss to read aloud their 2. F (cheap)
answers and correct the false one(s). 3. F (on the river)
- Check and confirm the correct 4. T
answers.
*(Post-listening)
ACTIVITY 3 :
Aim : To help Ss develop listening skill for specific information ( gap- filling)
3. Listen again and fill each gap with 3. Listen again and fill each gap with One
One word/ number. word/ number.
- Ask Ss to read the questions carefully - T _ Ss
and determine what information they - Listen carefully to the instructions
need to fill the gaps (numbers, words). - Work individually
- Play the recording for Ss to fill the * Ss learn how to do the tasks
gaps. Ask them to exchange answers in - Ss’ answers
pairs before checking their answers as Key: 1. 15,000 2. 5 3. life 4.
a class. delicious
Audio script:
Bangkok is famous for its markets and Audio script:
street food.
Visit the Chatuchak, the largest Another interesting type of market is the
weekend market in the world. There floating market on the river. Don't forget
55
are over 15,000 stalls selling nearly to try street food in Bangkok. It's easy to
everything, at cheap prices. It's only find food stalls all around Bangkok,
five minutes' walk from the station. serving different Thai dishes. They are
When you visit this market, you can see really delicious.
part of Thai people's life.
ACTIVITY 4: Writing
Aim: To help Ss talk about a holiday city and collect information for their later writing.
4. Work in groups. Talk about a city in 4. Work in groups. Talk about a city in
your country, using the questions your country, using the questions below as
below as a guide a guide
- Ask Ss to work in groups. Choose a - Listen carefullyand learn how to talk.
city they know and discuss guided by - Group works
the questions. - Write themselves
- Ask Ss to take short notes of the *Sample speaking:
answers for later use. Hue is a great city. The weather is fine,
- Go round and help if needed. sunny all the time. The food is cheap and
- Go around and give help If necessary. delicious. The people here are friendly
- Call on some Ss to speak in front and hospitable. The hotel where we’re
ofthe class.T and other Ss listen and staying is small but comfortable.
make comments. Yesterday we visited the historic
monuments. Tomorrow we’re going on a
trip along Huong River. I bought a small
present for you yesterday.
You must visit this place/ city someday.
You’ll love it.
Bye for now!
ACTIVITY 5:
Aim: To teach Ss how to write a postcard.
5. Listen again and fill each gap with 5. Listen again and fill each gap with One
One word/ number. word/ number.
- Ask Ss to use their ideas in 4 to write - Listen carefully and learn how to write
a postcard to their family. - Write themselves. Ss do it
- Ask Ss to refer to Reading 2 if
needed.
- If there is time, pair Ss and ask them
to write postcards to each other. Have
them swap and give feedback on each
other's writing once they have finished.
- Go around and give help If necessary.
- Call on some Ss to read their notes in
front ofthe class.T and other Ss listen
and make comments.
* Post writing
- T may display all or some of the Ss' *Sample answer
writings on the wall / notice board. T Dear Mum and Dad,
and other Ss give comments. Ss edit Hue is a great city. The weather is fine,
and revise their writing as homework.
56
- T may collect some Ss'writings and sunny all the time. The food is cheap and
mark them, then give comments to the delicious. The people here are friendly
class. Remember to tell them how to and hospitable. The hotel where we’re
improve their writings. staying is small but comfortable.
- If time is limited,T may ask Ss to Yesterday we visited the historic
write the final version at home. monuments. Tomorrow we’re going on a
- Other Ss and T comment on the trip along Huong River. I bought a small
writing. present for you yesterday.
You must visit this place/ city someday.
You’ll love it.
Love
Trang

*Have Ss summarise what they have learnt with the two skills.
* HOME WORK.
=========================
Date of Peroid 75 :UNIT 9 : CITIES OF THE WORLD
planning:10/3/2023 Lesson 7 : LOOKING BACK
Date of teaching:
/3/2023
things :
1. Knowledge:
their performance and provide further practice. Do some practice exercises. Project
helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic
+ Vocabulary: - use the words related to cities and landmarks
2. Competence: Students will be able to consolidate and apply what they have learnt
in the unit. To practice doing some exercises.
II. TEACHING AIDS:
III. PROCEDURE:

Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages.
57
Instead they can use what they have learnt during the unit to help them answer the questions.
- That will help you and your Ss see how far they have progressed, and which areas need further
practice.
* Content: Review the previous leson or have some warm-up activities to creat a friendly and
relaxed atmostphere to inspire Ss to warm up to the new lesson.

+ Do the revision + T _ Ss
- Teacher (T) asks Ss some - Students (Ss) listen and learn how to do.
questions about them and class.
- Ask Ss to open their book and - Open their book and write .
study….
PRACTICE EXERCISES
Aim : To help Ss revise the adjectives used to describe cities and land marks.
*Content:Revise the vocabulary they have learnt during the unit to help them answer the qs.
* Outcome: Adapt the vocab. they have learnt during the unit to complete the sentences

1. Choose the best two options to 1. Choose the best two options to complete the
complete the sentences sentences.
- Write the four words: city, - T _ Ss
weather, people, food on the board + Students (Ss) listen to the instructions carefully and
and elicit from Ss at least three learn how to do the tasks.
adjectives to describe each word. - Answer the teacher’s questions and enquirements.
- Give Ss suffic lenttl me to do the * Key:
task. 1. A, B 2.A,C 3. A,C 4. A, B 5. B,C
- Confirm the correct answers as a
class. Have the whole class read the
words / phrases correctly.
ACTIVITY 2:
Aim: To help Ss revise the nouns for city landmarks.
2. Write the words in the box under 2. Write the words in the box under their pictures
their pictures - Ss work individually. Do the tasks
- Ask Ss to read the words in the - Share the answers.
box first and make sure they
remember their meanings.
- Allow them some time to write the
words under the correct pictures.
58
- Observe and help when and where
necessary, and correct
Ss'pronunciation and intonation.
* Key:
1. towers 2. river bank 3. beach
4. night market 5. palace 6. postcard
Aim: To help Ss revise the possessive pronouns in context.
3. Complete the sentences with the 3. Complete the sentences with the correct possessive
correct possessive pronouns in the pronouns in the box.
box. - T _ Ss
- Ask Ss to complete the sentences - Listen to the instructions clearly
individually. They can share their - Do exercise individually and then compare their
answers with their partners, but they answers.
should record their original answers - Copy
to guide their self-assessment later. Key:
- Check their answers as a class. 1. yours 2. theirs 3. mine
4. Ours 5. hers
ACTIVITY 4:
Aim: To help Ss revise the possessive adjectives and possessive pronouns in context.
4. Read the sentences and correct 4. Read the sentences and correct the underlined
the underlined words. words.
- Write 2 - 3 sentences on the board - T _ Ss
with similar mistakes to the in - Do the tasks
Activity 4 and have the class do - Give the answers
them together. Explain the answers.
- Ask Ss to read the sentences Key:
carefully and correct the underlined 1. its 2. our 3. their 4. its 5. our
words.
answers.
Aim: To allow Ss to apply what they have learnt (vocabulary and grammar) into practice through a
project.
Teacher’s &Student’s activities Content
* PROJECT: - T _ Ss
- Divide Ss into small groups of 4 or - Ss should prepare the project as assign groups in the
5.- Ask them to discuss and choose previous lessons beforehand.
a city in the world they would like
to visit. - Listen to the teacher’s instructions carefully.
- Ask them to look for necessary
information for the visit, basically
59
by answering the suggested - Do the tasks . Prepare the at home beforehand.
questions.
- Summarise the information and
report the information collected to - Ss should finish the project in class, assign groups
the class. in the previous lessons.
- Ask the class to listen to the *Ask Ss to share their findings with the class. If time
reports and ask questions if they allows, T can use the results of the project for the
would like to. They may even vote class discussion to see how much TV watching is
for the best report. enough / good / bad and the role of TV for children.
- Ask Ss to complete the self-
assessment table. Discuss as a class
what difficulties remain and what
areas Ss have mastered
- Do the same as units
- Encourage them to reach, out of
the classroom (interviewing their
parents, siblings, neighbours, etc.).

* HOME WORK
- Make more sentences using possessive pronouns.
Date of planning: /3/2023 Peroid 76 : REVIEW 3 (UNIT 7-8-9)

Lesson 1: LANGUAGE / Pronunciation-
Vocabulary-Grammar
following things :
1. Knowledge:
- To revise the language and skills they have learnt in Unit 7-8-9.
a) Vocabulary: Ss revise words and phrases about TV programme; Sports and
games; Cities and landmarks.
b) Grammar : - Review : Wh- Questions; Conjunctions in compound sentences: and,
but, so; Past simple, Imperatives; Possessive adjectives, possessive pronouns;
c) Writing : - Writing a paragraph about TV-viewing habits; Writing a paragraph
about a sport / game; Writing a holiday postcard
d) Speaking: Asking for and giving information about TV programme; Expressing
and responding to congratulations; Exclamations with What + (a/ an)+ adj +
Noun(s)!
2. Competence:Students will be able to revised the language they have learnt and the
skills they have practised in Units 7, 8, 9 . They have learnt so far in terms of
language and skills . Practising doing exercises.
3. Quality/ behavior : Having the serious attitude toward studying and the love of
cities and landmarks….. The love of doing sports/ games. SS are hard- working ;
cooperative; sociable; good communication.
II. TEACHING AIDS:
60
III. PROCEDURE:

Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and the
skills they have practised in Units 7, 8, 9
+ Review the old lesson. + T _ Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to do.
about them and class. - Open their book and write .
PRACTICE EXERCISES
A. LANGUAGE:
Pronunciation
ACTIVITY 1:
Aim: To help Ss review the pronunciation of the sounds learnt in Units 7-9.
1. Circle the word with the different 1. Circle the word with the different
underlined sound. Listen and check underlined sound. Listen and check
- Write the three pairs of sounds on the - Answer the teacher’s questions and
board: enquirements.
/ / and / /; /e/ and /æ/ ; / әu / and / au / - T _ Ss
- Write one word containing the sound * Key :
underneath each of them. Ask Ss to read 1. C 2. A 3. A 4.C 5. B
the words aloud.
- Ask Ss to do the task by reading aloud Audio script:
each group and circle the odd one out. 1. A. tower B. how C. snow
- Play the recording for Ss to listen and 2. A. symbol B. opening C. postcard
check their answers. 3. A. farther B. earth C. both
- Check Ss' answers as a class. 4. A. Saturday B. racket C. game
- Play the recording again for Ss to listen 5. A. tennis B. prepare C.chess
and repeat in chorus and Individually.
- Check and confirm the correct answers
Aim: To test Ss' ability to choose the correct word to be used in context.
2. Choose A, B, C to fill the gaps in the 2. Choose A, B, C to fill the gaps in the
passage passage
- Have Ss do this task separately or in
pairs. - Ss work individually.
- Ask Ss to read the passage carefully and - Do the tasks
pause at each blank to decide which word - Share the answers.
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is the best answer.
- Guide Ss to look for clues for their * Key:
answers. E.g. In sentence 1, we have 1. A 2. C 3. A 4. C 5. C
when the weather is good. It means that
these activities depend on the weather.
Therefore, the answer must be outdoor.
- Ask Ss to exchange their answers with
their partners.
ACTIVITY 3 :
Aim: To help Ss review the words / phrases learnt.
3.Complete the sentences with the 3.Complete the sentences with the
words/ phrase in the box. words/ phrase in the box
- Ask Ss to read each sentence carefully - T _ Ss
and choose the correct word / phrase. - Listen to the instructions clearly
- Check Ss' answers as a class. - Fulfil the tasks
- Copy
- Check and confirm the correct answers. 1. landmark 2. football 3.
television
4. city 5. Summer sports
3. PRACTICE EXERCISES (12’)
ACTIVITY 4: Grammar
Aim: To help Ss revise grammar elements mentioned above.
4. Choose the correct answer A, B or 4. Choose the correct answer A, B or
C. C.
- Have Ss do the task individually or in - T _ Ss
pairs. - Do the task individually.
- Check Ss'answers as a class. Explain to - Listen to the teacher’s instructions
them howto find the answers. carefully.
- Do the tasks .
- Have Ss compare their answers with a - Give the answers
classmate. * Key:
- Check and confirm the correct answers. 1. B 2.C 3. A 4. A 5. C 6. B
ACTIVITY 5 :
Aim: To help Ss revise the use of question words.
5. Correct the underlined question 5. Correct the underlined question
word(s) if needed. word(s)
- Ss should be familiar with and good at if needed.
using question words. - T _ Ss
- T may revise by writing a long sentence - Listen to the teacher’s instructions
on the board. (E.g. Yesterday, / went to carefully.
the cinema and watched The Dolphins
with my cousins.) Then underline some - Do the tasks . Prepare the at home
words and ask Ss what question word beforehand.
they use to get the answers, which are the
underlined words.
- Ask Ss to open their books to page 36 - Give the answers
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and do the task individually.
- Check their answers as a class. For the
wrong one(s), explain why it is / they are *Key:
incorrect. 1. What 2. Correct 3. Why
- Check Ss'answers. Ask them for 4. How 5. Where
explanation if necessary.

- Ask Ss what they have learnt so far. Have them recall the important elements:
* HOME WORK
- Read again the conversation
- Make more sentences using adverbs of frequency.
==================
Date of planning: /3/2023 Peroid 77 : REVIEW 3 (UNIT 7-8-9)
Lesson 2: SKILLS / reading- Speaking-
Listening - Writing
things :
1. Knowledge:
- To revise the skills they have learnt in Unit 7-8-9. Reading : Strange sports;
Listening to a talk about Singapore and do the tasks.
a) Vocabulary: Ss revise words and phrases about TV programme; Sports and
games; Cities and landmarks
b) Grammar : - Review : Wh- Questions; Conjunctions in compound sentences: and,
but, so; Past simple, Imperatives; Possessive adjectives, possessive pronouns;
c) Writing : - Writing a paragraph about TV-viewing habits; Writing a paragraph
about a sport / game; Writing a holiday postcard
d) Speaking: Asking for and giving information about TV programme; Expressing
and responding to congratulations; Exclamations with What + (a/ an)+ adj +
Noun(s)!
2. Competence:Students will be able to revised the skills they have practised in Units
7, 8, 9 . They have learnt so far in terms of language and skills . Practising doing
exercises.
3. Quality/ behavior : Having the serious attitude toward studying and the love of
cities and landmarks….. The love of doing sports/ games. Ss are hard- working ;
cooperative; sociable; good communication.
II. TEACHING AIDS:
III. PROCEDURE:

Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and
the skills they have practised in Units 7 – 9.
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+ Revision + T _ Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to do.
about them and class.
PRACTICE EXERCISES - SKILLS
ACTIVITY 1 : Reading
Aim: to help Ss practise reading for general information
1. Read the two descriptions of strange 1. Read the two descriptions of strange
sports and choose titles for them. sports and choose titles for them.
- Teacher uses different techniques to + Students (Ss) listen to the instructions
teach vocabulary (situation, realia, carefully and learn how to do the tasks.
- Repeat in chorus and individually - Answer the teacher’s questions and
* Vocabulary enquirements.
- strange sport (n) Môn thể thao kì lạ
- cheese (n) pho mai
- catch (v) bắt
- lock (v) khóa
- toes (n) ngón chân
- push (v) đẩy ….
- Ask Ss to look at the photos and the
names of the sports and ask if they know * Key: 1. B 2. A
anything about these sports. If they don't,
ask them to guess.
ACTIVITY 2 :
Aim: To help Ss practise reading for specific information.
2. Use the information from the passages 2. Use the information from the passages
above to tick (✓) the correct box. above to tick (✓) the correct box.
- Ask Ss to read the questions and the - Ss work individually first then work in
passages again carefully for details for pairs ask and answer the questions
their answers. - Do the tasks
- Ask Ss to swap their answers with their - Share the answers.
partners and show where they find the * Key:
information for their answers. 1. Cheese Rolling 2. Toe
- Observe and help when and where Wrestling
necessary, and correct Ss'pronunciation 3. Cheese Rolling 4. Cheese
and intonation. Rolling
- Check Ss' answers as a class. 5. Toe Wrestling
ACTIVITY 3 : Speaking
Aim: To help Ss practise asking about their likes for cities, sports, and TV programme.
3. Work in groups. Interview your 3. Work in groups. Interview your
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classmates about their likes. Take two classmates about their likes. Take two
notes of their answers and report to the notes of their answers and report to the
class. class.
- This section, again, revises the - Group works
vocabulary and grammar items learnt in a - Listen to the instructions clearly
more dynamic form: interviewing and
reporting the results. - Work in pairs
- Ask Ss to take turns to ask the questions
and take notes of their partners' answers.
Encourage them to add more questions - Ss’s answers.
with Why, Where, With whom, etc.
ACTIVITY 4: Listening
Aim : To help Ss practise listening for specific information ( gap-filling)
4. Listen to a talk about Singapore and 4. Listen to a talk about Singapore and
fill the missing information. fill the missing information.
- Ask Ss to look at the pictures and read - T _ Ss
the phrases underneath. Ask them if they - Listen to the teacher’s instructions
know what they are. Make sure they carefully.
pronounce the phrases correctly (which
helps make the listening easier). - Check the answers
Note: Ss have learnt about Merlion Park - Give the answers
in Unit 9 already. * Key:
- Now ask Ss to read the sentences and 1. visitors 2. slowly 3. 35 4. 30
determine what information is needed for 5. little
the blanks.
- Play the recording as many times as
needed. Allow Ss some time to write the
answers.
- Play the recording again and pause
when the answers appear if needed.
- Compare their answers.
Aim: To help Ss write a paragraph describing a visit to a touristy city, based on the
information provided.
5. Look at the information on Mark’s 5. Look at the information on Mark’s
visit to India last summer. Write a visit to India last summer. Write a
paragraph of about 50 words about his paragraph of about 50 words about his
visit. visit.
- - Ask Ss to read the information in the - T _ Ss
table carefully. - Listen to the teacher’s instructions
- Ask them what tense they shoule use carefully.
for their writing. - Do the tasks. Compare the answers.
- Have Ss write. Go round and offer help Sample answer:
if needed. Ss might want to change some Last summer, Mark visited Delhi
details from the table or the order the in India. He spent seven days there.
information appears. Encourage them to During his holiday, he went
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do so. sightseeing around the city. He watched
* Post writing. a snake performance, visited some
- Call on one or two volunteers to read temples, and ate street food. The people
aloud their answers. Call for other he met were friendly and helpful. The
Ss'comments. only thing he didn't like was the weather.
- Collect some writing to correct at home. It was very hot.
- Get feedback.

*Summarise the main points.
* HOME WORK
Date: 15/3/2023
Period: 78 MIDDLE TERM -TEST
I. Objectives.By doing the test, Ss will be able to get
1: Knowledge: Grammar in unit 7,8,9.
2: Skills: Listening , reading and writing skill.
3: Attitude: Do the test in earnest.
4: Capacity: Individual capacity, competency for applying knowledge in doing the
test.
II. Preparation.
1: Teacher: Questions.
2: Students: Good preparation for test.
III. Methods: Controllability
IV: Procedule:
1: Class organization.
- Greetings.
- Checking attendance:
2.Written test
A. LISTENING (2ms)
I.Listen the passage then choose true (T) or false (F).
T F
1. Hai goes cycling with his dad at the weekend.
2. Alice enjoys doing sport very much.
3. Bill is in grade six at Rosemarrick Lower Secondary School.
4. Trung doesn’t like watching football.
II.Listen the passage again and choose the best answer.

1. Hai practices at the judo club__________ times a week.
A. 2 B. 3 C. 4 D. 5
2. Alice likes playing __________.
A. computer games B. ice – skating C. sport D. chess
3. “Angry Birds” is Bill’s favourite__________.
A. film B. game C. book D. cartoon
4. Trung’s favorite activity is__________.
66
A. cycling B. skiing C. swimming D.
shopping
B. LANGUAGE KNOWLEDGE .
I. Choose the word that has different sound in the part underlined
1:A. father B. than C. something D. weather
2. A. lunch B. watch C. teacher D. school
II. Find which word does not belong to each group.
1. A. went B. wrote C. played D. clean
2. A. spring B. going C. doing D. swimming
III.Choose the best answer to complete each sentence by circling A,B,C, D
1. "__________ do you do judo?" - "Twice a week.".
A. When B. Where C. How often D. Why
2. We ………. for a walk although it was raining heavily.
A. went B. go to C. goes D. going
3.You can watch Harry Potter----------------- TV .
A: to B: in C: from D: on
4.__________eat too much salt. It’s not good for you.
A. Do B. Please C. Don’t D. Can’t
5.London is………….than Ho Chi Minh city.
A.big B.bigger C.biggest D.the bigger
6.My favourite……………..is volleyball.
A:game B: subject C: activity D: sport
7. I want to watch the cartoon ,so I turn ………. the TV.
A. on B. off C.to D. at
8. She in Hue last years.
A. lives B. has lived C. lived D. will live
C: READING.
I. Read the passage, and then choose the best answer
Nam has some plans for this Sunday. First, in the morning he is going to the sports
club to play table tennis with Lan and Ba. Next, in the afternoon he is going to buy
some books at the bookstore and after that he's going to go swimming with Thanh
and Tan. Finally, he is going to the movie theater with his parents and his sister in
the evening.
1. Nam has some plans for this ………………
A: Monday B: Sunday C: Tuesday D: Thursday
2. In the morning he is going to the sports club to play ………….
A: volleyball B: chess C: table tennis C: soccer
3. In the afternoon he is going to ………….. some books at the bookstore
A: buy B: bought C: see D: read
4. He's going to go ……………… with Thanh and Tan
A: fishing B: playing C: swimming D: shopping
5: Is he going to the movie theater with his parents and his sister ?.
A: Yes, he is B: Yes, he does C: No D: No, he is
II . Read and select the correct option.
June 21st
Hi Nick,
Hue is a great city. The weather is fine. It’s has been (1)……….. all the time. The
food is cheap and (2)………………….. . The (3) …………….here are friendly and
hospitable. The hotel where we’re staying is small (4)………………comfortable.
67
Yesterday we visited the historic monuments. Tomorrow we will (5)……….. a trip
along the Huong River.
You must visit this city someday. You’ll love it.
Bye for now!
Cheers,
Lan
1: A: sunny B: cheap C: delicious D: long
2: A: expensive B: well C: eat D: delicious
3: A: weather B: food C: people D: friend
4: A: so B: but C: very D: most
5: A: have B: has C: haves D: to have
PART D. WRITING
I: Circle the letter A, B, C, or D to indicate the underlined part that needs correction
in each of the following questions.
1. Did your uncle took you to watch the football match last week?
A. Did B. took C. to watch D. football match
2. Skiing, skating and karate is my favorite sports.
A. Skiing B. and C. is D. sports
3: What is favourite your TV programme ?
A B C D
II.Choose the letter A, B, C or D to indicate the second sentence that has a similar
meaning to the first one.
1. There are many flowers in my garden.
A. My garden doesn’t have many B. My garden have many flowers.
flowers.
C. My flowers have many garden. D. My garden has many flowers.
2. My friends and I go to school on foot.
A. My friends and I walk to B. My friends and I go to school by foot.
school.
C. My friends and I don’t go to D. My friends and I go to school by bike.
school.
3: He/ often/ play/ sport/ afternoon.
A: He often plays sport in the afternoon
B: He often play sport in the afternoon
C:He often plays sport on the afternoon
D:He often plays sport in afternoon
III.Complete the second sentences so that it means the same as the sentence before
1. My school had eight classrooms last year.
→There were ………………………………………………………………
2. I like animal program, so I often watch it on TV.
-> Because……………………………………………………………………..….
3. Ha noi is smaller than Ho Chi Minh city.
-> Ho Chi Minh city ………………………………………………………
4.The garden is behind Nam’s classroom.
-> Nam’s classroom……………………………………………………
--------------------------------------------------------------------
Date: 15/3/2023
Period: 79
68
CHECK THE TEST
I. Objectives.By doing the test, Ss will be able to get
1: Knowledge: From unit 7 to unit 9
2: Skills: Listening , reading and writing skill.
3: Attitude: Do the test in earnest.
4: Capacity: Individual capacity, competency for applying knowledge in doing the
test.
II. Preparation.
1: Teacher: Anwer key of the test
2: Students: Get the test and check
III. Methods: Controllability
IV: Procedule:
1: Class organization.
- Greetings.
- Checking attendance:
2. Comment the result of the test:
* Good points:
* Bad points:
3. Giving the answer key to the test:
I. LISTENING ( 2.0 points)
I.Listen the passage then choose true (T) or false (F).
T F
1. Hai goes cycling with his dad at the weekend. T
2. Alice enjoys doing sport very much. F
3. Bill is in grade six at Rosemarrick Lower Secondary School. T
4. Trung doesn’t like watching football. F
II.Listen the passage again and choose the best answer.

1. Hai practices at the judo club__________ times a week.
A. 2 B. 3 C. 4
D. 5
2. Alice likes playing __________.
A. computer games B. ice – skating C. sport D. chess
3. “Angry Birds” is Bill’s favourite__________.
A. film B. game C. book D.
cartoon
4. Trung’s favorite activity is__________.
A. cycling B. skiing C. swimming D.
shopping
B. LANGUAGE KNOWLEDGE .
I. Choose the word that has different sound in the part underlined
1:A. father B. than C. something D. weather
2. A. lunch B. watch C. teacher D. school
II. Find which word does not belong to each group.
1. A. went B. wrote C. played D. clean
2. A. spring B. going C. doing D. swimming
III.Choose the best answer to complete each sentence by circling A,B,C, D
1. "__________ do you do judo?" - "Twice a week.".
69
A. When B. Where C. How often D. Why
2. We ………. for a walk although it was raining heavily.
A. went B. go to C. goes D. going
3.You can watch Harry Potter----------------- TV .
A: to B: in C: from D: on
4.__________eat too much sweet. It’s not good for you.
A. Do B. Please C. Don’t D. Can’t
5.London is………….than Ho Chi Minh city.
A.big B.bigger C.biggest D.the bigger
6.My favourite……………..is volleyball.
A:game B: subject C: activity D: sport
7. I want to watch the cartoon ,so I turn ………. the TV.
A. on B. off C.to D. at
8. She in Hue last years.
A. lives B. has lived C. lived D. will live
C: READING.
I. Read the passage, and then choose the best answer
Nam has some plans for this Sunday. First, in the morning he is going to the sports
club to play table tennis with Lan and Ba. Next, in the afternoon he is going to buy
some books at the bookstore and after that he's going to go swimming with Thanh
and Tan. Finally, he is going to the movie theater with his parents and his sister in
the evening.
1. Nam has some plans for this ………………

A: Monday B: Sunday C: Tuesday D: Thursday
2. In the morning he is going to the sports club to play ………….
A: volleyball B: chess C: table tennis C: soccer
3. In the afternoon he is going to ………….. some books at the bookstore
A: buy B: bought C: see D: read
4. He's going to go ……………… with Thanh and Tan
A: fishing B: playing C: swimming D: shopping
5: Is he going to the movie theater with his parents and his sister ?.
A: Yes, he is B: Yes, he does C: No D: No, he is
II . Read and select the correct option.
June 21st
Hi Nick,
Hue is a great city. The weather is fine. It’s has been (1)……….. all the time. The
food is cheap and (2)………………….. . The (3) …………….here are friendly and
hospitable. The hotel where we’re staying is small (4)………………comfortable.
Yesterday we visited the historic monuments. Tomorrow we will (5)……….. a trip
along the Huong River.
You must visit this city someday. You’ll love it.
Bye for now!
Cheers,
Lan
1: A: sunny B: cheap C: delicious D: long
2: A: expensive B: well C: eat D: delicious
3: A: weather B: food C: people D: friend
4: A: so B: but C: very D: most
5: A: have B: has C: haves D: to have
70
PART D. WRITING
I: Circle the letter A, B, C, or D to indicate the underlined part that needs correction
in each of the following questions.
1. Did your uncle took you to watch the football match last week?
A. Did B. took C. to watch D. football match
2. Skiing, skating and karate is my favorite sports.
A. Skiing B. and C. is D. sports
3: What is favourite your TV programme ?
A B C D
II.Choose the letter A, B, C or D to indicate the second sentence that has a similar
meaning to the first one.
1. There are many flowers in my garden.
A. My garden doesn’t have many B. My garden have many flowers.
flowers.
C. My flowers have many garden. D. My garden has many flowers.
2. My friends and I go to school on foot.
A. My friends and I walk to B. My friends and I go to school by foot.
school.
C. My friends and I don’t go to D. My friends and I go to school by bike.
school.
3: He/ often/ play/ sport/ afternoon.
A: He often plays sport in the afternoon .
B: He often play sport in the afternoon .
C:He often plays sport on the afternoon .
D:He often plays sport in afternoon .
III.Complete the second sentences so that it means the same as the sentence before
1. My school had eight classrooms last year.
→There were eight classrooms in my school
2. I like animal program, so I often watch it on TV.
-> Because I like animal program, I often watch it on TV.
3. Ha noi is smaller than Ho Chi Minh city.
-> Ho Chi Minh city is bigger than Ha noi.
4.The garden is behind Nam’s classroom.
-> Nam’s classroom is in front of the garden.
--------------------------------------------------------------------
Date Peroid 80 :UNIT 10: OUR HOUSES IN THE FUTURE

19/3/2023 Lesson 1: GETTING STARTED
MY FUTURE HOUSE
71
I. OBJECTIVES:
* By the end of this unit, students will be able to:
1. Knowledge:
- To introduce topic of the lesson houses and appliances in the house. To teach
listening and reading about future house.
+ Vocabulary: Using the words related to types of houses and appliances in the
house;
- Stress in the two-syllable words;
+ Grammar: - The usage of future simple and might for future possibility;
expressing surprise;
2. Competence: By the end of the lesson students will be able to pratice reading and
listening the conversation between Nick and Phong about Phong’s house in the
future.
3. Quality/ behavior : The love of their own houses and appliances in the house.
Having serious attitude to imagining the houses in the future ; Having serious
attitude to working in groups, individual work, cooperative learning and working.
II. TEACHING AIDS:
III. PROCEDURE:
I. WARM UP & INTRODUCTION (5’)

Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
+ Brainstorming + T_ Ss
- Teacher (T) asks Ss some questions about building
the previous lessons,
- T may introduce some warm-up activities
to inspire Ss to warm up to the subject and Types of houses
new class…
- T encourages Ss to brainstorm the types of
houses they have known. Elicit from Ss. cottages
+ Lead to the first unit of the new school
year.
- Write the title of the unit Houses in the
Future on the board. Have Ss say something - (Ss) listen and learn how to do it .
about the houses they are living in and the
furniture or appliances they have got. - Open their book and write .
- Tell them to think about the houses and
appliances they want in the future.
ACTIVITY 1:
Aims: - To set the context for the introductory text;
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1. Listen and read. T_ Ss 1. Listen and read.

*) Pre- teach vocabulary: * Vocabulary
- Teacher uses different techniques to teach - UFO (Unidentified Flying Object)
vocabulary (situation, realia, translation .....) - solar energy (n) năng lượng măt
+ Teacher may introduce the vocabulary by: trời
providing explanations of the words; - appliance (n) thiết bị
showing picture illustrating the word. - smart (adj) thông minh
+ Follow the steps to teach vocabulary - ocean (n) đại dương
- Repeat in chorus and individually - beach (n) biển
+ Check vocabulary - sky (n) bầu trời
* Have Ss look at the picture. Have them
answer some questions, e.g. Who are they? * Answer the teacher’s questions.
What is Phong doing? What are they talking
about? - Find out the words related to the
- Focus on some main information about the topic.
conversation (They are Phong and Nick.
Phong is painting a UFO. They are talking
about Phong's house in the future.). - Complete the tasks
- Play the recording for Ss to listen to the
whole conversation once.
- Play the recording again, sentence by
sentence, for them to listen and repeat. Have
them listen and repeat the conversation more
than once, if necessary, until they feel
confident.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss understand the conversation.
* Content: Read again the conversation write down the words or phrases.
* Outcome: Ss get more information and undertand more the conversation.
2. Read the conversation again. Find and 2. Read the conversation again.
write down the words or phrases… Find and write down the words or
- Write on the board Type of house, phrases…
Location and Appliances in the house. - T_ Ss
Explain the meaning of the words: type, - Follow the teacher’s instructions
location and appliances. Have them listen - Give the answers and check.
and repeat the words several times.
- Work in groups, have Ss read the * Key:
conversation again and find the words or - Type of house: UFO
phrases to show type of the house, the - Location: in the mountains
location of the house and its appliances. - Appliances in the house: some
Then have some Ss say the words and smart TVs and ten robots
phrases in front ofthe class. Explain UFO
(Unidentified Flying Object)
if Ss do not know.
73
ACTIVITY 3:
Aim: To help Ss read for specific information about the house and appliances in the
house.
3. Read the conversation again and tick (✓) 3. Read the conversation again and
T (True) or F (False). tick (✓) T (True) or F (False).
- Give time for Ss to read the conversation - T_ Ss
independently again and tick (✓) true or - Learn how to do it
false next to the statements. - Share the answers
- Ask them to share their answers in pairs - Copy them
before discussing in groups.
- Encourage them to correct the false
statements. Key:
- Select one student to give his or her 1. T 2. T 3. T 4. F
answers in front of the class.
- Praise them when they give the correct
answers.
ACTIVITY 4:
Aim : To help Ss make phrases about places.
* Content: Order the words to make a phrase about a place.
* Outcome: Ss cam make sentneces using the given words/ phrases.
4. Order the words to make a phrase about 4. Order the words to make a phrase
places. Each group has one extra word. about places. Each group has one
- Explain that Ss have to order the words to extra word.
make phrases about places. Remind them - T_ Ss
that each group has one extra word. - Group works
- Get them to look at the example to Identify - Ss do themselves. Give the
how to do the activity. answers
- Have Ss work Individually. Ask them to
share their answers In pairs before
discussing it 1. in the sea
- In groups. Go around and offer help If 2. in the city
necessary. 3. in the town
- Then call on some Ss to write their answers 4. in the mountains
on the board. Check their answers and give 5. in the countryside
explanation if necessary. 6. on the Moon
- Allow them to discuss in pairs or groups. 7. in the sky
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 5:
Aim : To help Ss listen and guess the location of houses in the future from the
description.
5. In group, describe to your classmates what 5. In group, describe to your
you can see outside the window of your classmates what you can see
future house. outside the window of your future
- First, ask Ss to read the example and house.
explain how the task is carried out: Ss work
74
in groups. One group member describes to - Work in two teams
his / her group what he / she can see outside
the window of his / her future house. The - Do the tasks
other group members try to guess where his /
her house is. Eg :
- Before doing the task, ask one pair of Ss to A. outside my window I can see the
read aloud the exchange in the example as a beach and the water.Where’s my
model. house?
- Give Ss time to do the task In groups.Then B. It’s in the sea.
call on some groups to perform the task In A. Correct.
front of the class. Ask the class to listen and
comment.
5 . WRAP-UP & HOME WORK (2’)

* Ask one or two Ss to tell the class what they have learnt.
* HOME WORK
=====================
Date 22/3/2023 Peroid 81: UNIT 10 : OUR HOUSES IN THE FUTURE

Lesson 2 : A CLOSER LOOK -1
things :
1. Knowledge:
- To introduce topic of the lesson houses and appliances in the house.
house;
- Stress in the two-syllable words ;
2. Competence: By the end of the lesson students will be able to learn how to use
some new words about rooms and names of appliances in the house.
II. TEACHING AIDS:
III. PROCEDURE:
Aim: Vocabulary
- To revise/ teach the names of the rooms in the house.
75
+ Playing game: Guessing game + Playing game : Guessing game
Revising phrases relating to localtions - T_ Ss
of houses, Eg. In the sea, in the city; - Students (Ss) listen and learn how
in the counryside… to do.
- Teacher (T) asks guides, gives - Eg: I live in a place. It is very
instructions how to play guessing noisy. there are a lot of cars, buses,
game. bicycles; The people are busy. But
- T confirms the answer: Yes/ No. it’s a nice place to live in; Where is
- Ask Ss to open their book and my house?
study….

ACTIVITY 1:
- Aim : To help Ss say the words/ phrases correctly and put them in appropriate
column.
1. Listen and repeat the words/ 1. Listen and repeat the words/
phrases in the box. Then put them in phrases in the box. Then put them in
the appropriate columns. the appropriate columns.
* Vocabulary - T_ Ss
- dishwasher (n) máy rử chén, bát + Students (Ss) listen to the
- electric(adj) thuộc về điện instructions carefully and learn how
- cooker (n) bếp to do the tasks.
- washing Key :
machine (n) máy giặt Suggested answer:
- fridge (n) tủ lạnh living bedroo
kitchen
- wireless (adj) không dây. room m
- Repeat in chorus and individually wireless wireles electric
+ Check vocabulary TV
electric ssmart
TV cooker
fridge
+ Take note fan clock
smart comput dishwashe
- Have Ss look at the words and
clock
computer er r
washing
phrases in the box.
- Check that Ss understand the machine
meanings of all words / phrases. If
not, T may show pictures, give
definitions or the Vietnamese
equivalents.
- Play the recording and have Ss listen Audio script:
to the words and phrases. electric cooker dishwasher
- Play the recording again with pauses washing machine
for them to listen and repeat each wireless TV fridge
word or phrase. electric fan computer
- Then ask some Ss to read the words smart clock
and phrases in front of the class. Have
class listen and give comments.
3. PRACTICE (15’)
ACTIVITY 2:
76
Aim: To help Ss make phrases about how appliances can help us.
2. Match the appliances in A with 2. Match the appliances in A with
what they can help us to di in B. what they can help us to di in B.
- Tell Ss to look at the two columns - Ss do it
and explain what they can see (e.g. - Listen carefully and learn how to
They can see words and phrases do.
relating to appliances in the first
column, and words and phrases - Ss work independently.
relating to what each of the appliances
can help us to do in the second
column). - Give the answers
- Have Ss do the task individually, by
matching the appliances in A with
what they can help us to do in B.
- Ask them to share their answers in * Key:
pairs before checking the answers as a 1. c 2. d 3. b 4. e 5. a
class. Then encourage them to make
sentences with matched phrases, e.g.
An electric cooker can help us to cook
rice.
ACTIVITY 3:
Aim : To help Ss ask and answer questions about how appliances can help us.
3. work in pairs. Ask and answer 3. work in pairs. Ask and answer
questions about appliances, using the questions about appliances, using the
information in 2. information in 2.
- Ask Ss to read the example first.
Ensure that they know what to do. - Ss to work in pairs
Then have some pairs role-play the
exchange In front ofthe class.
- Check pronunclation If necessary. - Ss do themselves.
- Have them work in pairs, one points
to the appliance in 2 and asks the - Copy them
question, and the other gives the
answer about the appliance, using the
information in 2.
II. PRONUNCIATION: (10’)
ACTIVITY 4: Stress in two-syllable words
Aim : Stress in two-syllable words which have the first syllable stressed
4. Listen and repeat the words. 4. Listen and repeat the words.
- Explain that most two-syllable nouns - T_ Ss
and adjectives have stress on the first - Listen carefully
syllable (e.g. ‘housework, ‘father, - Check the answers
‘brother, ‘pretty, ‘famous, etc.) - Listen and repeat
- Give Ss a few minutes to look at the Key :
words. 'picture 'robot 'bedroom
- Explain that these words are all two- 'kitchen.
syllable nouns.The first syllable of 'housework 'palace 'village
these words is stressed which means it 'mountains
77
should be pronounced with a louder * Audio script:
voice. 'picture 'robot 'bedroom
- Draw their attention to the stress 'kitchen.
mark on the first syllable. 'housework 'palace 'village
- Play the recording several times If 'mountains
necessary- To reinforce
pronunciation, ask them to clap when
they say the stressed syllable in the
words.

ACTIVITY 5:
Aim: To help Ss say the sentences with the two-syllable words in which the first one
is stressed.
5. Listen and repeat the sentences. Pay 5. Listen and repeat the sentences.
attention to the stress of the Pay attention to the stress of the
underlined words. underlined words.
- Give Ss a few minutes to read the - T_ Ss
underlined two-syllable words In the - S do it.
sentences. - Listen to the instructions carefully
- Encourage some Ss to read aloud the then do the tasks.
words in front of the class and ask the - Do the tasks
others to give comments. * Key :
- Play the recording, sentence by 1. The picture is on the wall of the
sentence, for Ss to listen and repeat. bedroom.
- Draw their attention to the stress in 2. The robot helps me to do the
the first syllable of the underlined housework.
words. 3. There's a very big kitchen in the
- Have Ss practise saying the palace.
sentences in pairs or groups. Go 4. Their village is in the mountains.
around to offer help or correct * Audio script
pronunciation, if necessary. 1. The picture is on the wall of the
- Call on some Ss to read aloud the bedroom.
sentences In front ofthe class. 2. The robot helps me to do the
Checkthelr pronunciation If housework.
necessary. 3. There's a very big kitchen in the
palace.
4. Their village is in the mountains.

* HOME WORK
78
UNIT 10 : OUR HOUSES IN THE
Date 25/3/2023 FUTURE
Period 82 Lesson 3 : A CLOSER LOOK - 2
things :
1. Knowledge:
- To teach future simple to talk about an action that happens in the future. Modal
verb Might to talk about actions that are possible in the future. To practice doing
exercises using will/ might … in contexts.
+ Vocabulary: - Using the words related to types of houses and appliances in the
house;
+ Grammar: - The use of future simple and might for future possibility; expressing
surprise;
2. Competence:Students will be able to learn how to use future simple to talk about
an action that happens in the future.
II. TEACHING AIDS:
III. PROCEDURE:
Aims: To help Ss revise the use of Possessive adjectives.
+ Playing game + Playing game
- Give Ss a few minutes to play Pass the - T_ Ss
secret or Simon says to revise two-syllable - Students (Ss) listen and learn
words. how to do.
- Have Ss look at the GETTING
STARTED of Unit 10 and find the two- - Eg: picture; bedroom; robot;
syllable words and say them aloud in front housewrok; mountain.
of the class.

ACTIVITY 1:
Aims: To help Ss revise the use of Future simple
* Content: Form and use the use of Future simple.
79
* Outcome: Ss can how to form and use the use of Future simple.
Grammar: Future simple
(+) Positive
I / We / You / They / He / She / It + will + V
Examples:
My father will travel on the Moon in a super car in the future.
We' ll live in that cottage in the future. ('ll is the short form of will)
( - ) Negative
I / We / You / They / He / She / It + will not + V
Example: We won't live in that cottage in the future. (won't is the short form of
will not)
(?) Questions and short answers
Will + I / we / you / they / he / she / it + V?
Yes, you / we ... will.
No, you / we ... won't.
Example: Will they live on the Moon?
Yes, they will./ No, they won’t

1. Fill in the blanks with will (‘ll) or won’t 1. Fill in the blanks with will
to make the sentences true for you. (‘ll) or won’t to make the
Future simple sentences true for you.
* Remember!
We use the future simple to talk about an - T_ Ss
action that happens in the future. + Students (Ss) listen to the
Example: instructions carefully and
- My faher will travel on the Moon in a learn how to do the tasks.
super car in the future. - Answer the teacher’s
- We’ll live in that cottage next year. (‘ll is questions and enquirements.
the short form of will)
- We won’t live in that cottage anytime
soon. (won’t is the short form of will not). * Key:
- Will they live on the Moon? Yes, they - Ss’ own answer
will/ No, they won’t.
- Have Ss read the instructions to
understand how to do the activity (fill the
blanks with will ('ll) or won't to make the
sentences true for them).
- Have Ss read the example as a guide.
Then have them read the sentences and fill
the blanks to make the complete sentences
true for themselves. Go around and offer
help, If necessary.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss use will ('ll) or won't to complete the conversation.
2. Complete the conversation with will (‘ll) 2. Complete the conversation
or won’t . with will (‘ll) or won’t .
80
- Have Ss read the open conversation in - T_ Ss
pairs first. Then ask them to do the task - Listen carefully and learn
individually. Remind them of the use of how to do.
will ('ll) or won't after he and we. Go
around and offer help, if necessary. - Ss work individually
- Ask Ss to exchange their answers in
groups. Then call on some Ss to say out - Follow the teacher’s
their answers in front of the class. T instructions
confirms the correct answers and gives
explanation if necessary. - Give the answers
- Have Ss read again the complete * Key:
conversation in pairs. T observes and 1. will (’ll) 2. will
corrects Ss’ pronunciation and verb forms, 3. will (’ll)
if necessary. 4. won’t 5. will (’ll)
ACTIVITY 3:
Aim: To help Ss write sentences about how appliances will or won't help us in our
future houses.
3. Write sentences, using will (‘ll) or won’t 3. Write sentences, using will
and the words given. (‘ll) or won’t and the words
- Have Ss read the instructions of the given.
activity to understand what they are going - Ss to work individually
to do. - Ss do themselves. - Copy
- Ask Ss to write sentences, using will ('ll) them
or won't and the words provided. Suggested answers:
- Give Ss time to do the task Individually. 1. A computer will / won’t
- Get them to swap their answers in pairs or help me to do my housework.
groups. Go around and offer help, if 2. A robot will help me to
necessary. water the flowers.
- If there is time, have some Ss write 3. A smart TV won’t help me
complete sentences on the board. T and to cook meals.
other Ss make comments. 4. A washing machine will /
- Check the answers as a class. won’t help me to iron the
- Comment on their performance. clothes.
5. A smartphone won’t help
me to take care of the
children.
ACTIVITY 4:
Might for future possibility.
T explains how might + V is used (We use might + V to talk about actions that
are possible in the future - we are not sure if the actions will happen) and how it is
formed (affirmative: I / we / they / you / he / she / it + might + V and negative: I /
we / they / he / she / it + might not + V). Then have Ss read the examples in the
table.
* Remember: We use might + V to talk about actions that are possible in the future
(We are not sure if they will happen or not).
Example: - We might live in a UFO // They might not travel in cars
4. Read the two poems. Tick (✓) T (True) 4. Read the two poems. Tick
81
or F (False). (✓) T (True) or F (False).
- Play the recording and ask Ss to listen - T_ Ss
and read the poems, focusing on the
rhythm and intonation. - Do the tasks and share the
- Ask Ss to read the poems individually and answers.
underline all the phrases might + V. Key:
- Have Ss do the task below and share their 1. T 2. T 3. F 4. F 5.
answers together. T 6. F
- Invite one or two Ss to say out their
answers in front of the class.
4. FURTHER PRACTICE ( 8’)

ACTIVITY 5:
Aim : To help Ss say what they might have or do in their future house
5. Work in groups. Think about what you 5. Work in groups. Think
might do or have in the future. Share your about what you might do or
ideas with your classmate have in the future. Share your
- Have Ss read the instructions of the ideas with your classmate
activity to understand what they are going - T_ Ss
to do. - Listen to the instructions
- Ask Ss to read the example and ensure carefully then do the tasks.
that they know what to do. Then ask them - Do the tasks
to work in groups. Have them discuss what
they might or might not have / do in their Key :
future houses, using the phrases in the - I might have a smartphone to
previous activities. surf the internet.
- Then ask Ss to tell their partners about - We might live with robots.
them. T goes round and corrects mistakes
or gives help when necessary.
- Call on some Ss to share their ideas in
front ofthe class. T and other Ss give
comments.
* Summarize the main points of the lesson.

- Ask Ss to give sentences about themselves, using the future simple.
*HOME WORK
=======================
Date 29/3/2023 UNIT 10 : OUR HOUSES IN THE FUTURE
Period 83 Lesson 4 : COMMUNICATION
things :
82
language skills. Expressing surprise: Wow! Is that your computer? It looks great.
house;
surprise;
2. Competence: Students will be able to express surprise.
3. Quality/ behavior :The love of their own houses and appliances in the house.
II. TEACHING AIDS:
III. PROCEDURE:
+ Greeting // + Revision + Greeting// + Revision
them and class. - Students (Ss) listen and
- Ask Ss to make sentences with WILL / learn how to do.
MIGHT + Make sentences.
- Ask Ss to open their book and introduce We will/ might live on the
what they are going to study…. moon.
- Open their book and write .
ACTIVITY 1+ 2:
Aims: To provide Ss with the way of expressing surprise.
1. Look at the picture. Listen and read the 1. Look at the picture. Listen
exclamations. and read the exclamations.
- Teacher uses different techniques to teach + Students (Ss) listen to the
vocabulary (situation, realia, instructions carefully and
translation .....) if have learn how to do the tasks.
+ Follow the steps to teach vocabulary - Answer the teacher’s
- Repeat in chorus and individually questions and enquirements.
* Vocabulary
- surprise (adj) ngạc nhiên (Wow! Is that + object? It
- hi-tech (adj) công nghệ cao looks + adjective).
- space (n) vũ trụ
- look after (v) chăm sóc Audio script:
- by the sea bên bờ biển …. David: John! Hello!
1. Listen and read conversation. John: Oh, hi, David. Wow! Is
- Play the recording and have Ss listen and that your computer? It looks
read the conversation at the same time. great.
Then have them read the conversation David: Yes, it's my new
sentence by sentence. Draw their attention computer. My parents gave it
to the highlighted sentences. to me for my birthday.
- Elicit the structure to express surprise
from Ss (Wow! Is that + object? It looks +
adjective). E.g.
83
Ask them to act out the conversation In A: Wow! Is that your mobile
pairs. Go around and offer help, If phone? It looks great.
necessary. Check their pronunciation. B: Yes, it's my new mobile
2. Work in pairs. Express your surprise. phone. My grandparents gave
- Have Ss work in pairs, one expresses his / it to me for my birthday.
her surprise when he / she sees the other's
new things (watch, TV, mobile phone,
shoes, etc.).
- Ask Ss to use the structure to express
surprise in
E.g.
A: Wow! Is that your mobile phone? It
looks great.
B: Yes, it's my new mobile phone. My
grandparents gave it to me for my birthday.
3. PRACTICE (18’)
ACTIVITY 3: Houses and appliances in the future

Aim: To help Ss identify tasks that appliances can help us to do in the future
houses.
3. Read the questions in the class survey 3. Read the questions in the
below. Tick (✓) Y (Yes) N (No). class survey below. Tick (✓)
- - Have Ss read the questions and explain Y (Yes) N (No).
the new words or phrases (e.g. hi-tech, in - Work in pairs to do this
space, look after, etc.) if necessary. Then activity
have them answer the questions by ticking - Listen carefully and learn
(✓) "Yes"or "No". how to do.
- If time allows, T asks the questions again - Ss work in pairs .
and have Ss look at the boxes of "Yes" or - Follow the teacher’s
"No" and give their own answers. instructions
- Ask one or two Ss to look at the answers - Give the answers
and tell about houses and what appliances * Key:
will help us to do in future houses. E.g.
- Ask other Ss to comment. Ask Ss if they Hi. My name's Hoa. In the
can add more things to each room. future, I'll live in a hi-tech
house. It'll be in the
mountains. I'll have lots of
trees and flowers around my
house. I'll have a fridge that
can cook meals for me...
4.Work in pairs. Use the questions in 3 to 4.Work in pairs. Use the

interview your partner. questions in 3 to interview
- Have Ss read the conversation In the your partner.
example. Draw their attention to the type of - T_ Ss
house (question 1), Its location (question 2 - Listen to the instructions
and 3) and how the questions are used. clearly
84
- Ask Ss to work in pairs and use the - Learn how to do it
information from 3 to role-play. To add - Ss to work in pairs
more variety to the conversation, Ss may - Copy them
add the questions about appliances that the Key:
house will have and what these appliances E.g.
will do for them. A: Will your house have a
- Comment on their performance. fridge?
B: Yes, it will.
+ Ask some pairs to role-play in front of A: What will it do for you?
the class. T and other Ss give comments. B: It will cook my meals.
- If time allows, have Ss work in groups, E.g.
discussing the main content of the Type of the house: cottage
conversations they have just practised. Location: in the mountains
Surroundings: trees, flowers
and mountains
Appliances: robot (look after
the children), fridge (cook
meals), computer (send and
receive emails), etc.
5. Tell the class about your interview 5. Tell the class about your
- Ask Ss to read the example to understand interview
how to explain the interview in 4. - T_ Ss
- Ask Ss to take notes of their partner's - Listen carefully
answers in 4 as follows: - Work in pairs.heck the
answers
- Give some more interesting facts about - Listen and repeat
each landmark iftime allows. E.g.
Type of the house: UFO
Location: in space
Surroundings: planets
+ Call on some Ss to tell the class about Appliances: robot (look after
their partners' future houses, using the the children), fridge (cook
notes they have written. meals), computer (send and
- T and other Ss listen and make comments. receive emails), etc.
- To add more variety to the interview, T + Tell the class about their
may ask Ss to add some more information. houses.
E.g. Hello. I'd like to tell you
about Nam's house and
appliances that will help him
to do things in his house...
His future house will be a
spaceship. It'll be... He might
have a robot to help him with
his home. Thank you for
listening.
85
* Have Ss tell you what they have learnt (the way of expressing surprise).
* HOME WORK
- Practice speaking the houses and appliances in the future.
Date 2/4/2023 Peroid 84: UNIT 10 : OUR HOUSES IN THE

FUTURE
Lesson 5 : SKILLS
following things :
1. Knowledge:
- To teach reading for general and specific information about a holiday post card .
To practice speaking about different houses in the future
house;
+ New words : island, helicopter, feed, super smart TV, send, receive, contact,
warter the flowers…
surprise;
2. Competence: Students will be able to learn how to organize a holiday post card .
To practice different houses in the future
Having serious attitude to imagining the houses in the future ; Having serious
II. TEACHING AIDS:
III. PROCEDURE:
( Pre – reading )
Aim:
To help Ss understand their knowledge of the topic
+ Do the revision. - T_ Ss
- Ask a few Ss to go to the board and tell - Students (Ss) listen and
class about houses and appliances in the answer the teacher’s or
future. friend’s questions
- The class listens and gives comments. - Answer the questions.
- Have Ss open their books to page 44 - Open their book and write
(SKILLS 1). the tittle of the lesson .
- T leads in the lesson. * Reapeat and learn how to
* Teach some new words in contexts if read and use them.
86
necessary. - Copy the new words.
- T follows steps to teach new words.

1. Look at the picture and discuss it with a 1. Look at the picture and
partner. discuss it with a partner.
- T_ Ss + Students (Ss) listen to the
*) Pre- teach vocabulary: instructions carefully and
- Teacher uses different techniques to teach learn how to do the tasks.
translation .....)
+ Teacher may introduce the vocabulary * Vocabulary
by: - surrounded (adj) xung quanh
providing explanations of the words; - helicopter (n ) máy bay lên
showing picture illustrating the word. thẳng
+ Follow the steps to teach vocabulary - roof (n ) mái nhà
- Repeat in chorus and individually - feed (v ) cho ăn
+ Check vocabulary - super (adj) siêu đẳng
- Ask the class to look at the picture first. - send (v ) gửi
Encourage them to focus on the details / - receive (v ) nhận
Ideas of the picture (type of house, - contact (v ) liên lạc
location, surroundings and appliances). ……
- Tell Ss to work in pairs, asking and * Take note
answering the questions provided. - Give the answers
- Accept reasonable answers.
2. Read the text and match the beginning in 2. Read the text and match the
A with endings in B. beginning in A with endings
- Set a time limit for Ss to read the text in B.
individually. Help them understand the text - T_ Ss
by giving the meanings of the difficult - Listen to the teacher’s
words, or explanations, or the Vietnamese instructions carefully and
equivalents. - Tell them to pay attention to learn how to do.
what the robots and the super smart TV - Check the meaning of the
will do. T may ask them to underline the words
structures or phrases relating to what the - Ss work individually first.
robots will do and double-underline the - Compare the answers with
structures or phrases relating to what the partners
super smart TV will do. - Give the answers
- Ask Ss to match the beginnings in A with
the endings in B. Go around and offer help,
If necessary.
* Key: 1. a, c, e, g, h 2.
b, d, f
3. Read the text again and circle the option 3. Read the text again and
(A, B or C) to complete the sentences. circle the option (A, B or C)
- Ask Ss to read the incomplete sentences to complete the sentences.
87
and guess the option (A, B or C) to fill the - T_ Ss
blanks. Explain that this task helps them - Listen to the teacher’s
focus on the Information they are going to instructions carefully and
find In the text. follow them.
- Set a longer time limit for Ss to read the - Give the answer .
text again. Ask Ss to note or underline
where they find the Information that helps
them circle the option (A, B or C) to Key:
complete the sentences. 1. B 2. A 3. C 4.
- Have Ss compare the answers in groups B
before discussing them as a class.
- Confirm the correct answers to the class.
4. Work in groups. Ask your partner about 4. Work in groups. Ask your
his/ her future house. Use the suggested partner about his/ her future
questions. house. Use the suggested
- Have Ss read the instructions to identify questions.
how the task is done. - T_ Ss
- Have Ss read the suggested questions and - Listen to the teacher’s
then think of the answers to these instructions carefully and
questions. Draw their attention to the type follow them.
of future house (Question 1), its location
(Question 2) its appearance (Question 3),
etc. Then tell them that they have to - Work in pairs
imagine their future houses in order to A. What type of future house
answer the questions. do you think it will be?
- Have them work in pairs, asking and B. – It’ll be a palace.
answering questions about their future - Practice speaking in front of
houses. T may ask Ss to refer back to the the class.
passage in 2 and the conversation in - Ss do the task
GETTING STARTED. T goes round and
corrects mistakes or gives help when - Correct mistakes if have .
necessary
5. Work in groups. Tell your partners about 5. Work in groups. Tell your
your future house. You can use the partners about your future
information in 4 . house. You can use the
- Have Ss read the example to identify how information in 4 .
to do the task. Then have them tell their - T_ Ss
partners about their future houses using the - Listen to the teacher’s
information they have discussed in 4. instructions carefully and
- Encourage some Ss to speak in front of follow them.
the class, the class comments on their - Practice speaking in front of
classmate's content, pronunciation, fluency, the class.
language (grammar, use of words, etc.), - Correct mistakes if have .
body language. T can help the class give * Sample speaking :
feedback. My future house will be a
- When the talking time is over, T collects palace. It’ll be on the Moon.
common errors and discusses them with the There’ll be a super smart TV
whole class. in the house. It’ll help me to
88
talk to my friends on other
planets.
* Have Ss summarise what they have learnt in the lesson with the two skills.
* HOME WORK.
- Practice telling about your future houses.
====================================
Lesson 6 : SKILLS 2
following things :
1. Knowledge:
information about their dream houses.Writing a paragraph about dream house.
2. Competence: Students will be able to get information about their dream
houses.Writing a paragraph about dream house.
Having serious attitude to imagining the houses in the future II. TEACHING AIDS:
III. PROCEDURE:
Aims:
- To develop student’s listening skills for specific information. It also provides
input for the writing skills.
+ Revision on the old lesson + T_ Ss
- Teacher (T) asks Ss some questions - Students (Ss) listen and
about them and class. answer the teacher’s or
- Invite a few Ss to go to the board and friend’s questions
tell the class about different houses in the - Tell about different houses
future. in the future.
- Ask Ss to open their book and introduce - Listen and know what they
what they are going to study…. are going to learn
- T leads in the lesson. - Open their book and write
the tittle of the lesson
1. Listen to Nick and Linda talking about 1. Listen to Nick and Linda
their dream houses.Which house would talking about their dream
each prefers? Write their names under the houses. Which house would
correct picture. each prefers? Write their
- T_ Ss names under the correct
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*) Teach vocabulary: picture.
+ Follow the steps to teach vocabulary.
* Ask Ss to look at the pictures and elicit
from Ss the details (types of house, * Key:
surroundings and locations). Ask Ss the Linda: Picture c (a villa by
houses they like and why they like them. the sea, with a swimming
- Ask Ss to focus on the task they have to pool and a garden)
do. Nick: Picture a (a flat in the
- Play the recording. Ask Ss to listen and city)
write the speakers' names under the
correct pictures. T checks their answers.
- If it's necessary, play the recording again
and pause the recording after each
sentence.
- Get feedback.
3. While-listening (18’)
2. Listen to the conversation again. What 2. Listen to the conversation

is important to Linda? what is important again. What is important to
to Nick? Tick (✓) the column. Linda? what is important to
- Ask Ss to read the information in the Nick? Tick (✓) the column.
first column. Ask them to focus on the - T_ Ss
information they need only (what are - Listen to the teacher’s
important to Linda and Nick: park view, instructions carefully and
city view, etc.). learn how to do it.
- Play the recording again. Ask Ss to - Fulfil the tasks
listen and tick what are Important to - Give the answers
Linda and Nick. Key:
- Call on some Ss to give the answers to Linda: sea view, swimming
the class and correct mistakes where pool, garden
necessary. Nick: park view, city view
3. Listen again and answer the questions 3. Listen again and answer
abot their drean houses. the questions abot their drean
- Ask Ss to read the questions and houses.
underline the key words. Then have them - T_ Ss
listen to the recording again to answer the - Listen carefully to the
questions in pairs or groups. instructions
- Ask a few pairs to role-play in front of - Work individually
the class, one asks the questions and the * Ss learn how to do the tasks
other answers. Other pairs and T listen - Ss’ answers
and comment. Key:
* Post - listening 1. She has a big villa.
Extension: Have some Ss talk about 2. Her house / It is by the sea.
dream houses of Linda or Nick, using the 3. There's a swimming pool
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information in 2 and 3. and a garden around her
E.g. Hi. Let me tell you about Linda's house.
dream house. It is a big villa by the sea. It 4. He has a flat.
has a view of the sea. There's a swimming 5. It's in the city.
pool and a garden around her house...
Thank you for listening.
- Call on some Ss to speak freely.
- Correct pronunciations, grammar,
vocab, intonation.
4. Work in pairs. Discuss your dream 4. Work in pairs. Discuss
house, and fill the table. your dream house, and fill the
- Have Ss look at the table. Draw their table.
attention to the four pieces of - Work in pairs
Information. Then have them read the - Listen carefullyand learn
exchange in the example to understand how to write
how to do the task. - Write themselves
- Ask Ss to work in pairs to ask and *Sample:
answer the questions and fill the table. A. What type ofdream house
is it?
B. It’s a palace
A. Where it is?
B. It’s in the mountain.
…………..
5. Use information in 4 to write a 5. Use information in 4 to
paragragh of about 50 words about your write a paragragh of about 50
dream house. words about your dream
- Allow Ss time to write a paragraph house.
(about 50 words) about their dream - Listen carefully and learn
houses, using the suggested ideas / how to write
information in 4. - Write themselves/
- When they finish, ask some Ss to individually
explain their dream houses to the class.
- If time allows, call on one student to
write his / her answer on the board.
- The class gives their comments.
* Post writing
- T may display all or some of the Ss'
writings on the wall / notice board. T and
other Ss give comments. Ss edit and
revise their writing as homework.
* Post - Writing * Sample paragraph:
- T may collect some Ss'writings and My dream house is a big
mark them, then give comments to the palace. It is in the mountains.
class. - Remember to tell them how to It is surrounded by lots of
improve their writings. trees. It has seven rooms:
- If time is limited,T may ask Ss to write three bedrooms, two
the final version at home. bathrooms, one kitchen and
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- Other Ss and T comment on the writing. one living room. There is a
large swimming pool in front
of it. I have some robots in
the palace. They help me to
clean the floor, cook meals,
water flowers...
I am happy to live in my
palace
* HOME WORK.
=========================

things :
1. Knowledge:
their performance and provide further practice.
house;
2. Competence:Students will be able to consolidate and apply what they have learnt
in the unit . Do some practice exercises.
Having serious attitude to imagining the houses in the future
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP & INTRODUCTION(3’)

Aims:
+ Revision. - T_ Ss
- Ask a few Ss to go to the board - Students (Ss) listen and learn how to do.
and tell the class about their
92
dream houses. - Some SS tell the class about their dream
- Encourage Ss not to refer to the houses.
unit pages. Ask them to keep a
record of their answers to each
task so that they can use their
information to complete the self-
assessment table at the end of the
unit. - Open their book and write .
- Have them open their books to
page 46 (LOOKING BACK).
PRACTICE EXERCISES
Aim: To help Ss revise the words relating to appliances in the future.
1. Wrie the words/ phrases under 1. Wrie the words/ phrases under the correct
the correct pictures. pictures.
- T_ Ss + Students (Ss) listen to the instructions
- Tell Ss to read the words in the carefully and learn how to do the tasks.
box first. Then ask them to write
the words in the box under the
pictures. * Key:
- Give them time to do It a. computer b. dishwasher c.
Individually.Then compare their wireless TV
answers with their partners. d. washing machine e. fridge f. smart
- Ask some Ss to read the words clock
aloud. Then T checks their
answers as a class.
ACTIVITY 2:
Aim: To help Ss review the phrases about what the appliances will do in the future.
2. Think about what the 2. Think about what the appliances will do
appliances will do in the future. in the future. Fill the table.
Fill the table. - Ss work in pairs.
- Have Ss work in pairs or groups, - Do the tasks
discussing what each appliance
will do in the future and fill in the
blanks in the table. * I think robots will help us do the house
- Call on some Ss to tell the class work.
about their answers. - I think robots will wash our clothes
E.g. I think robots will look after
my future house.
Aim: To help Ss revise the use of the future simple in sentences.
3. Complete the sentences with 3. Complete the sentences with will (’ll ) or
will (’ll ) or won’t. won’t.
- Have Ss read the instructions to - T_ Ss
know what they have to do. Draw - Listen to the instructions clearly
their attention to some complex - Do exercise individually and then
93
sentences with subordinate compare their answers.
clauses of time (sentences 2, 4, 5). - Copy
- T may explain these sentences if
necessary. * Key:
- Ask Ss to complete the 1. won’t 2. will 3. will
sentences with will ('ll) or won't 4. won’t 5. will 6. won’t
individually first. Then, they can
check their answers with a partner
before discussing them as a class.
ACTIVITY 4:
Aim: To help Ss revise the use of might for future possibility.
4. Complete the sentnces with 4. Complete the sentnces with might or
might or might not. might not.
- Have Ss read the instructions to - T_ Ss
understand what they have to do - Do the tasks
(complete the sentences with
might or might not).
- Ask them to read and complete - Give the answers
the sentences individually. Go
around and offer help if
necessary. *Key :
- Have them swap their answers 1. might 2. might 3. might not
in pairs or groups before checking 4. might not 5. might, might
as a class. Correct mistakes if
necessary.
- Call on some Ss to read the
complete sentences in front of the
class.
Aim: To helps Ss improve their abilities to work individually and in a team. It extends
their imagination in field related to the unit topic if possible

* PROJECT: - T_ Ss
- Have Ss read the project's ** Ss should prepare the project as assign
instructions. Draw their attention groups in the previous lessons beforehand.
to the following steps:
+ Think about one appliance they - Listen to the teacher’s instructions
want to have in the future. carefully.
+ Make a poster about it.
+ Write the details of the
appliance in the poster (what they - Do the tasks . Prepare the at home
want to have, what it will help beforehand.
them to do). + Share the poster - Ss should finish the project in class, assign
with their class. groups in the previous lessons.
- Have them think about an
appliance in their future house
first.
94
- Give them time to make their
own posters by drawing their own - Do the same as units
appliances.
- Ask them to look at the details
in the bubble as an example. Then
have them write what the
appliances will help them to do in
their future houses.
- Get them to share their posters
in pairs or groups.
* Have Ss look at Now I can ….. table

- Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas
and provide further practice.
* HOME WORK
- Make more sentences using will/ might
Date …….. Peroid 87: UNIT 11: OUR GREENER WORLD

Lesson 1: GETTING STARTED
Let’s go green!
I. OBJECTIVES:
- use the words for things that can be reduced, reused and recycled;
- say sentences with correct rhythm;
- use the articles correctly;
- use the first conditional to talk about possibilities;
- give warnings;
- read for general and specific information about ways to go green at school;
- talk about tips for going green;
- listen for details about ideas for a green club;
- write a paragraph about ideas for a green club.
1. Knowledge:
- To introduce topic of the lesson Our greener world . To teach listening and reading
about the ways to do more to protect nature and the environment ‘go green’.
+ Vocabulary: use the words for things that can be reduced, reused and recycled;
- give warnings;
+ Grammar: - use the articles correctly;
2. Competence: Students will be able to pratice reading and listening the
conversation between Mi and Nick talked about ways to go green.
3. Quality/ behavior : The awareness of protecting the environment “go green” (to do
more to protect nature and the environment). Having serious attitude to go green ;
95
Having serious attitude to working in groups, individual work, cooperative learning
and working.
II. TEACHING AIDS:
III. PROCEDURE:
Aims:To create an active atmosphere in the class before the lesson;

To lead into the new unit.
* Content: Review the previous lesson or have some warm-up activities to creat a
friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Outcome: Having a chance to speak English and focus on the topic of the
lesson..
+ Greeting + Greeting smart
+ Revision. Do the net work/ - T_ Ss TV
brainstorming + Revision
- Teacher (T) asks Ss some questions appliances in
about the previous lessons, the house
- Review the previous unit before Ss
open their books. Write Our houses in
the future on the board and have Ss say wireless TV
all of the words that are related to this
topic.
- Write Our Greener World on the
board. Ask Ss what green means to
them. Write their answers on the
board. Explain that green has a lot of - (Ss) listen and learn how to do
meanings. In this unit it means relating it .
to the protection of the environment.
Write Let's go green! on the board and - Answer the teacher’s questions.
elicit the meaning of go green from Ss. - Open their book and write .
Tell Ss that go green means: to do
more to protect nature and the
environment. Have Ss open their books
and start the lesson.
ACTIVITY 1:
Aims: - To create an active atmosphere in the class before the lesson;
* Content: Listen and read conversation to get used to the vocabulary; new
grammar points.
* Outcome: Reading practice. Ss learn some new words; become familiar with the
new language items.
96
1. Listen and read. T_ Ss 1. Listen and read.
- Teacher uses different techniques to - go green means: to do more to
teach vocabulary (situation, realia, protect nature and the
translation .....) environment.
+ Teacher may introduce the - reusable (adj) có thể dùng lại
vocabulary by: - go green (v) sống xanh (thân
providing explanations of the words; thiện với môi trường)
showing picture illustrating the word. - recycle (v) tái chế
+ Follow the steps to teach vocabulary - help (v) giúp đỡ
- Repeat in chorus and individually - environment (n) môi trường ….
+ Check vocabulary
* Ask Ss to look at the picture on page
48 - 49 and answer the questions
below:
1. Who are they?
2. Where are they?
3. What might they be talking about?
- Quickly write Ss' answers to
Question 3 on the board.
- Play the recording.
- Ss listen and read.
- Ask Ss if their guesses on the board
are correct.
- Play the recording twice for Ss to
listen and read along. Have Ss
underline the words that are related to
the topic of the unit while listening and - Complete the tasks
reading.
- some pairs of Ss to read the
conversation aloud.
- Ss what exactly Mi and Nick talked
about. Now confirm the correct
answer. (They talked about ways to go
green.)
- Have Ss say the words in the text that
they think are related to the topic Our
greener world.
- Quickly write the words on one part
of the board.
- Get some pairs to read the
conversation in front of the class.
- Comment on Ss'answers.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss understand the text in depth.
* Content: Read again the conversation . Complete the sentences . Use no more
than 3 words
* Outcome: Ss understand more information in the conversation. Do the filling.
97
2. Read the converstion again. 2. Read the converstion again.

Complete the following sentences. Use Complete the following sentences.
no more than three words in each Use no more than three words in
blank. each blank.
- Ask Ss to work independently to fill - T_ Ss
each blank with the word(s) from the - Follow the teacher’s instructions
conversation.
- Ask them how to do this exercise. T - Give the answers and check.
may once again instruct them how to
do the exercise: (1) read the sentence
and identify the kind of information to
fill the blank; (2) read the conversation
and locate the place to find the word(s) * Key:
to fill the blank. 1. a picnic 2. plastic one 3.
- Model with the first sentence. the check-out
- Allow Ss to share answers before 4. a reusable 5. she's cycling
discussing it as a class.
- Write the correct answers on the
board.
ACTIVITY 3:
3. Based on the ideas in the 3. Based on the ideas in the
conversation, match the first half of the conversation, match the first half
sentence in column A with its second of the sentence in column A with
half in column B. its second half in column B.
- First, ask Ss to read column A and B - T_ Ss
to make sure they understand. Ask Ss - Learn how to do it
to give their answers without reading - Share the answers
the conversation again. Then ask them - Copy them
to read the conversation and check Key : 1. b 2. c 3. a
their answers. Confirm the correct
answers.
- Tell Ss that sentences 2 and 3 are first
conditional sentences and they will
learn about this grammar point in A
CLOSER LOOK 2.
- Write the correct answers on the
board.
- T gives correct answer.
ACIVITY 4
4. Match the pictures with the ways to 4. Match the pictures with the
help the environment. ways to help the environment.
- Have Ss look at the pictures and - T_ Ss
discuss what they can see in each - Ss do the tasks
picture in pairs. Invite some pairs to - Ss do themselves. Give the
share their answers with the whole answers
98
class.
Ask Ss to match the pictures with ways
to help the environment. Have some Ss Key : 1. c 2. a 3. b 4. e
share their answers. Confirm the 5. d
correct answers.
Ask Ss to add any other ways to save
the environment they know.
4. PRODUCTION (8’)
ACTIVITY 5:
5. GAME. Find some one who… . 5. GAME. Find some one
Work in groups. ask and answer to find who… . Work in groups. ask and
some one who does the things in 4. answer to find some one who does
- Ask Ss to work in groups. Give each the things in 4.
group a handout with the following - Work in groups
table: Find Names
- Model the way to ask questions and someone who
uses reusable
answers with a student (e.g. Nam, do
bags
you use reusable bags?, etc.). cycles
- Ask each group to choose one student walks to
to ask the questions and another school
picks up
student to record the answers
rubbish
and report the results. plants trees
- Give Ss 5 - 7 minutes to ask and
answer In groups.
- Move around to observe and offer - Do the tasks
help.
- Invite Ss to share their findings to the
class.
5 . WRAP-UP & HOME WORK (2’

*Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say some words they remember from the lesson.
*HOME WORK
__________________________________________________________
99
Date :
Peroid 88 : UNIT 11: OUR GREENER WORLD
Lesson 2: A CLOSER LOOK _1
I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things :
1. Knowledge:
- To introduce topic of the lesson Our greener world . To teach some new words
about things that can be reduced, reused and recycled. Saying sentences with correct
rhythm; Learning how to make Rhythm.
- give warnings;
2. Competence: Students will be able to pratice reading and listening the
conversation between Mi and Nick talked about ways to go green.
and working.
II. TEACHING AIDS:
III. PROCEDURE:
+ Playing game: + Playing game :
* Guessing game * Guessing game
- Revising phrases relating to - T _ Ss
localtions of houses, Eg. In the - Students (Ss) listen and learn how to do.
sea, in the city; in the - Ss answer.
counryside…
- Teacher (T) asks guides, gives - Open their book and write .
instructions how to play
guessing game.
study….
1. The three Rs stand for 1. The three Rs stand for Reduce- Reuse-
Reduce- Reuse- Recycle. Draw a Recycle. Draw a line from a symbol in
line from a symbol in column A column A to its matching word in column B
to its matching word in column and its meaning in column C.
B and its meaning in column C.
- Teacher uses different
techniques to teach vocabulary
100
(situation, realia, translation .....)
+ Teacher may introduce the
vocabulary by:
providing explanations of the
words;
showing picture illustrating the
word.
+ Follow the steps to teach
vocabulary
* Vocabulary
- reduce (v) giảm
- reuse (v) dùng lại
- recycle (v) tái chế tái sử dụng - T _ Ss
- rubbish(n) rác thải + Students (Ss) listen to the instructions
- wrap (v) gói, bọc … carefully and learn how to do the tasks.
- Repeat in chorus and
individually
+ Check vocabulary
- Have Ss read the information in
the table and draw a line from a
symbol in column A to the
matching word in column B and
its meaning in column C. Ss
work in pairs to compare their
answers before giving T the
answers. Check and write the
correct answers on the board.
- For stronger classes, elicit the
difference between recycling and
reusing from Ss. - 3Rs
- Explain the difference between Key :
these two terms again if
necessary:
+ Recycling means reprocessing
an old item such as a newspaper,
a glass or a can and turning it
into a new product. For example,
used paper is brought to a
factory where it is reprocessed,
cleaned and purified. This paper
is then used to make new things
such as books or newspapers.
+ Reusing means avoiding the
reprocessing procedure. It is
when people use something over
and over again until it cannot be
used any more. For example, a
used plastic bottle can be used
again as a flower vase, or a
butter container can be used to
101
grow a small plant.
3. PRACTICE (15’)
2. Write the word/ phrase in the 2. Write the word/ phrase in the box under
box under each picture. each picture.
- Have Ss work in pairs to do - Ss work in pairs
this activity. Call on Ss from
different pairs to go to the board - Ss work independently.
and write the words. - Give the answers
- This activity can also be * Key:
organized as a competition. 1. rubbish 2. plastic bag 3.glass
Whichever pair finishes the 4. plastic bottle 5. noise 6. paper
activity first wins and can go to 7. water 8. clothes
the board to write their answers.
Confirm the correct answers
- Call on some Ss to write their
sentences on the board. Correct
if necessary.
3. Work in pairs. Put the words 3. Work in pairs. Put the words from 2 into
from 2 into groups. Some words groups. Some words can belong to more than
can belong to more than one one group.
group. Reduce Reuse Recycl
- Have Ss work in pairs to put e
the words from 2 in appropriate rubbish plastic rubbish
groups. Draw the table on the , bag, ,
board and call three Ss to go to plastic glass, plastic
the board and write their bag, plastic bag,
answers. Discuss the answers noise, bottle, glass,
with the class. plastic paper, plastic
- Elicit some more words for bottle, water, bottle,
each group from Ss. - Here are paper, clothes paper
some suggested words: water
+ Reduce: electricity, gas
+ Reuse: envelope, carton box, - Ss to work in pairs
textbook - Ss do themselves.
+ Recycle: newspaper, textbook, - Add more words
plastic container - Copy them
- Ask Ss add more words.
- T and other Ss give comments.

ACTIVITY 4: Rhythm in sentences
4. Listen to these sentences, then 4. Listen to these sentences, then repeat. Pay
repeat. Pay attention to the bold attention to the bold syllables.
syllables. - T_ Ss
- Tell Ss that in English, the - Listen carefully.
stressed and unstressed syllables
102
combine to make rhythm in a
sentence.
- Ss have learnt about stress in
two-syllable words, so T can
remind them of the stress rule in
two-syllable words (put stress on
the first syllable in nouns and
adjectives).
- In the sentences the bold parts
are the stressed syllables. The
aim of this activity is only to
raise Ss' awareness of rhythm. It
is not necessary to teach them in
detail. Audio script:
- Play the recording for Ss to 1. If you cycle, it'll help the Earth.
listen to the sentences. Have 2. Water is good for your body.
them pay attention to the bold 3. The students are planting trees in the
parts. garden.
- Play the recording of each 4. Is it better to use paper bags?
sentence again for Ss to repeat in 5. We are happy to walk to school
chorus. Have Ss work in pairs to
practise reading the sentences.
sentences aloud.
- Comment on Ss'pronunciation.
- Check their pronunciation If
necessary.
words aloud.

5. Listen to conversation. Pat 5. Listen to conversation. Pat attention to the
attention to the bold syllables. bold syllables. Then practise conversation
Then practise conversation with with a classmate.
a classmate. - T_ Ss
- Play the recording for Ss to - Listen to the instructions carefully then do
listen to the conversation. Have the tasks.
them pay attention to the bold - Do the tasks
parts. Audio script:
- Play the recording of each Vy: What are you doing?
sentence again for Ss to repeat In Mi: I'm writing an article about going
chorus. Have Ss work In pairs to green.
practise reading the Vy: Great! I'm writing a poem about the
conversation. 3Rs.
- Call on some Ss to read the Mi: Let me read it.
conversation aloud. Vy: I'm still writing. Wait for a minute.
- Comment on Ss' pronunciation.
- If there is time, have Ss make
more sentences with two-syllable
nouns they know. Then ask them
103
to say their sentences in front of
the class.
- Comment on their
pronunciation .
* Have Ss summarize what they have learnt in this period.

* HOME WORK
Date
Lesson 3: A CLOSER LOOK _2
things :
1. Knowledge:
- To teach a grammar point : articles a, an or the and the first conditional sentence.
To practice doing exercises using articles a, an, the in contexts.
- give warnings;
2. Competence: Students will be able to learn how to use articles a, an or the and the
first conditional sentenceto talk about possibilities; To practice doing exercises using
articles a, an, the in contexts.
and working.
II. TEACHING AIDS:
III. PROCEDURE:
Articles
Aims:To help Ss learn how to use articles a, an, the.
- Write two sentences with articles on the board. This is a book. /The book on the
table is my favourite.
- Underline a and the. Explain to Ss the difference between these two articles,
telling them that a is an indefinite article and the is a definite article.
- Use the information in this table to explain to Ss:
104
There are two kinds of
articles In English.
a + consonant sound an + vowel sound (a, e,

E.g. a bag i,E.g.
o, u)an apple
2. Definite article: the
the /  ә / + consonant sound the / i/ + vowel sound
E.g. the bag (a, e, the
E.g. i, o,apple
u)
- Have Ss do Activity 1 before drawing their attention to the Grammar box In the
book.
* Content: Review the old lesson .

+ Revision + T_ Ss
- Teacher (T) asks Ss some - Students (Ss) listen and learn how to
questions about the previous do.
lessons,
- T may introduce some warm-up - Open their book and write .
activities to creat a friendly and
relaxed atmostphere to inspire Ss
to warm up to the subject and new
class…
study….

ACTIVITY 1:
Aims: To give practice with a and an.
* Content: Introduce the use Article a, an, the . Adapt it to do activity 1.
* Outcome: Ss learn how to use Article a, an, the. Remember. Do exercises.
* Remember! Articles
There are two kinds of articles in English: the indefinite article (a/ an) and the
definite article (the)
We use a/ an
with singular countable nouns when we are talking about them in general.
Example: An ant is a tiny animal.
after the verbs to be and to have.
Example: I’m a student/ I have an eraser.
Example: The bike in front of her house is nice.
with nouns which are unique.
Example: The air is dirty.
105
- Have Ss do the exercise
individually and then compare
their answers.
- Invite some Ss to read their
answers aloud.
- Check their answers in front of
the class.
- Now draw Ss' attention to the
- Ss do the exercise individually
Grammar box.
+ Students (Ss) listen to the instructions
carefully and learn how to do the tasks.
- Have Ss read the again if
Key: 1. an 2. a 3. a 4. an
necessary information.
5. a 6. an 7. an 8. a
- Explain the information
necessary.
- Go around and offer help, If
necessary.
- Check their answers. T explains
if necessary.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To give further practice with a / an and the.
* Content: Further practice with a / an and the. Complete the sentences using a/ an
or the.
* Outcome: Ss can Complete the sentences using a/ an or the correctly.

2. Write a/ an or the 2. Write a/ an or the
- Have Ss read the sentences and - T_ Ss
fill each blank with a suitable - Listen carefully and learn how to do.
article. - Give the answers
- Check and confirm the correct * Key:
answers. 1. a 2. The; the 3. A; an 4. an 5.
- Checks Ss' answers as a class. the; the
ACTIVITY 3: First Conditional

Aim: To give practice with the first conditional.
* Content: To teach the form and use of the first conditional.
* Outcome: Ss learn how to form and use the first conditional.
First conditional sentences describe things which are possible and likely to
happen in the present or the future: If + subject + V (present simple) , Subject +
will/ won’t + V(bare form) .
Example : If you use less paper, you will save a lot of trees .
3. Write the correct form of each 3. Write the correct form of each verb
verb in bracket. in bracket.
- Have Ss do this exercise quickly
then give the answers to T. Write
their answers on the board and
106
confirm the correct answers.
- Go around and offer help, if
necessary.
Key :
1. is; will go
2. recycle; will help
3. will save; don't waste
4. will have; use
5. isn't / is not; will be.
ACTIVITY 4:
Aim: To give further practice with the first conditional.
* Content: Further practice. Complete the sentences using the first conditional.
* Outcome: Ss can Complete the sentences using the first conditional correctly.

4. Combine each pair of sentences 4. Combine each pair of sentences
below to make a first conditional below to make a first conditional
sentence. sentence.
- If necessary, T can combine the - T_Ss
first pair of sentences as an - Do the tasks and share the answers.
example. Key:
- Have Ss do this exercise in pairs. 1. If the air isn't fresh, people will
Ask some Ss to write their cough.
sentences on the board. 2. If the water is dirty, a lot of fish will
- Ask for feedback from other Ss. die.
- Confirm the correct answers. 3. Ifwe cut down trees In the forest,
- Invite one or two Ss to say out there will be more floods.
their answers in front of the class. 4. If there is too much noise, people
- Check the answers as a class. will not / won't sleep.
5. If there is no water, plants will die

ACTIVITY 5:
Aim: To give fun practice with the first conditional.
* Content: Do the GAME; Fun matching.
* Outcome: Ss understand more the form and use the first conditional.
5. GAME. Fun matching. 5. GAME. Fun matching.

- Divide the class into groups (A - T_Ss
and B) and give each student a
strip of paper.
107
- Tell Ss from group A to write an
if-clause. Ss from group B write a
main clause. After 5 minutes have
Ss try to make a sentence by
matching the clause on their paper
with a clause from the other group.
- T goes round and corrects
mistakes or gives help when
necessary.
- Call on some Ss to share their
ideas in front ofthe class. T and - Listen to the instructions carefully
other Ss give comments. then do the tasks.

* Summarize the main points of the lesson.
- Ask Ss to make sentences, using the first conditional.
* HOME WORK
===============================
Date Peroid 90: UNIT 11: OUR GREENER WORLD
Lesson 4 : COMMUNICATION
I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things
language skills. Learning the ways to go green. Giving warnings: Don’t do that; If
you give them too much food, they will die.
- give warnings;
2. Competence: Students will be able to learn the ways to go green. Giving warnings:
and working.
II. TEACHING AIDS:
III. PROCEDURE:
Everyday English Giving warnings
* Content: Review the previous lesson or have some warm-up activities to creat a friendly and
108
+ Revision + T_ Ss
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to d
them and class. - Do the tasks.
- T revises or asks Ss about last lessons. - Open their book and write .

ACTIVITY 1+ 2: Giving warnings
Aims: - To introduce two ways to give warnings in English;
- To help Ss practise giving warnings.
* Content: Read the conversation and Pay attention to the highlighted sentences.
Giving warnings: - Don’t do that;
- If you give them too much food, they will die.
* Outcome: Ss learn how to give warnings. Practice to give some warnings.

1. Listen and read the dialogue between Mi 1. Listen and read the dialogue between
and Mike. Pay attention to the highlighted Mi and Mike. Pay attention to the
sentences. highlighted sentences
translation .....) if have .
+ Take note
- do a survey (v) thực hiện khảo sát.
- write both side (v) viết cả hai mặt
- be in need (v) cần
- T_ Ss
- cycle (v) đạp xe
+ Students (Ss) listen to the instructions
….
carefully and learn how to do the tasks.
* Listen and read conversation.
Mi: You are giving the goldfish too much
food. Don't do that.
Mike: Why?
Mi: If you give them too much food, they
will die.
Audio script:
Mike: I see. Thank you.
Mi: You are giving the goldfish too muc
- Play the recording for Ss to listen and
food. Don't do that.
read the dialogue between Mi and Mike at
Mike: Why?
the same time. Ask Ss to pay attention to
Mi: If you give them too much food, they
the highlighted sentences.
will die.
- Elicit the structures to give warnings
Mike: I see. Thank you.
(Imperative sentences /first conditional).
Have Ss practise the dialogue In pairs.
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- Call on some pairs to practise the
dialogue In front of the class.
2. Work in pairs. Giving warnings.

- Ask Ss to work in pairs to make a similar E.g.
dialogue, using the language for giving Mai: You are wartering flowers, phong
warnings. Phong: Yes, I am.
- Move around to observe and provide Mai: Don’t water flowers at noon.
help. Call on some pairs to practise In front Phong: Why?
ofthe class. Mai: If you water plants at noon, they will
E.g. die.
Phong:Thank you. I don’t know about
that.
3. PRACTICE (18’)
ACTIVITY 3: Survey on ways to go green.
Aim: To give Ss a chance to know if they are going green.
* Content: Do a survey. Ask questions by choosing A, B or C.
* Outcome: Ss can ask Questions by choosing the best answer.Check the answer . Count the
points and see how green you are.

3. The 3Rs Club in your school is doing a 3. The 3Rs Club in your school is doing a
survey. Answer the following questions by survey. Answer the following questions
choosing A, B or C. by choosing A, B or C.
- Review the first conditional sentence - Work in pairs to do this activity
before Ss do 3. Revise or teach some - Listen carefully and learn how to do.
vocabulary: - Ss work in pairs .
do a survey: ask people questions in order - Follow the teacher’s instructions
to find out about their opinions or - Give the answers
behaviour * Suggested answers:
wrap: cover or surround something with
paper, cloth or other material
be in need: not have enough food, money,
clothes, etc.
breeze: a light and pleasant wind
- Have Ss read the questions quickly and
make sure that they know what to do. Ss
answer the questions individually, then turn
to page 57 to check their answers and count
the points.
- Ask some Ss to speak out their points.
- Ask other Ss to comment. Ask Ss if they
can add more things to each room.
ACTIVITY 4:
Aim: To give Ss an opportunity to ask and answer about going green.
* Content: Ask and answer about going green.Interview a classmate.
110
* Outcome: Ss can answer questions. Compare the answer.
4. Interview a classmate, using the 4. Interview a classmate, using the

questions in 3. Compare your answers. questions in 3. Compare your answers.
How many different answers do you have? How many different answers do you
- Have Ss work in pairs. One student is the have?
interviewer, and the other is the - Listen to the instructions clearly
interviewee. Ask them to do the interview - Ss work in pairs
in about 5 - 7 minutes and to note down - Copy them
their friend's answers. The interviewer then Example :
shares their answers with their friend and A. What’s your answer to Question 1?
find out how many different answers they B. It’s A. What’s your answer?
have. ……….
- Call on some Ss to report the results of
their interview to the class.

* Have Ss tell you what they have learnt (the way of expressing surprise).
* HOME WORK
- Practice speaking the names of rooms and the names of the furniture in the house.
=============================
Date Peroid 91: UNIT 11: OUR GREENER WORLD
Lesson 5 : SKILLS_1/ Reading and Speaking
I. OBJECTIVES: By the end of this lesson, students will be able to gain the following
things :
1. Knowledge:
- To teach reading to develop the skill of guessing the meaning of words/ phrases in
context . To practice discussing their opinions about green tips and sharing the ways
to reuse things.
- give warnings;
2. Competence: By the end of the lesson students will be able to learn how to guess
the meaning of words/ phrases in context . To practice discussing their opinions
about green tips and sharing the ways to reuse things.
and working.
II. TEACHING AIDS:
111
III. PROCEDURE:
Aim: Pre - reading

- Tell Ss that they are going to read an interview about ways to go green at school.

+ Revision + Revision
- Teacher (T) asks Ss some questions about - T_Ss
them and class. - Students (Ss) listen and answer
- T revises or asks Ss about last lessons. the teacher’s or friend’s questions
- Ask Ss to open their book and introduce - Open their book and write the
what they are going to study…. tittle of the lesson .
* Teach some new words in contexts if
necessary.
- T follows steps to teach new words.
Aim: To develop the skill of locating specific words in the text.
* Content: Read the interview. Find the words/ phrases and underline them.
* Outcome: Ss can find the words/ phrases and underline them in the interview to
developmskills.

1. A reporter is interviewing Nam, a 1. A reporter is interviewing
member of the 3Rs Club. Read the Nam, a member of the 3Rs Club.
interview. Find the words or phrases and Read the interview. Find the
underline them. words or phrases and underline
*) Pre- teach vocabulary: them.
vocabulary (situation, realia, - T_Ss; Ss do themselves
translation .....)
+ Follow the steps to teach vocabulary + Students (Ss) listen to the
* Vocabulary instructions carefully and learn
- exchange (v) trao đổi how to do the tasks.
- recycling bin (n) thùng đựng rác tái chế
- charity(n) từ thiện - Give the answers
- tip (n) mẹo, cách
- instead of thay vì
- share (v) chia sẻ …
- Repeat in chorus and individually - Complete the tasks
112
+ Check vocabulary
+ Take note
* Ask Ss to read the interview quickly and
locate the words / phrases from the box in
the text.
- Have Ss highlight the words / phrases
they have found. Invite some Ss to share
where they have found the words / phrases.
If T uses slides, show the text with the
highlighted words / phrases to prepare for
the next activity.
- Gve the comment
ACTIVITY 2 :
Aim: To develop the skill of guessing the meaning of words / phrases in context.
* Content: Do the matching . Guessing the meaning of words / phrases in context.
* Outcome: Ss can match the words/ phrases with their meanings correctly.
2. Match the words/ phrases with their 2. Match the words/ phrases with
meaning. their meaning.
- Tell Ss how to do the activity. Remind - T_Ss
them to look again at the words / phrases - Listen to the teacher’s
that have been highlighted in 1 and read the instructions carefully and learn
surrounding sentences carefully to get the how to do.
meaning of each word / phrase, and then - Check the meaning of the words
match the word / phrase with the given - Ss work individually first.
meaning. - Compare the answers with
- Have Ss do this exercise individually and partners
then compare their answers with a - Give the answers
classmate. Ask for Ss' answers. Confirm
the correct answers. Ask Ss to give some Key:
examples with the words / phrases. 1. e 2. d 3. a 4. b 5. c
ACTIVITY 3 :
Aim: To develop the skill of reading for general and specific information.
* Content: Further practice reading for general and specific information.
* Outcome: Ss understand deeply about the content of the text by answering the
questions.

3. Read the text again. Answer the 3. Read the text again. Answer
questions. the questions.
- Have Ss read the interview again to - T_Ss. SS do it
answer the questions. - Listen to the teacher’s
- Ss can underline parts of the text that instructions carefully and follow
helped them with the answers. them.
- Set a strict time limit to ensure Ss read - Give the answer .
113
quickly for information. * Key:
- Have Ss compare their answers before 1. Ways to become greener at
giving the answers to T. school
- Ask them to cite evidence when giving 2. Recyclng bins
the answers. 3. Exchange old uniforms with
- Confirm the correct answers to the class. friends or give them to charity
4. Borrow books from the library
5. Reusable water bottles

ACTIVITY 4: (Follow up activity) Speaking
Aim: To give Ss a chance to discuss their opinions about green tips.
* Content: Discussing to put the tips inorder from the easiest to the most difficult.
* Outcome: Ss can put the tips correctly and can add more tips to the list.

4. Nam mentions the following tips in the 4. Nam mentions the following
interview. Work in groups and discuss to tips in the interview. Work in
put the tips in order from the easiest to the groups and discuss to put the tips
most difficult. in order from the easiest to the
- Have Ss work in groups to discuss and most difficult.
order the tips from the easiest to the most - T_Ss
difficult. They also think of ways to - Listen to the teacher’s
explain the reasons for their order. instructions carefully and follow
- Ask a member from several of the groups them.
to write their order on the board. Hold a - Work in pairs
class discussion about the orders. Accept - Practice speaking in front of the
different answers as long as the groups can class.
justify it. - Correct mistakes if have .
- Elicit some other tips from Ss and quickly
write them on the board. Ss comment on
the tips.
- T and other Ss listen and make comments.
- T helps if necessary
ACTIVITY 5:
Aim: To give Ss a chance to share ways to reuse things.
* Content: To produce the language / the tip – f– to find creative way to reuse old
items.
* Outcome: Ss can find creat way to reuse old items. (f. Finding creative ways to
reuse old items before throwing them away.)
5. Tip -f- tells you to find creative ways to 5. Tip -f- tells you to find creative
reuse old items. Can you think of any ways ways to reuse old items. Can you
reuse. think of any ways reuse.
- Have Ss work in groups and find creative - Ss work in groups
ways to reuse the items indicated in the - Listen to the teacher’s
book. instructions carefully and follow
114
-This activity can be organized as a them.
competitive game. - Practice speaking in front of the
- Give the groups 8 minutes to list out the class.
ways to reuse the items creatively. When - Correct mistakes if have .
the time is up, each group will present their
answers. The group having the most
creative ways wins.
* Have Ss tell you what they have learnt (ways to go green, tips for going green).
* HOME WORK.
===================
Date Peroid 92 : UNIT 11: OUR GREENER WORLD

Lesson 6 : SKILLS_2
things :
1. Knowledge:
information about a green club. Writing a paragraph about ideas for a green club.
- give warnings;
2. Compentence:Students will be able to listen for specific information about a green
club. Writing a paragraph about ideas for a green club.
and working.
II. TEACHING AIDS:
III. PROCEDURE:
Aims:
- To develop student’s listening skills for specific information. It also provides input
for the writing skills.
- Tell Ss that the 3Rs Club is looking for a new president. Quickly elicit the necessary
qualities of the club president from Ss and write them on the board. Have Ss read the
advertisement for this position. Ask them what they will do if they become the club
president
115

+ Revision + T_ Ss
- Ask Ss to open their book and - Listen and know what they are
introduce what they are going to going to learn
study…. - Open their book and write the tittle
- T leads in the lesson. of the lesson
1. Listen to two students talking about 1. Listen to two students talking
what they will do if they become the about what they will do if they
president of the club. Fill each blank become the president of the club. Fill
with a wordmor a number. each blank with a wordmor a
*) Pre- teach vocabulary: number.
- Teacher uses different techniques to - T_ Ss
teach vocabulary (situation, realia, * Vocabulary
translation .....) - president (n) chủ tịch
+ Follow the steps to teach vocabulary - creative (adj) sáng tạo
- Repeat in chorus and individually - raise (v) nâng lên
- fair (n) hội chợ
+ Take note - encourage (v) cổ vũ ….
* Have Ss read the instructions of the - Do the tasks.
first activity.
- Have Ss guess the word / number to
fill each blank and write their guesses
on the board.
- Play the recording and ask Ss to listen
to fill the blanks and check their
guesses.
- Ss work in pairs to compare their
answers before T plays the recording
the second time for pairs to check their * Key :
answers. 1.6A 2. recycling 3.
- Ask for Ss' answers. Confirm the book
correct answers and write them on the 4. 6E 5. bus 6.
board next to their guesses. uniform
3.While-listening (18’)
2. Listen again and tick (✓) T (True) or 2. Listen again and tick (✓) T (True)
F (False). or F (False).
- T_ Ss - Ss do the tasks
- Have Ss read the statements in 2 and - Listen to the teacher’s instructions
tick T or F at the end of each statement carefully and learn how to do it.
116
without listening to the recording. If - Give the answers
they have any difficulty doing this, Key:
play the recording again. Key: 1. F 2. T 3. F 4. T
- Have Ss compare their answers in Audio script:
pairs before submitting answers. Write Mi: I'm Mi from class 6A. If I
the correct answers on the board become the president of the Club, I'll
- Check and confirm the correct first talk to my friends about putting
answers. a recycling bin in every classroom.
We can reuse the things we have in
these bins. Secondly, I'll organise
some book fairs. Students can
*(Post-listening) exchange their used books at these
* T may give some clues fairs.
- Call on some Ss to speak freely. Nam: I'm Nam from class 6E. If I
- Correct pronunciations, grammar, become the president of the Club, I'll
vocab, intonation. encourage students to go to school
by bus. It'll be fun and help the
environment. Next, I'll organise
some uniform fairs. This is where
students can exchange used uniforms
with other students.
Aim: To help Ss generate ideas for their writing.
* Content: Interview a classmate . Ask him/ her two things if he/ she becomes the
president of the 3Rs club.
* Outcome: Ss can get more ideas for the writing.
* Organisation : ….
* In this writing part, Ss are asked to write about a classmate's ideas if he / she
becomes the president of the club.
- Ask Ss to read the Study skill - Writing! box. T may explain the use of connectors to
show sequence by referring to the listening part. Also tell them that when they write
they should give explanations and examples to support their ideas. Have them look at
the example in the Study skill - Writing! box.
Study Skill-Writing
+ Giving explanations and/ or examples is an important writing skill.
+ You should give explanations and/ or examples to support your ideas.
Example: Firstly, I ……… Secondly, I’ll organise some book fairs. at these events
students can exchange their used books.
3. Interview a classmate. ask him/ her 3. Interview a classmate. ask him/

what two things he/ she will do if he/ her what two things he/ she will do if
she becomes the president of 3Rs Club. he/ she becomes the president of 3Rs
Take notes below. Club. Take notes below.
Study Skill-Writing - T_ Ss
………….. - Listen carefully to the instructions
- Have Ss work in pairs and interview - Work individually
each other to find out the two things * Ss learn how to do the tasks
they will do if they become the club - Ss’ answers
president. Idea 1 : _____________________ .
- Ask Ss to take notes of each other's Idea 2 : _____________________
117
ideas. If I become the president of our
- Ask Ss to expand their ideas by club , I will put the recycling bin in
explaining the idea and/ or giving every classroom. I will encourage
examples. students to use bus or organise
- If time allows, have some Ss present uniform fairs……
their friend's ideas or write the ideas on
the board.
4. APPLLICATION (8’- 10’)
ACTIVITY 4: While- writing

Aim: To help Ss practise writing a paragraph about their classmates' ideas for the 3Rs
club.
* Content: Write a paragraph about their classmates' ideas for the 3Rs club.
* Outcome: Ss can write a paragraph about their classmates' ideas for the 3Rs club
completely.

4. Write a paragraph about your 4. Write a paragraph about your
classmate’s ideas in 3. Write about 50 classmate’s ideas in 3. Write about
words. 50 words.
- Have Ss write individually based on - T_ Ss
the ideas they have had in 3. If time - Listen carefully and learn how to
allows, ask one student to write it on write.
the board. Other Ss and T comment on - Ss write individually
the paragraph on the board. Then T - Write themselves
collects some writings to correct at
home. * Student’s answer.
- Alternatively, ask Ss to work In My classmate is …….. . If he/ she
groups and choose the two best Ideas become the president of the 3Rs
to write about. Give each group a large Club, He/ she will do two things.
piece of paper to write on. Firstly, he/ she
* Post writing ………………………….
- If time allows, have some Ss present * If I become the president of our
their friend's ideas or write the ideas on club , I will put the recycling bin in
the board. every classroom. I will encourage
- Ask one or two groups to stick their students to use bus or organise
product on the board. uniform fairs……
- Other Ss and T give comments. Ss * There are some ways to do it:
copy their group's writing into their - Using the recycled book.
notebooks and revise as homework. - Throwing rubbish into the right
- T and other Ss listen and make bin.
comments. - Using reusable bags for shopping.
- Turning off the tap while brushing
the teeth.
- Turning off the fan before leaving
the classroom…..
- Have Ss summarise what they have learnt with the two skills.
118
* HOME WORK.

Date Lesson 7 : LOOKING BACK
I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things
1. Knowledge:
their performance and provide further practice. Do some practice exercises.
- Project helps Ss improve their abilities to work individually and in a team. It
extends their imagination in field related to the unit topic if possible.
- give warnings;
in the unit 11 . Do some practice exercises.
and working.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’)

+ Do the revision - T_Ss
- Ask a few Ss to go to the board and tell - Students (Ss) listen and learn how to do.
the class about their dream houses. - Open their book and write .
- Encourage Ss not to refer to the unit
pages. Ask them to keep a record of
their answers to each task so that they
can use their information to complete the
self-assessment table at the end of the
unit.
- Have them open their books to page 46
(LOOKING BACK).
study….
119
PRACTICE EXERCISES
Aim: To revise the words Ss have learnt in the unit.
* Content: Revison on the vocabulary. Complete the word webs.
* Outcome: Revision the vocabulary. Add more words to complete the wordwebs.

1. Add more words to the word webs 1. Add more words to the word webs below.
below. - T_Ss
- Have Ss do this activity individually - Ss do this activity individually
then compare their answers with a + Students (Ss) listen to the instructions carefully
partner. and learn how to do the tasks.
- Ask three Ss to go to the board, each - Answer the teacher’s questions and
writing a word web on the board. enquirements.
- Elicit other words from Ss to add to the * Key:
webs.
- Confirm the correct answers as a class.
Have the whole class read the words /
phrases correctly.
ACTIVITY 2: Grammar
Aim: To help Ss practise using the articles a / an and the.
* Content: Further practice using the articles a / an and the.
* Outcome: Ss can do the exercises correctly. The use of articles : a/ an/ the

- Have Ss do this exercise individually - Ss work individually
and then give the answers to the T. - Do the tasks
- Confirm the correct answers. Key:
- If necessary, ask Ss to tell about the 1. a 2. an 3. The 4. The 5.
use of the articles before doing the a; an
exercise.
- T and other Ss listen and make
comments.
ACTIVITY 3 :
Aim: To provide practice on the first conditional.
* Content: Revision on Conditional sentences Type 1. Real condition .
* Outcome: Further practice using Conditional sentences Type 1. Complete the sentences.

3. Write the correct form of each verb in 3. Write the correct form of each verb in
120
brackets. brackets.
- Have Ss revise the form and use of the - T _ Ss
first conditional. - Listen to the instructions clearly
- Ask them to do this exercise - Do exercise individually and then
individually then compare their answers compare their answers.
with a partner. - Copy
- Call on some Ss to write their answers * Key :
on the board. 1. build; will be 2. will save; reuse
- Confirm the correct answers. 3. grow; will be 4. don't have; will be
- Check and confirm the correct 5. are; will be
answers.
ACTIVITY 4: FURTHER PRACTICE
4. Combine each pair of sentences below 4. Combine each pair of sentences below to make a
to make a first conditional sentence. first conditional sentence.
- T _ Ss *Key :
- Have Ss do this exercise individually 1. If we walk or cycle, we will be healthy.
then compare their answers with a 2. If we use the car all the time, we will
make the air dirty.
partner.
3. If you reuse paper, you will save trees.
- Invite some Ss to write their answers 4. If you make noise, your sister will not
on the board. / won't sleep.
- Give feedback and confirm the correct 5. If I see a used bottle on the road, I will
sentences. put it in the bin.
answers.
* PROJECT:
- Ask Ss to look at the pictures and - T _ Ss
discuss the two questions in pairs. ** Ss should prepare the project as assign
- Elicit the answers from Ss. Now ask Ss groups in the previous lessons beforehand
to work in pairs or groups to do the - Listen to the teacher’s instructions
project. Ss follow the instructions in the careful
book. - Do the tasks . Prepare the at home
- Remember to have a 'Show and tell' beforehand.
session and vote for the best product(s). - Ss should finish the project in class,
assign groups in the previous lessons.

- Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and
provide further practice.
* HOME WORK
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Date of planning: Peroid 94: UNIT 12: ROBOTS
………….. Lesson 1: GETTING STARTED
Date of teaching: At an International Robot Show
………..…
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
- Daily activities - Reading about an Internationa Robot
Pronunciation: Show.
- Tones in statement. - Talking about what robots can do.
Grammar - Listening about what robots can do.
- Superlative adjectives: short - Writing a paragraph about a robot you
adjectives (smallest, tallest, ect ) would like to have.
Everyday English
Expressing agreement and disagreement.
I. OBJECTIVES:
- use the words for daily activities;
- say statements with correct tones;
- compare people and things using superlative adjectives;
- express agreement and disagreement about something;
- read for specific information about an international robot show;
- talk about what robots can do;
- listen for specific information about what robots can do;
- write a paragraph about a robot one would like to have
1. Knowledge:
- To introduce topic of the lesson Robots. To teach listening and reading about types
of robots; what robots can do at home , in factories, in hospitals. Practice reading the
conversation between Nick, Phong, and Dr Adams about Robots. Talking about what
the robots in the show can do.
+ Vocabulary: - Use the words for daily activities;
- Say statements with correct tones;
- Expressing agreement and disagreement about something;
- Newwords: robot, human, feelings, guard, age, height, weight, useful; do the dishes;
iron clothes; do the washing; make meals; repair; broken machines…
+ Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect )
122
- Compare people and things using superlative adjectives;
2. Competence: By the end of the lesson students will be able to learn what robots can
do at home , in factories, in hospitals.
3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to
doing the housework. Having serious attitude to working in groups, individual work,
cooperative learning and working.
II. TEACHING AIDS:
III. PROCEDURE:

Aims:
- To create an active atmosphere in the class before the lesson;
* Content: Review the previous lesson . Tmay organize a short vocabulary game, e.g.
Alphabet Race or Slap the Board, etc. to revise the words Ss have learnt in Unit 11.

the previous lessons. - (Ss) listen and learn how to do it .
Review the previous unit before Ss open
their books. T may organize a short
vocabulary game, e.g. Alphabet Race or
Slap the Board, etc. to revise the words Ss
have learnt in Unit 11.
- Lead to the new unit. Write the unit title
Robots on the board. Ask Ss to guess what
they are going to learn about in this unit.
After Ss respond, ask them to open their
books to page 58. Draw their attention to the
This Unit includes... box and introduce what
they are going to learn in Unit 12.
* T may introduce some warm-up activities
to inspire Ss to warm up to the new lesson.
- Have Ss open their books and start the
lesson. - Open their book and write .
ACTIVITY 1:
Aims: - To set the context for the introductory text;
* Content: Listen and read conversation to get used to the vocabulary; new grammar points.
* Outcome: Reading. Ss learn some new words; become familiar with the new language
123
items.

- Teacher uses different techniques to teach - International Robot Show
vocabulary (situation, realia, translation .....) - Robot (n) người máy
+ Teacher may introduce the vocabulary by: - do the dishes (v) rửa bát đĩa
providing explanations of the words; - iron (v) là (quần áo)
showing picture illustrating the word. - put away(v) cất, dọn
+ Follow the steps to teach vocabulary - repair (v) sửa chữa
- Repeat in chorus and individually - broken machines (v) máy hỏng
+ Check vocabulary - human (n) con người …
+ Ask Ss to take note
* Set the context for the introductory text by + Take note
asking Ss questions such as Where are Nick,
Phong and Dr Adams?, What are they
talking about?
- T can ask Ss to guess Dr Adams' job. T can
also ask Ss to share any recent experiences
of visiting a show: Have you ever been to a
show?, Where and when?, What did you see
there?
- Encourage Ss to give T their answers, but
do not confirm whether their answers are
right or wrong.
- Ask them to talk a bit about types of
robots they know. - T_ Ss
- Play the recording twice for Ss to listen and
read along. - Answer the teacher’s questions.
- Have Ss underline the words that are - Find out the words related to the
related to the topic of the unit while they are topic.
listening and reading.
- Invite some pairs of Ss to read the dialogue - Learn how to read and use them.
aloud.
- Ask Ss what exactly Nick, Phong, and Dr - Copy
Adams are talking about. Now confirm the - New Word: robot, human, feelings,
correct answer (They are talking about what useful; do the dishes; iron clothes; do
the robots in the show can do). the washing; make meals; repair;
- Have Ss say the words in the text that they broken machines…
think are related to the topic Robots.
- Quickly write the words on one part of the - Pair work
board. - Comment on Ss'answers. - Act out the conversation.
- Get some pairs to read the conversation in
front of the class.
- Check their pronunciation, if necessary.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss understand the text.
124
* Content: Read and tick T/ F.
* Outcome: Ss understand more the content of the text.
2. Read the conversation again and tick (✓) 2. Read the conversation again and
T (True) or F (False). tick (✓) T (True) or F (False).
- Have Ss look at the statements in this - T_ Ss
activity.Tell them how to do it.
- Give them some strategies to do the
exercise (e.g. reading the statements, - Follow the teacher’s instructions
underlining the key words, reading the text
paying attention to the key words, deciding - Give the answers and check.
if each sentence is true or false).
- Set a time limit for Ss to do the activity * Key:
independently. When the time is up, have Ss 1. T 2. F 3. T 4. F 5. T
share their answers in pairs.
- Invite some pairs to give their answers and
confirm the correct ones.
- For stronger classes, ask Ss to correct the
false sentences.
ACTIVITY 3:
Aim: To help further Ss understand the text.
* Content: Read and complete the sentences.
* Outcome: Ss can complete the sentences, using adjectives in the box.
3. Complete the following sentences , using 3. Complete the following sentences ,

the adjectives in the box. using the adjectives in the box.
- Ask Ss to work independently to fill each - T_ Ss
blank with the adjective in the box from the - Ss work independently
conversation. T may instruct them how to do - Learn how to do it
the exercise: (1) read the sentence with the - Share the answers
blank and try to work out the meaning from - Copy them
the whole sentence; (2) find the adjective in
the box that bests the blank meaningfully. * Key :
Model with the first sentence. 1. useful 2. fast 3. strong
- Allow Ss to share answers before 4. smart 5. heavy
discussing as a class.
- Write the correct answers on the board.
- T gives correct answer.
ACTIVITY 4:
Aim: To develop Ss' knowledge of vocabulary about daily activities.
* Content: To introduce revise some vocabulary about daily activities. Do the matching.
* Outcome: Ss have some knowledge of vocabulary about daily activities.
4. Match the following activities with the 4. Match the following activities with
pictures the pictures
125
- Have Ss quickly match each activity with
the picture individually.
- Then ask Ss to check their answers with
their partners.
- Ask some Ss to read out their answers or
write them on the board. Check the answers
as a class.
- With weaker classes, ask for the translation
of the activities. With stronger classes, T
may ask some additional questions, e.g. Can
you iron clothes / make meals...? Who often - Ss work independently
makes meals in your family? etc. - Ss do themselves.
- Confirm the correct answers. * Key:
- Check the answers as a class. 1. b 2. c 3. e 4. d 5. f 6.
a
4. PRODUCTION/ FURTHER PRACTICE (8’)

ACTIVITY 5:
5. GAME . Miming 5. GAME . Miming

Work in groups. A student mimes one of Work in groups. A student mimes one
activities in 4 and the others try to guess. of activities in 4 and the others try to
The swap. guess. The swap.
- Demonstrate the game to the class first. - T – Ss
Ask a stronger student to help you.
- Ask Ss to play in groups. In a weaker class, - Work in groups
T may work together with Ss first: miming
one or two activities in 4 and eliciting the - Do the tasks
answers. When they know exactly what to
do, ask them to work in groups.
- Move around to observe and offer help.
- Invite Ss to share their findings to the class.
5 . WRAP-UP & HOME WORK (2’)
* Ask one or two Ss to tell the class what they have learnt. Ask Ss to say some words they
remember from the lesson.
- If there is a visualizer in the classroom, show the dialogue and highlight the key words
related to the topic. It would be helpful if T also highlights in the dialogue the superlative
adjectives and tells Ss that they will learn these language points in the following lessons.
HOME WORK
=====================
126
………….. Lesson 2: A CLOSER LOOK _1
Date of teaching:
………..…
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
Everyday English
things :
1. Knowledge:
- To introduce topic of the lesson Robots . To teach some new words related to
Robots can do or cannot do. To practse saying falling tone in statements.
- New words: do the dishes; iron clothes; do the washing; make meals; repair; broken
machines…
2. Competence: Students will be able to learn some new words related to Robots can
do or cannot do. To practse saying falling tone in statements.
II. TEACHING AIDS:
III. PROCEDURE:
127
Aims: Vocabulary
- To revise/ teach the names of other daily activities
* Content: Listen and read conversation to get used to the vocabulary; new grammar points.
* Outcome: Reading . Ss learn some new words; become familiar with the new language items.

+ Playing game: + Playing game : - T – Ss . Ss-Ss
Guessing game Guessing game
- Revising phrases relating to localtions of Guessing game
houses, Eg. In the sea, in the city; in the - Students (Ss) listen and learn how to do.
counryside… - Ss answer.
- Teacher (T) asks guides, gives
instructions how to play guessing game.

ACTIVITY 1:
Aim: To teach/ revise the names of other daily activities.
* Content: Do the matching to revise the names of other daily activities.
* Outcome: Ss learn more some new words and the names of other daily activities.

1. Match the verbs in column A to the 1. Match the verbs in column A to the
wordr or phrases in column B . Then listen wordr or phrases in column B . Then
and repeat. listen and repeat.
- T – Ss * Vocabulary
*) Pre- teach vocabulary: - guard (n) bảo vệ
- Teacher uses different techniques to teach - pick (v) nhặt
vocabulary (situation, realia, - mood (n) tâm trạng
translation .....) - make meals (v) nấu ăn
+ Follow the steps to teach vocabulary ….
- Repeat in chorus and individually - Ss do it
+ Check vocabulary + Students (Ss) listen to the instructions
+ Take note carefully and learn how to do the tasks.
- Have Ss quickly match the verbs in * Key : 1. c 2. a 3. b 4. e 5. d
column A to the words / phrases in column
B individually. Explain the words / phrases Audio script:
if necessary. 1. understand our feelings
- Play the recording for Ss to check their 2. pick fruit
answers. - Pause the recording after each 3. do the washing
phrase and ask them to repeat chorally and 4. water plants
Individually. 5. work as a guard
- Correct their pronunciation. With a
weaker class, ask for translations to check
understanding. With a stronger class, ask
some additional questions, e.g. Can you do
128
the washing?, Can your dog understand
your feelings? etc.
- Give the comments.
3. PRACTICE (15’)
ACTIVITY 2:
Aim: To help Ss practise describing people's abilities, using the modal can / can't and the
phrases they have learnt in 1.
* Content: Pair work . Tell the partner the activities in 1 they can or can’t do now.
* Outcome: Telling to practise describing people's abilities, using the modal can / can't.

2. Work in pairs . tell your partner the 2. Work in pairs . tell your partner the
activities in 1 you can or can’t do now. activities in 1 you can or can’t do now.
Exanple : - Work in pairs
I can pick fruit but I can’t understand your - Listen carefully and learn how to do.
feelings.
- Help Ss recall the use of can to talk about - Ss work independently.
ability in the present and have some Ss
give examples. - Give the answers
- Ask a stronger student to tell what
activities in 1 he / she can or can't do. Ask
Ss to do the same in pairs.
- T may go around to help weaker Ss.
ACTIVITY 3:
Aim: To give Ss further practice on asking and answering about abilities, using the modal ca
and daily activities.
* Content: Read the information . Ask and answer the questions.
* Outcome: Ss further practice on asking and answering about abilities.
3. Work in pairs . Read the information 3. Work in pairs . Read the information
about what V10, a robot , can or can’t do. about what V10, a robot , can or can’t d
Ask and answer questions. Ask and answer questions
- First, model this activity with a stronger - Ss to work in pairs
student. - Ss do themselves.
- Remind Ss that they only use the - Add more words
information from the table to ask and - Copy them
answer about what the robot V10 can or
can't do.
- Then ask Ss to work in pairs.
-Call on some pairs to practise in front of
the class.

ACTIVITY 4: Falling tone in statements.
129
Aim: To help Ss identify how to say statements with the correct tone.
* Content: Listen and repeat to know when we use falling tone at the end of a statement.
* Outcome: Ss can say statements using falling tone at the end of a statement.

4. Listen and repeat the following 4. Listen and repeat the following
sentneces . sentneces
- Model the statement "I often water plants - T-Ss
after school." first, and then askSs to
identify the tone. Briefly explain to them
that we use falling tone at the end of a
statement. Ask Ss to practise falling tone
with the example in the Remember! box.
* Remember!
Our voice often goes down at the end of the
statement.
Example : We go to school every morning. * Audio script:
- Play the recording and ask Ss to listen 1. I often water plants after school.
and repeat the statements. Play the 2. Shifa can do many things like humans.
recording as many times as necessary. 3. My dad makes delicious meals at
- Ask some Ss to read out the statements weekends.
and invite comments from other Ss. 4. WB2 is the strongest of all the robots.
5. H8 is a home robot.

ACTIVITY 5:
Aim: To help Ss practise saying statements with the correct tone in context.
* Content: Saying the statements . Listen and repeat.
* Outcome: Ss practise saying statements with the correct tone.
5. Practice saying the statements in the 5. Practice saying the statements in the
following paragraph. Then listen and repeat following paragraph. Then listen and
- Have Ss say the statements in the repeat
paragraph in pairs: one reads out the - Listen to the instructions carefully then
statements and the other comments. do the tasks._ T _ Ss
- Play the recording for Ss to listen and Audio script:
compare with their partner's pronunciation. My robot is Jimba. It's a home robot. It's
- Play the recording again for Ss to repeat very helpful. It can do the housework. It
each statement of the paragraph. can also water plants and pick fruit. It
- Call on some Ss to read out the can work as a guard. I love my robot very
paragraph. much.
- Comment on their pronunciation ofthe Ask Ss to summarise what they have
falling tone atthe end ofeach statement. learnt in the lesson.
* Have Ss summarize what they have learnt in this period.

* HOME WORK
130
Peroid 96 : UNIT 12: ROBOTS

Date of planning: Lesson 3 : A CLOSER LOOK _2
…………..
things :
1. Knowledge:
- To teach a grammar point : Superlative adjectives: short adjectives. To practice
doing exercises using superlative form of adjectives.
2. Competence:Students will be able to learn how to use and form superlative form of
adjectives. To practise doing exericses with comparative or superlative form of
adjectives.
II. TEACHING AIDS:
III. PROCEDURE:
Grammar: Superlative adjectives: short adjectives
Aim: To help Ss form and use the superlative form of adjectives: Short adjectives.
- Choose three or more Ss of very different heights and ask them to come to the front and lin
up. T asks the class: Who is the tallest? Indicate tall and tallest with your hands and arms. A
Ss to say what tallest is in Vietnamese. T introduces the subject of the lesson: superlative
adjectives, and asks for the equivalent in Vietnamese (Cấp so sánh cao nhất của tính từ).
- Have Ss look at the Remember! box about the use of superlative adjectives.
- To explain to them that superlative adjectives are used to compare more than two people o
things, expressing the highest degree. Explain that the superlative of short adjectives is
constructed in several different ways in English, and that some of those ways are presented i
the Grammar box below.
Positive Superlative Rule

one syllable fast 131 fastest + est
large largest + st
hot hot + test
* Content: Review the previous lesson or have some warm-up activities to creat a friendly and

- Teacher (T) asks Ss some questions about - T- Ss
the previous lessons, - Students (Ss) listen and learn how to do.
- T may introduce some warm-up activities - Open their book and write .
to inspire Ss to warm up to the subject and
new class…

ACTIVITY 1:
Aim: To help Ss practise forming the correct form of superlative adjectives.
* Content: Introduce the superlative adjectives. Short adjectives. Write the superlative form of
adjectives.
* Outcome: Learn how to form and use the superlative adjectives. Short adjectives
* Organisation : Teacher guides.
Remember!
We use superlative adjectives to compare three or more
People or things.
Examples: Tom is the tallest in his class
Example: This is the biggest of the three bags.
132
1. Write the superlative form af adjectives 1. Write the superlative form af adjectiv
in the table below. in the table below.
- Ask Ss to read the instruction. Tell Ss - T- Ss
what they should do. (With a weaker class, + Students (Ss) listen to the instruction
do the first word as an example). carefully and learn how to do the tasks.
- Answer the teacher’s questions
- Ask Ss to do the exercise individually and then * Key :
compare their answers with a classmate.
3. PRACTICE (18’)
ACTIVITY 2:
Aim: To help Ss practise forming the correct form of superlative adjectives in the sentences.
* Content: Complete the sentences, using superlative adjectives.
* Outcome: Ss can complete the sentences, using superlative adjectives correctly

2. Compelte the following sentences with 2. Compelte the following sentences
superlative form of adjectives in brackets. 1 with superlative form of adjectives in
is an example brackets. 1 is an example.
- Ask Ss to read the instruction. Tell Ss what - T- Ss
they should do. The first sentence is done as - Listen carefully and learn how to do
an example. - Follow the teacher’s instructions
- Ask Ss to do the exercise individually and
then compare their answers with a * Key:
classmate. 2. smartest 3. tallest 4. smallest 5
- Check the answers as a class. cheapest
ACTIVITY 3:
Aims:
- To help Ss practise forming the correct form of superlative adjectives;
- To help Ss revise the form and use of comparative adjectives;
- To help Ss distinguish between comparative adjectives and superlative adjectives.
* Content: Complete the sentences using comparative adjectives and superlative adjectives.
* Outcome: Ss can do exercises using comparative adjectives and superlative adjectives
133
correctly.
3. Complete the following sentences with 3. Complete the following sentences with
comparative or superlative form of comparative or superlative form of
adjectives in brackets. adjectives in brackets.
- Have Ss do this exercise individually. - Ss work individually
Call on two Ss to write their answers on the - Ss do themselves.
board. Key :
- Draw all Ss'attention to the board and 1. tidier 2. hottest 3. faster
checkthe answers together. Confirm the 4. tallest 5. smarter
correct answers.
ACTIVITY 4:
Aim: To give Ss further practice on using superlative adjectives
* Content: Further practice . Look at information and talk about them using superlative
adjectives
* Outcome: Ss can talk about three robots using superlative adjectives

4. Work in pairs. Look at the informationof 4. Work in pairs. Look at the
the three robots: M10, H9 and A3 to talk informationof the three robots: M10, H9
about each of them, using superlative and A3 to talk about each of them, using
adjectives. superlative adjectives.
- Ask Ss to look at 4 and explain what they

have to do. First, model this activity with a
stronger student. - Work in pairs
- Remind Ss that they only use the
information from the table to describe the - Do the tasks and share the answers.
three robots using superlative adjectives.
- T may explain the meaning of the words A. A3 is the tallest of the three robots.
age, weight, height, price and ask Ss to
elicit the adjectives they can use to describe B. M10 is the youngest of the three robots.
each row.
- Have Ss work in pairs to say sentences
comparing the three robots. Move around
to offer help if needed.

ACTIVITY 5:
134
Aim: To give Ss further practice on using superlative adjectives.
* Content: Play GAME. Find some one who …. to practice on using superlative adjectives.
* Outcome: Ss work in pairs and ask the partner to find someone who is …. the tallest/ the
oldest/ the shortest….
5. GAME. Find someone who….. work 5. GAME. Find someone who….. work
inpairs. Ask your partner to find in your inpairs. Ask your partner to find in you
class someone who is : class someone who is
- the tallest . – the shortest - T _ Ss
- the oldest. – the biggest …. - Listen to the instructions carefully the
- First, model the game Find someone do the tasks.
who... with a stronger student. - Do the tasks
- Have Ss work in pairs to ask and answer Key :
questions to find out the student who is the
shortest / tallest / smartest, etc. in their
class.
- Move around to offer help if needed.
- If there is enough time, ask Ss to
compare their findings with other pairs'.
* Summarize what they have learnt in the lesson.

Ask Ss to give some sentences with superlative form of short adjectives.
* HOME WORK
===================================
………….. Lesson 4 : COMMUNACATION
Date of teaching:
………..…
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
Everyday English
things :
1. Knowledge: - To use everyday English phrases and expresses to express agreement
and disagreement. Also practice asking and answering robots’ abilities.
135
2. Competence: By the end of the lesson students will be able to expresses agreement
and disagreement. Also practice asking and answering robots’ abilities: What robots
can do or can’t do ?
doing the housework. Imagining what robots will do in the future . Having serious
attitude to working in groups, individual work, cooperative learning.
II. TEACHING AIDS:
III. PROCEDURE:
Everyday English
* Content: Review the previous lesson or have some warm-up activities to creat a friendly
* Output: Having a chance to speak English and focus on the topic of the lesson..

+ Do the revision + Review old lesson
- Teacher (T) asks Ss some questions about - T _ Ss
them and class. - Students (Ss) listen and learn how to
- T revises or asks Ss about last lessons. do.
- Ask Ss to open their book and introduce - Do the tasks.

ACTIVITY 1+ 2:
Aims: To introduce two ways to express agreement and disagreement in English;
- To help Ss practise expressing agreement and disagreement.
* Content: Listen and read. To express agreement and disagreement in English.
* Output: Ss can express agreement and disagreement: I agree with you; I don’t agree with
you.
And Learn how to express the opinions about the statements.

1. Listen and read the dialogues. Pat 1. Listen and read the dialogues. Pat
attention to the highlighted sentences attention to the highlighted sentences
translation .....)
136
* Vocabulary
- Express agreement/ disagreement
- I agree with you/ I don’t agree with you.
- use (v) dùng, sử dụng
- electricity (n) điện
Act.1. Play the recording for Ss to listen
and read the two short dialogues between A
and B at the same time. Ask Ss to pay - T _ Ss
attention to the highlighted sentences. + Students (Ss) listen to the instruction
- Elicit the structures to express agreement carefully and learn how to do the tasks.
and disagreement from Ss (/ agree/disagree - Answer the teacher’s questions and
with ...). - Have Ss practise the dialogues In enquirements.
pairs. Audio script:
- Call on some pairs to practise the A: I think robots can help us a lot in ou
dialogues in front ofthe class. daily life.
Act .2. Work in pairs. Express your B: I agree with you.
opinions about the following statement. A: Petersays robots can do everything
- Have Ss read the instruction and given like humans.
statements. B: I don't agree with him.
- Ask Ss to work in pairs to make similar
dialogues, using the structures for * Work in pairs
expressing agreement and disagreement.
- Move around to observe and provide
help. - Do the tasks
- Call on some pairs to practise in front
ofthe class.
3. PRACTICE (18’)
ACTIVITY 3: My robot's abilities
Aim : To help Ss practice using some grammar points and vocabulary related to the topic.
* Content: Listen and fill the blanks with the word Ss hear
* Output: Ss listen carefully and can fill the blanks correctly.

3. Listen to the radio programme from 3. Listen to the radio programme from
4TEEN News. Then fill the blanks with the 4TEEN News. Then fill the blanks with
words you hear. the words you hear.
- First, play the recording and ask Ss to - T _ Ss
listen only. Then play the recording again - Listen carefully and learn how to do.
and allow Ss to fill the blanks as they - Ss work in pairs .
listen. - Give the answers
- Ask Ss to share their answers in pairs,
before playing the recording a final time to Key: 1. understand 2. smartest 3. pu
allow the pairs to check their answers. 4. water 5. guard
- Ask Ss to read the radio programme
again, paying attention to the use of the * Audio script:
137
words of daily activities. Speaker: Today we ask our friends: Tom
- Ask other Ss to comment. Ask Ss if they from Australia, Linh from Viet Nam and
can add more things to each room. Nobita from Japan to tell us about their
robots. Tom, would you like to start?
Tom: Well, my robot can understand
what I say. It can also understand my
feelings. It's the smartest robot.
Speaker: Linh?
Linh: My robot is my best friend. It does
a lot for me: clean the floor, put my toys
away, and ...
Speaker: And Nobita?
Nobita: My robot is very useful. It helps
me a lot. It can water my plants and even
work as a guard.
ACTIVITY 4:
Aims: - To help Ss practise asking and answering about robots' abilities;
- To help Ss gain information for their report on robots' abilities.
* Content: Interview. Ask and answer about robots' abilities;
* Output: Ss can answer the questions correctly.Note the answers in the table.
4. Interview three friends about what 4. Interview three friends about what
abilities they want their robots to have. abilities they want their robots to have.
Note their answers in table below. Note their answers in table below.
- Have Ss move around and ask three - T _ Ss
classmates what abilities they want their
robots to have.
- Remind them to write the names of the
people they interview and note the answers
in the table in
- When they have finished the interviews,
T may have Ss practise reporting the results
of their interviews in pairs or in groups.
ACTIVITY 5:
Aim: To help Ss practise reporting the results of their interviews.
* Content: Report the results.
* Output: Ss use the notes in 4 . Report it.To impprove speaking skills.
5. Report your results to the class. 5. Report your results to the class.
- Choose some Ss to report the results of - Listen to the instructions clearly
their interviews in front of the whole class. - Ss do the tasks
138
After each student has finished his / her Hai Anh says that his robot can
report, understand what he says. It can also
- Invite some comments from other Ss. understand his feelings. It's the smartes
- Make comments and correct any common robot.
errors. Linh says that her robot is her best
friend. It does a lot for her: clean the
floor, put my toys away, and ...
Hung says that his robot is very useful
It helps him a lot. It can water his plan
and even work as a guard….
* Have Ss say what they have learnt in the lesson

* HOME WORK
- Practice speaking the names of rooms and the names of the furniture in the house.
=============================
Date of planning: Peroid 98 : UNIT 12: ROBOTS
………….. Lesson 5 : SKILLS_1/ Reading and Speaking
Date of teaching:
………..…
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
Everyday English
Expressing agreement and disagreement
things :
1. Knowledge:
- To teach reading for specific information (scanning) . To practice describing what
robots can do.
2. Competence: By the end of the lesson students will be able to read for specific
information (scanning) . To practice describing what robots can do.
3. Quality/behavior : The awareness of doing daily activities. Having good attitude to
attitude to working in groups, individual work, cooperative learning.
139
II. TEACHING AIDS:
III. PROCEDURE:
Pre – reading
Aim:
+ Revise or ask Ss about last lessons. + Do the revision
- Teacher (T) asks Ss some questions about - Students (Ss) listen and answer the
them and class. teacher’s or friend’s questions
- T revises or asks Ss about last lessons. - T_ Ss
- Ask Ss to open their book and introduce - Answer the questions.
what they are going to study…. - Open their book and write the tittle of
- T leads in the lesson. the lesson .
* Teach some new words in contexts if
necessary.
- T follows the steps to teach new words.

Aim: To help Ss understand and activate their knowledge of the topic.
* Content: Pair work to discuss the questions.
* Output: Ss can answer the questions properly.

1. Work in pairs . Discuss the following 1. Work in pairs . Discuss the following
questions. questions.
- Teacher uses different techniques to teach * Vocabulary
vocabulary (situation, realia, - useful (adj) hữu ích
translation .....) - choice (n ) lựa chọn
+ Teacher may introduce the vocabulary - improve (v ) hoàn thiện
by: - build houses (v ) xây dựng nhà
providing explanations of the words; - look after (v ) trông nom, chăm sóc
showing picture illustrating the word. - space stations (v ) trạm vũ trụ
+ Check vocabulary + Students (Ss) listen to the instructions
+ Take note carefully and learn how to do the tasks.
- Ask Ss to work in pairs discussing - Ss work in pairs
140
questions about their knowledge of robots.
- Ask some Ss to say their answers in front
of the class.
- T may ask some other questions about the
activities each type of robots can or can't
do.
- Gve the comment

ACTIVITY 2 :
Aim: To help Ss develop reading for specific information (scanning).
* Content: Read the text and choose the best answer.
* Output: Ss read the text and choose the best answers correctly.

2. Read the text and choose the best answer 2. Read the text and choose the best
to each of questions answer to each of questions
- Have Ss read the text in detail to answer - T_ Ss
the questions. - Listen to the teacher’s instructions
- Ask them how to do this kind of exercise. carefully and learn how to do.
Explain the strategies if necessary (e.g.
reading the questions and the options (A,
B, C), underlining the keywords in the
questions and options, locating the key
words in the text, and then reading that part
and answering the questions).
- Tell them to underline parts of the
passage that help them with the answers.
Set a strict time limit to ensure Ss read the
text quickly for information.
- Tell them to compare their answers in
pairs before giving their answers to the T. - Give the answers
- Ask them to give evidence when giving
the answers. * Key : 1. B 2. C 3. C 4. C
- Check as a class.
ACTIVITY 3 :
Aim: To help Ss further develop reading for specific information (scanning).
* Content: Read again the text and do the filling.
* Output: Read the text and fill the table correctly.

3. Read the text again and fill the table 3. Read the text again and fill the table
below below
- Ask Ss to scan the text again and find the - T_ Ss
detailed information to complete the table. - Listen to the teacher’s instructions
- Ask Ss to note where they have found the carefully and follow them.
141
information. After they finish, Ss can - Give the answer .
compare their answers before discussing * Key:
them as a class.
- Ask them to cite evidence when giving
the answers.
- Confirm the correct answers to the class.
Post reading
- Ask Ss to talk about types of robots,
based on the text.

ACTIVITY 4: (Follow up activity) Speaking
Aim: To help Ss prepare ideas for the next activity.
* Content: Work in pairs. Discuss what robot can do at home; at school; in the factory…
* Output: Ss can talk what robot can do in different places

4. Work in pairs. Discuss what you think 4. Work in pairs. Discuss what you think
robots can do in the following places. robots can do in the following places.
- Ask Ss to work in pairs asking and - T_ Ss
answering about what robots can do in the - Work in pairs
places given in the first column of the - Listen to the teacher’s instructions
table. carefully and follow them.
- Move around to observe and provide - Work in pairs
help. - Practice speaking in front of the class.
- Call on some pairs to practise In front of - Correct mistakes if have .
the class.
- T and other Ss listen and make comments.
- T helps if necessary
ACTIVITY 5:
Aim: To provide an opportunity for Ss to practise describing what robots can do.
* Content: Group work to talk about robots and what you think they can do.
* Output: Ss can talk about robots and practise describing what robots can do.
5. Work in groups. Take turns to talk about 5. Work in groups. Take turns to talk
robots nad what you think they can do . about robots nad what you think they can
Can you think of other types of robots do . Can you think of other types of
- T may ask a strong student to model this robots
activity in front of the class. Then have Ss - Work in groups
work in groups while T circulates and - Listen to the teacher’s instructions
monitors. carefully and follow them.
- If there is enough time, call some Ss to - Practice speaking in front of the class.
talk before the whole class. - Free talk
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- Invite some positive comments from
other Ss.
* Have Ss tell about what types of robots there are and what they can do.
* HOME WORK.
- Prepare new lesson. Skills 2.
=======================
Date of planning: Peroid 99 : UNIT 12: ROBOTS
………….. Lesson 5 : SKILLS_2/ Listening and Writing
Date of teaching:
………..…
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
Everyday English
Expressing agreement and disagreement
things :
1. Knowledge:
- To teach listening and writing. To develop their listening about what robots can do.
Writing a paragraph about a robot you would like to have.
2. Competence: Students will be able to listen about what robots can do. Writing a
paragraph about a robot you would like to have.
II. TEACHING AIDS:
III. PROCEDURE:
143
Aims:
the writing skills.
* Content: Review the previous lesson . To start this lesson, ask Ss about the content of the
previous lesson. T may ask Ss to tell about what types of robots there are and what they
can do.
* Organisation : Teacher’s instructions

+ Revision + T- Ss
- Ask Ss to open their book and - Listen and know what they are going to
introduce what they are going to learn
study…. - Open their book and write the tittle of
- T leads in the lesson. the lesson
Aims:
- To help Ss understand the gist of the conversation;
- To help Ss develop the skill of listening for specific information.
* Content: Listen and tick the phrases.
* Output: To improve listening skills. Tick the phrases correctly.

1. Listen to the conversation between 1. Listen to the conversation between
Khang and Dr. Adams and tick (✓) the Khang and Dr. Adams and tick (✓) the
phrases you hear. phrases you hear.
- Teacher quickly uses different
techniques to teach vocabulary
(situation, realia, translation .....) if
have .
* First, ask Ss to underline the key
words in each of the five given phrases
and guess which phrases will appear in
the conversation.
- Play the recording and askSs to tick
the phrases they hear from the
conversation.Then ask two or three Ss
to write their answers on the board. - T_ Ss; Do the tasks.
- Play the recording again for Ss to - Give the keys.
check the answers. If time Is limited, T * Key :
may only play the recording once. - look after sick people ✓
- T may pause at the sentences that - understand what we say ✓
144
include the information Ss need for - build the very high buildings ✓
their answers. - teach many subjects ✓
- Ask for Ss' answers. Confirm the - move heavy things
correct answers and write them on the
board next to their guesses.
3.While-listening (18’)
Aim: To help Ss develop the skill of listening for specific information.
* Content: Listen again the conversation and tick T/F .
* Output: Ss can understand more and get specific information, tick the correct answer .

2. Listen to the conversation between 2. Listen to the conversation between
Khang and Dr. Adams and tick (✓) the Khang and Dr. Adams and tick (✓) the
phrases you hear. phrases you hear.
- Have Ss look at the statements in this - T_ Ss
activity. - Listen to the teacher’s instructions
- Ask them how to do it. carefully and learn how to do it.
- Give them some strategies to do the - Fulfil the tasks
exercise (e.g. reading the questions, - Give the answers
underlining the key words, listening to Key:
the text paying attention to the key 1. F (Robots can do quite a lot today)
words, deciding if each sentence is true 2. T 3. T 4. T
or false). 5. F (No, not everything. They can’t
- Play the recording twice for Ss to do understand our feelings or play football)
exercise 2. For stronger classes, ask Ss Audio script:
to take notes of the information to Khang: Dr Adams, please tell me
explain why a sentence is false. something about robots.
- Have Ss share their answers in pairs. Dr Adams: Sure. Robots can do quite a lot
Invite some pairs to give their answers today. Home robots can do housework.
and confirm the correct ones. Doctor robots can look after sick people.
- Play the recording again if needed, And ...
stopping at the place where Ss find it Khang: Can robots build houses?
difficult to hear. - For a better class, Dr Adams: Yes. Worker robots can even
ask Ss to correct the false sentences. build the very high buildings.
- If there is time, invite one ortwo Khang: Can they teach?
students to briefly tell about robots Dr Adams: Yes. Teacher robots can teach
focusing on their abilities. many subjects in a classroom or online.
- Check and confirm the correct Khang: Can they understand what we say?
answers. Dr Adams: Yes, they do. They can even
speak to us.
*Post-listening Khang: Robots can do everything like
* T may give some clues humans?
- Call on some Ss to speak freely. Dr Adams: No, not everything. They can't
- Correct pronunciations, grammar, understand our feelings or play football.
vocab, intonation.
145
Aim: To help Ss generate ideas for their writing.
* Content: Imagine a robot they would like to have. Make note.
* Output: Ss get more ideas for the writing.
3. Writing a robot you would like to 3. Writing a robot you would like to have.
have. Make notes about it. Make notes about it.
- Ask Ss to describe a robot they want - T_ Ss
to design (its name, type of robot, - Listen carefully to the instructions
where it can work and what it can do). - Work individually
- Remind them that they do not have to * Ss learn how to do the tasks
write full sentences and they can use - Ss’ answers
abbreviations. I agree with the idea that in the future
- Ask Ss to share their notes with their robots will be very useful to us. Firstly,
partners. home robots will be able to do all of our
- T may read out the notes from some housework. Secondly, teaching robots will
stronger Ss to the whole class. be able to help children do their
- If time allows, have some Ss present homework. Next, worker robots will be
their friend's ideas or write the ideas on able to build houses in the air; doctor
the board. robots will be able to help sick people;
space robots will be able to build space
stations on many other planets. Finally,
robots will be able to do dangerous work
for us. For these reasons, I think that
robots will be useful in our future.
4. APPLLICATION (8’- 10’)
ACTIVITY 4:
Aim: To help Ss practise writing a paragraph about a robot they want.
* Content: Write a paragraph about the robot Ss would like to have. Use the information in
3.
* Output: Ss can write a paragraph about the robot they would like to have.

4. Now write a paragraph of 50-60 4. Now write a paragraph of 50-60 words
words about the robot you would like about the robot you would like to have.
to have. Use the information in 3 to Use the information in 3 to help you
help you - T_ Ss
- Set up the writing activity: - Listen carefully and learn how to write
- T reminds Ss that the first thing is - Write themselves
always to consider what they are going
to write. Ss can use the ideas they have
prepared in 3.
- T asks Ss to brainstorm for the ideas
and the language needed to write.
- T may ask Ss to refer back to the
reading for useful language and ideas,
and write some useful expressions and
language on the board.
146
- Ask Ss to write the first draft
individually.
- Ask Ss to work in pairs making peer
corrections.
- Have them write their final version.
- T may display all or some of Ss'
writings on the wall / notice board.
- T and other Ss give comments. Ss
edit and revise their writings.
- If time is limited, T may ask Ss to
write the final version at home. * Student’s answer.
* Post writing I agree with the idea that in the future
- If time allows, have some Ss present robots will be very useful to us. Firstly,
their friend's ideas or write the ideas on home robots will be able to do all of our
the board. housework. Secondly, teaching robots will
- Ask one or two groups to stick their be able to help children do their
product on the board. homework. Next, worker robots will be
- Other Ss and T give comments. Ss able to build houses in the air; doctor
copy their group's writing into their robots will be able to help sick people;
notebooks and revise as homework. space robots will be able to build space
- T and other Ss listen and make stations on many other planets. Finally,
comments. robots will be able to do dangerous work
for us. For these reasons, I think that
robots will be useful in our future.
* My future robot' s name is Lucas. It is a
housework robot. It can help me to do
every housework such as: washing,
cleaning, decorating....my house. In the
future, it will be able to do more and
more, it'll become a vehicle to get me to
school or can help me to do my
homework. It isn't dangerous for people,
it's very friendly. I love my future robot so
much .
* Robot is very useful . My robot is home
robot. Its name is Linda, My robot is my
best friend. It does a lot for me. It can
clean the house, it can cook meal , do the
washing up and iron my clothes……
* HOME WORK.
=========================
147
Date of planning: Peroid 100: UNIT 12 : ROBOTS
………….. Lesson 7 : LOOKING BACK
Date of teaching:
………..…
WEEK:
THIS UNIT INCLUDES:
Vocabulary Skills:
Everyday English
I. OBJECTIVES:By the end of this lesson, students will be able to obtain the
following things :
1. Knowledge:
their performance and provide further practice. Do some practice exercises.
- Project helps Ss improve their abilities to work individually and in a team. It
extends their imagination in field related to the unit topic if possible.
in the unit 12 . Do some practice exercises.
II. TEACHING AIDS:
III. PROCEDURE:
1. WARM UP & INTRODUCTION(3’)

Aims:This is the review and drill section of the unit. Encourage Ss not to refer back to the
unit pages. Instead they can use what they have learnt during the unit to help them answer
the questions. That will help you and your Ss see how far they have progressed, and which
areas need further practice. Encourage Ss to review and drill section of the unit.
* Content: Review the previous lesson. Ss to go to the board and tell the class about robots
they have written last lesson.
+ Greeting . + Greeting . Retelling
+ Revision.Retelling
148
- Ask a few Ss to go to the board and tell
the class about robots they have written
last lesson.
- Encourage Ss not to refer to the unit
pages. Ask them to keep a record of
their answers to each task so that they
can use their information to complete the
self-assessment table at the end of the
unit.
- Have them open their books to page 46
(LOOKING BACK). - T_ Ss
- Ask Ss to open their book and - Students (Ss) listen and learn how to do.
study….
PRACTICE EXERCISES
ACTIVITY 1 +2 : Vocabulary
Aim: To help Ss revise the vocabulary items they have learnt in the unit.
* Content: Revise what they have learnt during the unit to help them to do exercises,
* Output: Ss can adapt what they have learnt during the unit to do exercises correctly.

1. Write the correct words to complete 1. Write the correct words to complete the
the phrases. phrases.
- Have Ss do these activities individually - T_ Ss
then compare their answers with their + Students (Ss) listen to the instructions
partners. carefully and learn how to do the tasks.
- Ask for Ss'answers or ask one student * Key:
to write his / her answer on the board. Activity 1
- Confirm the correct answers as a class. 1. iron 2. move 3. pick
4. washing 5. do
2. Fill the balnks with the verbs from the 2. Fill the balnks with the verbs from the
box box
Activity 2
- Do the same as activity 3 1. work 2. make 3.
repair
4. understand 5. water
ACTIVITY 3 + 4 :
Aim: To help Ss revise the form and use of superlative adjectives.
* Content: Revision on the form and use of superlative adjectives. Complete the paragraph.
* Output: Ss can complete the paragraph and the sentences correctly using the superlative
adj.
149
3. Use the correct form of the adjectives 3. Use the correct form of the adjectives in
in brackets to complete the paragraph. brackets to complete the paragraph.
- For these exercises, have Ss do them - T_ Ss
individually first. Then they can check - Do exercise individually and then
their answers with a partner before compare their answers.
discussing the answers as a class. - Copy
However, tell Ss to keep a record of * Key :
their original answers so they can use Activity 3
that information in their Now I can... 1. smartest 2. smallest 3. lightest
statements. 4. strongest 5. cheapest
- Check and confirm the correct 4. Complete the following sentences with
answers. superlative form of adjectives in brackets.
4. Complete the following sentences - Do the same as Activity 3
with superlative form of adjectives in Activity 4
brackets. 1. highest 2. largest 3. longest
- Do the same as Activity 3 4. widest 5. hottest
Aim: To helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic if possible.
* Content: Prepare the projects and Present them in front of the class.
* Output: Discussing what the robot they are designing will be like.Write descriptions.
- To show their posters in front of the class and tell about it.

* PROJECT: ** Ss should prepare the project as assign
This is to introduce Ss to another way of groups in the previous lessons beforehand.
practising talking about the skills and - Listen to the teacher’s instructions
abilities of the robots they will design. carefully.
ACTIVITY 1
- Ask Ss to work in groups, discussing - Do the tasks . Prepare the at home
what the robot they are designing will be beforehand.
like. Ss may use their imagination to
design a robot with the most useful skills
and abilities. - Ss should finish the project in class,
- Write the description of their robot in assign groups in the previous lessons.
the table given.
- Remind them that they do not have to - Do the same as units
write full sentences and they can use
abbreviations. Finally, draw their robot
in the space provided.
ACTIVITY 2
- Ask each group to show the picture and
the description of their robot and present
their design to the whole class. When all
groups have presented their designs, T
may display all
150
or some of the designs on the wall or
notice board and have the whole class
vote on the best robot.
- If T thinks there may be limited time in
this lesson for the project, T can assign
the project in earlier lessons such as in
GETTING STARTED lesson. Make
sure you guide them carefully and check
their progress after each lesson. In the
last lesson (LOOKING BACK), ask Ss
to present their robots to the class.

- Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and
provide further practice.
* HOME WORK
===================
Date of planning: Peroid 101 : REVISION ON THE SECOND TERM
…………..
Date of teaching:
………..…
WEEK: …
I. OBJECTIVES: TỰ SOẠN CHO PHÙ HỢP
1. Knowledge: By the end of this lesson, students will be able to:
- To revise the language and skills they have learnt in Units in the second term
a) Vocabulary: Ss revise words and phrases about types of houses and appliances in
the house;
Things that can be recycled. reused, and recycled.
b) Grammar :
- UNIT 7:- Wh- Questions. Conjunctions: and; but ; so; future possibility;
- UNIT 8: Past simple; Imparatives.
- UNIT 9: Possessive adjectives; Possessive
- UNIT 10: Future Simple tense; Might for future possibility.
- UNIT 11: Articles . First Conditional.
- UNIT 12: Superlative adjectives: Short adjectives .
c) Writing :
- Writing a paragraph about TV- viewing habits
- Writing a paragraph about Sports and Games
- Writing a holiday postcard.
- Writing a paragraph about a dream house
- Writing a paragraph about ideas for a green club.
- Writing a paragraph about a robot you would like to have.
d) Speaking: Expressing surprise; giving warnings; Expressing agreement and
disagreement.....
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2. Competence: Students will be able to revised the language they have learnt and the
skills they have practised in units . They have learnt so far in terms of language and
skills . Practising doing exercises.
3. Quality/ behavior : Having the serious attitude toward studying and the protection
the environment; … SS are hard- working ; cooperative; sociable; good
communication.
II. TEACHING AIDS:
III. PROCEDURE:
KIẾN THỨC CƠ BẢN

+ UNIT 10: OUR HOUSES IN THE FUTURE
- Future Simple tense; Might for future possibility.
A. PHONETICS
I. Choose the word whose underlined part is pronounced differently from the others.
1. A. machine B. hi-tech C. locate D. cable
2. A. watched B. dropped C. washed D. traveled
3. A. notebook B. hoping C. cock D. potato
4. A. space B. draw C. automatic D. more
5. A. cheap B.machine C. watch D. children
B. GRAMMAR.
1. Future simple. Thời tương lai đơn (will/ shall)
1. Form
a. Khẳng định S + will / shall + V
b. Phủ định S + won't / shan't + V
c. Câu hỏi Will/ Shall + S + V ?
* Notes : - Will được dùng với tất cả các ngôi. Shall thường dùng với ngôi I , we.
2. The use : - Thời tương lai đơn diễn tả hành động tương lai đơn thuần.
Eg : - I'll do it tomorow. (I'll = I will) ( Tôi sẽ làm việc này vào ngày mai)
- He'll come here soon. (Chẳng mấy chốc nó sẽ tới đây)
- Our exam will be in two weeks. (Kỳ thi của chúng tôi sẽ diễn ra trong 2 tuần
nữa)
- They won't help you.
- Will you buy it ?
- Yes, I will/ No, I won't.
* Will còn được sử dụng trong lời yêu cầu, lời mời
Eg : - Will you please get it for me ? (Yêu cầu)
- Yes, certainly/ OK / of course.
- Will you come to my party ? (Lời mời)
* Will được sử dụng khi đưa ra lời hứa
Eg : - I will pay you tomorrow. ( Tôi sẽ trả cậu vào ngày mai)
* Shall được sử dụng trong lời gợi ý
Eg : - Shall we go to the zoo this afternoon ? ( Chiều nay chúng ta đi vườn thú chứ ?)
* Shall được dùng trong lời đề nghị giúp đỡ
Eg : - Shall I do it for you ? ( Để tôi giúp cậu nhé)
2. Might for future possibility.
1. Form :
*S + might + V
152
*S + mightn't (might not) + V
* Might + S + V ?
2. The use
Giống như cách sử dụng của
May
2. The use
* Dùng để đưa ra phỏng đoán
Eg : - He may be in his room now. ( Có lẽ anh ấy đang ở trong phòng)
= Perhaps he is in his room now.
Maybe
It's possible that
- She may be watching TV now. ( Có lẽ cô ấy đang xem ti vi)
= Perhaps she is watching TV now.
Maybe
It's possible that
- He may go to London tomorrow. ( Ngày mai có thể nó sẽ đi London)
= Perhaps he will go to London tomorrow.
Maybe
- UNIT 11: OUR GREENER WORLD

Articles . First Conditional.
I. PHONECTICES
Choose the word whose underlined part is pronounced differently from the others.
1. A. recycle B. environment C. charity D. invite
2. A. paper B. bag C. plastic D. natural
3. A. cousin B. cycle C. encourage D. container
4. A. breathing B. green C. breeze D. bread
5. A. saved B. polluted C. enjoyed D. reused
II. GRAMMAR
1. Articles.
1. Mạo từ bất định (Indefinite articles): A, AN
A, an có thể đứng trước danh từ đếm được số ít (singular countable noun).
- A, an được sử dụng trong lời nói chung chung hoặc để giới thiệu một điều gì chưa
được đề cập đến truớc đó.
Ex: A ball is round.nói chung mọi trái bóng đều tròn.
I saw a boy in the street. chúng ta không biết “boy” nào.
+ An được dùng trước những từ bắt đầu bằng một nguyên âm.
+ A được dùng trước những từ bắt đầu bằng một phụ âm.
Ex: a book, a pen
an apple, an ink-pot
♦ Một số từ có thể gây ra sự nhầm lẫn vì cách viết và cách đọc khác nhau.
Ex: a house nhưng an hour
a university nhưng an umbrella
- Những từ sau đây luôn được dùng với a:
European house uniform eulogy
home university euphemism heavy
universal eucalyptus half union
- Những từ sau luôn được dùng với an:
hour uncle heir umbrella
153
herbal unnatural honor understanding
2/ Mạo từ xác định (definite articles): THE
- The được sử dụng để chỉ sự việc mà chúng ta đã biết hoặc là một kiến thức chung,
phổ biến.
Ex: The boy in the comer is my friend.
- cả người nói lẫn người nghe đều biết “boy” nào. The earth is round.
- chỉ có duy nhất 1 “earth”.
- Với những danh từ không đếm được, mạo từ the được sử dụng để nói về một
cái gì đấy riêng biệt, nhưng sẽ không dùng mạo từ nếu muốn chỉ cái gì chung chung.
Ex: Sugar is sweet. (Đường thì ngọt.) …….nói chung chung
The sugar on the table is from Cuba. (Đường ở trên bàn là đường Cuba.)  riêng
biệt
- Thông thường, với những danh từ đếm được số nhiều khi nói đến một loại nào
đó thì không có the
đi trước.
Ex: Oranges are green until they ripen. (all oranges)
Athletes should follow a well-balanced diet. (all athletes)
- Với danh từ riêng, sẽ có mạo từ the đứng trước nếu người nói muốn xác định
rõ.
Ex: The Susan Parker that I know lives on First Avenue.
- Những từ như breakfast, lunch, dinner, school, church, home, college, work
không sử dụng bất cứ mạo từ nào nếu không giới hạn nghĩa.
Ex: We ate breakfast at eight o’clock this morning.
We went to school yesterday.
2. First conditional ( Câu điều kiện loại 1)
- Là loại câu chỉ tình huống có thể xảy ra ở hiện tại hoặc tương lai.
Mẫu câu :
Mệnh đề if Mệnh đề chính
Hiện tại will/may/might/can/should ...+ V
đơn
Mệnh đề If có thể đứng trước hoặc đứng sau.
Eg : - If you work hard, you'll pass the exam. ( Nếu bạn học chăm, bạn sẽ thi đỗ )
- You won't pass the exam if you don't work hard.
*Notes : - Có thể dùng may, might, should .... ở mệnh đề chính tùy theo tình huống.
Eg : - If you feel tired, you should go to bed early. (Nếu bạn cảm thấy mệt, bạn nên
đi ngủ)
- Có thể dùng dạng thức mệnh lệnh ở mệnh đề chính.
Eg : - Please tell him to come to my office if you see him.
- Hãy bảo anh ta đến văn phòng của tôi nếu cậu gặp anh ta.
- Có thể dùng động từ thời hiện tại hoàn thành ở mệnh đề if
Eg : - If you have written your letter, I'll post it. (Nếu cậu viết xong thư, tớ sẽ gửi cho
cậu)
- If có thể thay bằng when:
Eg : - When the school year finishes, I'll visit my grandparents.
( Khi năm học kết thúc, tớ sẽ đi thăm ông bà)
UNIT 12: ROBOTS
Superlative adjectives: Short adjectives .
I. PHONETICS
I. Choose the word whose underlined part is pronounced differently from the others.
154
1. A. robot B. role C. coffee D. comb
2. A. minor B. simple C. recognise D. climb
3. A. planet B. station C. space D. face
4. A. dressed B. stepped C. talked D. played
5. A. shout B. could C. house D. down
II. GRAMMAR.:
Superlative adjectives: Short adjectives (smallest, tallest…)
A. So sánh nhất
1/ Short adj :
Mẫu câu : S + to be + the + short adj + est + in / of ....
Eg : - John is the tallest student in his class. = No one in his class is taller than John.
= No one in his class is as tall as John.
* Lưu ý :
+ Những tính từ kết thúc là một phụ âm, trước khi thêm est, phải gấp đôi phụ âm
cuối.
Eg : - big - the biggest
- hot - the hottest
+ Những tính từ kết thúc là e , chỉ thêm st :
Eg : - large - largest
+ Những tính từ 2 âm tiết , kết thúc là y, được biến đổi như sau :
Eg : - happy - happiest
- pretty - prettiest
- lazy - laziest
2. Long adj :
Mẫu câu : S + to be + the + most + long adj + in / of ....
Eg : - Freedom is the most important of all. ( Tự do là quan trọng nhất trong số mọi
điều)
= Nothing is more important than freedom.
3. Irregular Adj :
- good - the best
- bad - the worst
- many - the most
- much - the most
- little - the least
- far - the farthest/furthest
Eg : - Mai is the best student in our class.
III. CÁC ĐỀ LUYỆN TẬP
A. PHONETICS.
I. Choose the word that has underlined part is pronounced different from the other.
( 0,5pt )
1. A. happen B. family C. father D. rapid
2. A. dream B. teacher C. stream D. bread
3. A. drunk B. drug C. fruit D. unhappy
4. A. B. causes C. noises D. makes
changes
5. A. smile B. finish C. kitchen D. miss
B. GRAMMAR- VOCABULARY.
I. Choose the best answer A, B, C or D to complete the sentences.( 1,5 points )
1. Lan is the ___________ student in my class.
A. good B. more intelligent C. better D. most intelligent
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2. My sister ___________ home for school yet.
A. didn’t leave B. hasn’t left C. don’t leave D. isn’t leaving
3. My friend is good at English at school __________ I am not.
A. because B. so C. but D. although
4. My father first _________ to Da Lat in 2010.
A. visit B. go C. went D. visited
5. My sister can’t swim __________ she’s afraid of water.
A. and B. because C. but D. so
6. Amsterdam is one of the ___________ cities in the world.
A. peace B. peaceful C. most peaceful D. more peaceful
II. Put the verbs in the brackets in the correct tense or form.(1 pts )
1. My aunt and uncle __________ (visit) Lon Don last year.
2. Last summer, we (not, travel)__________ to Ha Long Bay because my brother
was sick.
3. Tom ________ ( not, do) his home work yet.
4. I _________ ( never/ be) _________ to Lon Don.
5. _________ you (ever, see)__________ the film TITANIC ?
C. READING.
Read the passage and tick () True or False. ( 2 pts)
Last summer Nga spent her holiday in Prague, Czech
Republic with her family. They had a great time there.
They went there by plane and stayed in a hotel in an
old town. First they went to see a castle and a brewery in the
town. Next they visited the main square. It was really
beautiful with an old clock tower and buildings. Then they
went for a walk in the old park in Malta Strana area. It was
fantastic. They took a lot of photos in the park. There were
many nice restaurants near the hotel. They often had dinner
in some of them.
After the holiday, they were tired but very happy.
Next summer they are going to visit this place again.
Questions
T F
r a
u l
e s
e
Example: Nga and her family went on a holiday in Prague.  
1. They went there by train.  
2. First they visited a castle and a beer factory in the town.  
3. Next they visited the square with a castle and old
 
buildings.
4. Then they had a walk in the old park.  
5. Next summer they are going to visit England again.  
156
D. WRITING
I.Put the word or phrasesin the correct order to make complete sentences ( 2, 0
points )
1. London/ city/ Britain/ biggest/ the/ is/ in.
_________________________________________________________.
2. food/ Britain/ popular / is/ the/ most / in /fish and chips.
__________________________________________________________.
3. My / went /Nha Trang/ parents / to / last year.
__________________________________________________________.
4. than / this/food / more / I / tried / have / delicious / never/ one.
__________________________________________________________.
II. You are visiting a certain place in Vietnam. Write a postcard to your friend , using
suggested words or phrases ? (1 point)
( where you are/ the weather/ the hotel/ beautiful places/ the food/ the people/ what
you have done/ what you have seen/ what you will do tomorrow....... )
Dear Thu Minh,

..................................................................................................................
................................................................................................................
..................................................................................................................
................................................................................................................
.................................................................................................................
................................................................................................................
................................................................................................................
..................................................................................................................
................................................................................................................
.................................................................................................................
................................................................................................................
................................................................................................................
Wish you were here
Love
Nguyen Quynh Anh
---- The end -----
ĐỀ - 2
B. GRAMMAR - VOCABULARY- PHONETICS
I. Find the word which has a different sound in the part underlined. (1pt).
1. A. breathe B. fourth C. tooth D. warmth
2. A. ask B. plastic C. back D. grandparent
3. A. start B. marbles C. stars D. solar
4. A. hear B. clear C. bear D. fear
III. Choose the best answer. ( 2 pts)
157
The people here are ______________
A. friendly B. delicious C. polluted D. long
He likes playing table tennis, ______________he can’t play it.
A. and B. but C. so D. or
If you _________ these bottles, you will save a lot of money.
A. don’t use B. reduce C. reuse D. reused
I think “Tom and Jerry is the best ______________ .
A. news B. sport C. newsreel D.
cartoon
In the future, we won’t go on holiday to the beach but we --- go on holiday to the
moon.
A. must B. can’t C. might D. won’t
_____________the air is cleaner; people will have less breathing problems.
A. Unless B. When C. If D.
Because
They couldn’t go on a picnic ______________the weather was bad.
A. because B. when C. but D. or
We will have a robot to ___________ the children.
A. look for B. look at C. look after D. look up
IV. Read the passage and circle A, B or C to complete the sentences. (2,5 pts)
Hello. My name is John. I live in an apartment in
New York, the USA. It is a big city. It has got a lot of
high buildings, supermarkets, banks and stores. There is
much traffic and there are often traffic jams at rush hours.
It is very noisy here. But I enjoy living here because
everything is exciting and attractive to me.
Hi. My name is Kate. I am John’s elder cousin. I live

in a village in the suburbs of Canberra, Australia. It is
quieter than New York. It hasn’t got many shops,
supermarkets or restaurants. There are some farms
around my house. You can see a lot of sheep and
kangaroos on the farms. There are not many people, but
they are friendly. I prefer to live in the countryside
because I enjoy the fresh air and the peaceful life here.
Example: John lives in a ____________ in New York.

A. flat B. house C. hotel
1. New York has got many high buildings, banks, supermarkets and__________.
A. post B. shops C. parks
offices
2. It is very ___________ in New York City.
A. quiet B. peaceful C. noisy
3. Kate is __________ than John.
A. B. older C. taller
younger
4. She lives in a ___________ in an area away from Canberra, Australia.
158
A. town B. city C. village
5. She prefers to live in the countryside because she likes _________ air there.
A. clean B. dirty C. polluted
V. Complete the sentences, using the word(s) from the cued pictures. (1pt)
1 2 3 4 5
I usually play badminton with my friends in my free time.

My mother is ______________ because I didn’t do my homework.
The _____________ delivers letters every day. He brings happiness to everyone.
This is my new _________________. It is very nice.
My dream house will be a ________________.
VI. Rearrange the words to make meaningful sentences. (1,5 points)

1. recycle/ the environment. /bottles and cans/ we will help / If we/
...............................................................................................................................
2. They/ use/energy/ air, water or plants/in/ might/ from/ the future ?
.................................................................................................................................
3. that / I/ a hi- tech fridge / will have / can cook meals.
..................................................................................................................................
4. might/ go/ My/ brother/ Australia/ to / holiday/ for/ his.
.......................................................................................................................................
5. recycle/ material/ save/ students/ they/ if/ energy/ will/ and/ recycle/ use/.
.......................................................................................................................................
ĐỀ- 3
I. Choose the best answers to fill in the gaps
You can watch Harry Potter on TV ________ you can read it. ( so/ and///but/ or)
“- ________ a nice T-shirt, Trang!” _ “ Thank you” ( How / What / Which / It)
“- ______ films have you seen this week ?” _ “ Only one”( How many/ What /
Which/ Who)
There aren’t - ________ good films on TV at the moment.( some /any/ much/ a lot)
If we cut down more trees, there - ________ more floods. (are/ were/ have been/ will
be)
That is - ______ book I’ve ever read.( the borest/ the boring /the most boring /the
most bored)
I’ ve never seen a- ________ bridge than this one.(longest/longer/most longest/ more
longer)
That dog isn’t _______it looks(more dangerous than/as dangerous as/ dangerous
than/ dangerouser than)
In the future, we won’t go on holiday to the beach but we - ________ go on holiday
to the moon. (must /can’t /might /won’t)
159
- ________ you smim when you were ten? ( Can / Could / Will / Might)
II. Put the verbs in brackets into the correct tense
________ you ever (see) _______ a real robot at work ? – No, never
If it (be) ______nine tomorrow., we (plant) ________some young trees in our garden.
I ( read ) ____________that novel three times.
Maryam (stay)____________ with us at the moment.
III. Rearrange the words to make meaningful sentences.
on/ My/ will/ the/ future/ ocean. / house/ be
…………………………………………………………………………………………
surrounded/ by/ tall/ will/ blue/ sea. / trees/ and/ It/ be
…………………………………………………………………………………………
will/ robots/ house . / There/ be/ some/ the/ in
…………………………………………………………………………………………
housework . / help/ Robots/ do/ the/ will/ me
…………………………………………………………………………………………
smart TV/ house . / I/ my/ super/ have/ will/ a/ in
ĐỀ 4
EXERCISE I Choose the best answer by circling A, B, C or D:
1/ My father ..................to the zoo tomorrow .
A. go B. will go C. goes D. went
2. If we cut down more forests, there..............more floods
A. are B. have been C. were D. will be
3. They cancelled their picnic ...........the weather was bad
4. .........the programme is late, we will not wait to watch it.
A. If B. unless C. When D. So
5.That is ............................book I have ever read .
A. the bad B. the boring C. the most boring D.the most bored
6. It is getting light .Shall I turn ............the light to save electricity
A. off B. up C.on D. down
7, The 3Rs ........................for Reduce , Reuse and Recycle.
A.stand B.sit C.make
D .explain
8, The opposite of "polluted " is ....................
A.fresh B.good C. dirty D.safe
9. The people here are ______________
10.He likes playing table tennis, ___________he can’t play it.
11.___________eat too much candy. It’s not good for your health.
A. Won’t B. Can’t C. Don’t D. Mustn’t
12.We should go to school by bike to ________ energy.
A. save B. protect C. pollute D. make
13.We should use reusable water bottles ___________ of using plastic ones.
A. instead B. because C. despite D. however
14._________the air is cleaner; people will have less breathing problems.
A. Unless B. When C. If D. Because
16.________the weather was bad, we went on a picnic.
A. because B. when C. but D. Though
160
17.My house is ___________ the school.
A. to the left B. to the right C. opposite D. next
II. Choose the best option A,B,C or D to complete the letter.
Dear Sir,
I (1)…………… Ha Long Bay with my brother (2)……………… October 21st
to 23rd. (3)…………… you have a double room with a shower for three days? How
(4)……………………. is the room ?
We would like a room facing (5)…………………….., if it is possible. Is there a
restaurant in the hotel? We (6)…………………meat but we (7) …………….. all
other kinds of food.
We(8)……………………. arriving in Ha Long Bay (9) ……………….about 6
o’clock on Friday evening. We plan to leave the hotel(10)………………Sunday
morning.
I look forward to hearing from you.
Yours faithfully,
Peter Short
----------------------------------------------------------
PRACTICE EXERCISES
a. am visititng b. visit c. visiting d. can visit
a. from b. between c. since d. at
a. Do b. Does c. Can d.Must
a. many b. long c. much d. far
a. sea b. a sea c. the sea d. some sea
a. not eat b. don’t eat c. aren’t eating d. not eating
a. are like b. liking c. like d. am liking
a. am b. is c. are d. have
a. on b. in c. to d. at
a. in b. on c. at d. to
IV. Read the passage and answer the questions:
David lives in the countryside in Califonia. He usually gets up early and goes
jogging. He goes around the lake near his house.
After breakfast, he takes a bus to school. He has lessons from 8.00 am to 1.00 pm. He
often has lunch in the school canteen and then he has a short rest.
In the afternoon, he has lessons in the library or PE in the gym. After school, he often
goes to the sports centre near his house and plays basketball or table tennis.
In the evening, he often does his homework. Sometimes he surfs the Internet for his
school projects. He often goes to bed early.
Questions
1. Where does David live?
161
2. Where does he goes jogging?
3. What time do his lessons start?
4.Does he like playing sports?
5. Which sports does he play?
6. What does he do in the evening?
B/ Read the passage and answer the questions
My future house will be on the ocean. It will be surrounded by tall trees and
blue seas .There will be a swimming pool in front and a large flower garden behind
the house. There will be a helicopter on the roof so that I can fly to school. My future
house will have solar energy .There will be some robots in the house. They will help
me do the housework, such as: cleaning the floors, cooking meals, washing clothes,
watering the flowers ad feeding the dogs and cats. I will have a super smart TV in my
house. It will help me surf the Internet, send and receive my e-mails, and contact my
friends on other planets. It will also help me order food from the supermarket.
Where will the house be located ?
What will there be in front and behind the house?
Will the house have wind energy ?
What will the robots do?
5. Can smart TV help you surf the Internet ?
V. Give the correct tense form of verbs in bracket
1.My aunt (visit)................................. Tokyo last Tuesday.
2. You ever (be).................................. to Paris, Mr Lam?
3. Peter never (see)......................... High School Musical before.
4. Nam (not do) ........................... his homework yet.
5. You (clean)............................................. your room everyday?
6. You (meet)....................................... Hoang and Phuong two days ago?
7. If we (cut)............. down trees, there(be)...................... flood in many parts of
country.
8.In the future, people might (go)................... on holiday on the moon.
9. We (not go).............................. for a walk if it (rain)........................... tonight.
10. Mrs Nga (not/ take)................................ a bus to work yesterday.
VI. Rearrange the words to make meaningful sentences.
1/ on/ My/ will/ the/ future/ ocean. / house/ be
………………………………………………………………………………
2/ surrounded/ by/ tall/ will/ blue/ sea. / trees/ and/ It/ be
…………………………………………………………………………………
3/ will/ robots/ house . / There/ be/ some/ the/ in
…………………………………………………………………………………
4/ housework . / help/ Robots/ do/ the/ will/ me
…………………………………………………………………………………
5/ smart TV/ house . / I/ my/ super/ have/ will/ a/ in
==============
162
Date of planning: Peroid 102 : THE SECOND TERM_TEST
…………..
Date of teaching:
………..…
WEEK: …
ĐỀ THI CHUNG CỦA NHÀ TRƯỜNG – PGD
things:
1. Knowledge:
- To revise the language and skills they have learnt in Units in the second term
the house;
Things that can be recycled. reused, and recycled
b) Grammar :
c) Writing :
disagreement
2. Compentence:Students will be able to revised the language they have learnt and the
skills they have practised in units . They have learnt so far in terms of language and
skills . Practising doing exercises.
communication.
163
II. TEACHING AIDS:
III. PROCEDURE:
A. Maxtrix
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164
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I. Listening Test -1_ Flyer _1
A. LISTENING: (2 pts)
Part 1: Listen and Tick () the box. You will hear the conversations twice. (1 pt)
1. What did Helen play at the club?
2. What must Helen take to the club this week?
3. Who’s going to visit the club next month?
167
4. Which film was the most interesting?
5. What is the club going to do on holiday next year?
Part 2 : Listen and write. There is one example. (1 point)
Redbridge Sports Centre
Name: Lucy Flynn
1. Which class? ……………….………………...................

2. When? Saturday…………….………....................
3. Name of teacher? Mr. ………….……….………....................
4. Comes to Centre by: ……………………..……….......................
5. Favorite sport : ……………………………….....................
II. Choose the best answer. ( 2 pts)

2. He likes playing table tennis, ______________he can’t play it.
3. If you _________ these bottles, you will save a lot of money.
4. I think “Tom and Jerry is the best ______________ .
cartoon
5. In the future, we won’t go on holiday to the beach but we ________ go on holiday
to the moon.
168
A. Unless B. When C. If D. Because
7. They couldn’t go on a picnic ______________the weather was bad.
8. We will have a robot to ___________ the children.
A. look for B. look at C. look after D. look
up
III. Reading
Part I. Choose the best option A, B or C to complete the passage below.
I would like to live in one of the (1) ……………. modern houses in the world. It
will produce all the energy it needs from the (2) ……………. energy, the wind
energy, but not from gas, or oil. There will be modern electronic (3) ……………. in
the kitchen such as a smart refrigerator, an automatic dishwasher, a microwave
oven, and so on. The house will also have a wireless TV that will help me watch TV
programmes from space. A home robot (4) ………………. able to do all the
housework, so our life will become (5) ………………….. than ever before.
1. A. most B. more C. much
2. A. sunny B. sunlight C. solar
3. A. tools B. appliances C. equip
4. A. can be B. is C. will be
5. A. most comfortable B. more comfortable C. the most
comfortable
Part II. Read the following passage and choose the correct answer A, B or C.
Many people are now wondering what robots will be able to do in 20 years’ time.
Scientists believe that robots will be able to learn a language, recognize your face,
and understand what you say. They will also be able to walk and run, just like
humans.
In the home, domestic robots will cook your meals and do all the housework.
They will be able to talk to other machines in your house, like the fridge and the
washing machine. Old people will have robot friends to look after them, and rich
people will have a lot of robots servants to do anything for them, even to drive their
car!
However, robots will not be able to do complicated things like playing football or
writing a book. And they will not look like humans, they will still look like machines.
1. Scientists believe that robots will be able to learn _______________
A. your face B. a language C. what to say
2. In the home, robots will be able to _________________.
A. do the housework B. look after children C. buy and prepare your
food
3. Who will have robots friends in the future?
A. Rich people B. Servants C. Old people
4. Which of the following can a robot NOT do?
A. Drive a car B. Write a book C. Walk and run
5. The word “they” in the last sentence refers to _________________
A. humans B. machines C. robots
IV. Writing (3pts)
Part I: Finish each of the following sentences in such a way that it means exactly the
same as the sentence printed above it. (2pts)
1. Plant more trees and the air will be fresher.
169
=> If we ………………………………………………………………………..
2. New York is more exciting than any other cities in the world
=> New York is
……………………………………………………………………….
3. Cartoon are funny and exciting, so most children like watching them.
=> Because
…………………………………………………………………………….
4. I began studying English three years ago.
=> I have ………………………………………………………………………….
5. Although plastic bags are bad for the environment, people continue using them.
=> Plastic bags are
………………………………………………………………...........
Part II. Write a short paragraph of about 60 - 80 words to talk about your dream
house in the future. (1pt)
You can use the following questions as cues:
+ What type of house will it be?
+ Where will it be located?
+ How will it look like?
+ What will it be surrounded by?
+ What appliances will it have? How can they help you?
+ Will you like your future house? ………
=======================================
II. Choose the best answer. ( 2 pts)

cartoon
to the moon.
A. Unless B. When C. If D.
Because
170
III. Reading
comfortable
humans.
car!
A. do the housework B. look after children C. buy and prepare
your food
IV. Writing (3pts)
=> If we ………………………………………………………………………..
=> New York is
……………………………………………………………………….
=> Because
171
…………………………………………………………………………….
=> I have ………………………………………………………………………….
=> Plastic bags are
………………………………………………………………...........
=======================================
Ngày ....... Tháng......... Năm 2021

KÝ DUYỆT
Date of planning : …../ ….. / 2021

Date of teaching : ......... Period 102 : THE SECOND END TERM TEST
WEEK : 34
I. OBJECTIVES: TỰ SOẠN THEO TRƯỜNG MÌNH.
the house;
b) Grammar :
c) Writing :
disagreement
172
communication.
II. TEACHING AIDS:
III. PROCEDURES :
A. Matrix
Cấ Vận dụng
Nhận
p Thông hiểu
biết
độ Cấp độ Cấp độ
Tê thấp cao
n
T T
ch TN
N N T TN T
ủ TL K TL
K K L KQ L
đề Q
Q Q
Li
st
en
to
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sh Li
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on fill
Lis ve In
ten rs th
ing ati e
on ta
s bl
an e
d
tic
k
th
e
bo
x
Số 5 5
câ 1. 1.
u 0 0
Số pt pt
điể s s
173
m
Tỉ
10 10
lệ
% %
%
-
C
ho
os
e
La th
ng e
ua be
ge st
foc an
us sw
er
s..
A,
B,
or
C
Số
câ
10
u
2.
Số
5
điể
pt
m
s
Tỉ
35
lệ
%
%
Re R W
adi e hi
ng a ch
d n
th ot
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p e
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ss ys
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174
n
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c
h
o
o
se
th
e
b
es
t
a
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câ 5 1.
u 1, 0
Số 5 1
điể pt 0
m s pt
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lệ 5 1
% % 0
%
R
e
w
rit Wr
Wr e ite
itin th par
g e agr
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en
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s
Số 5 5
câ 1, 1,5
u 5 pts
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điể s %
m 1
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175
lệ
%
%
Tổ
ng
số
câ
10
u 15
5
Tổ 5 5
2.5 pts
ng 2.0 pts 3.pts
1.0 pts
số 10% 2,5 pts
25%
điể 55%
10 %
m
Tỉ
lệ
%
II. Content
176
Name: Lucy Flynn
1. Which class? ……………….………………...................

2. When? Saturday…………….………....................
5. Favorite sport : ……………………………….....................
II. Choose the best answer.

1. The people here are ______________.
A. news B. sport C. newsreel D. cartoon
to the moon.
A. UnlessB. When C. If D. Because
III. Reading
177
comfortable
humans.
car!
A. do the housework B. look after children C. buy and prepare
your food
IV. Writing (3pts)
=> If we ………………………………………………………………………..
=> New York is
……………………………………………………………………….
=> Because
…………………………………………………………………………….
=> I have ………………………………………………………………………….
=> Plastic bags are
178
………………………………………………………………...........
ĐỀ -2
B. READING:
Part 1 : Choose the best option A, B or C to complete the passage below. (1,5 pt)
People are doing many bad things to the environment. They (1) ______ cutting
down the trees for wood and burning the forests. Therefore, a lot of wild animals are
in danger. The (2) ______ from factories and vehicles (3)______the air. People throw
rubbish (4) ______water. The rivers and the seas are too dirty to swim in. We must
do something to (5)______our environment and our life as well.
1. A. aren’t B. are C. is
2. A. is B. were C. smoke
3. A. pollutes B. runs C. saves
4. A. under B. into C. on
5. A. destroy B. waste C. save
Part 2. Read the following passage then choose the best answer. (1,5 pt)
New York City is located in the southeastern part of New York State just east of
New Jersey. The Dutch founded the city in 1624, so it was first called New
Amsterdam. In 1664, the English took over the city and renamed it New York. With
the population of more than 7 million in the city and 19 million in the metropolitan
region, New York is the largest city in the United States. It has five parts: Manhattan,
the Bronx, Brooklyn, Queens, and Staten Island. The total area of these parts is 946
square kilometers. Visitors to New York are all attracted by places such as the Statue
of Liberty, the Empire State Building, Times Square, Wall Street, and Broadway
theater district. ( found : thành lập )
1. Where is New York City?
A. in New Amsterdam B. in New York C. in Amsterdam
State
2. Why was New York first called New Amsterdam?
A. Because The Dutch founded it. B. Because it lies in Amsterdam.
C. Because it is impressive and beautiful.
179
3. Who took over the city and renamed it New York in 1664?
A. the Dutch B. the French C. the English
4. How many parts are there in New York City?
A. five B. four C. three
5. Which of the following is NOT tourist attraction of New York?
A. Statue of Liberty B. Golden Gate C. Times Square
Bridge
D. WRITING:
Part 1: Rewrite or finish each of the following sentences in such a way that it means
exactly the same as the sentence printed above it. (1.5 pts)
1. We plant more trees and the air won’t be so polluted. (If)
=> If we …………………………………………………………………………...........
2. Nha Trang has beautiful beaches, so it attracts lots of tourists every year. (Because
)
=> Because …………………………………………………………………………......
3. New York is more exciting than any other cities in the world.
=>New York is the
………………………………………………………………….......
4. This is the first time my brother has visited Sydney.
=>My brother has …………………………………………….……………...
…..............
5.They travelled to Da Nang by plane last summer vacation. (make questions)
=> ………………………...
………………………………………………………...........
Part 2 :(1,5 pts). Imagine you are going on a holiday in a famous place in Viet Nam.
In about 60 - 80 words, write a postcard to your friend about the trip.
You may use the suggestions:
+ Name of the place ....
+ What the weather / hotel / food is ....
+ What you have seen / done....
+ What you will do next .....
Begin with:
April 30th 2018
Dear Hoa,
___________________________________________________
___________________________________________________
___________________________________________________
Love
Nga
---- THE END ---
Date of planning:………….. Peroid 103 : REVIEW 4 (UNIT 10-11-12)
Date of teaching: ………..… Lesson 1: LANGUAGE / Pronunciation-
WEEK: … Vocabulary-Grammar
things :
1. Knowledge:
180
the house;
b) Grammar : - Review : Future simple; Might for future possibility; Articles, first
conditional; Superlative adjectives/ short adjectives;
c) Writing :
disagreement
communication.
II. TEACHING AIDS:
III. PROCEDURE:

Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and the
skills they have practised in Units 10, 11, 12
- Ask Ss what they have learnt in terms of language and skills. Summarise their answers in
notes and write them In a top corner of the board. Briefly revise some important / difficult
items before starting with the review.
* Content: Review the previous lesson .Teacher (T) asks Ss some questions about last
lesson.

+ Revise the last lessons + Do the revision.
- Teacher (T) asks Ss some questions - T_ Ss
about them and class. - Students (Ss) listen and learn how to do

PRACTICE EXERCISES
A. LANGUAGE:
Pronunciation
ACTIVITY 1:
Aim: To help Ss review the stress pattern in two-syllable words learnt in Unit 10.
* Content: Circle the word with the different stress patern. Listen , check, repeat ….
181
* Output: Ss listen and circle the words correctly. Repeat the sentences, paying attention to
the tone, the bold syllables.

1. Circle the word with the different 1. Circle the word with the different
stress pattern. Listen, check and repeat stress pattern. Listen, check and repeat
the words. the words.
Ask Ss to do this exercise individually, - T_ Ss
and then share their answers with a - Answer the teacher’s questions and
partner before listening to the recording enquirements.
to check the answers. Write the correct
answers on the board. Play the recording * Key :
again for Ss to repeat the words. 1. C 2. B 3. A 4. C
Audio script
- Check Ss' answers as a class. 1. A. picture B. village C.
- Check and confirm the correct answers reuse
2. A. robot B. exam C.
rubbish
3. A. control B. water C.
paper
b. Listen and repeat the sentences, paying 4. A. mountain B. housework C.
attention to the bold syllables and tone in reduce
each sentence. 5. A. repair B. bottle C.
Aim: To help Ss review the rhythm in doctor
sentences and the tones in statements b. Listen and repeat the sentences, paying
learnt in Units 11 and 12. attention to the bold syllables and tone in
- Play the recording and askSs to repeat each sentence.
In chorus.Tell them to pay attention to Audio script:
the bold syllables and tone of the 1. My robot helped me repair the broken
sentences. Then call on some Ss to read cooker.
out the three sentences in front of the
whole class. Invite comments from other 2. It is better to reuse these shopping
Ss. bags.
3. My future house will have solar

energy.
Aim: To give Ss more practice on how to use some verbs they have learnt in Units 10 - 12.
* Content: Complete the sentences . Give the correct form of verbs.
* Output: Ss practice giving the correct form of the verbs. recycle; receive; I’m surfing;
reduce
2. Complete each sentence with the 2. Complete each sentence with the
correct form of the verbs from the box. correct form of the verbs from the box.
- Ask Ss to do this exercise individually - Ss work individually.
and then share their answers with a - Do the tasks
partner. - Share the answers.
182
- T may ask a student to write his / her * Key:
answers on the board. 1. recycle 2. receives 3. surfing
- Check the answers with the whole class. 4. reduce 5. reuse
necessary, and correct Ss'pronunciation
and intonation.
ACTIVITY 3 :
Aim: To help Ss distinguish between some pairs of words, and know how to use them
correctly in context.
* Content: Choose the correct answer between two words.
* Output: Distinguish between some pairs of words, and know how to use them correctly.
3. Choose the correct words. 3. Choose the correct words.

- After Ss do this exercise individually, - Listen to the instructions clearly.
quickly check Ss' answers. T may have to - Do this exercise individually
explain to Ss how to use these pairs of
words in sentences if necessary. - Copy
- Check Ss' answers as a class. *Key:
1. feelings 2. guard 3. make
- Check and confirm the correct answers. 4. do
3. PRACTICE EXERCISES (12’)

ACTIVITY 4: Grammar
This is a revision of grammar pointd taught in the three units:
Aim: To help Ss review the form and use of comparative and superlative adjectives.
* Content: Complete the sentences using comparative or superlative forms of adjectives.
* Output: Ss Revise the form and use of comparative and superlative adjectives; Ss can
complete the sentences correctl : taller; faster…

4. Complete the sentences using the 4. Complete the sentences using the
comparative or superlative form of comparative or superlative form of
adjectives in brackets. adjectives in brackets.
- Elicit the form and use of comparative - T_ Ss
and superlative adjectives. - Listen to the teacher’s instructions
- T may call a student to do the exercise carefully.
on the board while other Ss also do It. - Do the tasks .
- Check Ss' answers. Ask them for - Give the answers
explanations if necessary. Key : 1. closest 2. taller 3.
- Check and confirm the correct answers. oldest 4. faster 5. greatest
ACTIVITY 5 :
Aim: To help Ss review the use of the articles a / an and the.
* Content: Revision the articles. Complete the sentences .
183
* Output: Ss can do exercises correctly using a/an and the.
- Elicit the use of a / an and the. Ask Ss - T_ Ss
to do this exercise individually and then - Listen to the teacher’s instructions
share their answers with a partner. carefully.
- T may ask a student to write his / her
answers on the board. - Do the tasks . Prepare the at home
- Check the answers with the whole class. beforehand.
- Check their answers as a class. For the
wrong one(s), explain why it is / they are - Give the answers
incorrect. *Key:
- Check Ss'answers. Ask them for 1. a 2. the 3. an 4. The
explanation if necessary. 5. The – the
ACTIVITY 6
Aim : To help Ss review the use of might, and the use of the simple present and simple
future in context.
* Content: Review some grammar points .Choose the correct options to complete the
sentences .
* Output: Ss can do the exercises correctly.If – Clause; might; will+ V; ….
6. Choose the correct option in brackets 6. Choose the correct option in brackets
to complete each sentence. to complete each sentence.
- Elicit the form and use of might. Ask Ss - T_ Ss
to tell you the differences between the - Do the tasks
use of will and might.
- T may call a student to do the exercise Key : 1. protect 2. might 3.
on the board while other Ss also do this. might
- Check Ss' answers. Ask them for 4. have 5. will
explanation if necessary.

* HOME WORK
==========================
Date of planning:………….. Peroid 104 : REVIEW 4 (UNIT 10-11-12)
Date of teaching: ………..… Lesson 1: SKILLS / Reading, Speaking,
WEEK: … Listening and writing
things:
184
1. Knowledge:
- To revise the skills they have learnt in Unit 10-11-12. Reading : What will our
houses in the future be like? Listening to what people from Youth Eco- Parliament
advise us to do for our environment; Writing a paragraph about what you think we
should do to improve the environment….
the house;
b) Grammar : - Review : Future simple; Might for future possibility; Articles, first
conditional; Superlative adjectives/ short adjectives;
c) Writing :
disagreement
communication.
II. TEACHING AIDS:
III. PROCEDURE:

Aims: Introduction
- Ask Ss what they have learnt so far in terms of language and skills. Summarise their
answers and add some more information if necessary.

- Teacher (T) asks Ss some questions - T_ Ss
about them and class. - Students (Ss) listen and learn how to do
study….

PRACTICE EXERCISES - SKILLS
ACTIVITY 1 : Reading
Aim: To give Ss more practice on reading for specific information.
185
* Content: Practice reading. Read the text and choose the correct answers.
* Output: Ss improve reading skills. Read and choose the answer correctly..

1. Read the text and choose the correct 1. Read the text and choose the correct
answer A, b, or C for each of the answer A, b, or C for each of the
question. question.
translation ....)
* Vocabulary
- eco-friendly (adj) thân thiện
- energy (n) năng lượng
- solar (adj) mặt trời
- wind (n) gió
- comfortable (adj) tiện nghi
- change (v) thay đổi …..
+ Take note
- Ask Ss to do the task Individually and + Students (Ss) listen to the instructions
check their answers with a partner before carefully and learn how to do the tasks.
giving their answers to T to confirm the
correct answers. * Key
- Check Ss' answers as a class. 1. A 2. B 3. A 4. A
- Confirm the correct answers
ACTIVITY 2 : Speaking
Aim: To give Ss more practice on describing their future houses.
* Content: Group work. Take turn describe the future house using the cues given.
* Output: Practice reading . Ss can describe their future houses.
2. Work in groups. Take turns to 2. Work in groups. Take turns to describe
describe your future house… your future house…
- Have Ss work in groups, taking turns - T_ Ss
describing their future houses and try to - Work in groups
persuade their group members to live in - Ss work individually first then work in
it. Then ask each group to choose a pairs ask and answer the questions
student who has the best future house in - Do the tasks
the group to talk about his / her future - Share the answers.
house in front of the class. Ask some
other Ss to give comments and decide
which student has the best future house
in the class.
necessary, and correct Ss'pronunciation
and intonation.
ACTIVITY 3 : Listening
186
Aim: To give Ss more practice on listening for specific information.
* Content: Practice listening . Listen and tick .
* Output: Improve listening skills. Ss can listen for specific information and tick .

3. Listen and tick (✓) what people from 3. Listen and tick (✓) what people from
the Youth Eco- Parliament advise us to the Youth Eco- Parliament advise us to do
do for our environment. for our environment.
- T_ Ss - Listen to the instructions clearly
- Play the recording once for Ss to listen - Work in pairs
and tick the sentences. * Key: 1, 2, 4, 5
- Play the recording again for Ss to check Audio script:
their answers. Give the correct answers In 2004, 120 young people from ten
to Ss. With a weaker class. European countries met in Berlin at the
- T may play the recording as many first Youth Eco-Parllament. They gave
times as possible until Ss have chosen all ideas for Improving the environment.
their answers. Here are some of the things they advised
us to do:
- Go round and offer help if needed. - Recycle more rubbish (for example,
- Call on some groups to report their glass, paper and plastic, etc.).
results to the class. - Pick up rubbish in parks or in the streets
- Save energy - turn off lights and TVs
when you're not using them.
- Use reusable bags instead of plastic
bags.
ACTIVITY 4: Writing
Aim: To help Ss practise writing a paragraph about how to improve the environment.
* Content: Write a paragraph about how to improve the environment.
* Output: Ss can write a paragraph of 50- 60 words about what they think they should do to
improve the environment using information in 3 .

4. Write a paragraph of 50- 60 words 4. Write a paragraph of 50- 60 words
about what you think we should do to about what you think we should do to
improve the environment. improve the environment.
- Set up the writing activity. T reminds - T_ Ss
Ss that the first and most important thing - Listen to the teacher’s instructions
is always to consider what they are going carefully.
to write about. In this case, Ss may use
the ideas given in 3 or their own ideas.
- T may brainstorm with Ss the language
necessary for writing and note some
useful language on the board. Ask Ss to - Check the answers
write the draft first.
- Ask Ss to work in pairs making peer
corrections.
187
- Have them write their final version in
class or at home. If they write in class,
they can also do it in pairs or groups. * Suggested writing
* Post - writing 1. I think we can do many things to
- T may display all or some of the improve the environment around us.
paragraphs on the wall / notice board. Firstly, we can use reusable bags in
- Other Ss and T give comments. Ss edit stead of plastic bags. Secondly, we should
and revise their writing as homework. turn off lights and TVs when you’re not
- Compare their answers. using them to save energy. Finally, we
- Check and confirm the correct answers. should cycle to school or walk to school
to reduce polluted air.

+ Words / phrases and combinations related to friends…
* HOME WORK
=============================
* Suggested writing
2. Nowadays, the development of human world causes causes many bad effects to the
environment. We throw garbage everywhere, exploit too much natural resources or
contaminate the air. Therefore, our environment is being seriously polluted and we
need to protect it from now. First of all, we should reduce, reuse and recycle. Instead
of using plas bags, we can use leaves to wrap food. We can recycle plas bottles, cans,
paper to reduce garbage. Using public transports and decreasing the number of
motorbikes and cars are also good ways to reduce carbonic in the air. Besides, we
should purify contaminated lakes or rivers in order to lessen the pollution in the
water. Last but not least, the gorvernment should propagandize about protecting the
environment to everybody so that they can aware of it. Especially, we need to punish
people who contaminate the environment with great severity. In conclusion, the Earth
is our home so protecting it is everyone's responsibility.
Date of planning : …../ ….. / 2021
Date of teaching : ......... Period 105 : THE MID - TERM TEST
CORECTION
WEEK : ......
I. OBJECTIVES: TỰ SOẠN THEO TRƯỜNG MÌNH CHO PHÙ HƠP.
- revise the language and skills they have learnt in Unit 10-11-12.
the house;
b) Grammar :
188
c) Writing :
disagreement
3. Quality/ behavior : Having the serious attitude towards studying and the protection
the environment; … Ss are hard- working ; cooperative; sociable; good
communication.
II. TEACHING AIDS:
III. PROCEDURES :
1. WARM UP & INTRODUCTION
Aims: To correct students’ papers. To know how much progress Ss have made so far in
terms of language and skills . Practising doing exercises.
- Ask Ss what they have learnt so far in terms of language and skills. Summarise their
answers and add some more information if necessary.

+ Chatting + Chatting
- Teacher (T) asks Ss some questions - Students (Ss) listen and learn how to
about them and class. do.
2. PRESENTATION/ NEW LESSON

Aim : To help Ss revise what they have learnt so far.

II. NEW LESSON:
- Teacher gives out Ss’ papers - Give the answers
1. T delivers sts their papers. Comment
2. Ask sts to read all exercises in the test.
Notice to the mistakes they’ve made
3. T gives answer key and marks
A. LISTENING (2 points) - Follow the teacher’s tasks
Part 1: Listen and tick (√) the box.
(1 point) 0,2 point for each correct
answer.
189
1. C 2. A 3. B 4. A - Listen and look correct their
5. C mistakes.
Part 2: Listen and write. There is one
example.
(1 point) 0,2 point for each correct - Copy
answer.
1. November 2. W-I-L-L-I-A-M
3.school
4.11 5. fishing
B: LANGUAGE FOCUS (2,5 ps) - Follow the teacher’s tasks
Choose the best option to complete the
following sentences.(2,5ps) 0,25 point for - Listen and look correct their
each correct answer. mistakes.
1. C 2. B 3. C
4. C
5. B 6. A 7. B
8. A 9. B
10. A
PART C: READING (2,5 points) - Follow the teacher’s tasks
1. Read the passage and answer the
questions.(1,5 p) 0, 3 point for each
correct answer
1. B 2. B 3. C 4. A
5. A
2. Match ( 1 – 5) with (A- H) signs (1p)
0,2point for each correct answer
1.H 2.E 3.A 4.G
5. D - Do the tasks
PART D: WRITING (3,0 points)
II. Write a paragraph about 60-80 words
about …..(1.5 points)
1. Form: (0,3 pts)
- Correct form of a paragraph
2. Task fulfillment: (0,6 pts):
- Complete the tasks with all the
relevant information.
- Well - organized
3. Grammar and language (0, 6 pt):
- Accurate grammar: (0,3 pt)
- Appropriate vocabulary: (0,3pt)
* Teacher evaluates the number students
having marks : 5-. 6,6; 6,5 => 8 ; 8=> 10
- Show the good students ; bad students;
- T encourages students having bad
marks
- Ask ss to do more exercises if have time
III. FURTHER PRACTICE
Aim:To help Ss to do more exercises .

190
I. Do exercises - Ss do the tasks.
- Ss do the tasks.
- T collects some Ss’s writing to give
feedback at home.
- Get feedback.
4. WRAP-UP & HOME WORK

+ Words / phrases and combinations related to friends…
* HOME WORK
- Finish all the exercises
- Do exercises in workbook
II. CONTENT
191
Name: Lucy Flynn
1. Which class? ……………….………………...................

2. When? Saturday…………….………....................
5. Favorite sport : ……………………………….....................
B. READING:
Part 1 : Choose the best option A, B or C to complete the passage below. (1 pt)
People are doing many bad things to the environment. They (1) ______ cutting
down the trees for wood and burning the forests. Therefore, a lot of wild animals are
in danger. The (2) ______ from factories and vehicles (3)______the air. People throw
rubbish (4) ______water. The rivers and the seas are too dirty to swim in. We must
do something to (5)______our environment and our life as well.
1. A. aren’t B. are C. is
2. A. is B. were C. smoke
3. A. pollutes B. runs C. saves
4. A. under B. into C. on
5. A. destroy B. waste C. save
Part 2. Read the following passage then choose the best answer. (1 pt)
New York City is located in the southeastern part of New York State just east of
New Jersey. The Dutch founded the city in 1624, so it was first called New
Amsterdam. In 1664, the English took over the city and renamed it New York. With
the population of more than 7 million in the city and 19 million in the metropolitan
region, New York is the largest city in the United States. It has five parts: Manhattan,
the Bronx, Brooklyn, Queens, and Staten Island. The total area of these parts is 946
square kilometers. Visitors to New York are all attracted by places such as the Statue
of Liberty, the Empire State Building, Times Square, Wall Street, and Broadway
theater district. ( found : thành lập )
1. Where is New York City?
192
A. in New Amsterdam B. in New York C. in Amsterdam
State
2. Why was New York first called New Amsterdam?
A. Because The Dutch founded it. B. Because it lies in Amsterdam.
C. Because it is impressive and beautiful.
3. Who took over the city and renamed it New York in 1664?
A. the Dutch B. the French C. the English
4. How many parts are there in New York City?
A. five B. four C. three
5. Which of the following is NOT tourist attraction of New York?
A. Statue of Liberty B. Golden Gate C. Times Square
Bridge
D. WRITING:
Part 1: Rewrite or finish each of the following sentences in such a way that it means
exactly the same as the sentence printed above it. (1.5 pts)
1. We plant more trees and the air won’t be so polluted. (If)
=> If we …………………………………………………………………………...........
2. Nha Trang has beautiful beaches, so it attracts lots of tourists every year. (Because
)
=> Because …………………………………………………………………………......
3. New York is more exciting than any other cities in the world.
=>New York is the
………………………………………………………………….......
4. This is the first time my brother has visited Sydney.
=>My brother has …………………………………………….……………...
…..............
5.They travelled to Da Nang by plane last summer vacation. (make questions)
=> ………………………...
………………………………………………………...........
Part 2 :(1,5 pts). Imagine you are going on a holiday in a famous place in Viet Nam.
In about 60 - 80 words, write a postcard to your friend about the trip.
You may use the suggestions:
+ Name of the place .... + What the weather / hotel / food is ....
+ What you have seen / done.... + What you will do next .....
Begin with:
April 30th 2018
Dear Hoa,
___________________________________________
___________________________________________________
_______________________________________________
Love
Nga
---- THE END ---
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194

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Date of planning: 15 Peroid 55 : UNIT 7 : TELEVISION

/1/2023 Lesson 1: GETTING STARTED

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

1. WARM UP & INTRODUCTION (3’-5’)

2. PRESENTATION/ NEW LESSON (12’)

Teacher’s & Student’s activities Content

How many hours a day do you watch TV?

4. PRODUCTION/ APPLICATION (8’)

Aim: To help Ss talk about what TV programme(s) they like.

5. WRAP-UP & HOMEWORK (2’)

Date of planning: 17 Peroid 56 : UNIT 7 : TELEVISION

5. WRAP-UP & HOME WORK (2’)

1. WARM UP & INTRODUCTION (3’-5’)

2. PRESENTATION/ NEW LESSON ( 12’)

5. WRAP-UP & HOME WORK (2’)

- Summarisise the main grammar points of the lesson.

3. While- reading (18’)

ACTIVITY 3 : (Follow up activity) Speaking

5. WRAP-UP & HOME WORK (2’)

- Play the recording one or two

- Play the recording again if

4. PRODUCTION/ APPLLICATION (8’-10’)

5. WRAP-UP & HOME WORK (2’)

Date of planning: 5/2/2023 Peroid 61 : UNIT 7 : TELEVISION

1. WARM UP & INTRODUCTION (3’)

4. WRAP-UP & HOME WORK(2’)

ACTIVITY 1: At the gym

4. PRODUCTION/ APPLICATION (8’)

ACTIVITY 4: What is the difference between a sport and game?

5. WRAP-UP & HOMEWORK (2’)

Date of planning: 8 Peroid 63 : UNIT 8 : SPORTS AND GAMES

II. PRONUNCIATION: /e/ and / æ / (10’)

Date of planning: 9 Peroid 64 : UNIT 8 : SPORTS AND

1. WARM UP & INTRODUCTION (3’-5’)

2. PRESENTATION/ NEW LESSON ( 12’)

5. WRAP-UP & HOME WORK (2’)

Date of planning: 10 Peroid 65 : UNIT 8 : SPORTS AND GAMES

4. PRODUCTION / APPLICATION (8’)

5. WRAP-UP & HOME WORK (2’)

- Ss summarise what they have learnt in the lesson.

5. WRAP-UP & HOME WORK (2’)

Teacher’s & Student’s activities Content

1. WARM UP & INTRODUCTION (3’)

2. PRESENTATION/ NEW LESSON ( 25’)

3. PRODUCTION/ APPLICATION (12’-15’)

Date of planning Peroid 69 : UNIT 9 : CITIES OF THE WORLD

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

1. Listen and read. 1. Listen and read.

- Answer the teacher’s questions.

- Find out the words related to the

- Allow them to share their answers before

- T gives the correct answers.

- Allow Ss to share answers before - T_ Ss

4. PRODUCTION/ FURTHER PRACTICE (8 ’)

5. GAME: What city is it? 5. GAME: What city is it?

5. WRAP-UP & HOME WORK (2’)

Date of planning: Peroid 70 :UNIT 9 : CITIES OF THE WORLD

2. PRESENTATION/ NEW LESSON (12’)

Teacher’s & Student’s activities Content

+ Teacher may introduce the vocabulary

5. WRAP-UP & HOME WORK (2’)

*Ask Ss to summarise what they have learnt in the lesson.

- Teacher (T) asks Ss some questions about