Giao An Tieng Anh 6 I Learn Smart World Hoc Ki 2

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GIÁO ÁN TIẾNG ANH 6 HỌC KÌ 2
SÁCH i-LEARN SMART WORLD 6
Week: Date of teaching:........................................................................................................
Period: 51
UNIT 6: COMMUNITY SERVICES
Lesson 1 (p. 46)
I. Objectives:
By the end of this lesson, students will be able to:
a. Language knowledge and skills

 Vocabulary: gain vocabulary items about community services (police station, library,
hospital, train station, post office, bus station).
 Structure: use the present simple tense in the structures
 Where is the …………….?
 The …………………. is on/ opposite/ near/next to …………………………
 talk about public services and use prepositions of place
 ask and give directions to the places
b. Core competencies and personal qualities

 Raise motivations and interests in learning English as a foreign language
 Develop communicative and team-working skills through learning activities
 Illustrate problem-solving and critical-thinking skills through learning activities
 Establish responsive and independent characteristics to be a long-life learner
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
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III. Procedures:
Time Steps/Activities Organization
Warm-up
Option 1: Role play: “Where is the post office?”  Teacher –

whole class
- Play audio (The “Where is the post office?”) to brainstorm the
theme of the lesson.
- Teacher and students say along and greet.
5’  Students in
Option 2: What is in the picture? groups
- Divide the class into two groups, A & B.

- Teacher shows the chain of pictures of places. After watching,
groups receive flashcards of the places they have just seen, and
pick out what they saw.  Whole class
- The winner is the group that has more correct pictures.
New lesson
 Teacher –
whole class/
individuals/
pairwork
- Teacher shows pictures of places again to lead in the new
25’
lesson.
- Ask students if they have ever been to any of them.
A-Teach new words. (10’)
- Use real things and pictures to introduce the new words:

New words:
1. train station (n)
2. library (n)
3. hospital (n)
4. post office (n)
5. bus station (n)
6. police station (n)
 Teacher/
Whole class/
- Have students listen and repeat each new word. (chorally –
groupwork
individually)
- Correct student’s pronunciation if necessary.
Activity 1. (Checking new word)
- Teacher lets students look at the pictures, and fill in the

blanks with words given. (exercise a/p. 46)
- Listen again to check the answers.
Answer:
1. Train station
2. Library
3. Hospital
4. Police station
 Teacher –
5. Post office
whole class/
6. Bus station
pairs
Activity 2: Watching a video clip, name the places
- Teacher shows a video clip she made at her town (in Ho Chi
Minh city)

- Have students watch the video, pause sometimes for students to

name the places. (Train station, library, hospital, post office,
bus station, police station).
- Teacher checks, corrects and gives feedback.
Activity 3 (optional): Speaking
- Teacher makes example sentences with new words.

- Ask students to work in pairs; and talk about public services
 Teacher –
near their house, using new words (exercise b/p. 46)
whole class/
- Some pairs present in front of the class.
individuals
- Teacher checks and corrects.
Example.
- There’s a hospital near my house.

- My mother woks in a hospital.
B-Listening. (10’)
- Teacher shows the picture of the task, asks students some

questions about it. (exercise a/p. 46)
Suggested Q&A:
- Where is the post office? – It’s on Market Street.
- Is there a train station near here? –Yes.
- Where is the bus station? – It’s near the hotel.
- Is the bus stop far? – No.
- Teacher has students work in pairs, read the sentences, guess the
answers (exercise b/p. 46)
- Listen and check their guessing (listen the 1st time)

- Listen again to check their answers.

Answer:
1. post office
2. train station
3. bus station
4. library
- Teacher shows the dialogue, students listen and repeat.
Wrap-up
Option 1: substitution  Teacher –

whole class/
- Teacher gives out the open conversation to groups, students
individuals
practice filling in the gaps, using suggested words.
- Have students practice role playing the dialogue.
- Some pairs present in front of the class. (close pairs, open pairs)
Example:
5’ 1. transport station (a bus station, a train station)

2. library (a librarian)
3. hospital (a doctor, a nurse)
 Teacher –
Students in
Option 2: Speaking.
groups
- Teacher asks some students about public services in their town
(hand-out, an open dialogue, students answer by themselves).
- Students work in pairs, ask and answer as modeling.

Example:
A. Do you know the National library?

B. …………………………………………
A. Where do I get the bus?
B. ……………………………………….
A. Is it near?
B. ………………………………………
A. How long does it take?
B. ……………………………………………
A. What kind of book do you like best?
B. …………………………………………………
Option 3: song “Where is the bus stop?”
- The whole class sings the song together.
https://www.youtube.com/
Homework
Write four sentences about your house.
Period: 52
Lesson 1 – Grammar (p. 47)
I. Objectives:
By the end of this lesson, students will be able to use definite and indefinite articles &
prepositions of place.
II. Teaching aids:

III. Language focus:
- Vocabulary: near, next to, between, opposite.

- Structure :
IV. Procedures:
Warm-up
Option 1: Song: “Where is the bus stop?”  Teacher –

whole class
Play the music, the whole class sings and dances together to
brainstorm the theme of the lesson.
5’
Option 2: Interviewing
- Some students talk about their public services (homework).  Whole class
- Teacher follows, checks and gives feedback.
New lesson
A-Grammar. (10’)  Teacher –

whole class/
- Teacher shows types of public services, asks students some
25’ individuals/
questions about them. (use Yes – No questions)
pairwork
- Teacher shows example sentences and elicits the way to use
prepositions of place
Formation Examples

The ball is next to the box.  Teacher/

next to Whole class/
groupwork
They cat is between two
between boxes.
The tree is opposite the

opposite cube.
- Teacher gives some sentences, students change prepositions.

(individually)
- Correct student’s answers if necessary.
B-Practice. Fill in with correct words(6’)  Teacher –

whole class/
- Teacher explains the way to do task b/p. 47
pairs
- Some volunteer students show the answers on the board.
Answers:
1. a
2. the
3. opposite
4. a
5. the
6. between
 Teacher –
C-Practice. Complete the sentences (10’)
whole class/
- Teacher shows the map, sets the scene of the dialogue. Have individual
students practice filling the dialogue (pairs)
- Have a pairs present in front of the class.

- Teacher asks a student to use given clues to complete the
conversation.
Suggested answer:
1. the library
2. the movie theater
3. It
4. the train station
5. the bus station
6. the hospital
- Teacher checks and corrects the answers.

- Student practice reading the dialogue in pairs.
Wrap-up
Option 1: Interviewing  Teacher –

whole class/
- Have students use the same format to ask and answer about
individuals
prepositions of place.
Example:
1. Yes / No
5’
2. Yes / No
3. Yes / No
4. Yes / No
5. Yes / No
6. Yes / No
Option 2:
- Teacher shows some pictures of maps, one team chooses a

map to describe, and the others find the correct one.

- The team has more correct answers wins the game
 Teacher –
Option 3: Students in
groups
- Teacher shows some pictures of maps, one team chooses a

map to describe, the others find the correct one.
- Five students attend the game.
- A host student chooses a picture of a map, other students
ask Yes / No questions to find out the place. The person
finally finds out the map wins the game.
Homework
Make a table of things that your public services have.
librar super movie hospit post train bus

y mark theate al office station station
et r
Period: 53
Lesson 1 (p. 48)
I. Objectives:
By the end of this lesson, students will be able to focus how to the /st/ sound of the words.
II. Teaching aids:

- Vocabulary:
- Structure: focus on the /st/ sound
IV.Procedures:
Warm-up
Option 1: Song: “ST Consonant Blend Sound”  Teacher –

whole class
- Play audio (The “ST Consonant Blend Sound” song) to
brainstorm the theme of the lesson.
- Teacher and students sing along and greet together.
 Students in
groups
5’ Option 2: Is there a bus stop near your house? – Yes / No
- Some students show the table of their homework, share

 Students in
something about it.
class
- Other students may ask for more questions if they want.
- Teacher follows and gives feedback, then leads to the new
lesson

New lesson
A-Pronunciation. (10’)  Teacher –

whole class/
- Teacher shows example sentences to class (the /st/ sound)
individuals/
speaks louder for student to recognize this sound.
pair work
- Teacher explains the rules, gives more examples to make it
clear.
Ex: - Twinkle, twinkle little star.
- A wasp can sting.
- He broke a string in his racket.
- Dad reads me a story.
- Have students listen and underlined letters (exercise b/p.  Teacher/

48) Whole class/
25’
- Have them listen & repeat. groupwork
- Have students listen and repeat. (exercise c/p. 48)
Further practice:
- Teacher gives some sentences for student to practice

 Teacher –
- Some students read loudly
whole class/
pairs
B-Practice the conversation.(10’)
Activity 1: Swap roles and repeat.
- Use real things and pictures to review the words: (post office,
hospital, police station, bus station,…………………)
- Teacher asks some students as model.
- Have students practice in pairs.
Example:

A: Excuse me, is there a bus station near here?
B: Yes, the bus station is on Market Street.
A:
…………………………………………………………………
B:
…………………………………………………………………
 Teacher –
A:
whole class/
…………………………………………………………………
individuals
B:
………………………………………………………………….
- Some pairs present in front of the class

- Correct student’s pronunciation.
Activity 2: discussion
- Have students practice A&B about their public services, use

Yes/ No questions. (exercise b/ p. 48)
- Have students work in pairs, share their ideas.
- Some students present in front of the class.
- Teacher checks, corrects or gives feedback.
Wrap-up
Option 1: Pass the ball  Teacher –

5’ whole class/
- Give a student a ball, play music and ask them to pass the bag to
individuals
the student next to him/her and so on with the next student.
- Stop the music suddenly.

- Students stop passing. The student with a ball will make a

sentence that describes their public services or the prepositions
of place.
- Play the music again and continue this game in the same way.
Option 2: Speaking. (Chain game)

 Teacher –
- One student makes a sentence of directions to the places Students in
- Another student says the sentence again (change the groups
prepositions) together with a sentence about public services.
- The third does the same way (say the 2 sentences above again,
add one more)
- Student who can’t make the chain loses the game.
- The winner will get 1 point for him/her.
Option 3: watch “The prepositions of place”, list the all

prepositions in one song
https://www.youtube.com/watch?v=QOo16hzWLxQ
Homework
Make your own blog; write about the housework at your house.
Period: 54
Lesson 2 (p. 49)
I. Objectives:

By the end of this lesson, students will be able to talk about saving the environment.
II. Teaching aids:

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software,
- Vocabulary: can, plastic bag, trash, plastic bottle, glass jar.

- Structure: Imperative sentences (positive and negative form)
(+) V (inf.) + O.
V (inf.) + prep.
(-) Don’t + V (inf.) + O.
IV.Procedures:
Warm-up
Song: “Planet Earth”
- Play audio (The “Planet Earth” song) to review the song’s  Teacher –
theme whole class
5’  Students in
Option 1: What things can be reused? groups
- Divide the class into two groups, A & B.

- One group has pictures of things, one group has words.
- Group A shows a picture, group B shows equivalent word, and
reverse.
- The winner is the group which has more correct answers.
 Whole class

Option 2: Sticking
- Teacher shows a picture of types of reuse.

- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for every student having a correct answer.
New lesson
 Teacher –
whole class/
individuals/
pairwork
- Teacher shows a picture to introduce new lesson.
- Ask students if they often save the environment.
25’

New words:
1. can
2. plastic bag
3. trash
4. plastic bottle
5. glass jar


individually)
 Teacher/
Activity 1. (Checking new word) Whole class/
groupwork
- Teacher lets students fill in the blanks. (exercise a/p. 49)
- Listen again to check the answers.
Suggested answer:
1. Trash
2. Plastic bottle
3. Can
4. Glass jar
5. Plastic bag
Activity 2: Discussion
- Have students practice A&A if they save the environment.

 Teacher –
whole class/
Suggested answer:
pairs
1- C
2- D
3- B
4- A
Activity 3: Speaking. (Chain game)
- One student makes a sentence to reuse things.

- Another student says the sentence again (change the words)

together with a sentence about how to save the environment.
 Teacher –
- The third does the same way (say the 2 sentences above again,
whole class/
add one more)
individuals
Activity 4– Reading:
Guessing game
- Teacher shows a picture of Sally May.

- Ask students to guess if Sally saves the environment.
 Teacher –
- The students give their guessing.
whole class/
- Students read through the blog, check the guessing.
individuals
Scanning.
- Have students read through the blog, check about saving the
environment they see in the blog.
Write the correct answer.
- Have students work in groups, read the blog, and then write the
correct answers.
- Students show their answers on the board.
Answer:
1. True

2. True
3. False
4. True
B-Grammar. (10’)
- Teacher asks students to list Sally’s tips

Suggested answer:
- We should do to protect the Earth.
- ………………………………………………………….
- Teacher underlines the verbs, introduces and elicits the ways to  Teacher –
use imperatives. whole class/
- Students follows teacher, answer teacher’s questions pairs
Ex: You should not litter anywhere.
→Don’t litter anywhere.
We should tidy your room every day.
→ Tidy your room every day.
Wrap-up
Option 1: Change game  Teacher –

whole class/
- A student makes a sentence about saving the environment.
individuals
- The next student says that sentence again (change the verb),
then adds a sentence about him / her.
5’ - The third student does the same as the previous one.
Option 2: Speaking.
- Students work in groups.

- Teacher gives out hand-out to groups, students list the  Teacher –
protection environment. Students in

- Some students share their ideas to the class. groups

Homework
Make your own blog; write about saving the environment.
Period: 55
I. Objectives:
By the end of this lesson, students will be able to use imperatives to give instructions, orders,
or advice.
II. Teaching aids:

- Vocabulary: review words of community services

- Structure: imperative sentences
IV.Procedures:
Warm-up
5’
Option 1: Blog sharing  Teacher –

- Some volunteer students share their blog to the class. whole class
- Teacher and other students follow, make questions if necessary.
- Teacher gives feedback and gives mark.
 Students in
Option 2: Re-matching
groups
- Teacher shows a picture of types of reused together with the

wrong words, and students have to rematch.
- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for every student having a correct answer.  Whole class
- Teacher gives feedback, then leads to the new lesson.
New lesson
- Ask students if they often do to recycle things at home.  Teacher –

whole class/
individuals/
25’
A-Grammar. (10’) pairwork
Activity 1: Listen & repeat (exercise a/ p. 50)
- Teacher asks students to list recycling that he / she does every

day.

Suggested answer:
- She should reuse old cans to grow trees in.
- He shouldn’t throw away old bottles.
- Teacher underlines the verbs, introduces and elicits the ways to

use imperative sentences.
- Students follow and answer teacher’s questions

- Teacher gives some more examples for students to change into
imperatives (positive and negative form)
Ex: You should recycle cans.
→ Recycle cans.
We should not litter on the beach.

 Teacher/
→ Don’t litter on the beach.
Whole class/
groupwork
Activity 2: fill in the blanks with positive or negative

imperative statements. (exercise b/ p. 50)
- Have students work in pairs; use the verbs given to fill in the
blanks in the imperatives.
- Teacher asks some pairs to show their answers.
Answer
1. Don’t use
2. Reuse
3. Recycle
4. Pick up
5. Reuse
6. Don’t throw away

- Ask some students to check the answers.

- Teacher checks again and gives feedback.
 Teacher –
whole class/
Activity 3: Rewrite the imperative sentences. (exercise c/ p. 50) pairs
- Have students work in pairs, practice writing the whole

sentences using the positive or negative imperative.
- Some students who finish quickly go to the board to write
the answers.
- Teacher checks and gives feedback.
Answer:
1. Recycle plastic bags and jars.

2. Don’t throw away glass jars and old newspapers.
3. Pick up trash in the park.
4. Recycle plastic bottles and old magazines.
 Teacher –
5. Reuse plastic bottles in your garden.
whole class/
6. Don’t throw away old clothes.
individuals
Suggested option
- The answer may be put in the game “Who’s quicker?

- Two students each turn put one hand on the shoulder, after
teacher shows the picture, student who has a faster clap
makes the sentence.
Wrap-up
Option 1: Speaking.  Teacher –

5’ whole class/
- Students work in groups. Use the same format of the letter in
individuals
exercise d/ p. 50 to talk about the imperatives in the home.
- Some students share the story to the class.

- The winner will get 1 point for him / her.  Teacher –

Students in
groups
Option 2: watch an animation, list the types of recycle appear
Homework
Make your own blog; write about the environmental protection at

your home.
Period: 56
Lesson 2 – Pronunciation (p. 51)
I. Objectives:
By the end of this lesson, students will be able to have chance to practice on “I” sound
II. Teaching aids:

- Vocabulary: review words of community services.

- Structure : prononciation of /I/ sound.
IV.Procedures:

Warm-up
Option 1: Singing  Teacher –

whole class
- Play the video (The “Planet Earth” song) to brainstorm the
students.
5’
Option 2: What do you see?
 Students in
- Teacher shows some pictures, then asks students to guess what
groups
they see in it. (litter / fill / use / kill /…..), pay attention to the /I/
sound
- Have students read loudly, then lead to new lesson.
New lesson

whole class/
- Teacher shows examples to class, speaks louder for
individuals/
students to recognize the difference.
pairwork
- Teacher explains the rules, gives more examples to make it
clear.
25’ - Have students listen and repeat, focus on the underlined

letters (exercise b/p. 51)
Answer:
1. …………………..
2. ………………….
 Teacher/
- Some students say again.
Whole class/
- Have students listen and repeat the words with different

sound (exercise c/p. 51) groupwork

- Students practice reading the words in pairs, they read and
correct the pronunciation. Ask teacher for help if
necessary.
Answer:
1. ……………..
2. ………………
Further practice:
- Teacher gives some sentences for student to practice.

- Some students read loudly.
 Teacher –
whole class/
B-Practice –Positive/ negative imperatives.(10’) pairs
Activity 1: Saying imperative sentences.
Option 1: Ask & answer.
- Use real things and pictures to review the words: (throw away,
recycle, throw away, reuse, pick up).
- Teacher asks some students as model.
- Have students practice in pairs, answer about the positive/
negative imperatives.
Example:
- Recycle plastic bags. (√)
- Don’t litter on the street. (✗)
- Correct student’s pronunciation & intonation if necessary.
 Teacher –
whole class/
Option 2: Discussion

- Have students practice A&A about the environmental individuals

protection (Practice/ p. 51)
Answer:
1. ……………………………………
2. …………………………………...
3. ……………………………………
4. …………………………………….
5. ……………………………………
6. …………………………………….
7. ……………………………………
8. ……………………………………
Wrap-up
Option 1: Discussion  Teacher –

whole class/
What should we do to protect the Earth?
individuals
- Have students work in groups of four members.
- After that, the reporter will talk about the result in front of the
5’ class.
- Play the music again and continue this game in the same way.
 Teacher –
whole class/
Option 2: Speaking. pairs
- Students work in pairs, every person takes turn to talk about

how to protect the Earth.
- Choose six tips to add to your notes (exercise a/ p. 51)

- Some students volunteer to share in front of the class.  in groups
Option 3: Speaking.
- Have students answer the question: “What should we do to

protect the Earth?”
- Some students volunteer to share their ideas (exercise b/ p.
51)
- Plus mark is given to students who does well.
Homework
Write about how to protect the environment in your home.
Period: 57
Lesson 3 – SOCIAL STUDIES (p. 52)
I. Objectives:
By the end of this lesson, students will be able to ask and answer about environmental charity
in Vietnam.
II. Teaching aids:

- Vocabulary: charity, rainforest, ocean, donate, free, wildlife, World Wide Fund (WWF).

- Structure: review Present Simple Tense.

The Past Simple Tense: « V »→ V2/ed
IV.Procedures:
Warm-up
Option 1: Odd one out  Teacher –

whole class
- Teacher shows four pictures of community services, students
have to find and odd out the one that does not belong to the
group.
 Students in
5’ - Teacher and the whole class check and correct.
groups
Option 2: What must we do to protect wildlife?

 Students in
- Teacher shows some pictures of the forest, and then asks
class
students to give their tips about how to protect it.
- Teacher gives feedback, then leads to new lesson.
New lesson
A-New words. (10’)  Teacher –

whole class/
Activity 1: Teaching new words.
individuals/
- Teacher uses pictures to elicit the meaning of new words. pairwork
25’ - Have students listen and repeat. (chorally – individually)
- Teacher checks and corrects the pronunciation if necessary.
New words:
1. charity (n)
2. rainforest (n)
3. ocean (n)

4. wildlife (n)
5. World Wide Fund (WWF) (n)
6. donate (v)
7. free (adj)
Checking new words:
- Teacher shows pictures, students speak the words.
Activity 2: Practice:
 Teacher/
Option 1: Circle the best answer. Whole class/
groupwork
- Have students do the exercise a/p. 52 (individually)
- Some students give answers. Teacher checks and corrects.
- Have students answer the questions in exercise b/p. 52
Answer:
1. a
2. a
3. b
4. b
5. a

whole class/
- Teacher shows places in Viet Nam, students look and talk
pairs
about environment charities.
B-Listening.(10’)  Teacher –
whole class/
Activity 1: Listening
individuals

- Teacher introduces Listening part on page 52, lets students look

and describe it.
- Teacher shows the guided question.
“Listen, answer: Does the charity work in one country, or
many countries?”
Answer: Many countries
- Have students listen and answer.
- Listen again to check the answer (exercise a/p. 52)
- Activity 2: Listen and fill in the blanks.

- Have students listen and fill in the blanks. (exercise b/p. 52)
- Teacher gets the answers from students.
Answer:
1. 1986
2. wildlife
3. ten
4. donate
Wrap-up
Option 1: Conversation skill  Teacher –

whole class/
- Teacher shows the conversation about social studies.
individuals
- Students work in pairs, every person takes turn to talk about
5’ asking for repetition.
- Have some students practice the conversation skill in front of the

class.
- Teacher checks and corrects the pronunciation.
 Teacher –

Students in
groups
Option 2: Speaking.
- Students work in groups of four, use the same format of Sally to

talk about an environmental charity.
- Some students volunteer to share in front of the class.
Homework
Make a chart of information about the Word Wide Fund for

Nature.
Period: 58
Lesson 3 – SOCIAL STUDIES (p. 53)
I. Objectives:
By the end of this lesson, students will be able to ask and answer about an environmental
charity in Vietnam.
II. Teaching aids:

- Vocabulary: Island, clean up, create, aim, sticker, craft, handbook, offer.
- Structure: review Present Simple Tense.
The Past Simple Tense: «V »→ V2/ed

IV.Procedures:
Previous lesson
Option 1: Speaking  Teacher –

whole class
- Students give the information about the social activities
5’ (homework).
- Other students make question to fill more information about it.
 Students in
- Teacher and the whole class check and correct.
groups
New lesson
A-Reading. (10’)  Teacher –

whole class/
individuals/
- Teacher shows a short clip of the social activities, asks pair work
students some questions.
Example:
1. Do you know the community service?

25’
2. Where is it?
3. Have you ever been there?
4. What do you know about it?
- Teacher gets the answers, then teaches some new words.
- Have students listen and repeat. (chorally – individually)
New words:
1. Island (n)

2. cleanup (n)  Teacher/

3. create (v) Whole class/
4. aim (v) groupwork
5. offer (v)
6. sticker (n)
7. craft (n)
8. handbook (n)
Checking new words:
- Teacher shows pictures, has students say the words.
 Teacher –
Activity 2: Practice:
whole class/
Option 1: Read and circle the best headline pairs
- Have students work in groups, read the text and circle the
best headline.
- Some students give answers.
Answer:  Teacher –
whole class/
1. An Environmental Charity in Vietnam
individuals
Option 2: Reviewing
- Teacher asks students questions to summarize about Act

Green Vietnam.
- Have students read the text and fill in the blanks. (exercise
b/p. 53)
- Teacher gets the answer from students.
- Teacher checks, corrects or gives feedback

Answer:
1. charity
2. Phú Quốc Island
3. Earth Day
4. donate  Teacher –
- Teacher leads in the next task (speaking) whole class/
pairs
B-Speaking.(10’)Help us Save the World!
Activity 1: Want to help a charity (exercise a/p. 53)
- Teacher asks students to work in pairs.
- Have Student A stay on the current page and Student B turn to  Teacher –
page 123, File 7. whole class/
individuals
- Student B asks Student A questions about Trash Hero World and
makes notes in their notebook and swap roles.
- Representative from pairs goes to share the presentation to class.
Activity 2: Speaking
- Volunteer students go to talk about the charity they want to

attend.
- Teacher checks and gives feedback
Wrap-up
C- Writing.  Teacher –
5’ whole class/
Option 1: Use the notes to write (50 to 60 words) a paragraph
individuals
about the World Wide Fund for Nature (exercise /p. 53)
- Teacher shows the table with their information. (individually)

Option 2: Watch an animation; list the types of environmental

charities.
Homework
Review unit 6.
Write a paragraph about the World Wide Fund for Nature.
Period: 59
Review (p. 96)
I. Objectives:
By the end of this lesson, students will be able to review about public services, saving the
environment, and environmental charities.
II. Teaching aids:

- Vocabulary: word relate to public services, saving the environment, and environmental
charities.
- Structure: prepositions of place.

IV.Procedures:
Previous lesson

whole class
- Teacher shows pictures, students look at pictures and give the
word that matches the pictures.
- Have the whole class repeats the words.
 Students in
groups
5’
Key: donate money, clean street, reuse bottles, donate books,

pick up trash, plant tree, recycle, and donate food.
Option 2: Crossword
- Teacher gives hand-out to groups. (a crossword).

- Students look and find the word that fit the boxes. (public
services)  Students in
- Teacher checks and gives feedback. class
- Have students read all the words.

New lesson
A-Listening. (10’)  Teacher –

whole class/
individuals/
- Let students listen to short conversations pairwork
- Have students listen and choose correct answers. (exercise /p.
96)
Answer:
1. B
2. C
3. A
4. C
25’
5. C
- Teacher gets the answers, then teaches some new words.
Activity 2: Reporting  Teacher/

Whole class/
- Students take turn to report the conversation.
groupwork
Example:
A: Have you ever done volunteer work?

B: Yes. I am a member of Be a Buddy- a program that helps
street children. Last year we provided evening classes for  Teacher –
fifty children. whole class/
A: Wonderful! What else have you done? pairs
B: We’ve asked people to donate books and clothes to the

children.
B- Reading.(10’) Choose the correct answer(exercise /p. 96)

 Teacher –
- Teacher asks students to work in groups. Each group reads whole class/
about one place (two groups have the same paragraph). individuals
- Groups show the answers on the board. Groups cross check the
answers
Answer:
1. A
2. B
3. C
4. A
5. B
Wrap-up
Option 1: make a draft of community services  Teacher –

whole class/
- Teacher divides class into four groups; each group is
individuals
making plan to talk about community services (hand-out
from teacher).
5’
Community Services
Groups 1 Clean up
Group 2 Plant trees

Group 3 Donate old clothes
Group 4 Donate money
 Teacher –
Students in
- Students show their presentation to class.
groups
Option 2: make a draft of an environmental protection
- Each group chooses how to protect the environment; makes plan

to talk about it.
- Teacher and other students follow and give feedback.
Homework
Write a paragraph about the environment.
Period: 60
Review (p. 97)
I. Objectives:
By the end of this lesson, students will be able to review public services, how to save the
environment, and environmental charities.
II. Teaching aids:

- Vocabulary: word relate to public services, saving the environment, and environmental
charities.
- Structure: review pronuciation of the /st/, /I/ sounds and prepositions of place.
IV.Procedures:
New lesson
A-Vocabulary. (10’)  Teacher –

whole class
Option 1: Crossword
- Teacher shows a crossword with guides, students take turn to

complete the crossword. (Answer: clean up, donate, aim,  Students in
recycle, offer, plastic bottle). groups
- Have the whole class repeats the words.
- Students use these words to match.
Answer:
5’ 1. C
2. G
3. F
4. A
5. H
6. B
7. D
8. E
Option 2: Game: who is quicker?
- Teacher divides class into two groups, they compete each other  Students in

by giving the answer for the sentence. class/groups

Answer:
1. Everyone should pick up trash on the beach.

2. We should reuse old plastic bags.
3. He must plant trees in the garden.
4. You donate money for poor children.
5. We should protect the environment.
B-Grammar.(10’) Circle the correct words
- Have students work in group, find and circle the correct words.
- Which group has quicker and correct answer gets plus mark.
Answer:
 Teacher –
1. a – the
whole class/
25’ 2. does
individuals/
3. Recycle
pair work
4. can
5. The
6. Don’t
7. between
8. do
- Teacher asks student to give explanation for each answer.
C-Pronunciation. (10’) Circle the word that has the

underlined part pronounced differently from the others  Teacher/

Whole class/
- Teacher explains how to do the task of the lesson.
groupwork
- Have students work in pairs, complete the exercise
- Some pairs give the answers.
Answer:
1. D
 Teacher –
2. B
whole class/
3. B
individuals
4. D
5. B
6. C
Wrap-up
Option 1: supply the correct verb form  Teacher –

whole class/
- Teacher gives example sentences to review present simple and
individuals
past simple tenses.
- Have students look and find the mistake, then correct it.
Example:
- My dad work in Viet Tien Company two years ago.
5’
Answer: work → worked
- He didn’t drink coffee in the morning.
Answer: didn’t → doesn’t
- Teacher gives out some sentences for student to complete.

(supply the correct form of the verb)


Students in
- Have students watch an animation: Mr. Bean did community
groups
services.
(https://www.youtube.com/watch?v=QOo16hzWLxQ)
Then answer the question: what did he do for community
services?
- Students volunteer to answer the question.
Answer:
Help old people, donate money, and donate blood, clean up

campaigns.
Homework
Review all words and grammar notes of the lesson.
Period: 61
THEME 7: MOVIES
Lesson 1: page 54
I. Objectives:

 Vocabulary: gain vocabulary items about moivies (comedy, science fiction, horror, action,
drama, animated)
 Structure: use expressions for suggesting: What about, How about, Why don’t we, Do you
want to ….? Let’s
 make and respond to suggestions about movies and start a friendly conversation.
b. Core comepetencies and personal qualities

II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, pictures, IWB software,
- Students’ aids: student’s book, notebook.
III. Procedures:
Warm-up
1. Chatting:  Teacher –
- Ask students some questions about their favorite films. whole class
- Give feedback, ask for more information if necessary.
5’ 2. Lead-in:
- Show a picture of the theme and ask the students to guess.
- Introduce the situation.

New lesson
A.  Teacher –
whole class/
Teaching new words:
individuals
* New words:
- comedy(n)
- science fiction (n)
- horror (n)
- action (n)
- drama(n)
- animated(n)
- Use some pictures to introduce new words.  Teacher –

whole class/
- Have students listen and repeat the new words. (chorally /
individuals/
30’ individually)
- Check students’ intonation and pronunciation.
- Explain the meaning of the new words.
 Teacher –
Checking the new words:Number the pictures
whole class/
- Demonstrate the activity, using the example. pairs
- Have students number the pictures.
- Divide the class into pairs and have students check their answers with
their partners.
- Check answers as a whole class.
- Play the recording with pauses for students to listen and repeat
 Teacher/
chorally andindividually. (CD2 - track 13)

Answers: groups
A. 3
B. 6
C. 2
D. 4
E. 5
- Individual
F. 1
B. Activities:
* Activity 1 :Discuss what kinds of movies you like and dislike.
- Have students work in groups and say what kinds of movies they like
and dislike.
- Ask some students to share their ideas with the class. - Pairwork
* Activity 2: Listen to three friends talking. Note down what

kind of movie they are going to see.
- Have students look at the question.

- Play the recording with pauses for students to listen and answer the
question.
- Give feedback and correct.
Answers:animated movie
* Activity 3: Listen and fill in the table with the movietimes.
- Demonstrate the activity.

- Play the recording with pauses for students to listen and write the

movie times in the table.

- Allow time for students to do the task.
- Ask pairs to cross checking before teacher checks and corrects
- Check the students’ answers.
Answers:
SaturdaySunday
Scary Gary: 4:30 -
Tiger Toes:2:30, 7:305:00
Track 14
Lily: Hey! Do you want to see a movie this weekend?
Peter: Sure.
Lily: Why don't we watch Scary Gary?
Debra: What kind of movie is it?
Lily: It's a horror movie.
Peter: Cool! What time is it?
Lily: It's only on this Saturday, at four-thirty.
Debra: Oh, I'm busy then.
Lily: How about Tiger Toes?
Peter: What kind of movie is it?
Lily: It's an animated movie.
Peter: I love animated movies.
Debra: Me too. What time's it on?
Lily: It's on at two-thirty and seven-thirty on Saturday.
Is seven-thirty OK?
Debra: Yeah.
Peter: No, I can't make it. How about on Sunday?
Lily: There's just one showing on Sunday afternoon, at five.
Is everyone free?

Debra: Yeah!
Peter: Let's go!
Narrator: Now, listen again and check
Conversation SkillConversation Skills
Starting a friendly conversation. Listen and repeat. Onv  Teacher –

pairs
- Ask students to focus attention on the Conversation Skill box.
- Explain that we can start a conversation with a friend way by
saying "Hey!" and then introduce the topic.
5’ - Have students listen and repeat with the recording playing.
- Work in pairs to practice the conversation skill.
- Have some groups present in front of the class.
- Correct students’ intonation and pronunciation if necessary.
Track 15
G: Hey! Do you want to...
Homework
- Note down what kind of movie you are going to see (about 50-60
5’
words)
Period: 62
UNIT 7: MOVIES
Lesson 1: page 55
I. Objectives:
By the end of this lesson, students will be able to use prepositions of time.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, pistures, videos, IWB
software, projector/interactive whiteboard/TV.
- Students’ aids: student’s book, notebook, workbook.
III. Languages focus:
 Structure: Prepositions of time
IV. Procedures:
Warm up
* Kim’s game:  Teacher –

whole class
- Have students look at the pictures of movies quickly and try to
remember.
- Divide class into 2 groups.
5’ - Put away the pictures and ask students to go to the board and write
the names of the pictures they’ve just seen from memory.
- The group having the most right English words is the winner.
- Lead in the Prepositions “ Do you want to see a movie on

Saturday?”
“ What time is the movie ? At …. ”

New lesson
* Activity 1: Listen and repeat
- Have students look at the pictures.  Teacher –

- Play the recording for students to listen and read the speech whole class
bubbles.
- Play the recording again and have students listen and repeat.
Track 16
B: Do you want to see the movie on Saturday?
G: Sure. What time is the movie?
B: It's at three p.m.
G: Great
- Explain the use of prepositions of time:
We use prepositions of time to say when things happen.

30’ * Use on with days and dates.
Ex: The movie is on Saturday.

Do you want to see a movie on March 6.
* Use at with specific times.
Ex: What time is the movie?

The movie is at 3 p.m.
* Use in with periods of time.
Ex: I watch a lot of movies in the winter.
 Teacher –
* Activity 2: Write the time words in the correct box whole class/
- Explain the task. groups
- Have students to work in groups to write the time words in the box

with the correct preposition.

Answers:
 Individual
on: Saturday, Christmas Day, Tuesday night,my birthday, July
27th
at: six-thirty, bedtime, three o'clock
in: the summer, the evening, the morning, May
* Activity 3 : Fill in the blanks
- Demonstrate the activity, using the example.

- Have students fill in the blanks.
- Monitor the activity around the class
- Have some students share their answers with the class.
Answers:
1. on Saturday at 4 p.m.
2. in the evening
3. at 2 p.m.
4. on Sunday at 10 a.m.
5. in the summer
6. at 10:30 in the morning
Further Practice
Speaking : Ask and answer about what you are doing at  Teacher –
different times whole class/
5’
pairs
- Work in pairs to take turns asking and answering about what they
are doing at different times.
- Monitor the class.

- Ask some pairs to present the activity in front of the class.
Homework
5’
- Write 5 sentences using prepositions of time.
Period: 63
UNIT 7: MOVIES
Lesson 1: page 56
I. Objectives:
By the end of this lesson, students will be able to present and develop public speaking skills.
II. Teaching aids:

- Teacher’s aids: student’s book and teacher’s book, class CDs, pictures , IWB software,
- Students’ aids: Student’s book, notebook, workbook.
Pronunciation: the sound changes
IV.Procedures:
Warm up
* Review the previous lesson:  Teacher –
5’ whole class
- Give students some sentences and ask them to fill in the blanks
with suitable prepositions.

1. Let's meet _____ Tuesday.

2. Do you want to go there ________ the morning?
3. Let's meet at the park _______ noon.

4. I like going to the beach _______ the weekend.
5. What's on the TV __________ midnight.

6. The anniversary is __________ May 10th
7. _________ the winter, it usually snows.
8. I have English ______ 3:00 PM.
- Briefly explain the pronunciation feature.
Sound Changes : "…at…" often sounds like /ət/ (but not at the
start)
- Lead in the new lesson.
New lesson
* Activity 1: Listen. Notice the sound changes of the underlined  Teacher –

words. whole class
- Play the recording and ask students to draw attention to the
pronunciation feature.
25’ - Have students listen again and repeat with a focus on the feature.
Track 17
M: It's on at seven-thirty.
My lesson's at ten.
- Play the recording, have students listen and cross out the option
that doesn’t use the correct pronunciation feature.

- Check the answers and correct.
Answers:
The movie starts at 7:30. – Wrong.

Doesn't use the weak form.
Track 18
M: I’m playing soccer at 2 p.m.

The movie starts at 7:30.
- Have students practice saying the examples with a partner, using

the pronunciation feature (with the correct sound changes).  Teacher/
Whole class/
Pairs
* Activity 2: Practice the conversation. Swap roles and repeat.
- Model first, then ask students to work in pairs and practice the
conversation.
- Swap roles and repeat using the ideas given.
- Have some pairs present in front of the class.
Toby: Hello, Emma.

Emma: Hi, Toby.
Toby: Do you like dramas?
Emma: Yeah, I do. Why?
Toby: There's a drama on at the movie theater on Saturday
night. Do you want to go?
Emma: What time is it on?
Toby: At seven o'clock.
Emma: That sounds great. Where should we meet?
Toby: Let's meet at the movie theater at 6:30.
Emma: OK

 comedies/science fiction movies/action movies

 a comedy/a science fiction movie/an action movie
 Teacher/
 Friday/Sunday/Monday
Whole class/
 six o'clock/6:30/7:30
Pairs
 5:30/six/seven
* Activity 3: Practice with your own ideas
- Ask students to work in pairs and practice the conversation with

their ideas, then swap the roles.
- Monitor the activity around the class.

- Have some pairs demonstrate the activity in front ofthe class.
- Give feedback and correct if necessary.
Wrap-up
Speaking: It's Movie Night!  Teacher –

whole class/
- Divide the class into pairs.
Pairs
- Get students to choose movies to watch on Friday, Saturday, and
Sunday ( students turn to page 122, File 6)
10’ - Model the activity first by practicing with a student.

- Have students look at the movies listed and choose a movie to
watch on Friday, Saturday, and Sunday using the movie schedule
- Have students join another pair and compare which movies they
chose to watch.
- Have some students share their ideas to the class.

Homework
5’
- Practice the conversation with your own ideas.
Period: 64
UNIT 7: MOVIES
Lesson 2: page 57
I. Objectives:
By the end of this lesson, students will be able to use adjectives to express opinions
and exchange information about movies.
II. Teaching aids:

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, pictures, IWB
- Vocabulary : awful, boring, exciting, fantastic, funny, great, sad, terrible
IV.Procedures:
Warm-up
Brainstorming:
comedy science fiction
 Teacher –
horror
5’ whole class
kinds of film
action
drama
animated
- List some kinds of movie to lead in the new lesson.
- Ask students some kinds of films they often watch in their free
time.
New lesson
A.Teaching new words:  Teacher –

whole class/
* New words:
individuals
- awful (adj) kinh khủng
- boring (adj) chán
- exciting (adj) thú vị
- fantastic (adj) tuyệt vời
- funny (adj) hài hước
- great (adj) tuyệt vời
- sad (adj) buồn
25’ - terrible (adj) khủng khiếp
- Explain the new words.
- Have students listen to and repeat the new word
- Play the recording with pauses for students to listen and repeat
chorally and individually. (CD2 - track 19)

 Teacher/
- Explain the meaning of the new words. Whole class
Checking the new words: Fill in the blanks with the opposite
adjectives
- Demonstrate the activity, using the examples.

- Have students fill in the blanks with the adjectives and then check
their answers with their partners.
- Correct the answers.
- Play the recording, have students listen and repeat the words.
Track 19
1. M: terrible
2. M: fantastic
3. M: sad
4. M: funny
5. M: awful
6. M: great
7. M: boring
8. M: exciting
Answers:
Terrible – fantastic  Teacher –
Sad – funny whole class/

groups
Awful – great
Boring – exciting
B. Activities: Reading
* Activity 1: Tina wrote two movie reviews for her blog.

Underline the correct final sentences.
- Explain the task.
- Have students read the movies reviews individually, then discuss in

the groups, underline the correct final sentences.

Answers:
Picture Day: Don't watch this movie !
Sally's Travels: What a fantastic movie !
* Activity 2: Read the reviews again and answer the questions
- Ask students to look at the questions.

- Have students read the reviews again and answer the questions with
their partners.
- Ask pairs to cross check before teacher checks and corrects.
- Check the answers.
Answers:
1. a sad drama
2. It was boring.
3. an action movie
4. It was exciting.
5. She was very funny
Wrap-up
Talk about kinds of movies you like and don't like using the
adjectives given in the vocabulary.
10’  Teacher –
- Ask students to work in groups, use the adjectives to describe whole class/
movies. groups

- Have some students share their ideas with the class.
Homework
5’ Write a short paragraph ( 50-60 words) into the notebook, express

your opinions and information about a movie you like best.
Period: 65
UNIT 7: MOVIES
Lesson 2: page 58
I. Objectives:
By the end of this lesson, students will be able to use the Past Simple.
II. Teaching aids:

 Structure: Past Simple with “to be”
IV.Procedures:
Warm-up
Jumbled words: Review the vocabulary

5’
- Write the words whose letters are in a random order on the board.  Teacher –
whole class
- Divide the class into 2 teams.

- Students from 2 teams go to the board and write the correct words.
- The team with writes more correct words first will win the game.
New lesson
A. Presenting the grammar:
- Have students look at the picture.  Teacher –

- Play the recording and have students listen and read the whole class
speechbubbles
- Play the recording again and have students listen and repeat.
Track 20
B: I watched a horror movie last night.
G: What was it?
B: The Long Night.
G: Was it good?
B: Yes, it was fantastic
30’
- Explain the use of the Past Simple with “to be”:
We use the Past Simple to talk about completed events, states, or

actions.
I was
happy.
He/She/It wasn't (was not)
You
were
We sad.
weren't (were not)
They
Ex : What was the movie? It was Great Day.

Was it good? Yes, it was./No, it wasn't.
How was the movie? It was terrible.
Where were they? They were in the movie theater.

Were they happy? Yes, they were./No, they weren't.

What time were the movies on? They were on at 6 p.m. and 10 p.m.
B. Activities:
* Activity 1: Circle the correct verbs
- Explain the task.

 Teacher/
- Ask students to read the sentences and circle the correct verbs.
Whole class/
- Have pairs check each other's work.
pairs
- Share the answers in front of the class.
- Correct the students’ answers.
Answers:
1. was
2. was
3. was
 Teacher –
4. were
whole class/
5. Were
individuals
6. was
 Pairs
* Activity 2: Look at the table and complete the dialogue
- Give students some instructions for the task.
- Have students work in pairs to write Ann's answers.
- Ask pairs to cross-check before teacher checks and corrects.

- Ask some pairs to present their work to the class.
- Correct the mistakes.
Answers:
It was The Great Bananas.

2. Yes, it was very funny.

3. It was on at 4:45 p.m.
4. They were Time 7 and Earthlife.
5. They were exciting.
6. They were on at 7:30 p.m. and 9 p.m
Wrap-up
Speaking: Practice the conversation with your partner  Teacher –

whole class/
- Have students work in pairs to practice the conversation.
5’ pairs
- Have some pairs demonstrate the activity in front of the class.
Homework
5’
- Make 5 sentences , using the Past Simple with “to be”.
Period: 66
UNIT 7: MOVIES
Lesson 2: page 59
I. Objectives:
By the end of this lesson, students will be able to present and develop public speaking skills.
II. Teaching aids:


Pronunciation: Word Stress

IV. Procedures:
Pelmanism game
- Prepare the cards with numbers on one side and the pictures of  Teacher –
films / adjectives on the other side. whole class
- Stick the cards on the board so that students can only see the
numbers , make sure the pictures of films / adjectives are mixed
up.
- Divide class into two teams. Each team choose 2 numbers.
5’ - Turn the cards over if they match. If not, turn the cards over again
and ask the next team to continue.
- Go on until all the cards are turned over. The team which has more
marks will win the game.
- Lead in the new lesson: Word Stress
Stress the first syllable for most two-syllable adjectives
- Briefly explain the pronunciation feature
New lesson
* Activity 1: Listen to the words and focus on the underlined

25’ letters.
 Teacher –
- Play the recording and ask students to draw attention to the whole class/
pronunciation feature. individuals

- Have students listen again and repeat with a focus on the feature.
Track 21
M: awful, boring, action
- Play the recording, have students listen and cross out the option
that doesn’t use the correct pronunciation feature.
- Check the answers and correct.
Answers:
funny – Wrong.
Stress is on the second syllable.
Track 22
M: funny, horror
- Have students practice saying the examples with a partner

using the pronunciation feature(with the correct stress).
 Teacher/
Whole class/
* Activity 2: Practice the conversationusing the information
Pairs
below. Swap roles and repeat.
- Model first, then ask students to work in pairs and practice the
conversation.
- Swap roles and repeat using the ideas given.
- Have some pairs present in front of the class.
Rosie: Hey, Ted. I watched a drama last night.

Ted: What was it?
Rosie: It was Remember You.
Ted: Was it good?

Rosie: Yes, it was wonderful.

Ted: What time was it on?
Rosie: It was on at 7:30 p.m
awful boring great

exciting terrible fantasticsad
Screen 1 Screen 2
8:30 a.m. 10:10 a.m.

Robotron Teddy Bears
Science fiction Animated
12 p.m. 1 p.m.
Mighty Man Dog School
Action Comedy
10 p.m 9:30 p.m.

Happy Family
The House on Black street
Drama
Horror
* Activity 3: Practice with your own ideas
- Ask students to work in pairs and practice the conversation with  Teacher/
their own ideas, then swap the roles. Whole class/
Pairs

- Give feedback and correct if necessary.

Wrap-up
Speaking: What Was on at the Movies!  Teacher –

whole class/
- Model the activity first.
pairs
- Divide the class into pairs.
- Ask student A to turn to page 121, File 3 and student B to turn to

page 125, File 11.
10’
- Have students ask and answer to complete the table.
- Swap roles and repeat
- Have some pairs present their ideas in front of the class.
- Correct if necessary.
Homework
5’
- Practice the conversation with your own ideas.
Period: 67
THEME 7: MOVIES
Lesson 3: page 60
I. Objectives:
By the end of this lesson, students will be able to talk about famous kings, queens, and battles
from their country.

II. Teaching aids:

- Teacher’s aids: student’s book, teacher’s book, CDs, flashcards, pictures, IWB software,
- Vocabulary: army, battle, general, king, queen, soldier, win, invaders
- Structures:
IV.Procedures:
Previous lesson
- Divide the class into 2 teams. Students from 2 teams go to the  Teacher –
5’ board and write some sentences with the Past Simple. whole class
- The team writes more correct sentences first will win the game.
- Ask students to read aloud the words with the Past Simple.
New lesson
A. Teaching new words:  Teacher –

whole class/
* New words:
individuals
1. army (n) quân đội
2. battle (n) trận chiến
20’ 3. general (n) vị tướng
4. king (n) nhà vua
5. queen (n) nữ hoàng, hoàng hậu
6. soldier (n) binh lính
7. win (v) chiến thắng
8. invaders (n) kẻ xâm lược

- Explain the new words.
- Have students listen to and repeat the new words (chorally /

individually)
- Explain the meaning of the new words.
Checking the new words: Slap the board

 Teacher/
- Put the pictures all over the board. Whole class/
groups
- Call on two students from both sides of the class to the front of the
class.
- Ask them to stand at an equal distance from the board.
- Call out the English word, the students run forward and slap the
pictures on the board.
- The student slapping the correct word first is the winner and gets
the point for his/ her team.
- Continue until students have slapped all the words.
B. Activities:
* Activity 1: Fill in the blanks. Listen and repeat

 Teacher –
- Ask students to work in pairs and fill in the blanks and check their
whole class/
answers with their partners.
pairs
- Play the recording and have students listen and repeat.
Answers:
1. army
2. king

3. queen
4. soldier
Track 23
1. M: army
2. M: king
3. M: queen
4. M: soldier
* Activity 2 : Circle the correct definitions for the underlined

words. Listen and repeat.
- Ask students to work in pairs to read the sentences and circle the
correct definitions.
- Ask pairs to cross checking before teacher checks and corrects.
- Check students’ answers.
- Play the recording. Students listen and repeat.
Answers:
1. B
2. A
3. A
4. A
Track 24
1. M: battle
2. M: general
3. M: win
4. M: invaders
Consolidation
15’
Talk about famous kings, queens, and battles from your country  Teacher –
whole class/

- Explain the task. groups
- Have students work in groups to talk about famous kings, queens,

and battles from their country.
- Elicit some information.
- Go around the class and offer help if necessary.

- Ask various groups to present in front of the class.
Suggested answers:
Lý Thái Tổ was a famous king ….
Homework
5’ Write a short paragraph (50-60 words) about a famous king, queen,

or battle from your country.
Period: 68
THEME 7: MOVIES
Lesson 3: Listening + Speaking (page 60 – 61)
I. Objectives:
By the end of this lesson, students will be able to talk about famous people from
movies.
II. Teaching aids:

 Vocabulary: Review the vocabulary

 Structure: Past Simple

IV.Procedures:
Previous lesson
Clip watching: Alexander the Great  Teacher –

whole class
- Have students watch a clip about an interesting film.
5’
- Follow the clip, then teacher can ask students some questions to
brainstorm about the theme.
- Teacher may share some more information if necessary.
New lesson
1.Pre- Listening : Prediction

* Activity 1: Listen to Jim and Lisa talking about the movie
 Teacher –
Alexander the Great. Who liked the movie?
whole class/
- Set the scene : Jim and Lisa talking about the movie
groups
Alexander the Great..
- Divide class into 2 teams.
- Have students look at the question and guess who liked the
25’
movie.
- Give feedback.
2. While listening:
- have students listen to the tape twice and check their prediction.
Track 25
Lisa: Hi, Jim, how are you?
Jim: I'm good, thanks, Lisa. How about you?
Lisa: I'm great. Hey, did you watch the movie for our history
project?

Jim: Yeah, I did. I thought Alexander was cool but the movie was
too long. I thought it was boring.
Lisa: I thought it was great. He was a great king. And, I didn't
know he won so many battles. I thought it was really interesting.
Jim: Yeah, Alexander was really clever. He always knew how to
win.
Lisa: And his soldiers were great. They were so good at fighting.
Jim: Yeah, they were a big help!
Narrator: Now, listen again and check.
* Activity 2: Listen and tick (x) what each personsaid
- Give out the handouts with the table p.60.  Teacher/
- Work in groups, listen and tick what each person said. Whole class/
- Play the recording. groups
- Ask groups to present their work on the board and cross checking.
Answer:
history movie was won many great

project boring battles soldiers
Lisa X X X
Jim X
 Teacher –
3. Post-listening: whole class/
- Have students look at the Useful Language box. pairs
- Play the recording.
- Have students listen and practice to the useful language in pairs.
- Ask students to practice using other vocabulary fromNew Words.
Track 26

G: Who was Alexander the Great?

B: He was a famous Greek general.
G: When was he born?
B: He was born in 356 BC.
G: What is he famous for?
B: He fought many battles in Egypt, Asia, and India.
* Activity 3: Here are two movies about famous people from

history. Take turns asking and answering.  Teacher –
Movies about People from History whole class/
- Demonstrate the activity by practicing with a student. pairs
- Have students work in pairs, take turns asking and answering about
the famous people in the movies.
Movie: Trưng Vương (She-Kings)
Movie: Khát Vọng Thăng Long
Consolidation
Discuss other movies about famous people from history. Use  Teacher –
your own ideas. whole
class/
10’ - Get students to work in groups, ask and answer about other movies
groups
that they know.

- Have some groups demonstrate the activity in front of the class
Homework
5’ Find more information about Alexander King and Quang Trung

King.
Period: 69
THEME 7: MOVIES
Lesson 3: Reading + Writing (page 61)
I. Objectives:
By the end of this lesson, students will be able to read a movie review about a famous person
from history in a movie and write a paragraph about a historical movie.
II. Teaching aids:

software, projector/interactive whiteboard/TV, real object of cooking utensils.
 Vocabulary: Review the vocabulary

 Structure: Past Simple
IV.Procedures:
Warm-up
5’ Clip watching: The story of Quang Trung
 Teacher –

- Have students watch a clip about Quang Trung King. whole class
- Follow the clip, then teacher can ask students some questions to
brainstorm about the theme.
- Teacher may share some more information if necessary.
- Lead in the new lesson.
New lesson
* Activity 1: Read Phuong's movie review and fill in the blanks
- Ask students to read the review individually , then fill in the blanks,
using the cues given .
 Teacher –
- Have students check their answers with their partners. whole class/
individuals
- Elicit their answers.
Answer key:
1. general
2. army
25’ 3. king
4. invaders
5. soldiers
6. Battle
*Activity 2: Read and write "True" or "False."
- Ask students to work in pairs, read the statements on page 61 , then  Teacher/
read the review again and decide which is True and which is False. whole class/
pairs
Answer key:
1. False
2. False

3. False
4. True
* Activity 3:
 Teacher/
- Set the scene : Introduce something about the famous American, whole class/
George Washington. groups
- Explain the task.

- Ask students to work in groups, use the notes to make sentences
about George Washington.
- Have some groups present their work in front of the class.
Answer:
George Washington was the first president of the USA.

He was born in 1732 and became a general in 1775.
He fought many battles against the British.
His army won the Battle of Yorktown in 1781. It was the
lastbattle of the war.
He became president of the United States of America in 1789.
Production
Use the notes to write a short movie review. Write 50 to 60 words
- Ask students to work in groups, use their notes to write a movie V.Teacher –
10’ review. whole class/
- Have some students read their reviews in front of the class groups

- Get the answers from the groups and ask them to present their work
in front of the class.
Suggested answers:
I watched the historical movie Washington. It was great!
It was about George Washington. He was the first president of the

USA. He was born in 1732, and he became a general in 1175. He
fought many battles against the British. His army won the Battle of
Yorktown in 1781, and it was the last battle of the war. He became
the president of the United States of America in 1789.
If you like history, you should watch this movie!
Homework
- Write a paragraph ( 50-60 words) about the short movie review of

5’
the historical film you like best.
Period: 70
THEME 7: MOVIES
REVIEW (page 98-99)
I. Objectives:
By the end of this lesson, students will be able to review the suggestions about different
kinds of movies, opinions and information about movies.
II. Teaching aids:

software, projector/interactive whiteboard/TV, real object of cooking utensils.
- Vocabulary: life-sized, outdoor, pick (sb) up, rate, session, sleepover, track
IV.Procedures:
Warm-up
5’ REVIEW GAMES : Play the board game (p.116)  Teacher –

whole class
New lesson
A. VOCABULARY
* Activity 1 : Match the words with the descriptions
 Teacher –
(p.99)
whole class/
- After reviewing vocabulary, ask students to work in groups to groups
match the words with the descriptions.
general science fiction sad soldiers exciting comedy

30’
- Groups show the answers on the board.
- Teacher corrects the answers.
Answer:
1. horror
2. comedy
3. science fiction
4. sad

5. exciting
6. soldiers
7. general
B. GRAMMAR
* Activity 2: Underline the mistake in each sentence. Write the

correct word on the line (p.99)  Teacher/
Whole class/
- Explain the task.
Pairs
- Have student work in pairs to underline the mistake in each
sentence and write the correct word on the line.
Answers:
1. at – on
2. weren't – wasn't
3. were – was
4. in – at
5. was – were
6. win – won
7. wasn't – was
C. PRONUNCIATION
 Teacher –
* Activity 3: Circle the word that differs from the other three in
whole class/
the position of primary stress in each of thefollowing questions
groups
1. A. horror B. boring C. against D. action
2. A. fantasy B. exciting C. become D. adventure

3. A. comic B. between C. soldier D. movie

4. A. author B. title C. action D. animation
5. A. character B. mystery C. dislike D. wonderful
6. A. amazing B. musical C. terrible D. animated
- Have students work in groups to choose the words that differs from
the other three in the position of primary stress.
Answers:
1. C
2. A
3. B
4. D
5. C
6. A
D. LISTENING
* Activity 4 : You will hear a boy giving a presentation about a  Teacher –

movie he saw. Listen and fill in the blanks. You will hear the whole class
information twice.
- Teacher plays the recording twice after explaining the task.
- Students listen to a boy giving a presentation about movie he saw,

then fill in the blanks.
- Teacher checks students’ answers , then gives the correct answers

for students.

Answers:
0. My Fantastic Best Friend

1. Thursday
2. Birch
3. funny
4. seven/7
5. Music
Track 69
Narrator: You will hear a boy giving a presentation about a
movie he saw. Listen and fill in the blanks. You will hear the
information twice.
B: Hi, everyone. I'm Harry and my presentation is about a movie I
like. The movie is called My Fantastic Best Friend. I watched it on
Thursday with my sister. Themovie is a comedy based on a book
by the American author K.J. Birch, that's B-I-R-C-H. The book
was called My Fantastic Best Friend, too. I really liked the
moviebecause it was very funny. My sister thought it was funny,
too, but she thinks the book is better. The movie started at seven
o'clock and was pretty short, only ninety minutes long. It ended at
eight-thirty. The thing I liked the most about My Fantastic Best
Friend wasthe music. It was fantastic!
Narrator: Now, listen again
E. READING
* Activity 5: Read the movie review. Choose the correct answer

(A, B, or C)
- Explain the way to do the task.

 Teacher –
- Ask students to work in groups to complete the task, referring back whole class/

to the text if necessary. groups
Answers:
0. C
1. B
2. B
3. C
4. A
Wrap-up
Speaking: * Teacher –
whole class/
- Teacher gives hand-out.
groups
5’ - Students work in groups. Each group lists the kinds of movie they
like best.
- A representative from each group presents in front of class.
- Teacher and the whole class check and correct the answers.
Homework
5’ Write about the movies you have seen or you like
Period: 71
UNIT 8: THE WORLD AROUND US
Lesson 1 (p. 62)

I. Objectives:

 Vocabulary: gain vocabulary items about outdoor activities (rafting, canyon, cave, hiking,
kayaking, campsite)
 Structure: use the present simple tense
 talk about kinds of outdoor activities
 ask and answer about their plans for a trip

 Establish awareness of fit keeping with sports
II. Teaching aids:
III. Procedures:
Warm-up
Option 1: Answer the question.  Teacher –

5’
whole class
- T asks Ss a question.
“ What are your favorite outdoor activities? “

- T uses their answers to lead in the theme of the lesson.
Option 2: brainstorming
- Teacher lets students watch some short clips, then ask them about
the activities they do.
- Ask students some questions after watching.
Question:
- What are they doing?

- Have you ever joined in activities like that?
- Do you like………………..?
- Teacher and students discuss together.
New lesson
 Teacher –
whole class/
individuals/
pairwork
- Teacher shows pictures of kind of traveling and asks if they do

25’
any of them.
- Ask students if they have ever been to any of them, or what place
they want to come to.
- Use real things and pictures to introduce new words:

New words:
7. rafting (n)
8. canyon (n)
9. cave (n)
10. hiking (n)
 Teacher/ Whole
11. kayaking(n)
class/
12. campsite(n)
groupwork
individually)
Activity 1. (Checking new word)
- Teacher lets students look at the pictures, and fill in the blanks
with words given. (exercise a/p. 62)
- Listen again to check the answers.  Teacher –
whole class/
Answer:
pairs
1. rafting
2. hiking
3. canyon
4. cave
5. campsite
6. kayaking
 Teacher –
whole class/
Activity 2: Game: Guessing
individuals
- Two students from each group will join the game.
- The first student will use gestures to describe the outdoor activities
and the other one will guess the names.

- The winner is the group that has more correct names.
Activity 3 (optional): Speaking
- Teacher makes example sentences with new words.  Teacher –

- Ask students to work in pairs, talk about their outdoor activities they whole class/
want to do, using new words.(exercise b/p. 62) pairs
Example.
- I want to go rafting.
- Yes, me too.
- Teacher shows the picture of the task and give them the situation
“ Three people are talking about where to go on vacation. Now

listen and tick the place they decide to go”
- Teacher asks Ss some questions about it. (exercise a/p. 62)
Suggested Q&A:
- How many places do they want to go?

There are two.
- What are they?
They are “Black Hawk Cave” and “Blue River Canyon”.
- Teacher has students works in pairs, read the sentences, guess the
answers (exercise b/p. 62)

- Listen and check their guessing (listen the 1st time)

- Listen again to check their answers.
Answer: Blue River Canyon
Black Hawh cave Blue River Canyon
 Activity: rock climbing,  Activity: kayaking

hiking  Travel time: 2 hours by
 Travel time: 4 hours by train
bus  Places to stay: campsite
 Places to stay: hotel
- Teacher shows the dialogue, students listen and repeat.
Wrap-up
Option 1: substitution  Teacher –

whole class/
- Teacher gives out the open conversation to groups, students practice
pairs
filling in the gaps, using suggested words.
- Have students role playing the dialogue.
5’ Option 2: Speaking.
- Teacher asks some students to talk about theirplans for the next
 Teacher –
summer vacation. (hand-out, an open dialogue, students answer by
whole class/
themselves).
pairs
- Students work in pairs, ask and answer as modeling.
Example:

A. Summer holidays start next week. Let’s go on a trip somewhere.
B. Where should we go?
C. We should go to Ha Long Bay.
B. Sorry, did you say....?
C.………………………………………
Homework
Write your plan activities during Tet holiday.
Period: 72
Lesson 1 (p. 63)

I. Objectives:
By the end of this lesson, students will be able to use the modals “should” to give advice and
“can” for possibilities.
II. Teaching aids:

- Vocabulary:
- Structure: modals : should & can
IV.Procedures:

Warm-up
Option 1: Song: Auld Lang Syne  Teacher –

whole class
- Play the music, the whole class sings and dances together to
power class before starting the lesson.
Option 2: Speaking.
- Some students share their plan for Tet holiday to class.

- Other students follow and make questions if they want.
5’  Whole class
Option 2: matching
- Teacher shows some activities on vacation and things to bring,

students look and match with the suitable ones.
- Teacher asks some about things they shouldn’t bring and the
reasons why.
New lesson

whole class/
Activity 1: Listen & repeat (a/p. 63)
individuals/
- Teacher introduces the couple and the scene of the dialogue, pairwork
25’
have students listen and repeat.
modals “should” and “can”.
Notes:
“should” is used to ask for and to give advice.
“can” is used to talk about possibilities.

“can’t” is used to talk about things that are very unsafe to do.
Examples:
- We should go to the post office.

- Should we bring bottled water? – Yes, we should.
- Can we swim in this river?
- No, you can’t swim here. It’s dangerous.
 Teacher/
- Ask students to give example to make sure they catch the point.
Whole class/
group work
Activity 2: Circle the correct modals. (b/p. 63)
- Have students practice in pairs, read the sentences and

circle the correct modal.
- Some pairs show the answers on the board.
- Teacher checks and gives marks.
Answer:
1. Can’t
2. should
3. can
4. shouldn’t
5. can’t
6. shouldn’t
 Teacher –
whole class/
Activity 3: Complete the dialogue. (c/p. 63) pairs
- Teacher shows the suggested words and explains the way to do

the task.

- Have students practice in pairs, read and complete the answers

in full sentences.
- Pairs cross check the answer before showing it on the board.
- The answers are shown through a game.  Teacher –
Suggested answer: whole class/
7. We should go to individual
8. What can we do there?
9. No, we can’t
10. Yes, you should
11. No, we shouldn’t
Wrap-up
Option 1: Making the same conversation  Teacher –

whole class/
- Teacher has students play role of Sam and Max, create the same
individuals
conversation.
- Students practice the conversation in pairs, students can make
some changes if they want.
 Teacher –
5’ - Some pairs present in front of the class.
Students in
groups
Option 2: Playing game (review game p. 117 / SB)
- Teacher shows the games and elicits how to play it.

- Students take part in the game in teams.
- Teacher follows checks and gives feedback.

Homework
Make your own conversation.
Period: 73
Lesson 1 – pronunciation (p. 64)
V. Objectives:
By the end of this lesson, students will be able to notice the sound /ð/ in words.
VI.Teaching aids:
projector/interactive whiteboard/laptop/TV.
VII. Languages focus:
- Vocabulary:
- Structure : pronunciation : stress the first syllable for most gerunds.
VIII. Procedures:
Warm-up
Option 1: Game Matching  Teacher –
5’ - Teacher divides class into two teams A & B. whole class
- Teacher gives teams flashcards which includes the questions

and the answers.
- One student in team A give a question, one in team B has to find
the equivalent answer.

- Which team has more correct answers wins the game.
Option 2: Matching
- Teacher divides the class into two teams A & B.

- One team has pictures of activities on vacation; the other team
has things to bring along.
- One student in team A gives an activity, one in team B speaks
the things they need to bring.
- Which team has correct answers can give order to the other one.
- Which team has more correct answers to win the game.
New lesson

whole class/
Activity 1:
individuals/
- Teacher shows an example sentence on the board, have pairwork
students listen, repeat and notice the stress syllable. (a/p.
64)
25’ Remember: for most gerunds, the first syllable is stressed.
- Teacher lets students listen and repeat, focus on the

underlined letters. (b/p. 64)
- Listen and cross out the one with wrong stress (c/p. 64)
Answer: rafting (stress is on the second syllable)
- Practice reading the words with the correct stress (d/p. 64)

B-Practice  Teacher/
Whole class/
Activity 1: – Practice the conversation, swap roles & repeat.
groupwork
(10’)
- Teacher asks students to take a look at the conversation

and practice with a partner. (a/p. 64)
- Ask students to pay attention to the pronunciation of some
gerund.
Activity 2: – Practice the conversation, replace with words

given
- Have students look at the conversation; underline some

words which can be replaced.
- Teacher asks students to work in pair, make a new
conversation using the words given to substitute.
- Some pairs read the conversation aloud.
 Teacher –
Further practice: Speaking.
whole class/
- Have students practice in pairs, make a new conversation using pairs
their ideas.
- A pair presents in front of the class.
- Teacher corrects student’s pronunciation if necessary.
Activity 2: Speaking – Making Arrangements for a class trip.  Teacher –

whole class/
- Teacher asks students about their favorite destination for
individuals
vacations before letting them practice speaking.
- Teacher suggests popular destinations: Hang Tien caves and

Cuc Phuong National Park.

- Have students watch a short clip about Hang Tien caves and
Cuc Phuong National Park. Teacher adds more information if
necessary.
- Have students work in groups, makes questions and answer
about Cuc Phuong National Park.
- A representative from group presents in front of the class.
Wrap-up
Discussion  Teacher –
whole class/
- Teacher asks students to use the same format in task A, ask and
individuals
answer about their own plan.
- Teacher gives example sentences as modeling
Example:
1. Where are you going to go?
5’ 2. What can you do there?
3. How long will you get there?
4. Where are you going to stay?
Students in
1. We are going to ………………………
groups
2. We can ……………………………………
3. We will get there in ……………….by ………………
4. We will stay ………………………………………
Homework

Make questions and answers for your vacation plan.
Period: 74
Lesson 2 (p. 65)
I. Objectives:
By the end of this lesson, students will be able to talk about things they need for a trip.
II. Teaching aids:

- Students’ aids: Student’s book, notebook.
- Vocabulary: (n) sleeping bag, flashlight, batteries, tent, pillow, towel, bottled water
- Structure: compound sentence with « so »
IV. Procedures:
- Speaking
- Have some students talk about their class trip. Follow the
 Teacher –
guided questions
whole class
5’ Questions:
- Where did your class go?

 Students in
- How was the scenery there?
groups
- What was the weather like?

- Was your trip interesting?

- Did you enjoy it?
New lesson
A-Grammar (10’)  Teacher –

whole class/
Activity 1. Teach new words
individuals/
- Teacher uses symbols, pictures to teach new words pairwork
- Have students listen and repeat sentences. (chorally –
individually)
New words:
1. Tent (n)
2. Sleeping bag (n)
3. Flashlight
25’
4. Battery
5. Pillow
6. Towel
7. Bottled water
- Have students read all the words again.
 Teacher/
Activity 2: fill in the blanks (a/p. 65)
Whole class/
- Teacher asks students to fill in the blanks with words given. groupwork
(exercise a/p. 65)
Answer:
1. Battery

2. Bottled water
3. Flashlight
4. Pillow
5. Towel
6. Sleeping bag
7. Tent
Activity 2: matching the two halves of the sentences.
- Teacher asks students about the benefits of these things.  Teacher –
What do we use the flashlight for? whole class/
We can see at dark / at night pairs
Why should we bring bottled water?

So, we can’t get thirsty
- Have students work in pairs, ask and answer the same for the
other words.
- Some students give their answer.
- Teacher gets the answers from students, checks and gives
feedback.
B-Reading. (10’)
Activity 1: Brainstorming
- Teacher asks a pair of students to brainstorm the task. One gives  Teacher –
the activity, the other gives the necessary items. whole class/
individuals
Example:
- I’m going to have a picnic on the weekend.

- So you should bring some food, drinks and some………..

- Teacher sets the scene of the task (two friends are messaging
about their camping trip. Circle the things on the list they need
to bring) (a/p. 65)
- Have students work in groups, complete the task as directed.
- Teacher gives some more information if necessary.
Answer:
Wilmslow School Summer Camp List
Sleeping bag pillow Money Towel
Bottled water Battery Food camera
Cell phone flashlight notebook tent
Activity 2: Reading, answer the questions.
- Have students read the messages again, answer the questions.

(b/p. 65)
- Students practice in pairs, do as directed.
- Teacher gets the answers, checks and corrects.
Answer:
1. Next week
2. He was sick
3. They need batteries
4. They don’t need to bring any food.
Wrap-up
5’ Option 1: Discussion  Teacher –

whole class/
- Teacher has students work in groups; each group gets a different

task, then completes the task. individuals

- Group 1: list five things to bring for a camping trip
- Group 2: list five things that are not necessary for a camping
trip
- Group 3: list five thing to bring for a trip to the beach.
- Group 4: list five things to bring when you travel abroad.
 Teacher –
Students’ answer
Students in
- Group 1: tent, flashlight, ……………………
groups
- Group 2: swim suit, sunglasses, ……………………..
- Group 3: sunglasses, sun cream, ……………………….
- Group 4: passport, plane ticket, ………………………..
- Some students share their ideas.

Homework
Write about the scenic spot you would like to visit.
Period: 75
I. Objectives:
By the end of this lesson, students will be able to review the way to use conjunction “so” to
link sentences.
II. Teaching aids:

V. Language focus:
- Vocabulary:
- Structure : I have a cold so I don’t go to school
VI.Procedures:
Warm-up
Option 1: Matching  Teacher –

- Teacher shows something needed for a vacation, then sets the whole class
scene, students choose suitable things for the trip.
- Asks some students to do as requested. (if they can).
 Whole class
5’
Example:
1. I am having a vacation on the beach; I need to bring
……………

2. My class is going camping this week, we need to bring

…………
3. Sue needs to have ……….…. for her trip to the mountain.
Answer:
1. Hat, swim suit, sun block, ……………………

2. Tent, torch, camera, bottled water, ……….
3. Hat, sneakers, bottled water, …………….
Option 2:
- Teacher gives the destinations for a trip, students name things

they need to prepare.
- Students do as direct.
- Teacher checks and corrects, then leads to the new lesson.
New lesson
A-Grammar (10’)  Teacher –

whole class/
Activity 1.
individuals/
- Teacher uses symbols, pictures to review words of things pairwork
needed for a trip.
- Have students talk about the benefits of these things.
25’
- Have students listen and repeat sentences. (chorally –
individually)
- Teacher asks students to practice asking & answering. (exercise
a/p. 66)
Activity 2: matching the two halves of the sentences. (B/P. 66)

- Have students work in pairs; read and find the half sentences.
- Some pairs show their answers.
Answer
7. B
8. F
 Teacher/
9. A
Whole class/
10. C
groupwork
11. D
12. E
 Teacher –
whole class/
pairs
Activity 3: Fill in the answers, use the cues in the table (c/p.
66)
- Teacher shows a pair of high heeled shoes and a pair of

slippers which are prepared for a trip to the beach
- Have students to choose one and tell the reason why.
Teacher: we should bring a pair of slippers because we can go

walking on the beach.
- Have students work in pairs, complete the answers.

- Some students who finish quickly go the board to write the
 Teacher –
answers.
whole class/
individuals
Answer:
1. Yes, we should so we have somewhere to sleep

2. Yes, we should so we don’t get thirsty
3. Yes, we should so we don’t get cold
4. Yes, we should so we have something to read

5. Yes, we should so we don’t get hungry

6. Yes, we should so we can buy presents
Wrap-up
Option 1: Speaking.  Teacher –

whole class/
- Teacher divides class into two teams and sets the request for the
individuals
activity.
- Teacher gives hands-out to teams. (you are going to have a
camping trip next weekend. Look at things in the hand-out,
 Students in
team A chooses things that should be brought, team B chooses
groups
thing that are unnecessary, gives the reason)
5’
- Have students work in groups, do as directed.

- Representatives from groups show the result to class.
Option 2: Writing
- Have students work individually, make plan and

preparation for you trip this summer.

- Some students share their story.
Homework
Write about things to prepare for your trip.
Period: 76
THEME 8: THE WORLD AROUND US
I. Objectives:
By the end of this lesson, students will be able to focus on /oƱ/ sound and review ways to
prepare for an adventure.
II. Teaching aids:

- Vocabulary: review words of describing adjectives

- Structure: prononciation: sourd changes.
IV. Procedures:
Warm-up
5’
Option 1: What is noisier?  Teacher –

- Teacher asks students to make comparison (homework). whole class

- Teacher picks and shows some examples that relate to the theme
of the lesson.
A. What is noisier, Ho Chi Minh City or Hanoi?  Students in
B. Ho Chi Minh City is noisier than Hanoi. groups
- Teacher underlines the words, focuses students on words
stress. (noisy – noisier)
- Have students read all the words loudly.  Students in
- Teacher lets students listen to the model sentences, compare class
the sound to see how they change.
New lesson

whole class/
- Teacher shows example to class, speaks louder for students to
individuals/
recognize the difference.
pairwork
Example: thought – found (different vowel sound)
- Teacher gives more explanation, gives more examples to make

it clear.
- Have students listen and repeat, focus on the underlined words.
25’
(b/p. 67)
- Have students listen and repeat the words (c/p. 67)
Further practice:
- Teacher gives more examples for students to see different

sound
Example:
Bone – bound
 Teacher/

Home – house Whole class/

groupwork
Road – rough
Nose - now
Cold - call

- Students practice reading the words in pairs, pay attention to
the /oƱ/ sound.
- Ask teacher for help if necessary.
B-Practice – Reading the conversation. (10’)
Activity 1: Play role, read the dialogue.
- Have students look at their books, play role and read the
conversation.
 Teacher –
- Teacher asks a pair of students to read aloud.
whole class/
- Teacher underlines some words, has another pair replace them
pairs
with words given - modeling
- Have students practice in pairs, ask and answer about the things
they need to prepare for the trip, swap the roles and repeat.
Example:
- Flashlight – tent
- Bottled water – food  Teacher –
- Thirsty – hungry whole class/
- ………………………………………. individuals

- Correct student’s pronunciation.

Activity 2: Speaking – Make the same conversation, use their

own ideas.
- Have students practice in pairs, play role. (exercise b/p. 67)

Wrap-up
Option 1: Preparing for an overnight adventure.  Teacher –

whole class/
- Teacher sets the scene of the dialogue (make plan for a camping
individuals
trip to Cat Tien National Park)
- Have students work in groups, make their own plan for what to
bring along.
- Groups show the result in front of the class.
- Compare the result among groups. Teacher checks and gives
feedback.
 Teacher –
Suggested answer: Students in
groups
5’ Items to bring Reasons
Bottled water Don’t get thirsty
Tent / jacket / sleeping bags Don’t get cold
food Don’t get hungry
Cell phone To keep contact
Flashlight & batteries To see at night
Option 2: Playing game: Board Game p. 117 SB.

- Teacher divides class into two teams.

- Students from teams take turns to participate in the game.
- Students get the number, then complete the task given. One
mark for a correct answer, lose turn for a wrong one.
- The team has more points wins the game.
Homework
Make plan for your picnic with your classmates this weekend
Outline:
- Where to go?
- Who do you go with?
- What to bring? Why?
Period: 77
Lesson 3 – Geography (p. 68)
I. Objectives:
By the end of this lesson, students will be able to give advice about visiting natural wonders
and listening to get information about them.
II. Teaching aids:

- Vocabulary: (n) sandcastle, highland, waterfall, bay, forest, island

- Structure : structure of Can & should
IV. Procedures:
Warm-up
Option 1: Look and choose the correct one.  Teacher –

whole class
- Teacher shows pictures of places on the screen, students have to
find which tourist attractions are.
- Teacher gets answers from student, asks for more explanation.
 Students in
groups
Example: sport ground – temple – beach – school – mountain –
market – flower garden – bay – cave – island – forest.
 Students in
class
5’ Option 2: Which do you choose? Why?
- Teacher shows a pair of pictures each time, students choose the

one they like and say the reason.
Example:
- Forest – park:
- River – beach
- Hill – island:
- ………
New lesson
25’
whole class/

Activity 1: Match the number and the picture. individuals/

pairwork
- Teacher uses pictures or definition to teach new words.
- Have students write the letters in the box (individually)
(a/p. 68)
Answer:
1. C
2. F
3. D
4. E
5. C
6. B
7. A
 Teacher/
Whole class/
groupwork
- Have students work in pairs, talk about the activities they
can do at each place.
- Some students share their ideas to class.
B-Listening.(10’)
Activity 1: Listen to Tom talking about places to visit.
- Have students listen the 1st time, then choose the correct
answer
- Have students explain why
- Listen again to check the answer (a/p. 68)
Answer: doing sports

(it’s great for diving, a great place for surfing, hiking and skiing)
 Teacher –
whole class/
- Activity 2: Listen and number
pairs
- Have students read the sentences. (exercise b/p. 68)
- Have them listen and choose the correct answers.
- Ask them to correct the false ones.
whole class/
5. 2
individuals
6. 1
7. 4
8. 3
Wrap-up
Option 1: Useful language  Teacher –

whole class/
- Teacher shows sentences to make suggestions, using
individuals
should/can + V
Example:
Where should I go for may vacation?
5’ You should go to ………………………….

How can I get there?
You can get there by …………………………..
 Teacher –
Students in
- Have students make similar dialogue, use the phrases in Useful
groups
Language.
- Students practice and share their dialogue to class.

Homework
Answer questions in Useful Language, use your own answers.
Period: 78
I. Objectives:
By the end of this lesson, students will be able to read an email giving advice about visiting
natural wonders in Vietnam and write a postcard about a place in your country.
II. Teaching aids:

- Vocabulary: review words relate to places to visit

- Structure:
IV. Procedures:
Previous lesson

5’ whole class
- Teacher shows some pictures of places, students name the
places and tell where it is.
- Teacher shares some information about these places.
- Other students can make questions if they want.  Students in

groups
 Students in
class
Answer:
1. Phu Qui island – Phan Thiet

2. Phanxipan mountain –
3. Golden Bridge – Da Nang
4. Hoi An Ancient town – Hue
5. Ben Thanh Market – Ho Chi Minh City
6. Ba Den mountain – Tay Ninh
Option 2: what is more popular?
- Teacher shows some pictures of places, students tell the

activities people can do there.
Example:
1. Hoi An – visit a world heritage site

2. Nha Trang beach – go swimming

3. Ben Thanh market – buy souvenirs

4. Phanxipan mountain – go climbing
New lesson

whole class/
individuals/
- Let students read through the text quickly and answer the pairwork
guided question
Question: Which scenic places are in the email?
Answer: Moc Chau highland, Cuc Phuong National park, Phu

Quoc island, Lang Co bay
- Teacher checks the answer and corrects if necessary.

25’
- Have students underline the places in their book.
Activity 2: Read & circle True - False
- Have students read again and answer the questions. (pairs

work – exercise b/p. 69)
- Teacher gets the answers from students.  Teacher/
Whole class/
Answer:
groupwork
1. False
2. True
3. True
4. False

B - Writing.(10’)
 Teacher –
Activity 1: Read a postcard and fill in the blanks with whole class/
sentences given. (a/p. 69) pairs
- Teacher asks students to work in groups, use the information in

the table. (a/p. 69)
- Representative from groups gives the answers to class.
- Teacher checks and gives feedback.  Teacher –
whole class/
Answer:
individuals
1. D
2. C
3. B
4. A
5. E
Activity 2: Answer the questions.
- Have students work in pairs, practice A&A as directed

Answer:
Wrap-up
Option 1: Speaking
5’
- Teacher shows some natural wonders in Vietnam and in the
world, explains how to do with it. Teacher asks a student as
 Teacher –
modeling.

- Have students work in groups, (two groups for Da Nang and whole class/
two groups for Cameron Highlands), discuss about the activities individuals
they can do in these places.
Suggested questions
Which places will we go to?
What can we do there?
When should we go there?
How can we get there?
 Teacher –
- Students show their result to class. (individually) Students in
- Teacher checks and gives feedback. groups
Option 2: Writing
- Students work in pairs, ask and answer about a tourist attraction

in your country.
- Teacher may show pictures (or clip) to illustrate the speaking.
- Then write a postcard to introduce the place to people.
Homework
Write a postcard to your friend about a scenic place in your

country.
Period: 79
Review (p. 100)

I. Objectives:
By the end of this lesson, students will be able to review how to say what to bring on a trip.
II. Teaching aids:

- Vocabulary: things to bring on a vacation.

- Structure:
IV. Procedures:
Previous lesson
Speaking
- Teacher has a pair of students talk about the place they

plan to go on a trip next vacation.
Questions:
1. Where are you going on your next vacation?

I’m going to ……………………………………….
2. What can you do there?
I can do many activities such as …………………………….
3. What’s the weather like there?
It’s …………………………………………….
4. What things will you bring on your vacation?
I will bring food, drinks, …………………………….

- Teacher checks, gives feedback then leads to new lesson.
New lesson

whole class
Activity 1: Listen and match
- Have students name things that are necessary for a vacation.

- Teacher shows pictures to review words before listening. (tent,  Students in
flashlight, sleeping bag, warm clothes, ……………) groups
- Teacher sets the scene of the task, explains the request then lets
students listen.
- Teacher gets the answers from students.  Students in
- Listen again to check the answers. class
Answer:
1. E
5’
2. F
3. B
4. G
5. H
Activity 2: Reporting
- Have students retell the thing each person will bring.

- Teacher listens, checks and corrects if necessary.
Answer:
1. Ben will bring some bottled water

2. Edward will bring a flashlight
3. Meryl will bring some tents.
4. Heather …………………………………………

5. Steve ……………………………………….
B-Reading.(10’) Read the brochures, choose the correct

answer (A, B or C)
 Teacher –
Activity 1: Discussing whole class/
individuals/
- Teacher asks students some questions about the brochures.
pairwork
Questions:
1. What is the brochure about?
2. What is the place of this activity?
 Teacher/
3. What should they do?
Whole
- Students work in pairs, discuss the questions. class/ group

- Some students give the answers. work
Activity 2: read, then choose the correct answer

 Teacher –
25’
- Have students work in pair, read and choose A, B or C for whole class/
each sentence. individuals
- Some students give the answers.
Answer:
9. A
10. A
11. C
12. B
13. C
- Teacher asks student to give explanation for each answer.
- Remind students of some structures:
 Imperative: V
 Advice: should / shouldn’t + V
 Possibility: can + V
Wrap-up
Option 1: Making plans for a trip.  Teacher –

whole class/
- Have students work in group, choose a place to have a trip this
individuals
summer and make plan for it.
- Teacher may show a draft email for them to make similar.
Suggested Plan:
- Place to go:
- How long:
- Means of transport:
 Teacher –
- People attend:
Students in
- What to bring:
groups
- Where to stay:
- What to do:
5’
- Groups show their plan to class.

Option 2: Matching
- Teacher gives hands-out to groups

- Groups discuss the content of the brochure.

- A representative from each group goes to share the
activities of the club.
Homework
Make plan for your trip next summer
Period: 80
Review (p. 101)
I. Objectives:
By the end of this lesson, students will be able to discuss plan for a trip and give advice about
visiting natural wonders.
II. Teaching aids:


- Vocabulary: things to prepare for a trip.

- Structure:
IV. Procedures:
Previous lesson
- Have some students share their plan for a trip this summer.
- Other students can make questions if they want.
- Teacher reviews the things to bring, adds more, if
necessary, then leads to new lesson.
New lesson
A-Vocabulary (10’)  Teacher –

whole class
Activity 1: Gaps filling with words from the unit.
- Have students work in pairs, read and complete the open spaces
in the sentences.  Students in
- Teacher checks and corrects. groups
- Class follows, gives questions if necessary.
5’
Answer:
1. hiking  Students in
2. bottled water class
3. island
4. kayaking
5. batteries
6. forest
7. sleeping bag

B-Grammar .(10’) circle the correct words
- Teacher asks students to look at their book, explain how to do  Teacher –

the task. whole class/
- Students work in groups, read and circle the correct answer. individuals/
- Groups exchange the answer with each other to cross check. pairwork
- Teacher shows the answers.
25’ Answers:
1. should
2. can
3. need
4. so
 Teacher/
5. can’t
Whole class/
6. so
groupwork
7. should
Wrap-up
Option 1: Pronunciation  Teacher –

whole class/
- Teacher shows an example sentence on the board, students read,
individuals
and then choose the different sound.
Example: A. fishing B. highland C. swimming D.
kicking
5’ Answer: B
- Students work in pairs, complete the task as directed
- Some students give the answers by reading loudly the
 Teacher –
words.
Students in
groups
Answer:
1. B

2. C
3. D
4. B
5. D
6. A
Option 2: What is more?
- Teacher gives some places for vacation.

- Students have to add things that needed preparing for it.
Practice:
1. Go camping in the mountain: …………………………,

………………………….
2. Have a picnic in the forest: ………………………………
3. Go fishing: ……………………………., ……………………………
4. Go to the beach: ……………………….
Homework
Review all words and adjectives of the lesson
Period: 81
UNIT 9: HOUSES IN THE FUTURE
Lesson 1 (p. 70)
I. Objectives:

 Vocabulary: gain vocabulary items about future houses – (n) megacity, earth-scrapper, eco-
friend home, smart home; (v): control; (adv): under, underground
 Structure: use the simple Future tense
 talk about the similarities and differences between homes now and in the future

II. Teaching aids:
III. Procedures:
Warm-up
Option 1: brainstorming
 Teacher –
5’ whole class
- Teacher shows pictures of houses in the past and at present.

- Have some illustration and comparison for students to understand.
- Have students guess about houses in the future.

Question:  Students in
groups
- What will house in the future be like?
- Do you want to have a house like that?
Option 2: Guessing
- Teacher shows chain of pictures of houses.

 Whole class
- Have students guess which houses belong to the past, the present or
in the future.
- Teacher may have plus marks for students with correct answer.
New lesson
- Teacher shows pictures of places that relate to the new lesson.  Teacher –
whole class/
individuals/
Activity 1: Teaching new words pair work
- Use real things and pictures to introduce new words

New words:
13. Smart home (n)
25’ 14. Megacity (n)
15. Earth scraper (n)
16. Eco-friendly house (n)
17. underground (adv)
individually)
Activity 2. Checking new words
- Divide class into two teams, one team has pictures, the other

has flashcards. Students from the two teams take turn showing
the picture and word that goes together.
- Teacher checks the answers and gives feedback.
Activity 3: Fill in the table  Teacher/ Whole

class/ group
- Have students work in pairs, fill in the table, use the prepositions of
work
places given. (exercise a/p. 70)
Answer:
1. Under the sea

2. In a city
3. Underground
4. On the sea
5. Megacity
6. Earth scraper
7. Smart home
8. Eco-friendly home
Activity 3: Speaking (exercise b/p. 70)
- Teacher makes example sentences with these words  Teacher –

whole class/
Ex: Matt likes to lives in nature; he doesn’t like modern equipment pairs
in the home. He should live in eco-friendly home.
- Ask students to do the same (individually), then give the answer in

front of the class
Example.

- Mary - megacity
- David - smart home.
- Jane – earth scraper.
Activity 1: listen and answer
- Teacher sets the scene of the task, asks students to listen to the
dialogue and answer the question. (exercise a/p. 70)
Suggested Q&A:
- Is the student excited about houses in the future? – Yes / No
Activity 2: Listen again, answer Yes / No

 Teacher –
- Have students listen to the dialogue and answer Yes or No (exercise
whole class/
b/p. 70)
individuals
- Students show the answers.
- Listen again to check.
Answer:
5. ………..
6. …………..
7. …….
8. …………
Wrap-up
Option 1: Summarizing  Teacher –

5’
whole class/
- Some students summarize the content of the listening
individuals
Many people ……………………………..

Option 2: Speaking.
- Teacher shows types of houses again.

- Have students discuss what types of houses they like to live in.
- Some students share their ideas in front of the class.
Example:
 Teacher –
C. I like to live in…………………. house, because
Students in
……………………….
groups
D. I prefer …………………….as………………………………….
- Other students may ask questions if they want
Homework
Draw the type of house you like to live in.
Period: 82
Lesson 1 (p. 71)

I. Objectives:
By the end of this lesson, students will be able to use Future Simple and the verb “think” to
give out ideas about the future.
II. Teaching aids:

- Vocabulary:
- Structure: - Future simple,

- I think people will live in smart homes
- a few / some / many / lots of / a lot of
IV. Procedures:
Warm-up

whole class
- Students show picture they draw about the house they like
(homework) and talk about it.
5’  Whole class
- Teacher shows different types of houses on the screen.

- Some pairs of students interview about the house they like.
- Teacher follows, checks and gives feedback.
New lesson

whole class/
25’ Activity 1:
individuals/
- Teacher shows example sentences to introduce Future Simple pair work
tense.
- Have students identify the way to use it.
- Have students read the sentences again.

- Ask students to give some examples to make sure they catch the
point.
Future simple tense Examples
S + will + V She will be here with us

tomorrow
S + won’t + V They won’t join us next week.
Will + S + V ? Will you be free tomorrow

Yes, S will / No, S evening?
won’t Yes, I will / No, I won’t  Teacher/
Whole class/
Adverbs Tonight, tomorrow, next, soon
group work
Further practice: put the verbs in future forms
1. My friends (go)…………………… camping next week.

2. Nam (not have) ………………………. lesson tonight.
3. ……...they (attend)……………. the meeting tomorrow.
Activity 2: Write sentences in Simple Future tense using

prompts. (b/p. 71)
- Teacher makes an example sentence as modeling.

- Have some students go to the board to write the answers.
- Teacher may set a competition between students, who is
faster having turn to make the sentence.
 Teacher –
whole class/

Answer: pairs
1. Do you think lots of people will live in smart homes?

2. What do you think homes will be like?
3. I think lots of people will live in megacities.
4. Do you think people will live in earth scrapers?
5. I think some people will live in eco-friendly homes.
 Teacher –
6. Where do you think people will live?
whole class/
individual
Activity 3: Write sentences using survey notes (c/p. 71)
- Teacher shows the survey notes.

- Have students practice making sentences with words given
(pairs)
- Students exchange the answers to cross check.
- The answers are shown through a game.
Suggested answer:
12. I think people will …………………..
13. Max thinks a few people will ……………………
14. Jess thinks a lot of people will……………………..
15. Mom and Dad think many people will ……………………..
16. Grandpa thinks lots of people will live in the country.

- Student practice reading the dialogue in pairs.
Wrap-up
Option 1: Speaking (d/p. 71)  Teacher –

5’ whole class/
- Have students practice speaking in pairs, using “I think I
individuals
will……..”
- Some students show the sentences in front of the class.

- Teacher follows, checks and corrects.
Homework
Make your own sentences, use “I think I will……..”
Period: 83
I. Objectives:
By the end of this lesson, students will be able to notice the final /z/ sound in words.
II. Teaching aids:

- Vocabulary:
- Structure: pronunciation: final /z/ sound
IV. Procedures:
Warm-up
Option 1: Prediction  Teacher –

5’
whole class
- Teacher shows pictures, students look at them and make
sentences with “I think he / she will………..”

- Other students give support if necessary.
Option 2: Completing sentences
- The students will play the game “Magic hats”

- Students take turn to go by spinning the circle, do the task in
the space it stops. (I think S will / won’t……………)
Ex: You have a day off next week
- I think I will go to the cinema to enjoy my favorite film.
New lesson

whole class/
Activity 1:
individuals/
- Teacher shows example with singular nouns and plural pairwork
nouns speak them out, have students recognize the final
sound /z/.
- Teacher elicits and gives some explanation.
- Have students listen and say again. (b, c /p. 72)
25’
Activity 2: listen and cross one out (c/p. 40)
- Teacher gives some words for students to practice

- Students listen and repeat, then cross out one that does not
belong to the group.
- Some students read loudly
B-Practice – Practice the conversation, swap roles & repeat.

(10’)
 Teacher/

Activity 1: reading – play role. (a/p. 72) Whole class/

groupwork
- A pair of students play role & read aloud the conversation.
- Teacher asks students to underline some words that can be
replaced.
- A pair of students replaces the underlined words with words
given as model.
- Have students practice in pairs, role play the conversation.
Example:
- In megacities – under the sea
- In homes under the sea – by rivers
- Smart home – eco-friendly homes
- …………………………………..
- Another pair makes a conversation with their own ideas,

presents in front of the class (b/p. 72)
- Teacher corrects student’s pronunciation if necessary.  Teacher –
whole class/
pairs
Activity 2: Speaking – What will homes be like in the future?
- Have students play role of an interviewer and an expert, practice

A&A about the way houses will be in the future (exercise a/p.
72)
 Teacher –
whole class/
Suggested Q&A
individuals
1. Where do you think people will live in the future?
2. What will homes be like in the future?
3. Will you live in that kind of house?


- Swap roles and do the same as the one before
Wrap-up
Discussion  Teacher –
whole class/
- Students practice in groups, talk about where they will live in
5’ individuals
the future, describe it.
- Other students make questions if they want.
Homework
Write about your dream homes in the future
Period: 84
Lesson 2 (p. 73)
I. Objectives:
By the end of this lesson, students will be able to describe similarities and differences
between homes now and home in the future.
II. Teaching aids:


- Vocabulary: (a) automatic, (n) drone, device, screen, printer, technology

- Structure: future simple
IV. Procedures:
Warm-up
Circle things that may be used in homes in the future.  Teacher –

whole class
- Teacher shows pictures of household appliances, students look
5’ and circle things that maybe used in homes in the future.
- Students may add some things they think it will be used in the
 Whole class
future.
New lesson
- Teacher sets the scene of the lesson, then leads to new  Teacher –
lesson. whole class/
individuals/
pairwork
- Use real things and pictures to introduce new words:
New words:
25’ 6. device(n)
7. drone(v)
8. screen (n)
9. printer (n)
10. technology (n)
11. automatic (a)
- Have students listen and repeat new words. (chorally –

individually)

Activity 1. Matching – checking new words
- Have students look at the definition, number the pictures.  Teacher/

(exercise a/p. 73) Whole class/
- Have students listen and repeat. groupwork
- Teacher gives a question:
What smart devices you think you will have in your home.
My future home will be on the moon. It will have solar panels
on the roof and ………………………..
- Have students think and answer the questions.

feedback.
Activity 3. Ask & answer:  Teacher –

whole class/
- Teacher asks a student as modeling.
pairs
- Ask students to practice in pairs, A&A using the two questions
in b/p. 41.
B-Reading. (10’)
Activity 1:
- Teacher shows pictures of some smart devices that are used in

homes nowadays. (smart TV, robots, smart camera,

………………). Name the benefits of them
- Ask students what smart devices they like best, why?
- Have students practice in pairs, guess the answer (Yes / No),
then read the text to check their answer.
 Teacher –
Answer: - Yes
whole class/
individuals
Activity 2: Read and answer the questions.
- Teacher asks student model questions.

- Teacher explains how to do the task.
- Have students practice in pairs, do as directed.
Answer:
1. Yes, he does
2. An automatic food machine
3. Companies use drones for delivery service.
Wrap-up

whole class/
- Have students work in groups, discuss the questions
individuals
- Representatives from groups present in front of the class.
Activity : extra questions

5’
- Teacher asks some more questions.
1. Where will your home in the future be?
2. What will it be like?
3. What devices would you like to have in your future house?
 Teacher –
Students in

Students’ answers groups
Option 2: Drawing.
- Students work in four groups.

- Draw a picture of your dream house in the future and talk about
it.
- Some students share their ideas to the class.
Homework
Write about the devices you would like to have in your home.
Period: 85
I. Objectives:
By the end of this lesson, students will be able to use “might” to say about a possible thing in
the future.
II. Teaching aids:


- Vocabulary: review words of food & drink

- Structure: might (not) + V
IV. Procedures:
Warm-up
Option 1: compare, find the differences  Teacher –

whole class
- Teacher shows two pictures on the board, have students find the
five differences in the pictures.
 Students in
groups
 Whole class
5’ - Teacher divides class into two teams; the team completes the
task quicker wins the games.

Option 2: designing
- Teacher shows pictures of empty rooms, groups draw

household appliances in the room.

New lesson

whole class/
Activity 1: Listen & repeat a/ p. 10
individuals/
- Teacher shows picture of a house in the past and a modern one pairwork
to elicit the use of “might”.
- Have students compare the changes might happen.
Example:
1. The houses might be bigger.

2. It might be more comfortable.
3. Household appliances might be modern.
4. …………………………………
- Students listen and repeat sentences.
25’
Activity 2: Fill in the blanks with “might” and verb given
Notes: might + V (something possible in the future)
- Teacher asks students to take notes in their notebook.  Teacher/

- Show how to do the task. Whole class/
- Have students complete the sentences with might + V given groupwork
(exercise b/p. 74)
 Teacher –
Answer:
whole class/
1. Might make pairs
2. Might live
 Teacher –
3. Might have
whole class/

4. Might shop individuals

5. Might / change
- Teacher gives some more examples for students to do.

Activity 3: Unscramble the sentences (c/p. 74)
- Teacher shows picture of a robot, asks students to give

their ideas of it.
- Have students work in pairs, practice unscrambling the
sentences.
- Some students who finish quickly go the board to write the
answers.
Answer:
7. In the future, we might have robot helpers.

8. How might homes change in the future?
9. In the future, we might have robot pets
10. In the future, doors might have cameras
11. In the future, smart doors might not have screens.
Wrap-up
Option 1: Speaking. (d/p. 42)  Teacher –

whole class/
- Have students think of two ideas about what might change in
5’
individuals
future (they can use might or might not).
Ex:

- People might use their voice to turn on and turn off the  Students in
lights. groups
- Cars and motorcycle might not use petrol to run the
engine.
- Students might have ……………………………
- ……………………………….
Homework
Think of what might help students study more conveniently and

better.
Period: 86
I. Objectives:
By the end of this lesson, students will be able to identify and speak the /t/ sound
II. Teaching aids:

- Vocabulary: review food and drinks

- Structure: prononciation: sourd changes.
IV. Procedures:

Warm-up
Option 1: What school might be like in the future?  Teacher –

whole class
- Have some students share their ideas of an ideal school in the
future. (homework)
5’ - Teacher and other students follow.
Schools in the future might have energy provided by the  Students in
sun. It might have robots to set up schoolwork for students. class
There might be………………………………..
New lesson
A-Pronunciation. (10’) p. 75  Teacher –

whole class/
- Teacher shows examples to class, speaks louder for
individuals/
students to recognize the sound.
pairwork
- Teacher gives more explanation, gives more examples to
make it clear.
- Have students listen and repeat, focus on the underlined
25’ words: /t/ sound (b/p. 75)
Further practice: odd one out
- Teacher gives some words, have students read the words

and leave out the one with different sound.
Exercise:
1. Teacher – ten – tourist – temple

2. Take – think – though – thousand

3. Team – question – put – computer

4. Tea – tour – convenient – although
 Teacher/
Whole class/
B-Practice – Ask & Answer.(10’) groupwork
Activity 1: Ask & answer.
- Teacher shows an example sentence to elicit the task.

How will homes change in the future?
In the future, we might have food machines.
Option 1: Ask & answer.
- Have students look at the pictures, review the words before

practice speaking. (shop online, automatic food machines,
……….)
- Have students practice in pairs, ask and answer about how the
homes will change.
Example:
- What will home change in the future?
1. Now we cook. In the future, we might have food machine  Teacher –
2. Now we go shopping, in the future, we might shop online whole class/
3. Now we lock the door, in the future, we might have smart pairs
doors.
4. Now we clean the floor. In the future, we might have robot
helpers.
5. ……………………….
6. ……………………………..
 Teacher –
whole class/
individuals
Option 2: Speaking

- Have students practice in pairs, one asks and one answers, use
their own ideas. (exercise b/p. 75)
Wrap-up
Option 1: Doing a survey:  Teacher –

whole class/
Homes of Future.
individuals
- Have students work in groups; make a survey on how homes
will be different in the future.
- After completing the survey, the reporter will talk about the
result in front of the class.
HOMES NOW FUTURE HOMES
 Teacher –
- Pet cats and dogs Robot cats
Students in
- Cook meals Food machines
groups
5’ - Electricity Automatic electricity
- TV Smart TV
Option 2: Speaking.
- Students share ideas of a robot friend which is likely to human.

Example:
Most parents are really busy now. They don’t have much
time for their kids. Children hope to have a robot friend which

might be side by side with them. That robot might ………………..
Homework
Think of a modern device you want to have.
Period: 7
THEME 9: HOUSES IN THE FUTURE
Lesson 3 – Physics (p. 76)
I. Objectives:
By the end of this lesson, students will be able to have some information and to talk about life
on the Moon.
II. Teaching aids:

- Vocabulary: (n) astronaut, gravity, spacesuit, space station

(v) lock, float
- Structure: present simple tense
IV. Procedures:
Warm-up
5’
Option 1: Speaking: talk about a modern device you want to  Teacher –

have. whole class
- Some students volunteer to talk about the modern device they

want to have (homework).
 Students in
- Teacher and the whole class follow, ask questions if necessary.
groups
Option 2: To which country does this invention belong?

 Students in
- Teacher shows pictures of some hi-tech inventions, asks
class
students if they know which country was it first invented.
- Teacher shows the answer together with some more
information, then leads to new lesson.
Example:
- Vending machine – Greece

- Television – America
- Vacuum – Turkey
- Robot - Britain
- Telephone - Scotland
New lesson

whole class/
individuals/
- Teacher uses pictures to elicit the meaning of new words. pair work
25’ - Have students listen and repeat. (chorally – individually)
New words:
8. Astronaut (n)
9. Space station (n)
10. Spaceship (n)

11. Gravity (n)

12. Float (v)
13. Lock (v)
Checking new words:
- Match the words with correct pictures.
 Teacher/
Whole class/
groupwork
Activity 2: Fill in the blanks (a/p. 76)
Option 1: Gaps fill
- Have students fill in the blanks in exercise a/p. 76

(individually)
- Some students give answers.
- Have students read the words again (chorally)
Answer:
6. gravity
7. spacesuit
8. float  Teacher –
9. lock whole class/
10. astronaut pairs
11. the earth
12. the moon
13. spaceship

Option 2: Speaking-  Teacher –

whole class/
- Teacher has students answer the questions, use their own
individuals
ideas.
Would you like to visit a spaceship / the Moon? Why?
……………………………………….
B-Listening.(10’)
Activity 1: Listen to Major Tomkins, an astronaut, talking

about life on a space station, answer the question:
What question do people ask him the most?
Answer: chef
- Have students guess the answer before listening
- Teacher gets the answers, then let students listen (1st time)
- Check their guessing
- Activity 2: Listen and fill in the blanks.

- Have students listen and fill in the blanks. (exercise b/p. 76)
Answer:
9. person
10. earth
11. …………….
12. gravity

Wrap-up
Option 1: Watching a trip to the Moon  Teacher –

whole class/
- Teacher has students watch a clip about a trip on the moon.
individuals
- Ask some questions about it.
- Teacher has some explanation if necessary.
Questions:
1. Can we walk on the moon?  Teacher –

2. Is it hot or cold there? Students in
3. What is the weather like on the moon? groups
Answer:
5’ 1. ……………..
2. ………………………..
3. ……………….
- Students show their answers to class.
Option 2: Speaking.
Which planet would you like to visit? Why?
- Teacher introduces the planet system to students

- Students work in groups of four, share ideas about the planet
they would like to go.
- Some students from groups volunteer to share their ideas with
the class.

Homework
Write a short paragraph about the planet you would like to visit
Period: 88
Lesson 3 – Physics (p. 77)
I. Objectives:
By the end of this lesson, students will be able to read an article and write about life on a
space station
II. Teaching aids:

- Vocabulary: dried food

- Structure: present simple tense
IV. Procedures:
Previous lesson

5’ whole class
- Have students watch a clip about the trip to the moon, then they
review it.
- Teacher may ask some questions to make sure they are clear
about the clip.  Students in

- Teacher and the whole class check and correct. groups
Option 2: Who is he?  Students in

class
- Teacher shows some pictures of Pham Tuan on the screen, ask
students if they know anything about him.
- Teacher gives some clues for students to guess fact about him
- Teacher checks and gives correct information.
73 years old o fly pilot
space 33 years
old
Salyut 6 astronaut July 1980
Example:
5. He was a pilot and an astronaut.

6. He was the first Vietnamese astronaut to fly into space.
7. He first flew into space in Salyut 6 in July 1980.
8. He first went to space when he was 33 years old.
9. He is 73 years old now.
- Teacher gives feedback, and then leads to new lesson

New lesson

whole class/
Activity 1: Review words & complete the text.
individuals/
- Teacher reviews words relating to the theme of the lesson pairwork
through warm-up activity.
- Teacher gets the answers, then lets them look at the text,
read and fill in the blanks with words given. (a/p. 77)
- Teacher checks and corrects if necessary.
Answer:
5. Space station
6. gravity
7. astronauts
25’
8. float
Activity 2: Read & answer the questions (b/p. 77)
- Teacher asks students to work in pairs, read and answer the

questions.  Teacher/
- Teacher gets the answers, checks and corrects. Whole class/
groupwork
Answer:
1. Because there is no gravity there

2. They have to use soap and wet towels.
3. Dried food in bags
4. So they don’t float around
5. Pham Tuan
B-Speaking.(10’) Life on the moon.
Option 1: discuss about what might be like living on the

moon.
- Teacher asks students to list some fields which are mentioned in

the text above.
- Teacher sets the scene of task a/p. 77, introduces some things
that relate to life on the moon.  Teacher –
- Have students work in groups. Each group chooses a field to whole class/
talk about. (optionally) pairs
- Representative from groups share the presentation to class.
Option 2: choose the best options

 Teacher –
- Teacher has students practice in pairs, ask & answer about
whole class/
these things
individuals
- The answers are shown in multiple choices
- Students look and choose the correct one, then compare
with their answers.
Answer:
1. What food will you eat? Fast food / dried food

2. What clothes might you wear? Spacesuit / casual clothes
3. Will you need to use a special toilet? Yes / No
4. How will you sleep? In bed / in sleeping bags
5. How will you keep healthy? Do exercise / sleep more
6. How will you clean yourself? Shower / soap & wet towels
7. …………..
Wrap-up
5’

- Students choose four different things in the above task about life whole class/
on the moon to talk about. individuals
- Students fill in the table with the information, then share to
class.
Four different things about life on the moon
Food  Teacher –
Students in
Sleep
groups
Clothes
Bath
- Students show their result to class. (individually)

Option 2: Speaking
- Students use the information in task A, choose two things you

like best to talk about
- Students fill in the table with their own information.
Two things I like best about life on the moon
- Some students show their result to class. (individually)

- Ask if there is something they want to know more, teacher gives

information if necessary.
Homework
Write a paragraph about different things or things you like best in

life on the moon, use your own ideas.
Period: 89
Review (p. 102)
I. Objectives:
By the end of this lesson, students will be able to review the words relate to houses in the
future.
II. Teaching aids:

- Vocabulary: words relate to houses in the future.

- Structure: simple Future tense.
IV. Procedures:
5’ Previous lesson


whole class
- Teacher asks some students to show their writing about life on
the moon (homework)
- Students follow, give questions if necessary.
 Students in
groups
Option 2: Crossword
- Teacher shows a crossword, students look at the pictures and  Students in

find the word that fit the boxes. (houses in the future) class
New lesson

whole class/
Activity 1: Reviewing words.
individuals/
- Teacher reviews words for students by having them do a pair work
crossword.
- Let students listen to the talking between Jenny and Tom
about a TV show she watched, choose the correct answer
for each of the following question. (a/p. 102).
25’
- Students listen again and check their answers.
Answer:
6. C
7. B
8. B
9. C
10. B

 Teacher/
Whole class/
Activity 2: Reporting
groupwork
- Some students make a summary of Jenny and Tom by
sticking the items mentioned in the dialogue.
Example:
 Teacher –
Smart home Eco-friendly Shop online apartment
whole class/
pairs
robots vacuum earth scraper megacities
 Teacher –
whole class/
B-reading.(10’) read and choose the correct answer
individuals
Option 1: Guessing
- Teacher asks students to work in groups. Read the open

sentences and complete the sentences.
- Groups exchange the answer with each other to cross check.
Answers:
8. A smart TV can help us

…………………………………………..
9. When I’m hungry, I turn on
……………………………………..
10. A smart door helps us ………………………………………
11. Tutor robots help us ……………………………………………

Option 1: Read and choose the correct answer, choose A, B or

C
- Have students work in pairs, read and choose the correct

answer.
- Some pairs present the answers.
Answer:
1. C
2. A
3. B
4. C
5. C
Wrap-up
Option 1: make a presentation about a kind of HOUSE you like  Teacher –

best. Students in
5’
groups
- Each group chooses a popular food; makes a presentation
about it.
Homework
Write a paragraph about the house you like to live in.
Period: 90
Review (p. 103)
I. Objectives:
By the end of this lesson, students will be able to review all about life on space station.
II. Teaching aids:

- Vocabulary: word relate to life on space station.

- Structure: Simple Future tense
IV. Procedures:
New lesson
A-Vocabulary. (10’)  Teacher –

whole class
Option 1: reminding
- Teacher uses a table of information in the conversation between

Jenny and Tom to review words before doing the exercise.
- Have some students repeat the words.
- Students work in pairs, use these words to fill in the blanks in
the sentences
5’
Answer:
6. Smart homes
7. Megacity
8. Robot helpers
9. moon  Students in
10. underground class
11. lock
12. 3D printer
13. Space station

- Teacher checks the answers and gives feedback
B-Grammar.(10’) Write full sentences using the words given
- Have students review ways of using simple future before doing  Teacher –
the task. whole class/
- Students work in four groups; each group has two sentences to individuals/
complete. pairwork
- Groups give the answers.
 Teacher/
Answer:
Whole class/
14. Where do you think people will live in the future? groupwork
15. We might have automatic food machines
16. I thing a few people will live in earth scrapers
17. ……………………………….  Teacher –
25’ 18. ……………………………… whole class/

…………………………………. individuals
C-Pronunciation. – circle the word that has the underlined

part pronounced differently from the others (10’)
- Teacher explains how to do the task of the lesson. Teacher

makes an example as modeling
- Have students work in pairs, complete the exercise
- Some students give the answers by reading aloud all words
before choosing the correct one.
Answer:
7. A

8. B
9. B
- Circle the word that differs from the other three in the
position of the main stress.
Answer:
10. A
11. C
12. B
Wrap-up
Option 1: CONVERSATION SKILL  Teacher –

whole class/
- Have students play role of a reporter and an astronaut, who has
individuals
just come back home after six months living on the moon, make
an interview about life on the moon.
Suggested answer
5’ A. How did you feel there?

 Teacher –
B. Well, I felt ……………………………………..
Students in
A. What food do you eat every day?
groups
B. …………………………………………
C. Do you cook every day?
A. ………………………………………
B. Thank you.


Option 2: Review game (p. 118)
- Have students get through the rules of the game.

- Have students play in pairs, one pair each time. Students who
have three correct turns win the game.
- Students volunteer to answer the questions.
Homework
Period: 91
UNIT 10: CITIES AROUND THE WORLD
Lesson 1 (p. 78)
I. Objectives:

 Vocabulary: gain vocabulary items about places in the city – (n) statue, museum, palace,
tower, opera house, cathedral, bridge
 Structure: Use the structures – “What’s there near ……………….? – There is / are
……………….”.
 talk about places in the city


II. Teaching aids:
III. Procedures:
Warm-up
Option 1: brainstorming  Teacher – whole

class
- Teacher lets students watch an animation “Country Mouse –
City Mouse” - https://youtu.be/50p6Ch7bnkA
- Ask students some questions after watching.
Question:
 Students in groups
- What is the animation about?
- Why does the mouse go to the town?
5’
- Does he enjoy life in town?
 Whole class
Option 2: Discussion.
- Teacher asks students some questions about their vacation

destination. (modeling)
- Let students talk freely.
- Ask them which places they like best and give the reason why.
- Teacher introduces some vacation destinations in Vietnam and

around the world, includes as much information as possible.
New lesson
 Teacher – whole
class/ individuals/
pair work
- Teacher shows pictures of vacation places and asks if they

know any of them.
- Ask students if they have ever been to any of them, or what
place they want to come to.
Activity 1: Teaching new words

25’
New words:
18. statue (n)
19. bridge (n)
 Teacher/ Whole
20. palace (n)
class/ group work
21. tower (n)
22. opera house (n)
23. cathedral (n)
24. museum (n)
individually)

Activity 2. Checking new words
- Have students write the letters in the boxes (a/p. 78)

- Teacher checks the answers and gives feedback.
- Have they read all the words again.
Answer:
1. A
class/ pairs
2. E
3. C
4. B
5. F
6. D
7. H
8. G
- Teacher shows picture again, one by one, and asks student if

they know where it is.
- Have students work in pairs, thinks of three landmarks in your
country and talk about it. (exercise b/p. 78)
- Some students volunteer to share their ideas to class.
class/ individuals
Answer: students’ answer
Activity 1: listen and answer the question

Are they both going on vacation?
Yes / No
- Teacher introduces Kathryn and Tom, shows the question, then

lets students listen.(exercise a/p. 78)
- Get answers from students. (listen the 1st time)
Answer: Yes
- Listen again and circle True or False (listen the 2nd time)
- Listen again and check their answers
Answer:
9. False
10. True
11. False
12. True
Activity 2: Listen again, answer the question
- Have students listen again and give the correct answer.

- Get the answers from students, check and correct.
- Teacher has students play role, read the dialogue. (hands-
out)
Answer:
1. It’s busy …………………….

2. Yes, ………………………

3. It’s ………………………….
4. Kathryn can go to …………………………………………..
Wrap-up
Option 1: role playing  Teacher – whole

class/ individuals
- Teacher gives out the conversation to pairs, (hands-out) have
students role playing, read the dialogue again.
- Have students underline some words, then practice subtitling
the underlined words.
- Have students practice role playing the dialogue.
Example:
4. Royal Palace - …………………

 Teacher –Students
5. Square - ………………………
in groups
6. Park - ………………………
5’ 7. ………………………….
Option 2: Conversation skill.
- Teacher asks students to indicate conversation skill in the

dialogue.
- Have students play role of Kathryn and Tom, read the dialogue
again.
- Students work in pairs, do as modeling.
Example:
E. What are you going to do in…………………?

F. …………………………………………
C. Do you have a ticket?

D. ……………………………………….
C. What can I do if I can’t have a ticket?
D. ………………………………………
Homework
Write a short paragraph about the place you want to go to.
i-Learn Smart World 6 (SB)
Period: 92
Lesson 1 (p. 79)

I. Objectives:
By the end of this lesson, students will be able to use the First Conditional to talk about real
possibilities that might happen in the future.
II. Teaching aids:

- Vocabulary:
- Structure : If clause (type 1) If + S + Vs/es, S + will/can + V
Ex : If you do more exercise, you will be fit and healthy.
IV. Procedures:
5’ Warm-up

Option 1: Song: If you happy  Teacher –

whole class
- Play the music, the whole class sing and dance together to
power class before starting the lesson.
Option 2: matching
- Teacher shows some pairs of pictures, which can be match to  Whole class
make conditional sentences.
- Students match, teacher makes sentences, students says again.
- Teacher elicits the ways to make conditional sentences, then
leads to new lesson.
New lesson

whole class/
- Teacher uses pairs of pictures above to introduce conditional
individuals/
sentences.
pairwork
them.
- Ask students to give examples to make sure they catch the
point.
25’
If clause Main clause
If + S + Vs/es S + will / can + V
Ex : If you eat too much, You will become obesity.

If you aren’t careful, You may fall down.
B-Practice.

Activity 1: Listen & repeat (a/p. 79)  Teacher/

Whole class/
- Have students read the sentences with if clause.
group work
- Have some students make example sentences if they can.
Activity 2: fill in the blanks with correct form of the verbs.

(b/p. 79)
- Have students practice in pairs, read the sentences and

complete the blanks with correct form of the verbs.
- Some pairs show the answers on the board.
- Teacher checks and gives marks.
Answer:
7. Have – will go
8. Is – will watch
9. Won’t go - is
10. Have time – will visit
 Teacher –
11. Is – will visit
whole class/
12. Don’t have – won’t go
pairs
Activity 3: Look at Mary’s plan and write the sentences. (c/p.

79)
- Teacher shows the suggested words and explains the way to do

the task.  Teacher –
- Have students practice writing full sentences (groups) whole class/
- Groups cross check the answers before showing them on the individual
board.
- The answers are shown through a game.
Suggested answer:
17. If it rains, Mary will go to the café.

18. If the museum is busy, she will go to the cathedral.

19. She will visit the tower if the opera house is closed.
20. If the palace is busy, she won’t go there.
21. She will see the old bridge if she has time.
Wrap-up
Option 1: Making sentences  Teacher –

whole class/
- Teacher shows pairs of pictures in Warm-up again.
individuals
- Students practice making the sentences in pairs
- Students show the answers on the board
 Teacher –
5’
Students in
groups
Option 2: Mistakes correction
- Teacher shows some conditional sentences on the screen,

which have mistakes with the structures
- Students check and correct the mistakes.
- Students show the answer on the board.
Homework
Make five sentences, use if clause.
Period: 93

I. Objectives:
By the end of this lesson, students will be able to notice the sound /ð/ in words.
II. Teaching aids:

- Vocabulary:
- Structure: prononciation : /ð/ sound
IV. Procedures:
Warm-up
Option 1: Game Matching  Teacher –

whole class
- Teacher gives teams flashcards that bear half of the conditional
sentences.
- One student in team A gives a clause, one in team B has to find
5’ the equal half.
- Which team has more correct answers to win the game.
Option 2: game Matching

- Each team has an if clause of the conditional sentences.
- One student in team A speaks the if clause, one in team B has to

make the main clause to complete the sentence.

- Which team has correct answers can give order to the other one.
- Which team has more correct answers wins the game
New lesson

whole class/
Activity 1:
individuals/
- Teacher shows an example sentence on the board, has pair work
students listen, repeat and notice the sound.
- Teacher lets students listen and repeat the sound. (b/p. 40)
Activity 1: Practice the conversation (a/p. 80)
- Students listen and repeat (c, d/p. 80)

- Have some students read by themselves.
25’
B-Practice – Practice the conversation, swap roles & repeat.
(10’)
- Teacher asks students to take a look at the conversation

and answer the questions. (a/p. 80)
Questions:  Teacher/
Whole class/
1. Who are talking?
groupwork
2. What is Tom going to do?
3. What’s going to do if the weather is cold?
- Some students answer the questions.

- Two pairs read the dialogue aloud.
- Teacher asks students to work in pair, make a new

conversation using the words given to substitute.
Further practice: Speaking. (b/p. 80)
- Have students practice in pairs, make a new conversation using

their own ideas.
- A pair presents in front of the class.
 Teacher –
Activity 2: Speaking – Famous landmarks in London whole class/
pairs
- Teacher asks students about their favorite destination for
vacations before letting them practice speaking.
- Teacher suggests a destination: London.
- Have students name three famous places in London. Teacher
adds more if necessary.
- Have students work in groups of four, share three ideal places
 Teacher –
they want to go.
whole class/
- A representative from group presents in front of the class.
individuals
Wrap-up
Option 1: discussion  Teacher –

whole class/
- Teacher sets the scene of the task, asks students what they will
individuals
do if they have more free time.
5’
- Teacher gives example sentences as modeling
Example:
If I have more free time, I’ll learn to play the guitar.

- Students A&A in pairs, one student gives questions, the other

one answers.
 Teacher –
Example: Students in
groups
Q: what will you do if you have more money?
Q: what will you do if you get five marks in Math?
Q: what will you do if you ……………………………………?
Homework
Make four sentences about yourself with If
Period: 94
Lesson 2 (p. 81)
I. Objectives:
By the end of this lesson, students will be able to compare features of cities around the world.
II. Teaching aids:

- Vocabulary: (n) amusement park, shopping mall, building, public transportation.

(adj): modern, crowded, noisy, peaceful, fantastic, comfortable.

- Structure: description with adj: The shopping mall is always crowded

IV. Procedures:
Warm-up
Matching  Teacher –
whole class
- Teacher shows the national flags, asks students to name the
countries they belong to.
Option 1:
 Students in
- Asks some students to list some landmarks in each country (if
groups
they can).
5’
Option 2:
- Teacher shows landmarks in these countries, let students match
them.
- Teacher checks and correct, then leads to the new lesson.
 Whole class
New lesson
A-Teach new words. (10’)  Teacher –

whole class/
- Teacher uses symbols, pictures or simple English to introduce
individuals/
new words:
25’ pair work
New words:
12. Amusement Park (n)
13. Shopping mall (n)
14. Public transportation (n)
15. Modern (a)

16. Crowded (adj)

17. Noisy # peaceful (a)
18. Fantastic (a)
19. Comfortable (a)
individually)
Activity 1. (Checking new word),  Teacher/

Whole class/
- Teacher asks students to look at their book, complete the
groupwork
blanks with words given. (exercise a/p. 81)
Answer:
1. Amusement Park
2. Shopping mall
3. Building
Activity 2: matching
- Teacher gives a definition; students guess the word.

- Have students work in pairs, circle the definition for the
underlined words.
feedback.
 Teacher –
Answer:
whole class/
1. A pairs
2. A
3. B

4. B
Activity 3. Speaking
- Teacher asks a student about the place they live as modeling.

- Ask students to practice in pairs, A&A using the adjectives to
describe the place they live.
Example:
I live in a small town in Ho Chi Minh city. The town is  Teacher –

small, but it’s very modern. There is only an amusement park in whole class/
the town, so it’s very peaceful. individuals
B-Reading. (10’)
Activity 1: Brainstorming
- Teacher shows some scenic spots, lets students guess the

country (Singapore).
Art Science Twin Tower Merlion Statue

Museum
- Have students answer the questions. Asks students to give more

information about these places.

- Teacher gives some more information if necessary.
Activity 2: Reading, answer True - False.
- Teacher shows pictures of Singapore and Kuala Lumpur

- Have students compare the two cities base on the pictures.
- Teacher explains how to do the task.
- Have students practice in pairs, do as directed.
Answer:
5. False
6. False
7. True
8. True
Wrap-up

whole class/
- Teacher asks students a question.
individuals
If you have chance, which city would you like to visit?
Why?
5’
Students’ answer
If I have chance, I’ll visit…………………….because
…………………
 Teacher –
- Some students share their ideas. Students in
- Teacher checks and gives feedback. groups

Option 2: Speaking.
- Teacher shows pictures of two big cities in Viet Nam (Ha Noi &
Ho Chi Minh city)
- Teacher gives hand-out to groups, students take notes to
compare the two cities.
Homework
Write about the city you would like to visit.
Period: 95
I. Objectives:
By the end of this lesson, students will be able to comparative adjectives to compare two
things and superlative adjectives to compare more than two ones.
II. Teaching aids:


- Vocabulary: (adj) exciting # boring, cheap # expensive

- Structure: comparative & superlative
(short adj, long adj, special cases)
IV. Procedures:
Warm-up
Option 1: Words reviewing  Teacher –

whole class
- Teacher asks some volunteer students to talk about the place
they like to visit.
5’ - Teacher shows another place to make some comparison between  Students in
groups
two places, then leads to new lesson.
Example:
 Whole class
Ho Chi Minh city is bigger than Ha Noi city.
Bangkok is more exciting than London.
New lesson

whole class/
Activity 1: Listen & repeat a/ p. 82
individuals/
25’
- Teacher shows some sentences to elicit the ways to use form pairwork
comparative and superlative form.
Adjectives Comparatives Superlatives

1 syllable + ER + EST
1 syllable +R + ST
ending in “e”
1 syllable Double the last Double the last

ending in cons- consonant + ER consonant + EST
vow-cons
Two/more MORE + ADJ THE MOST + Adj

syllables
Two syllables Y – IER Y – IEST  Teacher/
ending in “y” Whole class/

groupwork
exceptions good – better, bad – the best, the worst,
worse, fun – more fun the most fun
 Teacher –
whole class/
- Teacher asks students to take notes in their notebook.
pairs
- Teacher gives some more examples for students to do.
- Have students listen and repeat all the words.  Teacher –
whole class/
Ex: I am………………than my sister (tall).
individuals
He gets up ………………than I (early).
Activity 2: fill in the blanks (b/p. 82)
- Have students work in pairs; fill in the blanks with a / an / some

/ any
- Teacher asks some pairs to show their answers.
Answer
13. More exciting

14. The oldest

15. Cheaper
16. the cheapest
17. The most expensive
18. The most boring
19. More peaceful
20. More crowded
21. Noisier
22. The noisiest
Activity 3: Fill in the blanks (c/p. 82)
- Teacher shows slides containing the two items which are

used to compare.
- Have students work in pairs, practice filling the blanks in
the sentences.
- Some students who finish quickly go to the board to write
the answers.
Answer:
12. bigger
13. the most crowded
14. more peaceful
15. coldest
16. more modern
Wrap-up
5’
Option 1: Speaking. (d/p. 82)  Teacher –

- Have students practice comparing the city they live with another whole class/
city, use their own ideas. individuals
- Some pairs share their ideas in front of the class
Option 2: Speaking
 Students in
- Have students practice in pairs, compare things (their own groups
ideas).
Homework
Make five sentences, using comparison.
Period: 96
I. Objectives:
By the end of this lesson, students will be able to identify the word stress in words.
II. Teaching aids:

- Vocabulary: review words of describing adjectives

- Structure: prononciation : sourd changes.
IV. Procedures:

Warm-up
Option 1: What is noisier?  Teacher –

whole class
- Teacher asks students to make comparison (homework).
- Teacher picks and shows some examples that relate to the theme
of the lesson.
 Students in
C. What is noisier, Ho Chi Minh City or Hanoi?
groups
5’ D. Ho Chi Minh City is noisier than Hanoi.
- Teacher underlines the words, focuses students on words

 Students in
stress. (noisy – noisier)
class
- Have students read all the words loudly.
- Teacher lets students listen to the model sentences, compare
the sound to see how they change.
New lesson

whole class/
- Teacher shows an example to the class, speaks louder for
individuals/
students to recognize the difference. (noisy – noisier: the stress
pairwork
unchanged)
25’ - Teacher gives more explanation, gives more examples to make
it clear.
- Have students listen and repeat, focus on the underlined
words: do not change the stressed positions when ending “-er”
(b/p. 83)
- Have students listen and cross out the one with the wrong
words stressed (c/p. 83)

Further practice:
- Teacher gives more examples for students to practice
Example:
Friendly – friendlier
Lazy – lazier  Teacher/

Whole class/
Early - earlier
groupwork
- Students practice reading the words in pairs, pay attention to
the stressed syllable.
- Ask teacher for help if necessary.
B-Practice – Reading the conversation. (10’)
Activity 1: Ask & answer.
- Have students look at their books, play role and read the
conversation.
- Teacher asks a pair of students to read aloud.
- Teacher underlines some words, has another pair replaces them
with words given - modeling
- Have students practice in pairs, ask and answer about the food
 Teacher –
and drink they want to, swap the roles and repeat.
whole class/
Example:
pairs
- Da Nang – Cairo
- London – Tokyo
- Hot – cold / hotter – colder
- ……………………………………….
- Some pairs present in front of the class  Teacher –

- Correct student’s pronunciation if necessary. whole class/

individuals
Activity 2: Speaking – Make the same conversation, use their

own ideas.
- Have students practice in pairs, play role of a waiter and a

customer, practice ordering the food and drink. (exercise b/p.
83)
Wrap-up
Option 1: A free vacation.  Teacher –

whole class/
- Teacher sets the scene of the dialogue (make plan for a free
individuals
vacation) (material reference: file 9, p. 124)
- Have students work in groups of three (students A, B and C),
make their own plan.
- After completing, the reporter will talk about the result in front
of the class.
 Teacher –
5’
Option 2: Speaking. Students in
groups
- Students work in pairs, compare the two places, then decide
where to go.
Example:
- Where do you want to spend your vacation this summer:

Dalat or Hue?
- I prefer to go to Dalat
- Why?

- Because ……………………………………..
Homework
Make plan for your vacation this summer
Outline:
- Where to go?
- Why?
- Who do you go with?
- What to prepare?
- What can you do there?
Period: 97
I. Objectives:
By the end of this lesson, students will be able to read and get information about an article
about Vietnamese capital, review comparative and superlative.
II. Teaching aids:

- Vocabulary: review adjectives to describe.

- Structure: comparative and superlative

IV. Procedures:
Warm-up
Option 1: odd one out  Teacher –

whole class
- Teacher shows four pictures / words of adjectives each time,
students have to find and odd out the one that not belong to the
group.
 Students in
- Teacher gets answers from student, asks for more explanation.
groups
- Teacher and the whole class check and correct.
Example:
1. Polluted – clean – pure – expensive
 Students in
2. Big – height - small – long
class
3. Building – high – modern – crowded
5’
Option 2: Which do you choose? Why?
- Teacher shows a pair of pictures each time, students choose the

one they like and say the reason.
Example:
- (country / city) Country - peaceful

- (China / Singapore) Singapore - cleaner
- ………
25’ New lesson


whole class/
Activity 1: Fill in the blanks.
individuals/
- Teacher uses pictures or definition to review words. pairwork
- Have student fill in the blanks with words given
(individually) (a/p. 84)
Answer:
14. clean
15. crowded
16. cheap
17. temperature
18. expensive
19. polluted
- Have students work in pairs, talk about the place you  Teacher/
know, use the words in task A Whole class/
- Some students share their ideas to class. groupwork
B-Listening.(10’)
Activity 1: Listen to two students talking about some cities

and circle the correct answer
- Have students listen 1 time, then choose the correct answer

- Have students explain why
Answer: ……………

- Activity 2: Listen and chose True - False

- Have students read the sentences. (exercise b/ p. 84)
 Teacher –
- Have them listen and choose the correct answers.
whole class/
pairs
- Ask them to correct the false ones.
Answer:
13. True / False

14. True / False
 Teacher –
15. True / False
whole class/
16. True / False
individuals
Wrap-up
Option 1: Useful language  Teacher –

whole class/
- Teacher shows sentences to review superlative.
individuals
4. Tokyo is the most populated city in Japan.
5. Utasshinai is the smallest city in Japan.
- Have students summarize the way to form superlative sentences.
5’ - Students give more examples.

 Teacher –
Option 2: Game: Confronting Students in
groups
- Divide class into two teams, talk about the same topic each time
in which they give ideas on one point (same or different).
- Which team has more persuasive ideas wins the game

Example:
- Turn 1: city - country

- Turn 2: traditional food – fast food
- Turn 3: indoor games – outdoor games
- Some students from groups volunteer to share something about

the food in front of the class.
Homework
Make a comparison for your house before and now.
Period: 98
I. Objectives:
By the end of this lesson, students will be able to read in details about a city in Vietnam and
cities around the world.
II. Teaching aids:

- Vocabulary: review words relate to the topic of the lesson

- Structure: comparative - superlative
IV. Procedures:
Previous lesson

whole class
- Teacher shows some pictures of things, students look and make
comparison.
- Teacher shares some information about these places.
 Students in
- Other students can make questions if they want.
groups
 Students in
class
BIG SHORT OLD INTERESTING
5’
Option 2: what is more popular?
- Teacher shows some pictures of beaches / tourist attraction on

the screen, students choose the one they think more popular.
Example:
10. I think Da Nang beach is cleaner than Nha Trang beach

11. I think milky tea is more popular than Vietnamese tea
12. Traditional food vs fast food
New lesson

whole class/
individuals/
- Teacher shows pictures to provide some basic information pair work
of Ha Noi
- Let students read through the text quickly and choose the
best headline.
Answer:
Activity 2: Read & find the answer
25’ - Have students read again and answer the questions. (pairs
work – exercise b/p. 85)
Answer:
9. Over 8 million people.

10. From Sep to Nov  Teacher/
11. Traditional Vietnamese and French buildings around the Whole class/
capital. groupwork
12. No
B-Speaking.(10’) Cities around the world.
Activity 1: making a comparison of cities around the world.

- Teacher asks students to compare cities around the world, use

the information in the table. (a/p. 85)
- Have students work in groups. Each group chooses two cities to
talk about.  Teacher –
- Representatives from groups go to share the presentation to whole class/
class. pairs
Activity 2: Comparing your city with one of these cities.

 Teacher –
- Teacher asks a student some sentences of comparison to whole class/
model the task. individuals
- Have students work in pairs, practice A&A as directed
Wrap-up
Option 1: Writing & Speaking  Teacher –

whole class/
- Teacher shows a table on the screen, explains how to do with it.
individuals
Teacher asks a student as modeling.
- Have students work in groups, discuss about the food in their
country.
5’ - Students fill in the table with the information.
Seoul  Teacher –
Students in
Where it is In South Korea, …………..
groups
Weather
Famous for

Interesting facts
- Students show their result to class. (individually)

Option 2: Writing
- Students look at the information in the table and make full

sentences about Seoul.
- Teacher may show pictures (or clip) to illustrate the speaking.
Homework
Make a table and write a paragraph about Seoul (or another city
you like)
Period: 99
Review (p. 104)
I. Objectives:
By the end of this lesson, students will be able to review features relate to cities around the
world and some adjectives to describe places.
II. Teaching aids:


- Vocabulary: words relate to describing cities.

- Structure:
IV. Procedures:
New lesson

whole class
Option 1: guessing
- Teacher shows pictures / half pictures for students to guess the

name of the country as well as to review adjectives to describe  Students in
these cities (peaceful, noisy, crowded, modern, ……………) groups
before listening.
Option 2: Listening
 Students in
- Have students add more words if they can. class
5’ - Students listen to five conversations, for each question, choose
the best answer.
Answer:
14. B
15. B
16. A
17. C
18. C
- Teacher may give students more information or explanation to
make it clear.
25’ B-Reading.(10’) Read the email, fill in missing words in

blanks  Teacher –
whole class/
- Teacher asks students some questions about the email (who
individuals/
writes the email? She writes the email to……………..)
pairwork
- Students work in pairs, fill in the blanks with words given.
 Teacher/
Answer: Whole class/
groupwork
19. for
20. and
21. than
 Teacher –
22. lots
whole class/
23. is
individuals
24. to
- Teacher asks students to give explanation for each answer.
Wrap-up
Option 1: Play role - writing  Teacher –

whole class/
- Have students play role of Jessie, write response to Julie’s
individuals
email.
- Teacher may show a draft email for them to make similar.
5’ Suggested email
To: Julie
Subject: RE: My city
 Teacher –
Hi, Julie
Students in
Thanks for your email. It’s interesting to know about Carson
groups
City.
I’d like to tell you some about the city where I live.

It’s………………….. but…………………….
There’s a ……………………………….near my house. And there
are some ………………………….where my friends and I often
spend our free time.
Next week, our class is going to have a picnic in the national
park in downtown. We are really excited about it.
I’ll write and tell you more after the picnic.
Your friend,
…………………..
- Some groups volunteer to show their presentation to class.
Homework
Write your own email at home
Period: 100
Review (p. 105)
I. Objectives:
By the end of this lesson, students will be able to review the language of communication and
about the food and drinks.
II. Teaching aids:


- Vocabulary: words relate to places to visit.

- Structure: comparison
IV. Procedures:
New lesson
A-Vocabulary (10’)  Teacher –

whole class
Activity 1: Gaps filling
- Teacher shows pictures to review places to live or to visit as

well as some adjectives to describe it. (Apartment, opera house,  Students in
boat, peaceful, crowded, ………..) groups
- Have students work in pairs, read and complete the open spaces
in the sentences.
- Teacher checks and corrects.  Students in
- Class follows, gives questions if necessary. class
5’ Answer:
8. Opera house
9. Palace
10. Boat
11. Crowded
12. Peaceful
13. Temperature
14. Clean
Option 2: Crossword
- Teacher shows a crossword, students look at the pictures and

find the word that fit the boxes. (adjectives, places)

- Students give the answer
B-Grammar. (10’) unscramble the sentences  Teacher –

whole class/
- Teacher asks students to look at their book, explains how to do
individuals/
the task.
pairwork
- Students work in groups (2 sentences per group), rearrange the
words to make complete sentences.
- Groups exchange the answer with each other to cross check.
25’
Answers:
12. I think Moscow is more polluted than London

13. This article says Singapore is the most expensive city in the  Teacher/
world Whole class/
14. New York has more museums than Mexico City. groupwork
15. ……………………………
16. …………………………..
17. …………………………..
18. ………………………………..
Wrap-up
Option 1: Pronunciation  Teacher –

5’ whole class/
- Teacher shows an example sentence on the board, students read,
individuals
then choose the different sound.
Example: A. thing B. this C. thank D. think

Answer: B
- Students work in pairs, complete the task as directed
- Some students give the answers
Option 2: What is more?  Teacher –

Students in
- Teacher gives some groups of words that relate to each other.
groups
- Students have to add one or two words that are close in
meaning.
Practice:
5. Cinema, amusement park, …………………………,

………………………….
6. Crowded, populated, noisy, ………………………………
7. Modern, comfortable, …………………………….,
……………………………
8. Village, apartment, flat, ……………………….
Homework
Review all words and adjectives of the lesson
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Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí

GIÁO ÁN TIẾNG ANH 6 HỌC KÌ 2

SÁCH i-LEARN SMART WORLD 6

Week: Date of teaching:........................................................................................................

UNIT 6: COMMUNITY SERVICES

Lesson 1 (p. 46)

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

a. Language knowledge and skills

 talk about public services and use prepositions of place

 ask and give directions to the places

b. Core competencies and personal qualities

II. Teaching aids:

Time Steps/Activities Organization

Option 1: Role play: “Where is the post office?”  Teacher –

- Divide the class into two groups, A & B.

A-Teach new words. (10’)

- Use real things and pictures to introduce the new words:

Trang chủ: ht t p s : // v nd o c . c o m / | Email hỗ trợ: hotro@vndoc.com | Hotline: 02 4 22 4 2 61 8 8

Activity 1. (Checking new word)

- Teacher lets students look at the pictures, and fill in the

Activity 2: Watching a video clip, name the places

Trang chủ: ht t p s : // v nd o c . c o m / | Email hỗ trợ: hotro@vndoc.com | Hotline: 02 4 22 4 2 61 8 8

- Have students watch the video, pause sometimes for students to

Activity 3 (optional): Speaking

- Teacher makes example sentences with new words.

- There’s a hospital near my house.

- Teacher shows the picture of the task, asks students some

Trang chủ: ht t p s : // v nd o c . c o m / | Email hỗ trợ: hotro@vndoc.com | Hotline: 02 4 22 4 2 61 8 8

- Listen again to check their answers.

- Teacher shows the dialogue, students listen and repeat.

Option 1: substitution  Teacher –

5’ 1. transport station (a bus station, a train station)

Trang chủ: ht t p s : // v nd o c . c o m / | Email hỗ trợ: hotro@vndoc.com | Hotline: 02 4 22 4 2 61 8 8

- Some pairs present in front of the class.

A. Do you know the National library?

Option 3: song “Where is the bus stop?”

- The whole class sings the song together.

Write four sentences about your house.

Week: Date of teaching:........................................................................................................

UNIT 6: COMMUNITY SERVICES

Lesson 1 – Grammar (p. 47)

II. Teaching aids:

III. Language focus:

- Vocabulary: near, next to, between, opposite.

Time Steps/Activities Organization

Option 1: Song: “Where is the bus stop?”  Teacher –

A-Grammar. (10’)  Teacher –

Trang chủ: ht t p s : // v nd o c . c o m / | Email hỗ trợ: hotro@vndoc.com | Hotline: 02 4 22 4 2 61 8 8

The ball is next to the box.  Teacher/

The tree is opposite the

- Teacher gives some sentences, students change prepositions.

B-Practice. Fill in with correct words(6’)  Teacher –

- Have a pairs present in front of the class.

- Teacher checks and corrects the answers.

Option 1: Interviewing  Teacher –

- Teacher shows some pictures of maps, one team chooses a

Trang chủ: ht t p s : // v nd o c . c o m / | Email hỗ trợ: hotro@vndoc.com | Hotline: 02 4 22 4 2 61 8 8

map to describe, and the others find the correct one.