Ga E6 Global

Ta Thanh Oai Secondary School Lesson Plan 6
Week: 01 Date: 16/08/2021

Period: 02
UNIT 1: MY NEW SCHOOL

Lesson 1: Getting Started – A special day
I. OBJECTIVES:
By the end of the lesson, students will be able to:
- Use the lexical items related to the topic ‘My New School’;
- Name some school things and activities.
1. Knowledge:
* Vocabulary: School things and activities lexical items
* Grammar: The present simple tense
2. Skills: Listening and reading
3. Attitude: To teach Ss to work hard, love their school and friends
4. Competences: Listen and read information about the first day at school for a student;
communication, self-learning capability, creative capacity, ability to use language...
II. TEACHING AIDS:
1. Teacher:
- Grade 6 textbook, Unit 1: Getting Started
- Smart TV, cards, visual aids
- sachmem.vn
2. Students: Textbooks, notebooks, studying equipment, ...
III. ANTICIPATED PROBLEM & SOLUTIONS:
1. Students may lack knowledge and experience about the topic.
→ Solution: Prepare some hand-outs in which key language of the topic ‘My New
School’.
2. Students may have underdeveloped listening, speaking, and co-operating skills.
→ Solution: Play the recording many times if necessary.
Encourage students to work in pairs, in groups so that they can help each
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To activate students’ knowledge on the topic of the unit.
* Content: Game: ‘Network’ (write names of school things).

* Outcome: Students write names of school things on the group board.
* Organization of implementation:
Teacher’s & Students’ activities Content
* Warm-up * Game: Network
- T writes the word SCHOOL THINGS on the pen
board and asks Ss to give any words relating
to the topic on Mentimeter.
https://www.menti.com/1o8kww3qry School
(T may allow Ss to give a Vietnamese word Things
and asks other students in the class if they
know the equivalent in English.)
- T shows on the screen a list of the words
which Ss cannot translate into English and * Suggested answers: notebook, pencils,
asks them to keep a record for later reference blackboard, textbook, compass,
when the unit finishes. uniform...
- T lets Ss open their books and starts the
lesson.
* Lead-in
→ “I’m so surprised to see that you have
known very well about the topic of school
things. Let’s enjoy the lesson today.”
- Write the unit title ‘My New School’ on the
screen and ask Ss to guess what they are going
to learn in this unit.
2. PRESENTATION (5’)
* Aim: To prepare students with vocabulary related to the topic.
* Content: Learn some vocabulary related to the topic.
* Outcome: Students read and understand the meaning of vocabulary.
* Pre-teach vocabulary: T – Ss * Vocabulary:

- T uses different techniques to teach - calculator (n): máy tính (realia)
vocabulary (pictures, situation, realia...). - wear (v): mặc, đội (action)
- Follow the seven steps of teaching - uniform (n): đồng phục (picture)
vocabulary. - smart (adj): sáng sủa, bảnh bao
- Repeat in chorus and individually. (synonym)
- Copy all the words. - compass (n): com pa, la bàn (realia)
* Checking vocab: What and where. - put on (ph.v): mặc vào (action)
3. PRACTICE (30’)
Task 1 (5’)
* Aim: To set the context for the introductory and introduce the topic of the unit, the
vocabulary, the sounds and the grammar points to be learned.
* Content: Listen and read the conversation, answer some questions.
* Outcome: Students read and understand the meaning of the text.
* Set the scenes: T – Ss * Answer the questions:
- T asks Ss to look at the picture on page 6 and a) They are Phong, his Mum, Vy, and
answer some questions: Duy.
a) Who are they? b) He is having breakfast.
b) What is Phong doing? c) They are Phong's schoolmates.
c) Who are Vy and Duy? d) Because it is their first day of the new
d) Why is it a special day for them? school.
→ “We are going to listen and read a
dialogue about Phong, Vy, and Duy's special
day.”
Task 1: T – Ss Task 1: Listen and read.

- T plays the recording twice. Ss listen and
read.
- Then, check Ss’ prediction.
- T calls three Ss to read the conversation * Roleplay
aloud.
Task 2 (7’)
* Aim: To have students get specific information about the text.
* Content: Read the conversation again and tick (✔) T (True) or F (False).
* Outcome: Students say the answers aloud (pair work).
Task 2: T – Ss ; Ss – Ss ; T – Ss Task 2: Read the conversation again
- T tells Ss to read the conversation again and and tick (✔) T (True) or F (False).
work independently to find the answers. * Answer key:
- Remind Ss to underline the information and 1. T
correct the false statements. 2. F (Duy is Vy’s friend)
- T has Ss compare before checking with the 3. T
whole class. 4. T
- T calls some Ss to give the answers. 5. F (Phong isn’t wearing a school
uniform)
Task 3 (5’)
* Aim: To check students’ understanding of the conversation and help students use the
words in context.
* Content: Read the conversation again and fill in the blanks (work independently).
* Outcome: Student’s correct answers on the board.
Task 3: T – Ss ; Ss – Ss Task 3: Write one word from the box in
- T has Ss read the conversation again, work each gap.
independently to put a suitable word from the * Answer key:
box to fill in the gap. 1. wear
- T calls one student to share answers on the 2. has
board. 3. go
- T checks their mate’s answer. 4. uniforms
5. subjects
Task 4 (7’)
* Aim: To revise some words and learn some more words indicating school things.
* Content: Matching the words with the pictures (work in group).
* Outcome: Students’ answers on the posters.
Task 4: T – Ss ; Ss – Ss Task 4: Match the words with the
- T lets Ss look at the pictures first to see if school things. Then listen and repeat.
they know the English words for them.
- T then allows Ss to read the words or phrases
in the box and do the matching on Quizziz.
https://quizizz.com/join?gc=44093945
- T checks the answers as a class.
* Answer key:
1. school bag 2. compass
3. pencil sharpener 4. rubber
5. pencil case 6. calculator
4. PRODUCTION (6’)
Task 5
* Aim: To check students’ vocabulary and improve group work skills.
* Content: Write names of the things around the class.
* Outcome: Students’ answers in your notebook (share with the whole class).
Task 5: T – Ss ; Ss – Ss Task 5: Write names of the things you
- Ss work in groups of four to look around the can see around the class in your
class and write down things they can see in the notebook.
class. * Suggested answers: chairs, tables,
clock, school bags, board, books, pen,
- Ss share with the whole class. flowerpot, pencil,….

5. CONSOLIDATION (3’)
* Aim: To consolidate what students have learned in the lesson.
* Content: Vocabulary about school things, read and identify the content of the dialogue.
* Outcome: Say aloud some words they remember from the lesson.
- T asks Ss to talk about what they have - Vocabulary about school things.
learned in the lesson. - Read and identify the content of the
conversation.
6. HOMEWORK (2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson, prepare the next lesson and do exercises in the workbook.
* Outcome: Students’ textbooks and workbooks.
- T reminds Ss to do homework and prepare - Learn by heart all the new words.
the new lesson. - Do exercises in Workbook.
- Think of activities students can do at
school.
- Prepare: Unit 1 – Lesson 2: A Closer
look 1.
* EVALUATION:
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Week: 01 Date: 18/08/2021

Period: 03

Lesson 2: A Closer look 1
I. OBJECTIVES:
- Use the lexical items related to the topic ‘My New School’;
- Use the combinations: to study, to have, to do, to play + N;
- Pronounce the sounds /ɑː/ and /ʌ/ correctly in isolation and in context.
1. Knowledge:
* Vocabulary: School things lexical items
2. Skills: Listening, speaking, reading and writing
4. Competences: Listen and read to get information about the first day at school of a
student; communication, self-learning capability, creative capacity, ability to use
language...
II. TEACHING AIDS:
1. Teacher:
- Grade 6 textbook, Unit 1: A Closer look 1
- Smart TV, pictures, sets of word cards
- sachmem.vn
2. Students: Textbooks, notebooks, studying equipment,...
1. Students may lack knowledge about some lexical items.
→ Solution: Provide students with the meaning and pronunciation of some lexical items
related to the topic.
2. Students may have underdeveloped listening, speaking, and co-operating skills.

other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class.
→ Solution: Define expectation in explicit detail.
Have excessive talking students practice.
Continue to define expectations in small chunks (before every activity).
IV. PROCEDURES:
1. WARM-UP (4’)
* Aim: To activate students’ knowledge on the topic of the unit and set the context for the
listening and reading part.
* Content: Game: ‘Kim’s game’ (about school things).
* Outcome: Students write words exactly on the screen.
Teacher’s and Students’ activities Content
* Warm-up (teamwork) * Game: Kim's game
- T asks Ss to look at the picture on page 8 in 20
seconds and try to remember as many words as
possible.
- T divides the class into two teams.
- Ss will write the words on Padlet in 3 mins.
https://padlet.com/msanh2399/wq52abk9oyrkpjw7
- T checks the answers and gets feedback.
* Suggested answers: school bag,

calculator, compass,...
* Lead-in
→ “Today, we are going to learn some more
combinations about school.”
Vocabulary
* Aim: To enrich students’ vocabulary to talk about activities at school.
* Content: Vocabulary about school things.
* Outcome: Read and recognize the meaning of the words.
- T uses different techniques to teach vocabulary - science (n): môn khoa học (picture)
(pictures, situation, realia...). - exercise (n/ v): bài tập, tập luyện
- Follow the seven steps of teaching vocabulary. (explanation, action)
- Repeat in chorus and individually. - history (n): lịch sử (picture)
- Copy all the words. - lesson (n): bài học (picture)
* Checking vocab: Matching. - school lunch: bữa trưa ở trường
(picture)
3. PRACTICE (13’)
Task 1 (3’)
* Aim: To revise/ introduce the names of school subjects and some nouns related to school
and school activities.
* Content: Listen and repeat the words.
* Outcome: Students read words exactly aloud.
Teacher’s and Ss’ activities Content
Task 1: T – Ss Task 1: Listen and repeat the words.
- Ask Ss to listen and repeat the words. * Audio script:
- Have Ss look at the pictures and think about the school lunch exercise
meaning of the words. English science
- Play the recording and let Ss listen. history football
- Play it twice or more with pauses for them to homework lesson
repeat each word. music
- T corrects their pronunciation.
Task 2 (5’)
* Aim: To teach students how to combine a verb and a noun to talk about school activities.
* Content: Put the words in the correct columns (V with N).
* Outcome: Students say the correct answers (pair work).
Teacher’s and Students’activities Content
Task 2: T – Ss ; Ss – Ss Task 2: Work in pairs. Put the words
- T asks Ss to work in pairs and use the words in in Task 1 in the correct columns.
Task 1 to put into the correct columns. * Answer key:
- Ss work in pairs and do the task. - play: football, music
- T calls some pairs to share their answers with the - do: homework, judo, exercise
whole class. - have: school lunch, lessons
- T gives feedback and corrections (if necessary). - study: physics, English, history,
- T explains which nouns go with each verb to science, vocabulary
make meaningful names of activities.
- T asks Ss to work in groups of four and add as
many words into each column as possible.
Task 3 (5’)
* Aim: To help students use the vocabulary in context.
* Content: Fill in the blanks with a suitable word.
* Outcome: Student’s correct answers on the board.
Task 3: T – Ss ; Ss – Ss Task 3: Put the words in the blanks.
- Ask Ss to work independently or in pairs to fill * Answer key:
each blank with the right word. 1. homework
- Encourage them to read the sentences carefully 2. football
and look for clues so that they can choose the right 3. lessons
word to complete each sentence. 4. exercise
- Model with the first sentence. Ss do on Quizizz. 5. science
https://quizizz.com/admin/quiz/
62125116e189b2001d79029a
- T may call some Ss to read the sentences aloud.
- Check the answers as a class.
* Extension:
- lf time allows, ask Ss to write sentences about
themselves in their notebooks, using the
combinations in Task 2. They should write as many
sentences as possible.
E.g. // We have English lessons on Tuesday and
Thursday.
Pronunciation
* Aim: To teach students how to pronounce the sounds /ɑː/ and /ʌ/ and practice pronouncing
these sounds in words correctly.
* Content: Pronunciation: Sound /ɑː/ and /ʌ/.
* Outcome: Students pronounce the words exactly.
Teacher’s and Students’activities Content
* T – Ss ; Ss – Ss * Sound /ɑː/ and /ʌ/
- T introduces two sounds /ɑː/ and /ʌ/ to Ss and lets Example:
them watch a video about how to pronounce these /ɑː/: car, start, after, party
two sounds. /ʌ/: cut, one, country
- T gives some words and shows how to pronounce
these two sounds.
5. PRACTICE (10’)
Task 4 (5’)
* Aim: To help students identify and practice the /ɑː/ and /ʌ/ sounds.
* Content: Listen and repeat the words. Pay attention to the sounds /ɑː/ and /ʌ/.
* Outcome: Whole class practice the sound /ɑː/ and /ʌ/.
Task 4: T – Ss ; Ss – Ss Task 4: Listen and repeat. Pay
- Let Ss practice the sounds /ɑː/ and /ʌ/ together. attention to the sounds /ɑː/ and /ʌ/.
- Ask Ss to observe the T’s mouth when * Answer key:
pronouncing two sounds. /ɑː/: smart, art, carton, class.

- Play the recording and ask Ss to listen to these /ʌ/: subject, study, Monday, compass
words and repeat.
- Play the recording as many times as necessary.
- Check the meanings if necessary.
Task 5 (5’)
* Aim: To help students practice the sounds /ɑː/ and /ʌ/ in sentences.
* Content: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
* Outcome: Students’ answers in your notebook (share with the whole class).
Task 5: T – Ss ; Ss – Ss Task 5: Listen and repeat. Then listen
- Before listening, T lets Ss discuss in pairs and again and underline the words with the
find the words with the sounds /ɑː/ and /ʌ/. sounds /ɑː/ and /ʌ/.
- T plays the recording for Ss to check and repeat * Answer key & Audio script:
the sentences. 1. My brother has a new compass.
- Have them work in pairs to compare their 2. Our classroom is large.
answers. Check Ss’ answers. 3. They look smart on their first day at
- Play the recording again. Let Ss listen and repeat school.
sentence by sentence, paying attention to the 4. The art lesson starts at nine o’clock.
underlined words. 5. He goes out to have lunch every
Sunday.
* Aim: To give students a chance to apply what they have learned.
* Content: Game: ‘Who is faster?’ Write sentences including two features: school activities
and one of the sounds /ɑː/ or /ʌ/.
* Outcome: Students read aloud their sentences.
* T – Ss ; Ss – Ss (group work) * Game: Who is faster?
- T asks groups to write sentences including two Example:
features: school activities and one of the sounds /ɑː/ - I usually play basketball with my
or /ʌ/. brother.
- Ss work in groups. - I often use compass to do Math
- T asks each group to hand in their paper and exercise.
checks. The group with more correct sentences is
the winner.
- T invites the winner to read aloud their sentences.
* Content: Some vocabulary and how to pronounce the sounds /ɑː/ and /ʌ/.
- T asks Ss to talk about what they have learned in - Vocabulary and how to pronounce
the lesson. the sound /ɑː/ and /ʌ/.
8. HOMEWORK (2’)
- T reminds Ss to do homework and prepare the - Learn by heart all the new words.
new lesson. - Rewrite the sentences into
notebooks.
- Find 3 more school activities that
have the sound /ɑː/ or /ʌ/.
look 2.
* EVALUATION:
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Week: 02 Date: 20/08/2021

Period: 04

I. OBJECTIVES:
- Use the present simple tense;
- Use the adverbs of frequency;
- Use the combinations: to study, to have, to do, to play + N.
1. Knowledge:
* Vocabulary: School things lexical items
* Grammar: The present simple tense and adverbs of frequency
2. Skills: Listening, speaking, reading and writing
4. Competences: Recognize how to use the present simple; Ss will be developed
speaking and co-operating skills
II. TEACHING AIDS:
1. Teacher:

- sachmem.vn
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To activate students’ prior knowledge related to the targeted grammar of
present simple tense and increase students’ interest.
* Content: Game: ‘Sentence puzzling’ (the present simple).
* Outcome: Students complete the perfect sentences on the board.
* Warm-up (group work) * Game: Sentence puzzling
- T divides the class into four groups. * Suggested sentences:
- T delivers a set of word cards which are 1. Peter - lives - near - his school.
jumbled sentences in present simple to each 2. We - go - to - the same school.
group. 3. They - have - new - subjects.
- Ss will have to work in groups to create as 4. We - always - look - smart - in our
many correct sentences from the word cards uniforms.
as possible on Wordwall.
https://wordwall.net/resource/29142764
- The group with the most correct sentences
will be the winner.
* Aim: To help students recognize the use of the present simple tense.
* Content: Introduce the present simple tense.
* Outcome: Identify how to use the present simple tense.
* Lead-in * Model sentences:
- T draws Ss’ attention to the form of the 1. lives near his school
sentences created in the game and asks them Peter
whether they know the target tense. 2. We go to the same
- Elicit the present simple tense. school
- T provides or confirms the answers and
leads in the grammar focus of the lesson: 1. THE PRESENT SIMPLE TENSE
- T gives Ss some time to study the grammar * Form:
box. (+) S + Vinf/ V(s/es) + …
(-) S + don’t/ doesn’t + Vinf + …
(?) Do/ Does + S + Vinf + …?
→ Yes, S + do/ does.
No, S + don’t/ doesn’t.
3. PRACTICE (21’)
Task 1 (4’)
* Aim: To introduce the targeted grammar of the present simple tense.
* Content: Choose the correct answer A, B or C.
* Outcome: Students say the key aloud.
Task 1: T – Ss ; Ss – Ss Task 1: Choose the correct answer
- T has Ss work independently, look at the A, B or C.
form and do Task 1 on page 9. * Answer key:
- T lets Ss work in pairs and exchange the 1. A. have 2. C. cycles 3. B isn’t
answers before checking with the whole class 4. A. do you 5. C. doesn’t have
(explain each sentence if necessary).
- Have Ss read the Remember! box. Direct
their attention to the present simple tense The present simple verbs with he/ she/
form for third person singular. it need an s/ es.
Task 2 (4’)
* Aim: To help students know and understand the use of the present simple tense.
* Content: Write the correct form of the verbs.
* Outcome: Students’ correct answers on the screen.
Task 2: T – Ss ; Ss – Ss Task 2: Write the correct form of the
- T asks Ss to work independently. verbs.
- T calls one or two Ss to write their answers * Answer key:
on the screen, checks their answers sentence 1. has 2. Do you have
by sentence. 3. like 4. Does Vy walk
5. ride 6. go
Task 3 (8’)
* Aim: To help students revise some adverbs of frequency they have already learnt.
* Content: Put the words in the blanks.
* Outcome: Student read sentences aloud.
* T – Ss ; Ss – Ss 2. ADVERBS OF FREQUENCY
- T elicits adverbs of frequency. * Model sentences:
- Tell Ss to look at the two examples - We often ride our bicycles to school.
carefully. Then ask them about the position - They don’t often go to the cinema.
of the adverbs of frequency and the meaning (always, usually, sometimes, rarely,
of those. never)
- Tell them to recall all the adverbs of * Note: We usually place the adverb of
frequency they know. frequency before the main verb.
Task 3: T – Ss ; Ss – Ss Task 3: Fill the blanks with

- T shows the graph and lets Ss fill in the sometimes, usually or never.
blanks with suitable adverbs of frequency: * Answer key:
sometimes, usually or never. 2. usually 3. sometimes 5. never
- T lets Ss work in groups of four to make * Write a sentence with one of these
five sentences using the five adverbs of adverbs.

frequency above. 1. I always do my homework after
- T calls some groups to read aloud the school.
answers and gives feedback. 2. He usually watches TV in the
morning.
Task 4 (5’)
* Aim: To give students opportunities to use the present simple tense with adverbs of
frequency correctly in context.
* Content: Choose the correct answer A or B to complete each sentence.
* Outcome: Students’ answers in their notebooks (share with the whole class).
Task 4: T – Ss ; Ss – Ss Task 4: Choose the correct answer A
- T has Ss complete Task 4 on page 10 or B to complete each sentence.
independently. * Answer key:
- T then asks Ss to exchange their textbooks 1. B. usually get up
to check their friends’ answers. 2. A. rarely goes
3. A. Do you often travel
4. B. does Susan usually listen to
5. A. do you usually
* Aim: To help students distinguish and use correctly the present simple tense and
improve cooperative skills.
* Content: Make questions then interview your partner.
* Outcome: Role play (ask and answer correctly).
Task 5: T – Ss ; Ss – Ss Task 5: Work in pairs. Make
questions then interview your partner.
- T has Ss work on Task 5 on page 10 in
pairs. Q1: you/ often/ ride your bicycle/ to
- T checks the answers by playing a game. school
- T divides the class into two teams, two Ss in Q2: you/ sometimes/ study in the
each team choose a set of questions (which school library

are the questions 1-5 in Task 5 on page 10). Q3: your friends/ always/ go to school/
- T may add more questions if necessary then with you
interview each other. The team with the Q4: you/ usually/ do homework/ after
higher score is the winner. school
* Answer key:
1. Do you often ride your bicycle to
school?
2. Do you sometimes study in the
school library?
3. Do your friends usually go to school
with you?
4. Do you usually do your homework
after school?
* Content: Summarize the main content of the lesson.
* Outcome: Students say what they have learned in the lesson.
- T asks Ss to talk about what they have - The present simple tense.
learned in the lesson. - Adverbs of frequency.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson, prepare the next lesson and do exercises in the
workbook.
- T reminds Ss to do homework and prepare - Make 5 sentences in the present
the new lesson. simple tense, use adverbs of frequency.
- Do exercises in Workbook.
- Prepare: Unit 1 – Lesson 4:

Communication.
* EVALUATION:
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Week: 02 Date: 22/08/2021

Period: 05

Lesson 4: Revision
I. OBJECTIVES:
- Consolidate and do more practice on the pronunciation, vocabulary and grammar.
1. Knowledge:
* Vocabulary: Lexical items related to school activities, subjects and their friends
2. Skills: Speaking, reading and writing
4. Competences: Develop their language skills, as well as learn about Vietnamese culture
and other cultures
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
III. PROCEDURES:
1. WARM-UP (5’)
* Aim: To introduce the topic.
* Content: Students to talk about what he/ she does every day; some questions about
making friends.
* Outcome: Students present in front of the class; students’ correct answers.
* Warm-up * Game: Listening activity
- T plays a piece of music about school https://www.youtube.com/watch?
things/ school supplies. v=41cJ0mqWses
- T asks Ss to note down the words they

* Suggested answers: pencil, sharpener,
hear about school things related to the topic.
eraser, ruler, book, scissors, chair ...
- Ss type in the chatbox the words they hear
to check.
- T shows the answers on the screen to
check and correct as a class.
* Lead-in
- T asks Ss to pronoun the word “larger”
and “lunch” then draws their attention to
the sounds /ɑː/ and /ʌ/ to lead into the
pronunciation practice.
2. REVISION AND PRACTICE (30’)
Task 1 (10’)
* Aim: To help students review the sound /ɑː/ and /ʌ/ and do some more practice on it.
* Content: Words containing sounds /ɑː/ and /ʌ/.
* Outcome: Students recognize the two sounds /ɑː/ and /ʌ/, do the exercise correctly.
Task 1: T – Ss ; Ss – Ss Task 1: Find the word which has a
- T asks Ss to recall some tips to recognize different sound in the part underlined.
the sounds /ɑː/ and /ʌ/ in a word. Say the words aloud.
- T shows the tips on the screen to help Ss to
revise their knowledge.
- T raises the winners, then checks and
corrects as a class.
* Answer key:
1. D 2. A 3. A 4. C 5. B
Task 2 (10’)
* Aim: To help students to review and consolidate their vocabulary.
* Content: Multiple choice exercise focusing on school things’ vocabulary.
* Outcome: Students remember and choose the correct answer.
Task 2: T – Ss ; Ss – Ss Task 2: Choose the correct answer A,
- T asks Ss to read all questions quickly. B, or C to complete each of the
https://quizizz.com/admin/quiz/ following sentences.
6110fab58e9558002036be7b
* Answer key:
- T asks Ss to do exercise 2 on Quizziz.
1. compass 2. schoolbag
- T gives feedback and corrections (if
3. textbook 4. teaches
necessary).
5. international 6. plays
7. uniform 8. Oh dear
9. chores/ housework 10. during
Task 3 (10’)
* Aim: To help students review and consolidate their knowledge on present simple
tense.
* Content: Put the verbs in brackets in the correct form.
* Outcome: Students remember the grammar and put do the task exactly.
Task 3: T – Ss ; Ss – Ss Task 3: Put the verbs in brackets in the
- Ask Ss to read and do exercise correct form.
individually. Then let them share the
answers with their partners.
- T asks some Ss to write the answers on the
screen.
- T checks with the whole class.
* Answer key:
1. finishes
2. Do you usually write
3. Does your brother like – says
4. don’t want – to stay
5. wear – go
6. to spend / spending – went
* Aim: To apply the knowledge they have learned in this lesson.
* Content: Interview the others, use the questions ‘How is a good friend?’
* Outcome: Students ask and answer exactly (group work).
Task 5: T – Ss ; Ss – Ss Task 5: Work in groups. Take turns to
- T instructs Ss Task 5 and reminds them to interview the others, use the questions
record their group video and then submit it above.
on Google Drive. (Google Drive)
* Content: Summarize the main content in the lesson.

- T asks Ss to talk about what they have - Vocabulary related to school things.
learned in the lesson. - Sound /ɑː/ and /ʌ/.
- Present simple tense.
5. HOMEWORK (2’)
workbook.
* Organization of implementation
- T reminds Ss to do homework and prepare - Complete the group work by recording
the new lesson. a short video to interview the group
members and submit it on Google Drive.
- Prepare: Unit 1 – Lesson 5: Skills 1.
* EVALUATION:
................................................................................................................................................
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........................
Week: 02 Date: 24/08/2021

Period: 06

Lesson 5: Skills 1
I. OBJECTIVES:
- Identify different types of school;
- Talk about things they like and don’t like at school and give reasons for that.
1. Knowledge:
* Vocabulary: Lexical items related to the topic
2. Skills: Reading and speaking
4. Competences: Develop their language skills; ask and answer questions about school
activities
II. TEACHING AIDS:
1. Teacher:
- Grade 6 textbook, Unit 1: Skills 1
- sachmem.vn
→ Solution: Provide students with the meaning and pronunciation of words.
2. Students may have underdeveloped reading, speaking and co-operating skills.
→ Solution: Let students read the text again (if needed).
Create a comfortable and encouraging environment for students to speak.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To introduce the topic of reading.
* Content: Chatting (some questions about the school).
* Outcome: Students say the correct answers aloud.
* Warm-up: T – Ss * Chatting
- T asks Ss some questions about Ss’ school. 1. What’s the name of your school?
- Ss answer the questions on Padlet. 2. Is your school big or small?
https://padlet.com/msanh2399/kwbsyrpqzooo6i5l 3. How many students and
teachers are there?

4. Do you like your new school?
Why or why not?
2. PRE – READING (8’)
* Aim: To prepare students with vocabulary related to the lesson and lead in the
reading skills.
* Content: Some vocabulary related to the lesson.
* Pre-teach vocabulary: T – Ss * Vocabulary
- T uses different techniques to teach vocabulary - green field (n): đồng lúa (picture)
(pictures, situation, realia...). - mountain (n): ngọn núi (picture)
- Follow the seven steps of teaching vocabulary. - computer room (n): phòng máy
- Repeat in chorus and individually. tính
- Copy all the words. (picture)
* Checking vocab: What and where. - join (v): tham gia (synonyms)
- international (adj): quốc tế
(explanation)
- art club (n): câu lạc bộ mĩ thuật
(picture)
* Pre-reading
- T leads Ss into the lesson by showing pictures of three * Questions:
schools: Sunrise, An Son and Dream. 1. What can you see in these pictures?
2. Are these schools in the same place?
3. Which school do you think is in Viet Nam?
* Suggested answers:
1. I can see three different schools.
2. No, they aren’t.
3. The second school.
3. WHILE – READING (15’)
Task 1 (5’)
* Aim: To develop reading skills for general information and help students activate
their knowledge of the topic.

* Content: Read the passages and match.
* Outcome: Read and say the correct answers.
Task 1: T – Ss ; Ss – Ss Task 1: Look at the picture and
- T asks Ss to open the book, read through the quickly read the passages. Match
text, and do Task 1 on page 12. 1-3 with A-C.
- T calls some Ss to give the answer, explains * Answer key:
which sentence gives them the information. 1. C - a boarding school in Sydney

2. A - a school in Bac Giang
3. B - an international school
Task 2 (5’)
* Aim: To help students develop their reading skill for specific information (scanning.)
* Content: Read the passages again and complete the sentences.
* Outcome: Students’ correct answers on the board.
Task 2: T - Ss, Ss – Ss (pair work) Task 2: Read the passages again
- T asks Ss to read through the sentences, predict and complete the sentences.
what information/ what types of words they have * Answer key:
to fill in the blanks. 1. boarding

- Ss work independently and find the correct 2. Sydney
answer. 3. mountains and green fields
- T lets Ss pair compare before checking with the 4. Dream School
whole class. T gives feedback. 5. English-speaking teachers
Task 3 (5’)
* Aim: To identify different features of each school.
* Content: Answer the questions.
* Outcome: Students’ answers correctly on the board.
Task 3: T – Ss ; Ss – Ss Task 3: Answer the questions.

- T asks Ss to read the questions and underline * Suggested answers:
keywords reminds them to focus on the types of 1. Sunrise is a boarding school.
information they have to find (What/ Where/ 2. An Son School is in Bac Giang.
Which school…). 3. Yes, there is.
- T asks Ss to work in pairs and find the answer. 4. They join many interesting clubs.
- T calls a student to write his/ her answer on the
board, then check sentence by sentence with
class.
4. PRE – SPEAKING (8’)
* Aim: To help students prepare ideas for the speaking activity.
* Content: Ask and answer about the school they like and say the reason.
* Outcome: Students ask and answer fluently in groups.
Task 4: T – Ss ; Ss – Ss Task 4: Which school in Task 1
- T asks Ss to work independently and complete would you like to go to? Why/ Why
the table. not? Complete the table.
- T goes around and offers help if needed. * Suggested answers:
Reasons you Reasons you
like it don’t like it
Sunrise Sunrise
I can practice It’s a boarding
English with school, so I
other students. can’t go home
every day.
An Son An Son
It is in a It is quite small
beautiful place, and very
so it has a remote, so it
good view isn’t convenient
to travel.
Dream Dream
I can learn It’s an
English with international
English- school, so it
speaking may be
teachers and expensive.
join many
interesting
clubs.
5. WHILE & POST – SPEAKING (4’)
* Aim: To provide an opportunity for students to practice making their choice of the
type of school they would like to go to and give reasons.
* Content: Discuss your choice with your friends.
Comment and vote for the most interesting and informative presentation.
* Outcome: Students record their videos in groups and submit them on Google Drive.
Task 5: T – Ss ; Ss – Ss Task 5: Discuss your choice with
- T tells Ss to work in groups of four your friends.
and share the answer, reminds them to take note * Which school (among the three
of the information from other members. above) would you like to go to?
- T asks Ss to record their videos in groups of Why?
four and submit them on Google Drive (Ss can Example:
complete the task after school). A: Which school would you like to
- T encourages Ss to give comments to their go to?
friends and vote for the most interesting and B: I'd like to go to Dream School.
informative presentation about their recordings. A: Why?
- T gives feedback and comments. B: Because I'd like to paint in the
art club.
* Ss’ recording
Example: Among the three schools
above I would you like to……

* Content: Summarise the main content in the lesson.
- T asks Ss to talk about what they have learned - Read and classify some
in the lesson. information about 3 schools.
- Present their choice of the type of
school they would like to and give
reasons.
7. HOMEWORK (2’)
workbook.
- T asks Ss to write down their opinion about a - Write down your opinion about a
school in their books and search for information school in their books.
about their school. - Record videos about their choice
of the type of school they would
like to and give reasons, submit on
Google Drive.
- Prepare: Unit 1 – Lesson 6: Skills
2.
* EVALUATION:
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........................
Week: 03 Date: 26/08/2021

Period: 07

Lesson 6: Skills 2
I. OBJECTIVES:
- Listen for specific information about school activities;
- Write a passage about their new school.
1. Knowledge:
2. Skills: Listening, writing, reading and speaking
4. Competences: Use the present simple; Ss will be developed listening and writing skills
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
1. Students may have underdeveloped listening, writing and co-operating skills.
→ Solution: Play the recording many times if any necessary.
Encourage students to work in pairs and in groups so that they can help each
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To check students’ knowledge related the previous lesson and introduce the
topic of listening.
* Content: Game: ‘Network’ (my new school).

* Outcome: Students write word on the board.
* Warm-up (individual work) * Game: Network
- T guides Ss to play a game about ‘My New
School’. My New
- Ss write the words on Mentimeter. School
https://www.menti.com/a9wqjon7sm teacher schooj
* Suggested answers: teacher,
friends, subjects, school things,…
2. PRE – WRITING (10’)
* Aim: To help students have information about their school and write simple
sentences for the next writing passage.
* Content: Write the answers to the questions about your school.
* Outcome: Students’ answers correctly in their notebooks.
Task 1: T – Ss ; Ss – Ss (pair work) Task 1: Write the answers to the
- T asks Ss to work independently to answer the following questions about your
questions. school.
- T encourages Ss to write in full sentences and * Suggested answers:
tells them that their sentences must be 1. What is the name of your school?
grammatically and logically correct with the → It’s Nguyen Trai Secondary
right choice of words and correct punctuation. school
- T allows Ss to look back at the reading 2. Where is your school?
passages. → It’s in Mo Duc District, Quang
- T asks Ss to pair compare their answers. Ngai city.
- T invites one or two Ss to write their answers 3. How many classes does your
on the board and gives feedback as models. school have?
→ It has 16 classes.
4. What do students do at your
school?
→ They learn many subjects and
play games at break time.
3. WHILE – WRITING (10’)
* Aim: To let students learn and help them write a complete passage about their school.
* Content: Write a paragraph of 40-50 words about your school.
* Outcome: Students complete the paragraph properly.
Task 2: Task 2: Use the answers in 3 to
- T asks Ss to work in groups of four, gives them write a paragraph of 40-50 words
a large piece of paper, and asks them to take about your school. You can refer
notes on ideas on the paper in 5 minutes. to the reading passages to help
- T has Ss to pay attention to punctuation, you.
structures, word choice, linking words, etc. * Sample paragraph:
- Then, T reminds Ss to submit their paragraphs My school is Giang Son
on Padlet. School. It is in the center of my
https://padlet.com/msanh2399/7fsf5eqln8vunxy3 village. It has 12 classes with over
- T has one student to type his/ her answer on the 500 students. We study many
PowerPoint screen to checks and correct Ss’ subjects: maths, history, science,
writing as a class. and of course, English. We often
- T encourages Ss to leave comments on each play games during break time. My
other’s writing. teachers are friendly, and my
friends are helpful. I like my
school.
4. POST – WRITING (10’)
* Aim: To cross-check and final-check students’ writing.
* Content: Share your writing with the class.
* Outcome: Students’ perfect writing.
Task 3: T – Ss ; Ss – Ss * Share your writing with the class
- T asks Ss to look at the screen to check their

friends’ writing. Then call one or two Ss to share
their writing with the class.
- T gives feedback.
5. LISTENING (5’)
* Aim: To help students develop the listening skills for specific information and
combine listening and writing at the same time.
* Content: Guess the answer to the following questions (pair work).
Listen and choose the correct answer.
* Outcome: Students are able to listen and choose the correct answer.
Students’ summarization about some main information of the listening
part.
Task 4: T – Ss ; Ss – Ss (pair work) Task 4: Guess the answer to the
- T lets Ss work in pairs and discuss the following questions.
questions. Encourage them to speak English and * Questions:
feel free to make guesses. 1. Do you think the students there
wear uniforms?
2. Do they learn Vietnamese as a
foreign language?
1. Yes, they do.
2. Yes, they do.
Task 5: T – Ss ; Ss – Ss Task 5: Listen again and choose
- T asks Ss to read the statements carefully, the correct answer A or B.
underline the keywords to determine what * Answer key:
information is needed to answer the questions. 1. A. maths 2. B. isn’t
- T reminds them that nouns; main verbs; wh- wearing
words; adjectives and adverbs are usually 3. B. Vietnamese 4. A. in the
keywords. library
- T asks Ss to LISTEN AND COMPLETE IT 5. A. on the farm
AT HOME.
* Audio script:
Hi. My name’s Janet. I’m eleven
years old. I’m now in year 6 at
Palmer School. I like it here. My
classmates are friendly. The
teachers at my school are nice and
very helpful, and my favorite
teacher is Mrs. Smith. She teaches
us maths. I have two hours to study
Vietnamese every week. I usually do
my homework in the library. We
wear our uniforms every day, but
today we aren’t. We’re going to
have a biology lesson on a farm.
* Outcome: Say aloud what they have just learned in front of the class.
- T asks Ss to talk about what they have learned - Write a paragraph about your
in the lesson. school.
7. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in this lesson and allow
students to finalize their versions after being checked by friends and teachers.
workbook.
- T asks Ss to complete the paragraph at home. - Rewrite the paragraph and submit
- T asks Ss to prepare the new lesson. it on Padlet.
Looking back & Project.
* EVALUATION:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
........................
Week: 03 Date: 28/08/2021

Period: 08

Lesson 7: Looking back & Project
I. OBJECTIVES:
- Recall the lexical items and grammatical points they have learned;
- Identify the present simple tense and adverbs of frequency;
- Use the combinations: to study, to have, to do, to play + N;
- Give a presentation about a dream school they have designed.
1. Knowledge:
* Grammar: The present simple tense and adverbs of frequency
2. Skills: Writing, reading and speaking
4. Competences: Use the present simple and adverbs of frequency more effectively; Ss
will be developed listening and writing skills
II. TEACHING AIDS:
1. Teacher:
- Grade 6 textbook, Unit 1: Looking back & Project
- sachmem.vn
1. Students may have underdeveloped reading, speaking, writing and co-operating
→ Solution: Encourage students to work in pairs, in groups so that they can help each
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To revise the vocabulary related to the topic and lead into the lesson.
* Content: Game: ‘Brainstorming’ (new school).
* Outcome: Students write correctly words on Mentimeter.
* Warm-up (teamwork) * Game: Brainstorming
- T divides the class into two teams. * Suggested answers: teacher, friends,
- Members of each team take turns and write subjects, school things,…
as many school things as possible in 2
minutes on Mentimeter.
https://www.menti.com/a9wqjon7sm
- The group having more correct answers is
the winner.
2. VOCABULARY (15’)
Task 1 (8’)
* Aim: To help students revise the vocabulary items they have learned in the unit.
* Content: Look at the pictures. Write the correct words in the gaps.
* Outcome: Students write correct words on the screen (say the correct answers aloud).
Task 1: T – Ss Task 1: Look at the pictures. Write
- T encourages Ss to complete the task the correct words in the gaps.
individually. * Answer key:
- Ss exchange their textbooks with their 1. uniform 2. pencil
partners. sharpener
- T gives feedback as a class discussion. 3. notebook 4. compass
5. calculator 6. ruler
Task 2 (7’)
* Aim: To help students revise the combination: to study, to have, to do, to play + N.
* Content: Match the words in A with the words/ phrases in B.
* Outcome: Students’ correct answers on the board.
Task 2: T – Ss ; Ss – Ss Task 2: Match the words in A with
- T encourages Ss to complete the task the words/ phrases in B.
- Ss exchange their textbooks with their 1. study – e. new words
partners. 2. do – d. exercise
- T gives feedback as a class discussion. 3. play – b. the piano
- T encourages Ss to provide more school 4. have – a. lunch
activities. 5. wear – c. a uniform
3. GRAMMAR (10’)
Task 3 (5’)
* Aim: To help students revise the present simple tense.
* Content: Complete the sentences with the present simple.
* Outcome: Write correct words on the screen.
Task 3: T – Ss ; Ss – Ss Task 3: Complete the sentences with
the present simple.

- T has Ss complete the task individually. * Answer key:
- Ss exchange their textbooks and give 1. comes 2. don’t 3. walks
feedback to each other. 4. do 5. teaches
- T gives feedback as a class discussion.
Task 4 (5’)
* Aim: To help students practice more about the present tense.
* Content: Complete the text with the correct form of the verbs.
* Outcome: Write correct words on the board.
Task 4: T – Ss ; Ss – Ss Task 4: Complete the text with the
- Ss work in pairs. T asks Ss to read sentences correct form of the verbs in the
carefully and give the answers. bracket.
- Ss complete the task and discuss the * Answer key:
answers. 1. is 2. has 3. walks
- T checks the answers as a class. 4. study 5. likes
Task 5
* Aim: To help students revise the position of adverbs of frequency in context.
* Content: Put the adverb in brackets in the correct place in each sentence.
* Outcome: Students write correct answers on the board.
Task 5: T – Ss ; Ss – Ss Task 5: Put the adverb in brackets in
- T asks Ss to read the sentences quickly. the correct place in each sentence.
Then, Ss complete the task on Wordwall. * Answer key:
https://wordwall.net/resource/29248988 1. I always remember to do my
- T gives feedback as a class discussion. homework.
2. Nick usually gets good marks in
exams.
3. We do not often see a rabbit in

town.
4. I rarely read in bed at night.
5. Do you sometimes sing in the
shower?
* Content: Summarize the content of the lesson.
* Outcome: Say aloud what they have learned in the lesson.
- T asks Ss to talk about what they have - Revise vocabulary related to school.
learned in the lesson. - The present simple tense.
- Adverbs of frequency.
6. HOMEWORK (2’)
* Aim: To revise the knowledge in Unit 1 and prepare for the next lesson.
workbook.
- T asks Ss to revise the old lesson and do - Do exercises in Workbook.
exercises in the workbook. - Prepare: Unit 2 – Lesson 1: Getting
- T asks Ss to prepare the new lesson. Started.
* EVALUATION:
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........................
Week: 03 Date: 01/09/2021
Period: 09
UNIT 2: MY HOUSE
Lesson 1: Getting Started – A look inside
I. OBJECTIVES:
- Identify the topic of the unit;
- Identify types of house;
- Ask and answer about where they live.
1. Knowledge:
* Grammar: Possessive case; prepositions of place
2. Skills: Listening, reading and speaking
3. Attitude: To teach Ss to work hard, love their house
4. Competences: Co-operation, self-study, use language to do exercises
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
→ Solution: Prepare some hand-outs in which key language of the topic ‘My House’.
2. Students may have underdeveloped listening, speaking and co-operating skills.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To introduce the topic and lead in the topic of ‘My House’.
* Content: Game: ‘Pelmanism’.
* Outcome: Choose the number and say the correct answers aloud (group work).
* Warm-up (teamwork) * Game: Pelmanism

- T divides the class into two teams and
asks Ss to choose a pair of numbers.
- If Ss choose the correct number and
picture, they get two marks.
- The team that has more correct words is
the winner.
Villa
* Lead-in:
- T asks some questions. Then, Ss answer. 1. How is your house?
- T introduces the topic of the lesson. 2. Is your house big or small?
→ “From my all questions, can you guess 3. How many rooms are there in your
the topic of our lesson today?” house?
Vocabulary (5’)
* Aim: To prepare students with vocabulary related to the topic ‘My House’;
* Outcome: Students read and recognize the meaning of the words.
* Pre-teach vocabulary: * Vocabulary:
- T uses different techniques to teach - flat (n): căn hộ (picture)
vocabulary (pictures, situation, realia...). - country house (phr. n): nhà nông
- Follow the seven steps of teaching thôn (picture)
vocabulary. - town house (phr. n): nhà phố
- Repeat in chorus and individually. (picture)
- Copy all the words. - behind (prep): đằng sau (antonym)
* Checking vocab: Matching.
Task 1 (7’)
* Aim: To set the context for the listening and reading text.
* Content: Listen and read the dialogue.

* Outcome: Students read and understand the content of the dialogue.
Students know how to roleplay.
* Set the scenes: T – Ss * Chatting:
- T draws Ss’ attention to the pictures in the textbook 1. What are Nick and Mi doing?
and asks them some questions about the pictures.
2. What might they talk about?
They are talking to/ discussing with
each other through the Internet.
Task 1: T – Ss
- T plays the recording, asks Ss to Task 1: Listen and read.
underline the words related to the topic.
* Answer key:
(T may check the meaning of some words
1. They are talking about their houses.
if necessary.)
2. Mi is describing their new flat which
- Ss listen and read.
her family was moving to.
- Invite some pairs of Ss to read aloud.
- T confirms the correct answers.
3. PRACTICE (15’)
Task 2 (5’)
* Aim: To help students understand the text.
* Content: Read and tick the correct answers.
Task 2: T – Ss ; Ss – Ss Task 2: Which family members does
- T asks Ss: ‘Which family members does Mi talk about?
Mi talk about?’ without reading the * Answer key:
conversation again. parents 
- Then, T tells them to read it again sister
individually and check their answers. brother 

- T allows Ss to share their answers aunt 
before discussing as a class and cousin 
encourages them to give evidence.
- T calls some Ss to check.
Task 3 (5’)
* Aim: To help students further understand the text.
* Content: Complete the sentences.
* Outcome: Students write correct words on the board.
Task 3: T – Ss ; Ss – Ss Task 3: Complete the sentences.
- T asks Ss to work independently to fill * Answer key:
each blank with the word from the 1. sister
conversation. 2. TV
- T allows Ss to share their answers 3. town
before discussing as a class. 4. country
- T calls some Ss to say out the answers. 5. three
- T confirms the right answers and writes
on the board.
Task 4 (5’)
* Aim: To develop students’ knowledge of the vocabulary about types of house.
* Content: Game: ‘Network’ (types of house).
Task 4: T – Ss ; Ss – Ss Task 4: Complete the word web: Types
- T divides the class into two teams, then of house.
writes the topic ‘Types of house’ on the * Game: Network
board and gives them 2 minutes to
discuss. * Suggested answers:
- After that time, a student from each
team one by one runs to the board and

writes one word.
- The team which has more correct
answers is the winner.
Task 5
* Aim: To help students practice asking and answering about where they live.
* Content: Take surveys and report.
* Outcome: Students take surveys and present them in front of the class.
Task 5: T – Ss ; Ss – Ss Task 5: Survey.
- T asks Ss to work in groups of four or * Suggested answers:
six to take turns to ask and answer about - In my group, Linh lives in a flat, Lan
where they live. and Huong live in a country house,
- T can model with one student. etc….
- One student from each group can stand
up and report to the class.
* Content: Vocabulary about types of house, read and recognize the content of the
dialogue.
- T asks Ss to talk about what they have - Vocabulary about house and types of
learned in the lesson. house.
- Read and recognize the content of
the conversation.
6. HOMEWORK (2’)
* Aim: To review the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson: A Closer look 1.
- T reminds Ss to do homework and - Learn by heart all the new words.
prepare the new lesson. - Read the dialogue again.
look 1.
* EVALUATION:
................................................................................................................................................
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........................
Week: 04 Date: 03/09/2021

Period: 10
UNIT 2: MY HOUSE
I. OBJECTIVES:
- Name the rooms in the house;
- Identify furniture in each house;
- Ask and answer about the furniture in a room;
- Pronounce the final sounds /z/ and /s/ correctly in isolation and context.
1. Knowledge:
* Vocabulary: House lexical items
2. Skills: Listening, reading and speaking
3. Attitude: To teach Ss to work hard, love, keep and treasure their house
4. Competences: Co-operation, self- study, use language to do exercises
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
1. Students may have a lack of vocabulary to talk about this topic.
→ Solution: Prepare some handouts in with key language to describe rooms in the house.
IV. PROCEDURES:
1. WARM-UP (3’)
* Aim: To attract students’ attention to the lesson and lead in the lesson.
* Content: Game ‘Jumbled words’.
* Outcome: Students will be reminded about the latest words which are useful for
the new lesson that they have learnt.

* Warm-up * Game: Jumbled words
- Ss find out the correct words from the 1. broaomth 2. lvniig romo
jumbled words. 3. kcehitn 4. hlal
- T calls five quickest Ss and check their 5. aictt 6. bdeorom
answers. Who gets all the correct answers
will get good marks. * Answer key:
- T checks with the whole class. 1. bathroom 2. living room
- Ss repeat the words. 3. kitchen 4. hall
- Give the correct answer and decide who 5. attic 6. bedroom
the winner is.
* Lead-in
→ “In lesson today, we are going to learn
more words to describes rooms and furniture
and two sounds /s/ and /z/.”
Vocabulary
* Aim: To revise and teach the names of rooms in the house.
* Content: Some vocabulary in the lesson.
- T uses different techniques to teach - hall (n): hội trường, phòng lớn
vocabulary (pictures, situation, realia...). (picture)
- Follow the seven steps of teaching - chest of drawers (n): ngăn kéo tủ
vocabulary. (picture)
- Repeat in chorus and individually. - sink (n): bồn rửa (picture)
- Copy all the words. - dishwasher (n): máy rửa chén
* Checking vocab: Matching. (picture)

- cupboard (n): tủ đựng bình ly
(picture)
- poster (n): tấm áp phích (realia)
- ceiling fan (n): quạt trần (realia)
- light (n): đèn điện (realia)
3. PRACTICE (11’)
Task 1 (3’)
* Aim: To revise the name of the rooms in the house.
* Content: Name the rooms (individual work).
* Outcome: Widen their range of vocabulary about the topic.
Task 1: T – Ss Task 1: Look at the house below. Name
- T has Ss quickly match the room with its the rooms of the house.
name. * Answer key:
- Call on some Ss to read their answers a. living room b. bedroom
aloud. c. attic d. bathroom
- Check Ss’ answers and correct their e. kitchen f. hall
pronunciation.
Task 2 (5’)
* Aim: To revise/ teach the name of furniture pieces.
* Content: Name the things in each room.
* Outcome: Practice in pairs and name the correct things.
Task 2: T – Ss ; Ss – Ss Task 2: Name the things in each room.
- T asks Ss to work in pairs to do this * Suggested answers:
activity. - Bedroom: lamp, picture, chest of
- T writes the names of the rooms on the drawers
board in different places, then calls on Ss - Living room: lamp, sofa, picture
from different pairs to go to the board and
write the name of the furniture under these - Hall: picture

rooms. - Kitchen: fridge, cupboard,
- Remind Ss that one piece of furniture can dishwasher, sink
belong to more than one room. - Bathroom: shower, sink, toilet
- T asks other Ss to comment and asks them - Other words: chair, fan, cooker, air
if they can add some more things to each conditioner, etc.
room.
Task 3 (3’)
* Aim: To help students practice asking and answering about the furniture in a
room.
* Content: Game: ‘Guessing’ (ask and answer about the furniture in a room).
* Outcome: Students ask and answer (pair work) in front of the class.
Task 3: T – Ss ; Ss – Ss Task 3: Guessing game.
- T models this activity with a student. Example:
- T asks Ss to work in pairs: one student Ss 1: What’s in your room?
thinks of a room in his/ her house; the other Ss 2: A lamp and a chest of drawers.
asks questions to guess the room. Ss 1: Is it the bedroom?
- T calls some pairs to practice in front of Ss 2: Yes.
the class.
- T comments on their performance.
Pronunciation
* Aim: To teach students how to pronounce the sounds /s/ and /z/ and practice
pronouncing these sounds in words correctly.
* Content: Pronunciation: Sound /s/ and /z/.
* Outcome: Students pronounce words exactly.
* T – Ss ; Ss – Ss * Sounds: /s/ and /z/
- T introduces two sounds /s/ and /z/ to Ss * Rules:
and lets them watch a video about how to + Final –s is pronounced /s/ after
pronounce these two sounds. voiceless sounds (/t/, /p/, /k/, /f/, /θ/).
- T has Ss comment on how to pronounce + Final –s is pronounced /z/ after
these two sounds at the end of the words. voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/,
- T quickly explains the rules: etc.) and any vowel sounds.
- T asks Ss to give some words they know Example:
containing these sounds. /s/: cats, lamps, books, months
/z/: beds, dogs, cans, rooms, videos,
cookers, bees
5. PRACTICE (8’)
Task 4 (3’)
* Aim: To help students identify and practice the /s/ and /z/ sounds.
* Outcome: Whole class practice the sound /s/ and /z/.
Task 4: T – Ss ; Ss – Ss Task 4: Listen and repeat the words.
- Let Ss practise the sounds /s/ and /z/ lamps cupboards
together. Ask Ss to observe the T's mouth sinks sofas
when pronouncing two sounds. flats kitchens
- Play the recording and ask Ss to listen to toilets rooms
these words and repeat.
- Play the recording as many times as
necessary.
- Check the meanings if necessary.
Task 5 (5’)
* Aim: To help students pronounce the final sounds /s/ and /z/ correctly in context.
* Content: Listen, underline the final “s” in the words and put into the correct
column.
* Outcome: Students listen and underline exactly the final “s” in the words (pair
work).

Task 5: T – Ss ; Ss – Ss Task 5: Listen to the conversation.
Underline the final “s” in the words
- Have Ss quickly read the conversation and and put them into the correct column.
underline the final “s” in the words.
- Play the recording for Ss to listen to the * Answer key:
conversation and write /s/ or /z/ under each /s/: chopsticks, lamps
“s” that they have underlined. /z/: bowls, things, homes
- Tell them to put the words with the final
“s” in the correct column according to the
sound of “s”.
- Ss work in pairs to compare their
answers. Check Ss’ answers. Ask them to
explain their answers.
- Play the recording again for Ss to repeat
each line of the conversation.
- Ask Ss to work in pairs to practice the
conversation.
* Aim: To give students a chance to apply what they have learned.
* Content: Game: ‘Whispering’ (say the full sentence).
* Outcome: Practice reading the sentences in groups.
* T – Ss ; Ss – Ss * Game: Whispering
- T divides the class into four big groups * Suggested sentences:
and asks Ss to stand in four lines. 1. There are two bedrooms in my house.
- The member in the last place will make a 2. My living room has a TV, two lamps,
sentence containing at least a word and a some pictures and a sofa.
sound they have learned. 3. The toilets in my school are clean.
- Then, whisper the sentence to the next
member of the group.
- They will continue until the member in
the first place and this member will say the
sentence aloud.
- The fastest group will win the game.
* Content:. Summarize the main content.
* Outcome: Some students volunteer (summarize the lesson briefly).
- T asks Ss to talk about what they have - Vocabulary about the things in room
learned in the lesson and house.
- How to pronounce the sounds /s/
and /z/.
8. HOMEWORK (2’)
workbook.
- T reminds Ss to do homework and - Learn by heart all the new words.
prepare the new lesson. - Find 5 more words with the sound /s/
and 5 more words with the sound /z/.
look 2.
* EVALUATION:
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Week: 04 Date: 06/09/2021

Period: 11
UNIT 2: MY HOUSE
I. OBJECTIVES:
- Identify the correct form of the possessive case;
- Describe the positions of things by using prepositions of place;
- Ask and answer about the position of things.
1. Knowledge:
* Vocabulary: House lexical items
2. Skills: Reading, writing and speaking
4. Competences: Know how to use possessive case and prepositions of place; Ss will be
developed speaking and co-operating skills
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
IV. PROCEDURES:
1. WARM-UP (5’)
* Content: Game: ‘Spot the difference’.
* Outcome: Students will focus on things in a room, and brainstorm about which
modal sentence they will use to describe the room.
* Warm-up * Game: Spot the difference
- T divides the class into two teams:
Red and Blue.
- T shows two pictures, asks Ss to work
in pairs. In 1 minute, Ss find as many
differences between the two pictures as
possible.
- After 1 minute, each member of each
team in turn speaks out the differences
you can find out. The team with more * Suggested answers:
correct answers will be the winner. - There is a pink lamp on the wall of
- T checks the correct answer and picture 1.
decides who the winner is. - Picture 1 has five star lights but picture
- Ss repeat the most common sentence 2 has four ones.
Ss use to describe. - There are three stars on the red lamp of
picture 1.
* Lead-in
→ “This lesson today is going to tell
you one way to express the possessive
and how to use the preposition of place
correctly.”
2. POSSESSIVE CASE (10’)
* Aim: To introduce students to the form of possessive case.
* Content: Learn about the possessive case.
* Outcome: Identify how to use the form of possessive case.
* T – Ss THE POSSESSIVE CASE
- Have Ss look at the Grammar box (Dạng sở hữu cách)
about the possessive case. Explain to
them that there are a few different
ways to show possession, and this unit
just focuses on one.
- Ask Ss to read the Grammar box.
Tell them that we only need to put ’s
(after a proper name or a singular
noun to show possession.
- Take a pen from a student in the
class, say and write the sentence on the Example: This is Nam’s pen.
board so that Ss can easily understand.
- Call on one or two Ss to take one or
two things from other Ss and make Example: This is my teacher’s book.
similar sentences. Then give a student
your book and ask him/ her how to say
a sentence to show possession.
- Give another Ss your ruler for him/
her to make another sentence. Write Example: This is Hoa’s ruler.
the sentence on the board.
3. PRACTICE (10’)
Task 1 (5’)
* Aim: To help students identify the correct form of possessive case.
* Content: Choose the correct answer.
* Outcome: Students write the correct key on the board.

Task 1: T – Ss ; Ss – Ss Task 1: Choose the correct answer.
- T asks Ss to do the exercise * Answer key:
individually and then compare their 1. grandmother’s
answers with a classmate. 2. sister’s 3. cousin’s
- Check the answers as a class. 4. Nam’s 5. An’s
Task 2 (5’)
* Aim: To help students practice forming the correct form of possessive case.
* Content: Complete the sentences with the correct possessive forms.
Task 2: T – Ss ; Ss – Ss Task 2: Complete the sentences with the
- T has Ss do this exercise individually correct possessive forms.
and calls on two Ss to write their * Answer key:
answers on the board. 1. Mi’s 2. teacher’s 3. Nick’s
- T draws all Ss’ attention to the board 4. father’s 5. brother’s
and checks the answers together.
4. PREPOSITIONS OF PLACE (10’)
* Aim: To help students identify different prepositions of place and use them
correctly to describe where people or things are.
* Content: Learn about prepositions of place.
* Outcome: Know how to use prepositions of place.
* T – Ss ; Ss – Ss PREPOSITIONS OF PLACE
- T asks Ss what prepositions of place (Giới từ chỉ nơi chốn)
they know. Encourage Ss to say as
many as possible.
- Have them look at the Remember
box to see if the prepositions they have
mentioned are the same.
- T confirms how to use prepositions of
place
Example:
- The book is on the table.
- The lamp is behind the armchair.
5. PRACTICE (10’)
Task 3 (7’)
* Aim: To help students practice using prepositions of place correctly to describe
where people or things are.
* Content: Write the correct preposition in the box under each picture.
* Outcome: Students say the full sentences aloud (teamwork).
Task 3: T – Ss ; Ss – Ss Task 3: Write the correct preposition in
- T divides the class into two teams. the box under each picture.
Each team chooses the number they * Answer key:
like, then tries to make the sentence 1. on 2. next to
correctly. 3. behind 4. in
- The team which chooses a lucky 5. in front of 6. between
number will get two points without 7. under
answering any questions.
- The team which has more points will * Say a sentence to describe the picture
be the winner. 1. The dog is on the chair.

2. The dog is next to the armchair.
3. The cat is behind the TV.
4. The cat is in the wardrobe.
5. The dog is in front of the kennel / dog
house.
6. The cat is between the lamp and the
armchair.
7. The cat is under the table.
Task 4 (3’)
* Aim: Students will be given further practice on using prepositions of place.
* Content: Individual work, pair check.
* Outcome: Students use prepositions of place to describe where people or things
are.
Task 4: T – Ss Task 4: Decide True or False statements.
- T has Ss look at the picture of the * Answer key:
room and asks them to describe the 1. T
room briefly, then has them read each 2. F (The school bag is under the table.)
sentence, look at the picture and 3. F (The clock is between the two
decide if each sentence is true or false. pictures.)
If it is false, ask them to correct it. 4. T
- T has Ss do this exercise individually 5. F (The cap is on the pillow.)
before they share their answers with a
partner.
- Ask some Ss to read out their
answers.
- T confirms the correct ones.
* Aim: To help students practice asking and answering about the position of
things.
* Content: Game: ‘Memory challenge’.
* Outcome: Ask and answer about the position of things in pairs.

Teacher & Students’ activities Content
* T – Ss ; Ss – Ss * Game: Memory challenge
- T has Ss work in pairs to play the Example:
game ‘Memory challenge’. A: Where are the books?
- Ss look at the picture in Task 4 for 30 B: They’re on the table.
seconds and then cover it.
- Ss ask and answer questions about
the position of the things in the
picture.
- T invites some pairs to perform in
front of the class.
* Outcome: Some students raise their hands and say what students have learned.
- T asks Ss to talk about what they - Possessive case.
have learned in the lesson. - Prepositions of place.
- Make sentences about prepositions of
place.
8. HOMEWORK (2’)
* Aim: To revise the knowledge in this lesson and prepare the new lesson
Workbook.
- T reminds Ss to do homework and - Do exercises in the Workbook.
prepare the new lesson. - Prepare Unit 2 – Lesson 4:
Communication.
* EVALUATION:
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Week: 04 Date: 09/09/2021

Period: 12
UNIT 2: MY HOUSE
Lesson 4: Communication
I. OBJECTIVES:
- Give suggestions using How about + Ving? and Let’s + V;
- Ask and answer about the differences between houses;
- Describe their house.
1. Knowledge:
* Grammar: Give suggestions
2. Skills: Reading, writing and speaking

4. Competences: Develop their language skills, as well as communication, summarizing
abilities,…
II. TEACHING AIDS:
1. Teacher:
- Grade 6 textbook, Unit 2: Communication
- sachmem.vn
2. Students: Textbooks, notebooks, studying equipments,...
1. Students may lack knowledge about what good qualities a good friend should have.
→ Solution: Provide students with some vocabulary at the beginning of the lesson.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To introduce the lesson and to lead in the lesson.
* Content: Game: ‘Picture describing’.
* Outcome: Some students stand in front of the class to describe the house.
* Warm-up * Game: Picture describing
- T shows the picture of Nam’s house and
asks Ss to describe as many things in the
picture as possible.
- Ss give their answers.
- T checks the answers.
- This is Nam’s house.
- There are 4 rooms in his house.
- In the living room, there is a lamp, a

picture, a table and a sofa.
- In the kitchen, there is a fridge, a
* Lead-in dishwasher and a sink.
→ “We are going to learn how to give suggestions and

practice describing a house”.
EVERYDAY ENGLISH
Task 1
* Aim: To introduce two ways of giving suggestions.
* Content: Learn about two ways to give suggestions.
* Outcome: Students can give suggestion for everyday activities.
Task 1: T – Ss ; Ss – Ss Task 1: Listen and read a dialogue.
* Pre-teach structure: * Audio script:
- T plays the recording for Ss to listen Elena: My bedroom isn't nice.
and read the dialogue between Elena and Mum: How about putting apicture
her mum at the same time. on the wall?
- T asks Ss to pay attention to the Elena:Great idea, Mum.
highlighted sentences. Mum: Let's go to the department
- T elicits the structures to give store to buy one.
suggestions from Ss.
- T has Ss practice the dialogue in pairs. * Giving suggestions:
Call some pairs to practice the dialogue → How about + V-ing?
in front of the class. → Let’s + V.
3. PRACTICE (17’)
Task 2 (6’)
* Aim: To help students practice giving suggestions.
* Content: Make similar dialogues.
* Outcome: Roleplay and practice in front of the class.
Task 2: T – Ss ; Ss – Ss Task 2: Work in pairs. Make a similar
- T give Ss some situations to practice: dialogue. Remember to use the
+ Situation 1: You want to clean structures.
something in your home. * Suggested answers:
+ Situation 2: You want to do some Situation 1:
activities at the weekend with your A: The kitchen is dirty and messy.
friend. B: How about cleaning it and
+ Situation 3: You want to buy some new rearranging things?
school things. A: Great idea, Elena.
- T asks Ss to work in pairs. B: Let’s do it right now.
- T moves around to observe and provide
help. Situation 2:
- T calls some pairs to practise in front of A: I am so bored.
the class, then comments on their B: How about going to the cinema this
performance. weekend?
A: Great idea!
... ... ... ...
Task 3 (5’)
Living places
* Aim: To give students a sample of a house description and help students practise
using some grammar points and vocabulary related to the topic.
* Content: Complete the sentences.
* Outcome: Work in pairs and give the correct answers.
Task 3: T – Ss ; Ss – Ss Task 3: Mi tells Nick about her

- T has Ss look at the picture and try grandparents’ country house. Look at
describing Mi’s grandparents’ country the pictures of her grandparents’ house
house. and complete the sentences.
- T encourages Ss to say full sentences.
Then ask Ss to work in pairs to complete
the given sentences.
- T moves around to observe and provide

help.
- After that, T invites Ss to share their
answers.
* Answer key:
1. country 2. are 3. is
4. chairs 5. on
Task 4 (6’)
* Aim: To help students practise asking and answering about the differences
between two houses.
* Content: Find the differences between the two houses.
* Outcome: Practice asking and answering correctly in pairs.
Task 4: T – Ss ; Ss – Ss Task 4: Student A looks at the pictures
- Have Ss work in pairs to find the of Nick’s house on this page. Student B
differences between the two houses. looks at the pictures of Mi’s house on
- Before Ss do this activity, model the page 25. Find the differences between
way to do this with a student. the two houses.
- T (look at Nick’s house) Example:
- Student (look at Mi’s house) T: Nick lives in a country house. Where
- After some minutes, the pair which does Mi live?
has the most differences will be the Ss: She lives in a town house.
winner. T: How many rooms are there in Mi’s
- Ask some pairs to act out the house?
conversation. Other pairs listen and Ss: There are six rooms. What about in
add more differences if there are any. Nick’s house? How many rooms are
there? etc.
* Aim: To help students practise describing their house.
* Content: Draw a simple picture of your house.
* Outcome: Students’ drawing and description.
Task 5: T – Ss ; Ss – Ss Task 5: Drawing a simple picture of
- T gives Ss 5 – 7 minutes to draw a your house.
simple picture of their house, then asks * Model writing:
Ss work in pairs to tell each other about
their house.
- T reminds Ss to write a short paragraph
about their house after drawing it.
- Ss will upload the picture and writing
on Azota to let Ss give mark.
This is my house. It is a small house
in the country. There are 5 rooms in
my house such as living room,
bathroom, dining room, my room and
my parent’s room. There is a sofa, a
coffee table and two stools in the living
room. There are six chairs and a table
and a fridge in the dining room. The
kitchen is big and fully equipped. There
is a bed, a table, a chair and a
bookshelf in the bedroom. There is a
sink and a toilet in the bathroom... I
love my house.
* Content: Summarize the content in the lesson.
* Outcome: Some students say aloud what students have learned in the lesson.
- T asks Ss to talk about what they have - Give suggestions: How about + V-
learnt in the lesson. ing?
Let’s + V.
- Draw and describe their friend’s
house.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in this lesson and
prepare for the next lesson: Skills 1.
workbook.
- T reminds Ss to do homework and - Draw pictures, finish the paragraph
prepare the new lesson. describing the house and upload on
Azota.
* EVALUATION:
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Week: 05 Date: 12/09/2021
Period: 13
UNIT 2: MY HOUSE
Lesson 5: Skills 1
I. OBJECTIVES:
- Predict the main idea of the text, using some strategies;
- Read for specific information about a room at the Crazy House Hotel in Da Lat;
- Describe rooms and furniture in a hotel.
1. Knowledge:
* Grammar: Prepositions of place
4. Competences: Co-operation, self-study, friend; develop their language skills, as well
as communication, summarizing abilities...
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
other.
IV. PROCEDURES:
1. WARM-UP (3’)
* Aim: To introduce the topic of reading.
* Content: Chatting (make some questions about type of houses).

* Warm-up: T – Ss * Chatting:
- T has Ss look at some pictures and asks 1. What type of house is this?
Ss some questions about houses: 2. How are these houses?
- Ss answer the questions.
- And then lead in the new lesson. * Suggested answers:
1. Country house, town house, villa,
stilt, flat.
2. They are strange (crazy) houses.
2. LEAD-IN (5’)
* Aim: To lead in the lesson about Skills 1.
* Content: Look at the picture and answer the questions.
* T – Ss * Reading Skill: Predicting
- T asks Ss to read the “Reading Skill”
box and explains any words that Ss do
not know.
- T tells Ss that predicting is an
important reading skill that can help
them have a general understanding of the
text.
Task 1: Look at the text. Answer the

questions.
Task 1: T – Ss
* Answer key:
- T tells Ss to quickly look at the text, the 1. It’s an email.
pictures and answer the questions. T asks 2. The text is about Nick’s room at the
for Ss’ answers. Crazy House Hotel.
- T tells Ss to read the text to check their
prediction. T confirms the correct
answers.

* Aim: To provide students with some lexical items before reading the text again.
* Content: Learn some vocabulary related in the lesson.
- T uses different techniques to teach - strange (adj) = crazy: kì lạ, lạ thường
vocabulary (pictures, situation,...). (explanation)
- Follow the seven steps of teaching - shape (n): hình dạng (explanation)
vocabulary. - mess (adj): lộn xộn, bừa bộn
- Repeat in chorus and individually. (antonym)
- Copy all the words.
* Checking vocab: Rub out and
remember.
Task 2 (3’)
* Aim: To help students develop their reading skill for specific information
(scanning).
* Content: Read the text and answer the questions.
* Outcome: Students write the correct answers on the board.
Task 2: T – Ss ; Ss – Ss Task 2: Read the text and answer the
- T lets Ss look at Task 2 and tells them questions.
how to do this kind of exercise: * Answer key:
+ Read the questions. 1. He’s in Da Lat with his parents.
+ Underline the key words. 2. There are ten rooms.
+ Locate the key words in the text. 3. Because there’s a big tiger on the
+ Read that part and answering the wall.
questions. 4. It’s under the bed.
- T has Ss read the text in detail to
answer the questions and tells them to

underline parts of the email that help
them with the answers.
- T tells them to compare their answers
in pairs before giving the answers to T.
- T asks them to give evidence when
giving the answers.
Task 3 (5’)
* Aim: To help students develop their reading skill for specific information
(scanning).
* Content: Circle the things in the Tiger Room.
* Outcome: Students say the correct key aloud.
* Organization of implementation :
Task 3: T – Ss ; Ss – Ss Task 3: Circle the things in the Tiger
- T asks Ss to read through the words Room.
given and then locate them in the text. If * Answer key:
they find a similar word in the text, they a window a lamp
should circle it in the list. a wardrobe a desk
- T has Ss compare their answers.
- T checks and confirms the correct
answers.
5. POST – READING (5’)
* Aim: To check students’ reading comprehension.
* Content: Retelling the text.
* Outcome: A student retells the text fluently.
* T – Ss ; Ss – Ss * Retelling
- Ask Ss what to include when they want - Name of the room
to describe a room in the hotel. Here are - Reason for the name
some things: - Position of things in the room
- Ss write these points on the board and

retell “Tiger Room” to their partner.
* Aim: To help students prepare ideas for the speaking activity.
* Content: Create a new room for the hotel.
* Outcome: Student draw a plan for the room clearly.
Task 4: T – Ss ; Ss – Ss Task 4: Create a new room for the
- T tells each student to create a new hotel. Draw a plan for the room.
room for the hotel and draw a plan for 1. Why is the room called the … room?
the room. → Dog/ Cat/ Horse/ Dolphin...
- T sets a time limit for Ss to do it. 2. Where is your bed?
- T asks Ss to give the room a name and → under the window/ next to the door/
bear in mind the organisation of the in the corner/ in the middle of the
room including the things in the room room…
and their position. 3. What are there in your room?
- Have them note down quickly these → a TV/ a fridge/ an air-conditioner/ a
ideas. piano…
4. How is your room?
→ big/ bright with a lot of windows/
cool/ clean/ dirty/ messy/ tidy/ nice…
* Aim: To provide an opportunity for students to practise describing the hotel
room they have designed.
* Content: Describe your plan.
Listen a description and vote the most interesting recording.
* Outcome: Students record their videos in groups and submit on Google Drive.
Task 5: T – Ss ; Ss – Ss Task 5: Describe your plan.
- Have Ss work in pairs and show the
plan to their partner. Ask Ss to take

turns to describe their rooms.
- Remind them to focus on the three
points on the board.
- T asks Ss to record their videos in
groups of four and submit on Google
Drive (Ss can complete the task after
school). Example:
- T encourages Ss to give comments to This is the Dolphin Room. There’s a
their friends and vote for the best plan. big dolphin at the door. There’s a table
- T gives feedback and comments. and a sofa in the middle of the room ...
This is the Shark Room. There's a big

shark at the door. There's a table and a
sofa in the middle of the room…
* Content: Summarize the lesson’s content briefly.
* Outcome: Some students say aloud what they have learned in the lesson.
- T asks Ss to talk about what they have - Some new words.
learned in the lesson. - Read an email about a crazy room.
- Create a room and describe it.
9. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in this lesson and
prepare for the next lesson.
* Content: Review the lesson again, prepare for the next lesson and do exercises
on workbook.
- T asks Ss to complete their picture and - Do exercises in Workbook.
record descriptions about the hotel room. - Draw a room, record video and
- T asks Ss to prepare the new lesson. submit on Google Drive.
* EVALUATION:
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Week: 05 Date: 15/09/2021
Period: 14
UNIT 2: MY HOUSE
Lesson 6: Skills 2
I. OBJECTIVES:
- Listen for specific information about someone’s house;
- Write an e-mail to a friend describing their house.
1. Knowledge:
* Grammar: Prepositions of place
2. Skills: Listening and writing
4. Competences: Co-operation, self-study, friend; Ss will be developed listening and
writing skills
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
Create a comfortable and encouraging environment for students to join.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Content: Game: ‘Noughts and Crosses’.
* Outcome: Students will be ready for the new lesson.
* Warm-up: T – Ss ; Ss – Ss * Game: Noughts and Crossess
- T divides the class into two teams and lets 1 2 3
them play the game ‘Noughts and Crosses’. 4 5 6
- Ss look at the ‘Noughts and Crosses’ grid 7 8 9
on the board. There is a question
numbered from 1 to 9 in each square. One * Questions:
team is X and the other team is O 1. What is the name of the room
- The member of each team, in turn, where Nick is staying?
chooses the number of the questions and 2. How many rooms are there in the
tries to give the correct answers. If your hotel?
answers is correct, T will erase the number 3. Is there is wardrobe in Nick’s
and write either X or O. room?
- The team who has a straight line either 4. Where is that Crazy House Hotel?
vertically, horizontally or diagonally is the 5. Are the rooms named after
winner. different flowers?
6. Is Nick’s room tidy or untidy?
7. Where is the bed in Nick’s room?
8. Why is the room called the Tiger
room?
9. Who is Nick staying with?
2. PRE – LISTENING (5’)
Task 1
* Aim: To prepare students for the listening text.
* Content: Name the pieces of furniture.

* Outcome: Students read the correct words out loud.
Task 1: T – Ss Task 1: Look at the pictures. Name
- Ask Ss to look at the pieces of furniture each of them. Guess if they are
and parts of the house and name them. mentioned in the listening text.
- Call on some Ss to read the words out
loud.
- Ask some Ss to write the words on the
board.
- Have Ss guess if these things are
mentioned in the listening text. If they say
yes for a thing, put a tick next to the word.
- Play the recording once for Ss to check
their guesses. * Answer key:
- T confirms the correct answers for their 1. bookshelf 2. sofa 3.
prediction. desk
4. clock 5. window
- Things mentioned in the listening
text: bookshelf, desk, clock, window.
3. WHILE – LISTENING (5’)
* Aim: To help students develop listening skill for specific information.
* Content: Listen and tick True (T) or False (F).
* Outcome: Students say True or False aloud.
Task 2: T – Ss ; Ss – Ss Task 2: True or False statements.
- Have Ss look at the sentences in this *Answer key:
activity and ask them how to do it. Give 1. F (There are three people.)
them some strategies to do the exercise (e.g. 2. F (There are six rooms.)
reading the sentences, underlining the key 3. T
words, listening to the text paying attention 4. T
to the key words, deciding if each sentence 5. F (She reads books.)

is true or false).
- Play the recording twice for Ss to do Task * Audio script:
2. For a better class, ask Ss to take notes of My name’s Mai. I live in a town
the information to explain why a sentence house in Hanoi. I live with my
is false. parents. There are six rooms in our
- Have Ss share their answers in pairs. house: a living room, a kitchen, two
- Invite some pairs to give their answers bedrooms, and two bathrooms. I love
and confirm the correct ones. our living room best because it’s
- Play the recording again if needed, stop at bright. It’s next to the kitchen. I have
the place where Ss find it difficult to hear. my own bedroom. It’s small but
- For a better class, ask Ss to correct the beautiful. There’s a bed, a desk, a
false sentences. chair, and a bookshelf. It also has a
big window and a clock on the wall. I
often read books in my bedroom.
4. POST – LISTENING (5’)
* Aim: To develop students’ speaking skill, using the available information and
their background knowledge.
* Content: Summarize the information of the listening part.
* Outcome: A student summarise briefly the information of the listening part.
* T – Ss ; Ss – Ss (work group) * Summarize the information of the
- Ss work in groups of four. listening part
- T asks Ss to summarize the information in Example:
the listening part and talk about it. Mai lives in a town house in Hanoi.
- T helps if necessary. She lives with her parents. There are
six rooms in her house: a living
room,……
* Aim: To help students identify the form of an email.
* Content: Necessary parts of an email.
* Outcome: Understand and identify the form of an email exactly.
* T – Ss * Necessary parts of an email
- Show this sample email on the slide/ on 1. How many parts are there in the
the board or give each student a handout email?
with this sample. → 5 parts.
- Ask them several questions: 2. What is the subject of the email?
◦ Address: To: phuong.trinh@gmail.com Where can you find it?
◦ Subject: My house → My house. We can find it in the
◦ Greeting: Hi Phuong, “Subject line”.
◦ Introduction: How is everything ... tell 3. What does Lan write about in the
about my house. first paragraph of the
◦ Body: I live in a ... have collected. email?
◦ Conclusion: How about you ... Lan. → The introduction.
4. What does Lan write about in the
second paragraph?
→ The body of the email.
* How to write email to friend?

1. In the subject line, write briefly,
what the email is about.
2. Begin the email with a greeting
(Dear/Hi/Hello).
3. The introduction is the first
paragraph. Ask about his/her health,
thank him/her for the previous email
or write the reasons for the email,
etc.
4. In the body, write the subject(s) of
the email. Write each subject in a
new paragraph.
5. The conclusion is the last
paragraph. Say goodbye, ask your
friend to write back, etc.
6. WHILE & POST – WRITING (10’)

* Aim: To help students brainstorm ideas for their email.
To help students practice writing an email to their friends telling them
about their houses.
* Content: Answer the questions.
Write an email to their friend telling them about their house.
* Outcome: Students’ correct answers in their notebooks.
Students’ perfect writing on the Padlet.
Task 3: T – Ss ; Ss – Ss Task 3: Answer the questions.
- Have Ss answer the questions * Suggested answers:
individually, encouraging them to write the 1. I live in a small house in the
answers in full sentences. countryside
- Invite some Ss to share their answers to 2. There are 5 rooms in my house.
the class and comment on their answers. Living room, two bedrooms...
3. I like the living room best because
I can watch TV with my parents and
my younger sister.
* Write an email
- T asks Ss to complete the body of their * Sample email:
email individually. Then, Ss submit it on From: Huong@fastmail.com
Padlet. To: Mira@quickmail.com
- T encourages Ss to leave comments on Subject: My house
each other’s writing. Hi Mira,
- T feedbacks and gives marks. Thanks for your email. Now, I’ll tell
you about my house.
I live with my parents and younger
brother in a town house. It's big.
There are six rooms: a living room, a
kitchen, two bedrooms, and two
bathrooms. I like the living room best
because I can watch TV with my
parents and younger brother

together.
What about you? Where do you live?
Tell me in your next e-mail.
Best wishes,
* Content: Summarize some main content in the lesson.
* Outcome: Students say what they have just learned in the lesson.
- T asks Ss to talk about what they have - Listen to the passage describing
learned in the lesson. Mai's house.
- Write an e-mail to tell about your
house.
8. HOMEWORK (2’)
* Aim: To review the knowledge that students have gained in this lesson and allow
students finalize their versions after being checked by friends and teacher.
workbook.
- T asks Ss to complete the email. - Rewrite the email and submit on
- T asks Ss to prepare the new lesson. Padlet.
Looking back & Project.
* EVALUATION:
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Week: 05 Date: 19/09/2021

Period: 15
UNIT 2: MY HOUSE
I. OBJECTIVES:
- Recall the lexical items and grammatical points they have learnt;
- Form correct possessive case;
- Write sentences to describe the position of things;
- Talk about their favourite room;
- Give a presentation about a strange house they have designed.
1. Knowledge:
* Grammar: Possessive cases; prepositions of place
4. Competences: Use the possessive case and prepositions of place correctly; Ss will be
developed some skills
II. TEACHING AIDS:

1. Teacher:
- sachmem.vn
1. Students may lack of time to do all the tasks.
→ Solution: focus on some sentence for models, others can be completed at home.
2. Some advanced students may do the tasks too fast.
→ Solution: Prepare some other activities or games to practice.
IV. PROCEDURES:
1. WARM-UP (5’)
* Content: Game: ‘Kim’s game’ (pictures about types of house and kinds of room).
* Outcome: Students write the name of the pictures on the board (teamwork).
* Warm-up (teamwork) * Game: Kim’s game
- T divides the class into two teams. * Suggested answers:
- T asks Ss to look at the pictures on the
screen and asks them to memorise the
pictures in 1 minute.
- T hides the pictures and asks Ss write the
name of the pictures.
- The team who has more correct answers is
the winner. Attic
Town house
Villa
Living room
Bedroom
Bathroom
Task 1
* Aim: To help students revise the vocabulary items they have learnt in the unit.
* Content: Put the words into the correct group.
* Outcome: Students write the correct answer on the board.
Task 1: T – Ss Task 1: Put the words into the correct
group. Add a new word to each group.
- Have Ss do this activity individually. Then * Suggested answers:
compare their answers with their partners. - Types of house: flat, town house,
- Ask for Ss’ answers or ask one student to country house, attic,...
write his/ her answer on the board. - Rooms: kitchen, bedroom, bathroom,
- Confirm the correct answers. living room, dining room,...
- Furniture: sink, fridge, dishwasher,
cupboard, chest of drawers, sofa,...
3. GRAMMAR (15’)
Task 2 (5’)
* Aim: To help Ss revise the possessive case.
* Content: Complete the second sentence with the correct possessive form.
* Outcome: Some students write correct answers on the board.
Task 2: T – Ss ; Ss – Ss Task 2: Complete the second sentence
- Have Ss say how to form the possessive with the correct possessive form.
form with proper names and singular * Answer key:
nouns. 1. teacher’s
- Ask Ss to do the exercise individually and 2. brother’s
then exchange their answers with a 3. Elena’s
classmate. 4. grandfather’s
- Call on some Ss to write their answers on 5. Vy’s
the board. Other Ss give comments.
- Confirm the correct answers.
Task 3 (5’)
* Aim: To help students revise the prepositions of place.
* Content: Make sentences using prepositions of place.
* Outcome: Students write the full sentences on the board.
Task 3: T – Ss ; Ss – Ss Task 3: Make sentences using
- Ask Ss to say the prepositions of place prepositions of place.
they have learnt. * Answer key:
- Have Ss look at the pictures and do this 1. The cat is on the table.
exercise individually. Ask some Ss to write 2. The dog is in front of the kennel /
the sentences on the board. doghouse.
- Check Ss’ answers. 3. The cat is between the bookshelf and
the sofa.
4. The cat is behind the computer.
5. The girl is on the sofa.
6. The boy is next to the sofa.

Task 4 (5’)
* Aim: To help students revise describing their favourite room using the
prepositions of place.
* Content: Write three sentences to describe your favourite room.
* Outcome: Students write the full sentences on the board.
Task 4: T – Ss ; Ss – Ss Task 4: Write three sentences to
- Ask one student what room in the house is describe your favourite room.
his/ her favourite.
- Encourage him/ her to say one or two
sentences about it.
- Have Ss write three sentences to describe
their favourite room.
- Remind Ss to use prepositions of place. Ss
share their sentences with their partners.
- Some Ss are asked to write their sentences
on the board.
- T and other Ss give feedback. Example:
- There’s a big bed next to the door.
- There is a clock on the wall.
- There are books on the bookshelf.
4. PROJECT (15’)
* Aim: To allow students to apply what they have learned (vocabulary and
grammar) into practice through a project.
* Content: Make project: ‘Strange house’.
* Outcome: Students’ painting.
* T – Ss ; Ss – Ss (group work) * Project: Strange house
- Ss work in groups. One student in each * Activity 1: Survey: “Which one would
group asks other group members
questionss. you like to live in? Why?”

- Ss fill the information in the following
table.
- This student then summarises their group
members’ answers and reports the result to
the whole class.
- Have Ss work in groups to draw their own
strange house. Ask them to practise A B C
describing their house in groups before Name
telling the class about their house. Reason
- T sets a link on Padlet and has Ss add
their project (photos and ideas) on the * Activity 2: Students’ painting
website. Fairy strange houses
- Ss will critically evaluate all the projects,
then give 1 vote for the most attractive
project.
- T gives comments on all projects and
awards special prizes to the group which
has the most votes.
* Content: Summarize the lesson’s content.
* Outcome: A student says what she/ he has just learned in the lesson.
- T asks Ss to talk about what they have - Revise vocabulary in Unit 2.
learned in the lesson. - Review the possessive case.
- Review the prepositions of place.
- Draw a strange house.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in Unit 2 and prepare for
the next lesson.

workbook.
- T asks Ss to revise old lesson and do - Complete the project on Padlet.
exercises in workbook. - Do exercises on Workbook.
- T asks Ss to complete the project and - Prepare: Unit 3 – Lesson 1: Getting
prepare the new lesson. Started.
* EVALUATION:
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Week: 06 Date: 22/09/2021
Period: 16
UNIT 3: MY FRIENDS
Lesson 1: Getting Started – A surprise guest
I. OBJECTIVES:
- Use lexical items related to the topic ‘My Friends’;
- Describe a classmate through appearance.
1. Knowledge:
* Vocabulary: Body parts and appearance
* Grammar: Verbs be and have and the present continuous
2. Skills: Listening, speaking and reading
4. Competences: Co-operation, self-study, using language to do exercises
II. TEACHING AIDS:

1. Teacher:
- sachmem.vn
→ Solution: Prepare some hand-outs in which key language of the key language of a
good friend.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To revise the old lesson and to introduce the new lesson.
* Content: Listen to an English song and fill in the blanks.
* Outcome: Students say words aloud (independently).
* Warm-up: T – Ss (individual work) * Listen an English song and fill in

- T plays the song on speakers. the blanks
- Ss look at the song and listen carefully and My room and my friend
fill in the blanks. Ss go to the board and Inside my beautiful room. I have a bed
write words. and a (1)……… and a mirror. I have
many (2)……… and they (3)………
- T feedbacks and give marks. come. We (4)………, we play, we have
- T plays the song again and asks the whole (5)…… ... In my room, in my room. Me
class to sing a song together. and my friend in my room.
1. wardrobe 2. friends
3. often 4.eat 5. fun
* Lead-in * Questions:
- T asks Ss some questions to lead in the new 1. Do you have a lot of friends?
lesson: 2. What can you do with your friends?
- Ss answer.
- We can eat and drink together.
- We can play some games.
- We sing some songs.
* Aim: To prepare students with vocabulary related to the topic ‘My Friends’;

- T uses different techniques to teach - picnic (n): dã ngoại (picture)
vocabulary (pictures, situation, realia...). - biscuit (n): bánh quy (realia)
- Follow the seven steps of teaching - pass (v): đưa qua, chuyển qua
vocabulary. (explanation)
- Repeat in chorus and individually. - glasses (n): cặp mắt kính (realia)
- Copy all the words. - magazine (n): tạp chí (picture)
* Checking vocab: What and where. - surprise (adj): ngạc nhiên (action)
3. PRACTICE (20’)
Task 1 (5’)
* Aim: To set the context for the introductory text and introduce the topic of the unit.
* Content: Listen and read the conversation.
* Outcome: Students read and understand the meaning of the conversation.
* Set the scenes: T – Ss Task 1: Listen and read.

- T draws Ss’ attention to the pictures in the textbook and 1. What are Phong and Nam doing?
asks them some questions about the pictures.
2.What is Phong favourite magazine?
3. Who do Phong and Nam see?
4. Where are the two girls going?
1. They are having a picnic.
2. It’s …
3. They see …
4. They are going to …
→ “Now, we are going to listen a dialogue

between Phong, Nam, Mai and Chau.”
- T plays the recording, asks Ss to underline
the words they have learnt in the vocabulary
part.
- T can play the recording more than once. Ss
listen and read.
Task 2 (5’)
* Aim: To help students deeply understand the text.
* Content: Listen to the conversations again and fill in the blanks.
Task 2: T – Ss ; Ss – Ss ; T – Ss Task 2: Listen to the conversations

- Ss work in pairs. again and fill in the blanks.
- T asks Ss to share their answers before * Answer key:

discussing as a class. 1. picnic
- T asks Ss to explain where they can find the 2. favourite magazine
answer. 3. Mai and Chau
4. glasses; long black hair
5. are going to
Task 3 (5’)
* Aim: To revise and provide students with some vocabulary related to parts of body.
* Content: Label the body parts with the words in the box.
* Outcome: Stick the right stickers with the body part on the board.
Task 3: T – Ss ; Ss – Ss Task 3: Label the body parts with the

- T has Ss go to the board to stick the right words in the box.
stickers with the body part names to the right * Answer key:
place on the picture. 1. eye 6. foot
- Ss work independently to do Task 3. 2. nose 7. arm
- T asks Ss to give out more names of body 3. shoulder 8. mouth
parts that they have known.
4. hand 9. cheek
- T has Ss read all words in chorus. 5. leg 10. hair
* Another words for body parts: ear,

head, eyebrow, finger, butt, chest,...
Task 4 (5’)
* Aim: To revise and provide students with some vocabulary to describe parts of body.
* Content: Complete the word webs.
* Outcome: Students’ correct answers on the posters (work group).
Task 4: Ss – Ss (group work) ; T – Ss Task 4: Work in groups. Complete the

- Ss can work in groups to complete this task. word webs.
- T introduces examples and structures for Ss * Answer key:
to make sentences to describe a friend. 1. Long/ short: hair, arms, legs,…
Example: She has long hair.
2. Big/ small: nose, eye, hand, feet,…
Example: She has big eyes.
3. Hair: blonde, curly, wavy, straight,
short, long, dark,…
Example: He has short curly hair.
Task 5
* Aim: To help students practise using words for body parts and appearance through a
guessing game.
* Content: Game: ‘Describe and guessing’ (work in groups).
* Outcome: Practise in groups.
Task 5: T – Ss ; Ss – Ss Task 5: Game: Describe and guess.

- Work in groups, take turns to describe a * Suggested answers:

classmate. Other group members guess who A: She has glasses, she has long black
he/ she is. hair.
B: Is she Mai?
A: No, she isn’t. She has a small nose.
B: Is she Lan?
A: Yes, she is.
* Content: Vocabulary about school things, read and recognize the content of
dialogue.
learned in the lesson. - Read and recognize the content of the
conversation.
6. HOMEWORK (2’)
the new lesson. - Read the dialogue again.
look 1.
* EVALUATION:
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Week: 06 Date: 24/09/2021

Period: 17
UNIT 3: MY FRIENDS
I. OBJECTIVES:
- Use adjectives to describe about people’s personality;
- Pronounce correctly the sound /p/ and /b/ in isolation and in context.
1. Knowledge:
* Vocabulary: Personality adjectives

* Grammar: Verbs be and have and the present continuous
4. Competences: Co-operation, self-study, using language to do exercises
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
→ Solution: Provide students with the meaning and pronunciation of some lexical items.
other.
Have excessive talking students practise.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To review on people’s body parts, recall students’ vocabulary.
* Content: Game: ‘Network’ (write words for body parts or describe parts of the
body).
* Warm-up: T – Ss * Game: Network

- T divides the class into two teams, then
words to
writes the topic ‘Words for body parts’ on
words for describe
the board and gives them two minutes to parts of
body
discuss. body
- After that time, a student from each team
one by one runs to the board and writes one
word. * Suggested answers:
- The team which has more correct answers 1. eyes, nose, hair, head,...
is the winner. 2. long, short, fat, slim,...
* Lead-in
→ “Today, we are going to learn some
personality adjectives”.
Vocabulary
* Aim: To teach students some personality adjectives.
* Content: Some vocabulary about personality.
Teacher’s & Students’ activties Content

- T uses different techniques to teach - confident (adj): tự tin (explanation)
vocabulary (pictures, situation, explanation, - caring (adj): quan tâm, lo lắng
…). (explanation)
- Follow the seven steps of teaching - active (adj): năng động (antonym)
vocabulary.
- careful (adj): cẩn thận (antonym)
- Repeat in chorus and individually.
- creative (adj): sáng tạo (explanation)
- shy (adj): e thẹn, nhút nhát (antonym)
* Checking vocab: Matching. - kind (adj): tốt bụng (synonym)

- clever (adj): thông minh (synonym)
3. PRACTICE (13’)
Task 1 (4’)
* Aim: To teach students some personality adjectives and practice with these
adjectives.
* Content: Match the adjectives to the pictures.
Task 1: T – Ss Task 1: Match the adjectives to the

- Ss work in pairs to match the words with the correct pictures.
pictures.
* Answer key:
- T can help Ss by describing the pictures.
- Check and confirm the correct answers. 1. c (caring)
2. e (active)
3. d (hard-working)
4. a (funny)
5. b (confident)
Task 2 (5’)
* Aim: To practice the targeted language (adjectives) and the background knowledge.
* Content: Use the adjectives in the box to complete the sentences.
* Outcome: Students say the correct answers (pair work).
Task 2: T – Ss ; Ss – Ss Task 2: Use the adjectives in the box to

- T asks Ss to work individually. complete the sentences. Pay attention
to the highlighted words/ phrases.
- Ss find the correct adjectives to fill the
blank in each sentence. * Answer key:
- Then discuss with a partner. 1. creative 2. kind

- T checks and corrects (if needed). 3. friendly 4. careful
5. clever
Task 3 (4’)
* Aim: To provide students with freer practice with personality adjectives.
* Content: Game: ‘Why do I love my friends?’
* Outcome: Students say perfect sentences aloud (group work).
Task 3: T – Ss ; Ss – Ss Task 3: Game: Why do I love my

- Have Ss work in groups and play the friends?
game. * Suggested answers:
- T asks Ss to write at least two or three 1. I love Trang because she is kind,
personalities to describe each members. creative and funny.
- T asks Ss to read out, beginning with: 2. I love Minh because he is smart,
‘I love … because he/she is …, … and …, caring and friendly.
…’
Pronunciation
* Aim: To help students to identify how to pronounce the sounds /b/ and /p/.
* Content: Pronunciation: Sounds /b/ and /p/.
* Outcome: Read and pronounce the sounds /b/ and /p/.
* T – Ss ; Ss – Ss * Sound /b/ and /p/

- T introduces two sounds /b/ and /p/ to Ss Example:
and lets them watch a video about how to - /b/: bean, back, balloon, …
pronounce these two sounds. - /p/: pen, pick, pool, …
- Ss practice pronouncing the two sounds.

- T asks Ss to give some words they know
containing these sounds.
5. PRACTICE (8’)
Task 4 (3’)
* Aim: To help students practice pronouncing these sounds correctly in words.
* Content: Listen and repeat. Circle the words you hear.
* Outcome: Read and know how to pronounce the sounds /b/ and /p/.
Task 4: T – Ss ; Ss – Ss Task 4: Listen and repeat. Circle the

- T has Ss listen to the recordings and stops words you hear.
to let Ss repeat each word.
- Ss work independently to circle the words
they have listened.
* Answer key:
1. pig 2. pear
3. buy 4. rope
Task 5 (5’)
* Aim: To help students pronounce the sounds /b/ and /p/ in context.
* Content: Listen and practice the chant.
* Outcome: Whole class practise the chant exactly.
Task 5: T – Ss Task 5: Listen. Then practise the

- Ask Ss to listen while T plays the
recording. chant. Notice the rhyme.

Clap or use an instrument like a tambourine
to help Ss notice the rhyme.
- Play the recording again and ask Ss to
chant along.
- Tell them to pay attention to the words
that have the sounds /b/ and /p/ and the
rhyme.
* Aim: To recognise the targeted vacabulary and sounds.
* Content: Game ‘Up and down’ (revise words about personalities,...).
* Outcome: Students plays in groups.
* T – Ss ; Ss –Ss * Game: Up and down

- T explains the rules. - Round 1: T says 1-15 personalities that
- Ss plays on groups. Ss have learnt in the lesson. Ss stand up
for the positive ones, sit down for the
negative ones.
- Round 2: T says 1-15 words containing
the sound /b/ and /p/. Ss stand up for the
ones with the “b” sound, sit down for
“p” sound.
* Aim: To consolidate what students have learnt in the lesson.
* Content: Vocabulary about personalities and how to pronounce the sounds /b/ and
/p/.
- T asks Ss to talk about what they have - Vocabulary about personalities.
learnt in the lesson. - How to pronounce the two sounds: /b/
and /p/.
8. HOMEWORK (2’)
workbook.
look 2.
* EVALUATION:
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Week: 06 Date: 26/09/2021
Period: 18
UNIT 3: MY FRIENDS
I. OBJECTIVES:
- Use the present continuous to talk about things happening now.

1. Knowledge:
* Vocabulary: Friends lexical items
* Grammar: The present continuous and the present simple
2. Skills: Writing, speaking reading
4. Competences: Know how to use the present continuous; Ss will be developed
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
→ Solution: Prepare some hand-outs in which key language of the key language of
describing a good friend.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To activate students’ prior knowledge and vocabulary related to the targeted
grammar of present continuous and to increase students interest.
* Content: Chatting (some questions related the introduction in the new lesson).
* Outcome: Students look at the picture and answer the questions correctly.
* Warm-up (group work) * Chatting

- T has Ss look at some pictures and asks some
questions:
- Ss look at the pictures, listen and answer the
questions.
- T feedback and lead in the new lesson.
1. What are these boys doing?

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

* Lead-in
→ She is watching TV.
→ “This lesson today, we are going to use the
present continuous to talk about things
happening now.”
* Aim: To introduce targeted grammar of present continuous.
* Content: Grammar: The present continuous.
* Outcome: Identify how to use the present continuous.
* Pre-teach grammar: T – Ss * Grammar:

- T draws Ss’ attention to the form of the THE PRESENT CONTINUOUS
sentences from chatting and ask them whether
they know the target tense. (Thì hiện tại tiếp diễn)
- T provides or confirms the answers and lead → We use the present continuous for
in the grammar focus of the lesson: actions happening now.
- T explains the usage and the form. Example:
- Ss listen and copy down. - She’s talking.
- They’re not talking.
* Form: S + am/ is/ are + V-ing
- We can use the present continuous with
now, at present, or at the moment.
Example:
- I’m doing my homework at present.
- A: Are you reading now?
B: Yes, I am.
3. PRACTICE (18’)
Task 1 (4’)
* Aim: To help students get to know the use of present continuous.
* Content: Practice the present continuous.
* Outcome: Students write the correct answers key on the board.
Task 1: T – Ss ; Ss – Ss Task 1: Put the verbs in the brackets in

- T has Ss complete the Task 1. the present continuous.
- T then asks Ss to exchange their textbooks to * Answer key:

check their friends’ answers. 1. is reading
- T reminds Ss to pay attention to the subject 2. are playing
of each sentence. 3. isn’t making
- Some Ss read aloud their answers. 4. am going
- T checks and confirms the correct ones. 5. Are … talking?
Task 2 (4’)
* Aim: To help students get to know the use of present continuous.
* Content: Practice the present continuous.
* Outcome: Students write the correct answers key on the board.
Task 2: T – Ss ; Ss – Ss Task 2: Look at the pictures. Write

- T asks Ss to look at the pictures and briefly sentences like the example. Use positive
describe what the person is/ are doing. or negative present continous verbs.
- T asks Ss to write sentences, use positive or * Answer key:

negative present continuous verbs. 1. Nam and Ba are not/ aren’t eating ice
- Ss write sentences and compare their cream.
answers. 2. Lan and Trang are taking photos.
- T invites some Ss to write their answers on 3. Ha is/ Ha’s writing a letter.
the board. 4. Duong and Hung are not/ aren’t
- T checks and confirms the correct ones. playing badminton.
5. Phong is not/ isn’t drawing a picture.
Task 3 (7’)
* Aim: To give students opportunities to use present continuous correctly in context.
* Content: Look at the pictures. Ask and answer.
* Outcome: Game: ‘Lucky number’ (ask and answer correctly).
Task 3: T – Ss ; Ss – Ss Task 3: Work in pairs. Look at the

- T has Ss work by playing game: ‘Lucky pictures. Ask and answer.
number’. Answer key:
1. Is your friend swimming?
1 2 3 4 → Yes, he is.
5 6 7 8
2. Are they listening to music?
→ No, they aren’t. (They’re / They are

having a picnic.)
3. Is Mi playing the piano?
→ No, she isn’t.
- T prepares 7 numbers which includes 5
questions in the textbook, and 2 lucky (She’s / She is doing karate.)
numbers. 4. Are they learning English?
- Each team takes turns and chooses a number → Yes, they are.
and answers the question behind the number. 5. Are your friends cycling to school?
- If the team answers the question correctly, → No, they aren’t. (They’re / They are
they will get 1 point. If the team chooses the walking to school.)
lucky number, they get 1 point without
answering the question and may choose
another number.
Task 4 (3’)
* Aim: To help students distinguish correctly present simple and present continuous.
* Content: Put the verbs in brackets in the present simple or present continuous.
* Outcome: Know signals of two tenses and write their correct answers on the board.
Task 4: T – Ss ; Ss – Ss Task 4: Put the verbs in brackets in the

- Have Ss read the Remember! box in the present simple or present continuous.
book.
- Ask Ss to give the form and usage of the
present simple. - Signals of the present simple: every
day, every afternoon, always, usually,
- Ask them about the signals used with the
etc.
present simple and the present continuous
- Signals of the present continuous: now,
- Ask Ss to do this exercise individually and
at the moment, at present, etc.
then compare their answers with a classmate.
- Invite some Ss to write their answers on the
board. Confirm the correct answers. * Answer key:
1. doesn't walk/ cycles
2. is he playing
3. Does ... study?
4. am writing
5. isn't doing/ is reading
* Aim: To help students practise using the present continuous.
* Content: Game: ‘Charades’.
* Outcome: Ask and answer in groups correctly.
Task 5: T – Ss ; Ss – Ss Task 5: Take turns to mime different

- Take turns to mime different actions. Others actions. Other guess what you are
guess what you are doing. doing.
- Have Ss play the game in groups. Move Example:

around to observe and provide help if needed. A: Are you dancing?
- Make sure Ss use English when they play the B: No, I'm not.
game. C: Are you looking for something?
B: Yes, l am.
* Outcome: Students say what students have learned in the lesson.
- T asks Ss to talk about what they have - Grammar: The present continuous.
learned in the lesson. - Revise: The present simple.
- Distinguish between present simple and
present continuous.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in this lesson and prepare the
new lesson.
- T reminds Ss to do homework and prepare - Do exercises in Workbook.
the new lesson. - Prepare: Unit 3 – Lesson 4:
Communication.
* EVALUATION:
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........................
Week: 07 Date: 28/09/2021

Period: 19
UNIT 3: MY FRIENDS
I. OBJECTIVES:
- Ask and answer about appearance and personality;
- Describe people’s appearance and personalities.

1. Knowledge:
* Grammar: The present continuous
2. Skills: Speaking, reading and writing
3. Attitude: To teach Ss to work hard and love their friends
4. Competences: Ss will be developed their language skills, as well as communication,
summarizing abilities,…
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
1. Students may lack knowledge about star signs.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To revise some about appearance and personality and lead in the lesson.
* Content: Game ‘Pelmanism’ (some adjectives about appearance and personality).
* Outcome: Play a game in groups (choose correct words).
* Warm-up * Game: Pelmanism

- T divides the class into two teams. Example:

- T puts 12 sets of numbers, one includes
word and the meaning of words. Kind
- Members from two teams choose the pair
of number.
- The group with the most correct word will
Tốt bụng
be the winner.
* Lead-in
→ “These are some adjectives about
appearance and personalities. Today we
are going to learn: How to ask and answer
about people’s appearance and
personalities”.
EVERYDAY ENGLISH
Asking about appearance and personality
Task 1
* Aim: To introduce questions to ask about people’s appearance and personalities.
* Outcome: Role play and practice.
Task 1: T – Ss Task 1: Listen and read the dialogue

- Play the recording for Ss to listen and read between Linda and Mi. Pay attention to
the dialogue between Linda and Mi at the the highlighted questions.
same time. * Audio script:
- Ask Ss to pay attention to the highlighted Linda: What does your best friend look
questions. like?
Mi: She's short with long black hair.
- Have Ss practise the dialogue in pairs. She has bright brown eyes.
→ Call some pairs to practise the dialogue Linda: What's she like?
in front of the class. Mi: She's very kind and creative.
- Elicit the structure.
- T has Ss copy down the notes. * Note:
- to ask about appearance (What does
your best friend look like?
- to ask about personality (What's she
like?)
3. PRACTICE (15’)
Task 2 (5’)
* Aim: To practice talking about appearance and personalities.
* Content: Make similar dialogues.
* Outcome: Roleplay and practice in front of the class.
Task 2: T – Ss ; Ss – Ss Task 2: Work with a classmate. Ask

him/ her about his/ her best
- Ask Ss to work in pairs to make similar friend. Remember to use the two
dialogues about their best friend, using the questions highlighted in 1.
questions learnt.
Example:
→ Call on some pairs to practise in front of
Tuan: What does your best friend look
the class.
like?
Hoa: She’s
(He’s) ....................................
She (He) has bright brown eyes.
Tuan: What’s she like?
Hoa: She’s
(He’s) ....................................
She’s (He’s) is very gentle.
Task 3 (5’)
* Aim: To provide students with some input and set the scene for other activities.
* Content: Read the text about Vinh and John and find some adjectives to describe
them.
* Outcome: Read and recognize the content of the text; say some adjectives aloud to
describe them.
Task 3: T – Ss ; Ss – Ss Task 3: Read about these students in

- T introduces the two friends Vinh and 4Teen magazine. Use one or two
John to Ss. adjectives to describe them.
- Ask Ss to read and discuss with their * Suggested answers:

classmates to choose one or two adjectives - Vinh: clever, hard-working
to describe them. - John: creative, kind
- Tell Ss to underline the words that help
them decide which adjectives to use for
each friend.
Task 4 (5’)
Date of birth and personality
* Aim: To introduce the concept of star sign to students.
* Content: Read the descriptions about date of birth and personality.
* Outcome: Work in pairs and guess personality depend on his/ her birthday.
Task 4: T – Ss ; Ss – Ss Task 4: Read the descriptions in pairs

- T tells Ss that each person has a star sign, and find out if they match your friend’s
depending on his/ her birthday, and the star
sign may decide a person’s personality. personalities.

- Ask Ss to read the descriptions and check
if they match the friends in Task 3. Ss can
refer to the answers to Task 3 that have been
written on the board.
- Then, T asks Ss to work in pairs and
compare the descriptions.
Task 5 (5’)
* Aim: To help students get used to talking about people’s appearance and
personalities.
* Content: Share your opinion within a group.
* Outcome: Students write perfect sentences on the posters.
Task 5: T – Ss ; Ss – Ss Task 5: Discussion: Read the

- Ss work in groups of 4 and read the descriptions in Task 4. Share your
descriptions. opinion within a group.
- T does some examples and asks Ss to do Example:

the same after school as directed. My birthday is …
- T has Ss share their ideas with the class on It’s true that …
Padlet for others to leave comments. It isn’t true that …
* Outcome: Say aloud what students have learned.

- T asks Ss to talk about what they have - Use adjectives to describe people.
learned in the lesson. - Ask and answer about people’s
appearance and personalities.
- Guess personality depends on the date
of birth.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students gained in this lesson and prepare for the
next lesson.
workbook.
- T reminds Ss to do homework and prepare - Revise the old lesson.
- Complete the group work by recording
a short video/writing a short paragraph
to describe group members and upload
on Padlet.
* EVALUATION:
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Week: 07 Date: 01/10/2021

Period: 20
UNIT 3: MY FRIENDS
Lesson 5: Skills 1
I. OBJECTIVES:
- Read for specific information about the Superb Summer Camps;
- Practice giving opinion on how the Superb Summer Camps is suitable for students.
1. Knowledge:
* Grammar: The present simple
4. Competences: Co-operation, self-study; develop their language skills…
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
other.
IV. PROCEDURES:
1. WARM-UP (10’)
* Aim: To introduce the topic of reading and lead in the lesson.

* Content: Chatting: Some questions about going camping.
* Outcome: Students answer the questions individually.
- T asks Ss some questions about going 1. Do you like to go camping?
camping. 2. Where do you like to camp?
- Ss answer the questions. 3. Who do you like to go with?
4. What things will you bring?
5. What skills do you need to have?
* Lead-in Task 1: Lead in questions: Look at the

- T asks Ss to look at the advertisement advertisement, discuss in pairs and
above and answer the questions. answer.
- Ss answer individually. 1. Who is the superb summer camp for?
2. What can people do at this summer
camp?
1. It’s for kids between 10 and 15 years
old.
2. They can play sports and games,
draw pictures, play music, learn life
skills, go on field trips, etc.

* Aim: To provide students with some lexical items before reading the text.

- T uses different techniques to teach - superb (adj): tuyệt vời (explanation)
vocabulary (pictures, situations,...). - perfect (adj): hoàn hảo (explanation)
- Follow the seven steps of teaching - leadership (n): sự lãnh đạo
vocabulary. (explanation)
- Repeat in chorus and individually. - sporty (adj): yêu thể thao
- Copy all the words. (explanation)
* Checking vocab: Rub out and - field trip (n): chuyến đi thực địa
remmember. (explanation)

* Aim: To practice the targeted language (adjectives) and the background knowledge.
* Content: Read the email and decide the sentences True or False.
* Outcome: Students work in pairs and say the correct key.
Task 2: T – Ss ; Ss – Ss Task 2: Read the email and decide the

- Ask Ss how to do the exercise. Instruct sentences True or False.
them to do the exercise if needed (e.g. * Answer key:
reading the sentences, underlining the key 1. F (They speak English only.)
words, locating the key words in the text,
2. F (He has three.)
deciding whether the sentences are true or
false). 3. F (Jimmy likes taking photos.)
- T asks Ss to note where they found the 4. T

information that helped them complete the 5. T
activity.
- Have Ss work in pairs and compare their
answers before having them discuss as a
class.
4. POST – READING & PRE – SPEAKING

Task 3 (5’)
* Aim: To help students explain how the Superb Summer Camp is suitable for certain
students.
* Content: Read the text about the three students and do the task.
* Outcome: Students’ correct answers on the posters (teamwork).
Task 3: T – Ss ; Ss – Ss Task 3: Work in groups. Read about

- Have Ss look at the advertisement for the the three students below. Is the Super
Superb Summer Camp again and underline Summer Camp suitable for all of
the requirements for the Ss if they want to them? Why/ Why not?
join the camp (e.g. between 10 and 15 years * Suggested answers:
old; all in English, etc.) and the types of 1. The camp is suitable for her because
activity Ss can do at the camp. it suits her age and she can use
- T asks Ss to read the information about the English. She can also practise her
three students Mi, An and Vy. creativity at the camp.
- Instruct Ss to underline the features of each 2. The camp does not seem to suit An.
student and compare these with the He may be too old for the camp and he
information stated in the advertisement. can’t speak English.
- T asks them to work in groups and decide if 3. The camp suits Vy. It suits her age
the Superb Summer Camp is suitable for and it can help her improve her
these students and explain why. English.
→ Invite Ss from different groups to share
their answers.
5. PRODUCTION
Task 4 (5’)
* Aim: To help students explain how the Superb Summer Camp suits them and provide
an opportunity for students to practice speaking.
* Content: Do you want to go to this kind of camp? Why/ Why not?
* Outcome: Students’ answers (give a personal opinion).

Task 4: T – Ss ; Ss – Ss Task 4: Think about yourself. Do you

- T has Ss think about themselves and decide want to go to this kind of camp? Why /
if the camp suits them. Encourage them to Why not?
give the reasons for their answers. Example: I want to go to this camp
- T asks Ss to work in groups and share their because I can speak English there.
opinions on Padlet, Ss can complete the task => Answer: I want to go to this camp
after school. because I'm good at English and I
→ Call on some Ss to share their answers. love sports.
* Content: Students summarize what they have learned with the two skills.
* Outcome: Students say what they have learned with the two skills in front of the
class.
- T asks Ss to talk about what they have - Vocabulary related to the reading part.
learned in the lesson. - Read the advertisement about the
Superb Summer Camp.
- Give your opinion about the Superb
Summer Camp.
7. HOMEWORK (2’)
* Content: Review the lesson and prepare for the next lesson.
- T asks Ss to prepare the new lesson. - Learn by heart vocabulary.

* EVALUATION:
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Week: 07 Date: 04/10/2021

Period: 21
UNIT 3: MY FRIENDS
Lesson 6: Skills 2
I. OBJECTIVES:

- Listen for specific information about best friends;
- Write a diary entry about best friends.
1. Knowledge:
* Grammar: The present continuous
2. Skills: Listening, speaking and writing
4. Competences: Co-operation, self-study; Ss will be developed listening and writing
skills
II. TEACHING AIDS:
1. Teacher:
- Smart TV, pictures
- sachmem.vn
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To review the vocabulary.
* Content: Game ‘Jumbled words’.
* Outcome: Students go to the board and rearrange word.
* Warm-up (individual work) * Game: Jumbled words

- T sticks some jumbled words onto the
TACIEV UNFNY LFIEDRNY
board.
- Ss raise hands to answer.
TOFCNDITEN RCUFEAL
- Ss go to the board and write words.
- T feedbacks.
* Answer key:
1. ACTIVE 2. FUNNY
3. FRIENDLY 4. CAREFUL
5. CONFIDENT

* Aim: To help students recall knowledge of present continuous.
* Content: Look at the pictures. Guess the activity.
* Outcome: Students say their prediction aloud (individual work).
Task 1: T – Ss Task 1: Look at the pictures. Guess

- Have Ss look at the pictures and answer the activity. Check as a class
the question. Elicit the answers from Ss. discussion.
- T plays the recording. Ss listen and check * Answer key:

their predictions. a. They are talking.
b. They are playing football.
c. They are walking.
Task 2 (5’)
* Aim: To develop students listening skills.

* Content: Listen and find out who is Lan and Chi.
* Outcome: Note down to describe the two girls. Underline the keywords (work
independently).
Task 2: T – Ss ; Ss – Ss Task 2: Work in pairs. Note down to

- T asks Ss to look at the pictures and note describe the two girls. Underline
down some descriptions about the two girls. keywords. Listen and find out who is
Lan and who is Chi.
- T asks Ss to underline the keywords and
pay attention to the keywords while * Listen and decide who is Lan and
listening. Chi
- T plays the recording. Ss to listen and
choose the answers. Then, Ss compare their
answers with the prediction made previously. * Answer key:
- T checks Ss’ answers as a class. - Lan is the girl wearing a red and
white jacket and a red cap.
- Chi is the girl wearing a white T-shirt
and a blue skirt.
Task 3 (5’)
* Aim: To help students develop listening skills for specific information (gap-filling).
* Content: Listen again and fill in the blanks.
* Outcome: Work in pairs and write the correct answers on the board.
Task 3: T – Ss ; Ss – Ss (work group) Task 3: Listen again and fill in the

- T asks Ss to read the questions carefully blanks.
and determine what information they need to * Answer key:
fill the gaps (numbers, words). 1. 6A
- T plays the recording for Ss to fill the gaps. 2. black; mouth
- T asks them to swap their answers in pairs 3. friendly
before checking their answers as a class.
4. big
5. kind
* Audio script:
Mi: My best friend is Quyen. She
studies with me in class 6A. She’s tall
and slim. She has short black hair and
a small mouth. She’s very active and
friendly. She likes playing sports and
has many friends.
Look, she’s playing football over there!
Minh: Chi is my best friend. We’re in
class 6B. She’s short with long black
hair and a big nose. I like her because
she’s kind to me. She helps me with my
English. She’s also hard-working. She
always does her homework before
class. Look, she’s going to the library.

* Aim: To develop students’ speaking skills, use the available information and their
background knowledge.
* Content: Talk about your friends.
* Outcome: Say two words about the appearance and personalities of the other two
members in groups.
* T – Ss ; Ss – Ss * Talk about your friends:

- Ss work in groups of three. (e.g. name, appearance, personality
- T asks Ss to say two words about the and the reason why they like him/ her).
appearance and personalities of the other two
members and ask them if they think it is true
about them.
- Ss can add more information based on their

background knowledge.
- T goes around and helps if needed.

* Aim: To help students talk about a friend.
* Content: Ask and answer about your best friend.
* Outcome: Work in pairs (ask and answer).
Task 4: T – Ss ; Ss – Ss Task 4: Work in pairs. Ask and

- T asks Ss to take short notes of the answers answer about your best friend.
for later use in pairs. Example:
- T gives examples on board and asks Ss to 1. His name is Huy.
do the same. 2. He is tall and sporty.
- T asks for the essential part of a good text 3. He likes playing soccer and drawing.
and shows an example for illustration.
4. I like him because he is kind, he
always helps friends. Besides, he is
careful, when I get sick, he buys
medicine for me.

* Aim: To teach students how to write a diary entry about a best friend.
To peer check, cross-check and final check students’ writing.
* Content: Write a diary entry about your best friend. Cross-check.
* Outcome: Students’ writing and cross-check (individual work).
Task 5: T – Ss ; Ss – Ss Task 5: Write a diary entry about your

- Ask Ss to write the diary entry individually best friend. Cross-check.
and send it on Padlet so that others can take a
look and leave their comments. * Model writing:

- T has Ss send their text onto Azota for later My best friend is Lan. She studies
check or Padlet.com if there is time. with me in class 6A. She’s tall and slim.
- T asks Ss to work with a partner to have She has short black hair and a small
pair checks in vocabulary and grammar on mouth. She’s very active and friendly.
their writings on Padlet. She likes playing sports and has many
friends. I like being with her. I hope
- T gives feedback and marks.
that in the future we’ll still be best
friends.
* Outcome: A student says what she/ he has learned in the lesson.
- T asks Ss to talk about what they have - Listen to a passage about Mi and
learned in the lesson. Minh talking about their best friends.
- Write a diary entry about your best
friend.
8. HOMEWORK (2’)
workbook.
- T asks Ss to rewrite their writing. - Rewrite the writing and submit on
- Prepare: Unit 3 – Lesson 7: Looking
back & Project.
* EVALUATION:
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Week: 08 Date: 06/10/2021

Period: 22
UNIT 3: MY FRIENDS
I. OBJECTIVES:
- Recall the lexical items and grammatical points they have learnt.
- Classify two tenses: the present simple and the present continuous.
- Write a short description of people’s appearance and personalities.
- Give a presentation about a class yearbook they have designed.
1. Knowledge:
* Grammar: The present simple and the present continuous
2. Skills: Reading, speaking and writing
4. Competences: Use the present simple and present continuous; Ss will develop some
skills
II. TEACHING AIDS:
1. Teacher:
- Smart TV, pictures
- sachmem.vn
1. Students may have underdeveloped reading, speaking, writing and co-operating skills
when doing a project.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Content: Game ‘Brainstorming’ (some adjectives about appearance and
personalities).
* Outcome: Write correct words on the board (teamwork).

- T divides the class into two big groups. * Suggested answers:
- Each group will be assigned a category: - Appearance: tall, short, beautiful,
APPEARANCE & PERSONALITIES smart,…
- T asks Ss to brainstorm all adjectives - Personalities: confident, careful,
related to people’s appearance and clever, funny,…
personalities.
- Ss take a turn and go to the board to write
the adjectives about appearance and
personalities.
- The group having the most suitable
Task 1 (5’)
* Aim: To help students revise the adjectives describing people.
* Content: Choose the best options to complete the sentences.
* Outcome: Students say the correct key aloud (individual work).
Task 1: T – Ss Task 1: Choose the best options to

complete the sentences.
- T encourages Ss to complete the task * Answer key:

individually. 1. B. funny
- Ss exchange their textbook and discuss the 2. A. hard-working
reasons why they are choosing the
3. C. kind
appropriate adjectives.
4. A. caring
5. C. creative
Task 2 (5’)
* Aim: To help students revise the vocabulary items they have learned in the unit in a
meaningful way.
* Content: Game: ‘Lucky number’ (answer questions about your classmates).
* Outcome: Students ask and answer in groups by playing a game.
Task 2: T – Ss ; Ss – Ss Task 2: Answer questions about your

- T divides the class into two groups. classmates.
- T asks Ss to choose the number and answer * Game: Lucky Numbers

the questions quickly in 3 seconds.
- If Ss choose the lucky number, they don’t 1 2 3
have to answer. 4 5 6
1. Who has long hair in your class?

2. Who has a small nose?
3. Who has a round face?
4. Does the classmate next to you have
long hair?
5. Does the classmate next to you have
big eyes?
6. LUCKY NUMBER
3. GRAMMAR (10’)
Task 3 (5’)
* Aim: To help students revise the present continuous in context.
* Content: Put the verbs in the brackets incorrect forms.
* Outcome: Students’ correct answers on the board (individual work).
Task 3: T – Ss ; Ss – Ss Task 3: Put the verbs in the brackets

- T elicits the form and usage of the present in the present continuous.
continuous. * Answer key:
- T has Ss complete the task individually. 1. are running
- Ss exchange their textbooks to discuss the 2. are talking
reasons about their choices. 3. are not talking / aren’t talking
- T gives feedback as a class discussion. 4. are drawing
5. is not teaching / isn’t teaching
Task 4 (5’)
* Aim: To help students revise the differences between the present simple and the
present continuous.
* Content: Put the verbs in the brackets incorrect forms.
* Outcome: Students’ correct answers on the board (individual work).
Task 4: T – Ss ; Ss – Ss Task 4: Put the verbs in brackets in

- T reviews the differences between the the present simple and present
present simple or present continuous. continuous.
- T can ask Ss to tell the differences between * Answer key:

the two tenses before explaining. 1. are you doing; am writing / ’m
- Let Ss do the task individually and then writing
compare their answers. 2. cycles; don’t cycle; walk
- T checks and confirms the correct answers. 3. Is he doing; is reading / ’s reading
4. PROJECT (15’)
* Aim: To allow students to apply what they have learned (vocabulary and grammar)
into practice through a project.
* Content: Make project: ‘My class yearbook’.
* T – Ss ; Ss – Ss * Project: My class yearbook

- T sets the context and asks Ss to bring a
photo of his/ her friend to Zoom’s screen.
- T asks Ss to write a draft (using the clues).
- T sets a link on Padlet and has Ss add their
photos and ideas there on the website.
- T gives comments and feedbacks.
* Outcome: A student says the lesson’s content aloud.
- T asks Ss to talk about what they have - Revise vocabulary and grammar in
learned in the lesson. Unit 3.
- Make project: ‘My class yearbook’.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in Unit 3 and prepare for the
next lesson.
workbook.
- T asks Ss to revise the old lesson and to do - Complete the project on Padlet.
exercises in workbook. - Do exercises in Workbook.
- T asks Ss to complete the project and - Prepare: Review 1 (Units 1 – 2 – 3).
prepare the new lesson.
* EVALUATION:
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........................
Week: 09 Date: 12/10/2021

Period: 27
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting Started – Lost in the old town!
I. OBJECTIVES:
- Use the lexical items related to the topic ‘My Neighbourhood’;
- Give suggestions by using “Shall we...?” and “Let’s...”;
- Use the vocabularies and structures to talk about different places and show directions to
these.
1. Knowledge:
* Vocabulary: Places lexical items
* Grammar: Comparative adjectives
2. Skills: Reading, listening and speaking
3. Attitude: Positive about your neighbourhood, love their neighbourhood
4. Competences: Ss can join teamwork and have life skills; Ss know how to learn
English right
II. TEACHING AIDS:
1. Teacher:
- Projector, pictures and cards
- sachmem.vn
describing places in a neighbourhood.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To activate students’ knowledge on the topic of the unit and set the context for
the listening and reading part.
* Content: Chatting.
* Outcome: Students answer the questions (pair work).
- T shows some images of Hoi An on the 1. Do you know where it is?
screen and asks Ss some open questions. 2. Have you ever been to Hoi An?
- T sets the context for the listening and 3. Do you remember anything special in
reading text: Write the title on the board Hoi An?
‘My neighborhood’.
* Lead-in
→ “Today, we are going to travel around
Hoi An. Before we start the lesson, let’s get
some vocabulary first.”
* Aim: To introduce new vocabulary.

- T uses different techniques to teach

vocabulary (pictures, situation, realia,...).
- neighbourhood (n): vùng lân cận
- Follow the seven steps of teaching
(picture)
vocabulary.
- to be/ get lost: bị lạc (explanation)
- cross the road: băng qua đường
(action)
* Checking vocab: Rub out and
- go/ keep straight: đi thẳng (action)
remmember.
- turn right/ left: rẽ phải/ trái (action)
3. PRACTICE (20’)
Task 1 (5’)
* Aim: To have students know the topic of the lesson.
* Outcome: Students read, memorize the meaning of the conversation and know how
to roleplay.
Task 1: T – Ss ; Ss – Ss Task 1: Listen and read.

- Set the context for the listening and - What are Nick, Phong and Khang
reading. doing?
- T has Ss look at the picture and answer - What might be happening to them?
some questions. - Have you ever got lost?
- T can also ask Ss to share any recent - Where and when? How did you feel
experiences of being lost. Elicit answers, then?
but do not confirm whether their answers
- What did you do?
are right or wrong.
- Ask Ss to talk a bit about the place where
Nick, Phong and Khang are standing.
- T plays the recording twice. Ss listen and
read.
- T checks Ss’ prediction.

- T calls three Ss to read the conversation * Roleplay
aloud.
Task 2 (5)
* Aim: To practice the targeted language and the background knowledge of my
neighbourhood.
* Content: Read the conversation again and put the actions in order.
Task 2: T – Ss ; Ss – Ss Task 2: Read the conversation again

- T tells Ss to read the conversation again. and put the actions in order.
- Remind Ss to underline the information * Answer key:

and correct the false statements. 1. b 2. c 3. d 4. e 5. d
- T has Ss compare before checking with the
whole class.
- T calls some Ss to give the answers.
Task 3 (5’)
* Aim: To help students know how to use let’s and shall to make suggestions.
* Content: How to make suggestions.
* Outcome: Practice giving suggestions.
Task 3: T – Ss ; Ss – Ss Task 3: How to make suggestions.

- T asks Ss to look at the photos and the text * Answer key:
in order to find the answers. 1. Let’s go to Chua Cau!
- Ss work independently. 2. Shall we go there first?
- T allows Ss to share their answers before 3. First cross the road, and then turn
discussing as a class.
left.
4. Fine, let’s go.
* Model sentences: ‘Making suggestions’ 5. Let’s ask her.
- T asks: ‘Where do Phong, Nick and
Khang go first? Who suggests going there? * Model sentences: Making
What does he say? Do Nick and Khang suggestions
agree? What do they say?’
- Shall we go there first?
- T writes model sentences.
- Let’s go to Chua Cau!
- OK, sure.
→ We can use “Shall we +V” and
“Let’s + V” to make suggestion.
Task 4 (5’)
* Aim: To help students know how to give directions through the conversation.
* Content: Read the conversation, find and underline the following directions.
* Outcome: The correct answers from students (individual work).
Task 4: Task 4: Read the conversation, find

- Have Ss quickly match each direction with and underline the following directions.
the diagram. Check their answers as a class. * Answer key:
If Ss do not understand the phrases, use the - Cross the road
diagrams to work the meaning out from the - Turn left
context.
- Go straight
- If it is a weaker class, ask for translation to
- Take the second turning on the left
make sure they understand.
- Turn right
- With a stronger class, T may wish to ask
some additional questions:
e.g. Can you tell me the way to the post * Match these directions with the
office near here? diagrams below.
1. B 2. A 3. E
4. C 5. D
Task 5
* Aim: To help students practice giving directions.
* Content: Game ‘Find places’.
* Outcome: Practice in groups in front of the class.
Task 5: T – Ss ; Ss – Ss Task 5: Game ‘Find places’

- Demonstrate the game with a more able
student.
- Ask Ss to play the game in pairs. In a
weaker class, work together with Ss first:
asking about one or two different places on
the map and eliciting the answers. Then
when they know exactly what to do, ask
them to work in pairs.
Example:
- Ss work in groups of four to look around
the class and write down things they can see A: Go straight. Take the second turning
in the class. on the left. It’s on your right.
- Ss may ask T if they don’t know the B: Is that the gym?
names of the items. Ss share with the whole A: No, try again.
class.
* Content: Summarise briefly the main content in the lesson.
* Outcome: Say aloud what they remember from the lesson.
conversation.
6. HOMEWORK (2’)
* Content: Review the lesson and prepare the next lesson: A Closer look 1.
look 1.
* EVALUATION:
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Week: 10 Date: 14/10/2021

Period: 28
I. OBJECTIVES:
- Name some places in a neighbourhood;
- Use some adjectives and structures to talk and describe places in a neighbourhood;
- Pronounce the sounds /ɪ/ and /i:/ correctly in isolation and in context.
1. Knowledge:
2. Skills: Listening, writing and speaking
3. Attitude: To teach Ss to work hard, have a positive attitude about your neighbourhood,
love their neighbourhood
4. Competences: Talk and describe a neighbourhood; co-operation, self-study, use
language to do exercises
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To activate students’ prior knowledge and vocabulary related to the topic.
* Content: Game: ‘Network’ (places).
* Outcome: Students write words on the board (teamwork).
* Warm-up * Game: Network

- T divides the class into two teams, then school
writes the topic “places” on the board and park
gives them two minutes to discuss. places
- After that time, a student from each team
one by one runs to the board and writes one
word.
- The team which has more correct answers
is the winner. * Suggested answers:
- market, cinema, bank, supermarket,
temple, zoo, bookstore,...
* Lead-in
→ “Now, we are going to some
vocabularies about places…”
Vocabulary
* Aim: To teach students some places and adjectives describing ones in a
neighbourhood.
* Outcome: Read and recognize the meaning of vocabularies.

- T uses different techniques to teach - square (n): quảng trường (picture)
vocabulary (pictures, situation,...). - cathedral (n): thánh đường (picture)
- Follow the seven steps of teaching - railway station (n): nhà ga (picture)
vocabulary.
- crowded (adj): đông đúc (explanation)
- peaceful (adj): yên bình (explanation)
- modern (adj): hiện đại (antonym)
* Checking vocabulary: Matching.
- boring (adj): buồn chán (antonym)
3. PRACTICE (10’)
Task 1 (4’)
* Aim: To help students name places in a neighbourhood.
* Content: Match the places with the pictures. Then listen, check and repeat the words.
* Outcome: The correct key from students.
Task 1: T – Ss Task 1: Match the places below with

- T asks Ss to match the places with the the pictures. Then listen, check and
pictures. repeat the words.
- T plays the recording (Track 24) for Ss to * Answer key:

listen and check their partner’s answers. 1. C. square
- T plays the recording again with a pause 2. E. art gallery
after each item and asks them to repeat the
3. D. cathedral
words/ phrases chorally and individually.
4. A. temple
5. B. railway station
Task 2 (3’)
* Aim: To help students practice asking and answering about places in a
neighbourhood.
* Content: Ask and answer questions about where you live.
* Outcome: Work in pairs to ask and answer questions in front of the class.
Task 2: T – Ss ; Ss – Ss Task 2: Ask and answer questions

- T asks Ss to work in pairs to ask and about where you live.
answer questions about where they live. Example:
- Remind them that they can use the places A: Is there a square in your
in 1 or any places they want to ask. neighbourhood?
B: Yes, there is. / No, there isn’t
→ Call some pairs to practice before the
class.
- T gives feedback and corrections.
Task 3 (3’)
* Aim: To revise the adjectives and help students practice asking and answering about
places in a neighbourhood.
* Content: Ask and answer about your neighbourhood.
* Outcome: Ask and answer questions in front of the class (group work).
Task 3: T – Ss ; Ss – Ss Task 3: Ask and answer about your

- T models this activity with a more able neighbourhood. You can use the
student and remind Ss that they can use adjectives below.
adjectives in the box or other adjectives they
know to talk about their village, town, city. Example:
- Ss work with their partners. Then, T calls A: Is your neighbourhood quiet?

some pairs to practice in front of class. B: Yes, it is. / No, it isn’t.
- T may ask other Ss to give comments.
Pronunciation
* Aim: To help students to identify how to pronounce the sounds /ɪ/ and /i:/.
* Content: Pronunciation: Sounds /ɪ/and /i:/.
* Outcome: Read and pronounce the sounds /ɪ/ and /i:/.
* T – Ss ; Ss – Ss * Sound /ɪ/ and /i:/

- T introduces two sounds /ɪ/ and /i:/ to Ss Example:
and lets them watch a video about how to - /ɪ/: chip, tin, ship, …
pronounce these two sounds. - /i:/: cheap, teen, sheep, …
- T has Ss identify which sound is longer and
which one is shorter.
- T asks Ss to give some words they know
containing these sounds.
5. PRACTICE (10’)
Task 4 (5’)
* Aim: To help students identify and practice the /ɪ/ and /i:/ sounds.
* Content: Listen and repeat the words. Pay attention to the sounds /ɪ/ and /i:/.
* Outcome: Whole class practice the sound /ɪ/ and /i:/.

- T asks Ss to practice the sound /ɪ/ and /i:/ Pay attention to the sounds /ɪ/ and /i:/.
together. * Answer key:
- T plays the recording and asks Ss to repeat. /ɪ/: noisy, exciting, expensive, friendly
- T gets Ss to work in pairs and put the /i:/: clean, peaceful, convenient, cheap
words in the correct column.
- Call some pairs to write their answers on
the board before checking their answers with
the whole class.
Task 5 (5’)
* Aim: To help students practice the sounds /ɪ/ and /i:/ in sentences.
* Content: Listen and practice the chant. Notice the sounds /ɪ/ and /i:/.
* Outcome: Whole class practice the chant.
Task 5: T – Ss Task 5: Listen and practice the chant.

- T asks Ss to listen the recording. Notice the sounds /ɪ/ and /i:/.
- T plays the recording again and asks Ss to

chant along.
- T provides further practice by dividing the
class into two groups.
* Aim: To give students chance to apply and make challenging with more difficult
task.
* Content: Game: ‘Tongue Twister’.
* Outcome: Students plays on groups.
* T – Ss ; Ss – Ss * Game: Tongue Twister

- T shows the Tongue Twister and asks Ss to

practice in groups of four.
1. He took a chilly dip six feet deep in
- T calls the representative from each group
the sea. He says it keeps him fit.
to say the sentences in front of the class.
2. He thinks he's slick in his sleek
- T asks each group to vote for the group
wheels meeting and greeting the elite.
which has the best pronunciation.
* Content: Some vocabulary and how to pronounce the sounds /ɪ/ and /i:/.
- T asks Ss to talk about what they have - Vocabulary and how to pronounce the
learned in the lesson. sound /ɪ/ and /i:/.
8. HOMEWORK (2’)
workbook.
the new lesson. - Prepare: Unit 4 – Lesson 3: A Closer
look 2.
* EVALUATION:
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Week: 10 Date: 15/10/2021

Period: 29
I. OBJECTIVES:
- Use comparative adjectives to make sentences, dialogues;
- Practise using adjectives to compare two people or things;
- Ask and answer about neighbourhoods by using comparative adjectives.
1. Knowledge:
2. Skills: Writing and speaking
3. Attitude: To teach Ss to work hard, have a positive attitude about your
neighbourhood, love their neighbourhood
4. Competences: Talk and describe about a neighbourhood; co-operation, self-study, use
comparative adjectives to make sentences, dialogues
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

1. Students may lack knowledge and experiences about the topic.
describing neighbourhood.
IV. PROCEDURES:
1. WARM-UP (5’)
grammar of comparison.
* Content: Game: ‘Crossword’.
* Outcome: Students play game in groups and find correct words.
* Warm-up (group work) * Game: Crossword

- T divides the class into two groups. CLEVER
- T prepares the power point for the BUS–STOP
crosswords, Ss take turn to answer the words. TEMPLE
- The one can get the key word wins the game. PEACEFUL
- T asks Ss how the understand the key word: CATHEDRAL
COMPARISON.
SQUARE
NOISY
EXPENSIVE
BORING
* Lead-in MODERN
→ “Today, we are going to learn about
comparative adjectives.”
* Aim: To introduce targeted grammar of comparison.

* Content: Comparative adjectives.
* Outcome: Memorize and how to use comparative adjectives.
* Pre-teach grammar: T – Ss * Grammar: Comparative adjectives

- T draws Ss’ attention to the form of the
sentences from chatting and ask them whether
they know the target tense.
- T provides or confirms the answers and lead
in the grammar focus of the lesson.
Who’s taller? Tom or Mary.

→ Tom is taller than Mary.
A house in a city is normally more

expensive than a house in the
countryside.
* Form:
- T explains the usage and the form. Short adj:
- Ss listen and copy down. S + be + adj-er + than + S’.

Long adj:
S + be + more + adj + than + S’.
* Use:
+ We can use comparative adjectives to
compare two people or things.
+ Sign: “than”
3. PRACTICE (20’)
Task 1 (5’)
* Aim: To help students identify the correct comparative form of adjectives.
* Content: Complete the sentences with comparative form of the adjectives.
* Outcome: Students write the answers on the board.
Task 1: T – Ss Task 1: Complete the following

- Ask Ss to read the instruction. Tell Ss what sentences with the comparative form of
they should do. Remind them to pay attention the adjectives in brackets.
to the number of the syllables in each * Answer key:
adjective.
1. taller
- Ask Ss to do the exercise individually and
2. noisier
then compare their answers with a classmate.
3. bigger
Check the answers as a class. Confirm the
correct answers. 4. more peaceful
5. more exciting
Task 2 (5’)
* Aim: To help students practise forming the correct comparative form of adjectives.
* Content: Complete the letter using the correct form of the words.
* Outcome: Write the correct form of the words correctly.

Task 2: Ss – Ss Task 2: Use the correct form of the
- Ask Ss to read and complete the letter words in brackets to complete the letter.
individually. Remind them to pay attention to * Answer key:
the number of the syllables in each adjective. 1. hotter
- Have Ss compare their answers in pairs 2. smaller
before checking with the whole class. Confirm
3. older
the correct answers.
4. wider
5. more delicious
6. cheaper
Task 3 (5’)
* Aim: To help students practise using comparative adjectives.
* Content: Compare two neighbourhoods using the given adjectives.
* Outcome: Students’ correct sentences on the board.
Task 3: T – Ss ; Ss – Ss Task 3: Compare two neighbourhoods

- Ask Ss to look at the pictures of the two using the given adjectives.
neighbourhoods. * Suggested answers:
- Elicit the contrast between the things in the 1. Binh Minh is more crowded than Long
two neighbourhoods and ask them to use the Son.
adjectives in the box to describe them. 2. Long Son is more boring than Binh
- Ask Ss to write sentences, compare the two Minh.
neighbourhoods. 3. Long Son is quieter than Binh Minh.
- Have Ss compare their sentences in pairs 4. Long Son is more peaceful than Binh
before showing some of their sentences to the Minh.
whole class.
5. Binh Minh is more modern than Long
- Ask other Ss to give comments and correct Son.
any mistakes if possible.
Task 4 (3’)
* Aim: To give students further practice on using comparative adjectives.
* Content: Ask and answer about two neighbourhoods: Binh Minh and Long Son.
* Outcome: Students work in groups to ask and answer in front of the class.
Task 4: Task 4: Ask and answer about two

- T tells Ss that they can use the information neighbourhoods using pictures in Task
from the sentences they have written in Task 3 3.
to ask and answer questions about two
neighbourhoods.
- Ask Ss to work in pairs.
→ Call some pairs to practise in front of the
class.
- T and other Ss give comments and correct Example:
the mistakes if possible.
A: Is Binh Minh noisier than Long Son?
B: Yes, it is.
A: Is Long Son more modern than Binh
Minh?
B: No, it isn’t.
* Outcome: Students say what students have learned in the lesson.
- T asks Ss to talk about what they have - Grammar: Comparative adjectives.
learned in the lesson.
4. HOMEWORK (2’)
new lesson.
- T reminds Ss to do homework and prepare - Do exercises in Workbook.
the new lesson. - Prepare: Unit 4 – Lesson 4:
Communication.
* EVALUATION:
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Week: 10 Date: 16/10/2021

Period: 30
I. OBJECTIVES:
- Ask for and give directions in a neighbourhood;
- Listen for sequence and for details;
- Create an audio guide for Ho Chi Minh City.
1. Knowledge:
* Vocabulary: Lexical items related to city fact file of some cities
* Grammar: Comparative adjectives, giving instructions
2. Skills: Listening, writing and speaking
3. Attitude: To teach Ss to work hard, love their neighbourhood
4. Competences: Develop their language skills, as well as communication, summarizing;
how to give directions,…
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

1. Students may lack knowledge about the topic.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Content: ‘Guessing game’.
* Outcome: Students will recognize which the topic of the lesson is.
* Warm-up: T – Ss * Game: Guessing game

- T divides the class into two groups and let
them play a small game: ‘Guessing game’.
- T gives three pictures related to Hoi An
(one by one) and asks: “Which city is this?”.
Hoi An.
* Lead-in
- Have you ever been to Hoi An?
- T leads Ss into the lesson by asking
- What do you know about this place?
students some questions:
- Yes, I have.
→ “Today, we are going to listen to a - I think Hoi An is an ancient town, it
guide to Hoi An.” has Ong pagoda, Hoa Nhap workshop,
…
2. PRESENTATION ( 7’)
EVERYDAY ENGLISH
Asking for and giving directions
Task 1 (5’)
* Aim: To introduce ways to ask for and give directions in English.
* Content: Listen and express the structures of giving directions.
* Outcome: Role play and practice in front of the class.
Task 1: T – Ss Task 1: Listening and expressing the

- T plays the recording for Ss to listen and structures of giving directions.
read the dialogue between A and B at the - The structures for directions:
same time. 1. Could you tell me the way to …?
- Ask Ss to pay attention to the sentences 2. Where’s the nearest …?
and phrases used to ask for and give
directions.
- T elicits the structures and phrases to give - The phrases to give directions:
directions from Ss. 1. go along
2. on your left/ right
3. take the first turning
* Audio script:
A: Excuse me. Could you tell me the way
to the cinema, please?
B: Go along this street. It’s on your left.
A: Excuse me. Where’s the nearest post
office, please?
B: Go out of the station. Take the first
turning on the right.
3. PRACTICE (18’)
Task 2 (5’)
* Aim: To apply the knowledge about asking and giving directions some places in a
neighbourhood.
* Content: Make similar conversations to ask for and give directions to places near
your school.
* Outcome: Some pairs to practice in front of the class.
Task 2: T – Ss ; Ss – Ss Task 2: Work in pairs. Make similar
- T asks Ss to work in pairs to make similar conversations to ask for and give
conversations, using the structures and directions to place near your school.
phrases for asking for and giving directions. Example:
- Encourage them to practice asking for and A: Excuse me. Could you tell me the way
giving directions to some places near their to Song Ve market please?
school. B: Go straight and then take the second
- Move around to observe and provide help. turning on the right.
- Call some pairs to practice in front of the

class.
- Comment on their performance.
An audio guide to a place

Task 3 (5’)
* Aim: To give students a sample of an audio guide to a place.
* Content: Listen an audio guide to Hoi An and fill in the blanks.
* Outcome: Complete the blanks correctly.
Task 3: T – Ss ; Ss – Ss Task 3: Nick is listening to an audio

- First, T asks Ss to listen only. Then play guide to Hoi An. Listen and fill in the
the recording again and ask Ss to fill in the blanks.
blanks as they listen. * Answer key:
- Ask Ss to share their answers in pairs, 1. straight
before playing the recording a final time for 2. second
pairs to check their answers.
3. right
- Ask Ss to read the audio guide again, pay
4. next to
attention to the use of connectives words:
first, next and finally.
Task 4 (8’)
* Aim: To help students practice creating an audio guide for Ho Chi Minh City.
* Content: Look at the map below and create an audio guide for District 1 of Ho Chi
Minh City.
* Outcome: Students give directions to places on the map (group work).
Task 4: T – Ss ; Ss – Ss Task 4: Look at the map below and

- T asks Ss to look carefully at the create an audio guide for District 1 of
simplified map of Ho Chi Minh City. Ho Chi Minh City.

- Ask Ss to read the instructions carefully. T
may ask some questions to check if they
know what they are supposed to do.
- Remind them of the expressions they can
use to give directions.
- Have Ss prepare their audio guide
individually and then share it with a partner.
- Have Ss practice presenting their audio
guide in other pairs or in groups.
- Use first, after that, and finally to link
the direction.
Example:
Let’s start our tour in Ho Chi Min City.
We are in Hai Ba Trung now.
First, go to…………
* Aim: To help students practice presenting their audio guide for District 1 of Ho Chi
Minh to the class.
* Content: Present audio guide before the class.
* Outcome: Practice presenting the audio guide for District 1 of Ho Chi Minh.
Task 5: T – Ss Task 5: Now present your audio guide

- T reminds Ss to record their video and to your class.
then submit it on Google Drive. (Google Drive)
- Then, T encourages Ss to make comments
and correct any mistakes if there are any.

* Outcome: Say aloud what they have learned in front of the class.
- T asks Ss to talk about what they have - Ask for and give directions.
learnt in the lesson. - Listen to an audio guide to a place and
create an audio guide for District 1 of Ho
Chi Minh City.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in this lesson and prepare
the next lesson: Skills 1.
workbook.
- T reminds Ss to do homework and prepare - Learn by heart the structures about
the new lesson. asking for and giving directions.
* EVALUATION:
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Week: 11 Date: 18/10/2021

Period: 31
Lesson 5: Skills 1
I. OBJECTIVES:
- Read for specific information about Khang’s neighbourhood.
- Practise talking about what students like and dislike about a neighbourhood.
1. Knowledge:
* Grammar: Making suggestions
3. Attitude: To teach Ss to work hard, love their neighbourhood
4. Competences: Co-operation, self-study; develop their language skills; ask for and
give directions in a neighbourhood
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To lead in the topic of reading part.
* Content: Look at the pictures and answer some questions.
* Outcome: Answer the questions (pair work).
* Warm up: T – Ss * Questions:

- T asks Ss some questions related to the 1. Where do you think Khang’s
lesson: neighbourhood is?
2. What do you think about it?
3. What are there in the
neighbourhood?
4. Do you like living there? Why?/ Why
not?
- Ss look at the pictures of Khang's

neighbourhood and answer the questions: (You’re going to read Khang’s blog.)
1. In the countryside.
2. I think Khang’s neighbourhood is
very nice and peaceful.
3. There are a lot of trees, markets,...
4. Yes, I do. Because it is very peaceful.
- T gives feedback.
Pre-reading
* Content: Learn some vocabulary related the topic.
* Outcome: Read and understand the meaning of the words.

- T uses different techniques to teach - suburb (n): khu ngoại ô (translation)
vocabulary (picture, situation, - outdoor activity: hoạt động ngoài trời
explanation,...). (picture)
- Follow the seven steps of teaching - backyard (n): sân sau (picture)
vocabulary.
- dislike (v): không thích (synonym)
- incredibly (adv): cực kỳ, đáng kinh
- Copy all the words. ngạc (explanation)
* Checking vocab: What and where. - crowded (adj): đông đúc (situation)
Task 1 (5’)
* Aim: To get students acquainted with the reading skills: Predicting the meaning of
new vocabulary using the context.
* Content: Find and underline the words in the box.
* Outcome: Students’ explanation about the meaning of the words clearly.
Task 1: T – Ss Task 1: Read Khang’s blog. Look at

- Ask Ss to scan the passage to find where the words in the box, then find them in
the words suburbs, dislike and outdoor are in the text and underline them. What do
the passage. they mean?

- T may help Ss work out the meanings of
* Answer key:
these words in the context.
- suburbs (n): khu ngoại ô
- dislike (v): không thích
- outdoor (adj): ngoài trời
Task 2 (5’)
* Aim: To help students further develop their reading skill for specific information
(scanning).
* Content: Fill in the table with the information.
* Outcome: Find the information to fill in the table ‘likes / dislikes’.
Task 2: Task 2: Read Khang’s blog again and

- Ask Ss to scan the passage and find the fill the table with the information.
information to complete the table. * Answer key:
- Ask Ss to note where they found the Likes Dislikes
information. - beautiful parks, - modern
- When finishing, Ss can compare their sandy beaches buildings and
answers before discussing them as a class. - fine weather offices
- shops, markets, - busy and
restaurants crowded streets
- friendly people
- good food
Task 3 (5’)
* Aim: To help students develop reading skill for general and specific information.
* Content: Read the blog again and answer the questions.
* Outcome: Students say the answers correctly.
Task 3: T – Ss ; Ss – Ss Task 3: Read Khang’s blog again.

- Have Ss read the text in detail to answer Then answer the questions.
the questions. * Answer key:
- Ask them how to do this kind of task (e.g. 1. It is in the suburb of Da Nang.
reading the questions, underlining the key 2. Because it has beautiful parks, sandy
words, locating the key words in the text, beaches and fine weather.
and then reading that part and answering the
3. They are very friendly.
questions).
4. Because they are busy and crowded.
- Tell them to underline parts of the blog
related to the answers. Set a strict time limit
to ensure Ss read the text quickly for finding
information.
- Tell them to compare answers with
partners.
- T gives comments.

Task 4
* Aim: To help students prepare ideas for the next speaking activity.
* Content: Make notes about your neighbourhood. Think what you like/ dislike about
it.
* Outcome: Make notes of the information and share with the class.
Task 4: T – Ss Task 4: Make notes about your

- T asks Ss to work in groups and allows neighbourhood. Think about what you
each group to think what they like/ dislike in like/ dislike about it.
their neighbourhood. Example:
- T asks Ss to discuss and make notes of the Likes Dislikes
information they want to share with the - delicious and - crowed streets
class.
- T goes around and offers help if needed. cheap food - polluted

- nice and environment
friendly people
- fresh air

Task 5
* Aim: To help students use what they have learned to talk about their neighbourhood.
* Content: Ask and answer about what you like and dislike about your neighbourhood.
* Outcome: Roleplay in front of the class.
Task 5: T – Ss ; Ss – Ss Task 5: Work in pairs. Ask and

- T asks Ss to share their preparation and answer about what you like and dislike
make sure they speak in full sentences. about your neighbourhood.
- T asks Ss to record their videos in groups Example:

of four and submit them on Google Drive A: Where do you live?
(Ss can complete the task after school). B: I live in the centre of Quang Ngai
- T encourages Ss to give comments to their city.
friends and vote for the most interesting and A: What do you like about it?
informative presentation
B: The weather is fine. The people are
- T gives feedback and comments. friendly and the food is good.
A: What do you dislike about it?
B: The streets are busy and crowded.
* Content: Students summarise what they have learned with the two skills.
* Outcome: Students say what they have learned with the two skills in front of the
class.

- T asks Ss to talk about what they have - Read information about their
learned in the lesson. neighbourhood.
- Talk about their neighbourhood.
7. HOMEWORK (2’)
- T asks Ss to prepare the new lesson. - Do exercises in Workbook.
- Record videos about their
neighbourhood, submit on Google
Drive.
(Write a paragraph about your
neighbourhood saying what you like or
dislike.)
* EVALUATION:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
........................
Week: 11 Date: 21/10/2021

Period: 32
Lesson 6: Skills 2
I. OBJECTIVES:
- Listen for specific information about one’s neighbourhood;
- Write a paragraph about what they like or dislike about their neighbourhood.
1. Knowledge:
* Grammar: Comparison and asking for directions
3. Attitude: Having the serious attitude to asking for and giving the directions,
cooperative learning, sharing
4. Competences: The love of the neighbourhood, the hometown and the country; the
likes and dislikes their neighbourhoods; Ss will be developed listening, writing and co-
operating skills
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

1. Students may lack knowledge and vocabulary about the topic.
→ Solution: Prepare some new words and some pictures in which key language of
describing neighbourhood.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To introduce about the destination in the listening.
* Content: Watch a short video: Introduce busy life in Ho Chi Minh City.
* Outcome: Answer the questions correctly.
* Warm-up (individually work) * Short video: Introduce busy life in Ho

- Before starting this lesson, ask Ss about the Chi Minh City
content of the previous lesson.
- T may ask Ss to describe Khang’s
neighbourhood again.
- T shows a picture and asks Ss where
it is.
Ho Chi Minh City

* Lead-in
→ “Today we are going to meet Khang again.
He is talking with his friend Vy. Let’s see what
they are talking about.”
2. PRE - LISTENING (5’)

Task 1
* Aim: To help students brainstorm about destination in the talk.
* Content: Read some statements True or False prediction.
* Outcome: Students say True or False aloud (work individually).
Task 1: T – Ss Task 1: True or False Prediction.

- T asks Ss to go through the statements 1. Vy lives in the center of Ho Chi Minh
(1-5) to make sure that they understand them City.
and know what information they have to catch 2. There is a big market near her house.
for the answers. 3. The streets are narrow.
- Ss underline the keyword(s) in each 4. The schools are far-away.
statement and guess whether they are True or
5. There are some factories near her
False individually.
neighbourhood.
Task 1 (8’)
* Aim: To help students develop listening skill for specific information (T / F).
* Content: Listen the recording and check.
* Outcome: Students read aloud their answers and correct the false sentences correctly.
Task 2: T – Ss ; Ss – Ss Task 2: Listen and check.

- T plays the recording once or twice. * Answer key:
- Ask Ss to listen and tick the answers. 1. F (Vy lives in the suburbs of HCMC.)
- T asks Ss to compare their answers with the 2. T
prediction made previously. 3. F (The streets are wide.)
- Call on some students to read aloud their 4. T
answers and correct the false one(s).
- T checks Ss’ answers as a class. 5. T
* Lead-in
→ “I know that you can remember main
content of the listening after doing Task 2.
With the third listening, let’s get some detail
words for me.”
Task 2 (7’)
* Aim: To help students develop their skill of listening for specific information.
* Outcome: The correct answers on the board (pair work).
Task 2: T – Ss ; Ss – Ss Task 2: Listen again and fill in the

- Ask Ss to study the phrases with the blanks blanks.
carefully. Ss may work in pairs to discuss the
answers from the information they have
listened.
- Play the recording again and have Ss write
the answers as they listen.
- Ss can share their answers with their
partners. * Answer key:
- With a weaker class, T may play the 1. art gallery 2. wide 3. friendly
recording many times until Ss have written 4. far 5. crowded
down all their answers. Call some Ss to write
their answers on the board. * Audio script:
- Play the recording again for Ss to check the Khang: Where do you live, Vy?
answers. T may pause at the sentences that Vy: I live in the suburbs of Ho Chi Minh
include the information Ss need for their City.
answers.
Khang: What do you like about it?
- If there is time, invite one or two students to Vy: There are many things I like about
briefly describe Vy’s neighbourhood, focusing it. There's a big market near my house.
on what she likes and dislikes about it There are also many shops, restaurants
and art galleries here. The streets are
wide. The people here are helpful and
friendly.
Khang: What do you dislike about it?
Vy: The schools are too faraway. There
are also some factories near here, so the
air isn't very clean and the streets are
noisy and crowded.
4. POST – LISTENING & PRE – WRITING (5’)

* Aim: To provide students some ideas for the next writing activity.
* Content: Tick (✓) what you like or dislike about a neighbourhood.
* Outcome: Share the answers with their partners.
Task 3: Task 3: Tick (✓) what you like or

dislike about a neighbourhood.
- Ask Ss to tick what they like and don’t
1. sandy beaches
like about their neighbourhood, and then ask
them to share their answers with their 2. heavy traffic
partners. 3. many modern buildings and offices
- Ss count how many things they have in 4. peaceful streets
common with their partners. 5. good restaurants and café
6. sunny weather
7. helpful and friendly people
8. many shops and markets

* Aim: To help students practise writing a paragraph about their neighbourhood.
* Content: Write a paragraph of about your neighbourhood saying what you like and
dislike about it.

Cross-check students’ writing.
* Outcome: Write the first draft individually.
Students’ perfect writing on the Padlet.
Task 4: T – Ss ; Ss – Ss * Model writing:

- T reminds Ss that the first important thing is I live in Long Son Town. There are many
always to think about what they are going to things I like about my neighbourhood. It
write. Ss can use the ideas they have ticked in is convenient because there is a big
Task 3. supermarket near my house. There are
- T asks Ss to brainstorm for the ideas and the also many shops, restaurants, and café
language necessary for writing. here. The people are very friendly and
helpful. The food is very fresh and
- Ask Ss to write the first draft individually.
delicious. However there are some
- Next, ask Ss to work in pairs doing peer things I dislike about it. I love my
corrections. Then have them write their final hometown very much.
version.
- Ss edit and revise their writing as homework.
Then, T sets a link on Padlet to let Ss submit.
- Ss can leave comments.
- T asks Ss to talk about what they have - Listen a passage about Vy’s
learned in the lesson. neighbourhood.
- Write a paragraph of about your
neighbourhood.
7. HOMEWORK (2’)
* Content: Review the lesson, prepare the next lesson.
* Outcome: Students’ textbook and workbook.
- T asks Ss to rewrite their writing. - Rewrite the writing on Padlet.
- T asks Ss to prepare the new lesson. - Prepare: Unit 4 – Lesson 7: Looking
back & Project.
* EVALUATION:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
........................
Week: 11 Date: 24/10/2021

Period: 33
I. OBJECTIVES:
- Name some places in a nieghbourhood;
- Ask for and give directions to some places;
- Classify the adjectives into the correct column of the syllables;
- Compare two people or things using comparative adjectives;
- Give a presentation about a map they have designed.
1. Knowledge:
* Grammar: Comparison and asking for directions
2. Skills: Listening, reading, speaking and writing
3. Attitude: Having the serious attitude to asking for and giving the directions,
cooperative learning, sharing
4. Competences: Ss will be able to review the language from the previous sections;
consolidate and apply what they have learnt in the unit; do some practice exercises;
present their projects if possible
II. TEACHING AIDS:
1. Teacher:

- sachmem.vn
IV. PROCEDURES:
1. CHECK-UP (5’)
* Aim: To revise the vocabularies and structure about comparative related to the topic.
* Content: Check-up the old lesson.
* Outcome: Complete the task on the board correctly.
* Warm-up (teamwork) * Check-up:

- T calls some Ss go to the board to check - Write 7 adjectives you have just
the old knowledge. learned.
- Ss go to the board to complete the task. - Make a sentence with a comparative
- T gives feedbacks and gives marks. adjective.
- 7 adjectives: noisy, beautiful,
exxpensive, tall, heavy, exciting,
peaceful...
- Sentence: Living in the countryside is

more peaceful than living in the city.
* Lead-in
→ “This is the last lesson of Unit 4, I want
you to revise the topic ‘My Neighbourhood’
by doing some more exercises.”
Task 1
* Aim: To help students revise the vocabulary items they have learnt in the unit.
* Content: Write the name for each picture.
* Outcome: Students say the correct key aloud (individual work, group work,…).
Task 1: T – Ss Task 1: Write the name for each

- T encourages Ss to complete the task picture.
- Ss exchange their textbooks to compare 1. temple
their answers together. 2. railway station
- T gives feedback to the whole class. 3. square
4. art gallery
5. cathedral
3. GRAMMAR (17’)
Task 2 (5’)
* Aim: To help students revise the form and use of comparative adjectives.
* Content: Put the following adjectives in the correct column.
* Outcome: Identify how many syllables of the word to put the correct column.
Task 2: T – Ss ; Ss – Ss Task 2: Put the following adjectives in

- T encourages Ss to complete the task the correct column.
- Ss exchange their textbooks to discuss the - One syllable: fast, hot, large, quiet
reasons why they are choosing the - Two syllables: heavy, noisy
appropriate words/ phrases.
- Three or more syllables: expensive,
- T gives feedback as a class discussion. beautiful, exciting
Task 3 (5’)
* Content: Write the comparative form of adjectives.
* Outcome: Complete the table correctly.
Task 3: T – Ss ; Ss – Ss Task 3: Write their comparative form

- T encourages Ss to complete the task in the table below.
- Ss exchange their textbooks to discuss the 1. faster 2. more beautiful
reasons why they are choosing the 3. noisier 4. more expensive
appropriate words/ phrases.
5. hotter 6. more exciting
7. quieter 8. heavier
9. larger
Task 4 (7’)
* Content: Complete the sentences comparing the pictures.
* Outcome: Say out the correct sentences using the comparative forms of adjectives.
Task 4: T – Ss ; Ss – Ss Task 4: Complete the sentences

- T asks Ss to complete the sentences by comparing the pictures. Use the
playing the game: ‘Lucky number’. comparative forms of adjectives below.
- T prepares 6 numbers which include 4 * Answer key: Game: Lucky number

questions about completing the sentences 1. noisier
comparing the pictures and 2 lucky 2. more modern
numbers.
3. more expensive
- Each team takes turns and chooses a
4. more peaceful
number and answers the question behind the
number. 5. Lucky number
- If the team answers the question correctly, 6. Lucky number

they will get 1 point.
- If the team chooses the lucky number, they
get 1 point without answering the question
and may choose another number.
* Aim: To give students further practice on using comparative adjectives.
* Content: Rewrite the sentences using the words in brackets.
* Outcome: Complete the sentences on the board correctly.
* T – Ss ; Ss – Ss * Rewrite the sentences using the

- T asks Ss to work independently. words in brackets
- Ss rewrite the sentences using the words in 1. Quang is lazier than Ha. (hard-
brackets. working)
- Ss complete the sentences in the book. 2. A city is noisier than a village.
(peaceful)
- T invites some Ss to complete on the
board. 3. There’s a post office on one side of
my house and a café on the other.
- T comments and gives marks.
(between)
4. Please tell me something about your
neighbourhood. (can)
5. Oranges are cheaper than apples.
(expensive)
5. PROJECT (10’)
* Aim: To allow students to apply what they have learned (vocabulary and grammar)
into practice through a project.
* Content: Make project: ‘My map’.
* Outcome: Students’ project on the Google Drive.
* Ss – Ss * Project: My map
- Have each student draw a map of their Activity 1: Draw a map of a
neighbourhood with the names of at least neighbourhood. Write names of at
ten places on their map. least five places on your map.
- T may have Ss prepare their maps at home.
- Ask Ss to work in pairs, taking turns to ask

for and give directions to the places on their Activity 2: Work in pairs. Take turns to
maps. ask for and give directions to the places
on the map.
- T creates a link on Google Drive for Ss to
upload their video practicing asking for and
giving directions on the map. * Structure of a presentation:
- T gives comments and feedbacks. - Introduction: greeting the audience,
introducing themselves and the topic.
- Main body: presenting the main
points (students can build up the main

points by answering the questions and
organising the answers in a logical
way).
- Conclusion: summarising the main
points, inviting questions from the
audience and thanking the audience for
listening.
- T asks Ss to talk about what they have - Revise vocabulary and grammar in
learned in the lesson. Unit 4.
- Make project: “My map”.
7. HOMEWORK (2’)
* Aim: To revise the knowledge students have gained in Unit 4 prepare the next lesson.
workbook.
- T asks Ss to revise old lesson and do - Complete the project on Google Drive.
- T asks Ss to complete the project and - Prepare: Unit 5 – Lesson 1: Getting
prepare the new lesson. Started.
* EVALUATION:
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................................................................................................................................................
........................
Week: 11 Date: 26/10/2021
Period: 34
UNIT 5: NATURAL WONDERS OF VIETNAM

Lesson 1: Getting Started – Geography Club
I. OBJECTIVES:
- Identify the lexical items related to the topic ‘Natural wonders of Viet Nam’;
- Use the vocabulary and structures to describe wonders of Viet Nam.
1. Knowledge:
* Vocabulary: Things in nature lexical items
3. Attitude: Educate the love of the natural wonders in Viet Nam, the love of the
hometown and the country; have a good attitude to protect and conserve the natural
wonders
4. Competences: Ss will be able to practice listening and reading the conversation,
describe about natural wonders of Viet Nam
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

natural wonders.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To activate students’ knowledge on the topic of the unit and lead in the topic of
natural wonders of Viet Nam.
* Content: Look at the pictures and write the name of them.
* Outcome: Students write correct name on the board.
* Warm-up (individual work) * Game: Famous places in the world

- Ask Ss to look at the pictures about
famous places and write the name of them.
- The team which has more correct will be
the winner.
Ha Long Bay
* Lead-in
→ “Today we are going to learn more Ninh Binh (Hang Mua)

about some natural wonders of Viet Nam.”

- T uses different techniques to teach
vocabulary (pictures, situation, realia...).
- natural (adj): thiên
- Follow the seven steps of teaching nhiên (explanation)
vocabulary.
- Repeat in chorus and individually. - wonder (adj): kì quan
* Checking vocab: Rub out and remember.
(translate)
- amazing (adj): tuyệt
vời (explanation)
- island (n): đảo, hòn
đảo (picture)
- scenery (n): phong
cảnh (translate)
- desert (n): sa mạc
(picture)
- waterfall (n): thác nước (picture)
3. PRACTICE (20’)
Task 1 (5’)
* Aim: To practice the targeted language and the background knowledge of things in
nature.
* Outcome: Students read and recognize the meaning of the conversation.

- T draws Ss’ attention to the picture in the
textbook and asks them questions about the
picture.
- Tell Ss that Alice, Elena, Nick and Tommy
are in the Geography Club, talking about
natural wonders of Viet Nam such as Ganh
Da Dia and Ha Long Bay and that they are
going to listen to their talk. 1. Who are they?
- Play the recording two or three times, or 2. What are they looking at?
more if necessary for Ss to listen and read 3. What are they talking about?
along.
- Have Ss underline the words related to the * Suggested answers:
topic of the unit while they are listening and
1. They are Alice, Elena and Nick.
reading.
2. They are looking at some photos/
- Call on some pairs to read the dialogue
pictures.
aloud.
3. They are talking about attractive
places in Viet Nam.
Task 2 (7’)
* Aim: To help students understand the conversation better and practise using words to
describe things in nature.
* Content: Complete the following sentences with the words from the box.
* Outcome: Student write correct words on the board.
Task 2: T – Ss ; Ss – Ss Task 2: Complete the following

- T tells Ss to read the text again in order to sentences with the words from the box.
find the words to complete the sentences * Answer key:
independently. 1. amazing 2. islands 3.
- T allows Ss to share their answers before scenery 4. natural 5.
discussing as a class. wonders
- T nominates Ss to give answers and
corrects them if necessary.
Task 3 (5’)
* Aim: To help students revise and learn more nouns for things in nature through
pictures and listening exercise.
* Content: Listen and repeat the words, then label the pictures.
* Outcome: Students give correct answers.
Task 3: T – Ss ; Ss – Ss Task 3: Listen and repeat the words,

- T asks Ss to look at the words in the box, then label the pictures.
listen and repeat. * Answer key:
- T has Ss match the pictures with the a. desert b. island c. cave
appropriate words independently. d. river e. waterfall f. mountain
- T allows Ss to share their answers before g. forest h. beach
discussing as a class.
- T asks Ss to give answers and corrects
them if necessary.
* Audio script:
1. mountain 2. river 3. waterfall
4. forest 5. cave 6. desert
7. beach 8. island
Task 4
* Aim: To give students a fun time revising what they have learnt so far in the lesson
and more quickly response the questions about natural wonders.
* Content: Game: ‘Quiz’. Choose the correct answer to each of the questions.
* Outcome: Practice in groups and give correct answers.
Task 4: T – Ss ; Ss – Ss Task 4: QUIZ. Work in groups.

- T divides the class into groups of four or Choose the correct answer to each of
five and provides each group with a set of A the questions.
and B signs. 1. Which is an island in Viet Nam?
- T gives Ss time to read the quiz carefully → A. Con Dao.
and choose the correct answers. 2. Where is Mount Fansipan?
- Then, T lets Ss randomly select a number → A. In Lao Cai.
on the screen to choose the question.
3. Which of the following is a national
- Ss raise the correct signs of A or B choose park?
the answer and say the answer aloud.
→ B. Cat Tien Park.
- The quickest group gets 5 points for each
4. Which of the following wonders is a
correct answer.
cave?
- At the end of the activity, three groups
→ B. Phong Nha.
having the high points are the winners.
5. Which is a natural wonder in
Australia?
→ B. The Great Barrier Reef.
* Content: Summarize the main content what students have learned in the lesson.
* Outcome: Some students say aloud in front of the class.
- T asks Ss to talk about what they have - Vocabulary: Things in nature.
conversation.
6. HOMEWORK (2’)
* Content: Review the lesson and prepare for the next lesson: A closer look 1.
look 1.
* EVALUATION:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
........................
Week: 12 Date: 28/10/2021

Period: 35

I. OBJECTIVES:
- Use the lexical items related to the topic ‘Natural wonders of Viet Nam’;
- Use the vocabularies and structures to talk about famous natural places;
- Pronounce correctly the sounds /t/ and /d/ in isolation and in context.
1. Knowledge:
* Vocabulary: Things in nature and travel items lexical items
3. Attitude: To teach Ss love travelling; educate the love of the natural wonders in Viet
Nam; have a good attitude to protect and conserve the natural wonders
4. Competences: Knowing the necessary items for travelling; co-operation, self-study,
using language to do exercises
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
1. Students may lack knowledge about some travel items.
other.
IV. PROCEDURES:
1. WARM-UP (3’)
* Content: Game: ‘Matching’.
* Outcome: Students match pictures with their names correctly.
* Warm-up * Game: Matching
- T shows Ss the flags of five countries and 1.

asks them if they know the names of the
countries. A. mountain

2.
- Members from two teams take turns and
match the names with the correct pictures as
fast as possible. B. desert
- The team matches faster and correctly is

3.
the winner.
C. island
4.
D. beach
5.
E. waterfall
1. C 2. D 3. A 4. E 5. B
* Lead-in
- T asks Ss whether the places are hot/ cold,
wet/ dry, etc. Show the objects.
- T asks Ss if the object fits the place, e.g.
‘Do I need a backpack in the desert? Why do
you think so?’
Vocabulary
* Aim: To teach vocabulary about travel items.
* Content: Some vocabulary about travelling items.

- T uses different techniques to teach - plaster (n): miếng dán, gạc y tế
vocabulary (pictures, situation, explanation, (picture)
…). - sleeping bag (n): túi ngủ (picture)
- Follow the seven steps of teaching - backpack (n): ba lô (realia)
vocabulary.
- compass (n): la bàn (realia)
- suncream (n): kem chống nắng
* Checking vocab: Rub out and remember. - scissors (n): cái kéo (realia)
3. PRACTICE (14’)
Task 1 (5’)
* Aim: To revise/ teach the names of travel items.
* Content: Write a word under each picture. Practice saying the words.
* Outcome: Students give answers correctly and whole class practice saying the words.
Task 1: T – Ss Task 1: Write a word under each

- T asks Ss to write the suitable word under picture. Practise saying the words.
each picture in 2 minutes. * Answer key:
- Ss do the task.
- T calls some Ss to give their answers.
- T gives feedback and corrections (if
needed).
1. plaster 2. suncream
3. sleeping bag 4. scissors
5. backpack 6. compass
Task 2 (4’)
* Aim: To help students practise using the travel items in context.
* Content: Complete the sentences with the words in Task 1.
* Outcome: Students say the answers (pair work) correctly aloud.
Task 2: T – Ss ; Ss – Ss Task 2: Complete the sentences with

- T asks Ss to work in pairs and use the the words in Task 1.
words in Task 1 to complete the sentences. * Answer key:
- Ss work in pairs and do the task. 1. compass
- T calls some pairs to share their answers 2. suncream
with the whole class.
- T gives feedback and corrections (if 3. sleeping bag

necessary). 4. backpack
5. plaster
Task 3 (5’)
* Aim: To teach students some words/ phrases related to travelling items
* Content: Put the items in order of usefulness. Number 1 is the most useful, number 6
is the least useful on holiday.
* Outcome: Students share their answers as a whole class and give comments.
Task 3: T – Ss ; Ss – Ss Task 3: Now put the items in order of

- T asks Ss to work in groups of three. usefulness. Number 1 is the most
useful, number 6 is the least useful on
- T gives Ss 3 minutes to discuss and put the
holiday.
item in the order of usefulness.
Example:
- T asks Ss to share their answers as a whole
class. 1. backpack
- T gives corrections (if necessary). 2. sun cream
3. plaster
4. scissors
5. compass
6. sleeping bag
Pronunciation
* Aim: To help students identify how to pronounce the sounds /t/ and /d/.
* Content: Pronunciation: Sounds /t/ and /d/.
* Outcome: Students pronounce the sounds /t/ and /d/ correctly.
* T – Ss ; Ss – Ss * Sound: /t/ and /d/

- T introduces two sounds /t/ and /d/ to Ss Example:
and lets them watch a video about how to /t/: plaster, tower, letter, desert, want...
pronounce these two sounds. /d/: need, island, guide, holiday,
- T asks Ss to give some words containing pagoda...
these sounds.
5. PRACTICE (8’)
Task 4 (3’)
* Aim: To help students identify and practice the /t/ and /d/ sounds.
* Content: Listen and repeat to pronounce the sounds /t/ and /d/.
* Outcome: Pronounce the sounds /t/ and /d/ correctly.
Task 4: T – Ss ; Ss – Ss Task 4: Listen and repeat the words.

- T asks some Ss read out the words first. * Audio script:
Then play the recording for them to listen - /t/: mountain, waterfall, desert,
and repeat the words. plaster
- T corrects Ss’ pronunciation. - /d/: wonder, island, guide, holiday
- T calls on some pairs to write their answers
on the board before checking their answers
with the whole class.
Task 5 (5’)
* Aim: To help Ss pronounce the sounds /t/ and /d/ in context.
* Content: Listen and repeat to pay attention the bold-typed parts.
* Outcome: Pronouncing the word with the sounds /t/ and /d/ correctly.
Teacher’ & Students’ activities Content
Task 5: T – Ss Task 5: Listen and repeat. Pay

- T plays the recording for Ss to listen and attention to the bold-typed parts of the
asks Ss to repeat the sentences after they words.
listen.
1. Where's my hat? - Oh, it's on your
- T calls some Ss randomly to read the
head.
sentences and gives correction (if
necessary).. 2. Where do they stay on their holiday?
3. I need some meat for my cat.
4. The Sahara is a very hot desert.
5. I want to explore the island by boat.
* Aim: To give students chance to apply what they have learned.
* Content: Game: ‘Whispering’.
* Outcome: Students play in groups.
* T – Ss ; Ss – Ss * Game: Whispering
- T divides the class into four big groups and * Suggested sentences:
asks Ss to stand in four lines. 1. I must bring a plaster when going
- The member in the last place will make a camping.
sentence containing at least a word and a 2. I want to visit a famous desert in the
sound they have learnt. world.
- Then, whisper the sentence to the next 3. He lives in a quiet island.
member of the group. They will continue
until the member in the first place and this
member will say the sentence aloud.
- The fastest group will win the game.
* Content: Vocabulary and how to pronounce the sounds /t/ and /d/.
- T asks Ss to talk about what they have - Vocabulary: Travel items.
learnt in the lesson. - Pronunciation: /t/ and /d/.
8. HOMEWORK (2’)
* Aim: To revise what they have learned and prepare for the next lesson.
workbook.
* Outcome: Students’ textbook and workbooks.
the new lesson. - Find 5 more words with the sound /t/
and 5 more words with the sound /d/.
look 2.
* EVALUATION:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
........................
Week: 12 Date: 30/10/2021

Period: 36

I. OBJECTIVES:
- Distinguish countable nouns and uncountable nouns;
- Classify quantifiers some, many, much, a few, a little;
- Use must and mustn’t to make classroom rules.
1. Knowledge:
* Grammar: Countable and uncountable nouns; modal verbs must and mustn’t
3. Attitude: Educate the love of the natural wonders in Viet Nam; have a good attitude to
protect and conserve the natural wonders
4. Competences: Learn how to use countable and uncountable nouns; modal verbs must
and mustn’t; use quantifiers some, any, many, much...
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To put students into English mode; attentive, interested and ready to participate
and prime the class for a new topic.
* Content: Game: ‘Unscrambled words’.
* Outcome: Students write words in correct group.
* Warm-up (group work) * Game: Unscrambled words

- T divides the class into groups of three or 1. cream 5. juice
six. 2. rock 6. butter
- T delivers a set of unscrambled words which 3. island 7. backpack
are some countable and uncountable nouns to
4. rice 8. plaster
each group.
- Ss will have to work in groups to solve the
quiz. * Answer key:
- The group with more correct sentences will - The words “cream, rice, juice, butter”
be the winner. are uncountable nouns.
- T provides or confirms the answers. - The words “rock, island, backpack,

plaster” are countable nouns.
* Lead-in
→ “Today we are going to learn more about
countable and uncountable nouns.”
2. GRAMMAR PRESENTATION 1 (10’)

* Aim: To elicit/ show the students when and how the uncountable and countable nouns
are used in sentences as well as when and how the quantifiers are used.
* Content: Grammar: Countable and Uncountable nouns.
* Outcome: Identify and know how to use countable and uncountable nouns.
* Pre-teach grammar: T – Ss I. GRAMMAR 1:

- T draws Ss’ attention to the underlined Countable and Uncountable nouns
words and confirm the use of countable and (Danh từ đếm được và không đếm được)
uncountable nouns.
- Countable nouns are for the people
- T then asks Ss to give some more examples and things we can count using numbers.
of uncountable nouns that they know. Countable nouns can be singular: a
- T reminds Ss to the “definition of countable rock, an island,... or plural: rocks,
nouns”. islands,...
- T explains the usage and the form. - Uncountable nouns are for the things
- Ss listen and copy down. that we cannot count with numbers. They
usually do not have a plural form:
cream, chocolate,...
Task 1: Is the underlined noun

Task 1: T – Ss countable or uncountable? Write C
- T has Ss complete the underlined activity (countable) or U (uncountable).
- T then asks Ss to swap their textbooks to 1–C 2–U 3–U 4–C 5–U
check their classmates’ answers.
3. PRACTICE 1 (15’)
Extensive grammar
* Aim: To help students know how to use and practice quantifiers ‘a, any, some, much, or
many’ with countable and uncountable nouns in context.
* Content: Grammar: Some, many, much, a few, a little.
* Outcome: Understand and know how to use quantifiers.
* Extensive grammar: T – Ss * Extensive grammar:

- T gives Ss a handout of each definition of Quantifiers
each quantifier. (some, many, much, a few, a little)
- T has Ss work in groups of 4 to match the
Quantifiers Use
words in column A with definitions in column
B. CN, usually in
- T then asks Ss to exchange their handout to 1. many negative statements
check their classmates’ answers. and questions
- T explains the usage and the form. UN, usually in
- Ss listen and copy down. 2. much negative statements
and questions
3. a few CN, means ‘some’
4. a little UN, means ‘some’
5. some CN, UN
Task 2 (5’)
* Aim: To check if students can use countable, uncountable nouns and quantifiers
correctly.
* Content: Choose the correct option for each sentence.
* Outcome: Students say the correct keys aloud.
Task 2: T – Ss Task 2: Choose the correct option for

- T has Ss work on the exercise individually each sentence.
before they compare answers with each other. * Answer key:
- T gives feedback as a class discussion. 1. A. a few 2. B. many
3. A. a few 4. B. much
5. A. little
Task 3 (5’)
* Aim: To help students practice using quantifiers with C and U nouns in context.
* Content: Practice using any, some, much, or many with C and U nouns.
* Outcome: Using the some, any, many, much with C and U nouns correctly.
Task 3: T – Ss ; Ss – Ss Task 3: Fill each blank with a, any,

- T tells Ss to read the sentences carefully and some, much, or many.
find the right words to complete the sentences * Answer key:
in pairs. 1. many 2. any 3. much
- T checks the answers as a class. 4. some 5. a
- T asks other Ss to give comments and correct
any mistakes if possible.

* Aim: To elicit/ show the students when must and mustn't are used and how to make a
sentence with these modals.
* Content: Grammar: Modal verb: must/ mustn’t.
* Outcome: Understand and know how to use must/ mustn’t.
* Pre-teach grammar: T – Ss III. GRAMMAR 2:

- Ask Ss to recall the conversation from GS: Modal verb: must/ mustn’t
‘But remember you must always be on * Form:
time.’
S + must/ mustn’t + V (inf)
- T encourage Ss to answer, using must/
mustn’t the question: ‘Are you sometimes
late for school?’
- For a weaker class, T may call on some Ss
to give the Vietnamese equivalent of must/
mustn’t.
- Tell Ss to study the Remember! box, then
give the rules of the modal verb must/
mustn’t. T may give some examples to
clarify the use of must/ mustn’t to Ss. Example:
- You must give up smoking, it’s bad for
you.
- You mustn’t use your smartphone while
you are driving.
Task 4
* Aim: To help students practice using must/ mustn't in context.
* Content: Fill each blank with must or mustn't.
* Outcome: Say the correct answers aloud.
Task 4: T – Ss ; Ss – Ss Task 4: Fill each blank with must or

- T has Ss work on the exercise individually mustn’t.
before they compare answers with each other. * Answer key:
- T gives feedback as a class discussion. 1. must 2. mustn’t 3. must
4. mustn’t 5. must
Task 5
* Aim: To give students more practice on using must/ mustn’t in the real context of their
classroom.
* Content: Read the classroom rules below. Write some more rules for you and your
classmates.
* Outcome: Read their sentences in front of the class.
Task 5: T – Ss ; Ss – Ss Task 5: Read the classroom rules

- Ask Ss to read sentence 1 (positive) and below. Write some more rules for
sentence 2 (negative). you and your classmates.
- Then ask them to think of the classroom * Answer key:

rules (what they must do and what they 1. We must arrive school on time.
mustn’t do) and complete these sentences. 2. We mustn't get out of class before
- Ss can share their ideas in pairs, and give break time.
as many sentences as possible. 3. We must raise our hands when we
- Call on some Ss to read their sentences in want to ask questions in classroom.
front of the class. Discuss answers as a 4. We mustn't gossip in class.
class. 5. We must be gentle with each other.
6. We mustn't eat during lesson.
* Outcome: Students say what they have learnt in the lesson.
- T asks Ss to talk about what they have learnt - Grammar:
in the lesson. + Countable nouns and uncountable

nouns.
+ Quantifiers: some, many, much, a few,
a little.
+ Modal verbs: must and mustn’t.
8. HOMEWORK (2’)
new lesson
- T reminds Ss to do homework and prepare - Learn by heart grammar.
Communication.
* EVALUATION:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
........................
Week: 13 Date: 01/11/2021

Period: 37

I. OBJECTIVES:
- Learn how to make and accept appointments;
- Have knowledge about a travel guide;
- Use must and mustn’t to talk about what to prepare for a trip.
1. Knowledge:
* Grammar: Making and accepting appointments
3. Attitude: Educate the love of the natural wonders in Viet Nam; have a good attitude to
protect and conserve the natural wonders
4. Competences: To practice making and accepting an appointment; know about a travel
guide
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To check students’ knowledge related the previous lesson and introduce the
topic of listening.
* Content: Watch a clip and write things that can bring out a trip.
* Outcome: Students can note down all words.
* Warm-up (teamwork) * Game: Memorising

- T divides class into two teams. * Suggested answers: plaster, scissors,
- T asks Ss to look at the video showed the suncream, backpack, water, sleeping
screen and asks them to memorise activities bag, compass...
about a trip in 2 minutes.
- T asks Ss to write words on the board.
- The team who writes activities more
correctly is the winner.
EVERYDAY ENGLISH
Making and accepting appointments
Task 1
* Aim: To introduce how to make and accept appointments.
* Content: Listen and read the short conversation, paying attention how to make and
accept appointments.
* Outcome: Understand and know how to make and accept appointments.
Task 1: T – Ss Task 1: Listen and read the short

- T asks Ss to listen and read the short conversation, paying attention to the
conversation, paying attention to the highlighted parts.
highlighted parts. Making appointments:
- T writes down highlighted parts on the → Let’s + V... / How about + Ving...?
board and asks Ss what they are used to, Accepting appointments:
which is used to make appointments and
→ That’s fine. / Sure.
which is used to accepting appointments.
- T calls some Ss to share their opinions.
*Audio script:
- T gives more explanations and elicits the
form. Steven: Duong, let’s go for a picnic this
Sunday.
Duong: That’s fine. What time can we
meet?
Steven: How about 9 o’clock?
Duong: Sure. I’ll meet you at that time.
3. PRACTICE (18’)
Task 2 (6’)
* Aim: To practice making and accepting appointments.
* Content: Make a short conversation, following the example in Task 1.
* Outcome: Some pairs to make a conversation in front of the class.
Task 2: T – Ss ; Ss – Ss Task 2: Work in pairs. Make a short

- T asks Ss to work in pairs and make a short conversation, following the example in
conversation, following the example. Task 1.
- T models with a volunteer. Ss do the task Example:

in pairs. Huy: Nam, let's go to the supermarket
- T calls some pairs to make a conversation this Sunday morning.
in front of the class. Nam: That's great. What time can we

- T gives feedback and corrections (if meet?
necessary). Huy: How about 8 o'clock?
Nam: Sure, I'll meet you at that time.
A travel guide
Task 3 (6’)
* Aim: To help students have knowledge about a travel guide.
* Content: Read the travel guide entry.
* Outcome: Read and understand the text.
Task 3: T – Ss Task 3: Read travel guide entry.

- T shows Ss a travel guide. Ask them what The Himalayas is a mountain range.
information it contains. Discuss the contents. It’s very special. It has the world’s
- Then ask who uses travel guides and why. highest mountain – Mount Everest.
T gives an explanation or an example of how When visiting the Himalayas, remember
travel guides are used. to follow these rules:
- T asks Ss to work in pairs. Tells them to • You must ask before you visit the
look at the photo of Mount Everest, ask and area.
answer questions to find out what objects are • You mustn't travel alone. Always go
useful for going to Mount Everest. in a group.
Encourage them to use must to ask and • You mustn't litter.
answer.
• You must bring only the necessary
- T asks Ss to read the text quickly and check things.
their ideas.
• You must bring the right clothes too.
- Confirm the correct answers.
It's very special. It has the world's
highest
mountain – Mount Everest. Don't bring
shorts or T-shirts!
Task 4 (6’)
* Aim: To help students have knowledge about a travel guide.

* Content: Make a list of things you must/ mustn’t bring to the Himalayas.
* Outcome: Understanding more using must/ mustn’t in context.
Task 4: T – Ss ; Ss – Ss Task 4: Now make a list of the things

- T asks Ss to use information in the text in you must bring to the Hymalayas.
Task 3 and their own ideas to fill must and Then add things you mustn’t bring.
mustn’t columns individually. * Suggested answers:
- Encourage Ss name as many objects as Must Mustn’t
possible, and then decide if these things must compass shorts or T-shirts
or mustn’t be taken there.
water bicycle
- T checks their lists as a class and confirms
warm clothes
the correct answers.
mobile phone
camera
sleeping bag
plasters
Task 5
* Aim: To help students talk about what to prepare for a trip.
* Content: Roleplay being a tour guide and a tourist. Tell your partner what to prepare
for their trip to the Himalayas, and give reasons
* Outcome:
Task 5: T – Ss ; Ss – Ss Task 5: Role-play being a tour guide

- T divides the class into two main groups. and a tourist. Tell your partner what to
One is a tour guide and one is a tourist. prepare for their trip to the Himalayas,
and give reasons.
- The tourist prepares the questions and the
tour guide prepares the information in 2 Example:

minutes. A: I'd like to go to the Himalayas next
- Ss work in pairs. Make a conversation (Ss month.
can do the task after school.) B: OK. I think you must bring a
- T reminds Ss to record a video to talk about waterproof coat. It's cold and rainy
preparing for their trip to Himalayas and there!
then upload on Google Drive. A: Yes. Anything else?
- T gives feedback. B: You must bring a sleeping bag so
that you can stay here overnight. You
must also bring a compass in case you
are lost.
A: Is there anything I mustn’t bring?
B: Well, you mustn’t bring a bicycle
because you can’t ride it here and it’s
very cold, so you mustn’t bring shorts
or T-shirt.
A: Thanks a lot.
* Outcome: Students say aloud what they have just learned.
- T asks Ss to talk about what they have - Make and accept appointments.
learned in the lesson. - Read the travel guide.
- Make a list of the things you must or
mustn’t do when traveling.
6. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in this lesson and prepare for
the next lesson: Skills 1.
workbook.
- T reminds Ss to do homework and prepare - Learn by heart the structures about
the new lesson. making and accepting appointments.
- Complete the group work by recording
a short video to talk about preparing for
their trip to Himalayas and upload on
Google Drive.
* EVALUATION:
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................................................................................................................................................
................................................................................................................................................
........................
Week: 13 Date: 03/11/2021

Period: 38

Lesson 5: Skills 1
I. OBJECTIVES:
- Read a brochure for tourist information, natural wonders;
- Talk about famous places and give travel advice and what you must/ mustn’t do there.
1. Knowledge:
* Grammar: Modal verbs: must and mustn’t
wonders
4. Competences: Develop reading, speaking and co-operating skills; talk and give travel
advice
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To revise the vocabulary related to the topic and lead in the next part.
* Content: Write the name of some natural wonders of Viet Nam.
* Outcome: Students’ perfect sentences on the board.
* Warm-up: T – Ss ; Ss – Ss * Game: Network
- T divides Ss into groups to play the game.

- T asks Ss to work in groups to do this Natural
activity.
wonders of
Vietnam
- T checks the answers as a class. The group
having the most suitable and correct answers
is the winner. * Suggested answers: Ha Long Bay,
Mui Ne, Cat Ba, Phu Quoc, Son
Doong...
* Content: Learn some vocabularies related the topic.

- T uses different techniques to teach - tourist attraction (n): điểm thu hút
vocabulary (pictures, situation, khách du lịch (translate)
explanation...).
- Follow the seven steps of teaching - popular (adj): phổ biến (explanation)
vocabulary. - landscape (n): phong cảnh (picture)
- Repeat in chorus and individually. - slope (n): dốc, sườn (picture)
- Copy all the words. - sand dune (n): cồn cát (picture)
* Checking vocab: Matching.
* Lead-in
- T leads Ss into the lesson by showing

1. What can you see in these pictures?
pictures of Ha Long Bay and Mui Ne and
asks them some questions: 2. Are these wonders in the same place?
3. Which wonder do you want to get
there?
1. I can see Ha Long Bay and Mui Ne.
3. I want to get to Ha Long Bay.

Task 1
* Aim: To activate students’ knowledge of the topic in the reading text.
* Content: Look at the pictures and answer some questions.
* Outcome: Predicting the questions before reading about Ha Long Bay and Mui Ne.
Task 1: T - Ss Task 1: Look at the pictures. Make

- T asks Ss to look at the pictures and guess predictions about the contents of the
what the texts are about and what they know text.
about the places. 1. What is the reading about?
- T asks Ss to read the texts quickly to 2. What do you know about these
answer the questions and check their ideas places?
from the introduction. Allow pairs to discuss
ideas before conducting a class feedback * Answer key:

session. 1. The texts are about Ha Long Bay and
- T asks Ss to give their answers. Mui Ne.
2. - Tuan Chau: a large island in Ha
Long Bay, a popular tourist destination.
- Mui Ne: a tourist attraction in Binh
Thuan Province.
Task 2 (5’)
* Aim: To check students understanding of using correct lexical items about the topic.
* Content: Complete the sentences, using the words from the box.
* Outcome: Students swap their answers with their partner and say the correct
answers.
Task 2: T – Ss Task 2: Complete the sentences, using

- T asks Ss read the words first. These words the words from the box.
all appear in the texts, but now they are in * Answer key:
different contexts. 1. islands 2. wonder 3. desert
- Ss then read the sentences and fill the 4. remember 5. visit
blanks individually.
Note: Ly Son Island: an island district
- T checks as a class. Then T may call on of the central coast of Viet Nam,
some Ss to read the sentences. belonging to Quang Ngai province.
- T asks Ss to show the evidence to support
their answers.
- T checks and confirms the correct answers.
Task 3 (5’)
* Aim: To develop students’ skill of reading for specific information.
* Content: Read again the text. Answer the questions.
* Outcome: Getting more specific information about the text.

Task 3: T - Ss, Ss – Ss Task 3: Read the text again. Answer

- T sets a longer time limit for Ss to reread the following questions.
the texts and answer the questions. * Answer key:
- Again ask Ss to note where they found the 1. Ha Long Bay is in Quang Ninh.
information that helped them complete the 2. You can enjoy great seafood and join
activity. in exciting activities.
- T encourages Ss to support their answers 3. No, there isn’t. It’s like a desert, not
with reasons. a real desert.
- T asks them to give evidence to support 4. You can have a picnic in Mui Ne by
their answers. the beach.
- T checks and confirms the correct answers. 5. The best time to visit the Mui Ne
- T asks Ss what to include when they talk Sand Dunes is early morning or late
about a tourist attraction. afternoon.
* Here are some points:

+ Name of the attraction
+ Its special features / beauty / interesting
things
+ What you can do there
- Write these points on the board to prepare
for the next activities.
5. POST – READING & PRE – SPEAKING (5’)

Task 4
* Aim: To check students’ reading comprehension and prepare for the next part.
* Content: Make notes about one of the places in the reading.
Task 4: T – Ss ; Ss – Ss Task 4: Work in pairs. Make notes

- T discusses with Ss which things they find about one of the places in the reading.
special about Ha Long Bay and Mui Ne. You can add your own ideas.
Brainstorm ideas onto the board. * Answer key:
- T asks Ss to close their books. Ha Long Bay Mui Ne
- T divides Ss into group A and group B. - interesting - beautiful place
Tell group A to describe Ha Long Bay. Tell island - amazing
group B to describe Mui Ne. - beautiful caves landscapes
- T asks them to practice their description - beautiful - different colour
together before they rejoin with their beaches - great sand
partners.
- great seafood - desert
- exciting - many activities
activities
Example:
Ha Long Bay has a lot of interesting
islands. It also has many caves and
beautiful beaches. You can enjoy great
seafood here and take part in exciting
activities.
6. WHILE – SPEAKING (5’)

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

- T asks Ss to work in groups of five and things about the places as well as what
choose a famous place in their city or area. they must and mustn’t do there.
- T asks Ss to discuss and make notes of the - Where is it?

information they want to share with the - What does it have?
class. - Are there any interesting things here?
- T asks Ss to refer to the questions as - What must they do or mustn’t do
suggestions for their notes or they can do it there?
in their own way.
- T goes around and offers help if needed.
Example:
- You must wear sun scream when
you're in My Khe beach.
- You must go to the My Khe beach in
late afternoon.
- You mustn't litter on the beach.
- You mustn't swim alone.
7. POST – SPEAKING (3’)

* Aim: To help students use what they have learnt so far to talk about a famous place
* Content: Students tell some interesting things about the place as well as what they
must and mustn’t do there.
* Outcome: Some students share their preparation with the whole class.
* T – Ss ; Ss – Ss * Ss’ presentation
- T asks Ss to record their videos in groups
of four and submit them on Google Drive
(Ss can complete the task after school).
- T allows Ss to give comments to their
friends and vote for the most interesting and
informative recording.
- T gives feedback and comments.
* Content: Students summarise what they have learned with the two skills.
* Outcome: Students say what they have learned with the two skills front of the class.
- T asks Ss to talk about what they have - 2 skills: Reading and Speaking
learned in the lesson. + Read about natural wonders.
+ Talk about famous places and give
travel advice.
9. HOMEWORK (2’)
- T asks Ss to review the lesson and prepare - Do exercises in Workbook.
the new lesson. - Record videos about a famous place
(what they must and mustn’t do there),
and submit on Google Drive.
- Practice talking about a place you like.
- Prepare: Unit 5: Lesson 6 – Skills 2.
* EVALUATION:
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Week: 13 Date: 06/11/2021

Period: 39

Lesson 6: Skills 2
I. OBJECTIVES:
- Listen for specific information about a natural wonder;
- Write a paragraph about a natural wonder.
1. Knowledge:
* Grammar: Ccountable and uncountable nouns; modal verbs must/ mustn’t
wonders
4. Competences: Develop listening and writing skills; listen for specific information
about Phu Quoc island; practicing writing a paragraph about the place that they have
made notes
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To help students know some famous places and introduce about the destination in
the talk.
* Content: Look at the pictures and name the places in the pictures.
* Warm-up * Game: Look at the pictures and name

- T encourages Ss to complete the task the places in the pictures
individually.
- T asks Ss to name the places in the pictures.
- T shows the answer and checks.
* Answer key:
1. Ha Long Bay 2. Hue
3. Ha Noi 4. Mui Ne
5. Vung Tau 6. Sa Pa
* Lead-in
→ “Today we are going to listen to a talk
about a famous natural wonder of Viet Nam.
It’s Phu Quoc Island.”
Phu Quoc Island

Task 1
* Aim: To help students brainstorm about destination in the talk.
* Content: Discuss and answer the question.
Task 1: T – Ss Task 1: Work in groups. Discuss and

- T asks them to talk about anything they answer the question.
know or give prediction. T may give some “What do you know about Phu Quoc
hints: Island?”
+ the location of Phu Quoc Island * Suggested answers:
+ the climate - A beautiful island in Viet Nam
+ interesting / special features - The night market

+ what you can do there. - The food is delicious
- T plays the recording one or two times for Ss - In Kien Giang province
to check their answers.
- T plays the recording again if needed, * Answer key:
stopping at the place where Ss find it difficult
Phu Quoc Island is one of the most
to hear. beautiful island in Viet Nam. The water
- T confirms the answers. sea is very blue, the sand is white. The
people in Phu Quoc is very friendly.

Task 2
* Aim: To develop students’ skill of listening for specific information.
* Content: Listen and tick True or Flase.
* Outcome: Understanding more about Phu Quoc island.
Task 2: T – Ss ; Ss – Ss Task 2: Listen again and tick (✓) T

- T asks Ss to read through the questions (True) of F (False).
carefully before they attempt to give the * Answer key:
answers individually. 1. T
- T plays the recording two or three times for 2. F (It has beautiful beaches and green
Ss to do the activity and check their answers. forest.)
- T encourages Ss to identify the parts of the 3. T
recording that helped them answer the
4. F (Sailing and fishing are popular
questions.
water sports.)
- T play the recording again for Ss to check
5. T
the answers.
* Audio script:
Phu Quoc is a very beautiful island in
Viet Nam. It is in Kien Giang. It has
beautiful beaches and green forests. It

also has resorts, hotels, and bars. The
people here are friendly. Phu Quoc has
an international airport, and travelling
there is easy. Tourists can visit fishing
villages, national parks, pagodas and
temples. They also like to eat the seafood
here. It is delicious. Sailing and fishing
are popular water sports. You can buy
interesting things at the markets on the
island.

* Aim: To help students develop their skill of listening for specific information.
* Outcome: Students say the correct answer.
* T – Ss ; Ss – Ss (work group) * Listen again and fill in the blanks

- Ask Ss to study the phrases with the blanks 1. Phu Quoc has beautiful ............... and
carefully. Ss may work in pairs to discuss the green forests.
answers from the information they have 2. It also has ..............., hotels, and bars.
listened.
3. Phu Quoc has an
- Play the recording again and have Ss write international ...............
the answers as they listen.
4. Tourists can visit fishing villages,
- T checks the answers. national parks, ............... and temples
5. Sailing and fishing are ...............
water sports.
* Answer key:
1. island
2. resorts
3. airport
4. pagodas
5. popular

Task 3
* Aim: To help students talk about a travel attraction they know and collect information
for their later writing.
* Content: Fill each blank in the network with the information about a travel attraction
you know.
* Outcome: Students fill the information exactly.
Task 3: T – Ss ; Ss – Ss Task 3: Fill each blank in the network

- T models the task by summarizing the with the information about a travel
information of the talk with a student using the attraction you know.
questions in the network below: * Suggested answers:
- T asks Ss to choose a travel attraction they - It’s Ha Long Bay.
know and individually brainstorm about that - It is in Quang Ninh province.
place using the network.
- It’s about 100km from my hometown.
- T goes round and help if needed. T asks Ss
- It’s very fantastic/ wonderful.
to work in groups of four to introduce about
their chosen places using the filled network. - You can take a boat ride.
- T asks 1-2 Ss to stand up and talk about their - You can enjoy the seafood sail around
chosen place then give them comments. the islands.

Task 4
* Aim: To teach students how to write a paragraph about 50 words about a travel
attraction they know.
To peer-check, cross-check and final check students’ writing.
* Content: Write a paragraph about 50 words about a travel attraction you know.
Cross-check students’ writing.
* Outcome: Students’ writing and cross check (individual work).
Students’ perfect writing on Padlet.
Task 4: T – Ss ; Ss – Ss Task 4: Write a paragraph about 50

words about a travel attraction you
- T shows the picture in Task 4 and explains know. Use the information in Task 3.
to Ss that they should begin the paragraph
with a topic sentence.
- T asks Ss to use ideas they have
brainstormed to write a paragraph about 50
words about a travel attraction they know.
- T has Ss to pay attention to punctuation,
structures, word choice, linking words, etc.
- Then, T reminds Ss to submit their
paragraphs on Padlet.
Example:
- T encourages Ss to leave comments on each
I am writing about Ly Son island. It is a
other’s writing.
beautiful island in Quang Ngai province.
And it’s not far from here. You can go
there by ship. It is a pristine island with
exotic seafood. Ly Son island is
famous for its friendliness, long
beautiful beaches, and being “the
kingdom of garlic.” There you can enjoy
great Vietnamese seafood; especially
King crab. You can go diving and
swimming. You can join exciting
activities. I think, you should have a visit
to Ly Son.
* Ss’ writing and cross-check
* Model writing:
I am writing about Ha Long Bay. It is
in Quang Ninh province. It’s very far
from here about 500 kilomesters, so you
can go there by bus or by train. Ha long
Bay has many caves and islands. Tuan
Chau is the biggest island in Ha Long
Bay. You must take a boat ride around
the islands. There you can enjoy great
Vietnamese seafood. You can watch
traditional dance. You can join exciting
activities. Ha Long Bay is Vietnam’s
most beautiful natural wonder.
- T asks Ss to talk about what they have learnt - 2 Skills: Listening and Writing
in the lesson. + Listen for specific information about a
natural wonder.
+ Write a paragraph about a natural
wonder.
8. HOMEWORK (2’)
* Aim: To revise knowledge that students have gained in this lesson.
- T asks Ss to rewrite their writing. - Rewrite the writing and submit it on
back & Project.
* EVALUATION:
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Week: 14 Date: 08/11/2021

Period: 40

I. OBJECTIVES:
- Name some natural wonders, things in nature and travel items;
- Classify countable and uncountable nouns to
- Use modal verbs must and mustn’t to give travel advice;
- Give a presentation about a dream destination they have designed.
1. Knowledge:
* Vocabulary: Things in nature and travel items
* Grammar: Countable and uncountable nouns; modal verbs must/ mustn’t

wonders
4. Competences: To recycle the language from the previous sections; help Ss consolidate
and apply what they have learnt in the unit; Ss can evaluate their performance and
provide further practice
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
IV. PROCEDURES:
1. CHECK-UP (5’)
* Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content: Game: ‘Brainstorming’ (things in nature and travel items).
* Outcome: Students work group and write the correct answers on the board.

- T divides the class into two big teams A and
B. Then, T asks Ss to work in groups of six.
Write two main words on the board.
- One team (team A) finds all the words
related to things in nature. Another team (team
B) finds all the travel items they know.
- T asks Ss to make a web map in 2 minutes,
try to add as many words as possible.
- The fastest group with the most correct
+ Things in nature: desert, forest,
mountain, lake, river, valley, cave,
island, beach,...
+ Travel items: lighter, scissors,
sleeping bag, compass, plasters,
backpack,...
Task 1 (5’)
* Content: Revise the vocabulary items they have learned in the unit.
* Outcome: Remember the using of the words.
Task 1: T – Ss Task 1: Write the name for each

- T encourages Ss to complete the task picture.
individually.
- T asks Ss to swap their books with their * Answer key:

partners.
- T checks and confirms the answer as a class.
1. waterfall 2. cave
3. desert 4. river
5. beach 6. island
Task 2 (5’)
* Content: Do the matching.
* Outcome: Understanding more about natural wonders in Viet Nam.
Task 2: T – Ss ; Ss – Ss Task 2: Match the name of a natural

- T asks Ss to work in pairs and match the wonder in column A with a word
name of a natural wonder in column A with a indicating it in column B is an example.
word indicating it in column B. * Answer key:
- T observes and helps when and where 1. Fansipan – d. mount
necessary, and correct Ss' pronunciation and 2. Ban Gioc – c. waterfall
intonation.
3. Ha Long – a. bay
- T invites some Ss to give answer.
4. Cuc Phuong – e. forest
5. The Sahara – f. desert
6. Con Dao – b. island
Task 3 (5’)
* Content: Do the matching.
* Outcome: Understanding more about travel items.
Task 3: T – Ss ; Ss – Ss Task 3: Write the words.

- T asks Ss to work individually to name the * Answer key:
things in each picture.
- Have Ss compare their answers in pairs
before checking as a class.
- T observes and helps when and where
necessary, and correct Ss’ pronunciation and
intonation. 1. scissors 2. sleeping bag
- T invites some Ss to give answer.
3. compass 4. backpack
5. plaster
3. GRAMMAR (10’)
Task 4 (5’)
* Aim: To help students revise the use of countable and uncountable nouns in sentences.
* Content: Revision on the use of countable and uncountable nouns by finding the
mistakes.
* Outcome: Having ability to find out the mistakes in sentences.
Task 4: T –Ss ; Ss – Ss Task 4: Find the mistake in each

- T asks Ss to work independently. sentence and correct it.
- T asks Ss to read the sentences carefully and * Answer key:

correct the mistakes. 1. is → are
- Ss complete the task and discuss about the 2. are → is
answers. 3. instrument → instruments
4. are → is
5. luggages → luggage
Task 5 (5’)
* Aim: To help students revise the use of must and mustn’t in context
* Content: Revision the use of must and mustn’t by completing the dialogue.
* Outcome: Remember more about using must and mustn’t in context.
Task 5: T – Ss ; Ss – Ss Task 5: Complete the dialogue, using

- T lets Ss to work in pairs and complete the must / mustn’t.
activity. * Answer key:
- T asks Ss to stand up and make a role play. 1. must 2. must 3. mustn’t
- T checks the answers with the whole class. 4. must 5. mustn’t
* Aim: To give students further practice on using countable and uncountable nouns and
modal verbs must and mustn’t.
* Outcome: Students’ full sentences on the board.
* T – Ss ; Ss – Ss * Rewrite the sentences using the words

- T asks Ss work indepently. in brackets
- Ss rewrite the sentences using the words in 1. There are some chairs and a table in
brackets. the kitchen.
- Ss complete the sentences in the book. → We have ..............................................
- Teacher invites some students to complete 2. Not many people can understand his
on the board . lecture.
- T comments and give marks. → Only ....................................................
(some/ a few people can understand his
lecture)
3. It is wrong of us to throw rubbish.
→ We mustn’t .........................................
4. It is necessary for us to be present at
the class discussion on Saturday.
→ We must ..............................................
5. The tour guide tells us not to throw
rubbish.
→ The tour guide says that we ................
5. PROJECT (7’)
* Aim: To allow students to apply what they have learned (vocabulary and grammar) into
practice through a project.
* Content: Make project: ‘Dream destination’.
* Outcome: Students’ perfect project on Padlet.
* T – Ss ; Ss – Ss * Project: Dream destination

- T sets the context: Activity 1: In groups, make a poster
+ T will be a tourist who is looking for a about a natural wonder you would like
dream destination to go on holiday. to visit. In the poster, draw/ print a
+ Ss will be the travel agents who have to picture of the place. Then give some
suggest the tourist by providing their travel information about the place:
brochure (poster). - what the natural wonder is
- T divides the class into groups of six. Each - where it is
group will act as a travel agency. - how you can go there
- T asks “the travel agencies” to discuss and - what it is special about
choose an interesting place they would like to
- what you can do there
visit (in Viet Nam or in the world).
* Suggetsed answers:
- T asks them to look for necessary
information for the visit, basically by - Sa Pa
discussing the suggested questions. - Lao Cai province
- Ss summarise the information and design A0 - By coach, train, car, motorbike
size posters about the places they would like - Ham Rong mountain, O Quy Ho pass,
to promote. Cat Cat village, Muong Hoa valley,
- T sets a link on Padlet and has Ss add their Fansipan mountain, O Long tea hill
posters (photos and ideas) on the website. - watch amazing landscapes, enjoy local
- Ss will critically evaluate all the posters, then food and explore wild routes
give 1 vote for the most attractive poster/
place. Activity 2: Introduce the attraction to
- T gives comments and feedback to all groups your class.
and awards special prize the group which has
the most votes.
Example:
Sa Pa is one of the most popular

natural wonders of Vietnam. It is in Lao
Cai province. You can go there by
coach, train, car or even motorbike. Sa
Pa is famous for Ham Rong mountain, O
Quy Ho pass, Cat Cat village, Muong
Hoa valley, Fansipan mountain, O Long
tea hill. Tourists go there to watch
amazing landscapes, enjoy local food
(seven -coloured sticky rice) and explore
wild routes.
- T asks Ss to talk about what they have learnt - Revise vocabulary and grammar of unit
in the lesson. 5.
- Make project: “Dream destination.”
7. HOMEWORK (2’)
* Aim: To revise the knowledge that students have gained in Unit 5 and prepare for the
next lesson.
- T asks Ss to complete the project and prepare - Prepare: Unit 6 – Lesson 1: Getting
the new lesson. Started.
* EVALUATION:
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Week: 14 Date: 11/11/2021
Period: 41
UNIT 6: OUR TET HOLIDAY

Lesson 1: Getting Started – Happy New Year!
I. OBJECTIVES:
- Use the lexical items related to ‘Tet’;
- Use the vocabulary and structures to describe things and activities at Tet.
1. Knowledge:
* Vocabulary: Things and activities at Tet
* Grammar: Use should/ shouldn’t for advice
3. Attitude: To teach Ss to work hard and love our Tet holiday
4. Competences: Talking about how to prepare for Tet; Ss will be developed listening,
II. TEACHING AIDS:
1. Teacher:
- Projector, pictures and cards
- sachmem.vn

describing activities at Tet.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To set the context for the listening and reading text.
* Content: ‘Network’ (say activities about at Tet).
* Outcome: Students can say about things and activities at Tet aloud (individual work).
* Warm-up (individual work) * Warm up: Network

- T writes the word TET on the board and asks
Ss to give any words relating to the topic.
- T may allow Ss to give a Vietnamese word
and asks other students in the class if they TET
know the equivalent in English.
- T writes on the corner of the board a list of
the words which Ss cannot translate into
English and asks them to keep a record for * Suggested answers: decorate houses,
later reference when the unit finishes. eat special food, new clothes, get lucky
- T lets Ss open their books and starts the money, visit relatives...
lesson.
* Lead-in
- T draws Ss’ attention to the picture in the textbook and
asks them questions about the picture:
1. What are there in the picture?
2. What do you think about when talking

about Tet?
1. There is a peach blossom/ cherry
blossom tree with red envelopes.
2. Lucky money, new clothes,…
* Outcome: Students get to know and remember some vocabulary relating to Tet.

- T uses different techniques to teach - celebrate (v): kỉ niệm (situation)
vocabulary (pictures, situation, realia...). - decorate (v): trang trí (action)
- Follow the seven steps of teaching - family gathering (n.phr): sum họp gia
vocabulary. đình (translate)
- Repeat in chorus and individually. - lucky money (n.phr): tiền lì xì (picture)
decorate celebrate
family gathering lucky money
3. PRACTICE (20’)
Task 1 (5’)
* Aim: To help students get the main idea of the text.

* Outcome: Students read and understand the meaning of the dialogue.

- T asks Ss to look at the title of the 1. What do you think they are talking
conversation and the picture. about?
- T asks Ss some brainstorming questions and 2. When is Tet?
encourages them to give their answers. 3. Is it a holiday?
- T plays the recording twice for Ss to listen 4. What do we do at Tet?
and read along.
- T invites some pairs of Ss to read the
1. They are talking about Tet/ New Year.
dialogue aloud.
2. It’s in January/ February.
- T has Ss underline the words that are related
to the topic of the unit while they are listening 3. Yes, it is.
and reading. 4. We clean our houses, decorate them,
- T has Ss say the words in the text that they meet relatives,…
think are related to the topic Tet.
- T quickly writes the words on one part of the
board. * Answer key: decorate, family
gatherings, lucky money, say “Happy
New Year”,…
Task 2 (3’)
* Aim: To help students get the main idea of the text.
* Content: Choose the correct key: ‘What are Linda and Phong talking about?’
* Outcome: Students say the correct key aloud.
Task 2: T – Ss ; Ss – Ss Task 2: What are Linda and Phong

- T asks Ss what exactly Phong and Linda are talking about?
talking about. A. New Years in the world
- T lets them read the three options carefully B. Tet in Viet Nam
and see the difference among them. C. What to eat and wear during tet
- T confirms the correct answer. * Answer key: B
Task 3 (5’)
* Aim: To help students scan the text for the information to fill the blanks.
* Content: Complete the sentences about Tet.
* Outcome: Students find out the correct answer to complete the sentences.
Task 3: T – Ss ; Ss – Ss Task 3: Complete the sentences about

- T asks Ss to work independently to fill each Tet with the information from the
blank with the word(s) from the conversation. conversation in 1.
- T may instruct them how to do the exercise * Answer key:

and model with the first sentence. 1. January
- T allows Ss to share answers before 2. houses
discussing as a class. Write the correct 3. gatherings
answers on the board. 4. lucky money
5. break
Task 4 (5’)
* Aim: To develop students’ knowledge of the vocabulary relating to Tet.
* Content: Match the words/ phrases in the box with the pictures.
* Outcome: Students match the words and pictures exactly on the board.
Task 4: T – Ss ; Ss – Ss Task 4: Match the words/ phrases in

- T lets Ss look at the pictures first to see if the box with the pictures.
they know the English words for them.
- T then allows students to read the words or
phrases in the box and do the matching.
* Answer key:
1 – b. peach flowers
2 – a. lucky money
3 – c. banh chung and banh tet
4 – d. family gathering
* Aim: To allow students’ opportunities to recognize what is related to Tet through a fun
game.
* Content: Game: ‘Is it about Tet?’
* Outcome: Student can speak out all things and activities relating to Tet.
Task 5: T – Ss ; Ss – Ss Task 5: Game – Is it about Tet?

- T allows Ss some time to read the instruction Example:
and the example.
- T demonstrates the game by saying a word/
phrase aloud and ask Ss if it’s about Tet or
not.
- T divides the class into two or four teams Student: banh chung
and lets them compete each other. Which team
Class: It’s about Tet.
gets more correct words is the winner.
Student: flying a kite.
Class: It’s not about Tet.
- T asks one or two Ss to tell the class what - Some new words.
they have learnt. - Read the content of the conversation.
6. HOMEWORK (2’)
* Outcome: Students can complete all the assignment correctly.
the new lesson. - Prepare: Unit 6 – Lesson 2: A Closer
look 1.
* EVALUATION:
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
........................
Week: 14 Date: 15/11/2021

Period: 42

I. OBJECTIVES:
- Extend and practice vocabulary related to ‘Tet’: things and activities;
- Pronounce the final sounds /s/ and /∫/ correctly in isolation and context.
1. Knowledge:
* Vocabulary: Things and activities at Tet
* Grammar: Use should/ shouldn’t for advice
4. Competences: Ss know how to pronounce and recognize the sounds /s/ and /∫/; Ss will
be developed listening, speaking skill
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
other.

IV. PROCEDURES:
1. WARM-UP (3’)
* Aim: To activate students’ prior knowledge and vocabulary related to the topic, the
targeted vocabulary and its pronunciation.
* Content: Game: ‘Network’ (write things for Tet).
* Outcome: Students write correct answers on the board (teamwork).
* Warm-up: T – Ss * Game: Network

- T divides the class into two teams, then
writes the topic ‘Tet holiday’ on the board and
gives them two minutes to discuss.
Things for Tet
- After that time, a student from each team one
by one runs to the board and writes one word.
- The team which has more correct answers is
the winner. * Suggested answers:
- flowers
- great food
- house decoration
- new clothes
.....
Vocabulary
* Aim: To enrich students’ vocabulary with the topic ‘Tet’.
* Content: Some vocabulary about Tet.
* Outcome: Read and understand the meaning of the words.

- T uses different techniques to teach - visit relatives: thăm họ hang bà con
vocabulary (picture, situation, explanation…). (situation)
- Follow the seven steps of teaching - watch fireworks: xem pháo hoa
vocabulary. (picture)
- Repeat in chorus and individually. - give lucky money: nhận tiền lì xì
* Checking vocab: What and where. - make a wish: làm điều ước (translate)
- clean the furniture: lau chùi đồ đạc
(action)
firework special food
fun wish
Furniture
3. PRACTICE (12’)
Task 1 (4’)
* Aim: To revise/ teach the words/ phrases related to Tet.
* Content: Write the words/ phrases in the box under the pictures.
* Outcome: Students recognize and match the words to the picture correctly.
Task 1: T – Ss Task 1: Write the words/phrases in the

- Allow Ss to look at the pictures and see if box under the pictures.
they know the words/ phrases in the box. * Answer key:
- Ask them to write the words/ phrases in the 1. fireworks
box under the pictures. 2. special food
- Check the answers as a class. 3. fun
4. wish
5. furniture
Task 2 (4’)
* Aim: To teach students how to combine a verb with a noun to talk about Tet activities.
* Content: Match the verbs with the nouns.
* Outcome: Students match and say the phrases correctly.
Task 2: T – Ss ; Ss – Ss Task 2: Match the verbs with the nouns.

- Explain to Ss that some verbs and nouns go *Answer key:
together and some don’t: 1. f (have fun)
E.g. plant/ decorate + a tree 2. e (visit relatives)
but not cook + a tree 3. d (give lucky money)
- Write a verbs on the board and ask Ss to 4. a (make a wish)
match the verb with as many nouns as they 5. c (clean the furniture)
can find.
6. b (watch fireworks)
E.g. read
- Ask Ss to look at the verbs in the Verbs box
first and see what nouns in the Nouns box they
can go with.
- Allow Ss to do the matching individually,
then share their answers with their partner.
- Check the answers as a class.
Task 3 (4’)
* Aim: To revise the words learnt in context.
* Content: Complete the sentences with the words in the box.
* Outcome: Students choose the words to fill in the blank correctly.
Task 3: T – Ss ; Ss – Ss Task 3: Complete the sentences with the

- T asks Ss to work independently or in pairs. words in the box.
- T encourages them to read the sentences * Answer key:

carefully and look for clues so that they can 1. celebrate
choose the right word to complete each 2. peach
sentence.
3. clean
(E.g. In sentence 1, we need a verb after the
4. shopping
subject we. We have two verbs in the box,
clean and celebrate. Only celebrate can go 5. food
with Tet. So the correct word is “celebrate”.)
Pronunciation
* Aim: To help students identify how to pronounce the sounds /s/ and /∫/.
* Content: Pronunciation: Sounds /s/ and /∫/.
* Outcome: Students pronounce the sounds /s/ and /∫/ correctly.
* T – Ss ; Ss – Ss * Sound: /s/ and /∫/

- T introduces two sounds /s/ and /∫/ to Ss and Example:
lets them watch a video about how to /s/: see, sun, say, swim,…
pronounce these two sounds.
- T asks Ss to give some words containing /∫/: show, should, shower, wash,...
these sounds.
5. PRACTICE (10’)
Task 4 (5’)
* Aim: To help students identify how to pronounce the sounds /s/ and /∫/ and practice
pronouncing these sounds in words.
* Outcome: Students can pronounce the sounds /s/ and /∫/ correctly.

- T may write two Vietnamese words on the * Audio script:
board first, e.g. xách and sách. shopping special
- T asks Ss to say the words aloud and draw spring wish
their attention to the difference in the
rice celebrate
pronunciation of x and s.
- T writes the words see and she under the
words xách and sách and read aloud the four
words.
- T lets Ss elicit the difference in the two
sounds /s/ and /∫/ in English.
- T has some Ss read out the words first. Then
play the recording and ask Ss to listen and
repeat.
- T plays the recording as many times as
necessary.
- T calls on some Ss to check.
Task 5 (5’)
* Aim: To help students pronounce the sounds /s/ and /∫/ correctly in context.
* Content: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the
underlined words.
* Outcome: Whole class practice reading the poem exactly, students can pronounce the
sounds /s/ and /∫/ correctly in sentences.
Task 5: T – Ss Task 5: Listen and repeat the poem. Pay

- T plays the recording for Ss to listen to the attention to the sounds /s/ and /ʃ/ in the
poem. Then play the recording again for them underlined words.
to listen and repeat. * Audio script:
- T asks Ss some time to practise reading the Spring is coming!
poem among themselves. Tet is coming!
She sells peach flowers.
- Ask them to pay attention to the underlined
Her cheeks shine.
words with the /s/ and /∫/ sounds.
Her eyes smile.
- Go around and correct pronunciation if Her smile is shy.
needed. She sells peach flowers
- T asks for some volunteers to stand up and
read the poem aloud.
* Aim: To give students chance to apply what they have learned.
* Content: Game: ‘Sentence race’.
* Outcome: Students pratise pronouncing the sounds fluently.
- T divides the class into four big teams. * Game: Sentence race
- All the teams have to produce the longest The tongue twister: Seashells
sentence that contains the most /s/ and /∫/ She sells sea shells by the sea shore.
sounds in 5 minutes.
The shells she sells are surely seashells.
- Then, each team takes turn to present their
So if she sells shells on the seashore.
sentence, which team has the longest sentence
that has the most /s/ and /∫/ sounds wins. I'm sure she sells seashore shells.
* Content: Vocabulary and how to pronounce the sounds /s/ and /∫/.
* Outcome: Say aloud what they remember from the lesson.
- T asks Ss to talk about what they have - Vocabulary: Some lexical iemts related
learned in the lesson. to the topic ‘Tet’.
- How to pronounce the /s/ and /∫/.
8. HOMEWORK (2’)
* Aim: To revise what they have learned and prepare for the next lesson.
* Outcome: Students fulfill all the assignment correctly.
the new lesson. - Find 5 new words that haven’t been
mentioned in the lesson with the sound
/s/ and /∫/.
look 2.
* EVALUATION:
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........................
Week: 15 Date: 18/11/2021

Period: 43

I. OBJECTIVES:
- Use should and shouldn’t to give advice;
- Say what children should/ shouldn’t do at Tet;
- Use some and any to talk about quantity;
- Make sentences with the words/ phrases provided by using some and any.
1. Knowledge:
* Vocabulary: Vocabulary related to Tet
* Grammar: Should and shouldn’t; some and any
4. Competences: Giving advice
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
III. ANTICIPATED PROBLEMS & SOLUTIONS:
describing Tet holiday.

IV. PROCEDURES:
1. WARM-UP (5’)
grammar and to increase students interest.
* Content: Game: ‘Pelmanism’ (words and the meaning of words).
* Outcome: Students’ correct choice.
* Warm-up (group work) * Game: Pelmanism

- T divides the class into two teams. 1. watch fireworks → 8. xem pháo hoa
- T puts 12 sets of numbers, one includes word 2. make a wish → 11. đưa ra lời chúc
and the meaning of words. 3. cook special food → 7. nấu những
- Members from two teams choose the pair of món ăn đặc biệt
number . 4. visit relatives → 10. đi thăm họ hàng
- The group with the most correct word will be 5. give lucky money → 9. mừng tuổi
the winner
6. plant trees → 12. trồng cây
- T asks Ss to use the phrases to make
sentences by answering the teacher’s question:
“What do people usually do at Tet?”
- People usually watch fireworks.
- People usually cook special food.
- People usually make a wish.
* Lead-in
- T continues to show one picture and asks
questions to lead into the new lesson: * Suggested answers:
‘Do people fight at Tet? Why? What will you - No, they don’t. Because it’s not good.
do if your friends do this activity at Tet?’ - Advise them not to do it.
→ “We are going to learn more about how to use “should/

shouldn’t” in the lesson today”.

* Aim: To teach some vocabulary related the lesson and introduce targeted grammar of
“should/ shouldn’t”.
* Content: Some vocabulary and grammar: Should/ shouldn’t for advice.
* Outcome: Students recognize how to use modal verb should and shouldn't to give
advice.
* Pre-teach vocabulary: I. Vocabulary:

- T uses different techniques to teach - behave (v): cư xử (translate)
vocabulary (picture, situation, explanation…). - plant (n, v): trồng cây, cây cảnh
- Follow the seven steps of teaching (action)
vocabulary. - fight (v): đánh nhau (explanation)
- Repeat in chorus and individually. - break (v): làm bể, làm vỡ (action)
* Pre-teach grammar: II. GRAMMAR 1:

- Ss look at the picture. T asks them some Should/ shouldn’t for advice
questions to explore the situation leading to
* Model sentences:
the use of should/ shouldn’t:
- Nam, you shouldn’t wet the floor.
‘Where are they? Why is Nam wearing a
raincoat? What will happen if Nam comes - You should take your raincoat off first.
into the kitchen with his raincoat still on?’ * Note:
- T writes the mother’s saying on the board - Form: S + should (not) + V
and underlines the word shouldn’t. - Meaning: should: nên
- T checks the meaning, use and form of the shouldn’t: không nên
structure.
- Use: express advice
Task 1 (5 ’)
* Aim: To give students to practise the use of should/ shouldn’t in real context.
* Content: Look at the signs at the library and complete the sentences with should/
shouldn’t.
* Outcome: Students can use modal verb should/ shouldn't to give advice.
Task 1: T – Ss ; Ss – Ss Task 1: Look at the signs at the library

- T writes the word LIBRARY on the board and complete the sentences with should
and asks Ss to say what they should/ shouldn’t or shouldn’t.
do when they are in a library. * Answer key:
- T then asks Ss to look at the four signs in the 1. should
library and lets them complete the sentences. 2. shouldn’t
- T calls Ss to read aloud the sentences and 3. should
checks their answers as a class.
4. shouldn’t
- If there is still time, T asks Ss to practise
saying the sentences with should/ shouldn’t.
- T asks Ss to look at Remember! box and
allow them one minute to memorise it,
explains and gives examples.
(For a better class, T may ask Ss to give more
examples.) - We use should for things that are good
to do.
- We use shouldn’t for things that are not
good to do.
Task 2 (5’)
* Aim: To help students see what activity is good/ not good to be done at Tet.
* Content: Tick the activities children should do at Tet and cross the ones they shouldn’t.
* Outcome: Students can make correct choice of what they should or shouldn’t do at Tet.
Task 2: T – Ss ; Ss Task 2: Tick the activities children

- T asks Ss to look at the pictures and read the should do at Tet and cross the ones they
phrases under the pictures. shouldn’t.
- T then ticks (it’s good) or cross (it’s not * Answer key:

good) each picture. The pictures help Ss make 1.  2. × 3.  4. ×
the meanings of the phrases clear. 5.  6.  7. × 8. ×
- T observes and helps when and where
necessary, and corrects Ss’ pronunciation and
intonation.
Task 3 (5’)
* Aim: To help students form sentences using should/ shouldn't, using the prompts in Task
2.
* Content: Look at the activities. Take turns to say what you think children should/
shouldn't do.
* Outcome: Students understand more about should/ shouldn't and can produce correct
sentences.
Task 3: T – Ss ; Ss – Ss Task 3: Work in pairs. Look at the

- T guides Ss what they have to do for this activities in 2. Take turns to say what
task, then model. you think children should/ shouldn't do.
- T makes Ss practice in pairs. * Game: Lucky number

- T checks Ss by the game ‘Lucky number’. * Answer key:
1. Children should plant trees.
2. Children shouldn't break things.

3. Children should go out with friends.
4. Children should make a wish.
5. Children shouldn't fight.
6. Children should help with housework.

* Aim: To introduce targeted grammar of “some/ any”.
* Content: Grammar: Some/ any for amount.
* Outcome: Students recognize and know how to use some/ any.
* Pre-teach grammar: III. GRAMMAR 2

- T shows Ss a box of several sweets and asks * Suggested answers:
Ss some questions to elicit the adjectives of + Yes, there are.
quantifier “some”, “any”:
+ There are some sweets in the box.
+ Are there many sweets in the box?
+ There aren’t any sweets in the box.
+ How do you say about the number of sweet
Example:
there are in the box?
- I need some milk in my coffee.
- T writes the model sentences on the board,
then checks the meaning and the use of some - She didn't give me any money.
and any.
- T asks Ss to read the Remember! Box.
- Then, tell Ss to pay attention to the phrases
Some/ any for amount
in bold in the sentences to see how some and
any are used differently (positive, negative * Some/ any: một vài, một ít
and question). 1. Model sentences:
- T reminds them that some and any can be (+) There are some sweets in the box.
used with both countable/ uncountable nouns. (+) My mother bought some fruits.
When they go with countable nouns, the
(+) I need some milk for the cake.
nouns are always in plural.
(-) I can’t answer any questions.
(?) Do you have any sugar?

* Note:
- Some: Dùng trong câu khẳng định.
- Any: Dùng trong câu phủ định và câu
hỏi.
* Ngoại lệ câu mời: Would you like some
tea?
Task 4
* Aim: To give students some controlled practice on the use of some/ any.
* Content: Complete the sentences with some and any.
* Outcome: Students can use some/ any to complete the sentences correctly.
Task 4: Task 4: Complete the sentences with

- T applies the rules in the box. “some” and “any”.
- T asks Ss to look for clues (+ or - / ? * Answer key:

sentences) and decides whether to use some or 1. some, some
any. 2. any, any
- T has Ss do the exercise individually, then 3. any, some
checks their answers as a class and explains
the choice.
Task 5
* Aim: To give students much freer practice with some/ any in real context.
* Content: Game: ‘What’s there in the fridge?’.
* Outcome: Students can use some or any correctly in real contexts.
Task 5: T – Ss ; Ss – Ss Task 5: Game – What’s there in the

- T divides the class into four groups and asks fridge?
Ss to look at the fridge and read the example. * Suggested answers:
- T draws Ss’ attention to the change of the 1. There are some eggs (in the fridge).
verb be in the use with some or any (in the 2. There is some fruit juice.
examples).
There are some packs of fruit juice.
- T reads out loud the things in the fridge, and
3. There are not any apples.
also the things that aren’t in the fridge (to
practice negative form). 4. There is not any bread.
- The team which raises their hands the fastest 5. There are some bananas.
will get the chance to answer. 6. There is some cheese.
- Each correct answer gets 10 points. The team
with the most points in the winner.
* Outcome: Students can say what they have learned in the lesson.
- T asks Ss to talk about what they have * Grammar:
learned in the lesson. + Should/ shouldn’t for advice.
+ Some/ any for amount.
8. HOMEWORK (2’)
new leson.
* Outcome: Students complete all the assignment before the new lesson.
- T reminds Ss to do homework and prepare - Do exercises in the workbook.

the new lesson. - Write 5 rules that Ss should and
shouldn’t do at home.
- Write 5 things available in their house’s
fridge, and 5 things unavailable.
- Prepare: Unit 6: Lesson 4 –
Communication.
* EVALUATION:
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Week: 15 Date: 21/11/2021

Period: 44

I. OBJECTIVES:
- Introduce New Year’s wishes;
- Introduce some New Year’s practices in other countries.
1. Knowledge:
* Vocabulary: Lexical items related to Tet
* Grammar: Saying New Year's wishes
2. Skills: Speaking and reading
4. Competences: Develop reading, speaking and co-operating skills; know how to say
New Year's wishes to your friends,…
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
1. Students may lack knowledge about some landmarks.
other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Content: Game: ‘Matching’ (flags and the names of the countries).
* Outcome: Students match flags and know the names of the countries correctly.
* Warm-up * Game: Matching

- T shows Ss the flags of five countries and
asks them if they know the names of the A. Romania
1.
countries.
- T shows the flags of five countries and the B. Switzerland
2.
names of the countries.
- Members from two teams take turns and
match the names with the correct pictures as
C. Japan
fast as possible. 3.
- The team matched faster and correctly is the
winner.
4. D. Thailand
5. E. Spain
1. C 2. D 3. A
* Lead-in 4. E 5. B
- T asks Ss how people in different countries
celebrate their New Year.
- T asks Ss how people wish others on New
Year holiday. Then, sum up some common
wishes.
EVERYDAY ENGLISH
Saying New Year’s wishes
Task 1
* Aim: To teach vocabulary related the lesson and introduce New Year’s wishes.
* Outcome: Students know how to use the words and how to say New Year's wishes to
other people.

- T uses different techniques to teach - rice cake (n): bánh gạo (realia)
vocabulary (picture, situation, explanation…). - ice hole (n): hố băng (picture)
- Follow the seven steps of teaching - throw water (ph.v): tạt nước, ném nước
vocabulary.
(explanation)

* Task 1: Task 1: Listen and read the New Year’s

- T turns on the audio, Ss listen and read the wish.
New Year’s wish. * Note: Wishing you/ I wish you + noun/
- T asks Ss to elicit the structure of the wish. noun phrase
- T asks Ss can add some more wishes. * Some common wishes on New Year
holiday:
- Happy New Year
- Wish you healthy and successful.
- Best wishes for the new year.
3. PRACTICE (25’)
Task 2 (10’)
* Aim: To practice saying New Year’s wishes.
* Content: Practise saying New Year’s wishes to your friends.
* Outcome: Students can say New Year wishes to other people.
Task 2: T – Ss ; Ss – Ss Task 2: Practise saying New Year’s

- Ss work in groups and say New Year’s wishes to your friends, using the
wishes. suggestions below or creating your own.
- T calls on some Ss to say the wishes aloud. * Suggested answers:

- I wish / Wishing you happy days all the
year round.
- I wish / Wishing you good health and
happiness.
- I wish / Wishing you success in your
work and a happy New Year.
- I wish / Wishing you success in your

study and laughter all the year round.
- I wish / Wishing you a year full of joy
and success.
- I wish / Wishing you love and care from
everybody around you.
Task 3 (10’)
New Year’s practices in the world
* Aim: Introduce some New Year’s practices to students.
* Content: Match the sentences with the pictures. Then match them with the countries
* Outcome: Students learn more about some New Year's practices in other countries.
Task 3: T – Ss Task 3: Match the sentences with the

- T lets Ss read sentences first. pictures. Then match them with the
countries.
- T explains new words if they don’t know
(hole, throw water). * Vocabulary:
- T asks Ss to look at the pictures and do the - hole (n): cái hố (picture)
matching. T checks their answers as a class. - throw (v): ném đi (explanation)
- T then moves on to the next part, asks Ss if - drop (v): đánh rơi (situation)
they know which country each practice is - wash away (v): rửa sạch (action)
from.
- T asks Ss to look at the names of the
* Answer key:
countries and do the matching.
1- b - the USA
- T checks answers as a class.
2 - c - the Russia
- Allow them to use Vietnamese when they
come across difficult vocabulary. 3 - a - Japan
4 - d - Thailand
Task 4 (5’)
* Aim: To help students have knowledge about New Year practice in other countries.
* Content: Read how people in different countries celebrate their New Year. Then match
the countries with the activities.
* Outcome: Know more about other countries’ New Year practice.
Task 4: T – Ss Task 4: Read how people in different

- T allows Ss some time to read the New countries celebrate their New Year.
Year’s practices in five countries and do the Then match the countries with the
matching. activities.
- T checks their answers as a class, asks Ss to * Answer key:

read aloud the sentences that support their 1. Iapan – b. ring bells 108 times
answers. 2. Spain – a. put 12 grapes in the mouth
3. Switzerland – e. drop ice cream on the
floor
4. Romania – c. throw coins into a river
5. Thailand – d. throw water on other
people
4. PRODUCTION
Task 5 (5’)
* Aim: To help students talk about New Year’s practices around the world.
* Content: Each student chooses one activity, says which country he/ she is talking about.
* Outcome: Students know more about New Year in other countries.
Task 5: T – Ss ; Ss – Ss Task 5: Work in groups. Each student

- T asks Ss to underline all the activities they chooses one activity from 4. Take turns
find in the passages. Ss memorize the to say them aloud. The group says which
keywords to help them talk. country he/ she is talking about.
- T calls on Ss and asks them to describe the Example: They throw water on other
activities they have chosen for the group.
- The group/ The class gives the name of the people. → It's Thailand.
country. 1/ They put 12 grapes in the mouth.
- It’s Spain.
2/ They ring bells 108 times.
- It’s Japan
3/ They throw coins into a river.
- It’s Romania.
* Outcome: Students say aloud what they have learned.
- T asks Ss to talk about what they have - Vocabulary related to Tet.
learned in the lesson. - Saying New Year’s wishes.
6. HOMEWORK (2’)
* Aim: To revise the knowledge in this lesson and prepare for the next lesson: Skills 1.
* Content: Revise the lesson, prepare the next lesson and do exercises in the workbook.
* Outcome: Students complete the assignment correctly.
- T reminds Ss to do homework and prepare - Choose a New Year celebration in the
the new lesson. world and find out the information about
it.
* EVALUATION:
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Week: 15 Date: 24/11/2021

Period: 45

Lesson 5: Skills 1
I. OBJECTIVES:
- Read about New Year’s practices;
- List and discuss what children should/ shouldn’t do at Tet.
1. Knowledge:
* Vocabulary: Lexical items related to the lesson
* Grammar: Should/ shouldn’t + V
3. Attitude: To teach Ss to work hard and love Tet holiday; undestand something should
or shouldn’t do at Tet holiday
4. Competences: Develop reading, speaking and co-operating skills; talk about activities
at Tet
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn
2. Students: Textbooks, notebooks, studying equipments,...

other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To introduce the topic of the reading text.
* Content: Game: ‘Word cloud’.
* Outcome: Students find out the name of the countries in the clouds.
* Warm-up * Game: Word cloud

- T shows a picture and tells Ss that they have * Answers key:
20 seconds to look at a picture, and they have 1. The United
to find how many words there are on the States
picture and also find what these words are.
2. Vietnam
- T invites some Ss to share their answers.
3. China
* Lead-in
- T leads Ss into the lesson by asking some questions: - Do all these three countries celebrate the lunar new
year?
- T invites some Ss to share their answers and - Do you know how they celebrate the New year?
accept all reasonable answers.
- T tells Ss that they are going to read about
how these countries celebrate the New Year.


* Pre-teach vocabulary: * Vocabulary: Matching

- T asks Ss to work in pairs to finish the A B
matching handout. 1. cheer (v) a. tiền lì xì
- Ask Ss to underline the words passages A, B, 2. strike (v) b. đánh, điểm
C in the text on page 64, and read the
3. lucky money c. sự vui đùa, vui vẻ
sentences including these words to find out
(n) d. chúc mừng
their meanings.
4. custom (n) e. đủ
- T invites some groups to share their answers,
and show the correct answers. 5. fun (n) f. phong tục
- T gives the correct pronunciation of each 6. enough
word and asks Ss to listen and repeat.
* Answers key:
1. d 2. b 3. a
* Set the scenes: 4. f 5. c 6. e
- T has Ss look at the pictures and asks Ss

some questions, then leads in the reading part. * Children in different countries are
talking about their New Year.
1. What is his/ her name?
2. Where is he/ she from?
Task 1 (5’)
* Aim: To develop reading skill for specific information and help students broaden and
deepen their knowlege about in New Years.
* Content: Read the passages and decide who says sentences 1-5.
* Outcome: Students get some information in the passage and decide who says sentences 1-5.
Task 1: T – Ss Task 1: Read the passages and decide

- T reminds Ss on how to scan a text. who says sentences 1 – 5.
- T asks Ss to work individually. * Scanning:

- After the time is over, T asks Ss to compare Know what you are looking for. (read the
questions and underline key words in each
their answers together and discuss with each 1 question)
other if they don’t have the same answers.

Identify the key words in text and move
- T checks the answers in the whole class and quickly
2
asks for Ss’ explanation.
Read the rest of the text. (when you find key
words, read the surrounding words to check
3 your answers)
* Answer key:
1. C. Mai 2. A. Russ
3. B. Wu 4. C. Mai
5. B. Wu
Task 2 (5’)
* Content: Test your memory – grab the words game.
* Outcome: Students can remember the things that appear in the passage.
Task 2: T – Ss Task 2: Test your memory – grab the

- T divides the class into groups of four. words game.
- T asks Ss to close their textbooks and tells

them that they are going to play a game to see
Lucky money
who has the best memory and the fastest hand
in their group. A cat’s cry

- T gives each group 14 strips of paper, and Fireworks
tells the Ss the rule of the game: Cooking together
+ Spead all the strips of paper on the table Visiting relatives
randomly.
Buying new clothes
+ When T says “Start”, quickly grab the strips
Going the pagoda
of paper with the things appearing in the
passage. A day full of fun
+ After 1 minute, T asks Ss to open their Decorating the house
books and check in groups to decide who is Saying wishes
the winner. The winner is the one with the
Cheering and singing
largest number of correct strips of paper.
Dress beautifully
- Check their answers as a class.
Rice
Lucky animals
* Answers key:
Lucky money; A day full of fun; A cat’s
cry; Fireworks; Saying wishes; Cheering
and singing; Rice; Lucky animals
4. POST – READING (5’)

* Content: Game: ‘Lucky Number’ (answer some questions).
* Outcome: Students can answer all the questions correctly.
Task 3: T – Ss ; Ss – Ss Task 3: Game: Lucky Number.

- T asks Ss to answer some questions by 1. Who does Russ often go with to Times
playing a game: ‘Lucky Number’. Square to welcome the New Year?
- T prepares 8 numbers which include 6 2. What does everybody do when the
questions about their school, and 2 lucky clock strikes midnight in the USA?
numbers. 3. What does Wu do On New Year’s Day?

- Each team takes turns and chooses a number 4. Does Wu go out and have a day full of
and answers the question behind the number. fun?
- If the team answers the question correctly, 5. Where does Mai learn some customs
they will get 1 point. about Tet from?
- If the team chooses the lucky number, they 6. Are cats lucky animals in Viet Nam?
get 1 point without answering the question and
may choose another number.
* Answer key:
- The team which has more points will be the
1. With his parents.
winner.
2. Everybody cheers and sings.
3. Dress beautifully and go to his
grandparents’ houses.
4. Yes, he does.
5. Her parents.
(Dogs are lucky animals.)

Task 4
* Aim: To help students generate ideas for their speaking based on what they have read.
* Content: Discuss what they do/ don't do during Tet.
* Outcome: Students talk freely about activities at Tet using information in the passage.
Task 4: T – Ss ; Ss – Ss Task 4: Work in groups. These are some

- T asks Ss to work in groups of four to activities from the reading passages in 1.
discuss what they do/ don’t do during Tet. Tell your group if you do them during
Tet.
- T calls on some Ss to report the results of
their group to the class. Example:
- T encourages Ss to extract more activities - I always watch fireworks on New Year's
from the passages in 1 than the ones listed in Eve.

Task 3, or provide more activities and see if Ss - I don’t sing when the New Year comes.
do them.
- I always get lucky money at Tet.
- T calls on some Ss to report the results of
- I usually go out and have fun with my
their group to the class.
friends.
- I always dress beautifully at Tet.

Task 5
* Aim: To help students express their own ideas on what children should/ shouldn’t do at
Tet.
* Content: Read the list and discuss what you should/ shouldn’t do at Tet.
Questions: ‘What the children in the USA should or shouldn’t do during the
New Year?’
* Outcome: Students can express the things they should/ shouldn't do at Tet.
Students share opinions on Padlet.
Teacher’s and Student’s activities Content
Task 5: T – Ss ; Ss – Ss Task 5: Work in groups. Read the list

- T draws Ss’ attention to the example and discuss what you should or
provided and asks two Ss to model the shouldn’t do at Tet.
conversation. - break things - play games all
- T tells Ss that to form an opinion using - make a wish night
should/ shouldn’t, Ss have to decide whether - dress beautifully - invite friends
each activity is good. home
- help decorate
- T asks Ss to work in groups of four to talk in our houses - ask for lucky
their groups and encourages them to use the money
languages from the example.
- T calls Ss to share their opinions with the Example:
class.
A: We should dress beautifully at Tet.
B: I agree. Should we ask for lucky
money?
C: No, we shouldn't.
* Discuss question: * Question:
- T asks Ss whether they still remember Russ “What the children in the USA should or
from the USA, and asks Ss to discuss freely in shouldn’t do during the New Year?”
pairs:
- T encourages and reminds Ss to report their
opinions on Padlet.
* Note: There is no right or wrong for this
question. Ss can make guesses based on what
they know.
* Content: Students summarize what they have learned with the two skills.
* Outcome: Students say what they have learned with the two skills in front of the class.
- T asks Ss to talk about what they have - Two skills: Reading and Speaking
learned in the lesson. + Read about New Year’s practices.
+ Talk about what children do/ don’t do
or should/ shouldn’t do tat Tet.
8. HOMEWORK (2’)
* Outcome: Students fulfill all the assignments before the new lesson.
- T asks Ss to prepare the new lesson. - Share information about what children
should/ shouldn’t do during New Year
days in the USA.
- Prepare: Unit 6 – Lesson 6: Skills 2 .
* EVALUATION:
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Week: 16 Date: 26/11/2021
Period: 46

Lesson 6: Skills 2
I. OBJECTIVES:
- Listen for specific information about preparations for Tet;
- Write an email about what people should/ shouldn’t do at Tet.
1. Knowledge:
* Grammar: The present simple; should/ shouldn't
2. Skills: Listening and writing (reading, speaking)
3. Attitude: To teach Ss to work hard, love our Tet holiday; understand something should
or shouldn’t do at Tet holiday
4. Competences: Memorize how to use should/ shouldn’t; Ss will be developed listening
and writing skills
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To check students’ knowledge related the previous lesson and introduce the topic of
listening.
* Content: Watch a clip and write activities about Tet.
* Outcome: Students can note down all activities about Tet.
* Warm-up (teamwork) * Game: Memorising

- T divides class into two teams. Watch a clip and write activities about Tet
- T shows the screen and asks Ss to memorise
activities about Tet in the clip in 2 minutes. * Suggested answers:
- T asks Ss to write activities on the posters. - watching fireworks
The team who writes activities more correctly - going to the pagoda
is the winner.
- buying flowers
- gathering family
- buying new clothes
- getting lucky money
- making Chung cake
- eating special food

* Aim: To help students brainstorm ideas about Tet preparation and introduce the topic of
listening.
* Content: Question about Tet preparation.
* Outcome: Students say answers correctly.
* Lead-in * Question:
- T asks Ss some questions about the activities ‘How does your family prepare for Tet?’
they’ve written to lead into the new lesson:
+ Do people do these activities before or * Suggested answers:
after Tet?
S1: Buy new clothes
+ What do they do for?
Clean the house
- T asks Ss a question about preparing for Tet.
S2: Decorate the house
→ Ss answer question individually.
Cook chung cake
- T feedbacks and introduces the topic of
S3: ……………………….
listening.
→ “Now, we are going to listen to Nguyen’s
letter to his pen-friend – Tom about how his
family prepares for Tet.”
Task 1 (5’)
* Aim: To help students develop listening skill for specific information and combine
listening and writing at the same time.
* Content: Listen and tick the things you hear (work individually).
* Outcome: Students are able to listen and tick the things they hear correctly.
Task 1: T – Ss ; Ss (individual work) Task 1: Listen and tick the things you
- T asks Ss to read aloud the list of words, hear.
makes sure Ss produce them correctly. This * Answer key: old things, peach flowers,
would help them recognize the keywords new clothes, wishes
when they are doing the listening.
- Play the recording one or two times
(depending on Ss’ levels).
- T lets Ss work individually and asks Ss to
compare their answers in pairs.
Task 2 (8’)
* Aim: To help students develop listening skills for specific information (short-answer
question) and combine listening and writing at the same time.
* Content: Listen again and answer the questions in one or two words by playing game:
‘Lucky apple’
* Outcome: Students can answer the questions correctly to improve listening skills.
Task 2: T – Ss ; Ss – Ss Task 2: Listen again and answer the

- T asks Ss to read the questions carefully questions in one or two words.
and underline keywords in each question to * Game: Lucky apple
determine what information is needed to
answer the questions.
- T reminds them that nouns; main verbs;
wh-words; adjectives and adverbs are usually
keywords.
- T models one question and asks S to do the
same with the rest.
1. What do they throw away before Tet?
- T reminds Ss to pay attention to the WORD * Answer key:
LIMIT. 1. old things
- Play the recording and have Ss listen and 2. (their) homes
write their answers. 3. red
- T asks Ss to swap their answers in pairs 4. (my) father

before checking their answers as a class. 5. anything
- T checks Ss by the game ‘Lucky apple’.
- T has Ss copy down the answers.
* Aim: To test students’ memory for the listening text in a creative way and check
students’ listening comprehension.
* Content: Summarize the information of the listening part.
* Outcome: Students’ summarization about some main information of the listening part.
Task 3: T – Ss ; Ss – Ss (group work) * Summarize the information of the

- Ss work in groups of four. listening part
- T asks Ss to summarize the information in * Audio script:

the listening part and talk about it. T may give Tet is coming and I'm very happy. We
some clues. do a lot of things before Tet. We throw
- T calls on some Ss to speak freely. some old things away. We clean and
decorate our homes. My mother goes
- T corrects pronunciations, grammar, vocab,
shopping and buys food, red envelopes,
intonation.
and peach flowers. She also buys new
clothes for us. My father makes banh
chung and cooks them on an open fire. He
says that I should make some wishes at Tet
and I shouldn’t break anything. It brings
bad luck.

* Aim: To help students brainstorm ideas for their email and review Tet vocabulary.
* Content: List of four things that you think children should/ shouldn’t do at Tet
* Outcome: Students can make a good list of things they should/ shouldn’t do at Tet.
Task 4: T – Ss ; Ss – Ss (group work) Task 4: Work in groups. Discuss and

- T divides Ss into groups of four to discuss make a list of four things that you think
and make a list of the things they think children should and shouldn’t do at Tet.
children should/ shouldn’t do at Tet. Example:
- T guides Ss to write short phrases/ notes 1. Children should visit relatives with
instead of full sentences here. parents
- T walks around and observes Ss’ 2. Children should wear beautiful clothes
performances. If Ss come up with any new 3. Children shouldn't break things
activities or things, T writes it on the board
4. Children shouldn't play cards all night
for other Ss to see and discuss.
………………………………

* Aim: To help students complete an email talking about what people should/ shouldn’t do
at Tet.
To cross-check and final-check students’ writing.
* Content: Complete the emails.
Share your writing with the class.
* Outcome: Students can complete emails properly.
Students’ perfect writing on Padlet.
Task 5: T – Ss ; Ss (work individually) Task 5: Complete the email, using your

- T asks Ss to read what has been written in ideas in 4.
the incomplete email and decide what will Dear Tom,
come in between the sentences. Tet is coming. I will tell you more about
- T lets Ss do this task after school. our Tet.
- T has Ss to pay attention to punctuation, At Tet, we should visit relatives with
structures, word choice, linking words, etc. parents. We should wear beautiful
- Then, T reminds Ss to submit their clothes too. But we shouldn't break
paragraphs on Padlet. things. We shouldn't play cards all night,
- T encourages Ss to leave comments on each either.

other’s writing. Please write and tell me about your New
- T gives feedback. Year celebration.
Yours,
Nguyen
* Content: Talk about what they have learned in the lesson.
* Outcome: Students’ answers.
- T asks Ss to talk about what they have - Listen for specific information about
learned in the lesson. preparations for Tet.
- Write an email about what people should/
shouldn’t do at Tet.
8. HOMEWORK (2’)
* Aim: To revise the knowledge and allow students to write a letter in a more challenging way.
- T asks Ss to write down the paragraph in - Complete a letter back and submit it on
their notebooks. Padlet.
- T asks Ss to prepare the new lesson. - Do exercises in Workbook.
back & Project.
* EVALUATION:
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Week: 16 Date: 30/11/2021
Period: 47

I. OBJECTIVES:
- Fill in the blanks with some and any (quantity);
- Write sentences to give advice by using the cues given, should and shouln’t;
- Get a small piece of paper and write wishes on it.
1. Knowledge:
* Grammar: Should/ shouldn't for advice; some/ any for amount
2. Skills: Reading, speaking and writing
3. Attitude: To teach Ss to work hard and understand something should/ shouldn’t do at Tet
4. Competences: Ss will be developed speaking, writing and co-operating skills when
doing project
II. TEACHING AIDS:
1. Teacher:
- sachmem.vn

other.
IV. PROCEDURES:
1. WARM-UP (5’)
* Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content: Look at the pictures and write activities you should/ shouldn’t do at Tet.
* Outcome: Students’ perfect sentences on the board.
* Warm-up: T – Ss ; Ss – Ss * Game: Crossword

- T prepares a crossword game with a clue
picture for each word.
- T divides the class into two groups to play
the game.
- T checks the answers as a class. The group
having the most suitable and correct answers
Clues:
is the winner.
Across
5. 6.
7.
Down
1. 2.
3. 4.
* Answer key:
1. peach flowers
2. fireworks
3. lucky money
4. wish
5. clean the furniture
6. shopping
7. special food
Task 1 (5’)
* Aim: To help students revise the vocabulary about things and activities at Tet.
* Content: Match the verbs on the left with the nouns on the right.
* Outcome: Do the matching correctly. Remember the vocabulary.
Task 1: T – Ss Task 1: Match the verbs on the left with

- T encourages Ss to complete the task the nouns on the right.
- Ss exchange their textbooks to compare their 1. D 2. C 3. E
answers together. 4. A 5. B 6. F
- T gives feedback to the whole class.
Task 2 (5’)
* Aim: To help students revise the vocabulary about Tet in context.
* Content: Complete the sentences to revise the vocabulary.
* Outcome: Students remember the use of the words about Tet in contexts.
Task 2: T - Ss Task 2: Complete the sentences with the

- T encourages Ss to complete the task words/ phrases in the box.
- Ss exchange their textbooks to discuss the 1. lucky money
reasons why they are choosing the appropriate 2. cleaning
words/ phrases.
3. Banh Chung
4. peach
5. gathering
3. GRAMMAR (10’)
Task 3 (5’)
* Aim: To help students revise the use of should/ shouldn’t in context and learn how to
behave well at other people’s houses.
* Content: Write full sentences using should/ shouldn’t.
* Outcome: Students remember more the use should/ shouldn’t and write proper sentence.
Task 3: T - Ss Task 3: Tick () the things a child

- T highlights the new situation of visiting should do and cross (x) the things he/
someone else’s house, a popular activity for she shouldn’t when visiting someone’s
children at Tet. house at Tet. Then write sentences using
should/ shouldn’t.
- T has Ss read the phrases first, tick or crosses
each one as they wish. * Suggested answers:
- T lets Ss write the sentences individually. 1. He / She shouldn’t enter a room

→ Call on some Ss to say the sentences aloud without asking for permission.
and sees if others agree. 2. He / She should ask to use the toilet.
- T checks their answers as a class. 3. He / She should ask to take things for a
- T asks if Ss can suggest any other behaviours shelf.
with should/ shouldn’t. 4. He / She shouldn’t make a lot of noise.
5. He / She should ask for some water if
he / she feels thirsty.
Task 4 (5’)
* Aim: To help students revise the use of some/ any in context.
* Content: Read the passage and do the filling.
* Outcome: Students can do the filling quickly and correctly.
Task 4: T – Ss ; Ss – Ss Task 4: Read the passage and fill the

- Ss work individually. blanks with some or any.
- T asks Ss to look for clues in each sentence * Answer key:

to decide which word to fill the blank. 1. some 2. some 3. any
- T asks Ss to swap their answers and check. 4. any 5. some 6. any
- T checks their answers as a class.
* Aim: To give students further practice on using should/ shouldn’t; any /some.
* Outcome: Students play game in groups and complete the correct sentences on board.
* T – Ss ; Ss – Ss * Rewrite the sentences using the words

- T divides the class into two teams. in brackets
- Ss rewrite the sentences using the words in 1. It’s good if children help their parents
brackets. with the housework.
- T has Ss play a game: ‘Lucky number’. → Children should …………………………
- T prepares 6 numbers which includes 4 2. It’s not a good idea when you eat a lot
questions about their school, and 2 lucky of sweets and candies.
numbers. → You shouldn’t ……………………………
- Each team takes turns, chooses a number and 3. I’m not happy when children lie to
rewrites the sentences. their parents.
- If the team writes correctly, they will get 1 → Children shouldn’t ……………………
point. If the team chooses the lucky number,
4. She doesn’t have any new books in the
they get 1 point without answering the
bag.
question and may choose another number.
→ There …………..………………………
- T comments and gives marks.
5. PROJECT (10’)
* Aim: To allow students to apply what they have learned (vocabulary and grammar) into
practice through a project.
* Content: Make project: ‘I wish’.
* Outcome: Students’ project on Padlet.
* T – Ss ; Ss – Ss * Project: I wish
- T sets the context that Tet is coming, and
encourages Ss to think about their wishes.
- Ask Ss to write their wishes on the tree on
Padlet.
- T calls some Ss to pick a random piece of
paper, and read the wish aloud. The class can
guess whose wish it is.
Example:
- In the end, ask Ss to make a list of wishes
they are most interested in so that they can - I want to pass all of my exams.
share with their family when they return - I want to have a new bike
home. - I want to make a lot of good friends.
* Outcome: Students say the lesson’s content aloud.
- T asks Ss to talk about what they have learnt - Revise vocabulary related to Tet
in the lesson. - Grammar: should/ shouldn't + V
7. HOMEWORK (2’)
* Aim: To revise the knowledge in Unit 6 and prepare for the next lesson.
exercises in Workbook. - Write 5 sentences to tell about the most
- T asks Ss to complete the project and prepare useful things on Tet holiday.
the new lesson. - Prepare: Unit 7: Lesson 1 – Getting
Started.
* EVALUATION:
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Ta Thanh Oai Secondary School Lesson Plan 6

Week: 01 Date: 16/08/2021

UNIT 1: MY NEW SCHOOL

* Content: Game: ‘Network’ (write names of school things).

* Pre-teach vocabulary: T – Ss * Vocabulary:

Task 1: T – Ss Task 1: Listen and read.

- Ss share with the whole class. flowerpot, pencil,….

Week: 01 Date: 18/08/2021

UNIT 1: MY NEW SCHOOL

→ Solution: Play the recording many times if necessary.

* Suggested answers: school bag,

pronouncing two sounds. /ɑː/: smart, art, carton, class.

Week: 02 Date: 20/08/2021

UNIT 1: MY NEW SCHOOL

- Smart TV, pictures, sets of word cards

Task 3: T – Ss ; Ss – Ss Task 3: Fill the blanks with

five sentences using the five adverbs of adverbs.

each team choose a set of questions (which school library

- Prepare: Unit 1 – Lesson 4:

Week: 02 Date: 22/08/2021

UNIT 1: MY NEW SCHOOL

- T asks Ss to note down the words they

* Outcome: Students say what they have learned in the lesson.

Week: 02 Date: 24/08/2021

UNIT 1: MY NEW SCHOOL

teachers are there?

their knowledge of the topic.

which sentence gives them the information. 1. C - a boarding school in Sydney

to fill in the blanks. 1. boarding

Task 3: T – Ss ; Ss – Ss Task 3: Answer the questions.

* Aim: To consolidate what students have learned in the lesson.

Week: 03 Date: 26/08/2021

UNIT 1: MY NEW SCHOOL

* Content: Game: ‘Network’ (my new school).

- T asks Ss to look at the screen to check their

Week: 03 Date: 28/08/2021

UNIT 1: MY NEW SCHOOL

the present simple.

3. We do not often see a rabbit in

Lesson 1: Getting Started – A look inside

* Warm-up (teamwork) * Game: Pelmanism

* Content: Listen and read the dialogue.

individually and check their answers. brother 

team one by one runs to the board and

Week: 04 Date: 03/09/2021

the new lesson that they have learnt.

* Checking vocab: Matching. (picture)

write the name of the furniture under these - Hall: picture

Teacher’s & Students’ activities Content

Week: 04 Date: 06/09/2021

* Outcome: Students write the correct key on the board.

be the winner. 1. The dog is on the chair.

* Outcome: Ask and answer about the position of things in pairs.

Week: 04 Date: 09/09/2021

3. Attitude: To teach Ss to work hard, love their house

- In the living room, there is a lamp, a

→ “We are going to learn how to give suggestions and

Task 3: T – Ss ; Ss – Ss Task 3: Mi tells Nick about her

- T moves around to observe and provide

Teacher’s & Students’ activities Content

Task 1: Look at the text. Answer the

3. PRE – READING (5’)

answer the questions and tells them to