LESSON PLAN

Teacher Name Date Class Length Lesson plan

Opener + 3a
Ms. Nhi & Ms. Rawan July 19th 87 90 mins (Page 27, 28 &
29669)

 Overview of module
Learning objectives  To present typical American houses, read an article for gist and specific
information, there is/there are

Stage 1

Stage Stage Name Stage Aim

Number
 To generate interest in the topic/theme/context of the text
1 OPENER  To set the context for the lesson
Timeframe Lesson Procedure Interaction
15 mins 1. Warm-up activity: T – SS
 Suggested activity: Brainstorming: Teacher writes the word House on the board and has ss SS – SS
list out all the things related to the topic they know in 3 minutes. Teacher later introduces S–S
the topic of the lesson SS – T
2. Opener:
- Use pictures in the book to engage Ss’ attention, stimulate discussion, and prompt their
interest in the module.
- Ask questions to begin a discussion about the topics that will be covered in the module.
 Ask Ss to look at the title My home, my castle and invite them to suggest what they think it
means and what they think they will learn in this module.
 Ask Ss which page each picture is from and then elicit additional information
 Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding.
- Teach vocabulary related to the topic: Rooms
 Teacher draws a picture of a house and ask ss list out some rooms in the house that they
know
 Play the recording. Ss listen and repeat, either chorally or individually.
 Drilling
 Ask Ss to translate the words into their L1 and make simple examples
 Refer Ss to the Word List if necessary.
 T asks ss to work in pairs and has ss talk to each other about rooms in their houses
Stage 2

Stage Stage Name Stage Aim

Number
2 READING - To develop Ss’ reading skills (predicting, skimming, scanning, etc)
Timeframe Lesson Procedure Interaction
20 mins A. PRE READING T – SS
1. Pre-Text Discussion/Task SS – SS
- To introduce the text and encourage Ss to predict/think about content of the text and give them S–S
a reason to read the text SS – T
 Ask Ss to read the topic of the module and look at the pictures on page 28. Elicit what Unit 3a
is about (American homes)
 Read the Learning to learn box with the class. Explain to Ss that the title of a text as well as the
illustrations that go with it can help you predict what it is about. Later ask Ss to look at the tittle
of reading and elicit what the reading is about/predict the content of the article from pictures
and its title (Ex 1, page 28)

2. Pre-teach Lexis (if necessary)

- To pre-teach/unblock key lexis needed to help students understand the text/the next task: Show
pictures to illustate the words
Single-family home, mansion, garage, lawn, upstairs, downstairs, front (front door, front
lawn)
B. WHILE READING
1. To read or listen for main ideas:
Have ss listen/read the article and check their guess (in Ex 1)
1. To read or listen for specific information (Ex 2, page 29)
 To encourage Ss to listen/read for specific information
- Explain the task to Ss.
- Play the recording again.
- Ss listen and read and complete the task.
- Ask individual Ss for answers and elicit discussion.
- Check Ss’ answers.
- Ss, in closed pairs, read sentences 1-5
 3. Further comprehension questions:
Have ss play the music chair/changing seat and answer some other comprehension questions
related to the reading
• What are there in John's house?
• Is John's house next to other houses?
• What are there in Lynn's garden?
• Where is the White House?
• Who lives in the White House?
• Can visitors visit the White House?
• Where is Ann's apartment?
• What can you see from Ann's apartment?
• How many front doors does Jane's house have?

C. POST READING
3. Post-Text Discussion/Task (Optional)
 To allow an opportunity to react to the text and to provide an opportunity to personalise
the topic
 Set discussion questions for Ss to comment on what they have read: Can you describe your
house?What is your favourite kind of house? How woud you want to build your house in the
future?
 Provide feedback to Ss’ answers
Stage 3

Stage Stage Name Stage Aim

Number
VOCABULARY To learn ordinal numbers and practice pronunciation
Timeframe Lesson Procedure Interaction
15 mins 1. Vocabulary: Ordinal numbers T – SS
- Write a list of number from 1 to 20 on the screen and ask ss what they say if they want to talk SS – SS
about the position of something to elicit ordinal numbers S–S
- To provide clarification of the meaning, form (and pronunciation) of the target language in SS – T
context
- Tell Ss to pay attention to the spellings of some ordinal number (1st, 2nd, 3rd, 9th, 12th, 20th)
- Teacher explains the use of ordinal numbers (position, date...)
- Play the recording. Ss listen and repeat chorally. Play the recording twice if necessary, pausing
at each number for Ss to listen and repeat. (Ex 3.a)
- Ask Ss to make some examples with ordinal numbers and present their sentences to the class.
(T can call in order, each S says a sentence)
- T listens to Ss and provides feedback on their pronunciation
2. Practice
 Practice asking and answering questions using ordinal numbers (Ex 3.b)
+ Ask Ss to look at the picture and explain the task.
+ Choose a pair of Ss to read the example aloud.
+ Ss do the task in pairs. Walk around the class and monitor Ss’ pronunciation.
+ Ask different pairs of Ss to ask and answer
  Learning to learn: Read the box with the class. Explain to Ss that both affirmative and negative
sentences begin with the subject.
- To practice word order:
+ Give Ss enough time to do the task.
+ Check Ss’ answers.
 Further activity: Teacher can introduce more ordinal numbers (to 31st) for Ss and have ss
practice talking about the date (Ex: July 30th) or play a game on
https://www.baamboozle.com/questions/create/890458

Stage 4

Stage Stage Name Stage Aim

Number
4 Grammar To present there is/there are
Timeframe Lesson Procedure Interaction
10 mins 1. Lead in T – SS
- Ss close their books. Present there is/there are. SS – SS
- Point to the board and say: There is a board in the classroom. S–S
2. Grammar SS – T
 - Write the sentence on the board. Underline There is. Say: There isn’t a computer in the
classroom. Write it on the board. Underline There isn’t.
- Ask Ss: Is there a window in the classroom? Write it on the board. Underline Is there.
- Say: There are eight desks in the classroom. There aren’t flowers in the classroom. Are there
computers in the classroom?
- Then, write these sentences on the board. Underline There are, There aren’t, and Are there.
- Say that there are is the plural form of there is.
- Ss open their books. Read the table aloud.
- Give Ss enough time to complete the rules.
- Check Ss’ answers.
- Ask Ss to look at the text on p. 28 and find examples of there is/there are.
- Check Ss’ answers.

3. Further practice: Have ss practice using the structure with There is/There are to talk about
the things in the class

Stage 4

Stage Stage Name Stage Aim

Number
4 Speaking To consolidate vocabulary and grammar presented in this unit
Timeframe Lesson Procedure Interaction
15 mins 1. Lead in T – SS
- Ask Ss whether they have seen the houses in the US in person or on TV or not SS – SS
2. Speaking S–S
- Ask Ss to look at p. 28 again and tell their partner what type of houses there are in the US using SS – T
“there are.”
- Ss do the task in pairs.
- Invite different pairs of Ss to do the task in front of the class
 - Activity: Have ss practice asking and answering questions about the types of house in Vietnam

Stage 5

Stage Stage Name Stage Aim

Number
To write sentences about your house/ apartment using vocabulary and
5 Project
grammar presented in the unit
Timeframe Lesson Procedure Interaction
15 mins 1. Lead in T – SS
- Ask ss to list out some things in their houses SS – SS
2. Practice S–S
- Explain the task and ask Ss to write affirmative and negative sentences using there is/there are. SS – T
e.g., There is a yard. There isn’t a garage.
- Give Ss enough time to do the task.
- Have ss check their work in pairs
- Check Ss’ answers.