Global Success HK2 Theo 5512

WEEK: 19 Preparing date: 13/01/2021
Period: 55 Teaching date:

Unit 7: TELEVISION
Lesson 1 - GETTING STARTED
I./. OBJECTIVE:By the end of the lesson, students can:
- Use the lexical items related to television.
- Use conjunctions (but, and, because …) and question words (where, who, why)
- Ask and talk about a favorite TV programme.
- Read a TV schedule and descriptions of famous children’s programmes for specific
information.
- Listen for specific information from a recommended TV schedude.
- Write a short, guided passage about one’s TV-watching habits.
1. Knowledge: - Vocabulary: lexical items related to television
- Grammar: Giving instruction
2. Qualities:
Skills: Speaking, listening, reading
Attitude: - Positive about television.
- Students know how to learn English in right way.
3. Competences:
- Communication
- self-learning capability
- creative capacity
- ability to use of language
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play
as a character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities Contents
ACTIVITY 1: Warm up (5’)
Brainstorming Look at the picture and answer the T’s question:
Aims:help students have an overview INCLUDEPICTURE
about television "http://tructiepbongda.com/wp-content/uploads/2011/06/kenh-
Contents: vtv3-logo.jpg?cf3903" \* MERGEFORMAT
Find out some popular TV programme
Products:
Popular channel in the board.
Organization: INCLUDEPICTURE
- T. asks Ss to look at the picture and "http://danong.com/Data/News/201105/03/chiecnon7.jpg" \*
talk about the popular programme on
TV.
T. introduces lesson.
MERGEFORMAT
INCLUDEPICTURE
"http://hoabinhtv.vn/seyretfiles/localvideos/thoi_su/_thumbs/TS
.jpg" \* MERGEFORMAT
INCLUDEPICTURE
"http://nhatcuong.com/news_pictures/237/givxv1262965508.jpg
" \* MERGEFORMAT
ACTIVITY 2. Knowledge Formation (17’)

Getting-started:
Aims: provide sts neccesary words and
structure for understanding and learning
the conversation.
Contents:
- new words from the conversation
Products:
- New words
Organization:
New words I. New words
* Vocabulary. - programme ['prougræm]: Chương trình
T. elicits words from Ss - channel ['t∫ænl]: Kênh
- cartoon [kɑ:'tu:n]: phim hoạt hình
- cool /kuːl/: dễ thương
- popular /ˈpɒp.jʊ.lə r /: phổ biến
Rub out and remember - schedule [‘skedʒul]
- educational /ed.jʊˈkeɪ.ʃə n.ə l/
- entertaining /en.təˈteɪ.nɪŋ/
- national /ˈnæʃ.nəl/: Thuộc về quốc
gia
Listen and read II. Listen and read
- T. asks Ss to look at the picture and * put the correct word in the the box (P2)
asks Ss to put the correct word in the the Answer key
box (Part 2). 1. national television
- Ss discuss and fill the pictures 2. news programme
3. local television
4. comedy
5. game show
6. Animal programme.
ACTIVITY 3: Practice (10’)
Aims: help sts have some concepts
about popular programme all over the
world
Contents:
- famous programme
- words about television
Products:
- P58
Organization:
- T. asks Ss to look at the picture and 1. Listen and read
asks Ss to talk what the boys in the - Ss look at the picture and talk about the two boys are
picture are doing. doing
- Ss look at the book and listen. + They are talking about the TV programme
+ …………..
- T. plays record and asks Ss to listen act
1
- Ss look at the book on P 58 and listen
to the conversation carefully.
- T. asks Ss to work in pairs
- T. calls some pair to role play. (one is
Phong and the other is Hung) a) Read the conversation and answer the questions.
Answer key
- Ss work in group of four to do part a)-
T. asks Ss to read the dialogue again and 1. Laughing out loud
work in pairs to find the adjectives 2. VTV3
describing each character in the 3. No, they aren’t
conversation and fill the blanks. 4. Because he is awful
- Ss work in pairs and give the answers 5. Tom is stupid, but funny
b) Find the adj describing each character in the
- T. calls some Ss to read their answers conversation.
Answer key
Mr Bean: funny, awful
Tom: stupid, funny
Jenny: intelligent
3. Use the suitable words to complete the sentences
Answer key
1. national 2. comedy
3. channels 4. competition
5. cartoons 6. Educational
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class
some new words and structure.
Contents:
More famous programmes.
Review the Lesson and required
activities at home
Products:
- Popular programme and vocabulary
about television
Organization:
- T. asks Ss to work in pairs and use the
suitable words to complete the sentences
Teacher reviews the lesson and gives
homework
Homework:
- Learn by heart the words
- Do homework
- Prepare “Communication”
- Collect pictures, songs, video talking
about TV
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Unit 7: TELEVISION
Lesson 2: A closer look 1
I./. OBJECTIVE: :By the end of the lesson, ss will be able to: Use the lexical items related to
television.
information.
- Listen for specific information from a recommended TV schedule.
1.Knowledge:
- Pronunciation sounds: /ð/ and /θ.
2. Skills: Speaking, listening
3. Attitude: - Positive about television.
4. Competences:
- Communication
- creative capacity
II./.PREPARATION:
IV./.PROCEDURE:
Teacher and Students' activities Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents:
Names of the programmes Tell the names of the programmes you like to
Product: all the words related to the topic: watch on TV
television and popular programme
Organization:
T. asks Ss to talk about the names of the
programmes Ss like to watch on TV
- Ss discuss and tell the programme they
like.
ACTIVITY 2: Vocabulary (15’)
Aims: help sts learn the new words. I. New words
Contents: new words in A closer Look 1 - weatherman /ˈweð.ə.mæn/: người đọc DBTT
Products: - viewer/ˈvjuː. ə r /: người xem
Keys of A Closer Look 1 - schedule /ˈsked.juːl/ : lịch
Organization: - newsreader/ˈnjuːzˌriː.dər /: phát thanh viên
- T. uses picture and elicits words from Ss - remote control /rɪˈməʊt kənˈtrəʊl/ : điều
khiển từ xa
- button /ˈbʌt. ə n/: nút
- comedian /kəˈmiː.di.ən/ : diễn viên hài
- screen /skriːn/ : màn hình
1. Task 1 1. Listen and write the word/ phrases in the
- T. plays record and asks Ss to listen and box under the pictures.
write the word/ phrases in the box under Key.
the pictures. 1. newsreader 2. TV schedule
- T. play record and asks Ss to repeat. 3. MC 4. viewer
5. remote control 6. weatherman
2. Task 2 2. Choose the word from the box for each
- T. asks Ss to work in group to choose the description.
word from the box for each description. Answer key.
1. weatherman 2. newsreader
3. remote control 4. MC
5. volume button 6. viewer
ACTIVITY 3: Pronunciation (15’)
Aims: III. Pronunciation
Concept of tone in statement used as
questions *Pronunciation: sound /ð/ and /θ/
Contents:
T. expresses how to pronounce sound //ð/ Task 5
and /θ/ Which words have sound /ð/ and which words
Products: have sound /θ/
Sts can read in correct innotation
Organization: //ð/ /θ/
- T. expresses how to pronounce sound There, them, Thanksgiving,
//ð/ and /θ/ weatherman, anything, both,
- T. plays the recording; Ss listen and feather, than earth, theatre,
repeat the words they hear. neither through
Ss compare their answer together
- T. plays the recording and asks Ss to
repeat and write them in the appropriate
column.
Aims:
- practice speaking statement questions
- review the lesson
Contents:
- vocabulary in textbook
- questions from students
Products:
Sts can pronounce sound //ð/ and /θ/. Task 6
Organization:
Task 6 Listen and practice
T. plays the recording and asks Ss to listen
and repeat.
Ss listen to the recording and repeat.

- Teacher review the lesson and give
homework.
- Speaking
Homework:
- Learn by heard the words
- Do homework
- Prepare “A closer look 2”
about TV
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WEEK:19 Preparing date: 15/01/2021

Unit 7: TELEVISION
Lesson 3: A closer look 2
I./. OBJECTIVE:
1.Knowledge: By the end of the lesson, ss will be able to:
- Read a TV schedule and descriptions of famous children’s programmes for
specific information.
2. Qualities:
Skills: Use of English
- Students know how to learn English in right way
3. Competences:
- Communication
- creative capacity
II.PREPARATION:
III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play
IV.PROCEDURE:
Teacher’s and students’ activities Content
Aims: review old lesson
Contents:
TV programme
Products:
Check the old lesson
Organization:
T. asks Ss to talk about the TV programmes - Ss talk about the TV programmes
they like to watch they like to watch
- T. calls some Ss to tell before class.

* Vocabulary.
T. elicits word from Ss.
* Vocabulary
- adventure /ədˈven.tʃə r/: phiêu lưu
- cute /kjuːt/: đáng yêu
Rub out and remember - dream /driːm/: mơ ước
- broadcast/ˈbrɔːd.kɑːst/: truyền phát
- cable /ˈkeɪ.bl ̩/ : dây cáp
- prefer /prɪˈfɜː r /: thích hơn
ACTIVITY 2. Knowledge Formation 1 (10’)
Aims:
Help sts know about Wh-questions
Contents:
Wh-questions
Products:
Sts can use a/an/som/any exactly
* Grammar
Key to Task 1, P11 Wh - questions
Organization: T. What do you often do in the evening?
Grammar 1: Wh
- T. asks Ss some question with Wh - S1: I do my homework
questions. S2: I watch TV
T: How often do you watch TV?
Wh
T. asks Ss to underline question words S2: I watch about an hour a day.
T. explains how to use Wh-questions Read the conversation and underline the
question words.
Task 1: Read the conversation and underline
Read the conversation and underline the the question words.
question words.
Answer key
T. asks Ss to work in pairs and underline the - What; - Where; - How long
question words
- T. explains how to use question words.
Question It is used to ask
words about
When The time
How The manner
How The
Task 2. many/often number/reputation
Ss look at the picture in 2, listen and complete What The thing
the conversations. Where The place
Who The person
why The reason
2. Complete sentences
Answer key
Task 3. 1. How often; what
T. asks Ss to work in pairs 2. Who
Ss practice the conversation in pairs 3. When; Where
Then calls some pairs to practice before class.
Complete the conversation.
Answer key
1. What 2. What
3. How many 4. Why
5. What time/ When
ACTIVITY 3. Knowledge Formation 2(10’)
Grammar 2:
Aims:learn about Conjunctions
Contents: Conjunctions
Products:
Key to Task 4
Organization:
* Conjunctions
- T. explain how to use the conjunctions * Conjunctions
Task 4 Conjunctions are used to connect ideas

Ss work in groups of four to combine and clauses
sentences, using conjunctions.
Answer key.
T. calls Ss to the board and writes the correct
form of the Adj. 1. and 2. but
3. although 4. because
5. so
ACTIVITY 4:Further practice:
Aims:review Conjunction
Contents:
Key to task 5
Products:
- sts can use conjuction
Organization:
Task 5 Answer key.

Ss read sentences carefully and match.
1. Watching too much TV is not good
T. call some Ss to the board and write the because it hurts your eyes.
answers. 2. I will get up early tomorrow, so I can
be at the stadium in time
3. Sometimes we read books and
sometimes we play sports.
4. My little brother can color a picture,
but he cannot draw.
5. Although Ann preferred going out,
Homework: she stayed at home.
- Do homework Take note
- Collect pictures, songs, video talking about
TV
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Unit 7: TELEVISION
Lesson 4: Communication
I./. OBJECTIVE:By the end of the lesson, students can:
information.
- Listen for specific information from a recommended TV schedude.
1. Knowledge: - Vocabulary: lexical items related to television
- Grammar: Giving instruction
2. Qualities:
3. Competences:
- Communication
- creative capacity
II./.PREPARATION:
IV./.PROCEDURE:
Brainstorming
Aims:Review old lessons
Contents:
Review old lessons
Products:
Picture in the board.
Organization:
* Chatting : * Chatting
Ask Ss to ask and answer about their favorite S1 : What is your favorite programme ?
programme . S2 : ....................................................
S1: Which channel is it on ?
S2 :......................................................
ACTIVITY 2. vocabulary(17’)
Communication 1:
Aims: provide sts neccesary words and structure 1/ New words:
for understanding and learning the conversation. - clumsy: Vụng về
Contents: - mini-series : phim truyền hình
- new words - cute : dễ thương
Products: - entertain : giải trí
- New words
- detective : thám tử
Organization:
- adventure : Cuộc phiêu lưu
* Vocabulary.
T. shows the picture of Mount Everest and elicits - audience : Khán giả
words from Ss. * Vocabulary checking : R.O.R
Ss read vocab in chorus.

Rub out and remember Act1:Complete the facts below with the
Act1:Complete the facts below with the name of the correct country.
name of the correct country. Ss complete the facts below with the name
Ask Ss to complete the facts below with the of the correct country
name of the correct country share the answers in pairs, before checking
- Ask Ss to share their answers in pairs, the answers and copying them into the
before giving the answers. noterbook .
* Key :
1. Japan
2. Vietnam ,
3. Iceland
4 .the USA
5. Finland
6. Britain
Act 2: Do you agree with the following - SS discuss and talk freely
statements ? - Then work in pair to read and answer the
-Ask SS to discuss and talk freely questions aloud .
Ask Ss to read the questions and answer the -SS answer some more questions
questions
- Ask Ss some more questions to check their
knowledge
Act 3 a : Read about two famous TV
programmes for children . - Read about two famous TV programmes
- Ask SS to read and use it as a model for for children .
their talk about their favorite programme - Ss read and use it as a model for their
After finishing reading , ask Ss to return to talk about their favorite programme .
Act 2 and seeif they want to change any of -Return to Act 2 and seeif they want to
their previous answers change any of their previous answers
Act 3 b : Read the facts in the table and
tick the correct programmes .
- Let Ss read the texts while they answer
the questions .
- Give the answer key .
ACTIVITY 3: Production (15’)

Communication 1:
Aims: help sts have some concepts about popular
programme all over the world
Contents:
- famous programme
- words about television
Products:
- Task 2, 3
Organization:
- T. call some pairs present before class.
Task 2
- Give Ss plenty of time to work in pairs to ask
and answer the questions. Encourage them to talk In pairs, interview partner.
and raise as many questions as possible.
Task 3
- Divide the class into groups of four or five,
encourage 5s to talk about their favourite
sportsperson one by one.
- T. calls a student to the board and write the

correct answer
Aims: r
- review and learn by heart at class some new
words and structure.
- required activities at home
Contents:
More famous programmes.
Products:
- Popular programme and vocabulary about - Ss read the texts again then answer the
television
questions .
- Sts’s knowledge about television
- Copy the answer key .
Organization:
Allow SS about 2-3 minutes to choose the 1. Both programmes .
programme they prefer and prepare for their 2. Let’s learn
speaking . 3. Hello Fatty !
- Encourage ss to focus on explaining why 4.Let’s learn
they like it . 5. Hello Fatty !
6.Let’s learn
- SS choose the programme they prefer and
prepare for their speaking .
- Try to focus on explaining why they like
it .
Homework:
- Learn by heard the words Take note
- Do homework
- Prepare “Skill 1”
- Collect pictures, songs, video talking about TV
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Unit 7: TELEVISION
Lesson 5: Skills 1
I./. OBJECTIVE: :By the end of the lesson, ss will be able to: Use the lexical items related to
television.
information.
1.Knowledge:
2. Qualities:
Skills: Speaking, listening
3. Competences:
- Communication
- creative capacity
II./.PREPARATION:
IV./.PROCEDURE:
Word webs
Contents:
TV programmes and related vocabulary
Product: all the words related to the topic
Organization:
* Guessing game :
Ask one student to talk about the
programme he/she likes watching then ask One Student talk about the programme he/she
all the class try to guess “What likes watching then all the class try to guess
programme is it ?” . “What programme is it ?” .
ACTIVITY 2: Vocabulary (15’)

Reading.
Aims: help sts learn the new words.
Contents: new words in Skills 1
Products:
Organization:
- Teacher uses different techniques to I. New words
teach vocab (situation, realia) documentary : Phim tài liệu
Pacific : Thái bình dương
- Follow the seven steps of teaching instructor :Huấn luyện viên .
vacab. compete : đua
Jungle : Rừng nhiệt đới
Knowledge : Sự hiểu biết
Discover : Khám phá
universe : Vũ Trụ
* Checking vocab: Slap the board
ACTIVITY 3: Reading (15’)

Aims:
questions
Contents: Read the schedule
Table in the board
Products: - Read the schedule again then answer the
Sts can read in correct innotation questions about the time , the name of the
Organization: programme , and its content
Activity1 :Read the schedule for around
the world !
Ask Ss to read the schedule .
T asks Ss to read the schedule again then
answer the questions about the time , the 2. Anwer the questions:
name of the programme , and its content . Ss scan the schedule again and find the
-T asks Ss to note where they found the information to answer
information that helped them to answer * Key:
the questions. 1/ Wheelbarrow Race
-Ss can compare their answers with their 2/ The Porrot Instructor .
partners. 3/ Yes , we can .
-T corrects the answers: 4/ A doccumentary about the colourful world
Act ivity 2 : Answer the following in the Pacific .
questions about the schedule : 5/ No, it isn’t .
_ Have Ss scan the schedule again and
find the information to answer . - Ss work in group 4 :
_ Ss note where they found the -Read the information about the people below
information and compare with their and choose the best programme for each .
partners. Key :
_ Feedback: 2 Ss write on the board. 1. Phong : Science : Journey to Jupiter.
_ T checks and corrects it . 2. Bob : Comedy : The Parrot Instructor
3. Nga : Game show : Children are Always
Right .
4. Minh : sport : Wheelbarrow Races .
Activity 3 : Read the information about 5. Linh : Animal : Ocean Life
the people below and choose the best
programme for each .
- Ask Ss to work in group 4 to do this
activity .
- T goes around the class to help Ss if
necessary .
- T checks and corrects then give the
answer key .
ACTIVITY 4: PRODUCTION (5’)
Aims:
Contents:
Products:
Table in 4
Organization:
* Activity 4 : Work in group 4 :
Ask students to tell the group about their
favorite TV programme . Their talk should -Tell the group about the favorite TV
include the following information : programme . The talk should include the
Encourage ss to focus on explaining why following information .
they like it .
Try to explain the reason They like it
The name of the the channel it is
programme on
The content of The reason
progrramme
T reviews you like
the expressions they canit use to - My favourite programme is ………
talk . - The name of the programme is ……….
Project - It’s on ……………..channel.
- Ask Ss to work in groups. - It’s about………………(content)
- Ss interview their friends, using the - I like it because ……….
questions given in the textbook.
“How important is TV to you?”
- SS answer the questions below Then report
their results to the class.
1. What do you prefer doing in your free time?
2. How many hours a day do you watch
television?
3. Why do you watch TV?
4. Which of the following do you like to get
- Teacher review the lesson and give information from?
homework. 5. How long do you think you can live without
Homework: TV?
Review the lesson
-Prepare skills 2.
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Unit 7: TELEVISION
Lesson 6: Skills 2
I./. OBJECTIVE:
1.Knowledge: By the end of the lesson, ss will be able to:
- Read a TV schedule and descriptions of famous children’s programmes for
specific information.
2. Qualities:
Skills: Listening, writing
3. Competences:
- Communication
- creative capacity
II.PREPARATION:
III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play
IV.PROCEDURE:

Contents:
TV programme - T: What TV program do you often
Products: watch?
Check the old lesson S1: I often watch cartoon.
Organization: S2: ……………………….
- T. asks Ss some questions about TV programs.
ACTIVITY 2. Listening (10’)
Aims:
Improving listening skill
Contents:
Task 2
Products: C C C
PROGRAMME
Table in the board 1 2 3
Organization: Music: Green Green
1. Give Ss 2-3 minutes to read the schedule: T Summer
can even ask them to read aloud and check on Cartoon: The Red
Spotted Squirrel
their pronunciation. This would help them
Home and Garden: How
recognize the key words when they listen to the to Make a Doghouse
recording. Our Heritage: The Old
- Ask Ss to only focus on the information they Town of Inca
need.
- Ss listen and tick the correct channel for each

programme.
Task 2
Task 2. Suggestion: ask Ss to take notes about
Let Ss read the sentences first and sees if Ss can the time for each programme and use
answer any of the statements based on the them as reference.
previous listening.
- Play the recording again. If Ss have difficulty Answer key.
catching the information and determining their 1. F 2. T 3. F 4. T 5. F
answers, pause
the recording after each sentence. . .
ACTIVITY 3. WRITING (15’)
Grammar 2:
Aims: improve writing skill
Contents: Task 3
Products:
Key to Task 3
Organization:
Task 3.
- T let each S read the questionnaire and chooses Task 3. What are your TV –watching
the most appropriate answers for him/ her. habits?
- Check on Ss' answers. T helps Ss organize their
ideas for writing. Then Task Ss to look at the Suggested structure:
suggested structure for the writing.
I don’t watch TV/ I enjoy watching TV
- T. divides class into six groups and write …..
- Ss discuss and write

- Ss work in groups and share notes with their
partners.
- T. hangs the writing on the board and corrects
one of them. Then give marks
Aims:review
Contents:
Writing essays
Products:
- sts can use writing skill
Organization:
T. asks Ss to read their writing. And asks them to

correct the spelling and punctuation.
Homework:
- Learn by heart Vocabulary.
- Prepare “Looking back”
- Collect pictures, songs, video talking about TV

Unit 7: TELEVISION
Lesson 7: Looking back and Project
I./. OBJECTIVE:
1.Knowledge: By the end of the lesson, ss will be able to: Use the lexical items related to
television.
- Use conjunctions (but, and, because) and question words (where, who, why)
information.
- Write a short, guided passage about one’s TV-watching habits
2. Qualities:
Skills: Speaking, listening, reading, writing, use of English
3. Competences:
- Communication
- creative capacity
II./.PREPARATION:
IV.PROCEDURE:
Contents: Task 1: Put the words in the box in the
TV programme correct columns.
Task 1
Products: KEY
Organization: people programme Kinds of film
Vocabulary newsreader cartoon
game show
1. Matching. weathergirl animals documentary
- T asks Ss to revise the taught vocabulary home and romance
about different jobs in TV (column A), TV writer garden
programmes (column B) and different kinds MC
of film (column C).
- Ss try to match in two minutes.
- T. asks Ss to read aloud
ACTIVITY 2. Looking back (10’)
Aims:
Improving vocabulary and learn some new
knowledge
Contents:
Task 3, 4 Task 2
Products: Use the words in the box to fill the text.
Game in the board Key.
Organization: 1. national. 2. viewers
2. Play game. 3. 7 o'clock news 4. Comedies
“About or Not about Tet?” 5. relax 6. game shows
- T. divides class into two groups and Ss play 7. educational. 8. writers
game.
- Ss take turns to read aloud each phrase Task 3:
from the list. The quickiest group has the Answer key
right answer get one mark. 1. How many 2. what
The groups with the higher score wins 3. Why 4. Who
5. When
Grammar
Task 3:
3 Ask Ss to look at the answers and decide
which question word is to be used.
Key:
1. Ocean Life is on at 7.30 and Laughing
T. asks Ss to remind how to use “”Question out Loud will follow, at 8.00.
word 2. I have watched The Seven Kitties
many times because I like the film so
Task 4 much.
- T. Let Ss do the task separately. Check 3. BBC One is a British channel but
their answers as a class. VTV6 is Vietnamese channel.
4. Although Along The Coast is a famous
TV series, I have never watched it.
- Ss listen and give the correct answers 5. I have a lot of homework tonight, so I
- T. calls one or two ss to read aloud the can't watch Eight Feet Below.
sentences.
Communication
Task 5. Rearrang the words in each
sentence.
KEY:
A-C-B-D-F-H-G-E-I-K
Communication
T asks ss to work in groups and rearrange

sentence.
- Ss work in groups and make sentences in
the correct order.
ACTIVITY 3. PROJECT (15’)
Grammar 2:
Aims: review and improve vocab
Contents: project
Products:
Key to project
Organization:
- T. suggests Ss doing “project”.

- Ss work in groups and brainstorm what
programme they can watch to have a happy
life
Aims:review knowledge
Contents:
Project
Products:
- sts can use all skills and improve those
Organization:
T. asks Ss answer
Homework:
- Do the project and asks Ss to do project 2
- Prepare “Review 2”
TV
---------------------0@0--------------------
Week:21 Preparing date: 24/01/2021

Period:62 Teaching date:
UNIT 8: SPORTS AND GAMES
Lesson 1: Getting Started
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: pronounce the sounds / ea/ and /
ia/ correctly in isolation and in context
 use the
lexical items related to the topic 'Sports and Games'
 use the
combination's: go, play, do + N/ V-ing
 use the past
simple
 use
imperatives to tell Sb to do 5th or to give a direct order
 read for
specific information about famous sportspeople
 talk about the activities/
sport(s)/ game(s) they do in their spare time
 listen to get
information about the sport(s)/ game(s) people play
- Write a paragraph about the sport! game they like
2. Qualities:
Skills: Speaking, listening, reading, writing
Attitude: - Positive about sports and games.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of
language……
II./. PREPARATION:
practicing, discussion group, technical present….
IV./.PROCEDURE:
ACTIVITY 1: WARM UP (5’)
Brainstorming Look at the picture and answer the T’s question:
Aims:help students have an overview
about sports and games Network
Contents:
Find out some popular sports and Film Sports
games
Programmes on TV
Products:
Popular games and sports in the
board. Games News
Organization:
- Network: Programmes on TV
- Who can give me some

programmes on TV?
ACTIVITY 2. KNOWLEDGE FORMATION (20)
Getting-started:
Aims: provide sts neccesary words
and structure for understanding and
learning the conversation.
Contents:
Products:
- New words related to topic
Organization:
New words I. New words
* Vocabulary.
T. elicits words from Ss + gym /ʤim/: trung tâm thể dục
+ equipment /i'kwipmənt/: thiết bị, dụng cụ
Rub out and remember + congratulation/kən,grætju'leiʃn/ : sự chúc mừng
+ fit (a): mạnh khỏe
+ ski /ski:/: trượt tuyết-> skiing: môn …
+ useful (a)/'ju:sful/: có ích
+ waste (v):/weist/: lãng phí
Act 1. Task 1.
a) Play the recording. Ss listen and a) Answer the questions
read.
- Then answer the question Answer key
- Ss work independently or in pairs to 1.
answer the questions. 2.
- T lets them discuss in groups or 3.
as a class (they may refer to the people are friendly.
conversation). 4.
- T checks their answers and gives 5.
explanations if necessary
ACTIVITY 3: PRACTICE (15’)
about popular games and sports all
over the world
Contents:
- famous sports and games
- words about games and sports
Products:
- new words
- exercises
Organization: b) Find these expressions in the conversation.
b) Find these expressions in the
conversation. 1.
- T. asks Ss to refer Ss to the 2.
conversation to find the phrases. that you are pleased about their success
- Practise saying them together (play 3.
the recordingagain ifnecessary). 4.
Explain the meanings(or give
synonyms/ Vietnameseequivalent) to
the Ss, then givesome examples.
Task 2. Listen and repeat Task 2. Listen and repeat
- Play the recording.
- Let Ss listen and repeat. Check and
correct their pronunciation.
- Give them the meaning of the
words. T may also ask them if these
sports and games are played in Viet
Nam.
Aims: review and learn by heart at
class some new words and structure.
Contents:
More famous games and sports.
More structures.
Products:
- Popular games and vocabulary
about games and sports.
Organization:
Act 3.
- T. asks Ss to work in pairs and use 3. Use the words in 2, name these sports and games
the suitable words to complete the Answer key
sentences. 1. cycling 2. table tennis 3. running
4. swimming 5. chess 6. skiing
Homework: Take note
- Collect pictures, songs, video
talking about sports and games
--------------------- o0o --------------------

Lesson 2: A Closer look 1
I./. Objectives
 use the
lexical items related to the topic 'Sports and Games'
 use the
combination's: go, play, do + N/ V-ing
 use the past
simple
 use
imperatives to tell Sb to do 5th or to give a direct order
 read for
specific information about famous sportspeople
 talk about the activities/
sport(s)/ game(s) they do in their spare time
 listen to get
information about the sport(s)/ game(s) people play
2. Qualities:
Skills: Speaking, listening,
language……
II./. PREPARATION:
IV./.PROCEDURE:
Word webs
Contents:
Names of some new games and sports all
around the world.
Product: all the words related to the topic:
games and popular sports
Organization:
- T. asks Ss to talk about the names of
sports and games
- Ss discuss and tell the sports and games Tell the names of the names of sports and
they like. games you like
ACTIVITY 2. KNOWLEDGE FORMATION (20’)
Aims: review and learn by heart at class
some new words and structure.
Contents:new words and structure in A
closer Look 1
Products:
Keys of A Closer Look 1
Organization: I. New words
- T. uses picture and elicits words from Ss * Vocabulary
- racket: cái vợt
- skateboard: ván trượt patin
Rub out and remember - goggle: Kính bơi
1. Task 1 1. Listen and repeat the word in 1.
- T. play record and asks Ss to repeat.
Correct their pronunciation.
2. Task 2 Task 2. Choose the word from the box for
- T. asks Ss to work in group and put the each description.
words in 1 under the right pictures. - Then Answer key.
check their answers.
1. a bicycle 2. a ball
- Explain the meanings to them if 3. sports shoes 4. skis
necessary. 5. a boat 6. a racquet
7. a skateboard 8. goggles
3. Task 3. Matching Task 3 Matching
- T asks Ss to do the task independently 1. c 2. d 3. a 4. e

first. Call some 5s to write their answers 5. g 6. h 7. b 8. f
on the board.
- Check the answers as a class.
Aims: III. Pronunciation
questions
Contents:
T. expresses how to pronounce sound /eə!
and /iə/
Products:
- Sts can read in correct innotation
- Pratcice with partner
Organization:
Pronunciation Pronunciation: sound /eə! and /iə/
- T. expresses how to pronounce sound 4
Let 5s practice the sounds /eə! and /iə/ Task 5
together. Which words have sound /eə! and which words
- Ask 5s to observe T for the correct have sound /iə/
pronunciation of these two sounds.
Aims:
- helps sts can use games and sports noun
flexibly.
- review the lesson
Contents:
Products:
Sts can pronounce sound /eə! and /iə/.
Organization:
Task 6 Task 6
T. plays the recording and asks Ss to listen
and repeat. - Practice sounding out the sound
Ss listen to the recording and repeat. /eə/ and /iə /together
- Listen and repeat
Homework:
- Do homework
about sports and games
---------------------o0o--------------------
.
Week:22 Preparing date: 11/02/2021

I./. Objectives
 use the lexical items related to the topic 'Sports and Games'
 use the combination's: go, play, do + N/ V-ing
 use the past simple
 use imperatives to tell Sb to do 5th or to give a direct order
 read for specific information about famous sportspeople
 talk about the activities/ sport(s)/ game(s) they do in their spare time
 listen to get information about the sport(s)/ game(s) people play
2. Qualities:
language……
II./. PREPARATION:
IV.PROCEDURE:
Contents:
- grammar
- vocabulary about games and sports all around - Ss talk about the games or sports
the world. they like to play
Products:
Organization:
- Write the past form of these verbs: - Answer the questions.
make take go play visit
played visited made went
ACTIVITY 2. Knowledge Formation 1took (10’)
Aims: * Grammar
- Help sts know about new grammar
- helps sts know and can use the past simple
tense
Contents:
- The past simple tense
- exercises to practice the past simple tense
Products:
Sts can use the past simple tense exactly
Key to Task 1, 2
Organization: The past simple tense
Grammar 1: a. Affimative.
- T gives example S + Ved1 + O
Ex: My father went to HCM city
last week.
Mr Ba visited Nha Trang last year.
b. Negative.
- T gives example
S + didn’t + V + O
Hoa didn’t go to school yesterday.
We didn’t stay at home last night.
c. Yes/ no- question.
- T explains the way to use. Did + S + V + O ?
- Ss listen and write Yes, S + did
No, S + didn’t
Did you stay at home last Sunday?
Yes, I did.
* Usage:
T. asks Ss to work in pairs and underline the The past simple tense expresses an
verbs in the past tense action that completely finished in
- T. explains how to use question words. the past.
This tense always go with: yesterday,
last week, (night, month), ... Ago

Grammar 2:
Aims:
- Help sts know about new grammar
- helps sts know and can use the past simple
tense
Contents:
- The past simple tense
- exercises to practice the past simple tense
Products:
- Sts can use the past simple tense exactly
- Key to Task 1, 2
Organization:
Grammar 2:
Task 1. 1. Complete sentences
Let Ss work in pairs to give the answers. T Answer key
observes/helps when necessary and corrects Ss' 1. were 2. was
mistakes 3. was - did - was
4. Did - were - did - was
Task 2.
Write the correct form of the verbs. 2. Complete the conversation.
T. asks Ss to work in pairs Answer key
1. was 2. didn't do
Ss practice the conversation in pairs 3. sat 4. watched

Then calls some pairs to practice before class.
5. went 6. had
7. did 8. visited
9. ate 10. scored
Aims:review grammar the past simple tense
Contents:
- Key to task 3
- exercises to improve the past simple tense
Products:
- sts can use the past simple tense
Organization:
Task 3. 3. Work in groups. Ask and answer

- Divide Ss into groups of 4 or 5. Ss take turns the questions about the weekend
asking and answering about their last weekend.
- Some more able Ss can report to the class about Example:
one of their friends. S1: Did you play any sports last
- T can ask Ss to give the rule for using each of weekend?
the tenses they have learnt (the present simple, S2: Yes, and I enjoyed myself so
present continuous, and past simple). T writes much.
Ss' rules down on the board. S1: Really? What did you do ?
- Then T tell Ss that they are going S2: I .................
to learn one more tense, the imperatives. T
writes the word 'imperative' on the board and
asks 5s what they know about this tense.
HOMEWORK: Take note
- Do homework
sports and games
---------------------0@0--------------------
Lesson 4: Communication + Test 15’
I./ Objectives
1. Knowledge: By the end of the lesson, ss will be able to: pronounce the sounds / ea/ and / ia/
correctly in isolation and in context
2. Qualities:
Skills: Speaking, listening, reading, writing.
language……
II./. PREPARATION:
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
IV./.PROCEDURE:
Brainstorming
Aims:Review old lessons
Contents:
- Review old lessons
- vocabulary and grammar
Products:
- vocabulary in the board.
- exercises * Chatting
Organization: S1 : What is your favorite sport ?
- * Chatting: S2 : ....................................................
Ask Ss to ask and answer about their S1: Do you like football ?
favorite sports. S2 :......................................................
S1: How often is the O.Games held ?
S2 :......................................................
Communication 1:
Aims: provide sts neccesary words
and structure for understanding and
learning the conversation.
Contents:
- new words
Products:
- New words
- grammar I. New words
Organization: - fit (a): mạnh khỏe
* Vocabulary. - last (v): kéo dài
- T. shows the picture of Mount - marathon /'mærəθən/: chạy maratông
Everest and elicits words from Ss. - ring (n): vòng tròn
- achievement(n): thành tích, thành tựu
- Ss read vocab in chorus.
- Pay much attention to the teacher.
Rub out and remember
Task 1. * Sports quiz.
- T explain to them that the five rings Key:
represent the five major regions of the 1. There are usually 22 players (11 on each side).
world (Africa, the America, Asia, 2. It normally lasts 90 minutes (divided into two
Europe and Oceania) and every halves).
national flag in the world has at least 3. They are held every four years.
one of the five colors (blue, yellow, 4. No, there weren't Olympic Games in 2011. (They
black, green, and red were held in 2004,2008,2012 ...)
- Ss work in pairs and find answers to 5. A marathon is 42.195 kilometers long (26 miles
the quizzes. Then T gives the correct and 385 yards).
answers. 6. They were held in Olympia (in Ancient Greece)
(in 776 BC).
7. Boxing does.
Communication 2:
about popular sports and games all
over the world
Contents:
- famous games and sports
- words about sports and games
Products:
- Task 2, 3
Organization:
Act 2: In pairs, interview your Act 2:interview your partner using the following
partner using the following questions. Ask for more information.
questions. Ask for more - Work in pairs to do the task. Ask and answer the
information. questions
- Ask SS to work in pairs to do the Possible answers:
task. 1. I often play....
Ask and answer the questions 2. I play badminton, soccer, shutlle cock..
3. I like watching sports show like football match,
tennis/ badminton...
4. Ss’answer
- Encourage Ss to talk and raise as 5. Yes, I’d like to learn to play.....
many questions as possible. 6. Name famous sportspersons:
Footballer: C.Ronaldo, Messi, N.C. Vinh
Tennis player: Federa, Nadan, William
Act 3: Think of a sportsman/ Act 3: Think of a sportsman/ sportwoman you
sportwoman you like. Talk about like. Talk about him/ her with a partner. Using
him/ her with a partner. Using the the cues.
cues.
- Divide the class into groups of four
or five, encourage Ss to talk about - Work in groups of four or five.
their favorite sportsperson one by one.
Using these questions:
+ What is his / her name?
+What sport does he/ she play?
+What were her/ his last achievements - Talk about the sportsperson they like by answering
? these questions:
+ Why do you like him/ her?
Aims: review and learn by heart at
class some new words and structure.
Contents:
More famous games and sports.
Products:
- Popular games and vocabulary about
sports
Organization:
- Ss choose two facts from the four
paragraphs and write them down.
- T. asks some Ss to read aloud. - Ss speak about their favorite sportsperson they like
- Encourage ss to speak about their in front of the class.
favorite sportsperson they like in front
of the class.
Aims: review the Lesson and required
activities at home
Contents:
- Learn by heart new words
- Do homework
Products:
Sts’s knowledge about games and
sports
Organization:
- Speaking
- Summarize the main points of the
lesson.
Homework:
- Do homework
- Prepare “Skill 1”
about TVsports and games
---------------------0@0--------------------
Test 15’
READING
1. Read the passage about Mai's Tet holiday. Decide whether the sentences are true (T) or
false (F). Circle T or F.

Tet is coming. This year, Tet will come in late January. Two more months and I
can't wait.
I love going to the spring market with my mother. I love watching the peach
blossom and apricot blossom. They are the spirit of Tet to me. We will buy a branch
of peach blossom. It will be nicely decorated and placed in the living room.
And the firework displays on New Year's Eve! My father takes me to the show
every year. Then we will buy some sugar canes to bring luck home. I will not pick
leaves on the trees. That's not good for the environment.
1. This year, Tet will come at the end of January. T F
2. Mai goes to the spring market with her father. T F
3. Mai will buy a peach blossom tree. T F

4. Mai goes to a firework show with her father. T F
5. She wants to protect the environment. T F

2. Read about Tet holiday. Fill each blank with a suitable word.

Tet holiday is (1) ______ important occasion in Viet Nam. It is the time for family
gathering and reunion. People often prepare for Tet even some weeks (2) ______ the
holiday itself. They (3) ______ the houses and paint the walls. They all want their
home to look nice for Tet.
On the New Year’s Eve, the whole family gather and (4) ______ dinner together. They
talk about things that happen during the previous year, and all (5) ______ for good
luck in the new year. When midnight strikes, they go to enjoy the fireworks. Some go
to pagodas. Children get lucky money or presents during Tet holiday.
ĐÁP ÁN
I. READING
1. Read the passage about Mai's Tet holiday. Decide whether the sentences are true (T) or
false (F). Circle T or F.
1. T 2. F 3. F 4. T 5. T
2. Read about Tet holiday. Fill each blank with a suitable word.
1. an 2. before 3. clean 4. have 5. Wish

UNIT 8: SPORTS AND
GAMES
Lesson 5: Skills 1
I./. Objectives
2. Qualities:
Skills: Speaking, reading,
language……
II./. PREPARATION:
IV./.PROCEDURE:
Word webs
Contents:
Names of the famous football players in
Viet Nam
Organization:
Activity 1.
- T begin by asking 5s to name the famous
football players in Viet Nam.
- Tell them work in pairs to discuss the
questions.
- Encourage them to give their ideas (as
many as possible)
Reading.
Aims: help sts learn the new words.
Contents: new words in Skills 1
Products:
- new vocabulary
Organization:
* Vocabulary. I. New words

- T. elicits words from Ss. - regard: quan tâm đến
- Rub out and remember - professional: Huấn luyện viên
- Read the text quickly and check your - goal: khung thành
ideas in 1 - hero : anh hùng
- Ss work in groups read the text and - national: Quốc gia
answer the questions
Answer key
1. Pele was born on 21 st October 1940.
2. People called him 'The King of Football'
because he is such a good football player.
3. He became Football Player of the Century in
1999.
4. He scored 1,281 goals in total
5. Yes, he is.
Aims:
questions
Contents:
Table in the board
Products:
Organization:
Speaking
- Allow Ss time to read the table and tick * Speaking.
the right column.
- (T may refer to people in Viet Nam in
general, asking them why they usually or
never play or do this or that).
Aims:
Contents:
Products:
Table in 4
Organization:
* T. asks Ss to work in pairs.
- Let Ss work in groups asking and How often do you go/do/play these
answering questions. They should refer to sports/games? Tick the right column:
the table in 4. - Read the table and tick the right column.
Sports/ alwa usual some neve
Games ys ly times r
1. Jogging
2. Swimming
3. Badminton
1. Football
2. Morning
exercise
3. Skipping
4. Chess
5. Cycling
6. Skateboard
ing
- Divide the class into groups of 4 or 5. - 7. Skiing
Let them discuss their answers to the
questions. - Call Ss to report their results to the class.
- When 5s finish, T asks ones from each
group 'What is the most interesting thing Suggested answers:
you learnt from your discussion?' 1. Yes, I do / No, I don’t
2. I play football / I only watch it.
3. I play …; No, I’ve just played it for a few
days.
4. Yes, I do / No, I don’t
5. I often read books in the library./ I……
Production:
- Teacher review the lesson and give
homework.
- Speaking
- Ask Ss to summarize the main point of
the lesson and prepare skills 2.
Homework:
- Do homework Take note
- Review the lesson.
- Prepare “Skills 2”
---------------------o0o--------------------
…………………………………………………….
week:23 Preparing date: 14/02/2021


Lesson 6: Skills 2
I./. Objectives
2. Qualities:
Skills: listening, writing.
language……
II./. PREPARATION:
IV.PROCEDURE:
Contents:
- new topic-related vocabulary
- review vocabulary and grammar
Products:
- Check the old lesson
Organization:
- Play the recording once only. Ask Ss to
listen and say who the passages are about.
Aims:
Improving listening skill
Contents:
- Task 2
- new vocabulary and reviw old vocab
Products: Task 2
- Table in the board
- exercises and task 2 Answer key.
Organization: 1.F 2.T 3.T 4.F 5.T
Listening
Task 2.
- Have Ss listen to the recording twice.
- Ask Ss to only focus on the information
they need.
- T checks and corrects then give the
answer key
Grammar 2:
Aims: improve writing skill
Contents: Task 3
Products:
- Key to Task 3
- related vocabulary
Organization:
Writing
Task 3.
- First brainstorm with Ss for the necessary Task 3. .
language. Allow Ss to refer to the reading
and other sections for useful language. Example:
Note interesting expressions and language My favorite sport is football. It is a team
on the board. game ………
- Tell Ss to write a draft first, Ss should use
the cues and their own ideas.
- Then Ss actually write a paragraph of
about 80 - 120 words about the sport/ game
they like, covering as many ideas as
possible.
- Tell Ss to pay special attention to
punctuation, structural elements, linking
words ...
- T may collect some Ss' writing papers
and mark them, then give comments to the
class
- T. divides class into six groups and write
- Ss discuss and write

- Ss work in groups and share notes with
their partners.
- T. hangs the writing on the board and
corrects one of them. Then give marks.
Aims:review
Contents:
- Writing essays
Products:
- sts can use writing skill
- vocabulary
Organization:
T. asks Ss to read their writing. And asks
them to correct the spelling and
punctuation.
Homework: Take note
- Prepare “Looking back”
about sports and games
- Ss edit and revise their writing as
homework.

Lesson 7: Looking back and Project
I./. Objectives
2. Qualities:
language……
II./. PREPARATION:
IV.PROCEDURE:
Contents:
- vocabulary about sports and games all aroundth
world
- Task 1
Products:
- Check the old lesson
- T gives sts some exercises to practice and
improve vocabulary and grammar
Organization: Task 1: Find one odd word or
Vocabulary phrase in each line.
1. Matching. KEY
- T. asks Ss to read aloud 1. C 2. A 3. D 4. C
5.B
Aims:
- Improving vocabulary and learn some new
knowledge
Contents:
- Task 3, 4
- new vocabulary
Products:
Game in the board
Organization:
2. Read and write name of the game or sport Task 2
- Let Ss repeat the words. Check their 1.. cycling
pronunciation. 2. football
- Tell 5s to write the answers in their notebooks. 3. boxing
- Then T corrects the mistakes. 4. table tennis
5. basketball
Task 3: Task 3: Put the verbs in the
- Ask Ss to look at the answers and decide which brackets in the correct form
question word is to be used.
Answer key
1. are 'I
2. took
3. started
4. are playing
5. did you do - cycled - watched
Task 4 Answer key
Ss work in pairs or groups to finish or write the 1. Please stop making noise.
sentences. T gives correction 2. Go out to play with your friends.
3. Don't feed the animals.
4. Stand in line, boys!
5. Don't tease the dog.
Communication Communication
Task 5. Rearrange the words in
- T asks ss to work in groups and rearrange each sentence.
sentence. KEY:
- Ss work in groups and make sentences in the : 1. a 2. e 3. b 4. c 5. d
correct order.
ACTIVITY 3. PROJECT (15’)
Grammar 2:
Aims: review and improve vocab
Contents:
- project
- vocabulary and grammar
Products: 1. Read the passage about the game
- Key to project “Blind man’s bluff”
- games Blind man’s bluff - Listen to the teacher.
Organization: - Work in groups to play a game
1. Read the passage about the game “Blind
man’s bluff”
- T guides Ss to play this game.
- Explain new words and anything difficult for
Ss. Make sure they understand everything
throughly.
Aims:review knowledge
Contents:
Project
Products:
- sts can use all skills and improve those
Organization:
- Summarize the main point of the lesson.
- T. asks Ss answer
Homework:
- Do the project and asks Ss to do project 2 Take note
- Listen to the teacher.
- Prepare Getting started - Unit 9
---------------------o0o--------------------

UNIT 9: CITIES OF THE WORLDS

I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: pronounce the sounds loul and lail
 use the lexical items related to the topic 'Cities of the World'
 use the vocabulary and structures to describe cities and landmarks
 use the present perfect to talk about experiences
 guess the meaning of new words based on clues, including pictures and surrounding word
 reap for specific and general information in texts, including postcards
 listen for specific details including facts and figures
 write a holiday postcard
2. Qualities:
Attitude: - Positive about cities of the worlds.
language……
II./. PREPARATION:
character, teaching methods with game, teaching methods by visual, teaching methods by practicing,
discussion group, technical present….
IV./.PROCEDURE:
Brainstorming
Aims:help students have an overview about all
cities around the world and specific information
about it
Contents:
Find out some cities they know around the world
Products:
Famous cities on the board.
Organization: Look at the picture and answer the T’s question
- T. writes the unit title on the board.
- Then asks Ss to name some cities they know and
where they are.

Getting-started:
Aims: provide sts necessary words and structure
for understanding and learning the conversation.
Contents:
Products:
- New words
- Usage grammar
Organization:
2.Getting –started:
* Vocabulary.
T. elicits words from Ss * Vocabulary
- exciting : sôi động
Rub out and remember - egg-shape : hình quả trứng
Act 1. - continent : lục địa
Ask Ss questions about the picture: Task 1.
a) Play the recording. Ss listen and read. Then Ask Ss questions about the picture:
answer the question
Ss work independently or in pairs to answer the E.g.- What are Mai and Tom doing?
questions. - What are they looking at?
T lets them discuss in groups or
as a class (they may refer to the conversation).
T checks their answers and gives explanations if
necessary
Aims: help sts have some concepts about some
cities all around the world
Contents:
- famous cities
- words about cities
Products:
- key to Practice 2, 3
Organization
3. Doing:
- Task 2. Listen - Task 2. Read the conversation again. Then
- Play the recording. Let Ss listen and repeat. write True (T) or False (F).
- Check and correct their pronunciation. T F
- Give them the meaning of the words. 1. Tom and Mai are reading
- T may also ask them if these sports and games are a book.
played in Viet Nam. 2. Tom has been to all four
cities.
3. Tom has been to Sydney
many times.
4. All the buildings in
London are old.
5. Tom has taken many
photos of
Times Square.
Task 3.
- T. asks Ss to work in pairs to complete this task. Answer key
Practice saying the continent names with them. Ask 1. F (They are looking at photos on the
them the Vietnamese translations of these names computer)
2. F (Tom has been to most of the cities.)
3. T
4. F (There are modern buildings in London as
well
5. F (Tom has never been to New York. The
photo is from his brother.)
3. Name the continents.
Answer key
1. Asia 2. Europe 3. Africa
4. North America 5. South America
6. Australia 7. Antarctica
Aims: review and learn by heart at class some new
Contents:
Famous cities around the world
Products:
- task 4 on the board
- exercises
Organization:
Task 4 Task 4. Match the words in the blue box to the
- T. write “Asia, Viet Nam, Hue, Ha Noi, Thong name of the places
Nhat Palace” on the board. Ask Ss which is the Answer key
continent, which is the country, which is the city, a. Asia, Africa
which is the capital, and which is the place of b. Sweden, the USA
interest. c. Ha Noi, Nha Trang, Amsterdam, Liverpool
- Ask them to give examples for Britain. d. Ha Noi, Amsterdam
- Then ask Ss to do the matching and give e. Ben Thanh Market, the Louvre
feedback. Practice saying the words with Ss. Ask
them to locate the places on a map/globe.
Note: The short, common forms of the United
States of America are the United States, the USA,
the US. America often refers to the continent.
Homework:
- Collect pictures, songs, video talking about cities
of the world.
---------------------0o0--------------------


I./. Objectives
2. Qualities:
Skills: Speaking, listening
language……
II./. PREPARATION:
IV./.PROCEDURE:
II. New lesson.
Word webs
Aims: - Elicits the topic from students
Contents: Match the words in A with their opposites in B
Some famous cities in Vietnam and around A B
the world 1. old a. safe
Product: all the words related to the topic: 2 dangerous b. dirty
cities 3. quiet c. wet
Organization: 4. dry d. polluted
1. Warm up (5') 5. clean e. new
- T. asks Ss toMatch the words in A with 6. historic f. exciting
their opposites in B. 7. boring g. hot
- Some words may have more than one 8. cheap h. modern
opposite 9. cold i. expensive
k noisy
Key:
1. old – new 2. dangerous - safe
3. quiet – noisy 4. dry - wet
5. boring – exciting 6. clean - dirty
7. historic – modern 8. cheap – expensive
9. cold - hot
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts learn the words about
citiesall around the world and usage of
those.
Contents: new words in A closer Look 1
Products:
Organization:
1. Vocabulary: Vocabulary
T. uses picture and elicits words from Ss
- peaceful : yên tĩnh, thanh bình
- tasty : đầy hương vị
Rub out and remember - delicious : ngon
- exciting : sôi động
- awful : khủng khiếp
- modern hiện đại
- polluted: ô nhiễm
Aims:
Concept of tone in asking for information
Contents:
/əu/ and /ai/
Products:
- Sts can read in correct pronunciation /əu/
and /ai/
- Task 2, 4
Organization:
Pronunciation Pronunciation
/əu/ and /ai/ /əu/ and /ai/ .
Practise the /ou/ and /ai/sounds together. Listen and write the words you hear in the
Model the two sounds with cold and sky. Let appropriate column. Then, read the words aloud
5s see how the sounds are formed. Ask 5s to /əu/ /ai/
give words that have these two sounds. Play Cold Sky
the recording and ask 5s to snow exciting
listen and fill in the suitable column. Play the old high
recording as many times as necessary. Give clothes fine
feedback and have Ss repeat the sounds as a hold flight
class.
Task 2 Answer key.

- T. has Ss work in groups. Tell them they City: beautiful, peaceful, exciting, modern, big,
can use the words in 1. Encourage 5s to add polluted, safe, etc.
other adjectives. People: nice, friendly, unfriendly, open, noisy,
Give feedback. Point out that some interesting, etc.
adjectives cannot go with particular nouns Food: delicious, awful, good, tasty, etc.
(e.g., we cannot say 'long/short city' or 'rainy Weather: bad, rainy, hot, cold, wet, etc.
people'). Building: old, modern, tall, new, etc.
Task 4.
T. asks Ss to work in group and put the 4. Listen and repeat
words in 1 under the right pictures. Then Transcript:
Explain the meanings to them if necessary. 1. cold 2. sky 3. exciting 4. snow 5. old
6. high 7. clothes 8. fine 9. hold 10. flight

Aims:
- help sts use tourism words and ask for
information.
- practice asking information and schedule
Contents:
- cities verbs in textbook
Products:
Sts can use cities verbs have a clear concept
of intonation of question for information
Organization:
Task 6
Superlatives of long adjectives
Let Ss have a quick look at all the pictures. Task 6
Ask 5s to work individually to complete the Superlatives of long adjectives
fact sheet, using one of the pictures Key:
provided. Have 5s work in pairs compare 1. London. 2. Oxford University
the answers. Ask them to discuss whether 3. Shakespeare 4. fish and chips
they agree with each other's answers. If they 5. tea 6. watching TV
do not agree with the answers, encourage
them to give
reasons. Do not give corrective feedback at
this stage.
Homework:
- Do homework
about cities of the world.
---------------------0o0--------------------


Lesson 3 A Closer look 2
I./. Objectives
2. Qualities:
Skills: use of English
language……
II./. PREPARATION:
IV./.PROCEDURE:
Contents:
- vocabulary about cities
- SLAP the board
Products:
Organization:
- Old, dangerous, quiet, dry, clean,
- Elicit some words form Ss
historic, boring, cheap, cold, safe,
- Teacher divides the class into two teams.
dirty, wet, polluted, new, exciting,
- Go to the board, listen to the teacher and slap hot, modern, expensive, noisy.
on the correct words.
- Teacher gets feedback
-> Today we are going to learn about school
activities and subjects.
Aims:
Help sts know about the present perfect
Contents:
Definite the present perfect
Indefinite the present perfect
Products:
Sts can use the present perfect exactly
Key to Task 1
Organization:
Grammar 1:
- Ask Ss to recall what Tom told Mai about in The present perfect tense
the conversation in getting started  Grammar box (P.29)
- Ss underline all the verbs in the present perfect
tense. - Ss underlined all the verb in present
- Use grammar box to explain that pp is used to perfect tense. Use the grammar box to
show that one has had or has never had this explain that the present perfect is used to
show that one has had or has never had
experience.
this experience.
- Provide the form of the pp.
- underline all the verbs in the present
S + have/ has + past participate
perfect tense.
- Play ‘board race’ game: write two lists of verbs
- Play ‘board race’ game
on the board. Two teams will race to the board to
write the pp of these verbs. Each team gets one
point for the correct participate. The teams finish Activity 2 (P.30)
first gets 2 extra points. 1. has been 2. has been 3. has
visited
4. has been 5. hasn’t been
Grammar 2:
Aims:learn about the present perfect tense and
their usage
Contents:
Definite the present perfect tense
Products:
Key to Tasks below
Organization: Work individually
Grammar 2: - Key:
1. Put the verbs in the brackets into the pp 1. has been 2. has been
- Tell Ss that some information for this exercise 3. has visited 4. has been
not mentioned directly in the recording – it must 5. hasn’t been
be inferred.
_ Have ss do the task and ask them to support Key:
their answers with parts in the recording. 1. Have you seen... I have seen
2. Put the verbs in the brackets in the correct 2. go 3. have never been
form 4. clean 5. takes 6. has eaten
- Have Ss work on this exercise individually Key:
before they compare answers with each other. 1. He has read a book.
- Give feedback as a class discussion. 2. He has eaten “pho’.
3. Look at Tom webpage. Tell a partner which 3. Her has played football.
he has done this week. 4. He has got an A+.
- Elicit what there is in the photos by asking ss 5. He has washed his dog.
questions
- Ask ss to provide the verbs and their pp
- Have Ss write the sentences in full in their
notebooks, then in pairs take turns talking about
what Tom has done this week.

Aims:review the present perfect tense
Contents:
Usage of the present perfect tense
Products:
- sts can put suitable the present perfect tense in
correct places
Organization: Activity 4 (P.30): Class survey:
Teacher gets students to retell the aims of the lesson Go around the class asking the survey
questions. Find out:
- One thing that everyone has
5. Production: done.
- Learn by heart the words - One thing no one has done.
- Do homework + Have you ever........?
- Collect pictures, songs, video talking about cities of
the world.
---------------------0o0--------------------

UNIT 9: CITIES OF THE WORLD

LESSON 4: COMMUNICATION
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: identify landmarks in cities around the
world and compare features of cities around the world
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE:

Aims: make sts change the state from relaxation
to concentration
Contents: Tell students in this lesson they will
have the opportunity to learn about many
interesting places and cities all over the world.
Go through that extra vocabulary with students. If
students do not know any words in the Box.
Quickly teach it.
Products:
- the word affordable and breathtaking
Organization:
T: controls Students to play game: lucky number. Game:Lucky number
S: play game
Aims:
Help Sts promote listening skill and vocab
Contents:
Talk about the places/ cities you would like to
visit
Products:
4 skills
Vocabulary
Grammar
Organization: 1.Presentation
Communication 1: 1.1. Match words with the landmarks
T: leads Students to the new lesson.
T: Elicits pictures and asks students to guess: -
what are they?
- Which country?
Ss: Guess and answer the questions. Sydney Opera House ◊ ◊
T: asks students to work in pairs and match.
Ss: work in pairs and match.
(T goes around and manages)
T: calls students to stand up and match.
Some students stand up and match. Big Ben ◊ ◊
T: checks and comment.
Merlion ◊ ◊
Eiffel Tower ◊ ◊
Temple of Literature ◊ ◊
T: asks students to look at part 2. Then introduce 1.2. Read about the landmarks. Can you
new words. guess which landmark from 1 they are?
Ss: listen and write. *Vocabulary.
T: reads model. Then ask students to read in -(to) design (v)
chorus -> group-> individual. -Symbol (n)
Ss: read new words. -Landmark (n)
-Creature (n)
-UNESCO World Heritage (n)
T: has a student work in pairs and match words * Matching

with the meaning. ( to) design (v) ◊ ◊ Di sản văn
Ss: work in pairs and matching. hóa thế giới
T: checks and comments. Symbol (n) ◊ ◊ Thiết kế
Landmark (n) ◊ ◊Sinh vật,tạo
vật
Creature (n) ◊ ◊ Biểu tượng
UNESCO ◊ ◊ Danh thắng
World Heritage (n)
Aims:
To promote reading and writing skills
To learn how to tell a schedule
Contents:
The facts about the top-ten most visited cities
Products:
Key to task
Organization:
Communication 2: 2.Practice
1. It is the most famous tower in England.
T: asks students to read the texts in the book and The name is often used to describe the
guess which landmark from 1 they are. tower, the clock and the bell in the tower.
Ss: work in pairs and read. The bell is the largest bell ever made in
T: Calls some students to read and give answer. England.
Some students give answer. Big Ben
T: listens, checks and gives correct answer. 2. Danish architect Jorn Utzon designed
Ss: write down. the place, and Queen Elizabeth II opened it
in 1973. It is a UNESCO World Heritage
building.
Sydney Opera House
3. One of Hanoi’s most well-known
landmark. This place was built in 1070. It
is next to Quoc Tu Giam, Vietnam’s first
university.
Temple of Literature
4. Gustave Eiffel designed this tower in
1889. now, almost 7 million visitors visit it
a year. That makes it the most visited
landmark in the world.
Eiffel
5. A creature with the head of a lion and
the body of a fish, it is the symbol of
Singapore.
T: has students read the texts again and then do Merlion
exercise: write true or false. Write true (T) or false (F)
Ss: read the texts again and do exercise. 1. Big Ben is the biggest tower in
T: calls some students to give answer. England. T
Some students give answer. 2. The Sydney Opera House was designed
T: listens, checks and gives correct answer. by a famous Australian architect.
Ss: listen and write. F
3. Queen Elizabeth II came to Sydney in
1973.
T
4. The Eiffel Tower is the world’s second
most visited tourist place.
F
5. The Temple of Literature was the first
university in Viet Nam.
T
6. The Merlion has a fish’s head and a
lion’s body.
F
Aims:
To promote speaking skill
To learn how tell a schedule
Contents:
Choices of cities all around the world
Products:
Fully practice of Task 3
Procedure of some dishes
Organization:
Further practice:
Exercise 3: Think of a city, a country, or a landmark.
T: controls students to play game. Give clues.
(each group thinks of a city, a country, or a Example:
landmark and give clues to other guess) A: It’s a city. It’s very hot and
T: gives model. Then manages students to play crowded.
game. B: Is it Tokyo?
Ss: play game in group. A: No, it’s not. It’s in South America.
T: finds the winner and rewards The people there love football.
B: Is it Rio de Janeiro?
A: Yes, it is.
Homework:
- Learn by heart all the new words.
- Do exercises (in workbook).
- Prepare skill 1.
Collect pictures, songs, video talking about cities
of the world.
week:26 Preparing date:

UNIT 9: cities of the world

Lesson 5: Skills 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Read for specific and general information in texts, including postcards
- Speak about the city they have just been arrived.
2. Qualities:
language……
II./PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about cities all over the world
Products:
Famous cities in many countries
Famous cities in Vietnam
Organization:
- Show the Class Some Real Postcards. - Answer The Questions
- Ask Ss Where the Postcards Were Sent From.
- Ask Them to Guess Who Wrote the Postcard and To
Whom, Where Was It Written, What Was It Written
About...

Aims: promote reading and speaking skills
Contents:
Passage
Extra vocabulary with students. it.
Products:
Key to Task below
Organization:
2. Pre-reading I. Reading: Love from Sweden:
-Ask Ss look at the picture in part 1 then answer the 1.Chatting in part 1:
questions. Key:
?1: what is the picture on the postcard of? ?1: The photo is of Stockholm Sweden.
2: what do you think is written on this postcard?
?3: what is purpose of writing and sending postcards ?2: The sender writes about his/ her
while you are on holiday? stay in the city.
?3: we send postcards to tell our family
and/ or friends that we are having a
good time, but we still miss them and
want to send some photos of the place
where we are so that, although they
cannot be with us there, they can still
see how beautiful it is.
- Ask Ss read the questions first. 2. Read the postcard and answer the
?1: Mai is in Stockholm. questions in part 2:
?2: She is there with her family (Mum, dad, and her *Key:
brother Phuc). Key:
?3: The weather has been perfect. It is sunny. 1. Mai is in Stockholm.
?4: Mai is staying in a hotel. 2. She is there with her family.
?5: She has visited the Royal Palace and had ‘fika’ in3. The Weather Has Been Perfect. It
a cafe’ in the old town. Is Sunny.
?6: ‘fika’ (a Swedish word) means a leisure break
4. Mai is staying in a hotel.
when one drinks tea/ coffee and perhaps has some
5. She has invited the Royal Palace
biscuits with friends and family.
?7: She will cycle to discover the city. and had ‘fika’ in a cafe in the Old
?8: mai is feeling happy. She ssed the words such town.
6. Fika means a leisure break when
- Read the postcard. one drinks tea/ coffee and perhaps
-Ss work in pair. Then give answers. has some biscuits with friends and
(Ss may not get it correct right away but do ask them family
to guess from the words have a fika in a café’. 7. She will cycle to discover the city.
-T corrects 8. Mai is feeling happy. She used the
words such as “fantastic, perfect,
amazing, too beautiful for words”
3. Matching (part 3):

- Ss read the postcard again then matching sentences Key:
in part 3. 1.i 2.c 3.h 4.b
- Ss work individually. 5. d 6. g 7. f 8. e
-Ss compare their answers. 9. a
-Ss give their answers
-T corrects.
Aims:
Improve speaking and reading skills
Help sts know more about Vietnamese cities
attractions
Contents:
Products:
This part helps Ss understand more about a very
famous cities in Vietnam
Organization:
- Ss can choose one of the cities they have learnt
about in this unit or choose a city that they like in II. Speaking:
Vietnam. 4. Talk about your friends’ which
- Ask ss to imagine they have just arrived in that country/ city/ landmark you like.
city and want to tell others about it. Ss’ answer.
- Ask them to work individually answering the
questions in the form of notes, but not in full
sentences.
- Using notes, have ss work in pairs and tell each
other about the city they choose. Make sure they
speak in full sentences now. Then have them join
another pair to make groups of four and continue
their discussions.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge about
Contents:
Famous cities in Vietnam
Products:
Name of the cities and their special features
Organization:
5. Discussion:(part 5)
Describe a country you would like to visit.
Homework: (2)
- do exercises in workbook.
- Prepare new lesson.
the world.
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
…………………………………………………….
week:26 Preparing date: 9/ 2/
Period:74 Teaching date: / 2/
UNIT 9:Cities of the world

Lesson 6: Skills 2
I./. Objectives
- Ss use the lexical items related to the topic ‘Cities of the world”
- Ss use the vocabulary and structures to describe cities and landmarks
- Listen for specific details including facts and figures
- Write a holiday postcard
+ Pronunciation: Sound / Əu / and /ai /
+ Grammar: The present perfect tense, superlatives of long adjs
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
All information about Vietnam’s city/province
Products:
Sts know new words to talk about the cities,
countries, opinion.
Organization:
- tell about a city or a country you have just arrived. Words:
- Divide The Class Into 2 Groups 1. Royal Palace
- Whisper The Words One By One To Two Ss From 2. Nobel Prize
Two Groups 3. museum
- The Two Ss Whisper To The Others, The Last One 4. cafes
Will Yell The Word 5. restaurants
- Which Team Yells The Word First And Correctly 6. islands
Will Have One Point.
- The Team Has More Point Will Be The Winner
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about cities/ countries all around the world
Products:
Key to Task below
Organization:
2. Listening I. Vocab:
-Ss look at the pictures in part 1. then guess. - Royal Palace: 'rɔiəl 'pælis/ Cung
-T elicits some vocab. điện(lâu đài) hoàng gia
- Nobel Prizes: /prize/ Giải Thưởng,
Phầm Thưởng nô ben
- famtastic: (n) /fæn'tæstik/ Kỳ Quái,
Quái Dị,
-consist /kən'sist/ (+ Of) Gồm Có
- restaurant:(n) /'restərʤ:ɳ/ Quán ăn,
Tiệm ăn
- medal(n) /'medl/ Huy Chương, Mề
đay
- award(n) /ə'wɔ:d/ Phần Thưởng,
Tặng Thưởng, Sự Trừng Phạt, Hình
Phạt (Hội đồng Trọng Tài, Hội đồng
Giám Khảo... Quyết định Ban Cho)
-Set the scene: II.Listening:
-Ask Ss listen about the Old Town in Stockholm, and 1.Lissten and What do you see?
how Nobel Prizes are awards every year in (part1)
Stockholm. *Suggests:
-Ss listen the first time ang do part 1. And give their Royal Palace, Nobel Prizes,museum,
answers. café’, restaurants, shops, Islands.
-T corrects.
- Before listening to the recording, go through the 2. Listen again and write true or
statements with Ss. false: (part 2)
-Explain vocab. *key:
-Ask Ss underline the most important information in 1.T
each sentence. 2. F (The oldest, not the biggest, part of
-Tell Ss need to listen for the main ideas they hear. Stockholm is the Old Town).
-Pay the recording as many times as Ss wish 3.F (Today, The Old Town is a place
with café’, restaurants, shops,
museums.)
4.F (All Nobel Prizes, except for the
Peace Prize, are awarded in
Stockholm.)
5. F (It is presented by the Swedish
King.)
- Listen again then fill in the gaps: (part 3) 3. - Listen then fill in the gaps: (part
--Explain to Ss that this time they need to listen for 3)
the exact details in the recording. *Suggests: money, number of people,
-Ask them to identify the kind of information they date, etc.
have to find out. *Key:
1. 14 2. 700 3.3,000
4. 10 December 5. 10 million
Aims:
- promote writing skill
Contents:
Vocabulary and structures to talk about schedule and
cities/ countries all around the world
Products:
Key to Writing
Organization:
Writing III.Writing: A holiday postcard
-Ss use speaking 3 to write a postcard……… 4. Rerrange the words to make
-T elicits sentences:
-T goes around the class and help Ss. *Key:
-Ask Ss introduce……….. 1. Stockholm
2. We’re in Da lat!
3. We’re having a good tie here!
4. I love Disneyland!
5. You must come!
5. Write a postcard:
Dear John, Mr. John Carter, 13 Nelson Road,

This is a picture of Paris.The weather's beautiful.The Moss Side, Manchester, MIY 3JQ
hotel's excellent.In my hotel room there's a colour TV England
and a shower.The food isn't very good.Paris is
expensive.My French is terrible, but the people are
friendly.See you soon.
Best wishes,
Mary x x x
Aims:
- promote reading skill
Contents:
Vocabulary and structures to talk about country/ city
Products:
Key to Task 2
Organization: I was lucky to have a good chance to
Ex2: Describe a country you would like to visit. vest Thailand last summer. This country
is in the South East Asia and it's not
very far from our country. It only took
me four hours to get there by plane. I
was really attracted by beautiful views
and churches there. However, the most
interesting thing that made a great
impression on me is Thailand food. I
must say that I like Thailand food very
much, it's really tasty. Furthermore, I
also attended some cultural activities
there. I think it's a memorable journey
and I hope I'll go there again one day.
Homework:
- do exercises in workbook.
the world.
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
……………………………………………………..
UNIT 9: cities of the world

Lesson 7: Looking Back
I./. Objectives
- Recycle the language from the previous sections and links with the topics.
- Practice doing some exercises to consolidate and apply what they have learnt in Unit 9.
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE

Contents:
Question about cities/ countries
Products:
Some popular cities/ countries all around the world
Organization:
Recall good ways to Give adjectives to describe
some objects:
City: beautiful, modern, expensive, polluted, large,
noisy………..
People: friendly, beautiful, kind, bad, tall, short,
strong, weak, lovely………
building: tall, old, modern, big, beautiful, ……….
Food: delicious, bad, good, expensive, cheap,
………………..
-T introduce the new lesson.
an advertisement.
Aims: improve skills of working individually and
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Key to Looking back
Organization:
Looking back I.Vocab:
- Ask Ss give some adjectives to describe the topics: 1. Choose the best two options: part 1
city, people, building food. 1.a, b 2.a, c 3.a, c
-Ask Ss complete the part 1. 4.a, b 5.b, c
-Ss work individually. Then compare their answers to
give.
-T corrects.
II.Grammar:
- Ask Ss complete the conversation individually. They 2. Complete sentences in part 2:
can share answers with a partner, but they should (present perfect tense)
record their original answers to guide their self- *key:
assessment. 1.Have you ever eaten
2. Have you been
3. Have been
4. Have been
5. Have you visited
6. Have seen
3. Complete this fact sheet in Viet
- Go through the questions with Ss. Nam in part 3:
-If they do not have any information about a *key:
particular question, stop and give at least answer -Biggest city: Ho Chi Minh City.
options for them to consider. - Oldest university: Quoc Tu Giam,
-Ss have complete the fact sheet, have a whole class Thang Long – Ha Noi (1076)
discussion about the answers. -Most popular VietNamese writer:
- Ss practice the superlative, so accept reasonable Nguyen Du, Nam Cao.
answers, as there could be several correct answers. - Most popular food: spring rolls(nem),
noodles (pho)
- Most popular drink: tea, coffee.
Most common activity: watching TV,
football.
III.Communication:
3. Game: Yes, I have
- Ss work in pairs to play game. Eg:
-T go around the class and help Ss. Have you ever been on TV?
- Suggest: B: Yes.
-Have you ever…………….? A: When was that?
……………………………. B: Last year.
A: Which programme were you in?
B: Erm… the Evening News.
A: Why wereyou there?
B: I don’t remember!
*Finish!..................................
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Ask and answer about things you like to do and not to
do most on any cities or countries
Organization:
Ss can use some information in the magazine,
newspaper, TV………… can choose a famous city in 3. Communication (6 P29)
the world or in Viet Nam. 3.1. Things you like to do most on
-Ss find 5 interesting facts about the city as an holiday
example.
- Ss can make the poster look attractive (photos,
drawings, ………………)
-Display the posters the class. If short of time Ss can
do the project as homework. 3.2. Things you don't like to do on
holiday

Aims:
- ask questions for information with the correct
intonation
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Discuss about cities/ countries, things sts like or don’t
like to do in there
Ask and answer about the trip
Organization:
Summarize the main point of the lesson
Homework:
- Summarize the main point of the lesson.
- Ask Ss to Prepare Getting started – U10
- Ss can do the project as homework
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…………………………………………………….
……………………………………………………
…………………………………………………….
Review 3- Language
I./. Objectives
- Practice doing some exercises to consolidate and apply what they have learnt in Unit 7- 9
2. Qualities:
Attitude:
language……
II./. PREPARATION:
IV./.PROCEDURE

Aims: review the present perfect tense and the past
simple tense.
Contents:
- review all grammar
- ask sts some old vocabulary
Products:
- game lucky number
- grammar
Organization:
(Use ex1 to warm up)
- Divide the class into 2 groups Key:
- Each group in turn chooses one number and answers 1. C
the question 2. A
- With each right answer, they will have one point. If 3. A
they choose ‘lucky number’ they will have one point 4. B
without answering the question. 5. D
- Which group has more points will win the game 6. D
doing teamwork
Contents:
- old vocabulary
- Practices
Products:
Key to Pronunciation
Organization:
Pronunciation: A. Pronunciation:
- Ss work individually. * Activity 1
- T plays the recording. Ss listen and check. Which underlined sound is
pronounced differently in each group?
1C 2A 3A 4B 5D
6D
* Activity 2
- Play the recording. Ss listen carefully.
- Play the recording again. Listen to the recording and repeat the
sentences. Concentrate on the sound [θ]
and [ð].
Ss do this task separately and share their answers later * Activity 3:

with a partner. 1A 2B 3A 4A 5C
- T checks with whole class.
- Ask Ss to look at the whole sentence to decide what * Activity 4:

kind of word is missing before referring to the list of 1. Paris 2. football
words given. 3. local television 4. country
5. remote control 6. Summer sports
doing teamwork
Contents:
- old vocabulary and grammar
- Practices
Products:
- Key to grammar
Organization: C. Grammar:
- T elicits from Ss the use of the verb tenses they Activity 5:
learned.
- T focuses on the difference between the simple past 1. started 2. play 3. had
and the present perfect tenses.
4. is 5. bought 6. has worked
- Review the use of the question words. Activity 6:

1. what
2. When
3. Correct
4. How tall
5. Correct
- Ss do the exercise, if a question word is wrong, ask Activity 7:

Ss to explain why. 1. the most expensive 2. the most popular
3. the most interesting 4. the most colourful
5. the most dangerous
D. Everyday English
Ss do this task separately and share their answers later Activity 8
with a partner. do the task in pairs
- T checks with whole class. 1. e 2. a 3. c 4. b 5. d
Aims:
intonation
Contents:
- old vocabulary
- Practices
- Worksheet
Products:
- Ask and answer about some grammar and
vocabulary they have learnt.
Organization:
- Teacher gets students to retell what they have learnt.
Homework:
- Prepare for the test 45’
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…………………………………………………….
……………………………………………………
……………………………………………………..

Review 3- SKILLS
I./. Objectives
1. Knowledge
By the end of the lesson, Ss can review skills (reading, speaking, listening & writing they have learnt
from unit 7-8-9 by doing exercises.
2. Qualities:
Skills:
- Training 4 skills...
Attitudes: Ss should revise the old lessons
3. Competences:
- Ss will be careful, hardworking and active
- Ss will develop their communication, co-operations, self-study to look up new words at home,
II. Preparations:
1. Teacher: - Teaching aids: Textbook, teaching aids
2. Students: Textbook, notebooks, pens
III./. TEACHING METHODS: work individually, pair work, groupwork, Brainstorm, multiple
choice, gap fill ….
IV./.PROCEDURE

Aims: review the present perfect tense and the past
simple tense, and vocabulary
Contents:
- review all grammar, 4 skills
- ask sts some old vocabulary
Products:
- game
- grammar
Organization:
* Chatting about some strange sports
doing teamwork
Contents:
- old vocabulary
- Practices
Products:
Key to Pronunciation
Organization:
* Pre- teach vocab A. Reading
* Vocabulary:
- competitor
- to chase
- wrestling
- force to do sth
- kebab
* Matching * Ex1+2
KEY:
Ex1 : 1B 2A
Ex2
- Ss do individually and check their answers with a 1. Who’s faster
partner before giving their answers to T. T confirms 2. Putting your toes together
the correct answers 3. Who’s faster
- T checks Ss’s answers. 4. Putting your toes together
doing teamwork
Contents:
- old vocabulary and grammar
- Practices
Products:
- Key to speaking and listening
Organization:
* Interview and report B. Speaking:
*Ex3. Ss work in groups interviewing
their friends about their likes.
Person Person
Questions
- Have Ss take notes in the table and report it to the 1 2
class. 1. What city/country
would you like to visit?
2. What sports/games do
you like playing?
3. What TV programme
do you like best?
C. Listening:
* Gap fill Have you ever...?
*Ex4. (individual)
- T plays the recording once for Ss to listen. Play the KEY:
recording again for Ss to write down their answers. 1. competition 2. skiing
Announce the answers to Ss 3. country 4. Canada
5. cartoon
Ask Ss to go through the questions and determine *Ex5. (individual)

what information is needed for the answer. 1. running race
- Play the recording, ask Ss to listen carefully for 2. Thailand
specific information. 3. Wait and see

Aims:
intonation
Contents:
- old vocabulary
- Practices
- Worksheet
Products:
- Ask and answer about some grammar and D. Writing:
vocabulary they have learnt.
Organization: Country India
* Work in groups Cities Delhi, Madurai
Activities Watch snake performance.
- Ask Ss to read the table and decide what Visit temples and historic
tense/sentence structure to use for the writing and building, eat kebabs(thịt
how the information is organized. nướng)
- Let Ss write a passage about Mark and Tim visit last Date No 18 - 25
summer. People Friendly
Weather Very hot
Last summer, Tim and Mark
visitedIndia. The weather there is
very hot.They visited Madurai and
the capital of India, Delhi. They
watched snake performance, visited
temples and historic buildings. They
also ate kebabs there. It’s very
delicious. In India, they met and
talked a lot of people. The Indian are
very friendly. They love India.
Homework:
- Do the Test yourself 3.
- Prepare for the written test.
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…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK: 27 Preparing date:

REVIEW FOR MID TERM TEST 2
I./. OBJECTIVE: By the end of the lesson, ss can:
+ Revise the language Ss they have practised in Units 7-9
+ Practice doing some exercises out of Textbook
1. Knowledge:
+ Practice doing some exercises
2. Qualities:
Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in
Unit 10-12.
Attitute: Ss work hard
3. Competence:
- Expressing opinions-self-studying , cooperating , working hard and creatively
II./.PREPARATION:
character, teaching methods with game, teaching methods by visual, teaching methods by practising,
IV./.PROCEDURE

Word webs
Contents:
- conjunction: and, but, so, because,
although
- Wh- questions words
Product:
Usage of will for conjunction: and, but, so,
because, although
Organization:
Teacher reviews the learnt knowledge
Aims: help sts recall learnt knowledge
Contents:
- conjunction: and, but, so, because,
although
- the present perfect
Products:
Practice and keys Task 1. Use but, and, so, because, although
Organization: to complete sentences.
Teacher gives exercises in handout 1. Both my brother………………….…… I
Sts do the exercises dream of becoming a TV MC.
2. My sister is good at school …….……. I am
not.
3………… we tried our best, we didn’t win the
game.
4. Peter stayed at home ……. He was ill.
5. I am tired, ………… I will go to bed early.
KEY: 1. And 2. But. 3. Although
4. Because. 5. So
II. Rewrite sentences with “but, and, so,

because, although”.
1. I don’t watch news. It is boring. (because)
 1 - I don’t watch news because it is
boring.
2. She is seeing a movie at cinema. The film is
terrifying. (but)
 2 She is seeing a movie at cinema, but it is
terrifying.
3. The programme is boring. The MC is bored.
(and)
 3 - The programme is boring, and the MC
is bored.
4. I have a lot of homework tonight. I can’t
watch Eight Feet Below. (so)
 4 - I have a lot of homework tonight, so I
can’t watch Eight Feet Below.
5. BBC The Coast is a famous TV series. I
have never watched it. (although)
 5 - Although BBC The Coast is a famous
TV series, I have never watched it.
Task 3. Put in What, Where, Why, When
into the gaps and form meaningful
questions.
1……….do you like best?
2…………does Bill get up in the morning?
3…………. don't you go by bus, Max?
4…………. hobbies does Andrew have?
5……………. do they go to every week?
6……………. is Mike?
7…………….is Susan's birthday?
8………………are my exercise books?
9…………. are you doing at the moment,
Sally?
10……………does the Robinsons live?
KEY: 1 - What; 2 - when; 3 - why; 4 - what;
5 - Where; 6 - Where; 7 - When; 8 - Where;
9 - What; 10 – Where
Task 4. Put the verbs in brackets into the
present perfect
Nhung: ______ you ever (1. eat) ______ a
Philadelphia cheese steak?
Nora: Yes, I have.
Nhung: Really? ______ you (2. be) _____ to
Philadelphia?
Nora: Yes, I (3. be) _____ there twice. I (4. be)
___ to many famous places in the city.
Nhung: _______ you (5. visit) _________ the
Constitution Centre?
Nora: No, I haven’t, but I (6. see) _______ the
Liberty Bell. Look at this postcard
Key:
1.Have you ever eaten
2.Have you been 3.have been
4.have been 5.Have you visited
6.have seen
Aims:
Review the knowledge and do more
exercises
Contents:
- the past simple
- Imperatives
- superlatives long adjective
Products:
Sts can use the structure correctly.
Key to exercises in handout
Organization:
Teacher asks sts do exercises in handouts 1. Chuyển các câu sau thành câu mệnh lệnh
phủ định
1. Turn off the light When you go out.
2. Be silly. I will come back.
3. John asked me to turn off the radio.
4. Please tell her to leave the room.
5. My mother ordered me to clean my room.
KEY:
1. Don't turn off the light when you go out.
2. Don't be silly. I will come back.
3. John asked me not to turn off the radio.
4. Please tell her not to leave the room.
5. My mother ordered me not to clean my
room.
2. Fill the gap.
Nick: Hi there.
Sonny: Hello, Nick. Did you have a nice
weekend?
Nick: Yeah, it (1. be) _____ OK. I (2. not do)
_____ much. I just (3. sit) ____ at home and (4.
watch) ____ TV. On Saturday afternoon, I (5.
go) ______ fishing with my dad. How about
you?
Sonny: Oh, I (6. have) ______ a good
weekend.
Nick: Really? What (7. do) ______ you do?
Sonny: I (8. visit) ______ the museum with
my family. Then we (9. eat) _____ at my
favorite restaurant.
Nick: Did you watch football on Sunday
Sonny: Oh, yeah. The player (10. score)
________ a fantastic goal.
KEY: 1.was 2. didn’t do 3. sat 4. watched 5.
went 6.had 7. did 8. Visited
9. ate 10. Scored
3. Rewrite the sentences
1. I've never tasted a more delicious cake than
this one.
=> This is the................................
2. I've never met any more dependable person
than George.
=> George is..............................
3. There is no better teacher in this school than
Mr John.
=> Mr John is..............................
4. Have you got any bigger than that one?
=> Is this.....................................?
KEY:
1. This is the most delicious cake I've ever
tasted.
2. George is the most dependable person I've
ever met.
3. Mr John is the best teacher in this school.
4. Is this the smallest hat you've got?
Aims:
- help sts use the structure correctly
- practice telling information
Contents:
- make sentences
- extra exercises in handouts
Products:
Key to exercises
Organization:
- Let ss do the exercises
- Teacher gives answers
Homework:
- Review Units 7-9 for the coming test
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…………………………………………………….
……………………………………………………
---------------------0@0--------------------
MID-TERM TEST 2
I./. Objectives
1. Knowledge:- By the end of the lesson, Ss will be able to check themselves and do the tests better
2. Qualities:
Skills: Listening, speaking, reading, writing
Attitude: - Students should revise the old lessons

language
- Qualities: sensitive and responsible
II. PREPARATIONS:
1.Teacher: copied papers, laptop
2.Students: pens
III. TECHNICS, METHODS: work individually
Matrix
Unit Realize Grasp thoroughly Apply Total
(Topic) Object Subject Object Subject Low High
Contents
Object Subject Obje Subject
ct
Listening T/F Multiple 10
stateme choice items
nts 2ps
5 items 5 items
1p 1p
Pronuncia 5items 5items
tion and 1p 1p
stress
Language 5 items 5 items 10

focus: (U1- 1 p 1p items
3) 2p
Reading Multi- Questio 15
choice ns items
5 items 2.5ps
1p 5 items
1.5ps
Writing: Transfo Write a 10
(U1-3 rmatio paragrap items
n h 2.5ps
5 items 10 items
1.5ps 1p
Total 15 items 15 items 20 items 50

3ps (30 %) 3.5 ps (35 %) 3.5 ps (35 %) items
10ps
PART A: LISTEN (2,0 POINTS)
I- These people are calling friends about the weekend. Are these statements true or false?
Listen and check the correct answer (1p)
Statements T/F
1- Penny agrees to go to a movie with Bob
2- Anne can't come to the party
3- Ken invites Nancy to a movie
4- Anne and Mike are going to see a football game
5- Wendy can't go to Jack's house
II- Listen again. Circle the correct answer for each question. (1p)
1. When does Bob want to go to the movies?
A. on the weekend B. on Friday morning C. on Friday night
2. When is the party?
A. on Saturday night B. the weekend after next C. on Sunday night
3. When does Ken want to go out with Nancy?
A. on Friday morning B. on Friday night C. on the weekend
4. When is the game?
A. on Sunday night B. on Sunday afternoon C. on Saturday afternoon
5. When is the movie on TV?
A. Tuesday night B. Thursday night C. tonight
PART B: Phonetics (1,0 POINT)
I- Find the word which has a different sound in the part underlined
1. A. southern B. neither C. third D. thus
2. A.air B. Mary C. chair D. marry
3. A. photo B. coffee C. popular D. continent
4. A. match B. machine C.champion D.chess
5. A. exhaust B.harm C.hole D.hide
PART C: Grammar and vocabulary (2,0 POINTS)
Choose the best answer to complete the following sentences:
1. Disney Channel is one of the most ................... channels ........... children
A. good/ for B. exciting/ of C. popular/ to D. popular/ for
2. "........... is that TV programme directed by?"- " By a famous Vietnamese director"
A. what B. who C. where D. when
3. Tom is fond of sports. He goes to the Sport Club to watch ......... every Saturday
A. racing horses B. racehorse C. horse race D. horsing race
4. My aunt has been busy ............... all afternoon
A. cook B. cooking C. to cook D. cooked
5. Eiffel Tower is the most ................. landmark in the world
A. been B. look C. visited D. designed
6. "Do you .............. your TV on when you are not watching it?"
A. take B. get C. make D. leave
7. My father ................. Kuala Lumpur three times
A. visit B. will visit C. have visited D. visited
8. .............. to a native speaker of English, Lan?
A. Have you ever talked B. Do you ever talk
C. Did you ever talk D. are you ever talking
9. Karate is a form of martial .................
A. fighting B. skill C. sports D. arts
10. Everyone .............. at home yesterday evening
A. were B. was C. did D. are
PART D: READING (2,5 POINTS)

I. Read the passage and choose the correct answer to fill in the gap.
Tokyo the capital of Japan, is a big city. The city is filled with factories, large office
buildings, banks, restaurants, and shops of all sizes. It is a (1)…………… for Japanese art,
and is home to more than 100 colleges and universities. . The city is (2) …………. an
important seaport. Most Japanese companies have (3) ……………. main offices in Tokyo. At
the heart of Tokyo is the Imperial Palace. This is the place (4) ………….. the Emperor of
Japan lives with his family. Tokyo is one of the world’s biggest and most crowded (5)
………………. .
1. A. house B. city C. center D. capital
2. A. and B. also C. but D. so
3. A. its B. theirs C. their D. some
4. A. what B. for C. which D. where
5. A. city B. a city C. cities D. the cities
II. Read the email and answer the following questions. (1,5 ps)
Today, there is a TV set in nearly every home. People watch television every day, and some
people watch it from morning until night. Americans watch television about 35 hours a week. But is
television good or bad for you? People have different answer. Some say that there is a lot of violence
on TV today, the programs are terrible, and people don’t get any exercise because they only sit and
watch TV. Others think that TV programs bring news from around the world, help you learn many
useful things, especially children. Thanks to television, people learn about life in other countries, and
it helps people relax after a long day of hard work.
1. Is television very popular nowadays? Why?
…………………………………………………………………..
2. How many hours do Americans watch TV a days?
…………………………………………………………………..
3. Why don’t some people like watching television?
…………………………………………………………………..
4. What does television bring to you?
…………………………………………………………………..
5. What do you learn from television
…………………………………………………………………..
PART E: WRITING (2,5 POINTS)
I. Rewrite the following sentences keeping the same meaning (1.5ps)
1. That film is very famous in the USA but not many Vietnamese people know it
Not many Vietnamese people know that film ……………………………
2. It’s the first time that I have ever talked to a foreigner
I have .......................................................................................................
3. I last saw John 3 months ago
I haven't ...................................................................................................
4. Sports and games are very important in children's lives
Sports and games play ...........................................................................
5. Children take part in many after- school activities when school finishes
Children do ...............................................................................................
II. Write a paragraph of 50-60 words about your favorite programme (1p)
The end
KEYS
I- These people are calling friends about the weekend. Are these statement true or false? Listen
and check the correct answer (1p)
Statements T/F
1- Penny agrees to go to a movie with Bob T
2- Anne can't come to the party T
3- Ken invites Nancy to a movie F
4- Anne and Mike are going to see a football game F
5- Wendy can't go to Jack's house T
A. racing horses B. race horse C. horse race D. horsing race
A. visit B. will visit C. has visited D. visited
………………. .
Today, there is a TV set in nearly every home. People watch television every day, and some
Yes, there is a TV set in nearly every home
2. How many hours do Americans watch TV a day?
5 hours
Because there is a lot of violence on TV today, the programs are terrible, and people
don’t get any exercise
news from around the world,
about life in other countries

Not many Vietnamese people know that film though it’s famous
I have never talked to a foreigner
I haven’t seen John for 3 months
Sports and games play an important role....
Children do many after- school activities when school finishes
Ký duyệt : / 3/
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…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK 28
Period 80
UNIT 10: OUR HOUSES IN THE FUTURE

I. Objectives:
1. Knowledge
By the end of the lesson, Ss can say something about the houses they are living in the future they
have got.
-Tell them to think about the houses and the appliances (thiết bị) they would like to have in the
future.
2. Qualities:
Skills: - Training listening, reading, speaking, writing skills,
Attitudes: Ss should try their best to have a dreamy house
3. Competences:
- Ss will develop their communication, co-operations, self-study to look up new words at home,
II./. PREPARATION:
IV./.PROCEDURE:
Brainstorming
Aims:help students have an overview about our
house in the future
Contents:
Find out some new vocabulary
Products:
Sts say something about the houses they are living
in and the future they have got.
Organization:
Chatting
- Let Ss review unit 2.
- Write on the board “Our houses in the future”. Giaoandethitienganh.info
- T let’s Ss say something about the houses they are
living in and the future they have got.
- T tells them to think about the houses and the
appliances they would like to have in the future.
Getting-started:
Contents:
Products:
- New words
- Usage grammar
Organization:
2. Presentation
Teacher sets the scene by asking Ss about the Getting Started.
picture 1. Vocabulary:
+ What is this? - UFO (unidentified Flying object): vât. thể bay,
+ What are Phong and Nick doing? đĩa bay)
+ What can you see in the picture? - solar ['soulə] energy (n): năng lượng mặt trời.
* Vocabulary checking: R.O.R - appliance [ə'plaiəns] (n): thiết bị, dụng cụ.
- wireless ['waiəlis] (adj): vô tuyến điện
- space ['speis] (n): không gian vũ trụ
Aims: help sts have some concepts about some
Contents:
- vocabulary related to the topic
Products:
- key to Practice 1
Organization
3. Practice
* Gap fill
- Ss listen to the dialogue. a. Complete the table
- Ss read the dialogue in silent. Type of house UF
- - Have some pairs of students read the dialogue in Location in the mountains
front of the class. Surroundings ma
* T asks Ss read the table in part a. Number of roomsy tall
- T gives 2 minutes to Ss read it and complete the old trees
table.
(T asks Ss to share their answers before discussing
in groups or the whole class. Appliance0 in the room
T corrects and gives the right answers a wireless TV
* Matching
* T tells Ss to read the conversation again and find
the appropriation information to complete the
sentences b. Read the conversation again. Complete the
- Ask them to share their answers in pairs or sentences.
groups. 1. Phong's house will be in the mountains.
- Ss practice saying the answers together. 2. His house will be surrounded by manyold tall
- Ask Ss to pay attention to the use of will and trees.
might. 3. There will be twenty rooms in his house.
4. The house might have a wireless TV to watch
TV programs from other planets.
Contents:
Famous cities around the world
Products:
- task 2,3,4 on the board
- exercises
Organization:
* T asks Ss to read the words 2. Match the words with the pictures. Then
- T explains new words if necessary. ask your partner about them.
- Ss read all new words. - space houseboat.
- Have some Ss to read before in front of the class. - motorhome
- T asks Ss to match the together. - skyscraper
- T corrects. 1- c 2- a 3- e 4- b 5- d
- T lets Ss ask and answer questions about the

pictures. 3a. Work with a partner. What adjectives can
you think of to describe the houses in 2?
- big, beautiful, big, tall, nice, large....
* T asks Ss to write the adjectives that can be used
to describe the pictures and share the answers in - T gives some adjectives if necessary.
pairs. Eg: big, beautiful, tall, nice, large....
- T can divide the class into groups and ask each - Ss ask and answer before the class
group to find the adjectives
- T calls some Ss to write their answers on the 3b. Ask and answer
board. S1: Which house do you like best?
S2: I like the palace.
S1: Why?
S2: Because it is big.
* Read the phrases aloud.

- T lets Ss tick where they want their houses to be 4. Read the phrases aloud. Tick the place
located and tell the group about them. where you want your future house to be
- Have some Ss to write the sentences on the board. located and write sentences.
5. Production
T divides the class into 4 groups
Each group tries to guess where their house is 5. Game: Outside my window
located. - Eg:
- Eg: A: Outside my window I can see the beach and
A: Outside my window I can see the beach and the the water. I see children playing. Where's my
water. I see children playing. Where's my house? house?
B: It's by the sea. B: It's by the sea.
A; Correct! A: Correct!
Homework:
- Prepare for the next lesson: Unit 10: A closer look
1.
- Practise reading the dialogue fluently.
- Learn by heart all new words..
---------------------0o0--------------------


I. Objectives:
1. Knowledge
By the end of the lesson, ss will be able to pronounce correctly the sounds /dr/ and /tr/ in
isolation and in context; Use the lexical items related to the topic “Our house in the future”.
2. Qualities:
Skills: - Training listening, speaking, writing skills...
3. Qualities, Competences:
- Ss will develop their communication, co-operations, self-study to look up new words at home.
II./. PREPARATION:
IV./.PROCEDURE:
II. New lesson.
Word webs
Contents:
Some Adjectives to describe houses
Product:
- all the words related to the topic
Organization:
1. Warm up (5')
* Word storm: Adjectives to describe houses: tall, big, small,
- Call some ss to write on the bb lovely, beautiful, amazing,
Write adjectives to describe houses

Aims: help sts learn the words related to the
topic
Contents: new words in A closer Look 1
Products:
Organization:
2. Vocabulary:
- Teacher uses different techniques to teach Vocabulary
vocab (situation, realia) 1. Vocabulary
- Follow the seven steps of teaching - automatic [, ɔ: tə’mætik] (adj) tự động
vocabulary. - dry (v) làm khô, sấy khô
- hi-tech (adj): Công nghệ cao
* Checking vocab: R0R - look after (v): Chăm sóc
- modern ['mɔdən] (adj): Hiện đại
- Repeat in chorus and individually
- Copy all the words
Aims:
Contents:
/dr/ and /tr/
Products:
- Sts can read in correct pronunciation /dr/
and /tr/
- Task 2, 3, 5, 6
Organization:
- Play the recording, let SS listen to the
words. Play it again with pause for them to 2. Put the words in the right column
repeat each word. Teacher corrects their - Living room: wireless TV
pronunciation. - Bedroom: Wireless TV, hi-tech robot
- Kitchen: modern fridge, automatic dishwasher
- Bathroom: automatic washing machine
- Let SS work in pairs to put the words in
the column. 3. Matching
Key:
- Ss work individually. 1c 2d 3b 4e 5a
II. Pronunciation
/dr/ and /tr/
Practise sounding out the sounds /dr/ and /tr/
together.
- Play the recording twice. Ss listen and
repeat the chants sentence by sentence. Help 5. Listen and write the words with the sound /dr/
Ss recognize the two sounds then practice and /tr/.
them together. - Sound /dr/: drive, drop, drip, dripping
- Sound /tr/: countryside, travel, train, tractor
- Let Ss read the words in the table again,
ask them to pay attention to the sounds /dr/ 6. Practise the sounds /dr/ and /tr/.
and /tr/.
Aims:
- help sts use words related houses and ask
for information.
Contents:
- vocabulary and verbs in textbook
Products:
Sts can have a clear concept of intonation of
question for information related houses
Organization:
- Ask Ss to read the example first. Tell them
to role-play the conversation using the
information in 2
Homework:
- Do homework
- Prepare for the next lesson: Unit 10:
Closer look 2.
- Do exercise A1, 2 (p.26), B1, 2 (P.27)
workbooks.
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Lesson 3 A Closer look 2
I./. Objectives
1. Knowledge
By the end of the lesson, ss will be able to:
- Use Will talk about future action.
- Use might to talk about future possibility.
2. Qualities:
Skills:
- Training reading, listening, speaking, writing skills...
3. Competences:
- Ss will develop their communication, co-operations, self-study to look up new words at home.
II./. PREPARATION:
IV./.PROCEDURE:
Contents:
- vocabulary about houses
- jumbled the words on the board
Products:
Organization:
* Jumbled words
rdy Rdy - dry
pliceapan Pliceapan - appliance
domern Domern - modern
tomautaic Tomautaic - automatic
Aims:
Help sts know about WILL + V
Contents:
Definite will structure
Products:
Sts can use the will structure exactly
Key to grammar
Organization:
2. Presentation I. Grammar.
- Teachers explain how Will + V is used and how it Will for future.
is formed. * Grammar box (TB P.41)
- Get Ss to study the grammar box. Teacher explains We used will + V to talk about actions
what students don’t understand. we think are likely to happen in the
future.
Aims:learn about will structure and their usage
Contents:
Definite WILL structure
Products:
Key to Tasks below
Activity 1, 2
Organization: * Activity 1
3. Practice 1. will 2. won’t 3. will 4.
will
- Let Ss work in pairs. 5. will 6. will 7. will
- Correct Ss’ mistakes. 8.won’t
- Call some Ss to say out their answers separately. 9.will 10. won’t
- Let Ss work individually. Teacher corrects their

answers and may call on some Ss to say their * Activity 2. Matching
answers for the class separately. 1d 2f 3a 4g
- Teachers give explanations if necessary.
6h 7e 8c
Aims:review the present perfect tense
Contents:
Usage of the present perfect tense
Products:
- sts can put suitable the present perfect tense in
correct places
Organization:
- Divide Ss into groups of 4. * Activity 3. Group work
- Teacher gets some advanced students to report to Ss discuss the question: What will
the class. appliances do in the future? What won’t
they do? Using the phrases in 2.
Ex: Robots will cook the meals.
Robots won’t takr care of children.
- Teachers explain how Might + V is used and how it Might for future possibility
is formed. - We use might + V to talk about actions
- Get Ss to study the grammar box. Teacher explains that are possible in the future (We are not
what students don’t understand. sure if they will happen or not).
. * Activity 4. Make imperative

- Play the recording and ask Ss to listen and read the sentences
poems, focusing on the rhythm and intonation. Ask 2T 4F 4F
Ss to read the poem individually and underline all 5T 6F
the phrases “might + V”
- Ss share the answers with a partner.
5. Production * Activity 5. Group work

- Have Ss study the example first. Then ask them to Think about what you might do or have
think about what they might do or have in the future. in the future. Share your ideas with your
Finally, Ss share their ideas with their classmates. classmates.
They may use the ideas in 2 and/or 4. Ex:
I might have a smart phone to surf the
Internet.
Homework:
- Do homework
-Prepare for the next lesson: Unit
10:Communication.
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week: 29 Preparing date:

UNIT 10: OUR HOUSE IN THE FUTURE

I./. Objectives
+ use the lexical items related to the topic ' OUR HOUSES IN THE FUTURE
+ use ''will + V” for the future and “might+ V” for future possibility
2. Qualities:
Attitude: - Positive about our house in the future.
language……
II./. PREPARATION:
IV./.PROCEDURE:

to concentration
interesting about houses all over the world.
Quickly teach it.
Products:
- the word related houses
Organization:
think about they might do or have in the future.
T introduce the new lesson.
Aims:
Contents:
Talk about the houses you would like to stay
Products:
4 skills
Vocabulary
Grammar
Organization:
Communication 1: I. Game: things we might do in the
- prepare 6 pieces of paper with phrases. future.
- T explains how the game is played. *Suggests:
-Ss paly game in groups. Go to school
-Ss use the structures: might/ will or won’t Have telephone at home
-T checks: Watch new films in the cinema
Correct sentence: + 1 point Take pictures with our cameras
Incorrect sentence: - 1 point Go on holiday to the beach
Send postcards to friends.
*E.g.:
In the future, we won’t go on holiday to
the beach, but we might on holiday to the
Moon.
Aims:
Contents:
The facts about the top-ten most visited cities
Products:
Key to task
Organization:
Communication 2: II. Class survey:
-Ss tick yes/ no.
Ss compare their answers. 2a/ Tick yes/ no:
-T corrects. Eg: yes: V
-Ss work in pairs to talk about their house and No: X
appliances in the future.
-T corrects.
Aims:
Contents:
Choices of houses all around the world
Products:
Fully practice of Task 2
Organization:
Further practice:
Ss talk about 2b. 2b/ practice with a partner:
Eg:
You: Hi, Nam. Will you live in a hi-the
house in the future?
Nam: Yes, I will
You: Will your house be in space?
Nam: Oh, no. It won’t
You: So where will be it?
Nam: Im not sure. It might be by the sea.
Ss write the passage…………. 2c: writing:
Eg:
In the future, Nam will live in a hi-tech
house. It won’t be in space. It might be by
the sea.
Homework:
- Do more exercises.
- Ss prepare new lesson.
our house in the future


LESSON 5: SKILLS 1
I./. Objectives
+ use the lexical items related to the topic ' OUR HOUSES IN THE FUTURE'
+ use ''will + V” for the future and “might + V” for future possibility
2. Qualities:
Skills: Speaking, reading.
language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
concentration
the opportunity to learn about houses all over the
world
Products:
Famous types of houses in Vietnam
Organization:
Use the picture in part 1then answer the questions.
? What type of house do you think it is? - Answer the Questions
? Where do you think the house is?
? What can you see round the house?
? What can you see in the house?
Aims: promote reading and speaking skills
Contents:
Passage
Products:
Key to Task below
Organization:
2. Reading: I. Reading:
-Ss read quickly and check their idea. Part 2: Quickly read the text. Then
-Set a strict time limit to ensure that Ss will read check their ideas:
quickly for the main information. *Suggested:
-it’s a villa
-On the ocean
- a helicopter, trees, a garden, a
swimming pool.
-Robots in the kitchen, a TV, a
computer, a hi-fi stereo…in the living
room.
*Ss’ answers……………………...
* Ss read the text again. Help them to understand the Part 3: Read the text again then
text by giving the meaning of the difficult words, or matching:
explanations, or the Vietnamese equivalence. 1.the house will have robots to:
-Tell them to pay attention to the context of the *Suggest: E.g.
words/ phrases. Will be surrounded by, will help me
(to) do, solar energy, surf internet, order
food from…
*Answers:
a. clean the floors.
c. wash clothes
e. cook meals
h. water the flowers.
-Ask to them match 2. The house will have a super smart
TV to:
b. contact my friends
d. order food from the supermarket
f. send and receive my e-mails.
g. surf the internet
Ask Ss to note or underline where they find the Part 4: Read the passage and answer
information that helps them answer the questions. the questions.
-Ss can compare the answers before discussing them 1. on the Ocean
as a class. 2. There will be a swimming pool
in front of and a large flowers
garden behind the house.
3. NO
4. They will do the housework
(clean the floors, cook meals,
wash clothes, water flowers and
feed the dogs and cat.)
Aims:
Help sts know more about Vietnamese cities
attractions
Contents:
Products:
This part helps Ss understand more about a very
famous cities in Vietnam
Organization:
3. Speaking: II. Speaking:
Ss work in pairs. Part 5: Describe their houses with
-ss read the examples to discuss. their partner:
-T corrects. Examples:
My house will be on the Moon. It will
be large and comfortable.
Part 6: Talk about appliances in your
Ss work in groups future bedroom.
ss read the examples to discuss. I will a smart phone to talk to my
-T corrects friends on other planets.
houses all around the world
Contents:
Famous types of house in Vietnam
Products:
Name of the type of houses and their special features
Organization:
4. Further practice:
Teacher gets students to retell what they have learnt.
Homework:
- do exercise in workbook…………
- Collect pictures, songs, video talking about our
house in the future
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………
WEEK:29 Preparing date:
FEEDBACK ON MD TEMR TEST
I./. OBJECTIVE: - Help ss find out their mistakes and correct them. Students can improve their
knowledge of English
1. Knowledge; - Grammar: related to unit 7-9
- Vocabulary: related to unit 7-9
2. Qualities:
Skills: Practicing skills
Attitude: - Ss are interested in practicing skills
- Ss are interested in doing exercises
3. Competences
- Self- study: work individually.
II./. PREPARATION:
1.Teacher: Test papers
2.Students:
III./. TEACHING METHODS: Technical present….
IV./. PROCEDURE
I- These people are calling friends about the weekend. Are these statements true or false?
Listen and check the correct answer (1p)
Statements T/F
1- Penny agrees to go to a movie with Bob T
2- Anne can't come to the party T
3- Ken invites Nancy to a movie F
4- Anne and Mike are going to see a football game F
5- Wendy can't go to Jack's house T
A. racing horses B. race horse C. horse race D. horsing race
A. visit B. will visit C. has visited D. visited

………………. .
Today, there is a TV set in nearly every home. People watch television everyday, and some
Yes, there is a TV set in nearly every home
2. How many hours do Americans watch TV a day?
5 hours
Because there is a lot of violence on TV today, the programs are terrible, and people
don’t get any exercise
news from around the world,
about life in other countries

Not many Vietnamese people know that film though it’s famous
I have never talked to a foreigner
I haven’t seen John for 3 months
Sports and games play an important role....
Children do many after- school activities when school finishes
Ký duyệt : / 3/
WEEK:30 Preparing date:

LESSON 6: SKILLS 2
I./. Objectives
+ use the lexical items related to the topic ' OUR HOUSES IN THE FUTURE'
+ listen to get information about dream houses
+ write about a dream house (type, location, surrounding, rooms, appliances)
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE
ACTIVITY 1: WARM-UP
Contents:
All information about Vietnam’s types of houses
Products:
Sts know new words to talk about the houses in the
future
Organization:
1. Revision and warm up:
Can you talk about future house?
Aims:
Contents:
Audio about house in the future
Products:
Key to Task below
Organization: I. Listening:
2. Listening: Part 1: Listen and correct pictures:
-Ss look at the 3 pictures and guess: *Keys:
(types of house/ locations, surroundings…) Linda: Picture 3 (villa by the sea, with
- Ss guess which picture does Nick and Linda have? a swimming pool and a garden)
Nick: picture 2 (apartment in the city)
-Ss listen the recording once and correct.

-T give keywords.
-Ss look at the columns in part 2 and guess their Part 2: Listen and tick the columns:
answers. *keys:
-Ss listen the recording the second time and correct. * Linda: 3. sea view 4. swimming
pool
5. garden 7. quite
*Nick: 1. part view 2. city view
6. cable TV
Aims:
Contents:
Vocabulary and structures to talk about house in the
future
Products:
Key to Writing
Organization: II. Writing:
3. Writing: Part 3: Discuss about your dream
- Then fill in the table about their dream houses in houses:
part 4. E.g.:
-Ss work individually. Lan: What type of house do you think
-T go around and help them it is?
- Ss work in pair to discuss the following ideas about Nam: It is a villa
their dream houses. Lan: Where do you think the house is?
(what type of house/ where is it located/ what it looks Nam: On the ocean
likes/ what surrounds it/ what appliances it has) (part Lan: What can you see around the
4) house?
Nam: I can see trees, a garden, a
swimming pool…
Lan: What can you see in the house?
Nam: My house will have robots in the
kitchen; a hi- tech TV, a computer …in
the living room…
Aims: Part 5: Write about your dream
- promote reading, writing skill houses:
- help sts learn extra vocabulary *Eg:
Contents: In the future, we will live in hi-tech
Vocabulary and structures to talk about houses houses on. They won’t be in space.
Products: They look like a UFO on the Moon and
Key to Task 5 will be surrounded by tall trees and a
Organization: garden. We might live with robots.
4. Further practice: They might clean our houses, wash our
-Ss use the information in part 3 and part 4 to write clothes, but might not talk to us.
about your dream houses.
-Ss can write in groups.
-Ss can talk to your class.
-T checks.
Homework:
- Talk about your dream houses.
- Prepare new lesson……….
house in the future
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LESSON 7: LOOKING BACK AND PROJECT
I./. Objectives
- Practice doing some exercises to consolidate and apply what they have learnt in
Unit 10.
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE

Contents:
Question about dream house
Products:
Some popular house all around the world
Organization:
- Ask Ss talk about their dream houses in the future.
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Key to Looking back
Organization:
2. Looking back: I. Vocab:
-Ss read the words in the part 1 and find the meaning. Part 1: Matching:
*Keys:
a. robot
c. wireless TV (Tv không dây)
b. automatic dishwasher e. modern
-Ss look at the picture and matching-T corrects. frige
d. automatic washing machine (máy
giặt tự động)
f. smart clock (đồng hồ thong minh)
Part 2: Complete the table:

-Ss think about what the appliances will do in the Ss’ answers.
futures.
-Ss can fill in the table.
-T corrects.
-Ss work in groups.
II. Grammar:
-Ask Ss give house to use the will and might. Part 3: Complete sentences with will
Ss give examples or won’t:
Key:
1. won’t 2. will 3.
will
4. won’t 5. will 6.
won’t
Part 4: Complete the sentences with

-Ss do exercises. might or might not:
-T corrects. 1. might 2. might 3.
might not
4. might not 5. might, might
III. Communication:
Part 5: Answer the questions:
Ss work in pairs to talk about your houses. *Example:
-T goes around the class and helps them A: Will robots clean your house in the
future?
B: Yes, They will
A: Will super cars (siêu xe) run on
water in the future?
B: No, they won’t
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Ask and answer about things you like about house in
the future
Organization:
3. Project:
Think about an appliance you would like to have in  Project: My future appliance
the future. Write details about the appliance. I will have a robot. It will help me take
(Ss may do this at home) care of the flowers in the garden
Aims:
intonation
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Discuss about houses in the future, things sts like or
don’t like
Ask and answer about the trip
Organization:
Homework:
- Talk about your dream houses and do projects.
house in the future
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week: 30 Preparing date:

UNIT 11: OUR GREENER WORLD

LESSON 1: GETTING STARTED
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: - Use the lexical items related to the
topic “our Greener World”
- Talk about ways to “go green”
- Understand how to express effects with "to make Sth/Sb do Sth" or "to cause sth"
2. Qualities:
Attitude: - Positive about our greener world.
language……
II./. PREPARATION:
IV./.PROCEDURE:
Brainstorming
Aims:help students have an overview about our
greener world in the future
Contents:
Find out some new vocabulary
Products:
Sts say something about our greener world in the
future that they want to live.
Organization:
- Ask Ss talk about their dream greener world in
the future.
Getting-started:
Contents:
Products:
- New words
- Usage grammar
Organization:
2. Getting – started:
- Introducing: using the picture in the book on page - Students look at the picture then answer the
48 and asks students to look at it then to answer the questions:
questions: + They are going to the supermarket.
+ What are they doing? + It’s a shopping bag
+ What is this? + (S/T): It’s a reusable shopping bag. It’s better
+ What do you know about this shopping bag? than a plastic one because it’s made of natural
materials. So, it doesn’t cause the polluted
- Pre-teach vocabulary environment.
* Vocabulary checking: R.O.R Getting Started.
1. Vocabulary:
- reuse (v): Tái sử dụng
+ reusable [,ri:'ju:zəbl] (adj): Có thể dùng lại
được
- pollute [pə'lu:t] (v): Ô nhiễm
+ pollution [pə'lu:∫n] (n): Sự ô nhiễm
- deforestation [di,fɔris'tei∫n] (n): Sự phá rừng
- cause [kɔ:z](v, n): Nguyên nhân; gây ra
- natural ['næt∫rəl](adj): tự nhiên
-environment[in'vaiərənmənt](n):môitrường
Aims: help sts have some concepts about our
greener world
Contents:
Products:
- key to Practice 1, 2, 3, 4
Organization
3. Doing:
- Ss listen to the dialogue.
- Ss read the dialogue in silent.
- Have some pairs of students read the dialogue in
front of the class.
* T asks Ss do exercise a a. Gap fill
- T gives 2 minutes to Ss read it and complete the 1. on a picnic 2. reusable, natural
table. 3. the check-out 4. a/ a reusable
(T asks Ss to share their answers before discussing 5. cycling
in groups or the whole class.
T corrects and gives the right answers
* T tells Ss to read the column A and B to make
sure they understand. Get Ss to give the answers. b. Matching.
- Confirm the correct answers. 1b 2c 3a
* T asks Ss to read conversation again to find the

expression. Ask Ss to guess the meaning. Explain c. Find the expressions
the meaning if necessary. 1. I understand.
2. used to introduce a new subject for
consideration or to give futher information.
3. used to say “no” or “not” strongly (can also be
used to mean “No problem”)
- Ss work in pairs.
d. Gap fill
1. I see 2. Not at all 3. By the way
Says to students about the environmental problems
today on page 49. Then asks the students to look at 2. There are a lot of environmental problems
the picture and write each problem in the box under today. Write each problem in the box under
the picture. the picture.
+ Ask students to do exercise “2” in the book in
groups in 2 minutes. Saying about the Key:
environmental problems today and write the 1. soil pollution
environmental problems under the picture 2. deforestation
+ Call students to go to the board to do in 2 3. water pollution
minutes 4. noise pollution
+ Call some others to stand up and give the 5. air pollution
answers (one by one)
+ Give the correction if necessary.
+ Teacher asks students to listen carefully to check

the answers
+ Teacher asks students to listen again and repeat
the answers. 3. Now, listen, check and repeat the answers
+ Call some students to stand up and read again
- Ask Ss to read the “Watch out” box. T makes

example of the two structures. 4. Match the causes in column A with the
- Ss work in pairs to complete the exercise. effects in column B
- to make sb do sth
- to cause sth
Key: 1b 2d 3e 4c 5a
Contents:
Find the way to get our greener world
Products:
- task 5 on the board
- exercises and games “which group is the
winner?”
Organization:
+ Ask a student to read the rule on page 49 5. Game: Which group is the winner?
Divide the class into 2 teams to write down as + students listen to the rule on page 49
many effects of the environmental problems today - write down as many effects of the
in 5 minutes environmental problems today in 5 minutes
+ Teacher gives out the remark. - Make at least 5 sentences with 5 effects using
Homework: the structures in 4.
-talk about your dream greener world and do
projects.
greener world
- Learn by heart all new words..
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LESSON 2: A CLOSER LOOK 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: - Use the lexical items related to the
topic “our Greener World”
- Talk about ways to “go green”
- Pronounce the sounds /a:/ and /æ/ correctly in isolation and in context
2. Qualities:
Skills: Speaking, listening, writing.
language……
II./. PREPARATION:
IV./.PROCEDURE:
II. New lesson.
Word webs
Contents:
- some Adjectives to describe our greener
world
Product:
- dialogue
Organization:
1. Warm up (5')
* Word storm:
- Teacher checks students’ homework:
+ Write new words
+ Read the dialogue
topic
Contents:
- new words and exercises in A closer Look
1
Products:
- new vocabulary
- exercises
Organization:
2. Vocabulary
- Teacher uses different techniques to teach - reduce (v): giảm
vocabulary (situation, realia, examples) - rubbish = garbage (n): rác rưởi
- Follow the seven steps of teaching vocab. = trash
* Checking vocab: Slap the board - glass (n): thủy tinh
- bulb (n): bóng đèn tròn
- can (n): bình, lon
- organize (v): tổ chức
- contest (n): cuộc tranh tài, đua
Matching tài
- Have Ss read the information in the table
and draw a line from a symbol in column A A B C
to the matching word in Reduce
using usi using something again
column B and meaning in column C. Ss
work in pairs to compare their answers Reuse creating new
before giving T the answers. Check and products from new
write the correct answers on the board. materials
Recycle using something
less
- Elicit the difference between “Recycling”
and “Reusing” from Ss. Explain the
difference between these two terms again if
necessary + Recycling means reprocessing an old item such as
a newspaper, a glass or a can and turning
it into a new product. For example, used paper is
brought to a factory where it is reprocessed, cleaned
and purified. This paper is then used to make new
things such as books or newspapers
+ Reusing means avoiding the processing procedure.
Write a word in the box under each picture It is when people use something over and
Ss work in pairs to do this activity. Call on over again until it cannot be used any more. For
Ss from different pairs to go to the board example, a used plastic bottle can be used to grow a
and write the words. This activity can also small plant.
be organized as a competition. Whichever Key:
pairs finishes the activity first will be the 1. rubbish 2. plastic bags
winner and can go to the board to write their 3. glass 4. plastic bottle
answers. 5. can 6. noise
Put the words from 2 into groups 7. paper 8. bulb
In pairs, Ss put the words from 2 in an 9. water 10. Clothes
appropriate group. Draw the table on the
board and call three Ss to go to the board
and write their answers. One word can
belong to more than group.
- Play the recording for Ss to listen to the Reduce Reuse Recycle
song. Play the recording again for Ss to sing rubbish, plastic plastic bags, rubbish, plastic
along. Ask some Ss to sing the song. bags, noise, glass, bags, glass,
plastic bags, plastic bottle plastic bottle
paper, water can, paper, can, paper,
bulb, water, bulb
clothes
Aims:
Contents:
/a:/ or /æ/
Products:
- Sts can read in correct pronunciation /a:/
or /æ/
- key to pronunciation
Organization:
3. Pronunciation
Listen and repeat
Have the Ss read out the words first. Then play the
recording for them to listen and repeat the /a:/ /æ/
words. Play the recording as many times as Fast, plastic, glass, had, bag, apple,
necessary. dance, answer, activity
Listen and put the words in the correct afternoon
column
Read and write the sounds /a:/ or /æ/

- Ss do this exercise individually first then Key:
compare their answer with a partner. Check /a:/ : class, ask, father
Ss’ answers. : stand, have, that
- Play the recording and pause after each
word which has the underline a for Ss to
- Play the recording again for Ss to repeat
each line of conversation. Ss work in pairs
to practice the conversation. Call on some
pairs to act out the conversation. Encourage
them not to look at the book.
Aims:
- help sts use words related the topic and
ask for information.
Contents:
- Sts can read in correct pronunciation /a:/
or /æ/
Products:
question for information related green world
Organization:
? Find more words with the two sounds /a:/
and /æ/ /a:/ /æ/
Fast, plastic, glass, had, bag, apple,
Homework: dance, answer, activity, hat, bad.......
- Learn by heart all the new words. afternoon, car, far......
- Do B1,2 P33
- Prepare: Unit 11: A closer look 2
about our greener world
---------------------0o0--------------------
…………………………………………………….
……………………………………………………

I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: - Use the lexical items related to the topic
“our Greener World”
- Use conditional sentences-type 1 correctly and appropriately
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE:
Contents:
- vocabulary about green world
- games on the board
Products:
Organization: - Earth
Back to the board - fresh water
- Divide the class into two teams. - rubbish
- Have one student from each team to go to the board - air
and stand back to the board. - plant
- Write some words on the board - forest
- The two teams explain in English - flood
- The students on the board try to say out the words. - pollution
Aims:
Help sts know about the conditional sentences -
type 1
Contents:
Definite the conditional sentences - type 1
Products:
- Sts can use the conditional sentences - type 1
exactly
- Key to grammar
Organization:
2. Grammar 1:
Listen and find out the conditional sentences - type
1
? Read the conversation on page 47 while listening
to this part.
? Find out the two conditional sentences – type 1.
Model sentences If + S + V (present simple), S + will/
- Elicit the form from Ss. won't + V (base form)
? Have a closer look at the Grammar box.
- Explain to them that when the main clause comes
before the if clause, there isn’t a comma between
the two clauses.
- Give some more examples with the conditional E.g.: If you use less paper, you will save
sentence – type 1. a lot of trees.
Write down the correct form of each verb in Key: 1. is; will plant
brackets 2. recycle; will help
? Do this exercise quickly. 3. will save; don’t waste
- Write their answers on the board and confirm the 4. will help; use
correct answers. 5. isn’t/is not; will be
Match an if -clause in column A with a suitable Key:

main clause in column B 1.c 2.e 3.b 4.a 5.d
? Do this exercise individually.
? Compare with a classmate.
? Read out the sentence
Aims:learn about the conditional sentences - type 1
and their usage
Contents:
Definite the conditional sentences - type 1
Products:
Key to Tasks below
Organization: 1. If we pollute the air, we will have
3. Grammar 2: breathing problems.
Combine each pair of sentences below to make a 2. If people pollute the water, a lot of
conditional sentence-type 1 fish will die.
. If necessary, T can combine the first pair of 3. If we cut down the trees in the forest,
sentences as an example. Have Ss do this exercise in there will be more flood.
pairs. Ask some Ss to write their sentences on the 4. If the soil is polluted, the plants will die
board. Ask for feedback from other Ss. Confirm the 5. If there is noise pollution, people and
correct answers. animals will have hearing problems.
ACTIVITY 4: Further practice:
Aims:review the conditional sentences - type 1
Contents:
Usage of the conditional sentences - type 1
Products:
- sts can put suitable the conditional sentences - type
1 in correct places
Organization:
Use your own ideas to complete the sentences Suggested sentences:
? Do this exercise individually. 1. If you walk to school, you will help
? Compare with a classmate. reduce air pollution.
- Call on some Ss to write their sentences on the 2. If you use recycle paper, you will save
board. Ask other Ss for comment. Correct any trees.
mistakes. 3. If the Earth becomes hotter, the sea level will
Fun matching rise.
- T divides the class into groups (A and B) and gives 4. If parents teach their children about
each Ss a trip of paper. Ss from group A write an if- the three Rs, children will help the
clause. Ss from group B write a main clause. environment.
- After 5 minutes Ss try to make a sentence by 5. If you want to save a lot of electricity,
matching the clauses on their strip of paper with a you will have to turn off all the lights
clause from another group. before going out.
? Are they match? Are there any funny sentences?
Homework:
- Do Ex B3,4,5 P34
- Prepare: Unit 11: Communication
greener world
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
……………………………………………………..


I./. Objectives
- Use the lexical items related to the topic “our Greener World”
- Talk about ways to “go green” by doing 3Rs Club survey.
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE:

to concentration
interesting about how to get greener world.
Quickly teach it.
Products:
- the word related the topic
Organization:
- Review the grammar points that may be used in
this lesson
- Some grammar points are: conditional
sentences-type 1 and questions to ask about
frequency (How often…?)
- Go through the extra vocabulary with Ss. If Ss
do not know any word in the box, quickly teach it.
Ask Ss to underline the extra vocabulary words as
they read the text.
Aims:
Contents:
Talk about the green world you would like to live
Products:
4 skills
Vocabulary
Grammar - Do a survey: ask people question in
Organization: order to find out about their opinions or
2. Communication 1: behavior
- Have Ss read the questions quickly and make - Recycling bin: a container for waste that
sure that they know that to do. will be recycled, for example, paper or
- Ss answer the questions individually, then turn glass
to page 58 to check their answers and count the - Wrap: cover or surround something with
points. paper, cloth or other material
- Ask some Ss to speak out the points they - Be in need: not have enough food,
received. money, clothes, ect.
- Breeze: a light and wind
- Invite: formally ask somebody formally
to go somewhere or do something.
Aims:
Contents:
Products:
Key to task below
Organization:
3. Communication 2: E.g.:
-Ss work in pairs. One Ss is the interviewer, and A: What will you do if you find a beautiful old glass?
the other is the interviewer. Ask Ss to do the B (Hoa): I will decorate it to make a flower vase.
interview on about 7 minutes and to note down
their friends and out how many different answers
they have. Call on some Ss to report the results of If Hoa finds a beautiful old glass, she will
their interview to the class decorate it to make a flower vase
Aims:
Contents:
Products:
Fully practice of Task below
Organization:
Further practice:
- Ss work in groups. Give each group a large piece
of paper. Ss have to write two more questions on
this paper. When the time is up, ask the groups to
stick their questions on the board or on the wall.
Read the questions out aloud. Ask Ss for
comments on the questions. Give feed black on
the questions. Finally, the class votes for the best
question.
Homework:
- Do C1 P35
- Prepare: Unit 11: skills 1
greener world


LESSON 5: SKILLS 1
I./. Objectives
- Use the lexical items related to the topic “our Greener World”
- Read for specific information about tips on how to be “green”
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
concentration
the opportunity to learn about how to get the greener
world
Products:
Some questions from T
Organization:
Chatting
- Do you want to become green? - Answer the Questions
- What can you do to become green?
- Are there any 3Rs club in your school?
Aims: promote reading and reading skills
Contents:
Passage
Products:
Key to Task below
Organization:
2. Reading
Vocab - throw (v): ném, vứt
- Teacher uses different techniques to teach - tap (n): cái vòi (vòi nước)
vocabulary (situation, realia, examples) - refillable (adj): có thể bơm (làm) đầy lại
- Follow the seven steps of teaching vocab. - instead of (prep): thay vì
* Checking vocab: Matching
1. Talk to friends about putting recycle
Pre-reading bins in every classroom.
(True/ false statements prediction) 2. Reuse pens and pencils.
- Tell Ss that they are going to read some tips that can 3. Use plastic bottles instead of reusable
help them to become "green" water ones.
? Run through all the statements. 4. Plant vegetables for your own.
? Guess if they are right or wrong. 5. Cycle more.
1. F 2. F 3. F 4. T
While reading
3.1 Find these words or phrases in the text and
underline them
- Ask Ss to read the tips quickly and locate the
words/phrases in the text. Words Meaning
3.2. Match the words with their meanings Creative unique and interesting
- Ss do this exercise individually and then compare Charity giving things to people in
their answers with a classmate. Ask for Ss’ answers. need
- Confirm the correct answers. Ask Ss to give some Swap give something to a person
examples with the words/phrases. and receive something from
him/her
Reusable can be used again
Recycling bins containers for things that can
be recycled
1. Recycling bins.
2. Give them to charity or swap them
Questions with your friends or cousins.
- Ss read the tips again to answer the questions. Ss can 3. Refillable ones,
underline parts of the text that helped them with the 4. Turn the tap off when brushing your
answers. Set a strict time limit to ensure Ss read teeth or washing the dishes.
quickly for information. 5. Reusable water bottles.
- Ss compare their answers before giving the answers
to T. Ask them to give evidence when giving the
answers.
Aims:
Help sts know more about recycle, reuse and other
ways to keep green
Contents:
Products:
This parthelps Ss understand more about a very green
world and how to keep green
Organization:
3. Speaking
Group work
- Ss work in groups to discuss if they can follow the - Work in groups
tips in the reading part and give out the reasons for
their answers.
? Discuss and put the tips in order from the easiest to
the most difficult.? Explain the reasons for your order.
? Write your groups list on the board. - Hold a class
discussion about the lists. Accept different answers as
long as the groups can give out their reasons.
- Elicit some other tips from Ss and quickly write
them on the board. Ss give comments on the tips.
the topic
Contents:
Some popular ways to keep surrounding green and
clean
Products:
Some exercises related the topic
Organization: Creative way to reuse:
4. Further practice: a. old envelopes
Find out creative way to reuse items b. used water bottles
? Work in groups and find creative ways to reuse the c. used textbooks
items indicated in the book. This activity can be
organized as a competitive game. Give the groups 8
minutes to list out the ways to reuse the items
creatively. When the time is up, each group will
present their answers. The group having the most
creative ways wins.
Homework: - Answer individually
- do exercise in workbook………… - Take note
- Do C2, D1,2 P36 - 37
- Prepare: Unit 11: skills 2
greener world
---------------------0o0--------------------
…………………………………………………….
……………………………………………
………


LESSON 6: SKILLS 2
I./. Objectives
- Listen to get specific information about ways to make the school a “green” palace
- Write a paragraph about ways to make the school a “green” place
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE
ACTIVITY 1: WARM-UP
Contents:
All information about green world
Improve speaking skill
Products:
Sts know new words to talk about the greener world
Organization:
Chatting What will you do if you become the
- Tell Ss that the 3Rs Club is looking for a new club president?
president. Quickly elicit the necessary qualities of the
club president from Ss and write them on the board.
Have Ss read the advertisement for this position. Ask
them what they will do if they become the club
president.
Aims:
Contents:
Audio about ways to keep green world
Products:
Key to Task below
Organization:
2. Listening: - fund (n): quỹ, tiền của
Vocab - fair (n): hội chợ, chợ
- Teacher uses different techniques to teach phiên
vocabulary (situation, realia, examples) - exchange (v): trao đổi
- Follow the seven steps of teaching vocab. - save (v): cứu, bảo vệ, để
* Checking vocab: Matching dành
- set up (v) thiết lập, dựng
lên
Key:
Pre-listening
(Open prediction) 1. 6A 2. recycling
- Ss read the rubric of the first activity. 3. saving lights 4. book
- Have Ss guess the word/number to fill in each 5. 6E 6. bus
blank and write their guesses on the board. Play the 7. gardening 8. uniform
recording and ask Ss to listen to check their guesses.
Ss work in pairs to compare their answers before T
plays the recording the second time for pairs to check
their answers.
Ask for Ss’ answers and write them on the board
next to their guesses. Key:
1. F 2. F 3.T 4. F 5. T
While listening ‘
Ss read the statements in exercise 2 and write T of F
at the end of each statement without listening to the
recording. If they have any difficulty doing this, play
the recording again. Have Ss compare their answers
in pairs before giving T the answers. Write Ss’ answer
on the board.
Aims:
Contents:
Vocabulary and structures to talk about greener world
Products:
Key to Writing
Organization:
3. Writing:
Study skill - Writing - Work individually
In this writing part, Ss are asked to write a paragraph
about a classmate’s ideas if he/she becomes the
president of the club.
Ask Ss to read the Study Skills box. T may explain
the use of connectors to show sequence by referring
to the listening. A: What will you do if you become the
Ask and answer president of the 3Rs club?
Ss work in pairs and interview each other to fill out B (Nam): If I become the president of
the three things they will do if they become the club the 3Rs club, I will set up a gardening
president. Ask Ss to take notes about each other’s group.
ideas. Ask Ss to expand their ideas by explaining the Name: Nam
idea and or giving examples. If time allows, have Idea 1 - set up a gardening
some Ss present their friend’s ideas or write the ideas group.
on the board. Idea 2
Idea 3
Aims:
- promote reading, writing skill
Contents:
Vocabulary and structures to talk about greener world
Products:
Key to Task below
Organization:
Write about your classmate's idea E.g.: Nam is in class 6A1. If he will
Ss write their paragraph individually based on the become the president of the 3Rs club,
suggestions in the book. If time allows, ask one S to he will set up a gardening group. They
write the paragraph on the board. Other Ss and T can grow flowers in the school
comment on the paragraph on the board. Then T garden. ...................................................
collects some writings to correct at home. ...............................
Alternatively, ask Ss to work in groups and choose
the three best ideas to write about. Give each group a
group a large piece of paper to write their paragraph.
Ask one or two groups to stick their product on the
board. Other Ss and T give comments. Ss copy their
group’s paragraph into their notebooks and revise as
homework.
Homework:
- Do E1,2 P38-39
- Prepare: Unit 11: Looking back
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
……………………………………………………..


LESSON 7: LOOKING BACK PROJECT
I./ Objectives
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE

relaxation to concentration electricity
Contents: water Reduce paper
Question about greener world ee
Products:
gas rubbish
Some popular ways to keep green world
Organization:
Word web plastic bag
- Elicit the topic from the students.
- Work in groups to write more words related to the
bottle
topic. Reuse can
envelope
light bulb
plastic box
book
Recycle
can plastic bag

doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Key to Looking back
Organization:
2. Looking back Ex:
Role-play A: Can we reduce water use?
? Read the example in 2 P56. B: Yes, we can.
? Following the example, work in pairs to ask and A: How?
answer questions about 3Rs. B: Don't take a bath.
- Have some pairs to act out their dialogues.
- Comment on students' performance.
Key:
Complete the words or phrases 1. deforestation 2. air pollution
- Work individually to complete the words or phrases. 3. water pollution 4. noise
- Pair compare pollution
5. soil pollution
Matching Key:
- Work individually to complete the words or phrases. 1. b 2. e 3. a 4. c 5. d
- Pair compare
3. Grammar
Review - Conditional sentences type one
- How do we use conditional sentences type one? describes a thing which is possible
and likely to happen in the present or
the future
- The main clause comes before the if
clause, there isn’t a comma between
the two clauses.
- Write the form. If + S + V (present simple), S + will/

won't + V (base form)
1. is; will 2. rises; will

Write the correct form of each verb in brackets disappear
- Work individually to complete the words or phrases. 3. reduce; will 4. don't have; will
- Pair compare. have be
- Confirm the correct answer then write them on the 5. are; will be
board.
1. If students recycle and use recycled
Combine to make sentences materials, they will save energy.
- Work individually to complete the words or phrases. 2. If we use the car all the time, we will
- Pair compare. make the air dirty.
- Have some students write their answers on the 3. You will save electricity if you turn
board. off your computer when you don't use
- Give feedback. it.
4. People will stop using so much
energy if they want to save the
environment.
5. If you see a used can on the road,
what will you do?
doing teamwork
Contents:
Extra vocabulary
Practices
Grammar
Products:
Ask and answer about things you like about green
world
Organization:
Communication Name What If you If you
Group work will you want to want to
- Work in groups. Interview three classmates and note do if save reduce
down their answers. you electricit rubbis
- Ask some students to report the results to the class. have y at h at
some home, home,
Finish used what what
plastic will you will
- Complete the self-assessment. Identify any bottles do? you
difficulties/weak areas and provide further practice. at do?
home?
PROJECT  Project: My future appliance

I will have a robot. It will help me take
care of the flowers in the garden
Aims:
intonation
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Discuss about greener world in the future, things sts
like to change
Organization:
Homework:
- Do E1,2 P38-39
greener world
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
UNIT 12: ROBOTS

LESSON 1: GETTING STARTED
I./. Objectives
- Use the lexical items related to the topic ‘Robots’
- Listen for details about types of robots and what they can do in the future.
- Use ‘can’ to express present ability
2. Qualities:
Attitude: - Positive about robots.
language……
II./. PREPARATION:
IV./.PROCEDURE:
Aims:help students have an overview about robot
Contents:
Find out some new vocabulary related to the topic
Products:
Sts say something about types of robots and what
they can do in the future.
Organization:
Robots and their work
- Ask Ss questions about the photo:
1. Where are Nick and Phong?
2. What are they doing?
3. Can you guess Dr. Alex’s job. 1. They are at the robot exhibition.
4. Have you ever been to an exhibition? Where and 2. They are talking to Dr Alex.
when? 3. He may be robot designer.
5. What did you see there? 4, 5 (students' answers)
Getting-started:
Contents:
Products:
- New words
- Usage grammar
Organization:
2. Getting – started:
Vocab
- Teacher uses different techniques to teach - role (n): vai trò
vocabulary (situation, realia, examples) - play an (v) dóng một vai trò quan
- Follow the seven steps of teaching vocab. important role trọng
* Checking vocab: Slap the board - minor (adj): nhỏ, không quan trọng
- humans (n): loài người
- hedge (n:) hàng rào, bờ dậu
Pre-listen and read - laundry (n) quần áo cần phải giặt
(Matching Activity 2 P59)
- Match each activity with its picture. - Play the Key:
recording for Ss to check their answers, pausing 1.c
after each phrase and asking them to repeat 2.d
chorally and individually. 3.a
- Correct their pronunciation. 4.b
- Ask some additional questions:
e.g., Do you often do the dishes? How often do
you cut the hedge? Etc.
While listen and read
Read and answer Key:
- Ss work independently. Allow Ss to share their 1. They could only do very simple things.
answers before discussing as a class. 2. Yes, they can.
3. They will be able to do many things like
humans.
4. No, they won’t.
Find the four types of robots in the conversation.

- Firstly, ask Ss not to look at the
board and try to remember what four 1. Teaching robots
types of robots are mentioned in the 2. Worker robots
conversation. Then, let them open 3. doctor robots
their books and check their answers. 4. Home robots
Aims: help sts have some concepts about robot
Contents:
Products:
- key to Practice
Organization
3. Doing:
Game: Miming
- Demonstrate the game to the class Example:
first. Ask a more able S to help you. A: What am I doing-
- Play in groups. B: You're doing the dishes.
A: Yes, that's right. / No, try again.
Can you talk about present ability?
- What do we use can for?
- Ask a more able S to tell what activities in the - We use “can” to talk about ability in the
pictures he/ she can or can’t do. Ask Ss to work in present.
pairs. T may go around to help weaker Ss. E.g.: I can play football.
Contents:
Class survey
Products:
- survey on the board
- exercises and games
Organization:
- Ask Ss to move around and ask different Survey questions Yes No
classmates different questions. 1. Can you play table tennis?
- Don't ask the same S all the questions. 2. Can you do karate?
- When they have finished the survey, ask Ss to 3. Can you play chess?
report the results. Count the number of yes 4. Can you do judo?
answers to each question and find out which sports 5. Can you play badminton?
or games all Ss can play, some can play, and no 6. Can you play computer game?
one can play.
Homework: - The sports or games that all people can
- Learn by heart all the new words. play: .........
- Do B1, B4 P40 - 41 - The sports or games that some people cannot
- Prepare: Unit 12: A closer look 1 play: .........
- The sports or games that no one can play: .........
---------------------0o0--------------------

UNIT 12: ROBOTS

I./. Objectives
- Pronounce sounds /ɔi/ and /əu/ correctly in isolation and in context
- Use ‘could’ to express past ability
2. Qualities:
Skills: Speaking, listening,
language……
II./. PREPARATION:
IV./.PROCEDURE:
II. New lesson.
Word webs
Contents:
- check homework and some new
vocabulary
Product:
- dialogue
Organization:
1. Warm up (5')
Teacher checks students’ homework:
+ Write new words
topic
Contents:
- new words and exercises in A closer Look
1
- Model sentences
Products:
- new vocabulary
- exercises
Organization:
2. Vocabulary
Matching Key:
- Quickly match the verb in column A with 1.c 2.a 3.b 4.e 5.d
a noun or a noun phrase in column B.
- Listen and check your answers. e.g. - Can your dog understand what you say?
- Pause the recording after each phrase and - Can you lift heavy things?
ask them to repeat chorally and - Can your mother make coffee?
individually.
- Correct their pronunciation.
- Ask some additional questions:
Write another word/ phrase for each verb E.g.:

- Ask Ss to do the vocabulary exercise - guard the factory
individually and then check with the whole - make tea
class. When checking, ask Ss to refer to 1 to - understand what the teacher says
make the meanings cleaner to them. - lift a table
- recognize a film star
Model sentences
Could
- Ask Ss to study the Grammar Box. Draw
Ss’ attention to the form and use of could
by analyzing the examples in the Grammar (+) S + could + V (base form).
Box. Remind Ss that could is the equivalent (-) S + could not/ couldn't + V (base form).
of can in the past. Then ask some more able (?) Could + S + V (base form)?
Ss to give some more examples Yes, S + could.
No, s + couldn't.
Put the words in the correct order.
- Do the grammar exercise individually.
- Tell Ss to refer to the form and use of
could in the Grammar Box if they have any
difficulty. Have Ss compare their answers
in pairs before checking their answers with Key:
the whole class 1. Mary could do sums at the age of 7.
2. Could you read and write when you were 6?
Role play 3. Robots could lift heavy things some years ago.
- First, model this activity with a more able 4. Robots couldn’t move easily until recent years.
S. Remind Ss that they only use information
from the table in 4 to ask and answer about
what the famous robot Ongaku could or
couldn’t do two years ago. Ask Ss to work E.g.:
in pairs. Call some pairs to practice in front A: Could Ongaku lift heavy things two years ago?
of the class. B: Yes, it could.
A: Could it make coffee?
Write about your past ability B: No, it couldn't.
- First, write two examples of what he/she
could and couldn’t do when at primary
school on the board. Then ask Ss to work
individually and share their sentences with
their partners. Call some Ss to say their E.g.:
sentences in front of the class. - I could skip rope when I was in primary school.
- I couldn't ride a bike when I was in primary school
Aims:
Contents:
/ɔi/and /aʊ/
Products:
- Sts can read in correct pronunciation
/ɔi/and /aʊ/
- key to pronunciation
Organization:
3. Pronunciation
Listen and repeat
-Model the sounds /ɔi/ and /aʊ/ first and let
Ss see how the sounds are formed.
- Practice the /ɔi/and /aʊ/ sounds together. /ɔi/ /aʊ/
- Play the recording and ask Ss to listen and voice down
repeat. boy house
- Put the words in the correct column while Toy around
they listen. Noisy Flower
- Ss compare their answers in pairs before Boil shout
checking the answers as a whole class.
Can talk about present ability

- What do we use can for?
- Ask a more able S to tell what activities in
the pictures he/ she can or can’t do. Ask Ss
to work in pairs. T may go around to help
weaker Ss. - We use “can” to talk about ability in the present.
E.g.: I can play football.
Listen and circle
- Ask Ss to listen while T plays the
recording. Play the recording again and ask
Ss to circle the words they hear. Ask Ss to tape script:
check their answers. Provide further 1. Did you put oil in the salad?
practice if need be. 2. I can see a cow over there.
3.Ouch! You’ve stepped on my toes.
Listen and practice the chant 4. See took a bow when she finished her song.
- Ask Ss to listen first.
- Play the recording again and ask Ss to
chant along. Provide further practice by
dividing the class into two groups. Have
groups sing alternate lines.
Aims:
- help sts use words related the topic and
ask for information.
Contents:
- Sts can read in correct pronunciation /ɔi/
and /au/
Products:
question for information related robot
Organization:
Teacher gets students to retell how to make
sound/ɔi/ and /au /.
Homework:
- Learn by heart all the new words and
structures.
- Do A1,2 P40
- Prepare: Unit 12: A closer look 2
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……………………………………………………
UNIT 12: ROBOTS

I./ Objectives
Use the lexical items related to the topic ‘Robots’
Use ‘will be able to’ to talk about ability in the future and review how to use will/ won't, can/ can't,
could/ couldn't
2. Qualities:
Skills: Use of English.
language……
II./. PREPARATION:
IV./.PROCEDURE:
Contents:
- vocabulary about robot
- games on the board
Products:
Organization: Robots' abilities in the
Brainstorming future
- What will robot be able to do in the future?
- Work in groups and write down your ideas on the
board.
* Suggested answers:
- read an English book
- speak English on the phone
- play football
- recognize our face
- grip hands
- take photos
Aims:
Help sts know about will be able to
Contents:
Definite will be able to
Products:
- Sts can use will be able to exactly
- Key to grammar
Organization:
2. Grammar 1:
Will be able to - will be able to is used to talk about
- Study the Grammar Box. ability in the future.
- Draw Ss’ attention to the form and use of will be (+) S + will be able to+ V (base form).
able to by analyzing the examples in the Grammar (-) S + will not/ won't be able to + V
Box. (base form).
- What do we use "will be able to" for- (?) Will + S + be able to + V (base
- Give some more examples. form)?
- Write the form Yes, S + will.
No, s + won't.
Key:
Put the words in the correct order 1. In 2030, robots will be able to do
- Read the instructions. many things like humans.
- Use the example to make Ss clear about what they 2. Will robots be able to talk to us them?
should do. 3. Robots won’t be able to play football.
- Do the grammar exercise individually. 4. Will robots be able to recognize our
- Then have Ss compare their answers in pairs faces?
before checking with the whole class.
Aims:learn about will/ won't and their usage
Contents:
Definite will/ won't
Products:
Key to Tasks below
Organization:
3. Grammar 2: - We use will to talk about actions we
Review how to use will/ won't think are likely happen in the future.
? How do we use will/ won't?
? Read the instructions.
- Use an example to make Ss clear about what they
should do. E.g.: I will read an English book when I
? use activities in the pictures in 2 to write about am in Year 8.
what they think they will or won’t be able to do - I won't speak English with a group of
when they are in Year 8. people when I am in Year 8.
? Work individually and share your sentences with
your partners.
? Say their sentences in front of the class.
E.g.:
Role play A: Will be able to read an English book
- First, model this activity with a more able S. when I am in Year 8.
? Work in pairs. Ask and answer questions about the B: Yes, I will. / No, I won't.
activities in 2.
- T may go around to help weaker Ss. - After Ss
have finished their pair work. ask some Ss to tell the
class about their partners’ abilities.
ACTIVITY 4: Further practice:
Aims:review will be able to, will, won’t
Contents:
Usage of will be able to, will, won’t
Products:
- sts can put suitable will be able to, will, won’t in
correct places
Organization:
Gap fill
Ex 4 P62 Key:
? Read and complete the sentences individually. 1. couldn’t
- Remind them to pay attention to the form and use 2. will be able to
of can, could and will be able to. 3. could, can’t
? Compare your answers in pairs before checking 4. won’t be able to 5. can
with the whole class.
Key:
Ex5. P62 1. will be able to recognize
? Read the instructions. 2. can make 3. could do
- Explain to make Ss clear about what they should 4. can guard
do.
E.g.:
Talk about Kitty's abilities A: What could Kitty do in the past?
- First, model this activity with a more able S. B: In the past, Kitty could lift heavy
? Ask and answer about what the intelligent robot things.
kitty could do in the past, can do now and will be A: What could it do now?
able to do in the future. B: Now it can lift heavy things, make
? Work in pairs while T circulates and monitors. coffee, and guard our house.
- Call some Ss to talk about Kitty’s skills and ...........................
abilities in front of the class. - In the past, Kitty could lift heavy
things. Now it can lift heavy things,
make coffee, and guard our
house. ...............
Homework:
? Learn by heart all the new words and structures.
? Do B3,4,5,6 P40 - 41
? Prepare: Unit 12: Communication
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……………………………………………………..

UNIT 12: ROBOTS

I./. Objectives
- Talk about different types of robots and what they will be able to do in the future
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE:

to concentration
interesting about robot.
Quickly teach it.
Products:
- the word related the topic
Organization:
Lead – in:
- Before Ss open their books, ask them what’s * Suggested answers:
skills they like a robot to have. My Robot’s Skills
- Today, we are going to listen to a television - read an English book
interview asking some people around the world - speak English on the phone
about what skills they like their robots to have. - play football
Please think: - recognize our face
? What skills would you like a robot to have? - grip hands
? And what skills do the two robots Ongaku and - take photos
Kitty have?
- Allow 20-30 seconds for students to think, then
repeat the question and have a brainstorming
session about the two robots Ongaku and Kitty
(and robots in general)
Aims:
Contents:
Talk about robot you would like to have
Products:
4 skills
Vocabulary
Grammar
Organization:
2. Communication 1:
- First, have Ss read the interview and ask them to
look carefully at the pictures of three robots and
guess the missing word for each gap in interview. Key:
? Listen and fill in the gaps. 1. words 2. shoes 3. first
? Share your answers in pairs. 4. school 5. water
- Playing recording a final time to allow pairs to
? Read the interview again, paying attention to the
meaning of the words: comb (v), bend over (v),
shout (v) and gardening (n).
Aims:
Contents:
Talk about different types of robots and what they
will be able to do in the future
Products:
Key to task below
Organization:
3. Communication 2:
Interview three people about robot skills
- Ask Ss to move around and ask different
classmates what skills they want their robots to - Group work
have. Remind them to write the names of the
people they interview and note the answers in the
table in 2.
Aims:
Contents:
Talk about different types of robots and what they
Products:
Fully practice of Task below
Organization:
Further practice:
Report your results to the class
- When they have finished the interview, T may
have Ss practice reporting the results of their - Practice speaking
interviews in pairs or in groups.
? Report your results to the class.
Homework:
? Learn by heart all the new words and structures.
? Do C1, 2 P42
? Prepare: Unit 12: Skills 1

FEEDBACK ON TEST 2
I./. Objectives
- To check students understanding about grammar and vocabulary in Units 10,11 and level students base on their
result, then have suitable changes in teaching for the next lessons.
- By the end of the lesson, Ss will be able to finish the test on time.
2. Qualities:
Skills: Speaking, listening, reading, writing, use of English
Attitude: - Students know how to learn English in right way.
language……
II./. PREPARATION:
1.Teacher: test 45’, laptop,
2.Students:
III./. TEACHING METHODS: teaching methods by practicing, technical present….
procedures
Đáp án
I. LISTENING
1. Listen to Lan describing her future house. Decide if the statements are true (T) or false (F).
Circle T or F. You will listen TWICE.
1. T 2. T 3. F 4. F 5. T
2. Listen to Tom talking about his dream house. Tick the things in his house. There are TWO
things that will NOT be in his house. You will listen TWICE.
_______ wi-fi TV
___✔___ secret entrance
___✔___ diamond room
___✔___ Mario posters
___✔___ rainless beach
_______ environment
___✔___ computer
II. READING
1. Read the passage about Tina’s dream house. Decide if the statements are true (T) or false
(F). Circle T or F.
1. F 2. T 3. T 4. F 5. T
2. Read the passage. Decide if the statements are true (T) or false (F). Circle T orF.
1. F 2. T 3. F 4. F 5. T
III. WRITING
1. Rearrange the sentences. You cannot change the words.
1. In 2050 I will travel to the moon.
2. My parents will buy an electric car.
3. In the future people will use solar energy.
4. All people will use helicopters to go to work.
5. There will be smart houses instead of normal ones.
2. You are the president of your school’s 3Rs club. You have a plan for the club to go green in
the new school year. Write from 60-80 words about what your club will do.
Sample writing
I am the president of the school’s 3Rs club. I have a plan for our club in this school year. The plan is
called “Green School Year”. In this plan, each group will plant at least five trees. We have trees for
them and groups will have to water them regularly after they plant the trees. By the end of the
semester, we will have a Recycling Competition. Students can recycle cans, bottles, carton boxes or
anything they want to make useful things.
IV. LANGUAGE FOCUS
1. Listen and circle the words you hear.
1. dream 2. drip 3. trump 4. drab 5. tread
2. Choose the underlined part that needs correction in each of the following sentences. Circle A,
B or C.
1. B 2. C 3. B 4. C 5. A
3. Choose the best option to complete each sentence. Circle A, B or C.
1. B 2. A 3. C 4. B 5. C
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Ký duyệt : 23 / 4 /

UNIT 12: ROBOTS

LESSON 5: SKILLS 1
I./. Objectives
- Read for specific information about types of robots and their abilities or skills
2. Qualities:
Skills: Speaking, reading
language……
II./. PREPARATION:
IV./.PROCEDURE

ACTIVITY 1: WARM-UP
concentration
the opportunity to learn about robot
Products:
Some questions from T
Organization:
Lead – in:
? Look at the picture of the robot
show. - Answer the Questions
? Where do you think the robot show is?
? Who is at the show?
? Would you like to go to a robot show? Why? / Why
not?
ACTIVITY 2: KNOWLEDGE FORMATION (20’)
Aims: promote reading and reading skills
Contents:
Passage
Products:
Key to Task below
Organization:
2. Reading
Find the words - apart from (adv): ngoại trừ,
? Scan the passage and underline the words ‘space thêm vào
robots’, ‘space station’, ‘apart from’, ‘types’ and - space robot (n): rô bốt vũ trụ
‘planet’ in the passage. Help Ss to work out the - space station (n): trạm vũ trụ
meanings of these word from the context. If it is s - planet (n): hành tinh
weak class, ask for translation to check if they - type (n) loại
understand.
? Read aloud all the words.
Key:
Read and answer the questions 1. A robot show.
- Set a longer time limit for Ss to read the text again 2. Young people are (interested in home
and answer the questions. robots)
? Note where you found the information that helped 3. The children like to see them.
you to answer the questions. 4. There are worker robots, doctor robots, and
- Ss can compare answers before discussing them as a space robots.
class.
Types of What can they do
Read and fill in the table robots
? Scan the passage again and find the detailed Home - cook, make tea or
information to complete the table. robots coffee, clean the house,
? Note where you found the information that helped and do the washing.
you to answer the questions. Teaching - help children study;
- Ss can compare answers before discussing them as a robots teach them English,
class. literature, maths, and
other subject;
- help children improve
their English
pronunciation.
Worker - build our houses,
robots buildings
Doctor - help sick people.
robots
Space - build space stations on
robots the Moon and other
planets.
Aims: Types of What they will be
Improve speaking and reading skills robots able to do in the
Help sts know more about robot future
Contents: Home - They will be able to
Review the form and use of will be able to robots recognize our face.....
Products: Teaching
This parthelps Ss understand more about robot robots
Organization: Worker
3. Speaking robots
Grid Doctor
? Review the form and use of will be able to. robots
? Look 2 and words and phrases that they can use to Space
talk about robot’ skills in the Getting Started, A robots
Closer Look 1, A Closer Look 2 and Communication.
? Brainstorm ideas for additional everyday activities
that a robot can help with.
? Ask Ss to work individually, writing that they think
each type of robot will be able to do in the future.
After finishing, ask Ss to compare their answers with
a partner

the topic
Contents:
- Talk about different types of robots and what they
Products:
Some exercises related the topic
Organization:
Group work
- T may ask a more able S to model this activity in - Practice speaking
front of the class.
? Work in groups while T circulates and monitors.
- Call some Ss to talk before the whole class.
Homework:
? Learn by heart all the new words and structures.?
Do D1,2 P43- 44
? Prepare: Unit 12: Skills 2
---------------------0o0--------------------
…………………………………………………….
……………………………………………………

UNIT 12: ROBOTS

LESSON 6: SKILLS 2
I./. Objectives
- Read for specific information about types of robots and their abilities or skills
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE
ACTIVITY 1: WARM-UP
Contents:
All information about robot
Improve speaking skill
Products:
Sts know new words to talk about robot
Organization:
- Revise old lesson: T ask sts to show your dream - Answer individually
robots in the future
Aims:
Contents:
Audio related to the topic
Products:
Key to Task below
Organization:
2. Listening:
Pre listening:
- Ask sts to guess what will robot be able to do in the - individually
future?
- Play the recording for sts to check their guess. - Listen to check their guess
While listening
-Ask ss to listen to the tape twice and find out which
person say that 1. Vy 2. Duy
3. Mi 4. Phong
True or false? 5. Mi
? Study the statements carefully
? Work in pairs to discuss the answers from the
information they have heard in 2. Key:
? Listen and choose the correct 1.F
? share the answers 2.T
-Play the recording again for Ss to check the answers. 3.T
T may pause at the sentences that include the 4.F
information Ss need for their answer.
Aims:
Contents:
Vocabulary and structures to talk about robot
Products:
Key to Writing
Organization:
3. Writing: 1.b 2. a
Pre- writing: 3. c 4. d
- Ask sts to do exercise 3: read an argument and match
- Ask sts to go to the board and do this exercise
- Answer T’s questions individually
While- writing
Ask sts to work in groups to do exercise 5 - Listen to the teacher carefully.
- Give each group a big sized piece of paper to write
their e-mail - Pair work
- Go around to observe and guide if any group is weak

Aims:
- promote reading, writing skill
Contents:
Vocabulary and structures to talk about robot
Products:
Key to Task below
Organization:
4. Further practice: - One st does
Post- writing: - Group work
- Ask one or two groups to tick their finished
argument on the board. Other sts and T give comment
- T ask sts to correct their mistakes in the argument - Write their e-mail on paper
Homework:
Do D3, E1,2 P46
? Prepare: Unit 12: Looking back
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……………………………………………………

UNIT 12: ROBOTS

LESSON 7: LOOKING BACK & PROJECT
I./. Objectives
2. Qualities:
language……
II./. PREPARATION:
IV./.PROCEDURE

Contents:
Question about robot
Products:
Practice doing some exercises to consolidate and
apply what they have learnt in Unit 12
Organization:
Complete the phrases - Answer individually
? Write the words in the notebooks individually Key:
? Check with their partners. 1. cut the grass
- Correct the exercises as a class. 2. lift the weights
? Repeat the phrases. 3. make tea
- Check their pronunciation. 4. do the dishes
1. guard 3. make
3. understand 4. recognise
Gap fill
? Read the sentences carefully and complete them
with the correct form of the verbs from the box. - individually
- T gets feedback
Review: will/ won't be able to - Listen to check their guess
- ask sts to rewrite the form and the use of will be able
to/ can and could
- Ask them to repeat the way to use them
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Key to Practice
Organization:
Ex3 P66 - individually
? Read and complete the interview Key:
1. will be able to 2. won’t be
able to
3. will be able to
4. will be able to 5. won’t be
able to
Ex4 P67 Key:

? Make questions for these words 1. Will robots be able to make coffee in
- Ask them to go to the board and write the answer the future?
2. Could he ride a bike when he was in
year 6?
3. Can you do the dishes?
When U Now After you

Ex5 P67 ten years finish year
? Work individually, write what you could do when old 6
you were 10, what you can do now, and what you will I could I can I will be
be able to do after you finish year 6. swim draw a able to play
picture the guitar
- Pair work
A: Could you swim when you were
ten?
- Then, modle the activity with a more able S and B: Yes, I could. / No, I couldn't.
have Ss work in pairs. T may go around to help
weaker
? Ask and answer with your partner
doing teamwork
Contents:
Extra vocabulary
Practices
Grammar
Products:
Ask and answer about things you like about robot
Organization:
Communication
Exercise 6: - individually, then pair work to
-Match the words with the correct answer compare
1-c 2- d
3- a 4- b
4. Project
My dream robots.
1. Draw a robot of your own or find a photo
2. Write a description of your robot - Work in groups
- name/ the shape/ ability?
Aims:
intonation
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Discuss about your dream robot in the future
Organization:
Homework:
Do Ex E3 P47
? Prepare: Review
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…………………………………………………….
……………………………………………………
……………………………………………………..
REVIEW 4 (LANGUAGE)
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: - Review the language Ss have studied
and the skills they have practiced in Units 10-12
2. Qualities:
Attitude:
language……
II./. PREPARATION:
IV./.PROCEDURE

Contents:
Question about robot
Products:
Practice doing some exercises to consolidate
Organization:
1. Grammar -
Pronunciation - Answer individually
- Ask Ss to do this exercise individually and then Key:
share their answers with a partner before giving T the 1:A 2:C 3:B 4:A 5:A
answers. Write the correct answers on the broad
Gap fill - individually
? Complete each sentence with a suitable word Key:
- Ask Ss to do this exercise individually and then 1.Deforestation 2. Air
share their answers with a partner. 3.Noise 4. Soil
- T may check the answers with the whole class.
Choose the correct word 1.Recognise 2.
? Read the sentence and choose the correct word Guards
- After Ss do this exercise individually, quickly check 3. Make 4. Do
Ss’ answers.
doing teamwork
Contents:
Extra vocabulary
Practices
Products:
Key to Practice
Will and might
Organization:
2. Practice:
Verb form - individually
Ex4 P68 Key:
- Elicit the form and use of will for future prediction 1.will be 2. will use
may call a St to do exercise on the broad while other 3.won’t be 4.won’t need
Ss alco do this. Check Ss’ answers. Ask them for 5. will bring
explanation if necessary.
- individually
Key:
1.If we continue to pollute the air, we
Conditional sentences will have breathing problems.
Ex5 P68 2.If we (cam) prevent deforestation, we
- Elicit the form and use of conditional sentences-type. will help animals and the planet.
? Do this exercise individually and then share their 3.If we recycle more, we will save a lot
answers with a partner. of materials.
- Check the answers with the whole class.
- individually
Will and might Key:
Ex 6 P68 1. might meet 2. will leave
- Elicit the form and use of might. Ask Ss to tell you 3. will do 4. might visit
the differences between the use of will and might 5. might go
amy call a St to do the exercise on the board while
other Ss also do this. Check Ss’ answers. Ask them
for explanation if necessary.
doing teamwork
Contents:
Extra vocabulary
Practices
Grammar
Products:
Ask and answer about things you like about robot
Organization:
Communication
3 Everyday English - Pair work
Matching Key: 1. a 2. c 3. b
- Ask Ss to do this exercise in pair checking their
answers, ask some pairs to act out the short
conversations
Aims:
intonation
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Discuss about your dream robot in the future
Organization:
Homework:
? Prepare: exam
---------------------0o0--------------------
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK: Preparing date:

Period: Teaching date:
REVIEW 4
Lesson 2:Skills
+ Practice doing some exercises in Skills
1. Knowledge:
+ Practice doing some exercises in Pronunciation and Grammar.
2. Qualities:
Unit 10-12.
3. Competence:
II./.PREPARATION:
IV./.PROCEDURE

Word webs
Contents:
Some interesting things in the future
Organization:
Reading P69 Discussion
1. Read the advertisement and choose the1. A
correct answer A, B, C, or D for each of the
2. B
gaps. 3. C
4. D
Aims: practice reading skill.
Contents: new words in Review 4
Products:
Keys of Review 4
Organization:
Reading I. Reading
2. Read the text and choose the correct 2.Choose the correct answer
answer A, B, or C for each of the gaps. 1. A
(P69) 2. B
3. A
4. A
Aims:
Concept of tone in telling information
Listening and writing skill
Contents:
Tips for practising English
Products:
Organization:
Speaking(P69)
- Have students some minute to read the
tips.
3. Work in pairs. You are going to design II. Speaking(P69)

your future houses. Discuss the questions Work in pair
below
4. Work in groups. Take turns describing Example:

your future house and try to persuade your It will be a large and modern house in a big city. In
group members to live in it. Who has the front of my house, there will be a …..
best future house in your group?
Aims:
- help sts know the important of English in
daily life
Contents:
- usage of grammar
Products:
- old vocabulary
- review grammar
Organization:
Listening Script: In 2004, 120 young people from ten
5. Listen and tick (√) what people from the European countries met in Berlin at the first Youth
Youth Eco-Parliament advise us to do for Eco-Parliament. They gave ideas for improving the
our environment. environment around us. Here are some of the things
they advised us to do:
- recycle more rubbish (for example, glass, paper
and plastic)
- pick up rubbish in parks or in the street
- save energy - turn off light and TVs when you’re
not using them
- use reusable bags instead of plastic bags.
Writing
6. Write about what you think we should do
to improve the environment. Use the ideas - I think we can do many things to improve the
from 5 or your own ideas. environment around us. Firstly, we should ….
Homework:
- Review Units for the coming test
---------------------0@0--------------------
…………………………………………………….
……………………………………………………
…………………………………………………….
WEEK: Preparing date:
Period: Teaching date:
REVIEW 4
(LESSON 3)
+ Practice doing some exercises out of Textbook
1. Knowledge:
+ Practice doing some exercises
2. Qualities:
Unit 10-12.
3. Competence:
II./.PREPARATION:
IV./.PROCEDURE

Word webs
Contents:
- will for the future
- might for future possibility
Product:
Usage of will for the future
Organization:
Teacher reviews the learnt knowledge
Aims: help sts recall learnt knowledge
Contents:
- will for the future
Products:
Practice and keys
Organization:
Teacher gives exercises in handout Task 1. Complete the sentences with will or
Sts do the exercises won’t
1.It’s Sunday tomorrow, so I ___________
have to get up early.
2.When I see Tom tomorrow, I _______ invite
him to our party.
3.You must meet Anna. I am sure you
__________ like her.
4.We _________ start our dinner until Jack
arrives.
5.I _______________ phone you when I get
home from school.
6.Tony _________ pass his examination. He
hasn’t done any work for it.
Key:
1.won’t 2. will 3. Will
4. won’t 5. will 6. won’t
Task 2. Complete the sentences with might
or might not
1.I am still not sure where to go for my holiday.
I _____ go to Da Lat.
2.The weather is not very good. It _____ rain
this afternoon.
3.There _____ be a meeting on Friday because
the teacher is ill.
4.Ann _____ come to the party tonight because
she is busy.
5.Phong is thinking about what he will do on
Sunday. He _____ go to a judo club or he
_____ stay at home and study English.
Key:
1.might 2. might 3. might not
4. might not 5. might, might
Aims:
Review the knowledge and do more
exercises
Contents:
- conditional sentences type 1
- could for past ability
- will be able to for future ability
Products:
Sts can use the structure correctly.
Key to exercises in handout 1. Fill the gap
Organization: 1. If I (study) ______ , I (pass) _______ the
Teacher asks sts do exercises in handouts exams.
2. If the sun (shine) _________, we (walk)
_____________ to the town.
3. If he (have) _______ a temperature, he (see)
___________ the doctor.
4. If my friends (come) ___________, I (be)
__________ very happy.
5. If she (earn) _________ a lot of money, she
(fly) _________ to New York.
6. If it (rain) _________, the children (not go)
_______ for a walk.
7. If she (not read) _______ the novel, she (not
pass) ________ the literature test.
8. If I (not argue) ________ with my father, he
(lend) ________ me his motorbike.
9. If we (take) _____ the bus, we (not arrive)
_______ in time.
10. If Dick (not buy) ____ the book, his friends
(be) _______ angry with him.
Key:
1. study - will pass. 2. shines - will walk
3. has - will see 4. come - will be
5. earns - will fly 6. rains - won't go
7. doesn't read - won't pass
8. don't argue - will lend
9. take - won't arrive
10. doesn't buy - will be
2. Complete the sentences. Use will be able
to, can, could, and the verbs from the box.
guard make recognize do
1.This robot ______ our faces when the
scientists improve it.
2.Home robots are more useful today – they
______ the bed.
3.Even in the past, robots ______ the laundry.
4.Now, robots _____ the house. When there’s a
problem, they send a message to our mobile.
Key:
1.will be able to recognize
2.can make 3. could do
4.can guard
3. Complete the sentences with
can/can't/could/couldn't + the following:
come eat hear run sleep wait
1. I'm afraid I can't come to your party next
week.
2. When Tim was 16, he .... 100 metres in 11
seconds
3. "Are you in a hungry?" "No, I've got plenty
of time, I ...."
4. I was feeling sick yesterday. I .... anything
5. Can you speak a little louder? I .... you very
well.
6. "You look tired." "Yes, I .... last night."
Key:
2. could run 3. can wait
4. couldn't eat 5. can't hear
6. couldn't sleep
4. Read and complete the interview about
home robots with will be able to or won’t be
able to.
Interviewer: Robots are already in factories.
Will people have robots at home?
Robot expert: Yes, they will. I think they
(1)______ do all of our housework.
Interviewer: But they (2)______ replace the
personal computer. Is that right?
Robot expert: That’s true, but one day they
(3)______ use computers.
Interviewer: Amazing! What other things
(4)______ home robots ______ do?
Robot expert: Well, they will be able to do the
gardening but they (5)______ play sports and
games with you.
Key:
1.will be able to 2. won’t be able to
3. will be able to. 4.will (home robots) be
able to 5. won’t be able to
Aims:
- help sts use the structure correctly
- practice telling information
Contents:
- make sentences
- extra exercises in handouts
Products:
Key to exercises
Organization:
- Let ss do the exercises
- Teacher gives answers
Homework:
- Review Units 10-12 for the coming test
---------------------0@0--------------------

…………………………………………………….
……………………………………………………
---------------------0@0--------------------
THE SECOND - SEMESTER EXAMINATION

I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to: know about their knowledge. And
develop skills.
2. Skills: Speaking, listening, reading, writing.
3. Attitude:
4. Competence: self-learning capability, ability to use of language……
II./. PREPARATION:
1.Teacher: Examination, papers
2.Students:
III./. TEACHING METHODS: teaching methods by visual, teaching methods by practising,
technical present….
IV- Set up matrix:
Topics/ Knowledge Comprehension Application Total

language
&skills Objective Subjecti Objective Subjective Low High
ve
I- Listening Listen to the
Topic 7-12 passage, then 5 items
(20 %) decide 2.0
whether the points
statements are 20 %
True or False
5 items
2.0 points
II- 1. Find the 2. Choose 15
Grammar word having a the correct items
-Vocab- different answer(s) 2.0
Phonetics sound in the points
Topic 7-12 underlined 20%
(20 %) part. 10 items
5 items 1.0 point
1 point
III-Reading Read the

Topic 7-12 passage, then
(20%) choose the 5 items
correct 2.0
answer(s) points
5 items 20%
2 points
IV- Rewrite the
Writing sentences
Topic 7-12 without
(20 %) changing 5 items
their 2.0
meanings points
5 items 20%
2.0 points
V- 1. 2. Pick up 2 items
Speaking Introduce a topic and 2.0
Topic 7-12 yourself talk about points
(20 %) name, it 20%
hobbies, …
1 item 1 item
1.0 point 1.0 point
Total 15 items 15 items 2 items 32
5 points 3 points 2.0 points items
50% 30% 20% 10
points
100%
DE SO 1 Secondary School
Class: 6………
Student’s name: …………………….
ĐỀ THI KSCL HỌC KÌ II - NĂM HỌC –
Môn: TIẾNG ANH - LỚP 6
Thời gian làm bài: 45 phút
Marks Teacher’s Opinion
PART I: LISTEN
Listen to the passages, then write T/F for each sentence. (2 points)
………… 1.Hai plays chess every Saturday.
…………. 2.‘Angry Birds’ is Bill’s favourite game.
…………. 3.Alice doesn’t like doing sports very much.
………… 4.Trung is very good at playing football.
………… 5.Bill’s dream is to create a new game.
PART II: GRAMMAR AND VOCAB
1-Find the word which has a different sound in the underlined part (1pt)
1.A.hear B.near C.fear D.pear
2.A.gather B.monthly C.father D.brother
3.A.favourite B.slight C.fine D.high
4.A.fold B.close C.cloth D.hold
5.A.tooth B.clothing C.bath D.both
2- Circle the best option A, B, C or D to complete each of the following sentences (1pt).
1.– “_____________ a nice T-shirt, Trang!” – “Thank you.”
A.How B.What C.Which D.It
2.– “_____________ is the most expensive city in the world?” – “I think it’s Tokyo.”
A.Which B.Where C.What D.How
3.– “_____________ films have you seen this week?” – “Only one.”
A.What B.Which C.Who D.How many
4.I _____________ to Singapore three times.
A.have gone B.have been C.went D.visited
5.I first _____________ Melbourne in 2003.
A.went B.have been C.have gone D.visited
6.My brother can’t swim _____________ he’s afraid of water.
A.because B.but C.and D.so
7.– “_____________ is your favourite tennis player?” – “I don’t like tennis.”
A.What B.Which C.Who D.Where
8._____________ eat too much salt. It’s not good for you.
A.Do B.Don’t C.Please D.Can’t
9.– “_____________ don’t you go with us to the stadium this weekend?” – “That’s a good idea!”
A.Why B.How C.What D.When
10.– “I’ve just received a scholarship.” –“_____________!”
A.Really B.Thank you C.Congratulations D.Well
PART IV: READ
Read the passage about Rebecca Stevens, then choose the best answer to each of the questions (2 pts)
REBECCA STEVENS
Rebecca Stevens was the first woman to climb Mount Everest. Before she went up the highest
mountain in the world, she was a journalist and lived in South London.
In 1993, Rebecca left her job and her family and travelled to Asia with some other climbers.
She found that life on Everest is very difficult. “You must carry everything on your back,” she
explained, “so you can only take things that you will need. You can’t wash on the mountain, and in
the end I didn’t even take a toothbrush. I am usually a clean person but there is no water, only snow.
Water is very heavy so you only take enough to drink!”
Rebecca became famous when she reached the top of Mount Everest on May 17, 1993. After that,
she wrote a book about the trip and people often asked her to talk about it. She got a new job too, on
a science programme on television.
1.Where was Rebecca Stevens from?

A.England B.Asia C.Everest D.The South
2.Before she climbed Everest, Rebecca Stevens was a ___________.
A.climber B.journalist C.traveller D.scientist
3.Why did Rebecca Stevens become famous?
A.She left her job and her family and travelled to Asia.
B.She found that life on Everest is very difficult.
C.She reached the top of Mount Everest in 1993.
D.She was the first woman to climb Mount Everest.
4.Life on Everest is very difficult because ___________.
A.it is very high
B.you can’t take things with you
C.there is no water there
D.there are no toothbrushes
5.After 1993, Rebecca had a ___________.
A.new book B.new job C.programme D.television
PART IV: WRITE

Rewrite sentences below to make a conditional sentence – type 1. (2pts)
1.Students recycle and use recycled materials. They save energy.
…………………………………………………………………………………
2.We use the car all the time. We make the air dirty.
…………………………………………………………………………………
3.You save electricity. You turn off your computer when you don’t use it.
………………………………………………………………………………
4.People stop using so much energy. They want to save the environment.
…………………………………………………………………………………
5.You see a used can in the road. What will you do?
…………………………………………………………………………………
PART V: SPEAK
1. Introduce yourself name, age, class, school, address… (1pt)
2. Choose a topic and talk about it(1pt)

- About your TV- watching habits
- About a sport/ game you like
- About the city you are visiting
- About your dream house
- About what you will do If you become the president of the club.
The end
ĐÁP ÁN THI KSCL HỌC KÌ II- NĂM HỌC –

Thời gian làm bài: 45’
PART I: 0,4 p for each correct sentence.
1. F 2. T 3. T 4. F 5. T
PART II:
1. 0,2 p for each correct sentence.
1. D 2. B 3. A 4. C 5. B

1. B 2. C 3. D 4. B 5. D
6. A 7. C 8. B 9. A 10. C
PART III: 0,4 p for each correct sentence.
1.A 2. B 3.D 4.C 5. B

PART IV: 0,4 p for each correct sentence
1.If students recycle and use recycled materials, they will save energy.
2.If we use the car all the time, we will make the air dirty.
3.You will save electricity if you turn off your computer when you don't use it.
4.People will stop using so much energy if they want to save the environment.
5.If you see a used can on the road, what will you do?
DE SO 2
Bao Khe Secondary School
Class: 6………
Student’s name: ……………………..
ĐỀ THI KSCL HỌC KÌ II - NĂM HỌC –
Thời gian làm bài: 45 phút
Marks Teacher’s Opinion
PART I : LISTEN
Listen to the passages, then write T/F for each sentence. (2 points)
……… 1.Mi thinks they can use the club fund to buy light bulbs for classes.
……… 2. At book fairs, students can swap their new books.
……… 3. Nam thinks that it will be good if students go to school by bus.
……… 4. Students can grow vegetables in the school garden.
……… 5. Used uniforms can be exchanged at uniform fairs.
PART II: GRAMMAR AND VOCAB
1-Find the word which has a different sound in the underlined part (1pt)
1.A.hear B.clear C.bear D.fear
2.A.mouse B.shoulder C.around D.count
3.A.clothing B.brother C.thick D.there
4.A.starting B.marbles C.stars D.solar
5.A.polluted B.prepared C.recycled D.watered
2-Circle the best option A, B, C or D to complete each of the following sentences(1pt) .

1.– “_____________ a nice T-shirt, Trang!” – “Thank you.”
A.How B.What C.Which D.It
2.– “_____________ is the most expensive city in the world?” – “I think it’s Tokyo.”
A.Which B.Where C.What D.How
3.– “_____________ films have you seen this week?” – “Only one.”
A.What B.Which C.Who D.How many
4.I _____________ to Singapore three times.
A.have gone B.have been C.went D.visited
5.I first _____________ Melbourne in 2003.
A.went B.have been C.have gone D.visited
6.My brother can’t swim _____________ he’s afraid of water.
A.because B.but C.and D.so
7.– “_____________ is your favourite tennis player?” – “I don’t like tennis.”
A.What B.Which C.Who D.Where
8._____________ eat too much salt. It’s not good for you.
A.Do B.Don’t C.Please D.Can’t
9.– “_____________ don’t you go with us to the stadium this weekend?” – “That’s a good idea!”
A.Why B.How C.What D.When
10.– “I’ve just received a scholarship.” –“_____________!”
A.Really B.Thank you C.Congratulations D.Well
PART IV: READ

Read the passage, then choose the best answer to each of the questions (2 pts)
In the future, we will live in amazing new homes. Our houses will use the sun or the wind to
make electricity. We won’t have cookers, dishwashers or washing machines. We will have robots to
cook our dinner and wash our clothes. We will have robots to look after our children, and to feed our
cats and dogs.
We won’t use computers. We will have special remote control units. We can surf the Internet,
send and receive e-mails and order food from the markets without getting out of bed.
We won’t have TVs or CD players because we will have watches that play music, take
pictures and tell time. Our cars might not use gas. They might use energy from air, water or plants. In
the future the air won’t be polluted. Our world will be a great place to live in.
1.We won’t have __________.
A.cookers B.robots C.TVs D.computers
2.Robots will help us to __________.
A.cook our dinner B.surf the Internet
C.wash our clothes D.look after our children
3.We will have special remote control units to __________.
A.surf the Internet
B.send and receive e-mails
C.order food from the markets
D.feed the cats and dogs
4.Our watches might __________.
A.make electricity B.play music
C.take pictures D.tell time
5.Cars might use __________.
A.energy from water
B.energy from air
C.energy from wind
D.energy from plants
PART IV: WRITE
Rewrite sentences below to make a conditional sentence – type 1. (2pts)
1.Students recycle and use recycled materials. They save energy.
…………………………………………………………………………………
2.We use the car all the time. We make the air dirty.
…………………………………………………………………………………
3.You save electricity. You turn off your computer when you don’t use it.
………………………………………………………………………………
4.People stop using so much energy. They want to save the environment.
…………………………………………………………………………………
5.You see a used can in the road. What will you do?
…………………………………………………………………………………
PART V: SPEAK
1. Introduce yourself name, age, class, school, address… (1pt)
2. Choose a topic and talk about it(1pt)

- About your TV- watching habits
- About a sport/ game you like
- About the city you are visiting
- About your dream house
- About what you will do If you become the president of the club.
The end

2. F 2. F 3. T 4. F 5. T
PART II:
1. C 2. B 3. C 4. D 5. A

1. B 2. C 3. D 4. B 5. D
6. A 7. C 8. B 9. A 10. C
1.B 2. B 3.D 4.A 5. C
PART IV: 0,4 p for each correct sentence.
------------------------------------------------------------

FEEDBACK ON SECOND -semester examination
I./. Objectives
- To check students understanding about grammar and vocabulary in Units 7-12 and level students base on their
result, then have suitable changes in teaching for the next lessons.
- By the end of the lesson, Ss will be able to finish the test on time.
2. Skills: Speaking, listening, reading, writing, use of English
3. Attitude: - Students know how to learn English in right way.
language……
II./. PREPARATION:
1.Teacher: Exam, laptop,
2.Students:
III./. TEACHING METHODS: teaching methods by practicing, technical present….
procedures
1) Revision:
2) Pay and correct the test:
- T gives what Ss have done and haven't done.
- T gives some main mistakes.
3) Key
DE SO 1
3. F 2. T 3. T 4. F 5. T
PART II:
1. D 2. B 3. A 4. C 5. B

1. B 2. C 3. D 4. B 5. D
6. A 7. C 8. B 9. A 10. C
1.A 2. B 3.D 4.C 5. B

PART IV: 0,4 p for each correct sentence
DE SO 2
4. F 2. F 3. T 4. F 5. T
PART II:
1. C 2. B 3. C 4. D 5. A

1. B 2. C 3. D 4. B 5. D
6. A 7. C 8. B 9. A 10. C
1.B 2. B 3.D 4.A 5. C
PART IV: 0,4 p for each correct sentence.
Kiểm tra ngày 06 tháng 5 năm
……………………………………………………….
……………………………………………………….
………………………………………………………..

Global Success HK2 Theo 5512

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WEEK: 19 Preparing date: 13/01/2021

Period: 55 Teaching date:

ACTIVITY 2. Knowledge Formation (17’)

Ss listen to the recording and repeat.

WEEK:19 Preparing date: 15/01/2021

- T. calls some Ss to tell before class.

Task 4 Conjunctions are used to connect ideas

Task 5 Answer key.

Ss read vocab in chorus.

ACTIVITY 3: Production (15’)

- T. calls a student to the board and write the

WEEK:20 Preparing date: 17/01/2021

ACTIVITY 2: Vocabulary (15’)

* Checking vocab: Slap the board

ACTIVITY 3: Reading (15’)

WEEK:20 Preparing date: 21/01/2021

Teacher’s and students’ activities Content

- Ss listen and tick the correct channel for each

- Ss discuss and write

T. asks Ss to read their writing. And asks them to

WEEK:21 Preparing date: 24/01/2021

T asks ss to work in groups and rearrange

- T. suggests Ss doing “project”.

Week:21 Preparing date: 24/01/2021

- Who can give me some

WEEK:21 Preparing date: 27/01/2021

3. Task 3. Matching Task 3 Matching

- T asks Ss to do the task independently 1. c 2. d 3. a 4. e

UNIT 8: SPORTS AND GAMES

ACTIVITY 3: PRACTICE (15’)

Ss practice the conversation in pairs 3. sat 4. watched

Task 3. 3. Work in groups. Ask and answer

WEEK:22 Preparing date: 11/2/2021

* Vocabulary. I. New words

week:23 Preparing date: 14/02/2021

UNIT 8: SPORTS AND GAMES

- T. divides class into six groups and write

- Ss discuss and write

week:23 Preparing date: 14/2/2021

week:23 Preparing date: 15/2/2021

UNIT 9: CITIES OF THE WORLDS

ACTIVITY 2. Knowledge Formation (17’)

week:24 Preparing date: 23/2/2021

UNIT 9: CITIES OF THE WORLDS

Task 2 Answer key.

6. high 7. clothes 8. fine 9. hold 10. flight

week:24 Preparing date: 23/2/2021

UNIT 9: CITIES OF THE WORLDS

ACTIVITY 4:Further practice:

week:24 Preparing date: 24/2/2021

UNIT 9: CITIES OF THE WORLD

ACTIVITY 1: WARM-UP (5’)

T: has a student work in pairs and match words * Matching

week:26 Preparing date:

UNIT 9: cities of the world

Teacher’s and students’ activities Content

ACTIVITY 2 : KNOWLEDGE FORMATION (20’)

3. Matching (part 3):

UNIT 9:Cities of the world

Dear John, Mr. John Carter, 13 Nelson Road,

UNIT 9: cities of the world

Teacher’s and students’ activities Content

ACTIVITY 4: PRODUCTION (5’)