Giáo Án Môn Tiếng Anh Lớp 8 Cả Năm (Global Success) Theo Công Văn 5512 (2 Cột) Năm Học 2023-2024 (Tuần 1-18) (Ma Trận + Đặc Tả + Đề Kiểm Tra Giữa Kỳ, Cuối Kỳ Có File Nghe)

GIÁO ÁN TIẾNG ANH THEO
CÔNG VĂN 5512
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Ths Nguyễn Thanh Tú

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GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM

(GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2
CỘT) NĂM HỌC 2023-2024 (TUẦN 1-18) (MA
TRẬN + ĐẶC TẢ + ĐỀ KIỂM TRA GIỮA KỲ,
CUỐI KỲ CÓ FILE NGHE)
WORD VERSION | 2023 EDITION
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Phát triển kênh bởi
Ths Nguyễn Thanh Tú
Đơn vị tài trợ / phát hành / chia sẻ học thuật :
Nguyen Thanh Tu Group
Hỗ trợ trực tuyến

Fb www.facebook.com/DayKemQuyNhon
Mobi/Zalo 0905779594
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
WEEK : 1
Period 1 : INTRODUCTION
A L
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS
CI
I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce new Tieng Anh 8 textbooks. Student’s book and Workbook
FI
- Tell students something about Great Britain; England and English. Students learn how to study
English well and know the way to learn English.
OF
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home...
some classroom languages.
* Grammar : To be; present simple tense; present continuous tense , can , must …
2. Competence: Students will be able to know how to study English effectively and how to use new
ƠN
Tieng Anh 8 textbooks and know the methods to study new Tieng Anh 8 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Qualities: To teach Ss the love of English; The awareness about importance of learning English.
NH
- Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 8 text book, laptop, projector / TV.....
- Students : Text books, workbook…
Y
- Computer connected to the Internet.

- Sach mem.vn ; hoclieu.vn .
QU
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
* Objectives:
- To create a friendly and atmosphere in the class before the lesson;
M
- To give T and Ss a chance to introduce themselves;

- To lead into the unit
KÈ
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the new class.
* Expected outcomes: Having a chance to speak English and focus on the topic of the lesson..
* Organisation: Teacher’s instructions…
Y
Teacher’s & Student’s activities Content

DẠ
+ Greeting + Greeting
+ Chatting + Chatting. T_Ss
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to - Students (Ss) listen and learn how to introduce
creat a friendly and relaxed atmosphere to themselves.
inspire Ss to warm up to the new class… - Introduce themselves (name; age; address;
- Have Ss to introduce themselves. likes; dislikes ….friends… )
- T encourages Ss to talk in English as much as
possible + Students (Ss) listen and learn how to do the
+ Lead to the first unit of the new school year. tasks.
L
- Write the unit title on the board and ask Ss - Answer the teacher’s questions
guest what they are going to learn this unit … - Open their book and write .
A
- Ask Ss to open their book and introduce what
they are going to study….
CI
2. NEW LESSON (12’-15’)
ACTIVITY 1+ 2:
* Objectives:
FI
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.
OF
* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 8
* Expected outcomes: Ss learn something about England, English; Learn how to use New Tieng
Anh 8
* Organisation: Teacher’s instructions….
ƠN
1. T. asks sts some questions about England. - T_Ss
- What do you know about England? - Listen carefully and read aloud.
- T. gives sts something about England and - Answer the teacher’s questions
NH
English.
- Give the answers
- It located in North-west coast of Europe with
very mild weather not too hot but not too cold. - Ss answer if possible
- It consists of four parts: England, Wales, - Listen carefully and read aloud.
Scotland and Ireland. - There are many interesting things of England
Y
- It’s official name is the UK and you’ll gradually know about them in the
- Each part has its own flag of UK. progress of learning English.
QU
2. English: 2/ Introduction: English is an international

- How many people speak English as their
language. Hundreds of million people speak
mother tongue?
- How many people speak English as their first English in the world. 400 million people speak
language? English as their first language, 600 million
M
- How many people speak English as their people speak English as their second language
second language or first foreign language? or first foreign language. 4/5 of the world’s
KÈ
- Why do you learn English? computers use program in English. ¾ of all

- Is it important? Difficult? Useful? Interesting? international correspondence is in English.
=> It’s very important, useful, interesting. It is
the means of communication to one another.
3/ New English 8 text book: 3/ English 8 has 12 Units.
Y
- How many units are there in English 8 text - T_Ss

DẠ
book? - Each unit has 7 lessons.

- What are they about?
There are 12 main units in the Student's Book.
Each unit has seven sections and provides
language input for seven classroom lessons of
45 minutes each...At the beginning of each unit,
there are explicit learning objectives that clearly
state the main language points and skills to be
taught in the unit.
- Section 1 : GETTING STARTED. - Section 5 : SKILL 1 . READING AND
L
It begins with a conversation followed by SPEAKING.
activities which introduce the topic of the unit. Reading
A
It then presents the vocabulary and the grammar This section aims to develop students' reading
items to be learned and practised through the abilities. The reading text is often based on the
CI
skills and activities of the unit. vocabulary and structures that students have
- Section 2 : A CLOSER LOOK 1 . previously acquired to make the activity
This section presents and practises the achievable..
FI
vocabulary and pronunciation of the unit. The Speaking
active vocabulary of the unit is given in an This section aims to provide further practice to
OF
interesting and illustrated way so that it is easy support students in their spoken English....
for students to memorise. Two sounds, which - Section 6 : SKILL 2: LISTENING AND
appear frequently in the unit, are given and WRITING.
practised in isolation and in context. Stress Listening
pattern of two-syllable words, three-syllable The listening activity follows the oral practice in
ƠN
words, and rising and falling intonation for the Speaking section. It provides students with
questions are also dealt with in the last units of an opportunity to listen to the language that they
the book. There are different exercises focusing have practised orally, and trains them to listen
on intensive practice of vocabulary and for general and specific information.
NH
pronunciation. Writing
- Section 3 : A CLOSER LOOK 2 . This section focuses on developing
This section deals with the main grammar students'writing skills. It normally involves one
point(s) of the unit. The new language point(s) of the text types required for students' skill
taught in this section is / are already introduced development. …
Y
in Getting Started. The exercises are well - Section 7: LOOKING BACK & PROJECT.
illustrated to help students remember and use Looking Back recycles the language from the
QU
the grammar items effectively. The Remember! previous sections and links it with the unit topic.
boxes appear wherever necessary to give the Its activities and exercises are designed to help
rules or explanations and help students avoid
students consolidate and apply what they have
common errors.
- Section 4: COMMUNICATION. learnt in the unit. Teachers can use this section
M
This section is designed to help students use to evaluate their students' performance and
functional language in real life contexts and provide further practice if necessary.
KÈ
consolidate what they have learnt in the The Project activity helps students improve
previous sections. It also gives students their ability to work independently and in a
opportunities to learn and apply the cultural team. It extends their imagination in a field
aspects of the language learnt to their lives and related to the unit topic.
Y
provides cultural information about Viet Nam * English is not too difficult but it requires you
and other countries. hard working.
DẠ
Everyday English in this section gives students - Ss need learn by heart all vocabulary and their
the skills to communicate effectively in various usage.
everyday situations... - Review the lesson everyday.
- Learn English everyday.
3. PRACTICE (15’)
ACTIVITY 3:
* Objectives: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English . Classroom language…
L
* Expected outcomes: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher’s instructions….
A
CI
3. How to learn English best?
- Tell us how you learn best? - T_Ss
- Tell us how you can learn English best? - Listen carefully
FI
* Some useful classroom languages:
- Who is the monitor? - Practice saying classroom languages.
- Who is absent today?
OF
- Who is on duty today? - Work in groups; in pairs; present the
- May I go out? projects….
- May I come in?.......
- How to improve your English :
- Listen to the teacher carefully, learn E. from
ƠN
many sources, always enrich your vocabulary,
do exercises carefully, practice speaking,
listening, writing, reading everyday. …
- Ss should work hard everyday to improve their
NH
English.
“ Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 4:
* Objectives: To revise / teach classroom languages.
Y
* Content: Some brief notes; Something about England, English . Classroom languages…
* Expected outcomes: Ss know something about England, English; Classroom languages…
QU
* Organisation: Teacher’s instructions…..

- T gives some questions to introduce the class - The greetings : - Goodmorning
expressions. - Good afternoo ; Good morning
- Have Ss listen and repeat. - Good bye ….
M
- Teacher says “ go out, please”‡ Go out - We can say “ May I go out”

- Teacher says “No” ‡ Don’t go out - You can say “Stand up, please”.
KÈ
- Call on some pairs to practice in front of the - Listen, please; Read after me
class. - Repeat please…..
5. WRAP-UP & HOME WORK (2’)

Y
* Instruct/ guide students to do their homework.

DẠ
- Prepare textbook, workbook, exercise book .

* HOME WORK
- Learn classroom languages.
- Prepare new lesson: Unit one LEISURE TIME.
==============================
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Date of planning:..…/ 9 / 2023 Period 2: UNIT 1 : LEISURE TIME
Date of teaching: ………..… Lesson 1: GETTING STARTED
WEEK: 1 I’m keen on doing DIY (do-it-yourself)
L
I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following:
1. Knowledge: - An overview about the topic Leisure time
A
- To practice listening and reading skills .
CI
- Use words related to leisure activities and expressions about likes and dislikes;
+ Vocabulary: words related to leisure activities and expressions about likes and dislikes;
+ pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
FI
* New words: a kniting kit; keen on; DIY; spend; hang out; join; puzzles; message…
+ Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk
OF
about likes and dislikes;
2. Competence:
- Students will be able to practice listening and reading skills .
- Develop communication skills and cultural awareness.
ƠN
- Be cooperative and supportive in pair work and teamwork. Be actively join in class activities.
3. Qualities:
- Love talking about activities in leisure time.
- Develop self-study skills.
NH
II. TEACHING AIDS:
- Computer connected to the Internet
Y
- Sach mem.vn ; hoclieu.vn

III. PROCEDURE:
QU

* Objectives: - To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
M
inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.
* Organisation : Teacher’s instructions …
KÈ
Teacher’s Student’s activities Content

+ Teacher (T) asks Ss some questions about the - T_Ss.
Y
previous lessons, + Students (Ss) listen and learn how to do

- T may introduce some warm-up activities to the tasks.
DẠ
create a friendly and relaxed atmosphere to inspire

Ss to warm up to the subject and new class…
- T encourages Ss to talk in English as much as - Open the book and write the tittle of the
possible lesson.
+ Before ss open their books, T asks ss what they
like doing for pleasure in their free time.
Summarise ss' answers and ask them what these
activities are called.
- Elicit the phrase leisure activities. Tell ss that free
time can be called leisure time. Write the unit title
on the board Leisure time. Let ss open their books
L
and start the lesson. Otherwise, T can:
A
- Show a picture with a lot of leisure activities for
15 seconds (see below).
CI
- Hide the picture and ask ss to name the activities
they see in the picture.
- Lead into the new lesson by saying: We do these
FI
activities in our free time or leisure time. Write the
unit title on the board Leisure time.
- Share with ss the objectives of the lesson and let
OF
them open their books and start the lesson. It is a
good idea to write the objectives in a corner of the
board and leave them there or put them on a slide to
show ss.
ƠN
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
ACTIVITY 1:
* Objectives: - To set the context for the introductory dialogue;
NH
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to
be learnt.
* Content: Learn some new words . Read the conversation and find out new words. Focus on
topic of the lesson, grammar points…
* Expected outcomes: Knowing more new words. Understanding the conversation; topic of the
Y
lesson, grammar points. Students know the topic of the unit and be ready for the conversation.
* Organisation : Teacher’s instructions.
QU

1. Listen and read :
* Teach vocabulary: - T_Ss
+ Teacher uses different techniques to teach vocab
(situation, realia, translation.) *Vocabulary:
M
+ Teacher introduces the vocabulary by: 1. knitting kit (n) bộ dụng cụ đan len
- providing the pictures 2. DIY (n) tự tay làm lấy
3. Dollhouse (n) nhà búp bê
KÈ
- eliciting the definition of the words

4. make paper flowers (v.phr)
+ Teacher do the “Rub out and remember”
làm hoa giấy
checking technique. 5. hang out (v) đi chơi
- Ask ss to look at the pictures on page 8 - 9 and
Y
answer the questions below:

- What are they talking about?
DẠ
- What activities can you see in the small pictures?

- Elicit answers from ss.
- Introduce the two characters:Tom and Trang.
Explain that they are friends, and they meet each
other by chance in a shopping mall.
- Play the recording twice for ss to listen and read
along. Have ss underline the words that are related
to the unit topic while they are listening and
reading.
L
- Invite some pairs of ss to read the conversation
A
aloud.
- Have ss say the words in the text that they think
CI
are related to the topic Leisure time. Quickly write
the words on one part of the board. Comment on ss'
answers.
FI
3. PRACTICE ( 15’)
OF
* Objectives:
2. To help ss understand the conversation.
3. To introduce some vocabulary items related to leisure activities.
4. To help ss revise the leisure activities they have learnt in 3.
ƠN
* Content: Listen and read the conversation. Complete the sentences; Write the activities under
the correct pictures.
* Expected outcomes: Ss understand the content of the conversation and know the vocabulary
related to the topic.
NH
* Organisation :
ACTIVITY 2: Read the conversation again and complete the sentences.
+ First, ask ss to read the sentences and fill in the - T_Ss
Y
blanks without reading the conversation again. - Work individually.

QU
- Elicit the answers from ss. Quickly write these

answers on the board. * Key:
1. knitting kit 2. leisure time
Now have them read the conversation again to
3. other people 4. hang out
check their answers. 5. Sunday
+ Allow them to share answers with a partner
M
before discussing as a class,

- Ask Ss for their answers again, referring to the
KÈ
answers that have been written on the board before.

- Confirm the correct answers.
ACTIVITY 3: Work in pairs. Write the activities from the box under the correct pictures.
Y
- Have Ss work individually to write the word and - T_ Ss

phrases in the box under the pictures. Have them - Ss to work individually.
DẠ
compare their answers with a partner. * Key:

- Invite some ss to go to the board and write their 1. messaging friends 2. cooking
answers. 3. playing sport 4. doing puzzles
- Confirm the correct answers. 5. doing DIY 6. surfing the net
- Have ss practise saying the word and phrases
again.
EXTRA ACTIVITY:
- Put Ss into pairs.
L
- Ss read off the activities in the word box in 3 and say two sentences about one of the activities
A
that they do. One sentence needs to be true and the other false:
Eg: 1. I enjoy cooking 2. I hate cooking
CI
- The partner guesses which sentence is true.
- Ss switch the roles and continue with a few more activities.
FI
ACTIVITY 4: Work in pairs. Read the phrases, and guess which activities in 3 are
described
- Have Ss work in pairs and read the key words and
OF
- T_ Ss.
phrases given, then guess the leisure activities.
- Work individually.
- Ask for Ss' answers and confirm the correct ones. * Key:
For a more able class, have ss work in groups. Each 1. doing puzzles
group writes down some key words and phrases 2. doing DIY
ƠN
about one or two leisure activities they do or know. 3. playing sport
Then they read aloud these words / phrases for the 4. messaging friends
class to guess the activities. 5. surfing the net
NH
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
ACTIVITY 5:
* Objectives: To help ss practise using the vocabulary items related to leisure activities.
* Content: Ask and answer the questions; Report the friends’ answers
Y
* Expected outcomes: Asking and answering the questions; Report it.

* Organisation :
QU

5. Work in groups. Ask one another the question below. Then report your friends’ answers
to the class.
- Set time (3 — 5 minutes) for ss to do this activity.
M
- Have ss work in groups to ask one another the * Report it.

question in the book. Invite some ss to share the * Example:
KÈ
If you have some free time this weekend.

answers of their groups with the class.
What will you do?
- For a more able class, ask ss to work in their * Suggested outcome:
groups again and brainstorm all the leisure If I have free time this weekend, I will go
activities they know. After three minutes, the group to the cinema to see the latest film.
Y
with the most answers wins, and they are invited to

DẠ
share their answers with the whole class.

- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on
the board or show them the slide with the objectives. Tick the objectives that have been learnt.
- Ask ss to say aloud some words they remember from the lesson.
- If there is a projector in the classroom, then T should show the dialogue and highlight the key
L
words related to the topic. It would be helpful if T also highlights in the dialogue the expressions
A
about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-
infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these
CI
language points in the upcoming lessons.
* HOME WORK:
- Do more exercises in workbook.
FI
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .
OF
==============================================
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period 3 : UNIT 1 : LEISURE TIME
Date of teaching: ………..… Lesson 2 : A CLOSER LOOK 1
WEEK: 1
L
A
1. Knowledge:
- The lexical items related to Leisure time.
CI
- Pronunciation: pronounce words that contain the sounds: /ʊ/ and /u:/ correctly
+ Vocabulary: The lexical items related to Leisure time.
+ pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
FI
* New words: be fond of ; be keen on ; be crazy about…..
OF
2. Competence:
- Students will be able to know some new words and learn how to use them.
- Develop communication skills and creativity.
ƠN
3. Qualities:
- Develop the love of leisure activities and expressions about likes and dislikes
NH
- Ss have the good attitude to working in groups, individual work, pairwork, cooperative
learning.
II. TEACHING AIDS:
Y

QU
- Sach mem.vn ; Or hoclieu.vn .

III. PROCEDURE:
* Objectives:
M
- To create an active atmosphere in the class before the lesson;

KÈ
* Expected outcomes: Having a chance to speak English. Students get some vocabulary from the
lesson and be ready for the lesson.
Y

DẠ
possible
+ Show some pictures of the leisure activities ss
L
learnt in the previous lesson. Have some say the
A
activities aloud. Lead into this lesson which focuses
on expressions about likes and dislikes and /ʊ/ and
CI
/u:/ .
- Share with ss the lesson objectives and have them - Open the book and write the tittle of the
open their books and start the lesson. It is a good lesson.
FI
idea to write the objectives in a corner of the board
and leave them there or put them on a slide to show
Ss.
OF
* Objectives:
- To present some expressions about likes and dislikes.
ƠN
* Content: Learn some new words .
* Expected outcomes: Knowing more new words. Students know how to use the target
vocabulary.
NH
ACTIVITY 1: Match a word/ phrase in column A with a word in column B to make
expression about likes
(situation, realia, translation.) *Vocabulary
Y
+ Teacher introduces the vocabulary by: 1. be interested in (n) quan tâm , thich
QU
- providing the pictures 2. be fond of (n) thích (rất nhiều )

- eliciting the definition of the words 3. be keen on (n) mê , thich
+ Teacher do the “Rub out and remember” 4. be crazy about (adj) thích (Phát cuồng)
checking technique. 5. be into (adj) thích
** Have Ss read the words / phrases in column A * LANGUAGE NOTE:
M
and B and match them to make expressions about - To be keen on means to be very interest
likes. Remind them that a word / phrase in column in or willing to do something.
KÈ
A can only go with one preposition in column B. (- To keen on có nghĩa là rất quan tâm
Have ss work in pairs to compare their answers hoặc sẵn sàng làm điều gì đó.)
before giving T the answers. - I'm quite keen on football. ( Tôi khá mê
Check and confirm the correct answers. Ask them bóng đá.)
to change the expressions they have got so that the - To be fond of means to like
Y
expressions can be about dislikes. someone/something or doing something

very much.
DẠ
Elicit answers from ss. Confirm that when we want

to change the expressions into those about dislikes, ( - To be fond of có nghĩa là thích ai đó /
we can put not after the forms of the verb be. Give cái gì đó hoặc làm điều gì đó rất nhiều.)
them the example: is fond of, which is changed into I'm very keen on strawberries.
is not fond of. Invite some ss to do the same with ( Tôi rất thích/ quan tâm đến dâu tây.)
other expressions. I'm keen on going to the party.
- Ask Ss about the form of the verbs placed after ( Tôi rất thích đi dự tiệc.)
these expressions. Tell them that the verbs need to - To be crazy about is stronger than keen
be in -ing form. /fond.
- To be crazy about (Phát cuồng) Dùng nó
+ Give them one example: I'm fond of making
L
mạnh hơn quan tâm / thích.
paper flowers. * Negative:
A
- Demonstrate the negative form: He is not fond of Example: I'm fond of making paper
making paper flowers
CI
flowers.
- The negative form: He is not fond of
making paper flowers.
FI
* Objectives:
OF
2. To help ss practise the expressions about likes and dislikes.
3. To give ss further practice with expressions about likes and dislikes.
* Content: Do the filling with a correct word from the box. Complete the sentences.
* Expected outcomes: Students understand how to use the vocabulary related to the topic.
ƠN
* Organisation :
ACTIVITY 2: Fill in each blank with a correct word from the box.
NH
- Have Ss do this activity individually. Have ss read - T_Ss
all the sentences carefully to make sure they - Work individually.
understand the sentences and fill in the blanks with
the words in the box. * Key:
- Let them share their answers in pairs. Invite some
1. fond 2. interested
Y
ss to give the answers and confirm the correct ones

- Ask Ss to make sentences with some of the 3. keen 4. into
QU
expressions they have learnt. Invite ss to share their 5. about

sentences. This activity can be carried out as a
competitive game. Ask ss to work in groups and
make as many sentences as possible with the
expressions about likes and dislikes. The group
M
with the most sentences wins and will be asked to

say their sentences
KÈ
ACTIVITY 3: Complete the sentences about what you like or dislike doing. Use the word or
phrases from the box or your own ideas.
- Ask ss to look at the example to make sure they - T_ Ss
Y
understand what to do. - Ss to work individually.

- Have them complete the sentences about
DẠ
* Key:
themselves, using the given word and phrases. 1. messaging friends 2. cooking
Invite ss to share their sentences orally or in the
3. playing sport 4. doing puzzles
written form.
- The activity can be done another way: After ss 5. doing DIY 6. surfing the net
complete the sentences, ask them to work with a
classmate to share their answers. Then invite ss to
share information with their classmates.
4. PRONUNCIATION: ( 8’)
L
/ʊ/ and /u:/
A
* Objectives:
- To help ss identify how to pronounce the sounds /ʊ/ and /u:/
CI
- To help ss practise pronouncing these sounds in words.
* Content: Listen and reapeat the words. Practice the sentences. Underline the bold words..
FI
* Expected outcomes: Students repeats the words correctly
* Organisation :
OF
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/
- Have some Ss read out the words first. Then play
- T_ Ss.
the recording for them to listen and repeat the
ƠN
words they hear. \ * Key:
- Play the recording as many times as necessary.
- Explain to Ss that these words have the sounds
and /u:/. Tell them the difference between the two
NH
sounds if needed. Tell ss that /ʊ/ is a short vowel
sound while /u:/ is a long vowel sound. * Audio script - Track 3:
- Ask Ss to work in pairs to practise saying the cook group push June school
words and put the words into the correct columns. would woman move
* Key:
Y
- Check the answers with the class and confirm the

/ʊ/ /u:/
correct ones.
QU
cook, push, would, group, June,

- Invite some Ss to say some other words they woman school. Move
know that include the two sounds.
* Teacher gives corrections and feedbacks to
students’ pronunciation
M
5. Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold
words with /u:/.
KÈ
- Have Ss quickly read the sentences. Now play the

recording for ss to listen to the sentences. Ask them * Example:
1. She likes reading books and swimming
to pay attention to the bold words and underline the
in the pool.
bold words with /ʊ/ and circle the bold words with
2. When it is cool, we like to play
Y
/u:/.
Invite some Ss to share their answers. Confirm f'ootball.
DẠ
3. She drew and made puddings in her

the correct ones.
free time.
Play the record ing again for ss to repeat the
4. My mum loves pumpkin soup and
sentences,
coffêe with a little sugar.
Have Ss practise the sentences in pairs. Invite some
5. My brother is fond ofwatching the
pairs to read the sentences aloud. Comment on their
pronunciation of the sounds. cartoon about a clever wolf'.
A L
- Ask one or two Ss to tell the class what they have learnt.
- Draw Ss' attention to the objectives on the board or show them the slide with the objectives.
CI
Tick the objectives that have been learnt.
* HOME WORK:
FI
==============================================
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period 4 : UNIT 1 : LEISURE TIME
WEEK: 1
L
A
1. Knowledge:
- Use the verbs of liking and disliking with gerunds and to-infinitive;
CI
+ Verbs of liking/ disliking + gerund
+ Verbs of liking/ disliking + to- infinitives
FI
+ Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
OF
2. Competence:
- Students will be able to know some verbs of liking and disliking with gerunds and to-
infinitive.
ƠN
3. Qualities:
- Develop the love of taking part in leisure activities and expressions about likes and dislikes
NH
II. TEACHING AIDS:
Y

- Sach mem.vn ; Or hoclieu.vn
QU
III. PROCEDURE:

* Objectives:
M

KÈ

Y
+ Chatting. - T_Ss.
DẠ
+ Teacher (T) asks Ss some questions about the + Students (Ss) listen and learn how to do
previous lessons, the tasks.
- T may introduce some warm-up activities to
possible
* Ask Ss some questions: What do you like doing in
your free time? What does your mum like doing in
L
her free time?..
- Invite some ss to answer the questions. Quickly
A
write some of their answers on the board.
- Underline the -ing form of verbs in ss' answers.
CI
- Ask them if they remember the -ing form of verbs
after some verbs such as like or hate they learnt in
Tiêng Anh 7. Tell them that today they are going to
FI
learn some more verbs to describe likes and - Open the book and write the tittle of the
dislikes. lesson.
OF
- Lead to the lesson.
- Introduce the objectives of the lesson. Write the
objectives in the left corner of the board.
ƠN
* Objectives:
1.To help ss identify the verbs that go with only gerunds and those that go with both
gerunds and to-infinitives.
* Content: To teach grammar. Verbs of liking/ disliking
NH
- To teach Ss verbs of liking and disliking with gerunds and to-infinitives
* Expected outcomes: Students know how to use the target grammar.
Y
ACTIVITY 1: Work in pair. Put the verbs in the appropriate column.

* INTRODUCTION OF GERUNDS AND - T_Ss
QU
TO-INFINITIVES
- Remind Ss of the concept of the gerund that they * Verbs of liking:
learnt in grade 7. Ask them how gerunds are love
formed and how they function grammatically. like
M
Write on the board: I didn't know you like knitting. fancy

and I love to watch TV on Saturdays. prefer
KÈ
- Explain that in English if we want tofollow a verb enjoy

with another action, we must use age run do ran * Verbs of disliking:
infinitive. There are certain verbs that can only detest
befollowed by one or the other,and these verbs hate
Y
must be memorised. Go through the Remember! dislike

box with ss. Tell ss that verbs of liking / disliking
DẠ
are often followed by gerunds and to-infinitives, * Suggested answers:

and verbs such as love, like, hate and prefer may go - Verbs followed by gerunds only: detest,
fancy, dislike, enjoy
with gerunds or toinfinitives with almost no change
- Verbs followed by both gerunds and to-
in meaning. infinitives: love, like, hate, prefer
- Have Ss read the examples in the Remember! box,
and then encourage them to give their own
examples.
L
* Objectives:
A
2- To help Ss practise the correct form of verbs after verbs of liking / disliking.
CI
3- To give Ss further practice with verbs of liking / disliking.
4- To help Ss produce sentences with verbs of liking / disliking.
* Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
FI
* Expected outcomes: Students understand how to use the target grammar.
* Organisation :
OF
ACTIVITY 2: Choose the correct answer A, B, or C.
- Have ss do this exercise individually and then - T_Ss
compare their answers with a partner.
ƠN
Ask some ss to share their answers. Confirm the * Keys:
1. A 2. A 3. C 4. B 5. A
correct answers. .
NH
ACTIVITY 3: Look at the pictures and complete the sentences, using the verbs in brackets
in their suitable form.
+ Ask Ss what they see in each picture. For a less - T_ Ss
able class, T may want to write some key language - Ss to work individually.
* Key:
Y
on the board (e.g. play computer games / surfthe

net). 1. Mark likes surfing / to surf the net.
QU
- Have Ss do this exercise individually and then 2. The girls enjoy knitting.
compare their answers With another classmate. 3. My cousin dislikes cooking.
Invite some ss to write their answers on the board. 4. My father hates going / to go shopping.
- Check the answers with the whole class. Confirm 5. Tom and his sister prefer doing / to do
the correct answers. Accept different sentences puzzles
M
provided that they are correct.

KÈ
EXTRA ACTIVITY:
- Materials: One A4 sheet of paper for every three ss
- Put ss into groups of three.
- One student makes a statement using a verb of liking + gerund. If one of the other Ss agrees,
Y
they repeat the statement.

- Then one group member writes "One of us.. . “ plus the sentence. Or "Two of us.. plus the
DẠ
sentence or "All of us.. plus the sentence depending upon how many Ss agreed with the
statement.
- The turn goes to another partner who also makes a statement using the same pattern.
- After every student has had a turn, repeat the process with verbs of liking + to-infinitives
ACTIVITY 4: Complete the sentences about yourself.
- Have Ss work individually to write the sentences - T_ Ss.
about themselves. - Work individually.
* Suggested answer:
L
- Invite some Ss to write their answers on the
board. - I like playing basketball.
A
- Comment on their answers. Accept different - I hate cooking.
CI
answers provided that they are logical and correct.
* Teacher corrects for students as a whole class.
FI
* Objectives:
5. To help ss ask and answer about leisure activities, using verbs of liking / disliking.
OF
* Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitive
* Expected outcome: Students’ conversations
* Organisation :
ƠN
ACTIVITY 5: GAME: Likes and dislikes mimes
+ Divide ss into groups. Assign a group leader to
manage the game. * Example:
NH
+ Explain the rules of the game: * Suggested outcome:
One student mimes a leisure activity he / she likes A: Do you like surfing the net?
or dislikes. Other ss guess what the activity is by B: No, I don’t.
asking Yes / NO questions using the verbs they C: Do you love messaging your friends?
have learnt.
B: Yes, I do.
Y
+ For each correct guess, each student gets one

point. The group leader records the points of his /
QU
her group members.

+ Have Ss read the example in the book and model
the way to play the game with one student if
needed.
+ Let groups play the game for about 3 — 5
M
minutes.
+ Invite some groups to perform the game in front
KÈ
of the whole class. Comment on their performance.

* Teacher gives corrections and feedbacks.

Y
DẠ
- Ask Ss to say make some sentences with words and phrases they remember from the lesson.
* HOME WORK:
- Prepare new lesson: Lesson : COMMUNICATION.
==============================================
A L
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period ….: UNIT 1 : LEISURE TIME
Date of teaching: ………..… Lesson 4 : COMMUNICATION
WEEK: ….
L
A
1. Knowledge:
- To intrduce Everyday English.
CI
- Invite and accept invitations
+ Vocabulary: The lexical items related to leisure time.
FI
+ Grammar:
- Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes
OF
and dislikes;
2. Competence:
ƠN
3. Qualities:
- Love of leisure activities and expressions about likes and dislikes.
- Be ready and confident in real life conversations.
NH
II. TEACHING AIDS:
- Sach mem.vn.
Y
III. PROCEDURE:
QU

* Objectives:
M

KÈ

Y

DẠ

possible
** Show some pictures of the hobbies that Ss learnt
in the previous lessons. Ask some ss to make
sentences about themselves, using the verbs of
liking / disliking.
- Introduce the objectives of the lesson: learning
L
- Open the book and write the tittle of the
how to invite and accept invitations and learn about lesson.
A
teen leisure activities around the world.
CI
EVERYDAY ENGLISH
Inviting and accepting invitation
FI
* Objectives:
1. To introduce ways of inviting and accepting invitations;
OF
To help Ss practise inviting and accepting invitations.
* Content: Listen and read the dialogue. Learn how to invite and accept invitation.
* Expected outcomes : Students know how to invite and accept invitation.
ƠN
ACTIVITY1. Listen and read the dialogues below. Pay attention to the highlighted part.
* T elicits the dialogues. - T_Ss
- Play the recording for ss to listen and read the
dialogues at the same time. Ask Ss to pay attention
*Trang: Would you like to go to the
NH
cooking club with me this Sunday?
to the highlighted parts. Tell them that these are
Ann: I'd love to. Thanks.
two ways to invite someone and two ways to accept
Tom: Do you fancy going for a walk?
invitations.
Mark: That's great. Thanks.
- Have Ss practise the dialogues in pairs. Call on
Y
some pairs to practise the dialogues in front Of the

QU
class.
* Teacher checks students’ understanding by asking
some checking questions.
* Objectives:
M
2+3 : To practise inviting and accepting invitations in the situations.

- To introduce some more leisure activities appearing in the texts that follow.
KÈ
4. To provide Ss with information about different leisure activities that teens in different
countries enjoy doing.
* Content: To practice inviting and accepting invitations. Answer the questions. Read and
complete the table.
Y
* Expected outcomes: Students know how to use the structures to invite and accept invitation
* Organisation :
DẠ

ACTIVITY 2: Work in pairs. Practise inviting and accepting invitations in the following
situations. Remember to use the highlighted language in 1.
- Ask Ss to work in pairs to make similar dialogues, - T_Ss
using the language they have learnt. - Work in pairs.
- Move around to observe and provide help. * you invite your friend to play
- Call on some pairs to practise in frontofthe Class. badminton.
- Comment on their performance. - you invite your friend to make paper
- Have ss react the role-plays, but this time Trang flowers with you.
L
starts with "Do you and Tom starts with "Would - you invite your friend to try home-made
A
you like . pizza.
- Confirm the correct answers. A. Would you like to …… ?
CI
B. I’d love to. Thanks.
Teens’ leisure activities around the world
FI
ACTIVITY 3: To work in pairs. Ask and answer the question.
- Ask Ss to look at each picture and say what - T_ Ss
OF
leisure activity it shows. If time allows, ask them - Ss to work individually.
what things are needed for each activity.What is the * Suggested answers:
activity in each picture? Picture a: doing origami
Picture b: playing badminton
- Elicit answers from Ss.
Picture c: snowboarding
ƠN
ACTIVITY 4: Read what three teenagers say about their leisure activities. Complete the
table with the information from the text.
- Tell Ss that they are going to read about different - T_ Ss.
NH
leisure activities that teens in different countries * Key:
enjoy doing.
- Have them look at the table of information and
ask them to read the three short texts and complete
Y
the table.
- Ask Ss to work in pairs to do this activity. They
QU
can draw this table on a sheet of paper. After pairs

finish their work, ask them to share their table with
the whole class.
- Comment on their answers. Confirm the correct
M
answers.
- If time allows, have some pairs give a short talk
KÈ
about each teen and his / her leisure activity.
EXTRA ACTIVITY
Materials: One sheet of A4 paper for every five Ss
Y
- Put Ss into groups of five. Delegate one student to be the group's secretary.
- Ask the group secretary to make a chart similar to the one at the bottom Of 4. Put in five rows.
DẠ
under the top heading and write the names of the ss in the left column.
- Each student tells their favourite leisure activity and the people they do the activity with as
well as the benefits of the activity.
- When the chart is complete, each group member talks a little bit about their leisure activities
giving more details about the people involved in the activity as well as the benefits.
- Do a class feedback session to find out the most popular leisure activity as well as the most
uncommon one.
4. PRODUCTION ( 8’)
L
* Objectives:
A
5. To provide ss with a chance to share their opinions about the leisure activities in 4.
* Content: Ask and answer about the places Ss would like to visit.
CI
* Expected outcomes: Students’ conversations . Report the group’s answers.
* Organisation :
FI
ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday?
Explain your choice to your partner.
OF
- Have Ss work in groups to ask and answer the
* Questions:
two questions in the book. Have ss in each group
- Which of the activities in 4 do you want
note down their friends' answers.
to try?
- Ask some Ss to report their group's answers to the - Why do you want to try it?
ƠN
class.
NH
- Ask Ss to summarise what they have learnt in the lesson.
- Have Ss look at the objectives written on the board at the begin ning of the lesson and tick the
objectives they have learnt.
Y
* HOME WORK:
QU

- Prepare new lesson: Lesson 2: SKILLS_1.
========================================
M
KÈ
Y
DẠ
Date of planning:………….. Period…: UNIT 1 : LEISURE TIME
Date of teaching: ………..… Lesson 5 : SKILLS 1/ Reading and speaking
WEEK: 2
L
A
1. Knowledge:
- Read about leisure activities with family;
CI
- Talk about leisure activities with family;
FI
* New words:
OF
2. Competence:
ƠN
3. Qualities:
- Love reading and talking about activities in leisure time
NH
II. TEACHING AIDS:
- Sach mem.vn.
Y
III. PROCEDURE:
QU

* Objectives:
M

KÈ

Y

DẠ

possible
- Ask some Ss what leisure activities they usually
do and who in the family they do the activities
with.
- Ask them about the good things of doing these
activities with family members. Elicit answers from
L
ss.
- Lead into the new lesson: Reading and Speaking
A
about leisure activities that can be done with family
members.
CI
objectives in the left corner of the board. - Open the book and write the tittle of the
lesson.
FI
OF
A. READING
* Pre-reading
* Objectives:
- To activate Ss' knowledge of the topic of the reading text
* Content: Learn some new words . Look at the pictures. Answer questions.
ƠN
* Expected outcomes: Knowing more new words. Answer the questions .
- Students know how to use the target vocabulary.
NH
ACTIVITY 1: Look at the pictures. What activities can you see?
(situation, realia, translation.)
Y
+ Teacher introduces the vocabulary by:

QU
- providing the pictures

+ Teacher do the “Rub out and remember”
checking technique.
M
* Have Ss look at the pictures in the book or show *Vocabulary

the pictures on a slide. Ask ss what activity is 1. connect (v) kết nối
KÈ
shown in each picture. If time allows, ask ss to 2. recipe (n) công thức
describe the pictures (who they can see and what 3. ingredient (n) nguyên liệu
the people are doing). 4. costume (n) trang phục
- Tell Ss that they are going to read a text about * Key :
Y
leisure activities that Ann does with her family Picture a: riding bikes / cycling
members. Picture b: making a dress
DẠ
Picture c: cooking
3. WHILE READING ( 15’)
* Objectives:
2. To help Ss develop the skill of finding the main idea and guessing the meaning of new
words in context
3. To help Ss develop the skill of reading for specific information (scanning).
* Content: Read and choose the correct answer; Read the text again and answer the questions.
* Expected outcomes: To Improve the skill of reading for specific information. To get more
information of the text.
L
* Organisation :
A
ACTIVITY 2: Read about Trang’s leisure activities. Choose the correct answer.
CI
- Tell Ss what they are going to do. - T_Ss
- Ask Ss to do the exercise individually and then - Work individually.
check their answer in pairs.
FI
- Invite some ss to share their answers. Confirm the * Key: 1. C 2. B
correct answers.
ACTIVITY 3: Read the text again and answer the questions.
OF
- Ask Ss what they are going to do. - T_ Ss
- Have Ss share how to do this exercise. - Ss to work individually.
- Briefly tell them the steps: Read the questions, * Key:
underline the key words in each question, locate the 1. She goes for a bike ride, cooks and does
ƠN
keywords in the text and find the information to DIY.
answer the question. 2. Her brother does.
- Ask Ss to repeat the steps if necessary. 3. No, it isn't.
NH
- Ask Ss to do the exercise individually and then 4. She loves doing DIV projects with her
check their answers in pairs. mum the most.
- Invite some Ss to share their answers. Have them 5. Her mum teaches her to make her own
explain their answers. Confirm the correct answers. dresses and doll clothes.
- Ask some Ss to tell the class about Trang's leisure 6. She won first prize in a costume contest
Y
activities. at her school

QU
EXTRA ACTIVITY
Materials: One A4 sheet of paper per student
+ Put Ss into groups of three.
- Ss reread the text and write two statements about the information in the text. One statement
M
should be true and the other false.

- Each group member passes their paper to another group member who reads the two statements
KÈ
and decide which one is true and which one is false.

- The papers are given to a third group member who reads the statements and says if they agree
or disagree with the previous group members' decision and find the clues in the text to support
their idea.
Y
4 . SPEAKING
* Objectives:
DẠ
4. To help Ss prepare ideas to talk about the leisure activities they do with their family
members.
5. To give Ss a chance to report their group's answers about leisure activities they do with
their family members.
* Content: Asking and answering the questions; Report the answers to the class.
* Expected outcomes: Students can ask and answer the questions correctly; Report what
activities are the most common.
* Organisation :
L
ACTIVITY 4 : Work in groups. Take turns to ask and answer the questions. Record the
friends’ answers in the table .
A
- Tell Ss that they are going to work in groups to
- T_ Ss.
CI
answer the questions in the book. Model the
- Ss- Ss
answers to the questions yourself.
- Have Ss work in groups of four to ask and answer
FI
the three questions in the book. Ask them to draw a
similar table on a sheet of paper to record their
OF
group members' answers.
- Ask Ss to practise reporting the group's answers
within the group.
- Move around to observe and offer help if needed.
ƠN
ACTIVITY 5: Report your group members’ answers to the class. What activities are the
most common?
- Invite some Ss to share their group's answers to - Ss _ Ss
the class.
NH
* Example:
- Ask other groups to listen and give comments. - Some teenagers enjoy spending free time
- Comment on Ss' answers. with their friends.
- Some of them prefer spending time with
* Teacher gives corrections and feedback theeir family .
Y
- I love going for a bike ride. ….

QU

- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the
M

* HOME WORK:
KÈ
- Prepare new lesson: Lesson 6 : A SKILLS _2.

Y
DẠ
Date of planning:………….. Period 2: UNIT 1 : LEISURE TIME
Date of teaching: ………..… Lesson 5 : SKILLS 2/ Listening and writing
WEEK: 2
L
A
1. Knowledge:
CI
- Listening to someone talking about their leisure activities with friends
- Writing a paragraph about leisure activities with friends
FI
OF
2. Competence:
- Ss develop their skill of listening for specific information
ƠN
3. Qualities:
- Love reading and talking about activities in leisure time.
NH
II. TEACHING AIDS:
- Sach mem.vn. Hoclieu.vn.
Y
III. PROCEDURE:
QU

* Objectives:
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
M
Ss to warm up to the subject and new lesson.

KÈ

Y

DẠ
- T may introduce some warm-up activities to create the tasks.

a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new class…
possible
- Invite some Ss to go to the board. Give him/ her
one leisure activity that they learnt in the previous
L
lesson. Ask them to describe the words without
A
saying anything. The rest of the class guess the
words.
CI
- Lead to the new lesson: Listening and Writing
about activities with friends. - Open the book and write the tittle of the
- Introduce the objectives of the lesson. lesson.
FI
OF
A. LISTENING
* Pre-listening
ƠN
* Objectives: To prepare ss for the listening text.
* Content: Answer the questions to focus on the topic on the lesson.
* Expected outcomes: Ss answer the two questions freely.
NH
ACTIVITY 1: To help ss develop the skill of listening for specific information.
Y
(situation, realia, translation.) if have

- Have Ss answer the questions in the book.
QU
- We can hang out , play sport….

- Elicit answers from ss. This is an open activity, so
- To improve social skills; reduce stress…
accept all answers provided they make sense.
3. WHILE LISTENING ( 15’)

M
* Objectives:
2+3 . To help ss develop the skill of listening for specific information.
KÈ
* Content: Listen to an interview with Mark about his leisure activities do the tasks that follow.
Choose the best answer; do the filling in the table.
* Expected outcomes: To Improve the skill . To do the tasks correctly.
* Organisation :
Y
ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the
DẠ
correct answer.
- Tell Ss that they are going to listen to an interview - T_Ss
about the leisure activities Mark does. - Work individually.
- Have Ss read the questions first and underline the
key words. * Key:
- Play the recording and ask ss to listen and choose 1.A
the correct answers. ss wo rk in pairs to compare 2. C
L
their answers.
- Ask for Ss' answers and write them on the board
A
without confirming whether they are right or wrong.
CI
ACTIVITY 3: Listen to the interview again. Fill in each blank in the table with no more
than two words.
FI
- Tell Ss that they are going to listen to the interview - T_ Ss
again and complete the table Of information. - Ss to work individually.
- Have Ss read the table. Have ss guess the word or
OF
phrase to fill in each blank and write their guesses on
the board.
- Play the recording and ask ss to listen again and
complete the table. ss work in pairs to compare their
answers with each other and with the words / phrases * Key:
ƠN
on the board.
- Play the recording once more for pairs to check 1. video 2. cinema 3. park
their answers to both activities 2 and 3. 4. shape 5. bike ride 6. places
- Ask for Ss' answers to 2. Confirm and tick the
NH
correct answers. Ask for ss' answers to 3.
- Write them on the board next to their guesses.
EXTRA ACTIVITY
Y
Materials: One sheet of A4 paper per student

- Play the audio for the ss one line then stop. Ss work individually to listen and write down any
QU
two words they hear and leave a space between the two words. Explain the two words should not
go together but there should be a few words between them. Repeat the process with the remaining
lines stopping after each one.
- Ss then share their papers and work together to try to fill in some of the missing words that can
M
be used to fill in the blanks.

- Play the audio once again stopping after each line for ss to check and correct their work.
KÈ
4 . WRITING
* Objectives:
4. To help ss brainstorm ideas and make an outline for their writing.
Y
5. To help ss practise writing an email to a pen pal to tell him/ her about the leisure activities
they do with their friends.
DẠ
* Content: In this writing part, ss are asked to write an email about the leisure activities they do
with their friends
* Expected outcomes: Ss can write an e-mail.
* Organisation :
ACTIVITY 4 : Work in pairs. ask and answer the questions.
- Have ss work in pairs to answer the questions in the
- T_ Ss.
L
book. + Students’ notes
A
- Have some Ss present their answers or write their 1. I usually have free time at the weekend.
answers on the board. 2. I usually play sports with my friends,
CI
- Move around to observe and offer help if needed especially badminton.
- Comment on their answers 3. It’s an easy sport, and it also improve
FI
my muscle strength and help reduce
stress.
ACTIVITY 5: Write an email (80 - 100 words) to a pen-friend to tell him / her about what
OF
you usually do with your friends in your free time. use your answers in 4.
- Have Ss write their emails individually based on * Start and end the email as follows:
their answers in 4.
- Ask one student to write his or her email on the * Example:
ƠN
board. Other ss and T comment on the email on the Hi Ann,
board. It’s nice to hear from you again.Let me
- T collects some of the texts to correct at home.
tell you about the things I usually do with
Otherwise, ask ss to revise and rewrite at home
NH
based on the T's comments of their friends' texts. my friends in my free time.
- Have them bring their new texts to class in the next I usually free time at weekend, and I
lesson. often spend Sunday mornings with my
- Collect some for marking. friends. I have three close friends, and
they live near my house. We usually play
Y
badminton together for about one hour in

QU
the playground. After that, we cycle

around the neibourhood. It’s a lot of fun.
What about you? What do you usullay do
with your friends in your free time?
Tell me in your next email.
M
Bye for now,

Mi
KÈ

- Ask ss to summarise what they have learnt in the lesson.
- Have ss look at the objectives written on the board at the beginning of the lesson and tick the
Y

DẠ
* HOME WORK:
- Prepare new lesson: Lesson 7 : LOOKING BACK.
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Date of planning:………….. Period 2: UNIT 1 : LEISURE TIME
Date of teaching: ………..… Lesson 7 : LOOKING BACK & PROJECT
WEEK: …..
L
A
1. Knowledge:
CI
- Review the vocabulary and grammar of Unit 1.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
FI
OF
2. Competence:
ƠN
3. Qualities: Develop awareness of leisure activities and expressions about likes and dislikes
NH
learning.
II. TEACHING AIDS:
Y
- Sach mem.vn.Hoclieu.vn.
III. PROCEDURE:
QU

* Objectives:
M
KÈ

Y

DẠ

Ss to warm up to the subject and new class… - Open the book and write the tittle of the
- T encourages Ss to talk in English as much as lesson.
possible
L
A. PRACTICE EXERCISES
VOCABULARY
A
* Objectives:
1. To help Ss revise the vocabulary items they have learnt in the unit.
CI
2. To help Ss revise the vocabulary items they have learnt in the unit and write complete
sentences.
FI
* Content: Revision. Complete the sentences . Write complete sentences from the given cues.
* Expected outcomes: Knowing more new words.
OF
ACTIVITY 1. Complete the senteneces with appropriate leisure activities.
- Have Ss do this activity individually then compare - T_Ss
ƠN
their answers with their partners.
*Key:
- Ask for Ss' answers or ask one student to write his
1- doing puzzles
/ her answer on the board.
2. doing DIY
NH
- Confirm the correct
3. Messaging friends
4. playing sports.
5. surfing net
Y
ACTIVITY 2: Write complete sentences from the given.

QU
- Have ss write complete sentences using the cues - T_Ss

given. Remind them to add necessary words and - Work individually.
make changes to the cues if needed
* Key:
- Ask them to share their answers with a classmate.
1. My cousin is crazy about surfing the net
- Invite some ss to write their sentences on the
M
and playing computer games.

board. T and other ss comment.
2. They are interested in playing
KÈ
badminton after school.

3. I'm not fond of making models because
I'm not patient.
4. Why are you not into cooking? -
Y
Because I often burn myself.

5. My friends are keen on doing judo, and
DẠ
they go to the judo club every Sunday.
GRAMMAR
* Objectives:
3. To help ss revise the form of the verbs after verbs of liking / disliking.
4. To help ss revise the form of the verbs after verbs of liking I disliking.
L
* Content: Learn some new words . Do the fillings with the correct forms of verbs in brackets.
Complete the passage.
A
* Expected outcomes: Knowing more new words. Fill in each blank with correct forms of the
verb correctly. Use the correct forms of the verbs to complete the passage correctly.
CI
* Organasation: Teacher’s instructions.
FI
ACTIVITY 3: Fill in each blank with correct forms of the verb in brackets.
- Ask ss to explain the form of the verbs after verbs - T_ Ss
of liking / disliking that they have learnt in the unit. - Ss to work individually.
OF
- Have Ss do this exercise individually then * Key:
compare their answers with a partner. 1. cycling
- Call on some ss to give the answers. 2. reading / to read
- Confirm the correct answers and write them on 3. playing
ƠN
4. chatting / to chat
the board.
5. to do / doing
ACTIVITY 4: Complete the passage . Use the correct forms of the verbs in brackets and
NH
pictures. Add more words if necessary.
- Tell Ss that they are going to complete a passage
- T_ Ss.
about Ann's likes and dislikes, using the pictures
and the language given. Remind them to add some * Key:
words if necessary. Ask them to read the example
Y
1. reading / to read books

carefully. 2. messaging / to message her friends
QU
- Have ss do this exercise individually then 3. making / to make paper flowers

compare their sentences with a partner. 4. knitting / to knit
- Invite some ss to read their answers aloud. Give 5. playing badminton
feedback.
4. PRODUCTION/ PROJECT ( 8’)
M
Leisure time survey

KÈ
* Objectives:
- To help Ss practise doing a survey on leisure time.
* Content: Ss to work in groups to do the project. Ss’ presentations.
- Ask Ss to organise their report into a presentation.
Y
- Ask Ss to work in groups to make an interview with their friends, then collect and present data.
* Expected outcomes: Students’ speaking.
DẠ
* Organization:
+ Ask ss to read the instructions. Make sure they
* T should assign the project in earlier
understand what to do. Ask ss to work in groups to
do the project. lessons such as in GETTING STARTED
- Instruct ss how to carry out this project. Model the lesson. Make sure you guide them
way to ask questions and record the answers in the carefully and check their progress after
L
table with one student. each lesson. In the last lesson (LOOKING
A
- If time is limited, assign the project in earlier BACK), Ss to present their report to the
lessons such as in GETTING STARTED lesson. class.
CI
Make sure you guide them carefully and check their - Ss display all the posters on the wall or
progress after each lesson. In the last lesson bulletin board ; Each group presents the
poster they prepare to the whole class.
FI
(LOOKING BACK), ask Ss to present their report
to the class.
OF
* Ask one or two Ss to tell the class what they have learnt.
ƠN
- Ask Ss to say make some sentences with words and phrases they remember from the lesson
* HOME WORK:
- Prepare new lesson: Unit 2: LIFE IN THE COUNTRYSIDE.
NH
==============================================
Y
QU
M
KÈ
Y
DẠ
Date of planning:……… Period..: UNIT 2 : LIFE IN THE COUNTRYSIDE
Date of teaching: …… Lesson 1: GETTING STARTED
WEEK: …… Last summer holiday
A L
1. Knowledge:
CI
- To introduce the topic about “Life in the countryside”
- To teach vocabulary about Life in the countryside
FI
+ Vocabulary:
- Use vocabulary to talk about Life in the countryside
OF
+ pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
+ Grammar: Use the comparative forms of adverbs;
2. Competence:
ƠN
- Be cooperative and supportive in pair work and teamwork.
- Be actively join in class activities.
3. Qualities:
NH
- Love talking about activities in the countryside.
II. TEACHING AIDS:
Y

QU

* Assumption
Anticipated difficulties Solutions
- Some difficult words and pronunciation - Encourage Ss to work in groups so that they can
M
- Ss may lack experience of group / team help one another.

work. - Give short, clear instructions, and help if
KÈ
necessary.
III. PROCEDURE:
* Objectives:
Y

DẠ

+Do some warm up activities before Ss open their books. - T_Ss.
L
+ Teacher (T) shows some pictures about life in the + Students (Ss) listen and learn
countrside. how to do the tasks.
A
- Look at some pictures and answer the questions :
+ What are they doing?
CI
+ Where are they?
+ Is it in the countryside or in the city?
FI
- Then ask Ss to decide which leisure activities are
common in the countryside and why.
- Lead into the new unit. Write the unit title Life in the
OF
Countryside on the board.
- Ask Ss to guess what they are going to learn about in - Open the book and write the
tittle of the lesson.
this unit. Then ask Ss to brainstorm words and phrases
describing activities that often take place in the
ƠN
countryside. For strong classes, encourage Ss to compare
the countryside and the city.

NH
ACTIVITY 1:
* Objectives: To set the context for the introductory dialogue;
To introduce the topic of the unit.
* Content: Learn some new words . Read the conversation and find out new words. Focus
on topic of the lesson, grammar points…
Y
* Expected outcomes: Knowing more new words. Students know the topic of the unit and be
QU
ready for the conversation.

1. Listen and read : LAST SUMMER HOLIDAY
- Teacher explains the meaning of the new vocabulary by - T_Ss
M
pictures.
- Teacher reveals that the words corresponding to the
KÈ
pictures will appear in the reading text and asks students

to open their textbook to find these words.
* Teach vocabulary: * Vocabulary
1. harvest (v) gặt hái, thu hoạch
Y

+ Teacher introduces the vocabulary by: 2. combine harvester (n)
DẠ

- eliciting the definition of the words máy gặt
+ Teacher do the “Rub out and remember” checking 3. herd (v) chăn trâu, bò
technique.
Set the context: have Ss look at the conversation and the 4. paddy fields (n) ruộng lúa
picture and answer some questions,
e.g. Where are the people in the picture? Who are they?
L
What are they doing? What are the
A
vehicles in the picture?
- Encourage Ss to give answers, but do not confirm
CI
whether their answers are right. Ask them to talk a bit
about the activities people in the countryside do.
FI
+ Play the recording twice for Ss to listen and read along.
Then ask some pairs of Ss to read the dialogue aloud.
- Refer to the questions previously asked. Confirm the
OF
- Take note
correct answer: They are in a paddy field. They are
harvesting rice. They are a combine harvester and a
truck.
ƠN
* Objectives:
2. To help Ss understand the conversation.
3. To help Ss use words and phrases related to farm work in the countryside;
- To help Ss further understand the text.
NH
4. To introduce some vocabulary items related to activities that rural people often do.
* Content: Listen and read the conversation. Choose the correct answer; Complete the
sentences. Match the activities with the correct pictures.
* Expected outcomes: Ss understand the content of the conversation and know the
Y
vocabulary related to the topic.

* Organisation :
QU

ACTIVITY 2: Read the conversation again and choose the correct answer to each
question.
+ Have Ss read the dialogue in detail to answer the - T_Ss
M
questions. - Work individually.

+ Ask them how to do this kind of exercise.
* Key:
KÈ
+ Explain the strategies, if necessary (e.g. reading the

questions and the options [A, B, C), underlining the key 1. A 2. B 3. C 4. C
words in the questions and options, locating the key
words in the text, and then reading that part and
Y
answering the questions).

+ Ask Ss to underline parts of the dialogue that help
DẠ
them with the answers. Set a strict time to ensure Ss

quickly read the text for information.
- Ask Ss to compare their answers in pairs before
sharing them with the class. Ask them to give evidence
to support their answers.
ACTIVITY 3: Complete the sentences with the words and phrases from the box.
L
- First, have Ss work independently. - T_ Ss
A
- Ask them to share their answers with one or more - Ss to work individually.
* Key:
CI
partners.
- T can ask for translation of some of the words and 1. load
phrases in the box to check their understanding. 2. combine harvester
FI
- If there is enough time, T can ask some Ss to write their 3. herd
answers on the board. 4. paddy field
5. harvest time
OF
- Check the answers as a class.
- With a stronger class, ask Ss to make some example
sentences with the words and phrases they have learnt.
ACTIVITY 4: Match the activities (1 - 6) that people living in the countryside often do
with the pictures (a - f).
ƠN
- Ask Ss to name the pictures.
- T_ Ss.
- Have Ss work individually to match the phrases in the
box with the pictures. Have them compare their answers * Key:
NH
with a partner. 1. d 2.a 3. f 4.e
- Then ask for Ss' answers. Quickly write their answers
5. b 6. c
on the board without confirming the correct answers.
- Ask other Ss to look at the answers on the board and
say if they are right or wrong. Confirm the correct
Y
answers.
QU
- Have some Ss practise saying the phrases again.
Notes: Trong đoạn hội thoại có câu :

Things move more slowly there than in our city.
M
=> Cấp so sánh của trạng từ . more slowly; more freely ; well; faster; harder
( Học ở các tiết sau a closer look 2 )
KÈ
* EXTRA ACTIVITY
Materials: One A4 sheet of paper for every four Ss
- Put Ss in groups of four.
- Ss think about all the different tasks associated with living in the … farm and write them
Y
down in Vietnamese.
DẠ
- Ss tick off the phrases from 4 and use their dictionaries or go online the remaining phrases.
- Go over some of the phrases as a class to help expand Ss’ vocabulary….
* Objectives: To provide Ss with practice in asking and answering about activities that
L
rural people often do
- To get students to ask and answer about activities that rural people often do.
A
* Content: Ask and answer.
* Expected outcomes: Students’ conversations.
CI
* Organisation :
FI
ACTIVITY 5: Work in pairs. Ask and answer about the pictures in 4.
+ Model this activity with a strong student. Remind Ss
*
OF
that they should only use the phrases and the pictures in
* Example:
4 to ask and answer about activities that rural people
A. What are they doing in
often do.
picture a?
+ Ask Ss to work in pairs. T goes round to help weaker B. They’re ploughing a filed.
ƠN
Ss. Then, call on ssome Ss to ask and answer before the
class. ………………
+ Comment on their performance.
OR : FREE TALK/ Question and answer then report
NH
+ Where do you live?
+ Free talk
+ Where do you like to live? In the countryside or in the
city? Why?
+ If in the countryside , What activities will you do?
Y
……
QU

- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the
objectives on the board or show them the slide with the objectives. Tick the objectives that
M
have been learnt.

- Ask ss to say aloud some words they remember from the lesson.
KÈ
- If there is a projector in the classroom, then T should show the dialogue and highlight the
key words related to the topic. It would be helpful if T also highlights in the dialogue the
expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking /
disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will
Y
learn these language points in the upcoming lessons.

* HOME WORK:
DẠ

==============================================
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Date of planning:………….. Period ..: UNIT 2 : LIFE IN THE COUNTRYSIDE
WEEK: ….
L
A
1. Knowledge:
CI
- Use words related to life in the countryside;
- Pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
+ Vocabulary: - words related to life in the countryside;
FI
* New words: cattle (n) , poultry (n) , crop (n) , vast (adj) , hospitable (adj), picturesque (adj)+
Grammar: - Use the comparative forms of adverbs;
OF
- Give and respond to compliments;
2. Competence:
ƠN
3. Qualities:
- Develop the love talking about activities in the countryside
NH
learning.
II. TEACHING AIDS:
Y

QU

III. PROCEDURE:
* Objectives:
M

KÈ
* Expected outcomes: Having a chance to speak English. Students get some vocabulary from
the lesson and be ready for the lesson.
Y

DẠ
+ Greeting + Greeting ; - T_Ss.

+ Matching game: + Matching game:
- T gives out the handouts and divides the class into * Suggested answers:
10 groups and explains the rules. 1. cattle (n)
- Ss match the given words to the pictures and they 2. vast (adj)
have to send one to stick the handout onto the board 3. crop (n)
L
as quickly as possible. 4. hospitable (adj)
A
- Teacher shows students the answer on the screen 5. poultry (n)
and announces the winning group. 6. picturesque (adj)
CI
- T sets the context for the lesson.
- Show some pictures of the activities in the
- Open the book and write the tittle
FI
countryside that Ss learnt in the previous lesson. Have
of the lesson.
some Ss say the activities. Lead into this lesson which
focuses on action verbs and the sounds /ə/ and /ɪ/ .
OF
* Objectives:
- To present some nouns that go with action verbs to describe activities which rural
ƠN
people often do.
* Content: Learn some new words . Noun go with action verbs.
vocabulary.
NH
ACTIVITY 1: Circle the correct words to complete the sentences.
Y
* New words:
1. cattle (n) gia súc
QU
+ Teacher introduces the vocabulary by:

2. poultry (n) gia cầm
3. crop (n) hoa màu
4. vast (adj) mênh mông
+ Teacher do the “Rub out and remember” checking 5. hospitable (adj) hiếu khách
technique. 6. picturesque (adj) đẹp như tranh vẽ
M
** Have Ss read each sentence and choose the suitable

noun that goes with the action verb before it.
KÈ
- Let Ss work in pairs to compare their answers before * Key:

1. cattle
sharing their answers.
2. fruit
- Check and confirm the correct answers. With a 3. crops
strong class, have 5s add one or more nouns that can 4. unloaded
Y
go with the action verb in each sentence. 5. catching

DẠ
** EXTRA ACTIVITY
Materials: One A4 sheet of paper for every four Ss.
- Ss work individually to take each of the red words in 1 and use it to make a sentence.
Ss then find a partner and compare sentences and discuss the differences of the red words in
the
sentences in 1.
- Run a feedback session add get Ss to discuss the differences in meaning between the red
L
words in 1.
A
- Cattle refers to cows and water buffalos
- Poultry refers to birds we raise, like chickens and ducks
CI
- Fruits are parts of some plants. Fruits have seeds in them.
- Plants have leaves, stems, and roots. Some plants produce fruit and some other vegetables.
FI
- Crops are plants grown by farmers and used as food.
+ Anything we eat is a type of food. Crops are one type of food. Other types of food include
fish, meat, milk, etc.
OF
- To load means to put a large quantity of something in a vehicle or container.
- To catch means to grab something that is moving in the air or water
- To hold means to keep something in your hand for a certain period of time.
ƠN
* Objectives:
2. To teach Ss new adjectives for describing people and scenes in the countryside.
3. To help Ss use adjectives for describing people and scenes in the countryside in specific
NH
contexts.
* Content: Do the matching . Complete the sentences with the words from 2.
* Expected outcomes: Students learn how to use the nouns go with verbs.
* Organisation :
Y
ACTIVITY 2: Match the following adjectives with their definitions

QU
- Have Ss quickly match the adjectives in the left - T_Ss

column with their meanings in the right column - Work individually.
individually.
* Key:
- Then ask Ss to check their answers with their
1. c
partners. Ask for translation of some of the adjectives
M
2. d
on the list to check their understanding. 3. e
- If there is enough time, T can ask some Ss to write
KÈ
4. b
their answers on the board. 5. a
- Confirm the correct answers. With a stronger class,
ask Ss to make some examples with the adjectives
they have learnt.
Y
DẠ
ACTIVITY 3: Complete the sentences with the words from 2.

- Ask Ss to do the exercise individually and then - T_ Ss
check with the whole class. When checking, ask Ss to * Key:
refer to 2 to make the meanings of the adjectives 1. hospitable
clearer to them. 2. well-trained
- Teacher checks the answers as a class and gives 3. picturesque
feedback. 4. vast
L
5. surrounded
A
/ə/ and /ɪ/
CI
* Objectives:
-To help Ss identify how to pronounce the sounds /ə/ and /ɪ/
- To help Ss practise pronouncing these sounds in words.
FI
* Content: Listen and reapeat the words. Practice the sentences. Underline the bold words..
OF
* Organisation :
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
Have some Ss read out the words first. Then play the
ƠN
- T_ Ss.
recording for them to listen and repeat the words they
hear. Ask them to pay close attention to the two
sounds.Play the recording as many times as necessary.
NH
Y
Note: Explain to Ss the difference between the two sounds if needed:

QU
- /ɪ/ is a "front vowel", meaning the front part of the tongue is raised while articulating this
vowel. It's also a "close vowel". A close vowel is one where the jaws come close to each
other.
- /ə/on the other hand is a "mid- vowel"; it means that the jaws aren't closer to each other. It's
also a
M
central vowel. A central vowel means the central part of the tongue is raised while articulating
this
KÈ
vowel. It's often unrounded.

- Invite some 5s to say some words they know that include the two sounds.
* Teacher gives corrections and feedbacks to students’ pronunciation .
Y
ACTIVITY 5: Listen and practise the sentences. Underline the bold words with /ə/, and
DẠ
circle the bold words with /ɪ/.

- Have Ss quickly read the sentences. Now play the
recording for Ss to listen to the sentences. Ask them to * Suggested outcome:
pay attention to the underlined parts and tick the 1. There is a lot of water in the bottle.
2. The farmers here are hard-working.
appropriate sound. 3. They are picking fruits in the
- Invite some Ss to share their answers. Confirm the orchard.
correct ones. 4. People in my village usually gather
L
- Play the recording again for Ss to repeat the at weekends.
5. Please buy some milk and pasta at
A
sentences.
the supermarket.
- Have Ss practise the sentences in pairs. Invite some
CI
pairs to read the sentences aloud. Comment on their
pronunciation of the sounds.
FI
1. There is a lot of water in the bottle.
2. The farmers here are hard-working
3. They are picking fruits in the orchard.
OF
4. People in my village usually gather at weckends
5. Please buy some milk and pasta at the supermarket
ƠN
+ Ask Ss to summarise what they have learnt in the lesson.

- Listen and practise the sentences. Underline the bold words with /ə/ and circle the bold
NH
words with /ɪ/.
* HOME WORK:
Y
==============================================
QU
M
KÈ
Y
DẠ
Date of planning:…… Period …. : UNIT 2 : LIFE IN THE COUNTRYSIDE
Date of teaching: …… Lesson 3 : A CLOSER LOOK 2
WEEK: ….
L
A
1. Knowledge:
- The comparative forms of adverbs
CI
+ Vocabulary: Words related to life in the countryside;
+ Grammar: - Use the comparative forms of adverbs; The comparative forms of adverbs
FI
2. Competence:
- Students will be able to know how to form and use The comparative forms of adverbs.
OF
3. Qualities:
ƠN
learning.
NH
II. TEACHING AIDS:
Y
III. PROCEDURE:
QU

* Objectives:
M
KÈ

+ Greeting + Greeting ; T_Ss.
Y
+ Making comparison Questions:

- Teacher shows the pictures on the screen. 1. Who lives faster than the other:
DẠ
- Teacher asks students to make comparative people in the countryside or people

sentences to describe the difference between the 2 in the city?
pictures. 2. Who lives more peacefully than
- Teacher gives some follow-up questions to lead in the other: people in the countryside
the introduction of the target grammar point. or people in the city?
- Teacher sets the context for the lesson. Suggested answers:
L
+ Teacher (T) asks Ss some questions about the 1. People in the countryside live
A
previous lessons, more slowly than people in the city.
- T may introduce some warm-up activities to create a 2. People in the countryside live
CI
friendly and relaxed atmosphere to inspire Ss to warm
more peacefully than people in the
up to the subject and new class…
- T encourages Ss to talk in English as much as city.
FI
possible
- Tell them that today they are going to learn some
more verbs to describe likes and dislikes. Lead to the
OF
lesson. - Open the book and write the tittle
+ Introduce the objectives of the lesson. Write the of the lesson.
ƠN
ACTIVITY 1: Comparative adverbs
* Objectives:
1. To help ss identify the verbs that go with only gerunds and those that go with both gerunds
and to-infinitives.
NH
* Content: - To teach grammar.
- To teach Ss the comparative forms of some adverbs that Ss normally use in everyday
conversations.
* Tương tự như với tính từ, trạng từ chia thành 2 loại: Trạng từ ngắn và trạng từ dài
Y
1.1. Trạng từ ngắn (Short adverbs): - Là những trạng từ có một âm tiết (one syllable)
Eg: : hard, fast, late, far, early, soon …
QU
- She runs fast.

1.2. Trạng từ dài (Long adverbs): Là những trạng từ có 2 âm tiết trở lên (two syllable).
+ Là những trạng từ có đuôi + ly:
Eg: : slowly, carefully, quickly, interestingly,…
M
- My father drives carefully.

1.3 Form : 1- For most adverbs (often with two or more syllables), we make comparative
KÈ
forms by adding more.

Examples:
+ adding more: slowly → more slowly ; carefully → more carefully
2. For adverbs that have the same forms as adjectives like fast, hard, soon, etc., we make
comparative forms by adding -er.
Y
2. adding -er:
fast → faster ; hard→ harder
DẠ
3. Some irregular adverbs

well → better ; badly → worse
2. Comparative adverbs (So sánh hơn với trạng từ):
Short Adv: S + V + adv + er + than + Noun/ Pronoun
Long Adv: S + V + more/ less + adv + than + Noun/ Pronoun
L
Eg: - They work harder than I do/ me.
A
- A horse can run faster than a buffalo.
- Mai dances more beautifully than Hoa does.
CI
* Expected outcomes: Students know how to form and use comparative forms of adverbs.
1. Work individually and whole class
FI
+ Write the compatative forms of adverbs :
- Ask Ss to do the exercise individually and then * Answer key:
OF
check their answer in pairs. Comparative
- Choose two Ss and ask them to stand up. Ask them, Adverbs
forms
How long does it take you to run 100 metres? After long longer
the two Ss have given their answers; high higher
late later
ƠN
- T asks the class: A can run 100 metres in... seconds
and B can run 100 metres in... seconds, so who runs quickly more quickly
frequently more frequently
more slowly?
early earlier
After Ss say which student runs more slowly in either
much more
NH
Vietnamese or English, T introduces the subject of the little less
lesson: comparative adverbs and asks for the
equivalent in Vietnamese (Cấp so sánh hơn của + Briefly explain to them that they
trạng từ). can make comparative forms for
Y
+ Focus Ss' attention on comparative forms by saying: most adverbs (often with two or
The buses run every 15 minutes. The trains run every more syllables), by adding the word
QU
30 minutes. So, the buses run more often than the more. Explain that they can make
trains. comparative forms by adding the
+ Explain that like comparative adjectives, ending -er for adverbs that have the
comparative adverbs are constructed in several same forms as adjectives like fast,
M
different ways in English, and that some of those hard, soon, etc. + Remind Ss to learn
ways are presented in the Remember! box. by heart the irregular adverbs like
KÈ
+ Invite some Ss to share their answers. Confirm the well, badly, etc.
correct answers.
* Objectives:
Y
1. To teach Ss the comparative forms of some adverbs that Ss normally use in everyday
DẠ
conversations.
2+3. To help Ss practise the correct comparative forms of adverbs in sentences.
4. To give Ss further practice with comparative adverbs in situations.
* Content: Ss practise using the form and use of the comparative forms of adverbs.
* Expected outcomes: Students understand how to use the comparative forms of adverbs
* Organisation :
L
ACTIVITY 1: Write the comparative forms of the adverbs in the table below.
A
+ Ask Ss to do the exercise individually and then - T_Ss
CI
check their answer in pairs. * Answer key:
+ Have ss do this exercise individually and then Comparative
Adverbs
compare their answers with a partner. forms
FI
long longer
- Ask some ss to share their answers.
high higher
- Confirm the correct answers. late later
OF
quickly more quickly
frequently more frequently
early earlier
much more
little less
ƠN
ACTIVITY 2+ 3 : Complete the sentences with the comparative forms of the adverbs in
brackets
- Have Ss do these exercises individually and then - T_ Ss
- Ss work individually.
NH
compare their answers with a partner.
Ask some 5s to write their answers on the board. * Key 2:
Check the answers with the whole class. Ask Ss to 1. more beautifully
explain how to make the comparative form of the 2. more clearly
adverb given in each sentence. Confirm the correct 3. faster
Y
answers. 4. harder
5. more heavily
QU
Invite some ss to write their answers on the board.

- Check the answers with the whole class. * Key 3:
- Confirm the correct answers. 1. more carefully
2. faster
3. more quietly
M
4. more soundly
5. earlier
KÈ
EXTRA ACTIVITY:
- The class works together to create a poster showing the different irregular adverbs in
English. The poster should include the base form of the adverb as well as the comparative
form.
Y
- Display the poster in the classroom and spend a few minutes at the end of a few class
meetings to go over the words and ellicit example sentences from the Ss.
DẠ
ACTIVITY 4 : Complete the sentences with suitable comparative forms of the adverbs
from the box.
- Have Ss read the situations carefully. If necessary , T - T_ Ss
may explain each situation to Ss. Ask Ss to complete - Ss work individually.
the sentences individually first and then compare their * Answer key:
answers with a partner. 1. The red car can run faster than the
L
- Ask some Ss to write their answers on the board. black car.
2. Nick can jump higher than Tom.
A
- Check the answers with the whole class. Confirm the
3. Mai did better on the exam than
correct answers.
CI
Hoa.
- Comment on their answers. 4. The workers arrived earlier than
my dad expected.
FI
* Teacher corrects for students as a whole class. 5. The buses run more frequently
than the trains.
OF
ACTIVITY 5:
* Objectives: To help Ss practise using comparative adverbs to make comparisons.
* Content: Ss ask and answer .
* Expected outcomes:Students ask and answer to find out who can do st better.(run faster; get
ƠN
up earlier…)
* Organisation :
5. Work in pairs . Ask and answer to fund out who can run faster; can jump higher…
NH
+ First ask Ss to read the instructions. Use the
- T_ Ss.
example to make clear to Ss what they are supposed
- Work in pairs.
to do (with a weaker class do the first sentence).
- With a weak class, have Ss discuss what questions
Y
they should use to ask their partners in each

QU
situation.
- Have Ss work in pairs, asking and answering to Example:
A. How fast can you run?
make comparisons. Set time (4-5 minutes) for Ss to
do this activity. B. I can run 15 kilometers an hour
- T may go round to help weaker Ss. A. Ok, you can run faster than me.
M
- Call on some Ss to report the results to the class.

- Correct any grammar and pronunciation if
KÈ
necessary.
* Teacher gives corrections and feedbacks.

Y

DẠ
- Summarise the main points of the lesson.

- Ask Ss to say make some sentences themselves, using coparative adverbs.
* HOME WORK:
L
==============================================
A
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Priod..: UNIT 2 : LIFE IN THE COUNTRYSIDE
WEEK: …
L
A
1. Knowledge:
CI
- To introduce Everyday English.
- Give and respond to compliments
+ Vocabulary:
FI
- Use words related to life in the countryside;
- Pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
OF
+ Grammar: - use the comparative forms of adverbs;
2. Competence:
ƠN
3. Qualities:
NH
II. TEACHING AIDS:
- Sach mem.vn.
Y
III. PROCEDURE:
QU

* Objectives:
M

KÈ

Y

DẠ

possible
** T ask some Ss to make comparisons about
themselves, using comparative adverbs. - Open the book and write the tittle of the
- Introduce the objectives of the lesson: learning lesson.
L
how to invite and respond to compliments.
A
CI
EVERYDAY ENGLISH
Giving and responding to compliments
* Objectives:
FI
1. To introduce ways of inviting and respond to compliments.
To help ss practise inviting and respond to compliments.
* Content: Listen and read the conversation. Learn how to invite and respond to compliments.
OF
* Expected outcomes: Students know how to invite and respond to compliments.
ACTIVITY1. Listen and read the conversation . Pay attention to the highlighted sentences
ƠN
* T elicits the dialogues. - T_Ss
- Play the recording for ss to listen and read two
1/*Tom: What a beautiful kite you have ,
dialogues at the same time. Ask ss to pay attention
Mai ?
to the question and answer.
NH
Mai : Thank you ,Tom. My Dad made it
- Have ss practise the dialogues in pairs. Call on
for me last weekend.
some pairs to practise the dialogues in front of the
2/ Nick: You really have a nice dress,
class.
Hoa?
Mark: I’m glad you like it, Nick. I think
Y
* Teacher checks students’ understanding by asking

some checking questions. its colour really suits me.
QU
* Objectives:
2. To help practise giving and responding to compliments.
3. To helps Ss learn about two traditional villages in Viet Nam and Netherland;
M
- To help Ss develop their reading skill for specific information (scanning)

4. To provide Ss with practice in giving a presentation about the similarities and
KÈ
differences between two places.

* Content: To make similar conversations to practice giving and responding to compliments ;
Read the adverts for the two beautiful villages ; Take turns to talk about the similarities and
differences between Duong Lam and Hollum.
Y
* Expected outcomes: Students know how to use the structures to giving and responding to
compliments.
DẠ
* Organisation :
ACTIVITY 2: Work in pairs. Make similar conversations to practice giving and
responding to compliments, using the cues below.
- Ask Ss to work in pairs to make similar dialogues - T_Ss
with the given cues. - Work in pairs
- Move around to observe and provide help. Call on
L
- A shirt
some pairs to practise in front of the class.
- A bicycle
A
Comment on their performance. - A school bag
Adverts for beautiful villages
CI
ACTIVITY 3: Read the adverts for the two beautiful villages. Tick the boxes to show which
village the statements describe. Sometimes both boxes need to be ticked.
FI
- Have Ss read the instructions to understand what - T_ Ss
they are going to do. Remind them that they have to - Ss to work individualy.
OF
Suggested answers:
read each statement in the table and then read the
two adverts to scan for the necessary information to Duong
Statements Hollum
help them tick the correct boxes. Lam
- Give Ss time to read the two adverts and tick the
ƠN
1. It’s an ancient village. ✔ ✔
boxes in the table. After that, get them to swap
answers in pairs. 2. We can visit an ancient
- Go around and offer help, if necessary. pagoda, traditional houses, ✔
- Check the answers as a class. and temples in this village.
NH
3. We can get there by
✔
plane or ferry.
4. We can go there by car,

✔
bus, or bike.
Y
✔
QU
5. It has a lighthouse.
ACTIVITY 4: Work in groups. Take turns to talk about the similarities and differences
between Duong Lam and Hollum.
- Teacher introduces some words or phrases that are - T_ Ss.
often used to talk about the similarities and * Example:
M
differences, such as: both, also, too, like, as, unlike, -Duong Lam and Hollum are both ancient
but, however, etc. and give examples to illustrate. villages, …
KÈ
- Have Ss work in groups, taking turns to talk about

the similarities and differences between the two
villages. T may go round to observe. T should
encourage Ss to say as many sentences as possible.
Y
Ask Ss not to interrupt their group members while

DẠ
they are speaking in order to correct their errors.

Tell them to correct only common errors after their
group members have finished speaking.
- Call on some Ss to give the presentation to the
whole class. After each student finishes his or her
presentation, invite comments from other Ss on his
or her clarity, language, and fluency.
L
A
* Objectives:
CI
5. To provide Ss with practice in asking and answering about the places Ss would like to
visit.
* Content: Ask and answer about the places Ss would like to visit.
FI
* Expected outcomes: Students’ conversations . Report the group’s answers.
* Organisation :
OF
ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday?
Explain your choice to your partner.
- Have students work in pairs, asking and
* Questions:
ƠN
answering questions about the villages they would
+ Which village would you like to visit for
like to visit. T goes around and corrects mistakes or
holiday?
gives help when necessary. Encourage Ss to ask - Duong Lam , of course!
more questions. + Why?
NH
- Call on some pairs to perform the task in front of - Because I love watching the locals
the class. T and other Ss listen and make making specialities and …..
comments.
* Teacher corrects students as going around while
Y
they’re practising.
EXTRA ACTIVITY:
QU
- Put Ss into of 3-5

- Together they think of a village that they are familiar with and explain why they would like to
visit the village on their holiday. Before they start, have them list a couple things that they would
like to do as well as a few details about it.
- Have a few groups come to the class and talk about their chosen village.
M
KÈ

* HOME WORK:
Y

DẠ
==============================================
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Date of planning:………….. Period ….: UNIT 2 : LIFE IN THE COUNTRYSIDE
WEEK: …
L
A
1. Knowledge:
CI
- Read about different aspects of a Vietnamese village
- Talk about a village or town where one lives or which one knows
+ Vocabulary: Words related to life in the countryside;
FI
+ Grammar: - Use the comparative forms of adverbs;
OF
2. Competence:
3. Qualities:
ƠN
- Love reading and talking about activities in the countryside
II. TEACHING AIDS:
NH
III. PROCEDURE:
Y

QU
* Objectives:
M

KÈ

Y

DẠ

possible
- Ask some ss what leisure activities they usually
do and who in the family they do the activities
with.
- Ask them about the good things of doing these
activities with family members. Elicit answers from
L
ss.
A
about leisure activities that can be done with family
members.
CI
- Introduce the objectives of the lesson. Write the lesson.
FI
A. READING
OF
* Pre-reading
* Objectives:
- To help Ss understand and activate their knowledge of the topic.
- To help Ss remember some adjectives that are often used to describe scenes and sceneries
in the countryside.
ƠN
* Content: Learn some new words . Developing reading skill.
vocabulary.
NH
ACTIVITY 1: Work in pairs. Look at the picture and discuss the following questions.
Y

QU
+ Teacher introduces the vocabulary by: Vocabulary

- providing the pictures 1. stretch (v)
- eliciting the definition of the words 2. canal (n)
+ Teacher do the “Rub out and remember” 3. cultivate (v)
checking technique. 4. orchard (n)
M
- Teacher explains the meaning of the new

vocabulary by pictures.
KÈ
+ Ask Ss to work in pairs discussing what they can * Suggested answer:

see in the picture. paddy fields, cattle (buffaloes), farmers, a
Ask some Ss to say their answers in front of the combine harvester, a lake/pond, trees,
class. T may ask other questions to elicit other houses, a dirt road, horison, ect.
things in the picture.
Y
+ Ask Ss to work in pairs again, discussing which

Key: peaceful, vast, picturesque
DẠ
adjectives in the box.

picture. Ask some Ss to say their answers in front
of the class.
* Objectives:
2. - To improve Ss’ knowledge of vocabulary related to community activities.
L
- To improve Ss’ skill of reading for specific information.
3. To help ss develop the skill of reading for specific information (scanning).
A
* Content: Read and choose the correct answer; read and answer the questions
CI
* Expected outcomes: To Improve the skill of reading for specific information. To get more
* Organisation :
FI
ACTIVITY 2: Read the text about life in a village in Viet Nam. Match the highlighted
words in the text with their meanings.
OF
- Ask Ss to work individually to read the passage - T_Ss
and find the highlighted words. - Work individually.
- Have Ss read aloud the highlighted words. Correct Answer key:
1. c
their pronunciation if needed.
2. a
ƠN
- Have Ss match the highlighted words with their 3. d
meanings in the table. Remind them to use the 4. b
context to help them.
NH
ACTIVITY 3: Read the text again and tick T (True) or F (False) for each sentence.
- Ask some Ss to read out loud the sentences in the - T_ Ss
table. - Ss to work individually.
* Key:
Y
- Have Ss work individually for five minutes and

tick T (True) or F (False). 1. T
QU
- Ask Ss to take turns to give the answers. Ask 2. T

them to show the part in the passage where they 3. F
4. F
found the answers.
5. T
- Have them read aloud the sentences.
M

EXTRA ACTIVITY
KÈ

- The pairs work together to summarise the text in 2 in a summary of 45 to 50 words.
- Each pair works with another pair to exchange their text.
- Each pair reads the new text which has been exchanged and summarize it in a text between 20-
25 words.
Y
- Teaching note: The act of shortening and lengthening texts requires Ss to use words and
phrases they normally wouldn't. It also gets them to focus on the grammar and express ideas
DẠ
with grammar points they normally don't use.

4 . SPEAKING
* Objectives:
L
4. To help Ss prepare ideas for the next activity.
5. To provide an opportunity for Ss to practise talking about a village or town where they
A
live or which they know.
CI
* Content: Make notes about the village or town where you live or which you know.
Work in groups. Take turns to talk about the village or town where you live or which you know.
Use the information in 4.
* Expected outcomes: Students can Make notes about the village or town ; Take turns to talk
FI
about the village or town where you live
* Organisation :
OF
ACTIVITY 4 : Make notes about the village or town where you live or which you know.
- Tell each student to make notes. Set a time limit
- T_ Ss.
for Ss to do it.
ƠN
- Ask Ss to think about a village or town where * Suggested outcome:
they live or which they know (its name, location, Name: Ha Noi
scenery, special features) and the people living Location: Northern Vietnam
there (how they live, what they often do, how they Scenery: ancient buildings and beautiful
NH
get along with each other). sights
- Have them note down these ideas quickly. How people live: fast, lively
Activities adults or children often do:
chatting, having a coffee with friends,
going shopping
Y
The relationships among the people:

friendly, helpful
QU
Special feature: Old quarter, museums,…
ACTIVITY 5: Work in groups. Take turns to talk about the village or town where you live
or which you know. Use the information in 4.
- T asks a strong student to model this activity in
M
* Suggested outcome:
front of the class. Then have Ss work in groups,
I live in Duong Lam. It’s an old village
taking turns to talk about the village or town where
KÈ
outside Ha Noi. It has ...

they live or which they know about. Remind Ss to
use the ideas they have prepared in 4. T may go
round to observe.
- Encourage Ss to say as many sentences as
Y
possible. Ask Ss not to interrupt their group

DẠ
members while they are speaking in order to correct

their errors. Tell them to correct only common
errors after their group members have finished
speaking.
- If there is enough time, call on some Ss to talk
before the whole class, then invite some positive
comments from other Ss.
A L
CI
- If there is time , have them draw a mind map to summarise the main points of the lesson
FI
* HOME WORK:
OF
- Prepare new lesson: Lesson 2: A SKILLS _2.
==============================================
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period ….: UNIT 2 : LIFE IN THE COUNTRYSIDE
Date of teaching: ………..… Lesson 6 : SKILLS 2/ Listening and writing
WEEK: …
L
A
1. Knowledge:
CI
- Listen to someone’s opinion about life in the countryside
- Write a paragraph about what someone likes or dislikes about life in the countryside
+ Vocabulary: - Words related to life in the countryside;
FI
+ Grammar: - Use the comparative forms of adverbs;
OF
2. Competence:
3. Qualities:
ƠN
II. TEACHING AIDS:
NH
III. PROCEDURE:
Y

QU
* Objectives:
M

KÈ

- T may introduce some warm-up activities to create the tasks.
Y
a friendly and relaxed atmosphere to inspire Ss to

DẠ
warm up to the subject and new class…

possible
- Invite some Ss to go to the board. Give him/ her
one leisure activity that they learnt in the previous
lesson. Ask them to describe the words without
saying anything. The rest of the class guess the
L
words.
A
- Lead to the new lesson: Listening and Writing
about activities with friends.
CI
- Introduce the objectives of the lesson. lesson.
FI
OF
A. LISTENING
* Pre-listening
* Objectives: To prepare ss for the listening text.
* Content: Answer the questions to focus on the topic on the lesson.
ƠN
* Expected outcomes: Ss answer the two questions freely.
ACTIVITY 1: To help ss develop the skill of listening for specific information.
NH
(situation, realia, translation.) if have
- Have ss answer the questions in the book.
- We can hang out , play sport….
Y
- Elicit answers from ss. This is an open activity, so

- To improve social skills; reduce stress…
accept all answers provided they make sense.
QU

Aims:
2+3 . To help Ss develop the skill of listening for specific information.
M
* Content: Listen to an interview with Mark about his leisure activities do the tasks that follow.
Choose the best answer; do the filling in the table.
KÈ
* Expected outcomes: To Improve the skill . To do the tasks correctly.

* Organisation :
ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the
correct answer.
Y
- Tell ss that they are going to listen to an interview - T_Ss

DẠ
about the leisure activities Mark does. - Work individually.

- Have ss read the questions first and underline the
key words. * Key:
- Play the recording and ask ss to listen and choose 1.A
the correct answers. ss wo rk in pairs to compare 2. C
their answers.
- Ask for ss' answers and write them on the board
L
without confirming whether they are right or wrong.
A
ACTIVITY 3: Listen to the interview again. Fill in each blank in the table with no more
than two words.
CI
- Tell ss that they are going to listen to the interview - T_ Ss
again and complete the table Of information. - Ss to work individually.
FI
- Have ss read the table. Have ss guess the word or
phrase to fill in each blank and write their guesses on
the board.
OF
- Play the recording and ask ss to listen again and
complete the table. ss work in pairs to compare their
answers with each other and with the words / phrases * Key:
on the board. 1. video 2. cinema 3. park
- Play the recording once more for pairs to check
ƠN
4. shape 5. bike ride 6. places
their answers to both activities 2 and 3.
- Ask for ss' answers to 2. Confirm and tick the
correct answers. Ask for ss' answers to 3.
- Write them on the board next to their guesses.
NH
EXTRA ACTIVITY
Materials: One sheet of A4 paper per student
- Play the audio for the ss one line then stop. Ss work individually to listen and write down any
Y
two words they hear and leave a space between the two words. Explain the two words should not
go together but there should be a few words between them. Repeat the process with the remaining
QU
lines stopping after each one.

- Ss then share their papers and work together to try to fill in some of the missing words that can
be used to fill in the blanks.
- Play the audio once again stopping after each line for ss to check and correct their work.
M
4 . WRITING
KÈ
* Objectives:
4. To help ss brainstorm ideas and make an outline for their writing.
5. To help ss practise writing an email to a pen pal to tell him/ her about the leisure activities
they do with their friends.
Y
* Content: In this writing part, ss are asked to write an email about the leisure activities they do
with their friends
DẠ
* Expected outcomes: Ss can write an e-mail.

* Organisation :
ACTIVITY 4 : Work in pairs. ask and answer the questions.
- Have ss work in pairs to answer the questions in the - T_ Ss.
book. + Students’ notes
L
- Have some ss present their answers or write their 1. I usually have free time at the weekend.
A
answers on the board. 2. I usually play sports with my friends,
- Move around to observe and offer help if needed especially badminton.
CI
- Comment on their answers 3. It’s an easy sport, and it also improve
my muscle strength and help reduce
stress.
FI
ACTIVITY 5: Write an email (80 - 100 words) to a pen-friend to tell him / her about what
you usually do with your friends in your free time. use your answers in 4. Start and end the
OF
email as follows:
- Have ss write their emails individually based on

their answers in 4. * Example:
Hi …..,
ƠN
- Ask one student to write his or her email on the
board. Other ss and T comment on the email on the It’s nice to hear from you again.
board. Let me tell you about …..
- T collects some of the texts to correct at home.
Otherwise, ask ss to revise and rewrite at home
NH
based on the T's comments of their friends' texts.
- Have them bring their new texts to class in the next
lesson.
- Collect some for marking.
Y

QU
- Ask ss to summarise what they have learnt in the lesson. Have ss look at the objectives written
on the board at the beginning of the lesson and tick the objectives they have learnt.
* HOME WORK:
M

==============================================
KÈ
Y
DẠ
Date of planning:………….. Period ..: UNIT 1 : LIFE IN THE COUNTRYSIDE
WEEK:….
L
A
1. Knowledge:
CI
+ Vocabulary: - Words related to life in the countryside;
FI
Grammar: - Use the comparative forms of adverbs;
- Further practice using comparative forms of adverbs and adjectives.
OF
2. Competence:
- Students will be able to review some new words and learn how to use them. Using
comparative of adverbs correctly.
ƠN
3. Qualities:
- Develop the love talking about activities in the countryside.
NH
learning.
II. TEACHING AIDS:
Y

QU

III. PROCEDURE:

* Objectives:
M

KÈ
Y

+ Greeting + Greeting T_Ss.
DẠ
Revision Revision
- Teacher asks Ss to think of what they have learnt Suggested answers:
already in Unit 2. - words about life in the countryside
- Ss work in pairs to do the task. Teacher calls - comparative forms of adverbs
some students to retell. - giving and responding to compliments
- Teacher confirms and leads them to do all the - talking about the village or town where
L
exercises in books. someone lives
A
create a friendly and relaxed atmosphere to inspire - Open the book and write the tittle of the
CI
Ss to warm up to the subject and new class… lesson.
possible
FI
OF
VOCABULARY
* Objectives:
1. To help Ss review the vocabulary of Unit 2.
2. To help Ss revise the forms and uses of comparative adverbs.
ƠN
* Content: Revision. Write complete sentences from the given cues. Choose the correct answer.
* Expected outcomes: Reviewing the words. Ss know how to use them correctly in the context.
NH
ACTIVITY 1. Write a phrase from the box under the correct picture.
* - Have Ss do Task 1 individually then compare - T_Ss
their answers with their partners. Ask for Ss’
answers or ask some Ss to read out their answers in * Key:
front of the class. 1. ploughing fields
Y
- Confirm the correct answers. 2. catching fish

3. drying rice
QU
4. unloading rice
5. feeding pigs
6. milking cows

M
- Have Ss do Task 2 individually then compare - T_Ss

KÈ
their answers with their partners. Ask for Ss’ - Work individually.
answers or ask some Ss to read out their answers in * Key:
front of the class. 1. B
- Confirm the correct answers. 2. C
3. A
Y
4. C
5. A
DẠ
GRAMMAR
Aims: To help Ss revise the forms and uses of comparative adverbs.
* Content: Complete the sentences . Correct mistakes
* Expected outcomes: Ss do exercises correctly. Finding the mistakes and correct them.
L
ACTIVITY 3: Complete the sentences with the comparative forms of the adverbs in
A
brackets.
- Ask Ss to do the exercise individually. Then they - T_ Ss
CI
can check their answers with a partner before - Ss to work individually.
discussing the answers as a class. * Key:
- Teacher confirms the correct answers. 1. earlier
FI
- Remind Ss to keep a record of their original 2. more fluently
3. more easily
answers so that they can use that information in the
OF
4. more heavily
Now I can … section. 5. harder / better
ACTIVITY 4: Underline the mistakes in the sentences and correct them.
- Have Ss do this activity individually then compare
ƠN
- T_ Ss.
their answers with their partners.
- Ask for Ss’ answers or ask one student to write * Key:
his / her answer on the board. 1. as → than
- Teacher confirms the correct answers. 2. quicklier → more quickly
NH
- Remind Ss to keep a record of their original 3. more hardly → harder
answers so that they can use that information in the 4. the earlier → earlier
Now I can … section. 5. more highly → higher
Y
My favourite village
QU
* Objectives:
- To help Ss practise making their own poster about their favourite village and present
their work.
* Content: Ss to work in groups to do the project. Ss’ presentations.
- Ask Ss to organise their report into a presentation.
M
- Ask Ss to work in groups to make an interview with their friends, then collect and present data.
* Expected outcomes: Students’ speaking.
KÈ
* Organisation :
- Ask Ss to read the instructions again (T has
* T should assign the project in earlier
already assigned the project since the first lesson of
lessons such as in GETTING STARTED
Y
the Unit and checked their progress after each

lesson. Make sure you guide them
lesson). Let students have some time to check their
DẠ
carefully and check their progress after

posters for the final time and make any adjustments
each lesson. In the last lesson (LOOKING
if necessary.
BACK), Ss to present their report to the
- T has groups show their posters and present them
class.
to the class. Remember to have the “show and tell” - Ss display all the posters on the wall or
session and vote for the best poster. bulletin board ; Each group presents the
- Students vote for the best poster. poster they prepare to the whole class.
L
- Teacher gives feedback.
A
CI
* Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say make some sentences with words and phrases they remember from the lesson
FI
* HOME WORK:
OF
==============================================
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:……… Period..: UNIT 3 : TEENAGERS
WEEK: … It’s geat to see you again!
A L
1. Knowledge:
CI
- To introduce the topic about “Teenagers ”
FI
- To use the words related to teen school club, teen’s use of social media, and teen stress.
+ Vocabulary:
- Use the words related to teen school club, teen’s use of social media, and teen stress.
OF
+ Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences.
+ Grammar: Simple sentences and compound sentences . Making requests.
2. Competence:
ƠN
NH
3. Qualities:
- Love talking about themselves and their problems.
II. TEACHING AIDS:
Y

QU

* Assumption
- some difficult words and pronunciation - Encourage Ss to work in groups so that they can
M
- Ss may lack experience of group / team help one another.

work. - Give short, clear instructions, and help if
KÈ
necessary.
III. PROCEDURE:
Y
*Objectives:
DẠ
- To review the previous units

L
A
Game: I.N.I.T.I.A.L GAME + Students (Ss) listen and learn
CI
- T divides the class into 2 teams. how to do the tasks.
- T shows 9 different pictures
FI
- Students are shown different pictures and they need to
take the first letter from each picture to form the mystery
word.
OF
- Which team finds the mystery word first will become
the winner.
- T leads to the new unit. Write the unit title Teenagers
on the board. Ask Ss to guess what they are going
ƠN
to learn about in this unit.
Mystery word: TEENAGERS
- Open the book and write the
tittle of the lesson.
NH
*Objectives:
- To set the context for the introductory dialogue;
Y
- To introduce the topic of the unit.

* Content: Learn some new words . Read the conversation and find out new words. Focus
QU

M

ACTIVITY 1: 1. Listen and read : It’s great to see you again !
KÈ

+ Teacher uses different techniques to teach vocab * Vocabulary
(situation, realia, translation.) 1. forum (n) diễn đàn
+ Teacher introduces the vocabulary by: 2. stress (n) sự căng thẳng
Y
- providing the pictures 3. stressful (adj) căng thẳng, tạo

DẠ
- eliciting the definition of the words áp lực

+ Teacher do the “Rub out and remember” checking 4. pressure (n) áp lực
technique. 5. user-friendly (adj)
- Teacher reveals that these six words will appear in the thân thiện với người dùng, dễ
reading text and asks students to open their textbooks to dùng
discover further. 6. midterm (adj) giữa kỳ
Set the context: Have Ss look at the conversation and the
L
picture and answer some questions: Who are the people? Questions:
A
- What might they be talking about? - Who are the people?
- Play the recording twice for Ss to listen and read along. - What might they be talking
CI
Then invite some pairs of Ss to read the conversation about?
aloud. * Suggested answers:
- Refer to the questions previously asked. Confirm the - They are teacher and students.
FI
correct answers: They are teacher and students. They are - They are in a class meeting.
in a class meeting. They are discussing their class forum,
- They are discussing their class
club activities to participate in, and their problems.
OF
- To help Ss understand the main idea of the forum, club activities to
conversation, askSs to answer the question: What are the participate in, and their
teacher and students discussing? problems.
ƠN
*Objectives:
2. To help Ss understand the conversation.
3. To help Ss learn words and phrases related to the topic Teenagers.
NH
4. To help Ss use the vocabulary in 3 in the right context.
* Content: Read the conversation and tick T/ F ; Write words under the pictures. Complete
the sentences…
Y
* Organisation :
QU

ACTIVITY 2: Read the conversation again and tick T (True) or F (False) for each
sentence.
- Ask Ss to work in pairs to read the conversation again. - T_Ss
M
- Ask them to underline the key words and phrases in the - Work individually.
statements. Then have pairs work together for one or * Key:
KÈ
two minutes to do the task. 1. F

- Have Ss read out the statements and say if the 2. T
statements are true or false. 3. T
- Make sure they pronounce the words correctly. 4. F
Y
- Teacher checks the answers as a class and gives 5. T

feedback.
DẠ
ACTIVITY 3: Write a word or phrase from the box under the correct picture.
- Ask Ss to work in pairs to match the pictures with the - T_ Ss
words or phrases. - Ss to work individually.
- Ask Ss to say the words / phrases aloud. Make sure * Key:
they pronounce the words and phrases correctly. 1. language club
- Teacher checks the answers as a class and gives 2. pressure
L
feedback. 3. arts and crafts club
A
4. forum
5. sports club
CI
6. chess club
ACTIVITY 4: Complete each of the sentences with a word or phrase in 3. There is one
FI
extra word or phrase.
- Ask Ss to work independently to complete each - T_ Ss.
sentence with a word or phrase in 3. * Key:
OF
- Allow Ss to refer to the pictures, the words and phrases 1. arts and crafts club
in 3, and the conversation if needed. 2. forum
- Check the answers as a class. 3. language club
- Ask several Ss to read aloud the full sentences. Correct 4. pressure
ƠN
Ss’ pronunciation if needed. 5. sports club

NH
*Objectives:
- To help Ss practise asking and answering questions for more information about their
peers, and reporting information they have gathered;
- To create a fun atmosphere in the class.
* Content: Ask and answer the questions. Report the answers.
Y
* Expected outcomes: Students can answer the questions correctly.

QU
* Organisation :
ACTIVITY 5: Ask and answer the questions below. Report your friend’s answers to the
class.
- Ask Ss to work in pairs to ask and answer questions.
M
- Encourage Ss to provide their partners with as much - Ss- Ss

information as possible, using vocabulary they
KÈ
have learnt when they answer the questions.

- Ask some Ss to report information about their partners.
- T and other Ss listen and comment.
Questions:
Y
1. What types of social media do you have? - Several answers.

DẠ
2. What kind of pressure do you have?

3. What clubs do you participate in?
4. Why do you choose to participate in that club?
- Refer to the unit title again, then together with Ss, orally list the issues that the teacher and
students discuss in their class meeting.
L
- Ask Ss to add any other issues relevant to teenagers which are not mentioned in the
A
conversation.
- Ask Ss to name several school clubs, pressure, and social media.
CI
* HOME WORK:
FI
==============================================
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period…. : UNIT 3 : TEENAGERS
WEEK: …
A L
1. Knowledge:
CI
- To introduce some verbs and verb phrases that are often used when talking about using social
media.
FI
- To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/ correctly
+ Vocabulary : Use the words related to teen school club, teen’s use of social media, and teen
stress.
OF
* New words: upload (tải lên) a picture ; browse (lướt, tìm) a ưebsite; check notifications
(thông báo); log on (to) an account (Đăng nhập tài khoản) ; connect (liên lạc) with friends..
+ Grammar: - Use simple sentences and compound sentences
- Making requests.
ƠN
2. Competence:
NH
3. Qualities:
Y
learning.
QU
II. TEACHING AIDS:

M
* Anticipated problems :
KÈ
Ss may lack vocabulary related to social T is willing to provide them with

network and their pressure from schoolwork, enough vocabulary related to the topic
so they may have difficulty completing the
tasks
Y
III. PROCEDURE:
DẠ

* Objectives:
L
A
CI
FI
+ Game: Word puzzles + Game: Word puzzles
- Give Ss a few minutes to play a game. Have Ss play
OF
in two groups.
- Ask ss to find 6 meaningful words in the puzzles, in
cluding : upload, check, browse, log on, connect…
- The group with the more correct answers wins.
ƠN
- T leads in the new lesson.
+ Lead into this lesson .
OR:
NH
Give the groups a list of verbs including upload,
Answer key:
check, log on, connect and ask them to write words/ CHECK; POST; WEBSITE; CLIP; PICTURE;
phrases that go with these verbs. CONNECT..
+ Ask Ss to open their books to page 30.
Y

* Objectives: To introduce some verbs and verb phrases that are often used when talking
QU
about social media.

* Content: - To introduce some verbs and verb phrases that are often used when teens talk about
using social media.
- To allow Ss to use the learnt words in contexts.
M
* Expected outcomes: Knowing more new words. Students know how to use new words/ phrases.
KÈ

ACTIVITY 1: Circle the correct options to complete the phrases.

+ Teacher uses different techniques to teach vocab * New words:
Y
(situation, realia, translation.) 1. upload (v) = to copy or move programs

DẠ
+ Teacher introduces the vocabulary by: or information to a larger computer system

- providing the pictures or to the internet (Tải lên)
- eliciting the definition of the words 2. browse (v) = to look at things / check
+ Teacher do the checking Vocabulary over sth . Đọc lướt, tìm thông tin
** Have Ss read aloud the verbs and the word / 3. notifications (n) Thông báo
phrases given. 4. log on (to) (v) Đăng nhập
- Ask Ss to work in pairs to circle the correct options 5. check (v) Kiểm tra
L
to complete the phrases. 6. account (n) Tài khoản
A
- Explain the meaning of the new verb phrases by 6. picturesque (adj) đẹp, đẹp như tranh .
using pictures or synonyms or even their
CI
mother tongue. For example: To load st = To send st
to another computer; to browse (through) st = to look
FI
at things/ check over st or use picture to show
meaning of notifications and log on to an account
* Key:
OF
- Invite Ss to take turns to read out their answers.
Correct their pronunciation if needed. 1. A
2. A
3. B
- T can also ask Ss to add more words / phrases to the
4. B
ƠN
verbs to make other phrases. This way, T can
5. B
broaden Ss’ vocabulary if they are ready.
NH
* Objectives:
2: To allow Ss to use the learned verbs in context.
3: To help Ss revise learned vocabulary and learn new vocabulary.
* Content: Complete the sentences . Choose the correct answer A, B, C or D.
* Expected outcomes:Know more new verbs and verb phrases that are often used when teens talk
Y
about using social media.

QU
- Know how to use learned words/ phrases in context.

* Organisation :
ACTIVITY 2: Use the correct form of the verbs in 1 to complete the sentences
- Ask Ss to work individually to complete each of the - T_Ss
M
sentences with a suitable verb from 1. * Key:

- Check the answers as a class. 1. browsed
KÈ
- Have some Ss read aloud the complete sentences. 2. uploaded

- Correct Ss’ pronunciation if necessary. 3. connects
4. checked
5. logs on
Y

DẠ
- T asks Ss to work individually to choose the correct - T_ Ss

answer for each sentence. * Key:
- Ask Ss to swap their answers with their partners. 1. B
2. C
- T check the answers as a class. 3. A
- T can also ask some Ss to read out their answers. 4. A
Then have Ss read the sentences aloud as a class. 5. B
L
Correct Ss’ pronunciation if necessary.
A
- Teacher checks the answers as a class and gives
feedback.
CI
/ʊə/ and /ɔɪ/
FI
* Objectives:
- To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/;
OF
- To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context
* Content: Listen and reapeat the words. Practice the sentences. Circle the words
* Expected outcomes:Students repeats the words correctly. Learn how to pronounce the words
correctly.
ƠN
* Organisation :
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put
the words into the correct columns.
NH
- Have Ss listen to the recording once first. Then ask
Ss to read out the words. - T_ Ss.
- Play the recording for them to listen again and repeat
each word as a class, then as individuals. Answer key:
Y
- Play the recording as many times as possible. /ʊə/: tourist, ensure, sure, tournament
- Have Ss complete the task. Check answers as a class. /ɔɪ/: boy, toy, avoid, choice
QU

students’ pronunciation .
ACTIVITY 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the
words with /ɔɪ/.
M
- Have some Ss read the sentences first. * Suggested outcome:

- Play the recording for Ss to listen to, then repeat Answer key:
KÈ
each sentence after the recording. 1. She is a noisy and curious girl.
- Play the recording as many times as necessary. 2. They joined a full-day city tour.
- Ask them to underline the words with the sound 3. I found it enjoyable to watch the
/ʊə/ and circle the words with the sound /ɔɪ/. tournament.
Y
- Check the answers as a class. 4. She’ll record our voices during the
DẠ
- Call some Ss to read the sentences individually. interview.

5. He is not acting very mature and is
starting to annoy me.
+ FURTHER PRACTCE
Game: Slap the board :
- T writes on the board 15 words with the sounds /ʊə/
L
and /ɔɪ/. * Suggested outcome:
A
- Teacher divides students into 2 teams. 15 words with the sounds /ʊə/ and /ɔɪ/:
- When T reads out word by word, one student will 1. noisy 9. mature
CI
run to the board and slap on the correct word with the 2. toy 10. annoy
correct sound. 3. tourist 11. voice
FI
- The team with more correct answers will be the 4. tour 12. enjoy
winner. 5. avoid 13. tournament
- Students play the game. 6. sure 14. ensure
OF
- Teacher invites the winner to read aloud their 7. boy 15. choice
sentences. 8. soil
ƠN
- Ask Ss to summarise what they have learned in the lesson.
- Ask them to list some verb phrases learned in the lesson.
NH
- Ask them to list some other learned words/ phrases related to teenagers’ activities or pressure,
paying attention to their pronunciation.
* HOME WORK:
Y
- Prepare new lesson: Lesson 3 : A CLOSER LOOK 2 .

QU
==============================================
M
KÈ
Y
DẠ
Date of planning:…… Period …. : UNIT 3 : TEENAGERS
WEEK: ….
L
A
1. Knowledge:
CI
- Review the knowledge of simple sentences .
- To raise Ss’ awareness of simple sentences and compound sentences.
- Identify words that connect independent clauses in compound sentences.
FI
- To enable Ss to make compound sentences correctly.
+ Vocabulary : Use the words related to teen school club, teen’s use of social media,
OF
+ Grammar: - Use simple sentences and compound sentences
- Making requests.
2. Competence:
ƠN
3. Qualities:
NH
learning.
II. TEACHING AIDS:
Y

QU

Language analysis
Types of sentences Definition Examples
M
1. Simple sentences Made up of one independent - Minh has some problems with
clause his schoolwork.
KÈ
2. Compound Made up of two or more - Mai bought many books because

sentences independent clauses and they are she likes reading.
joined by - Mark is hard-working;
- coordinating conjunctions: for, therefore, he usually gets high
Y
and, but, or, so scores on exams.

- a conjunctive adverb: however,
DẠ
therefore, otherwise.
III. PROCEDURE:
* Objectives:
L
- Lead in the new lesson
A
* Expected outcomes: Having a chance to speak English and focus on the topic of the lesson.
CI
FI
Game: BOARD RACE 1. She is a noisy and curious girl.
OF
- Give Ss a few minutes to revise the simple 2. They joined a full-day city tour.
sentences. 3. I found it enjoyable to watch the
tournament.
- Ss work in two teams.
4. She’ll record our voices during
- Ss receive slips of paper with simple sentences or
the interview.
ƠN
compound sentences. 5. Minh has some problems with his
+ Instruc them to play. schoolwork.
- Pick out all the simple sentences and run as fast as 6. Mark is hard-working; therefore,
possible to stick them on the board, he usually gets high scores on
NH
- Then underline the subjects and circle the verbs of exams.
those simple sentences. 7. Mai bought many books, for she
+ Ask each team to read out loud the sentences they likes reading.
have selected. Correct their pronunciation if 8. He is a club member, but he never
participates in any of the activities.
Y
necessary.
+ The team with the most correct sentences wins.
QU
- Ask Ss to look at A CLOSER LOOK 2 on page 31. - Open the book and write the tittle
+ Introduce the objectives of the lesson. Focus on the of the lesson.
objectives of the lesson.
- Teacher sets the context for the lesson.
M

Simple sentences and compound sentences
KÈ
* Objectives:
- To review Ss’ knowledge of the simple sentences.
- To raise Ss’ awareness of the simple sentences and compound sentences.
* Content: - To teach grammar. Ss can aware of the simple sentences and compound
Y
sentences.
* Expected outcomes: Ss know how to use Simple sentence and compound sentences.
DẠ
* Organisation :

ACTIVITY 1: Tick (✓) the simple sentences.
Grammar: Simple sentences and compound Answer :
sentences. Eg1: Minh has some problems with
L
- T gives 2 sentences and asks ss to find their subject S V
A
and verb. his Schoolwork.
- Ask them to check how many subjects and verbs are Eg2: Mark is hard-working;
CI
in each of the sentences. S1 V1
- Tell them to read the Remember! box in pairs therefore, he usually gets high
before giving further explanation. connectors S2 V2
FI
- Then T explains to ss what a simple sentence or a scores on exams.
compound sentence is. * A simple sentence is made up of
OF
- Then ask Ss to underline the two independent one independent clause.
clauses in Eg 2, circle the words in between the two + Minh has some problems with
independent clauses. Tell them that there are words his schoolwork.
other than and and but we use to connect * A compound sentence is made up
ƠN
of two or more independent clauses
two independent clauses in compound sentences.
- Mai bought many books, for she
- Ask Ss to read aloud as a class the words for, and,
likes reading.
but, or, so, however, therefore, otherwise. - He is a club member, but he never
- Explain the meanings of these words if necessary.
NH
participates in any of the activities
Tell Ss that they can also call these words connectors. * Connectors
- Remind Ss to use a semicolon (;) before however, - coordinating conjunctions: for, and,
therefore, and otherwise, and the other connectors are but, or, so
followed by a comma (,) - conjunctive adverbs: however,
Y
+ Invite some Ss to share their answers. Confirm the therefore, otherwise.

correct answers.
QU
* Objectives:
- To review Ss’ knowledge of simple sentences.
- To raise Ss’ awareness of simple sentences and compound sentences.
M
- To help Ss distinguish between words that connect independent clauses.

* Content: - Recall the form of the simple sentences
KÈ
- Know the differences between simple sentences and compound sentences.

- Know the differences between words that connect independent clauses.
* Expected outcomes: Students understand how to use simple sentences and compound
sentneces.
* Organisation :
Y

DẠ
ACTIVITY 1: Tick (✓) the simple sentences.

- Ask Ss to work individually to tick the simple - T_Ss
sentences. * Answer key:
- Ask Ss to take turns to give their answers. 1, 2, 4
- Then T asks some Ss to underline the subjects and
circle the verbs of simple sentences.
L
- Ask several Ss to read aloud the full sentences.
A
- Correct their pronunciation if necessary.
ACTIVITY 2: Write S for simple sentences and C for compound sentences
CI
- Have Ss work in pairs to write S for simple - T_ Ss
sentences and C for compound sentences. * Key:
- Ask some Ss to read out the sentences and say S or C. 1. S 2. S 3. C
FI
- Correct their pronunciation mistakes if necessary. 4. S 5. C
OF
EXTRA ACTIVITY: Presentation of compound sentences
Refer to sentences 3 and 5 in 2 and ask Ss to underline the subjects and circle the verbs.
Ask them to check how many subjects and verbs there are in each of the sentences.
3. She is a smart student, and she is an active member of our club.
5. He is a club member, but he never participates in any of the activities.
ƠN
- Both sentences 3 and 5 have two subjects and two verbs.
- Tell them to read the Remember! box in pairs before giving further explanation.
- Then ask Ss to underline the two independent clauses in sentences 3 and 5, circle the words
NH
in between the two independent clauses. Tell them that there are words other than and and but
we use to connect two independent clauses in compound sentences.
- Ask Ss to read aloud as a class the words for, and, but, or, so, however, therefore,
otherwise.
- Explain the meanings of these words if necessary. Tell Ss that they can also call these words
Y
connectors.
QU
- Remind Ss to use a semicolon (;) before however, therefore, and otherwise, and the other
connectors are followed by a comma (,).
- Have Ss work individually to choose the correct - T_ Ss
M
answer A, B, or C. 1. C
- Remind them of the meanings of the connectors and 2. B
the punctuation (the comma and semicolon) for 3. A
KÈ
the connectors. 4. A
- Ask some Ss to read out the complete sentences. 5. C
ACTIVITY 4 : Combine the two sentences to make compound sentences, using the words
Y
from the box.

- Have Ss work in groups of four for five minutes to - T_ Ss
DẠ
write on their posters complete compound sentences * Answer key:

using the words in the box. 1. Phong has to study harder;
- Remind them to use commas and semicolons when otherwise, he may fail the exam.
necessary. Then ask them to swap answers with other 2. She is very sensitive, so don’t
groups. comment on her new hairstyle. / She
- Check the answers as a class. is very sensitive; therefore, don’t
- Have the class read out the sentences. Correct their comment on her new hairstyle.
L
spelling and grammar mistakes when necessary. 3. Mi wants to have more friends,
but she doesn’t connect well with
A
others.
CI
4. Students can work in groups, or
they can work in pairs.
5. My friend likes showing off her
FI
new things; therefore, she often
posts pictures on social media. / My
* Teacher checks students’ answers as a class and friend likes showing off her new
OF
gives feedback. things, so she often posts pictures on
social media.
ACTIVITY 5:
* Objectives: To enable Ss to make compound sentences correctly.
ƠN
* Content: Playing GAME.
* Expected outcomes: Ss play GAME. Which group has the most sentences?
- Students are able to make compound sentences correctly.
* Organisation :
NH
5. GAME: Which group has the most sentences?
Work in groups. Each group makes as many compound sentences as possible. The
group with the most correct sentence is the winner.
+ Divide the class into groups.
Y
_ T instructs SS how to play the game: Ask Ss to work - T_ Ss.

- Work in groups.
QU
In groups.
- Give each group the strips of paper with words on it
( the words given to Ss can be for, and, but, or, so,
however, therefore, otherwise). T may instruct Ss to
write their compound sentences on A1-size paper.
M
- Invite groups to read out their compound sentences

or to stick the A1-size paper with compound
KÈ
sentences they have written on the board.

- Correct any grammar and pronunciation mistakes if
necessary.
- The group with the most correct sentences is the
winner.
Y
* T corrects any grammar and pronunciation

DẠ
mistakes if necessary.

- Have them say out loud the connectors (coordinating conjunctions and conjunctive adverbs)
they learnt in the lesson.
- Have them talk about the meanings of the connectors and how to use commas and
L
semicolons with connectors.
* HOME WORK:
A
CI
- Prepare new lesson: Lesson 4 : COMMUNICATION.
===================================
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period….: UNIT 3 : TEENAGERS
WEEK: …
L
A
1. Knowledge:
- To introduce Everyday English.Making requests
CI
- To introduce two ways to make requests.
- Practise reading for specific information.
FI
+ Vocabulary:
- Make requests in English.
- Can you…, please? - Can you tell me more about the music club, please?
OF
- Could you…(, please)? - Could you tell me the time it meets?
+ Grammar: - Use the correct sentences . – Can/ Could you + V…, please?
2. Competence:
- Understand some everyday English phrases and expressions about the different social media
ƠN
that are popular among teens, how often and what they use these media for.
- Apply some everyday English phrases and expressions to do exercises and practise them in
real situations in daily life.
NH
- Develop competencies of communication, cooperation, and self-management.
- Be co-operative and supportive in pair work and group work.
3. Qualities:
- Raise ss’ awareness of social media popular among teens.
- Have a good attitude when making polite requests.
Y

QU
II. TEACHING AIDS:

- Sach mem.vn.
III. PROCEDURE:
M

KÈ
* Aims:
Y

DẠ

Chatting: - T_Ss.
- T asks ss some questions: + Students (Ss) listen and learn how to do
+ What do you say when you want sb to pass you a the tasks.
pen?
+ What do you say when you want sb to tell you
L
more about the music club?
A
+ What will we do if we want to politely ask
somebody to do sth?
CI
- T leads in the new lesson: If we want to politely
ask somebody to do sth, we make requests. There
FI
are two ways of making requests that we will learn
in Lesson 4. Communication.
- Ask Ss to look at COMMUNICATION on page - Open the book and write the tittle of the
OF
32. lesson.
- Introduce the objectives of the lesson: learning
how to make requests.
ƠN
EVERYDAY ENGLISH
Making requests
NH
* Objectives:
- To introduce two ways to make requests
- To help Ss practise making requests.
* Content: Listen and read the conversation. Learn how to make requests.
* Expected outcomes: Students know how to how to make requests.
Y

QU

ACTIVITY1. Listen and read the conversation . Pay attention to the highlighted sentences
1- Play the recording for Ss to listen and read the - T_Ss
conversation.
M
- Ask Ss to pay attention to the highlighted 1. Can you tell me more about the music
sentences. Emphasise the ways to make requests : club, please?
KÈ
+ Can you tell me more about the music club, B. Yes, certainly.It meets on Mondays and
please? Thursdays.
+ Could you show me the way to the college, 2. Could you show me the way to the
please? college, please?
Tell Ss that Can you and Could you are similar in
Y
B. Certainly. Go past this block, then turn

meaning, and only different in the degree of
formality. Could you is more formal than Can you. left. It’s on your right-hand side there.
DẠ
- Have Ss practise the conversations in pairs.

* Teacher checks students’ understanding by
asking some checking questions.
ACTIVITY 2: Work in pairs. Make similar conservations, using the cues below.
- Ask Ss to work in pairs to make similar dialogues. - T_Ss
- Tell them to use the contexts given and the sample - Work in pairs
requests. + Ask to borrow a book from your
- Give feedback on their dialogues. classmate.
L
A. Can you lend me your book that you
A
finished reading, please?
B. Yes, certainly.
CI
+ Request some advice on how to do your
science project.
FI
A. Could you tell me how to start a
science project?
B. Certainly.
OF
SOCIAL MEDIA POPULAR AMONG TEENS
* Objectives:
- To provide Ss with language input about the different social media that are popular
among teens, how often and what they use these media for;
ƠN
- To help Ss practise reading for specific information.
* Content: Read some posts on a forum about different social media and match the names of the
posters with their activities. Ask and answer questions about what social media the teens in 3
NH
use, why, and how often they use them.
*Expected outcomes: - Ss are able to identify the different social media that are popular among
teens, how often and what they use these media for.
- Ss practise reading for specific information…
Y
ACTIVITY 3: Read some posts on a forum about different social media and match the
QU
names of the posters with their activities .

- Ask some Ss to read the posts aloud. - T_ Ss
- Have Ss work in pairs to read the posts to match Suggested answers:
the name of the four teenagers and their activities Ann: 2
(1 - 5). Tom: 4,5
M
- Ask some pairs to read out their answers. Correct Trang: 1

if necessary. Nam: 3
KÈ

- If time allows, ask some Ss to retell information
from the posts or to role-play a conversation.
Y
ACTIVITY 4: Work in pairs. Ask and answer questions about what social media the teens
DẠ
in 3 use, why, and how often they use them.

- Have Ss work in pairs to ask and answer questions - T_ Ss. Ss-Ss
about which social media each of the four Model dialogue:
teenagers uses, what for and how often they use Tom: What social media does Ann use?
the media. Nam: She uses YouTube.
- Ask them to follow the example in the Student’s Tom: What does she use it for?
Book. Nam: She uploads her videos and watches
- Invite some pairs to role-play, asking and other people’s videos.
answering questions in front of the class. Correct Tom: How often does she use it?
L
any grammar or pronunciation mistakes if Nam: Every day.
A
necessary.
CI
* Objectives:
5. To help Ss practise asking and answering questions about which social media teens often
FI
use, how often and why they use these media.
- To help Ss practice reporting.
* Content: Ask and answer about which social media teens often use, how often and why they
OF
use these media.
*Expected outcomes: Ask and answer about a social media teens often use, how often and why
they use these media.
* Organisation :
ƠN
ACTIVITY 5: Work in groups. Discuss the following questions and then report your
group’s result to the class. Report your group’s results to class
NH
- Have Ss work in groups to discuss the answers to
the three questions about social media. * Questions:
- Tell them that they can give more than one reason 1. What social media do you use?
to explain their choice. 2. How often do you use it?
- Ask them to use the information from the posts in 3. What do you use social media for?
Y
3 as cues.
QU
- Invite group representatives to report their group’s

answers.
M
- T listens to ss’ reports and gives feedback on their

pronunciation and content.
KÈ

Y
- Ask Ss what they have learnt in the lesson.

- Ss retell 2 ways of making requests and list some popular social media among teens.
DẠ
* HOME WORK:
- Prepare new lesson: Lesson 5 : SKILLS_1.
=======================================
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Date of planning:………….. Period ….: UNIT 3 : TEENAGERS
WEEK: …
L
1. Knowledge:
A
- To improve Ss’ reading skills for specific information and general information.
CI
- To practice asking and answering questions about school clubs.
+ Vocabulary: Use words related to school clubs.
+ Grammar: - Simple sentences and compound sentences.
FI
- Making requests.
2. Competence:
OF
3. Qualities:
- Raise ss’ awareness of school clubs and the benefits of joining clubs
ƠN
- Have a good attitude towards joining school clubs.
II. TEACHING AIDS:
NH
III. PROCEDURE:
Y

* Objectives:
QU
- To create an active atmosphere in the class before the lesson

- To remind Ss of some activities and school clubs teens often take part in
M
*Expected outcomes: Having a chance to speak English.

KÈ

Brainstorming Brainstorming
- Ask Ss to list school clubs teens often take part in. Suggested answers:
- Badminton/ basketball club, English club,
Y
- Have the class work in pairs to describe the pictures

and say what club the teenagers in the pictures chess club, arts club, football club, …
DẠ
are taking part in. - 2 clubs in the pictures: Chess club, arts and
- Ask Ss to discuss the reasons they want to join a craft club
school club like these.
- Ask Ss to look at SKILLS 1 on page 33.
OR: Let Ss play a game in groups of four or five.
Each group chooses a type of social media and
thinks about what teens are using the social media
for. The groups have one minute to discuss.
- T throws a ball and the group that receives the
ball starts first. Members of the group that has the
L
turn take turns to say one reason why teens use the
A
social media. The reason must be different from all
reasons mentioned before. If a member cannot give
CI
a reason, the group loses their turn to the other.
- Stop the game when time is up.
FI
The group that has the most correct or appropriate
reasons wins. T declares the winner(s).
- T can lead into the Reading by saying: Apart from
OF
social media, teens also join different clubs. Today
we will look at various school clubs teens may join
and the reasons why they join clubs.
lesson.
ƠN
A. READING
* Pre-reading
* Objectives:
NH
- To remind Ss some activities and school clubs teens often take part in.
- To help Ss practice describing pictures.
- To improve Ss’ skill of reading for general and specific information.
* Content: Learn some new words . Developing reading skill.
Y
+ Read the conversation and tick T (True) or F (False) for each sentence.
+ Read the conversation again and choose the correct answer A, B, or C.
QU
* Expected outcomes: Knowing more new words. Students improve their reading skills.
ACTIVITY 1: Work in pairs. Look at the picture and say what club it is.
M

KÈ
(situation, realia, translation.) * Vocabulary

+ Teacher introduces the vocabulary by: 1. concentrate (v) tập trung (vào)
- providing the pictures 2. focused (adj) chuyên tâm, tập trung
- eliciting the definition of the words 3. craft (n) (nghề, đồ, kỹ nghệ) thủ công
Y
+ Teacher do the checking technique. 4. beforehand (adv) trước

+ Teacher reveals that these five words will appear 5. practical (adj) thực tế, thực tiễn
DẠ
in the reading text and asks students to open their

textbook to discover further: Key:
* Have the class work in pairs to describe the a. chess club, arts and crafts club
pictures and say what club the teenagers in the
pictures are taking part in.
- Ask Ss to discuss which of their school clubs they
want to join.
* Objectives:
L
2. To improve Ss’ knowledge of vocabulary related to community activities.
A
- To improve Ss’ skill of reading for specific information.
3. To help ss develop the skill of reading for specific information (scanning).
CI
* Content: Read and tick T/ F. Choose the correct answer.
* Expected outcomes: To improve the skill of reading for specific information. To get more
FI
* Organization:
OF
ACTIVITY 2: Read the conversation and tick T (True) or F (False) for each sentence.
- Ask Ss to work individually to read the - T_Ss
conversation and decide if the statements below the - Work individually.
conversation are true or false. Answer key:
ƠN
- Ask Ssto read and tick T (True) or F (False). 1. T
- Ask Ss to underline the evidence to support each 2. T
statement. 3. F: when he was five => 5 years ago
- Have Ss work in pairs to swap answers or to 4. T
NH
check answers together.
- Ask some Ss to read out loud the statements and
say true or false. Ask them to show the parts in the
reading where they found the answers.
Y

QU
ACTIVITY 3: Read the conversation again and choose the correct answer A, B, or C.
- Have Ss work individually for seven minutes and - T_ Ss
circle the correct answers. - Ss to work individually.
- Remind them to underline the keywords in the * Key:
questions and the evidence for the answers. 1. B
M
- Ask Ss to take turns giving the answers. Ask them 2. C

to show the parts in the reading where they found 3. B
KÈ
the answers. 4. B
- Check the answers as a class. 5. C
4 . SPEAKING
* Objectives:
Y
- To help Ss practise asking and answering questions for information about school clubs;
DẠ
- To give Ss an opportunity to practise telling what benefits they can gain from joining
different school club
- To improve Ss’ confiden
* Content: Ss make conversations . Ask and Answer questions about club at your school.
* Expected outcomes:Students can make conversations . Ask and Answer questions about club
at school.
* Organisation :
ACTIVITY 4 : Work in pairs. Make conversations using the given information.
L
- Have Ss work in pairs to ask and answer questions
A
about the guitar club and painting club. - T_ Ss. Ss- Ss
- Assist Ss to make questions when necessary. * Suggested questions:
CI
- Ask them to practise giving some benefits / - What time does the club meet?
reasons. Encourage them to think of other possible - Where does it meet?
FI
benefits / reasons. - How can I contact the club? / What is the
- Ask some pairs to role-play. contact number of the club?
+ Ask the class to give feedback on their questions - Who will coach the club?
OF
ans answers, and pronunciation. - What benefits do you get when join the
club? Why do you want to join this club?
ACTIVITY 5: Work in groups. Ask and answer questions about a club at your school.
Report the answers to your class.
ƠN
- Have Ss work in groups to ask and answer
questions about a school club they would like to * Suggested outcome:
participate in. The music club at my school meets on
NH
- Ask them to give as many benefits and/ or reasons Tuesdays from 5.00 p.m to 6.30 p.m . It
why they want to take part in the club. Tell them meets in the music room, on the third
to explain the reasons based on their likes, dislikes, floor..
abilities, or personalities.
- Invite one representative of each group to report
Y
their group’s answers to the class.

QU
* T gives feedback on their reports in terms of

language, reasoning skills, and pronunciation.

M

- Ss retell some school clubs they have learnt after the lesson and their benefits.
KÈ
* HOME WORK:
=======================================
Y
DẠ
Date of planning:………….. Period ….: UNIT 3 : TEENAGERS
Date of teaching: ………..… Lesson 6 : SKILLS 2/ Listening and Writing
WEEK: …
L
A
1. Knowledge:
- Listen for general and specific information about teen stress
CI
- Recall the lexical items related to pressures teens face.
- Write a paragraph about the causes of stress and offer solutions
FI
+ Vocabulary: - Words related to pressures teens face.
- Making requests.
OF
2. Competence:
- Be co-operative and supportive in pair work and teamwork. Be actively join in class activities.
3. Qualities:
ƠN
- Raise ss’ awareness of pressures teens face.
- Have a positive attitude toward pressures and know how to deal with them.
NH
II. TEACHING AIDS:
Y
III. PROCEDURE:
QU

* Objectives:
M

* Expected outcomes: Having a chance to speak English. Ss can identify and name types of
KÈ
pressure that teen may face

Y
+ Game: Table cloth + Students (Ss) listen and learn how to do

DẠ
- Divide the class into 4 groups. the tasks.

- In 2 minutes, Ss write down on the poster as many * Suggested answers:
types of pressure as possible. Pressure from parents, pressure from
- The group with the most correct answers will be the work, pressure from schoolwork, pressure
winner. from friends, peer pressure, exam
- Ask Ss to look at SKILLS 2 on page 35. pressure, pressure to get into gifted/ high
schools, pressure of getting higher marks,
objectives in the left corner of the board. …
L
lesson.
A
A. LISTENING
CI
* Pre-listening
* Objectives:
FI
- To help Ss focus on some keywords and pharses for listening.
* Content: Learn some new words. Which types of pressure below do you think teens face?
* Expected outcomes: Know more new words about teen pressure.
OF
- Get specific information about teen pressure through listening.
ACTIVITY 1: Which types of pressure below do you think teens face?
ƠN
+ Teacher uses different techniques to teach vocab Vocabulary:
(situation, realia, translation.) if have 1. parental (adj) thuộc bố mẹ
NH
- Have ss answer the questions in the book. 2. bully (v) bắt nạt; trêu chọc ;
- Elicit answers from ss. This is an open activity, so (n) kẻ hay bắt nạt.
accept all answers provided they make sense. 3. bullying (n) sự bắt nạt.
4. peer (n) bạn đồng lứa
Y

QU
* Objectives:
2: To improve Ss’ skill of listening for general information.
3: To improve Ss’ listening comprehension and note taking skills.
* Content: Listen to a conversation and choose the correct answer to each question.
- Listen to the conversation again and fill each blank with ONE word.
M
* Expected outcomes: To improve the listening skills . To do the tasks correctly.

* Organisation :
KÈ

ACTIVITY 2: Listen to a conversation and choose the correct answer to each question
- Ask Ss to work individually to read through - T_Ss
Questions 1 and 2.
Y
- Ask them to underline keywords in the questions, * Key:

DẠ
for example, “How many ...” or “What ... 1. C

discussing”. 2. B
- Play the recording once for Ss to circle the
answers.
- Check Ss’ answers and play the recording again for
them to better understand the conversation
among Minh, Ann and Mi.
- Stop or rewind the recording where necessary.
ACTIVITY 3: Listen to the conversation again and fill each blank with ONE word.
A L
- Ask Ss to work in pairs to read the table and to - T_ Ss
predict the word they will need to fill in each blank. - Ss to work in pairs
CI
- Tell them to think about the part of speech of the * Answer key:
word they will need to use for each blank (e.g. 1. parents
adjective, verb, or noun). Remind them of the 2. abilities
FI
possible plural and singular forms of nouns. 3. body / weight
- Play the recording once. Give them two minutes to 4. good
OF
fill in the blanks. Remind Ss that they should 5. sister
write only ONE word for each blank. 6. talk
- Play the recording again and check answers as a
class.
ƠN
** T checks the answers as a class and gives
feedback.
4 . WRITING
* Objectives:
NH
4: To provide Ss with vocabulary and ideas about the causes of teens’ stress and solutions.
5: To improve Ss’ writing skill of writing a paragraph about the causes of the stress and
solutions to stress.
* Content: Match the causes of teen stress with the possible solutions…
Y
- Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer solutions.
* Expected outcomes: Ss are able to identify the causes of teen stress and give their solutions.
QU
- Write a paragraph about the causes of the stress and their solutions.
* Organisation :
ACTIVITY 4 : Match the causes of teen stress with the possible solutions. There may be
M
more than one solution to a problem.

- Ask Ss to work in pairs to read the suggested ideas - T_ Ss.
KÈ
in the table and match causes of teens’ stress

with solutions. Remind them that they can match
more than one solution to a cause. * Suggested answer:
- Ask Ss to add any more causes and solutions they 1. B
Y
can think of. 2. D

DẠ
- Ask some Ss to read out loud each cause and 3. C

solution. Tell them that they can add any more 4. A, B, D
solutions they can think of.
- Correct their pronunciation where necessary.
- Comment on their answers
ACTIVITY 5:Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer
solutions.
- Ask Ss to work individually to write for 15 * Suggested answer:
minutes. Tell them to use the information in 4 and I often feel stressed because of
L
any other ideas they may think of. schoolwork, and here are the ways I deal
A
- T asks one student to read out his / her paragraph. with my stress. First, I often talk to my
- If time allows, T can also ask Ss to work in groups parents about how I feel and what I expect
CI
and record ideas on an A1 / A0 size piece of my parents to help. Second, I stopped
paper, then T organises a gallery walk. staying up late to play games or chat with
FI
- Ss walk around and offer feedback on peers’ peers. I turn off my computer and
writing. smartphone at 10 p.m. Third, I also tell my
- Collect some for marking. parents that I am making efforts, but there
OF
are subjects that I don’t really like so I
** T gives feedback on their writing in terms of can’t get very high marks as they expect. I
spelling, grammatical mistakes, cohesion, and also stop going to extra classes and
content. increase self-study.
ƠN
NH
- Ask Ss what they have learned in the lesson.
- Ss tell the whole class about their stress and what they often do to deal with stress.
* HOME WORK:
Y

QU
====================================
M
KÈ
Y
DẠ
Date of planning:………….. Period…..: UNIT 3 : TEENAGERS
WEEK:….
L
A
1. Knowledge:
CI
+ Vocabulary: - Words related to teen school clubs, teens’ use of social media, and teen stress
FI
and pressure.
- Making requests.
OF
2. Competence:
- Repeat and distinguish the structures of simple sentences and compound sentences
- Memorise the uses of some conjunctions.
- Use the structures of simple sentences and compound sentences to do exercises.
ƠN
- Apply what they have learnt (vocabulary and grammar) into practice through a project
- Develop communication skills and creativity
- Develop presentation skill.
NH
- Develop critical thinking skill.
3. Qualities:
- Consolidate ss’ awareness of teen school clubs, teens’ use of social media, and teen stress
- Have a positive attitude toward pressures and know how to deal with them.
Y
II. TEACHING AIDS:

QU

III. PROCEDURE:
M

* Objectives:
KÈ

Y

DẠ

Kim’s game:
- T asks students to work in groups of three or
four students
- Get them look at the pictures about some kinds
of pressure on the screen.
- Tell ss that the pictures will disappear after 2
L
seconds, so they should try to remember all the
A
pictures without writing them down.
- After all the pictures disappear, ss have 1 minute
CI
to write down the kinds of pressure in each picture
on their poster. (2 points for each correct answer)
FI
- T gets ss to swap the posters among groups and - Open the book and write the tittle of the
give corrections after T shows the answers. lesson.
- Ss give marks to their friends’ answers.
OF
- T leads in the lesson.
VOCABULARY
ƠN
* Objectives:
- To help Ss review the vocabulary learnt.
- To help Ss review compound sentences.
NH
- To help Ss create compound sentences by writing a simple sentence to complete the
given sentences.
* Content: Revision.Complete the webs with suitable words and phrases. Do the filling
* Expeted outcomes: Ss know how to use words/ phrases correctly in the context.
Y

QU
ACTIVITY 1. Complete the webs with suitable words and phrases.

* - Have Ss work individually to complete the - T_Ss
webs with words / phrases. *Suggested answers:
- Check answers as a class. - activities on social media: browsing
- Have Ss read out their words/phrases from their websites, uploading pictures, checking
M
webs. notifications, connecting with friends,

- Correct Ss’ pronunciation if necessary. discussing problems, sharing opinions,
KÈ
- Confirm the correct answers. commenting on posts, sharing posts

+ Causes of teen stress: pressure from
parents’ , pressure from schoolwork,
bullies , bullying, spend too much time on
Y
social media…
DẠ
ACTIVITY 2: Fill each blank with the correct form of the words in the box.
- Have Ss work individually to fill in each blank - T_Ss
with the correct form of the words from the box. * Answer key:
- Check answers as a class. 1. participates 2. clubs
- Ask some Ss to read the passage aloud. 3. connects 4. skills
- Correct Ss’ pronunciation if necessary. 5. upload 6. bullies / bullying
B. GRAMMAR
* Objectives:
L
- To help Ss review compound sentences.
A
- To help Ss create compound sentences by writing a simple sentence to complete the
given sentences.
CI
* Content: Practicing compound sentences . Complete the sentences,
* Expeted outcomes: Ss do exercises correctly.
FI
ACTIVITY 3: Use the conjunctions provided to connect the sentences.
OF
- Have Ss work individually to connect the two - T_ Ss
simple sentences to create a compound sentence *Answer key:
using the words in bold. Remind them of the 1. Mai is the head of the club, so she
meanings and use of the connectors. knows the members very well.
ƠN
- Then ask Ss to work in pairs to swap and check 2. Lan wanted to go to the party, but she
their answers. couldn’t choose a suitable dress.
- Check answers as a class. 3. Tom felt stressed; however, he tried to
NH
- Ask one student to read out the sentences. finish his homework.
Correct his / her pronunciation if necessary. 4. He isn’t a member of the chess club;
therefore, he won't join the chess
competition.
5. We will have a short holiday;
Y
otherwise, we will feel very stressed.

QU
ACTIVITY 4: Complete the sentences below. Then compare your sentences with your
partners’.
- Ask Ss to work individually to complete the - T_ Ss.
sentences as requested. * Suggested answer:
- Ask one or two Ss to go to the board and write 1. Teens need to have good health, so they
M
their full sentences. should do some sport(s).

- Then ask the class to work in pairs. Tell them to 2. His parents have high expectations of
KÈ
swap their sentences and check their partner’s him, but they don’t care about his abilities.
answers. 3. Teenagers should develop social skills;
- Check the sentences on the board. otherwise, they may not be able to
- Have all Ss correct their partner’s answers. communicate with peers and other people.
Y
- Ask some Ss to read out their sentences. 4. We sometimes feel lonely and sad;
DẠ
- Correct Ss’ language and pronunciation if therefore, we need our families and
necessary. friends.
5. He does very well at school; however,
he doesn’t have teamwork or
communication skills.
Our school club
* Objectives:
- To help Ss brainstorm ideas about a club they would like to have at their school;
L
- To raise Ss' awareness of the need to participate in a school club;
A
- To improve Ss' teamwork and public speaking skills.
* Content: Ss to work in groups to do the project. Present the poster to the class.
CI
* Expeted outcomes: Students’ speaking. Present the poster of a club ss would like to have at
their school.
FI
- Have Ss work in groups to discuss a club they Our school club
would like to have at their school. Ask them to * T should assign the project in earlier
OF
answer the suggested questions when lessons such as in GETTING STARTED
brainstorming ideas: name of the club, club lesson. Make sure you guide them
activities, club meeting times, and contributions carefully and check their progress after
they can make to the club. each lesson. In the last lesson (LOOKING
ƠN
- Tell Ss that they can draw pictures or take BACK),
photos to illustrate the club. Ask groups of Ss to - Ss to present their report to the class.
pin / tape / glue the pictures / photos and write the
- Ss display all the posters on the wall or
ideas they brainstormed on a large piece of paper
bulletin board ; Each group presents the
NH
and present it to the class.
- If time is limited, T can assign the project in poster they prepare to the whole class.
earlier lessons such as in GETTING STARTED
lesson. Make sure you guide them in detail and ** Students’ posters & presentations
check their progress after each lesson. In the last
Y
lesson (LOOKING BACK), ask Ss to present their

poster.
QU
** T checks ss’ grammatical and spelling

mistakes on their poster and gives feedback.

M
* Ask Ss to complete the self-assessment table.

- Identify any difficulties and provide further practice.
KÈ
* HOME WORK:+ Do more exercises in workbook.

=========================================
Y
DẠ
Date of planning:………….. Period ..... : REVIEW 1 (UNIT 1-2-3)
Date of teaching: ………..… Lesson 1: LANGUAGE / Pronunciation-
WEEK: … Vocabulary-Grammar
L
I. OBJECTIVES: By the end of this review, Ss will have revised the language they have learnt
A
and the skills they have practised in Units 1, 2, 3.
1. Knowledge: - To revise the language and skills they have learnt in Unit 1-2-3.
CI
- Revise the words related to hobbies and verbs of liking and disliking; healthy activities and health
problems; and words related to community activities;
FI
- Pronounce the sounds /ʊ/ and /u:/; /ə/ and /ɪ/; /ʊə/ and /ɔɪ/ correctly in isolation and in context;
- Revise the use of verbs of liking/ disliking + gerund ; simple sentences and compound sentences.
- Revise how to invite and accept invitations; Giving and responding to compliments.Making
OF
requests.
a) Vocabulary: Ss revise the words related to leisure time and verbs of liking and disliking; Life in
the countryside, Teen school clubs, teen’ use of social media, and teen stress.
b) Grammar : Revise the use of verbs of liking/ disliking + gerund ; simple sentences and
ƠN
compound sentences;
c) Writing : - Writing an email about leisure activities with friends ; Writing a passage about what
someone likes or dislikes about life in the countryside; Writing a paragraph about the causes of one’s
stress and solutions to deal with it.
NH
2. Competence: Develop communication skills and cultural awareness
- Actively join in class activities
Y
3. Qualities : - Love talking about activities in leisure time.Love talking about activities in the
countryside. Talking about themselves and their problems.
QU
- Have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. TEACHING AIDS:
M

KÈ

III. PROCEDURE:
1. WARM UP & INTRODUCTION (5’)
* Objectives: Introduction
Y
- By the end of this review, students will have revised the language they have learnt and the skills
they have practised in Units 1 – 3.
DẠ
- Ss revise what they have learnt so far in terms of language and skills.
- Summarise their answers in notes and write them in a top corner of the board. Briefly revise some
important / difficult ones before starting the review.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new lesson.
* Expected Outcomes: Having a chance to speak English.
* Organisation : Teacher’s instructions…...
L
A
+ Revision on the old lessons/ Chatting + T_Ss
CI
- Teacher (T) asks Ss some questions about them - Students (Ss) listen and learn how to do.
and class.
- Ask Ss to open their book and introduce what - Open their book and write .
FI
2. PRESENTATION/ NEW LESSON (25’)
A. LANGUAGE: Pronunciation
OF
* Objectives:
- To help Ss review the sounds /ʊ/ and /u:/; /ə/ and /ɪ/; /ʊə/ and /ɔɪ/ in Units 1 - 3.
- To help Ss review new vocabulary learnt in Unit 1-3.
- To provide Ss with more practice with use of some keywords.
* Content: Review the pronunciation of the sounds. Choose the correct answerd .Complete the
ƠN
sentences.
* Expected outcomes: Pronouncing the sounds correctly. Do exercises.
* Organisation : Teacher’s instructions…..
NH
ACTIVITY 1. Circle the word whose underlined part is pronounced differently from the
others
- Write some words containing the sounds taught - T_ Ss
in Units 1 - 3 on the board. + Students (Ss) listen to the instructions
Y
- Underline the letter(s) containing the sounds. carefully and learn how to do the tasks.
* Key : 1. B 2. D 3. B 4. C 5. B
QU
- Ask Ss to read the words on the board aloud.

- Correct their pronunciation if needed. * Audio script:
Circle the word whose underlined part is
- Allow Ss some time to do the exercise. pronounced differently from the others
- Call on some Ss to share their answers. 1. A. good B.cool C. foot D. cook
- Check and confirm the correct answers 2. A. June B.rude C. truth D. put
M
3. A. village B.buffalo C. cottage D. shortage

4. A. ensure B.insure C. picture D. surely
5. A. avoid B.doing C. choice D. join
KÈ
ACTIVITY 2: Choose the correct an swer A, B, or C.
- Have Ss work individually.

Key:
Y
- Then ask some Ss to read out their

1. B 2. C 3. B 4. A 5. B
- Confirm the correct answers
DẠ
- Correct Ss' pronunciation if necessary
ACTIVITY 3 : Complete the sentences with the words from the box.
- Have Ss do this exercise individually or in - T_ Ss
pairs. * Key:
L
- Have Ss read the words in the box first and see 1. hospitable 2. pressure
if they remember their meanings.
A
3. focus 4. trained
- Ask Ss to read each sentence and decide which
CI
word from the box best fits in. 5. bully
- Check the answers as a class. Ask Ss to show
the keyword(s) in each sentence which help(s)
FI
them do the task
Grammar
OF
* Objectives:
- To help Ss revise the use of verbs of liking / disliking + gerunds and comparative adverbs.
- To provide Ss with more practice on the use of connectors that connect independent clauses
to make compound sentences: so, but, and, otherwise, therefore.
ƠN
* Content: Review the grammar points. Choose the correct answers. Underline the correct bold
word in each sentence.
* Expected outcomes: Revision. Choose the correct answers. correctly. Do exercises .
* Organisation :
NH
ACTIVITY 4 : Choose the correct answer A, B, or C.
- Have Ss do this exercise individually or in

pairs. + T- Ss ; Ss
Y
- Have Ss read the words in the box first and see * Key:
1.B 2. A
QU
if they remember their meanings.

- Ask Ss to read each sentence and decide which 3. C 4. B
5. A
word from the box best fits in.
- Call on some Ss to share their answersnwith the
class.
M
- Check the answers as a class. Ask Ss to show

the keyword(s) in each sentence which help(s)
KÈ
them do the task.

3. FURTHER PRACTICE (10’)
ACTIVITY 5 : Underline the correct bold word in each sentence.
- Help Ss revise the use of connectors that
Y
connect independent clauses to make compound + T- Ss ; Ss

sentences: so, but, and, otherwise, therefore by
DẠ
writing one sentence with so (or but, and) and

one sentence with therefore (or otherwise). * Key:
- Remind them of the use of these connectors 1. so
and the punctuation that goes with them. For 2. but
example, all these connectors stand at the 3. Otherwise
beginning of the second clause: so, but, and 4. and
stand behind a comma; otherwise and therefore 5. therefore
stand between a semicolon and a comma.
L
- Have Ss work individually or in pairs.
A
- Ask Ss to read each sentence and underline the
clues that show the appropriate connector to use
CI
before Ss do the exercise.
- Call on some Ss to share their answers with the
class.
FI
- Confirm the correct answers as a class. Explain if
necessary. T may then call on some Ss to read aloud
OF
the correct sentences.
+ Do more exercises if have time.
ƠN
- Summarise the main points.
- Ask Ss what they have learnt so far. Have them recall the important grammar points.
+ Words / phrases . Vocabulary; The grammar points.
NH
* HOME WORK
- Read again the conversation
- Make more sentences using adverbs of frequency.
Y
==========================
QU
M
KÈ
Y
DẠ
Date of teaching: ………..… Lesson 2 : SKILLS / Reading- Speaking-
WEEK: …
Listening - Writing
L
A
CI
1. Knowledge: - To revise the language and skills they have learnt in Unit 1-2-3.
- Revise the words related to hobbies and verbs of liking and disliking; healthy activities and health
problems; and words related to community activities;
FI
- Pronounce the sounds /ʊ/ and /u:/; /ə/ and /ɪ/; /ʊə/ and /ɔɪ/ correctly in isolation and in context;
- Revise the use of verbs of liking/ disliking + gerund ; simple sentences and compound sentences.
- Revise how to invite and accept invitations; Giving and responding to compliments.Making
OF
requests.
a) Vocabulary: Ss revise the words related to leisure time and verbs of liking and disliking; Life in
the countryside, Teen school clubs, teen’ use of social media, and teen stress.
b) Grammar : Revise the use of verbs of liking/ disliking + gerund ; simple sentences and
ƠN
compound sentences;
c) Writing : - Writing an email about leisure activities with friends ; Writing a passage about what
someone likes or dislikes about life in the countryside; Writing a paragraph about the causes of one’s
stress and solutions to deal with it.
NH
2. Competence: Develop communication skills and cultural awareness
Y
3. Qualities : - Love talking about activities in leisure time.Love talking about activities in the
countryside. Talking about themselves and their problems.
QU
II. TEACHING AIDS:
M

KÈ

III. PROCEDURE:
Introduction
Y
* Objectives:
DẠ
they have practised in Units 1 – 3.

- Ss revise what they have learnt so far in terms of language and skills. Summarise their answers
and add some more information if necessary.
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire
* Organisation : Teacher’s instructions….
L
+ Revision / Chatting - T_ Ss / Chatting
A
- Teacher (T) asks Ss some questions about old - Students (Ss) listen and learn how to do.
CI
lessons and class.
FI
PRACTICE EXERCISES - SKILLS
OF
Reading
* Objectives:
1. To provide Ss with practice in reading for main ideas and specific information.
* Content: Practise reading. Choose the correct answer, A, B, C .
ƠN
* Expected outcomes: SS get more general and specific information of the text.
ACTIVITY 1. Read the passage and choose A, B, or C
NH
- Familiarise Ss with a new genre by asking + T- Ss ; Ss
them to look quickly at the text and the first
paragraph, then answer questions: What do you * Key:
think is the purpose of the text?, How many 1. B
Y
subheadings are there?, What do you think the 2. C

subheadings are about?
QU
- Ask Ss to do the exercise individually. 3. A

- Guide them to read the information in the text. 4. C
- Call on some Ss to share their answers with the 5. B
class.
M
- Confirm the correct answers as a class.

Explain if needed.
KÈ
Speaking
* Objectives:
2. To provide Ss with an opportunity to talk about the reasons people like/ dislike living in the
countrysideand advantages and disadvantages of living in the city.
Y
* Content: Ask and answer. Practice speaking.

* Expected outcomes: Ss ask and answer using questions.
DẠ
ACTIVITY 2: Read the passage and choose the correct answer A, B, or C.

- Have Ss work in pairs.
- Ask Ss to make notes for the three questions. -
Ask them to look at Unit 2 (if necessary) for
L
vocabulary about life in the countryside and
city, and advantages and disadvantages of living
A
there.
CI
- Allow Ss some time to interview each other
and take notes of their partners'answers.
- Call on some pairs to report their answers to
FI
the class. Each pair answers one question to
allow opportunities for other pairs.
OF
- Listen and comment, especially on the
explanations.
Listening
* Objectives:
ƠN
3. To provide Ss more practise in listening for specific information.
* Content: Listen and complete to each sentence.
* Expected outcomesSs listen and can complete the sentence correctly.
* Organisation :
NH
ACTIVITY 3 : Listen to Tom and Mai talking about their lives in the city and the countryside.
Fill in the blank with ONE word.
- Have Ss read the instructions and the table first
to get an overall idea of what they are going to - T – Ss
Y
listen to and to guess what information they - Ss

QU
need to fill in each blank. Ask them to think of * Key:

the part of speech first (adjectives, verbs, or 1. Places
nouns) and predict the possible words. 2. convenient
- Play the recording and allow Ss some time 3. public
afterwards to complete their answers. 4. spacious
M
- Check the answers as a class. If needed, play 5. hospitable

the recording again and pause when an answer
KÈ
comes.
Writing
* Objectives:
Y
4. To provide Ss with practice in writing a paragraph about leisure activities that a member
of their family does.
DẠ
* Content: Write a paragraph about leisure activities that a member of their family does.
* Expected outcomes: Ss can a paragraph about leisure activities that a member of their family
does.
* Organisation :
ACTIVITY 4 : Write a paragraph ( 80- 100 words) about the leisure activities one of your
family mambers does. You may use the following questions as cues.
- Have Ss work individually. Ask Ss to read and - T_ Ss
L
answer the questions 1 - 3. * Suggested answer :
A
- Allow Ss some time to write. In his free time, my father likes watching
- Ask them to write about 7 to 8 sentences. television, especially watching sports
CI
- Ask some Ss to read aloud their writing and programmes. He rarely misses any football
give feedback on vocabulary, grammar match or tennis match. He often asks me to
FI
structures showing likes and dislikes, and watch tennis and football with him. He likes
connectors. watching sports on television because he really
likes sports, and he also likes following his
OF
favourite sports players. He also feels relaxed
when lying on the sofa watching television.
Moreover, he also watches other television
programmes to update himself.
ƠN
NH
* Teacher asks students to talk about what they have learnt in the lesson .
- Ask Ss what they have learnt so far. Have them recall the important elements:
* HOME WORK
- Finish the writing. Copy into the notebooks.
Y

QU
===========================
M
KÈ
Y
DẠ
Date of Period..: UNIT 4 : ETHNIC GROUPS OF VIET NAM
planning:……… Lesson 1: GETTING STARTED
Date of teaching: …… I’m from the Tay ethnic group
WEEK: …
A L
1. Knowledge:
CI
- To introduce the topic about the topic Ethnic groups of Viet Nam
FI
+ Vocabulary:
- Use vocabulary to talk about Ethnic groups of Viet Nam
+ Distinguish two sounds /k / and / g / correctly
OF
+ Grammar:- Yes/ No and Wh- questions
- Countable and uncountable nouns
2. Competence:
ƠN
- Be co-operative and supportive in pair work and teamwork.
NH
3. Qualities:
- Love talking about Ethnic groups of Viet Nam
II. TEACHING AIDS:
- Teacher: Grade 8 text book, projector / TV.....
Y

QU

- Hoclieu.vn
III. PROCEDURE:
* Objectives:
M

KÈ
- Introduce the new lesson and set the scene for Ss to acquire new language;
- Get students' attention at the beginning of the class by enjoyable and short activities as well
as to engage them in the follow-up steps.
Y

* Expected outcomes: Having a chance to speak English. Ss have general ideas about the
DẠ
topic Ethnic groups of Viet Nam.

Brainstorming Brainstorming
- Teacher asks Ss to work in 2 groups and think + Students (Ss) listen and learn how to do
of some ethnic groups in Viet Nam. the tasks.
- Teacher writes the name of one ethnic group as Net work the Tay
L
a modelling activity.
A
- Ss (one by one) go to the board and write the Ethnic groups
names of ethnic groups in Viet Nam that they
CI
know.
- Teacher checks Ss’ results.
FI
- The group with more correct names of ethnic
Suggested answers:
groups in Viet Nam becomes the winner. The Tay, the Nung, the Yao, the Kinh, the
Brau, the Hani, the Hmong, the Bahnar,
OF
the Bru, the Muong, the Koho, the Giay,
…
* Objectives:
ƠN
- To introduce the topic of the unit. Ss know words about ethnic groups of Viet Nam.
NH
* Expected outcomes: Knowing more new words. Ss know how to pronounce the new words
correctly and use them in appropriate situations.Students know the topic of the unit and be
Y

QU
ACTIVITY1. Listen and read / Page 40

+ Teacher uses different techniques to teach * Vocabulary
vocab (situation, realia, translation.) 1. ethnic (adj) (group) (nhóm) dân tộc
+ Teacher introduces the vocabulary by: 2. post (n) cột
M
- providing the pictures 3. overlook (v) nhìn ra

- eliciting the definition of the words 4. stilt house (n) nhà sàn
KÈ
+ Teacher do the “Matching ” checking 5. costume (n) trang phục

technique. 6. terraced field (n) ruộng bậc thang
- Teacher reveals that these six words will
appear in the reading text and asks students to
Y
open their textbooks to discover further.

DẠ
**Set the context: Have Ss look at the title and Questions:

the picture, and answer some questions, e.g. - What do you think Lai and Tom are
What do you think Lai and Tom are talking talking about?
about?, Do you know anything about the Tay - Do you know anything about the Tay
ethnic group?
ethnic group?
- Encourage Ss to answer.
- Play the recording twice for Ss to listen and Suggested answers:
read along. Then invite some pairs of Ss to read - They are talking about the Tay ethnic
the conversation aloud.
group/ an ethnic group/…
L
- Refer to the questions previously asked and ask
Ss if they would like to change / add anything to
A
their previous answers.
- Teacher asks some pairs of students to read the
CI
conversation aloud.
- Teacher asks Ss if they would like to change or
FI
add anything to their previous answers.
OF
* Objectives:
2.To help Ss understand the conversation.
3.To help Ss learn some vocabulary from the conversation visually (using the picture)
ƠN
to ensure they know the correct meanings of the words.
4. To develop Ss’ vocabulary related to the topic in the sentences.
* Content: Listen and read the conversation. Read the conversation and circle the correct
answer ; Matching the pictures with the words/ phrases. Complete the sentences…
NH
* Expected outcomes: Students can read and understand general and specific information
about the Tay ethnic group.
* Organisation :
Y
ACTIVITY 2: Read the conversation again and circle the correct answers.
- Encourage Ss to answer the questions without - T_Ss
QU
referring to the conversation. - Work individually.

- Confirm the correct answers. * Key:
- Teacher has Ss compare the answers in pairs
1. C
before checking with the whole class.
2. B
M
3. A
feedback.
KÈ
ACTIVITY 3: Match the pictures with the word and phrases from the conversation.
- Ask Ss to read the word and phrases (and find - T_ Ss
where they appear in the conversation if - Ss work individually.
necessary) and fook at the pictures. * Key:
- Ask them to match the pictures with the word
Y
1. c 2. a 3. d 4. b
and phrases.
DẠ
- Ask Ss to say the word and phrases aloud.

Make sure they pronounce them correctly.
- Ask Ss to work independently to fill in each - T_ Ss. Ss work independently
blank with a suitable word or phrase from the
* Key:
box. 1. folk dance
2. overlooks
feedback. 3. musical instrument
L
4. traditional
A
5. ethnic groups
CI
* Objectives:
- To allow Ss to locate where some large ethnic groups in Viet Nam live.
FI
+ Further practice. Label the map with names of the ethnic groups.
* Content: - Ss can locate the living places of some large ethnic groups in Viet Nam .
Playning GAME
OF
* Expected outcomes: Ss have a better understanding of ethnic groups in Viet Nam.
* Organisation :
ACTIVITY 5: GAME : “Where are they?”. Work in groups. Discuss and label the maps
ƠN
+ Allow Ss one minute to discuss and label the - T_ Ss
map with the names of the ethnic groups from - Ss work individually.
the box. Answer key:
- Call on some groups to say aloud their answers.
NH
1. Hmong
- Confirm the correct answers. 2. Nung
3. Ede
* Get feedback. 4. Bahnar
5. Khmer
Y
6. Cham
QU
- Write the names of ethnic groups again on board. Ask Ss to say aloud some words and
phrases from the lesson that they can remember.
M
- If there is an overhead projector in the classroom, show the conversation and highlight the
keywords related to the topic.
KÈ
* HOME WORK:
- Learn by heart all the words that they have just learnt
- Start preparing for the Project of the unit:
Y
- Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose an ethnic group in
DẠ
Viet Nam that you are most interested in and make a poster about it (suggested information in
Project lesson). Students will show and present their posters in Lesson 7 – Looking back and
Project. (Teacher should check the progress of students’ preparation after each lesson.)
==============================================
A L
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………. Period… : UNIT 3 : ETHNIC GROUPS OF VIETNAM
Date of teaching: ………. Lesson 2 : A CLOSER LOOK 1
WEEK: …
L
A
1. Knowledge:
- The lexical items related to the life of the ethnic people.
CI
- Pronunciation: Correctly pronounce words that contain the sounds /k/ and /g/
+ Vocabulary:- Use The lexical items related to the life of Ethnic groups of Viet Nam
FI
+ Correctly pronounce sounds /k / and / g / .
+ Grammar:- Yes/ No and Wh- questions
- Countable and uncountable nouns
OF
2. Competence:
- Students will be able to know more new words about Ethnic groups of Viet Nam
ƠN
3. Qualities:
NH
II. TEACHING AIDS:
Y
- Hoclieu.vn .
QU
III. PROCEDURE:
* Objectives:
M
KÈ
*Expected outcomes: Having a chance to speak English. Students get some vocabulary from the
Y

DẠ
+ Game: Kim’s game + Game: Kim’s game

- Teacher asks Ss to work in 2 groups.
- Teacher shows some pictures related to ethnic * Suggested answers:
groups in 2 minutes. (a) bamboo house, costume(s), five-colour
- Ss look at the pictures and remember (no writing) sticky rice, folk dance, musical
- As soon as teacher stops showing the pictures, Ss
work in groups and write the words for the pictures
they have seen
- The group with more correct answers becomes the
L
winner.
A
Lead into this lesson .
OR: Show some pictures of people, costumes, and
CI
landscapes (for example: wooden statue at the grave
yard, terraced fields, bamboo flute, Rong house...),
FI
and ask if Ss know them.
instrument(s), post(s), stilt house, terraced
- Lead into this lesson which focuses on words and
field(s)…
phrases about the life of ethnic minority groups in
OF
Viet Nam and sounds /k/ and /g/.
- Share with Ss the lesson objectives. Write the
objectives in a corner of the board and leave them
there till the end of the lesson, or put them on a slide
ƠN
to show Ss.
* Objectives:
NH
1. To introduce visually some nouns/ nounphrases related to the life of ethnic people.
* Content: Write a word or phrase from the box under each picture;
* Expected outcomes: Knowing more new words. Ss know how to pronounce the new words
correctly and use them in appropriate situations.
Y

QU
ACTIVITY 1: Write a word or phrase from the box under each picture.
(situation, realia, translation.) 1. communal house (n) nhà rông, nhà sinh
+ Teacher introduces the vocabulary by: hoạt cộng đồng.
M
- providing the pictures 2. minority group (n) dân tộc thiểu số

- eliciting the definition of the words 3. livestock (n) gia súc
KÈ
+ Teacher do the checking “What and where?” 4. raise (v) chăn nuôi
** Teacher asks Ss to look at each picture and say the 5. gong (n) cái cồng, cái chiêng
word or phrase describing it if they know.
- Have Ss to read the words and phrases and do the
Y
*** Answer key:

matching. Ss can start matching the phrases they can 1. wooden statue
DẠ
easily recognise like terraced fields, Rong house, 2. Rong house (Nhà Rông )
bamboo flute, wooden statue. The two remaining 3. weaving
words on the list (gong and weaving) are different as 4. bamboo flute
one is an activity (weaving) and the other is an object 5. gong
(gong) 6. terraced fields
- Teacher checks the answers as a class.
- Have Ss read the words or phrases aloud. Correct
- T may ask Ss for the Vietnamese equipvalents of
L
these words or phrases.
A
* Objectives:
CI
2. To help Ss understand more clearly the meaning of some words and phrases.
3. To help Ss use the words in specific contexts.
FI
* Content: Match the words and phrases with their meanings.; Complete the sentences with the
words and phrases from the box.
*Expected outcomes:Know more new words and phrases. Know how to use the words/ phrases in
OF
context.
* Organisation :
ACTIVITY 2: Match the words and phrases with their meanings.
ƠN
- Ask Ss to read the words and phrases that have been - T_Ss
provided in the fist column and meanings in the * Key:
secondcolumn. 1. c 2. a
NH
- Teacher guides Ss if needed: Two words (gong, 3. e 4. d
gardening) have appeared in the previous tasks and 5. b
lessons. Two are similar (hourse- room, group- group)
-Ss can easilyfind the remaining items.
- Ss work individually, match suitable words/ phrases
Y
with their meanings.

QU

- Ss should have no difficullty completing the - T_ Ss
sentences since the words and phrases in the box have * Answer key:
been taught in the previous activities.
M
1. unique features
- Teacher asks Ss to work individually, discuss and
2. weave
choose suitable words/ phrases to fill in the gaps.
KÈ
3. raise
- Ss go to the board and write their answers.
4. communal house
5. minority group
- Teacher checks the answers as a class and gives 6. livestock
feedback.
Y
DẠ
/k/ and /g /
* Objectives:
- To help students identify how to pronounce the sounds /k/ and /g/.
- To help students practise pronouncing these sounds correctly in words and in sentences.
* Content: Listen and repeat the words. Pay attention to the sounds /k/ and /g/. Listen and repeat
L
the sentences. Pay attention to the underlined words.
* Expected outcomes: Students repeats the words correctly. Learn how to pronounce the words
A
correctly. Ss distinguish and pronounce the sound /k/ and /g/ correctly in their speaking.
CI
* Organisation :
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /k/ and /g/.
FI
+ Have Ss read the sentences, paying attention to the - T_ Ss. Ss- Ss
underlined words /k/ and /g/.
OF
- Play the recording and ask them repeat each sentence
- Teacher asks Ss to listen and pay attention to the
sounds /k/ and /g/.
- Ss repeat the words as a class, in groups and
ƠN
individually.
- Call on some Ss to read the sentence individually.
NH
students’ pronunciation .
ACTIVITY 5: Listen and repeat the sentences. Pay attention to the underlined words.
- Have Ss read the sentences, paying attention to the * Answer:
underlined words with the sounds /k/ and /g/.
Y
- Play the recording and ask Ss to repeat each

sentence. Correct them if needed.
QU
- Call on some Ss to read the sentences individually.

- Teacher asks some students to read the sentences
individually.
** Teacher’s observation and feedback.
M

KÈ
- Teacher asks Ss to summarise what theynhave learnt in the lesson.

* HOME WORK:
- Learn by heart all the words that they have just learnt.
Y

DẠ
==============================================
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Date of planning:…… Period….: UNIT 3 : ETHNIC GROUPS OF VIETNAM
WEEK: ….
L
1. Knowledge:
A
+ Review and teach Yes/ No questions and WH-questions.
CI
+ Vocabulary : - The lexical items related to the life of the ethnic people.
+ Grammar: + Yes / No and WH-questions.
+ Countable and uncountable nouns.
FI
2. Competence:
- Ss know how to useand form: Yes/ No questions and WH-questions.
OF
3. Qualities:
- Love talking about ethnic groups of Viet Nam.
ƠN
learning.
II. TEACHING AIDS:
NH
Y
III. PROCEDURE:
QU

* Objectives:
M
KÈ
Y
+ Game: Who is faster? + Game: Who is faster?

DẠ
- Teacher divides Ss into 4 groups.

- Teacher gives each group a piece of paper. * Suggested answers:
- Teacher asks them to write as many words (nouns) gong, communal house, wooden
related to ethnic groups of Viet Nam as possible. statue, folk dance, musical
- Each group chooses one secretary to write the words instrument, bamboo house, costume,
that other members tell him/ her. five-colour sticky rice, stilt house,
- Ss play the game in 3 minutes. terraced field,...
- Teacher asks each group to hand in their papers and
checks, the group with the most correct words is the - Open the book and write the tittle
L
winner. Teacher invites the winner to read aloud their of the lesson.
A
words.
CI
- Ask Ss to look at A CLOSER LOOK 2 on page 31.
+ Introduce the objectives of the lesson. Focus on the
FI
objectives of the lesson.
Yes/ No questions and WH- questions
OF
* Objectives:
1. To introduce new words related to the life of the ethnic people
2.To help students revise the form of Yes / No questions and the use of Wh-question
ƠN
words.
* Content: - To review and teach grammar. Yes / No questions.;WH- questions.
- Change the sentences into Yes / No questions ;Choose the correct question word for each
question below.
NH
* Expected outcomes: Ss know how to form and use: Yes / No questions and the use of Wh-
question words.
* Organisations:
I. Questions: yes-no questions
+ Questions that need either a yes or a no answer are called yes-no questions:
Y
( Những câu hỏi cần câu trả lời có hoặc không được gọi là câu hỏi Yes-No.)
QU
+ Do you like classical music ? (answer: yes or no)

+ Did you watch television las tnight? (answer: yes or no)
1. Forming yes-no questions: (Cách đặt câu hỏi có - không?)
1.1. With an auxiliary verb: (Dùng Trợ động từ )
M
* We form yes-no questions with an auxiliary verb (be, do or have) + subject + main verb or
with a modal verb + subject + main verb:
KÈ
( Chúng ta đặt câu hỏi có-không với trợ động từ (be, do hoặc have) + chủ ngữ + động từ
chính hoặc với Trợ động từ + chủ ngữ + động từ chính? )
Be: Is she working very hard? Were they waiting for the bus?
Do: Does she live near here? Did you watch TV last night?
Y
Have: Have you finished it yet? Had they visited Lon Don before?
Modal: Could you help me open this box? Should I come to her party?
DẠ
** Where there is no auxiliary verb be, have or modal verb already present in the statement,
we use the auxiliary do, does, did:
( Trường hợp không có trợ động từ be, have hoặc modal verb đã có trong câu trần thuật ,
chúng ta sử dụng các trợ động từ do, does, did: )
II. Câu hỏi với Wh-? Question with question word ?
- Câu hỏi với Wh bắt đầu bằng what, when, where, who, whom, which, whose,
why và how.
- Chúng được dùng để là rõ thông tin. Câu trả lời không thể là Yes/No.
L
Ví dụ:
A
A: When do you finish school? B: Next June.
A: Who is your favourite teacher? B: Mr. Pike.
CI
2. Cách thành lập câu hỏi với Wh-Q
2.1. Với trợ động từ:
FI
Wh- + Trợ động từ (be, do or have) + Chủ ngữ + Động từ chính?
+ hoặc:
OF
Wh- + Động từ khuyết thiếu + Chủ ngữ + Động từ chính?
Ví dụ:
Be: When are you leaving? Who’s been paying the bills?
ƠN
Do: Where do they live? Why didn’t you call me?
Have: What has she done now? What have they decided?
Modal: Who would she stay with? Where should I park?
NH
2.2. Không có trợ động từ:
Note:Khi what, who, which hoặc whose là chủ ngữ hay một phần chủ ngữ, không dùng trợ
động từ.
Ta dùng trật tự từ : Chủ ngữ + Động từ.
Ví dụ: What fell off the wall? (Cái gì rớt trên tường xuống vậy?)
Y
Which horse won? (Con ngựa nào về nhất?); Who bought this? (Ai mua cái này?)
QU
** Trả lời câu hỏi với Wh

-Câu hỏi với Wh- hỏi để lấy thông tin. Câu trả lời không thể làYes/No mà làcung cấp thông
tin.
Ví dụ: A: Where’s the coffee machine? B: It’s in the room next to the reception.
A: How old is this church? B: It’s about 200 years old. I’m not very sure.
M
2/ Một số từ hỏi:
When? Khi nào (thời gian) Which? Cái nào (sự chọn lựa)
KÈ
Where? Ở đâu (nơi chốn) Whose? Của ai (sự sở hữu)

Who? Ai (con người - chủ ngữ) Whom? Ai (người - tân ngữ)
Why? Tại sao (lý do) How? Như thế nào (cách thức)...
What? Cái gì / gì (vật, ý kiến, hành động)
Y
DẠ

ACTIVITY 1: Change the sentences into Yes / No questions.
* Pre-teach vocabulary: + T- Ss ; Ss work individually first.
(situation, realia, translation.) 1. harvest (v) gặt hái, thu hoạch
+ Teacher introduces the vocabulary by: 2. crop (n) vụ mùa, vụ trồng trọt
- providing the pictures 3. waterwheel (n) bánh xe nước
L
+ Teacher do the checking” “Rub out and remember”
A
technique.
* Grammar note: (Act-1)
CI
- Provide less advanced Ss with a simple revision on
how to form Yes/ No questions by guiding them how
FI
to change a sentence into a Yes/ No questions. Vary
the tense of verbs.
+ We are studying Unit 4. * Answer key:
OF
=> Are we studying Unit 4? 1. Do women play an important role
+ Many students attended the school’s art exhibition. in a Jrai family?
=> Did many students attend the school’s art
2. Is mua sap a popular folk dance of
exhibition ?
ƠN
- Ask Ss to work individually and do the exercise. the Thai people?
- Ask Ss to compare their answers with their friends. 3. Did you have boarding schools for
- Ss discuss with their friends if there are any
minority students in 1950?
NH
differences between their answers.
- Teacher checks students’ answers as a class. 4. Did you attend the Ban Flower
- Call on some Ss to read the questions. Remind them Festival in Dien Bien last year?
to pay attention to the rising tone of the questions.
5. Will you watch a documentary
Y
∑ Jrai : dân tôc Gia Rai about the Khmer?

QU
∑ The Ban Flower Festival : Lễ Hội Hoa Ban.
ACTIVITY 2: Choose the correct question word for each question below.
- Have Ss to do this exercises individually. - T_ Ss
- Teacher asks them to read the sentences carefully * Answer key:
M
and decide which question word correctly fits in. 1. B

- Teacher calls on some Ss to give and explain their 2. B
KÈ
answers. 3. A
- Teacher checks and confirms the correct answers. 4. A
5. B
EXTRA ACTIVITY:
Y
- Brainstorm with the class everything they know about the different ethnic groups of Viet
Nam and record on the left side of the board, using a mind map or the key terms mentioned.
DẠ
- Make sure some of the vocabulary taught in this unit is on the board.
On the right side of the board, write:
1. Do 2. Are 3. Is 4. When 5. What 6. Where 7. Why 8. How
- Put Ss into groups of three and each group will get one piece of A4 paper and appoint a
group secretary.
- The group secretary writes 1 through 8 in a vertical column on a piece of paper and then
writes the first word of the question.
- Run a competition where every group writes one question beginning with the question
L
words and some of the information about ethnic groups on the board.
A
- The first team to complete their 8 questions correctly wins.
B. COUNTABLE AND UNCOUNTABLE NOUNS
CI
* Help Ss identify countable and uncountable nouns.
* Ss practice using countable and uncountable nouns.
FI
+ Do the tasks.
1. Countable nouns (Danh từ đếm được)
- Some nouns refer to things which, in English, are treated as separate items which can be
OF
counted. These are called countable nouns. Here are some examples:
Một số danh từ dùng để chỉ những thứ mà trong tiếng Anh được coi là những mục riêng
biệt có thể đếm được. Chúng được gọi là danh từ đếm được. Dưới đây là một số ví dụ:
a car, three cars; my cousin, my two cousins
ƠN
a book, a box full of books; a city, several big cities
+ Singular and plural

NH
Countable nouns can be singular or plural. They can be used with a/an and with numbers and
many other determiners (e.g. these, a few):
( Danh từ đếm được có thể là số ít hoặc số nhiều. Chúng có thể được sử dụng với a/an và
với số và nhiều từ hạn định khác (ví dụ: these, a few):
She’s got two sisters and a younger brother.
Y
QU
2. Uncountable nouns (Danh từ không đếm được)

In English grammar, some things are seen as a whole or mass. These are called
uncountable nouns, because they cannot be separated or counted.
( Trong ngữ pháp tiếng Anh, một số thứ được coi là toàn bộ hoặc khối lượng. Chúng được
gọi là danh từ không đếm được vì chúng không thể tách rời hoặc đếm được. )
M
Some examples of uncountable nouns are:

- Ideas and experiences: ( Ý tưởng và kinh nghiệm ): advice, information, progress, news,
KÈ
luck, fun, work

- Materials and substances (Vật liệu và chất) : water, rice, cement, gold, milk
- Weather words ( từ thời tiết ) : weather, thunder, lightning, rain, snow
- Names for groups or collections of things ( Tên cho các nhóm hoặc bộ sưu tập của sự vật:)
Y
: furniture, equipment, rubbish, luggage.

DẠ
- Other common uncountable nouns include (Các danh từ không đếm được phổ biến khác bao
gồm : accommodation, baggage, homework, knowledge, money, permission, research, traffic,
travel.
- Some nouns always have plural form but they are uncountable because we cannot use
numbers with them. ( Một số danh từ luôn có dạng số nhiều nhưng chúng không đếm được vì
chúng ta không thể sử dụng số với chúng.)
I bought two pairs of trousers…..
Teacher’s and students’ activities Content
ACTIVITY 3: Write C (countable) or U (uncountable) for the underlined words.
L
+ Conduct a short revision of countable and - T_ Ss
A
uncountable nouns (what they are and how to identify * Answer key:
them). Give some examples like water, house, air, 1. C 2. U 3. C
CI
street... and ask Ss which one(s) they can count one, 4. C 5. U 6. C
two, three... and which one(s) they cannot. Then refer
FI
to the use of quantifiers that a countable or an - Countable nouns: 1,3,4,6
uncountable noun can go with through examples, e.g. - Uncountable nouns: 2,5
This is a gong. ('a' shows the noun 'gong' after it is
OF
countable) and I just need a little paste, ('a little'
shows that the noun 'paste' after it is uncountable).
- Allow Ss to work in pairs or individually.
- Call on 2 - 3 Ss to read their answers and explain
ƠN
their choices
- Teacher gets feedback and confirms the correct
answers.
NH
ACTIVITY 4 : Fill in each blank with a, much, many, a little, or a few.
- Teacher asks Ss to work individually. - T_ Ss
- Guide Ss to read each sentence carefully and decide
if the noun after the quantifier is countable or * Answer key:
uncountable and if the sentence is affirmative,
Y
1. a
negative or interrogative. Then choose a suitable
2. many
QU
quantifier a, much, many, a little, or a few for each

sentence. 3. a few
- Teacher asks Ss to compare their answers with their 4. a little
partner.
5. much
- Teacher asks Ss to read their answers.
M
- Teacher confirms and checks answers.

KÈ
* Objectives:
- To provide Ss with open practice with countable and uncountable nouns.
* Content: Playing GAME.Work in groups. Think of six nouns related to each of the topics
below, in which three nouns are countable and three nouns are uncountable.
Y
* Expected outcomes: - Ss know how to identify countable and uncountable nouns and how to
DẠ
use a quantifier with a countable or uncountable noun.

* Organisation :
ACTIVITY 5: GAME: Work in groups. Think of six nouns related to each of the topics
below, in which three nouns are countable and three nouns are uncountable.
- Have Ss to work in groups and choose one topic. - T_ Ss.
- Teacher asks Ss a certain amount of time to discuss - Work in groups.
and come up with the six words as required. Suggested words:
L
- Take notes of the time each group takes to finish the * Leisure time:
A
task. +Countable nouns: film, game,
- Calls on three quickest groups to read aloud their sport,…
CI
answers and the class decides whether they contain +Uncountable nouns: music,
gardening, reading,…
three countable and three uncountable nouns. The
* Living in the mountains:
quickest group with 6 correct answers wins.
FI
+ Countable nouns: terraced field,
+ Topics:
stilt house, communal house,….
+ Leisure time
+ Uncountable noun: five-colour
OF
+ Living in the mountains
sticky rice, nature, …
* Teacher’s observation and feedback.
ƠN
* HOME WORK:
NH
===========================
Y
QU
M
II. GRAMMAR:
I. Questions: yes-no questions
KÈ
+ Questions that need either a yes or a no answer are called yes-no questions:
( Những câu hỏi cần câu trả lời có hoặc không được gọi là câu hỏi Yes-No.)
+ Do you like classical music ? (answer: yes or no)
+ Did you watch television las tnight? (answer: yes or no)
1. Forming yes-no questions: (Cách đặt câu hỏi có - không?)
Y
1.1. With an auxiliary verb: (Dùng Trợ động từ )

DẠ
* We form yes-no questions with an auxiliary verb (be, do or have) + subject + main verb or with a
modal verb + subject + main verb:
( Chúng ta đặt câu hỏi có-không với trợ động từ (be, do hoặc have) + chủ ngữ + động từ chính hoặc
với Trợ động từ + chủ ngữ + động từ chính? )
Be: Is she working very hard? Were they waiting for the bus?
Do: Does she live near here? Did you watch TV last night?
Have: Have you finished it yet? Had they visited Lon Don before?
Modal: Could you help me open this box? Should I come to her party?
L
** Where there is no auxiliary verb be, have or modal verb already present in the statement, we use the
A
auxiliary do, does, did:
( Trường hợp không có trợ động từ be, have hoặc modal verb đã có trong câu trần thuật , chúng ta sử
CI
dụng các trợ động từ do, does, did: )
Statement form (no auxiliary) Question form
FI
You usually walk to work. Do you usually walk to work?
Not: Walk you…?
OF
You liked disco music in the 70s. Did you like disco music in the 70s?
Not: Liked you…?
1.2. We don’t use an auxiliary verb when we use be as a main verb:
( Chúng ta không sử dụng trợ động từ khi chúng ta sử dụng be làm động từ chính:
+ Is she your sister? Yes, she is
ƠN
* Cấu trúc is there/ are there?
Ví dụ: - Is there any milk in the bottle? Yes, there is.
- Is there any salt in the kitchen? No, there isn’t.
- Are there any people outside now? Yes, a lot of people are standing out there.
NH
- Are there any children in the garden? No, there aren’t.
II. Câu hỏi với Wh-? Question with question word ?
- Câu hỏi với Wh bắt đầu bằng what, when, where, who, whom, which, whose, why và how.
- Chúng được dùng để là rõ thông tin. Câu trả lời không thể là Yes/No.
Ví dụ:
Y
A: When do you finish school? B: Next June.

QU
A: Who is your favourite teacher? B: Mr. Pike.

2. Cách thành lập câu hỏi với Wh-Q
2.1. Với trợ động từ:
Wh- + Trợ động từ (be, do or have) + Chủ ngữ + Động từ chính?

M
+ hoặc:
KÈ
Wh- + Động từ khuyết thiếu + Chủ ngữ + Động từ chính?
Ví dụ:
Be: When are you leaving? Who’s been paying the bills?
Y
Do: Where do they live? Why didn’t you call me?

Have: What has she done now? What have they decided?
DẠ
Modal: Who would she stay with? Where should I park?

2.2. Không có trợ động từ:
Note:Khi what, who, which hoặc whose là chủ ngữ hay một phần chủ ngữ, ta không dùng trợ động từ.
Ta dùng trật tự từ : Chủ ngữ + Động từ.
Ví dụ: What fell off the wall? (Cái gì rớt trên tường xuống vậy?)
Which horse won? (Con ngựa nào về nhất?); Who bought this? (Ai mua cái này?)
Whose phone rang? (Điện thoại của ai kêu vậy?)
** Trả lời câu hỏi với Wh
- Câu hỏi với Wh- hỏi để lấy thông tin. Do đó, câu trả lời không thể là Yes/No mà là cung cấp thông
L
tin.
Ví dụ: A: Where’s the coffee machine? B: It’s in the room next to the reception.
A
A: How old is this church? B: It’s about 200 years old. I’m not very sure.
CI
2/ Một số từ hỏi:
When? Khi nào (thời gian) Which? Cái nào (sự chọn lựa)
FI
Where? Ở đâu (nơi chốn) Whose? Của ai (sự sở hữu)
Who? Ai (con người - chủ ngữ) Whom? Ai (người - tân ngữ)
Why? Tại sao (lý do) How? Như thế nào (cách thức)...
OF
What? Cái gì / gì (vật, ý kiến, hành động)
* Study this: Yes - No questions :

+ Are you from England ? - Yes, I am / No, I’m not .
ƠN
+ Is she working? - Yes, she is / No, she isn’t
+ Can you drive a car ? - Yes, I can / No, I can’t.
+ Does she like coffee ? - Yes, she does / No, she doesn’t .
+ Do you have a brother ? - Yes, I do/ No. I don’t
NH
+ Did you watch TV last night? - Yes , I did/ No I didn’t
+ Have you got a car ? - Yes, I have / No, I haven’t ......
B. Countable nouns and Uncountable nouns.

Y
1. Định nghĩa: Là những danh từ chỉ người, chỉ động vật, chỉ sự vật hoặc hiện tượng,… tồn tại độc lập
riêng lẻ mà ta có thể đếm được, được thể hiện bằng số lượng cụ thể, chính vì vậy thường sẽ đi cùng với
QU
số đếm phía trước.

Ví dụ: a chair, an apple, five pens,…
Phân loại: Danh từ đếm được có 2 loại hình thái: danh từ số ít (single) và danh từ số nhiều (plural).
∑ Danh từ số ít thường đi kèm mạo từ “a/an” phía trước, còn danh từ số nhiều dùng để chỉ sự vật
với số lượng từ 2 trở lên.
M
∑ Ngoài một số trường hợp bất quy tắc thì khi muốn chuyển danh từ số ít sang dạng danh từ số
nhiều, ta thêm “s” hoặc “es” vào tận cùng để biểu thị.
KÈ
Ví dụ:
a table (một cái bàn) – tables (những cái bàn)
an orange (một quả cam) – 5 oranges (5 quả cam)
a boy (một cậu bé) – 3 boys (3 cậu bé)
Y
Một số quy tắc cần nhớ khi chuyển danh từ đếm được dạng số ít sang dạng số nhiều bằng cách
thêm “es”:
DẠ
∑ Nếu danh từ đếm được số ít kết thúc bằng ‘ch, sh, s, x, o’, khi chuyển sang dạng số nhiều cần
thêm ‘es’.
Ví dụ: one glass → four glasses, watch → 2 watches
∑ Nếu danh từ đếm được số ít kết thúc bằng ‘y’, khi sang dạng số nhiều cần chuyển ‘y’ thành ‘i’
sau đó thêm ‘es’.
Ví dụ: one family → two families, a lady → 2 ladies
∑ Nếu danh từ đếm được số ít có tận cùng là ‘f, fe, ff’, khi chuyển sang dạng số nhiều ta bỏ đi và
thêm “ves” vào cuối.
Ví dụ: a knife → knives, wolf (một con sói) → wolves (những con sói)
L
Một số danh từ đếm được bất quy tắc thường gặp (là những từ khi chuyển dạng số ít sang dạng số
nhiều sẽ không theo bất kỳ một quy tắc chung nào):
A
Danh từ số ít Danh từ số nhiều Nghĩa
CI
Woman Women Phụ nữ
Man Men Đàn ông
Foot Feet Bàn chân
FI
Person People Con người
Child Children Trẻ em
OF
Tooth Teeth Răng
Bacterium Bacteria Vi khuẩn
Mouse Mice Con chuột
Goose Geese Con ngỗng
Ngoài ra, còn một số danh từ đếm được có dạng số ít và số nhiều đều biểu thị giống nhau. Bạn chỉ có
ƠN
thể xác định dựa vào số đếm đứng trước, hoặc dựa vào ngữ cảnh của câu văn, đoạn văn.
Ví dụ:
∑ A fish (một con cá) – 2 fish (2 con cá)
∑ A deer (một con hươu) – 2 deer (2 con hươu)
NH
∑ A sheep (một con cừu) – 2 sheep (2 con cừu)
∑ A series (một chuỗi) – series (nhiều chuỗi)
Trong tiếng Anh, những danh từ bất quy tắc không chiếm số lượng quá nhiều. Chính vì vậy, bạn chỉ
cần chú ý học và ghi nhớ thì sẽ không lo mắc sai lầm trong quá trình học tiếng Anh.
Y
Danh từ không đếm được (Uncountable Nouns)

Định nghĩa: chỉ đồ vật, sự vật, hiện tượng,… không đếm được, không thể sử dụng với số đếm. Đây
QU
thường là các danh từ chỉ khái niệm trừu tượng như hiện tượng tự nhiên, vật chất ở thể khí/ lỏng/ rắn,
các loại bệnh, các môn học, các môn thể thao, một số danh từ tập hợp,…
Ví dụ: flour (bột), water (nước), money (tiền), advice (lời khuyên), air (không khí), tea (trà),
information (thông tin),…
Phân loại: Khác với danh từ đếm được, các danh từ không đếm được thường có dạng số ít.
M
Danh từ không đếm được có thể chia thành 5 nhóm điển hình như sau:
∑ Danh từ chỉ đồ ăn: meat (thịt), food (đồ ăn), rice (gạo), water (nước), sugar (đường),..
KÈ
∑ Danh từ chỉ khái niệm trừu tượng: fun (niềm vui), help (sự giúp đỡ), information (thông tin),
patience (sự kiên trì), knowledge (kiến thức),…
∑ Danh từ chỉ lĩnh vực, môn học: ethics (đạo đức học), mathematics (môn toán), music (âm
nhạc), grammar (ngữ pháp), history (lịch sử),…
Y
∑ Danh từ chỉ hiện tượng tự nhiên: snow (tuyết), thunder (sấm), heat (nhiệt độ), light (ánh
sáng), wind (gió),…
DẠ
∑ Danh từ chỉ hoạt động: walking (đi bộ), swimming (bơi), reading (đọc), sleeping (ngủ),
cooking (nấu ăn),…
2. Cách sử dụng danh từ đếm được và danh từ không đếm được
Sau đây là một số quy tắc bạn cần nắm vững để phân biệt rõ danh từ đếm được và danh từ không đếm
được, từ đó có thể áp dụng vào bài thi IELTS một cách hiệu quả, mang về điểm số cao. Cùng Pasal
theo dõi ngay nhé!
Đặc
Danh từ đếm được Danh từ không đếm được
L
điểm
A
Có 2 dạng: danh từ số ít và danh từ số
Hình nhiều.
Thường chỉ có dạng số ít
CI
thái Thêm đuôi “s” hoặc “es” để chuyển từ số ít
thành số nhiều.
Dùng “a/an” đứng trước khi danh từ đếm Không bao giờ dùng với “a/an”, có thể sử
FI
Mạo từ
được ở dạng số ít, hoặc kèm mạo từ “the”. dụng kèm mạo từ “the”.
Không dùng trực tiếp với số đếm, khi muốn
Dùng số từ đứng trước khi muốn biểu thị số
biểu thị số lượng chỉ có thể dùng từ chỉ
OF
lượng.
Số từ lượng + số đếm.
Ví dụ: 1 apple (1 quả táo), 2 apples (2 quả
Ví dụ: 1 cup of coffee (1 tách cà phê), 2 bags
táo), 3 apples (quả táo),…
of sugar (2 túi đường),…
Danh từ đếm được số nhiều đứng sau các Danh từ không đếm được đứng sau các
ƠN
Từ chỉ từ: many, few, a few từ: much, little, a little of, a little bit of
lượng Ví dụ: many bottles (nhiều cái chai), a few Ví dụ: much food (nhiều đồ ăn), a little bit of
weeks (một vài tuần),… oil (một chút ít dầu),…
Kết hợp với dạng động từ số ít hoặc động từ
NH
số nhiều
Chỉ dùng với dạng động từ số ít.
Động từ Ví dụ:
Ví dụ: Sugar is sweet.
The girl is beautiful.
The girls are beautiful.
Một số từ/ cụm từ có thể dùng được với cả danh từ đếm được và danh từ không đếm
Y
∑
được: the, some, any, enough, plenty of, no, lots of, a lot of
QU
Ví dụ:
some pens (vài cái bút) - some coffee (một chút cà phê)
plenty of apples (đủ táo), plenty of sugar (đủ đường)
∑ Danh từ luôn ở dạng số nhiều: Trong tiếng Anh, có một số danh từ dù ở trường hợp nào
cũng chỉ được sử dụng dưới dạng số nhiều.
M
Ví dụ:
Goods ; Trousers; Jeans ; Glasses ; Scissors ; Clothes ; Earnings ; Savings ; Scales….
KÈ
Các trường hợp bất quy tắc:

∑ Một số danh từ vừa đếm được, vừa không đếm được, nhưng ở mỗi dạng khác nhau sẽ có ý
nghĩa khác nhau.
Ví dụ:
Y
Chickens (những con gà) – chicken (thịt gà)

Lights (những cái đèn) – light (ánh sáng)
DẠ
Times (số lần) – time (thời gian, giờ giấc)

Works (tác phẩm) – work (công việc)
∑ Một số danh từ như ‘water, money, food,…’ thỉnh thoảng có thể được dùng ở dạng số
nhiều để chỉ các loại hay dạng khác nhau ở vật liệu này.
Ví dụ: This is the foods that I want to eat. - Đây là loại thực phẩm mà tôi muốn ăn.
∑ Một số danh từ không đếm được có dạng giống với danh từ số nhiều, rất dễ gây nhầm lẫn.
Ví dụ: news (tin tức), physics (vật lý), mumps (bệnh quai bị), mechanics (cơ học),…
∑ Khi muốn nói tới số lượng của các danh từ không đếm được, bạn có thể sử dụng các từ chỉ
lượng kết hợp với mạo từ “a/an”.
L
Ví dụ: a cup of coffee - 1 tách cà phê
A
===========================
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period…: UNIT 3 : ETHNIC GROUPS OF VIET NAM
WEEK: …
L
A
1. Knowledge:
- Give opinions about the lifestyle of ethnic minority groups.
CI
- Ask and answer about the Jrai people.
+ Vocabulary: - Use the lexical items related to the life of the ethnic people.
FI
- Giving opinion:
+ What do you think about life in the mountain? – I think It’s very interesting
- To my way of thinking, there are better service in the city.
OF
+ Grammar: - Yes/ No questions and WH- questions.
2. Competence:
ƠN
3. Qualities:
II. TEACHING AIDS:
NH
- Sach mem.vn.
III. PROCEDURE:
Y

QU
* Objectives:
M

KÈ

+ Greeting + Greeting . T_Ss.
Kim’s game. + Kim’s game
Y
- Teacher divides Ss into 4 groups. + Students (Ss) listen and learn how to do
DẠ
- Teacher gives each group a piece of paper. the tasks.

- Teacher shows 8 pictures about ethnic groups of
Viet Nam in 2 minutes.
- Ss look at the pictures, guess the names of ethnic
groups (without writing).
- Ss work in their group and write the names of
ethnic groups in 2 minutes.
L
- Teacher asks 4 groups to exchange the posters.
A
- Teacher shows the answers and asks them to
check.
CI
- The group with the most correct words is the
winner.
FI
+ Lead into the new lesson. Write the unit title on
the board Leisure time.
OF
* Answer key:
Hmong, Hoa, Brau, Nung, Khmer, Cham,
Tay, Ede.
ƠN
EVERYDAY ENGLISH
Giving opinions
* Objectives:
NH
- To introduce some ways to give opinions and allow Ss some practice.
- To allow Ss some practice in giving opinions.
* Content: Listen and read the conversation. Learn how to give opinions.
* Expected outcomes: Students know how to how to give opinions. Make a similar conversation
Y
to ask and give opinions about these topics.

QU

ACTIVITY1: Listen and read the conversation. Pay attention to the highlighted parts.
- Ask Ss to listen and read along with the - T_Ss
conversation. Ask Ss to pay attention to the Structures to give opinions:
M
highlighted parts. - I think …

- Ss work individually, listen to the audio file and - To my way of thinking …
KÈ
read along with the conversation. A.What do you think about life in the
- Teacher elicits the structures giving opinions. mountain?
- Have Ss to practise the conversation in pairs. B. - I think It’s very interesting
- To my way of thinking, there are better
Y
* Teacher checks students’ understanding by service in the city.

DẠ

* Objectives:
- To help Ss some practice in giving opinions.
* Content: To make similar conversations to give opinions.
* Expected outcomes: Students know how to make a similar conversation to ask and give
opinions about these topics.
L
* Organisation :
A
ACTIVITY 2: Work in pairs. Make a similar conversation to ask and give opinions about
CI
these topics.
- Ask Ss to work in pairs to make conversations, - T_Ss
FI
using structures for giving opinions. - Work in pairs
- Ss use the structures given and make similar A: What do you think about playing
conversations about the following topics: traditional games?/ Living close to nature?
OF
+ Playing traditional games. B: I think/ To my way of thinking it’s
+ Living close to nature. very fun and interesting; relaxing.
- Teacher asks some pairs to perform their
conversations.
ƠN
- Teacher comments on their performance.
* Teacher’s observation and feedback.
Life style of ethnic minority groups
NH
* Objectives:
3.- To provide students with more knowledge about the lifestyle of ethnic minority groups
through a quiz.
- To give students some practice in asking and answering about some information in the
notes of the Jrai.
Y
* Content:
QU
+ Do the QUIZ: How much do you know about ethnic groups in Viet Nam?; Read the notes
below about the Jrai. Ask and answer about the information.
* Expected outcomes: : Ss know more about the lifestyle of ethnic minority groups.
- Ss can practise asking and answering about some information in the notes of the Jrai people.
M
* Organisation:
ACTIVITY 3: QUIZ: How much do you know about ethnic groups in Viet Nam?
KÈ
- Have Ss to work individually or in pairs, - T_ Ss

- Allow Ss to read the sentences carefully and Suggestion:
choose the correct answers.
- Ss do the exercise in 3 minutes.
Y
- Call on some Ss to to read their answers aloud.

DẠ

+ May play Game: The game “Who’s the
millionaire?
- Teacher divides the class into 2 teams, explains
the rules and lets them play the game.
- Each team has to answer the questions by
choosing the best answer. The team with more
L
points is the winner.
A
ACTIVITY 4: Work in pairs. Read the notes below about the Jrai. Take turns to ask and
answer about the information.
CI
- Have Ss work in pairs. - T_ Ss. Ss-Ss
- Ask Ss to read the information carefully and * Suggested questions and answers:
FI
decide on the question they want to ask and the 1. What is the population of the Jrai?
answer they would give. => It is about 513,930.
- Ask Ss to swap their roles of asking and 2. Where do they live?
OF
answering. => They live mainly in Gia Lai.
- Teacher calls on 2-3 pairs to share their questions 3. What type of house do they live in?
and answers. => They live in stilt houses.
- Correct them if needed. 4. What do they do for their living?
ƠN
=> They grow crops, weave, …
NH
* Objectives:
5. To invite students to give their own opinions about some information related to the
lifestyles of the Jrai .
* Content: Share the information in groups.
* Expected outcomes: - Ss know more about the lifestyle of ethnic minority groups.
Y
- Share with the group the information about the Jrai people they find interesting.
QU
* Organisation:
ACTIVITY 5: Work in groups. Share with your group the information about the Jrai
people you find interesting.
- Teacher asks Ss to work in groups. + T- Ss ; Ss -Ss
M
- Allow Ss some time to refer to the notes in 4 and Students may start sharing their
choose the feature(s) they are interested in. opinions with:
KÈ
- Encourage Ss to give their opinions on certain - I like … because …

feature(s) of the Jrai people, using the suggested - I think that …
structures.
- Teacher calls on some groups to share their
Y
opinions with the class.

DẠ

L
- Ss retell 2 ways of giving opinions.
A
* HOME WORK:
CI
FI
==============================================
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:…… Period …: UNIT 4 : ETHNIC GROUPS OF VIETNAM
Date of teaching: …… Lesson 5 : SKILLS 1/ Reading and speaking
WEEK: …
L
A
1. Knowledge:
- Use the lexical items related to a stilt house.
CI
- Ask and answer about the type of house they live in.
- Recognise reading skills for specific information and general information about stilt houses
FI
+ Vocabulary: - Use the lexical items related to a stilt house.
+ Grammar: + Yes /No and WH-questions.
OF
2. Competence:
ƠN
3. Qualities:
II. TEACHING AIDS:
NH
- Hoclieu.vn .
Y
III. PROCEDURE:
QU

* Objectives:
M

KÈ

+ Greeting + Greeting ; T_Ss , Ss – Ss
+ GAME: Who’s faster?: Type of houses * Who’s faster?: Type of houses
Y
- Teacher divides Ss into 4 groups. Suggested answers:

DẠ
- Teacher gives each group a piece of paper. Villa, apartment, flat, country house, town
- Teacher asks them to write the names of houses house, building, stilt house, rong house,
they know in 2 minutes. cottage, farmhouse, tree house, houseboat,
- Ss work in their group and write the name of detached house,…
houses in 2 minutes.
- Teacher asks 4 groups to exchange the posters.
- Teacher shows the answers and asks them to
L
check.
A
- The group with the most correct words is the
winner.
CI
+ Teacher (T) asks Ss some questions about the
previous lessons,
FI
OF
possible - Open the book and write the tittle of the
- Ask Ss to look at SKILLS_1 on page 45. lesson.
+ Introduce the objectives of the lesson. Focus on
ƠN
the objectives of the lesson.

NH
A. READING
* Pre-reading
* Objectives:
- To help Ss to focus on some keywords related to the topic of the listening text.
- To help Ss develop their reading skill for general and specific information.
Y
* Content: Learn some new words . Focus on the content of the reading.
QU
* Expected outcomes: Knowing more new words. Focusing on the content of the text.
ACTIVITY 1: Write the words and phrase from the box under the correct pictures.
M

KÈ

+ Teacher introduces the vocabulary by: 1. staircase (n) cầu thang bộ
- providing the pictures 2. material (n) vật liệu
- eliciting the definition of the words 3. open fire (n) lò sưởi
Y
+ Teacher do the checking “Matching” 4. owner (n) người sở hữu

DẠ
+ Teacher reveals that these five words will appear

in the reading text and asks students to open their
textbook to discover further. * Answer key:
*** Teacher asks Ss to look at each picture first and 1. staircase
ask if they know the word of phrase describing the 2. open fire
things shown it. 3. posts
- Ss match the word with the correct picture.
L
- Call on some ss to share their answers and read
A
the phrases aloud.
- Teacher confirms the correct answer as a class
CI
* Objectives:
FI
2 + 3 : To prepare Ss for the topic of the listening and to help Ss focus on some phrases
describing activities;
- help Ss develop their reading skill for general and specific information.
OF
* Content:Read and tick (✓) T/ F. Do the filling.
* Expected outcomes: To improve the skill of reading . To get more information of the text.
* Organisation :
ƠN
ACTIVITY 2: Read the passage and tick (✓) T (True) or F (False).
- Have Ss to read through the passage - T_Ss
- Ask ss to read each statement in the table, locate it - Work individually.
NH
in the passge and decide if it is true (T) or false (F). Answer key:
- Teacher asks Ss to double-check their answers 1. F
with their partners. 2. F
- Teacher confirms the answers as a class and 3. T
explains if needed. 4. T
Y
ACTIVITY 3: Read the passage again and fill in each blank with one word.
QU
- Allow Ss to work individually or in pairs. - T_ Ss

- Ask Ss to read each incomplete sentence, locate - Ss to work individually.
where it appears in the text, and choose the correct * Key:
word from the text to complete the sentence. 1. traditional
M
- Have Ss compare their answers with a partner. 2. field

- Call on some Ss to share their answers. Ask them 3. forest - mountains
KÈ
where they find information for their answers 4. Rong

- Teacher confirms the correct answer as a class.
Y
4 . SPEAKING
DẠ
Objectives: To help Ss to share their opinion about a stilt house, using given features from
the list, ideas and vocabulary they have learnt in the reading.
* Content: : Discuss and tick the features of a stilt house from the list below. Share your
opinions ith the class.; Ask and answer about the type of home each of you lives in…..
* Expected outcomes: Students can talk about stilt houses and the type of home they live in.
* Organisation :
L
A
ACTIVITY 4 : Work in pairs. Discuss and tick (✓) the features of a stilt house from the list
below. Share your opinions with the class.
CI
- Ask Ss to work in pairs , discussing the features - T_ Ss. Ss- Ss
provided and deciding if they describe stilt houses * Suggested outcome:
FI
or not. A stilt house…
- Encourages them to give further information to - stands on big posts.
support their answers. - is made from natural materials.
OF
- Call on some Ss to share their answers with the - is close to nature…..
class.
ACTIVITY 5: Work in pairs. Ask and answer about the type of home each of you lives in.
ƠN
Take notes of your partner’s answer and report what you find to the class.
- Ask Ss to read the questions provided so that they
know what to include in their description. * Suggested questions:
- Ask Ss to work in pairs, taking turns to ask and - What type of house do you live in?
NH
answer about their house. (a flat, a house, a detached house, a stilt
- Ask them to take notes of their partner’s answers. house, a farmhouse, a cottage, a tree
- Teacher goes around and listens and gives help if house,…)
needed. - What materials is it made from?
Y
- Call on some pairs to share their answers with the - What is the most popular part of your
class. house?
QU
- T gives feedback on their reports in terms of - What do you do there?

M

KÈ
- Ask Ss to summrise what they have learnt in the lesson with two skills.
* HOME WORK:
Y

DẠ
Date of planning:…………. Period..: UNIT 4 : ETHNIC GROUPS OF VIETNAM
Date of teaching: ………. Lesson 6 : SKILLS 2/ Listening and writing
WEEK: …
L
A
1. Knowledge:
- Develop the skill of listening for specific information.
CI
- Write a paragraph about the things they do to help their family.
+ Vocabulary: - Use the lexical items related to the topic of the listening text.
FI
2. Competence:
OF
3. Qualities:
ƠN
II. TEACHING AIDS:
NH
- Hoclieu.vn .
III. PROCEDURE:
Y

QU
* Objectives:
M

*Expected outcomes: Having a chance to speak English. Ss can identify and name types of
KÈ

Y
+ Chatting: What do you do to help your parents? + Chatting: What do you do to help your
DẠ
+ Teacher writes the question: What do you do to parents?

help your parents? + Students (Ss) listen and learn how to do
- Teacher asks Ss to work individually in two the tasks.
minutes to prepare the answers. Suggested answers:
- Teacher asks some Ss to talk before class. - Clean the floor
- Teacher listens and gives comments. - Cook meals
* Introduce the objectives of the lesson: Listening - Feed the chicken
L
about the life of minority children and writing a - Collect the eggs
A
paragraph about the things Ss do to help their family. - Look after the house
- Ask Ss what they know about the life of minority …
CI
children and if they do the same things. - Open the book and write the tittle of the
- Ask Ss what they usually do in the house to help lesson.
FI
their family.
- Share with Ss the lesson objectives .
Write the objectives in a corner of the board and
OF
leave them there till the end of the lesson, or put
them on a slide to show Ss.
ƠN
A. LISTENING
* Pre-listening
* Objectives:
- To help Ss focus on some key words related to the topic of the listening text.
NH
* Content: Match the phrases with the correct pictures.
*Expected outcomes: Ss know how to pronounce the new words correctly and use them in
appropriate situations.
Y

QU
ACTIVITY 1: Match the phrases with the correct pictures.

+ Teacher introduces the vocabulary. Vocabulary:
+ Teacher uses different techniques to teach vocab 1. gather (v) tụ họp
M
(situation, realia, translation.). 2. legend (n) truyền thuyết

- Teacher checks students’ understanding with the 3. (to) pass on để lại
KÈ
“Matching” technique.
* Teacher asks Ss to work individually and read the
phrases carefully. * Answer key:
- Ask Ss to match the phrases with suitable pictures. 1. c
Y
- Call on some Ss to share their answers and read the 2. a

3. b
DẠ
phrases aloud.
- Teacher confirms their answers as a class.

* Objectives:
- To prepare Ss with the topic of the listening and focus on some phrases describing the
activities.
L
- To help Ss develop the skills of listening for specific information.
A
* Content: Listen and tick the activities that minority children do to help their families ; Listen
again and circle the correct answer .
CI
*Expected outcomes: Students can practise listening and understanding specific information about
activities that minority children do.
FI
* Organisation :
ACTIVITY 2: Listen and tick the activities that minority children do to help their families.
OF
- Have Ss read the phrases quickly. This helps them - T_Ss
get some ideas of what information they need to do * Answer key: 1 - 2 - 3 - 5 - 6
the exercises
ƠN
- Teacher plays the recording.
- Ss listen and tick the phrases.
- Teacher asks Ss to share their answers with a
partner and share with the class.
NH
- Teacher confirms the correct answers as a class.
ACTIVITY 3: Listen again and circle the correct answer A, B, or C.

- Have Ss read the questions so that they know what - T_ Ss
Y
information they should focus on for the answers. - Ss to work in pairs

- Teacher encourages more advanced Ss to do the
QU
exercise without listening to the text again.

- Replay the recording for Ss to do exercise 3. * Answer key:
- Have Ss share their answers in pairs. 1. C
- Teacher invites some pairs to give their answers 2. A
M
and confirms the correct ones as a class. 3. B

- Teacher plays the recording again if needed, 4. C
KÈ
stopping at the place where Ss have difficulties 5. A

feedback.
Audio script – Track 24+ 25:
Y
Ethnic minority children might live a life different from that of most Kinh children. They spend some of their
time helping their parents inside and outside the house. They learn to work from an early age, usually at six. Girls
DẠ
help look after the house, care for smaller children, weave clothing, and prepare food. Boys learn to do what their
fathers do. They grow crops, raise the family's livestock, and catch fish.
In the evening, the family often gathers round the open fire. Children listen to stories or legends of heroes from
their grandparents. They also listen to adults talk about their work. This is how the elders pass on traditions and
knowledge to their children.
Nowadays, more and more minority children are going to school. There, they meet children from other ethnic
groups. They play new games and learn new things.
L
4 . WRITING
A
* Objectives:
CI
- To help Ss prepare both ideas and vocabulary about what they do to help their family.
- To help Ss practise writing a paragraph about the things they do to help their family.
* Content: Note five things you do to help your family.
FI
- Write a paragraph (80 - 100 words) about the things you do to help your family.
*Expected outcomes: Ss can write a paragraph about the things they do to help their family.
OF
* Organisation :
ACTIVITY 4 : Note five things you do to help your family.
ƠN
- Ask Ss to work individually. - T_ Ss.
- Ask Ss to note five things they do to help their Suggested answer:
family. - Cook meals.
- Teacher moves around to offer help. - Clean the floor.
NH
- Teacher invites some Ss to share their answers to - Sweep the floor.
the class. - Feed the animals.
- Water the flowers.
- Wash the dishes
Y
…
ACTIVITY 5: Write a paragraph (80 - 100 words) about the things you do to help your
QU
family. Use the ideas in 4.

- Ask Ss to look at the notes they have made in 4. * Suggested answer:
- Ss work individually, use the notes to write out a I learnt to share housework with other
paragraph. members of the family when I was seven
M
- Teacher goes around and offers help if needed, or eight. I always start the day by tidying
especially with connectors. up my bed. Then I prepare breakfast for
KÈ
- Teacher calls on some Ss to read aloud their me and my brother. I usually help prepare
writing. dinner or do the washing afterwards. At
- Teacher corrects if they make any mistakes. the weekend, I usually spend an hour
cleaning and tidying up my room and
Y
collecting dirty clothes of the whole family

for washing. I sometimes do other work
DẠ
like planting vegetables or ﬂowers on the

top open ﬂoor of our house with my
mother, repairing our bikes with my
** T gives feedback on their writing in terms of father, or repainting the gate. I think
spelling, grammatical mistakes, cohesion, and doing housework together connects our
content. family’s members.
A L
CI
- Teacher asks Ss to summarise the main points of the lesson.
* HOME WORK:
FI
OF
==============================================
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period ..: UNIT 4 : ETHNIC GROUPS OF VIETNAM
WEEK:
A L
1. Knowledge:
CI
- Revise more vocabulary items they have learnt in the unit in different contexts.
- Revise Yes/ No questions and Wh-questions.
FI
- Revise the use of countable and uncountable nouns.
- Have an opportunity to research more deeply into an ethnic group they are interested in.
+ Vocabulary: Use the lexical items related to the topic of “Ethnic groups of Viet Nam”
OF
2. Competence:
ƠN
- Develop presentation skill
- Develop critical thinking skill
3. Qualities:
NH
II. TEACHING AIDS:
Y

QU
- Hoclieu.vn .
III. PROCEDURE:
* Objectives:
M

KÈ

Y

DẠ
Mind map Mind map

- Teacher writes on the board “Unit 4” and asks - Vocabulary: about the lifestyle of ethnic
students to think of what they have learnt already in groups
this unit. - Grammar: /k/ and /g/
- Students work in groups to do the task. - Pronunciation: Yes / No and Wh-
- Teacher calls some students to retell. questions, countable and uncountable
- Teacher confirms and leads them to do all the nouns
L
exercises in books.
A
- T leads in the lesson.- T encourages Ss to talk in - Open the book and write the tittle of the
English as much as possible lesson.
CI
FI
+ VOCABULARY
* Objectives:
OF
- To help Ss revise the vocabulary they have learnt in the unit through pictures.
- To help Ss revise more vocabulary items they have learnt in the unit in different contexts.
sentences.
* Content: Match the words and phrases with the pictures; Complete the sentences with the
ƠN
word and phrases from the box.
* Expected outcomes: Ss know how to use the words they have learnt in different contexts.
NH
ACTIVITY 1: Match the words and phrases with the pictures.
* Let’s ss do this activity individually and read the - T_Ss
words/ phrases carefully. *Answer key:
Y
- Ss match the phrases with suitable pictures. 1. c 2. a 3. e

- Call some Ss to share their answers. 4. b 5. d
QU
- Teacher confirms the correct answers as a class.

ACTIVITY 2: Complete the sentences with the word and phrases from the box.
- Have Ss to read the word and phrases in the box - T_Ss
and see if they still remember their meanings. Answer key:
M
- Ask Ss to read each sentence and choose the 1. musical instruments

correct answer from the box to complete it. 2. sticky rice
KÈ
- Have Ss double-check their answers with their 3. communal house

partners. 4. folk songs
- Call on some Ss to share their answers with the 5. staircase.
class.
Y
- Teacher confirms the correct answers as a class. ** t’rung : đàn t’rung.

DẠ
B. GRAMMAR
* Objectives:
3. To help Ss revise Yes / No questions and Wh-questions.
4. To help Ss revise the use of countable and uncountable nouns.
* Content: Write questions from the clues. Correcting mistakes
* Expected outcomes: Students can make Yes / No and Wh-questions using the clues.
- Ss can identify the mistake and correct it.
L
A
Teacher’s Students’ activities Content
ACTIVITY 3: Write questions from the clues.
CI
- Teacher asks Ss to work individually and read the - T_ Ss
clues carefully. *Answer key:
FI
- Ss use the clues given to make Yes / No and Wh- 1. Did you attend the Khmer’s Moon
questions. Worship Festival last year?
- Ask them to compare their answers with a partner. 2. How many ethnic minority groups are
OF
- Teacher confirms the correct answers as a class. there in Viet Nam?
3. Where do the Hmong live?
4. What did you do at the Ede’s Harvest
Festival last October?
ƠN
5. How old are the minority children when
they start helping the family?
ACTIVITY 4 : There is one incorrect underlined word in each sentence . Circle and correct
NH
it
- Ask Ss to read each sentence and decide which - T_ Ss.
underlined word is incorrect. * Answer key:
- Ask Ss to do this exercise individually. 1. houses → house
Y
- Teacher calls on 2-3 Ss to give their answers and 2. leave → leaves

asks them to explain their answers. 3. Much → Many
QU
- Teacher confirms the correct answers as a class. 4. houseworks → housework

5. many → much
OUR ETHNIC GROUPS
M
* Objectives:
- To provide Ss with an opportunity to research more deeply into an ethnic group they are
KÈ
interested in
* Expected outcomes: Ss can research more deeply and talk about an ethnic group they are
interested in.
Y
* Organization:
DẠ
Our ethnic groups

- Ask Ss to read the instructions again (T has * T should assign the project in earlier
already assigned the project since the first lesson of lessons such as in GETTING STARTED
the Unit and checked their progress after each lesson. Make sure you guide them
lesson). Let students have some time to check their carefully and check their progress after
posters for the final time and make any adjustments each lesson. In the last lesson (LOOKING
L
if necessary. BACK), Ss to present their report to the
A
- T has groups show their posters and present them class.
to the class.
CI
- Let students have some time to check their posters
for the final time and make any adjustments if
FI
necessary.
- T has groups show their posters and present them
to the class.
OF
* Ask Sr to work in groups and choose an ethnic group they
would like to research more about.
- Remind Ss that the suggestions provided in 2 can help them
+ Ss display all the posters on the wall or
focus on the information they need for the project. However,
bulletin board ; Each group presents the
ƠN
encourage them to include some information they think is
new or unique about that group. poster they prepare to the whole class.
- Ask Ss to find or draw pictures for the poster. Then add the
information they have found in the notes. They can refer to
the notes about the Jrai in COMMUNICATION as a sample.
NH
** Students’ posters & presentations.
- Ask Ss to bring the poster to the class and present it.
If time is limited, T can assign the project in earlier lessons
such as in GETTING STARTED. Make sure you guide them
carefully and check their progress after each lesson. In the
last lesson (LOOKING BACK), ask Ss to present their poster.
Y
** T checks ss’ grammatical and spelling

QU
mistakes on their poster, listens to their

presentation, and gives feedback.

M

KÈ
- Identify any difficulties and weak area and provide further practice.
* HOME WORK:
- Prepare new lesson: Unit 5 : OUR CUSTOMS AND TRADITIONS
Y
==============================================
DẠ
Date of planning:……… Period..: UNIT 5 : OUR CUSTOMS AND TRADITIONS
WEEK: …… Tet is coming!
A L
1. Knowledge:
CI
- To introduce the topic about an overview about the topic Customs And Traditions
FI
- To teach vocabulary to talk about Customs and Traditions
+ Vocabulary:
- Use vocabulary to talk about Customs and Traditions
OF
+ Pronounce the sounds /n/ and /ŋ/ correctly
+ Grammar: Article: Zero article
2. Competence:
ƠN
NH
3. Qualities:
- Promote pride in the values of Vietnamese culture.
- Develop love for family.
II. TEACHING AIDS:
Y

QU

- Hoclieu.vn
III. PROCEDURE:
M
* Objectives:
KÈ

Y

DẠ

+ Chatting. - T_Ss. + Chatting.
- Before Ss open their books, ask Ss to list some
activities they often do just before and during Tet. + Students (Ss) listen and learn
- Draw a mind map on the board to summarise Ss' ideas. how to do the tasks.
L
Run a quick poll by a show of hands to find the most
A
common activities.
- Point to the most common activities and say "These
CI
activities are what we often do at Tet. They are our Tet
customs and traditions.".
FI
- Write the unit title on the board Our Customs and
Traditions. Have Ss open their books and start the lesson.
2. Optional teaching idea: Kim's game 2. Optional teaching idea:
OF
- Show a number of pictures about things / activities Kim's game
related to Tet for 15 seconds.
- Challenge Ss to name as many things / activities they
can remember from the pictures as possible.
ƠN
- Check their answers and lead into the new lesson by
saying: These things and activities are common at Tet.
They are our Tet customs and traditions.
- Write the unit title on the board Our Customs and - Open the book and write the
NH
Traditions. Check if Ss understand the meaning of tittle of the lesson.
customs and traditions. Give further examples if needed.
Share with Ss the objectives of the lesson by showing
them on a projector. Alternatively, T can write the
Y
objectives in a corner of the board and leave them there

QU
and tick the objectives off when the class finishes with
them.
Ask Ss to open their books and start the lesson.

M
Objectives:
- To set the context for the introductory conversation;
KÈ
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar
points to be learnt.
* Content:To teach some new words . Read the conversation and find out new words. Focus
Y
DẠ

ACTIVITY 1: Listen and read : Tet is coming!
L
+ Teacher introduces the vocabulary by: 1. admire (v) khâm phục
A
- providing the pictures 2. chase away xua đuổi
CI
3. pray (v) cầu nguyện
+ Teacher do the “Rub out and remember” checking
technique. 4. offering (n) đồ thờ cúng
FI
* Set the context: have Ss look at the conversation and 5. ornamental tree cây cảnh
the picture and answer some questions, about the
activities people in the countryside do.
OF
- Ask Ss to look at the picture on pages 50 - 51 and
answer the questions below:
- What can you see in the picture?
- Can you guess the places that the picture shows?
ƠN
- Elicit answers from Ss.
Introduce the two characters: Elena and Trang. Explain
that they are at Trang's house and they are talking about * Suggested words / phrases:
Tet. flower villages, kumquat trees,
NH
- Play the recording twice for Ss to listen and read along. peach blossoms, ornamental
Have Ss underline the words and phrases that are related trees, offerings,
to the topic of the unit while they are listening and bamboo pole,
reading. decorative items,
Y
- Invite some pairs of Ss to read the conversation aloud. chase away

bad luck,
QU
- Have Ss say the words / phrases in the conversation that

they think are related to the topic Customs and pray for a lucky new year
Traditions. Quickly write them on one part of the board.
Comment on Ss' answers.
M
KÈ
* Objectives:
2. To help Ss understand the conversation
3. To introduce some vocabulary items related to customs and traditions.
4. To introduce some verbs of common use in the topic Customs and Traditions.
Y
* Content: Read the conversation again and tick T (true) or F (False). Match the phrases
with the correct pictures. Complete the sentences with the verbs from the box.
DẠ
* Organisation :
ACTIVITY 2: Read the conversation again and write T (True) or F (False).
- Ask Ss to read the sentences and guess whether they are - T_Ss
L
true or false without reading the conversation again. - Work individually.
A
- Elicit the answers from Ss. Quickly write these answers * Answer key:
on the board. 1. F (Trang’s cousin is at Sa Dec
CI
- Have Ss read the conversation again to check their Flower Village.)
answers. 2. T
FI
Allow Ss to share answers with a partner before checking 3. T
them as a class. 4. F (plants and flowers are an
- Ask Ss for their answers again, comparing them to the important part of Tet)
OF
answers that have been written on the board before. 5. T
Confirm the correct answers.
ACTIVITY 3: Match the phrase with the correct pictures.
ƠN
- Ask Ss to name the things they see in the pictures. - T_ Ss
- Have Ss work individually to match the phrases with - Ss to work individually.
the correct pictures. Let them compare their answers with * Answer key:
NH
a partner. 1. d
- Check the answers with the whole class. Confirm the 2. a
correct answers. 3. e
- Have some Ss practise saying the phrases again. 4. b
5. c
Y
EXTRA ACTIVITY:
QU

- Ss take turns to find the phrases in 3 in the conversation. Then, they tell each other what
learned about the phrases from the text.
- For example, ornamental tree - Nhat Tan Village has many ornamental trees.
- Call on some pairs to share their ideas.
M
ACTIVITY 4: Complete the sentences with the verbs from the box .
KÈ
- Have Ss look at the verbs in the box. Check if they

know these verbs. - T_ Ss.
- Have Ss read the sentences and complete each sentence - Work individually.
with a verb from the box. * Answer key:
Y
- Ask for Ss'answers and confirm the correct ones. 1. place

DẠ
- Have some Ss read aloud the completed sentences. 2. admire

- For more able classes, challenge them to think of other 3. chase
words that can go with the given verbs. 4. pray
* Objectives:
L
- To help Ss broaden their knowledge about New Year customs and traditions from
other countries;
A
- To motivate Ss.
CI
* Content: Doing the QUIZ. New year around the world.
* Expected outcomes: Students can choose the correct answers.
* Organisation:
FI
ACTIVITY 5: Quiz New Years around the world. People around the world celebrate
OF
New Years differently. Choose the country with each tradition below.
- Have Ss work in pairs and compete with each other.
- Set time (3 minutes) for pairs to do this activity. The * Answer key:
first pair to finish calls out"Bingo!" 1. B
ƠN
- Check answers with the whole class. Compliment those 2. A
with all correct answers. 3. A
- Fora more able class, ask each pair to write two 4. B
questions about New Year customs and traditions of two 5. B
NH
countries they know. Collect the questions and read
aloud some of them. Ss compete to answer the
questions.The one with the most correct answers wins
the game.
Y
QU
- Draw Ss'attention to the objectives on the board or show them the slide with the objectives.
M
- Tick the objectives that have been learnt.

- Ask Ss to say aloud some words / phrases they remember from the lesson.
KÈ
- If there is a projector in the classroom, show the conversation and highlight the key words /
phrases related to the topic. Also highlight some words with the sounds /n/ and /ŋ/ and tell
Ss that they will learn these language points in the upcoming lessons.
* HOME WORK:
Y

DẠ
==============================================
DẠ
Y
KÈ
M
QU
Y
NH
ƠN
OF
FI
CI
A L
Date of planning:………. Period…: UNIT 5 : OUR CUSTOMS AND TRADITIONS
Date of teaching: ………. Lesson 2 : A CLOSER LOOK 1
WEEK: …
L
A
1. Knowledge:
- Use the lexical items related to the topic Customs And Traditions
CI
- Know how to use words and phrases often used with Customs And Traditions
- Pronounce the sounds /n/ and /ŋ/ correctly
FI
+ Vocabulary: - Use The lexical items related to the topic Customs And Traditions
- Pronounce the sounds /n/ and /ŋ/ correctly
+ Grammar: Zero article:
OF
- a, an, the, Ø (zero article)
2. Competence:
- Students will be able to know more new words about Customs And Traditions
ƠN
3. Qualities:
NH
- Love talking about Customs And Traditions.
II. TEACHING AIDS:
Y

QU
- Hoclieu.vn .
III. PROCEDURE:
* Objectives:
M

KÈ

+ Play a game to introduce some customs and traditions in Viet Nam.
Y
+ Ss have general ideas about the topic “Our Customs and Traditions”.
DẠ

+ Game: Hidden pictures game: + Game: Hidden pictures game:
- Teacher divides the class into 8 groups and gives Suggested answers:
instructions. 1. family reunion
- The teacher slowly removes the squares while the 2. wedding ceremony
L
groups write the answers on their mini boards. 3. food offerings
A
- The groups that guesses the right word will have the 4. Tet holiday
points. 5. lucky money
CI
- Lead into this lesson .
OR: Scramble the letters of some keywords from
FI
GETTING STARTED. Make sure to include the
words "custom" and "tradition".
Have Ss compete to order the letters correctly. Lead
OF
into this lesson which focuses on phrases and
expressions related to customs and traditions and the
sounds Ini and /q/.
Share with Ss the objectives of the lesson by showing
ƠN
them on a projector. Alternatively, write the objectives
in a corner of the board and leave them there and tick
the objectives off when the class finishes with them.
Ask Ss to open their books and start the lesson.
NH
* Objectives:
- To present some phrases related to customs and traditions.
Y
* Content: - Vocabulary pre-teach. Write a phrase from the box under each picture.
* Expected outcomes: Ss know how to pronounce the new words correctly and use them in
QU
appropriate situations.
ACTIVITY 1: Write a phrase from the box under each picture.
M

KÈ
(situation, realia, translation.) 1. wedding ceremony lễ cưới

+ Teacher introduces the vocabulary by: 2. whale worship tục thờ cá Ông
- providing the pictures 3. food offerings đồ ăn cúng
- eliciting the definition of the words 4. family reunion đoàn tụ gia đình
Y
+ Teacher do the checking “What and where?” 5. martial arts (n) võ thuật
- Teacher has students read the phrases aloud and 6. festival goer người tham gia lễ hội
DẠ
correct their pronunciation if necessary. 7. acrobat (n) vận động viên nhào lộn
- Teacher asks students for the Vietnamese meanings 8. maintain (v) duy trì
of these phrases. 9. longevity (n) sự sống lâu, tuổi thọ
- Ss say the words.
- Other Ss correct if the previous answers are
incorrect. *** Answer key:
L
- Teacher shows and says the words aloud and asks Ss 1. family reunion
A
to repeat them. 2. wedding ceremony
** Have Ss look at the pictures and name the things, 3. food offerings
CI
events, and people seen in the pictures. 4. whale worship
Have Ss read the phrases in the box and match them 5. martial arts
FI
with the appropriate pictures. 6. festival goers
Let Ss work in pairs to compare their answers before
offering the answers.
OF
Check and confirm the correct answers as a class.
Elicit from Ss the clue(s) that help(s) them to
complete the matching task (expected answer: words
like wedding, food, whale, family, festival are familiar
ƠN
to them and can be easily linked to the corresponding
pictures).
Have the whole class read aloud the phrases.
NH
** EXTRA ACTIVITY:
- Divide the class into four teams.
- Have Ss close their books.
- Read the first word in one of the phrases in 1. When Ss know the next word in the phrase, they
Y
raise their hand

QU
Choose the first student who raises his / her hand to give the answer. If his / her answer is correct,
award his / her team one point.
Continue with the remaining phrases. The team with the most points wins.
- Play another round but this time provide the phrase and the teams work together to create a
sentence using the phrase. The first team to create a correct sentence using the phrase wins two
M
points.
KÈ
* Objectives:
2.To help Ss practise using the words related to customs and traditions in context.
3. To give Ss further practice with expressions about customs and traditions.
* Content: Complete each sentence with the correct option A, B, or C. Complete the sentences with
Y
the words from the box.

DẠ
*Expected outcomes: Know more new verbs and verb phrases. Know how to use the words/
phrases in context.
* Organisation :
ACTIVITY 2: Complete each sentence with the correct option A, B, or C.
- Have Ss do this exercise individually. Tell them to - T_Ss
read all the sentences carefully to make sure they * Answer key:
L
understand the sentences and choose the correct 1. A
A
options. 2. C
- Have them share their answers in pairs. 3. B
CI
- Invite some Ss to give their answers and confirm the 4. B
correct ones. Explain the options that challenge Ss. 5. A
FI
With a more able class, challenge Ss to list new Note: 1. hold a family reunion but have a
phrases. For example, write "family ____ ", ",____ family meal
ceremony", "worshipping ______ " on the board, and
OF
have Ss think of appropriate words to fill in the
blanks.
ACTIVITY 3: Complete the sentences with the word and phrases from the box.
- Go over the words in the box with Ss. Make sure Ss - T_ Ss
ƠN
understand them before moving on. For example, * Answer key:
draw Ss' attention to "break with tradition" and have 1. break
them guess its meaning. Also, tell them that the verb 2. Traditionally
"practise" can go with "customs" or "traditions". 3. practise
NH
- Have Ss read the sentences in pairs and choose the 4. keep
appropriate words to complete the sentences. 5. custom
Invite Ss to share their sentences orally or in the
writing.
Y

QU
- Have Ss choose one or two expressions and make

sentences with them
- Teacher checks students’ pronunciation and gives
feedback.
- T checks the exercises and gives feedback.
M
/n/ and /ŋ/
KÈ
* Objectives:
4.To help Ss identify howto pronounce the sounds /n/ and /ŋ/ .
- To help Ss practise pronouncing these sounds in words.
5. To help Ss broaden their knowledge about New Year customs and traditions from other
Y
countries; To motivate Ss.

DẠ
* Content: Listen and repeat the words. Pay attention to the sounds /n/ and /ŋ/. Listen and practise
the sentences. Underline the words with the sound /n/ and circle the words with the sound /ŋ/.
*Expected outcomes: Students can pronounce the sound /n/ and /ŋ/ correctly.
* Organisation :
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /n/ and /ŋ/.
- Have some Ss read out the words first. Then play the - T_ Ss.
L
recording for them to listen and repeat the words they - Ss- Ss
A
hear.
CI
- Explain to Ss that these words have the sounds / n /
and /q/.Tell them howto make the two sounds and
FI
have them practise saying the sounds several times.
- Go over the list of the words again with Ss. Draw
their attention to the words like longevity, thank, and
OF
language.
- Ask Ss to work in pairs to practise saying the words.
- Invite some Ss to say some words they know that
include either of the two sounds.
ƠN
ACTIVITY 5: Listen and practise the sentences. Underline the words with the sound /n/ and
circle the words with the sound /ŋ/.
- Have Ss quickly read the sentences. Now play the * Answer:
NH
recording for Ss to listen to the sentences. - Ask them
to underline the words with the sound /n/ and circle Answer key:
the words with the sound /t]/. 1. Mary wore a pink dress last night.
- Invite some Ss to share their answers. 2. I think we should buy this ornamental
- Confirm the correct ones. tree.
Y
- Play the recording again for Ss to repeat the 3. He thanked the host for the enjoyable
QU
sentences. party.
- Have Ss practise the sentences in pairs. Invite some 4. My mum made the spring rolls for the
pairs to read the sentences aloud. longevity party.
- Comment on their pronunciation of the sounds. 5. I will bring some food to the party on
sentences. Saturday.
M

KÈ

- Have Ss quickly read the sentences. Now play the recording for Ss to listen to the sentences. - Ask
them to underline the words with the sound /n/ and circle the words with the sound /ŋ/.
- Invite some Ss to share their answers.
Y
- Confirm the correct ones.

DẠ
- Play the recording again for Ss to repeat the sentences.

- Have Ss practise the sentences in pairs. Invite some pairs to read the sentences aloud.
- Comment on their pronunciation of the sounds.
* HOME WORK:
L
==============================================
A
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:…… Period..: UNIT 5 : OUR CUSTOMS AND TRADITIONS
WEEK: ….
A L
1. Knowledge:
CI
- Use the article (a / an, the, the zero articles) correctly.
+ Vocabulary : - The lexical items related to the customs and traditions.
+ Grammar: - Use the article (a / an, the, the zero articles)
FI
2. Competence:
- Ss know how to use the article (a / an, the, the zero articles) correctly.
OF
3. Qualities:
- Be encouraged to know more about Vietnamese’ customs and traditions.
ƠN
- Ss have the good attitude to working in groups, individual work, pairwork…
II. TEACHING AIDS:
NH
III. PROCEDURE:
Y

QU
* Objectives:
M
KÈ

+ Greeting. + Greeting.
+ Teacher (T) asks Ss some questions about the
previous lessons . T may introduce some warm-up
Y
activities to create a friendly and relaxed atmosphere

DẠ
to inspire Ss to warm up to the subject and new

class…
* Option 1:
- Teacher shows the pictures of the phrases learnt in A
CLOSER LOOK 1. 1. We held a family reunion last
- Teacher has Ss call out the phrases as soon as they week.
see the pictures. 2. My mom prepares food offerings
L
-Teacher writes two sentences on the board “We held at Tet.
A
a family reunion last week”, and “My mom prepares
food offerings at Tet”. Underline the article “a” in
CI
sentence 1. T asks Ss if they find “a” in sentence 2.
- Teacher asks them what part of speech “a” is. T asks
FI
them if they remember other articles. T tells them that
today they are going to revise “a, an, the” and learn
about “zero article”.
OF
Write the objectives in the top-left corner of the board.
REVIEW OF A, AN, THE
Write two sentences on the board:
- She is an engineer.
ƠN
- We held a family reunion last week. The party was
enjoyable.
- Lead to the lesson.
- Teacher introduces the objectives of the lesson.
NH
Write the objectives in the left corner of the board. * Option 2:
* Option 2: - Teacher lets the students watch a
- Teacher lets the students watch a video: video:
www.youtube.com/watch?v=uqNugAvxXXo www.youtube.com/watch?v=uqNug
Y
- Teacher asks Ss when we use a / an / the. AvxXXo

QU

Article
* Objectives:
1. To help Ss identify the use of articles at the sentence level.
M
2. To help Ss recognise the correct use of articles.

3. To give Ss further practice with articles at sentence level. Or at text level
KÈ
* Content: Review articles: a, an, the and teach how to use the zero article.
- Choose the correct option in each sentence below.
- Which of the underlined parts in each question is incorrect? Find and correct it.
- Complete the sentences with a, an, the, or Ø (zero article).
Y
- Complete the text with the or Ø (zero article).

* Expected outcomes: Ss know how to form and use: The article a / an, the and zero article.
DẠ
* Organisations:
+ Elicit from Ss the use of a, an, the and when to use them.
- Explain that in some cases, we can use noun without a/an or the. We call this the zero
article.
- Go through the Remember! box with Ss. Draw their attention to the example sentence for
each case. Have them identify the uncountable noun, the general statement, and the general
L
form of transport in each example sentence.
A
- Ss to give their own examples.
Article a / an, the: Review
CI
1. Mạo từ bất định (Indefinite articles): a, an
A, an có thể đứng trước danh từ đếm được số ít (singular countable noun).
FI
- A, an được sử dụng trong lời nói chung chung hoặc để giới thiệu một điều gì chưa được đề
cập đến truớc đó.
OF
Eg: - A ball is round. ( nói chung mọi trái bóng đều tròn.)
- I saw a boy in the street. ( chúng ta không biết “boy” nào.)
+ An được dùng trước những từ bắt đầu bằng một nguyên âm. (u, e, o, a, i )
+ A được dùng trước những từ bắt đầu bằng một phụ âm.
ƠN
Eg: a book, a pen
an apple, an ink-pot
♦ Một số từ có thể gây ra sự nhầm lẫn vì cách viết và cách đọc khác nhau.
Eg: a house nhưng an hour; a university nhưng an umbrella
NH
2. Cách sử dụng mạo từ “the”
Mạo từ xác định “the” đứng trước cả danh từ đếm được và không đếm được. Chúng ta gọi là
mạo từ xác định vì nó danh từ đã xác định mà cả người nói và người nghe đều biết.
Eg: The girl sitting near the window is my close friend.
Y
Eg: The books on the table are mine.

Các trường hợp dùng “the” khác;
QU
- “The” dùng với so sánh nhất.

Eg: I think Chinese is the most difficult language in the world.
Eg : What is the best way to learn vocabularies?
- Dùng để nói về một đối tượng, một địa điểm đặc biệt, chỉ tồn tại duy nhất
M
Eg: the Eiffel Tower, the Tower Bridge, the Moon, the Sun, the Star
- Dùng trước danh từ riêng chỉ núi, sông, biển, đảo, sa mạc, miền …
KÈ
Eg: the Pacific Ocean, the Himalayan mountain, …

- Dùng để chỉ một nhóm người, giai cấp trong xã hội
Eg: the old (người già), the rich (người giàu), the poor (người nghèo), the homeless
people (người vô gia cư), ….
Y
- Dùng với một số tên quốc gia thuộc tổ hợp hoặc liên bang.
Eg: the United State (US), the United Kingdom (UK), …
DẠ
3. No article (Không dùng mạo từ)

+ Trước tên quốc gia, châu lục, tên núi, hồ, đường phố (Trừ những nước theo chế độ Liên
bang): I'm from China. She lives in the US.
+ Ti Vi : I like watching TV
+ Ngôn ngữ, môn học : I have English every day.
+ Dùng với ; Next, last : Let’s go skiing next week.
L
+ Từ sử dụng với nghĩa chung: I don’t like snakes.
A
+ Bữa ăn : I have egg and bread for breakfast.
+ Năm, tháng, ngày ; She was born in 2010
CI
REMEMBER:
B. Articles:
FI
1. the: definite article: “Let's read the book” ( I mean a specific book.)
2. a/an: indefinite article : a + singular noun beginning with a consonant
an + singular noun beginning with a vowel
OF
+ "My daughter really wants a dog for Christmas”
+ "When I was at the zoo, I saw an elephant!”
2. Introduction of zero article:
we can use nouns without a / an or the. We call this case zero article.
ƠN
+ Zero article: with uncountable or abstract nouns: ( Zero article + với danh từ không đếm
được hoặc trừu tượng)
Sugar is not good for your teeth.
+ Zero article: when making general statements. ( Zero article: khi đưa ra những nhận định
NH
chung.)
Students should work hard.
+ Zero article: when describing general forms of transport. ( Zero article: khi mô tả các hình
thức vận tải chung.)
Y
We went there by boat.

QU
ACTIVITY 1: Choose the correct option in each sentence below.
* Pre-teach vocabulary: + T- Ss ;
+ Teacher uses different techniques to teach vocab + Ss – Ss
M
(situation, realia, translation.) if have New words:

- Explain that sometimes, we can use nouns without a 1. harvest (v) 2. crop (n)
KÈ
/ an or the. We call this case zero article. 3. waterwheel (n)

- Go through the Remember! box with Ss. Draw their
attention to the example sentence for each case.
- Have them identify the uncountable noun, the
Y
general statement and the general form of transport in

DẠ
each example sentence. Answer key:

- Encourage Ss to give their own examples. 1. an
* Have Ss do this exercise individually and then 2. a
compare their answers with a partner. 3. Ø
- Ask some Ss to share their answers and has them 4. Ø
explain their choices. 5. the
- T confirms the correct answers
L
ACTIVITY 2: Which of the underlined parts in each question is incorrect? Find and
A
correct it.
- Show a picture of the Kitchen Gods Worshipping - T_ Ss
CI
Ceremony. Encourage Ss to say aloud what they know
about the ceremony (when it is, what happens, etc.)
FI
- Tell Ss that they are going to read sentences about
this ceremony. Tell them that one of the articles in
each sentence is not used correctly. *
OF
- Teacher demonstrates the activity with the first
sentence (find the mistake and correct it). Answer key:
- Have Ss do this exercise individually and then 1. A (The → Ø)
compare the answers with another classmate. 2. C (a → the)
ƠN
- Invite some Ss to write their answers on the board. 3. B (the → Ø)
- Check the answers with the whole class. Have some 4. C (a → Ø)
Ss explain their answers. 5. A (The → Ø)
- T confirms the correct answers.
NH
Teacher’s and students’ activities Content
ACTIVITY 3: Complete the sentences with a, an, the, or Ø (zero article).
- Have Ss do this exercise individually and then - T_ Ss
compare their answers with a partner. * Answer key:
Y
- Ask some Ss to share their answers and have them 1. Ø

QU
explain their choice. Confirm the correct answers. 2. a

* Teacher gets feedback and confirms the correct 3. Ø
answers. 4. the
5. an
ACTIVITY 4 : Complete the text with the or Ø (zero article).
M
- Write on the board (or shows pictures on the slide) - T_ Ss

the following activities: playing cards, watching TV,
KÈ
singing karaoke.
- Ask Ss if their family often does these activities * Answer key:
together. Teacher tells Ss that we call activities that a 1. the
family often do together family time traditions. 2. Ø
Y
- Tell Ss that the text is about the benefits of family 3. Ø

DẠ
time traditions, and they have to read 4. Ø

and complete the blanks with the or Ø (zero article). 5. the
- Have Ss work individually to complete the text.
- Invite some Ss to write their answers on the board.
Have Ss explain their answers.
- Teacher confirms the answers.
- For a stronger class, T asks them to talk about the
L
benefits of family time traditions.
A
* Objectives:
CI
- To give further practice with articles . To help Ss use articles correctly.
* Content: Playing GAME: Bingo
FI
* Expected outcomes: Students can use the articles correctly.
* Organisation :
OF
ACTIVITY 5: GAME: Bingo!
- Have Ss work in groups of four or five. - T_ Ss.
- Give each group a list of five sentences. T tells them - Work in groups.
that there is one mistake in each sentence, and they
ƠN
have to find and correct it.
- Have Ss work in their groups, find and correct the
mistakes. They say “Bingo!” as soon as their group
finishes.
NH
- Confirm the correct answers. The first group to come * Answer key:
up with all the correct answers wins. 1. I usually meet my cousin at the
- For stronger classes, T lets groups write two weekends. (the → Ø)
sentences with article mistakes. T collects the 2. My uncle moved to United States
Y
sentences and picks out some sentences randomly for three years ago. (United States → the
QU
the whole class to find and correct the mistakes. United States)
List of sentences: 3. Our teachers assigned us a
1. I usually meet my cousin at the weekends. homework for our history and
2. My uncle moved to United States three years ago. science classes. (a → Ø)
3. Our teachers assigned us a homework for our 4. I turn off the light and go to the
M
history and science classes. bed at 11 p.m. (the → Ø)

4. I turn off the light and go to the bed at 11 p.m. 5. Mark often wears red sweater to
KÈ
5. Mark often wears red sweater to match his red hair match his red hair. (red sweater → a
* Teacher’s observation and feedback. red sweater)
Y

DẠ

- Have Ss look at the objectives written on the board at the beginning of the lesson and tick
the objectives they have learnt.
* HOME WORK:
A L
==============================================
CI
II. GRAMMAR : ARTICLE "a/an/the" (Cách sử dụng mạo từ"a/an/the")
a. Cách sử dụng mạo từ bất định "a/an"
FI
F Chúng ta dùng a/an (một cái, một con, một vật...) trước danh từ đếm được ở số ít.
ü "a" đứng trước danh từ bắt đầu bằng phụ âm.
Ex: a pen (một cái bút), a book (một cuốn sách), a table (một cái bàn), a chair (một cái ghế), a
OF
cup (một cái cốc)...
Ngoại lệ: "a" đứng trước một số danh từ bắt đẩu bằng nguyên âm nhưng được phiên âm
như một phụ âm.
ü "an" đứng trước danh từ bắt đầu bằng nguyên âm.
ƠN
Trong tiếng Anh có 5 nguyên âm: U E O A I.
Ex: an apple (một quả táo), an orange (một quả cam), an egg (một quả trứng), an elephant (một
con voi), an umbrella (một cái ô)...
Ngoại lệ: "an" đứng trước một số danh từ bắt đẩu bằng phụ âm câm, hoặc nguyên âm mà
NH
được phiên âm như phụ âm, các chữ cái viết tắt.
Ex: an hour (một giờ), an honest man (một người đàn ông trung thực), an one- legged man
(một người đàn ông 1 chân), an s.o.s (một tình huống khẩn cấp), an MC (một người dần
chưong trình)...
Y
b. Cách sử dụng mạo từ"the"

QU
F Mạo từ xác định "the" đứng trước cả danh từ đếm được và không đếm được. Chúng ta gọi
là mạo từ xác định vì nó đứng trước danh từ đã xác định mà cả người nói và người nghe đều
biết.
The girl sitting near the window is my close friend.
(Cô gái ngồi gần cửa sổ là bạn thân của tôi.)
M
The books on the table are mine.

(Những cuốn sách ở trên bàn là của tôi.)
KÈ
* Chú ý: "The" còn dùng trong các trường hợp sau:

† "The" dùng với so sánh nhất.
I think Chinese is the most difficult language in the world.
(Tôi nghĩ rằng tiếng Trung là ngôn ngữ khó nhất trên thế giới.)
Y
What is the best way to learn vocabularies?

DẠ
(Cách nào là tốt nhất để học từ vựng?)

† Dùng để nói về một đối tượng, địa điểm đặc biệt, chỉ tổn tại duy nhất
the Eiffel Tower, the Tower Bridge, ; the Moon, the Sun, the Star,...
† Dùng trước danh từ riêng chỉ núi, sông, biển, đảo, sa mạc, miền...
the Pacific Ocean, the Himalayan mountain...
† Dùng để chỉ một nhóm người, giai cấp trong xã hội
the old (người già), the rich (người giàu), the poor (người nghèo), the homeless people
L
(người vô gia cư)...
A
† Dùng với tên một số quốc gia thuộc tổ hợp hoặc liên bang.
the United State (US), the United Kingdom (UK),...
CI
c. No article (Không dùng mạo từ)
+ Trước tên quốc gia, châu lục, tên núi, hồ, đường phố (Trừ những nước theo chế độ Liên
FI
bang)
I'm from China. She lives in the US.
+ TV: I like watching TV
OF
+ Ngôn ngữ, môn học : I have English every day.
+ Next, last : Let’s go skiing next week.
+ Từ sử dụng với nghĩa chung: I don’t like snakes.
+ Bữa ăn : I have egg and bread for breakfast.
ƠN
+ Năm, tháng, ngày ; She was born in 2010
=================================
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period…: UNIT 5 : OUR CUSTOMS AND TRADITIONS
WEEK: …
L
A
1. Knowledge:
- Giving advice
CI
- Read about a local festival
- Compare two local festivals: The Japanese lion dance and Vietnamese unicorn dance
FI
+ Vocabulary: - Use the lexical items related to table manners; customs and traditions
+ Grammar: Use the article (a / an, the, the zero articles)
2. Competence:
OF
3. Qualities:
- Be ready to give advice
ƠN
- Be interested more about local festivals.
II. TEACHING AIDS:
NH
- Hoclieu.vn.
III. PROCEDURE:
Y
* Objectives:
QU

* Expected outcome: Having a chance to speak English.
M

KÈ

- Show a picture of a child having dinner with
family. Ask Ss what the child is doing and whether
she is behaving well at the table.
Y
- Tell Ss that “table manners” means the polite

DẠ
ways of behaving when eating. These behaviours

differ from one culture to another.
- Ask Ss to give some examples of table manners
that they know. * Suggested answers:
- Lead in to the lesson. - Wait for the table arrangement before
- Introduce the objectives of the lesson. Write the sitting down
objectives in top-left corner of the board. - Wait for the oldest people to start first
L
- Pass your bowl with two hands
A
- Do not stick the chopstick against the bowl
- Do not flip the fish on the plate
CI
- Do not point the chopsticks to anyone
- Do not dig into the dish
FI
- Do not eat directly from shared dishes
- Stay until other people finish
- Say Thanks to the host after the meal
OF
…..
EVERYDAY ENGLISH
Giving advice
ƠN
* Objectives:
- To introduce ways of giving advice.
- To help Ss practise giving advice.
NH
* Content: Listen and practise the conversation ; Make similar conversations with the following
situations.
* Outcome: Ss understand how to give advice.
- Students can make dialogue by giving advice.
Y

ACTIVITY 1: Listen and read the conversation below. Pay attention to the highlighted
QU
parts.
- Play the recording for Ss to listen and read the - T_Ss
dialogue between Tom and Mai. + Listen and read the conversation:
- Ask Ss to pay attention to the highlighted Tom: My parents are taking me to thei
M
language. friend’s house for dinner. Could you tell

- T elicits from Ss that the first two highlighted me a bit about Viet namese table manner?
KÈ
phrases are ways to advise what one should do, and Mai: Well, perhaps you should wait for
the last highlighted word is for saying what one the host to start eating.
should NOT do. Tom: I will
- Have Ss practise the dialogues in pairs. Call on Mai: It’s a good idea to hand bowls with
Y
some pairs to practise the dialogues in front of the both hands.

class. Tom: Sure. I’ll remember that one.
DẠ
-> Structure: to give advice Mai: I don’t hit the bowl with your
- Perhaps you should + V0 chopsticks. This may bring bad luck to the
- It’s a good idea to + V0 host family.
- Don’t + V0
L
2. PRACTICE (25’- 30’)
A
ACTIVITY 2: Work in pairs. Make similar conversations with the following situations.
- Ask Ss to work in pairs (5 minutes) to make - T_Ss
CI
similar dialogues with the given situations, using - Work in pairs
the expressions they have learnt. Suggested answers:
FI
- Teacher moves around to observe and provide 1. Perhaps you should bring warm clothes,
help. a scarf, coat, jacket,…
- T calls on some pairs to practise in front of the 2. It’s a good idea to bring a gift such as a
OF
class. birthday cake, pen, pencil, clothes…
- T comments on their performance.
* Teacher’s observation and feedback
The Japanese lion dance and Vietnamese unicorn dance
ƠN
* Objectives:
3.- To provide Ss with information about lion dance in Japan.
- To help Ss compare the Vietnamese unicorn dance with the Japanese lion dance.
* Content: Read the text about the lion dance in Japan and complete the table with the
NH
information from the text. Read Mai’s notes on the Vietnamese unicorn dance. Compare the
Vietnamese unicorn dance with the Japanese lion dance.
* Expected outcome:- Ss can understand the text and fill in the blank with right information.
- Students can compare the Vietnamese unicorn dance with the Japanese lion dance.
Y
* Organisation:
ACTIVITY 3: Read the text about the lion dance in Japan and complete the table with the
QU
information from the text.

- Teacher writes “Lion Dance” on the board or - T_ Ss
shows a picture of a lion dance. T tells Ss that this
is called the lion dance and it is popular in many
M
Asian countries.
- T elicits from Ss the occasion(s) when they may * Answer key:
KÈ
see a lion dance performance. 1. shishi-mai

- Tell Ss that they are going to read about lion 2. New Year celebrations
dance in Japan. 3. acrobatics
- Have Ss look at the table of information and think 4. flutes
Y
of the type of information they need for each 5. bad spirits

DẠ
blank.
- Ask Ss to work in pairs to do this activity. They
can draw this table on a sheet of paper. After pairs
finish their work, T asks them to share their table
with the whole class.
- Comment on their answers.
- If time allows, have some pairs use the
L
information in the table to talk about the Japanese
A
lion dance without looking again at the text.
ACTIVITY 4: Work in groups. Read Mai’s notes on the Vietnamese unicorn dance.
CI
Compare the Vietnamese unicorn dance with the Japanese lion dance.
- Teacher shows two pictures, one of the - T_ Ss. Ss-Ss
FI
Vietnamese unicorn dance and one of the Japanese Suggested answers:
lion dance next to each other. - There are one or more performers in
- Have Ss look at the pictures and point out some both Vietnamese Unicorn dance and
OF
similarities and differences between the two Japanese Lion dance.
pictures. T encourages Ss to use the structures - Both Vietnamese Unicorn dance and
“Both…. and …..” and “…. but….”. Japanese Lion dance perform in the New
- Tell Ss to look at Mai’s notes on Vietnamese Year Festival.
ƠN
unicorn dance. T asks them if there is any - Vietnamese Unicorn dance needs Ong
information they didn’t know. Dia but Japanese Lion dance doesn’t need
- Have Ss work in groups to compare the it.
Vietnamese unicorn dance and the Japanese lion …
NH
dance, using the tables in 3 and 4. Tell the groups
that they need to write at least 5 sentences using 5
pieces of information from the tables.
- Ask some Ss to report their group’s answers to the
Y
class.
QU
Culture note:
- There are many forms of lion and unicorn dances
in Asian cultures in general and in Viet Nam in
particular. The form varies by the local culture, the
ethnic group, and even the festival that the dance is
M
performed.
* T checks Ss’ understanding and gives feed
KÈ
back
EXTRA ACTIVITY:
- Put Ss into groups of four and ask them to think of a Vietnamese festival or holiday that
foreigners are probably unfamiliar with.
Y
- Ss work together to create a dialogue between a Vietnamese student and a foreign student
DẠ
talking about the festival or holiday. In the dialogue, the Vietnamese student offers 2-3 pieces of
advice using the highlighted phrases from 1.
- Ask a few groups to share their dialogues with the class.
4. PRODUCTION ( 3’- 5’)
* DO THE SAME STEPS AS PREVIOUS + T- Ss ; Ss
LESSONS The Vietnamese unicorn dance and the
L
Japanese lion dance are both popular on
A
* Use information from 3 and 4 to talk about the New Year Festival. Most forms of the
Vietnamese unicorn dance and the Japanese lion dance have one or more people
CI
dance. performing the dance. The musical
instrument in the both dances is drum.
FI
People are eager to take part in the dances
+ T goes round helping if neccesary to wish for luck and success; to bring
good luck….
OF
ƠN
- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the
* HOME WORK:
NH
==============================================
Y
QU
M
KÈ
Y
DẠ
Date of planning:… Period …: UNIT 5 : OUR CUSTOMS AND TRADITIONS
Date of teaching: ……. Lesson 5 : SKILLS 1/ Reading and speaking
WEEK: …
L
A
1. Knowledge:
- Read for specific information about village festival day
CI
- Talk about family event
+ Vocabulary: Use the lexical items related to a village festival day.
FI
2. Competence:
OF
3. Qualities:
- Be open hearted and responsible.
- Love talking about a village festival day.
ƠN
II. TEACHING AIDS:
NH
- Hoclieu.vn .
III. PROCEDURE:
Y
* Objectives:
QU

- To lead in the lesson.
* Outcome: Having a chance to speak English. Describe the festival.
M

KÈ

+ Asking questions: ∑ Ask and answer
- Write some festivals on the board (Mid-Autumn Questions:
Y
Festival, Huong Pagoda Festival, Tea Festival, 1. Have you ever been to a Festival?
Village Festival, etc.). Ask Ss if they have ever 2. Do you like it? (Do you know any
DẠ
taken part in any of these festivals. Alternatively, if festivals?)

there is a popular local festival in their home town, 3. Can you describe it? (When and Where
encourage Ss to name it. is the festival celebrated? What activities
- Ask Ss to describe one of the festivals above
there are? What do you and your family
(when and where it is, what activities there are,
do during the festival?)
what their families or they often do at that time).
Suggested answers:
L
-Record the ideas on part of the board. 1. Yes, I have been to the Full Moon
A
festival,... / No, I haven’t
lesson about a festival day and a family event.
2. Yes, I do / No, I don’t
CI
Introduce the objectives of the lesson. Write the
3. I celebrated the Full Moon festival on
the 15th day of the 8th Lunar Month in
objectives in the top-left corner of the board
FI
our country.
We can eat moon cake during this
Festival. We can give gifts to others. We
OF
can appreciate the Moon,….
lesson.
ƠN
A. READING
* Pre-reading
* Objectives:
NH
- To introduce some vocabulary
- To activate Ss’s knowledge of the topic of the reading text.
* Content: Look at the picture and answer questions;
* Expected outcome: Ss understand new vocabulary
Y

QU
ACTIVITY 1: Work in pairs. Look at the picture and answer the following questions.
* Teach vocabulary: - T_Ss * Vocabulary

+ Teacher uses different techniques to teach vocab 1. release (v)
(situation, realia, translation.) 2. contestant (n)
M
+ Teacher introduces the vocabulary by: 3. family bonding

KÈ

+ Teacher do the checking “R & R”
** Have Ss look at the picture in the book or show
the picture in the book on a slide. Ask Ss two
Y
questions in the book: Suggested answers:

1. They are rowing a boat. They are
DẠ
1. What are the men doing?

2. When do you think this event occurs? cooking rice on an open fire.
- Tell Ss that they are going to read a text about a 2. This event may occur in a festival in the
festival in a village. North of Viet Nam.
* Objectives:
- To help Ss develop the skill of reading for the main idea (skimming), specific information
L
(scanning) and guessing word meaning in context.
A
* Content: Read the text. Choose the correct answer A, B, or C.
- Read the text again. Complete the mind map about a family party.
CI
*Expected outcome: - Ss can answer the questions correctly.
- Students can understand the text and choose the right answers.
- Ss can complete the mind map.
FI
* Organisation :
OF
ACTIVITY 2: Read the text. Choose the correct answer A, B, or C.
- Ask Ss to read the first paragraph and find the - T_Ss
time that the festival happens (the third day of Tet). - Work individually.
- Tell Ss to read the first sentence of the second and
ƠN
the third paragraph. Ask Ss what each paragraph is
going to be about.
- Tell Ss to read the first sentence of the second and
the third paragraph. Ask Ss what each paragraph is * Answer key:
NH
going to be about (2nd paragraph: what they do in
the morning; 3rd paragraph: what they do at 1. A
noon). Tell them to do the same with the last 2. B
paragraph (lastparagraph: why the festival is
important). 3. A
Y
- Now ask Ss to look at Question 1 and choose the 4. C

correct option.
QU
- Tell them that Questions 2 and 4 ask about

specific information. Question 3 asks them to guess
the meaning of the phrase in context.
- Elicit from Ss the steps: read the questions,
underline the keywords in each question, locate the
M
keywords in the text, and find the information to

answer the question.
KÈ
- Ask Ss to locate the paragraphs with the

information for each question. Then have Ss do the
exercise individually and check their answers in
pairs.
- Invite some Ss to share their answers. Have them
Y
explain their answers. Confirm the correct answers.

DẠ
EXTRA ACTIVITY:
- Put Ss into pairs. Have the pairs read the text to underline what they think are the five most
important words or phrases from the text.
- Ask a few pairs to volunteer their answers. Accept any logical answers. If they provide any
illogical answers or words / phrases that are not central to the main idea of the text, then point it
out.
L
- Have the pairs join with another pair to form a group of four Ss. Together they decide which 10
A
terms in the text are most important.
- When Ss finish, tell Ss to close their books and only look at the 10 terms to write a three-
CI
sentence summary of the entire text. Encourage them to use as many of the 10 terms as possible
ACTIVITY 3: Read the text again. Complete the mind map about a family party.
FI
- Ask Ss to. look at the mind map and identify the - T_ Ss
paragraph with the information for each question in - Ss to work in pairs
the mind map. * Key:
OF
- Have Ss do the exercise in pairs. 1. third day
- Invite some pairs to share their answers. Have 2. home
them explain their answers. T confirms the correct
3. dishes
answers.
ƠN
- Tell Ss that when they describe a family event, 4. food
they should mention categories of information like
in the mind map.
** Teacher checks students’ understanding and
NH
gives feedback.
4 . SPEAKING
* Objectives:
- To help Ss predict the content of a dialogue about a family event.
Y
- To help Ss practise talking about a family event.

QU
* Content: : Put the questions in the correct blanks to make a complete dialogue. Then role-play
it.; Make notes about a normal family event that you take part in.
* Expected outcome:Students can complete the dialogue.
- Students can make the dialogue about their family events.
* Organisation :
M

ACTIVITY 4 : Work in pairs. Put the questions (A - E) in the correct blanks (1 - 5) to make
KÈ
a complete dialogue. Then role-play it.

- Draw a mind map with “a family event” in the - T_ Ss. Ss- Ss
middle and “when, where, who, what” as the * Answer key:
categories. 1. B
Y
- Tell Ss to look at the questions in the box and 2. D

match the questions with the appropriate categories. 3. E
DẠ
- Teacher tells Ss to read the dialogue and complete 4. A

the dialogue with the given questions. 5. C
- Teacher confirms the answers.
- T has Ss practise reading aloud the dialogue in
pairs.
ACTIVITY 5: : Make notes about a normal family event that you take part in. Use the
L
questions below as cues. After that, work in pairs. Make a dialogue asking and answering
A
about the event. You can use your notes
– Ask Ss to think of a family event and make notes * Suggested answers:
CI
about it in the form of a mind map. Various answers
– Tell them to look at the mind map on the board
FI
and revise the questions that can be used.
– Have Ss work in pairs. Ss take turns to ask and
answer about the family event.
OF
– Teacher has some pairs act out the dialogue in
front of the class.
– Teacher comments on their performance.
- T gives feedback on their reports in terms of
ƠN

NH
- T asks Ss to summarise what they have learnt in the lesson.
- T has Ss look at the objectives written on the board at the beginning of the lesson and tick the
* HOME WORK:
Y
QU
==============================================
M
KÈ
Y
DẠ
Date of planning:…………. Period …: UNIT 5 : OUR CUSTOMS AND TRADITIONS
WEEK: …
L
1. Knowledge:
A
- Listen about a festival;
- Write an email to give advice on participating in a traditional festival.
CI
+ Vocabulary: - Use the lexical items related to the programme “ Charming Viet Nam”
FI
2. Competence:
OF
3. Qualities:
- Be openhearted and responsible.
ƠN
II. TEACHING AIDS:
NH
- Hoclieu.vn .
III. PROCEDURE:
* Objectives:
Y

QU

* Outcome: Having a chance to speak English. Ss can identify and name types of pressure that
teen may face
M

KÈ

Guessing game + Chatting
- Teacher shows a set of pictures and have Ss call out + Students (Ss) listen and learn how to do
Y
the name of the festivals. the tasks.

Suggested answers:
DẠ
T should arrange the festivals from the most popular Answer key:
to least popular ones, but show the picture of Ok Om 1. Lunar New Year / Tet holiday
Bok festival at last. 2. Mid-Autumn Festival / Full Moon
- Lead to the new lesson: Listening and Writing Festival
lesson about a traditional festival. 3. Hung King Temple Festival
4. Buddha’s Birthday
objectives in the left corner of the board.5. Giong Festival
6. Ok Om Bok festival
objectives in the left corner of the board.- Open the book and write the tittle of the
L
lesson.
A
A. LISTENING
CI
* Pre-listening
* Objectives:
FI
- To help Ss develop the skill of listening for specific information.
* Content: Look at the picture and answer the following questions.
*Expected outcomes: - Ss can answer the questions correctly.
OF
- Ss can develop the skill of listening for specific information
ACTIVITY 1: Work in pairs. Look at the picture and answer the following questions.
ƠN
+ Teache r introduces the vocabulary. Questions:
+ Teacher uses different techniques to teach vocab 1. What can you see in the photos?
(situation, realia, translation.) if have. 2. In which part of Viet Nam might the
NH
** Teacher has Ss look at the picture and answer the festival occur?
questions in the book.
- Teacher elicits answers from Ss. This is an open Suggested answers:
activity, so accept all answers provided that they - Students’ answers.
Y
make sense.
QU
* Objectives:
- To help Ss further develop the skill of listening for specific information.
* Content: Listen to part of the programme “Charming Viet Nam”. Fill in each blank with no
more than TWO words. Listen and tick T (True) or F (False).
M
*Expected outcomes: - Ss can do the exercises correctly.

- Ss can develop the skill of listening for specific information
KÈ
* Organisation :
ACTIVITY 2: Listen to part of the programme “Charming Viet Nam”. Fill in each blank
with no more than TWO words.
Y
- Tell Ss that they are going to listen to part of the - T_Ss

programme called “Charming Viet Nam”. In the * Answer key:
DẠ
programme, MC is introducing the Ok Om Bok 1. end

Festival, a festival of the Khmer people. 2. young rice
- Have Ss read the sentences first and guess the type 3. fashion shows
of information and the part of speech for each blank. 4. Race
- T encourages Ss to make as detailed guesses as
possible. T writes their guesses on the board.
- Play the recording and asks Ss to listen and
complete each blank with no more than two words.
L
Ss work in pairs to compare their answers.
A
- Have some Ss go to the board and write their
answers. T confirms the correct answers. T has Ss
CI
listen again when needed.
ACTIVITY 3: Listen again and tick T (True) or F (False).
FI
- Ask Ss to look at the sentences and guess whether - T_ Ss
they are true or false. T writes their guesses on the * Answer key:
board. 1. T
OF
- Tell Ss that they are going to listen to part of the 2. F
programme again and check their guesses. 3. T
- Play the recording and asks Ss to listen again and 4. F
complete the task.
ƠN
- Teacher asks for Ss’ answers to exercise 3. T
confirms and ticks the correct answers. T plays the
recording again when needed.
NH
** Teacher checks students’ understanding,
pronunciation and gives feedback.
EXTRA ACTIVITY
4 . WRITING
Y
* Objectives:
QU
- To brainstorm ideas and make an outline for Ss’ writing.

- To practice writing an email to give advice on taking part in a traditional festival.
* Content: Read the following pieces of advice for tourists at the Ok Om Bok Festival. Put them
in the correct column.
- Write an email.
M
*Expected outcomes: Students can write an email correctly.

* Organisation :
KÈ

ACTIVITY 4 : Work in groups. Read the following pieces of advice for tourists at the Ok
Om Bok Festival. Put them in the correct column.
- Go over the pieces of advice with the Ss. T makes - T_ Ss.
Y
sure Ss understand each piece of advice before * Answer key:

DẠ
moving on. Dos: a, b, d

- Have Ss work in groups to put the pieces of advice Don’ts: c, e, f
in the correct column. T comments on Ss’ answers.
ACTIVITY 5: Write an email (80 - 100 words) to advise Tom about participating in the Ok
Om Bok Festival.
- Remind Ss about the structure of an email. * Suggested answers:
- Have Ss write their email individually based on Dear Tom,
their answers in Activity 4. T tells them that they Glad to hear you are coming to Soc
don’t need to use all ideas in Activity 4. Trang. You can’t miss the Ok Om Bok
L
- Ask one student to write his or her email on the Festival. Here are a few things for you to
A
board. Other Ss and T comment on the email on the remember when joining the festival.
board. First, you should wear polite clothes when
CI
- Then T collects some writings to correct at home attending the Moon God offering
ceremony. Always show respect to monks
FI
and elderly people. Remember to keep
quiet when the monks and the elders are
talking.
OF
Besides, there are many animal statues
in the temple ground. Don’t climb on
them. The young rice represents the hope
for luck in the new year. Don’t refuse
ƠN
when the elders give you some.
Send me an email if you need more
** T checks Ss’s exercises and gives feedback. information.
- T checks Ss’ understanding and gives feedback.
NH
Warm regards,

Y
- Teacher asks Ss to summarise the main points of the lesson.

QU
-Have Ss look at the objectives written on the board at the beginning of the lesson and tick the
* HOME WORK:
- Rewrite the email on the notebook
M

KÈ
==============================================
Y
DẠ
Date of planning:……… Period …: UNIT 5 : OUR CUSTOMS AND TRADITIONS
Date of teaching: ……… Lesson 7 : LOOKING BACK & PROJECT
WEEK:
L
A
1. Knowledge:
- Revise more vocabulary items they have learnt in the unit 5.
CI
- Revise the article (a / an, the, the zero articles)
FI
+ Vocabulary:
- Use words and expressions related to our customs and traditions
- Read and listen about local festival
OF
2. Competence:
- Develop presentation skill
ƠN
- Develop critical thinking skill
3. Qualities:
- Be openhearted and responsible.
NH
II. TEACHING AIDS:
Y

QU

III. PROCEDURE:
* Objectives:
M

- To help students revise the vocabulary items they have learnt in the unit
KÈ
- To enhance students’ skills of cooperating with team mates.

Y

DẠ

BRAINSTORMING BRAINSTORMING
- Teacher asks Ss to think of what they have learnt * Suggested answers:
already in Unit 5. About festivals, customs, traditions, table
- Ss work in pairs to do the task. manners, how to write an email, how to
- Teacher calls some students to retell. give advice….
- Teacher confirms and leads them to do all the
exercises in books. - Open the book and write the tittle of the
L
- T leads in the lesson.- T encourages Ss to talk in lesson.
A
English as much as possible
CI
VOCABULARY
FI
* Objectives:
- To help Ss revise the vocabulary items they have learnt in the unit.
- To help Ss revise the form of the vocabulary items they have learnt in the unit.
OF
* Content: Choose the correct option to complete each sentence below.
- Task 2: Fill in each blank with the suitable form of the word given.
* Expected outcomes: - Ss remember about the vocabulary items and their form.
ƠN
ACTIVITY 1: Choose the correct option to complete each sentence below.
- Have Ss do this activity individually then compare - T_Ss

NH
their answers with their partners. *Answer key:
- Ask for Ss’ answers or asks one student to write 1. B 2. A
his / her answer on the board. 3. A 4. B
- Teacher confirms the correct answers. 5. B
ACTIVITY 2: Fill in each blank with the suitable form of the word given.
Y
- Have Ss read the sentences and identify the part of - T_Ss

QU
speech needed in each blank. Answer key:

- Have Ss do this exercise in pairs or individually. 1. reunion
T tells Ss to pay attention to spelling of the words, 2. offerings
too. 3. goers
M
- Invite some Ss to write their answers on the 4. traditional

board. T and other Ss comment. T confirms the 5. worshipping
KÈ
correct answers.
B. GRAMMAR
* Objectives:
4.To help Ss revise the use of articles at sentence and text level.
Y
* Content: Complete the sentences with a, an, the or Ø (zero article). Complete the text with a,
an, the or Ø (zero article).
DẠ
* Expected outcomes: Ss remember how to use the articles.

ACTIVITY 3: Complete the sentences with a, an, the or Ø (zero article).
- Have Ss recall the use of a, an, the and zero - T_ Ss
article that they have learnt in the unit. *Answer key:
- Have Ss do this exercise individually then 1. Ø
compare their answers with a partner. T calls on 2. an
L
some Ss to give the answers. 3. The
A
- Confirm the correct answers and writes them on 4. a
the board. 5. Ø
CI
ACTIVITY 4 : Complete the text with a, an, the or Ø (zero article).
- Tell Ss that they are going to complete a text - T_ Ss.
FI
about how to make children aware of customs and * Answer key:
traditions. T tells Ss that they need to read the text 1. Ø
OF
carefully and fill in each blank with an appropriate 2. a
article. 3. Ø
- Have Ss do this exercise individually then 4. the
compare their sentences with a partner. 5. an
ƠN
- Invite some Ss to read their answers aloud.
- T gives feedback.
OUR ETHNIC GROUPS
NH
* Objectives:
- To give Ss an opportunity to practice finding information about a local custom aor
tradition; To Help Ss improve their creativity and team work.
- To improve their speaking and presentation skills.
Y
* Expected outcomes: Students can read and understand general and specific information about
QU
Tet holiday.
Local customs and traditions
- Ask Ss to read the instructions again (T has
M
already assigned the project since the first lesson of

the Unit and checked their progress after each
KÈ
lesson). Let students have some time to check their

posters for the final time and make any adjustments
if necessary. * T should assign the project in earlier
- T has groups show their posters and present them lessons such as in GETTING STARTED
Y
to the class. lesson. Make sure you guide them

+ Ss display all the posters on the wall or bulletin carefully and check their progress after
DẠ
board ; Each group presents the poster they prepare each lesson. In the last lesson (LOOKING
to the whole class. BACK), Ss to present their report to the
class.
** T checks ss’ grammatical and spelling ** Students’ posters & presentations
mistakes on their poster, listens to their
L
A
- Teacher asks students to talk about what they have learnt in the lesson.
* HOME WORK:
CI
- Prepare new lesson: Unit 6 : LIFESTYLES
FI
==============================================
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:……… Period..: UNIT 6 : LIFESTYLES
WEEK: …… Lifestyle differences
L
A
1. Knowledge:- an overview about the topic “Lifestyles”
CI
- Use the wrods related to the topic “Lifestyles”.
+ Vocabulary: - Use the wrods related to the topic “Lifestyles”.
+ Learn how to pronounce the sounds /br/ and /pr/;
FI
+ Grammar: Use the future simple and the fist conditional sentences.
2. Competence:
OF
ƠN
3. Qualities:
- Love talking about different lifestyles
II. TEACHING AIDS:
NH
- Hoclieu.vn.
Y
III. PROCEDURE:
QU

* Objectives:
M

KÈ

Asking questions: Asking questions:
Y
- Begin the lesson by reviewing the contents covered in - T asks Ss some questions.
Unit 5 (e.g. what they like / don't like about our customs - Ss answer the question
DẠ
and traditions, what should be maintained, etc.). individually.

- Introduce the topic Lifestyles. Show Ss some photos
related to lifestyles (traditional costumes, folk dance,
strange lifestyles,...), and write the word Lifestyles on
the board, or tell a story related to lifestyles.
- Ask Ss to open their books to page 60. Draw their
attention to the THIS UNIT INCLUDES box and
introduce what they are going to learn in this unit.
L
OR : * Questions and suggested answers:
- T asks Ss some questions. - What is the video about?
A
- Ss answer the question individually. => About ways of greetings around
- Teacher shows students a video of different ways of the world.
CI
greetings and asks students to guess what the video is - In Viet Nam, how do two men
about. greet each other when they meet?
- T sets the context for the listening and reading text: =>They shake hands or say hello.
FI
Write the title on the board Lifestyle – Lifestyle - Do people in Thailand shake hands
differences when meeting?
OF
=> No. They greet each other with a
“Wai” and say “Sawadee”.

* Objectives:
ƠN
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points
to be learnt.
NH
ready for the conversation.Listen and read.
Y
ACTIVITY 1: 1. Listen and read :

QU

+ Teacher introduces the vocabulary by: 1. greet (v) chào, chào hỏi
- providing the pictures 2. greeting (n) lời chào
M
- eliciting the definition of the words 3. serve (v) phục vụ

+ Teacher do the “Rub out and remember” checking 4. common practice (n) thông lệ
KÈ
technique. 5. in the habit of. có thói quen làm gì

- Teacher reveals that the words according to the
pictures will appear in the reading text and asks
students to open their textbook to find these words.
** Begin by asking Ss questions:
Y
How do you greet your teachers every day?

DẠ
Do you call your teachers by their names or by their

title "teacher"?
+ Set the context for the listening and reading: Ask Ss
to look at the title of the conversation and the pictures.
Ask them a question like: What do you think they are
talking about?
- Then ask Ss to look at the title / the pictures and guess
what the conversation between Nam and Tom might be
about.
L
+ Play the recording once or twice for Ss to listen and
A
read along silently or aloud.
- Have some pairs of Ss read the conversation aloud.
CI
- Ask Ss what Nam and Tom are talking about. Now
confirm the correct answer. (They are talking about
FI
lifestyles and lifestyle differences.)
+ Have Ss say the words and phrases in the text that
they think are related to the topic of the unit. Have them
OF
pronounce the words and phrases containing the sounds
/br/ and /pr/. Quickly write the words on the board
(breakfast, practice).
ƠN
* Objectives:
2. To help Ss understand some details of the conversation.
3. To help Ss further understand the context
NH
- To help Ss become acquainted with the new vocabulary and collocations in the unit.
4. To help Ss revise and develop the vocabulary related to the topic Lifestyles
* Content: Listen and read the conversation. Complete the sentences; Write the
activities under the correct pictures.
* Expected outcomes: Ss understand the content of the conversation and know the vocabulary
Y
related to the topic.

QU
* Organisation :
ACTIVITY 2: Read the conversation again and complete the table.
+ Have Ss read the conversation again and complete the - T_Ss
table individually. - Work individually.
M
- Check their answers and explain if necessary.

* Answer key:
KÈ
1. surnames
+ Ask them how to do this kind of exercise. 2. on the street
Explain the strategies, if necessary (e.g. reading the 3. store / restaurant
statements in the table, underlining the key words in the
Y
statements, locating the key words in the text, and then

completing the table).
DẠ
- Tell them to underline parts of the dialogue that help

them with the answers. Set a strict time limit to ensure
Ss quickly read the text for information.
- Tell them to compare their answers in pairs before
sharing them with the class. Ask them to give evidence
to support their answers.
ACTIVITY 3: Complete each sentence with a word or phrase from the box.
+ Have Ss read the sentences and find the words and - T_ Ss
L
phrase in the box to fill in the gaps. If Ss find it - Ss to work individually.
A
difficult, ask them to read the conversation again and * Key:
find the information in it. 1. lifestyle
CI
- Go around and offer help, if needed. 2. greet
- Allow Ss to share answers before discussing the 3. serve
answers as a class. 4. practice
FI
- Write the correct answers on the board. If there's time, 5. in the habit of
call on some Ss to read the sentences.
OF
ACTIVITY 4: Label each picture with a word or phrase from the box.
+ Have Ss work in pairs and write the words / phrases
ƠN
from the box under the right pictures. - T_ Ss.
- Call on some Ss to share their answers with the class. - Work individually.
- Confirm the correct answers. * Key:
1. street food
- Have some Ss read each word / phrase correctly.
NH
2. food in restaurants
- Correct their pronunciation if necessary.
3. pizza
4. online learning
* Teacher corrects the students as a whole class.
5. greeting
Y
** For more able Ss, have them make up sentences or

ask and answer questions using these words / phrases
QU
from the box:

Eg:
A: Do you sometimes have street food?
B: Yes, I do.
A: Do you like pizza?
M
B: No, I don't
KÈ
* Objectives:
- To help Ss get to know about greetings around the world.
Y
* Content: Doing the Quiz: Greetings around the world.

DẠ
* Expected outcomes: Students know about greetings around the world.

* Organisation :
ACTIVITY 5: QUIZZ: Greetings around the world.
+ Have Ss work individually. Tell them to give their * Ss_Ss
answers to all the questions. * Key:
Set a time limit (2-3 minutes) for Ss to finish the task. 1. A
- Call on some Ss to share the answers. 2. B
- Confirm the correct answers. 3. B
L
- T may need to explain to Ss if they do not know the 4. B
5. A
A
answers
CI
- Ask one or two ss to tell the class what they have learnt.
FI
- Ask Ss to say aloud some words they remember from the lesson.
- Tells Ss that they will learn these language points in the following lessons.
OF
* HOME WORK:
- Name a list of 10 ways of greetings from different countries.
ƠN
- Start preparing for the Project of the unit: Teacher randomly puts Ss in groups of 4 or 5 and
asks them to brainstorm about an interesting way of life around the world and make a poster
about it. Students will show and present their posters in Lesson 7 – Looking back and Project.
(Teacher should check the progress of students’ preparation after each lesson.)
NH
==============================================
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period..: UNIT 6 : LIFESTYLES
WEEK: …..
L
A
1. Knowledge:
- Use the words related to the topic “Lifestyles”.
CI
- To pronounce words that contain the sounds: /br/ and /pr/
+ Vocabulary: - Use the words related to the topic “Lifestyles”.
FI
+ Learn how to pronounce the sounds /br/ and /pr/ ;
+ Grammar: Use the simple future and the first conditional sentences.
2. Competence:
OF
ƠN
3. Qualities:
- Love talking about different aspects of lifestyles
NH
- Ss have the good attitude to working in groups, individual work, pairwork .
II. TEACHING AIDS:
Y

QU
III. PROCEDURE:
* Objectives:
M

KÈ

*Expected outcomes: Having a chance to speak English. Students get some vocabulary from the
Y

DẠ
Matching game: (Task 1) - T_Ss.
- T gives out the handouts and divides the class into Questions:
10 groups and explains the rules. Match the words with the correct pictures
- Ss match the given words to the pictures and they * Answer key:
have to send one to stick the handout onto the board 1. dogsled (n)
as quickly as possible. 2. make crafts (v)
- T shows students the answer on the screen and 3. native art (n)
announces the winning group. 4. weave (v)
L
- T sets the context for the lesson 5. tribal dance (n)
A
OR :+ Bring to class some posters / pictures or
show on the screen some images related to different - Open the book and write the tittle of the
CI
lifestyles in Viet Nam or other countries. lesson.
Encourage Ss to name these things (and talk about
FI
them).
Lead into this lesson which focuses on the new
words / phrases, and the sounds /br/ and /pr/.
OF
Share with Ss the lesson objectives and have them
open their books and start the lesson.
+ Teacher shows students the answer on the screen
and announces the winning group.
* Objectives: ƠN
- To revise/ teach some words and collocations related to the different aspects of lifestyles.
NH
* Content: Learn some new words . Vocabulary teaching.
* Expected outcomes: Students get some vocabulary from the lesson and be ready for the lesson.
Y
ACTIVITY 1: Vocabulary teaching

QU

- Teacher asks students to guess the meaning of the 1. dogsled (n) xe trượt tuyết chó kéo
words that they have matched in Warm-up activity. 2. make crafts (v) làm đồ thủ công
M
- Teacher introduces the vocabulary. 3. native (adj) tự nhiên

- Teacher checks students’ understanding by the 4. tribal dance (adj)
KÈ
follow-up tasks in the student's book. điệu nhảy của bộ tộc, bộ lạc
* Tell Ss to look at the pictures and name them if 5. native art (n)
possible. tác phẩm nghệ thuật bản địa
- Have Ss work in pairs. Tell them to match the
Y
words and phrases on the left with the pictures on

DẠ
the right. Then check their answers as a class.

- Have Ss read the words and phrases aloud. * Key:
- Correct their pronunciation if necessary. 1-e 2- d 3- c 4- a 5- b
∑ EXTRA ACTIVITY:
+ Put Ss into pairs and have them work together to describe what they see in the pictures in 1.
- Give them some time to think about it and refer to their dictionaries if needed.
- Ss try to describe each picture in at least one or two sentences. Example: 1. dogsled. A dogsled
L
is a form of transport. It is used in places that are very cold and have lots of snow. The dogs are
A
very strong and can work well together in cold climates. While this is not a fast form of
transport, it is a very traditional and reliable one in areas which are covered with snow and
CI
don't have roads.
FI
* Objectives:
2.To give Ss practice on how to use words and phrases related to the topic Lifestyles in
context.
OF
3. To give Ss more practice on how to use words related to the topic Lifestyles in sentences.
* Content: Complete the sentences with the words and phrases from the box. Choose the correct
answer A, B, or C to complete each sentence.
* Expected outcomes: Students know how to use the target vocabulary.
ƠN
* Organisation :
NH
+ Have Ss read the sentences and fill in the blanks with - T_Ss
the words and phrases from the box. - Work individually.
Have them read the sentences carefully and look for * Key:
clues so that they can choose the correct words and 1. weaving
phrases to complete the sentences. 2. tribal dances
Y
Have one student write the words and phrases on the 3. native art
QU
board. Confirm the correct answers.

4. making crafts
T may call some Ss to read the sentences aloud.
5. dogsled
- T confirms the correct answers.
ACTIVITY 3: Choose the correct answer A, B, or C to complete each sentence.

M
- Have Ss read the sentences and choose the correct - T_ Ss

options to complete the sentences. * Key:
KÈ
- Go around and give assistance if necessary and 1. A 2. B

check their answers. 3. A 4. C
- Confirm the correct answers as a class. 5. B
Y
DẠ
/br/ and /pr/
* Objectives:
- To teach Ss how to pronounce the sound /br/ and /pr/ and practice pronouncing these
sounds in words correctly.
+ To help Ss pronounce the sounds /br/ and /pr/ correctly in context;
L
- To help Ss differentiate the sounds /br/ and /pr/ .
* Content: : Listen and repeat the words. Pay attention to the sounds /br/ and /pr/. Listen and
A
practise the sentences. Underline the words with the sound /br/ and circle the words with /pr/.
CI
* Organisation :
FI
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /br/ and /pr/.
- Teacher asks some Ss to read out the words first. - T_ Ss.
OF
- Then play the recording for them to listen and - Ss-Ss
repeat the words they hear. Ask them to pay close * Key:
attention to the two sounds.
+ Play the recording as many times as necessary.
ƠN
- Explain to Ss the difference between the two
sounds if needed:
+ /br/: Put your lips together, then open them
slowly to let the air out to make the sound /b/.
NH
Close your tongue up and round your lips to make
the sound /r/.
+ /pr/: Press your lips together, then open your
mouth suddenly to let the air out to make the sound
/p/. Close your tongue up and round your lips to
Y
make the sound /pr/. The puff of air that happens

QU
with the /r/ sound is bigger for the /pr/ cluster than
the puff of air for the /br/ cluster.
* T can show Ss the pronunciation video of this
Unit:
M
Unit 6: Lifestyles - /br/ and /pr/

- Invite some Ss to say some words they know that
KÈ
include the two sounds.

students’ pronunciation
ACTIVITY 5: Listen and practise the sentences. Underline the words with the sound /br/
Y
and circle the words with /pr/.

- Teacher aks Ss to quickly read the sentences and
DẠ
underline the words having the sounds /br/, and * Answer key:
circle the words having the sound /pr/. Then play 1. My brother says online learning
the recording for Ss to listen and check.. improves our IT skills.
- Have them work in pair s to compare their 2. Santa Claus brings a lot of presents to
answers. Check Ss answers. children.
- Play the recording again for Ss to repeat the 3. She briefly introduced the new
sentences. programme.
- Let Ss listen and repeat sentence by sentence, 4. He spent a lot of time preparing for his
paying attention to the sounds /br/ and /pr/. algebra test.
L
- If there is time, ask Ss to call out the words they 5. My mum prays at the temple before
A
know having these two sounds. breakfast on Sundays.
* Teacher gives corrections and feedback to
CI
students’ pronunciation.
FI
OF
- Tell Ss the grammar points that they will learn in the following lesson.
* HOME WORK:
ƠN
==============================================
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:…… Period..: UNIT 6 : LIFESTYLES
WEEK: 1
L
-To teach and revise the use of : The future simple and the first conditional sentences.
A
- Use the words related to the topic “Lifestyles”.
CI
+ Grammar: Use the simple future and the fist conditional sentences.
FI
1. The future simple tense
OF
Structure Examples
(+) S + will + V-inf + … I will buy a boat.
(⎯) S + won’t / will not + V-inf + … I won’t / will not buy a watch.
ƠN
(?) Will + S + V-inf + …? Will you buy a helicopter?
2. The first conditional sentence

2.1. Câu điều kiện loại 1
NH
+ Diễn tả về tình huống có thể xảy ra ở hiện tại hoặc tương lai.
If + S + V (hiện tại đơn), S + will/ won’t + V
Example: If it rains, we will stay at home. (Nếu trời mưa, chúng tôi sẽ ở nhà.)
Y
2. Competence:
QU

3. Qualities:
M
- Love talking about future possibilities and conditions

KÈ
II. TEACHING AIDS:

Y
- Hoclieu.vn .
III. PROCEDURE:
DẠ

* Objectives:
* Expected outcomes : Having a chance to speak English.
L
A
CI
FI
Asking questions:
OF
- Teacher asks Ss “What will you buy if you have
1,000,000 VND?” Question:
- Ss answer the question individually. What will you buy if you have 1.000.000
- Teacher leads in the introduction of the target VND?
grammar point.
ƠN
- Teacher sets the context for the lesson.
** Ask Ss if they remember the future simple they
have learnt in Tiếng Anh 6 and TiếngAnh7. Have
some of them revise this tense and give some
NH
examples.
-Introduce the objectives of the lesson: The future - Open the book and write the tittle of the
simple for describing future possibilities or lesson.
conditions.
-Write the objectives on the top of the board.
Y

QU
* Objectives:
- To help Ss revise the future simple to complete the given dialogues.
* Content: - To teach grammar.Teacher asks Ss to do the exercise individually and then check
their answer in pairs.
- Invite some Ss to share their answers. Confirm the correct answers.
M
* Expected outcomes: Students know how to use the target grammar.

KÈ

ACTIVITY 1: Use the verbs from the box with will or won’t to complete these dialogues.
- Have Ss study the example first. - T_Ss

Y
- Give Ss some time to work by themselves and

write down the answers. Observe and help when * Suggested answers:
DẠ
and where necessary. 1. will tell

- Ask some Ss to read their sentences. Call on some 2. will attend - won't join
- Ss to write their answers on the board. Confirm 3. won't have - will do
the correct answers.
- Explain to Ss another use of the future simple (to
describe future possibilities or conditions), and give
one or two examples before moving onto 2.
* Objectives:
L
2. To help Ss revise and further study the future simple;
A
+ To help Ss use the future simple to build sentences.
3. To help Ss review the form and use of the first conditional.
CI
4. To help Ss revise if and practise the use of unless;
- To help Ss distinguish if and unless in conditional sentences
* Content: Arrange these words and phrases in the correct order to form meaningful sentences.
FI
Give the correct tense of the verbs in brackets. Fill in each blank with IF or UNLESS.
* Expected outcomes: Students understand how to use the target grammar.
OF
* Organisation :
* GRAMMAR:
I. The future simple: Will (Thì tương lai đơn: Will)
1. Công thức thì tương lai đơn: [ S + will + V-infinitive ]
1.1. Câu khẳng định :
ƠN
Cấu trúc: [ S + will/shall + V-inf ]
Chú ý: Trợ động từ will có thể viết tắt là ”ll
(He will = He’ll, She will = She’ll, I will = I’ll, They will = They’ll, You will = You’ll..)
NH
Example: - We will take our first - term exams next week.
- My dad will take us to the Ethnology Museum.
1.2. Câu phủ định: [ S + will + not + V-inf ]
Example: I won’t choose online learning in the second term.
1.3. Câu hỏi: [ Will + S + V-inf ? ]
Y
Yes, S + will // No, S + will not (won’t)

QU
Example: Will you have to keep to the left when you drive in England ?
=> Yes, I will / No, I won’t
2. Use:
3. Dấu hiệu nhận biết thì tương lai đơn
M
3.1. Trạng từ chỉ thời gian: - Tomorrow.

- Next day/ next week/ next month/ next year; Soon:
KÈ
- In + (thời gian): trong bao lâu (in 5 minutes: trong 5 phút)

3.2. Trong câu có những động từ chỉ quan điểm
Think/ believe/ suppose/ assume…: nghĩ/ tin/ cho là ; promise: hứa ; hope, expect: hi vọng/
mong đợi .......
Y
* Lưu ý : Ta dùng Shall cho 2 ngôi I và We trong Câu đề nghị yêu cầu:
DẠ
+ Shall I help you? Yes, please/ No, thanks. I can manage it.
+ Shall we go out for a walk ? Yes, let’s/ No, let’s not.
II. The first conditional sentence
2.1. Câu điều kiện loại 1
+ Diễn tả về tình huống có thể xảy ra ở hiện tại hoặc tương lai.
If + S + V (hiện tại đơn), S + will/ won’t + V
Example: If it rains, we will stay at home. (Nếu trời mưa, chúng tôi sẽ ở nhà.)
L
2.2. Trong mệnh đề điều kiện, ta có thể thay liên từ IF bằng UNLESS (nếu... không, trừ phi).
A
+ Unless tương đương với ‘If ... not’.
Ex: If you don’t study hard, you’ll fail in the exam.
CI
+ Unless you study hard, you’ll fail in the exam.
If she doesn’t water these trees, they will die.
FI
+ Unless she waters these trees, they will die.
* Khi đổi câu điều kiện IF sang UNLESS, nhớ lưu ý không được đổi mệnh đề IF ở thể khẳng
định sang thể phủ định mà phải đổi mệnh đề chính theo thể ngược lại.
OF
ACTIVITY 2: Arrange these words and phrases in the correct order to form meaningful
sentences.
ƠN
- Have Ss work individually for about 5 minutes. - T_Ss :
-Tell them to put the words in the correct order to * Answer key:
build meaningful sentences. 1. We will take our first-term exams very
soon.
- Tell them to pay attention to the form of the future
NH
2. Will they stay in an igloo when they
simple. visit Alaska?
- Check their answers as a class. 3. She will work with the tribal groups to
- Have some Ss read out the sentences. Correct help them revive their culture.
their pronunciation and intonation only when 4. I won’t choose online learning in the
Y
necessary second semester.

5. I’ll come to see you if I go to London
QU
this summer.
ACTIVITY 3: : Give the correct tense of the verbs in brackets, using the first conditional
- Draw Ss’ attention to the form and use of the first - T_ Ss
conditional: main clause (future simple) and if- - Ss to work individually.
M
clause (present simple). Answer key:

- Have Ss look at the sentences and write down 1. eat
KÈ
their answers. 2. goes

3. will have
- T asks Ss to check their answers in pairs . Ask for 4. don’t do
translation of some of the words to check their 5. Will she be
understanding.
Y
- T Checks their answers as a class and explain if

DẠ
necessary
* Remember:
- We can also use unless in conditional sentences. Unless means “ If… not ” or “ except if …”
Eg: You will fail the test UNLESS you study harder.
* EXTRA ACTIVITY:
- Have Ss work together to create four sentences beginning with if ...They only write the if-
clause of the sentence and leave the second half of the sentence blank.
Example: If It rains, _________________ . (I’ll stay at home and watch TV.)
L
- Tell Ss to share their four sentences with a partner who completes the second half of the
sentence.
A
- Encourage Ss to use their imagination and create silly sentence endings.
- Have Ss read off a few of their completed sentences for the class and take a class vote on
CI
which sentence they think is the silliest.
*** Introduce to Ss the conjunction unless in the Remember! box and give them some more
FI
examples before moving onto 4.
ACTIVITY 4: Fill in each blank with IF or UNLESS.
- Have Ss do the exercise individually and then - T_ Ss.
OF
exchange their answers with a partner. * Answer key:
- Call on some Ss to read the sentences aloud. 1. Unless
Other Ss comment. 2. if
- T confirms the correct answers. 3. unless
ƠN
4. If
5. unless
* Objectives:
NH
5. To help Ss apply the uses of the first conditional with if and unless in real contexts by
making sentences about themselves with If - clauses given
* Content: Complete the sentences
* Expected outcomes: Students complete the sentences freely .
* Organisation :
Y

ACTIVITY 5: Complete the following sentences to make them true for you. Then share
QU
your answers with a partner.

- Give them some time to work independently and * Example:
write down their sentences. 1. If it rains tomorrow , I’ll stay at home
- Then let them work in pairs to exchange their and watch TV.
sentences. 2. Unless I get good marks, I’ll be
M
- Go round giving help when and where necessary. unhappy.

- Some Ss may write their answers on the board. 3. If I have time this weekend, I’ll come
KÈ
- Make corrections if necessary and see you. …

4. If I study harder, I’ll get a lot of good
* Teacher gives corrections and feedbacks. marks.
5. Unless I go to bed early, I’ll get up late
tommorow.
Y
……..
DẠ
- Ask Ss to summarise the grammar points they have learnt in this lesson.
- Ask some Ss to recall some vocabulary and collocations too.
* HOME WORK:
L
==============================================
A
CI
FI
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period..: UNIT 6 : LIFESTYLES
WEEK: …
L
1. Knowledge:
A
- Express certainty
+ Vocabulary: - Use the wrods related to the topic “Lifestyles”.
CI
+ pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
+ Grammar: Use the simple future and the frist conditional
FI
2. Competence:
OF
3. Qualities:
- Be ready and confident in real life conversations
ƠN
II. TEACHING AIDS:
NH
- Sach mem.vn.
III. PROCEDURE:
* Objectives:
Y

QU

M

KÈ
Jumbled conversation: + Kim’s game

- Teacher gives out a jumbled conversation + Students (Ss) listen and learn how to do
- Teacher asks students to rearrange it to make a the tasks.
meaningful conversation. * Answer key:
Y
- Teacher give some follow-up questions to lead in Sample conversation.

DẠ
the introduction of the target grammar point.

+ Lead into the new lesson. Write the unit title on
the board Leisure time.
EVERYDAY ENGLISH
Express certainty
* Objectives:
- To provide Ss with the two ways of expressing certainty;
L
- Ss practicing certainty
* Content: Listen and read the conversations. Pay attention to the highlighted sentences.
A
* Expected outcomes: Students know how to use the structures to express certainty.
CI
ACTIVITY1: Listen and read the conversations. Pay attention to the highlighted sentences.
FI
- Play the recording for Ss to listen and read the - T_Ss
two dialogues between Tom and Nam, Alice and
OF
Mai at the same time. Ask Ss to pay attention to the
questions and answers.
- Have Ss practise the dialogues in pairs. Call on
some pairs to practise the dialogues in front of the
ƠN
class.
NH
Aim: To help Ss practicing certainty
* Content: Make similar conversations to express certainty in the following situations.
* Expected outcomes: Students know how to use the structures to express certainty.
* Organisation :
Y

QU
ACTIVITY 2: Work in pairs. Make similar conversations to express certainty in the

following situations.
- Ask Ss to work in pairs to make similar dialogues - T_Ss
with the given cues. - Work in pairs
M
- Move around to observe and provide help. Call on Suggested answers:

some pairs to practise in front of the class. 1. You ask your frind to help you with
KÈ
- Comment on their performance. with your maths homework:

A: Can you help me with my maths
homework?
B: Yes, certainly. / Yes, sure.
Y
2. You say that Vietnamese love seafood.

DẠ
* Teacher’s observation and feedback A: Vietnamese people love seafood.

B: Yes, certainly. / Yes, sure.
Cuisines around the world
* Objectives:
3. To help Ss learn about the cuisines of different countries around the world.
4. To give Ss more reading practice for specific information;
- To provide Ss with practice in talking about their opinions and giving reasons.
* Content: How much do you know about the cuisines of different countries? Do the quiz to find
out. Read the two passages and discuss the questions.
L
* Expected outcomes: Students know more about the cuisine of different countries around the
A
world. Discussing : Which food do you prefer?
* Organisation:
CI
ACTIVITY 3: QUIZ: How much do you know about the cuisines of different countries? Do
the quiz to find out.
- Ss work in pairs and do the quiz. - T_ Ss
FI
- Give explanations if necessary. * Answer key:
- Check their answers as a class. 1. B 2. A
OF
3. C 4. A
5. B
ACTIVITY 4: Work in groups. Read the two passages and discuss the questions below
ƠN
- Ss read the passages for a few minutes. Make sure - T_ Ss. Ss-Ss
they understand the main ideas, and explain if
needed.
NH
- Ss work in groups. Each gives their preference
(Italian or Indian food), and gives reasons.
- T goes round the class to monitor. T corrects Ss’
mistakes only when it is really necessary.
- T calls on some Ss to perform the task in front of
Y
the class. T and other Ss listen and make

QU
comments.
* Discussing : Which food do you prefer?
+ Do you prefer italian or Indean food? Why/ Why
not?
M
KÈ
* Objectives:
5. To provide Ss with practice in asking and answering about typical food in their area.
* Content: Work in groups. Talk about the typical food in your area. Discussing about food.
* Expected outcomes: Students can talk about their opinion and give reasons; ask and answer
questions about food.
Y
* Organisation:
DẠ

ACTIVITY 5 : Work in groups. Talk about the typical food in your area.
- Have Ss work in groups, taking turns to ask and + T- Ss ; Ss
answer.
- Let Ss think and give the answers. * Suggested outcome:
- Encourage them to say what they know and what - staple food (lương thực) : rice, corn,
they think. Their opinions may differ. bread, ...
- Call on some pairs to perform the task in front of - favourite food: pork, chicken, beef, fish,
the class. T and other Ss listen and make seafood, ...
L
comments. - foods eaten on special occasions: banh
A
* Teacher corrects students by going around while chung, moon cakes, sticky rice, ...
CI
- Teacher gives corrections and feedback.
FI
OF
- Ask Ss to summarise what they have learnt in this lesson. Ask them to recall the common,
strange, and delicious types of food in their areas or in different countries.
* HOME WORK:
ƠN
==============================================
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:………….. Period …: UNIT 6 : LIFESTYLES
WEEK: …
L
1. Knowledge:
A
- Read about Alaska;
CI
- Speaking about how people maintain their own traditional lifestyles.
FI
2. Competence:
OF
3. Qualities:
- Love reading and talking about traditional lifestyles
ƠN
II. TEACHING AIDS:
NH
- Hoclieu.vn.
III. PROCEDURE:
Y

QU
* Objectives:
M

KÈ

Discuss the pictures. * Suggested answers:
Y
- Ask Ss what they know about lifestyles; way of + Alaska: a state of the US (49th)
life around the world. + Location: northwest of North America
DẠ
- T may bring the map of Alaska and show it to Ss. + Population: over 700,000
- Ask Ss to work in pairs discussing what they can + Climate: oceanic climate, very cold
see in the picture. + Native people: Alaskan Natives
- Ask some Ss to say their answers in front of the + Languages: English 86.3%, Alaska
class. Encourage Ss to talk as much as possible. It native language.
is not important whether they give the right answers
or not; it is important that they can speak in
English.
L
+ Introduce the objectives of the lesson. Focus on - Open the book and write the tittle of the
A
the objectives of the lesson. lesson.
CI
A. READING
FI
* Pre-reading
* Objectives:
OF
- To help Ss learn new vocabulary in the reading text.
- To activate Ss’ knowledge of the topic of the reading text.
- To improve Ss’ skill of reading for details (scanning)
* Content: Learn some new words . Read the text and check your answers in the Warm-up part.
Match the highlighted words in the text with their meanings.
ƠN
* Expected outcomes: Students know more new words and how to use the target vocabulary.
NH
ACTIVITY 1: Read the text and check your answers in the Warm-up part.
+ Teacher uses different techniques to teach vocab * Vocabulary
(situation, realia, translation.) 1. maintain (v) duy trì, gìn giữ
Y
+ Teacher introduces the vocabulary by: 2. experience (v) trải nghiệm

- providing the pictures 3. style (n) phong cách
QU
- eliciting the definition of the words 4. musher (n) người điều khiển xe trượt
+ Teacher checks Vocab by “R & R” technique. tuyết chó kéo
+ Teacher reveals that these five words will appear + * Suggested answers:
in the reading text and asks students to open their + Alaska: a state of the US (49th)
M
textbook to discover further. + Location: northwest of North America

+ Tell Ss to study the picture first. + Population: over 700,000
KÈ
- Have Ss work in groups and discuss what they + Climate: oceanic climate, very cold
know about Alaska. + Native people: Alaskan Natives
+ Encourage Ss to talk as much as possible . It is + Languages: English 86.3%, Alaska
not important whether they give the right answers
native language.
or not; it is important that they speak English.
Y
- Have Ss read the text and check.

DẠ

* Objectives:
2. To help Ss develop the skills of predicting the meaning of new words using context.
- To help Ss learn new vocabulary in context.
3. To help Ss develop the skills of readingfor detail (scanning)
* Content: Do the Matching. Reading the text and answer the questions.
* Expected outcomes: To improve the skill of reading for specific information. To get more
information of the text. Answer the questions correctly.
* Organisation :
L
A
ACTIVITY 2: Match the highlighted words in the text with their meanings.
- Ask Ss to work individually to read the passage - T_Ss
CI
and find the highlighted words : maintains (v); - Work individually.
styles (plural noun) ; experience (v); and mucsher Suggested answers:
FI
(plural noun) 1. d 2. a
- Have Ss read aloud the highlighted words. Correct 3. c 4. b
OF
- Tell them to use context in which these words
appear to predict their meaning , and the do the
matching.
- Check the answers as a class. Confirm Ss’
ƠN
answers
- Ask Ss to give the Viet Namese equipvalent of the
words.
NH
ACTIVITY 3: Read the text again and answer the questions.
- Ask Ss to do the task individually. Tell them to - T_ Ss
read the passage two or three times, then read each - Ss to work individually.
question, pause to identify where it appears in the
Y
text, read that part carefully and give the correct

answer.
QU
- Ask Ss to work with a partner to discuss the * Answer key:

answers. 1. It is about 730,000 / 730 thousand.
- Explain the new words and clarify anything 2. Various native groups have their own
difficult. T may ask more questions to see if they special styles of carving or weaving.
M
understand the text fully. 3. We can find it in their villages.

- Call on some Ss to read the answers aloud before 4. It is 1,510 km (long).
KÈ
the class. Check their pronunciation and intonation. 5. Yes, it is.

* EXTRA ACTIVITY
Y
Put Ss into pairs and have them talk about what they would like to visit in Alaska and provide
reasons to explain their answers. Encourage them to use details from the text as well as
DẠ
anything else they know about Alaska to make their explanations clearer.
4 . SPEAKING
* Objectives:
4. To provide Ss with an opportunity to revise and use vocabulary related to the topic of
the unit;
- To give Ss practice in asking and answering about what people in some places do to
maintain their traditional lifestyle.
L
5. Ss practise asking and answering about how people in their area maintain their
A
traditional lifestyle;
- To help Ss improve their speaking skill.
CI
* Content: : Look at the pictures and use the cues to talk about what people in some places do
to maintain their traditional lifestyle. Ask and answer about how people in your area maintain
their traditional lifestyle.
FI
* Expected outcomes: Students can be able to speak about the topic Lifestyles
* Organisation :
OF
ACTIVITY 4 : Work in pairs. Look at the pictures and use the cues to talk about what
people in some places do to maintain their traditional lifestyle.
- Give Ss time to study the example, the pictures, - T_ Ss. Ss- Ss
ƠN
and the phrases given. * Suggested outcome:
- Then have Ss work in pairs. A: What do people in Chau An Village
- T goes round to monitor and give help when do to maintain their traditional
necessary. lifestyle?
NH
- Call on some pairs to perform the task in front of B: They perform traditional dances.
the class. T and other Ss listen and comment. They also …
* POST TASK
Y
ACTIVITY 5: Work in pairs. Ask and answer about how people in your area maintain
QU
their traditional lifestyle. You can use the ideas in 4 and the reading text in 1.
- Allow some time for Ss to think about how people - T_ Ss.
in their area maintain the traditional lifestyle. - Ss- Ss
- Have Ss work in pairs (or groups of 4 - 5).
- Ask them to use the ideas in Activity 4, and the
M
vocabulary learnt in the unit.

- Give help when they have difficulty expressing
KÈ
their ideas.
- Call on some pairs to talk in front of the class. * Suggested outcome:
- T and other Ss listen and comment. I live in Bat Trang, which is a pottery
village not far from Ha Noi centre. To
Y
maintain the traditional lifestyle, local

DẠ
people will make pottery and paint on

*T gives feedback on their reports in terms of the ceramic statues. Then they will sell
language, reasoning skills, and pronunciation. those pottery products to tourists.
L
- Summarise the main points of the lesson.
A
* HOME WORK:
CI
- Prepare new lesson: Lesson 6 : A SKILLS _2.
FI
==============================================
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of planning:…………. Period …: UNIT 6 : LIFESTYLES
WEEK: …
L
1. Knowledge:
A
- Listening to someone’s opinion about the impact of modern technology
- Writing a paragraph about the advantages or disadvantages of online learning
CI
+ Vocabulary: Use the words related to the topic “Lifestyles”.
FI
2. Competence:
OF
3. Qualities:
ƠN
II. TEACHING AIDS:
NH
- Hoclieu.vn .
III. PROCEDURE:
Y
QU

* Objectives:
- To lead into the new lesson
M

*Expected outcomes: Having a chance to speak English. Ss can identify and name types of
KÈ

Y
+ Greeting + T-Ss . Ss- Ss

+ Chatting or play Game: Broken telephone Game: Broken telephone
DẠ
- Ask some Ss what modern equipment they use - T divides the class into 5 groups. Each
every day, and whether they have online lessons. group stands in one line.
Lead into the new lesson: Listening about modern - T shows a word to the last students of all
technology and online learning, and Writing about groups. These students must quickly
the advantages or disadvantages of online learning. whisper the word to their teammates in
Introduce the objectives of the lesson. Write the order. The first member of each team
objectives in the top-left corner of the board. writes the word on the board. The fastest
- Introduce the objectives of the lesson. Write the student writes the correct word earns 1
objectives in the left corner of the board. point for the team.
L
* T leads to the new lesson: Listening and Writing - T introduces the objectives of the lesson.
A
about opinions on technology and online learning.
CI
A. LISTENING
FI
* Pre-listening
* Objectives:
- To activate Ss' knowledge and experience of modern technology, including ways of
OF
learning.
* Content: Group work. Which of the followings is more influenced by modern technology.
* Expected outcomes: Students know more new words and knowledge through the listening tasks.
ƠN
ACTIVITY 1: Work in groups. Which of the following do you think is more influenced by
modern technology? Tick your choice(s).
NH
+ Teacher introduces the vocabulary. * Suggested answers:
+ Teacher uses different techniques to teach vocab - ways of communicating
(situation, realia, translation.) (If have) - ways of learning
Y
- Teacher checks students’ understanding

QU
** Have Ss work in groups. Give them 2 - 3 minutes

to think and tick the correct answer(s).
- Have them share their answers in front of the class.
Ask them to explain the lesson for their choice.
- T and other Ss listen and give comments.
M

KÈ
* Objectives:
-To help Ss practise listening for specific information.
* Content: Listen to the conversation and tick (✓) T (True) or F (False).
* Expected outcomes: Students know more new words and knowledge through the listening tasks.
Y
* Organisation :
DẠ
ACTIVITY 2: Listen to the conversation and tick (✓) T (True) or F (False).

- Tell Ss that They are going to listen to a - T_Ss
conversation about modern technology and online * Answer key:
learning. 1. T
- Play the recording twice for Ss to do the exercise. 2. T
- Tel Ss to,listen carefully and pay attention to 3. F
keywords that help them understand the ideas of the 4. F
recording. 5. T
L
- Have Ss write their answers as they listen.
A
- Check their answers as a class
CI
ACTIVITY 3: Listen again and choose the correct answer to each question.
- Have Ss read through the sentences first and - T_ Ss
FI
determine what information they need to focus on - Ss to work in pairs
while listening. * Answer key:
- Play the recording once or twice. Ask Ss to listen 1. A
OF
carefully and circle the correct answers. 2. B
- Play the recording again if needed, stopping at the 3. C
places where Ss are having difficulties. 4. C
- Have Ss share their answers in pairs.
ƠN
- Call on some Ss to give the answers and confirm
the correct ones.
NH
feedback.
EXTRA ACTIVITY;
- Have Ss listen to the recording again and this time take notes.
- Pair off Ss so they can compare their notes.
-Ask the class if they have any questions or are there any parts in the passage that they uncertain
Y
about .
QU
4 . WRITING
* Objectives:
- To help Ss identify the advantages / strong points and the disadvantages / weak points of
online learning to prepare for the writing task in 5.
M
* Content: Look at the lists. Put the ideas about online learning in the correct colunm.
* Expected outcomes: Ss can put the ideas in the correct column ; Ss can write a paragraph about
KÈ
advantages and disadvantages of online -learning.

* Organisation :
Y

ACTIVITY 4 : Look at the list below. Put the ideas about online learning in the correct
DẠ
column.
- T may begin by asking Ss what they think of online - T_ Ss.
learning, whether they like it or not, and give reasons * Answer key:
why or why not. - Advantages: convenient, comfortable,
- Have Ss work in pairs.Tell them to read all the more freedom, independent
ideas given, think about them and put them in the - Disadvantages: difficult to concentrate,
correct column. no real interaction, harmful to our eyes,
- Check the answers as a class. expensive equipment.
ACTIVITY 5: Write a paragraph (80 – 100 words) about the advantages OR disadvantages
L
of online learning. You can refer to the listening and the ideas in 4.
A
- Tell Ss to write a paragraph about the advantages or * Suggested answer:
disadvantages of online learning. Ask them to refer Online learning is becoming more and
CI
to the listening and the ideas in 4. more popular, but it has several
Set a time limit for Ss to write the paragraph. Tell disadvantages. Firstly, it is very difficult
FI
them to use proper connectors (first / firstly, second / for students to concentrate as they lack
secondly, etc.), and pay attention to grammar, use of face-to-face interaction with their teachers
words, spelling, and punctuation. and friends. Secondly, looking at the
OF
- T may collect some of Ss' papers and mark them, screen constantly is harmful to students’
and later make comments on their writing in the eyes, and it causes tiredness, so it is not
class. easy for students to work for too long.
- If there is not enough time for Ss to complete the Thirdly, working online needs expensive
ƠN
task in class, have them do it as homework. equipment, such as a computer or laptop
as well as Internet connection. For these
reasons, I prefer going to school and
NH
** T gives feedback on their writing in terms of having offline lessons, so that I can meet
spelling, grammatical mistakes, cohesion, and my teachers and friends every day.
content.

Y
QU
- TeAsk Ss to say what skills they have developed in this lesson. Ask them about their progress,
and what they want to improve.
* HOME WORK:
M
==============================================
KÈ
Y
DẠ
Date of planning:………….. Period …: UNIT 6 : LIFE STYLES
WEEK:
L
1. Knowledge:
A
This is the review section, so tell Ss not to refer back to the previous pages. Instead, they
can use what they have learnt from the unit to help them answer the questions. Ss need to see
CI
how far they have progressed, and which areas need further practice.
- Review the vocabulary and grammar of Unit 6
FI
+ Vocabulary:Use the words related to the topic “Lifestyles”.
OF
2. Competence:
ƠN
3. Qualities:
- Love talking about traditional lifestyles.
NH
II. TEACHING AIDS:
Y
- Hoclieu.vn .
QU
III. PROCEDURE:
* Objectives:
M
KÈ

Y
+ Revision + Revision
DẠ
- Teacher asks Ss to think of what they have learnt - What have we learnt in Unit 6?
already in Unit 6. - use the words related to the topic
- Ss work in pairs to do the task. Teacher calls lifestyles;
some students to retell. - pronounce the sounds /br/ and /pr/ in
- Teacher confirms and leads them to do all the words and sentences correctly;
exercises in books. - use the future simple and the first
to do all the exercises in books. conditional;
- express certainty;
- read for specific information about an
L
interesting lifestyle and ways to maintain
A
a traditional lifestyle;
- talk about maintaining traditional
CI
lifestyles;
- listen for general and specific
FI
information about the impact of modern
technology on lifestyles;
- write a paragraph about the advantages
OF
or disadvantages of online learning.
- T leads in the lesson.
ƠN
VOCABULARY
* Objectives:
1. To help Ss revise the words / phrases they have learnt in the unit.
NH
2. To help Ss revise and use the vocabulary they have learnt in context.
* Content: Match each word or phrase with its meaning. Complete each sentence
*Expected outcomes: Ss do the exercises correctly.
Y
ACTIVITY 1: Match the words and phrases with its meaning.

QU
* Have Ss do this task individually to match each - T_Ss

word or phrase with its meaning. *Answer key:
- Go round, monitor the class, and give support if 1. c 2. d
necessary. 3. e 4. a
M
- Check their answers as a class. 5. b

KÈ
ACTIVITY 2: Complete each sentence with a word or phrase from the box.
- Ask Ss to read the words and phrases in the box - T_Ss
first. * Answer key:
- Have them study the sentences. Tell them to pay 1. in the habit of
Y
attention to the gaps, and what words / phrases they 2. greeted

need to fill them in. 3. lifestyle
DẠ
- Tell Ss to write the answers in their notebooks. 4. online lessons

- Ask some of them to write their answers on the 5. maintain
board.
- Correct mistakes if necessary.
B. GRAMMAR
* Objectives:
3. To help Ss revise the forms and uses of the future simple, and the first conditional in
L
sentences.
A
4. To help Ss revise the future simple and the first conditional by rewriting sentences, using
these grammar points.
CI
* Content: Complete the sentences, using the correct tense of the verbs. Rewrite the sentneces
sothat their meaning stays the same.
FI
*Expected outcomes: Ss can do the exercises correctly.
OF
ACTIVITY 3: Complete the sentences, using the correct tense of the verbs in brackets.
- T may have Ss review the form and uses of the - T_ Ss
future simple before they do the task. *Answer key:
- Have Ss work independently or in pairs. 1. will send
ƠN
- Have Ss write their answers in their notebooks. 2. won’t be
- T makes corrections and calls on some Ss to read 3. will become
the sentences aloud. 4. win
NH
5. Will we have to
ACTIVITY 4 : Rewrite the following sentences, so that their meaning stays the same.
- Allow Ss some time to do the task individually - T_ Ss.

Y
and write the sentences in their notebooks. * Answer key:

QU
- Then ask Ss to compare their answers in pairs. 1. If you play computer games for too
- T may call on some Ss to write their answers on long, you will harm your eyes.
the board, other Ss give comments, and T checks 2. You will get overweight unless you are
them as a class careful with what you eat.
M
3. If it doesn’t rain, we’ll go to the beach. /

If it rains, we won’t go to the beach.
KÈ
4. Unless you hurry up, you will be late.

5. If the teacher doesn’t explain the lesson
again, we won’t understand it very well.
Y
4. PRODUCTION/ PROJECT ( 8’- 10’)

INTERESTING LIFESTYLES AROUND THE WORLD
DẠ
* Objectives:
- To give Ss an opportunity to practise finding information about an interesting way of life
around the world;
- To help Ss improve their creativity and teamwork;
- To improve their speaking and presentation skills.
*Expected outcomes: Students can present their posters about an interesting way of life around
the world.
L
* Organization:
A
ACTIVITY 1
CI
+ Tell Ss that they can read books or search the * T should assign the project in earlier
web to find the information they want. lessons such as in GETTING STARTED
FI
+ Explain that their information should include: lesson. Make sure you guide them
everyday life carefully and check their progress after
ways of cooking each lesson. In the last lesson (LOOKING
OF
making crafts BACK), Ss to present their report to the
folk songs and dances class.
festivals
+ Tell Ss that they can refer to the suggestions + Ss display all the posters on the wall or
ƠN
given or choose their own. bulletin board ; Each group presents the
** T checks ss’ grammatical and spelling poster they prepare to the whole class.
mistakes on their poster, listens to their ** Students’ posters & presentations
NH

- Identify any difficulties and provide further practice.
Y
* HOME WORK:
QU

- Prepare new lesson: Unit : REVIEW 2.
==============================================
M
KÈ
Y
DẠ
Date of planning:………….. Period ..... : REVIEW 1 (UNIT 4 - 5 -6)
Date of teaching: ………..… Lesson 1: LANGUAGE / Pronunciation-
WEEK: … Vocabulary-Grammar
L
A
and the skills they have practised in Units 4, 5, 6 .
1. Knowledge:To revise the language they have learnt and the skills they have practiced in Unit 4-6.
CI
- Revise the words related to the lifestyle of ethnic groups; customs and traditions; different lifestyles
- Pronounce the sounds ; /k/ and /g/; /n/ and /ŋ/ ; /br/ and /pr/ correctly in isolation and in context;
FI
- Revise the use of : Yes/ No and Wh-questions ; Zero article; Future simple ; First conditional.
- Revise how to give opinions ; Giving advice; Expressing certainty.
a) Vocabulary: Ss revise the words related to the lifestyle of ethnic groups; customs and traditions;
OF
different lifestyles.
b) Grammar : Revise Yes/No and Wh-questions ; Zero article; Future simple ; First conditional.
c) Writing : - Writing a paragraph about the things you do to help the family ; Write an email.
2. Competence:
ƠN
- Develop communication skills and cultural awareness
NH
3. Qualities :
Y

QU
II. TEACHING AIDS:

M
III. PROCEDURE:
KÈ

they have practised in Units 4– 6.
Y
- Ss revise what they have learnt so far in terms of language and skills.
- Summarise their answers in notes and write them in a top corner of the board. Briefly revise some
DẠ
important / difficult ones before starting the review.

* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire
* Outcome: Having a chance to speak English.
+ Revision on the old lessons/ Chatting + T_Ss
L
- Teacher (T) asks Ss some questions about them - Students (Ss) listen and learn how to do.
and class.
A
CI
A. LANGUAGE: Pronunciation
FI
* Objectives:
- To help Ss review the different sounds inUnit 4-6.
* Content: Review the pronunciation of the sounds. Cỉcle the words which has the underlined part
OF
pronounced differently in each group.
* Expected outcomes: Pronouncing the sounds correctly. Do exercises.
* Organisation : Teacher’s instructions…..
ƠN
ACTIVITY 1. Circle the word whose underlined part differently in each group. Listen and
repeat.
- Write some words containing the sounds taught - T_ Ss
in Units 4-6 on the board. Underline the letter(s) * Key :
NH
containing the sounds. 1. C 2. B
- Ask Ss to read the words on the board aloud. 3. D 4. A 5. D
- Correct their pronunciation if needed. 1. A. culture B. community
C. circle D. custom
- Allow Ss some time to do the exercise.
2. A. identify B. thank
Y
Play the recording for Ss to listen and check their C. dance D. plan
answers. 3. A. bring B. sing
QU
- Call on some Ss to share their answers. C. spring D. longevity

- Confirm the correct answers as a class. 4. A. figure B. danger
- Play the recording again for Ss to listen and C. engine D. change
repeat in chorus and then do it individually. 5. A. growth B. globe
C. ground D. gender
M
ACTIVITY 2: Match a verb or verb phrase in A with a noun or noun phrase in B.

KÈ
- Have Ss do this exercise individually. + T_Ss

- Call on some Ss to share their answers with the * Key:
class. 1. d 2.e 3. b 4. a 5. c
- Confirm the correct answers.T may then call on
Y
some Ss to read aloud the correct combinations

DẠ
ACTIVITY 3 : Complete the sentences with the words and phrases from the box.
- Have Ss do this exercise individually or in
pairs. - T_ Ss
- Ask Ss to read the words in the boxfirst and see * Key:
if they remember their meanings. 1. decorative items
- Ask Ss to read each sentence and decide which 2. festivals
word or phrase from the box best fits in. 3. lifestyle
4. habit
L
- Check the answers as a class. Highlight the
5. minority group
keyword(s) in each sentence which help(s) Ss do
A
the task.
CI
Grammar
* Objectives:
- To help Ss revise the use of articles, types of questions and countable, uncountable nouns.
FI
- To provide Ss with more practice on the use of the future simple will.
* Content: Review the grammar points. Choose the correct answers. Use the correct forms of the
OF
verbs in brackets.
* Expected outcomes: Revision. Choose the correct answers correctly. Do exercises .
* Organisation :
ACTIVITY 4: Choose the correct answer A, B, or C to complete each sentences.
ƠN
- Have Ss do the task individually or in pairs. + T- Ss ; Ss
- Ask Ss to read each sentence and decide which * Key:
answer (A, B, or C) best completes the sentence. 1. C 2. B
- Call on some Ss to share their answers with the 3. A 4. B 5. A
NH
class.
- Confirm the correct answers as a class. Explain
if necessary.
3. FURTHER PRACTICE (10’)
Y
ACTIVITY 5: Use the correct forms of the verbs in brackets to complete the sentences.
QU
- Help Ss revise the use of will for the future + T- Ss ; Ss

simple by writing two sentences on the board, in
which will is used in the situations Ss have
learnt. For example, I'll do the painting
* Key:
M
tomorrow, and If you agree, we will research

about Mount Everest. 1. will build
KÈ
- Have Ss work individually or in pairs. 2. will celebarate.

- Ask Ss to read the sentences and underline the
3. will never forget.
clues that require the use of the future simple.
- Call on some Ss to share their answers with the 4. am
Y
class. 5. will nevr know.

- Confirm the correct answers as a class. Explain
DẠ
if necessary.
- Call on some Ss to read aloud the completed
sentences.

- Ask Ss what they have learnt so far. Have them recall the important grammar points.
L
+ Words / phrases . Vocabulary; The grammar points.
A
* HOME WORK
- Read again the conversation
CI
- Make more sentences using adverbs of frequency.
FI
==========================
OF
ƠN
NH
Y
QU
M
KÈ
Y
DẠ
Date of teaching: ………..… Lesson 2 : SKILLS / Reading- Speaking-
WEEK: …
Listening - Writing
L
A
CI
1. Knowledge:To revise the language they have learnt and the skills they have practiced in Unit 4-6.
- Revise the words related to the lifestyle of ethnic groups; customs and traditions; different lifestyles
- Pronounce the sounds ; /k/ and /g/; /n/ and /ŋ/ ; /br/ and /pr/ correctly in isolation and in context;
FI
- Revise the use of : Yes/ No and Wh-questions ; Zero article; Future simple ; First conditional.
- Revise how to give opinions ; Giving advice; Expressing certainty.
a) Vocabulary: Ss revise the words related to the lifestyle of ethnic groups; customs and traditions;
OF
different lifestyles.
b) Grammar : Revise Yes/No and Wh-questions ; Zero article; Future simple ; First conditional.
c) Writing : - Writing a paragraph about the things you do to help the family ; Write an email.
2. Competence:
ƠN
- Develop communication skills and cultural awareness
NH
3. Qualities :
Y
QU
II. TEACHING AIDS:

M

III. PROCEDURE:
KÈ

they have practised in Units 4– 6.
Y
- Ss revise what they have learnt so far in terms of language and skills. Summarise their answers
and add some more information if necessary.
DẠ
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire
* Expected Outcomes: Having a chance to speak English.
* Organisation : Teacher’s instructions….
+ Revision / Chatting - T_ Ss / Chatting
- Teacher (T) asks Ss some questions about old - Students (Ss) listen and learn how to do.
L
lessons and class.
A
CI
PRACTICE EXERCISES - SKILLS
FI
A. Reading
* Objectives:
OF
- To provide Ss with practice in reading an event schedule for specific information.
* Content: Practise reading and write the events names.
*Expected outcomes: SS get more general and specific information of the text and write the events
names.
Teacher’s & Student’s activities
ƠN Content
ACTIVITY1. Read the schedule of the Spring Fair and select the event that each person
wants to attend. Write the event names in the table.
NH
- Familiarise Ss with a new genre, event + T- Ss ; Ss
schedule, by asking them to look quickly at the
text and answer What's the name of the event? * Key:
When is it? Where is it? What events are there 1. Childhood Fun
Y
at the fair? The answer to the last question will

2. A Pottery Village
help guide Ss where to look for the information
QU
to answer the questions in the exercise. 3. Performances

- Ask Ss to do the exercise individually. Guide 4. Ethnic Markets
them to read the information in the table about
each person first, then decide the most suitable 5. Photo Exhibition
M
event for them.

- Call on some Ss to share their answers with the
KÈ
class.
- Explain if needed.
B. Speaking
Y
* Objectives:
DẠ
To provide Ss with an opportunity to talk about why they think people are moving to the city.
* Content: Practice speaking.
*Expected outcomes: Ss Read and tick the main reasons for people moving to the city.
ACTIVITY 2: Work in pairs. Read the list below and tick () the main reason(s) for people
moving from countryside to the city.
- Have Ss work in pairs.
L
- Ask Ss to read the list, discuss and tick the - Ss’ answers
A
reason(s) they all agree with.
- Allow Ss some time to talk, and maybe take
CI
notes of their explanations.
- Call on some pairs to report their answers to
the class. Each pair time for other pairs.
FI
- Listen and comment, especially on the
explanations.
OF
C. Listening
* Objectives:
- To provide Ss with more practice in listening for specific information.
* Content: Listen and complete to each sentence.
ƠN
*Expected outcomes: Ss listen and can complete the sentence correctly.
* Organisation :
ACTIVITY 3: Listen to Phong talking about life in the countryside and complete each
sentence with ONE word.
NH
- Have Ss read the sentences first to get an - T – Ss ; - Ss
overall idea of what they are going to listen to * Key:
1. vacation
and to decide what information they need to fill 2. traditional
Y
in each blank. 3. products

4. necessary
QU
- Play the recording and allow Ss some time 5. meet.

afterwards to complete their answers. Audio script – Track 39:
My grandparents live in the countryside. Every
- Check the answers as a class. If needed, play year, I spend my whole summer vacation with them.
the recording again and pause when an answer There are many things I like about life there like the
M
open space, the friendly villagers and the traditional

comes. games children play. There is one thing which is
very different from city life. That is the village open-
KÈ
air market where the villagers sell their home-made

or home-grown products.
Not many people in the village have a fridge, so
they go to the market every day to buy food and
other necessary things. They all come from the same
Y
village, so almost everybody knows each other. The

DẠ
market is not just a place for buying and selling. It is

also a place for the villagers to meet and talk. The
market brings the people in the village closer
D. Writing
* Objectives:
- To provide Ss with practice in writing correct sentences from clues.
* Content: Write complete sentences from the clues.
* Expected outcomes: Ss can write complete sentences from the clues correctly.
L
* Organisation :
A
ACTIVITY 4: Write complete sentences from the clues below. You may have to make some
CI
changes.
- Ask ss to read all the clues tomhave a general - T_ Ss
idea about the content of the writing. * Suggested answer :
FI
- Ask Ss to determine what is most suitable Respect for the elders.
tense for each group of clues 1. Many Vietnamese families often teach their
OF
-Haw Ss wok individually. Allow Ss time to children to respect the elders.
2. There are many ways to show respect.
write the sentneces.
3. You can give up a seat or offer to carry
- Call on some Ss to read aloud their sentneces. something heavy for the elders.
- Give comments. 4. You should listen and don't talk back when
ƠN
- Provide correct sentence . Explain if needed. the elders speak.
5. At mealtimes, children should not start eating
before the elders do.
NH
* Teacher asks students to talk about what they have learnt in the lesson .
Y
- Ask Ss what they have learnt so far. Have them recall the important elements:
QU
* HOME WORK
- Finish the writing. Copy into the notebooks.
- Prepare for the test.
===========================
M
KÈ
Y
DẠ

Giáo Án Môn Tiếng Anh Lớp 8 Cả Năm (Global Success) Theo Công Văn 5512 (2 Cột) Năm Học 2023-2024 (Tuần 1-18) (Ma Trận + Đặc Tả + Đề Kiểm Tra Giữa Kỳ, Cuối Kỳ Có File Nghe)

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Giáo Án Môn Tiếng Anh Lớp 8 Cả Năm (Global Success) Theo Công Văn 5512 (2 Cột) Năm Học 2023-2024 (Tuần 1-18) (Ma Trận + Đặc Tả + Đề Kiểm Tra Giữa Kỳ, Cuối Kỳ Có File Nghe)

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GIÁO ÁN TIẾNG ANH THEO

CÔNG VĂN 5512

Ths Nguyễn Thanh Tú

GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM

Tài liệu chuẩn tham khảo

Hỗ trợ trực tuyến

- Computer connected to the Internet.

- To give T and Ss a chance to introduce themselves;

Teacher’s & Student’s activities Content

2. English: 2/ Introduction: English is an international

- Why do you learn English? computers use program in English. ¾ of all

- How many units are there in English 8 text - T_Ss

book? - Each unit has 7 lessons.

* Organisation: Teacher’s instructions…..

- Teacher says “ go out, please”‡ Go out - We can say “ May I go out”

5. WRAP-UP & HOME WORK (2’)

* Instruct/ guide students to do their homework.

- Prepare textbook, workbook, exercise book .

- Sach mem.vn ; hoclieu.vn

1. WARM UP & INTRODUCTION ( 3’- 5’)

inspire Ss to warm up to the subject and new lesson.

Teacher’s Student’s activities Content

previous lessons, + Students (Ss) listen and learn how to do

create a friendly and relaxed atmosphere to inspire

Teacher’s Student’s activities Content

- eliciting the definition of the words

answer the questions below:

- What activities can you see in the small pictures?

blanks without reading the conversation again. - Work individually.

- Elicit the answers from ss. Quickly write these

before discussing as a class,

answers that have been written on the board before.

- Have Ss work individually to write the word and - T_ Ss

compare their answers with a partner. * Key:

* Expected outcomes: Asking and answering the questions; Report it.

Teacher’s Student’s activities Content

- Have ss work in groups to ask one another the * Report it.

If you have some free time this weekend.

with the most answers wins, and they are invited to

share their answers with the whole class.

5. WRAP-UP & HOME WORK (2’)

- Students : Text books, workbook…

- Sach mem.vn ; Or hoclieu.vn .

- To create an active atmosphere in the class before the lesson;

Teacher’s Student’s activities Content

- providing the pictures 2. be fond of (n) thích (rất nhiều )

expressions can be about dislikes. someone/something or doing something

Elicit answers from ss. Confirm that when we want

ss to give the answers and confirm the correct ones

expressions they have learnt. Invite ss to share their 5. about

with the most sentences wins and will be asked to

understand what to do. - Ss to work individually.

- Check the answers with the class and confirm the

cook, push, would, group, June,

- Have Ss quickly read the sentences. Now play the

3. She drew and made puddings in her

5. WRAP-UP & HOME WORK (2’)

- Computer connected to the Internet

1. WARM UP & INTRODUCTION ( 3’- 5’)

- To lead into the new lesson.

inspire Ss to warm up to the subject and new lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1: Work in pair. Put the verbs in the appropriate column.

Write on the board: I didn't know you like knitting. fancy

- Explain that in English if we want tofollow a verb enjoy

must be memorised. Go through the Remember! dislike

are often followed by gerunds and to-infinitives, * Suggested answers: