Week 1-4 (Period 1-12)

WEEK 1
Period 1
Date of planning : …/08 / 2024 INTRODUCTION
Date of teaching : …/09 / 2024
I. OBJECTIVES:
1. Knowledge:
- To introduce new Tieng Anh 6 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to
study English well and know the way to learn English.
*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…
2. Competence:
- By the end of the lesson, students will be able to know how to study English effectively and
how to use new Tieng Anh 6 textbooks and know the methods to study new Tieng Anh 6
textbooks.
3.Quality/Behavior: To teach Ss the love of English; the love of their new school. The
awareness about importance of learning English. Ss have the good attitude to working in
groups, individual work, pair work, cooperative learning and working.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipments….
III. TEACHING PROCESS:
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the new class.
* Outcome: Having a chance to speak English and focus on the topic of the lesson.
* Organization: Teacher’s instructions…
Teacher’s & Student’s activities Content

+ Greeting + Greeting
+ Chatting + Chatting. T_Ss
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to
create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class…
- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as - Students (Ss) listen and learn how to introduce
possible themselves.
1
+ Lead to the first unit of the new school year. - Introduce themselves (name; age;address;
- Write the unit title on the board and ask Ss likes; dislikes ….friends… )
guest what they are going to learn this unit … + Students (Ss) listen and learn how to do the
- Ask Ss to open their book and introduce what tasks.
they are going to study…. - Answer the teacher’s questions
- Open their book and write .
2. NEW LESSON (12’-15’)
ACTIVITY 1+ 2:
Aims:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be
learned.
* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 6
* Outcome: Ss learn something about England, English; Learn how to use New Tieng Anh 6
* Organisation: Teacher’s instructions….

1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and
English.
- It located in North-west coast of Europe with
very mild weather not too hot but not too cold.
- It consists of four parts: England, Wales,
Scotland and Ireland.
- It’s official name is the UK
- Each part has its own flag of UK. - T_Ss
- Listen carefully and read aloud.
2. English: - Fulfil teacher’s requirements
- How many people speak English as their - Give the answers
mother tongue? - Ss answer if possible
- How many people speak English as their first - Listen carefully and read aloud.
language? - Find out the words related to the topic.
- How many people speak English as their - There are many interesting things of England
second language or first foreign language? and you’ll gradually know about them in the
- Why do you learn English? progress of learning English.
- Is it important? Difficult? Useful? Interesting? 2/ Introduction: English is an international
=> It’s very important, useful, interesting. It is language. Hundreds of million people speak
the means of communication to one another.
English in the world. 400 million people speak
English as their first language, 600 million
people speak English as their second language
or first foreign language. 4/5 of the world’s
computers use program in English. ¾ of all
international correspondence is in English.
2
3/ New English 6 text book: 3/ English 6 has 12 Units.
- How many units are there in English 6 text - T_Ss
book?
- What are they about?
* There are 12 units . Each unit has eight - Each unit has 7 lessons.
sections, providing materials for 7 classroom
lessons of 45 minutes.
- Section 1 : GETTING STARTED. Introduce - Section 6 : SKILL 2: LISTENING AND
the topic of the unit. Present the vocabulary and WRITING. The listening activity follows the oral
the grammar items. practice in speaking to provide Ss an
- Section 2 : A CLOSER LOOK 1 .Present and opportunity to listen.... Writing focuses on
practice the vocabulary and pronunciation of developing Ss’ wring skills
the unit. Grammar items may also be included - Section 7: LOOKING BACK & PROJECT.
in this section. Recycle language from previous sections,
- Section 3 : A CLOSER LOOK 2 . Deal with consolidate and apply what they have learnt in
the main grammar point(s) of the unit. The new the unit. The project helps Ss to improve their
language point is presented in short text or a ability to work by themselves and in team, and
talk./ interview. Both a closer look 1,2 mainly
extend their imagination in a field related to the
give language focus and practice of receptive
skills. unit subject.( extra-curricular activity/ or
- Section 4: COMMUNICATION. Help Ss to homework).
use the functional language in everyday life - English is not too difficult but it requires you
context and consolidate what they have learnt.... working hard.
- Section 5 : SKILL 1 . READING AND - Sts need learn by heart all vocabulary and their
SPEAKING. Develop Ss reading abilities And usage.
provide further practice which supports Ss in
- Review the lesson everyday.
their production of speaking English freely.
- Learn English everyday.
3. PRACTICE (15’)
ACTIVITY 3:
Aims: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English . Classroom language…
* Outcome: Ss learn something about England, English; Classroom languages…
3. How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today?
- May I go out? - T_Ss
- May I come in?....... - Listen carefully
- How to improve your English : - Practice saying classroom languages.
3
- Listen to the teacher carefully, learn E. from - Work in groups; in pairs; present the
many sources, always enrich your vocabulary, projects….
do exercises carefully, practice speaking,
listening, writing, reading everyday. …
- Ss should work hard everyday to improve their

English.
“ Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 4:
Aims: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English . Classroom languages…
* Outcome: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
- T_Ss - The greetings : - good morning
- T gives some questions to introduce the class - Good afternoon
expressions. - Good bye ….
- We can say “ May I go out”
- Have Ss listen and repeat.
- You can say “Stand up, please.
- Teacher says “ go out, please”  Go out
- Listen, please
- Teacher says “No”  Don’t go out
- Call on some pairs to practice in front of the - Read after me
class. - Repeat please…..
5. WRAP-UP & HOME WORK (2’)
*Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book,
- Prepare new lesson Unit one .
* HOME WORK
- Learn classroom languages.
- Prepare new lesson Unit one .
Self- reflection
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4
Period 2
Date of planning:…./09/2024 UNIT 1: MY NEW SCHOOL
Date of teaching: …/… / 2024 Lesson 1: GETTING STARTED
A special day
THIS UNIT INCLUDES:

Vocabulary Skills:
- School things and activities - Reading about schools.
- Verb (play, do, have, study)+ Noun - Talking about the type of school one would
Pronunciation: like to go to.
Sounds: /a:/ and // - Listening about school activities
Grammar - Writing a paragraph about one’s school
- Present simple. Everyday English
- Adverbs of frequency Introduce someone
I. OBJECTIVES:
* By the end of this unit, students will be able to:
- use the words related to the topic My New School.
- use the combinations: to play, to do, to have, to study + Noun;
- pronounce the sounds /a:/ and / / correctly;
- use the present simple;
- use the adverbs of frequency;
- introduce someone to someone else;
- read for general and specific information about schools;
- talk about the type of school one would like to go to;
- listen for specific information about school activities;
- write a paragraph about one’s school.
1. Knowledge:
- To introduce topic of the lesson My New School. To practice listening and reading.
+ Vocabulary: use the words related to the topic My New School. Pronouncing the sounds /a:/
and // correctly;
+ Grammar: - use the combinations: to play, to do, to have, to study + Noun;
2. Competence: By the end of the lesson students will be able to know the form and use the
present simple tense ; adverbs of frequency correctly. Students can introduce themselves and
introduce someone to someone else;
3. Quality/ behavior: To teach Ss the love of English; the love of their new school. The
II. TEACHING AIDS:
5
1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new lesson.
* Outcome: Introducing themselves to make more new friends.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content

+ Chatting + Chatting.
- Teacher (T) introduces himself/ herself - T_Ss
- T may introduce some warm-up activities - Students (Ss) listen and learn how to introduce
to create a friendly and relaxed atmosphere themselves.
to inspire Ss to warm up to the subject and - Introduce themselves (name; age;address; likes;
new class… dislikes ….friends… )
- Have Ss to introduce themselves. + Students (Ss) listen and learn how to do the tasks.
- T encourages Ss to talk in English as - Answer the teacher’s questions and requirements.
much as possible - Open their book and write .
+ Lead to the first unit of the new school
year.
- Write the unit title My New School on the
board and ask Ss guest what they are going
to learn this unit …
- Ask Ss to open their book to page 6 and
introduce what they are going to study….
2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:
Aims:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be
learned.
* Content: Learn some new words . Read the conversation and find out new words.
* Outcome:Know more new words. Understanding the conversation; topic of the lesson, grammar
points…
* Organisation : Teacher’s instructions..

- T sets the sense/ context for the listening - T_Ss
and reading.
- T introduces Vy and Phong : They are
friends, and Duy Vy’s new friend.
- Have Ss look at the picture. Ask Ss
questions about the picture: Where are
they? Who are Vy and Duy? etc..
6
- Ask Ss why it is a special day…
- Encourage Ss to give their answers, but
do not confirm whether their answers right
or wrong.
- Ask them to talk a bit about their feelings
on the day.
- Play the recording twice or more for the
Ss listen and read along.
- Ask Ss underline the new words or the - Listen carefully to the context
word related to the topic while they are
listening and reading. - Listen carefully and read aloud.
*Teach vocabulary: - Pair Work
+ Teacher uses different techniques to
teach vocab (situation, realia, translation.)
+ Follow the seven steps of teaching vocab.

+ Check vocabulary.
+ Take note * Vocabulary
- Call on some groups of Ss to read the - calculator /ˈkælkjəleɪtər/ (n): máy tính
conversation aloud. - uniform /ˈjuːnɪfɔːm/(n): đồng phục
- smart /smɑːt/ (adj): thông minh
- subject /ˈsʌbdʒekt/ (n): môn học.
3. PRACTICE ( 15’)
ACTIVITY 2:
Aim: To help Ss understand the conversation.
* Content: Listen and read the conversation. True/ false activities, filling in the gaps.
* Outcome: Know more new words. Understand the conversation; topic of the lesson, Vocab,
grammar points…
* Organisation : Teacher’s instructions.…..
2. Read the conversation again and tick 2. Read the conversation again and tick (√) T
(√) T (True) or F (F)/ (True) or F (F)/
- Ask Ss to read the conversation again and - T_Ss
tick (√) T (True) or F (F)/ Page 7 - Do the tasks.
- Play the recording once more for Ss to
understand the conversation better.
- Explain the strategies of doing True - - Listen carefully
False exercise to Ss: Read each statement
carefully, identify and underline the key
words in the statement, locate the key - Follow the teacher’s instructions.
words or similar words in the text, and then
evaluate if they are the same, or the - Do True/ False
opposites of the information in the given
statements. If the information is the same, - Work independently.
it's True (T). If it is opposite or different, - Give the answers
7
it's False (F). Key:
- Ss work independently. Tell them to refer 1.T
back to the conversation if necessary. 2.F
- Allow them to share their answers before 3.T
discussing them in groups or as a class. 4.T
- T gives the correct answers. 5.F
ACTIVITY 3:
Aims:
- To introduce some vocabulary related to the topic of the unit;
- To introduce the grammar point of this unit: the present simple.
* Content:Understand the conversation; grammar points; present simple tense..
* Outcome: SS know more bout the topic of the lesson, Vocab, grammar points.
3. Write ONE word from the box in each 3. Write ONE word from the box in each gap.
gap.
- T may instruct Ss how to do the exercise: - T_ Ss
Read the sentences and identify the kind of - Listen to the instructions clearly
word to fill the blank, e.g. In sentence 1,
we need a verb to go with the noun - Learn how to do it
uniforms to fill the blank.
- Model with the first sentence.”Wear” - Ss to work independently
- Ask Ss to work independently to fill each
blank with the right word. - Share the answers
- Allow Ss to share answers before
discussing them as a class. - Copy them
- Ask Ss to write the correct answers on the Key:
board. 1. wear 2. has
- T explains the meaning of some words if 3. go 4. uniforms
necessary. 5. subjects
- Ss practise saying the sentences together. - Practice saying the sentences.
- T then asks Ss to identify the tense used - Give the answers.
in these sentences.Tell them that it is the
present simple tense, and they are going to
learn it in this unit.
ACTIVITY 4:
Aim: To help Ss revise some words and learn some more words indicating school things.
* Content:To learn some more words indicating school things. Matching
* Outcome: Ss know more some words about school things.
* Organisation : Teacher’s instructions ….
4. Match the words with the school 4. Match the words with the school things. Then
things. Then listen and repeat. listen and repeat.
- Ask Ss to match the words with the - T_ Ss.
school things. - Ss do the matching. Ss do themselves
- Play the recording for Ss to listen and - Listen carefully- Check the answers
check their matching. - Listen and repeat
- Ss listen again and repeat. Then let them * Key + Audio script:
practise saying the names of school things. 1. school bag 2. compass
8
- Explain the meanings if necessary, 3. pencil sharpener 4. rubber
e.g. use visual aids in the classroom. 5. pencil case 6. calculator
4. PRODUCTION/ FURTHER PRACTICE ( 8’)

ACTIVITY 5:
Aim: To revise / teach the names of the things in the classroom.
* Content: Name the words about school things around class
* Outcome: Ss can name the things in the classroom. Learn more new words.
* Organisation : Teacher’s instructions
5. Look around the class. Write the 5. Look around the class. Write the names of
names of school things you see in your school things you see in your notebook.`
notebook. - T_Ss ; Ss _ Ss
- Tell Ss to look around the class. - Listen to the instructions carefully then do the tasks.
- Point to each student and ask what he / - desks, notice board, pictures…..
she sees / has around him / her (e.g. table,
desks, notice board, pictures, etc.). - Take note
- Let them practise the words, write them in
their notebook and make sentences with the
words if there is time.
* Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
* HOME WORK
- Read again the conversation on page 6.
- Do more exercises in workbook.
- If there is a projector in the classroom, show the conversation, highlight the key words related to
the topic. It would be helpful if T highlights the present simple, and the words with the sounds /a:/
and / / in the conversation and tells Ss that they will learn these language points in the upcoming
lessons…..
Self- reflection
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9
Period 3 UNIT 1: MY NEW SCHOOL
Date of planning: …/ 09 / 2024 Lesson 2: A CLOSER LOOK 1
Date of teaching: …/ 09 / 2024
I. OBJECTIVES:
1. Knowledge:
- To revise/ introduce the names of school subjects, and some nouns related to school and
school activities. To teach vocabulary. To teach how to pronounce the sounds /a:/ and / / .
+ Vocabulary: use the words related to the topic My New School.To pronounce the sounds /a:/
and
/  / correctly; school lunch, exercise, English, history, homework, science, football, lessons,
music…
+ Grammar: use the combinations: to play, to do, to have, to study + Noun;
2. Competence: By the end of the lesson students will be able to revise/ introduce the names
of school subjects, and some nouns related to school and school activities. Ss know how to
pronounce the sounds /a:/ and / / .
II. TEACHING AIDS:
1. WARM UP & INTRODUCTION (5’)
Aim: To revise/ introduce vocabulary.
* Content: Revise the lesson. Do some activities to create a friendly and relaxed atmosphere to
warm up to the new lesson…
* Outcome: Having a chance to speak English and focus on the topic of the lesson..
Teacher’s &Student’s activities Content

+ Greeting : Chatting + Greeting: Chatting
- Teacher (T) asks Ss some questions about - T_Ss
them and class. - Students (Ss) listen and learn how to do.
- Ask Ss to open their book to page 6 and
introduce what they are going to study…. - Open their book and write .
2. PRESENTATION/ NEW LESSON (12’)

ACTIVITY 1:
Aims:
- To revise/ introduce the names of school subjects, and some nouns related to school and
school activities.
* Content: To introduce the names of school subjects, nouns by listening , repeating the words
* Outcome: Know more some new words.
10
1. Listen and repeat the words. 1. Listen and repeat the words.
- Ask Ss to listen and repeat the words/ Page - T_Ss
8. + Students (Ss) listen to the instructions carefully and
- Have Ss look at the pictures and think learn how to do the tasks.
about the meaning of the words.
*Pre-teach vocabulary: * Vocabulary:
+ Teacher use different techniques to teach - science (n): môn khoa học
vocabulary (situation, realia, translation….) - history (n): môn lịch sử
+ Follow the seven steps of teaching vocab. - exercise (n): bài tập
* Checking vocab: Slap the board - Repeat in chorus and individually.
- Take note all the words.
+ Play the recording and let the Ss listen. - Ss check the meanings of the words
- Play it twice or more with pauses for them * Audio script:
to repeat each word. school lunch exercise
- Correct their pronunciation. English science
- Give the comments. history football
- Call on some Ss to read the words aloud. homework, lessons
Note: Don’t teach the words in this music
activity yet
3. PRACTICE (18’)
(VOCABULARY)
ACTIVITY 2:
Aims: To teach Ss how to combine a verb and a noun to talk about school activities.
* Content: Pair work to put the words in the correct columns
* Outcome: Ss can combination a verb and a noun correctly.
2. Work in pairs. Put the words in 1 in 2. Work in pairs. Put the words in 1 in the correct
the correct columns./P.8 columns./P.8
- T_Ss - Listen carefully and learn how to do.
- Ask Ss to look at the table and learn how
to do it.
- Explain to Ss that in English some verbs
and nouns go together and some don’t.
- Ss work in pairs.. Tell them to put the
words in 1 into groups.
- Check the answers.
- Explain to them which words go with each
verb. - Ss work in pairs .
- Allow them to share their answers - Give the answers
- T gives the correct answers. play do have study
- T encourages Ss to extend their vocabulary football homework school lunch English
by adding as many words as possible to the music exercise lesson history/science
groups. (play sports, do the housework, have a rest, study new
words……)
ACTIVITY 3:
Aim:
- To revise the words that Ss have learnt in context.
11
* Content: To use present simple to do the exercises. Filling the words.
* Outcome:Ss understand more about using the words in contexts.
3. Put one of these words in each blank. 3. Put one of these words in each blank.
- Ask Ss to do activity 3 - T_Ss
- Listen to the instructions clearly
- Ask Ss to work independently or in pairs - Learn how to do it
to fill each blank with the right word.
- Encourage them to read the sentences - Ss to work independently
carefully and look for clues so that they can
choose the right word to complete each - Ss do themselves.
sentence
- Model with the first sentence. - Ss take note
- Allow Ss to share answers before
discussing them as a class.
- Check the answers in a class. - Practice saying the sentences.Give the answers.
- T may call on some Ss to read the
sentences aloud. -Ss practise saying the sentences .
Extension:
- If time allows, ask Ss to write sentences - Ss take note
about themselves in their notebooks, using
the combinations in 2. They should write as * Key:
many sentences as possible. E.g. // We have 1. 1. homework 2. football 3. lessons
English lessons on Tuesday and Thursday. 4. exercise 5. science
II. PRONUNCIATION: / a:/ and / /

ACTIVITY 4:
Aim: To help Ss pronounce the sounds / a:/ and / / and practice pronouncing these sounds in
words correctly.
* Content: To pronounce the sounds /a:/ and / / correctly; Listen and repeat.
* Outcome: Pronouncing the sounds /a:/ and / / correctly;
4. Listen and repeat. Pay attention to the 4. Listen and repeat. Pay attention to the sounds
sounds /a:/ and / / . /a:/ and / /.
- Let Ss practise the sounds /a:/ and /  / - T_Ss
together. Ask Ss to observe the T's - Listen carefully- Check the answers
mouth when pronouncing two sounds. - Listen and repeat
- Play the recording and ask Ss to listen
to these words and repeat. * Audio script:
- Play the recording as many times as 1. /a:/: smart art carton class
necessary. 2. / / subject study Monday compass
- Check the meanings if necessary,
4. FURTHER PRACTICE/ APPLICATION (8’)
ACTIVITY 5:
Aims: To help Ss pronounce the sounds /a:/ and / / correctly in context.
* Content: To pronounce the sounds /a:/ and / / correctly; Listen and repeat
12
* Outcome: Pronouncing the sounds correctly in the sentences.

5. Listen and repeat. Then listen again 5. Listen and repeat. Then listen again and
and underline the words with the sounds underline the words with the sounds /a:/ and / /
/a:/ and / / - T_Ss
- Have Ss quickly read the sentences and - Listen to the instructions carefully then do the tasks.
underline the words having the sounds
/a:/and / /
- Play the recording for Ss to listen and
check the words that they have underlined.
- Have them work in pairs to compare their - Work in pairs
answers.
- Check Ss' answers. - Do the tasks
- Play the recording again. Let Ss listen and
repeat sentence by sentence, paying
attention to the underlined words.

- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to summarise what they have learnt in this period
* HOME WORK
- practice reading the conversation on page 6.
- Prepare new lesson.
Self- reflection
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13
WEEK 2 UNIT 1: MY NEW SCHOOL
Period: 4 Lesson 2: A CLOSER LOOK 2
Date of planning: …/09/ 2024
Date of teaching: …/09/ 2024
I. OBJECTIVES:
1. Knowledge:
- To teach the form and use the present simple tense and the use the adverbs of frequency. Do
some practice exercises
+ Grammar: - use the present simple;
2. Competence: By the end of the lesson students will be able to revise/ introduce the names
of school subjects.
II. TEACHING AIDS:
Aim:
- To revise/ introduce GRAMMAR : The present simple tense.
* Content: To review/ introduce the use and the form of the present simple tense.
* Outcome: Ss know the use and form of the present simple tense .
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do.
them and class.
- T_Ss
- Ask Ss to open their book and introduce what
they are going to study….
The present simple
* T prepare the following lines from the
conversation in GETTING STARTED … and
show them to Ss.
Duy: Hi, Phong. I live near here, and we go to
the same school!
Phong: Good. Hmm, your school bag looks
heavy.
14
Duy: Yes! I have new books, and we have
new subjects to study.
Phong: And a new uniform, Duy! You look The present simple
smart! Positive
Duy: Thanks, Phong. We always look smart + I/You/We/They + V (work/study)
in our uniforms. + He / She / It + V-s / V-es (works / studies)
- Highlight / Underline the present simple Negative
structures in these lines. - I/You/We/They + don't/do not + v (don't/do
- Ask Ss to look at the sentences in the not work/study)
Remember! box. Remember to introduce all the - He / She / It + doesn't / does not + V (doesn't
positive, negative and question forms of the / does not work / study)
tense. Questions and short answers
- Explain to Ss that we use the present simple to ? Do I/ you / we/they + V (work/study)?
talk about actions or events that often happen, or + Yes, I / you / we / they do.
are fixed. - No, I / you / we / they don't.
- Have Ss give some examples. ? Does he / she/it + V (work/study)?
- T may give them some verbs to make + Yes, he/she/it does.
sentences (e.g.: live, like, play, walk, etc.). - No, he / she / it doesn't.
* Have Ss read the Remember! box. Direct
their attention to the present simple tense form - Remember how to form and use the present
for third person singular./ Page 9 simple tense.

ACTIVITY 1:
Aim: To give Ss practice in using the present simple tense in sentences.
* Content: To practice using the present simple in context.
* Outcome: Ss learn how to form and use of the present simple correctly by choosing correct
answer.

1. Choose the correct answer A, B, or C 1. Choose the correct answer A, B, or C
*Pre-teach vocabulary: *Vocabulary:
+ Teacher uses different techniques to teach - interview (v) phỏng vấn
vocabulary (situation, realia….) - playground (n) sân chơi
+ Follow the seven steps of teaching vocab. …..
+ Check vocabulary. + Students (Ss) listen to the instructions
*Ask Ss to do the task 1/ page 9 carefully and learn how to do the tasks.(S)
- Have Ss do this exercise individually before - Answer the teacher’s questions
they share their answers with their partners. - T_Ss
- Ask some Ss to read out their ansvvers. - Listen carefully and read aloud.
- Confirm the correct ones.
- T gives explanations if necessary. * Key: 1. A 2.C 3. B 4.A 5.C
3. PRACTICE (15’)
ACTIVITY 2:
15
Aim:
To help Ss practise using verbs in the present simple in sentences and in context.
* Content: To practice using the present simple in context.
* Outcome: Practicing the use of the present simple by giving the correct form of the verbs.

2. Miss Nguyet is interviewing Duy for the 2. Miss Nguyet is interviewing Duy for the
school newsletter. Write the correct form of school newsletter. Write the correct form of
the verbs. the verbs.
- Have Ss work individually. Ask them to write

the correct form of the verbs given in brackets. –
- Ask Ss to share their answers with a partner.
- T confirms the correct answers. - Ss work individually._S

- Do the tasks
+ If there is time, let Ss work in pairs to role- - Share the answers.
play the interview. - Learn how to do.
* Key:
- Observe and help when and where necessary, 1. has 2. Do you have 3. like
and correct Ss' pronunciation and intonation. 4. Does Vy walk 5. ride 6. go
ACTIVITY 3: Adverbs of Frequency

Aim:
- To help Ss revise some adverbs of frequency they already learnt.
* Content: To review/ introduce the use of adverbs of frequency.
* Outcome: Ss can use of adverbs of frequency correctly by making sentences.
* Organisation : T_ Ss , Individual, Pair work, group works, …
- Tell Ss to look at the two examples carefully.
- Ask Ss about the position of the adverbs of frequency, and the meaning of those.
- Ask Ss to recall all the adverbs of frequency they know.
+ We use adverbs of frequency to show how often something happens.
- We often use them with the present simple.
- We usually place the adverb of frequency before main verb.
Example:
- Tom usually takes the bus to school.
- They don’t often go to the cinema.
-
3. Put one of these words in each blank. 3. Put one of these words in each blank.
- This is a very easy activity, so just ask Ss to - Listen to the instructions clearly
give the answers as a class. - Ss to work independently
- T confirms the answers. - Share the answers
- Copy them
- T encourages Ss to give as many sentences Key: 2. Usually 3. Sometimes 5. never
with these adverbs as possible.
16
ACTIVITY 4:
Aim: To help Ss practise using adverbs of frequency in context.
* Content: Practise using adverbs of frequency in context by choosing the correct answer.
* Outcome: Understanding more using adverbs of frequency in context.
4. Choose the correct answer A or B to 4. Choose the correct answer A or B to
complete each sentence . complete each sentence.
- Let Ss work in pairs. - Listen carefully. Pair Work
- Call on some Ss to read aloud the sentences - Check the answers
and give their answers. - Listen and repeat
- Check and confirm the correct answers * Key: 1. B 2.A 3.A 4. B 5.A
4. FURTHER PRACTICE (8’)
ACTIVITY 5:
Aims: To help Ss practise asking and answering questions about the topic of school, using the
present simple tense and adverbs of frequency.
* Content: Making questions; Interview partners using the cues words.
* Outcome: Making questions correctly. Then interview partners.
5. Work in pairs. Make questions, and then 5. Work in pairs. Make questions, and then
interview your partners interview your partners
- Ask Ss to work in pairs to make questions - Work in pairs to make questions.
using prompt.
+ Key:
- Have them take turns to ask questions and give 1. Do you often ride your bicycle to school?
answers. 2. Do you sometimes study in the school
- T goes round and corrects mistakes or gives library?
help when and where necessary. 3. Do you like your new school?
4. Do your friends always go to school with
+ Note that Ss' answers may vary. Accept all you?
answers which are grammatically and 5. Do you usually do your homework after
logically correct. school?

* Summarise the main points.
- Ask some Ss to give a sentence about themselves, using the present simple and an adverb of
frequency.
E.g.
Student A: I usually get up late on Sunday.
Student B: ……………………………….…
* HOME WORK
- Make more sentences using adverbs of frequency.
Self- reflection
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17
Period: 5 UNIT 1: MY NEW SCHOOL
Date of planning: …/09 / 2024
Lesson 4: COMMUNICATION
Date of teaching: …/09 / 2024
I. OBJECTIVES:
1. Knowledge:
- This section aims at helping students use everyday English phrases and expressions and
develop their language skills, as well as learn about Vietnamese culture and other cultures.
Introducing some one.
and // correctly.
+ Grammar: - use the present simple.
- use the adverbs of frequency.
- use the combinations: to play, to do, to have, to study + Noun.
2. Competence: By the end of the lesson students will be able to use everyday English phrases
and expressions and adapt them in contexts in daily life.
II. TEACHING AIDS:
1. WARM UP & INTRODUCTION (3’-5’)
Aims:
- Students use everyday English phrases and expressions and develop the language skills, as
well as learn about Vietnamese culture and other cultures.
* Everyday English
Introducing someone
* Content: Use everyday expressions to develop the language skills.
* Outcome: Developing the language skills by asking and answering questions about themselves.
* Organisation : Teacher’s instructions ..

+ Chatting + Chatting. T_ Ss
- Teacher (T) asks Ss some questions about - Students (Ss) listen and answer the teacher’s or
them and class. friend’s questions
- Ask Ss to open their book and introduce what - Open their book and write the tittle of the
they are going to study…. lesson .
- T leads in the lesson.

ACTIVITY 1 + 2:
Aim: To teach Ss how to introduce someone to someone else in English.
* Content: Greeting and introduce someone to someone else .
18
* Outcome: Learning how to introduce the name, age, job, likes, dislikes to make friends….

1. Listen and read the dialogue. Pay 1. Listen and read the dialogue. Pay attention
attention to the highlighted parts. to the highlighted parts.
- Ask Ss to do the task 1/ page 11. - T_ Ss
- Teacher gives instructions. + Students (Ss) listen to the instructions
- Play the recording and let Ss listen. carefully and learn how to do the tasks.
- Ask some Ss to read aloud the dialogue. -Ss work in groups and Read aloud the dialogue.
- Ask the class to pay attention to the way of
introducing someone to someone else, and how
to respond to someone's introduction.
- Have Ss practise the dialogue in groups. - Ss practise the dialogue in groups.
- Call on some groups to practise the dialogue
in front of the class. - Ss may use everyday English to talk to each
+T may also begin by brainstorming ways of other.
introducing someone that they know. - Ss work in pairs.
- Observe and help when and where necessary,
and correct Ss' pronunciation and intonation.
2. Work in groups. Practice introducing a 2. Work in groups. Practice introducing a
friend to someone else. friend to someone else.
- Let Ss work in groups and practise
introducing a friend to the others.
- Move around to observe and provide help. - Work in groups and practise introducing a
- Call on some groups to practise in front of the friend to the others.
class. + Ss do the tasks
- Comment on their performance. Suggestions:
Vy: Phong, this is Duy, my new friend.
Phong: Hi, Duy. Nice to meet you.
Duy: Hi, Phong. Nice to meet you, too.
3. PRACTICE (15’)
ACTIVITY 3: New friends at school
Aim:To help Ss practise asking questions when making new friends at school.
* Content: Asking questions when making new friends at school by ticking the questions.
* Outcome: Learning how to make new friends at school.

3. Read and tick the questions you think are 3. Read and tick the questions you think are
suitable to ask a new friend at school suitable to ask a new friend at school
+ Teacher use different techniques to teach - favourite (adj) được yêu thích
vocabulary (situation, realia, translation….) - quiz (n) cuộc thi đố
19
+ Follow the seven steps of teaching vocab. - remember(v) nhớ
+ Check vocabulary. - share (v) chia sẻ
…..
* This is a game, so don't take it seriously * Ss work pairs
when Ss come up with illogical answers. The - Listen to the teacher’s instructions carefully
purpose is to let them play with and explore the and learn how to do.
language.
- Ask Ss to work in pairs to ask and tick the
First, have Ss tell you the new vocabulary in
questions.
the questions, then explain to them the meaning
- Give the answers
of the new words.
- T may ask Ss how they often make friends,
what they often say when they first meet a new
* Suggested answers:
friend, what questions they often ask, etc.
1. Are you from around here?
- Ask Ss to read and tick the questions
2. Do you like music?
individually. 3. What is your favourite subject at school?
- Let them discuss the questions in groups. 4. Do you play football?
- T may ask them to explain their answers. 5. How do you go to school everyday?
* Write one or two more questions on piece - Do the tasks if possible
of paper. Then share them with the class.
ACTIVITY 4:
Aims: To help Ss practise asking and answering questions about friends.
- To help Ss revise yes/ no questions with the present tense.
* Content: Revise the use of present simple by asking and answering questions.
* Outcome: Confirm questions by answering Yes/ No correctly.
4. There is a quiz for students in the new 4. There is a quiz for students in the new
school newsletter. Answer the questions . school newsletter. Answer the questions .
+ First ask Ss to give qualities of a good friend
at school . Encourage them to give as many - Listen carefully. S_S
words as possible. (Eg: friendly, generous,
helpful, cheerful, etc.) - Answer questions individually.
- Ask Ss to answer questions individually
- Call on some Ss to read aloud the sentences - Do the tasks
and give their answers.
- Check and confirm the correct answers
4. FURTHER PRACTICE (8’-10’)

ACTIVITY 5:
Aim: To help Ss ask and answer questions about friends, and practice making a
presentation.
* Content: Interview friends using questions above . Present in front of the class.
* Outcome: Talking to friends to develop speaking skills.
* Organisation : Teacher’s instructions..
20
5. Work in groups. Takes turns to interview 5. Work in groups. Takes turns to interview
the others. Use the questions above. the others. Use the questions above.
- Ask Ss to work in groups to ask questions and - Work in groups to ask questions and answer.
answer.
- Divide the class into groups of 4 or 5. Ss take - Group work
turns to interview the other members. Using
questions in 4
- Encourage Ss to give more information about
friendship [ eg. Friends are forever ]
- Choose some Ss to give a presentation to the
class about their good friends [and why they are
good friends]
5. WRAP-UP & HOME WORK ( 2’)
- Summarise the main points.

- Have Ss tell what they have learnt (How to introduce a friend, what questions to ask when
making a new friends, etc)
* HOME WORK
- Practice asking friends questions about good friends.
Self- reflection
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21
Lesson 6: SKILLS 1
I. OBJECTIVES:
1. Knowledge:
- To teach reading for general and specific information about school . To help Ss to get
acquainted with a reading skills.To practice speaking. Ss have an opportunity to practice
making their choice of type of school they would like to go.
+ Vocabulary: use the words related to the topic My New School.
2. Competence: By the end of the lesson students will be able to get acquainted with a reading
skills.Ss understand and activate their knowledge of the lessons. Ss will have an opportunity to
practice making their choice of type of school they would like to go.
II. TEACHING AIDS:
III. PROCEDURE:
Aim: Pre - reading
- To develop student’s reading skills for specific information (scanning), It also provides input for
the speaking skills. To provide further practice to support students in their spoken English.
* Content: Revision the old lesson. Having some warm-up activities to create a friendly and
relaxed atmosphere to inspire Ss to warm up to the new lesson.
* Organisation :Teacher’s instructions…

+ Chatting + Chatting. T_ Ss
T shows 3 pictures about 3 schools
1. Sunrise - Students (Ss) listen and answer the
teacher’s or friend’s questions
- Look at the pictures and answer the
teacher’s questions : I can see three schools.
I can see many students in the school yard.
The school in the first picture is very big and
nice ….
- Open their book and write the title of the

2. An Son
22
lesson .
3. Dream
? How many pictures ? What can you see in

these pictures?
- I can see 3 schools, many students.
? Where are the students? They are in the
school yard.
? Is the first school big or small ?
? Are they beautiful ?
? T shows the names of 3 schools. Please
tell me the names.
School 1: Sunrise School 2: An
Son School 3: Dream
To know more about 3 schools. Let’s learn
the lesson
Unit 1: My new school
Lesson 5: Skills 1

ACTIVITY 1: While- reading
Aims: To get Ss acquainted with a reading skills.
- To help Ss understand and activate their knowledge of the topic of the lesson.
* Content: Looking at three pictures and read three passages to get used to reading skills.
* Outcome: Developing reading skills by looking at the pictures and doing the matching.

1. Look at the pictures and quickly read the 1. Look at the pictures and quickly read the
passages. Match 1-3 with A-C. passages. Match 1-3 with A-C.
+ Teacher use different techniques to teach - boarding school (c-n) trường nội trú
vocabulary (situation, realia….) - mountain (n) núi, ngọn núi
23
+ Follow the seven steps of teaching vocab. - international(adj) quốc tế
+ Check vocabulary. - art (n) nghệ thuật
+ Students (Ss) listen to the instructions
*Ask Ss to do the task 1 on page 12. carefully and learn how to do the tasks.
- Teacher gives instructions. - T_ Ss; S_s
- Tell ss to read the three passages quickly and
check their ideas. - Ss learn how to read the passages.
- Set a strict time limit to read .
- Tell Ss a tip: Ss read the first sentence of - Ss read three passage quickly
each paragraph. This sentence often gives you
the topic of the paragraph. - Ss know the name . It is in ….
- Paragraph 1: Sunrise : a boarding school in
Sydney.
- Paragraph 2: Anson :a lower secondary
school in Bac Giang; - Read each paragraph if possible
- Paragraph 3: Dream:an International school - Give the answer
- T may call Ss to read aloud each paragraph
- Observe and help when and where necessary. * Key: 1. C 2. A 3. b
- Check the answer.
ACTIVITY 2 :
Aim:To help Ss develop their reading skills for specific information (scanning).
* Content: Reading the passages again and complete sentences.
* Outcome: Understanding more about content of the texts.
* Organisation : Teacher’s instructions..….

2. Read the passages again and complete 2. Read the passages again and complete
these sentences. these sentences.
- Ask Ss to read the passages again, then find + Ss do the tasks
the words and phrases to complete the - T_ Ss
sentences - Listen to the teacher’s instructions carefully
- T help Ss to give the meaning of the words or and learn how to do.
explanations, or examples, or the Vietnamese
- Check the meaning of the words
equivalent.
- T tells Ss to pay attention to the context of
the words. - Ss work individually first.
- Ask Ss to note where they found the - Compare the answers with partners
information, then help Ss to complete the - Give the answers
sentences. Key:
- Check and confirm the correct answers. 6. boarding
7. Sydney
8. Mountains and green fields
9. Dream School.
10. English- speaking teachers.
ACTIVITY 3:
Aim: To help Ss further develop their reading skills for specific information (scanning)
24
* Content: Answer the questions for more information to develop their reading skills
* Outcome: Getting more information to understand the three passages.
3. Answer the questions: 3. Answer the questions:
- Ask Ss to read the passages in detail to - Listen carefully to the instructions
answer the questions. - Answer questions individually.
- T gives instructions how to do this kind of - Ss _ Ss
exercise.
- Explain the strategies (chiến lược) if - Follow the strategies carefully
necessary [e.g. reading the questions,
understanding the key words, locating the key
words in the text, and then reading that part
and answering the questions..].
- Set the longer time limit for Ss to find the - Find the answer.
answers to the questions.
- Let ss compare the answers with partners - Compare the answers
before discussing them in class.
- Work in pairs ask ans answer the questions.
- Work in pairs ask and answer the questions.
- Allow Ss to read the three passages in chorus
Key:
once.
1. Sunrise (is).
- Call on some Ss to read aloud three passages
2. (It is ) in Bac Giang.
to the class.
3. Yes, there is.
- Check their pronunciation and intonation.
4. They join many interesting clubs.
4. FURTHER PRACTICE: (8’)/ Speaking

ACTIVITY 4:
Aims:- To help Ss prepare ideas for the speaking activity;
- To provide an opportunity for Ss to practise making their choice of the type of school
they would like to go to, and give reasons.
* Content: Ask and answer the questions to complete the table
* Outcome: To practice speaking by asking and discussing the choices of the type of school…
* Organisation : Teacher’s instructions.…

4. Which school in 1 would you like to go to? 4. Which school in 1 would you like to go to?
Why or Why not? Complete the table. Why or Why not? Complete the table.
- Ask Ss to refer back to the passages in 1. - Listen to the teacher’s instructions carefully
- Ask them to give some background of the and follow them.
three schools: Sunrise School, An Son School, - T- Ss
and Dream School. - Work individually
- Allow Ss time to answer the questions: - Choose the answer .Answer the questions
Which school (among the three above) would
you like to go to? Why?
-Ask Ss to complete the table in their - Complete the table.
25
notebooks.
Then arrange Ss in pairs. - Talk in front of the class one of the school
- Let them study the example, then discuss they would like to go to.
their answers, and explain why. When they
finish, ask some Ss to talk in front of the class,
then the class comments on their friends'
pronunciation and grammar. - Correct mistakes.
- Discuss any common errors and provide
further practice if necessary.
* Discuss your choice with a friend
- May ask Ss to work in groups to do
project/15
* - Have Ss summarise what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarise the main points of the lesson.
* HOME WORK
- Practice asking friends questions about the school you would like to choose? Why?
- Prepare new lesson. Skills 2
Self- reflection
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26
WEEK 3 UNIT 1: MY NEW SCHOOL
Period: 7
Lesson 6: SKILLS 2
I. OBJECTIVES:
1. Knowledge:
- Listening for specific information about schools. Write a paragraph about one’s school.
+ Vocabulary: use the words related to the topic My New School.
2. Competence: By the end of the lesson students will be able to listen for specific information
about schools. Write a paragraph about one’s school.
II. TEACHING AIDS:
- Method;: T-WC; group works; individual ……
Aim:
- To develop student’s listening skills for specific information. It also provides input for the
writing skills. To learn how to write an email to a friend or pen-pals.
* Content: Revision : Describe a school they would like to go to.
- Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm
up to the new lesson.

- Teacher (T) asks Ss some questions about - Students (Ss) listen and answer the teacher’s or
them and class. friend’s questions
- Ask Ss about the content of the previous - T_ Ss
lesson. Describe a school they would like to go - Talk about one school they would like to go to.
to. - Open their book and write the tittle of the
- Ask Ss to open their book and introduce what lesson .

ACTIVITY 1: (Pre-listening)
27
Aim: To get Ss acquainted with listening skills.
- To help develop Ss’ skills of listening for specific information.
* Content: Listening a student talking about her school to get used to listening skills
* Outcome: Guessing the answers to the questions. To improve listening skills.
* Organisation : Teacher’s instructions..….

1. Janet, a student at Palmer School in 1. Janet, a student at Palmer School in
America, is talking about her school. Guess America, is talking about her school. Guess
the answers to these questions. the answers to these questions.
+ Teacher use different techniques to teach - uniform (n) bộ đồng phục
vocabulary (situation, realia….) - wear (v) mặc, đeo, đội …..
+ Follow the seven steps of teaching vocab.
+ Check vocabulary.
+ Students (Ss) listen to the instructions
+ Answer the two question before listening
carefully and learn how to do the tasks.
- Ask Ss the questions: Who's Janet? What's the
- T_ Ss
name of her school?
+ Ss look at the key words before answering the
- Ss work in pairs and guess the answers to the
two questions. questions (e.g. Janet, student, Palmer School,
- Encourage them to speak English and feel free America).
to make guesses. - Ss answer the questions
- Encourage Ss to give their answers, but do not
confirm whether their answers right or wrong. - Compare the answers.
- Play the recording. Let Ss listen once and
check their guesses.
ACTIVITY 2 : While-listening
Aim:To help develop Ss' skill of listening for specific information.
* Content: Listen again to get more information about schools in America.
* Outcome: Choose the correct answer correctly.

2. Listen again and choose the correct answer 2. Listen again and choose the correct answer
A or B. A or B.
- Have Ss look at the sentences. Tell them how - Listen to the teacher’s instructions carefully
to do it. and learn how to do it.
- Give them some strategies to do the exercise, - T_ Ss
(e.g. reading the sentences, underlining the key - Check the meaning if necessary
words, listening to the text paying attention to Audio script:
the key words, and deciding on the correct Hi. My name's Janet. I'm eleven years old. I'm
option). now in year 6 at Palmer School. I like it here.
- Play the recording twice and allow Ss to My classmates are friendly.
The teachers at my school are nice and very
choose the correct answers as they listen.
helpful, and my favourite teacher is Mrs. Smith.
- Ss can share their answers before listening to She teaches us maths.
the recording a final time to check. I have two hours to study Vietnamese every
28
- Get feedback. week. I usually do my homework in the library.
We wear our uniforms every day, but today we
aren't. We're going to have a biology lesson on a
- Check and confirm the correct answers. farm.
* Key:
1. A 2. B 3. B 4. A 5. A
* Post-listening
- Students tell about Janet’s school freely
- Free talk
- T gives instructions and encourage Ss to tell
about Janet’s school, using information in Her name is Janet. She is eleven years old.
Audio Script. She is in grade/ year 6 at Palmer School. Her
friends are friendly. The teacher in her school
- Give some clues: her name, age, the name of
are nice and very helpful.Her favourite teacher
her school. Teacher, she studies Vietnamese ,
is Math teacher….
wear uniforms everyday,…..
- Call on some Ss to talk freely.
- Correct pronunciations, grammar, vocab,
intonation.
4. Writing (12’)
ACTIVITY 3:
Aim: To help Ss prepare ideas for their writing in 4.
* Content: Write the answers to the questions about your own school
* Outcome: Answer the questions about your own school to improve writing skills.
3. Write the answers to the following 3. Write the answers to the following
questions about your school. questions about your school.
- Let Ss work individually. - Work individually
- Guide them to write the answers to these - Answer the questions about the schools.
questions in full sentences.
- Tell them that their sentences must be - Give the answers.
grammatically and logically correct with the
right choice of words and correct punctuation.
- Allow Ss to refer back to the reading for useful
language.
- Model with some Ss.
ACTIVITY 4:
Aim: To help Ss practise writing a paragraph about their school.
* Content: Use the information above to write a paragraph about your own school
* Outcome: Using information above to write a paragraph about your school.
4. Use the answers in 3 to write a paragraph 4. Use the answers in 3 to write a paragraph
of 40- 50 words about your school. of 40- 50 words about your school.
- Tell Ss to write a paragraph about their school, - Ss work individually. Write a paragraph
covering as many ideas as possible to answer using answer the questions in 3
29
the questions in 3. - Write themselves.
- Tell Ss that they can add their own ideas. Sample paragraph:
- Ask them to pay attention to punctuation, My school is Giang Son School. It is in the
structures, word choice, linking words, etc. centre of my village. It has 12 classes with over
- T goes round helping if necessary. 500 students. We study many subjects: maths,
- Ask one or two Ss to write their paragraph on history, science, and of course, English. We
the board. often play games during break time. My
- Other Ss and T comment on the writing. teachers are friendly, and my friends are
- T collects some Ss' paragraphs to correct at helpful. I like my school. (53 words)
home.
* Have Ss summarise what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarise the main points of the lesson.
* HOME WORK:
- Finish writing the paragraph. Copy in the note books.
Self- reflection
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30
Lesson 7: LOOKING BACK
I. OBJECTIVES:
1. Knowledge:
- To recycle the language from the previous sections. To help Ss consolidate and apply what
they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do
some practice exercises.
Project helps Ss improve their abilities to work individually and in a team. It extends their
imagination in field related to the unit topic. Teacher can use this as an extra-curricular activity
(for group work) or as homework for students to do individually.
+ Grammar: - use the present simple;
2. Competence: By the end of the lesson students will be able to recycle the language from the
previous sections. Ss can consolidate and apply what they have learnt in the unit.
groups, individual work, pair work, cooperative learning and working
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector… .
1. WARM UP & INTRODUCTION(3’-5’)
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit
pages. Instead they can use what they have learnt during the unit to help them answer the
questions.
- That will help you and your Ss see how far they have progressed, and which areas need
further practice.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English and focus on the new lesson.
* Organisation : Teacher’s instructions…
- Teacher (T) asks Ss some questions about -T_Ss
- Students (Ss) listen and learn how to do.
them and class.
- Ask Ss to open their book and introduce what - Open their book and write .
31
PRACTICE EXERCISES
ACTIVITY 1:
Aim: To give Ss practice in using the present simple tense in sentences.
* Content: Revise what they have learnt during the unit to write the correct answer.
* Outcome: Remember the words and the use of the present simple tense.

1. Look at the pictures. Write the correct 1. Look at the pictures. Write the correct
words in the gaps. words in the gaps.
- Have Ss do this activity individually then + Students (Ss) listen to the instructions
compare their answers with their partners. carefully and learn how to do the tasks.
- Tell Ss to write the words in their notebooks. - Work individually
- Ask some Ss to write the answers on the - Answer the teacher’s questions and
board. requirements.
- Check and correct the mistakes.
- Have Ss say the words. - Listen carefully and read aloud.
- Check their pronunciation Key:
1. uniform 2. pencil sharpener
3. notebook 4. compass
5. calculator 6. ruler
ACTIVITY 2:
Aim: To help Ss revise the vocabulary items they have learnt.
* Content: Revise the vocabulary items they have learnt to do the matching.
* Outcome: Remember the use the verbs: have, play, do, study…
* Organisation : Teacher’s instructions….
2. Match the words in A with the words/ 2. Match the words in A with the words/
phrases in B. phrases in B.
- Have Ss do this activity by themselves and - Ss work individually. Do the tasks
write their answers in their notebooks. - Share the answers.
- Call on one or two Ss to write their answers on * Key:
the board, then check their answers as a class. 1. e 2. d 3. b 4. a 5. c
ACTIVITY 3 + 4:
Aims: To help Ss revise the present simple tense.
* Content: Review grammar point: Present simple tense; further practice to do exercises.
* Outcome: Remember more the use and form of Present simple tense by doing exercises.
3. Complete the sentences with the present 3. Complete the sentences with the present
simple. simple.
- For these two exercises, ask Ss to do them - Listen to the instructions clearly
individually first. - Ss to work independently
- Ask Ss to check their answers with their - Share the answers
partners before discussing the answers as a - Copy them
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class. Key:
- Tell Ss to keep a record of their original
answers so they can use that information in their
4. Complete the text with the correct form of 4. Complete the text with the correct form of
the verbs in brackets. the verbs in brackets.
- Ask Ss to do them individually first. - Do exercises_ S_ Work individually
- Ask Ss to check their answers with their - Give the answers
partners before discussing the answers as a
class. Key :
- Observe and help when and where necessary, 1.is 2. has 3. walks 4. study 5. likes
- Get feedback

ACTIVITY 5:
Aim: To help Ss to revise the position of adverbs of frequency in sentences.
* Content: Review grammar point: Adverb of frequency; To do exercises.
* Outcome: Remember more the use and form of adverb of frequency.
5. Put the adverb in brackets in the correct 5. Put the adverb in brackets in the correct
place in each sentence. place in each sentence.
- Ask Ss to read the sentences by themselves - Students do themselves
carefully, then recall the position of adverbs of - Check the answers
frequency in sentences (before the main verb).
- Have them write down the sentences with the - Give the answers
adverbs of frequency in their notebooks.
- Let Ss do it.
* Key:
- Call on some Ss to read the sentences aloud. 1. I always remember to do my homework.
- T checks their answers. 2. Nick usually gets good marks in exams.
- Correct their pronunciation 3. We do not often see a rabbit in town.
- Check and confirm the correct answers 4. I rarely read in bed at night.
5. Do you sometimes sing in the shower?

- Ask Ss what they have learnt so far. Have them recall the important elements:
+ Words / phrases and combinations related to school;
+ Sounds /a:/ and // .
+ The present simple;
+ Adverbs of frequency.
PROJECT.
- The section aims at introducing to Ss a new way of learning and practising the language and
knowledge they have gained to do a project inside or outside the classroom.
- This also prepares Ss to learn to work in the teams effectively.
- Ask Ss to collect or draw pictures of different types of school at home and then bring them to
class.
- Show the class some more examples of different types of schools if possible
- Divide the class into groups of 5 or 6.
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- Have them discuss their dream schools, using the questions given, pictures and their imagination.
- Each group then presents their dream school in front of the class.
- They can illustrate it with pictures or posters.
T and other Ss ask questions and make comments.
- Ss can complete the project as homework if you are short of time.…….
* HOME WORK
Self- reflection
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Period 9: UNIT 2: MY HOUSE
Date of planning: …/09/ 2024 Lesson 1: GETTING STARTED
Date of teaching: …/09/ 2024 A look inside
THIS UNIT INCLUDES:

Vocabulary Skills:
- Type of house - Reading about rooms and furniture
- Rooms and furniture - Describing houses, rooms, and furniture
Pronunciation: - Listening about someone’s house
Final sounds: /s / and / z / - Writing an email to a friend .
Grammar Describing a house
- Possessive case Everyday English
- Prepositions of place Giving suggestions
I. OBJECTIVES:
* By the end of this unit, students will be able to: (Over all)
- use the words for types of house, rooms, and furniture;
- pronounce the final sounds /s/ and / z/ correctly;
- use possessive case to describe possession;
- use prepositions of place to describe where people or things are;
- give suggestions;
- read for specific information about rooms and furniture;
- describe houses, rooms and furniture;
- listen for specific information about someone’s house;
- write an email to a friend describing a house.
1. Knowledge:
- To introduce topic of the lesson My house. To teach listening and reading.
+ Vocabulary: - use the words related to the topic My house.
- To pronounce the final sounds /s / and /z/ correctly;
+ Grammar:- use possessive case to describe possession;
- give suggestions;
2. Competence: By the end of the lesson students will be able to practice reading and listening
the conversation between Mi and Nick about types of rooms and houses. using possessive case
to describe possession; using prepositions of place to describe where people or things are;
3. Quality/ behavior : To teach Ss the love of English, the love of their own room and house .
The knowledge of working in group, individual work, pair work, cooperative learning and
communicative competence.
II. TEACHING AIDS:
- Students : Text books, studying equipment….
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to
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inspire Ss to warm up to the subject and new class
+ Chatting + Chatting. - T_ Ss
- Teacher (T) asks Ss some questions about the - Students (Ss) listen and learn how to do
previous lessons, it .
- T may introduce some warm-up activities to - Answer the teacher’s questions and
create a friendly and relaxed atmosphere to inspire requirements.
Ss to warm up to the subject and new class… + Students (Ss) listen and learn how to do
- T encourages Ss to talk in English as much as the tasks.
possible
+ Lead to the first unit of the new school year.
- Write the unit title My house on the board.
2. NEW LESSON (12’)
ACTIVITY 1:
Aims:
- To set the context for the introductory text;
- To introduce the topic of the unit.
* Content: To listen to conversation to get used to the topic; the vocabulary; the grammar
points.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson,
grammar points…

1. Listen and read. 1. Listen and read.
- Set the context for the listening and reading.
Introduce Mi and Nick: they are pen friends.
- Have Ss look at the pictures and answer some
questions, e.g. What are Nick and Mi doing? What
might they talk about?
- Encourage Ss to give their answers, but do not
confirm whether their answers are right or wrong.
- Ask them to talk a bit about the place where they
live.
- Play the recording twice for Ss to listen and read - T_ Ss
along. - Listen carefully to the context
- Ask Ss to underline the words that are related to - Answer the teacher’s questions.
the topic of the unit while they are listening and (They talked about their houses. Mi
reading. shared that her family was moving to a
new flat and she briefly described her
*Teach vocabulary: new flat...)
+ Teacher uses different techniques to teach
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vocabulary (situation, realia….) *Vocabulary:
+ Follow the seven steps of teaching vocab. - town house (np) nhà phố
+ Check vocabulary. - country house (n) nhà ở vùng quê
- Invite some pairs of Ss to read the dialogue aloud. - flat (n) căn hộ
- Ask Ss what exactly Mi and Nick talked about. - apartment (n) căn hộ
- Confirm the correct answer. - Listen carefully and read aloud.
- Have Ss say the words in the text that they think - Find out the words related to the topic.
are related to the topic My house.
- Quickly write the words on one part of the board.
- Comment on Ss' answers.
ACTIVITY 2:
Aim: To help Ss understand the text.
* Content: To listen and read the conversation and tick the column.
* Outcome: Practice reading the conversation and tick the correct column.

2. Which family members does Mi talk about? 2. Which family members does Mi talk
Put a (√) about? Put a (√)
- First, ask Ss to give the answers without reading - Listen carefully to the instructions
the conversation again. Then ask them to read the - Follow the teacher’s instructions
conversation and check their answers. - Ss
- Have Ss highlight the sentences that have the
answers.
- Invite some Ss to give answers and their evidence.
- Confirm the correct answers.
- Allow them to share their answers before
discussing them in groups or as a class.
- Call on Ss to give the answers

- T gives the correct answers.
- Give the answers and check.
ACTIVITY 3:
Aim: - To help Ss further understand the text.
* Content: To listen and read the conversation again complete the sentences.
* Outcome: Understanding more about the text . Complete the sentences.

3. Read the conversation again. Complete each 3. Read the conversation again.
sentence with ONE word. Complete each sentence with ONE
- Ask Ss to work independently to fill each blank word.
with the word from the conversation.
- T may instruct them how to do the exercise:
(1) read the sentence and identify the kind of - Learn how to do it
- Ss to work independently
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information to fill the blank. - Share the answers
e.g. In sentence 1, we need a noun that shows the - Copy them
relationship between Elena and Nick to fill the Key:
blank; (2) read the conversation and locate the
1. sister 2. TV
place to find the word to fill the blank.
e.g. Line 2 in the conversation contains the word 3. town 4. country
needed to fill the blank in sentence 1. 5. three
- Model with the first sentence. “sister” - Practice saying the sentences. Give the
- Allow Ss to share answers before discussing as a answers.
class. Write the correct answers on the board.
- T gives correct answer
ACTIVITY 4:
Aim: To develop Ss knowledge of the vocabulary about types of house.
* Content: To complete the word web, using the words from the conversation.
* Outcome: Remember and use the words correctly.
* Organisation : Teacher’s instructions….…...
4. Complete the word web. Use the words from 4. Complete the word web. Use the
the conversation and the ones you know. words from the conversation and the
- Ask Ss to work in pairs to complete the word web ones you know.
about types of house. - Listen carefully and learn how to do.
- Tell them that they should read the text again to - Work in pairs
get the words and use the words they know. - Ss do themselves. Give the answers
- Ask them to draw the word web in their
- Suggested answers:
notebooks and do the task in five minutes.
- Have pairs exchange their word webs.
- Invite two pairs with the most number of words to
draw their word webs on the board.
- Other pairs look, comment and add any words
they know.
- Introduce some other types of house if needed.
* This activity can be organised as a competitive
game where Ss work in groups to add as many
words to the word web as possible.
- The group with the most answers wins.
- Show the winner
4. PRODUCTION/ APPLICATION ( 8’)
ACTIVITY 5:
Aim: To help Ss practise asking and answering about where they live.
* Content: To ask your friends where they live. Report the answers.
* Outcome: Asking friends where they live. To improve speaking and listening skills.
* Organisation : Teacher’s instructions…....
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5. Work in groups. Ask your friends where they 5. Work in groups. Ask your friends
live. Then report their answers. where they live. Then report their
- Have Ss work in groups to take turns to ask and answers.
answer about where they live. - Listen to the instructions carefully then
- Model with one student to make sure Ss know do the tasks. Work in groups
how to ask and answer. A. Where do you live?
- Ask one student in each group to be the secretary B. I live in a flat / in a country house.
and to take notes of other Ss' answers so that by the A. How many rooms are there?
end of the activity the group secretary will report B. There are seven rooms.
the findings to the class. A. Seven? What are they?
- Give examples of how to report the finding (e.g. B .There is a living room, three
In my group, Lan and Nam live in flats. Ngoc lives bedrooms, a kitchen and two bath rooms.
in a country house, etc.). A. Thank you very much.
- Move around to observe and offer help needed. B You’re welcome.
- Invite some Ss to ask ans answer in front of the - Ask and answer
class.
- Ask group secretaries to report their findings.
* Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.If there is a projector in the
classroom, show the conversation, highlight the key words related to the topic.
- It would be helpful if T highlights the present continuous and the words with the sounds /s/
and /z/ and tells Ss that they will learn these language points in the following lessons.
* HOMEWORK
- Prepare new lessons.
Self- reflection
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WEEK 4 UNIT 2: MY HOUSE
Period 10: Lesson 2: A CL0SER LOOK 1
I. OBJECTIVES:
1. Knowledge:
- To introduce topic of the lesson My house. To teach the names of the rooms and the names of
furniture in the house.Ss also identify how to pronounce the final sounds /s/ and /z/ correctly in
contexts.
+ Vocabulary: use the words related to the topic My house.
- give suggestions;
2. Competence: By the end of the lesson students will be able to know the names of the rooms
and the names of furniture in the house.Ss also identify how to pronounce the final sounds /s/
and /z/ correctly in contexts.
3. Quality: To teach Ss the love of English, the love of their own room and house ; The
knowledge of working in group, individual work, pair work, cooperative learning and
II. TEACHING AIDS:
1. WARM UP & INTRODUCTION ( 3’-5’)
Aims: Vocabulary: Rooms and furniture
* Content: Revise the lesson. Do some activities to create a friendly and relaxed atmosphere to
warm up to the new class…
* Organisation : Teacher’s instructions….…...
Teacher’s activities Student’s activities
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do.
them and class.
- Ask Ss to open their book and introduce - Open their book and write .
what they are going to study….
2. PRESENTATION/ NEW LESSON ( 12’)
ACTIVITY 1:
Aim: To revise/ teach the names of the rooms in the house.
* Content: Name some rooms in a house. To know more words about rooms in the house.
* Outcome: To know more names the rooms in the house.
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1. Look at the house. Name the rooms in it. 1. Look at the house. Name the rooms in it.
*) Pre- teach vocabulary: *Vocabulary:
- Teacher uses different techniques to teach - hall (n)
vocabulary (situation, realia, translation .....) - living room (n) phòng khách
+ Follow the steps to teach vocabulary - dishwasher(n) máy rửa chén, bát
- Repeat in chorus and individually - chest of drawers (n) tủ có ngăn kéo
+ Check Vocabulary - fridge (n) tủ lạnh
- Copy all the words - sink (n) bồn rửa
* Vocabulary: - Listen carefully to the instructions
- Ask Ss to say the names of the rooms in a
- T_Ss
house they know.
- Have Ss quickly look at the rooms and - Answer the teacher’s questions.
name them. + Students (Ss) listen to the instructions carefully
-T can explain the meaning of “hall”(hall = a and learn how to do the tasks.
space or passage inside the entrance or front - Answer the teacher’s questions and
door of a building/ house). requirements.
- Check the answers
- Correct their pronunciation.
- Give the comments.
Key :
b. living room c. bedroom
d. bathroom e. kitchen.
ACTIVITY 2:
Aims: To revise/ teach the names of furniture pieces.
* Content: Name of the things / furniture in each room
* Outcome: Understanding more some furniture in each room
* Organisation : Teacher’s instructions…..
2. Name the things in each room in 1. Use 2. Name the things in each room in 1. Use the
the word list below.(You may use a word word list below.(You may use a word more
more than once.) than once.)
- Ask Ss to work in pairs to do this activity. - Work in pairs to do this activity
- Write the names of the rooms on board in
different places. - Listen carefully and learn how to do.
*Check the meaning of words if necessary - Give the answers
- Call on Ss from different pairs to go to the * Key:
board and write the names of the furniture Bed room: Lamp, chest of drawers, picture.
under these rooms. Living room: Lamp, picture, sofa.
- Remind Ss that one piece of furniture can Hall: picture
belong to more than one room. Kitchen: cupboard, dishwasher, sink, fridge.
- Ask other Ss to comment. Ask Ss if they Bathroom: toilet, shower, sink.
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can add more things to each room. - Ss do the tasks.
- This activity can also be organised as a
game. The first pair to finish the activity wins
and goes to the board to write their answer.
ACTIVITY 3:
Aims:
- To help Ss to practice asking and answering about the furniture in a room.
* Content: Asking and answering about the furniture in a room
* Outcome: Understanding some more things in the room.
3. Think of a room in your house. In pairs, 3. Think of a room in your house. In pairs, ask
ask and answer questions to guess it. and answer questions to guess it.
- Model this activity with a student. - Listen to the instructions clearly
- Ask Ss to work in pairs. - Learn how to do it
- One student thinks of a room in his / her
house; the other asks questions to guess the - Ss to work in pairs
room. - Ss do themselves.
- Call on some pairs to practise in front of the
class. - Copy them
- Comment on their performance.
II. PRONUNCIATION: /s/ and /z/
ACTIVITY 4:
Aims: To help Ss identify how to pronounce the final sounds /s/ and /z/ .
- To help practice pronouncing these sounds in words.
* Content: To pronounce the final sounds /s / and /z/ correctly;
* Outcome: Identify how to pronounce the final sounds /s/ and /z/. Practice pronouncing .
4. Listen and repeat these words 4. Listen and repeat these words
- Have some Ss read out the words first. - Listen carefully. T_Ss
- Then play the recording for them to listen - Check the answers
and repeat the words. - Listen and repeat
- Play the recording as many times as
necessary.
- Have Ss comment on the way to pronounce
s at the end of the words.
- Quickly explain the rules.
- Check the meanings if necessary, * Audio script:

Lamps sinks flats toilets cupboards
sofas kitchens rooms.
4. PRODUCTION/ APPLICATION ( 8’)
ACTIVITY 5:
Aim: To help Ss pronounce the sounds /s / and /z/ correctly in context.
* Content: To pronounce the final sounds /s / and /z/ correctly;
* Outcome: To pronounce the final sounds /s/ and /z/ correctly in contexts. Practice
pronouncing .
42
Teacher’s activities Student’s activities
5. Listen the conversation . Underline the 5. Listen the conversation . Underline the final
final in the words and put them into the in the words and put them into the correct
correct column. column.
- Have Ss quickly read the conversation and - Listen to the instructions carefully then do the
underline the final s in the words. tasks.
- T plays the recording for Ss to listen to the - Do the tasks
conversation and write /s/ or /z/ under each - T_Ss
‘s’ that they have underlined.
- Tell them to put the words with the final ‘s Key:
‘ in the correct column according to the /s/: chopsticks, lamps.
sound of ‘s ‘. /z/: bowls, things, homes
- Have them work in pairs to compare their
answers. - Listen again and repeat
- Check Ss' answers. Ask them to explain - Work in pairs
their answers. - Practice the conversation
- Play the recording again for Ss to repeat
each line of the conversation. Audio script:
- Ask Ss to work in pairs to practise the Mi: Mum . Are you home?
conversation. Mum: Yes, honey. I’m in the kitchen. I’ve
- Call on some pairs to practise the bought these bowls and chopsticks.
conversation. Mi: They are beautiful. Where did they buy
them?
- Comment on their pronunciation of the final Mum: In the department store near our house.
s. They have a lot of things for homes.
Mi: Don’t forget we need two lamps for my
bedrooms, Mum.
Mum: Let’s go there this weekend.
- Ask Ss to summarise what they have learnt in the lesson.

* HOME WORK
- Practice speaking the names of rooms and the names of the furniture in the house.
Self- reflection
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Period 11 UNIT 2: MY HOUSE
Date of planning: …/09/ 2024 Lesson 2: A CLOSER LOOK 2
Date of teaching: …/… / 2024
I. OBJECTIVES:
1. Knowledge:
- To introduce topic of the lesson My house. To introduce / teach possessive case. To identify
the correct form of possessive case . Also identify different prepositions of place and use them
correctly.
- give suggestions;
2. Competence: By the end of the lesson students will be able to know how to use and form
the possessive case. Use prepositions of place correctly.
3. Quality/ behavior : To teach Ss the love of English, the love of their own room and house ;
The knowledge of working in group, individual work, pair work, cooperative learning and
II. TEACHING AIDS:
Grammar.
Possessive case
- Have Ss look at the Remember box about possessive case . Explain to them that there are a
few different way to show possession, and this unit just focus on one.
- Ask Ss to read Remember box. Tell them that we only need to put ’s ( an apostrophe ans
an s ) after a proper name or singular noun to show possession.
- Take a pen from a student in the class , say e.g “This is Nam’s pen.” And write the sentence
on the board so that Ss can easily understand. Call on one or two Students take one or two
things from other Ss and make similar sentences. Then give a student your book and ask him/
her how to say a sentence to show possession. If he/ she makes a mistake, say out loud “This is
my teacher’s book.”
- Give another student your ruler for him/ her to make another sentence.
- Write the sentence on the board : name’s + noun= Nam’s pen/ singular noun’s+ noun
= teacher’s book.
Aims:
- To introduce / teach possessive case.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the subject and new class
* Outcome: Having a chance to speak English.
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- Teacher (T) asks Ss some questions about them - Students (Ss) listen and learn how to do.
and class.
- Open their book and write.
- Ask Ss to open their book and introduce what
2. PRESENTATION/ NEW LESSON ( 12’)

ACTIVITY 1:
Aims: To help Ss identify the correct form of possessive case
* Content: To introduce / teach possessive case. Use ’s after proper name or singular noun.
* Outcome: Learning how to form and use possessive case by choosing the correct answer.
* Organisation : T_ Ss , …….
Remember!
1. We use ’s after a proper name.
Example: This is Elena’s room
2. We use ’s after a singular noun.
Example : This is my mum’s book.

1. Choose the correct answer 1. Choose the correct answer
- Ask Ss to do exercise individually and then + Students (Ss) listen to the instructions
compare their answers with a classmate. carefully and learn how to do the tasks.
- Work Individually
- Check the answers as a class. - Answer the teacher’s questions and
requirements.
- Confirm the correct answers * Key:
1. grandmother’s 2. sister’s 3. cousin’s
4. Nam’s 5. An’s
3. PRACTICE (15’)
ACTIVITY 2:
Aims:
To help Ss practise forming the correct form of possessive case.
* Content: Forming the correct form of possessive case.
* Outcome: The way to form possessive case.
* Organisation : Teacher’s instructions…...
2. Complete the sentences with the correct 2. Complete the sentences with the correct
possessive case. possessive case.
- Have Ss do this exercise . - Ss work individually
- Call on two Ss to write their answers on the - Do the tasks
board - Share the answers.
- Draw all Ss’ attention to the board and check the - Learn how to do.
answers together.
- T confirms the correct answers. * Key:
- Observe and help when and where necessary, 1. Mi’s 2. teacher’s 3. Nick’s 4. father’s
45
and correct Ss' pronunciation and intonation. 5. brother’s
ACTIVITY 3: Prepositions of place

Aims:
- To help Ss identify different prepositions of place and use them correctly to describe
where people or things are.
* Content: Write different prepositions of place and use them to do the tasks.
* Outcome: Write the correct preposition in the box. Use the prepositions of place correctly
* Organisation: Teacher’s instructions…...

3. Write the correct preposition in the box 3. Write the correct preposition in the box
under each picture. Say a sentence to describe under each picture. Say a sentence to
the picture. describe the picture.
*) Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to teach - in front of (prep.)
vocabulary (situation, realia, translation .....) - next to (prep.)
+ Follow the steps to teach vocabulary - behind (prep.)
- Repeat in chorus and individually - between (prep.)
- under (prep.)
- Check vocab
- Copy all the words
- Ask Ss what prepositions of place they know.

- Encourage Ss to say as many as possible.
- Have them look at the Remember! box to see if
the prepositions they have mentioned are the
same.
- Ask Ss to look at 3 and explain what they have

in on next to behind
to do.
in front of under between
- Have Ss do this exercise in pairs. Ask for Ss'
answers.
- Confirm the correct answers.
- Have Ss work in pairs to say sentences
describing the pictures.
- Move around to offer help if needed.
- Call on some Ss to say their sentences.
- If there is time, ask some Ss to write their
sentences on the board.
- Ss to work independently
- Share the answers
- Copy them
Key:
2. next to 3. behind 4.in
5. in front of 6. between 7.under
2. The dog is next to the armchair.

3. The cat is behind the TV.
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4. The cat is in the wardrobe.
5. The dog is in front of the doghouse.
6. The cat is between the lamp and the armchair.
7. The cat is under the table.
ACTIVITY 4:
Aims: To give Ss further practice in using prepositions of place.
* Content: To write True or False for each sentence .
* Outcome: Decide if each sentence is true or false. To correct the false sentence.
4. Look at the picture and write T (True) Or F 4. Look at the picture and write T (True) Or
(False) for each sentence. Correct the false F (False) for each sentence. Correct the false
sentence. sentence.
- Have Ss look at the picture of the room and ask
them to describe the room briefly.
- Ask them to read each sentence, look at the
picture and decide if each sentence is true or
false. If it is false, ask them to correct it.
- Have Ss do this exercise individually before
they share their answers with a partner.
- Ask some Ss to read out their answers.
- Listen carefully
- Check the answers
- Listen and repeat
Key:
1. T
2. F (The school bag is under the table.)
3. F (The clock is between the two pictures.)
4. T
5. F (The cap is on the pillow.)

ACTIVITY 5:
Aims: To help Ss practice describing their house.
* Content: Playing GAME Memory challenge .
* Outcome: Know how to play game. Showing the winning team.
5. GAME: Memory challenge 5. GAME: Memory challenge
- Have Ss work in pairs to play the game
Memory challenge. Ss look at the picture in 4 for - Work in two teams.
30 seconds and then cover it . They ask and
answer questions about position of the thing in + Listen to the teacher’s instructions carefully
the picture. and play games in teams
47
- Invite some pairs to perform in front of the
class.
- This activity can be organised as a competative
game. The class is devided into teams A and B.
- Have the teams look at the picture for 30
seconds.
- Play game
- Ask to close their books.
- Ask Ss from each team to answer some
questions about the position of the things in the
picture. Record their points on the board and
announce the winning team.
- T goes round and corrects mistakes or gives help
when and where necessary.
- Show the winner.

- Summarise the main points of the lesson. Take a book from a student and ask another student to
make sentence with the possessive case.
- Put a pencil on a book and ask a student to make sentence or ask Ss to make sentences to describe
the position of things in the classroom.
HOME WORK
- Revise the use and form of possessive case.
Self- reflection
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48
Period 12 UNIT 2: MY HOUSE
Date of planning: …/09/ 2024 Lesson 4: COMMUNICATION
Date of teaching: …/… / 2024
I. OBJECTIVES:
1. Knowledge:
- This section aims at helping students use everyday English phrases and expressions and
develop their language skills, as well as learn about Vietnamese culture and other cultures.
Students learn how to give suggestions.
- give suggestions;
2. Compentece: By the end of the lesson students will be able to pratice reading and listening
the conversation between Mi and Nick about types of rooms and houses. using possesive case
to describe possesion; using prepositions of place to describe where people or things are;
3. Quality/ behavior : To teach Ss the love of English, the love of their own room and house ;
The knowledge of working in group, individual work, pairwork, cooperative learning and
II. TEACHING AIDS:
- Teacher: Text book, laptop, louspeaker, projector…
Aims:
- Students use everyday English phrases and expressions and develop the language skills, as
well as learn about Vietnamese culture and other cultures.
* Everyday English
Giving suggestions.
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire
Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English.
- Teacher (T) asks Ss some questions about them - Students (Ss) listen and answer the teacher’s or
and class. friend’s questions
- Ask Ss to open their book and introduce what - Open their book and write the tittle of the
they are going to study…. lesson.
- Tell Ss that they are going to learn how to give A. Let’s go to the zoo this weekend.
suggetions . Ask Ss to expalin or demostrate How about going to the zoo this weekend?
how to give suggestions. B. Great idea. …
49
ACTIVITY 1 + 2:
Aim: To teach Ss how two ways of giving suggestions in English.
- To help Ss practice giving suggestions.
* Content: Two ways of giving suggestions How about + V-ing ; Let’s + V
* Outcome: Knowing how to give suggestions.
* Organisation :Teacher’s instructions…..

1. Elena and her Mum are discussing how to 1. Elena and her Mum are discussing how to
decorate her bedroom. Listen and read the decorate her bedroom. Listen and read the
dialogue. Pay attention to the highlighted dialogue . Pay attention to the highlighted
sentences. sentences. - T_Ss
1. Play the recording for Ss to listen and read + Students (Ss) listen to the instructions
the dialogue between Elena and her mum at the carefully and learn how to do the tasks.
same time. -Ss work in groups and Read aloud the dialogue.
Ask Ss to pay attention to the highlighted
- Ss practise the dialogue in groups.- Ss may
sentences.
Elicit the structures of giving suggestions from use everyday English to talk to each other.
Ss {How about + V-ing?, Let's + V). - Ss work in pairs.
Have Ss practise the dialogue in pairs. Audio script:
Call on some pairs to practise the dialogue in Elena: My bedroom isn't nice.
front of the class. Mum: How about putting a picture on the
wall?
Elena: Great idea, Mum.
Mum: Let's go to the department store to buy
one.
2. Work in pairs. Make similar dialogue. 2. Work in pairs. Make similar dialogue
Remember to use the structure. - Ask Ss to work in pairs to make similar
+ How about + V-ing? dialogues, using the structures of giving
+ Let’s + V-Infinitive. suggestions.
- Ask Ss to work in pairs to make similar - Work in groups and practise in pairs
dialogues, using the structures of giving + Ss do the tasks.
suggestions.
- Move around to observe and provide help.
- Call on some groups to practise in front of the
class.
3. PRACTICE (15’)
ACTIVITY 3: Living places.
Aim:- To give Ss a sample of a house description.
* Content: Listen ; look at the pictures and complete the sentences
* Outcome: Learn how to describe the house. Complete the sentences correctly.
50
3. Mi tells Nick about her grandparents’ 3. Mi tells Nick about her grandparents’
country house . Look at the pictures of her country house . Look at the pictures of her
grandparents’ house and complete the grandparents’ house and complete the
sentences sentences
* Teach vocabulary: * Vocabulary:
- Teacher uses different techniques to teach -hall (n) sảnh
vocabulary (situation, realia, translation .....) - put (v) đặt để
+ Follow the steps to teach vocabulary - store (n) cửa hàng
- Repeat in chorus and individually
- wardrobe(n) tủ quần áo
- Take note
- To help Ss practise using some grammar points
and vocabulary related to the topic.
- Have Ss look at the picture and try describing
the house.
- Encourage Ss to say full sentences.
- Then ask Ss to work in pairs to complete the
given sentences.
- Move around to observe and provide help. - Ss work individually
- Invite Ss to share their answers. Suggested answers:
- Confirm the correct answers. Key: 1. country 2. are 3. is 4. Chairs 5. On
ACTIVITY 4:
Aims: To help Ss practise asking and answering questions about the different between two
houses.
* Content: Look at picture; ask the differences between two houses
* Outcome: Ss can describe the houses.
* Organisation: Teacher’s instructions…
4. Student A look at the picture of Nick’s 4. Student A look at the picture of Nick’s
house on this page. Student B looks at the house on this page. Student B looks at the
pictures of Mi’s house on page 25. Ask pictures of Mi’s house on page 25. Ask
questions to find the differences between the questions to find the differences between the
two houses. two houses.
- This is a communicative activity called an - Listen carefully
information gap activity. - Answer questions individually.
- Have Ss work in pairs to find the differences
between the two houses.
- Work in pairs
- Before Ss do this activity, model the way to do - Do the tasks
this with a student.
- Ask Ss in each pair not to look at each other's The conversation could be:
picture and make similar conversations. T (look at Nick's house): Nick lives in a country
- Ss should note down the differences between house. Where does Mi live?
the two houses. Student (look at Mi's house): She lives in a town
- After a few minutes, the pair which has the house.
most differences wins. T: How many rooms are there in Mi's house?
- Ask some pairs to act out the conversation. Student: There are six rooms. What about in
- Other pairs listen and add more differences if Nick's house? How many rooms are there?
there are any. etc.
51
ACTIVITY 5:
Aim: To help Ss practice describing their house.
* Content: Drawing a simple picture of your house. Tell the partner about it.
* Outcome: Ss can draw a picture and tell about it.
* Organisation: Teacher’s instructions…
5. Work in groups. Takes turns to interview 5. Work in groups. Takes turns to interview
the others. Use the questions above. the others. Use the questions above.
- This is a personal sharing task. In this activity
Ss are encouraged to share their own - Work in pairs to describe their houses.
experiences.
Give Ss 5 - 7 minutes to draw a simple picture
of their house.
Ss then work in pairs to tell each other about
their house.
If time allows, T can ask them to note down the
differences between their houses.
Call on some Ss to describe their friend's
house to the class.
- Ss may also present the differences between
their house and their friend's.
Other Ss and T listen and give comments.
- Choose some Ss to give a presentation to the
class.

- Have Ss tell what they have learnt in the lesson.
HOME WORK
- Practice describing their house.
===========================
Self- reflection
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Giáo viên DUYỆT GIÁO ÁN TUẤN 1;2;3;4
Nguyễn Thị Huyền
52

Week 1-4 (Period 1-12)

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WEEK 1

Teacher’s & Student’s activities Content

Teacher’s & Student’s activities Content

- Ss should work hard everyday to improve their

THIS UNIT INCLUDES:

1. WARM UP & INTRODUCTION ( 3’- 5’)

Teacher’s Student’s activities Content

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

Teacher’s Student’s activities Content

+ Follow the seven steps of teaching vocab.

- Listen carefully and read aloud.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

5. WRAP-UP & HOME WORK (2’)

Teacher’s &Student’s activities Content

2. PRESENTATION/ NEW LESSON (12’)

II. PRONUNCIATION: / a:/ and / /

Teacher’s &Student’s activities Content

5. WRAP-UP & HOME WORK (2’)

2. PRESENTATION/ NEW LESSON (12’)

Teacher’s & Student’s activities Content

Teacher’s & Student’s activities Content

- Have Ss work individually. Ask them to write

- Ask Ss to share their answers with a partner.

- T confirms the correct answers. - Ss work individually._S

ACTIVITY 3: Adverbs of Frequency

5. WRAP-UP & HOME WORK (2’)

Teacher’s &Student’s activities Content

2. PRESENTATION/ NEW LESSON (12’)

Teacher’s &Student’s activities Content

Teacher’s &Student’s activities Content

4. FURTHER PRACTICE (8’-10’)

5. WRAP-UP & HOME WORK ( 2’)

- Summarise the main points.

Teacher’s & Student’s activities Content

- Open their book and write the title of the

? How many pictures ? What can you see in

2. PRESENTATION/ NEW LESSON (12’)

Teacher’s & Student’s activities Content

Teacher’s & Student’s activities Content

4. FURTHER PRACTICE: (8’)/ Speaking

Teacher’s & Student’s activities Content

5. WRAP-UP & HOME WORK (2’)

Teacher’s & Student’s activities Content

2. PRESENTATION/ NEW LESSON (10’)

Teacher’s & Student’s activities Content

Teacher’s & Student’s activities Content

5. WRAP-UP & HOME WORK (2’)

Teacher’s & Student’s activities Content

3. FURTHER PRACTICE (12’)

4. WRAP-UP & HOME WORK ( 5’)

THIS UNIT INCLUDES:

Teacher’s & Student’s activities Content

Teacher’s & Student’s activities Content

- Call on Ss to give the answers

Teacher’s & Student’s activities Content

5. WRAP-UP & HOME WORK ( 2’)

- Correct their pronunciation.

- Give the comments.

- Check the meanings if necessary, * Audio script:

5. WRAP-UP & HOME WORK ( 2’)