Giao An Tieng Anh 6 Global Success Hoc Ki 1

Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí
GIÁO ÁN TIẾNG ANH LỚP 6
GLOBAL SUCCESS - KẾT NỐI TRI THỨC VỚI CUỘC SỐNG
UNIT 1: MY NEW SCHOOL

Lesson 1: Getting started – A special day
Lesson aim(s)
By the end of the lesson, students will be able to:

- have an overview about the topic My new school;
- use the vocabulary to talk about school things.
Language analysis
Form Meaning Pronunciation
1. subject (n) the thing that is being studied /ˈsʌbdʒekt/
2. uniform (n) a set of clothes that has to be worn /ˈjuːnɪfɔːm/

by the members of the same group
of people
3. calculator (n) an electronic device used for /ˈkælkjəleɪtər/

mathematical processes
Materials (referenced)
- Grade 6 textbook, Unit 1, Getting started

- Projector/ pictures and cards
- sachmem.vn
Anticipated difficulties Solutions
Students may lack experience - Encourage students to work in groups
Trang chủ: https://vndoc.com/ | Email hỗ trợ: [email protected] | Hotline: 024 2242 6188
of group/ team work. so that they can help each other.

- Give short, clear instructions and help
if necessary.
Board Plan
Date of teaching
Unit 1: My new school
Lesson 1: Getting started
* Warm-up
Memorising game
I. Vocabulary
1. subject (n)
2. uniform (n)
3. calculator (n)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and tick (✔) T (True) or F (False).
Task 3: Write one word from the box in each gap.
Task 4: Match the words with the school things. Then listen and repeat.
Task 5: Write names of the things you can see around the class in your
notebook.
* Homework
Stage Stage aim Procedure Interaction Time

Warm-up - To activate * Memorising game: Team work 5

students’ - Teacher divides class into 2 mins
knowledge on teams.
the topic of the - Teacher asks students to close
unit. the books, shows the picture
- To set the (pages 6 and 7) and asks them
context for the to memorise every detail in
listening and the picture in 1 minute.
reading part. - Teacher hides the pictures and
asks questions about the
picture. The team who has
more correct answers is the
winner.
1. How many people can you
see in the picture?
2. Who are they?
3. Where are they?
4. What are the two students
carrying on their backs?
5. Where are they going to go?
Suggested answers:
1. I can see three people.
2. They are students.
3. They are at one of the boys’
home.
4. They are carrying school
bags/ backpacks.
5. They are going to go to
school.
- Teacher sets the context for

the listening and reading text:
Write the title on the board A
special day. Explain the
meaning of special and ask
students to guess what the
conversation might be about.
Presentation To prepare VOCABULARY T-Ss 5

(Vocab – students with Teacher introduces the mins
pre-teach) vocabulary. vocabulary by:
- giving explanations;
- showing the pictures
illustrating the words.
1. subjects (n) [explanations]
2. uniform (n) [picture]
3. calculator (n) [picture]
Practice - To have students Task 1: Listen and read. T-Ss 5

know the topic. - Teacher plays the recording mins
twice.
- Students listen and read.
- Teacher checks students’
prediction.
- Teacher calls 3 students to
read the conversation aloud.
- To have students
get specific Task 2: Read the
information of conversation again and tick 7
the text. (✔) T (True) or F (False). mins
- Teacher tells students to read

the conversation again and
work independently to find T-Ss
the answers. Remind students
to underline the information
and correct the false
statements.
- Teacher has students pair
compare before checking with
the whole class.
- Teacher calls some students Ss-Ss
to give the answers.
Answer key:
1. T T-Ss
2. F
3. T
4. T
5. F
Task 3: Write one word from

- To check the box in each gap.
students - Teacher has students read the
understanding of conversation again, work
the conversation independently to put a 5
and help students suitable word from the box to mins
use the words in fill in the gap.
context. - Teacher calls one student to S
share his/her answer on the

board.
- Teacher asks students to look
at the board, check their
mate’s answer.
Answer key: T-Ss
1. wear
2. has
3. go Ss-Ss
4. uniforms
5. subjects
- To provide Task 4: Match the words with

students the school things. Then listen
vocabulary. and repeat.
*Pelmanism
- Teacher divides the class into
2 teams. 7
- Teacher put two sets of cards, mins
one includes pictures of
school things and the other
includes their names.
Members from two teams T-Ss
take turns and matchs the
names with the correct Ss-Ss
pictures as fast as possible.
The team matched faster and
correctly is the winner.
Task 5: Write names of the

things you can see around the
class in your notebook.
- Students work in groups of
four to look around the class
and write down things they
- To check can see in the class.
students’ - Students may ask teacher if
vocabulary and they don’t know the names of
improve group the items.
work skill. - Students share with the whole
class. 6
Group work mins
Consolidation To consolidate Teacher asks students to talk T-Ss 3

what students have about what they have learnt in mins
learnt in the the lesson.

lesson.
Homework To review the - Do exercises in the T-Ss 2

lesson and prepare workbook. mins
for the next lesson. - Think of activities students
can do at school.

Lesson 2: A closer look 1
Lesson aim(s)

- use the lexical items related to the topic My new school;
- use the combinations: to study, to have, to do, to play + N;
- pronounce correctly the sounds /ɑː/ and /ʌ/.
Language analysis
1. science (n) a particular subject that is studied using /ˈsaɪəns/

scientific methods.
2. exercise (n/v) physical activity that you do to make your /ˈeksəsaɪz/

body strong and healthy.
- Grade 6 textbook, Unit 1, A closer look 1

- Projector/ Pictures
- sachmem.vn
1. Students may have difficulties in Provide students some tips by identifying the letters
distinguishing two sounds /ɑː/ and may include each sound.
/ʌ/.
2. Some students will excessively talk - Define expectation in explicit detail.

in the class. Have excessive talking students practise.
- Continue to define expectations in small chunks
(before every activity).
Board Plan
Date of teaching
* Warm-up
Game: Hot seat
I. Vocabulary
1. science (n)
2. exercise (n/v)
Task 1: Listen and repeat the words.
Task 2: Put the words in the correct columns.
Task 3: Put the words in the blanks.
II. Pronunciation
Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/.
Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.
III. Production
Game: Who is faster?
* Homework
Warm-up To activate * Game: Hot seat Team work 5

students’ prior - Teacher divides students mins
knowledge and into 2 teams.
vocabulary related Each team has a member
to the topic. standing against the board.
- Teacher shows pictures of
some activities one by one
and other members use body
language to let their team
member guess the names of
the activities.
- The team with the most
correct answers in the fastest
time is the winner.
Answer key:
play football
listen to music
skip rope
drink water
watch TV
play video games
Presentation To enrich students’ VOCABULARY T-Ss 3

(Vocab – vocabulary. - Teacher introduces the mins
pre-teach) vocabulary by:
+ providing explanations of
the words;
+ showing picture illustrating
the word.
1. science (n) [picture]
2. exercise (n/v) [explanation]
Practice To teach students Task 1: Listen and repeat T-Ss 16

some activities the words. mins
they can do at - Teacher asks students to
school. listen and repeat the words.
- Teacher calls some students
to read the words aloud.
Task 2: Work in pairs. Put

To help student the words in Task 1 in the
identify which correct columns.
nouns go after - Teacher asks students to
which verbs to work in pairs and use the
make names of words in Task 1 to put into Pair work
school activities. the correct columns.

- Students work in pairs and
do the task.
- Teacher calls some pairs to
share their answers with the
whole class.
- Teacher gives feedback and T-Ss
corrections (if necessary).
Answer key:
play do
football homework
music exercise
have study
school English
lunch history
lessons science
- Teacher explains which
nouns go with each verb to
make meaningful names of
activities.
- Teacher asks students to
work in groups of four and
add as many words into each
column as possible.
Task 3: Put the words in the

blanks.
work independently and put
a suitable word in each

To help students blank.
use the vocabulary - Teacher allows students to
in context. share their answers before
discussing as a class. S
- Teacher asks some students
to share the answers and
gives feedback.
Answer key: Ss-Ss
1. homework
2. football
3. lessons
4. exercise T-Ss
5. science
Presentation To help students PRONUNCIATION T- Ss 5

(Pre-teach the have concept and - Teacher introduces 2 sounds mins
sounds /ɑː/ and identify the sounds /ɑː/ and /ʌ/ to students and
/ʌ/) /ɑː/ and /ʌ/. lets them watch a video
about how to pronounce
these two sounds.
https://www.youtube.com/watc
h?v=1F47WdIjn5U
https://www.youtube.com/watc
h?v=zUpF0pYoTZ8
give some words they know
containing these sounds.
Suggested answers:
- /ɑː/: car, start, after, party
- /ʌ/: cut, one, country
- Teacher draws students
attention to the letters
containing the sounds and
helps them identify the
sounds.
Practice To help students Task 4: Listen and repeat. T-Ss 6

identify and Pay attention to the sounds mins
practise the /ɑː/ and /ɑː/ and /ʌ/.
/ʌ/ sounds. - Teacher asks students to
listen and repeat.
- Students work
independently.
To help students Task 5: Listen and repeat.

practise the sounds Underline the words with
/ɑː/ and /ʌ/ in the sounds /ɑː/ and /ʌ/.
sentences. - Before listening, teacher let Pair work
students discuss in pairs and
find the words with the
sounds /ɑː/ and /ʌ/.
- Teacher plays the recording
for students to check and T- Ss
repeat the sentences.
Production To give students a * Game: Who is faster? Group work 5

chance to apply - Teacher divides students mins
what they have into groups of four, gives
learnt. each group a piece of paper,
asks them to write sentences
including 2 features: school
activities and one of the
sounds /ɑː/ or /ʌ/.
- (e.g: I usually play
basketball with my brother.)
- Teacher asks each group to
hand in their paper and
checks, the group with more
correct sentences is the
winner.
- Teacher invites the winner
to read aloud their sentences.

what students have about what they have learnt in mins
learnt in the lesson. the lesson.
Homework To revise what they - Rewrite the sentences into T-Ss 2

have learnt. notebooks. mins
- Find 3 more school activities
that have the sound /ɑː/ or
/ʌ/.

The present simple
Lesson aim(s)
By the end of the lesson, students will be able to use the present simple tense.
Language analysis
Form Example
S + Vinf/ V(s/es) + … . I usually go to school by bike.
S + don’t/ doesn’t + Vinf + … . She doesn’t like school lunch very much.
Do/ Does + S + Vinf + … ? Do they live near here?
W/H + do/does + S + Vinf + … ? What do you often do after school?


- Projector/Pictures, sets of word cards
- sachmem.vn
1. Students may find confused when to Give short and clear explanations with legible
use the present simple tense. examples for each case.
2. Students may have underdeveloped - Give clear instructions, give examples before
speaking and co-operating skills. letting students work in groups.
- Provide feedback and help if necessary.
Board Plan
Date of teaching
* Warm-up
Game: Sentence puzzling
I. Grammar focus
1. Present simple tense
Task 1: Elicit the present simple tense
Task 2: Choose the correct answer A, B or C. (Ex. 1, p. 9)
Task 3: Write the correct form of verbs (Ex. 2, p. 9)
2. Adverbs of frequency
Task 4: Fill the blanks with usually, sometimes or never. (Ex. 3, p. 10)
II. Practice
Task 5: Choose the correct answer A or B to complete the sentences.
(Ex. 4, p. 10)
III. Production
Task 6: Work in pairs. Make questions then interview your partner. (Ex. 5, p. 10)
* Homework
Warm-up To activate * Game: Sentence puzzling 5 mins

students’ prior - Teacher divides the class
knowledge related into 4 groups. Group work
to the targeted - Teacher delivers a set of
grammar of present word cards which are
simple tense and to jumbled sentences in
increase students’ present simple to each
interest. group.
- Students will have to work

in groups to create as many
correct sentences from the
word cards as possible.
- The group with the most
correct sentences will be the
winner.
Suggested sentences:
1. live near
Peter s
his school.
2. g to
We o
the same school.
3. hav new
They e
subjects.
4. We always look
smart in our
uniforms.
Lead in To introduce the - Teacher draws students’ T-Ss 2 mins

targeted grammar attention to the form of the
of the present sentences created in the
simple tense. game and asks them
whether they know the
target tense.
Presentation To help students 1. THE PRESENT 22

know and SIMPLE TENSE mins
understand the use Task 1: Elicit the present T-Ss
of the present simple tense
simple tense. - Teacher provides or
confirms the answers and
leads in the grammar focus
of the lesson:
Positive
S + Vinf/ V(s/es)
+….
Negative
S + don’t/ doesn’t +
Vinf + … .
Interrogative
Do/ Does + S + Vinf
+…?
Answer
Yes, S + do/does.
No, S + don’t/
doesn’t.
W/H questions
W/H + do/does + S +
Vinf + … ?
Notes
Use do/don’t with: I,
you, we, they and
singular noun forms.
Use does/ doesn’t
with: she, he, it and

plural noun forms.
- Teacher gives students

some time to study the
grammar box.
Task 2: Choose the correct

answer A, B or C. S
- Teacher has students work
independently, look at the
form and do Exercise 1 –
page 9. Pair work
- Teacher lets students work
in pairs and exchange the
answers before checking
with the whole class
(explain each sentence if
necessary).
Answer key:
1. A
2. C
3. B
4. A
5. C
Task 3: Write the correct
form of the verbs.
work independently. S
- Teacher calls 1 or 2
students to write their T-Ss
answers on the board,
checks their answers
sentence by sentence.
Answer key:
1. has
2. Do you have
3. like
4. Does Vy walk
5. ride
6. go
2. ADVERBS OF
FREQUENCY T-Ss
read the sentences in
Exercise 2 - page 9 again
and asks them when to use
the present simple tense,
drawing their attention to
the adverbs of frequency.
We often ride our bicycles
to school.
Task 4: Fill the blanks with

sometimes, usually or never.
- Teacher shows the graph
and lets students fill in the T-Ss
blanks with suitable adverbs

of frequency: sometimes,
usually or never (Exercise 3
– page 10)
Answer key:
2. usually
3. sometimes
5. never
in groups of four to make 5
sentences using the 5
adverbs of frequency above.
- Teacher calls some groups
to read aloud the answers
and gives feedback.
Practice To give students Task 5: Choose the correct 4 mins

opportunities to use answer A or B to complete
the present simple each sentence.
tense with adverbs - Teacher has students S
of frequency complete Exercise 4 – page
correctly in context. 10 independently.
- Teacher then asks students Ss-Ss
to exchange their textbooks
to check their friends’
answers.
Answer key:
1. B 2. A
3. A 4. B
5. A
Production - To help students Task 6: Work in pairs. 7 mins

distinguish and Make questions then
use correctly the interview your partner.
present simple - Teacher has students work Pair work
tense. on the Ex. 5, p. 10 in pairs.
- To improve - Teacher checks the answers
cooperative skill. by playing a game. Teacher Team work
divides students into 2
teams, 2 students in each
team choose a set of
questions (which are the
questions 1-5 in
Ex. 5, p. 10). Teacher may
add more questions if
necessary) then interview
each other. The team with
higher score is the winner.
10 points: you/ like/ your new

school
20 points:
Question 1: you/ often/ ride
your bicycle/ to school
Question 2: you/ sometimes/
study in the school library
Question 3: your friends/
always/ go to school/ with
you
Question 4: you/ usually/ do
homework/ after school
30 points: How often/ your
mother/ pick you up/ school
Answer key:
1. Do you like your new
school?
2. Do you often ride your
bicycle to school?
3. Do you sometimes study in
the school library?
4. Do your friends usually go
to school with you?
5. Do you usually do your
homework after school?
6. How often does your
mother pick you up from
school?
Consolidation To consolidate what Teacher asks students to talk T-Ss 3 mins

students have learnt about what they have learnt
in the lesson. in the lesson.
Homework To review the Make 5 sentences in the T-Ss 1 min

knowledge that present simple tense, using
students have adverbs of frequency.
gained in this
lesson.

Lesson 4: Communication
Lesson aim(s)

- know how to introduce someone;
- ask appropriate questions when making friends at school;
- know what good qualities a good friend should have.
Language analysis
1. classmate (n) someone who is in the same class with you /ˈklɑːsmeɪt/
at school
2. share (v) to divide food, money, goods and give parts /ʃeər/
of it to someone else
- Grade 6 textbook, Unit 1, Communication

- Pictures/ Projector
- sachmem.vn

1. Students may have underdeveloped - Encourage students to work in pairs, in groups

speaking and so that they can help each other.
co-operating skills. - Provide feedback and help if necessary.

in the class. Have excessive talking students practise.
Board Plan
Date of teaching
* Warm-up
Game: Who knows more?
I. Everyday English
1. Vocabulary
share (v)
classmate (n)
2. Introducing someone
This is … .
Nice to meet/ see you.
Nice to meet/ see you, too.
Task 1: Listen and read the dialogue.
Task 2: Work in groups. Practise introducing a friend to someone.
II. New friends at school
Task 3: Read and tick the questions you think are suitable to ask a new friend at school.
Task 4: Friendship quiz.
III. Producton
Task 5: Work in groups. Take turns to interview the others, use the questions above.
* Homework
Warm-up To introduce the * Who knows more? 5 mins

topic. - Teacher divides the class into Team work
2 teams.
- Teacher shows pictures of
some famous pairs of friends
around the world, asks
students to name them.
- The team thats give more
correct names is the winner.
Tom and Jerry
Woody and Buzz
Lisa and Rose

Spongebob and Patrick
Harry Potter and Hermione

Granger
Leonardo DiCaprio and Tobey

Maguire
Lead in To lead in the Teacher leads students into the T-Ss 2 mins
targeted lesson by telling about what
vocabulary and they are going to learn:
pronunciation. Are people above good friends?
Why?
Let’s find out what make a
good friend in our lesson today.
* EVERYDAY ENGLISH
Presentation To prepare 1. PRE-TEACH T-Ss 3 mins

students with VOCABULARY:
vocabulary. - Teacher introduces the
vocabulary by:
+ giving situation;
+ giving explanation.
1. share (v) [situation]: What
action can you say when you
give your food to poor
children?
2. classmate (n) [explanation]:
What word can you use to
say about people who are in
the same class with you?
2. SENTENCE
STRUCTURE:
INTRODUCING SOMEONE 4 mins
To introduce the Task 1: Listen and read the T-Ss
structure of dialogue. (Ex. 1, p. 11)
introducing - Teacher lets students listen
someone. and read the dialogue, asks
them what the characters say
when they first meet
someone.
to share their opinions.
- Teacher gives more
explanations and writes down

the structure of introducing
someone.
This is … .
Nice to meet/ see you.
Nice to meet/ see you, too.
Practice To practice the Task 2: Work in groups. 5 mins

structure of Practise introducing a friend
introducing to someone.
someone. - Teacher asks students to work Group work
in groups of four, introducing
themselves to the group
members, using structures
above. T-Ss
to introduce their new friends
to the whole class.
- Teacher gives feedback and
* NEW FRIENDS AT SCHOOL
Practice - To identify Task 3: Read and tick the 14

questions questions you think are mins
people should suitable to ask a new friend at
ask when they school.
first meet. - Teacher has students discuss Group work
in groups of four, then asks
them to add 2 more questions
to the list.
- Teacher checks with the T-Ss
whole class.
- To identify Task 4: Friendship quiz.
qualities of a Students work independently S
good friend. and do the quiz in Ex. 4, p. 11.
Production To apply the Task 5: Work in groups. 8 mins

knowledge they Take turns to interview the
have learnt in this others, use the questions
lesson. above.
- Teacher ask students to move Group work
to places of classmates they
haven’t got aquainted yet,
form a new group and
interview the new mates, then
give feedback on their mates.
- Teacher calls some groups to
make models.
Consolidation To consolidate Teacher asks students to talk T-Ss 3 mins

what students about what they have learnt in
have learnt in the the lesson.
lesson.
Homework To review what Write down the results and T-Ss 1 min
students have feedback of the previous
learnt in the interviews.
lesson.

Lesson 5: Skills 1
Lesson aim(s)

- develop reading skill for general and specific information about schools;
- talk about different types of school;
- talk about things they like and don’t like at school and the reasons for that.
Language analysis
1. international (adj) involving more than one country /ˌɪntəˈnæʃən.əl/
2. boarding school (n) a school where students live and study /ˈbɔːdɪŋ ˌskuːl/
3. playground (n) an area designed for children to play /ˈpleɪɡraʊnd/

outside
- Grade 6 textbook, Unit 1, Skills 1

- Pictures, cards
- sachmem.vn
1. Students may lack knowledge Provide students with the meaning and pronunciation
about some lexical items. of words.
2. Students may have - Let students read the text again (if needed).
underdeveloped reading, speaking - Create a comfortable and encouraging environment
and co-operating skills. for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.

3. Some students will excessively - Define expectation in explicit detail.

talk in the class. Have excessive talking students practise.
Board Plan
Date of teaching
Lesson 5: Skills 1
* Warm-up
Game: Lucky number
I. Reading
Task 1: Look at the picture and quickly read the passages. Match 1-3 with A-C.
Vocabulary
1. boarding school (n)
2. playground (n)
3. international (adj)
Task 2: Read the passages again and complete the sentences.
Task 3: Answer the questions.
II. Speaking
Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the
table.
Task 5: Discuss your choice with your friends.
* Homework

Warm-up To introduce the * Game: Lucky number 5

topic of reading. - Class is divided into 2 Team work mins
groups.
- Teacher prepares 7
numbers which includes 5
questions about their
school, and 2 lucky
numbers.
- Each team takes turns and
chooses a number and
answers the question
behind the number. If the
team answers the question
correctly, they will get 1
point. If the team chooses
the lucky number, they get
1 point without answering
the question and may
choose another number.
Suggested questions:
1. How many classes are
there in our school?
2. Do students have to wear
uniform when they go to
school?
3. How many computer
rooms does our school
have?
4. Name some clubs in our
school.
5. When was our school
established?
Pre-Reading To lead in the Teacher leads students into T-Ss 4

reading skills. the lesson by showing mins
pictures of 3 schools
Sunrise, An Son and Dream
and asks them some
questions:
1. What can you see in these
pictures?
2. Are these schools in the
same place?
3. Which school do you
think is in Viet Nam?
Suggested answers:
1. I can see three different
schools.
2. No, they aren’t.
3. The second school.
While-Reading To develop reading Task 1: Look at the T- Ss 15

skill for general picture and quickly read mins
information. the passages. Match 1-3
with A-C.
open the book, read
through the text and do
Ex. 1 – p. 12.
- Teacher calls some
students to give the

answer, explain which
sentence give them the
information.
Answer key:
1. C
2. A
3. B
To provide students
with some lexical VOCABULARY
items before reading Teacher asks students to get T- Ss
the text. the meaning of the words
boarding school,
international and
playground in context.
1. boarding school (n)
[explanation]
2. playground (n) [visual]
3. international (adj)
[explanation]
To develop reading Task 2: Read the passages
skill for specific again and complete the
information. sentences.
read through the
sentences, predict what
information/ what types of T-Ss
words they have to fill in
the blanks.

independently and find the
correct answer.
- Teacher lets students pair
compare before checking S
with the whole class.
Answer key:
1. boarding
2. Sydney Pair work
3. mountains and green
fields
4. Dream School
5. English-speaking teachers
Task 3: Answer the

questions.
read the questions and
To identify different underline key words,
features of each reminds them to focus on
school. the types of information
they have to find (What/
Where/ Which school…).
- Teacher asks students to T-Ss
work in pairs and find the
answer.
- Teacher calls a student to
write his/her answer on
the board, then check
sentence by sentence with

class.
Suggested answers:
1. Sunrise is a boarding
school. Pair work
2. An Son School is in Bac
Giang.
3. Yes, there is. T-Ss
4. They join many
interesting clubs.
Pre-Speaking To help students Task 4: Which school in T-S 5

form the ideas for Exercise 1 would you like mins
their speaking. to go to? Why/ Why not?
Complete the table.
work independently and
complete the table.
- Teacher goes around and
offers help if needed.
While-Speaking To help students use Task 5: Discuss your Group work 8

what they have choice with your friends. mins
learnt so far to talk - Teacher tells students to
about a school. work in groups of four and
share the answer, reminds
them to take note the
information from other
members.
- Teacher invites some
students to share their
preparation and makes

sure they speak in full
sentences.
- Students share their ideas
Post-Reading - To help students - Teacher allows students to Ss-Ss 3

and Speaking improve next time. give comments for their mins
- Check students’ friends and vote for the
understanding most interesting and
about the reading informative presentation.
passage. - Teacher gives feedback
and comments.
T-Ss
Consolidation To consolidate what Teacher asks students to T-Ss 2

students have learnt talk about what they have mins
in the lesson. learnt in the lesson.
Homework To review the lesson - Teacher asks students to T-Ss 2

they have learnt and write down their opinion mins
prepare for the next about a school in their
lesson books.
Skills 2. - Teacher asks students to
search for information
about their school.

Lesson 6: Skills 2
Lesson aim(s)

- listen for specific information about school activities;
- write a passage about their new school.

- Pictures
- sachmem.vn

1. Students may have underdeveloped - Play the recording many times if necessary.
listening skills. - Encourage students to work in pairs, in
groups so that they can help each other.
2. Some students will excessively talk in - Define expectation in explicit detail. Have
the class. excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).
Board Plan
Date of teaching
Lesson 6: Skills 2
* Warm-up
Crossword puzzle
I. Listening
Task 1: Guess the answers to the following questions.
Task 2: Listen again and choose the correct answer A or B.
II. Writing
Task 3: Write the answers to the following questions about your school.
Task 4: Use the answer in Task 3 to write a paragraph of 40-50 words about your school.
You can refer to the reading passages to help you.
* Homework
Warm-up - Check students’ *Crossword Puzzle Team work 5 mins

vocabulary from Teacher divides class into 2
previous teams. Each team takes turns
lessons. to choose a crossword, reads
- To introduce the the clues and solves the
topic of puzzle.
listening.
1. This is an area designed for

children to play in outside,
especially at school or in a
park.
2. This is an adjective used to
describe people who have a
clean, tidy and stylish
appearance.
3. Complete the following
sentence with a suitable
word:
Mrs Nguyen teaches all my
history _____.
4. What is this subject?
– [visuals]
5. What is this school thing? –
[visuals]
6. This is a small electronic
device that is used for
calculations.
Lead in To lead in the Teacher draws students’ T-Ss 1 min

listening tasks. attention to the word
PALMER – the name of a
school in America, lets them
know they are going to listen
to Janet, a student from
Palmer school.
Pre-Listening To help students Task 1: Guess the answer to T-Ss 4 mins

brainstorm and the following questions.
have an overview 1. Do you think the students
about what they there wear uniforms?
are going to listen 2. Do they learn Vietnamese

to. as a foreign language?
in pairs and discuss the
questions. Encourage them
to speak English and feel Pair work
free to make guesses.
once. Students listen to
check their guesses.
Suggested answers:
1. Yes, they do.
2. Yes, they do.
While-Listening To help students Task 2: Listen again and 10

develop listening choose the correct answer A mins
skill for specific or B.
information. * Read and find the key T-Ss
words
Teacher asks students to read
the statements, underline the
key words, reminds them to
pay attention to keywords
while listening.
* Listen and choose the
correct answer
- Teacher plays the recording.
listen and choose the
answers.

compare their answer with
the partner. Ss-Ss
- Teacher calls on some
students to write their
answers on the board, then
play the recording once T-Ss
again and check with the
class.
Answer key:
1. A
2. B
3. B
4. A
5. A
Audio script:
Hi. My name’s Janet. I’m
eleven years old. I’m now in
year 6 at Palmer School. I
like it here.
My classmates are friendly.
The teachers at my school are
nice and very helpful, and my
favourite teacher is Mrs.
Smith. She teaches us maths. I
have two hours to study
Vietnamese every week. I
usually do my homework in
the library. We wear our
uniforms every day, but today

we aren’t. We’re going to
have a biology lesson on a
farm.
Post-Listening To check * Summarize the Group work 5 mins

students’ information of the listening
understanding of part.
the listening part. - Students work in groups of
four.
summarize the information
in the listening part and talk
about it.
- Teacher helps if necessary.
Pre-Writing - To help students Task 3: Write the answers 5 mins

have to the following questions
information about your school.
about their - Teacher asks students to
school. work independently to S
- To help students answer the questions.
write simple - Teacher encourages students
sentences for to write in full sentences and
the next writing tells them that their
passage. sentences must be
grammatically and logically
correct with the right choice
of words and correct
punctuation.
- Teacher allows students to
look back the reading

passages.
- Teacher asks students to pair
compare their answers.
- Teacher invites one or two
answers on the board and Pair work
gives feedback as models.
T-Ss
While-Writing To let students Task 4: Use the answer in Group work 8 mins
learn and help Task 3 to write a paragraph
each other write a of 40-50 words about your
complete passage school. You can refer to the
about their reading passages to help
school. you.
work in groups of four,
gives them a large piece of
paper and asks them to write
the full paragraph into the
paper in 6 minutes.
- Teacher asks students to pay
attention to punctuation,
structures, word choice,
linking words, etc.
Post-Writing To cross check - Teacher has the groups swap Group work 4 mins
and final check and give feedback on each
students’ writing. other’s writing.
- Teacher then gives feedback

on one writing as a model.

lesson.
Homework To allow students - Rewrite the paragraph in the T-Ss 1 min

finalize their notebooks.
versions after - Prepare for the project.
being checked by
friends and
teacher.

Lesson 7: Looking back & Project
Lesson aim(s)
By the end of the lesson, students can:

- review the vocabulary and grammar of Unit 1;
- apply what they have learnt (vocabulary and grammar) into practice through a project.
- Grade 6 textbook, Unit 1, Looking back & Project

- Pictures, A0 paper
- sachmem.vn


speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
2. Some students will excessively talk in - Define expectation in explicit detail.

the class. Have excessive talking students practise.
Board Plan
Date of teaching
* Warm-up
Brainstorming: School things
I. Looking back
Task 1: Look at the pictures. Write the correct words in the gaps.
Task 2: Match the words in A with the words/ phrases in B.
Task 3: Complete the sentences with the present simple.
Task 4: Complete the text with the correct form of the verbs in brackets.
Task 5: Put the adverb in brackets in the correct place in each sentence.
II. Project
School Convention
* Homework
Warm-up To revise the * Brainstorming 3 mins

vocabulary related - Teacher divides the board, Team work
to the topic and and divides the class into 2

lead in the next teams.
part of the lesson. - Members of each team take
turns and write as many
school things as possible in
2 minutes.
- The group having more
correct answers is the
winner.
Looking back - To help students Task 1: Look at the 17

revise school pictures. Write the correct mins
things. words in the gaps.
- Teacher encourages students
to complete the task S
individually.
- Students exchange their
textbooks with their Ss-Ss
partners.
- Teacher gives feedback as a
class discussion. T-Ss
Answer key:
1. uniform
2. pencil sharpener
3. notebook
4. compass
5. calculator
6. ruler
- To help students Task 2: Match the words in

revise the A with the words/ phrases in

combination: to B.
study, to have, to - Teacher encourages students
do, to play + N. to complete the task S
individually.
textbooks with their Ss-Ss
partners.
Answer key:
1. e
2. d
3. b
4. a
5. c
- Teacher encourages students
to provide more school
- To help students activities.
revise the
present simple Task 3: Complete the
tense. sentences with the present
simple.
- Teacher has students
complete the task
individually. S
textbooks and give feedback
to each other. Ss-Ss

class discussion.
Answer key: T-Ss
1. comes
2. don’t
3. walks
- To help students 4. do
revise the 5. teaches
postion of
adverbs of Task 4: Complete the text
frequency in with the correct form of the
context. verbs in brackets.
- Students work in pairs.
read the sentences carefully
and give the answers. Pair work
- Students complete the task
and discuss the answers.
class discussion.
Answer key:
1. is
2. has
3. walks T-Ss
4. study
5. likes
Task 5: Put the adverb in

brackets in the correct place
in each sentence.
- Students work in pairs.
and discuss the answers.
class discussion.
Answer key:
1. I always remember to do
my homework. Pair work
2. Nick usually gets good
marks in exams.
3. We do not often see a rabbit
in town. T-Ss
4. I rarely read in bed at night.
5. Do you sometimes sing in
the shower?
Project To allow students * My dream school 22

to apply what they - Teacher sets the context of a T-Ss mins
have learnt School Convention that will
(vocabulary and be occurred right now in the
grammar) into classroom.
practice through - Teacher divides students
a project. into 4 big groups. Each Group work
group will act as a
representative of a school,
come to the convention to
introduce and enroll new
students.
- Teacher lets the groups
discuss and summarise the

information and design A0
size posters about their
school.
- Teacher asks the class to
listen to the reports and ask
questions if they would like Ss-Ss
to.
- Students will critically
evaluate all the posters, then
give 1 vote for the most
attractive poster.
- Teacher gives comments
and feedback to all 4 posters
and awards special prize to T-Ss
the group which has the
most votes.

lesson.
Homework To prepare for the Prepare for the next lesson: T-Ss 1 min
next lesson. Unit 2 – Lesson 1. Getting
started.
* Pictures' source: From Internet
UNIT 2: MY HOUSE
Lesson 1: Getting started – A look inside

Lesson aim(s)

- use the lexical items related to the topic My house;
- ask and answer about where someone lives.
Language analysis
1. town house a house in a town or city, usually a comfortable, /ˈtaʊn ˌhaʊs/

(n) expensive one in a fashionable area
2. country (n) a large traditional house in the countryside, /ˌkʌntri ˈhaʊs/

especially one that has belonged to the same family
for many years
3. flat (n) a set of rooms for living in that are part of a larger /flæt/
building and are usually all on one floor

- Pictures and maps
- sachmem.vn

1. Students may be lack knowledge Prepare some handouts.
and experiences about the topic.
2. Students may have - Play the recording many times if necessary.
underdeveloped listening, - Encourage students to work in pairs, in groups so
speaking and co-operating skills. that they can help each other.
Board Plan
Date of teaching
Unit 2: My house
Lesson 1: Getting started – A look inside
* Warm-up
Game: A hidden word
I. Vocabulary
1. town house (n)
2. country house (n)
3. flat (n)
II. Practice
Task 1: Tick the correct answers. (Ex. 2, p. 17)
Task 2: Complete the sentences. (Ex. 3, p. 17)
III. Production
Task 3: Complete the word web: Types of house. (Ex. 4, p. 17)
Task 4: Survey. (Ex. 5, p. 17)
* Homework

Warm-up To introduce * A hidden word 5
the topic. - Teacher divides the class into Team work mins
two teams and asks a member of
each team to look at the pictures
and answer the questions.
- For each right answer, the team
will get 1 point and 1 secret
letter to help them find out the
hidden word today.
- There is one picture including

two secret words. The team gets
this picture will get 2 points.
- The team which has more points
or can guess the hidden word
first will be the winner.
MYHOUSE
1. What
is it?
– It’s
a__
_ _ . (ROOM)
2. We
have a
small
house
in the _
____
_ _.
(COUNTRY)
3. Where are they? – They are in

the _ _ _ _ _ _ _ . (KITCHEN)
4. They
have a
house
in the
___
_.
(TOW
N)
5. How
many
rooms
are
there in this house?
– There are _ _ _ (SIX) rooms.
6.
Whic
h
house
is it?
– It’s
an _ _ _ _ _ _ _ _ _ .
(APARTMENT)
Lead in To lead in the - Teacher draws students’ T-Ss 2

topic of My attention to the pictures in the mins
house. textbook and asks them some
questions about the pictures.
1. What are Nick and Mi doing?
2. What might they talk about?

Suggested answers:
1. They are talking to / discussing
with each other through the
Internet.
2. (Students’answers)
Presentation To help * VOCABULARY T-Ss 5
(Pre-teach - students - Teacher introduces the mins
Vocabulary) understand vocabulary by:
the text. + showing the pictures illustrating
the words
+ providing the synonym or
antonym of the words
+ providing the definition of the
words
1. town house (n): [visual]
2. country house (n): [visual]
3. flat (n): [synonym] 
apartment
a town house
a country house
LISTEN AND READ. (p. 16)

- Teacher plays the recording,
asks students to underline the
words related to the topic My
house. (Teacher may check the
meaning of some words if
necessary.)
- Teacher can play the recording
more than once.
- Teacher can invite some pairs of
students to read aloud.
- Then, teacher confirms the
correct answer:
+ They are talking about their
houses.
+ Mi is describing their new flat
which her family was moving
to.
Practice To set the Task 1: Tick the correct 15
context for answers. (Ex. 2, p. 17) mins
the listening - Teacher asks students “Which T-Ss
and reading family members does Mi talk
text. about?” without reading the
conversation again.
- Then, teacher tells them to read
it again individually and check
their answers.
- Teacher allows students to share S
their answers before discussing
as a class and encourages them
to give evidence. Ss-Ss
- Teacher calls some students to
check.
Answer key:
T-Ss
Task 2: Complete the sentences.

(Ex. 3, p. 17)
To help
students
understand
the text.
- Teacher asks students to work
independently to fill each blank
with the word from the
conversation.
- Teacher allows students to share
as a class.
- Teacher calls some students to
S
check. Teacher confirms the
right answers and writes on the

board.
Answer key:
1. sister Ss-Ss
2. TV
3. town
4. country T- Ss
5. three
Production To develop Task 3: Complete the word web: 15

students’ Types of house. (Ex. 4, p. 17) mins
knowledge of * Game: Networking
the - Teacher divides the class into Team work
vocabulary two teams, then writes the topic
about types “Types of house” on the board
of house. and gives them two minutes to
discuss.
- After that time, a student from
each team one by one runs to the
board and writes one word.
- The team which has more
correct answers is the winner.
Types of house
Suggested answers:
Task 4: Survey
- Teacher asks students to work in
groups of 4 or 6 to take turns to
ask and answer about where they
live.
- Teacher can model with one
To help student.
students - Teacher moves around to Group work

practise observe and offer help when
asking and needed.
answering - By the end of the activity, one
about where student from each group can
they live. stand up and report to the class. T-S

Suggested answers:
In my group, Linh lives in a flat, T-Ss
Lan and Huong live in a country
house, etc….
Ss-Ss
Consolidation To Teacher asks students to talk about T-Ss 2

consolidate what they have learnt in the mins
what students lesson.
have learnt in
the lesson.
Homework To prepare Prepare the vocabulary for the T-Ss 1 min
for the next next lesson: A closer look 1.
lesson.
UNIT 2: MY HOUSE
Lesson aim(s)

- use the vocabulary and structures to talk about the names of rooms and furniture pieces in
the house;
- pronounce and recognize the sounds /s/ and /z/.
Language analysis
1. hall (n) the area just inside the main entrance of a /hɔːl/
house, apartment, or other building that leads
to other rooms and usually to the stairs
2. chest of drawers a piece of furniture with drawers in which you /ˌtʃest əv ˈdrɔːz/
(n) keep things such as clothes
3. sink (n) a bowl that is attached to the wall in a kitchen /sɪŋk/

or bathroom in which you wash dishes or your
hands, etc.
4. dishwasher (n) a machine that washes dirty plates, cups, forks, /ˈdɪʃˌwɒʃər/
etc.
5. cupboard (n) a piece of furniture or a space for storing /ˈkʌbəd/

things, with a door or doors and usually with
shelves.
- Grade 6 textbook, Unit 2, A closer look 1.

- Pictures and video clip.
- sachmem.vn

1. Students may lack knowledge Provide students with the meaning and pronunciation
about some lexical items. of some lexical items.
2. Students may have - Play the recording many times if necessary.
underdeveloped listening, - Encourage students to work in pairs, in groups so
speaking and co-operating skills. that they can help each other.
Board Plan
Date of teaching
Unit 2: My house
* Warm-up
Jumbled words and matching
I. Vocabulary: Rooms and furniture pieces in the house
1. hall (n)
2. chest of drawers (n)
3. sink (n)
4. dishwasher (n)
5. cupboard (n)
Task 1: Name the thing in each room in Ex. 1. (Ex. 2, p. 18)
Task 2: Guessing game
II. Pronunciation: /s/ and /z/
Task 3: Listen and write the words in the correct column. Then listen and repeat. (p. 18)
Task 4: Listen and repeat. Pay attention to the underlined words. (p. 18)
III. Production
Whispering game
* Homework
Warm-up To activate - Teacher asks students to S 5 mins

students’ prior work independently to
knowledge and rearrange letters to find out
vocabulary the correct word, then match
related to the the word with the picture.
topic, the targeted - Teacher tells students to
vocabulary and compare their answers with Ss-Ss

its pronunciation. their partners.
- Teacher corrects and
confirms the answers.
- Teacher explains the new T-Ss
words.
* Jumbled words
1. tchekin
2. thraobom
3. rodeomb
4. lngivi moro
5. lahl
* Matching
Ans
wer
key
:
*
Ju
mbled words
1. kitchen
2. bathroom
3. bedroom
4. living room
5. hall
* Matching
a. hall
b. living room
c. bedroom
d. bathroom
e. kitchen
Lead in To lead in the Teacher leads students into T-Ss 2 mins

lesson about the lesson by telling them that
vocabulary and “In today lesson, we are going
pronunciation. to learn more words to
describes rooms and furniture
and two sounds /s/ and /z/.”
Presentation To revise / teach VOCA T-Ss 5 mins

(Vocab- the names of BULA
pre-teach) rooms in the RY
house. - Teac
her
introduces the vocabulary
by:
+ providing the pictures of the
words
1. hall (n): [visual +
[explanation]
2. chest of drawers (n):
[visual]
3. sink (n): [visual]
4. dishwasher (n): [visual]
5. cupboard (n): [visual]
2. chest of drawers
3. sink
4. dishwasher
5. cupboard
*
Chec
king
techn
ique:
Slap
the
board
Practice To revise / teach Task 1: Name the things in 15

the names of each room in Ex. 1. mins
furniture pieces. (Ex. 2, p. 18)
- Teacher asks students to Pair work
work in pairs to do this
activity.
- Teacher writes the names of T-Ss
the rooms on the board in
different places, then calls

on students from different
pairs to go to the board and
write the name of the
furniture under these rooms.
- Remind students that one
piece of furniture can belong
to more than one room.
- Teacher asks other students
to comment and asks them if
they can add some more
things to each room.
Suggested answers:
- Bedroom: lamp, picture,
chest of drawers
- Living room: lamp, sofa,
picture
- Hall: picture
- Kitchen: fridge, cupboard,
dishwasher, sink
- Bathroom: shower, sink,
toilet
Other words: chair, fan, air
conditioner, cooker, etc.
Task 2: Guessing game
- Teacher models this activity
with a student.
To help students work in pairs: one student
practise asking thinks of a room in his / her

and answering house; the other asks
about the questions to guess the room. T-S
furniture in a - Teacher calls some pairs to
room. practise in front of the class. Ss-Ss
- Teacher comments on their
performance.
Example:
Ss 1: What’s in your room?
Ss 2: A lamp and a chest of
drawers.
Ss 1: Is it the bedroom?
Ss 2: Yes.
T-Ss
Presentation To help students PRONUNCIATION 5 mins

(Pre-teach the identify how to - Teacher introduces 2 sounds T- Ss
sounds /əʊ/ and pronounce the s/ and /z/ to students and lets
/aʊ/.) final sounds /s/ them listen and repeat the
and /z/ at the end words in Ex. 4 (p. 18).
of the words. - Teacher has students
comment on how to
pronounce these two sounds
at the end of the words.
- Teacher quickly explains the
rules:
+ Final –s is pronounced /s/
after voiceless sounds (/t/,

/p/, /k/, /f/, /θ/).
+ Final –s is pronounced /z/
after voiced sounds (/b/, /d/,
/g/, /n/, /m/, /l/, etc.) and any
vowel sounds.
Suggested answers:
- /s/: cats, lamps, books,
months
- /z/: beds, dogs, cans, rooms,
videos, cookers, bees
Practice To help students Task 3: Listen and write the 5 mins

practise words in the correct column.
pronouncing Then listen and repeat. (p.
these sounds in 18)
words. - Teacher asks students to T-Ss
read and listen again the
words, then put them in the
correct column.
- Students work individually.
- Teacher plays the recording S
for students to listen, repeat
and check their answers. T- Ss
Answer key:
/s/ /z/
lamps, cupboards,
sinks, flats, sofas,

toilets, kitchens,
rooms
Task 4: Listen to the

conversation. Underline the
To help students final “s” in the words and
pronounce the put them into the correct T- Ss
final sounds /s/ column. (p. 18)
and /z/ correctly - Have students quickly read
in context. the conversation and
underline the final “s” in the
words. Now play the
recording for students to
listen to the conversation
and write /s/ or /z/ under
each “s” that they have
underlined.
- Tell them to put the words
with the final “s” in the
correct column according to
the sound of “s”. Have them
work in pairs to compare
their answers. Check
students’ answers. Ask them
to explain their answers.
Answer key:
/s/: chopsticks, lamps
/z/: bowls, things, homes

- Play the recording again for
students to repeat each line
of the conversation. Ask
students to work in pairs to
practice the conversation.
Call some pairs to practise
the conversation. Comment
on their pronunciation of the
final “s”.
Production To give students Game: Whispering Group work 5 mins

chance to apply - Teacher divides the class
what they have into 4 big groups and asks
learnt. students to stand in four
lines.
- The member in the last place
will make a sentence
containing at least a word
and a sound they have
learnt; then, whisper the
sentence to the next member
of the group. They will
continue until the member in
the first place and this
member will say the
sentence aloud.
- The fastest group will win
the game.
1. There are two bedrooms in

my house.
2. My living room has a TV,
two lamps, some pictures
and a sofa.
3. The toilets in my school are
clean.

what students about what they have learnt
have learnt in the in the lesson.
lesson.
Homework To revise what Find 5 more words with the T-Ss 1 min
they have learnt. sound /s/ and 5 more words
with the sound /z/. Write
them down and practice
pronouncing the words.
UNIT 2: MY HOUSE
Possessive case & Prepositions of place
Lesson aim(s)
By the end of the lesson, students will be able to know how to use the possessive case and
prepositions of place correctly.
Language analysis
Form Meaning
+ “ ’s” after a proper name. A possessive case is used to show possession.
Eg: Nam’s pen
+ “ ‘s” after a singular noun
Eg: teacher’s book
- Grade 6 textbook, Unit 2, A closer look 2.

- Pictures, sets of word cards.
- sachmem.vn

1. Students may lack knowledge and Prepare some hand-outs.
experiences about the topic.
Board Plan
Date of teaching
Unit 2: My house
* Warm-up
Memory game
I. Grammar focus 1: The possessive case
 name’s + noun = Polly’s sock.
 singular noun’s + noun = teacher’s book.
* Practice:
Task 1: Choose the correct answer.
Task 2: Complete the sentences with the correct possessive forms.
II. Grammar focus 2: Prepositions of place
on, in, at, under, ….

* Practice:
Task 3: Write the correct preposition in the box under each picture.
Task 4: Decide True or False statements.
III. Further practice: Memory challenge
* Homework
Warm-up To activate * Game: Memory game 5 mins

students’ prior - Teacher divides the class into Group work
knowledge and 4 groups.
vocabulary - Teacher tells students the
related to the rules of the game:
targeted + Students have to study the
grammar of picture of 3 people (Jack,
possessive case, Polly and Greg) and try to
preposition of remember the things
place and to belonging to each person in
increase 30 seconds without writing
students interest. down in their notebooks.
+ After 30 seconds, teacher
shows the things of Jack,
Polly and Greg and a member
of each team has to answer

quickly the question “Whose
is it?”
+ The group with more correct
sentences will be the winner.
Answer keys:
1. Whose jumper is it?
– It’s
Polly
’s
jump
er.
2. Whose T-shirt is it?

– It’s
Greg
‘s T-
shirt.
3.
Who
se ball is it?
– It’s Jack’s ball.
4. Whose sock is it? – It’s

Jack’s sock.
5. Whose shoes is it?

– It’s
Greg’s
shoes.
6.
Whos
e sock is
it? – It’s
Polly’s
sock.
7. Whose jumper is it?

– It’s Greg’s jumper.
8. Whose T-shirt is it?

– It’s Polly’s T-shirt.
Lead in To introduce the Teacher says: “This lesson T-Ss 1 mins

targeted today is going to tell you one
grammar of the way to express the possessive
lesson. and how to use the preposition
of place correctly.”
Presentation To introduce THE POSSESSIVE CASE 5 mins

students the - Teacher draws students’ T-Ss
form of attention to the words in the Ss-Ss
possessive case. answers from the Warm-up
“Greg ‘s T- shirt, Jack’s ball,
Polly’s sock” and asks them
meanings of these words.
- Teacher provides or confirms
the answers and lead in the
grammar focus of the lesson:
 We use “‘s” to show

possession.
- Teacher writes the form of
the possessive case on the
board:
 name’s + noun = Polly’s
sock.
 singular noun’s + noun =
teacher’s book.
Practice To help students Task 1: Choose the correct 8 mins

identify the answer.
correct form of - Teacher asks students to do S
possessive case. the exercise individually and
then compare their answers
with a classmate.
- Check the answers as a class.
- Teacher confirms the correct T – Ss
answers.
Answer key:
1. grandmother’s
2. sister’s 3. cousin’s
4. Nam’s 5. An’s
To help students Task 2: Complete the

practise forming sentences with the correct
the correct form possessive forms.
of possessive - Teacher has students do this
case. exercise individually and
calls on two students to write T – Ss
their answers on the board.

- Teacher draws all students’
attention to the board and
checks the answers together.
- Teacher confirms the correct
answers.
Answer key:
1. Mi’s 2. teacher’s
3. Nick’s 4. father’s
5. brother’s
Presentation To help students PREPOSITIONS OF PLACE T - Ss 5 mins

identify - Teacher asks students what
different prepositions of place they
prepositions of know. Encourage students to
place and use say as many as possible.
them correctly - Have them look at the
to describe Remember box to see if the
where pr
people or things ep
are. os
iti
on
s
th
ey
have mentioned are the same.
- Teacher confirms how to use
prepositions of place.
 We use prepositions of
place to describe where

people or things are.
Practice To help students Task 3: Write the correct 10

practice using preposition in the box under mins
prepositions of each picture.
place correctly - Teacher has students do this Pair work
to describe exercise 3 in pairs, then asks
where people or for students’ answers and
things are. confirms the correct answers.
- Teacher has students work in
pairs to say sentences
describing the pictures. Move
around to offer help if
needed.
students to say their T- Ss
sentences. If there is time, ask
some students to write their
sentences on the board.
Answer key:
1. on 2. next to
3. behind 4. in
5. in front of 6. between
7. under
1. The dog is on the chair.

2. The dog is next to the
armchair.
3. The cat is behind the TV.

4. The cat is in the wardrobe.
5. The dog is in front of the
kennel / doghouse.
6. The cat is between the lamp
and the armchair.
7. The cat is under the table.
Task 4: Decide True or False
statements.
- Teacher has students look at
the picture of the room and
asks them to describe the
room briefly, then has them
read each sentence, look at
the picture and decide if each T- Ss
sentence is true or false. If it
is false, ask them to correct it.
- Teacher has students do this
exercise individually before
they share their answers with
a partner. Ask some students
to read out their answers.
ones.
Answer 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.)
Production To help students * Memory challenge 8 mins

practise asking - Teacher has students work in T-Ss
and answering pairs to play the game
about the Memory challenge.
position of - Students look at the picture in Ss-Ss
things. Exercise 4 for 30 seconds and
then cover it.
- They ask and answer
questions about the position
of the things in the picture.
- Teacher invites some pairs to
perform in front of the class.
Example:
A: Where are the books? T-Ss
B: They’re on the table.

have learnt in the lesson.
the lesson.
Homework To revise what Do exercises in the workbook. T-Ss 1 min

they have learnt.
UNIT 2: MY HOUSE
Lesson aim(s)

- learn how to give suggestions;
- practise using some grammar points and vocabulary related to the topic.
Language analysis

- Pictures
- sachmem.vn

1. Students may lack knowledge about the Provide students with information about the
topic. knowledges they do not know.
2. Students may have underdeveloped - Encourage students to work in pairs, in
reading, speaking and co-operating skills. groups so that they can help each other.
3. Some students will excessively talk in - Define expectation in explicit detail. Have
the class. excessive talking students practise.
Board Plan
Date of teaching
Unit 2: My house
*Warm-up
Pictures decribing
I. Everyday English: Giving suggestions
 Structure: How about + V-ing?
Let’s + V.
Task 1: Listen and read the dialogue.
Task 2: Make similar dialogues.
II. Living places
Task 3: Look at the picture and complete the sentences.
Task 4: Find the differences between the two houses.
Task 5: Draw a simple picture of your house.
* Homework
Warm-up To introduce * 3 mins

the lesson. Pict T-Ss
ures
desc
ribi
ng:
- Teacher shows the picture
of Nam’s house and asks
students to describe as many
things in the picture as

possible.
- Students give their answers.
- Teacher checks the answers.
Suggested answers:
- This is Nam’s house.
- There are 4 rooms in his
house.
- In the living room, there is a
lamp, a picture, a table and a
sofa.
- In the kitchen, there is a
fridge, a dishwasher and a
sink.
- ….

lesson. the lesson by telling what
they are going to learn: “We
are going to learn how to
give suggestions and
practice describing a
house”.
* EVERYDAY ENGLISH
Presentation To introduce Task 1: Listen and read a T-Ss 5 mins

two ways to dialogue.
give * Giving suggestions:
suggestions. - Teacher plays the recording
for students to listen and

read the dialogue between
Elena and her mum at the
same time.
- Teacher asks students to pay
attention to the highlighted
sentences.
- Teacher elicits the structures
to give suggestions from
students.
Structure:
 How about + V-ing?
 Let’s + V.
practise the dialogue in
pairs. Call some pairs to
practise the dialogue in front
of the class.
Practice To help Task 2: Make similar 5 mins

students dialogues.
practise giving - Teacher give students some Pair work
suggestions. situations to practice:
Situation 1: You want to
buy some furniture for their
homes.
Situation 2: You want to do
some activities at the
weekend with your friend.
Situation 3: You want to
buy some new school things

work in pairs.
- Teacher moves around to
observe and provide help.
practise in front of the class,
then comments on their
performance.
Suggested answers: T-Ss
A: I am so bored.
B: How about going to the
cinema this weekend?
A: Great idea!
* LIVING PLACES
Presentation - To give Task 3: Complete the 5 mins

students a sentences.
sample of a - Teacher has students look at T- Ss
house the picture and try
description describing Mi’s
- To help grandparents’ country
students house.
practise using - Teacher encourages students

some to say full sentences.
grammar
points and - Then ask students to work in
vocabulary pairs to complete the given
related to the sentences.
topic. - Teacher moves around to
obs
erv
e
and
pro
Pair work
vid
e help.
- After that, teacher invites
answers.
answers.
Answer key:
1. country 2. are 3. is 4.
T-Ss
chairs 5. on
Practice To help Task 4: Find the differences 5 mins

students between the two houses.
practise asking
and answering
about the
differences
between two
houses.
- Teacher models with a

student.
Suggested conversation:
T (look at Nick’s house):
Nick lives in a country
house. Where does Mi live?
T-S
S: (look at Mi’s house): She
lives in a town house.
T: How many rooms are there
in Mi’ house?
S: There are six rooms. What
about in Nick’s house?
T: …
- Teacher asks students in
each pair not to look at each
other’s picture and make
similar conversations.
- Teacher reminds students to
note down the differences
between the two houses.
- After some minutes, the pair
which has the most
Pair work
differences will be the
winner. Ask some pairs to
act out the conversation.
Other pairs listen and add

more differences if there are
any.
Production To help Task 5: Drawing a simple S 7 mins

students picture of your house. Pair work
practise - Teacher gives students 5 – 7
describing their minutes to draw a simple
house. picture of their house, then
asks students work in pairs
to tell each other about their
house. If time allows,
teacher can ask them to note
down the differences
between their houses.
to describe their friend’s
house to the class. T-Ss
- Students may also present
the differences between
their house and their
friend’s. Other students and
teacher listen and give
comments. The group with
higher scores will win the
game.

the lesson.
Homework To prepare for Do exercises in the workbook. T-Ss 1 min

the next lesson:
Skills 1.
UNIT 2: MY HOUSE
Lesson 5: Skills 1
Lesson aim(s)

- understand the description of a room at the Crazy House Hotel in Da Lat;
- describe one room (in their imagination) in that hotel.
Language analysis
1. strange (adj) unusual and unexpected, or difficult to /streɪndʒ/

understand
2. wardrobe (n) a tall cupboard in which you hang your /ˈwɔːdrəʊb/

clothes
3. desk (n) a type of table that you can work at, often /desk/
one with drawers

- Pictures, sets of words.
- sachmem.vn

1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
2. Students may have underdeveloped - Let students read the text again
reading, speaking and co-operating (if needed).
skills. - Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in groups
so that they can help each other.

Board Plan
Date of teaching
Unit 2: My house
Lesson 5: Skills 1
* Warm-up
Shark attack
I. Reading:
1. Reading skills: Predicting
2. Vocabulary
Task 1: Read the text and answer the questions. (Ex. 2, p. 22)
Task 2: Circle the things in the Tiger Room. (Ex. 3, p. 22)
Task 3: Retelling
II. Speaking:
Task 4: Create a new room for the hotel. (Ex. 4, p. 22)
Task 5: Describe your plan. (Ex. 5, p. 22)

* Homework
Warm-up To introduce the *Shark attack 5 mins

topic of reading. - Teacher divides the class Group work
into 2 teams.
- Then, teacher lets students
play “Shark attack” to
find the hidden words.
CRAZY
- The team which finds the
word first will be the
winner.
Lead in To lead in the READING SKILL: T-Ss 2 mins

lesson about Skills PREDICTING
1. - Teacher asks students to
read the “Reading skill”
box and explains any
words that Ss do not
know.
- Teacher tells students that

predicting is an important
reading skill that can help
them have a general
understanding of the text.
* Set the scene:
- Teacher tells students to

quickly look at the text,
th
e
pi
ctures and answer the
questions.
-T
e
a
c
h
er
as
k
s
for students’ answers.
- Then teacher tells them to
read the text quickly to
check their prediction.
- After that, teacher

confirms the correct
answers.
Answer key:
1. It’s an email.
2. The text is about Nick’s
room at the Crazy House
Hotel.
Pre-Reading To provide VO 5 mins

(Pre-teach students with some CA T-Ss
vocabulary) lexical items before BU
reading the text LA
again. RY
-T
ea
cher introduces the
vocabulary by:
+ Providing the synonym or
antonym of the words.
+ Providing the pictures of
the words.
+ Providing the definition
of the words.
1. strange (adj)
[explanation]
2. wardrobe (n) [visual]
3. desk (n) [visual]
a wardrobe
a desk
While-Reading To help students Task 1: Read the text and 10

develop their answer the questions. (Ex. mins
reading skill for 2, p. 22)
specific - Teacher lets students look T- Ss
information at Ex. 2 on p. 22 and tells
(scanning). them how to do this kind
of exercise:
+ Read the questions.
+ Underline the key words.
+ Locate the key words in
the text.
+ Read that part and
answering the questions.
- Teacher has students read
the text in detail to answer
the questions and tells

them to underline parts of
the email that help them
with the answers.
- Teacher tells them to
compare their answers in
pairs before giving the
answers to teacher.
- Teacher asks them to give
evidence when giving the Ss-Ss
answers.
Answer key:
1. He’s in Da Lat with his
parents.
2. There are ten rooms. T-Ss
3. Because there’s a big
tiger on the wall.
4. It’s under the bed.
Task 2: Circle the things

in the Tiger Room.
(Ex. 3, p. 22)
read through the words
given and then locate
To help students them in the text. If they T- Ss
further develop find a similar word in the
their reading skill text, they should circle it
for specific in the list.
information - Teacher has students

(scanning). compare their answers.
- Teacher checks and
confirms the correct
answers.
Answer key:
a window
a lamp Ss- Ss
a wardrobe
a desk
T-Ss
Post-Reading To check students’ Task 3: Retelling 5 mins

reading - Ask students what to T- Ss
comprehension. include when they want to
describe a room in the
hotel. Here are some
things:
• Name of the room
• Reason for the name
• Position of things in the
room
- Write these points on the Ss- Ss
board and retell “Tiger
room” to their partners.
Pre-Speaking To help students Task 4: Create a new 5 mins

prepare ideas for room for the hotel. Draw
the next activity. a plan for the room. (Ex.
4, p.22)
- Teacher tells each student T-Ss
to create a new room for

the hotel and draw a plan
for the room.
- Teacher sets a time limit
for students to do it.
give the room a name and
bear in mind the
organisation of the room
including the things in the
room and their position.
- Have them note down
quickly these ideas.
While-Speaking To provide an Task 5: Describe your 7 mins

opportunity for plan. (Ex. 5, p. 22)
students to practise - Have students work in Ss- Ss
describing the hotel pairs and show the plan to
room they have their partner. Ask students
designed. to take turns to describe
their rooms.
- Remind them to focus on
the three points on the
board. Move around to
observe and offer help.
- Call on some students to
show their plan to the
whole class and describe
it. Other students and the
teacher listen and vote for
the best plan.
Post-Speaking To help students - Have students give T-Ss 3 mins

improve next time. comments on their friends Ss-Ss
and vote for the most
interesting and
informative presentation.
- Teacher gives feedback
and comments.
Consolidation To consolidate Teacher asks students to T-Ss 2 mins

what students have talk about what they have
learnt in the lesson. learnt in the lesson.
Homework To prepare for the Do exercises in the T-Ss 1 min

next lesson Skills workbook.
2.
UNIT 2: MY HOUSE
Lesson 6: Skills 2
Lesson aim(s)

- listen to get information about rooms and houses;
- write an e-mail to a friend.

- Pictures
- sachmem.vn
1. Students may lack knowledge and Prepare some hand-outs.

2. Students may have underdeveloped - Play the recording many times if any
listening, writing and co-operating skills. necessary.
- Encourage students to work in pairs, in

Board Plan
Date of teaching
Unit 2: My house
Lesson 6: Skills 2
* Warm-up
Game: Lucky number
I. Listening
Task 1: Name the pieces of furniture. (Ex. 1, p. 23)
Task 2: Prediction. (Ex. 1, p. 23)
Task 3: True or False statements. (Ex. 2, p. 23)
Task 4: Summarize the information and talk about Mai’s room.
II. Writing: An email to a friend
* Necessary parts of an email:
• Part 1: Subject
• Part 2: Greeting
• Part 3: Introduction
• Part 4: Body
• Part 5: Conclusion
Task 5: Answer the questions. (Ex. 3, p. 23)
Task 6: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23)
* Homework
Warm-up To revise the * Game: Lucky number T-Ss 5 mins

content of the - Teacher divides the class Group work
previous into 2 teams.
lesson. - Each team chooses the

number they like, then tries
to answer the question
correctly.
- The team which chooses a
lucky number will get two
points without answering
any questions.
- The team which has more
points will be the winner.
Questions:
1. What is the name of the
room where Nick is
staying? (Tiger)
2. How many rooms are there
in the hotel? (10)
3. Is there a wardrobe in
Nick’s room? (Yes)
4. Where is that Crazy House
Hotel? (In Da Lat)
5. Are the rooms named after
different flowers? (No)
6. Lucky number
7. Where is the bed in Nick’s
room? (Under the window)
8. Why is the room called the
Tiger room? (Because
there’s a big tiger on the
wall).
9. Who is Nick staying with?

(With his parents)
10. Lucky number.
Lead in To introduce - Teacher introduces students T-Ss 1 min

the new lesson. the content of the lesson
today: “In the previous
lesson, you already read
about Nick’s room at the
Crazy House Hotel. In the
listening lesson today, we
are going to listen to Mai
talking about her house.”
Pre-Listening To prepare Task 1: Name the pieces of 3 mins

students for the furniture. (Ex. 1, p. 23)
listening text. - Ask students to look at the T-Ss
pieces of furniture and parts
of the house and name them.
read the words out loud.
- Ask some students to write
the
wo
rds
on
the
bo
ar
d.
Answer key:
1. bookshelf
2. sofa
3. desk
4. clock
5. window
Task 2: Prediction. (Ex. 1, p.

23)
- Have students guess if these
things are mentioned in the
listening text. If they say yes
for a thing, put a tick next to
the word.
- Play the recording once for
students to check their
guesses.
While-Listening To help Task 2: Prediction. (Ex. 1, p. 10

students 23, cont.) mins
develop their Teacher confirms the correct T-Ss
skill of answers for their prediction.
listening for Answer key:
specific Things mentioned in the
information. listening text: bookshelf,
desk, clock, window.
Task 3: True or False

statements. (Ex. 2, p. 23)
- Have students look at the
sentences in this activity.

Ask them how to do it. Give
them some strategies to do
the exercise (e.g. reading the
sentences, underlining the
key words, listening to the
text paying attention to the
key words, deciding if each
sentence is true or false).
- Play the recording twice for
students to do Exercise 2.
For a better class, ask
students to take notes of the
information to explain why
a sentence is false.
- Have students share their
answers in pairs.
- Invite some pairs to give
their answers and confirm
the correct ones.
- Play the recording again if
needed, stopping at the
place where students find it
difficult to hear.
- For a better class, ask
students to correct the false
sentences.
Audio script:
My
na
me
’s
Ma
i. I
live in a town house in Ha
Noi.
I live with my parents. There
are six rooms in our
house: a living room,
a kitchen, two bedrooms, and
two bathrooms.
I love our living room best
because it’s bright.
It’s next to the kitchen.
I have my own bedroom. It’s
small but beautiful. There’s a
bed, a desk,
a chair, and a bookshelf. It
also has a big window and a
clock on the wall.
I often read books in my
bedroom.
Answer key:
1. F (There are three people.)
2. F (There are six rooms.)
3. T 4. T
5. F (She reads books.)

* Retelling
Invite one or two students to
briefly describe Mai’s house,
focusing on the type of house,
the number of rooms and her
favourite room.
Post-Listening To develop Task 4: Summarize the Group work 5 mins

students’ information and talk about
speaking skill, Mai’s room.
using the - Students work in groups of
available four.
information - Teacher asks students to
and their summarize the information
background in the listening tasks and
knowledge. talk about it.
- Students can add more
information based on their
background knowledge.
- Teacher goes round and
helps if needed.
Pre-Writing To help * Necessary parts of an 5 mins

students email
identify the - Show this sample email on T-Ss
form of an the slide / on the board or
email. give each student a handout
with this sample.
- Ask them several questions:

1. How many parts are there
in the email?
(5 parts)
2. What is the subject of the
email? Where can you find
it? (My house – We can find
it in the “Subject line”)
3. What does An write about
in the first paragraph of the
email? (The introduction)
4. What does An write about
in the second paragraph?
(The subject(s) of the email)
- Teacher can use the
information in this box
when explaining how to
write an email to students.
How to write
email to friend?
1. In the subject
line, write briefly,
what the email is
about.
2. Begin the email
with a greeting
(Dear/Hi/Hello).
3. The
introduction is the
first paragraph.
Ask about his/her
health, thank
him/her for the
previous email or
write the reasons
for the email, etc.
4. In the body,
write the
subject(s) of the
email. Write each
subject in a new
paragraph.
5. The conclusion
is the last
paragraph. Say
goodbye, ask your
friend to write
back, etc.
While-Writing To help Task 5: Answer the 10

students questions. (Ex. 3, p. 23) mins
brainstorm - Tell students that now they T-Ss
ideas for their are going to focus on the
email. body of the email only.

- Tell them that answering the
guiding questions is one
way to help them brainstorm
as well as organise ideas for
their writing.
- Have students answer the
questions individually,
encouraging them to write
the answers in full
sentences.
- Move around to offer help.
- Invite some students to
share their answers to the
class. Comment on their
answers.
Task 6: Write an email to

Mira, your pen friend and
tell her about your house.
(Ex. 4, p. 23)
- Ask students to write the
body of their email
individually.
- Ask one or two students to
write their email on the
board.
Post-Writing To peer check, - Teacher asks students to Ss-Ss 2 mins

cross check exchange their textbooks to
and final check ch
students’ ec
writing. k
the
ir
fri
en
ds’
wr
iti
ng.
- Teacher then gives feedback
as a class discussion.
T-Ss

the lesson.
Homework To allow Rewrite the email on the T-Ss 1 min

students notebook.
finalize their
emails after
being checked
by friends and
the teacher.
UNIT 2: MY HOUSE
Lesson aim(s)


- sachmem.vn

speaking, writing and co-operating skills groups so that they can help each other.
when doing project. - Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 2: My house
* Warm-up
Brainstorming: Types of house, rooms and pieces of furniture.
I. Looking back
Task 1: Complete the second sentence with the correct possessive form.
(Ex. 2, p. 24)
Task 2: Make sentences using prepositions of place (Ex. 3, p. 24)
Task 3: Write three sentences to describe your favorite room. (Ex. 4, p. 24)
II. Project
Strange houses
Task 4: Survey
Task 5: Presentation
* Homework

Warm-up To help students * Brainstorming 5
revise the - Teacher divides the class Group work mins
vocabulary into 3 big groups.
items they have - Each group will be
learnt in the assigned a name.
unit. - Teacher asks students to
brainstorm all words
related to types of house,
rooms and furniture.
- The group having the
most suitable and correct
answers is the winner.

Suggested answers:
- Types of house: flat,
town house, country
house, stilt house, villa,
cottage, farmhouse,
bungalow,…
- Rooms: hall, living room,
bedroom, bathroom,
kitchen, dining room,
guest room, utility
room,…
- Furniture: chest of
drawers, sink, fridge,
dishwasher, cupboard,
microwave, air
conditioner, stool,
armchair,…
Looking back To help students Task 1: Complete the 16
revise the second sentence with the mins
possessive case. correct possessive form.
(Ex. 2, p. 24)
- Have students say how to T-Ss
form the possessive form
with proper names and
singular nouns.
- Ask students to do the
exercise individually and S
then exchange their Ss-Ss
answers with a classmate.

write their answers on the
board. Other Ss give
comments.
- Confirm the correct
answers.
Answer key:
1. teacher’s T-Ss
2. brother’s
3. Elena’s
4. grandfather’s
5. Vy’s
Task 2: Make sentences

using prepositions of
To help students place. (Ex. 3, p. 24)
revise the - Ask students to say the
prepositions prepositions of place they
of place. have learnt.
- Have students look at the
pictures and do this
exercise individually.
Ask some students to
write the sentences on the
board.
- Check students’ answers.
Answer key:
1. The cat is on the table.

2. The dog is in front of the
kennel / doghouse.
3. The cat is between the
bookshelf and the sofa.
4. The cat is behind the
computer.
5. The girl is on the sofa.
6. The boy is next to the
sofa.
Task 3: Write three
sentences to describe
your favourite room. (Ex.
4, p. 24)
- Ask one student what
room in the house is his /
her favourite.
To help students - Encourage him / her to
revise the way say one or two sentences
to describe their about it.
favourite room - Have students write three
using the sentences to describe
prepositions of their favourite room.
place. - Remind students to use
prepositions of place.
- Students share their
sentences with their
partners.
- Some students are asked
to write their sentences

on the board.
- Teacher and other
students give feedback.
Project To allow Task 4: Survey Group work 20
students to - Students work in groups. mins
apply what they One student in each
have learnt group asks other group
(vocabulary and members question
grammar) into “Which one would you
practice through like to live in? Why?”
a project. and fill the information in
the following table.
- This student then

summarises their group
members’ answers and
reports the result to the
whole class.
Task 5: Presentation
- Have students work in
groups to draw their own
strange house.
- Ask them to practise
describing their house in
groups before telling the
class about their house.
- The class vote for the
best strange house.

Consolidation To consolidate Teacher asks students to T-Ss 3
what students talk about what they have mins
have learnt in learnt in the lesson.
the lesson.
Homework To prepare for Prepare for the next lesson: T-Ss 1 min
the next lesson. Unit 3 – Getting started.
UNIT 3: MY FRIENDS
Lesson aim(s)

- use lexical items about body parts and appearance;
- describe people’s appearance.
Language analysis

1. glasses (n) things people wear when they have /ˈɡlɑːsɪz/
eyes’ problems
2. cheek (n) the parts under people’s eyes /tʃiːk/
3. foot (n-s)/feet (n-p) the body part we use to stand on /fʊt/ - /fiːt/

- Picture and stickers, speaker
- sachmem.vn

1. Students may be lack of knowledge Prepare some handouts on vocabulary and
about body parts and structures to structures to describe people’s appearance.
describe people’s appearance.
listening, speaking and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
Board Plan
Date of teaching
Unit 3: My friends
* Warm-up
The body part song
I. Vocabulary
1. glasses (n)
2. cheek (n)
3. foot/feet (n)
II. Getting started
Task 1: Teacher draws students’ attention to the picture in the textbook and asks them
questions about the picture.
Task 2: Listen to the conversation and check the prediction. (p. 26)
Task 3: Listen to the conversations again and work in pairs to do Ex. 2.
Task 4: Show a picture – stickers  do Ex. 3
Task 5: Work in groups of 3-4 to do Ex. 4
III. Production
Task 6: Game: Describe and guess
* Homework
Warm-up To review on * Listen and do along T-Ss 5

people’s body - Teacher plays the song on mins
parts, recall speakers.
students - Teacher and students sing
vocabulary. along and point at the
mentioned body parts in the
song lyrics. Do 2-3 times and

make it faster each time.
Link:
https://www.youtube.com/watch
?v=YGi3f_fHIzg
Lyrics:
Body body bop bop!
Body bop bop!
Body body bop bop!
Body bop bop!
Wash your head.

Wash your shoulders.
Body body bop bop bop!
Wash your tummy.
Wash your bottom.
Body body body body bop!
Body body bop bop!

Body bop bop!
Touch your eyes.

Touch your nose.
Touch your mouth.
Touch your ears.
Body body bop bop!

Body bop bop!

Body body bop bop!
Body bop bop!
Wiggle your arms.

Wiggle your legs.
Wiggle your fingers.
Wiggle your toes.
Body body bop bop!

Body bop bop!
Shake your elbows.

Shake your knees.
Shake your hands.
Shake your feet.
Body body!
Body body body body!
Bop bop bop!
Lead in To lead in the Task 1: Teacher draws T-Ss 3

topic. students’ attention to the mins
picture in the textbook and
asks them questions about the
picture:
1. What are Phong and Nam
doing?
2. What is Phong favourite
magazine?
3. Who do Phong and Nam see?
4. Where are the two girls going?
Suggested answers:
1. They are having a picnic.
2. It’s …
3. They see …
4. They are going to …
Presentation VOCABULARY T-Ss 5

(Vocab- - Teacher introduces the mins
+ showing the pictures
illustrating the words
+ providing the definition of the
words
1. glasses (n): [picture]
2. cheek (n): [picture]
3. foot-feet (n): [picture]
Practice To practice the Task 2: Listen to the T-Ss 20

targeted conversation and check the mins
language prediction. (p. 26)
(adjectives) - Teacher plays the recording,
and the asks students to underline the
background words they have learnt in the
knowledge. vocabulary part.
- Teacher can play the recording
more than once.
Task 3: Listen to the
To practice conversations again and work
using the in pairs to do Ex. 2.
targeted - Students work in pairs.
vocabulary. - Teacher asks students to share Pair work
as a class.
explain where they can find the T-Ss
answer.
Answer key:
1. picnic
2. favourite magazine
3. Mai and Chau
4. glasses; long black hair
5. are going to
Task 4: Show a picture –
stickers  do Ex. 3.
- Teacher has students go to the

board to stick the right stickers
with the body part names to the
right place on the picture. T- Ss
- Students work independently to
do Ex. 3
- Teacher asks students to give
out more names of body parts
that they have known. S
Answer key:
1. eye T-Ss
2. nose
3. shoulder
4. hand
5. leg
6. foot
7. arm
8. mouth
9. cheek
10. hair
Task 5: Work in groups of
3-4 to do Ex. 4.
- Students can work in groups to
complete this task.

- Teacher introduces examples
and structures for students to
make sentences to describe a
friend. Group work
Answer key:
1. Long/short: hair, arms, legs,
fingers, …
Ex: She has long hair.
2. Big/small: nose, eye, hand,
feet, mouth, …
Ex: She has big eyes.
3. Hair: blonde, curly, wavy,
straight, short, long, dark, …
Ex: He has short curly hair.
Production To use the Task 6: Game: Describe and 8

vocaburaly guess. mins
and structure Work in groups, take turns to Group work
in real life describe a classmate. Other
context. group members guess who
he/she is.
Suggested answers:
- She has glasses, she has long
black hair.
- Is she Mai?
- No, she isn’t. She has a small
nose.
- Is she Lan?
- Yes, she is.

what students about what they have learnt in mins
the lesson.
Homework To prepare Write some sentences to describe T-Ss 1 min

vocabulary for at least 3 classmates.
the next
lesson: A
closer look 1.
UNIT 3: MY FRIENDS
Lesson aim(s)

- use vocabulary and structures about body parts, appearance and personality;
- pronounce correctly the sound /p/ and /b/ in isolation and in context.
Language analysis

1. confident (adj) believe in one’s self /ˈkɒnfɪd(ə)nt/
2. caring (adj) care about others /ˈkeərɪŋ/
3. active (adj) full of energy /ˈæktɪv/
4. careful (adj) always do things without mistakes /ˈkeə(r)f(ə)l/
5. creative (adj) have many interesting ideas /kriˈeɪtɪv/
6. shy (adj) = reserved >< confident /ʃaɪ/
7. kind (adj) >< cruel/evil, = good, caring /kaɪnd/
8. clever (adj) = intelligent/smart /ˈklevə(r)/

- Speakers
- sachmem.vn

1. Students may be lack of knowledge Prepare some antonyms so that students can
about personalities. guess correctly the meaning of the new
vocabulary.
listening, speaking and co-operating - Encourage students to work in pairs, in
skills. groups so that they can help each other.
Board Plan
Date of teaching
Unit 3: My friends
* Warm-up
“Simon says” game
I. Vocabulary
1. confident (adj)
2. caring (adj)
3. active (adj)
4. careful (adj)
5. creative (adj)
6. shy (adj)
7. kind (adj)
8. clever (adj)
Task 1: Matching. Students work in pairs to match the words with the correct pictures.
Task 2: Read the descriptions and match with the correct words.
Task 3: Game: Why do I love my friends?
II. Pronunciation /b/ and /p/
Task 4: Pronunciation: /b/ vs /p/. Listen and repeat.
Task 5: Practice the chant.
III. Production
Task 6: Game: “Up and down”
* Homework
Warm-up To review on * “Simon says” game T-Ss 5 mins

people’s body - Teacher explains the
parts, recall game rules: Students have
students to touch the body parts
vocabulary. that teacher calls out.
Who gets wrong action is
out of the game.
- Teacher starts all
sentences with: “Simon
says Touch your … “
Lead in To lead in the Lead in: How can we T-Ss 6 mins

topic. describe our friends’
personalities?
Teacher asks students to
say some personalities:
Suggested answers:
funny, active, lazy, hard-

working,…
Task 1: Matching.
Students work in pairs to
match the words with the
correct pictures: 
Check
(Teacher can help students
by describing the pictures.)
Answer key:
1. c (caring)
2. e (active)
3. d (hard-working)
4. a (funny)
5. b (confident)
Presentation VOCABULARY T-Ss 9 mins

(Vocab- - Teacher introduces the
+ providing the definition
of the words
1. confident (adj):
[explanation]
2. caring (adj):
[explanation]
3. active (adj):
[explanation]
4. careful (adj):
[explanation]
5. creative (adj):
[explanation]
6. shy (adj): [antorym]
7. kind (adj): [explanation]
8. clever (adj): [synonym]
repeat and practice
Practice To practice the Task 2: Read the 15

targeted language descriptions and match mins
(adjectives) and with the correct words.
the background (p. 28)
knowledge. - Teacher asks students to S
work individually.
- Then discuss with a Ss
partner.
- Teacher checks and T-Ss
corrects (if needed).
Answer key:
1. creative
2. kind
3. friendly
4. careful
5. clever
Task 3: Game: Why do I

love my friends?
- Students work in groups. Group work

write at least 2-3 T-Ss
personalities to describe
each members.
read out, beginning with I
love … because he/she
is …, … and …
Suggested answer:
1. I love Trang because she
is kind, creative and
funny.
2. I love Minh because he
is smart, caring and
friendly.
3. …
Practice To help students PRONUNCIATION

practice Task 4: Pronunciation:
pronunciation the /b/ and /p/. Listen and
sound in words. repeat. Circle the words
you hear.
- Teacher has students lister T-Ss
to the recordings and
stops to let students repeat
each word.
- Students work
independently to circle S
the words they have
listened.
Task 5: Listen. Practice

the chant.
- Teacher plays the
recording twice. T-Ss
- Students practice with a
partner. Ss-Ss
Production To recognise the Task 6: Game: “Up and 7 mins

targeted down”
vacabulary and - Teacher explains the T-Ss
sounds. rules:
 Round 1: Teacher says
1-15 personalities that
students have learnt in
the lesson. Students stand
up for the positive ones,
sit down for the negative
ones.
 Round 2: Teacher says

1-15 words containing
the sound /b/ and /p/.
Students stand up for the
ones with the “b” sound,
sit down for “p” sound.
- Students plays on groups.
Group work

what students talk about what they have
have learnt in the learnt in the lesson.
lesson.
Homework To prepare Do the exercises in the T-Ss 1 min

vocabulary for the workbook.
next lesson: A
closer look 2.
UNIT 3: MY FRIENDS
Lesson aim(s)

- use the present continuous to talk about things happening now;
- ask about appearance and personality.
Language analysis
Form Example
S + am/ is/ are + V-ing She is playing basketball in the garden.
S + am not/ isn’t/ aren’t + V-ing They are not going to school at the moment.
Am/ Is/ Are + S + V-ing? Are you having lunch?
Wh + am/ is/ are + S + V-ing? Why is he standing over there?

- Pictures, sets of word cards
- sachmem.vn

1. Students may lack knowledge and Prepare some hand-outs in which key
experiences about the topic. language of the key language of describing
personalities.

Board Plan
Date of teaching
Unit 3: My friends
* Warm-up
Game: Sentence puzzling
I. Grammar focus
* Present continuous
Task 1: Teacher explicits the forms.
II. Practice
Task 2: Put the verbs in the brackets in the present continuous.
Task 3: Work in pairs. Make questions and answers from the given words and pictures.
Task 3: Put the verbs into present simple or present continuous.
Task 4: Mime game
III. Production
Task 5: Kahoot game
* Homework
Warm-up To activate * Game: Sentence 5 mins

students’ prior puzzlings
knowledge and - Teacher divides the class Group work
vocabulary into 4 groups.
related to the - Teacher delivers a set of
targeted word cards which are
grammar of jumble sentences in
present present continuous to each
continuous and group.

to increase - Students will have to
students interest. work in groups to create
as many correct sentences
from the word cards as
possible.
- The group with more
correct sentences will be
the winner.
Suggested answers:
1. She is learning
Englis now.
h
2. His dog is
eating dinner.
3. and Trang
Phong
are talking.
4. isn’ playing
Susan t
the piano.
5. My parents are
visitin me.
g
Lead in To introduce Task 1: Teacher explicits T-Ss 5 mins

targeted the forms.
grammar of Teacher draws students’
present attention to the form of
continuous. the sentences created in
the game ask them
target tense Teacher
provides or confirms the
answers and lead in the
grammar focus of the
lesson:
Presentation To help students Task 2: Put the verbs in 10

get to know the the brackets in the present mins
use of present continuous.
continuous. - Teacher has students
complete Ex. 1 +2 T-Ss
(p. 29).
- Teacher then asks
students to exchange their Ss-Ss
textbooks to check their
friends’ answers.
Answer key:
Ex. 1:
1. is reading
2. are playing
3. isn’t making
4. am going
5. are; talking
Ex. 2:
1. Nam and Ba are not /
aren’t eating ice cream.
2. Lan and Trang are taking
photos.
3. Ha is / Ha’s writing a
letter.
4. Duong and Hung are not
/ aren’t playing
badminton.
5. Phong is not / isn’t
drawing a picture.
Practice To give students Task 3: Work in pairs. 12

opportunities to Make questions and mins
use present answers from the given
continuous words and pictures.
correctly in (p. 30)
context. - Teacher has students work Ss-Ss
on the exercise in pairs.
- Teacher gives feedback as
a class discussion. T- Ss
Answer key:
1. Is your friend
swimming?
– Yes, he is.
2. Are they listening to
music?
– No, they aren’t.
(They’re / They are
having a picnic.)
3. Is Mi playing the piano?
– No, she isn’t.
(She’s / She is doing
karate.)
4. Are they learning
English?
– Yes, they are.
5. Are your friends cycling
to school?
– No, they aren’t.
(They’re / They are
walking to school.)
Task 4: Mime game:
Take turns to mime
different actions. Others
guess what you are doing. Ss-Ss
Production To help students Task 5: Kahoot game. 10

distinguish and Choose the best option to mins
use correctly complete the questions in
present simple the game.
and present - Teacher prepares T-Ss

continuous. Ex. 4 (p. 30) to create
questions in Kahoot game.
use their mobile devices
to answer and interact
with the questions online.
- Teacher gives clear
instructions for students to
fully understand how to
play Kahoot game online.
 Go to kahoot.it
 Enter the game PIN
 Type your nickname
 Choose the best option
for each question
appearing on the screen
 See who will be the
winner
- Teacher provides the
game PIN and allows
students’ access to the
game.
- Students choose the best
option for each question
appearing on the screen.
- Teacher gives
complement or good mark
to the winner of the game.
* Questions in the game:

1. My best friend (not walk)
_______ to school every
day. Sometimes she
(cycle) _______.
A. does not/ doesn’t walk;
cycles
B. isn’t/ isn’t walking
cycles
2. Look! What _______ he
(play) _______?
A. does he play
B. is he playing
3. _______ your friends
(study) _______ in the
library every afternoon?
A. Are your friends and you
studying
B. Do your friends and you
study
4. I (write) _______ an
email to my friend now.
A. am writing
B. write
5. He (not do) _______ his
homework now. He
(read) _______
A. doesn’t do/ reads
B. isn’t doing/
is reading
Answer key:
1. A
2. B
3. B
4. A
5. B

lesson.
Homework Reactivate the Do Exercise 4, write the T-Ss 1 min

knowledge that answers on your notebooks.
students have
gained in the
Kahoot game.
UNIT 3: MY FRIENDS
Lesson aim(s)

- ask and answer about people’s appearance and personalities;
- practice to talk about people’s appearance and personalities.
Language analysis

- Pictures
- sachmem.vn

1. Students may lack knowledge of dates Provide students with information about
and months. dates and months.
3. Some students will excessively talk in the - Define expectation in explicit detail.
class. Have excessive talking students practise.
Board Plan
Date of teaching
Unit 3: My friends
* Warm-up
BINGO: Personalities vocabulary recall
I. Everyday English
Tell students that they are going to learn how to ask about appearance and personality.
Task 1: Work in pairs to make similar dialogues about their best friend.
III. Personalities
Task 2: Puzzle reading. (Ex. 3, p. 31)
Task 3: Read the descriptions in pairs and find out if they match your friend’s personalities.
Task 4: Discussion: Read the descriptions in 4. Share your opinion within a group.
* Homework

Warm-up To introduce the * BINGO 5
topic. - Teacher asks students to T-Ss mins
make a table into their
notebooks and fill in with
different personalities.
active clever kind

…
- Teacher reads out loud 9

personalities. The student
has a line of 3 can shout:
BINGO.
- Teacher checks the
answer.
Lead in To lead in the Teacher leads students into T-Ss 1
lesson. the lesson by telling about mins
what they are going to
learn: “How to ask and
answer about people’s
appearance and
personalities”.
* EVERYDAY ENGLISH
Presentation To introduce Task 1: Work in pairs to T-Ss 15
question to ask make similar dialogues mins
about people about their best friend.
appearance and - Play the recording for
personalities. students to listen and read
the dialogue between
Linda and Mi at the same
time.
- Ask students to pay
attention to the
highlighted questions.
Elicit the structure to ask
about appearance:
* What does your best

friend look like?
and the structure to ask
about personality
* What’s she like?
as well as the language
used to answer these two
questions.
- Have students practise
the dialogue in pairs.
 Call some pairs to
practise the dialogue in
front of the class.
Audio script:
Linda: What does your best
friend look like?
Mi: She’s short with long
black hair. She has bright
brown eyes.
Linda: What’s she like?
Mi: She’s very kind and
creative.
- Teacher ask students to
work in pairs to make
similar dialogues about
their best friend, using
the questions learnt.
- Teacher moves around to
observe and provide help
if needed.
 Call on some pairs to
practise in front of the
class.
Suggested answer:
- What does A look like?
- He is tall and slim. He
has short black hair. He
has glasses.
- What is he like?
- He is hard-working and
creative. He is kind, too.
Practice To practice Task 2: Puzzle reading. 8
talking about (Ex. 3, p. 31) mins
appearance and - Teacher ask students to Ss-Ss
personalities. work in groups. Each
group reads about one
friend only.
- Have students give their
answers and give the
reasons for their answers.
- Teacher writes the
answers on the board to
prepare for Activity 4. T-Ss
Answer key:
- Vinh: clever,
hard-working
- John: creative, kind
Production To apply the Task 3: Read the T-Ss 5
knowledge about descriptions in pairs and mins

asking for find out if they match
people’s your friend’s
appearance and personalities.
personalities. - Teacher tell students that
each person has a star
sign, depending on his /
her birthday, and the star
sign may decide a
person’s personality.
- Ask students to read the
descriptions and check if
they match the friends in
Ex. 3. Students can refer
to the answers to Activity
3 that have been written
on the board.
- Then teacher asks
students to work in pairs
and compare the
descriptions.
Ss-Ss
To help students Task 4: Discussion: Read 8
get used to the descriptions in Ex. 4. mins
talking about Share your opinion
people’s within a group.
appearance and - Students work in groups
personalities. and read the descriptions Ss-Ss
in 4. They write down
their ideas to complete

the three sentences in the
book.
- Students work in groups
to share their answers.
opinion with the class.
T-Ss
lesson.
Homework To prepare for Prepare a picture/ photo of T-Ss 1 min
the project of your friend for Lesson 7.
Lesson 7.
UNIT 3: MY FRIENDS
Lesson 5: Skills 1
Lesson aim(s)

- read for specific information about friends and summer camps;
- talk about friends and summer camps.
Language analysis

1. superb (adj) the highest quality /sʊˈpɜː(r)b/
2. perfect (adj) as good, correct, or accurate as it is /ˈpɜː(r)fekt/

possible to be
3. leadership (n) the skill that allow a person to help and /ˈliːdə(r)ʃɪp/
guide others
4. field trip (n) a visit to a place that gives students the /fiːld trɪp/
chance to study something in a real
environment

- PP slides
- sachmem.vn

1. Students may be lack of knowledge Prepare some handouts on vocabulary and
about body parts and structures to structures to describe people’s appearance.
describe people’s appearance
listening, speaking and co-operating groups so that they can help each other.
skills. - Provide feedback and help if necessary.
Board Plan
Date of teaching
Unit 3: My friends
Lesson 5: Skills 1
* Warm-up
Listen and do along
I. Vocabulary
1. superb (adj)
2. perfect (adj)
3. leadership (n)
4. field trip (n)
II. Practice
Task 1: Look at the advertisement, discuss in pairs and answer.
Task 2: Explicit reading skills: Scan and Skim.
Task 3: Read the email and decide the sentences T or F.
Task 4: Work in groups and do Ex. 3.
III. Production
Task 5: Students to work in groups and share their opinions.
* Homework
Warm-up To activate * Listen and do along T-Ss 5

students’ - Teacher plays the song on mins
knowledge of speakers.
the topic in the - Teacher and students sing
reading text. along and point at the
mentioned body parts in the
song lyrics. Do 2-3 times and
make it faster each time.
Lead in To lead in the Task 1: Lead in questions: T-Ss 3

topic. Look at the advertisement, mins
discuss in pairs and answer.
1. Who is the superb summer
camp for?
2. What can people do at this
summer camp?
Suggested answers:
1. It’s for kids between 10 and
15 years old.
2. They can play sports and
games, draw pictures, play
music, learn life skills, go on
field trips, etc.
Presentation To provide VOCABULARY T-Ss 5

(Vocab- students with - Teacher introduces the mins
pre-teach) some lexical vocabulary by:
items before + showing the pictures
reading the text. illustrating the words.
+ providing the definition of
the words.
1. superb (adj) [explanation]
2. perfect (adj) [explanation]
3. leadership (n) [explanation]
4. field trip (n) [explanation]
Pre-Reading To practice the Task 2: Explicit reading T-Ss 20

targeted skills: Scan and Skim. mins
language - Teacher explicits the targeted

(adjectives) and skills.
the background - Teacher explains how to scan
knowledge. and skim and ask students to
practice with the
advertisement.
Task 3: Read the email and

decide the sentences T or F.
- Ask students how to do the
While-Reading exercise. Instruct them to do

the exercise if needed (e.g.
reading the sentences,
T-Ss
underlining the key words,
locating the key words in the
text, deciding whether the
sentences are true or false).
- Set a time limit for them to
read the text and answer true
or false. If it is false, ask them
to correct it. Teacher ask
students to note where they
found the information that
helped them complete the
S
activity.
- Have students work in pairs
and compare their answers
before having them discuss as
a class. Ask students to
support their answers with
information from the text.
Answer key:
1. F (They speak English only.)
2. F (He has three.) Ss-Ss
Post-Reading 3. F (Jimmy likes taking
Pre-Speaking photos.)
4. T
5. T
Task 4: Work in groups and

do Ex. 3.
- Teacher has students look at
the advertisement for the
Superb Summer Camp again
and underline the
requirements for the students
if they want to join the camp
(e.g. between 10 - 15 years
old; ability to use English all
the time, etc.) and the types of
activity Ss can do at the
camp.
- Teacher asks students to read T-Ss
the information about the

three students Mi, An and Vy.
Instruct students to underline
the features of each student
and compare these with the
information stated in the
advertisement.
- Teacher asks them to work in
groups and decide if the
Superb Summer Camp is
suitable for these students and
explain why. Invite students
from different groups to share
their answers.
Suggested answers:
1. The camp is suitable for her
because it suits her age and
she can use English. She can
also practise her creativity at
the camp.
2. The camp does not seem to
suit An. He may be too old
for the camp and he can’t Group work
speak English.
3. The camp suits Vy. It suits
her age and it can help her
improve her English.
Production To provide an Task 5: Students to work in 8

opportunity for groups and share their mins
students to opinions.
practise - Teacher has students think T-Ss
speaking. about themselves and decide
if the camp suits them.
Encourage them to give the
reasons for their answers.
in groups and share their Ss-Ss
opinions. Move around to
observe and provide help if
needed.
- Call on some Ss to share their
answers.
- I think Superb summer camp
is suitable for me because I’m
12.
- Superb summer camp is good
for me because I want to
speak English all the time.
-…

the lesson.
Homework To prepare Do exercises in the workbook. T-Ss 1 min

vocabulary for
the next lesson:
Skills 2.
UNIT 3: MY FRIENDS
Lesson 6: Skills 2
Lesson aim(s)

- listen for specific information about best friends;
- write a diary entry about best friends.

- Jumbled word cards
- sachmem.vn

people.
listening, writing and co-operating skills. - Encourage students to work in pairs, in
Board Plan
Date of teaching
Unit 3: My friends
Lesson 6: Skills 2
* Warm-up
Game: Jumble words
I. Listening
Task 1: Look at the pictures. Guess the activity. Check as a class discussion.
Task 2: Work in pairs. Note down to describe the two girls. Underline key words. Listen
and find out who is Lan and Chi.
Task 3: Listen again and fill in the blanks.
II. Writing
Task 4: Work in pairs. Ask and answer about your best friend.
Task 5: Write a diary entry about your best friend. Cross check.
* Homework
Warm-up To review the * Game: Jumbled words 5

vocabulary. - Teacher sticks some T-Ss mins
jumbled words onto the
board.
- Students raise hands to
answer.
TACIEV LFIEDRN
UNFNY
RCUFEAL
TOFCNDITE
Answer key:
1. ACTIVE
2. FRIENDLY
3. FUNNY
4. CAREFUL
5. CONFIDENT
Pre-Listening To help students Task 1: Look at the T-Ss 6

recall pictures. Guess the activity. mins
knowledge of Check as a class discussion.
present - Teacher tells students to
continuous. look at the pictures and
guess what they are doing.
Students listen and check
their predictions.
Answer key:
a. They are talking.
b. They are playing football.
c. They are walking.
While-Listening To develop Task 2: Work in pairs. Note 10

students down to describe the two mins
listening skills. girls. Underline keywords.
Listen and find out who is
Lan and Chi.
*Descriptions
look at the pictures and note T-Ss

down some descriptions
about the 2 girls.
underline the keywords 
Tell students to pay
attention to the key words T-Ss
while listening.
* Listen and decide who is
Lan and Chi
To help students - Teacher asks students to
develop listen and choose the
listening skill answers.
for specific - Teacher asks students to
information. compare their answers with
the prediction made
previously.
answers as a class.
Answer key:
- Lan is the girl wearing a red
and white jacket and a red
cap.
- Chi is the girl wearing a
white T-shirt and a blue
skirt.
Task 3: Listen again and fill

in the blanks.
read the questions carefully
and determine what
information they need to fill
To help students the gaps (numbers, words).
develop - Teacher plays the recording
listening skill for students to fill the gaps.
for specific - Teacher asks them to swap T-Ss
information their answers in pairs before
(gap-filling). checking their answers as a
class.
Answer key:
1. 6A
2. black; mouth
3. friendly
4. big
5. kind
Audio script:
Mi: My best friend is Quyen.
She studies with me in class
6A. She’s tall and slim. She
has short black hair and a
small mouth. She’s very
active and friendly. She likes
playing sports and has many
friends.
Look, she’s playing football
over there!
Minh: Chi is my best friend.

We’re in class 6B. She’s short
with long black hair and a
big nose.
I like her because she’s kind
to me. She helps me with my
English. She’s also hard-
working. She always does her
homework before class. Look,
she’s going to the library.
Post-Listening To develop * Talk about your friends: 5

students’ - Students work in groups of mins
speaking skill, 3. Group work
using the - Teacher asks students to say
available 2 words about appearance
information and and personalities of the
their other 2 members and ask
background them if they think it is true
knowledge. about them.
- Students can add more
information based on their
background knowledge.
helps if needed.
Pre-Writing To help students Task 4: Work in pairs. Ask 5

talk about a and answer about your best mins
friend. friend.
work in pairs.

take short notes of the
answers for later use.
helps if needed.
Suggested answers:
1. His/Her name is …
2. He/She is…
3. …
While-Writing To teach Task 5: Write a diary entry 10

students how to about your best friend. mins
write a diary Cross check.
entry about a - Ask students to write the S
friend. diary entry individually.
- Ask one or two students to
write their entry on the T-Ss
board.
- Other students and teacher
comment on the entries on Ss-Ss
the board.
Post-Writing To peer check, - Teacher asks students to Ss-Ss 2

cross check and exchange their textbooks to mins
final check check their friends’ writing.
students’ - Teacher then gives feedback
writing. as a class discussion. T-Ss

the lesson.
Homework To allow Rewrite the diary entry in the T-Ss 1 min

students finalize notebook.
their postcards
after being
checked by
friends and the
teacher.
UNIT 3: MY FRIENDS
Lesson aim(s)


- Colours and pens, worksheets
- sachmem.vn

1. Students may have - Encourage students to work in pairs, in groups so
underdeveloped speaking, writing that they can help each other.
and co-operating skills when - Provide feedback and help if necessary.
doing project.

Board Plan
Date of teaching
Unit 3: My friends
* Warm-up
Brainstorming: adjectives to describe people.
I. Looking back
Task 1: Choose the best options to complete the sentences. (Ex. 1, p. 34)
Task 2: Game: Lucky Numbers. (Ex. 2, p. 34)
Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34)
II. Project
My class year-book
* Homework

Warm-up To revise the * Brainstorming: 5
vocabulary - Teacher divides the board, Group work mins
related to the and divides the class into 2
topic and lead big groups.
in the next part - Each group will be assigned
of the lesson. a category: APPEARANCE
& PERSONALITIES
brainstorm all adjectives

related to people’s
appearance and
personalities.
- The group having the most
suitable answers is the
winner.
Suggested answers:
- Appearance: tall, short,
beautiful, smart, …
- Personalities: confident,
careful, clever, funny, …
Looking back To help Task 1: Choose the best 16
students revise options to complete the mins
the adjectives sentences. (Ex. 1, p. 34)
describing - Teacher encourages S
people. students to complete the
task individually.
- Students exchange their Ss-Ss
textbook to discuss the
reasons why they are
choosing the appropriate
adjectives.
Answer key:
1. B
2. A
3. C
4. A
5. C
Task 2: Game: Lucky

Numbers. (Ex. 2, p. 34)
- Teacher divides the class
into 2 groups. Group work
choose the number and
answer the questions
quickly in 3 seconds.
- If students choose the lucky
number, they don’t have to
answer.
1 2 3
4 5 6
1. Who has long hair in your
class?
2. Who has a small nose?
3. Who has a round face?
4. Does the classmate next to
you have long hair?
5. Does the classmate next to
you have big eyes?
6. LUCKY NUMBER
Task 3: Put the verbs in the

brackets in correct forms.
(Ex. 3-4, p. 34)

To help complete the task
students revise individually.
present tenses - Students exchange their
in context textbooks to discuss the S
reasons about their choices.
- Students should record their
original answers to guide Ss-Ss
their self-assessment later.
class discussion.
Answer key:
Ex. 3:
1. are running
2. are talking T-Ss
3. are not talking / aren’t
talking
4. are drawing
5. is not teaching / isn’t
teaching
Ex. 4:
1. are you doing; am writing
/ ’m writing
2. cycles; don’t cycle; walk
3. Is he doing; is reading / ’s
reading
Project To allow * My class yearbook: T-Ss 20

students to mins
apply what they
have learnt
(vocabulary and
grammar) into
practice through
a project.
- Teacher sets the context

and asks students to bring a
photo of his/her friend to
class.
write a draft (using the
clues)
- Teacher checks and sets

time for students to make a
year-book page.
- Teacher gives comments
and feedback.

what students about what they have learnt mins
have learnt in in the lesson.
the lesson.
the next lesson. Read Review 1.
REVIEW 1 (UNITS 1+2+3)

Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the language they have learnt and
the skills they have practised in Units 1-2-3.
- Grade 6 text book, Review 1 - Language

- Pictures, printed chart, crossword puzzle
- sachmem.vn

1. Students may find the lesson boring due - Encourage students to work in pairs, in
to a large number of language exercises. groups so that they can help each other.
- Design as many exercises as games as
possible.

the class. - Have excessive talking students practise.
Board Plan
Date of teaching
Review 1
Lesson 1: Language
* Warm-up
Memory game: Complete the chart.
I. Practice
* Pronunciation
Task 1: Choose the word whose underlined part is pronounced differently.
Task 2: Write the names of school things and furniture in the house which begin with /b/
and /p/.
* Vocabulary
Task 3: Complete the words.
Task 4: Solve the crossword puzzle.
* Grammar
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Task 6: Complete the sentences with the present simple or the present continuous form of
the verbs in brackets.
* Homework
Warm-up To revise the * Memory game 5

language that - Teacher draws/sticks an Team work mins
students have unfinished chart which
learnt in Units summarizes the language that

1+2+3. students have learnt in Units
1, 2, 3 on the board.
2 teams and asks students to
run in a relay to complete the
chart:
- The team with the most

correct answers will be the
winner.
Suggested answer:
Practice To help students * PRONUNCIATION 35

review the Task 1: Choose the word mins
pronunciation of whose underlined part is

the sounds pronounced differently.
learnt in Units - Teacher elicits the rules of T-Ss
1-2-3: /ɑ:/ and pronouncing final -s if
/ʌ/; /s/ and /z/ needed.
correctly. - Students do this exercise S
individually then share their Ss-Ss
answers with their partners.
confirms the answers. T-Ss
Answer key:
1. C
2. A
3. B
4. A
5. B
To help students Task 2: Write the names of

review the school things and furniture in
pronunciation of the house which begin with
the sounds /b/ /b/ and /p/.
and /p/ in words. - Teacher organizes this task as
a game.
- Students do this task in pairs.
The pair that finds the most Pair work
words will go to the board
and write their answers.
- Other pairs may want to add
more words. Write other
words on the board.

confirms the answers.
/b/
book, bag, bed…
/p/
pen, pencil, picture,
poste…
* VOCABULARY
To help students Task 3: Complete the words.

review the word - Teacher has students do this
groups used task individually and then
with “play, share their answers with their
have, do” and partners.
“study”. - Teacher calls one or two

answers on the board.
S
- Teacher checks and confirms
the correct ones.
Answer key:
1. English
T-Ss
2. homework
3. lunch
4. sports
5. badminton
 play: sports, badminton 

have: lunch
 do: homework
 study: English
Task 4: Solve the crossword

To help students puzzle.
review the - Teacher sticks the crossword
personality puzzle on the board.
adjectives, the - Teacher divides the class into
words related to 2 teams and asks students to
body parts, run in a relay to complete the
rooms and types crossword puzzle.
of house. - The team with the most
winner.
Answer key: Team work
* GRAMMAR
Task 5: Look at the picture of
a classroom. Choose the best
To help students answer A, B, or C.

review grammar - Teacher has students look at
elements taught the picture of a classroom and
in Units 1-2-3: complete the sentences.
prepositions of
place,
possessive
case and present
continuous.
- Students compare their

answers with a classmate.
- Teacher checks and confirms
the correct answers. T-Ss
Answer key:
1. B
2. A
3. A
4. B
5. C
Task 6: Complete the

sentences with the present
simple or the present
continuous form of the verbs
Ss-Ss
in brackets.
- Teacher elicits form and
usage of the present simple
T-Ss
and the present continuous.
- Teacher asks students to do

the exercise individually
before calling one or two
answers on the board.
answers and asks them for
explanation if necessary
Answer key:
1. is / ’s raining
2. do you have
3. Is she studying
4. likes
5. is not / isn’t cooking; T-Ss
is reading
T-Ss

the lesson.
Homework To prepare for Prepare for Review 1 – Skills. T-Ss 1 min

the next lesson.
REVIEW 1 (UNITS 1+2+3)

Lesson 2: Skills
Lesson aim(s)
- Grade 6 textbook, Review 1 – Skills

- sachmem.vn

possible.
Board Plan
Date of teaching
Review 1
Lesson 2: Skills
* Warm-up
Chatting
I. Practice
* Reading
Task 1: Choose A, B, or C for each blank in the email below.
Task 2: Read the text and answer the questions.
* Speaking
Task 3: Interview two of your classmates about what they like and dislike about your
school. Report their answers.
* Listening
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word.
* Writing
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family
member. Use these questions as cues.
* Homework
Warm-up To increase * Chatting: 5

students’ - Teacher asks students some T-Ss mins
interest and lead questions to lead them into
them into the the lesson:
lesson. 1. Do you have any pen pals?
2. How do you communicate
with your pen pal?

3. Do you often write emails
to your pen pal?
- Teacher lead in the reading
part of the lesson.
Practice To help students * READING 35

practise reading Task 1: Choose A, B, or C mins
for specific for each blank in the email
information. below.
- Students do these exercises S
individually.
- Students check their Ss-Ss
answers with their partners
before they give the
answers to teacher.
- Teacher confirms the
correct answers. T-Ss
Answer key:
1. A
2. C
3. C
4. B
5. B
To help students
practise reading Task 2: Read the text and
for general answer the questions.
information. - Students do these exercises
individually.
- Students check their S
answers with their partners

before they give the Ss-Ss
answers to teacher.
correct answers.
Answer key:
1. It’s in a quiet place not far T-Ss
from the city center.
2. They are hard-working and
kind.
3. They are helpful and
friendly.
4. There are five clubs.
5. Because it’s a good school.
* SPEAKING
Task 3: Interview two of
To help students your classmates about what
practise asking they like and dislike about
and answering your school. Report their
about what they answers.
like and dislike
about their
school
and the reasons
why.
- Teacher has students work
in groups of three. One
interviews the other two
about what they like and
dislike about their school

and the reasons why.
write their group members’ Group work
answers in their notebooks
and report them to the class.
- Teacher summarizes
students’ ideas.
* LISTENING
Task 4: An and Mi are
talking on the phone. Listen
and fill each blank with one
word.
- Teacher has students read
To help students
the sentences.
review listening
- Teacher plays the recording T-Ss
for specific
for the first time.
information.
listen and complete the
sentences. Ask for their
answers and writes them on
the board.
the second time for students T-Ss
to check their answers.
answers.
the last time if necessary,

stopping at different places
where students got the
wrong answers.
Answer key:
1. home
2. plants
3. living
4. sleeping
5. TV
Audio script:
An: Why is it so quiet, Mi?
Are you home alone?
Mi: No. Everybody is here,
but they are in different
rooms.
An: Where’s your mum? Is
she cooking in the kitchen?
Mi: No. She’s watering the
plants in the garden.
An: And where’s your dad?
Mi: He’s in the living room.
An: What’s he doing?
Mi: He’s listening to the
radio.
An: What about your younger
brother? Is he with your
mum?
Mi: No. He’s sleeping in my

bedroom. My cousin, Vi, is
here too.
An: What’s she doing?
Mi: She’s watching TV.
* WRITING
Task 5: Write an email of
about 50 words to your
friend. Tell him/ her about
a family member. Use these
questions as cues.
- Teacher elicits the parts of
an email.
discuss and answer the
To help students questions in pairs.
complete a - Teacher then has them write
guided their emails individually.
paragraph of 40- - Teacher asks one student to
45 words about write the email on the
a student’s board.
family member. - Other students and teacher
comment on the email on
the board.
- Teacher then collects some
emails to give feedback at
home.
T-Ss
Ss

the lesson.
Homework To prepare for Prepare for Unit 4. T-Ss 1 min

the next lesson.
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting started – Lost in the old town!
Lesson aim(s)

- use the lexical items related to the topic My neighbourhood;
- use the vocabularies and structures to talk about different places and show directions to
these.
Language analysis

1. neighbourhood the area that you are in or the /ˈneɪbəhʊd/
(n) area near a particular place
2. to be/get lost when you cannot find the way /tuˈbɪ/ /get lost/
or don’t know where you are in
a neighbourhood

- Pictures, maps and CD player
- sachmem.vn

1. Students may lack - Prepare some hand-outs in which provide the key language of
knowledge and giving directions.
experiences about the - The UNESCO-listed Hoi An (Hội An) Ancient Town is
topic. known as one of the most charming and atmospheric towns in
Vietnam. Located on the bank of the Thu Bon River, this
well-preserved town reflects a harmonizing fusion of both
2. Teacher should get indigenous and foreign cultures that have combined to create
some general this unique heritage site. From 15th to 19th century, Hoi An
knowledge of Hoi An used to be an important trading port which attracted number
and Tan Ky House. of merchants from different countries to settle here.
- Tan Ky (Tấn Ký) House was built in 1741. It is the place
where 7 generations of Le family have lived. The name “Tan
Ky” was used by Mr. Le Tan Ky (the second generation). At
that time, this house was used to trade agricultural products.
The front of the house is Nguyen Thai Hoc Street while the
back is Bach Dang Street facing Hoai River. At that time, Hoi
An was still a busy international trading port with many
Japanese, Chinese and Western merchant ships. Therefore,
the location of the house is convenient for trading goods.
Board Plan
Date of teaching
Lesson 1: Getting Started – Lost in the old town!
* Warm-up
Chitchatting
I. Vocabulary:
1. neighbourhood (n): vùng lân cận
2. to be/ get lost: bị lạc
II. Practice:
Task 1: Listen and put the actions in order.
Task 2: Find the way to make suggestions.
Task 3: Read the conversation, find and underline the following directions.
Task 4: Match these directions with the diagrams.
III. Production
* Homework:
Warm-up To set the context * Chitchatting: 5 mins

for the listening - Teacher shows some T-Ss
and reading text. images of Hoi An on the Ss-Ss
screen and asks students
some open questions: “Do
you know where it is?”
To introduce the “Have you ever been to

topic of the unit. Hoi An?”
“Do you remember
anything special in Hoi
An?”
Lead in To lead in the Today we are going to T-Ss 2 mins

topic Lost in the travel around Hoi An;
old town. before we start the lesson,
let’s get some vocabulary
first.
Presentation To introduce the * Vocabulary: T-Ss 5 mins

(Vocab- new words. Teacher introduces the
pre-teach) vocabulary:
1. neighbourhood (n):
vùng lân cận
(explanation)
2. to be/get lost: bị lạc
(situation)
Practice To practice the Task 1: Listen and put the 15

targeted language actions in order. mins
and the Teacher sets the context for T-Ss
background the listening and reading
knowledge of my “Today we’ll meet 3
neighbourhood. students. They are Nick,
Phong and Khang. Let’s
look at the picture and
answer some questions:
1. What are Nick,
Phong and Khang doing?
2. Where are they?
3. What might be
happening to them?
4. Have you ever got
lost?
5. How did you feel?
What did you do?
- Teacher encourages
experiences of being lost T-Ss
but teacher doesn’t have
to confirm the answers
right or wrong.
- Teacher asks student to
get some prediction of the
orderings.
- Teacher plays the Ss
recording and asks the

students to work
independently to put a-e
in order of what happens T-Ss
in the conservation.
- Students listen and read
and then do the ordering.
- Teacher invites some pairs
of students to read the
dialogue aloud.
Answer key: Ss-Ss
1. b 2. c 3. d
4. e 5. d
T-Ss
Task 2: How to make
suggestions.
Teacher asks students to
look at the photos and the
text in order to find the
To help students answers.
know how to use - Students work
let’s and shall to independently. T-Ss
make suggestions. - Teacher allows students to
share their answers before
discussing as a class.
Answer key:
1. Let’s go to Chua Cau!
2. Shall we go there first?
3. First cross the road, and
then turn left.

4. Fine, let’s go.
5. Let’s ask her.
Model sentences: Making Ss- Ss

suggestions
Teacher asks:
- Where do Phong, Nick
and Khang go first? Who
suggests going there?
What does he say? Do
Nick and Khang agree?
What do they say?
Teacher writes model
sentences:
- Shall we go there first?
- OK, sure. T-Ss
* Check:
- Use: When do you ask
these questions? (when we
To help students want to make suggestions)
know how to give - Meaning: What do these
directions through sentences mean?
the conversation. - Form:
+ Shall we + V?
+ Let’s + V.
Teacher can add 2 more
ways to make suggestions
+ How about/
What about…?
+ Why don’t we … ?
- Ask students to work
individually to find and
underline the phrases used
to give directions in the
conversation.
- Teacher may move around
the class to check if
students do exactly what
is required and offer help
when needed.
Production - Have students quickly

match each direction with
the diagram. Check their
answers as a class. If
students do not understand
the phrases, use the
diagrams to work the
meaning out from the
context. If it is a weaker
class, ask for translation to
make sure they
understand. With a
stronger class, teacher
may wish to ask some
additional questions, e.g.
Can you tell me the way
to the post office near
To help students here?, etc.
practise giving Answer key:
directions. 1. B
2. A
3. C
4. E
5. D Ss-Ss
Game: Find places

- Demonstrate the game
with a more able student.
- Ask students to play the
game in pairs. In a weaker
class, work together with
students first: asking
about one or two different
places on the map and
eliciting the answers.
Then when they know
exactly what to do, ask
them to work in pairs.

Teacher may go around to
observe and offer help if
necessary.
- Invite some pairs to
perform in front of the
class. This activity can be
organized as a
competition game. The
class is divided into teams
A and B. Team A gives
directions and Team B
guesses the place. T-Ss
If their guess is correct,
they get one point. Then
change roles. The group Pair work
with more points is the
winner.
- If there is still enough
time teacher can give
students one more map-to-
go.
Consolidation To consolidate - Ask one or two students to T-Ss 2 mins

what students tell the class what they
have learnt in the have learnt.
lesson. - Ask students to say aloud
some words they
remember from the lesson.
If there is an overhead
projector in the classroom,
show the dialogue,
highlight the key words
related to the topic.
Homework To prepare Go to the Internet and T-Ss 1 min

vocabularies for search for the places in the
the next lesson: A neighbourhood.
closer look 1.
Lesson aim(s)

- use the lexical items related to the topic My neighbourhood;
- use the vocabulary and structures to talk about and describe places in a neighbourhood;
- pronounce and recognize the sounds /i/ and /i:/.
Language analysis

1. square (n) an open area in a town, usually with four /skwer/
sides, surrounded by buildings
2. cathedral (n) the main church of a district, under the /kəˈθiːdrəl/

care of a bishop
3. railway station (n) a place with one or more buildings and /ˈreɪlweɪsteɪʃən/
platforms where trains stop for people to
get on or off
4. crowded (adj) having a lot of people or too many people /ˈkraʊdɪd/
5. peaceful (adj) quiet and calm; not worried or upset in any /ˈpiːsfl/
way
6. modern (adj) new and intended to be different from /ˈmɑːdərn/
traditional styles
7. boring (adj) not interesting; making you feel tired and /ˈbɔːrɪŋ/
impatient

- Pictures and a video clip
- sachmem.vn

some lexical items. pronunciation of some lexical items.
2. Students may have underdeveloped - Play the recording many times if any necessary.
listening, speaking and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
in the class. - Have excessive talking students practise.

Board Plan
Date of teaching
Unit 4: My neighbourhood
* Warm-up
Game: Jumbled Words
I. Vocabulary:
1. square (n) 2. cathedral (n)
3. railway station (n) 4. crowded (adj)
5. peaceful (adj) 6. modern (adj)
7. boring (adj)
Task 1: Match the places below with the pictures. Then listen, check and repeat the words.
Task 2: Work in pairs. Ask and answer questions about where you live.
Task 3: Work in groups. Ask and answer about your neighbourhood.
You can use the adjectives below.
II. Pronunciation:
Task 4: Listen and repeat the words. Pay attention to the sound /i/ and /i:/.
Task 5: Listen and practice the chant. Notice the sounds /i/ and /i:/.
III. Production:
Game: Tongue Twister
* Homework
Warm-up To activate Game: Jumbled Words 5 mins

students’ prior Topic: “Places”
knowledge and - Teacher divides students T-Ss
vocabulary related into 4 groups and models

to the topic, the how to play this game. Ss-Ss
targeted - Teacher shows one by one a
vocabulary and its mixed up set of letters and
pronunciation. students have to unscramble
the letters to find the correct
word.
raise hands to give the
correct names and spelling
of the places
- The fastest group raising
their hands will get the
chance to answer first.
- Teacher gives 10 points for
the group that gives the
correct answers.
- The group getting the
highest points will be the
winner.
Answer key:
1. takmre: market
2. oslhoc: school
3. aiencm: cinema
4. knab: bank
5. metsakretup: supermarket
6. petmle: temple
7. qearsu: square
8. apoilths: hospital
9. rtoboekos: bookstore
10. arnuastetr: restaurant

lesson about the lesson by telling them
vocabulary and that
pronunciation. “In today lesson, we are
going to learn more words to
name and describe places in a
neighbourhood and learn how
to pronounce correctly two
sounds /i/ and /i:/.”
Presentation To teach students VOCABULARY T-Ss 5 mins

(Vocab- some places and Teacher introduces the
pre-teach) adjectives vocabulary by:
describing ones in - providing the synonym or
a neighbourhood. antonym of the words;
- providing the pictures or
explanation of the words.
1. square (n) [picture]
2. cathedral (n) [picture]
3. railway station (n)
[picture]
4. crowded (adj)
[explanation]
5. peaceful (adj) [synonym] -
quiet
6. modern (adj) [antonym] -
historic
7. boring (adj) [antonym] -
interesting
* Check: Rub out and

Remember
Practice To help students Task 1: Match the places 15

name places in a below with the pictures. mins
neighbourhood. Then listen, check and
repeat the words.
match the places with the
pictures.
- Students do the task. Ss
swap their books and mark
in pairs.
- Teacher plays the recording T-Ss
(Track 24) for students to
listen and check their
partner’s answers.
again with a pause after T-Ss
each item and asks them to
repeat the words/ phrases
chorally and individually.
Answer key:
1. C
2. E
3. D
4. A
5. B
Task 2: Work in pairs. Ask

and answer questions about
To help students where you live.
practice asking - Teacher asks students to
and answering work in pairs to ask and
about places in a answer questions about
neighbourhood. where they live. Remind
them that they can use the Pair work
places in 1 or any places
they want to ask.
practice in front of the
class.
corrections
(if necessary). Ss-Ss
Task 3: Work in groups.

To revise the Ask and answer about your T-Ss
adjective students neighbourhood.
learnt in primary You can use the adjective
school and help below. (p. 40)
them practice - Teacher models this activity Group work
asking and with a more able student
answering about and remind students that
places in a they can use adjectives in
neighbourhood. the box or other adjectives T-S
they know to talk about

their village, town, city.
- Students work with their
partners.
practice in front of class
- Teacher may ask other
students to give comments.
Ss-Ss
T-Ss
Presentation To help students PRONUNCIATION T- Ss 5 mins

(Pre-teach the to identify how to - Teacher introduces 2
sounds /i/ and pronounce the sounds /i/ and /i:/ to
/i:/) sounds /i/ and /i:/. students and lets them
watch a video about how to
pronounce these two sounds
and asks them to identify
which sound is longer and
which one is shorter.
Suggested answers:
- /i/: chip, tin, ship, …
- /i:/: cheap, teen, sheep, …
Practice To help students Task 4: Listen and repeat 5 mins

identify and the words. Pay attention to
practice the /i/ and the sounds /i/ and /i:/.

/i:/ sounds. - Teacher asks students to
practice the sound /i/ and /i/ T-Ss
together.
and ask students to repeat
- Teacher gets students to
work in pairs and put the
words in the correct column Pair work
while they listen and call
some pairs to write their
answers on the board before
checking their answers with
the whole class.
Answer key:
/i/
noisy, exciting, expensive,
friendly
/i:/
clean, peaceful, convenient,
cheap
Task 5: Listen and practice

the chant. Notice the sounds
/i/ and /i:/.
practice the listen while teacher plays
sounds /i/ and /i:/ the recording.
in sentences. - Teacher plays the recording

again and ask students to
chant along.
- Teacher provides further T-Ss
practice by dividing the
class into 2 groups.
- Teacher has groups sing
alternate lines.
Production To give students Game: Tongue Twister Group work 5 mins

chance to apply - Teacher shows the Tongue
and make Twister and asks students to
challenging what practice in groups of 4. S-S
they have learnt 1. He took a chilly dip six feet
with more deep in the sea. He says it
difficult task. keeps him fit.
2. He thinks he's slick in his
sleek wheels meeting and
greeting the elite.
- Students practice in groups.
- Teacher calls the
representative from each
group to say the sentences
in front of the class.
- Teacher asks each group to
vote for the group which
has the best pronunciation.

what students about what they have learnt
have learnt in the in the lesson.
lesson.
they have learnt. sound /i/ and 5 more words
with the sound /i:/. Write
Comparative adjectives
Lesson aim(s)
By the end of the lesson, students can understand and use comparative adjectives to make
sentences, dialogues.
Language analysis
Grammar Box: Comparative adjectives
Positive Comparative Rule
fast faster + er
one syllable
large larger +r
noisy noisier y → ier
two syllables
modern more modern more + adj
three or more syllables expensive more expensive more + adj
* than is used to make comparisons.

- Pictures, sets of word cards
- sachmem.vn

1. Students may find hard to distinguish Prepare some adjective cards in groups,
short and long adjectives. highlight the syllables in each adjectives, let
students count the syllables.
2. Some students will not get used to - Encourage students not to be afraid of making
making sentences using the form of mistakes.
comparatives. - Correct them, lead them step-by-step. Practice
makes perfect.
Board Plan
Date of teaching
Comparative adjectives
* Warm-up
Crossword
I. Grammar focus:
*Form
*Use
*Sign
II. Practice:
Task 1: Complete the sentences with the comparative form of the adjectives.
Task 2: Use the correct form of the words in brackets to complete the letter.
Task 3: Compare two neighbourhoods using the adjectives.
Task 4: Compare life in the city with life in the country.

* Homework:
Warm-up To activate * Game: Crossword 5

students’ prior - Teacher divides the class into T-Ss mins
knowledge and 2 groups.
vocabulary related - Teacher prepares the ppt for Group work
to the targeted the crosswords, students take
grammar of turn to answer the words
comparison. - The one can get the key word
wins the game.
CLEVER
BUS–STOP
TEMPLE
PEACEFU
L
CATHEDRAL
SQUARE
NOISY
EXPENSIVE
CONVENIE
NT
MODERN
Lead in To introduce - Teacher asks students how T-Ss 2

targeted grammar the understand the key word mins
of comparison. COMPARISON.
- Choose two students of very
different heights and ask
them to stand up. Teacher
asks the class: Who is taller?
Indicate tall and taller with
your hands and arms. Teacher
may give another example,
e.g. two rulers or desks: long
– longer. Ask students to say
what taller and longer are in
Vietnamese. Teacher
introduces the subject of the
lesson: comparative
adjectives, and asks for the
equivalent in Vietnamese
(Cấp so sánh hơn của tính
từ).
- Focus students’ attention on
comparative forms and
explain the simplest ways to
identify the number of
syllables in an English word
and give further examples or

practice if necessary.
To help students Task 1: Complete the 15

practise using sentences with comparative mins
comparative form of the adjectives.
adjectives. - Ask students to read the
instruction. Tell students T-Ss
what they should do. (With a Ss-Ss
weaker class, do the first
sentence as an example).
Remind them to pay attention
to the number of the syllables
in each adjective.
- Ask students to do the
exercise individually and then
Presentation compare their answers with a T-Ss
classmate. Check the answers
as a class. Confirm the
correct answers. Ss-Ss
“Now, let’s do no.1 together
then we can know how we
write a sentence with
comparative.”
Answer key:
1. taller
2. noisier
3. bigger
4. more peaceful
5. more exciting
 Leads-in: after doing Task
1, you can tell me the form of
the comparison:
 Form:
- Short Adj:
S + be + adj-ER + than + S’. T-Ss
- Long Adj:
S + be + MORE + adj + than +
S’.
 Use:
We can use comparative
adjectives to compare two
people or things.
 Sign: “than”
To help students Task 2: Complete the letter 10

practise forming using the correct form of the mins
the correct words.
comparative form - Ask students to read the T-Ss
of adjectives. instruction. Tell students
what they should do.
- Ask students to read and
complete the letter
individually. Remind them to
pay attention to the number
of the syllables in each
adjective.
- Have students compare their
answers in pairs before
checking with the whole
class. Confirm the correct
answers.
Answer key:
1. hotter
2. smaller
3. older
4. wider
5. more delicious
6. cheaper
Production To give students Task 3: Compare two 10

further practice on neighbourhoods using the mins
using comparative given adjectives.
adjectives. - Ask students to look at the T-Ss
pictures of the two
neighbourhoods. Elicit the
contrast between the things in
the two neighbourhoods and
the adjectives that can be
used to describe them.
- Ask students to write
sentences, comparing the two
neighbourhoods. Have
students compare their
sentences in pairs before
showing some students’
sentences to the whole class.

Ask students to give
comments and correct any
mistakes if possible.
Task 4: Work in groups and

compare life in the city with
life in the country.
- Teacher use the Power Point
screen to show the two
pictures and asks students to
work in groups to talk about
the differences. Group work
- Encourage the students to use
the adjectives in the textbook
first and then they can
broaden by adding more
adjectives to describe.

lesson. - Summarize the main points
of the lesson.
- Ask students to make
sentences to compare people
and things in their classroom,
using comparative adjectives.
Homework To prepare for the Do Exercise 3 and Exercise 4, 1 min

next lesson - write the answers on your
Communication. notebook.
Lesson aim(s)

- ask for and giving directions in a neighbourhood;
- listen for sequence and for details;
- create an audio guide for Ho Chi Minh City.
Language analysis
- Pictures
- sachmem.vn

1. Students may lack knowledge about Provide students with information about the
some landmarks. landmarks they do not know.
Board Plan
Date of teaching
* Warm-up:
Guessing game
I. Everyday English:
Asking for and giving directions
Structure: 1. Could you tell me the way to …?
2. Where’s the nearest …?
3. go along
4. on your left/ right
5. take the first turning
Note: Use to ask for and give directions in a neighbourhood.
Task 1: Listen and read the conversations. (p. 43)
Task 2: Work in pairs. Make similar conversations to ask for and give directions to places
near your school.
II. An audio guide to a place:
Task 3: Nick is listening to an audio guide to Hoi An. Listen and fill the blanks. (p. 43)
Task 4: Look at the map below and create an audio guide for District 1 of
Ho Chi Minh City.
Task 5: Present your audio guide to your class.
* Homework
Warm-up To introduce the - Teacher divides the class T-Ss 3

topic. into 2 groups and let them Ss-Ss mins
play a small game:
Guessing game
- Teacher gives 3 pictures
related to Hoi An (one by
one) and asks “Which city
is this?”, students guess
the name of the place and
explain their guess.
Lead in To lead in the - Teacher leads students T-Ss 2

lesson about into the lesson by asking mins
vocabulary and students some questions:
pronunciation. Have you ever been to Hoi
An?
What do you know about
this place?
 Today we are going to
listen to a guide to Hoi An.
Suggested answers:
Yes, I have.
I think Hoi An is an
ancient town, it has Ong
pagoda, Hoa Nhap
workshop,…
* EVERYDAY ENGLISH
Presentation To introduce Task 1: Listening and 5

ways to ask for expressing the strutures of mins
and give giving directions.
directions in - Teacher plays the
English. recording for students to T-Ss

listen and read the
dialogue between A and B
at the same time. Ask
students to pay attention to
the sentences and phrases
used to ask for and give
directions.
- Teacher elicits the
structures for directions
1. Could you tell me the
way to …?
2. Where’s the nearest …?
- Teachers elicit the phrases
to give directions from
students
1. go along
2. on your left/ right
3. take the first turning
Audio script:
A: Excuse me. Could you
tell me the way to the
cinema, please?
B: Go along this street. It’s
on your left.
A: Excuse me. Where’s the
nearest post office,
please?
B: Go out of the station.
Take the first turning on

the right.
Practice To practice asking Task 1: Work in pairs. 5

for and giving Have students practice the mins
directions. phrases and structures of
asking for and giving
directions. (p. 61)
work in pairs and take Pair work
turns to practice the
dialogue.
- Students do the task in
pairs.
- Teacher calls some pairs Ss-Ss
to practise in front of the
class. T-Ss
and corrections (if
necessary).
Product To apply the Task 2: Work in pairs. 5

knowledge about Make similar mins
asking and giving conversations to ask for
directions in a and give directions to
neighbourhood. places near your school.
work in pairs to make Pair work
similar conversations,
using the structures and
phrases for asking for and

giving directions.
- Encourage them to
practice asking for and
giving directions to some
places near their school.
- Move around to observe
and provide help.
- Call some pairs to practice
in front of the class.
- Comment on their
performance.
* An audio guide to a place
Name recognizing To help students Task 3: Nick is listening to 5

get used to some an audio guide to Hoi An. mins
famous landmarks Listen and fill in the
in big cities. blanks. (p. 43)
- Teacher shows 4 pictures T- Ss
of 4 places mentioned in
the recording. Students
guess the order of their
appearances
(individually).
a) Café 96
b) Hoa Nhap Workshop
c) Museum of Sa Huynh
Culture
d) Quan Cong Temple
- The whole class share

their ideas. Teacher writes
some students’ ideas on
the board to check later.
work in pairs, read the
names in the boxes (make
sure that they pronounce
the names correctly) and
write the correct name
under the pictures of the
pictures.
Ss-Ss
- Students share the answer
T-Ss
- Teacher checks and elicits
from students any
information they know
Pair work
about the pictures.
Answer key:
1. Café 96
2. Hoa Nhap Workshop
3. Museum of Sa Huynh
Culture
4. Quan Cong Temple
* Fill in the gaps

- Students open their books,
recall/ guess the words to
fill in the blanks.
- Play Track 37 again,
students fill in the gaps
(individually).
- Students compare with a
partner, then check
together.
Answer key:
1. straight
2. second
3. next to
Understanding To help students Task 4: Look at the map 5

practice creating below and create an audio mins
an audio guide for guide for District 1 of Ho
Ho Chi Minh Chi Minh City. (p. 43)
City. - Teacher asks students to
look carefully at the T-Ss
simplified map of Ho Chi
Minh City .
- Ask students to read the

instructions carefully.
- Ask students some
questions to check if they
know what they are
supposed to do.
- Remind them of the
Ss
expressions they can use
to give directions.
Task 5: Present your
audio guide to your class.
(p. 43)
- Have students to prepare
their audio guide

individually and then
share it with a partner.
- Have students practise
presenting their audio
guide in other pairs or in
groups.
Checking To help students - Call some students to Group work 7

knowledge practice present their audio guides mins
presenting their using the map to the whole
audio guide to Ho class.
Chi Minh City to - Ask some questions
the class. related to the audio guides
students have presented.
- Make comments and
correct any mistakes if
there are any.

lesson.
Homework To prepare for the Read Khang’s blog and T-Ss 1 min
next lesson: Skills make notes about what you
1. like or dislike about your
neighbourhood.
Lesson 5: Skills 1
Lesson aim(s)

- develop reading skill for general and specific information;
- identify different features of a place;
- use what they have learnt to talk about a city.
Language
analysis
1. ‘suburb (n): khu ngoại ô (note: usually plural)
(synonym: the countryside) in the suburb of…
2. outdoor activity: hoạt động ngoài trời (example : play football,
go camping, go fishing… where can do these activities?)
3. backyard (n): sân sau (explaination: the yard behind the house)
4. dislike (v): không thích (antonym: like, love…)
5. incredibly (adv): cực kỳ, một cách đáng kinh ngạc
(synonym:very, extremely)
6. crowded (adj): đông đúc

1. suburb (n) an area on the edge of a large town or /ˈsʌbɜːb/
city where people who work in the town
or city often live
2. outdoor activity (n) the actions which can do outside the /ˈaʊtˌdɔːr/ /ækˈtɪvəti/
house
3. backyard (n) a small space surrounded by walls at the /ˌbækˈjɑːrd/
back of a house, usually with a
hard surface
4. dislike (v) to not like someone or something /dɪˈslaɪk/
5. incredibly (adv) impossible, or very difficult to believe /ɪnˈkredəbəl/
6. crowded (adj) If a place is crowded, it is full of /ˈkraʊdɪd/
people

- Pictures, sets of words, lucky number game
- sachmem.vn

2. Students may have underdeveloped - Let students read the text a gain
reading, speaking and co-operating skills. (if needed).
- Create a comfortable and encouraging
Board Plan
Date of teaching
Lesson 5: Skills 1
* Warm-up
Game: Miming
II. Reading:
* Vocabulary
1. suburb (n)
2. outdoor activity (n)
3. backyard (n)
4. dislike (v)
5. incredibly (adv)
6. crowded (a)
Task 1: Read Khang’s blog. Look at the words in the box, then find them in the text and
underline them. What do they mean?
Task 2: Read Khang’s blog again and fill the table with the information.
Task 3: Read Khang’s blog again. Then answer the questions.
II. Speaking:
Task 4: Make notes about your neighbourbood. Think about what you like/ dislike about it.
Task 5: Work in pairs. Ask and answer about what you like and dislike about your
neighbourhood.
* Homework
Warm-up To introduce the - Teacher divides the class into Group work 4
topic of reading. 2 groups and let them play mins
small game: Miming.
- Teacher asks one student to
give the direction and the rest

of the group will guess what
the direction is, then the
student who can guess the
correct answer will do next.
The group has more points, is
the winner.
- Teacher checks
pronunciation if necessary.
Lead in To lead in the - Teacher leads students into T-Ss 3

lesson about the lesson by asking students mins
Skills 1. some questions:
1. Where do you think Khang’s
neighbourhood is?
2. What do you think about it?
3. What are there in the
neighbourhood?
4. Do you like living there?
Why?/ Why not?
 You’re going to read
Khang’s blog.
Suggested answers:
4. In the countryside.
5. I think Khang’s
neighbourhood is very nice
and peaceful.
6. There are a lot of trees,
markets,...
7. Yes, I do. Because it is very
peaceful.
Pre-Reading To provide * VOCABULARY 7

(Pre-teach students with - Teacher introduces the T-Ss mins
vocabulary) some lexical vocabulary by:
items before  Providing the synonym or
reading the text. antonym of the words;
 Providing the pictures of the
words;
 Providing the definition of
the words.
1. suburb (n): khu ngoại ô
(note: usually plural)
(Synonym: the countryside)
in the suburb of…..
2. outdoor activity: hoạt động
ngoài trời (example: play
football, go camping, go
fishing… where can do these
activities?)
3. backyard (n): sân sau
(explaination: the yard
behind the house)
4. dislike (v): không thích
(antonym: like, love…)
5. incredibly (adv): cực kỳ, một
cách đáng kinh ngạc
(synonym: very, extremely)
6. crowded (a): explanation

Checking: Matching
While-Reading To develop Task 1: Read Khang’s blog. 15

reading skill for Look at the words in the box, mins
general and then find them in the text
specific and underline them. What do
information. they mean?
- Teacher asks students to read
the blog and underline the T-Ss
words in the box
individually.
- Then let them try to guess the
meaning.
Ss
Task 2: Read Khang’s blog
again and fill the table with
the information.
- Students read the text and
answer the questions.
- Students can compare their T-Ss
answers before discussing
them as classwork.
Like Dislike
- It’s great for - The
outdoor streets are
activities. busy,
- There’s crowded,
almost and noisy

everything during the
here. day.
- Most houses
have a
backyard and
a front yard.
- People are
incredibly
friendly.
- The food is
very good.
Task 3: Read Khang’s blog

again. Then answer the
questions.
- Teacher asks students to go
through the questions (1 – 4)
to make sure that they
understand them and know
what information is being
asked. T-Ss
- Students underline the key
word(s) in each question to
locate the answer in the
reading text.
Answer key:
1. It is in the suburb of Da
Nang. Ss
2. Because it has beautiful

parks, sandy beaches and
fine weather.
3. They are very friendly.
4. Because they are busy and
crowded.
Pre-Speaking To help students Task 4: Make notes about 5

form the ideas for your neighbourhood. Think mins
their speaking. about what you like/ dislike
about it.
- Teacher asks students to Group work
work in groups and allows
each group to think what they
like/ dislike in their
neighbourhood.
- Teacher asks students to Ss-Ss
discuss and make notes of the
information they want to
share with the class.
While-Speaking To help student Task 5: Work in pairs. Ask 5

use what they and answer about what you mins
have learnt so far like and dislike about your
to talk about their neighbourhood.
neighbourhood. - Teacher invites some T- Ss
preparation and makes sure
they speak in full sentences.
- Students share their ideas

with the whole class. Ss-Ss
Post-Speaking To help students - Teacher allows students to T-Ss 3

improve next give comments for their Ss-Ss mins
time. friends and vote for the most
interesting and informative
presentation.
comments.

lesson.
Homework To prepare for Teacher asks students to search T-Ss 1 min

the next lesson: for information about their
Skills 2. neighbourhood.
Lesson 6: Skills 2
Lesson aim(s)

- listen for specific information about one’s neighbourhood;
- write a paragraph about one’s neighbourhood.

- Pictures
- sachmem.vn

1. Students may lack knowledge and Prepare some hand-outs in which provide the
experiences about the topic. key language of describing tourist attractions.
listening, writing and co-operating necessary.
skills. - Encourage students to work in pairs, in groups
Board Plan
Date of teaching
Lesson 6: Skills 2
* Warm-up
Short video: Introduce busy life in Ho Chi Minh City
I. Listening:
Task 1: True or False Prediction.
Task 2: Listen and check.
Task 3: Listen and do the gap-filling.
II. Writing:
Work in groups. Talk about what you like and dislike about your neighbourhood.
Task 4: Write a paragraph about 50 words about your neighbourhood saying what you like
and dislike about it.
* Homework:
Rewrite the paragraph in your notebook.
Warm-up To introduce - Before starting this lesson, T-Ss 2

about the ask students about the content mins
destination in of the previous lesson.
the listening. Teacher may ask students to
describe Khang’s
neighbourhood again.
- Teacher shows a picture and
asks students where it is.
Suggested answers:
Ho Chi Minh City
Lead in - Teacher draws students’ T-Ss 1 min

attention to the conservation.
“Do you remember Khang?

“Where does he live?” (Da
Nang). Today we are going to
meet Khang again. He is
talking with his friend Vy.
Let’s see what they are talking
about.”
Pre-listening To help students Task 1: True or False 4

brainstorm Prediction. mins
about 1. Vy lives in the center of
destination in Ho Chi Minh City.
the talk. 2. There is a big market
near her house.
3. The streets are narrow.
4. The schools are
far-away.
5. There are some factories
near her neighbourhood.
- Teacher asks students to go
through the statements (1 – 5) T-Ss
to make sure that they
understand them and know
what information they have to
catch for the answers.
word(s) in each statement and
guess whether they are True
or False individually. Group work
While-Listening To help students Task 2: Listen and check. 10

develop - Teacher plays the recording T-Ss mins
listening skill once or twice.
for specific - Teacher asks students to listen S
information (T / and tick the answers.
F). - Teacher asks students to
compare their answers with S
the prediction made
previously.
students to read aloud their Ss-Ss
answers and correct the false
one(s).
answers as a class. T-Ss
Answer key:
1. F (Vy lives in the suburbs of
HCMC.)
2. T
3. F (The streets are wide.)
4. T
5. T
Lead-in
I know that you can remember
main content of the listening
after doing Task 2. With the
third listening, let’s get some
detail words for me…
What does Vy like and dislike
about HCMC?
Pre-Writing To help students Task 3: Listen and do the 10

develop their gap-filling. mins
skill of listening - Ask students to study the T-Ss
for specific phrases with the blanks
information. carefully. Students may work
in pairs to discuss the answers
from the information they
have listened.
- Play the recording again and
have students write the Group work
answers as they listen.
Students can share their
answers with their partners.
- With a weaker class, teacher
may play the recording many S
times until students have
written down all their
answers. Call some students
to write their answers on the
board.
- Play the recording again for
students to check the answers.
Teacher may pause at the T-Ss
sentences that include the
information students need for
their answers.
Answer key:
1. art gallery
2. wide
3. friendly
4. far
5. crowded
If there is time, invite one or
two students to briefly describe
Vy’s neighbourhood, focusing
on what she likes and dislikes
about it.
Leads in
You can remember pretty well
what Vy likes and dislikes
about living in the suburbs of
HCMC. Now it’s your turn to
talk about what you like and
dislike about your city …
While-Writing To provide Task 4: Write a paragraph 12

students some about 50 words about your mins
ideas for the neighbourhood saying what
next writing you like and dislike about it.
activity. - Ask students to tick what they
like and don’t like about their T-Ss
neighbourhood, and then ask
them to share their answers
with their partners.
- Students may be required to
count how many things they
have in common with their

partners.
- Set up the writing activity:
Teacher reminds students that
the first important thing is
To teach always to think about what
students how to they are going to write.
write a Students can use the ideas
paragraph about they have ticked in 3. Teacher
50 words about asks students to brainstorm
a travel for the ideas and the language
attraction they necessary for writing. Teacher
know. may ask students to refer back
to the reading for useful S
language and ideas, and write
some useful expressions and
language on the board.
- Ask students to write the first
draft individually. Then have
them write their final version.
Teacher may display all or
some of the students’ writings
on the wall / notice board.
Teacher and other students
give comments. Students edit
and revise their writing as
homework. If time is limited,
Teacher may ask students to
write the final version at
home.
- Teacher goes round and helps
if needed.
- Teacher can give some
correction (typical mistakes).


the lesson.
Homework To allow Rewrite the paragraph in your T-Ss 1 min

their paragraph
after being
checked by
friends and the
teacher.
Lesson aim(s)

- apply what they have learnt (vocabularies and grammar) into practice through a project.

- Handouts, word cards
- sachmem.vn

speaking, writing and co-operating so that they can help each other
skills when doing project. - Provide feedback and help if necessary.
in the class. - Have excessive talking students practice.
Board Plan
Date of teaching
* Warm-up
Video: Hanoi Old Quarter
I. Looking back:
Task 1: Write the name for each picture.
Task 2: Put the following adjectives in the correct column.
Task 3: Write their comparative form in the table below.
Task 4: Complete the sentences comparing the pictures.
II. Project:
MY MAP
* Homework

Warm-up To revise the - Teacher shows a Group work 5 mins
vocabularies short video about
related to the topic. travelling around
Hanoi Old Quarter.
- Teacher asks
students to take note T - Ss
as many words about
places as possible.
students go to the
board and rewrite the
words.
words and does
correction if it’s
necessary.
- Leads in: This is the
last lesson of Unit 4,
I want you to revise
the topic My
neighbourhood by
doing some more
exercises.
Looking back To help students Task 1: Write the 16
revise the name for each mins
vocabulary about picture.
places in the - Teacher encourages S
neighbourhood. students to complete
the task individually.
- Students exchange
their textbooks to
compare their Ss-Ss
answers together.
- Teacher gives
feedback to the
whole class.
To help students Answer key:
revise the 1. temple T-Ss
vocabularies about 2. railway station
long and short 3. square
adjectives. 4. art gallery

5. cathedral
Task 2: Put the

following adjectives
in the correct
To help students to column.
make sentences - Teacher encourages
using the students to complete
comparative form. the task individually.
- Students exchange
their textbooks to S
discuss the reasons
why they are
choosing the
appropriate words/
phrases. Ss-Ss
- Teacher gives
feedback as a class
discussion.
Answer key:
1. syllable: fast/ hot/
large/ quiet
2. syllables: heavy/
noisy
3. syllables:
expensive/ beautiful/
exciting
Task 3: Write their

comparative form in
the table below.
To help students students to complete
revise the use of the task individually.
some/any in - Student exchange
context. their textbooks to
discuss the reasons
why they are
choosing the Ss
appropriate
words/phrases.
- Teacher gives
feedback as a class
discussion. Ss-Ss
Answer key:
faster
more beautiful
noisier
more expensive
hotter
more exciting
quieter
heavier
larger

sentences comparing
the pictures.
- Students work
individually.
- Teacher asks
students to look for
clues in each
sentence to decide
which word to fill
the blank.
- Teacher asks
students to swap
their answers and Ss
check.
- Teacher checks their T-Ss
answers as a class.
Answer key:
1. noisier
2. more modern
3. more expensive
4. more peaceful
Project To allow students This is to introduce T-Ss 20
to apply what they students to another mins
have learnt way of practising
(vocabularies and asking for and giving
grammar) into directions to the places
practice through in their
a project. neighbourhood.
ACTIVITY 1
- Have each student

draw a map of their S
neighbourhood with
the names of at least
ten places on their
map.
- Teacher may have
students prepare their
maps at home.
ACTIVITY 2
Ask students to work
in pairs, taking turns to
ask for and give
directions to the places
on their maps. Go Ss-Ss
around and offer help
if necessary. If there is
time, have some pairs
practise in front of the
whole class.
Consolidation To consolidate Teacher asks students T-Ss 3 mins
what students have to talk about what they
learnt in the lesson. have learnt in the
lesson.
Homework To apply what they Prepare for the next Ss 1 min
have learnt into lesson: Unit 5 –
practice through a Lesson 1: Getting
project. started.

UNIT 5: NATURAL WONDERS OF VIET NAM

Lesson 1: Getting started – Geography Club!
Lesson aim(s)

- identify the lexical items related to the topic Natural wonders of Viet Nam;
- use the vocabulary and structures to describe wonders of Viet Nam.
Language analysis

1. scenery (noun) the nautural features of an area /ˈsiːnəri/
2. natural (adj) not made by human /ˈnætʃərəl/
3. wonders (noun) something that fills you with surprise and /ˈwʌndəs/
admiration
4. amazing (adj) very good /əˈmeɪzɪŋ/
5. island (noun) a piece of land that is completely surrounded by /ˈaɪlənd/
water

- Pictures and maps
- sachmem.vn
Anticipated difficulty Solution

Students may not travel and have no idea of Prepare some short videos of Ha Long Bay,
any natural wonders of Viet Nam. Ganh Da Dia, Son Doong Cave and other
wonders of Viet Nam to show them.
Board Plan
Date of teaching
Unit 5: Natural wonders of Viet Nam
* Warm-up
I. Vocabulary:
1. scenery (noun): [picture]
2. natural (adj): [antonym] man-made
3. wonders (noun): [picture]
4. amazing (adj): [synonym] very good
5. island (noun): [picture]
II. Practice:
Task 1: Listen and read. (p. 48)
Task 2: Complete the following sentences with the words from the box. (p. 49)
Task 3: Listen and repeat the words, then label the pictures. (p. 49)
Task 4: QUIZ: Work in groups. Choose the correct answer to each of the questions. (p. 49)
* Homework
Warm-up - To set the Guess what's behind the T-Ss 5

context for the boxes. mins
listening and
reading text.
- To introduce the
topic of natural
wonders of Viet
Nam.
- Teacher shows the colourful
boxes on the screen, asks
students to look closely,
raise their hand to say what
they can see behind the
boxes aloud.
- Teacher removes the boxes
one by one and asks
students to guess what is
behind the boxes after each
box has been removed until
students can tell the teacher
what it is.
- The team who is the last one
will lose the game.
Lead in To lead in the - Teacher draws students’ T-Ss 2

topic of natural attention to the picture in mins
wonders of Viet the textbook and asks them
Nam. questions about the picture.
1. Who are they?

2. What are they looking at?
3. What are they talking
about?
Suggested answers:
1. They are Alice, Elena and
Nick.
2. They are looking at some
photos/ pictures.
3. They are talking about
attractive places in Viet
Nam.
Presentation * VOCABULARY: T-Ss 5

(Vocab- Teacher introduces the mins
- showing the pictures
illustrating the words;
- providing the synonym or
antonym of the words;
- providing the definition of
the words.
1. scenery (noun): [picture]
2. natural (adj): [antonym]
man-made
3. wonders (noun): [picture]
4. amazing (adj): [synonym]
very good
5. island (noun): [picture]
scenery
wonder
island
Practice - To practice the Task 1: Listen and read. (p. 15

targeted 48) mins
language and the - Teacher sets the context for T-Ss
background the listening and reading
knowledge of text by asking students some
things in nature. questions:
o What places can you
recognize from the photos
on their tables?
o Why are they attractive?

etc.
- To help students - Teacher encourages students
identify the to give their answers, but do
location of the not confirm whether their
places answers are right or wrong.
mentioned in the - Teacher plays the recording,
conversation. asks students underline the
words they have learned in
the vocabulary part.
more than once if necessary. T-Ss
- Teacher nominates some
pairs of students to read the
dialogue aloud.
- Teacher has students say the
- To help students words in the text that they T-Ss
focus on the use have underlined.
of lexical items
to describe the Task 2: Complete the Ss
places. following sentences with the
words from the box. (p. 49) T-Ss
read the text again in order
to find the words to
complete the sentences
independently.

- Teacher nominates students
to give answers and corrects
- To help students them if necessary.
visualize some Answer key:
lexical items 1. amazing T-Ss
related to the 2. islands
topic. 3. scenery
4. natural
5. wonders
Task 3: Listen and repeat

the words, then label the
pictures. (p. 49)
look at the words in the box,
listen and repeat.
- Teacher has students match
the pictures with the
appropriate words
independently.
give answers and corrects
them if necessary.
Answer key:
a. desert
b. island T-Ss
c. cave
d. river
e. waterfall
f. mountain
g. forest
h. beach
Production To give students a Task 4: QUIZ 15

fun time revising Work in groups. Choose the mins
what they have correct answer to each of
learnt so far in the the questions. (p. 49)
lesson and more - Teacher divides the class
quickly response into groups of four or five T-Ss
the questions and provides each group Group work
about natural with a set of A and B signs.
wonders. - Teacher gives students time
to read the quiz carefully
and choose the correct
answers.
- Then, teacher lets students
randomly select a number
on the screen to choose the
question.
- Students raise the correct
signs of A or B choose the
answer and say the answer
aloud.
- The quickest group gets 5
points for each correct

answer.
- At the end of the activity, 3
groups having the high
points are the winners.

lesson.
Homework To review and use Go to the Internet and search T-Ss 1 min
the language of for the information on your
lexical items favourite natural wonder in
related to natural Viet Nam and prepare a small
wonders. talk between 1-2 minutes
about it.
Lesson aim(s)

- use the lexical items related to the topic Natural wonders of Viet Nam;
- use the vocabularies and structures to talk about famous natural places;
- pronounce and recognize the sounds /t/ and /d/.
Language analysis

1. plaster (n) a small piece of sticky cloth or plastic used to /ˈplɑːstər/
cover a cut in the skin
2. sleeping bag a large bag for sleeping in outside /ˈsliːpɪŋ bæɡ/

(nph)
3. backpack (n) a large bag used to carry things on your back /ˈbækpæk/
when going camping or walking
4. compass (n) a device for finding direction with a needle that /ˈkʌmpəs/
can move easily
5. suncream (n) a substance that is put on the skin to protect it /ˈsʌn kriːm/
from being burned by the Sun
6. scissors (n) a device used for cutting materials such as paper, /ˈsɪzəz/
cloth, and hair, consisting of two sharp blades that
are joined in the middle, and two handles with
holes to put fingers through

- Pictures and CDs
- sachmem.vn
Assumptions

1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of some lexical items.
2. Students may have underdeveloped - Play the recording as many times necessary.
listening, speaking and co-operating - Encourage students to work in pairs, in groups so
skills. that they can help each other.
3. Some students will excessively talk - Define expectations in explicit detail.
Board Plan
Date of teaching
* Warm-up
Name the travel items
I. Vocabulary:
1. plaster (n)
2. sleeping bag (nph)
3. backpack (n)
4. compass (n)
5. suncream (n)
6. scissors (n)
Task 1: Write a word under each picture. Practise saying the word. (p. 50)
Task 2: Complete the following sentences. Use the words in 1. (p. 50)
Task 3: Now put the items in order of usefulness. Number 1 is the most useful, number 6 is
the least useful on holiday. (p. 50)

II. Pronunciation:
Task 4: Listen and repeat the words. (p. 51)
Task 5: Listen and repeat. Pay attention to the bold-typed parts of the words. (p. 51)
III. Production:
* Whispering game
* Homework
Warm-up To activate * Names the things needed 5 mins

students’ prior for going camping:
knowledge and - Teacher asks students to
vocabulary related work in groups of 6. T-Ss
to the topic, the - Teacher sets the context:
targeted “Next week, we are going
vocabulary and its camping in the forest. What
pronunciation. should we bring?”
- Teacher give all groups 3
minutes to write as many
things as possible.
- Teacher goes around the
class to provide help (if
necessary).
- The group with the most
winner.
Suggested answer: Ss-Ss
tent
sleeping bag
compass
suncream
mobile phone
food
water
…

lesson about the lesson by telling them
vocabulary and that: “In today lesson, we are
pronunciation. going to learn more travel
items and two sounds /t/ and
/d/.”
Presentation To teach students VOCABULARY 5 mins

(Vocab- some adjectives Teacher introduces the T-Ss
pre-teach) describing a city. vocabulary by:
- Providing the pictures of the
words:
1. plaster (n): [picture]
2. sleeping bag (nph):
[picture]
3. backpack (n): [picture]
4. compass (n): [picture]
5. suncream (n): [picture]
6. scissors (n): [picture]

plas
ter
suncre
am
slee
ping
bag
sciss
ors
backpa
ck
compa
ss
Practice To teach students Task 1: Write a word under 15

some adjectives each picture. Practise saying mins
describing a city. the words. (p. 50)
write the suitable word T-Ss
under each picture in 2
minutes.
- Students do the task.
- Teacher calls some students S
to give their answers. T-Ss
Answer key:
1. plaster
2. suncream
3. sleeping bag
4. scissors
5. backpack
6. compass

To help students sentences with the words in
use the adjectives task 1. (p. 50)
in Task 1 in a - Teacher asks students to
context. work in pairs and use the
words in task 1 to complete
the sentences. Pair work
- Students work in pairs and
do the task.

share their answers with the
whole class.
corrections (if necessary). Ss-Ss
Answer key:
1. compass
2. suncream
3. sleeping bag
4. backpack T-Ss
5. plaster
Task 3: Now put the items

in order of usefulness.
Number 1 is the most useful,
number 6 is the least useful
To teach students on holiday. (p. 50)
some words/ - Teacher asks students to
phrases related to work in groups of three.
a city. - Teacher gives students 3
minutes to discuss and put
the item in the order of
usefulness.
share their answers as a
whole class. T-Ss
- Teacher gives corrections (if
necessary).
Ss-Ss
T-Ss
Presentation To help students to PRONUNCIATION 5 mins

(Pre-teach the identify how to - Teacher introduces 2 sounds T-Ss
sounds pronounce the /t/ and /d/ to students and
/t/ and sounds /t/ and /d/. lets them watch a video
/d/.) about how to pronounce
these two sounds.
Suggested answers:
- /t/: plaster, tower, letter,
desert, want
- /d/: need, island, guide,
holiday, pagoda
Practice To help students Task 4: Listen and repeat 5 mins

identify and the words. (p. 51)
practise the /t/ and - Teacher asks students listen T-Ss
/d/ sounds. to the recording for the first
time.
listen and repeat the words
for the second time.
To help students Task 5: Listen and repeat.

practice the sounds Pay attention to the bold-
/t/ and /d/ in typed parts of the words. (p.
sentences. 51)
for students to listen and T-Ss
asks students to repeat the
sentences after they listen.
randomly to read the
sentences and gives
correction (if necessary).
Production To give students * Game: Whispering Group work 5 mins

chance to apply - Teacher divides the class
what they have into 4 big groups and asks
learnt. students to stand in four

lines.
- The member in the last
place will make a sentence
containing at least a word
and a sound they have
learnt; then, whisper the
sentence to the next member
of the group. They will
continue until the member in
the first place and this
member will say the
sentence aloud.
- The fastest group will win
the game.
1. I must bring a plaster when
going camping.
2. I want to visit a famous
desert in the world.
3. He lives in a quiet island.

what students have about what they have learnt in
learnt in the the lesson.
lesson.
they have learnt. sound /t/ and 5 more words
with the sound /d/. Write


Countable & uncountable nouns
Modal verbs: must and musn’t
Lesson aim(s)
By the end of the lesson, students will be better able to:

- use countable nouns and uncountable nouns;
- use quantifiers some, many, much, a few, a little with countable nouns and countable
nouns;
- use “must” and “mustn’t” to make classroom rules.
Language analysis
Form Meaning
- some, many, a few + - Countable nouns are for the people and things we can count
countable nouns using numbers. Countable nouns can be singular: a rock, an
- some, much, a little + island ..., or plural: rocks, islands ...
uncoutable nouns - Uncountable nouns are for the things that we cannot count
with numbers. They usually do not have a plural form: cream,
chocolate ...
- subject + must + base - We use must to say that something is very necessary or very
form important.
- subject + mustn’t + E.g. I must walk the dog when I get home.
base form E.g. You must answer all of the questions.
- We use mustn't to say that doing something is not allowed.
E.g. Students mustn't take mobile phones into the exam room.

- Pictures, sets of word cards,…
- sachmem.vn

1. Students may be confused because some Show and explain by illustrating by pictures
English uncountable nouns are countable or short videos when native people using
in Vietnamese, and vice versa. uncountable nouns.
(E.g. rice)
Board Plan
Date of teaching
* Warm-up
Game: Unscrambled words
I. Grammar:
1. uncountable nouns don't have a plural form: cream, chocolate,...
countable nouns can be singular: a rock, an island ..., or plural: rocks, islands...
2. some/ many/ a few + countable nouns
some/ much/ a little + uncountable nouns
3. subject + must + base form
subject + mustn’t + base form
II. Practice:
Task 1: Is the underlined noun countable or uncountable?
Write C (countable) or U (uncountable). (p. 51)

Task 2: Choose the correct option for each sentence. (p. 52)
Task 3: Fill each blank with must or mustn’t. (p. 52)
Task 4: Making classroom rules.
* Homework:
Exercise 3 (p. 52)
Warm-up To put * Game: Unscrambled words 4

students into - Teacher divides the class into mins
English mode; groups of 3-6 students. T-Ss
attentive, - Teacher delivers a set of
interested and unscrambled words which are
ready to some countable and
participate and uncountable nouns to each
prime the class group.
for a new - Students will have to work in
topic. groups to solve the quiz.
- The group with more correct
sentences will be the winner. Ss-Ss
Answer key:
1. cream 5. juice
2. rock 6. butter
3. island 7. backpack
4. rice 8. plaster
Lead in To get - Teacher writes on the board 2 T-Ss 3

students phrases “Countable and mins
interested and Uncountable”.
find out what - Teacher draws students’
they have attention to the words finished
already in the game and ask them
known. whether they know the types
of these words.
- Teacher gives them the word
cards and requires students to
identify the category of each
word.
- Teacher provides or confirms
the answers and lead in the
grammar focus of the lesson:
⮚ The words “cream, rice,
juice, butter” are
uncountable nouns.
⮚ The words “rock, island,
backpack, plaster” are
countable nouns.
⮚ Today we are going to
learn more about countable
and uncountable nouns.
Presentation 1 To elicit/ show 1. Countable and 6

the students Uncountable nouns: mins
when and how Task 1: Is the underlined
the noun countable or
uncountable uncountable? Write C
and countable (countable) or U
nouns are used (uncountable). (p. 51)
in sentences as - Teacher has students T-Ss
well as when complete the underlined
and how the activity individually.
quantifiers are - Teacher then asks students to Ss-Ss
used. swap their textbooks to check
their classmates’ answers.
Answer key:
1–C
2–U
3–U
4–C
5–U
- Teacher draws students’
attention to the underlined T-Ss
words and confirm the use of
countable and uncountable
nouns
“Countable nouns are for the
people and things we can
count using numbers.
Countable nouns can be
singular."
“Uncountable nouns are for

the things that we cannot
count with numbers. They
usually do not have a plural
form.”
- Teacher then asks students to
give some more examples of
uncountable nouns that they
know. T-Ss
the “definition of countable
nouns”
“Countable nouns are for the
people and things we can
count using numbers”. Some
English uncountable nouns
are countable in Vietnamese.
(E.g. rice)
2. Some, many, much,

a few, a little:
- Teacher gives students a
handout of each definition of
each quantifiers.
- Teacher has students work in
groups of 4 to match the 5
words in column A with mins
definitions in column B. T-Ss
Answer key:
QUANTI USE
FIERS
1. many countable Ss-Ss
nouns,
usually in
negative
statements
and
questions
2. much uncountable
nouns,
usually in
negative
statements
and T-Ss
questions
3. a few countable
nouns,
means
‘some’
4. a uncountable
little nouns,
means
‘some’
5. some countable
nouns,
uncountable
nouns
- Teacher then asks students to

exchange their handout to
check their classmates’
answers.
Controlled To check if Task 2: Choose the correct T-Ss 5

practice 1 students can option for each sentence. (p. mins
use countable, 52)
uncountable - Teacher has students work on
nouns and the exercise individually
quantifiers before they compare answers
correctly. with each other.
class discussion.
Answer key:
1. A
2. B
3. A
4. B
5. A
Presentation 2 To elicit/ show - Students are asked to watch a T-Ss

the students video concerning school
when must and rules, during which they will
mustn't are have to identify any school
used and how rules they have already
to make a mentioned in the Warm-up
sentence with activity.
these modals. - Teacher provides each pair of

students with a copy of the Ss-Ss 3
script and the students watch mins
the video a second time
checking on the script and
highlighting the word(s)
before each school rule.
- After watching the video,
teacher elicits and discusses
what students have
understood, including the
school rules they recognised
from their warm-up activity.
- This will allow the students to
begin to identify the language
item without a grammar
explanation.
Link:
http://learnenglishkids.britishco
uncil.org/grammar-
videos/school-rules
- After gathering answers from
students, teacher briefly
summarizes the language
item:
“We use must to say that
something is very necessary 2
or very important.” mins
“We use mustn’t to say that
doing something is not

allowed.”
- Teacher asks students to write
the form of this targeted
grammar into their notebook
and make up from 1 to 2
sentences according to their
understading. T-Ss
- Teacher calls out 1 – 2
students to read aloud their
answers and check
immediately in class.
T-Ss
Controlled To give written Task 4: Fill each blank with 5

Practice 2 consolidation of must or mustn’t. (p. 52) mins
the grammar - Teacher has students work on T-Ss
and to use the the exercise individually
grammar before they compare answers
correctly. with each other.
class discussion.
Answer key:
1. must
2. musn’t
3. must
4. mustn’t
5. must
Freer Practice 2 To give Task 5. Write some more 10

students rules for you and your mins
speaking classmates at school.
practice to use (p. 52)
correctly - Teacher divides the class into T-Ss
grammar with groups of 6 students.
must and - Teacher assigns the roles for
mustn’t to each member by asking
make a set of quetions:
rules to follow + Who's leader?
in school. + Who are rules makers / Idea
thinkers?
+ Who's a note taker?
+ Who's a presenter?
in group and make at least 3 Ss-Ss
classroom rules in 3 minutes.
- After that, the presenter of
each team goes to the board
and present about their rules.
- The other teams listen and
give comments on their
friends’ ideas.
- Teacher gives complement or
good mark to the group with
suitable rules after getting
suggestions/ comments from
the class.
Recap To consolidate Teacher asks students to talk T-Ss 1 min

the lesson.
Homework Reactivate the Do Exercise 3, write the T-Ss 1 min

knowledge answers on your notebooks.
that students
have gained in
the Kahoot
game.

Lesson aim(s)

- make and accept appointments;
- have knowledge about a travel guide;
- use must and mustn’t to talk about what to prepare for a trip.
Language analysis

- Pictures
- sachmem.vn

1. Students may lack knowledge about the Provide students with information about the
necessary things must bring and what to knowledge they do not know.
prepare for a trip.
Board Plan
Date of teaching
Unit 5: Natural wonders of the world
* Warm-up
GAME: Pass the ball
I. Everyday English:
Task 1: Listen and read the short conversation, paying attention to the highlighted parts.
Making and accepting appointments
 Making appointments:
Let’s + V.
How about …?
 Accepting appointments:
That’s fine.
Sure.
Task 2: Work in pairs. Make a short conversation, following the example. (p. 53)
II. A tour guide:
Task 3: Read the travel guide entry. (p. 53)
Task 4: Make a list of the things you must bring to the Himalayas. Then add things you
mustn’t bring. (p. 53)
Task 5: Role-play being a tour guide and a tourist. Tell your partner what to prepare for
their trip to the Himalayas and give reasons.
* Homework
Warm-up To review must GAME: Pass the ball 3

and mustn’t. - Teacher plays the music. T-Ss mins
When music’s on, students Ss-Ss

pass the ball as fast as they
can. When music’s off, the
student taking the ball has to
make a sentence with must/
mustn’t.
Lead in To lead in the - Teacher sets the scene. T-Ss 2

lesson about - They are Duong and Steven. mins
vocabulary and Steven wants Duong to go
pronunciation. picnic with him this Sunday.
What structures can he use?
If Duong agrees, what does
he say?
- Students give their answers.
- Teacher leads students into
the lesson by telling about
what they are going to learn:
“We are going to learn how
to make and accept
appointments”.
* EVERYDAY ENGLISH
Presentation To introduce * Making and accepting 10

make and accept appointments mins
appointments. Task 1: Listen and read the
short conversation, paying
parts.
- Teacher asks students listen T-Ss
and read the short

conversation, paying
parts.
- Teacher writes down
highlighted parts on the
board and asks students
what they are used to, which
is used to make
appointments and which is
used to accepting
appointments.
to share their opinions.
- Teacher gives more
explanations and elicit the
form.
 Making appointments:
Let’s + V.
How about …?
 Accepting appointments:
That’s fine.
Sure.
Practice To practice Task 2: Work in pairs. 7

making and Make a short conversation, mins
accepting following the example in
appointments. Task 1.
(p. 53)
work in pairs and make a

short conversation,
following the example.
- Teacher models with a
volunteer.
- Students do the task in pairs.
- Teacher calls some pairs to Ss-Ss
make a conversation in front
of the class.
T-Ss
* A TOUR GUIDE
Pre-Reading To help students 3

set the scene. mins
- Teacher shows the picture

and ask students some
T-Ss
questions:
Next week, I am going
mountain climbing. Can you
guess where I am going to?
(Himalayas)
Before we go, what should we
read? A tour guide
What information can you
read in a tour guide?
While-Reading To help students Task 3: Read the travel 7

have knowledge guide entry. (p. 53) mins
about a travel Teacher asks students to read T-Ss
guide. the travel guide entry to check
their guess and sets the time
limit for reading task for 2
minutes.
Task 4: Make a list of the

things you must bring to the
Himalayas. Then add things
you mustn’t bring. (p. 53)
- In group of 3, students write
as many things they must
and mustn’t bring to the Group work
Himalayas as they can in 2
minutes.
- Teacher calls some groups
to give their answers and
checks.
Post-Reading To help students Task 5: Role-play being a Group work 10

talk about what to tour guide and a tourist. mins
prepare for a trip Tell your partner what to
prepare for their trip to the
Himalayas, and give
reasons.
- Teacher divide the class into
2 main group. One is a tour
guide and one is a tourist.
- The tourist prepares the

questions and the tour guide
prepare the information in 2
minutes.
- Students work in pair. Make
a conversation.
talk in front of the class.
- Peer check and then teacher
gives feedback.

lesson.
Homework To prepare for the Choose a natural attraction in T-Ss 1 min

next lesson: Skills your city and find out the
1. information about it
(interesting things about the
place as well as what they
must and mustn’t do there).

Lesson 5: Skills 1
Lesson aim(s)

- develop reading skill for general and specific information about the topic;
- use the lexical items related to the topic ‘things in nature’ and ‘travel items’;
- use what they have learnt to talk about a famous place, and what people must/ mustn’t do
there.
Language analysis
1. tourist attraction a place that people visit for pleasure and /ˈtʊə.rɪst/
(n) interest, usually while they are on holiday /əˈtrækʃən/
2. wonder (n) kỳ quan /ˈwʌndər/
3. popular (adj) liked, enjoyed, or supported by many people /ˈpɒpjələr/
4. landscape (n) everything you can see when you look across a /ˈlændskeɪp/
large area of land, especially in the country
5. slope (n) a surface that rises at an angle, esp. a hill or /sləʊp/
mountain, or the angle at which something rises
6. sand dune (n) a hill of sand made by the wind on the coast or
/ˈsænd ˌdjuːn/
in a desert

- Pictures, sets of words, games, audio
- sachmem.vn

2. Students may have underdeveloped - Let students read the text a gain
reading, speaking and co-operating (if needed).
skills. - Create a comfortable and encouraging
- Encourage students to work in pairs, in groups

Board Plan
Date of teaching
Lesson 5: Skills 1
* Warm-up
Discussion
Task 1: Before you read, look at the pictures and make predictions about the reading. Then
read and check your ideas.
I. Reading:
* Vocabulary:
1. tourist attraction (n)
2. wonder (n)
3. popular (adj)
4. landscape (n)
5. slope (n)
6. sand dune (n)
Task 2: Complete the sentences, using the words from the box. (p. 54)
Task 3: Read the text and answer the following questions. (p. 54)
II. Speaking:
Task 4: Work in pairs. Make notes. Add your own ideas. (p. 54)
Tell your partner about the place.
Task 5: Some foreign visitors are visiting your city/ town/ area. Tell them some interesting
things about the place; what they must do or mustn’t do there.

(p. 54)
* Homework

Warm-up To introduce the * Set the scene 2 mins
topic of reading. - Teacher sets the scene: T-Ss
“Next month, I am going
travelling. Guess where
I will visit.”
- Let’s students guess the
places by opening the Ss
boxes one by one. The
pictures are hidden
behind the boxes.
- Teacher shows the

pictures on the screen.
- Teacher leads in the
lesson by asking
questions:
3 mins
“Have you ever been to
these places?”
“Today, let’s see what do
they have.”
* Discussing:
Task 1: Look at the

pictures and make
predictions about the
reading. (p. 54)
close the book.
- Teacher shows the
pictures of the places
and asks students to
answer the questions: T-Ss
1. What are the places?
2. What do you know
about these places?

discussion in front of the
class.
open the book. Read the
text and check their
ideas.
T-Ss
Pre-reading (Pre- To provide * VOCABULARY 5 mins

teach vocabulary) students with - Teacher introduces the T-students
some lexical vocabulary by:
items before ● Providing the synonym
reading the text. or antonym of the
words.
● Providing the pictures
of the words.
● Providing the definition
of the words.
● Providing the meaning
by translating. 2 mins
1. tourist attraction (n): a
place that people visit for
pleasure and interest,
usually while they are on
holiday
2. popular (adj) =
well-known, common
3. wonder (n): kỳ quan
sand dunes
landscape
slope
Task 2. Complete the
sentences, using the
words from the box. (p.
54)
- Teacher askes students
to do Exercise 2
individually, in 3
minutes.
- After 3 minutes, teacher
lets students swap their
answers with their
partner.
To check - Check the answers.

students Answer key:
understanding of 1. islands
using correct 2. wonder
lexical items 3. desert
about the topic. 4. Remember S
5. visit
Ss-Ss
While-Reading To develop Task 3: Read the text 8 mins
reading skill for and answer the
general and following questions. (p.
specific 54)
information. - Teacher asks students to T-Ss
go through the questions
(1 – 5) to make sure that
they understand them
and know what
information is being
asked.
- Students underline the
key word(s) in each
question to locate the Ss
answer in the reading
text.
work individually to
answer the questions. T-Ss

answers.
Answer key:
1. Ha Long Bay is in
Quang Ninh.
2. You can enjoy great
seafood and join in
exciting activities.
3. No, there isn’t. It’s like
a desert, not a real
desert.
4. You can have a picnic
in Mui Ne by the beach.
5. The best time to visit
the Mui Ne Sand Dunes
is early morning or late
afternoon.
Post-Reading To check Task 4: Work in pairs. S-S 5 mins
students’ Make notes about one of
reading the places in the reading.
comprehension You can add your own
and prepare for ideas. (p. 54)
the next part. - Teacher asks students to
work in groups of 3 and
make notes about one
place in the reading.
- Compare the notes with

other groups.
tell their partner about
the place by looking at
the notes.
Example:
Ha Long Bay has a lot of
interesting islands. It ….
- Students share their
ideas with the whole
class.
Pre-Speaking To help students Task 5: Some foreign 7 mins
form the ideas visitors are visiting your
for their city/ town/ area. You are
speaking. their tour guide. Tell
them some interesting
things about the place as
well as what they must
and mustn’t do there.
- Teacher askes students
to work in groups of 6.
+ Leader? Group work
+ Idea thinkers?
+ Presenters?
+ Drawers?
choose a famous place
in their city or area.
discuss and make notes
of the information they
want to share with the
class.
refer to the questions as
suggestions for their
notes or they can do it in
their own way.
+ Where is it?
+ What does it have?
+ Are there any
interesting things here?
+ What must they do or
mustn’t do there?
While-Speaking To help students - Teacher asks students to T-Ss 15 mins
use what they practice presenting in
have learnt so their groups.
far to talk about - Teacher makes sure that
a famous place. students speak in full
sentences.
- Then, teacher invites
some groups to go to the

board and share their
preparation with the
whole class.
Post-Speaking To help students - Teacher allows students T-Ss 5 mins

improve next to give comments for Ss-Ss
time. their friends and vote for
the most interesting and
informative
presentation.
and comments.
have learnt in learnt in the lesson.
the lesson.
Homework To prepare for Teacher asks students to T-Ss 1 min
the next lesson: search for information
Skills 2. about Phu Quoc Island.

Lesson 6: Skills 2
Lesson aim(s)

- listening for specific information about a natural wonder;
- writing a paragraph about a natural wonder.

- Pictures
- sachmem.vn

tourist attractions.
Board Plan
Date of teaching
Lesson 6: Skills 2
Warm-up:
* Game: Hidden picture
I. Listening:
Task 1: Work in groups. Discuss and answer the question. (p. 55)
Task 2: Listen and tick True or False. (p. 55)
II. Writing:
Task 3: Fill each blank in the network with the information about a travel attraction you
know. (p. 55)
Work in pairs. Talk about a travel attraction you know, using the filled network in task 3. (p.
55)
Task 4: Write a paragraph about 50 words about a travel attraction you know. Use the
information in Task 3. (p. 55)
* Homework:
Rewrite the paragraph in your notebook.
Warm-up To introduce * Game: Hidden picture 2

about the - Teacher sticks show the slide mins
destination in with the picture that was
the talk. hidden.
- Teacher gradually unhide the T-Ss

picture while having the class
to guess the name of the
destination.
Suggested answers:
1. Phu Quoc Island
Lead in To lead in the Teacher draws students’ T-Ss 1 min

listening task. attention to Phu Quoc island.
“Today we are going to listen
to a talk about a famous natural
wonder of Viet Nam. It’s Phu
Quoc Island.”
Pre-Listening To help students Task 1: Work in groups. 4

brainstorm Discuss and answer the mins
about question. (p. 55)
destination in 1. Teacher asks students to T-Ss
the talk. work in groups of four to
answer the question:
“What do you know about
Phu Quoc Island?”
2. Teacher asks students to talk Group work
in Vietnamese (sometimes) if
they do not have enough
vocabulary in English.
3. Teacher asks students to
share what they have
discussed to see what they
know about Phu Quoc Island.
Suggested answers:
1. Phu Quoc is a beautiful
island in Viet Nam.
2. Tourists can enjoy many
entertaining activities such
as visiting the night market,
sightseeing, visiting the
Safari,...
3. The food in here is delicious
and unique.
While-Listening To help students Task 2: Listen and tick True 10

develop or False. (p. 55) mins
listening skill * True – False prediction:
for specific - Teacher asks students to go T-Ss
information (T / through the statements (1 – 5)
F). to make sure that they
understand and know what
information they have to
catch for the answers.
word(s) in each statement and
guess whether they are True S
or False individually.
* Listen and decide True or
False:
once or twice.
- Teacher asks students to listen
and tick the answers.
compare their answers with S
the prediction made
previously.
- Teacher calls on some Ss-Ss
students to read aloud their
answers and correct the false
one(s).
- Teacher checks students T-Ss
answers as a class.
Answer key:
1. T
2. F (It has beautiful beaches
and green forest.)
3. T
4. F (Sailing and fishing are
popular water sports.)
5. T
Pre-Writing To help students Task 3: Fill each blank in the 10

talk about a network with the information mins
travel attraction about a travel attraction you
they know and know.
collect (p. 55)
information for T-Ss
their later - Teacher models the task by

writing. summarizing the information
of the talk with a student
using the questions in the
network below:
Suggested answers:
Teacher: What is the name of
the attraction?
Student: It’s Phu Quoc island
Teacher: Where is it?
Student: It’s in Kien Giang
Teacher: How can you go
there?
Student: You can fly to the
island because it has an
international airport.
Teacher: What can you do
there?
Student: I can visit the fishing
villages, the national parks,
beautiful beaches, temples,
pagodas, etc. I can enjoy some
water sports like Sailing and
fishing or buy interesting things
at the night market.

Teacher: What is special about
it?
Student: It’s one of the most
famous natural wonders of Viet
Nam and thousands of tourists
visit it every year.
choose a travel attraction they
know and individually
brainstorm about that place
using the network in Task 3.
(p. 55)
- Teacher goes round and help
if needed. S
in groups of four to introduce
about their chosen places
using the filled network.
- Teacher asks 1-2 students to
stand up and talk about their
chosen place then give them
comments.
Group work
T-Ss
While-Writing To teach Task 4: Write a paragraph 12

students how to about 50 words about a travel mins
write a attraction you know. Use the
paragraph about information in Task 3.
50 words about (p. 55)
a travel - Teacher shows the picture in
attraction they Task 4 and explains to T-Ss
know. students that they should
begin the paragraph with a
What are you
writing about?
topic sentence for
Other
information
- Teacher asks students to use

ideas they have brainstormed
to write a paragraph about 50
words about a travel attraction
they know.
- Teacher asks students to refer
S
to the Reading passages in
Skills 1 if needed.
- Teacher goes round and help
if needed.


the lesson.
Homework To allow Rewrite the paraghraph in your 1 min

their paragraph
after being
checked by
friends and the
teacher.

Lesson aim(s)

- review language use and skills student have learned in Unit 5;

- sachmem.vn

Board Plan
Date of teaching
* Warm-up:
Brainstorming: things in nature and travel items
I. Looking back:
Task 1: Write the name for each picture. (p. 56)
Task 2: Matching. (p. 56)
Task 3: Write the words. (p. 56)
Task 4: Find the mistakes. (p. 56)
Task 5: Complete the dialogue, using must/ mustn’t. (p. 56)
II. Project:
Dream destination (p. 57)
* Homework
Warm-up To revise the * Brainstorming: 5

vocabulary - Teacher divides the class into T-Ss mins
related to the 2 big teams A and B.
topic and lead in - Then, teacher asks students to
the next part of work in groups of 6.
the lesson. - Write 2 main words on the
board.
- One team (team A) finds all

the words related to things in
nature. Another team (team
B) finds all the travel items
they know.
- Teacher asks students to make Group work
a web map in 2 minutes, try to
add as many words as
possible.
- The fastest group with the
most correct answers is the
winner.
Suggested answers:
o Things in nature: desert,
forest, mountain, lake, river,
valley, cave, island, beach,…
o Travel items: lighter,
scissors, sleeping bag,
compass, plastic,
backpack,….
Looking back To help students Task 1: Write the name for 16

revise the each picture. (p. 56) mins
vocabulary - Teacher encourages students S
items they have to complete the task
learnt in the individually.
unit. - Teacher asks students to swap S-Ss
their books with their
partners.
- Teacher shows the answer
and check. T-Ss
Answer key:
1. waterfall
2. cave
3. desert
4. lake
5. beach
6. island
Task 2: Match the name of a

natural wonder on column A
with a word indicating it in
column B.
in pairs. T-Ss
- Teacher monitors the activity
lets them do it in 2 minutes. Ss-Ss
- Teacher lets each pair answer.
- Teacher checks the answers
with the whole class. Ss-Ss

Answer key:
1. d T-Ss
2. c
3. a
4. e
5. f
6. b
Task 3: Write the words

under the pictures. (p. 56)
To help students this exercise individually.
revise the use of
must/ mustn’t in - Teacher lets students compare
context. their answers in pairs before S
checking as a class.
Answer key:
1. scissors
2. sleeping bag T-Ss
3. compass
4. backpack
5. plaster
Task 4: Find the mistake in

each sentence and correct it.
(p. 56)
independently.
- Teacher asks students to read

the sentences carefully and
correct the mistakes.
and discuss about the T-Ss
answers.
class discussion.
ANSWER KEY:
1. is are
2. are is S-S
3. instrument
instruments
4. are is T-Ss
5. luggages luggage

dialogue, using must /
mustn’t. (p. 56)
- Teacher lets students to work
in pairs and complete the
activity.
- Teacher asks students to stand
up and make a role play.
Answer key:
1. must
2. must S-S
3. mustn’t
4. must
5. mustn’t T-Ss
Project To allow * DREAM DESTINATION: 20

students to (Making a poster/ travel mins
apply what they brochure)
have learnt - Teacher sets the context: T-Ss
(vocabulary and + Teacher will be a tourist who
grammar) into is looking for a dream
practice through destination to go on holiday.
a project. + Students will be the travel
agents who have to suggest
the tourist by providing their
travel brochure (poster).
groups of 6. Each group will
act as a travel agency. Group work
- Teacher asks “the travel
agencies” to discuss and
choose an interesting place
they would like to visit (in
Viet Nam or in the world).
- Teacher asks them to look for

necessary information for the
visit, basically by discussing
the suggested questions.
What the natural wonder is?
Where is it?
How can you go there?
What is it special about?
What can you do there?
…
- Students summarise the
information and design A0
size posters about the places
they would like to promote.
- Teacher asks the class to
listen to the reports and ask
questions if they would like
to.
- Students will critically
evaluate all the posters, then
give 1 vote for the most T-Ss
attractive poster/ place.
- Teacher gives comments and
feedback to all groups and
awards special prize the group
which has the most votes.

have learnt in the lesson and how they feel
the lesson. with their project.
the next lesson. Unit 6 – Getting started.
* Pictures’ source: From Internet

UNIT 6: OUR TET HOLIDAY

Lesson 1: Getting started – Happy New Year!
Lesson aim(s)

- use the lexical items related to “Tet”;
- use the vocabulary and structures to describe things and activities at Tet.
Language analysis

1. celebrate (v) to show that a day or an event is /ˈselɪbreɪt/
important by doing something special on
it
2. decorate (v) to make something look more attractive /ˈdekəreɪt/
by putting things on it
3. family gathering all members of a family meeting together /ˈfæməli ˈɡæðərɪŋ/
(N. phr.) for a social event
4. lucky money money placed in a red envelope and /ˈlʌki ˈmʌni/
(N. phr.) given as a gift, usually for Lunar New
Year

- Pictures
- CD disk, cassette
- sachmem.vn

Prepare some hand-outs in which key
1. Students may lack knowledge and
language of the key language of describing
activities at Tet.
- Play the recording many times if any
2. Students may have underdeveloped necessary.
listening, speaking and co-operating - Encourage students to work in pairs, in
skills. groups so that they can help each other.
Board Plan
Date of teaching
Unit 6: Our Tet Holiday
* Warm-up:
Asking questions relating to Tet
I. Vocabulary:
1. celebrate (v)
2. decorate (v)
3. family gathering (N. phr.)
4. lucky money (N. phr.)
II. Practice:
Task 1: Listen and read. (p. 58)
Task 2: What are Linda and Phong talking about? (p. 59)
Task 3: Complete the sentences about Tet with the information from the conversation in 1.
(p. 59)
Task 4: Match the words/ phrases in the box with the pictures. (p. 59)
Task 5: Game – Is it about Tet? (p. 59)
* Homework
Warm-up - To set the - Teacher writes the word T-Ss 5

context for the TET on the board and ask mins
listening and students to give any words
reading text. relating to the topic.
- To introduce the - Teacher may allow students
topic of the unit. to give a Vietnamese word
and asks other students in
the class if they know the
equivalent in English.
- Teacher writes on the corner
of the board a list of the
words which students
cannot translate into English
and asks them to keep a
record for later reference

when the unit finishes.
- Teacher lets students open
their books and starts the
lesson.
Lead in To help students - Teacher draws students’ T-Ss 2

get the main idea attention to the picture in mins
of the text. the textbook and asks them
questions about the picture:
1. What are there in the
picture?
2. What do you think about
when talking about Tet?
Suggested answers:
1. There is a peach blossom /
cherry blossom tree with
red envelopes.
2. Lucky money, new
clothes,…
Presentation * VOCABULARY: T-Ss 5

(Vocab- - Teacher introduces the mins
+ showing the pictures
illustrating the words;
+ providing the definition of
the words
1. celebrate (v): [definition]
[picture]
2. decorate (v): [definition]
[picture]
3. family gathering
(N. phr.): [definition]
[picture]
4. lucky money (N. phr.):
[picture]
decorate
celebrate
family gathering
lucky money
Practice - To help students Task 1: Listen and read. (p. 15

get the main 58) mins
idea of the text. - Teacher asks students to T-Ss
- To help students look at the title of the
scan the text for conversation and the
the information picture.
to fill the blanks. - Teacher asks students some Ss-Ss
brainstorming questions
like:
1. What do you think they are
talking about?
2. When is Tet?
3. Is it a holiday?
4. What do we do at Tet?
Suggested answers:
1. They are talking about Tet/
New Year.
2. It’s in January/ February.
Yes, it is. We clean our
- To develop houses, decorate them,
students’ meet relatives,…
knowledge of
the vocabulary - Teacher encourages
of things students to give their
relating to Tet. answers, but does not

confirm whether their
answers are right or wrong.
twice for students to listen
and read along.
underline the words that are
related to the topic of the
unit while they are listening
and reading.
- Teacher invites some pairs
of students to read the
dialogue aloud.
- Teacher has students say the
words in the text that they
think are related to the topic
Tet.
- Teacher quickly writes the
words on one part of the
board.
Task 2. What are Linda and

Phong talking about? (p. 59)
- Teacher asks students what
exactly Phong and Linda are
talking about.
- Teacher lets them read the
three options carefully and
see the difference among

them.
correct answer. (They are
talking about Tet in Viet
Nam.)
Answer key: B

sentences about Tet with the
information from the
conversation in 1. (p. 59)
work independently to fill
each blank with the word(s)
from the conversation.
- Teacher may instruct them
how to do the exercise and
model with the first
sentence.
E.g.: In sentence 1, we need
to fill the time of Tet this
year;
Answer key:
1. January 2. houses
3. gatherings
4. lucky money 5. break
Task 4: Match the words/

phrases in the box with the

pictures.
(p. 59)
- Teacher lets students look at
the pictures first to see if
they know the English
words for them.
- Teacher then allows
students to read the words /
phrases in the box and do
the matching.
as a class.
Answer key:
1. b 2. a 3. c 4. d
Production To allow students’ Task 5: Game – Is it about 15

opportunities to Tet? (p. 59) mins
recognize what is - Teacher allows students T-Ss
related to Tet some time to read the
through a fun instruction and the example.
game. - Teacher demonstrates the
game by saying a word/
phrase aloud and ask
students if it’s about Tet or
not.
- Teacher lets students write
down two things/ activities.
helps if needed.

into 2 or 4 teams and lets
them compete each other. Ss-Ss
The teams can play Rock –
Paper – Scissors to decide
which team goes first.
- Which team gets more
correct words is the winner.
Consolidation To consolidate - Teacher asks one or two T-Ss 2

what students students to tell the class mins
have learnt in the what they have learnt.
lesson. - Teacher asks students to say
aloud some words they
remember from the lesson.
- If there is an overhead
projector in the classroom,
show the dialogue, highlight
the keywords related to the
topic. It would be helpful if
teacher also highlights in
the dialogue should/
shouldn’t, some/ any at the
end and tells students that
they will learn these
language points in the
following lessons.
Homework To prepare - Teacher lists out 10 words/ T-Ss 1 min

vocabulary for the phrases you can think of
next lesson: A when talking about Tet.
closer look 1. - The students can use the

words from the Warm-up
activity and look up the
words they don’t know in
English.

Lesson aim(s)

- extend and practice vocabulary related to "Tet": things, activities and practices;
- pronounce and recognize the sounds /s/ and /∫/.
Language analysis

1. visit relatives come to the place where the family /ˈvɪzɪt ˈrelətɪv/
members live
2. make a wish to wish/ ask for something you really /meɪk ə wɪʃ/
want
3. clean the furniture make the things in our house free /kliːn ðə ˈfɜːnɪtʃə(r)/
from dirt

- Pictures, video
- sachmem.vn

some lexical items. pronunciation of some lexical items.
listening, speaking and co-operating necessary.
skills. - Encourage students to work in pairs, in

Board Plan
Date of teaching
Unit 6: Our Tet holiday
* Warm-up
Task 1: Name the pictures. (p. 60)
I. Vocabulary
1. have fun
2. visit relatives
3. give lucky money
4. make a wish
5. clean the furniture
6. watch fireworks
Task 2: Match the verbs with the nouns. (p. 60)
Task 3: Complete the sentences with the words in the box. (p. 60)
II. Pronunciation
Task 4: Listen and repeat the words. (p. 60)
Task 5: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the underlined
words. (p. 60)
III. Production
Sentence race
* Homework
Warm-up To activate Task 1: Game - Name the 5

students’ prior pictures: mins
knowledge and - Teacher divides students T-Ss
vocabulary related into 4 groups.
to the topic, the - Teacher gives 5 words/
targeted phrases in random order on
vocabularies and the board:
its pronunciation. o furniture - fireworks - fun

- special food - wish
- Then teacher shows pictures
one by one and asks Ss-Ss
students to raise hands to
give the correct words and
their spelling.
- The group raising their
hands the fastest will get the
chance to answer first.
- Teacher gives 10 points for
the group that gives the
correct answers.
- The group getting the
highest points will be the
winner.
Answer key:
firework
special food
fun
wish
furniture
Lead in To lead in the - Teacher tells the students to T-Ss 2

lesson about look at the word and phrase mins
vocabulary and and pay attention at the
pronunciation. sound /s/ and /∫/:
wish /wɪʃ/ and special food
/ˈspeʃl fuːd/.
- Teacher leads students into
the lesson by telling them
that “In today lesson, we are
going to learn more words
and phrases to talk about
Tet activities and two
sounds /s/ and /∫/.”
Presentation To teach students Task 2: Match the verbs T-Ss 5

(Vocab- how to combine a with the nouns. (p. 60) Ss-Ss mins
pre-teach) verb with a noun - Teacher explains to students
to talk about Tet that some verbs and nouns
activities. goes together and some
don’t, e.g. plant / decorate +
a tree, but not cook + a tree.
- Teacher writes a verb on the
board (e.g. read) and asks
students to match the verb
with as many nouns as they
can find (e.g. read a book /
novel / magazine / story /
etc.)
look at the verbs in the
verbs box first and see what
nouns in the Nouns box they
can go with.
the matching independently.
Then teacher allows them to
share with their partner.
- Teacher checks the answers S
as a class.
Answer key:
1. f (have fun)
2. e (visit relatives) T-Ss

3. d (give lucky money)
4. a (make a wish)
5. c (clean the furniture)
6. b (watch fireworks)
Practice To revise the Task 3: Complete the 5

words learnt in sentences with the words in mins
context. the box. (p. 60)
- Teacher asks students to Ss-Ss
work independently or in
pairs.
- Teacher encourages them to
read the sentences carefully
and look for clues so that
they can choose the right
word to complete each
sentence. E.g. In sentence 1,
we need a verb after the
subject we. We have two
verbs in the box, clean and
celebrate. Only celebrate
can go with Tet. So the
correct word is celebrate.
as a class.
- Teacher may call on some
students to read the T-Ss
sentences aloud.
Answer key:
1. celebrate
2. peach
3. clean
4. shopping
5. food
Presentation PRONUNCIATION: 5
(Pre-teach the /s/ and /∫/ mins
sounds /əʊ/ and - Teacher introduces 2 sounds
/aʊ/). /s/ and /∫/ to students and
lets them watch a video
about how to pronounce
these two sounds.
give some words containing T- Ss
these sounds.
Suggested answers:
- /s/: see, sun, say, swim,…
- /∫/: show, should, shower,
wash,…
Practice To help students Task 4: Listen and repeat 15

identify how to the words. (p. 60) mins
pronounce the - Teacher may write two T-Ss
sounds /s/ and /∫/ Vietnamese words on the
and practise board first, e.g. xách and
pronouncing these sách.
sounds in words. - Teacher asks students to say
the words aloud and draw
their attention to the
difference in the
pronunciation of x
and s.
- Teacher writes the words
see and she under the words
xách and sách and read
To help students aloud the four words.
pronounce the - Teacher lets students elicit
sounds /s/ and /∫/ the difference in the two
correctly in sounds /s/ and /∫/ in English.
context. - Teacher has some students Ss
read out the words first.
Then play the recording and
ask students to listen and
repeat. T-Ss
as many times as necessary.
students to check.
Audio script:
shopping special
spring wish
rice celebrate
Task 5: Listen and repeat

the poem. Pay attention to
the sounds /s/ and /ʃ/ in the
underlined words. (p. 60)
for students to listen to the
poem. Then play the Ss-Ss

recording again for them to
listen and repeat.
- Teacher asks students some
time to practise reading the
poem among themselves.
Ask them to pay attention to
the underlined words with
the /s/ and /∫/ sounds. Go
around and correct
pronunciation if needed.
- Teacher asks for some
volunteers to stand up and
read the poem aloud.
Audio script:
Spring is coming!
Tet is coming!
She sells peach flowers.
Her cheeks shine.
Her eyes smile.
Her smile is shy.
She sells peach flowers.
Production To give students Game: Sentence race 5

chance to apply - Teacher divides the class mins
what they have into 4 big teams.
learnt. - All the teams have to Group work
produce the longest
sentence that contains the
most /s/ and /∫/ sounds in 5
minutes. Then, each team

takes turn to present their
sentence, which team has
the longest sentence that has
the most /s/ and /∫/ sounds
wins.
Suggested sentences: The
tongue twister: Seashells
- She sells sea shells by the
sea shore.
- The shells she sells are
surely seashells.
- So if she sells shells on the
seashore.
- I'm sure she sells seashore
shells.

lesson.
Homework To revise what Find 5 new words that T-Ss 1 min

they have learnt. haven’t been mentioned in the
lesson with the sound /s/ and
/∫/. Write them down and
practice pronouncing the
words.

should / shouldn’t & some / any
Lesson aim(s)

- use should and shouldn’t to make advice;
- use some and any to talk about quantity.
Language analysis
Form Meaning
should
Give advice or to talk about what we think is right or wrong.
shouldn’t
“some” is used for positive.
some
“any” is used for questions and negatives.
any
Both may be used with countable and uncountable nouns.

- sachmem.vn

Tet holiday.

Board Plan
Date of teaching
* Warm-up
Make up sentences with “There is… / There are…”
I. Grammar focus
1. should / shouldn’t
2. some / any
II. Practice:
Task 1: Look at the signs at the library and complete the sentences with should or shouldn’t.
(p. 61)
Task 2: Tick the activities children should do at Tet and cross the ones they shouldn’t. (p.
61)
Task 3: Tick the activities children should do at Tet and cross the ones they shouldn’t do. (p.
61)
Task 4: Complete the sentences with some and any.
III. Production:
Task 5: Work in pairs. Look at the fridge. Make sentences with the words / phrases
provided, using some or any.
* Homework
Warm-up To activate * Activity 1: 5

students’ prior - Teacher shows the T-Ss mins
knowledge and pictures from the last Group work
vocabulary related lesson to revise the words
to the targeted that students have learnt:
grammar and to
increase students
interest.
firework
special food
fun
wish
furniture
- Then teacher asks students

to make sentences with
There is / There are.
Suggested answers:
- There are fireworks.
- There are spring rolls.
-…
- Teacher can explicit the
targeted grammar by
saying: “We can add some
or any into these
sentences.” and then say
some examples.
* Activity 2:
- Teacher asks students
about some activities the
student learned in the last
lesson.
E.g.:
1. visit relatives
2. give lucky money
3. make a wish
- Then teacher can say: “We
can add should and
shouldn’t when we talk
about the things we think
that it’s right or wrong.
E.g.: “We should visit

relatives at Tet.”
Lead in To introduce Teacher leads students into T-Ss 2

targeted grammar the lesson by telling them mins
of “should / that “In today lesson, we are
shouldn’t” and going to learn more about
“some / any”. how to use “should/
shouldn’t” and “some/ any.”
Presentation Should / shouldn’t 10

- Teacher asks students to T-Ss mins
look at the picture and Ss-Ss
asks them some questions
to exploit the situation
leading to the use of
should / shouldn’t, e.g.
Where are they? Why is
Nam wearing a raincoat?
What will happen if Nam
comes into the kitchen
with his raincoat still on?
then writes the mother’s
saying on the board and
underlines the word
shouldn’t.
- Teacher writes In the
classroom on the board.
- Teacher sticks pieces of
paper with the words run,
keep quiet, make noise,
etc. below it and ask

students for simply Yes (to
show it can be done in the
classroom) or No if not. If
the answer is Yes, tick the
word. If No, cross the
word. Keep them on the
board for later use.
Some/ Any:
- By this time, students have
seen/ used some and any
already. This is just a
summary of their use.
read the yellow grammar
box. T-Ss
- Teacher tells them to pay
attention to the phrases in
bold in the sentences to
see how some and any are
used differently (positive,
negative, and question).
- Teacher reminds them that
some and any can be used
with both countable/ Ss-Ss
uncountable nouns. When
they go with countable
nouns, the nouns are
always in plural.
Practice To give students Task 1: Look at the signs 18

more at the library and mins
opportunities to complete the sentences
practise the use of with should or shouldn’t.
should / shouldn’t (p. 61)
in real context. - Teacher writes the word T-Ss
LIBRARY on the board and
asks students to say what
they should/ shouldn’t do
when they are in a library.
- Teacher then asks students
to look at the four signs in
the library and lets them
complete the sentences.
- Teacher asks them to swap
their answers with a
partner.
- Teacher calls students to
read aloud the sentences Ss-Ss
and checks their answers
as a class.
To help students - If there is still time,
see what activity teacher asks students to
is good / not good refer to the notes of In the
to be done at Tet. classroom on the board
and practise saying the
sentences with should/

shouldn’t.
Answer key:
1. should
2. shouldn’t
3. should
4. shouldn’t
form sentences look at Remember! box
using should/ and allow them one
shouldn’t. minute to memorise it.
Task 2: Tick the activities

children should do at Tet
and cross the ones they
shouldn’t. (p. 61)
look at the pictures and
read the phrases under the
To give students pictures.
some controlled - Teacher then ticks (it’s
practice on the good) or cross (it’s not
use of some/ any. good) each picture. The
pictures help make the
meanings of the phrases T-Ss
clear.
answers as a class.
Suggested answer:
1.  2. × 3.  4.
× 5.  6. 
7. × 8. ×
Task 3: Tick the activities

children should do at Tet
and cross the ones they
shouldn’t do. (p. 61)
- This activity allows
students to produce
sentences with the target
language of should /
shouldn’t, using the
prompts in Task 2.
use the tick and cross for
each activity in Task 2 and
the examples on the board
to help.
gives help if needed.
- Teacher makes sure
students combine should/
shouldn’t and the main
verb correctly.
- Teacher makes sure they T-Ss
pronounce the words
should and shouldn’t
correctly too.

answers as a class.

sentences with some and
any.
- Teacher applies the rules
in the box.
look for clues (+ or
- / ? sentences) and
decides whether to use
some or any.
- Teacher checks their
answers as a class and
explain the choice.
Answer key:
1. some, some
2. any, any
3. any, some
T-Ss
Production To give students Task 5: Game – What’s 7

much freer there in the fridge? mins
practice with - Teacher divides the class T-Ss
some/ any in real into 4 groups.
context. - Teacher asks students to
look at the fridge and read

the example.
attention to the change of
the verb be in the use with
some or any (in the
examples).
- Teacher reads out loud the
things in the fridge, and
also the things that aren’t
in the fridge (to practice
negative form). The team
which raise their hands the
fastest will get the chance
to answer. Each correct
answer gets 10 points. 
The team with the most
points in the winner.
Suggested answers:
1. There are some eggs (in
the fridge).
2. There is some fruit juice./
There are some packs of
fruit juice.
3. There are not any apples.
4. There is not any bread.
5. There are some bananas.
6. There is some cheese.
Consolidation To consolidate - Teacher summarises the 2

what students main grammar points of mins
lesson. - Teacher uses the
classroom to demonstrate
some actions and students
comment, using should /
shouldn’t.
- E.g. Open the door and
window when the
conditioner is on, put your
legs on the table, play the
recording loud, cough...
- Students respond: You
shouldn’t put your legs on
the table, etc.
- Teacher takes some books
and show to students.
Students respond by
saying: You have some
books.
- Teacher puts all the books
down and shows the hands
without any books.
- students respond by
saying: You don’t have
any books.
Homework Reactivate the 1. Write 5 rules that students 1 min

knowledge that should and shouldn’t do at
students have home.
gained. 2. Write 5 things available in
their house’s fridge, and 5
things unavailable.

Lesson aim(s)

- introduce New Year’s wishes;
- introduce students to some New Year’s practices in other countries.
Language analysis

- Pictures
- sachmem.vn

1. Students may lack knowledge about Provide students with some vocabulary at the
some landmarks. beginning of the lesson.
Board Plan
Date of teaching
* Warm-up
Ask and answer/ brainstorm
I. Everyday English
Saying New Year’s wishes
Task 1: Listen and read the New Year’s wish.
Task 2: Practice saying New Year’s wishes.
Student work in groups to complete the full sentence: “Wishing you joy and laughter …” to
each other.
II. New Year practices in the world
Task 3: Quiz: match the sentences with the pictures. Then match them with the countries.
Task 4: Read how people in different countries celebrate their New Year.
Then match the countries with the activities.
Task 5: Work in groups. Each student chooses one activity from Task 4.
Take turns to day them aloud. The group says which country he/ she is talking about.
* Homework

Warm-up To introduce the - Teacher shows students T-Ss 3
topic. the flags of five countries Ss-Ss mins
and asks them if they
know the names of the
countries.
Suggested answers:
Japan
Thailand
Romania
Spain
Switzerland
Lead in To lead in the - Teacher asks students T-Ss 2
lesson about how people wish others mins
vocabulary and on New Year holiday.
pronunciation. - Teacher sums up some
common wishes.
EVERYDAY ENGLISH
Presentation Introduce New Task 1: Listen and read 5

Year’s wishes. the New Year’s wish. mins
- Teacher turns on the
audio, students listen and T-Ss
read the New Year’s
wish.
- Teacher asks students
can they add some more
wishes.
 Students come up with
the patterns: Wishing you/
I wish you + noun/ noun
phrase.
Practice To practice Task 2: Practise saying Group work 5
saying New New Year’s wishes to mins
Year’s wishes. your friends, using the
suggestions below or
creating your own.
- Students work in groups
and say New Year’s
wishes.
students to say the
wishes aloud.
NEW YEAR PRACTICES IN THE WORLD
New Year Introduce some Task 3: Match the T-Ss 5–7
celebrations New Year’s sentences with the mins
practices to pictures. Then match
students. them with the countries.
- Teacher lets students

read sentences first.
- Teacher explains new
words if they don’t
know. (hole, throw
water)
look at the pictures and
do the matching. Ss-Ss
answers as a class.
- Teacher then moves on
to the next part, asks
students if they know
which country each
practice is from. T-Ss
look at the names of the
countries and do the
matching.
- Teacher checks answer
as a class.
Task 4: Read how people
in different countries
celebrate their New Year.
Then match the countries
with the activities.
- Teacher allows students
some time to read the T-Ss
New Year’s practices in

five countries and do the
matching.
answers as a class, asks
students to read aloud the
sentences that support
their answers.
Task 5: Work in groups.

Each student chooses one
activity from 4. Take
turns to say them aloud.
The group says which
country he/ she is talking
about.
underline all the
activities they find in the
passages.  Students
memorize the key words T-Ss
to help them talk.
- Teacher calls on students
and ask them to describe
the activities they have
chosen to the group.
- The group/ The class
gives the name of the
country.

lesson.
Homework To prepare for the Choose a New Year T-Ss 1
next lesson: Skills celebration in the world mins
1. and find out the
information about it.

Lesson 5: Skills 1
Lesson aim(s)

- develop reading skill for specific information;
- express judgement about the what children should/shouldn’t do at Tet.
Language analysis

1. cheer (v) to give a loud shout of approval or
/tʃɪər/
encouragement
2. strike (v) to hit something /straɪk/
3. lucky money (n) money placed in a red envelope and given as a
/ˈlʌki ˈmʌn.i/
gift, usually for lunar New Year.
4. custom (n) a way of behaving or a belief that has been /ˈkʌstəm/
established for a long time
5. fun (n) enjoyment, or entertainment /fʌn/
6. enough as much as is necessary; in the amount or to the /ˈlændskeɪp/
(determiner) degree needed
- Pictures, handout, strips of paper
- sachmem.vn

2. Students may have underdeveloped - Let students read the text again
reading, speaking and co-operating skills. (if needed).
- Create a comfortable and encouraging
the class. - Have excessive talking students practice.
Board Plan
Date of teaching
Lesson 5: Skills 1
* Warm-up
Word cloud
I. Reading:
* Vocabulary:
1. cheer (v)
2. strike (v)
3. lucky money (n)
4. custom (n)
5. fun (n)
6. enough (determiner)
Task 1: Matching
Task 2: Read the passages and decide who says sentences 1 – 5. (p. 64)
* Test your memory: Grab the words – Game
II. Speaking:
Task 3: Work in groups. These are some activities from the reading passages in Task 1. Tell
your group if you do them during Tet. (p. 64)
Task 4: Work in groups. Read the list and discuss what you should or shouldn’t do at Tet.
(p. 64)
* Homework
Warm-up To introduce the * Word cloud 2

topic of reading. - Teacher tells students that T-Ss mins
they have 20 seconds to
look at a picture, and they
have to find how many
words there are on the
picture and also find what
these words are.

answers.
Answers key:
1. The United States
2. Vietnam
3. China
Lead in To lead in the - Teacher leads students T-Ss 3

lesson about Skills into the lesson by asking mins
1. students some questions:
1. Do all these three
countries celebrate the
lunar new year?
2. Do you know how they
celebrate the New year?
answers and accept all
reasonable answers.
they are going to read
about how these countries
celebrate the New year.
Pre-reading - To provide VOCABULARY Pair work 7

(Pre-teach students with Task 1: Matching. mins
vocabulary) some lexical items - Teacher asks students to
before reading the work in pairs to finish the
text. matching handout.
- To let students - Teacher asks students to
find out the underline the words

meanings of these passages A, B, C in the
lexical items text on page 64, and read
themselves based the sentences including
on provided these words to find out
context. their meanings.
A
1. cheer (v) /tʃɪər/
2. strike (v) /straɪk/
3. lucky money (n)
/ˈlʌki ˈmʌni/ T-Ss
4. custom (n)
/ˈkʌstəm/ T-Ss
5. fun (n) /fʌn/
6. enough
(determiner) /ɪˈnʌf/
B
a. tiền lì xì
b. đánh, điểm
c. sự vui đùa, vui vẻ
d. chúc mừng
e. đủ
f. phong tục
Answers key:
1 – d; 2 – b; 3 – a;
4 – f; 5 – c; 6 – e
groups to share their
answers, and show the
correct answers.
- Teacher gives the correct
pronunciation of each
word and asks students to
listen and repeat.
While-Reading To develop reading Task 2: Read the passages 10

skill for specific and decide who says mins
information. sentences 1 – 5. (p. 64) T- Ss
* Scanning: Teacher
reminds students on how
to scan a text.
https://www.occupationalen
glishtest.org/test-guide-
scanning-reading/)

work individually.
- After the time is over,
teacher asks students to
compare their answers
together, and discuss with S
each other if they don’t Ss-Ss
have the same answers. T-Ss
answers in the whole class

and asks for students’
explanation.
Answer key:
1. C 2. A 3. B
4. C 5. D
Post-Reading To check students’ * Test your memory – 5

reading grab the words game. mins
comprehension. - Teacher divides students Ss-Ss
into groups of four.
close their textbooks and
tells them that they are
going to play a game to
see who has the best
memory and the fastest
hand in their group.
- Teacher gives each group
14 strips of paper, and tells
the students the rule of the
game:
 Spead all the strips of
paper on the table
randomly
 When the teacher says
“Start”, quickly grab the
strips of paper with the
things appearing in the
passage.
Lucky money
A cat’s cry
Fireworks
Cooking together
Visiting relatives
Buying new clothes
Going the pagoda
A day full of fun
Decorating the
house
Saying wishes
Cheering and
singing
Dress beautifully
Rice
Lucky animals
Answers key:
Lucky money; A day full of
fun; A cat’s cry; Fireworks;
Saying wishes; Cheering
and singing; Rice; Lucky
animals
- After 1 minute, teacher
asks students to open their
books and check in groups
to decide who is the
winner. The winner is the

one with the largest
number of correct strips of
paper.
- Teacher shows the
answers for the students to
check one more time.
Pre-Speaking - To help revise Task 3: Work in groups. 5

what the students These are some activities mins
have learned in from the reading passages
passages in Task in Task 1. Tell your group
1 and practice if you do them during Tet.
talking about (p. 64)
them. - Teacher draws students’
- To help students attention to the example. T-Ss
generate ideas for - Teacher calls on one
their speaking students to model the
based on what example.
they have read. - Teacher asks students to
work in groups of 4 to tell
other members of the Group work
group what they do/don’t
do during Tet. Teacher
encourages students to
mention more activities
than the ones listed in 3.
students to report the

results of their group to
the class.
Ss-Ss
While-Speaking To help students * DISCUSSION 7

use what they have Task 4: Work in groups. mins
learned so far to Read the list and discuss
express judgement what you should or
on what children shouldn’t do at Tet. (p. 64)
should/shouldn’t do - Teacher draws students’
at Tet. attention to the example T-Ss
provied, and asks 2
students to model the
conversation.
to form an opinion using
should/ shouldn’t, students Group work
have to decide whether
each activity is good.
work in groups of 4 to talk
in their groups and
encourages them to use the Ss- Ss
languages from the
example.
- Teacher goes around the
class and offers help if
needed.
- Teacher calls students to
share their opinions with

the class.
Post-Speaking To provide students - Teacher asks students T-Ss 3

to use their own whether they still mins
knowledge and the remember Russ from the
knowledge they USA, and asks Ss to
have gained in the discuss freely in pair:
lesson today to talk - “What the children in the
in groups in a less USA should or shouldn’t Pair work
controlled way. do during the New Year?”
students to freely express
their opinion.
students to report their
opinion to the whole class. Ss-Ss
Note: There is no right or
wrong for this question.
Students can make guesses
based on what they know.

Homework To let students Teacher asks students to T-Ss 1 min

learn more about search for information about
what children what children should/
should/ shouldn’t shouldn’t do during New
do during New Year days in the USA.
Year days in the

USA.

Lesson 6: Skills 2
Lesson aim(s)

- listen for specific information about preparations for Tet;
- write an email about what people should/ shouldn’t do at Tet.

- CD, cassette
- sachmem.vn

Board Plan
Date of teaching
Lesson 6: Skills 2
* Warm-up
Unjumble the words:
REPPREA OFR ETT  PREPARE FOR TET
I. Listening:
*Brainstorm:
Preparing for Tet
Task 1: Listen and tick the things you hear. (p. 65)
Task 2: Listen again and answer the questions in one or two words. (p. 65)
* Make a quiz for your friend.
II. Writing:
Task 3: Work in groups. Discuss and make a list of four things that you think children
should and shouldn’t do at Tet. (p. 65)
Task 4: Complete the email, using your ideas in 3. (p. 65)
* Homework

Warm-up To introduce the * UNJUMBLE THE 3

topics of the WORDS mins
listening, and also - Teacher writes on the board T-Ss
arouse students’ the jumbled words:
interest. REPPREA OFR ETT
unjumble the words on
board. Those who find the
words will be the winner.
give their answers freely
until someone find the
answer.
Answers key:
PREPARE FOR TET
Pre-Listening To help students * Brainstorm: 5

brainstorm ideas - Teacher writes on the board T-Ss mins
about Tet and asks students how their
preparation. family and they prepare for
Tet.
Preparing
for Tet
- Teacher accepts all

reasonable answers and
writes on the board.

Suggested answers:
 Buy new clothes
 Clean the house
 Decorate the house
they are going to listen to
Nguyen’s letter to his pen-
friend – Tom about how his
family prepares for Tet.
While-Listening - To help students Task 1: Listen and tick the 10

develop things you hear. mins
listening skill (p. 65)
for specific - Teacher asks students to T-Ss
information. read aloud the list of words,
- To help students makes sure students produce
develop them correctly. This would
listening skill help them recognize the key
for specific words when they are doing
information the listening.
(short-answer - Teacher plays the recording
question). one or two times (depending
- To help students on students’ levels).
combine - Teacher lets students work
listening and individually.
writing at the - Teacher asks students to
same time. compare their answers in S
pairs.
- Teacher checks the answers Ss-Ss

as a class.
Answer key:
old things, peach flowers, T-Ss
new clothes, wishes
Task 2: Listen again and

answer the questions in one
or two words.
(p. 65)
read the questions carefully
and underline keywords in
each question to determine T-Ss
what information they need
to answer the questions.
- Teacher reminds students
that: nouns; main verbs; wh-
words; adjectives and
adverbs are usually
keywords.
T-Ss
- Teacher models one

question and asks students
to do the same with the rest.
1. What do they throw away
before Tet?

pay attention to the WORD
T-Ss
LIMIT.
swap their answers in pairs
before checking their
answers as a class.
S
Answer key:
1. old things
2. (their) homes
3. red
4. (my) father
5. anything
Ss-Ss
Audio script:
Dear Tom,
Tet is coming and I’m very
happy. We do a lot of things
before Tet.
We throw some old things
away. We clean and decorate
our homes. My mother goes
shopping and buys food, red
envelopes, and peach flowers.
She also buys new clothes for
us.
My father makes banh chung
and cooks them on an open
fire. He says that I should

make some wishes at Tet, and
I shouldn’t break anything. It
brings bad luck.
Yours,
Nguyen.
Post-Listening To test students’ * Make a quiz for your Pair work 6

memory for the friend. mins
listening text in a - Teacher puts students in
creative way; to pairs, and reminds students
check students’ of the types of listening
listening questions they usually see:
comprehension. - T/F; multiple-choice; short-
answer question.
- Teacher asks each students
in a pair to write two
questions for their partner
based on what they
remember about the
listening.
- After finish writing,
students take turns to ask
and answer in pairs.
- Teacher walks around the
class and provides help if
needed.
- After 2 minutes, teacher
asks for the winner in each
pair and praises them.
Pre-Writing To help students Task 3: Work in groups. 6

brainstorm ideas Discuss and make a list of mins
for their email; four things that you think
and to review Tet children should and
vocabulary. shouldn’t do at Tet. (p. 65)
- Teacher divides students
into groups of four to Group work
discuss and make a list of
the things they think
children should/shouldn’t
do at Tet.
- Teacher guides students to
write short phrases/ notes
instead of full sentences
here.
- Teacher walks around and
observes students’ T-Ss
performances. If students
come up with any new
activities or things, teacher
writes it on the board for
other students to see and
discuss.
While-Writing To help students Task 4: Complete the email, 10

complete an email using your ideas in 3. (p. 65) mins
talking about what - Teacher asks students to
people should/ read what has been written
shouldn’t do at in the incomplete email, and S
Tet. ask students to decide what
will come in between the

sentences.
- Teacher lets students do this
task individually.
- Teacher walks around the
class and offers help if
needed.

students’ writing. - Teacher then calls one or
two students to share their T-Ss
writing with the class.
- Teacher gives feedback.

lesson.
Homework To allow students Imagine that you are Tom – 1 min

to write a letter in Nguyen’s pen friend. Write a
a more letter back to Nguyen to tell
challenging way. him about what people should
and shouldn’t do in the New
year in your country.

Lesson aim(s)

- Handouts, a peach blossom tree
- sachmem.vn.

the class. - Have excessive talking students practice.
Board Plan
Date of teaching
* Warm-up
Crossword: things and activities at Tet.
I. Looking back:
Task 1: Match the verbs on the left with the nouns on the right. (p. 66)
Task 2: Complete the sentences with the words/phrases in the box. (p. 66)
Task 3: Tick the things a child should do and cross the things he/she shouldn’t when visiting
someone’s house at Tet. Then write sentences using should/ shouldn’t. (p. 66)
Task 4: Read the passage and fill the blanks with some or any. (p. 66)
II. Project:
I WISH
* Homework
Warm-up To revise the * CROSSWORD 5

vocabulary - Teacher prepares a crossword mins
related to the game with a clue picture for
topic and lead each word.
in the next part - Teacher divides students into
of the lesson. groups.
- The first group to finish the Group work
crosswords with all correct
answers will be the winner.
Clues:
Across
5.
6.
7.
Down
1.
2.
3.
4.
Answer key:
1. peach flowers
2. fireworks
3. lucky money
4. wish
5. clean the furniture
6. shopping
7. special food
- Teacher checks the answers as
a class.
T - Ss
Looking back To help Task 1: Match the verbs on the 16

students revise left with the nouns on the right. mins
the vocabulary (p. 66)
about things - Teacher encourages students to S
and activities complete the task individually.
at Tet. - Students exchange their
textbooks to compare their Ss-Ss
answers together.
- Teacher gives feedback to the
whole class. T-Ss
Answer key:
1. D
2. C
3. E
4. A
5. B
6. F
To help Task 2: Complete the sentences

students revise with the words/phrases in the
the vocabulary box. (p. 66)
about Tet in - Teacher encourages students to
context. complete the task individually.
- Student exchange their
textbooks to discuss the reasons S
why they are choosing the
appropriate words/phrases.
- Teacher gives feedback as a Ss-Ss
class discussion.
Answer key:
1. lucky money
2. cleaning
3. Banh Chung T-Ss
4. peach
5. gathering
Task 3: Tick () the things a

child should do and cross (x)
To help the things he/ she shouldn’t
students revise when visiting someone’s house
the use of at Tet. Then write sentences
should/ using should/ shouldn’t. (p. 66)
shouldn’t in - Teacher highlights the new
context; to let situation of visiting someone
students learn else’s house, a popular activity
how to behave for children at Tet.
well at other - Teacher has students read the
people’s phrases first, tick or crosses
houses. each one as they wish. T-Ss
- Teacher lets students write the
sentences individually.
- Teacher calls on some students
to say the sentences aloud and
sees if others agree. S
- Teacher checks their answers as
a class.
- Teacher asks if students can
suggest any other behaviours
with should/shouldn’t.
Suggested answers:
1. He/she shouldn’t enter a room Ss-Ss
without asking for permission.
2. He/she should ask to use the
toilet.
3. He/she should ask to take T-Ss
To help things for a shelf.
students revise 4. He/she shouldn’t make a lot of
the use of noise.
some/ any in 5. He/she should ask for some
context. water if he/she feels thirsty.
Task 4: Read the passage and

fill the blanks with some or
any. (p. 66)
- Students work individually.
- Teacher asks students to look
for clues in each sentence to
decide which word to fill the
blank.
- Teacher asks students to swap
their answers and check.
- Teacher checks their answers as
a class.
Answer key:
1. some
2. some
3. any S
4. any
5. some
6. any
Ss-Ss
T-Ss
Project To allow * I WISH 20

students to mins
apply what
they have
learnt
(vocabulary
and grammar) - Teacher sets the context that
into practice Tet is coming, and encourages
T-Ss
through students to think about their
a project. wishes.
- Teacher asks students to get a
small piece of paper. (Paper in
different colours can give the

tree a bright atmosphere.)
- Teacher reminds students not to
write their names on the paper.
attention to some wishes on the
trees as examples.
- Teacher allows students
3-5 minutes to write their
wishes.
- Teacher let students come up S
and hang their wishes on the
tree.
- When everybody is ready, call
on some students to come and
pick a random piece of paper,
and read the wish aloud. The
class can guess whose wish it
is. Ss - Ss
- In the end, ask students to make
a list of wishes they are most
interested in so that they can
share with their family when
they return home.
S

the lesson.
Homework To give Prepare for the next lesson: Unit 1 min

students the 7 – Lesson 1: Getting started.
opportunity to
actively
explore the
content of the
next lesson.
* Picture’s source: From Internet

REVIEW 2 (UNITS 4-5-6)

Lesson 1: Language
Lesson aim(s)
- Grade 6 textbook, Review 2, Language
- Pictures, printed chart
- sachmem.vn
possible.
Board Plan
Date of teaching
Review 2
Lesson 1: Language
* Warm-up
Memory game
I. Practice
II. Pronunciation
Task 1: Listen and circle the word with the different underlined sound.
III. Vocabulary
Task 2: Write the words in the box (a-h) next to their opposite (1-8).
Task 3: Choose the correct word/ phrase for each definition.
IV. Grammar
Task 4: Complete the sentences with the correct answer A, B, or C.
Task 5: Complete the sentences with should or shouldn’t.
* Homework
Warm-up To remind students * Memory game: Group work 5

the knowledge that - Teacher divides the class mins
they have learnt in into 4 big groups.
Units 4-5-6. - Teacher gives each group
an unfinished chart which
summarizes the language
that students have learnt in
Units 4, 5, 6 and asks them
to complete the chart.
- The group which finishes
correctly and more quickly

is the winner.
Answer key:
Practice To help students * PRONUNCIATION: 35

review the Task 1: Listen and circle mins
pronunciation of the the word with the
sounds learnt in different underlined
Units 4-5-6: /ɪ/ and sound.
/i:/, /t/ and /d/, and - Students do this exercise S
/s/ and /∫/ correctly. individually then share
their answers with their
partners.
and confirms the answers. T-Ss
Answer key:
1. A
2. C
3. B
4. C
To help students 5. C
review the * VOCABULARY:
adjectives Task 2: Write the words in
describing the the box (a-h) next to their
neighbourhood, the opposite (1-8).
wonders of Viet - Teacher prepares sets of
Nam, and Tet words and organises this
holiday. task as a game.
into 2 teams, gives each
team 2 sets of words. One
set includes the adjectives Team work
in the box and the other
includes their opposites
- Teacher lets students come
to match on the board.
- The team matching faster
and correctly is the
winner.
1. d 2. g 3. f 4. b T-Ss
To help students 5. a 6. h 7. c 8. e
identify the words
through their Task 3: Choose the correct
definitions. word/ phrase for each
definition.
To help students - Teacher has students do

review grammar this task individually and
elements taught in then share their answers
Units 4-5-6: must/ with their partners.
mustn’t, some/ any, - Teacher calls one or two
and comparative students to write their
adjectives. answers on the board.
- Teacher checks and
confirms the correct ones.
Answer key:
1. waterfall
2. compass S
3. museum
4. wish
5. lucky money
To help students * GRAMMAR: T-Ss

review the use of Task 4: Complete the
should/ shouldn’t. sentences with the correct
answer A, B, or C.
- Teacher has students do
the exercise individually.
exchange their answers
and discuss if there is any
difference in their answers
then checks students’
answers as a class, and
explains if needed.
Answer key:
1. B
2. C S
3. C
4. A
5. A Pair work

sentences with should or
shouldn’t.
- Teacher has a brief
revision of should/
shouldn’t by giving a
phrase showing an
activity. Students speak
aloud if they should/
shouldn’t do it.
- Teacher lets students do
this exercise
independently.
- Teacher checks their T-Ss
answers as a class.
Answer key:
1. should
2. shouldn’t
3. shouldn’t
4. should
5. should

Homework To prepare for the Prepare for Lesson 2: T-Ss 1 min

next lesson. Skills.
REVIEW 2 (UNITS 4-5-6)

Lesson 2: Skills
Lesson aim(s)
- Grade 6 textbook, Review 2, Skills

- CD player
- sachmem.vn

1. Students may find the lesson - Encourage students to work in pairs, in groups so
boring due to a large number of that they can help each other.
language exercises. - Design as many exercises as games as possible.
talk in the class. - Have excessive talking students practise.

Board Plan
Date of teaching
Review 2
Lesson 2: Skills
*Warm-up
Chatting
I. Practice
II. Reading
Task 1: Read the passage and match the headings (A, B, C) with the paragraphs.
Task 2: Read the passage again and choose the correct answer A, B or C.
III. Speaking
Task 3: Work in pairs. Read the passage Visit Singapore again and make a list of the places.
take turns to ask and find out which place your partner wants to visit and why.
IV. Listening
Task 4: Mai’s family is talking to a travel agent about their trip to Singapore. Listen and tick
() T (True) or F (False).
V. Writing
Task 5: Complete this paragraph to describe the place you live.
* Homework
Warm-up To increase * Chatting: T-Ss 3

students’ - Teacher asks students some mins
interest and questions to lead them into the
lead them into lesson:
the lesson. 4. Do you want to visit Singapore?

5. Do you know what is Singapore
famous for?
- Teacher leads in the reading part of
the lesson.
Practice To help * READING 38

students Task 1: Read the passage and mins
practise reading match the headings (A, B, C) with
for general the paragraphs.
information. - Teacher has students read the
headings and the paragraphs S
carefully before matching.
- Teacher asks students to underline
the words/ phrases in the paragraphs
which help them do the matching T-Ss
and goes through the underlined
words and phrases students have
done, then guides them how to look
for clues. This will help students do
activity 2 more easily.
- Teacher checks the answers as a
class.
Answer key:
1. B
2. C
3. A
Task 2: Read the passage again and

choose the correct answer A, B or
C.
- Teacher has students read each
sentence and look for the key
word(s) in it.
- Teacher decides where to look for
To help the information (paragraph 1, 2, or
students 3). This will make it quicker and
practise reading easier for students to find the correct
for specific answers. T-Ss
information. E.g. Sentence 1 has ‘plants and
flowers’ → go to paragraph 1:
Nature.
- Teacher checks students’ answers as
a class.
Answer key:
1. A
2. A
3. B
4. C
* SPEAKING
Task 3: Work in pairs. Read the
passage Visit Singapore again and
make a list of the places. take turns
to ask and find out which place
your partner wants to visit and
why.
- Teacher asks students to refer to the
passage about Singapore (Reading
1) and make a list of the places

mentioned.
- Teacher asks students some time to
form their own ideas of where to go
To help and why they want to go there, then
students work in pairs, asking and answering
practise asking to find out where their partners want
and answering to go and why.
about a place - Teacher goes round and supports
they want to students if it’s needed.
visit and - Teacher calls some students/ pairs
explain why. to present their ideas to the class.
* LISTENING
Task 4: Mai’s family is talking to a Pair work
travel agent about their trip to
Singapore. Listen and tick () T
(True) or F (False).
- Teacher allows students some time
To help to read the statements carefully to
students review have some ideas what the listening T-Ss
listening for is about.
specific - Teacher guides students to look for
information key words which can help them
(T/F focus while listening. For example:
questions). four days (1), won’t go (2) a full day
(3)...
- Teacher plays the recording twice or
three times (as needed). Students
listen and tick the answers.

- Teacher allows students to swap
their answers.
- Teacher checks their answers as a
class, encourages students to correct
the false statement(s).
If there is still time, teacher may
give students some information
about the Light and Sound Show and
Sentosa.
- The Light and Sound Show: a form
of nighttime entertainment that is
usually presented outdoor, using
light and sound to tell a story of
history. S
- Sentosa: a sunny island in
Singapore, a big centre of
entertainment, which offers
activities for people of different age
groups. There are Sea Aquarium,
Butterfly Park, Insect Kingdom,
Skyline Luge, Cove Waterpark,
Universal Studio, and the famous
Light and Sound Show.
Answer key:
1. T
2. F
3. T
4. T
5. F
Audio script:
Travel agent: Here we have a four-
day programme for you... Mai’s
mother: Do we visit somewhere Pair work
natural?
Travel agent: Oh yes.
We have two days for nature: one day
at the National Park and one day at
the zoo. T-Ss
Mai’s mother: How about Sentosa?
Travel agent: Sentosa is a ‘must’ for
families. We spend one day there.
Mai’s mother: Is it enough?
Travel agent: We start early and
return late. There we visit the Sea
Aquarium...
Mai’s mother: What is it?
Travel agent: It’s a zoo for fish.
Mai’s mother: Great.
Travel agent: In the evening we will
watch the Light and Sound Show.
And the last day is for ...
*WRITING
Task 5: Complete this paragraph to
describe the place you live.
- Teacher has students read the
guided paragraph first and decide
which information is needed for

each blank.
- Teacher allows them some time to
think about the information they
need to complete the frame.
- Teacher allows them some time to
do the task.
- Teacher goes round and check if
they are doing the job correctly and
- Teacher calls on one or two
volunteers to read aloud their
answers then calls for other
students’ comments.
- Teacher collects some writings to
correct at home.
To help
students
complete a T-Ss
guided
paragraph of
about 50 words
to describe
their
neighbourhood.
Consolidation To consolidate Teacher asks students to talk about T-Ss 3

what students what they have practice in the lesson. mins
have practice in
the lesson.
Homework To prepare for Prepare for Unit 7 – Lesson 1. T-Ss 1

the next lesson. min
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Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí

GIÁO ÁN TIẾNG ANH LỚP 6

GLOBAL SUCCESS - KẾT NỐI TRI THỨC VỚI CUỘC SỐNG

UNIT 1: MY NEW SCHOOL

By the end of the lesson, students will be able to:

Form Meaning Pronunciation

1. subject (n) the thing that is being studied /ˈsʌbdʒekt/

2. uniform (n) a set of clothes that has to be worn /ˈjuːnɪfɔːm/

3. calculator (n) an electronic device used for /ˈkælkjəleɪtər/

- Grade 6 textbook, Unit 1, Getting started

Anticipated difficulties Solutions

Students may lack experience - Encourage students to work in groups

of group/ team work. so that they can help each other.

Stage Stage aim Procedure Interaction Time

Warm-up - To activate * Memorising game: Team work 5

- Teacher sets the context for

Presentation To prepare VOCABULARY T-Ss 5

Practice - To have students Task 1: Listen and read. T-Ss 5

- Teacher tells students to read

Task 3: Write one word from

share his/her answer on the

- To provide Task 4: Match the words with

Task 5: Write names of the

Consolidation To consolidate Teacher asks students to talk T-Ss 3

learnt in the the lesson.

Homework To review the - Do exercises in the T-Ss 2

UNIT 1: MY NEW SCHOOL

By the end of the lesson, students will be able to:

Form Meaning Pronunciation

1. science (n) a particular subject that is studied using /ˈsaɪəns/

2. exercise (n/v) physical activity that you do to make your /ˈeksəsaɪz/

- Grade 6 textbook, Unit 1, A closer look 1

Anticipated difficulties Solutions

2. Some students will excessively talk - Define expectation in explicit detail.

Stage Stage aim Procedure Interaction Time

Warm-up To activate * Game: Hot seat Team work 5

play video games

Presentation To enrich students’ VOCABULARY T-Ss 3

Practice To teach students Task 1: Listen and repeat T-Ss 16

Task 2: Work in pairs. Put

school activities. the correct columns.

Task 3: Put the words in the

a suitable word in each

Presentation To help students PRONUNCIATION T- Ss 5

Practice To help students Task 4: Listen and repeat. T-Ss 6

To help students Task 5: Listen and repeat.

Production To give students a * Game: Who is faster? Group work 5

Consolidation To consolidate Teacher asks students to talk T-Ss 3

Homework To revise what they - Rewrite the sentences into T-Ss 2

UNIT 1: MY NEW SCHOOL

S + Vinf/ V(s/es) + … . I usually go to school by bike.

Do/ Does + S + Vinf + … ? Do they live near here?

W/H + do/does + S + Vinf + … ? What do you often do after school?

- Grade 6 textbook, Unit 1, A closer look 2

Anticipated difficulties Solutions

Stage Stage aim Procedure Interaction Time

Warm-up To activate * Game: Sentence puzzling 5 mins

- Students will have to work

Lead in To introduce the - Teacher draws students’ T-Ss 2 mins