WEEK 5

Period 13 UNIT 2: MY HOUSE

Date of planning: …/09/ 2024 Lesson 6: SKILLS 1
Date of teaching: …/… / 2024

I. OBJECTIVES:
1. Knowledge:
- To teach reading for general and specific information about houses. Students get acquainted
with a reading skills. To learn how to predict for reading . Also to practice speaking. To
practice describing the rooms.
+ Vocabulary: use the words related to the topic My house.To pronounce the final sounds /s /
and /z/ correctly;
+ Grammar:- use possessive case to describe possession;
- use prepositions of place to describe where people or things are;
- give suggestions;
2. Competence: By the end of the lesson students will be able to practice reading and listening
the conversation between Mi and Nick about types of rooms and houses. using possessive case
to describe possession; using prepositions of place to describe where people or things
are;Describing the rooms they have designed.
3. Quality/ behavior : The love of learning English. The love of their own room and house.
Having the good attitude to working in groups, individual work, pair work, cooperative
learning and working.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipments….
III. TEACHING PROCESS:
1. WARM UP & INTRODUCTION (3’-5’)
A ROOM AT THE CRAZY HOUSE HOTEL, DALAT
Aims: Pre - reading
- To develop student’s reading skills for specific information (scanning), It also provides
input for the speaking skills. To provide further practice to support students in their
spoken English.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English and focus on the new lesson..
* Organisation: Teacher’s instructions…...

Teacher’s & Student’s activities Content

+ Greeting
+ Chatting + Greeting
- Teacher (T) asks Ss some questions about + Chatting
them and class. - Students (Ss) listen and answer the
- Ask Ss to open their book and introduce what teacher’s or friend’s questions.
they are going to study…. - Open their book and write the tittle of the
- T leads in the lesson. lesson.
A ROOM AT THE CRAZY HOUSE
HOTEL, DALAT
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 2. PRESENTATION/ NEW LESSON (12’)
ACTIVITY 1: While- reading
Aim: To get Ss acquainted with a reading skills.
- To help Ss understand and activate their knowledge of the topic of the lesson.
* Content: Reading to get some information about house hotel . Students get acquainted with a
reading skills. To learn how to predict for reading .
* Outcome: Developing reading skills by predicting.
* Organisation: Teacher’s instructions…
Teacher’s & Student’s activities Content
1. Look at the text. Answer the questions. 1. Look at the text. Answer the questions.
* Pre- teach vocabulary: - T_Ss
- Teacher uses different techniques to teach * Vocabulary:
vocabulary (situation, realia, translation .....) - crazy (n) lười biếng
+ Follow the steps to teach vocabulary - shelf (n) giá sách
- Repeat in chorus and individually - cupboard (n) tủ đựng chén, bát
+ Check vocabulary - strange shape (c/n) hình kì lạ.
- Copy all the words Reading skill: Predicting
+ Ask ss to read the reading skill box.
- Predicting makes reading easy.
- Explain any words that Ss do not know.
- Before reading look at the pictures,
- Tell Ss that predicting is an important reading
designed and title.
skill that can help them gain a general
understanding of the text. - Describe what the text about.
- Now quickly look at the text, the pictures - Think about what you know about the
answer the questions. topic.
- Ask for Ss’ answers. + Students (Ss) listen to the instructions
- Confirm the correct answer to Question 1 and carefully and learn how to do the tasks.
- Ask Ss to do the task 1 on page 12. - Ss learn how to read the passages.
- Teacher gives instructions. - Give the answer
- Tell ss to read the three passages quickly and Key:
check their ideas. 1. It’s an email.
- Set a strict time limit to read. 2. The text is about Nick’s room at the
Crazy House Hotel
- T may call Ss to read aloud each paragraph
- Observe and help when and where necessary.
- Check the answer.

3. While- reading (15’)

ACTIVITY 2:
Aim: To help Ss develop the reading skills of reading for specific information (scanning).
* Content: Develop reading skills of reading for specific information (scanning).
* Outcome: Answering the questions correctly
* Organisation: Teacher’s instructions…

Teacher’s & Student’s activities Content

2. Read the text again and answer the 2. Read the text again and answer the
questions questions
+ Have Ss read the text in detail to answer the + Ss do the tasks
questions. - Listen to the teacher’s instructions
- Ask Ss how to do this exercise. Explain the carefully and learn how to do.
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strategies if necessary E.g. Reading the - T_ Ss
questions, underlining the key words, locating - Check the meaning of the words
the key words in the text, and then reading that - Ss work individually first.
part and answering the questions. Tel Ss to
- Compare the answers with partners
underline part of email that help them with
answers. Limit the time for Ss to ensure them - Give the answers
read the text quickly. * Key:
- Ask Ss to compare their answers in pairs 1. He’s in Da Lat with his parents.
before they give the answers. 2. There are ten rooms.
- Ask ss to show the evidence to support their 3. Because there’s a big tiger on the
answers. wall.
- Check and confirm the correct answers. 4. It’s under the bed.
ACTIVITY 3:
Aims: To help Ss further develop the skills of reading for specific information (scanning).
* Content: Further develop the skills of reading
* Outcome: Ss can read and circle things in Tiger Room.
* Organisation : Teacher’s instructions…
3. Circle the things in the Tiger Room. 3. Circle the things in the Tiger Room.
- Ask Ss to do the task. - Listen carefully to the instructions
- Ask them to read through the words given and - Answer questions individually.
locate them in the text. If they find a similar - T_ Ss
word in the text, they should circle it in the list. - Follow the instructions carefully
- Have Ss time compare the answers - Find the answer.
- Check and confirm the correct answers. - Compare the answers
- Discuss any common errors and provide * Key:
further practice if necessary. a window a wardrobe a cooker a
* Post-Reading cupboard
a shelf a lamp a desk a tiger
+ Ask Ss what to include when they want to
describe a room in the hotel. Here are some
things:
- Name of the room.
- Reason for the room.
- Position of thing in the room…
+ Write these points on board to prepare for the
next activities.
- Call on some Ss to describe.
- Check their pronunciation and intonation.
- Check and confirm the correct answers
4. FURTHER PRACTICE (8’) Speaking
ACTIVITY 4 + 5:
Aims: - To help Ss prepare ideas for the next activity;
- To provide an opportunity for Ss to practise describing the hotel room they have
designed.
* Content: Create a new room for hotel; Practise describing the hotel room they have designed
* Outcome: Drawing a plan for the room. Describing it to improve speaking skills.
* Organisation: Teacher’s instructions…

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 Teacher’s & Student’s activities Content
4. Create a new room for the hotel. Draw a 4. Create a new room for the hotel. Draw
plan for the room. a plan for the room.
Tell each student to create a new room for the - Listen to the teacher’s instructions
hotel and draw a plan for the room. carefully and follow them.
Set a time limit for Ss to do it. - Work individually
Ask Ss to give the room a name and bear in
- Choose the answer.
mind the things in the room and their position.
Have them quickly note down these ideas. - Talk in front of the class’
- Correct mistakes if have.
5. Show your plan to your partner and 5. Show your plan to your partner and
describe it describe it
- Ask Ss to do activity.
- Have Ss work in pairs and show the plan to - Listen carefully in the instructions.
their partner. - Work in pair
- Ask Ss to take turns to describe their rooms.
- Remind Ss to focus on the three points on the
board.
- Move around to observe and offer help.
- Call on some Ss to show their plan to the - Show the plans
whole class and describe it.
- T and other Ss listen and vote for the best plan.
Example: This is the Shark Room. There is a
big shark at the door. There is a table and a
sofa in the middle of the room ….

5. WRAP-UP & HOME WORK (2’)

* Have Ss summarise what they have learnt in the lesson with two skills.
- If there is time, T can instruct them to draw a mind map to summarise the main points of the
lesson.
* HOME WORK
- Practice describing the room they have designed.
- Do more exercises in workbook.
- Prepare new lesson. Skills 2
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Self- reflection
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Period 14 UNIT 2: MY HOUSE
Date of planning: …/09/ 2024 Lesson 6: SKILLS 2
Date of teaching: …/… / 2024

I. OBJECTIVES:
1. Knowledge:
- Listening for specific information about the room and furniture in the room. Write an email to
tell Mira, a penfriend about the houses.Students learn how to write an email to a friend
+ Vocabulary: use the words related to the topic My house.To pronounce the final sounds /s /
and /z/ correctly;
+ Grammar: - use possessive case to describe possession;
- use prepositions of place to describe where people or things are;
- give suggestions;
2. Competence: By the end of the lesson students will be able to practice listening for specific
information about the room and furniture in the room. Practice writing an email to a penfriend
about the houses. Students also learn how to write an email to a friend or penfriends.
3. Quality/ behavior : The love of learning English. The love of their own room and house.
Having the good attitude to working in groups, individual work, pair work, cooperative
learning and working.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
III. TEACHING PROCESS:

1. WARM UP & INTRODUCTION (3’)

Aim:
- To develop student’s listening skills for specific information. It also provides input for the
writing skills. To learn how to write an email to a friend or penpalls.
* Content: As Ss about the content of the previous lesson. Describe Nick’s room in the hotel again
* Outcome: Ss revise the lesson by telling ; describing Nick’s room in the hotel.
* Organisation : Teacher’s instructions…
Teacher’s & Student’s activities Content
+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about - T_Ss
them and class. - Students (Ss) listen and answer the teacher’s or
- Ask Ss about the content of the previous friend’s questions
lesson. Describe Nick’s room in the hotel again. - Talk about one school they would like to go to.
- Ask Ss to open their book and introduce what - Open their book and write the tittle of the
they are going to study…. lesson .
- T leads in the lesson.

2. PRESENTATION/ NEW LESSON (10’)

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ACTIVITY 1: Pre-listening
Aims: To get Ss acquainted with listening skills.
- To help Ss prepare for listening text.
* Content: Looking at the pictures. Name each of them; Guess the content.
* Outcome: Look and speak.Name the things
* Organisation : Teacher’s instructions…

Teacher’s & Student’s activities Content

1. Look at the pictures. Name each of them. 1. Look at the pictures. Name each of them.
Guess if they are mentioned in the listening Guess if they are mentioned in the listening
text. text.
- T_Ss + Students (Ss) listen to the instructions
- Ask Ss to look at the pieces of furniture and name carefully and learn how to do the tasks.
them.
*) Pre- teach vocabulary:
- Teacher uses different techniques to teach
vocabulary (situation, realia, translation .....)
If have new words
- Call on some Ss to read the words out loud.
- Ask some Ss to write the words on the board.
- Have Ss guess of these things are mentioned in
the listening text. If they say yes for a thing. Put
a tick next to the word. - Give the answer.
- Play the recording once for Ss to check their Key :
guess. 1. bookshelf 2. sofa 3. desk
- Encourage Ss to give their answers, but do not 4. clock 5. window
confirm whether their answers right or wrong. + Things mentioned in the listening text:
- Let Ss listen once and check their guesses. bookshelf, desk, clock, window.

3. PRACTICE (12’)
ACTIVITY 2: While-listening
Aim:To help develop Ss' skill of listening for specific information.
* Content: Listening skills for specific information. It also provides input for the writing skills
* Outcome: Ss can listen to get some specific information
* Organisation : Teacher’s instructions…

Teacher’s & Student’s activities Content

2. Listen to Mai talking about her house. 2. Listen to Mai talking about her house. Tick
Tick (✓) T (True) or F (False). (✓) T (True) or F (False).
- Have Ss look at the sentences. Tell them how - Listen to the teacher’s instructions carefully
to do it. and learn how to do it.
- Give them some strategies to do the exercise, - T_Ss
(e.g. reading the sentences, underlining the key - Check the meaning if necessary
words, listening to the text paying attention to - Give the answers
the key words, and deciding if each sentence is  Audio script:
true or false). My name's Mai. I live in a town house in Ha
- Play the recording twice for the Ss to do Noi. I live with my parents. There are six rooms
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exercise 2 for stronger classes, ask Ss to take in our house: a living room, a kitchen, two
notes of the information to explain why a bedrooms, and two bathrooms. I love our living
sentence is false. room the best because it's bright. It's next to the
kitchen. I have my own bedroom. It's small but
- Ss can share their answers in pairs
beautiful. There's a bed, a desk, a chair, and a
- Invite some pairs to give their answers and bookshelf. It also has a big window and a clock
confirm the correct ones. on the wall.I often read books in my bedroom.
- Play the recording again if needed, stopping at
the place where Ss find it difficult to  Key:
understand. 1. F (There are three people.)
- For stronger classes, ask Ss to correct the false 2. F (There are six rooms.)
sentences. 3. T
- Get feedback. 4. T
5. F (She reads books.)
- Check and confirm the correct answers.
* Post-listening
Students tell about Mai’s house. - Listen to the teacher’s instructions carefully
- T gives instructions and encourage Ss to tell and tell about Mai’s house.
about Janet’s school, using information in
Audio Script.
* Invite one or two Ss to briefly describe Mai's - Free talk
house, focusing on the type of house, the
number of rooms and her favourite room.
- T may give some clues
- Call on some Ss to talk freely.
- Correct pronunciations, grammar, vocab,
intonation.
Writing (8’)
ACTIVITY 3 :
Aims: To help Ss brainstorm ideas for their email
* Content: Ask and answer questions
* Outcome: Answer the questions correctly
* Organisation: Teacher’s instructions…

- Ss are asked to write an email to tell Mira, a pen friend, about their house.
- Show this sample email on the slide /on the board or give each student a handout with this
sample.
- Ask them several questions (e.g. How many parts are there in an email to your friend? What are
they? What should you include when writing each part?).
+ Picture 1: (3)
*T can use the information in this box when explaining how to write an email to Ss.
+ Picture 2: (3)
Teacher’s & Student’s activities Content
3. Answer the questions 3. Answer the questions
- Let Ss write the email. - Listen carefully to the instructions
- Guide them to write the email + Picture (1) . - T_Ss
- Tell Ss that now they are going to focus on the
body of the email only.

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Tell them that answering the guiding questions is
one way to help them brainstorm as well as organise
ideas for their writing.
- Have Ss answer the questions individually,
encouraging them to write the answers in full
sentences.
- Move around to offer help
* T can use the information in this box when * Ss learn how to write an email to a friend.
explaining how to write an email to Ss. + Picture (2)

- Invite some ss to share their answers to the

class.
- T Comments on their answers

4. APPLLICATION (8’)
ACTIVITY 4:
Aims: To help Ss practise writing an email to their friend telling about their house.
* Content: Write an email.
* Outcome: Ss can write an email to their friend telling about their house.
* Organisation: Teacher’s instructions…

Teacher’s & Student’s activities Content

4. Use the answers in 3 to write a paragraph 4. Use the answers in 3 to write a paragraph
of 40- 50 words about your school. of 40- 50 words about your school.
- Ask Ss to write the body of their email - Ss work individually.
individually. - Write an email
- Ask one or two Ss to write their email on the - Write themselves.
board. - To: [email protected].
- Other Ss and T comment on the emails on the Subject: My house
board. Dear Mira,
- T collects some emails to correct at home. Thanks for your email. Now I’ll tell you about my house
Otherwise, ask Ss to revise their emails at home My name's Mai. I live in a town house in Ha
based on the comments given and submit them Noi. I live with my parents. There are six rooms in
our house: a living room, a kitchen, two bedrooms,
to T at the next lesson
and two bathrooms. I love our living room the best
- Ask them to pay attention to punctuation, because it's bright. It's next to the kitchen. I have my
structures, word choice, linking words, etc. own bedroom. It's small but beautiful. There's a bed,
- T goes round helping if necessary. a desk, a chair, and a bookshelf. It also has a big
- Other Ss and T comment on the writing. window and a clock on the wall. I often read books
in my bedroom.
What about you? Where do you live?
Tell me in your next email
All the best
Nguyen Quynh Anh

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 5. WRAP-UP & HOME WORK (2’)

- Have Ss summarise what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarise the main points of the lesson.
HOME WORK
- Finish writing an email. Copy in the note books.
- Do more exercises in workbook.
- Prepare new lesson.
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Self- reflection
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Period 15 UNIT 2: MY HOUSE
Date of planning: …/09/ 2024 Lesson 7: LOOKING BACK
Date of teaching: …/… / 2024
I. OBJECTIVES:
1. Knowledge:
- Listening for specific information about the room and furniture in the room. Write an email to
tell Mira, a penfriend about the houses.Students learn how to write an email to a friend
+ Vocabulary: use the words related to the topic My house.To pronounce the final sounds /s /
and /z/ correctly;
+ Grammar: - use possessive case to describe possession;
- use prepositions of place to describe where people or things are;
- give suggestions;
2. Competence: By the end of the lesson students will be able to practice listening for specific
information about the room and furniture in the room. Practice writing an email to a penfriend
about the houses. Students also learn how to write an email to a friend or penfriends.
3. Quality/ behavior : The love of learning English. The love of their own room and house.
Having the good attitude to working in groups, individual work, pair work, cooperative
learning and working.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
III. TEACHING PROCESS:
1. WARM UP & INTRODUCTION (3’)
Aims:
- This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages.
Instead they can use what they have learnt during the unit to help them answer the questions.
- That will help you and your Ss see how far they have progressed, and which areas need further
practice.
Encourage Ss not to refer back to the unit.
Ask them to keep a record of their answers to each exercise so that they can use that information to
complete the self-assessment table at the end of the unit.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English.
* Organisation : Teacher’s instructions….

Teacher’s & Student’s activities Content

+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do.
them and class.
- Open their book and write .
- Ask Ss to open their book and introduce what
they are going to study….

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 2. PRESENTATION/ NEW LESSON (30’)
PRACTICE EXERCISES
ACTIVITY 1:
Aims : - To help Ss revise the vocabulary items they have learnt in the unit.
* Content: Consolidate and apply the vocabulary by putting the words into correct groups
* Outcome: Revision on vocabulary. Remember them.
* Organisation : Teacher’s instructions….

Teacher’s & Student’s activities Content

1. Put the words into the correct group. Add 1. Put the words into the correct group. Add a
a new word to each group new word to each group
- Have Ss do this activity individually then + Students (Ss) listen to the instructions carefully
compare their answers with their partners. Ask and learn how to do the tasks.
for Ss’ answers or ask one student to write his/ - T_Ss
her answer on the board.
- Check and correct the mistakes. - Give the answers
- Check their pronunciation Key:
- Confirm the correct answer

- Ask Ss to work in groups to add more words

to each group. The group that adds the most
words to the list wins
- This activity can be done as a competition.
Draw the table on the board. Ask Ss to work in
groups. The group which finishes the activity
first will go to the board and write their
answers. If all the answers are correct, that
group wins

ACTIVITY 2:
Aim: To help Ss revise the possessive case.
* Content: Complete the sentences using possessive form.
* Outcome: Review the possessive form. Doing exercises correctly
* Organisation : Teacher’s instructions……

Teacher’s & Student’s activities Content

2. Complete the second sentence with the 2. Complete the second sentence with the
correct possessive form. correct possessive form.
- Have Ss say how to form the possessive - Ss work individually. Do the tasks
form with proper names and singular nouns. - Share the answers.
- Ask Ss to do the exercise individually then * Key:
exchange their answers with a classmate. Call 1. teacher’s 2. brother’s 3. Elena’s
on some Ss to write their answers on board. 4. grandfather’s 5. Vy’s
- Other Ss give comment . Confirm the correct
answers.
ACTIVITY 3
Aim: - To help Ss revise the preposition of place.
* Content: Revise the preposition of place by making sentences
* Outcome: Remember the prepositions of place they have learnt.

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* Organisation : Teacher’s instructions….

Teacher’s & Student’s activities Content

3. make sentences. Use the preposition of 3. make sentences. Use the preposition of
place place.
- Ask Ss to say the prepositions of place they - Listen to the instructions clearly
have learnt. - Ss to work independently
- Share the answers
- Have Ss look at the pictures and do this - Copy them
exercise individually. Key:
1. The cat is on the table.
- Ask some Ss to write the sentences on the 2. The dog is in front of the doghouse.
board. 3. The cat is between the bookshelf and the sofa.
4. The cat is behind the computer.
- Check Ss’ answer. 5. The girl is on the sofa.
6. The boy is next to the sofa.

3. FURTHER PRACTICE/APPLICATION (12’)

ACTIVITY 4:
Aim: - To help ss revise describing their favourite room using prepositions of place.
* Content: Looking at the picture and describe the room
* Outcome: Ss will be able to describe the room using prepositions of place.
* Organisation : Teacher’s instructions…
Teacher’s & Student’s activities Content
4. Write three sentences to describe your 4. Write three sentences to describe your
favourite room in your house. Write the favourite room in your house. Write the
sentences in your note book. sentences in your note book
- Ask one student what room in the house is his - Listen carefully
/ her favourite. Encourage him / her to say one - Ss do it individually
or two sentences about it.
- Have Ss write three sentences to describe
their favourite room. Remind Ss to use
prepositions of place.
- Ss share their sentences with their partners.
Some Ss are asked to write their sentences on
the board.
- Correct their pronunciation
- Check and confirm the correct answers.
PROJECT.
Ss work in groups. One student in each group
asks other group members Question 1 and fill
the information in the following table.
- This student then summarises their group
members’ answers and reports the results to the
whole class.
2. Have Ss 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 votes for the best
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strange house.
- If T thinks there will not be enough time in
this lesson for the project, assign the project in
earlier lessons such as in GETTING
STARTED lesson.
Make sure you guide them carefully and check
their progress after each lesson. In the last
lesson (Looking Back), ask Ss to present their
strange houses to the class.

4. WRAP-UP & HOME WORK (2’)

* Summarise the main points.
- Ask Ss what they have learnt so far. Have them recall the important elements:
+ Words / phrases and combinations related to the houses
+ Sounds /s/ and /z/.
+ The present simple;…
* HOME WORK
- Read again the conversation on page 9.
- Do more exercises in workbook.
- Make more sentences using adverbs of frequency.
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Self- reflection
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WEEK 6

Period 16
Date of planning: …/… / 2024 UNIT 3 : MY FRIENDS
Date of teaching: …/… / 2024 Lesson 1: GETTING STARTED
A surprise guest
I. OBJECTIVES:
* By the end of this unit, students will be able to: (Over all)
- use the words for body parts, appearance and personality;
- pronounce the sounds /b/ and /p/ correctly;
- use the present continuous to talk about things happening now;
- ask about appearance and personality;
- read for specific information about friends and summer camps;
- talk about friends and summer camps;
- listen for specific information about best friends;
- write a diary entry about best friends.
1. Knowledge:
- To introduce topic of the lesson My friends. To teach listening and reading.
+ Vocabulary: - use the words related to the topic My friends
- To pronounce the final sounds /b/ and /p/ correctly;
+ Grammar:- use the present continuous tense to talk about things happening now;
- Ask about appearance and personality;
2. Competence: By the end of the lesson students will be able to practice reading and listening
the conversation between Phong and Nam about experiences of going on a picnic.
3. Quality/ behavior: The good behavior toward his friends. The friendship in daily life .
Having the good attitude to working in groups, individual work, pair work, cooperative
learning.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students: Text books, ….
- Method;: T-WC; group works; individual ……
III. TEACHING PROCESS:
1. WARM UP & INTRODUCTION (3’-5’)
Aims: - To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English.
* Organisation : Teacher’s instructions….

Teacher’s & Student’s activities Content

+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about the - Students (Ss) listen and learn how to do it .
previous lessons, - Answer the teacher’s questions and
- T may introduce some warm-up activities to requirements.
create a friendly and relaxed atmostphere to inspire + Students (Ss) listen and learn how to do the
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Ss to warm up to the subject and new class… tasks.
- T encourages Ss to talk in English as much as
possible
+ Lead to the first unit of the new school year.
- Write the unit title My house on the board. - Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

ACTIVITY 1:
Aims: - To set the context for the introductory text;
- To introduce the topic of the unit.
* Content: Listen and read conversation to get used to the vocabulary; new grammar points.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson, grammar
points…
* Organisation: Teacher’s instructions….…
Teacher’s & Student’s activities Content
1. Listen and read. 1. Listen and read.
- Set the context for the listening and reading. * Vocabulary:
- Ask Ss questions about the picture, e.g. What is - pass (v) đưa, chuyển
Phong doing? What are they eating and drinking? - biscuit (n) bánh bích quy
- T can also ask Ss to share any recent experiences - magazine (n) tạp chí
of going on a picnic. - shoulder (n) vai
- Play the recording twice for Ss to listen and read - blond (adj) màu hoe vàng
along.
- Have Ss underline the words that are related to the - T_Ss
topic of the unit while they are listening and
reading.
*) Pre- teach vocabulary:
- Teacher uses different techniques to teach
vocabulary (situation, realia, translation .....)
+ Follow the steps to teach vocabulary
- Repeat in chorus and individually
+ Check vocabulary
- Take note.
- Invite some pairs of Ss to read the dialogue aloud.
- Have Ss say the words in the text that they think
are related to the topic My friends.
- Quickly write the words on one part of the board.
- Comment on Ss' answers.
- Confirm the correct answer.
- Listen carefully and read aloud.
- Take note
3. PRACTICE (15’)
ACTIVITY 2:
Aims: To help Ss deeply understand the text.
* Content: Filling the blanks to understand more about the text.
* Outcome: Understanding more about the text.
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* Organisation : Teacher’s instructions….…

Teacher’s & Student’s activities Content

2. Fill the blanks with the words from the 2. Fill the blanks with the words from the
conversation conversation
- Ask Ss to read the conversation again and do this - Listen carefully to the instructions
activity independently. - Ss_ Ss
- Ask them how to do the activity. - Follow the teacher’s instructions
- Remind them of the ways to do the activity if
needed (e.g. (1) read the sentence and identify - Give the answers and check.
the kind of information to fill the blank;
(2) read the conversation and locate the place to
find the word(s) to fill the blank). Key ; 1. picnic 2. favourite programme
- Allow them to share answers before discussing as 3. Mai ; Chau 4. glasses; long black hair
a class. 5. are going to
- Confirm and write the correct answers on the
board.
- T gives the correct answers.
ACTIVITY 3:
Aim: To revise and provide Ss with some vocabulary related to parts of the body.
* Content: Label words related to body parts.
* Outcome: Knowing more new words and using it correctly.
* Organisation : Teacher’s instructions….…

Teacher’s & Student’s activities Content

3. Label the body parts with the words in the 3. Label the body parts with the words
box. in the box.
- Ss may already know some appearance - Listen to the instructions clearly
vocabulary, so first ask them to label the body parts - T_ Ss
they know, using the words given.
- Have Ss compare their answers with a classmate. - Learn how to do it
If possible, show the picture on the slide / on the
board and have Ss point at each body part and say
its name. - Ss to work independently
- Check Ss' answers and confirm the correct ones.
If there are any body parts Ss do not know, quickly - Share the answers
point to them and teach these. - Copy them
- Have Ss work in groups and brainstorm all other
words for body parts.
- T can ask them to write the words down on small
boards or pieces of paper.
Then set a time limit for groups to write the words.
- Finally, invite the group with the most words to
share their words.
Other teams add any different words.
- Allow Ss to share answers before discussing as a
class. Write the correct answers on the board.
- T gives correct answer
ACTIVITY 4:
Aim: To revise and provide Ss with some vocabulary to describe parts of the body.
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* Content: Complete the words related to body parts.
* Outcome: Knowing more new words and using it correctly.
* Organisation : Teacher’s instructions….…
4. Work in groups. Complete the word webs 4. Work in groups. Complete the word
- Explain that some words go together, e.g. long + webs
hair, but some don't, e.g. long + eye. - T_ Ss
- Have Ss work in groups and complete the word - Listen carefully and learn how to do.
webs in a few minutes.
- Check and confirm the correct answers. - Ss do themselves. Give the answers
Suggested answers:
- Other pairs look, comment and add any words - long / short: legs, arms, hair, etc.
they know. - big / small: head, hands, ears, feet, eyes,
- Introduce some other types of house if needed. nose, etc.
- hair: black, straight, fair, curly, wavy, long /
short, etc.
4. PRODUCTION/ APPLICATION (8’)
ACTIVITY 5:
Aim: To help Ss practise using words for body parts and appearance through a
guessing game.
* Content: Playing game to describe a classmate.
* Outcome: Learning how to describe a classmate using the new words
* Organisation : Teacher’s instructions…
Teacher’s & Student’s activities Content
5. GAME- Guessing 5. GAME- Guessing
- Explain the rules of the game: Ss work in groups. - T_ Ss
- They take turns to describe a classmate for other
group members to guess. - Listen to the instructions carefully then do
- Move around to observe and offer help. the tasks.
- Invite one or two Ss to describe a classmate in - Ask and answer
front of the class. Other Ss guess.
5. WRAP-UP & HOME WORK (2’)
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
* Home work
- Read again the conversation on page 6.
- Do more exercises in workbook.
- Prepare new lessons.
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Self- reflection
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Period 17 UNIT 3: MY FRIEND
Date of planning: …/… / 2024 Lesson 2: A CLOSER LOOK 1
Date of teaching: …/… / 2024
I. OBJECTIVES:
1. Knowledge:
- To introduce topic of the lesson My friends. Asking about appearance and personality.
Practice asking about appearance and personality.
+ Vocabulary: - Use the words related to the topic My friends
- To pronounce the final sounds /b/ and /p/ correctly;
+ Grammar: - Use the present continuous tense to talk about things happening now;
- Ask about appearance and personality;
2. Competence: By the end of the lesson students will be able to know how to ask about
appearance and personality. Practice asking about appearance and personality.
3. Quality/ behavior: The good behavior toward his friends. The friendship in daily life.
Having the good attitude to working in groups, individual work, pair work, cooperative
learning.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
III. TEACHING PROCESS:

1. WARM UP & INTRODUCTION (5’)

a. Aims: To revise the names of the rooms in the house.
b. Content: Having some warm-up activities to create a friendly and relaxed atmosphere
to inspire Ss to warm up to the subject and new class
c. Outcome: Having a chance to speak English.
d. Organization: Teacher’s instructions…...
Teacher’s & Students’ activities Content
+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to
them and class. do it.
- Ask Ss to open their book and introduce
what they are going to study…. - Open their book and write
2. PRESENTATION/ NEW LESSON (15’)
ACTIVITY 1:
a. Aims: - To teach Ss some personality adjectives;
- To give Ss practice with these adjectives.
b. Content: Do the matching
c. Outcome: Knowing more personality adjectives;
d. Organization: Teacher’s instructions….
Teacher’s & Students’ activities Content
1. Match the adjectives to the pictures 1. Match the adjectives to the pictures
- T-Ss
*Pre- teach vocabulary: * Vocabulary:
- Teacher uses different techniques to teach - confident (adj): tự tin
vocabulary (situation, realia, translation .....) - caring (adj): chu đáo.
- active (adj): năng động
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+ Follow the steps to teach vocabulary - shy (adj): xấu hổ
- Repeat in chorus and individually - creative (adj): sáng tạo
+ Check Vocabulary - clever (adj): thông minh, khéo léo…
- Copy all the words
- Listen carefully to the instructions
- Ask Ss to look at the pictures and briefly - Answer the teacher’s questions.
describe them. + Students (Ss) listen to the instructions
T can ask: What can you see in the picture? carefully and learn how to do the tasks.
- Have Ss look at the personality adjectives
given.
- Check if they understand the meaning of
each word. - Answer the teacher’s questions.
- Instruct them to pronounce the words and
define each word if necessary.
- Ask them to do the matching individually
and then compare their answers in pairs.
- Check and confirm the correct answers
- Check the answers
- Correct their pronunciation.
- Give the comments.
3. PRACTICE (15’)
ACTIVITY 2:
a. Aims: - To teach Ss some other personality adjectives;
- To give Ss practice with these adjectives.
b. Content: practice using personality adjectives to complete the sentences
c. Outcome: Using personality adjectives correctly.
d. Organization: Teacher’s instructions .
Teacher’s & Students’ activities Content
2. Use the adjectives in the box to complete 2. Use the adjectives in the box to
the sentences. Pay attention to the complete the sentences. Pay attention
highlighted words / phrases. to the highlighted words / phrases.
- Have Ss look at the pictures and briefly
describe what they see. - Work in pairs to do this activity
- Ask Ss to read the adjectives in the box. - Listen carefully and learn how to do it.
- Help explain the meaning of each adjective if - Ss work in pairs.
necessary. - Follow the teacher’s instructions
- Ask Ss to read each sentence. - Give the answers
- Tell them to pay attention to the highlighted - Ss do the tasks.
parts. Based on these parts Ss can find the
correct adjectives to fill the blank in each Key: 1. creative 2. kind
sentence. 3. friendly 4. careful 5. clever
- Tell Ss they will only need five of the six
adjectives to complete this activity.
- Ask them to do the exercise individually and
then compare their answers in pairs.
- Check and confirm the correct answers
- Ask other Ss to comment. Ask Ss if they can
add more things to each room.
ACTIVITY 3:
a. Aim: To provide Ss with freer practice with personality adjectives.
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b. Content: Playing games to further practice using personality adjectives.
c. Outcome: Learning new words about personality adjectives.
d. Organization: Teacher’s instructions…...
Teacher’s & Students’ activities Content
GAME: Friendship flower GAME: Friendship flower
- Ask Ss to shout out all of the personality - T_Ss
adjectives they know. - Listen to the instructions clearly
Quickly write them on the board. - Learn how to do it
- Have Ss work in groups and play the game.
- Ask Ss to draw a flower with the number of - Ss to work in pairs
petals equal to the number of their group - Ss do themselves.
members.
- T may model how to do the game first. - Copy them
- Ask them to discuss and write two adjectives
to describe each group member in one petal
and then share their ideas with other groups.
- Move around to observe and provide help if
needed.
Invite some Ss to report the adjectives their
group members have used and which
adjective(s) is / are used the most.
- Call on some pairs to practice in front of the
class.
- Comment on their performance.
PRONUNCIATION: /b/and /p/
ACTIVITY 4:
a. Aims:
To help Ss identify how to pronounce the sounds /b/ and /p/;
To help Ss practice pronouncing these sounds correctly in words.
b. Content: Pronounce the sounds /b/ and /p/;
c. Outcome: Learn how to pronounce the sounds /b/ and /p/ correctly.
d. Organization: Teacher’s instructions…...
4. Listen and circle the words you 4. Listen and circle the words you
Have Ss practice reading the word pairs first. - T-Ss
Then ask them to listen to the recording and - Listen carefully
circle the word they hear in each pair. - Check the answers
Play the recording again for them to repeat the - Listen and repeat
words
- Play the recording as many times as * Audio script:
necessary.
- Have Ss comment on the way to pronounce s
at the end of the words.
- Check the meanings if necessary,
4. FURTHER PRACTICE (8’)
ACTIVITY 5:
a. Aim: To help Ss pronounce the sounds /b/ and /p/ in context
b. Content: Practice the chance.
c. Outcome: Practice pronouncing the sounds /b/ and /p/ correctly
d. Organization: Teacher’s instructions….
Teacher’s & Students’ activities Content
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5. Listen. Then practice the chant. 5. Listen. Then practice the chant.
- Have Ss look at the chant. Make sure they - T-Ss
understand the meaning of the chant. - Listen to the instructions carefully then
- Ask Ss to listen while T plays the recording. do the tasks.
Clap or use an instrument like a tambourine to - Listen again and repeat
help Ss notice the Rhythm. Play the recording * We’re playing together
again and ask - Ss to chant along. Tell them to Notice the rhyme
pay attention to the words that have the sounds We’re having a picnic
/b/ and / P/ and rhythm. Provide further We’re having a picnic
practice by dividing the class into two groups. Fun! Fun! Fun!
Have the groups sing alternate lines. We’re bringing some biscuits
We’re bringing some biscuits
- Call on some pairs to practice the chant Yum! Yum! Yum!
We’re playing together
- Comment on their pronunciation of the final. Hurrah! Hurrah! Hurrah!
5. WRAP-UP & HOME WORK (2’)
– Summarise the main points of the lesson.
– Ask Ss to give sentences about themselves, using the present continuous.
* HOME WORK
- Revise the use and form of present continuous tense.
- Do more exercises in workbook.
- Make more sentences using present continuous tense.
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Self- reflection
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21
Period 18 UNIT 3: MY FRIEND
Date of planning: …/… / 2024 Lesson 3: A CLOSER LOOK 2
Date of teaching: …/… / 2024
I. OBJECTIVES:
1. Knowledge:
- To introduce topic of the lesson My friends. Asking about appearance and personality.
Practice asking about appearance and personality.
+ Vocabulary: - Use the words related to the topic My friends
- To pronounce the final sounds /b/ and /p/ correctly;
+ Grammar: - Use the present continuous tense to talk about things happening now;
- Ask about appearance and personality;
2. Competence: By the end of the lesson students will be able to know how to ask about
appearance and personality. Practice asking about appearance and personality.
3. Quality/ behavior: The good behavior toward his friends. The friendship in daily life.
Having the good attitude to working in groups, individual work, pair work, cooperative
learning.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
III. TEACHING PROCESS:
Grammar.
The present continuous tense
- Elicit and write the following lines from the GETTING STARTED on slide / on the board.
Show them to Ss.

- Highlight/ Underline the present continuous structure in these lines. Ask Ss to look at the
usage and examples of the present continuous tense in the Remember! box. Explain to Ss that
this tense is used to describe actions that are happening now.

- Ask Ss to say the form of the tense after they have read the examples. Now write the form of
the
auxiliary verb “be” (i.e. He is / He’s).
– Then draw Ss’ attention to the Remember! box again that shows the time signals.
– Have them give some examples with the tense.
- This table shows the form of the present continuous. T can prepare a handout for Ss or ask
them to quickly write the form in their notebooks.

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 1. WARM UP & INTRODUCTION (5’)
Aim:
- To introduce / teach present continuous tense.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new class
* Outcome: Having a chance to speak English.
* Organisation: Teacher’s instructions…...
Teacher’s & Student’s activities Content
+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do.
them and class.
- Open their book and write .
- Ask Ss to open their book and introduce
what they are going to study….

2. PRESENTATION/ NEW LESSON (15’)

ACTIVITY 1:
Aim: To help Ss practise with the correct form of the present continuous.
* Content: Revise/ teach the form and use of the present continuous.
* Outcome: Learning how to form and use of the present continuous and put the verbs in the P.C.
* Organisation: Teacher’s instructions….

Teacher’s & Student’s activities Content

1. Put the verbs in brackets in the present 1. Put the verbs in brackets in the present
continuous tense. Page 29 continuous tense . Page 29
- Ask Ss to read the sentences and write the - T_Ss
correct answers individually. + Students (Ss) listen to the instructions carefully
- Remind them to pay attention to the subject and learn how to do the tasks.
of each sentence. Remember!/ P. 29
- Call on some Ss to read aloud their answers. We use the present continuous for actions
- Check and confirm the correct ones. happening now.
Examples: – She’s talking.
– They’re not talking.
We can use the present continuous with now, at
present, or at the moment.
- Ask Ss to do exercise individually and then Examples:
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compare their answers with a classmate. – I’m doing my homework at present.
– A: Are you reading now?
- Check the answers as a class. B: Yes, I am.

Key:
1. is reading 2. are playing 3. isn’t making
- Confirm the correct answers 4. am going 5. Are they talking

3. PRACTICE (15’)
ACTIVITY 2:
Aims:To help Ss practise using the correct form of the present continuous based on context.
* Content: Practise using the correct form of the present continuous by completing the sentences
* Outcome: Understanding more the use of the present continuous.
* Organisation: Teacher’s instructions…

Teacher’s & Student’s activities Content

2. Look at the pictures. Write sentences like 2. Look at the pictures. Write sentences like the
the example. Use positive or negative example. Use positive or negative present
present continuous verbs. continuous verbs.
- Ask Ss to look at the pictures and briefly - T_Ss
describe what the person is / people are doing. - Ss work individually.
- Ask them to write sentences, using positive - Do the tasks.
or negative present continuous verbs.
- Have Ss compare their answers. - Share the answers.
- Invite some Ss to write their answers on the
board. - Learn how to do.
- If time allows, have Ss add another sentence
to tell what the person is / people are actually
doing if the sentence is a negative present
continuous. Key:
(E.g. 7. Nam and Ba are not eating ice cream. 1. Nam and Ba are not / aren’t eating ice cream.
They are talking.) 2. Lan and Trang are taking photos.
- Check and confirm the correct answers 3. Ha is/ Ha’s writing a letter.
- Observe and help when and where 4. Duong and Hung are not / aren’t playing
necessary, and correct Ss' pronunciation and badminton.
intonation. 5. Phong is not/ isn’t drawing a picture.
ACTIVITY 3
Aims : To help Ss practise asking and answering questions using the present continuous.
* Content: Ask and answer questions using the present continuous.
* Outcome: Practicing using the present continuous tense.
* Organisation : Teacher’s instructions…..

Teacher’s & Student’s activities Content

3. Work in pairs. Look at the pictures. Ask 3. Work in pairs. Look at the pictures. Ask and
and answer. answer.
- Have Ss read the example carefully. Check - Work in pairs
if they understand how to do the exercise. - Listen to the instructions clearly.
- Ss to work independently.
- Ask them to do this exercise in pairs. One
24
asks and the other answers.
- Remind them to write their questions and
answers in their notebooks. For a stronger
classes, ask them to add one more sentence to
explain what the person / people in each
picture is / are doing if the answer is No.
- Move around to observe and offer help if
necessary.
- Invite some pairs to practice their - Share the answers.
conversations. - Copy them.
- Check and confirm the correct answers. Key:
1. Is your friend swimming? – Yes, he is.
*Remember!
2. Are they listening to music? – No, they aren’t.
- When something often happens or is fixed,
(They’re / They are having a picnic.)
we use the present simple.
3. Is Mi playing the piano? – No, she isn’t.
- When something is happening now, we use
(She’s / She is doing karate.)
the present continuous.
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.

ACTIVITY 4:
Aims : To help Ss identify the differences between the present simple and the present
continuous.
* Content: Comparisons the differences between the present simple and the present continuous
* Outcome: Knowing the difference between the two tenses.
* Organisation: Teacher’s instructions…..
4. Put the verbs in brackets in the present 4. Put the verbs in brackets in the present
simple or present continuous simple or present continuous
- Have Ss read the Remember! box in the - Listen carefully
book. Ask Ss to give the form and usage of the - T_ Ss
present simple. - Check the answers
- Ask them about the signals used with the
present simple (every day, every afternoon, - Listen and repeat
always, usually, etc.) and the present
continuous (now, at the moment, at present, Key:
etc.) 1. does not / doesn’t walk; cycles
- Ask Ss to do this exercise individually and 2. is he playing 3. Do your friends study
4. am / ’m writing 5. is not / isn’t doing; is / ’s
then compare their answers with a classmate.
reading
Invite some Ss to write their answers on the
board.Confirm the correct answers
- Ask some Ss to read out their answers.
- Check and confirm the correct answers.

4. FURTHER PRACTICE (8’)

ACTIVITY 5:
Aim: To help Ss practise using the present continuous.
* Content: Practise using the present continuous by playing game Charades.

25
* Outcome: Understading more about using the P.C.
* Organisation: Teacher’s instructions…..
Teacher’s & Student’s activities Content
5. GAME: Charades 5. GAME: Charades
Take turns to mime different actions. Take turns to mime different actions. Others
Others guess what you are doing. guess what you are doing.
- Have Ss play the game in groups. Move - Work in groups.
around to observe and provide help if needed. + Listen to the teacher’s instructions carefully
- Make sure Ss use English when they play the and play games in groups/ teams.
game. This can be organised as a class - Play game.
competitive game. The class is divided into
two big groups. One student mimes and other
groups take turns to guess.
- The group with a correct answer gets one
point.
- The group with the most points wins.
- Continue the game until the time is up.
- T goes round and corrects mistakes or gives
help when and where necessary.
- Show the winner.

5. WRAP-UP & HOME WORK (2’)

– Summarise the main points of the lesson.
– Ask Ss to give sentences about themselves, using the present continuous.
* HOME WORK
- Revise the use and form of present continuous tense.
- Do more exercises in workbook.
- Make more sentences using present continuous tense.
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Self- reflection
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…

Giáo viên DUYỆT GIÁO ÁN TUẤN 5;6

Nguyễn Thị Huyền

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