Part

Teacher

Students

Content

Time

Pre- teach:

Pre-teach:

• Write the title on the board ‘A special day’. Explain the meaning of ‘special’ and ask Ss to guess what the picture might show or what the conversation might be about.
• Let Ss open their books and check their answers.
• Ask Ss questions about the picture.

-Whole class

* Presentation:

Guess what the picture might show or what the conversation might be about.

• What is Phong doing?
• Who are Vy and Phong?
• Why is it a special day?

5

mins

While- teach:

While-teach:

1. Listen and read:

- Play the recording

a) True or false:

• Ask Ss to read the dialogue again and decide whether the statements are true or false.
• Allow Ss to share answers before discussing as a class.

b) Special expression:

• Tell Ss to refer back to the conversation to find the expressions.
• Practice saying them together.

c) Role play:

- Ask Ss to role-plays the

• Listen and read
• Individual work
• Pair-work
• Whole class

1. Listen and read

* Practice:

1. Are these sentences true or false?

Key:

1. T 2. T 3. F

4. T 5. F

1. Find these expressions in the conversation. Check what they mean

Key:

1. Used to express surprise (negative).
2. ‘You’ll find out.’
3. Used to invite sb in.
4. Used to say ‘yes’/‘alright’.

c. Create short role-plays

10

mins

While- teach:

short conversations in pairs before creating short role- plays.

- Ask Ss to extend the conversations.

• Pair-work
• Pair-work

with the expressions. Then practice them.

2. Listen and read the poem:

• Play the recording.
• Let Ss read the poem in the right intonation and rhythm and check their understanding of the poem.
• Ask Ss to write a poem about their partner, then read them poem aloud.

• Listen and repeat
• Individual work

2. Listen and read the poem.

Example:

Khanh is going to back to school today.

His friends are going back to school, too.

His new school year starts today.

He’s got a new bike.

His friends are on their way.

10

mins

3. School things vocabulary:

• Ask Ss to match the words with the school things.
• Play the recording.
• Let Ss to practice saying the names of school things.
• Allow Ss to check their answer in groups.

• Individual work
• Whole class
• Group work

3. Match the words with the school things. Then listen and repeat.

Key:

1 – b 2 – e 3 – j

4 – d 5 – c 6 – i

7 – f 8 – a 9 – g

10 – h

5

mins

• Tell Ss to look around the class. Ask what they see around them/ what they have.
• Let Ss to practice the words, and make up the sentences with the words it there is time.

* Production:

4. What other things do you have in your class? Example:

Table, desk, noticeboard, picture, flowers…

5

mins

Post- teach:

Post-teach:

Recall all the knowledge

2

mins

Part

Teacher

Students

Content Tim

e

Pre-teach:

- Ask students to name some subjects they learn.

- Whole class

* Warm-up:

Subjects: 5

Math, music, English, … mins

1. Listen and repeat the words

• Play the recording.
• Play it again and pause for Ss to repeat each word.
• Correct Ss’ pronunciation.

• Listen
• Listen and repeat

* Presentation:

Vocabulary

1. Listen and repeat the words physics; exercise; English; vocabulary; history; football; 5

homework; lessons; judo; mins music; school lunch; science

While- teach: VOCABUL ARY

2. Work in pairs. Put the words in 1 into groups

- Ask Ss to put the words in

1 into groups.

- Pair-work

* Practice:

2. Work in pairs. Put the words in 1 into groups.

Key:

- Explain to Ss which

play

football, music

words go with each verb.

do

homework, judo, exercise

have

school lunch, lessons

5

study

Physics, English, history,mi

vocabulary, science.

ns

3. Put one of these words in each blank

- Ask Ss to write on the board, then check their answers.

- Individual work

3. Put one of these words in

each blank. 5

Key: mins

1. Homework
2. Football
3. Lessons
4. Judo

5. Science

4. Write sentences about yourself using the combinations above

- Ask Ss to write sentences about themselves in their notebooks, using the combinations above.

- Pair-work

4. Write sentences about yourself using the combinations above.

Example:

I/We have English lessons on Tuesday and Thursday.

…

5

mins

5. Listen and repeat

- Ask Ss to practice the sounds /əʊ/ and /ʌ/. Play the recording and ask Ss to listen and repeat.

- Listen and repeat.

Pronunciation /əʊ/ and /ʌ/

5. Listen and repeat. Pay attention to the sounds /əʊ/ and

/ʌ /

5

mins

6. Sort the words

• Play the recording twice.
• Let Ss check their

- Individual work.

6. Listen to the words and put them into two groups.

Key:

answers in groups.

/əʊ/

/ʌ /

5

While-

• Call some Ss to write

their answers on the board.

• Correct the mistakes.

rode don’t hope

homework post

some Monday month come one

mins

teach:

PRONUNC IATION

7. Listen, repeat & underline the words.

• Play the recording twice.
• Help them to recognize two sounds.
• Ask ss to underline them in the sentences.

• Listen and repeat
• Individual work

* Production:

7. Listen and repeat. Underline the sounds /əʊ/ and /ʌ/ you hear.

Key:

1. They are going to open a new library.
2. I’m coming home from school.
3. His brother eats lunch in the school canteen.
4. The new school year starts next month.
5. My brother is doing his homework.
6. He goes to the judo club every Sunday.

5

mins

Post-teach:

Recall all the knowledge

5

mins

play

like

read

listen

do

visit

make

watch

cook

Part

Teacher

Students

Content

Time

Pre-teach:

- Have Ss to play a game.

- Group work

* Warm-up:

Noughts and Crosse:

Ex: She often plays chess after school.

5

mins

While-teach:

• Ask Ss to give the rule and use of the present simple and the present continuous tense themselves.
• Let them study the grammar box.
• Give more examples if necessary.

- Listen

- Listen and repeat

* Presentation:

Grammar

The present simple

Positive:

I/ you/ we/ they + V(work, study) He/ she /it + V-s/ V-es.(works, studies)

Negative:

I/ you/ we/ they + don’t / do not

+ V

He/ she /it + doesn’t/ does not + V

Questions and short answer:

Do I/ you/ we/ they + V? Yes, I/ you/ we/ they do. No, I/ you/ we/ they don’t. Does He/ she /it + V?

Yes, He/ she /it + does. No, He/ she /it + doesn’t.

5

mins

* Practice:

1. Write the correct form of the verbs

• Let Ss to do the task individually.
• Correct their answers.

2. Correct the sentences.

- Allow Ss to write the

• Individual work
• Pair-work

Key:

1. has 2. do you have 3.love

4. does vy walk 5. ride 6. teaches 7. doesn’t play 8. reads 9. go 10. do

2. Correct the sentences according to the information in

5

mins

5

sentences in their notebooks,

- Pair-work

(1) above.

mins

referring to the interview.

Key:

- Call 1 or 2 Ss to write on the

1. Duy lives near here.

board, check their answers

2. Duy likes/loves his new

sentence by sentence.

school.

3. Vy and Duy ride to school.

4. Mr Quang teaches Duy

English.

5. At break time, Phong reads

in the library.

3. Make questions then

3. Make questions then

interview your partner.

5

interview your partner.

Key:

mins

- Ask Ss to take turns to ask

1. Do you ride your bike to

questions and give answers.

school?

- Go around and correct their

2. Do you read in the library at

mistakes or give help when

the break time?

necessary.

3. Do you like your new

school?

4. So your friends go to school

with you?

5. So you do your homework

after school?

4. Fill and underline the

- Individual

4. Fill and underline the present

5

present continuous form

work.

continuous form.

mins

- Ask Ss to refer to the

The present continuous:

conversation in Getting

Positive:

started. Focus on the verbs

S + to be + Ving.

used in the present

Negative:

continuous.

S + to be not+ Ving.

- Ask Ss to listen and follow

Questions and short answer:

the conversation on page 6

To be + S + Ving?

(twice).

Yes, S + to be

- Ask Ss to underline the

No, S + to be not.

present continuous form.

5. Complete the sentences

- Group-

5. Complete the sentences with

5

- Have Ss study the example

work

the correct form of the verbs.

mins

first.

Key:

- Ask Ss to give the correct

1. Am not playing

form of the verbs.

2. Are studying

- Ask Ss to say why to use the

3. Aren’t doing

tense in each sentence.

6. Choose the correct tense of the verbs

• Ask Ss to choose the correct tense of the verbs.
• Ask Ss to discuss any common errors and provide further practice if necessary.

7. Read Vy’s email to her friend.

• Ask Ss to underline things that often happen or are fixed. Then underline things that are happening now.
• Help Ss to compare Vy’s first week with their individually.
• Correct the mistakes

• Group work
• Group- work

- Individual work

1. Am having
2. Are riding
3. Choose the correct tense of the verbs.

Key:

1. Are having
2. Wears
3. Starts
4. Is watching

5. Are skipping

7. Read Vy’s email to her friend.

Compare Vy’s first week with yours.

Ex:

Both Vy and I are having an interesting first week.

I wear my uniform every day, but Vy wears her uniform only on Mondays and Saturday.

5

mins

Post-teach

Recall all the knowledge

5

mins

Part

Teacher

Students

Content

Time

Pre-teach:

• Have Ss guess the meaning of the vocabulary.
• Tell Ss that this vocabulary will appear in the task that follow.
• Ask Ss how they often make friends, what they often say when they first meet a new friends, what questions they often ask, etc.

• Whole class
• Answer

* Presentation:

Guess the meaning of the vocabulary:

• pocket money(n):
• remember(v):
• share(v):
• help (v):
• classmate(n):

5

mins

1. Game: Making friend

• Ask Ss to read and tick the questions.
• Allow Ss to discuss in groups.
• Ask Ss why or why not they ticked this or that question.
• Allow Ss some time to write questions on a piece of paper, share them with the class or group.

- Group-work

1. Game: Making friend. Read and tick the questions you think are suitable to ask a new friends at school

While- teach:

2. Survey:

• Ask Ss to give the qualities of a good friend in class (adjectives). They can give as many words as possible.
• Divide class into groups of 4 or 5. Ss take turns to interview the other members, using the questions.
• Encourage Ss to give nice sentences about friendship

Presentation:

• Choose some Ss to present to the class about their good friends and why they are good friends. (avoid talking about someone who is considered “not a good friend”).

• Whole class
• Group-work
• Whole class

2. There is a quiz for students in the new school newsletter. Read the questions.

Example: Friendly, generous, helpful, cheerful, humorous, kind, reserved

Example:

“Friends are forever”

…

Present to the class about your good friends and why they are good friends.

35

mins

Post-teach

Recall all the knowledge

5

mins

Part

Teacher

Students

Content

Tim e

Pre-teach:

Check the previous lesson’s knowledge

Answer questions

5

mins

While-

1. Read the text quickly to

- Whole class

* Presentation:

30

check your ideas

Look at the picture.

- Ask the class to look at the

What do they tell you about

three pictures first.

the school?

- Encourage Ss to give their

(pictures on page 22)

ideas (as many sentences as

Reading

possible).

1. Read the text quickly to

check your ideas

- Ask Ss to read the three

- Individual

passages quickly and check

work

their ideas. Set a strict time

* Practice:

limit to ensure Ss read

2. Now find these words in the

teach:

quickly for information.

text. What do they mean?

READIN

- It is a boarding school. That

mins

G

2. Now find these words in

means many Ss study and live

the text. What do they

there.

mean?

- The school is surrounded by

- Ask Ss to read the passages

- Pair-work

mountains and green fields.

again, then find the words in

- … international school …

the passages.

for Ss from year 1 to year 2,

- Help them to give the

Ss learn English with foreign

meaning of the words, or

teachers…

explanations, or examples, or

(inter + national)

Vietnamese equivalent.

- Some creative students do

- Tell Ss to pay attention to

drawings and paintings in the

the context of the words

art club.

3. Now read the text again

3. Complete these sentences

and complete these sentences.

- Set a longer time limit for

Key:

Ss to reread the text and

- Boarding

While- teach: SPEAKIN G

complete the sentences.

• Ask Ss to note where they found the information that help them complete the sentences.
• Have Ss to compare their answer.
• Allow Ss to read in chorus once. Then call some individuals to read aloud to the class. Check their pronunciation and intonation.

4. Fill in the table

• Ask Ss to refer back the three schools. Give the background of the schools.
• Ask Ss to complete the table in their notebooks.

• Individual work
• Individual work

• Vinabrita
• Australia
• Mountains
• English speaking teachers.

Speaking

4. Which school would you like to go to? Why? First complete the table. Then discuss with your friends. Background of the school: PLC Sydney: an international school for girls from kindergarten to year 12 in Sydney, Australia.

An Lac Lower Secondary School: a small school in a mountainous region in Son Dong Dist, Bac Giang Province.

Vinabrita School: an international school for from year 1 to year 12 in Ha Noi.

Post- teach:

• Divide the class into groups of 4 or 5, let them discuss their answers to the questions, and give reasons.
• Ask some Ss to talk to the class, then the class give their comments on their friends’ content, pronunciation, fluency, language, body language, etc.

- Group-work

* Production:

Discuss:

- Which school (among the three above) would you like to go? Why?

10

mins

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pre-teach

- Ask Ss to refer back to the reading : PLC Sydney and answer.

- Whole class

* Presentation:

Questions:

• Give the full name of the PLC Sydney School.
• Do you like PLC Sydney

school?

Why? Why not?

5

mins

While-teach

• Play the recording. Ask Ss to listen only the first time. Then play the recording again and allow Ss to choose the correct answers as they listen.
• Allow Ss share their answers before listening to the recording a final time to check.
• Tell the class the importance of punctuation marks. Allow some time for the Ss to study the writing tip. Explain to Ss the new words and punctuation marks.
• Ask Ss to correct the punctuation in the sentences in their notebooks.

• Individual work
• Whole class
• Individual work

* Practice:

Listening

1. Susie is a student at PLC Sydney. Listen and choose the correct answer.

Key:

• 1. A 2. A

3. B 4. B

5. A

Writing

A webpage for school Writing Tip – good punctuation.

2. Can you correct the punctuation in these sentences?

Key:

1. School starts on the 5th September.
2. Does he live in Ha Noi?
3. I’m excited about the first day of school.
4. Are you doing your homework?

10

mins

10

mins

• Call 5 Ss to write the 5 sentences on the board.
• Let the class comment and check.
• Give correction.
• Play the recording twice. Let Ss write the words in the correct places.
• Allow Ss to refer back to the reading for useful language, and note interesting expressions and language on the board.
• Show a webpage to inspire Ss.
• Tell Ss to write a draft first, trying to answer all the questions.
• Ask Ss to write a paragraph of about 80 words about their school.

5. We’re having an English lesson in class.

1. Can you correct the passage? Write the correct version.

Key:

Hi, I’m Phong and I’m from Ho Chi Minh City. I wear my uniform to school every day. My favourite teacher is Mr Trung. He teaches me science.

1. Create a webpage for your school.

10

mins

Post-teach

• Choose some Ss to present to the class about their writing.
• Tell Ss to pay attention to punctuation, structure elements, linking words, etc.
• Give correction.

- Whole class

* Production:

Present to the class about their writing.

10

mins

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pree-teach

• Tell Ss to write the words in their notebooks. Then T corrects the mistakes.
• Let Ss repeat the words.
• Check their pronunciation
• Have Ss match the words in A with ones in B.

• Individual work

- Repeat

• Individual work

* Presentation:

Vocabulary

1. Write words that match the pictures.

Key:

1. Dictionary
2. Uniform
3. Pencil sharpener
4. Notebook
5. Compass
6. Calculator

2. Match the words in A with the ones in B

Key:

1. B 2. C 3. A 4. D

5

mins

While-teach

• Play the recording twice. Let Ss write the words in the correct places.
• Give correction.
• Ask Ss to do these exercises (4, 5, 6) in individually first. Then they can check their answers with a partner before discussing the answers as a class.
• Tell Ss to keep a record

• Individual work
• Individual work
• Pair - work

* Practice:

3. Listen. Then write down the words you hear in the correct places.

Key:

- Play: sport, badminton, music.

• Do: morning exercise, homework.
• Study: new words, geography.
• Have: English lessons, a new book.

Grammar

4. Complete the sentences with the present simple.

Key:

1. Comes 2. Don’t 3. Walks

4. Do 5. Teaches 6. Play

10

mins

10

mins

of their original answers so they can use that information in their Now

you can… statements.

• Ask Ss to read the questions and answers once or twice, then match them.
• Have Ss write all the sentences in their notebooks.

- Individual work

5. Complete the sentences with the present continuous.

Key:

1. are doing 2. Are riding

1. is … studying
2. is having
3. am walking
4. is teaching

6. Complete the text with the correct form of the verbs in brackets.

Key:

1. live 2. is 3. has

4. is walking 5. go 6. Study

7. are working 8. loves

Communication

7. Match the questions with the correct answers.

Key:

b – g d –f e –a h – c

10

mins

Post-teach

• Ask Ss work in pairs and role play the questions and answers.
• Ask Ss to complete the self- assessment. Identify and difficulties and weak areas and provide further practice.

- Pair - work

* Production:

8. Now role play the questions and answers.

Finished! Now you can…

10

mins

Grandparents

Dad



Mum



Brother



Uncle

Aunt



Cousin



Part

Teacher’s Activities

Ss’ Activities

Content

T

Pre- teach

• Ask Ss to guess what the picture might show or what the conversation might be about.
• Ask Ss questions about the picture.
• Ask Ss to share any recent experiences of chatting online.
• Ask Ss to talk a bit about the place where you live.

T- Whole class

* Presentation:

Guess what the picture might show or what the conversation might be about.

Ex:

• What are Nick and Mi doing? (talking on Skype; Skype = a system that allows you to make telephone calls using your computer and the internet).
• Talk a bit about the place where you live.

5’

While- teach

• Play the recording
• Ask Ss to give the answers without reading the conversation again.
• Ask Ss to read the conversation and check their answers.

Confirm the correct answers.

• Have Ss work independently. Allow them to share answers before discussing as class.
• Ask Ss to write the correct answers on the board.
• Ask Ss if they know the prepositions in the box.
• Have Ss do exercise 2 in pairs.
• Ask for Ss’ answers.

- Listen and read

-

Individual work

-

Individual work

* Practice:

Listen and read

• 1. Which family members does Mi talk about?

Key:

• 1. Read the conversation again. Complete the sentences.

Key:

• • 1. TV; sofa 2. Town house

3. sitting on the sofa 4. noisy

5. three

2. Match the prepositions with the

10’

• Ask Ss to write the sentences individually, then share the sentences with a friend.
• Call on some Ss to write their answer on the board.
• Check the sentences with the whole class.
• Ask Ss to look at the picture of the room and do exercise individually.
• Have Ss share their answers before giving the answer.
• Confirm the correct answers.

- Pair-work

-

Individual work

-

Individual work

- Pair-work

pictures.

Key:

A. on B. next to C. behind

D. in E. in front of

F. between G. under

3. Write a sentence to describe each picture in 2.

Key:

1. The dog is on the chair
2. The dog is next to the bowl.
3. The cat is behind the TV.
4. The cat is in the wardrobe.
5. The dog is in front of the kennel.
6. The cat is between the lamp and the sofa.
7. The cat is under the table.

4. Write true of false for each sentence. Correct the false ones. Key:

1. F (The dog is between the bookshelf and the bed).
2. T
3. F (The clock is between the pictures).
4. F (The cat is in front of the kennel).
5. F (The cap is next to the pillow).
6. T

10’

10’

Post- teach

• Ask Ss to look at the picture and answer the questions.
• Correct their answers

- Pair-work

* Production:

5. Look at the picture again. Answer the questions.

Key:

1. They are on the desk.
2. They are on the floor.
3. Yes, it is.
4. No, they aren’t.
5. It’s behind the bookshelf.
6. No, it isn’t.

10’

Livin g room

Lamp, sofa, picture, table.

Bedro om

Bed, lamp, picture, chest of drawers.

Kitch en

Bridge, cupboard, cooker, table, dishwasher, chair.

Hall

Picture

Part

Teacher’s Activities

Ss’Activities

Content

T

Pre-teach

• Have Ss quickly match the room with its name.
• Explain the meaning of “hall”.
• Quickly check the answers.

- Individual work

* Presentation:

Vocabulary

1. Name the rooms of the house.

kitchen hall bedroom bathroom living room attic

5’

While- teach

• Ask Ss to work in pairs to do this activity.
• Write the name of the room on the board, in different places. Call on Ss from different pairs to go to the board and write the name of the furniture under these rooms.
• Ask Ss to comment.
• Play the recording.
• Ask Ss to listen and repeat the words.
• Ask for more words for each group.
• Model this activity with a Ss.

• Pair-work
• Listen and repeat.
• Pair-work

* Practice:

1. Name the things in each room in 1 Key:
2. Listen and repeat the words. Can you add more words to the list. (page 34)
3. Think of a room. In pairs, ask and answer questions to guess the room. Example:

A: What’s in the room?

B: A sofa and a television. A: Is it the living room?

10’

10’

• Ask Ss to work in pairs.
• Call some pairs to practice in front of the class.
• Have Ss to read out the words first.
• Play the recording for Ss to listen and repeat the words.
• Pay attention to the sound:

/z/, /s/ and /iz/

• Ask Ss to put the words in the correct column while they listen.
• Have Ss comment on the way to pronounce –s/-es at the end of the words.

Quickly explain the rules.

• Ask Ss to do this exercise individually first then compare their answers with a partner.

Check Ss’answers.

• Ask Ss to explain their answers.

- Whole class

- Individual work

B: Yes.

Pronunciation

/z/, /s/ and /iz/

1. Listen and repeat the words. Lamp posters sinks Fridge tables toilets Beds wardrobes
2. Listen again and put the words in the correct column.

• Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/,

/l/...) and any vowel sounds.

• Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /g/, /k/, /f/,

/θ/).

• Final –es is pronounced /iz/ after voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/).

7. Read the conversation below. Underline the final s/es in the words and write /z/, /s/ or /iz/.

/z/: things, pictures

/s/: lights, chopsticks

/iz/: dishes, vases

10’

Post-teach

• Play the recording for Ss to repeat each line of the conversation.
• Ask Ss to practice in pair.

- Pair-work

* Production:

8. Listen to the conversation and repeat. Pay attention to /z/, /s/ and

/iz/ at the end of the words. Then practice the conversation with a partner.

10’

/z/

/s/

/iz/

Posters Tables Wardrobe s

Beds

Lamps Sinks Toilets

Fridges

cupboard

sinks

lamp

bedroom

posters

kitchen

bathroom

window

wall

Part

Teacher’s Activities

Ss’ Activities

Content

T

Pre- teach

- Have Ss to play a game.

- Group work

* Warm-up:

Noughts and Crosse:

Ex: The cupboard is in the kitchen.

5’

While- teach

• Ask Ss to look at the pictures of the two rooms in the grammar. Ask Ss what the second room doesn’t have.
• Ask Ss to use the There is/ There are structure to make sentences.
• Elicit the forms (positive, negative, questions and short answers) from the Ss.
• Have Ss a closer look at the grammar box, especially the example.

- Whole class

* Presentation:

Grammar

There is / There isn’t

There are / There aren’t

Positive:

Singular: There’s (is) a picture on the wall.

Plural: There are two lamps in the room.

Negative:

Singular: There isn’t a picture on the wall.

Plural: There aren’t two lamps in the room.

Questions and short answer:

Singular:

• Is there a picture on the wall?
• Yes, there is. / No, there isn’t. Plural:
• Are there two lamps in the room?
• Yes, there are. / No, there aren’t.\

10’

10’

While- teach

- Ask Ss to do exercise 1 and 2 quickly then give the answers to T.

- Individual work

* Practice:

1. Write is or are.
2. Make the sentences in 1 negative. Key:

10’

• Have Ss to write the sentences individually then go to the board to write their sentences.
• Ask Ss to look at the picture and complete the description.
• Confirm the correct answers and write them on the board.
• Have Ss do this exercise individually, then give their answers.

• Individual work
• Pair-work
• Individual work
• Pair - work

1. is/ isn’t 2. Are/ aren’t

3. are/ aren’t 4. Is/ isn’t

5. are/ aren’t

3. Write positive and negative sentences. Key:

1. There is/ isn’t a TV next to/ on the table.
2. There is/ isn’t a brown dog in the kitchen.
3. There is/ isn’t a boy in front of the cupboard.
4. There is/ isn’t a bath in the bathroom.
5. There are/ aren’t lamps in the bedroom.

4. Write is / isn’t / are / aren’t in each blank to describe the kitchen in Mi’s house.

Key:

1. is 2. is 3. are

1. are 5. aren’t 6. isn’t
2. Complete the questions. Key:
3. Is there a fridge in your kitchen?
4. Is there a TV in your bedroom?
5. Are there four chairs in your living room?
6. Is there a desk next to your bed?
7. Are there two sinks in your bathroom?

6. In pairs, ask and answer the questions in 5. Report your partner’s answer to

the class.

• Model the conversation with a Ss before Ss do this in pairs.
• Call some pairs act out he conversation in front of the whole group.

- Pair - work

* Production:

7. Work in pair. Ask your partner about his/ her room or the room he/ she likes

best in the house.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pre-teach

• Have Ss look at extra vocabulary.
• Ask Ss to look at the picture and complete the sentences.

- Whole class

- Pair-work

* Presentation: Extra vocabulary: o Town house

• Country house
• Villa
• Stilt house
• Apartment

1. Look at the picture of Mi’s grandparents’ house and complete the sentences.

Key:

1. country 2. Are

3. Is 4. Are

5.On 6. Next to

7. on 8. is

5’

While-teach

• Model the way do do this exercise with a St.
• Ask Ss in each pairs not to look at each other’s picture and to make similar conversations.
• Ask Ss to note down the differences between the two houses.
• Ask some pairs to act out the conversation.
• Ask other pairs listen and add more differences if there are any.

• Pair-work
• Individual work
• Pair -work

* Practice:

2. Find the differences between the two houses. Example:

A: Nick lives in a country house. Where does Mi live?

B: Mi lives in a town house.

Suggested questions:

A: How many rooms are there in Mi’s house?

B: There are six rooms. What about Nick’s house? How many room are there…?

10’

10’

• Give Ss 5 – 7 minutes to draw a simple plan of their house.
• Have Ss work in pairs to tell each other about their house.
• Ask Ss to note down the differences between their houses.

3. Draw a simple plan of your house. Tell your partner about your house.

10’

• Call on some Ss to describe their friend’s house to the class.
• Let Ss present the differences between their house and their friend’s.
• Ask Ss listen and give comments.

- Whole class

* Production:

4. Describe your friend’s house to the class.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pre-teach

• Ask the class to look at the “Study skills –

Reading”.

• Explain any words that Ss do not know.
• Ask Ss to quickly look at the text and answer the questions.
• Confirm the answers to questions 1 and 2. Answers to question 3 are open.
• Ask Ss to quickly read the text and check their ideas from 1.

- Whole class

- Answer

* Presentation:

Study skills – Reading

Prediction

• Predicting makes reading easy.
• Before reading, look at the picture, design and title.
• Decide what is the topic of the text.
• Think about what you know about the topic.

Reading

1. Answer the questions Key:

1. It’s an email.
2. The title is “A room at the Crazy House Hotel, Da Lat” The topic is Nick’s weekend at the Crazy House Hotel.

5’

While-teach

• Ask Ss to read the text in detail to answer the questions.
• Set a strict time limit to ensure Ss read

- Individual work

* Practice:

3. Read the text again and answer the questions. Key:

1. No, he isn’t.
2. There are ten rooms.

10’

quickly for information.

• Have Ss compare their answer before giving the answers.
• Ask Ss to give evidence when giving the answers.
• Ask Ss to do exercise

4. Then compare their answers.

• Correct their answers.
• Have each St create a new room for the hotel and draw a plan of the room.

• Individual work
• Individual work

1. Because there’s a big tiger on the wall.
2. It’s under the bed.

4. Are these things in the room?

Key:

• A window
• A lamp o A tiger o A chef o A desk

Speaking

5. Create a new room for the hotel. Draw a plan of the room.

10’

10’

Post-teach

• Ask Ss to show the plan to a partner. Then ask Ss to describe their room in pair.
• Ask other Ss to listen and vote for the best plan.

- Pair -work

* Production:

6. Show your plan to your partner then describe the room to other Ss in the class.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pre-teach

- Ask Ss to took at the plan of the room and furniture on page 23; Ask them to put the furniture in the place they like.

- Group-work

* Presentation:

Look at the picture. Put the furniture in the place you like.

The room at a hotel. Furniture: fireplace, wardrobe, table, bed, shelf, stool, sofa.

5’

While-teach

• Play the recording. Ask Ss to draw the furniture in the correct place as they listen.
• Allow Ss share their answers before listening to the recording a final time to check.
• Correct their answer.
• Ask Ss to describe Nick’ parents’ room again.
• Ask Ss to read the Writing tips box. Explain anything Ss do not understand.
• Ask them several questions.
• Copy a sample of an e- mail and show Ss each part.

- Individual work

- Whole class

- Answer

* Practice:

Listening

1. Listen and draw the furniture in the correct place.

Writing

An e-mail to a friend Writing Tip – How to write an e-mail to a friend.

- Questions:

1. How many parts are there in an e-mail to your friend?
2. What are they?
3. What should you remember when writing each part?

10’

10’

• Ask Ss to look at Nick’s email on page 22 and identify the parts in the email.
• Check and confirm the correct answer.
• Use this e-mail as a model to teach the e-mail parts.
• Ask Ss to do this exercise in pairs.
• Write the email on a large- sized piece of paper and ask Ss to go to the board to do this exercise.
• Correct their answers.
• Ask Ss to close their books. Tell Ss that in this writing section, they will follow the writing process. Write the three letters P, D and C on the board and ask them to guess what these letters stand for.
• Have Ss open their book to check their guess. Explain the process of writing again. Ask Ss to look at the plan of the room they created in the previous lesson.

- Individual work.

- T whole class

1. Read Nick’s e-mail again. Identify the subject, greeting, introduction, body and conclusion of the e-mail.
2. Read the e-mail below and correct it. Write the correct version in the provided.
3. Write an e-mail to Nick. Tell him about your idea for the new room of the Crazy House Hotel.

10’

Post-teach

• Ask Ss to write their e- mail individually. Ask one St to write the e-mail on the board. Other Ss and T comment on the e-mail.
• Collect some e-mail to correct at home.

- Individual work

* Production:

Write an email to Nick

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre-teach

• Tell Ss to write the words in their notebooks. Then T corrects the mistakes.
• Let Ss repeat the words.
• Check their pronunciation
• Have Ss match the words in A with ones in B.

• Individual work

- Repeat

• Individual work

* Presentation:

Vocabulary

1. Put The words into the correct groups. Do you want to add any words to each group?

Key:

• Type of building: villa, apartment, town house, stilt house, country house.
• Rooms: Living room: living room, hall, bath room, kitchen, attic.
• Furniture: picture, cupboard, chest of drawers, wardrobe, sofa, dishwasher, desk.

5’

While- teach

• Ask Ss to look at the pictures and do exercise individually.
• Ask some Ss to write the sentences on the board.
• Correct Ss’ answers.
• Ask Ss to do exercise 3 individually.
• Have Ss compare their answers with a partner.
• Check their answers.
• Ask Ss to do exercise 4

• Individual work
• Individual work
• Pair-work

* Practice:

Grammar

2. Make sentences. Use appropriate prepositions of places.

Key:

1. The boy is on the table.
2. The dog is in front of the kennel.
3. The cat is between the bookshelf and the sofa.
4. The cat is behind the computer.
5. The girl is in the armchair.
6. The boy is next to the armchair.

3. Look at the picture and complete the sentences. Key:

10’

10’

individually.

• Have Ss compare their answers with a partner.
• Ask some Ss to write the sentences on the board.
• Correct their answers.
• Model a way to ask and answer with a student, then divide Ss into groups.
• Ask Ss to take turns to draw a cat in the house in the book. Other Ss ask questions to find the cat.
• Go around and obverse Ss working.

• Individual work
• Pair-work

- Group- work

1. There is 2. There are

3. There is 4. There aren’t

5. There is 6. There aren’t

4. Turn the sentences in 3 into questions.

Key:

1. Is there a clock on the wall.
2. Are there books on the bookshelf?
3. Is there a desk next to the bookshelf?
4. Are there two posters on the wall?
5. Is there a laptop and a lamp on the desk?
6. Are there three small plants in the corner?
7. Write six sentences to describe your bedroom.

Communication

1. Take turns to draw a cat in the house below. Other students ask questions to find the cat. Example:

A: Where is the cat? B: Is it on the bed? A: No, it isn’t.

C: Is it under the table? A: Yes, it is.

10’

Post-teach

- Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.

- Individual work

* Production:

Complete the self-assessment.

Finished! Now you can…

10’

T’activities

Ss’activities

content

1.Pronunciation:

S

Sounds: /əʊ/ and /ʌ/

-Ask ss to do ex 1

- Correct

2. Vocabulary & Grammar:

*Review:

+Present simple tense, present continuous tense

+There is/there are …

+ Preposition of place

-Ask ss to do

ex 2,3

-Correct

3.Writing

-Ask ss to do ex 4,6

Individual

Ex1. Find the word which has a different sound in part underlined.

1/ A. funny B. lunch C. sun D. computer 2/ A. photo B. going C. brother D. home

3/ A. school B. teaching C. chess D. chalk 4/ A. cold B. volleyball C. telephone D. open

Ex2. Choose the best option (A, B or C) to each space.

1. Every morning, Lan always ...... to school at 6.30 and

...... home at about 11:30.

• 1. go; come B. goes; comes C. go; comes

1. While I ...... at school, my Dad ...... to the company.
   1. study; go B. am studying; is going C. study; is going
2. At break time, I ...... to the library and ...... books.
   1. read; go B. goes; reads C. go; read
3. My sister usually ...... to school by bike, and my mother ...... to work by motorbike.
   1. go; go B. goes; goes C. go; goes Ex3. Put the verbs in brakets in the correct tense form.

1. School (finish) ................. at 4.30 p.m every day.

1. Listen! ......... they (sing) ............ in the classroom?
2. ...... you often (eat) ......... lunch in the school canteen? Ex4. Write positive and nagative sentences with the present simple or the present continuous.

1/ My friends / go to school by bus. (-) 2/ The library / open at 7:30 AM. (+)

3/ Students / have a break / right now. (-) 4/ I / study English / at the moment. (+)

Ex6. Complete each sentence so it means the same as

the sentences above.

1. I have a bookshelf in my bedroom. There ......
2. We have a sink, a fridge, a cooker and a cupboard in our kitchen.

There ......

Part

Teacher’s Activities

Ss’Activities

Content

Ti me

Pre-teach

Write the Unit title on the board “A surprise guess”. Explain the meaning of “surprise”.

• Ask Ss to guess what the picture might show or what the conversation might be about.
• Ask Ss questions about the picture.
• Ask Ss to share any recent

- Whole class

* Presentation:

Guess what the picture might show or what the conversation might be about.

Ex:

• What is Phuc doing?
• What are they eating and drinking?

Share your recent experiences of going on a picnic.

5’

While- teach

• Play the recording (twice)
• Ask Ss to read the conversation and check their answers. Confirm the correct answers.
• Ask Ss to put a suitable word in each blank.
• Tell Ss to refer back to the conversation to find the phrases. Practice saying them together.
• Ask Ss to pay attention to intonation when asking questions.
• Ask Ss to role-play the short conversation before demonstrating for the class.
• Encourage Ss to extend the conversation.

- Individual work

- Individual work

- Pair-work

* Practice:

Listen and read

• 1. Put a suitable word in each blank.

Key:

• • 1. picnic 2. Likes

3. friendly 4. Mai and Chau

1. glasses; long black hair
2. working on their school project.
3. Polite requests and suggestions. Put the words in the correct order.

Key:

Making and responding to a request:

• 1. Can you pass the biscuits for me, please?
  2. Yes, sure.

Making and responding to a suggestion:

10’

• Demonstrate the game to the class first.
• Ask Ss to play in pairs. Monitor for any errors in stress or intonation and discuss after Ss have finished playing the game.
• Have Ss practice the Adjectives.
• Ask Ss to write the correct adjectives in the gaps. Tell Ss they will only need 5 of the 10 adjectives to complete this activity.
• Play the recording to allow Ss to check their answers.
• Tell Ss look back at 3. Ask what word comes after the name. Make some more sentences about the class and write tem on the board. Underline the forms of “be”.
• Ask Ss to complete the sentences.

• Individual work
• Pair-work
• Individual work

1. Would you like to sit down?
2. Oh, sorry. We can’t.

2. Game: Lucky numbers

1. pass the pen
2. play outside
3. move the chair
4. listen to music
5. turn on the lights.
6. have a picnic.

Adjectives for personality

Choose the adjectives in the box to complete the sentences. Key:

• 1. create 2. Kind

3. confident 4. Talkative

5. clever

Complete the sentences

Key:

• 1. am 2. Is 3. Isn’t

4. aren’t 5. Is 6. Are

10’

10’

Post-teach

• Ask Ss to look at the picture and answer the questions.
• Correct their answers

- Group- work

* Production:

5. Game: Friendship Flowers

In groups of four, each member writes in the flowers petal two adjectives for personalities which you like about the others. Compare and discuss which two words best describe each person.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Tim e

Pre- teach

• Ask Ss to match the words they know.
• Allow Ss to work together. Point out the irregular using the “watch out” box. Play the recording as many times as required to support Ss pronunciation.
• Review and test Ss’ comprehension by asking them to respond to

- Individual work

* Presentation:

Vocabulary Appearances

1. Match the words with the pictures on the cover page of 4Teen magazine.

Watch out! Eye – eyes Tooth – teeth Hand – hands Foot -feet

5’

While- teach

• Explain that some words go together, but some don’t.
• Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches.
• Ask Ss to complete the word webs in their books.
• Play the recording.
• Ask Ss to listen and repeat the words.
• Have Ss practice reading the words first.
• Play the recording for Ss to listen and do the task.
• Ask Ss to listen while T play the recording.
• Ask Ss to chant along. Provide further practice by dividing the class into

• Individual work
• Listen and repeat.
• Pair-work
• Whole class
• Group-work

* Practice:

2. Create word webs. Key:

• Long/short: legs, arms, tail, hair.
• Big/small: head, ears, feet, eyes, nose.
• Black/blonde/curly/straight: hair, fur.
• Chubby: face, cheeks.
• Round/long: face.

Pronunciation /b/ and /p/

1. Listen and repeat (page 28) Picnic biscuit blonde black big patient
2. Listen and circle the words you hear.

Key:

• 1. play 2. band 3. Ponytail

4. brown 5. Picnic 6. pretty

5. Listen. The practice the chant. Notice the rhythm.

Grammar

10’

2 groups. Have groups sing alternate lines.

• Stick some pictures of people from magazines on the board. Call out a description, and have Ss touch the appropriate picture while repeating the sentence. Next, point to pictures and form sentences. Point out that do or does is added to the start of questions and the end of answers.
• Ask Ss to do this exercise individually first then compare their answers with a partner.
• Check Ss’ answers.
• Ask Ss to match the pictures to the people. Discuss the answers, and ask Ss to recall parts of the recording that help them to do the matching.

- T whole class

• Individual work
• Individual work

Have for descriptions

1. Look at the cover page of 4Teen magazine and make the sentences. Key:
   1. – Does the girl have short hair?

- No, she doesn’t.

• 1. Does Harry Potter have big eyes?
  2. The dog has a long tail.
  3. - And you, do you have a round face?

- Yes, I do / No, I don’t.

1. Phuc, Duong and Mai are talking about their best friends. Listen and match.

Key:

Phuc: c Duong: a Mai: b

10’

10’

Post- teach

- Ask Ss to fill in the gaps by recalling the recording and using the information in the grammar input box. Play the recording to allow Ss to check their answers.

- Pair-work

* Production:

1. What are the missing words? Write is or has. Listen again and check your answers
   1. has 2. Is 3. Has 4. Is

5. Has 6 is

10’

Part

Teacher’s Activities

Ss’Activities

Content

Ti me

Pre- teach

• Organizing
• Have ss play alphabet games
• T calls each letter of the alphabet
• Ask Ss to try to recall a verb beginning with each letter

-Whole class

* Warm-up: Alphabet game Eg: A- act, ask

B- buy, bring ....

5’

While- teach

• Play the recording and ask Ss to listen and follow the conversation on the page. Play the recoding again and ask Ss to circle all the verbs.
• Use grammar box to describe actions happening now, and some describe plans for the future. Point out contextual clues, such as use of adverbs of time.
• Ask Ss to fill in the table with sentences from the conversation.

- Individual work

* Presentation:

Grammar

The Present continuous for future.

1. Listen again to part of the conversation.

10’

While- teach

- Ask them to feedback with reasons for their choices.

- Pair-work

2. Now, underline the present continuous in the conversation. Write them in the table.

Actions now Plans for future They’re coming Example: This over. evening, we are

working on our school project.

10’

While- teach

• Ask Ss to complete the sentences individually. Remind them to pay attention to the “be” verb and to the spelling of verbs ending. Discuss any difficulties before Ss attempt 4.
• Ask Ss to write N for actions happening now, and F for future plans.

• Individual work
• Individual work

* Practice:

1. Write sentences about Mai’s plans for next week . use the present continuous for future.

Example: She’s finishing her homework. (finish)

Key:

• 1. is talking 2. isn’t going

3. is visiting 4. is having

4. Sort them out! Write N for Now and F for future.

Key:

1. N 2. F 3. N 4. F 5. F 6. N

10'

Post- teach

• Have Ss prepare for activity by first writing the days Monday to Sunday, and writing activities next to each – they should add the three activities listed in 5: organizing a party, working on a project, going swimming. They should leave some days free to arrange new plans.
• Practice the model conversation with the class. Then ask Ss to mingle and make arrangements with their classmates. Afterward feedback by asking Ss to tell the class about their plans.

- Whole class

* Production:

5. Game: Would you like to come to my party?

Choose the day of the week that you plan to :

• Have a party.
• Prepare for the class project.
• Go swimming.

Example:

Nhung’s week

Mon Tue Wed Thu Fri Sat Sun

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

- Have Ss look at extra vocabulary.

- Whole class

* Presentation:

Extra vocabulary:

+Choir(n):dàn nhạc hợp xướng

+Firework competition(n)

+Greyhound racing(n): đua chó săn

+Field trip(n):chuyến đi thực tế

+Temple(n)

+Volunteer(n)

+Independent(a): độc lập

+Curious(a): tò mò

+Freedom-loving

+Responsible(a) trách nhiệm

+Reliable (a) đáng tin cậy

5’

While- teach

• Show the picture of the five friends in the magazine.

Discuss the friends with class: where they are come from, what their name might be, what they might like to do, etc.

• Can bring a map or a global to show where they are from.
• Tell the class they will be introduced to some new verbs.
• Ask Ss to the star signs of the five friends in 4Teen magazine.
• Ask Ss to look at the adjectives of personalities in the star sign and compare them with what they read about the five friends in 1.
• Have Ss review the star sign description for their own signs. Ask Ss to tick adjectives they agree with.
• Allow them to share their thoughts with a partner.

- Pair-work

• Whole class
  • Individual work
  • Pair -work

* Practice:

1. Read the passage form 4Teen magazine.
2. Find the star sign of each friend to find out about their personality. Do you think the description is correct?
3. Look at the star sign. Do you agree with the description?

10’

10’

10’

Post- teach

- Have Ss play a line-up game.

- Whole class

* Production:

4. Think about your friends’

10’

School year: 2017-2018

38

- Ask Ss to arrange themselves in order of birthdays. Support them by reviewing months and dates and giving a question and answer they can use: When’s your birthday?

personalities. What star signs do you think they are? Find out if you are correct! Play a line-up game

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Show the class three objects/pictures of objects that you might use at camp, e.g. torch, backpack, hiking shoes.
• Ask the class to guess when you might use all three objects. Then have Ss open their books and check their guesses.
• Discuss with Ss the features of advertisements: title, short- texts, eyes-catching, contact

- Whole class

- Answer

* Presentation:

Prediction

What objects you might use at camp.

5’

While- teach

• Tell Ss this advertisement is about the Superb Summer Camp. Ask Ss to look at it for 2 minutes and try to remember as much as they can. Then ask the class to cover the page and tell T what they remember.
• Ask Ss to read and find the answers to the questions. Ss can underline parts of the email that help them with the answers. Set a strict time limit to ensure Ss read quickly for information. Accept any reasonable answers.
• Set a longer time limit for Ss to read the text and answer T or F. Encourage Ss to support their answers.
• Ask Ss to make their own English camp schedule then ask them to report their results

• Individual work
• Individual work
• Individual work

* Practice:

Reading

1. Read the advertisement for the Superb Summer Camp and choose the best answer.

• The camp is for children of what age?
• What did you see in the pictures?
• Where will the camp be?
• What can you do at the camp?
• When does it happen?

Key:

1. b 2. c 3. a

1. Read the text quickly. Then answer the questions.

Key:

• 1. an e-mail
  2. A stay at the Superb Summer Camp.
  3. Yes, he is.

1. Read the text again and write True or False.

Key:

1. F 2. F 3. T 4. T 5. F

6. F 7. F

10’

10’

to class.

- Individual work

Speaking

4. Make your own English camp schedule.

10’

Morning

Afterno

n

Day 1

Day 2

Day 3

Post- teach

• Go back to the advertisement and elaborate the activities listed with Ss. Brainstorm ideas onto the board. Ask Ss to use the ideas they brainstormed to fill in their own schedule.
• Give each Ss a fixed amount of time to speak. Ss can report to the class about their partner’ schedule.

- Pair -work

* Production:

5. Take turn. Tell your partner about it. Listen and fill in the schedule.

10’

Morning

Afternoo

n

Day 1

Day 2

Day 3

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Ask Ss to see the photos first. Then point at the words in the box and ask them to do the matching.
• Play recording for checking and practicing reading the words.

- Individual work

* Presentation:

Listening

1. What do you see in the photos? Choose the words in the box to fill the table. Then listen and check.

Key:

5’

While- teach

• Ask Ss to refer to the contents of the advertisement. Give Ss time to decide which activities are like more likely to happen at the camp and which are not. Ask them to explain why they think so.
• Have Ss brainstorm the things that Mr. Lee plans for camp.

- Play the recording. Ask Ss to listen the first time. Then play the recording again and follow Ss to fill in the table as they listen. Ss can share their answer before playing recoding

• Individual work

- Whole class

• Pair-work

* Practice:

2. Which activities do you think may/ may not happen at the Superb Summer Camp. Key:

• Activities that may happen at the Superb Summer Camp: a, b, d, e, f, g, i.
• Activities that may not happen: c, h (because the camp is in Ba Vi Mountains)

3. Listen to Mr Lee, the camp leader, talking on the phone with Phuc’s parents. What are they doing on Day Two and Day Three at the camp?

Morning Afternoon

Day two Day three

10’

10’

a final time to allow pairs to check their answers.

- Tell the class three letters can help them to write better. Introduce the rubric: Write a magazine entry. Write about your friends. Then write about your plans.

Writing

Study skills

Research, draft, check.

10’

Post- teach

- Encourage Ss not to refer back to the unit. Instead they can use what they have learnt during the unit to help them answer the questions. That will help Ss see how for they progressed, and which areas need further practice.

- Individual work

* Production:

4. Write for 4Teen magazine about your plans this weekend with your friends.

• Introduce yourself.
• Describe your friends.
• Describe your plans.

10’

Post- teach

• Divide Ss into pairs of As and Bs. Allow Ss to complete the communication activity. Ask Pairs to join other pairs forming groups of 4.
• As and Bs can share what they leant about their partners’ schedules before discussing with the class.

- Pair-work

* Production:

Communication

5. Student A looks at the schedule on this page. Student B looks at the schedule on the next page. Example:

A: What are you doing tomorrow? B: I’m playing football with my friends.

or

I’m not doing anything.

10’s

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Ecilit the rules of pronouncing the final –s/-es if needed.
• Ask Ss to do the exercise individually.
• Organize this as a game. Ask Ss to do this in pairs. The pairs that find the most words will go to the board and write the answers.

• Individual work
• Pair-work

* Presentation:

Pronunciation

1. Odd one out. Which underlined part is pronounced differently in each line?

Key:

1. D 2. C 3. C 4. A 5. B

1. Write the name of the school things and furniture in the house which begin with /b/ and /p/. Key:

/b/ /p/

Book, bag, Pen, pencil,

bed… picture, poster…

5’

While- teach

• Have Ss do this exercise individually and then share their answers with a partner.
• Check Ss’ answers.
• Ask Ss to do in pairs. This can be done as a small competition.

- Individual work

- Whole class

Vocabulary

1. Complete the words. Key:
   1. English 2. homework 3.Lunch 4.Sports 5. badminton 6. Physics

7. lesson 8. Judo

1. Do the crossword puzzle.

Across:

• 1. wardrobe 3. Living room

5. apartment 6. Poster

Down: 2. Dining room 4. hall

10 ’

While- teach

• Quickly check Ss’ answers. If time allows, ask Ss to think of some other words and make sentences.
• Elicit the use of the present and the present continuous. Call one st do this exercise on the board. Other Ss also do this.
• Check Ss’ answers.
• Ask them for explanation.
• Ask Ss to read the text carefully and pay attention to the hints. Ask Ss to do this individually and compare their answers with a partner.
• Check Ss’ answer and ask them to explain the negative forms in their answers.
• At the same time, ask one pair to go to the board and does this exercise.
• Check Ss’ answers.
• Ask Ss to do this in pair. After checking their answers, ask one or two pairs to act out the conversation.
• Ask Ss to do this exercise individually and check their answers with a partner before giving their answers to the T to confirm the correct answers.
• Have Ss work in groups. One interviews the other two

• Individual work
• Individual work
• Individual work
• Pair-work
• Individual work
• Individual work

1. Choose the correct words. Key:
   1. quite 2. Shy 3. Hard-working

4. patient 5. Sporty

* Practice:

Grammar

1. Complete the sentences with the present simple or the present continuous form of this verbs in brackets.

Key:

• 1. is raining
  2. do you have
  3. am not going out ; am doing
  4. likes; is sleeping
  5. is

1. Complete the description with the correct form of the verbs “be” or “have”.

Key:

• 1. is 2. isn’t 3. doesn’t have

4. is 5. has 6. are 7. is 8. Is

1. Read the sentences and draw the furniture in the right place.

Everyday English

1. Number the lines of the dialogue in the correct order. Key:

6 – 1 – 7 – 2 – 3 – 5 – 8 – 4

Reading

1. Choose A, B or C for each blank in the e-mail.

Key:

1. A 2. C 3. C 4. B 5. A 6. B

2. Read the text and answer the questions.

Key:

1. It’s in a quiet place not for from the city center.

10 ’

10 ’

what they like and dislike about the school and the reason why.

• Summaries Ss’ ideas.
• Play the recording once for Ss to listen. Play the recording again for Ss to check their answers.

Announce the answer to Ss.

• Ask Ss to quickly read the questions. Ask Ss to listen to the recording again and answer the questions.
• Ask Ss to compare their answers before giving T their answers.

- Group- work

• Individual work.
• Individual work

1. They are hard-working and serious.
2. They are helpful and friendly.
3. There are five clubs.
4. Because it’s a good school.

Speaking

1. Interview two classmates. Ask them what they like and dislike about your school and the reasons why.

Listening

1. An and Mi are talking on the phone. Listen and circle the parts of the house you hear.

Key:

Kitchen garden living room bedroom

1. Listen again and answer the questions.

Key:

1. She’s watering the plants n the garden.
2. He’s listening to the radio.
3. He’s in Mi’s bedroom.
4. She’s watching TV.

Post- teach

• Elicit the parts of an e- mail.
• Ask Ss to work in groups to do this exercise.

-

- Group- work

* Production:

Writing

6. Write an e-mail to your friend. Tell him/ her about a family member.

10 ’

CHỦ ĐỀ

Nhận biết

Thông hiểu

Vận dụng

Tổng

TN

TL

TN

TL

TN

TL

I. Listening

8

8

2.0

2.0

II. Language Focus

4

8

4

6

22

1.0

2.0

1.0

1.5

5.5

III. Reading

4

2

6

1.0

0.5

1.5

IV. Writing

4

4

1.0

1.0

Tổng

8

8

8

4

6

6

40

2.0

2.0

2.0

1.0

1.5

1.5

10.0

20%

20%

20%

10%

15%

15%

100%

9 - A. pens

B. books

C. maps

D. students

10- A. open

B. home

C. come

D. goes

11- A.book

B. pen

C. pencil

D. toy

12- A. sofa

B. bathroom

C. table

D. TV

31-

a. are

b. is

c. am

d. do

32-

a. are

b. is

c. do

d. does

33-

a. in

b. on

c. at

d. behind

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre-teach

Write the Unit title on the board “Lost in the old town!”. Explain the meaning of “surprise”.

• Ask Ss to guess what the picture might show or what the conversation might be about.
• Ask Ss questions about the picture.

- Whole class

* Presentation:

Guess what the picture might show or what the conversation might be about.

Ex:

• Where are Nick, Khang and Phong?
• What might be happening to them? What are they doing?

5’

While-teach

• Play the recording (twice)
• Ask Ss to read the conversation and check their answers. Confirm the correct answers.
• Ask Ss to read and put the action in order.
• Tell Ss to refer back to the conversation to find the phrases. Practice saying them together.
• First, model the role-play with a more able St. Then

- Listen and read

-

Individual work

- Pair-

* Practice:

Listen and read

• 1. Read and put the action in order.

Key:

2 – 5 – 3 – 4 – 1 – 6

• 1. Making suggestions.

Key:

• • 1. a. Where shall we go first?
       1. Let’s go to “Chua Cau”.
    2. a. Shall we go there first?
       1. Ok, sure.
    3. a. Shall we go by bicycle?
       1. No, let’s walk there.

2. Work in pairs. Role-play making suggestions.

10’

ask pairs to role-play the short conversations before demonstrating for the class.

• Have Ss quickly match each place (in the picture) with its name. Then play it again , pausing after each item and asking them to repeat chorally and individually. Correct their pronunciation.
• First, model this activity with a more able St. Ask Ss to work in pairs . Call some pairs to practice in front of the class.
• Have Ss quickly match instruction with the diagram. Check their answers. If Ss do not understand the sentences, use the diagrams to work the meaning out from the context.

work

• Pair- work
• Pair- work

-

Individual work

Match the places below with the pictures. Then listen, check and repeat the words. Key:

1. E 2. H 3. F 4. C 5. G

6. A 7. B 8. D

1. Think about where you live. Work in pairs. Ask and answer questions about it. Example:

A: Is there a theatre in your neighborhood?

B: Yes, there is. / No, there isn’t.

1. Match the instructions in the box with the pictures. Key:
2. Go straight on.
3. Turn left at the traffic lights.
4. Go past the bus stop.
5. Take the first turning on the left.
6. Go to the end of the road.
7. Go along the street.
8. Cross the street.

10’

10’

Post-teach

- Ask Ss to give their partner the directions to one of the places on the map, and they try to guess. Then swap.

- Pair- work

* Production:

6. Game

Example:

A: Go straight. Take the second turning on the left. It’s on your right.

B: Is that the art gallery? A: Yes, it is./ No, try again.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre-teach

- Practice saying the adjectives with Ss. Use some examples to work the meaning out of the context. With difficult adjectives T may translate them or ask Ss to translate. Then ask Ss to write the correct adjectives in the blanks.

Play the recording as many times as required to allow Ss to check their answers and support their pronunciation.

- Whole class

* Presentation:

Vocabulary

1. Fill in each blank with one word from the box. Listen, check and repeat the words.

5’

While- teach

• Explain that some words go together, but some don’t.
• Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches.
• Ask Ss to complete the word webs in their books.
• Play the recording.
• Ask Ss to listen and repeat the words.

-

Individual work

- Pair-

* Practice:

2. Now match the adjective s from the box in 1 with their opposites below.

Key:

• boring – exciting
• historic – modern
• noisy – quiet/ peaceful
• convenient – inconvenient
• fantastic – terrible

3. Work in pairs. Ask and answer questions about your

10’

work neighborhood. Use the words

• Have Ss practice reading the in 1 and 2 to help you.

words first. Example:

• Play the recording for Ss to A: Is our neighborhood listen and do the task. - Whole polluted?
• Ask Ss to listen while T play the class B: No, it isn’t. recording. A: Is it peaceful?
• Ask Ss to chant along. Provide - Group- B: Yes, it is.

further practice by dividing the work Pronunciation /i:/ and /i/ 1 class into 2 groups. Have groups 4. Listen and repeat the words.

sing alternate lines. Pay attention the sound /i:/ and

• Stick some pictures of people /i/ from magazines on the board. - T whole Key:

Call out a description, and have class /i:/ /i/

Ss touch the appropriate picture Cheap, sleep, Historic, while repeating the sentence. peaceful, exciting,

Next, point to pictures and form convenient, expensive, sentences. Point out that do or police. noisy, friendly. does is added to the start of -

questions and the end of answers. Individual 5. Listen to the sentences and 1

• Ask Ss to do this exercise work circle the words you hear.

individually first then compare Key:

their answers with a partner. 1. Living

• Check Ss’ answers. 2. Heat
  1. Seats
  2. Sheep
  3. Tins
  4. Mill
  5. Teams
  6. Chip

- Ask Ss to listen while T plays - Group- the recording. Play the recording work

Post-teach again and ask Ss to chant along.

Provide further practice by

dividing the class into two groups. Have groups sing alternate lines.

* Production: 10’

6. Listen and practice the chant. Notice the sounds /i:/ and /i/.

MY NEIGHBOURHOOD

(page 40)

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Choose 2 Ss of very different height and ask them to stand up. Ask the class a question.
• Focus Ss’ attention on comparative forms by giving examples.
• Explain that comparative adjectives are constructed in several different ways in English and that some of those ways are presented in the box. Explain the simplest ways to identify the number of syllables in an English word and give further example or practice if necessary.

- Whole class

* Presentation:

Grammar Comparative Adjectives

- Who is taller?

- Example:

This ruler/ desk is long. But that ruler/ desk is longer.

5’

While- teach

• Ask Ss to read the instructions. Tell Ss what they should do.
• Have Ss compare their answers in pairs before checking with the whole class.
• Use Ss use the example to show what Ss should do. Ask them to pay attention to the syllables in each adjective and look back at the

- Pair - work

Individual work

* Practice:

1. Complete the following sentences with the comparative form of the adjectives in brackets.

Key:

2. taller 3. Bigger

4. noisier 5. cheaper

2. Now complete the following sentences with the comparative form of the adjectives in brackets.

Key:

2. more beautiful

10’

grammar box if necessary. 3. more convenient

1. more interesting
2. more expensive.

• Ask Ss to read and 10’

complete the sentences Individual 3. Read and complete Vy’s letter to

individually. Remind them to work her friend.

pay attention to the number Key:

of the syllables in each 1. Drier 2. Smaller 3. Older

adjectives. 4. Wider 5. more delicious

6. Older 6. Cheaper

• Elicit the contrast between

the things in the two 4. Look at the pictures of Yen Binh neighborhoods and the Individual neighbourhood and Long son adjectives that can be used to work neighbourhood. Now write about the

describe them. differences. 10’

• Correct.
• Tell Ss how to form a 5. Complete the following sentences

question and pay attention to with the comparative form of the

the number of the syllables adjectives in brackets.

in each adjectives. Key:

• Check their answers. 2. More expensive
• Model with a St. Ask Ss to 3. More comfortable

work in pairs. Call some 4. More historic

pairs to practice in front of 5. Narrower

the class. 6. Work in pair. Ask and answer questions.

- Ask Ss to think ot the

places they’ve been to. - Pair Model with a more able Ss

and then have them work in pairs while T goes around

Post- the class and monitors.

teach - Ask a few pairs with the most imaginative ideas to report them to the class.

* Production:

-work 7. Work in pairs. Ask and answer questions about the places that you know. Use the comparative form of the adjectives in the box.

Example:

A: Is Hue busier than Da Nang? B: No, it isn’t.

*Homework:

• Write 3 sentences using comparative adjectives.
• Prepare the next lesson

T’s activities

Ss’ activities

Content

I) Warm up:

• Greeting.
• Get the class to sing a song.

II) New lesson:

• Give general comments.
• Give the test papers back to ss
• Give comments in details.

-

-

• Praise the excellent students and encourage the not- good- yet ones.

• Sing a song to warm up the class.
• Listen.
• Receive the test papers
• Pay attention
• Listen

I.CHECK THE TEST1

I. 2.0 points ( 0.5 each) 1- eleven 2- six

3-like 4-study

5-teachers 6-favorite/favourit 7-vietnamese 8-wear

Odd one out: (1pt)

( 0.25 each)

9- D , 10- B , 11- D , 12- B

1. Choose the best answer: (2pts)

( 0.25 each)

13- A, 14- B , 15- D , 16-A

17-A , 18-B , 19-A , 20-C

1. Put the verbs in the correct form: (1pt)

( 0.25 each)

21- are listening 22- plays 23-is sleeping 24-visit

V. Write : in / on / between: (1.5pts)

( 0.25 each)

25. in 26. On 27. between

28.on 29.in 30.between

VI. Read the text then do as requested (1.5pts)

a/ Choose the best answers to fill in the e-mail: (1pt)

III) Consolidation:

• Commment in conclusions.

IV.Homework:

• Prepare the next lesson :

- Listen to the conclusions to make sure to do well next time.

( 0.25 each)

31-a 32-b 33-b 34-c

b/ Answer the questions: (0.5pt)

( 0.25 each)

1. It’s small. (Vy’s bedroom is small).
2. She usually does her homework on the desk in front of the big window.

Complete each sentence so it means the same as the sentences above.(1pt)

(0.5 each)

• 1. There isn’t a bookshelf in my bedroom.
  2. There is a sink,a fridge,a cooker ,and

a cupboard in our kitchen. 39.The book is on the notebook.

40.The microware is behind the dog .

IV.Homework:

- Prepare the next lesson

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Have Ss look at extra vocabulary.
• Ask Ss if they know about Hoi An. Allow 20 – 30 seconds for Ss to think.
• Have Ss brainstorm about Hoi AN.

- Whole class

* Presentation: Extra vocabulary: o First

• Then
• After that
• Finally
• What do you know about Hoi An?
• Anything you can remember about it.

5’

While- teach

• Playing the recording. Ask Ss to listen only. Then play the recording again and allow Ss to fill in the gaps as they listen.
• Ask Ss to share their answers in pairs, before playing the recording a final time to allow the pairs to check their answers.
• Ask Ss to read the audio guide again, paying attention to the use of the connective works.

• Whole class
• Individual work
• Individual work

* Practice:

1. Nick is listening to an audio guide to Hoi An. Listen and fill in the gaps.

Key:

1. Historic
2. Convenient
3. Straight
4. Second
5. Left
6. Right
7. Second
8. Next to

2. Choose one of the cities below.

15’

• Ask Ss to read the brief information about London and Ho Chi Minh city and look carefully at the two simplified maps of the two cities.
• Remind Ss of the expressions they can use to give directions; have Ss refer to the expressions in the dialogue and 5 of getting started.
• Haves Ss prepare their audio guide individually and then share it with a partner.

- Have Ss practice presenting their audio guide in pairs.

- Pair-work

Create an audio guide for your city.

Remember to:

• include some comparisons with other cities.
• give directions to different places.

15’

Post- teach

• Call some Ss to present their audio guide to the whole class.
• After each St has finished his/ her audio guide, ask for some comments from the other Ss.
• Make comments and any mistakes if there are any.

- Whole class

* Production:

3. Present your guide to your class.

*Homework:

• Write your audio guide in your notebook.
• Prepare the next lesson

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

- Ask Ss to look at the picture of Khang’s neighborhood. And ask them some questions.

- Whole class

* Presentation:

Questions:

1. Where do you think Khang’s neighborhood is?
2. What do you think about it?
3. Do you like living there? Why? Why not?

5’

While- teach

- Ask Ss to scan the passage to find where the words suburbs, backyard… are in the passage.

• Ask Ss to note where they found the information that help them to answer the questions.
• Have ss compare their answers in pairs.
• Ask Ss to scan the passage again and find the information to complete the table.
• Ask Ss to note where they found the information that help

• Individual work
• Pair - work
• Individual work

* Practice:

Reading

1. Find these words in Khang’s blog. What do they mean?
2. Read Khang’s blog. Then answer the questions.

Key:

1. It is in the suburbs of Da Nang City.
2. Because it has beautiful parks and sandy beaches and fine weather.
3. They are very friendly.
4. Because there’re many modern buildings and offices in the city.

3. Read Khang’s blog again and fill in the table with the information.

Key: Like:

10’

10’

them to answer the questions.

• Have ss compare their answers in pairs.
• Remind Ss of expressions they can use to give directions.
• Model this activity with a more able St and then have Ss work in pairs.
• Call some pairs to talk before the whole class, then invite some comments from other Ss.

• Pair – work
• Pair – work

• It’s great for outdoor activities.
• There’s almost everything here
• The food is very good.
• People are incredibly friendly.

Dislike:

• the street are busy, crowded, and noisy during the day.

Speaking

4. In pairs, ask and answer questions about how to get to the places on the map. Example:

(page 44)

10’

Post- teach

• Note some common errors and discuss them with the whole class.
• select some pairs to act out their dialogue in front of the class.
• give feedback
• Give comments on strengths and correct a few errors in the target language.

- Pair -work

* Production:

5. Work in pairs. Ask and answer the question about the way to get to the places in your town, village/ near your school.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Ask Ss to read Study Skills – Listening carefully. Then apply these tips to doing Listening exercises.
• Play the recording and ask Ss to write down the words or phrases in the blanks.
• Play the recording again for Ss to check the answers.

- T whole class

* Presentation:

Listening

Study Skills – Listening

1. Listen to the conversation between a strager and Duy’s Dad. Fill in the blanks with the words you hear.

Key:

1. The end
2. Right
3. Lower secondary school
4. Le Duan street

5’

While- teach

• Ask Ss to read the rubric and study the map carefully. Ask them to work in pairs to discuss how to get to the places numbered 1 – 4.
• Play the recording and have Ss choose the correct answers as they listen.
• Call on some Ss to write their answers to the board.
• Play the recording again for Ss to check their answers. Pause at the sentences that include the information Ss need for their answers.

-Ask Ss to tick what they like and don’t like about their

- Pair-work

* Practice:

2. Listen the conversation again. Choose the correct places from the list below. Write the correct letters A-F on the map.

Key:

1. A
2. C
3. F

4. D

Writing

3. Tick () what you like or don’t like about a neighbourhood.

• Sandy beaches
• Heavy traffic

10’

10’

neighbourhood. Ask them to count how many things they have in common with their partners.

• Ask Ss to make notes on what they like and dislike about their neighbourhood.
• Ask them to share their notes with their partners.
• Read out the notes from some more able Ss to the whole class.

• Individual work
• Individual work

-Pair-work

• Many modern buildings and offices
• Peaceful street
• Good restaurants and cafes
• Sunny weather
• Busy and crowded streets
• Many shops, and markets

4. Make notes about your neighbourhood. Think about the things you like/ dislike about it.

LIKE DISLIKE

10’

Post- teach

• Ask Ss to refer back to the reading for useful language and ideas, and write some useful expressions and language on the board.
• Ask them to write the first draft. Then have them write their final version.

- Individual work

* Production:

5. Write a paragraph about your neighbourhood saying what you like or dislike about living there. Use the information in 4, and Khang’s blog as a model.

10

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Ask Ss to write the words in their notebook individually and then check with their partners. Correct the mistakes. Let Ss repeat the words.

Check their pronunciation.

• Ask Ss to read the sentences carefully and complete them with the adjectives they have learnt in Unit 4.

• Individual work
• Pair-work
• Individual work

* Presentation:

Vocabulary

1. Write the correct word for each picture.

Key:

• 1. statue 2. Railway station

3. park 4. temple

5. memorial 6. cathedral

1. Fill in each gap with a suitable adjective.

Key:

• 1. noisy 2. narrow

3. historic 4. inconvenient 5. cheaper/ more expensive

5’

While- teach

• Ask Ss to work individually to put the following adjectives in the correct column.
• Check and confirm the correct answers.

Individual work

* Practice:

Grammar

3. Put the following adjectives in the correct column.

Key:

One syllable Fast, hot, large Two syllables

Happy, noisy, quite, heavy Three or more syllables Exciting, expensive, convenient, difficult, polluted

10’

T’activities

Ss’activities

content

1. RIVISION:Unit 3:
   1. Vocabulary: the lexical items related to the topic “My friends”.

Structures:

+Verb have and be for descriptions.

+The Present continuous for future.

Listen and copy

Listen and copy

I.ĐỘNG TỪ “HAVE”: CÓ (have/ has)

(+) I/ You/ We/ They/DTsố nhiều + have+ N. He/ She /It/ DT số ít + has+ N.

(-)I/ You/ We/ They/ DTsố nh + don’t have+ N. He/ She/ It/ DT số ít + doesn’t have+ N.

(?) Do+I/ you/ we/ they/ DT số n + have+ N? Does + he/ she/ it/ danh từ số ít + have+ N? Yes, S+ do/does.

No, S + don’t/doesn’t.

EX1: I have a new pen.

I don’t have a new pen. Do you have a new pen? Yes, I do..

EX2: She has a new pen.

She doesn’t have a new pen.

Does she have a new pen? Yes, she does.

LƯU Ý:

-Khi mô tả về khuôn mặt, tóc, mũi….ta dùng have/ has

-Khi mô tả tính cách, chiều cao……..ta dùng: To be ( am/ is/ are)

EX: He is tall. He is friendly.

He has a round face. He has short hair.

II.THÌ HIỆN TẠI TIẾP DIỄN: (diễn tả 1 kế

hoạch trong tương lai)

S + am/is/are + V-ing

1. RIVISION:Unit 4:

Language Focus:

• 1. Vocabulary: the lexical items related to the topic “My neighborhood”.

Structures:

Comparative adjectives.

-

Ex

-

Do exercises

-

L

-Thường dùng kèm với: tonight/ this evening (tối nay)/ tomorrow (ngày mai)

EX: I’m not coming tonight. I’m busy.

This evening, they are watching a film.

Tomorrow, I’m playing football with my team.

III.COMPARATIVE ADJECTIVES:

(Tính từ so sánh)

a.Đối với tính từ ngắn: (Short adj)

Là những tính từ khi phát âm chỉ có 1 âm tiết:

short →shorter, tall →taller, big → bigger….

S1 + be + tính từ ngắn + “er” + than + S2

: I am taller than she is (hoặc her).

My father is bigger than your father. b.Đối với tính từ dài:(Long adj)

Là những tính từ khi phát âm có từ 2 âm tiết trở lên: careful → more careful, beautiful → more beautiful…

S1 + be + MORE + tính từ dài + than + S2

Ex: My mother is more beautiful than her mother.

This book is more exciting than that book.

ưu ý:

1. Khi tính từ có 2 âm tiết mà tận cùng là: Y, OW, ET, ER thì được xem là tín h từ ngắn

Ex: happy → happier Narrow → narrower Quiet → quieter Clever → cleverer

Gentle → gentler → the gentlest

1. Nếu tính từ tận cùng là “Y”, trước nó là 1 phụ âm thì đổi “Y”→ I rồi thêm ER

Ex: lovely → lovelier

1. Nếu tính từ ngắn tận cùng là E, ta chỉ thêm R Ex: nice → nicer
2. Nếu tính từ ngắn tận cùng là 1 phụ âm, trước nó là 1 nguyên âm thì ta gấp đôi phụ âm cuối rồi thêm ER (ngoại trừ tính từ tận cùng là: W).

Ex: thin → thinner Fat → fatter

hưng : Slow → slower

1. Các tính từ tận cùng là: -ed, -ful, -ing, -ish, -

-Do exercises :

4. Homework.

-Do exercises in workbook

ous….. là những tính từ dài.

Ex: more bored, more useful, more boring, more selfish, more continuous………..

NGOẠI L Ệ:

• 1. Good / well → better
  2. Bad / badly →worse
  3. Much / many → more
  4. Little → less

e. Far →farther / further

Ex1:Fill each blank with a suitable word from the box.

untidy are not near next on his bag An's bedroom is big but messy. There ...(1)...

clothes on the floor. There is a big desk ...(2)... the window, there are dirty bowls and chopsticks

...(3)... it. He usually puts his school ...(4)... under the desk. His bed is ...(5)... to the desk, and it is also ...(6).... There is a cap, some CDs and some books on the bed. An's Mum is ...(7)... happy with this, and how An is tidying up ...(8)... room.

Part

Teacher’s Activities

Ss’ Activities

Content

Tim e

Pre- teach

• Show some pictures of nature wonders.
• Ask Ss questions about the picture.
• Ask Ss to share any recent experiences of going on a picnic.

- Whole class

* Presentation: Describe the pictures. Ex:

• What can you see in this picture?
• Where is it?
• Do you know this place?

5’

While- teach

• Ask Ss to work individually. Allow them to share answers before discussing in groups or as a class.
• Tell Ss to refer back to the conversation to find the phrases. Ask Ss to write the sentences. Ensure they add appropriate punctuation.
• Practice saying the phrase together.
• Use the example to practice a conversation with Ss. Then ask Ss to develop a role-play around their ideas. Support with suggestions.

More able Ss can try to extend the conversation.

- Individual work

- Group-work

- Pair-work

* Practice:

1. Listen and read

*/ New words.

• desert | dɪˈzɜːt |
• waterfall | ˈwɔːtəfɔːl |
• valley | ˈvæli |
• island | ˈaɪlənd |

1. Answer the following questions.

Key:

• 1. Vy is
  2. She went to wrong room.
  3. Uluru
  4. Australia.
  5. An island.

1. Put the words in the correct order.

Key:

• 1. Can you spell that, please?
  2. Can you repeat that, please?
  3. Can I come in?

c. Brainstorm situations when people use these sentences. Then role-play the situations with a partner.

Example:

10’

• Ask pairs to perform for the class.
• Play the recording. Ask Ss to listen and repeat the words.
• Ask Ss to label the pictures with the correct words. Ss can work in pairs.
• Show picture cards of the vocabulary. Elicit Ss’ answers. Then provide the correct words.

• Individual work
• Pair -work

A: Hi, Can I order a cheese and meat pizza, please?

B: Sure. What’s your name, please?

A: It’s Nick.

B: Can you spell that, please? A: Yes, it’s N-I-C-K.

Listen and repeat the following words.



• 1. mountain 2. River

3. waterfall 4. Forest

5. cave 6. Desert

7. lake 8. Beach

9. island 10. valley

Now label the pictures.

Key:

• 1. mountain 2. river

3. waterfall 4. forest

5. cave 6. desert

7. lake 8. beach

9. island 10. valley

10’

10’

Post- teach

- Ask Ss to look back the conversation in Getting Started and try to find the vocabulary used.

- Group-work

* Production:

4. Read the conversation in 1 again. Tick the words you can find.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Ti me

Pre- teach

• Ask Ss to match the words they know.
• Practice saying the vocabulary with Ss. Ask Ss to touch the correct pictures as they say the word.

Alternatively, create a mime for each word with Ss.

- Individual work

- Whole class

* Presentation: I.Vocabulary:Travel items

1. Match the words with the pictures then practice saying the following items.

Key:

• 1. painkillers 2. Scissors

3. plaster 4. Sun cream

1. sleeping bag
2. Walking boots.
3. Backpack
4. compass.

5’

While- teach

• Read and act out the sentences.
• Elicit ideas for sentence 1. Then allow Ss to complete the remaining sentences.
• Check their ideas at the end.
• Remind Ss that in the introduction they thought about useful things for beach, desert, and mountain. Tell Ss they are going to a beach holiday and they need to order the items form very useful to not very useful.
• allow Ss to work in pairs to form their list.
• Ask pairs to join other groups and compare their lists. Encourage more able Ss to give reasons for their choices.
• Play the recording.
• Ask Ss to listen and number

• Individual work
• Pair-work
• Individual work

* Practice:

1. Complete the following sentences.

Key:

• 1. Compass 2. Sun cream

3. Painkillers 4. Backpack

5. Plaster.

3. Now put the items in orders. Number 1 is most useful on holiday. Number 8 is the least useful.

II.Pronunciation: Sounds:

/t/ and /st/

4. Listen and number the words

10’

10’

10’

the words in the order they hear them.

• Allow Ss to compare their answers.
• Play the recording the second time. Discuss the answers as a class.
• Play the recording again. Pause after each word and ask Ss to repeat.

- Whole class

you hear.

Best boat coast lost boot desert plaster forest

5. Listen again and repeat the words.

Post- teach

• Play the recording of the sentences. Ask Ss to listen carefully and raise their hands when they hear the /t/ or /st/ sounds.
• Alternatively, divide the class into a /t/ group and a /st/ group and they listen and respond to their own sound.
• Play the recording again. Pause after each sentence and ask Ss to repeat.

- Group-work

* Production:

6. Listen and repeat. Pay attention to the bold-typed parts of the words.

10’

Part

Pre- teach

While- teach

Teacher’s Activities

• Show some pictures about some places in the world.
• Choose more able Ss to act as Vy, and read the sentences to the class.
• Ask Ss to stick T or F in the box provided.
• Play the recording and allow Ss to check their answers.

Ss’ Activities

-Whole class

• Individual work
• Individual work

Content

• Warm-up: Where is it? (Ss’ answer)

Presentation:

1. Grammar

*.Comparative and superlative adjectives

• 1. Vy is giving a quiz about wonders of the world. Read the sentences and guess if they are true or false.

Key:

1. T 2. T 3. F

4. T 5. T 6. T

Ti me 5’

10’

While- teach

• Ask Ss to look back at Vy’s sentences, find and underline all the examples of –est.
• Ask Ss to complete the table individually. Dis cuss their answers at the end
• Ask Ss to complete the passage with the correct words. Pairs can practice role-playing the completed passage.
• Prepare the slips of paper beforehand for the groups. Alternatively dictate the names of

• Individual work
• Individual work

- Group work

II.Practice:

1. Underline all the words ending in -est in the quiz.

(Watch out)

1. Complete the table with the comparatives and superlatives.
2. Now Vy is taking about other amazing places. Complete the passage. Key:

1. hottest 2. hotter

3. coldest 4. coldest

5. colder 6. biggest

7. highest 8. smaller

6. Cut up some pieces of paper. Write the names of some famous places on

10’

10’

the places and allow Ss to write them on blank slips.

- Ask Ss to read Vy’s note and find the uses of “must”. Refer Ss back to the grammar table if necessary. Discuss the uses of “must”.

- Individual work

them. Work in group and make sentences about the places.

7. Vy is giving Mai some feedback. Read and underline the forms of must.

Post- teach

- Ask Ss to complete the sentences. Ss can share their ideas in pairs.

Discuss answers as a class. As an extension, Ss can act out the sentences, one acting as a teacher, one acting as a student.

- Pair - work

III. Production:

1. Look at the classroom rules below. Write some more rules for you and your classmate.

Example:

• 1. We must arrive on time.
  2. We mustn’t pick flowers in the school garden.

…

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pre-teach

* Presentation:

- Have Ss look at extra vocabulary.

- Whole class

*Extra vocabulary:

+Tent(n):

+Torch(n):

+Sun hat(n):

+Waterproof coat(n):

+Map(n):

+Mobile phone(n):

5’

While- teach

* Practice:

• Show the picture of Mount Everest.
• Ask Ss to look at the picture of Mount Everest and show picture of extra vocabulary.

Ask Ss to decide whether the objects are useful for going to Mount Everest, e.g. Must we take a torch to Mount Everest?

• Ask Ss to read quickly and check their ideas.
• Ask Ss to read the text again and ask some follow-up questions.
• Ask Ss to use information in the text and their own ideas to fill the must and mustn’t columns.
• Create your own list and demonstrate the activity with a more able St.
• Swap roles. Then ask the class to complete the role- play.

• Whole class
  • Individual work
  • Pair-work

1. Read the travel guide entry.

• Must we take a torch to Mount Everest?
• What is a mountain range?
• What do you think diverse mean?
• Have you had any unforgettable experiences?

…

1. Now make a list of the things you must take to the Himalayas. Then add things you mustn’t take.
2. Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to Himalayas. Try to give reasons.

10’

10’

10’

Post-teach

- Ask the class to complete the role-play. Ask pairs to demonstrate for the class.

- Whole class

* Production:

4. Perform your role-play for the class.

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pre- teach

* Presentation:

- Ask Ss to compare the text in Communication and Skill

1. Encourage them to think of the purposes of the texts and where they might see them.

- Whole class

Introduction (Ss’ answers)

5’

While- teach

* Practice:

• Ask Ss to read the text quickly to answer the questions and check their ideas from the introduction.
• Discuss the Study Skill with Ss.
• Ask Ss to find the four words in the passage and underline them, then check their meaning.
• Ask Ss to read the sentences then write True or False.

Refer them back to the text for the answers.

• Ask Ss to read the passage again and answer the questions.
• Discuss with Ss which things they find interesting about Ha Long Bay and Hue. Brainstorm ideas on the board.

• Individual work
• Individual work
• Individual work

- Pair – work

I.Reading

1. Before you read, look at the pictures below and make predictions about the text. Then read and check your ideas.

• Where is the passage from?
• What is it about?
• What do you know about the subjects?

1. Find these words in the passage in 1, then check their meaning.
2. Read the following sentences. Then tick true or false.

Key:

1. T 2. F 3. T 4. F

5. T

4. Make your own English camp schedule. Key:

1. Ha Long Bay is in Quang Ninh Province.
2. You must take a boat ride.
3. A visit to the Imperial City more important.

10’

10’

10’

- Ask Ss to close the books. Ask Ss to tell their partner about the place.

- Group -work

4. Because people travel there just for the food.

II.Speaking

1. Make notes about one of the places in the brochure. Use the information in the text and your own ideas.
2. Tell your partner about the place.

Ha Long Bay and Hue

Post- teach

Show a picture of your town. Tell the class they are visiting it. Review interesting features of your town with Ss. Then ask Ss to suggest some advice.

- Pair -work

* Production:

7. Your friends are visiting your town. Think about what they must and mustn’t do while they are here. Role-play the conversation in groups.

Things they must do/bring: …

Things they mustn’t do/bring: …

Part

Teacher’s Activities

Ss’ Activities

Content

Time

Pre- teach

• Ask Ss to recall the 2 places in the brochure in skill 1. Ask Ss which one they think Nick’s family will choose as their holiday destination. Ask Ss to explain their choices.
• Play the recording for the answer.

- Whole class

* Presentation:

Listening

• 1. Nick’s family are in the travel agent’s. they want to go on vacation. They are choosing a place from the brochure above. Which place do they choose?

5’

While- teach

• Read through the questions with Ss and support with any difficulties before they attempt to answer. Play the recording again.
• Correct.
• Choose Ss to show their places to the class. Ask some questions to prepare the class for the activity.

- Individual work

Individual work

* Practice:

2. Listen again and answer the following questions.

Key:

1. Ha Long Bay, Hue, Mui Ne or Nha Trang.
2. Can we see a picture of the hotel in Mui Ne?
3. Mui Ne is cheaper but I think Ha Long Bay is more interesting.
4. Yes, he is.

II. Writing

3. Write a travel guide about a place you know. Questions:

• What nature wonders are there?
• What things can do there?
• What thngs we must do?

15’

15’

Post- teach

• Ask Ss to make notes about their chosen places.
• Ask Ss to use the Travel Guide in Communication as their model.
• Correct.

- Individual work

* Production:

4. In notes, fill each blank in the network with the information about the place. Then use these notes to write a short paragraph about it.

• Research.
• Draft
• Check

10’

Part

Teacher’s Activities

Ss’ Activities

Content

Time