Date of teaching: ………………………………….

Period 55
UNIT 6: COMMUNITY SERVICES
Lesson 1.1: New words and Listening

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- say what public services are near their houses
- listen for specific information about public services
- learn and know how to use new words about public services
2. Ability
- improve their English skills.
- develop the ability to communicate and cooperate with their partners.
- enhance their critical thinking skill, creativity.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially about the topic “Community services” conducted by the teacher.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: - To review the previous lesson, to introduce new lesson and to get Ss interested in the topic of
the lesson.
b) Content: Chatting (Teacher - students)
c) Product: Ss understand and have general ideas about the topic “Community services”
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher's activities Students' activities
- Elicit some interesting information about food - Talk about popular food in Vietnam and from around
in Vietnam and food around the world. the world.
1. What foods are in most Vietnamese dishes?
2. What is the most famous food?
....
- Elicit some public services from students - Talk about public service in their town / near their
house.

B. New lesson (35’)

 Activity 1: New words (20’)
a) Objective: To talk about what public services are near their houses.
b) Content:
- Filling in the blanks. Listening and repeating
- Saying what public services are near your house
c) Products: Students know new words about public services and use them in appropriate situations.
d) Competence: Collaboration, communication, critical thinking (guessing skill)
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Fill in the blanks. Listen and repeat.
* Presentation
- Show the PowerPoint slides/ DCR with the - Look at the pictures and guess/ give the meaning of
pictures on them to elicit Ss to the new the new words
words. - Do as directed and write the words under the pictures

1
 - Ask Ss to look at the pictures and fill in the Answers:
blanks with words given. (Exercise a/ p.46). 1. train station 2. library 3. hospital
4. po 4. police station 5. post office 6. bus station
- Listen and repeat.
- Practice the new words in chorus/individually.
- Have Ss practice the new words.
- Give feedback and correct the errors if
necessary.
 Activity 2: Listening (16’)
a) Objective: To listen for general and specific information.
b) Content: Listening and answering Yes/ No; Listening and filling in the blanks.
c) Products: Ss can listen and understand general and specific information about community services.
d) Competence: Collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:
Teacher's activities Students' activities
* Pre listening
- Set the context for the listening task. -Look at the question, the pictures and identify what to
- Check if Ss understand what they are do
supposed to do.
- Have Ss work in pair to underline the key - Underline the key words and guess the answers in
words and to guess the answer. pairs

* While listening
a. Listen to two people talking in a hotel in a
hotel. Are the speaker’s friends? - YES/ NO
(For main idea) - Listen and answer the question
- Have Ss listen by playing the audio once. - Check answers as a whole class.
- Give feedback => Answer keys: No
b. Now, listen and fill in the blanks.
- Get Ss ready for the task.
- Play the audio twice.
- Have Ss compare their answers. - Listen to the audio twice and fill in the blanks
- Have the whole class check the answers. - Work in pairs to cross check the answers
- Give feedback. - Check answers as a whole class
- Listen to the dialogue again to check the answers
* Answer keys:
1. post office 2. train station
3. bus station 4. library

C. Consolidation (2’)
-Vocabulary related to community services.
D. Homework assigned (3’)
- Learn new words about community services.
- Write four sentences about community services near their house/ neighborhood.
- Do exercises A. New Words in the workbook (page 32)
a. Unscramble the words
b. Read the sentences and number the pictures.
- Prepare for the new lesson – Grammar articles (a/ an/ the) and prepositions of place.

2
Date of teaching: ………………………………….

Period 56
UNIT 6: COMMUNITY SERVICES
Lesson 1.2: Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know how to use definite and indefinite articles and prepositions of place
2. Ability
- improve the use of language.
- develop the ability to communicate and cooperate with their partners, to self-study
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially about the topic “Community services” conducted by the teacher
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To review the previous lesson (talking about community services near their houses)
b) Content: Talking about places for community services near their residence
c) Product: Students can talk about community services they know confidently
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
-Ask Ss to talk about community services near - Talk in pairs
their houses.
* Possible questions:
1.What are there near your house/
neighborhood?
2. Is there a stadium near your house?
......
B. New lesson (36’)
 Activity 1: Grammar (18’)
a) Objective: To know how to use definite and indefinite articles and prepositions of place
b) Content: Listening and repeating; Circling the correct words; Completing the sentences
c) Products: Ss know how to use definite and indefinite articles and prepositions of place correctly in
communication.
d) Competence: Collaboration, communication, analytical skill.
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Listen and repeat.
Presentation:
- Have Ss look at the picture. - Look at the pictures
- Play the audio CD2-03 - Listen and read the speech bubbles.
- Play the audio again. - Listen and repeat in chorus.
- Explain the grammar explanation and give - Look at the box with the different uses and examples
more examples. of articles and preposition of place, and copy
them into their notebooks.
Ex: Is there a train station near here?
The train station is on the Queen's Street.
It's next to the park.
It's between the police station and the hospital.
3
 It's opposite the post office.
- Read the sentences aloud.
b. Circle the correct word.
Practice
- Explain the task. - Read the sentences and circle words individually.
- Have Ss to read the sentences and circle the .- Share their answers with their peers, and then the
correct words. class.
- Give feedback and correct the answers. Answers keys:
1. a 2. the 3. opposite
4. a 5. the 6. between
 Activity 2: Speaking (18’)
a) Objective: To ask and answer about community services
b) Content: Looking at the map and completing the sentences then practicing the dialogue.
c) Products: Ss can use the articles and preposition of place in talking about community services.
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
c. Look at the map and complete the
sentences.
-Ask Ss to look at the map, read the - Work individually.
conversation and complete the words. - Share their answers with their partners.
- Have Ss work in pairs to check answers - Give the answers.
-Give feedback and correct.the answers Answer keys:
2. movie theater 3. it 4. train station
5. It 6. the hospital
d. Now, practice the conversation with your
partner: -Work in pairs to practice the dialogue.
-Ask Ss to practice the conversation using the
maps given. -Demonstrate the conversations in pairs in front of the
- Call some pairs to deliver the conversation in class.
front of the class.

* Production/ free practice - Role play to ask and answer about community services
- Encourage Ss to make their own dialogues near their houses, neighborhood using the articles and
- Give feedback if necessary. preposition of place.
C. Consolidation (2’)
- Summarize the grammar points presented
D. Homework (2’)
- Grammar 1 in workbook- page 33.
- Practice asking and answering about community services with a partner.
- Prepare for the new lesson: Pronunciation - Practice - Speaking (page 48)

4
Date of teaching: ………………………………….

Period 57
UNIT 6: COMMUNITY SERVICES
Lesson 1.3: Pronunciation + Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to...
1. Knowledge
- pronounce the /st/ sound correctly
- talk about public services in their town
2. Ability
- improve speaking and reading skills
- develop the ability to communicate and cooperate with their partners, to self - study
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “Community services” conducted by the teacher
- have awareness of protecting/ saving the environment
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To check up and lead in the new lesson.
b) Content: Role-play, chatting
c) Product: Students can review the contents of the previous lessons
d) Competence: Communication, collaboration, presentation, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
-Have Ss talk about community services near - Students practice asking and answering the questions
where they live. using the language learnt earlier in the unit.
- Go around the class and give support if any. Example:
Is there a supermarket...near your house?
B. New lesson (35’)
 Activity 1: Pronunciation
a) Objective: To pronounce the /st/ sound correctly.
b) Content: Listening and repeating, listening and focusing on the underlined letters.
c) Products: Students know how to pronounce the /st/ sound correctly and confidently.
d) Competence: Communication, collaboration
e) Organization of the activity:
Teacher’s activities Students’ activities
* Presentation:
a. Focus the /st/ sound.
- Briefly explain the pronunciation - Listen carefully how to focus on the /st/ sound.
b. Listen to the words and focus on the
underlined letters.
- Play the audio and draw attention to the - Listen and notice the underlined letters individually.
pronunciation of the sound of the underlined station, post office
letter (CD2 -04)
* Practice
c. Listen and repeat. -Listen and repeat in chorus and individually.
- Play the audio again and ask Ss to listen and
repeat the words given.
- Correct the mistake if necessary.
d. Read the words with the correct sound to
5
 a partner. - Practice saying the words given with a partner.
- Have students work in pairs taking turn saying
the words.
- Walk around and correct the mispronunciation
if any.
 Activity 2: Practice
a) Objective: To have students recycle the language learnt earlier to make a conversation about community
services.
b) Content: Practicing the conversation. Swapping roles and repeating, practicing with their own ideas.
c) Products: Students can make plans for a trip.
d) Competence: Communication, collaboration, creativity, public speaking, observation
e) Organization of the activity:
Teacher's activities Students' activities
* Practice:
a. Practice the conversation. Swap roles and
repeat.
- Set the context for the speaking task. - Practice the role - play with teacher.
- Demonstrate the activity by practicing the role - Work in pairs to practice the conversation. (Closed
- play with a student. pairs)
- Have student practice the conversation.
- Ask students swap the role and repeat. - Swap the role and repeat using the prompts/ cues on
the right. (Closed pairs)
- Have students demonstrate the conversation - Demonstrate the activity in pairs in front of the class.
(Teacher should ask some weaker pairs to
practice)
* Production (for better students)
b. Practice. with your own ideas. (For better
students)
- Have students practice the conversation with - Work in pairs
their own ideas. Swap roles. - Demonstrate the activity in pairs in front of the class.
- Give support if any. - Observe what they peers are doing (for those who do
not deliver the conversation in front of the class)
 Activity 3: Speaking – Is there a Library near Here?.
a) Objective: To ask and answer about community services in a new town.
b) Content: Working in pairs/ Role-play activities
c) Products: Ss can use the language learnt in the lesson in communication.
d) Competence: Communication, collaboration, presentation,
e) Organization of the activity:
Teacher's activities Students' activities
a.You’re visiting a new town. Work in
pairs. Student A, stay on this page and
answer Student B’s questions about
Maple Falls. Students B, go to page 122
(File 5) - Explore the task
- Set Ss ready for the activity by checking if
they really know what they are going to do. - Recall the target language with the class.
- Have Ss review the target language learnt
earlier so that weaker Ss can catch up with the
other Ss. - Listen to the teacher
- Remind Ss that they should pay attention to
their pronunciation and the conversation skills. - Observe
- Demonstrate a role play activity with a faster
S using the cues given in the book. - Work in pairs.
- Have Ss practice speaking the conversations
in pairs.
- Go around the class and give support if any. - Demonstrate/ Observe

6
 - Have some pairs demonstrate the role- play
in front of the class.
b. Student A, look at the map of Fair View
and ask about these places: post office,
library and train station. Add them to the - Explore the task
map. - Work in pairs
- Have Ss get ready for the task. - Demonstrate/ Observe
- Have Ss practice the conversation.
- Have some pairs role-play the conversation
in front of the class.
- Go around and give support if any.
- Give feedback.

D. Consolidation (2’)
E. Activity 5: Homework guidance (3’)
Guide Ss to do the tasks assigned.
- T guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the
next lesson.
D. Homework
- Practice stressing for most gerunds correctly.
- Make arrangements for a class trip.
- Prepare for the next lesson: Unit 8 - Lesson 2: New words and reading - page 65.
(The meaning of new words)

Date of teaching: ………………………………….

7
Period 58
UNIT 6: COMMUNITY SERVICES
Lesson 2.1: New words + Reading
I. OBJECTIVES
By the end of the lesson, Ss will be able to….
1. Knowledge
- learn and share tips on how save the environment
- use positive and negative imperatives
2. Ability
- improve speaking and reading skills
- develop the ability to communicate and cooperate with their partners, to self - study
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially about the topic “Community services” conducted by the teacher
- have awareness of protecting/ saving the environment
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: Ss will be able to talk about how they keep the environment clean.
b) Content: Talking about how to keep the environment clean.
c) Product: Students understand and have general ideas about the topic “saving the environment”
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:

Teacher’s activities Students’ activities

- Ask Ss some questions about how to keep
the environment clean. / The ways they have
done to protect the environment -Work in pairs
- Have Ss work in pairs - Give answers
- Elicit answers from Ss Answer Keys
Answers are varied
B. New lesson (35 ’)
 Activity 1: New words
a) Objective: To use some words about the environment.
b) Content: Filling in the blanks. Listening and repeating.
Matching the underlined words to the definition. Listening and repeating.
Saying what things you reuse.
c) Products: Students know how to use things we reuse to protect the environment.
d) Competence: Collaboration, communication, creativity, observation
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Fill in the blanks. Listen and repeat.
- Have Ss look at the vocabulary, the pictures - Look at the picture and guess
and guess which word to go with which
picture - Work with a partner to check the answer
- Have Ss work in pairs and cross check the - Check answers with T
answers - Listen and repeat
- Check the answers with the whole class - Practice saying the new word with a partner
- Have Ss listen to the new words and repeat * Answer keys
- Have Ss practice saying new words with a 1. trash 2. plastic bottles
partner 3. can 4. glass jar 5. plastic bag
- Give feedback
8
 b. Match the underlined words to the - Do the task individually
definitions. Listen and repeat.
- Ask Ss to do read all the sentences and do the - Check their answers with their partners
matching individually - Check answers: 1. c 2. d 3. b 4. a
- Have Ss work in pairs to cross check the
answers - Listen and repeat the underlined words.
- Give answers to the whole class
- Have Ss listen and repeat
- Give feedback and correct - Say what things to reuse in pairs.
c. Say what things you reuse. (Production) - Listen, observe/ present
- Give example: I reuse plastic bottles.
- Ask Ss to say what thing they reuse in pairs.
- Have some Ss share what the reuse in front
of the class.
 Activity 2: Reading
a) Objective: Ss will be able to read and understand Sally blogs about saving environment.
b) Content: Reading her tips and writing "True" and "False"
c) Products: Students know and have general ideas/ tips to save the environment, read for details.
d) Competence: Collaboration, communication, analytical and synthesizing skills, public speaking.
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Reading: Sally blogs about saving
environment. Read her tips and write
"True" and "False". - Explore the task given, read and underline
- Have Ss read the instruction, underline the key key words
words telling them what they are going to do.
- Ask Ss to read all the statements given and
underline the key words.
- Ask Ss to scan the text to find either key words -Read the text individually
which are in the statements or their synonyms/
antonyms…and decide if each statement if True or
False - Check their answers "T" or "F" with their
- Have Ss work in pairs to cross check the answers. partners.
- Check the answers with the whole class. * Answers keys
1. True 2. True
3. False 4. True
- If there is time, have Ss correct the false - Correct all the false statements
statement(s).
- Encourages Ss to give their own tips on how to - Share tips on how to save the environment
save the environment.
C. Consolidation (2’)
 Activity 3. Homework guidance (3’)
Guide Ss to do the tasks assigned.
- T guides Ss to have a look back on the lesson at home, do exercises in workbook and get ready for the
next lesson.
D. Homework
- Practice speaking: Ss saying their own tips about how to save the environment.
- Do exercises: New words a, b/ pages 34 (workbook)
Listening: Listen and tick/ page 35 (workbook)
- Prepare for the new lesson: Unit 6: Grammar (page 50)

Date of teaching: ………………………………….

9
Period 59
UNIT 6: COMMUNITY SERVICES
Lesson 2.2: Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use positive and negative imperatives to give instructions, orders, or advice
2. Ability
- improve knowledge, speaking and writing skills
- develop the ability to communicate and cooperate with their partners, to self - study
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially about the topic “Community services” conducted by the teacher
- have awareness of protecting/ saving the environment
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Activity 1: Warm up (5’)
a) Objective: To review the previous lesson (how to save the environment) and lead in the new lesson.
b) Content: Sharing/ collecting ideas about how to save the environment
c) Product: Students can use what they have learnt in the previous lesson in communication.
d) Competence: Collaboration, communication, observation, notetaking, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
* Option 1:
- Have Ss talk about tips to save the environment in - Share the tips on how to save the environment in
groups. groups.
- Have Ss share their answers with the class. - Share ideas with the class.
* Option 2:
- Have Ss watch a short video about tips to save the -Watch the video
environments.
https://www.youtube.com/watch?v=X2YgM1Zw4_E
(Min. 1:00 to Min 2:37) - Record the tips presenting in the video
- Request them to take notes the 10 tips while
watching. - Write them on the board
- Have S write them on the board
- Lead in the lesson about imperatives Answer keys
1. Save energy 6. Have a shower instead of a bath
2. Use reusable items 7. Turn off the water tap while brushing your
3. Separate and recycle teeth
4. Don’t waste water 8. Reuse paper
5. The toilet is not a rubbish bin = Don’t put 9. Pick up your litter
the rubbish in the toilet 10. Respect and look after the nature

B. New lesson (35’)

 Activity 1: Introduce new language
a) Objective: To use positive and negative imperatives to give instructions, orders, or advice.
b) Content: Listening and repeating.
Filling in the blanks with positive and negative imperatives.
Rewriting the sentences as negative or positive imperatives.
Saying the sentences with a partner.
c) Products: Students can use imperative to give instructions, orders, advice.
d) Competence: Collaboration, communication,
10
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Listen and repeat.
( * Presentation:
- Have Ss look at the picture and listen to the - Listen to the grammar explanation and copy the
conversation (CD 2- Track 07) form, usage and examples to the notebook
- Have Ss study the form (positive and * We use imperatives to give instructions, orders,
negative), the usage and examples of commands, requests, warnings, suggestions, ...
imperatives - Positive imperatives:
- Give Ss more examples Ex1. Recycle bottles and cans.
Ex2: Reuses glass bottles and jars.
- Negative imperatives
Ex1: Don't use plastic bags.
Ex2: Don't throw away old glass.
- Listen and repeat

b. Fill in the blanks with positive or negative

imperative statements.
* Practice: - Read the sentences and fill in individually.
- Have Ss fill in the blanks with positive or
negative imperatives - Check their answers with their partners.
- Have Ss cross check the answers with a partner - Check answers as a whole class.
and then the whole class * Answer keys.
- - Give feedback and correct if necessary. 2. Reuse 3. Recycle 4. Pick up
5. Reuse 6. Don't throw away

c. Rewrite the sentences as negative or - Do the task individually.

positive imperative statements.
- Have Ss read the instruction and the example - Check their answers with their partners.
- Give Ss time to rewrite the sentences - Check answers as a whole class.
- Have Ss work in pairs to check answers - Write the sentences on the board.
- Check answers altogether
- Give further explanation if necessary
- Give feedback and correct the answers.
d. Practice saying the sentences with a - Work in pairs
partner.
- Ask Ss to practice saying the sentences with a
partner - Share their ideas with the class
- Give feedback
- For fasters Ss, ask them to make some positive
and negative sentences using their own ideas,
then stand up and share theirs with the class
C. Consolidation (2’)
Summarize the positive and negative imperatives
Activity 3. Homework Guidance (3’).
Guide Ss to do the tasks assigned.
- T guides Ss to have a look back on the lesson at home, do exercises in workbook and get ready for the next
lesson.
D. Homework:
- Practice speaking: Using positive and negative imperatives to give instructions, orders, or advice about how
to save the environment.
- Do exercises: Grammar a, b/ page 36 (workbook)
Writing: What can we do to save the environment? Give 5 ideas. / Page 36 (workbook)

Date of teaching: ………………………………….

11
 Period 60
UNIT 6: COMMUNITY SERVICES
Lesson 2.3: Pronunciation + Speaking
I. OBJECTIVES
By the end of the lesson, student will be able to…
1. Knowledge
- pronounce the /l/ sound correctly
- learn and use words about the topic protecting/ saving the environment
- know and use positive and negative imperatives in communication
2. Ability
- improve pronunciation, speaking skill
- develop the ability to communicate and cooperate with their partners, to self - study
3. Quality
- students have awareness of protecting/ saving the environment
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any),
projector/ TV, speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To review and set the scene for the new lesson.
b) Content: Using imperatives to talk about how to save the environment.
c) Product: Ss can apply the target language learnt in the previous lessons in communication.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher’s activities Students’ activities
- Have Ss work in groups of 4 to write - Work in groups of 4, write as many imperative
down what they can do to save the sentences about how to save the environment as
environment, using imperatives possible
- Ask volunteers from 3 groups to write - Write the answer on the board
their answers on the board - Check the answer altogether
- Check the answers with the class Suggested answer keys
- Give further explanation if necessary 1. Use the bicycle
2. Don’t use the car
3. Plant more trees
4. Walk to school
5. Reuse used plastic bags
6. Don’t litter
7. ……………….
B. New lesson (35’)
 Activity 1: Pronunciation
a) Objective: To practice pronouncing the /l/ sound correctly.
b) Content: Listening and repeating; Listening to the words and focusing on the underlined letters;
Reading the words with the correct sound...
c) Products: Students know how to pronounce the /l/ sound and use it in communication.
d) Competence: Collaboration, communication, observation.
e) Organization of the activity:

Teacher’s activities Students’ activities

12
 PRONUNCIATION
a. Focus on the /l/ sound.
- Demonstrate/ explain how to pronounce the /l/ sound - Listen to the teacher
correctly
b. Listen to the words and focus on the underlined
letters. - Listen and pay attention to the
- Play the audio (CD 2- Track 8) and draw attention to underlined letters
the focused sound Ex.: recycle, bottle
c. Listen and repeat.
- Play the audio again - Listen and repeat with a focus on the
d. Read the words with the correct sound to a sound.
partner.
language little family class slow - Practice saying the words using the
sound correctly.
 Activities 2: Practice
a) Objective: Ss will be able to know how use imperative sentences.
b) Content: Taking turns saying imperative sentences.
c) Products: Students can use imperative sentences to give instructions, orders, or advice in
communication.
d) Competence: Collaboration, communication, observation
e) Organization of the activity:

Teacher’s activities Students’ activities

- Have Ss look at the instruction, the - Look at the pictures
pictures - Go through all the vocabularies with the T
- Check if Ss have any difficulties with any
vocabulary given in the task
- Demonstrate the activity using the - Work in pairs and take turns saying the imperatives
example - Check answers
- Ask Ss to practice taking turns saying - Saying the sentences in front of the class.
imperative sentences * Answer keys.
- Check answer altogether 2. Recycle plastic bags and jars.
- Have some Ss say the sentences in front 3. Don't throw away glass jars.
of the class 4. Reuse the plastic bags.
5. Reuse plastic bottles in your garden.
6. Don't throw away old clothes.
-Gives feedback and correct. 7. Recycle old newspapers.
8. Pick up plastic bottles.

 Activity 3: Speaking - Let's Protect the Earth!

a) Objective: To talk about how to protect the Earth.
b) Content: Discussing and choosing six tips to protect the environment.
c) Products: Ss can use the target language to talk about ways to protect the environment.
d) Competence: Collaboration, communication, negotiation, creativity.
e) Organization of the activity:

Teacher’s activities Students’ activities

13
 a. You want to write an article about how to
protect the earth. Work in pairs. Discuss and
choose six tips to add to your notes. -Listen to the T
- Set the situation of the speaking task and give - Think of six tips to protect the environment
examples individually
- Have Ss discuss in pairs and choose six tips... - Work in pairs to discuss and choose 6 tips
- Give feedback and correct the answers
b. Share your ideas with another pair. Now,
discuss and choose three things you can do in your - Join another pair and share thee 6 tips chosen
home. - Negotiate 3 things for all to do at home to
- Have Ss join another pair to share their ideas and protect the earth
then agree on 3 things that all can do at home - Present your 3 tips to the class/ Listen to their
peers

- Have a representative in some groups to share their

ideas to the class.
- Give feedback and correct.

C. Consolidation (2’)
Summarize the main points of the lesson (Pronunciation of /l/, imperatives)
Activity 5. Homework Guidance (3’)
Guide Ss to do the tasks assigned.
- T guides Ss to have a look back on the lesson at home, do exercises in workbook and get ready for
the next lesson.
D. Homework
- Learn new word by heart.
- Talk about how to protect the environment in your home or school.
- Do homework: Grammar, writing in workbook (page 35)
- Prepare the new lesson: Unit 6 - Social Studies - New words, listening (page 52)

Date of teaching: ………………………………….

14
Period 61
UNIT 6: COMMUNITY SERVICES
Lesson 3.1: New words + Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- talk about environmental charities
- ask for repetition
2. Ability
- improve their language skills
- develop the ability to communicate and cooperate with their partners, to self - study, to solve problems in
conversation situations
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “Community services” conducted by the teacher
- have awareness of taking part in environmental charities
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player....
III. PROCEDURES
A. Warm up (5’)
a) Objective: To review the previous lessons and to introduce new lesson.
b) Content: an open discussion
c) Product:
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
- Have Ss work in groups of 4 to ask and answer these - Work in groups and take turns discussing the
questions questions given
1. Name some public services near your house. Are they
good?
2. What do you do with your family to save the
environment?
3. What do you do with your friends to protect the earth?
4. What do you think about recycling things?
5. Do you give money to help poor people?
- Walk around the classroom to give support if necessary - Present/ Observe
- Have some Ss to give their answer to the whole class
B. New lesson (35’)
 Activities 1: Introduce new language
a) Objective: Ss can identify, understand the situation and language materials (new vocabulary items).
b) Content:
- Circling the correct definitions of the underlined words.
- Discussing and answering the questions.
c) Products: Ss know how to discuss and answer about environmental charities
d) Competence: Collaboration, communication, critical thinking
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Circle the correct definitions of the
underlined words. Listen and repeat.
- Have Ss work in pairs, read each question, - Work in pairs
focus the underlined word, then read each - Read all the questions
option given and work out the answer by - Discuss which option to choose for each question

15
 guessing the meaning/ synonyms - Check answers
- Check the answer with the class - Listen, repeat and practice saying the new words
- Have Ss listen and repeat, then practice * Answer keys: 1. a 2. a 3. b 4. b 5. a
saying them
- Work in pairs taking turns asking and answering the
b. Discuss and answer the questions. questions given
- Give examples and let Ss discuss and answer * Answer keys: varied answers
the questions
- Walk around and give support if necessary
 Activity 2: Listening
a) Objective: To listen and understand about a charity.
b) Content: listening and choosing correct answer, listening and filling in the blanks
c) Products: Ss can improve their listening comprehension skills (for main ideas and for specific
information).
d) Competence: Collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:
Teacher's activities Students' activities
a. Listen to two people talking about a
charity. Does the charity work in one
country or many countries?
* Pre listening: - Do as guided
-Set the context of the listening task and ask Ss
to guess and to lead in the task.
Possible questions:
1. What are we going to listen?
2. How many speakers are there?
3. What’s the name of the charity?
4. Where is it? Do you think it works in 1
country or in many?
5. What did they want to protect?
6. What problems did they have to solve? - Listen and find the answer
*While listening
- Play the audio once (CD 2 – Track 10) and - Check the answer
ask Ss to listen to find out whether this charity * Answer keys: many countries (in 2018, over a million
works in 1 country or many people in many countries took part in a huge beach
- Have Ss give the answers and feedback cleanup)

b. Now, listen and fill in the blanks. - Do as guided

*Pre listening
- Ask Ss to read the sentences carefully and try - Listen carefully and fill in the blanks.
to guess what kind of answers each is (a name? - Share the answers with their partners.
a number? a noun? a verb?) - Give their answers.
* While listening * Answer keys: 1. 1986 2. wildlife
- Play the audio again (CD 2- Track 10) 3. ten 4. donate
- Have Ss cross check the answers with a
partner
- Give feedback and correct if necessary - Work in pairs/ groups
- Take turns asking and answering the given questions
* Post listening: - Present their ideas to the class
- Have Ss answer these possible questions
1. Do you know any similar charity? Where is
it? When did it started?
2. Do you want to help Trash Free Seas
charity? Why?/ Why not?
- Go around and help if necessary
 Activity 3: Conversation Skill and Useful Language
16
a) Objective: To be able ask for repetition.
b) Content: Listening and repeating/ Asking and answering
c) Products: Ss can ask someone to repeat something.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher's activities Students' activities
* Conversation Skill:
- Explain the conversation skill: Asking for - Listen and copy down in their notebook.
repetition *Note:
Asking for repetition
To ask someone to repeat something:
+ Sorry, could you repeat that?
+ Sorry, could you say that again?
- Play the audio (CD 2- Track 11) - Listen and repeat.
- Practice asking for repetition with a S - Do as guided/ Observe
- Have Ss practice asking for repetition - Work in pairs

* Useful language
Listen and repeat.
- Ask Ss to look at the useful language box.
- Play the audio (CD 2 – Track 12). Have Ss - Listen and repeat.
listen to useful language
- Have Ss practice asking and answering the - Practice the useful language
useful language in the box
- Have Ss replace the words in blue with - Practice further
similar words they know
- Give feedback/ support if any
C. Consolidation (2’)
- New vocabulary
- Conversation skill (Asking for repetition)
- Useful language (Asking about a charity)
Activity 5: Homework guidance (3’)
Guide Ss to do the tasks assigned.
- T guides students to have a look at the lesson at home, do exercises in workbook and get ready for the next
lesson.

D. Homework
- Learn new words by heart.
- Do exercises: New words a, b in workbook (pages 36)
-Prepare for new lesson: Period 62 - Unit 6: Social Studies - Community Services: Reading - speaking (page
53)
- Think of what you have done to save the world.

Date of teaching: ………………………………….

17
Period 62
UNIT 6: COMMUNITY SERVICES
Lesson 3.2: Reading + Speaking + Writing
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- read about a charity in Vietnam
- speak about how to save the earth
- write a paragraph about an organization
2. Ability
- improve their skills (Reading, Speaking and Writing)
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “Community services”
- have awareness of taking part in environmental charities
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
CD player, DCR & DHA on Eduhome
III. PROCEDURES
A. Warm up (5’)
a) Objective: To review the previous lesson.
b) Content: Vocabulary game
c) Product: Students can review and remember new words related the topic of unit 6.
d) Competence: Collaboration, communication,
e) Organization of the activity:
Teacher’s activities Students’ activities
Revision: Kim's Game.
- Divide the class into two groups - Look at the pictures (for 20 seconds)
- Show the pictures of police station, train
station, hospital, library, throw away, recycle,
reuse, pick up,...
- Put away the pictures -Write
- Have Ss write down as many vocabulary
items as possible in 1 minute (The group with
the most vocabulary items is the winner) -Say all the words as the whole class
- Have Ss read out loud all the words together
B. New lesson (35’)
 Activities 1: Reading (10’)
a) Objective: To read for main ideas and for details, to be inspired by the beauty and meaning of charity
practice
b) Content: Reading the article, choosing the best headline and filling in the blanks
c) Products: Ss can have general ideas about environmental charity in Viet Nam
d) Competence: Collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Read the article and circle the best headline.
* Pre- reading:
- Set the context of the reading task and or ask Ss some - Work in pairs asking and answering the
questions to lead in the topic of the task. questions given
Suggested questions:
1. Do you know any charity in Vietnam?
2. Where are they?
3. What do they do?

18
 4. How can they help?
* While - reading: - Read the article and circle the best headline
- Have Ss read the given headlines and underline the key individually
words - Check the answers with their partners
- Get Ss read the article quickly (skim) and circle the best - Check answer as a whole class
headline. (For main idea) * Answers: 1. a (An Environmental Charity in
- Check answer as a whole class Vietnam)
- Give feedback
b. Read the article and fill in the blank. -Work in pairs to find out what is missing
- Have Ss read all the questions, work out the type of from each question
words needed for each gap Suggested answers
2. a noun 3. a noun 4. a verb
- Read the article again individually
- Ask Ss to scan the article to find words/ synonyms/
paraphrases of words/ phrases in the questions and fill in - Check the answers with their partners.
the blanks. - Give their answers.
- Go around the class to give support if any * Answer keys
- Check the answer and give explanation if necessary 2. Phu Quoc Island 2. Earth Day
3. donate
 Activity 2: Speaking - Help us Save the World (10’)
a) Objective: To talk about a charity and describe a charity they want to help.
b) Content: Working in pairs to describe a charity they want to help
c) Products: Students can use the target language learnt to talk about some charities and say which one they
want to help
d) Organization of the activity:
Teacher's activities Students' activities
Help us Save the World!
a. You and your friend want to help a
charity...
- Set the situation of the speaking task. - Work in pairs. (Student A stay on the current page and
- Practice the role - play with a student. student B turn to page 123, File 7.
- Have Ss practice the role-play. - Students B asks Student A question about Trash Hero
World and make note in their notebook.
b. Decide which charity you want to help. - Swap roles. Students A asks Student B question about
- Have Ss discuss and choose the charity to Earth, watch and make note in their notebook.
help
- Give feedback - Work in groups of 4 to discuss and choose a charity
they want to help and explain why.
- Demonstrate the activity in front of the class.

 Activity 3: Writing (15’)

a) Objective: To write a paragraph about the Worldwide Fund for Nature (WWF)
b) Content: Using the notes to write a paragraph about (50 - 60 worlds)
c) Products: Students can use the target language to produce a paragraph about WWF
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:
Teacher's activities Students' activities

Use the notes to write a paragraph about

the Worldwide Fund for Nature (WWF).
Write 50-60 words.
* Pre - writing:
- Explain to Ss how to write a paragraph and - Listen to the explanation carefully.
give ideas, new words if necessary
* While - writing:
- Have Ss write a paragraph - Use the notes to write individually.

19
 - Have some Ss to put their writing on the
board - Write their paragraphs on the board.
- Give feedback and correct.
* Post - writing: - Talk about the Worldwide Fund for Nature (WWF)
- Encourage better students to talk about the individually.
Worldwide Fund for Nature (WWF).

* Note: Teacher can have students study/ do Suggested answers

exercises in Review if there is time. The World Wide Fund for Nature (WWF) is a very large
charity. They work to protect wildlife and the
environment. They also find ways to make sure everyone
has enough food and reduce food waste. They started in
1961 in Switzerland and now they work in more than one
hundred countries. To help WWF, you can donate
money. They are the largest wildlife charity in the world

D. CONSOLIDATION (1’)
- Vocabulary about charity
Activity 4: HOMEWORK IDEAS
Guide Ss to do the tasks assigned.
- T guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the
next lesson.

E. HOMEWORK (4’)
- Learn new words by heart.
- Read the article and answer the questions in workbook. (Page 37)
- Practice speaking how to help us save the world with your partner.

Date of teaching: ………………………………….

20
Period 63
UNIT 6: REVIEW
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- review words related to environmental charity, grammar: A/ an/ the; prepositions of place Pronunciation:
/st /; /l/
2. Ability
- improve their skills: Reading- Speaking - Writing
- develop the ability to communicate and cooperate with their partners and other skills
3. Quality
- Have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “Community services”
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To help students relax and feel motivated, review the vocabulary learnt previously
b) Content: Game
c) Product: Ss can recall the vocabulary learnt in the unit
d) Competence: Collaboration, communication
e) Organization of the activity:
Teacher’s activities Students’ activities
- Have Ss work in group of 4 to write down as many -Work in groups, write
vocabulary items in the unit as possible in 1 minute (books
closed) - Check
- Have them open their books and check if what have written
is correct - Tell the class the number of correct items
- Ask them to share how many correct vocabulary items they
(each group) have written, the group with the largest number
of correct items is the winner
B. New lesson (35’)
 Activities 1: Listening (7’)
a) Objective: To listen and understand five short conversations and choose the correct answers.
b) Content: Listening and choosing the correct answer
c) Products: Students can listen for details
d) Competence: communication, collaboration, analytical and synthesizing skills
e) Organization of the activity:
Teacher’s activities Students’ activities
Listening: You will hear five short conversations. You
will hear each conversation twice. There is one - Listen and read the sentences carefully.
question for each conversation. For each question, - Listen five short conversations and choose the
choose the correct answer (A, B or C) correct answer individually.
-Explain the listening task, have Ss read through each - Check their answers with their partners.
question and its options, underline the key words - Check answers as a whole class to choose the
- Play the audio twice best headline.
- Have Ss work in pairs to cross check the answers - Listen each short conversation again to check
- Give feedback. their answers.
- Play the audio again if necessary Answer: 1. B 2. C 3. A 4. C 5.
C

Activity 3: Reading (8’)

a) Objective: To read and understand the paragraph about saving the environment.
21
b) Content: Reading a paragraph ans choosing the correct answer.
c) Products: Student can read for details
d) Competence: communication, collaboration, analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
Read the paragraph. Choose the best word
(A, B or C) for each place.
- Explain the task, give some time for Ss to - Listen carefully, read the options
read through all the options in each question. - Read and choose the correct word individually.
- Ask Ss to read the paragraph and choose... - Check their answers with their partners.
- Have Ss cross check the answer with a - Give the answers
partner Answer keys
- Check the answers with the whole class 1. A 2. B 3. C 4. A 5. B
- Give further explanation if necessary
Activity 4: Use of language (Vocabulary, grammar, pronunciation) (20’)
a) Objective: Ss will be able to:
- match vocabulary items with their descriptions.
- review the uses of definite and indefinite articles and use the prepositions of place.
- pronounce the /st/, /l/ sounds correctly.
b) Content:
- Matching the words with the descriptions.
- Circling the correct words.
- Circling the words which has the underlined part pronounced differently from the others.
c) Products: Students can review, remember vocabulary, grammar, pronunciation in unit 6.
d) Competence: analytical skills, communication, collaboration
e) Organization of the activity:
Teacher's activities Students' activities
Vocabulary
* Match the words with the descriptions - Study the task
- Explain the task, give Ss time to read the words - Read and match individually.
and the definition - Give their answers.
- Have Ss do the matching * Answer:
- Check the answers 1. c 2.g 3.f 4.a
5. h 6.b 7.d 8. e
Grammar - Work individually.
Circle the correct words. - Give their answers
- Review language focus * Answer:
- Ask Ss to circle the correct words. 1. a 2. does 3. Recycle 4. can 5. the 6.
- Give feedback Don't 7. between 8. do
Pronunciation - Work individually.
Circle the words which has the underlined part - Give their answers
pronounced differently from the others - In pairs, take turns saying the words
- Review the /st/, /l/ sounds * Answer:
- Ask Ss to read and circle. 1. D 2. B 3. B
- Give feedback 4. D 5. B 6. C
- Ask Ss to practice saying all the words

D. Consolidation (2’)
- T summarizes all the target language in the unit
E. HOMEWORK IDEAS (3’)
Guide Ss to do the tasks assigned.
- T guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the
next lesson.
Date of teaching: ………………………………….

22
Period 64
UNIT 7: MOVIES
Lesson 1.1: New words and Listening

I. OBJECTIVES
By the end of the lesson, Ss will be able to
1. Knowledge
- talk about movies, kinds of movies they like and dislike.
2. Ability
- improve listening and speaking skills.
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in
conversation situations.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “movies”.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To help students relax and get interested in the topic of the lesson
b) Content: Listening to parts of some soundtracks or watching short extracts from some famous movies
c) Product: Ss understand and have general ideas about the topic "movies".
d) Competence: collaboration, communication, guessing
e) Organization of the activity:
Teacher’s activities Students’ activities
- Let Ss watch some short extracts from famous
movies (Titanic, I see yellow flowers on the - Watch and guess the name of the movies
green grass...)

B. New lesson (35’)

 Activities 1: New words (15’)
a) Objective: to talk about kinds of movies they like and dislike
b) Content:
- Numbering the pictures, listening and repeating
- Discussing what kinds of movies they like and dislike
c) Products: Ss talk about different kinds of movies.
d) Competence: collaboration, communication, presentation
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Number the picture. Listen and repeat.
* Presentation:
- Pre teach new words - Guess the meaning of new words and copy new words
(Use pictures/ definitions) in their notebooks.
+ Comedy (n)
+ Science fiction (n)
+ Horror (n)
+ Action (n)
- Have the students practice the new words + Drama (n)
- Calls some Ss to read the new words + Animated (n)
individually - Practice new words in chorus/ individually
- Check vocabulary - Teacher helps Ss to - Ss remember the words and call out the words
remember the new words by deleting the words
and then asks to call out. (Rub out and
23
 remember)
* Practice
- Have students number the pictures - Look at the pictures and number (work individually)
- Share the answers with their partners in pairs/ groups
- Give feedback and correct the answers of 3 - 4).
- Present their answers as a whole class.
* Answer keys:
- Play the audio (CD2 - 13) A-3 B-6 C-2 D-4 E-5 F-1
Production: - Listen and repeat new words in chorus.
* b. Students say what kinds of movies they
like and dislike.
(Instead of discussing)
- Have the Ss practice
- Have Ss perform
- Work in pairs.

- Say what kinds of movies they like and dislike.

 Activity 2: Listening Skill (15’)
a) Objective: To listen to people talking about a movie for gist/ details
b) Content: Listening and noting down.../ Filling in the table
c) Products: Ss get the main idea and the details of the talk on the recording.
d) Competence: Listening synthesizing and synthesizing skills, communication
e) Organization of the activity:
Teacher's activities Students' activities
* Pre - listening:
- Ask Ss to look at the picture and the tasks - Look at the question, read and underline the key
- Make sure Ss understand the context of the words, guess the answer
listening and are clear about what they are
going to do
* While - listening
a. Listen to three friends talking. Note down
what kind of movie they are going to see.
(Listening for general idea) - Listen to the whole talk
- Play the audio once without stopping for main - Give the answer
idea. (CD2 - 14) * Answer key: animated movie
- Ask Ss to write the answer
- Check the answer with the whole class
b. Now, listen and fill in the table with the
movie time.
(Listening for details) - Listen to the audio carefully individually and fill in
- Have Ss look at the questions and guess the the time
answers
- Ask the students to listen and fill in the table
- Play the audio twice - Share the answers with their partners.
- Have Ss compare their answers with their - Give the answer as a whole class.
friends’ * Answer keys:
- Give feedback Sat Sun
- Discuss the techniques Ss used for each of the Scary Gary 4:30
listening tasks Tiger Toes 2:30, 7:30 5:00
* Post - listening: Suggested answers
- Have Ss share which movie they would like I would like to watch Scary Gary because I like horror
to watch and why they want to watch it movies. It’s scary but I like it.
 Activity 3: Conversation Skill (5’)
a) Objective: To help Ss start a friendly conversation
b) Content: Listening and repeating
c) Products: Ss know how to start a friendly conversation.

24
d) Competence: communication
e) Organization of the activity:
Teacher's activities Students' activities
* Presentation
- Focus Ss’ attention on the conversation skill box - Ss pay attention to the way to start a friendly
- Explain that we can start a conversation with a conversation and copy down in their notebooks.
friend by saying "Hey" and then introducing the Ex: A: Hey! Do you want to the movies on Sunday?
topic B: Sure. What time is the movie?
* Practice: - Listen and repeat
- Play the audio (CD2 - 15) - Work in pairs (Their own conversations)
- Have some students practice the conversation
in front of the class.

C. Consolidation (3’)
Elicit answers from Ss about:
- the types of movies they have learned in the lesson
- the techniques used when listening for gist/details
- the way to start a friendly conversation
D. Homework (2’)
- Learn new words about kinds of movies by heart.
- Talk about movies you like and dislike.
- Do exercises A. New Words in the workbook
a. Unscramble the words (page 38)
b. Fill in the blanks using the words in task 1. (Page 38)
- Listening. Listen and circle (WB - CD 20)
- New lesson: Grammar: Review/ remember some prepositions of time you have learnt and how to use them.

Date of teaching: ………………………………….

25
Period 65
UNIT 7: MOVIES
Lesson 1.2: Grammar

I. OBJECTIVES
By the end of the lesson, Ss will be able to
1. Knowledge
- use prepositions of time.
2. Ability
- improve the use of language and speaking and writing skills.
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “movies”, enjoy seeing educational movies.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Activity 1: Warm up (5’)
a) Objective: To review/ remember the name of kinds of movie
b) Content: Playing the game of Lucky numbers
c) Product: Ss remember new words about kinds of movies.
d) Competence: Collaboration, communication, critical thinking
e) Organization of the activity:
Teacher’s activities Ss’ activities
Option 1. Lucky number (Teacher - Ss)
Lucky Numbers: (Group work)
- Write 10 numbers on the board from 1 to 10. - Listen to the teacher's questions
- Tell Ss that each number is for a question but 4 of them are carefully and give the kinds of movies
lucky number. For a lucky number, Ss will get 2 marks (work in teams - two teams)
without answering any questions. For other numbers, Ss * Answer keys:
have to answer the questions. If their answer is correct, that 1. comedy 2. animated/ animation
team will get two points; if it is incorrect, the other team will 3. Lucky number 4. action 5. science
answer and gets only one point for their answer. fiction 6. Lucky number 7. Lucky
=> T: Say the definitions of kinds of movies number
* Possible questions: 8. horror 9. romantic comedy
1. a movie that makes the audience laugh 10. Lucky number
2. a movie that features cartoon characters
3. Lucky number
4. a movie that usually features lots of stunts and fighting
5. a movie that is set in the future, often featuring science
6. Lucky number - Look at the posters and answers.
7. Lucky number
8. a movie in which strange and frighting things happen
9. a movie which combines comedy with a love story
10. Lucky number
* Option 2:
- Let the Ss see posters of some famous actors. actresses and
give their names...
B. Activities 2: NEW LESSON - GRAMMAR (35’)
a) Objective: To use prepositions of time at/ in/ on...
b) Content:
- Listening and repeating
- Filling in the box/ table, blanks
26
- Speaking
c) Products: Ss can use prepositions of time to say when things happen appropriately in communication.
d) Competence: Collaboration, communication, analytical skill, presentation and creativity
e) Organization of the activity:
Teacher’s activities Ss’ activities
* Presentation
a. Listen and repeat.
- Play the audio (CD2-16) - Look at the box and answer individually.
- Ask Ss to repeat - Listen to the grammar rules and copy them down in
- Ask Ss if they know what the words “on”, “at”, their notebooks.
in the conversation are called in English * Prepositions of time:
- Ask Ss to read the theory box We use Prepositions of time to say when things
- Elicit the grammar rules from Ss happen.
- Elaborate on the concepts of “days”, “dates”, - Use on with days and dates.
“periods of time”, “specific times” by giving - Use at with specific times.
several examples to make sure Ss clearly - Use in with periods of time.
understand these concepts Ex1: on Sunday/ on September 5th
Ex2: at night/ at noon...
Ex3: in the Winter, in August/ in 2021....
- Listen and repeat in chorus

- Work individually
- Share the answers with their partners.
* Practice * Answer keys:
b. Writes the time words in the correct box. - On: Saturday, Christmas Day, Tuesday night, my
- Have Ss write the time words in the correct box. birthday, July 27
- Ask Ss to give the answers - At: six thirty, bedtime, three clocks
- Give feedback - In: the morning, the evening, the summer, May

c. Fill in the blanks

- Have Ss fill in the blanks - Work individually
- Give feedback and correct - Share the answers with their partners

* Answer keys:
* Production 2. in the evening, 3. at 2.30 4. on Sunday at 10a.m
d. Now, with your partner, ask and answer 5. in the summer 6. at 10:30 in the morning
about what you are doing at different times.
- Have Ss take turns asking and answering about
what they are doing at different times. - Work in pairs.
- Have some pairs demonstrate the activity - Demonstrate the activity in front of the class.

C. Consolidation (3’)
- Elicit answers from students about what these things are, and which preposition to use with each of them
+ days, + dates, + periods of time, + specific times
- Ask Ss to give some examples
D. Homework (2’)
- Learn the usages of: on/ in/ at.
- Do exercises on page 39 in the workbook.
+ Fill in the blanks with the correct prepositions.
+ Writing. Answer the questions using your ideas or the given information.
- New lesson: Pronunciation/ Practice/ Speaking on page 56.

Date of teaching: ………………………………….

27
Period 66
UNIT 7: MOVIES
Lesson 1.3: Pronunciation + Speaking

I. OBJECTIVES
By the end of the lesson, Ss will be able to
1. Knowledge
- recognize the schwa sound /ə/ in the weak form of the preposition “at” and pronounce it correctly.
- make and respond to suggestions about movies.
- start the conversation in a friendly way.
2. Ability
- improve speaking skill.
- develop the ability to communicate and cooperate with their partners, to self - study, to solve
problems and other skills
3. Quality
- have positive attitude in English language learning so that they actively participate in all
classroom activities, especially about the topic “movies”.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, S’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Activity 1: Warm up (5’)
a) Objective: To help Ss relax and introduce the topics in such a way as to arouse Ss' interest.
b) Content: Listening to a song
c) Product: Ss can sing famous songs such as: "My heart will go on"....
d) Competence: Collaboration, communication
e) Organization of the activity:
Teacher’s activities Ss’ activities
- Let the Ss listen to the song "My heart
will go on" - Enjoy the song
- Encourage a S to sing the song - Sing the song together

B. New lesson (35’)

 Activities 1: Pronunciation (5’)
a) Objective: To be aware of how the sound of the preposition "at" changes when unstressed and
pronounce it correctly
b) Content: Listening and repeating
c) Products: Ss pronounce the unstressed "at" correctly.
d) Competence: analytical skill, observation
e) Organization of the activity:
Teacher’s activities Ss’ activities
* Presentation:
a. "... at..." often sounds like /ət/ (but not
at the start). - Listen carefully how to pronounce the given
Briefly explain the pronunciation feature sound
b. Listen. Notice the sound changes of the
underlined words.
- Play the audio and draw attention to the - Listen and notice the sound changes individually
pronunciation feature. (CD2 - 17) - Listen and repeat with a focus on the feature.
28
 - Play the audio again and have Ss practice It's on at 7 :30. My lesson 's at 10.
* Practice
c. Listen and cross out the one with the
wrong sound changes. - Listen and cross out the one with the option that
- Play the audio and draw attention to the doesn't use the correct pronunciation feature.
pronunciation feature. (CD2 - 17) I'm playing soccer at 2 p.m./ The movies starts at
- Play the audio again and check the 7:30.
answers - Listen again and give the answers as a whole
class.
* Answer key: The movies start at 7:30 - Wrong
(Doesn't use the weak form.)
 Activity 2: Practice (15’)
a) Objective: To make and respond to suggestions about movies
b) Content: Practicing the conversation; swapping roles and repeating; practicing with their own
ideas
c) Products: Ss can make and respond to suggestions about movies.
d) Competence: Collaboration, communication, public speaking
e) Organization of the activity:
Teacher's activities Ss' activities
* Practice:
a. Practice the conversation. Swap roles
and repeat.
- Demonstrate the activity by practicing the - Practicing the role - play with teacher.
role-play with a S - Work in pairs to practice the conversation
- Have S practice the conversation (Closed pairs)
- Ask Ss swap roles and repeat - Swap the role and repeat using the prompts/ cues
- Have Ss demonstrate the conversation on the right (Closed pairs)
(Teacher should ask some weaker pairs to - Role play the activity in pairs in front of the class
practice)
* Production (for better Ss)
b. Practice. with your own ideas. (For
better Ss) - Work in pairs
- Have S practice the conversation with - Demonstrate the activity in pairs in front of the
their own ideas; swap roles class
 Activity 3: Speaking - IT'S MOVIE NIGHT! (15’)
a) Objective: To start the conversation in a friendly way and to use the language learnt earlier in
communication
b) Content: Working in pairs; joining another pair to form a group
c) Products: Ss can start a conversation in a friendly way and can use what they have learnt to
produce the language
d) Competence: Collaboration, communication, critical thinking, ceativity, presentation
e) Organization of the activity:
Teacher's activities Ss' activities
a. You are choosing movies to watch on
Friday, Saturday, and Sunday. Work in
pairs. Turn to page 122, File 6.
- Setting the context of speaking task
- Demonstrate the activity/ the dialogue - Practice the dialogue with teacher.
by practicing with a good S
- Have Ss turn to page 122, File 6 - Look at the movies listed and choose a movie to
b. Join another pair. Did you choose the watch on Friday, Saturday, Sunday using the
same movies? movie schedule.
29
 - Have Ss join another pair and compare - Work in pairs to practice the dialogue/
which movie they chose to watch conversation.
- Have some Ss share their ideas with the
class
* Production/ free practice:
- Encourage Ss make their own similar - Work in pairs and then demonstrate the
conversation conversation.

C. Consolidation (3’)
- Ask Ss some questions that require the preposition “at” in the answers
- Ask the rest of the class to give feedback on whether their friends pronounce the word “at”
correctly
- Ask Ss how to start a conversation in a friendly way

D. Homework (2’)
- Practice how to pronounce the sound change.
- Practice speaking with your classmate to make and respond to suggestion about movies.
- Write a short paragraph about an exciting movie you have seen recently.
You should write:
+ Name of the movie
+ Type of movie
+ Actors/ actresses or director
+ What happens in the movie?
+ How is the movie?
+ What about the ending?
* New lesson: adjectives used to express opinions and exchange information about movies.

Date of teaching: ………………………………….

Period 67
30
 UNIT 7: MOVIES
Lesson 2.1: Vocabulary + Reading

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- express opinions and exchange information about movie
2. Ability
- improve Speaking skill and read for specific information.
- develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and
other skills
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “movies”.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To help Ss relax, and get interested in the topic of the lesson
b) Content: Chatting
c) Product: Ss talk about a movie.
d) Competence: Collaboration, communication, public speaking, critical thinking
e) Organization of the activity:
Teacher’s activities Ss’ activities
- Greet Ss with a big warm/lovely smile to - Tell the story of a movie in front of the class
make Ss feel motivated * Possible answer:
Titanic is a romantic movie, directed by James Cameron.
* Option 1: It stars Leonardo Dicaprio and Kate Winslet. The movie
- Encourage a student to tell the class about is about the sinking of the ship Titanic on its first voyage.
an exciting movie he/ she has seen recently The movie has a sad ending – the Titanic sinks and more
than a thousand people die in the disaster.
* Option 2.
- Elicit some adjectives describing movies - Add adjectives to the spidergram
from the Ss using a spidergram to lead into * Possible answers:
the new lesson disappointing, exciting, amazing, boring, fantastic,
terrible, funny, awful, great, gripping, scary, hilarious,
- Explain some new words if necessary violent, moving, shocking, ...
- Listen to the meanings and copy them down in their
notebooks
- Listen and repeat them
B. New lesson (35’)
 Activities 1: New words (15’)
a) Objective: To use some adjectives to describe movies....
b) Content: Filling in the blanks, talking about kinds of movies....
c) Products: Ss can use a number of adjectives to express opinions about movies.
d) Competence: Collaboration, communication
e) Organization of the activity:
Teacher’s activities Ss’ activities

31
 * Presentation:
a. Fill in the blanks with the opposite
adjectives. Listen and repeat. * New words: terrible, sad, boring, funny, exciting,
- Pre-teach new words if necessary great, awful.
Memory game: What and Where - Listen carefully and write down new words in their
- Write the words on the board, put each word in a notebooks.
circle.
- Ask Ss to chorally say the words - Repeat the words chorally
- Rub out the word one by one
- When all the circles are empty, ask Ss to say the
words again; make sure the Ss can remember the - Say the words again and memorize which word is in
words in association with the circles. which circle
- Call some Ss to go on the board and write the - Go to the board and write the words in correct
words in correct circles again. circles
- Ask Ss to fill in the blanks with the opposite - Work individually to fill in the blanks
adjectives - Give the answers
- Give feedback * Answer keys: terrible - fantastic sad - funny
awful - great boring - exciting
Practice
b. Talk about kinds of movies you like and
don't like using the adjectives. - Work in pairs
- Give an example - Talk about the kinds of movies they like and don't
- Let Ss do the speaking task like using the adjectives
- Give feedback and correct the answers * Possible answers:
+ I think science fiction movies are very great/
useful.
+ I think "Crazy Coconut", a romantic comedy, is
very funny and entertaining.
 Activity 2: Reading (20’)
a) Objective: To be able read for main ideas and specific information
b) Content: Underlining the correct final sentences/ reading the reviews again and answering the questions.
c) Products: Ss can understand the main ideas of the movie reviews and identify some specific information
about them.
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:

Teacher's activities Ss' activities

* Pre - reading:
- Set the context/ Introduce the topic of the - Read the movie reviews individually
reading task. - Share the answers with their partners (in pairs)
* While - reading: - Give the reasons for their choice
a. Tina wrote two movie reviews for her blog. * Answer keys:
Underline the correct final sentences. - Picture Day: Don't watch this movie.
- Have Ss read the two movie reviews and - Sally's Travels: What a fantastic movie!
underline the final sentences.
- Check the answer as a whole class. - Look at the question’s individual
- Give feedback - Read them again and answer the questions
individually
b. Now, read the reviews again and answer - Give answers as a whole class.
the questions. * Answer keys:
- Let Ss look at the questions, underline the key 1. a sad drama 2. It was boring 3. an action
words movie
- Have Ss read the two movie reviews again and 4. It was exciting 5. She was very funny.
answer the questions
- Give feedback and correct the answers
- Do an oral movie review (individually) in front of the
* Post - reading class
32
 - Encourage Ss to give a short review of their
favorite movies using the ones they’ve just read
as models

C. Consolidation (3’)
- Ask Ss to recall the vocabulary they have learned in the lessons and think of some sentences containing
these vocabulary items
- Ask some Ss to say their sentences to the class
- Ask the rest of the class to comment on the sentences
- Give feedback

D. Homework (2’)
- New lesson: adjectives used to express/ describe movies.
- Talk about kinds of movies you like and don't like using the adjectives.
- Do exercises a, b, c on page 40 in the workbook.
- Prepare for the next lesson: Grammar (page 58)

Date of teaching: ………………………………….

33
Period 68
UNIT 7: MOVIES
Lesson 2.2: Grammar

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the Past Simple with "to be" was/ were to talk about completed events, states, or actions.
2. Ability
- improve the use of language, writing, speaking skills.
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “movies”.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To review adjectives Ss have learnt, help them relax and feel motivated
b) Content: Playing "Bingo"
c) Product: Ss can use adjectives they learnt correctly
d) Competence: communication, understanding instructions
e) Organization of the activity:
Teacher’s activities Ss’ activities
BINGO (Teacher - whole class) - Write 5 adjectives on a piece of paper
- Ask each student to get a small piece of paper and write - Listen to the teacher carefully
down 5 of the adjectives from the previous lesson - Cross out the words the T calls out, if
- Prepare a list of adjectives: disappointing, exciting, any.
amazing, boring, fantastic, terrible, funny, awful, great, - Give instruction to the game: Every time
gripping, scary, hilarious, violent, moving, socking, ... the T calls out an adjective, if anyone has
- Call out each word in a loud voice the same word, they cross it out. The first
person to cross out all 5 adjectives shouts
"Bingo" and wins the games.
B. New lesson (35’) - Grammar
a) Objective: To help Ss understand and use the past simple tense with "to be"
b) Content: Circling the correct verbs, completing the table and dialogue
c) Products: Ss can use the past simple to talk about completed events, states, or actions.
d) Competence: Collaboration, communication, critical thinking, public speaking
e) Organization of the activity:
Teacher’s activities Ss’ activities
* Presentation:
a. Listen and repeat.
- Have Ss look at the picture. - Listen and read the speech bubbles
- Play the audio - Listen and repeat
- Play the audio again - Look at the grammar explanation/ grammar table
- Explain the use of the past simple tense with "to with the different forms
be" - Listen and copy down in their notebooks
- Make sure Ss understand the key terms: - Read the sentences aloud
completed event, states, or actions
- Emphasize that the verb “to be” is mainly used
for states - Listen carefully

34
 * Practice: - Read the sentences and circle the correct verbs
b. Circle the correct verbs. (individual work)
- Demonstrate the exercise using the example - Give the answers
(EX1) * Answers: 2. was 3. was 4. were
- Ask student to read the sentences and circle... 5. Were 6. was
- Give feedback - Read the dialogue carefully
c. Look at the table and complete the dialogue. - Write Ann's answers and compare the answers with
- Demonstrate the activity by using the example. their partners
- Have Ss write Ann’s answers * Answer keys:
- Check Ss’ answers 4. They were Time 7 and Earth life.
1. It was the Great Bananas. 5. They were exciting.
2. Yes, it was very funny. 6. They were on at 7:30 p.m. and 9 p.m.
3. It was on at 4: 45 p.m.
d. Now, practice the conversation with your - Work in pairs to practice the conversation
partner. - Demonstrate the dialogue in front of the class
- Ask Ss practice the dialogue in pairs
- Ask each pair to replace the provided
information with their own information and
continue to practice for fluency
- Call some pairs to role-play the dialogue in front
of the class
Optional activity (If time is given) -Work with another partner to practice similar
- Have Ss practice similar conversation in pairs conversations
by replacing Ann’s answers with others
- Walk around and give support if necessary
- Have some volunteers deliver the conversation
in front of the class -Deliver conversations/ Observe
C. Consolidation (3’)
- Go over the grammar point again to make sure students have clearly understood the use of the simple past
tense with different forms of the verb “to be”
D. Homework (2’)
- Prepare for the new lesson on page 59
- Do the Listening and Grammar exercises on page 41 in the workbook

Date of teaching: ………………………………….

35
Period 69
UNIT 7: MOVIES
Lesson 2.3: Pronunciation and Speaking

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- pronounce most two-syllable adjectives learnt with correct primary stress.
- exchange information about movies.
2. Ability
- improve pronunciation and speaking skills.
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “movies”.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Activity 1: Warm up (5’)
a) Objective: To help Ss relax, and to arouse Ss' interests in the new lesson.
b) Content: Playing a memory game
c) Product: Student know how to play the game
d) Competence: Collaboration, communication, concentration and memorization
e) Organization of the activity:
Teacher’s activities Ss’ activities
- Greet Ss with a big warm/lovely smile to make Ss feel - Tell it in front of the class
motivated. 1 2 3 4 5 6
* Teacher - whole class
- Prepare 12 cards with a number (from 1 to 12) on one 7 8 9 10 11 12
side, and an adjective and its meaning in Vietnamese * Possible answers:
on the other side, i.e. 6 adjectives and 6 Vietnamese 1. terrible 2. sad 3. Fantastic 4. khủng khiếp
meanings 5. tuyệt vời 6. funny 7. exciting 8. buồn
- Stick the cards on the board so that the Ss can only 9. hài hước 10. thú vị 11. boring 12. chán
see the numbers; make sure the adjectives and their
meanings are mixed up
- Divide the class into teams and ask them to choose
two numbers at the same time
- Turn the cards over if the match: Ex: sad – buồn, that
team gets one point. If not, turn the cards to hide the
words again and ask the next team to continue to
choose numbers
- Continue until all the cards are turned over. The team
that has more points will win the game.
B. New lesson (35’)
 Activities 1: Pronunciation - Word Stress (5’)
a) Objective: To pronounce two-syllable adjectives with correct stress
b) Content: Listening, saying the words with correct stress....
c) Products: Ss know how to pronounce two-syllable adjectives.
d) Competence: Collaboration, communication, critical thinking
e) Organization of the activity:

Teacher’s activities Ss’ activities

36
 * Presentation:
a. Stress the first syllable for most two-syllable - Listen to the explanation carefully and copy down
adjectives. * Notes:
- Briefly explain the pronunciation feature / - Word stress (chủ âm của một từ) là một vần hay một
stressed syllable of 2-syllable adjectives âm tiết của từ đó được đọc mạnh và cao hơn những
vần còn lại, nghĩa là phát ra âm đó với một âm lượng
lớn hơn và cao độ hơn.
- For most two-syllable adjectives, they are stressed
on the first syllable
(Hầu hết các tính từ hoặc danh từ có 2 âm tiết thì
trọng âm thường được nhấn ở âm tiết thứ nhất:
Ex: early, happy, better
b. Listen to the words and focus on the - Listen carefully
underlined letters. - Listen and repeat with a focus on the pronunciation
- Play the audio (CD2 - 21) and draw Ss' attention feature/ stress syllable
to the stressed syllable Ex: awful boring action (movie)
- Play the audio (CD2 - 21) again and draw Ss'
attention to the stressed syllable - Listen carefully to focus on the wrong word stress
c. Listen and cross out the one with the wrong and cross out
word stress. - Give the answer
- Play the audio and have Ss listen and cross out * Answer: funny - Wrong. Stress is on the second
- Play the audio again and check the answer as a syllable.
whole class
- Practice saying the words: happy, busy, careful,
lucky, healthy...
d. Read the words with the correct stress to a
partner.
- Have Ss practice saying the words with the
correct words stress
- Give back and correct
 Activity 2: Practice (15’)
a) Objective: To express opinions and exchange information
b) Content: Practicing in pairs
c) Products: Ss expressing opinions and exchange information about movies.
d) Competence: Collaboration, communication, critical thinking, public speaking
e) Organization of the activity:
Teacher's activities Ss' activities
a. Practice the conversation using the
information below. Swap roles and repeat.
- Demonstrate the conversation by doing role- - Practice the conversation with teacher.
play with a student - Work in pairs
- Have Ss practice the conversation - Swap roles and repeat using the adjectives and ideas/
cues given on the right
- Have some pairs perform the conversation in - Demonstrate the activity in front of the class
front of the class
b. Practice with your own ideas.
(Production - free practice)
- Have Ss practice the conversation with their - Work in pairs. Swap roles
own ideas - Demonstrate the activity in front of the class
- Have Ss demonstrate their own conversation
 Activity 3: Speaking - What Was on at the Movies? (15’)
a) Objective: To start a conversation in a friendly way, to talk about movies
b) Content: Practicing in pairs, completing the table
c) Products: Ss know how to start a conversation in a friendly way, to use what they have learnt to produce
the language in communication
d) Competence: Collaboration, communication, critical thinking, public speaking, creativity
e) Organization of the activity:
37
 Teacher's activities Ss' activities
a. You love watching movies. Student B (p.125
- File 11). Student A, talk to Student B and
complete the table with their answers. Swap
roles. Student A (p.121- File 3) - Student - teacher
- Demonstrate the activity by practicing the role
play with a student - Work in pairs
- Have Ss work in pairs - Turn to page 125, File 11
- Have student B turn to page 125, File 11 - Ask and answer to complete the table
- Have Ss practice in pairs - Swap roles and repeat
- Have student A turn to page 121, File 3
b. Ask and answer with your own information
(Production - free practice) - Work in pairs
- Let Ss practice asking and answering with - Demonstrate/ share their ideas with the class
their own information.
- Ask Ss demonstrate the activity

C. Consolidation (3’)
- Go over the key points of the lesson with the whole class
- Check these points by asking some Ss at random to demonstrate the points, e.g. write an adjective on the
board and ask a certain S “How do you pronounce/say this word?”; or ask “What questions can we use to ask
about a movie?” and appoint some Ss to contribute the answers

D. Homework (2’)
- Pronunciation: Stress the first syllable for most two - syllable adjectives.
- Practice speaking: What was on at the movies with your classmates.
- Do homework: Grammar/ writing on page 41/ (workbook)
* Prepare for the next lesson: Unit 7 - Lesson 3 - New words, Listening, Useful language (page 60)
- Think of some famous people from history in movies you have seen.

38
Date of teaching: ………………………………….

Period 70
UNIT 7: MOVIES
Lesson 3.1: New words + Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to
1. Knowledge
- talk about famous people from history and movies.
- listen for specific/ detailed information about planning for a trip.
2. Ability
- improve speaking, listening skills.
- develop the ability to communicate and cooperate with their partners, to self-study, to solve
problems and other skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all
classroom activities; show love/respect for famous people/ heroes from the Vietnamese history.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any),
projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Activity 1: Warm up (5’)
a) Objective: To help Ss relax and get interested in the topic of the lesson
b) Content: Watching a movie/ chatting
c) Product: Ss may have general ideas about famous people from history.
d) Competence: Collaboration, communication, observation, analytical and note-taking skills
e) Organization of the activity:
Teacher’s activities Ss’ activities
* Option1:
- Have Ss watch a short extract/trailer of a
historical movie and answer some questions about - Ss watch the movie clip and take
the movie. (Quang Trung, Trưng Trắc - Trưng notes
Nhị, …)
+ Name of the movie:
+ Person: (His/ her name) - Look at the pictures and answer
+ famous for:
* Option 2: Chatting
- Ask for some information about a Vietnamese
famous person: (Vo Nguyen Giap, Tran Quoc
Toan....)
(Show some pictures about famous kings, queens,
and battles from Vietnam.)
B. New lesson (35’)
 Activities 1: New words (15’)
a) Objective: To talk about famous kings, queens, and battles
b) Content: Circling the correct definitions, talking about famous kings, ...
c) Products: Ss have general ideas about some famous people from history in movies.
d) Competence: Collaboration, communication, public speaking
e) Organization of the activity:

39
 Teacher’s activities Ss’ activities
* Presentation:
a. Fill in the blanks. Listen and repeat. - Look at the pictures to give the meaning of new
- Pre-teach the new words words
- Write down new words.
army (n) quân đội king (n) nhà vua
soldier (n) binh lính queen (n) nữ hoàng, hoàng hậu
general (n) vị tướng battle (n) trận đánh
win (v) chiến thắng invaders (n) kẻ xâm lược
- Ask Ss to practice the new words - Repeat chorally
- Check Ss’ pronunciation and understanding of
the new vocabulary
* What and Where (Teacher - whole class)
- Write the words on the board, put each word in a
circle
- Ask Ss to chorally repeat the English words
- Rub out the words one by one
- When all the circles are empty, ask Ss to repeat
again; make sure the Ss can remember the words
in their circles
- Call some Ss to go to the board and write the
words in their correct circles again

* Practice - Work individually

- Ask Ss to fill in the blanks - Give the answers:
- Correct the answers 1. army 2. king 3. queen 4. soldiers
- Listen and repeat
- Play the audio
b. Circle the correct definitions for the
underlined words. Listen and repeat. - Read the sentences carefully and circle the correct
- Have Ss circle the correct definitions... definitions.
- Share the answers with their partners
- Give feedback and correct. - Check answers as a whole class
Answer keys: 1. B 2. A 3. A 4. A
- Play the audio - Listen and repeat.

c. Talk about famous kings, queens, and battles

from your country.
- Elicit some useful information about Ly Thai To
from Ss to set the context of speaking task * Lý Thái Tổ was a famous king. He was born on
1. Lý Thái Tổ was a famous king. March 8 in 947 AD and died on March 31 in 1028.
- Give cues/ prompts of Lý Thái Tổ He was the founder of the Ly dynasty of Vietnam.
* Possible cues given: He reigned from 1009 to 1028.
+ Born/ March 8/ 947 AD/ died/ March 31/ 1028
+ The founder/ Lý dynasty of Vietnam. - Work individually using the cues
+ Reigned/ 1009/ 1028. - Share the ideas with the partners
.......... - Talking about Ly Thai To in front of the class
- Ask student to prepare
- Give feedback and correct
C. Activity 3: Listening (15’)
a) Objective: To listen for gist / detailed information about Alexander the Great
b) Content: Listening and ticking what each person said
c) Products: Ss get some useful knowledge about Alexander the Great, improve listening comprehension
d) Competence: Collaboration, communication, analytical and synthesizing skill
e) Organization of the activity:

40
 Teacher's activities Ss' activities
* Pre listening
- Set the situation by asking Ss some - Answer the questions
information about Alexander the Great
*While-listening
a. Listen to Jim and Lisa talking about the - Listen the audio and answer the question individually
movie Alexander the Great. Who liked the - Share their answers with their partners
movie? (For main idea.) - Give the answer
- Play the audio (CD2 - 25) twice * Answer: Lisa liked the movie (I thought it was great. He
was a great king.... I thought it was really interesting.)
- Play the audio again and check the answer
as a whole class
- Encourage Ss to say why they choose the
answer if there is time (for better Ss)
b. Now, listen and tick what each person - Look at the table and guess
said. while listening - Listen and tick what each person said individually
- Have Ss look at the table and guess the - Share their answers with the partners
answers - Tick the answers.
- Play the audio (CD2 - 25) twice history movie won great
project was many soldiers.
- Play the audio again and check their answer boring battles
as a whole class Lisa   
Jim 

* Post - listening - Talk individually about Alexander the Great by using

- Encourage Ss to talk about Alexander the Fun Facts given
Great.
 Activity 3: Useful Language (5’)
a) Objective: To use useful language to ask and answer about famous people from movies
b) Content: Listening and practicing in pairs.
c) Products: Ss use some useful language to ask and answer about famous people from movies.
d) Competence: Collaboration, communication
e) Organization of the activity:
Teacher's activities Ss' activities
a. Listen then practice:
- Have Ss look at the useful language box - Work individually
- Play the audio CD2 - 26 - Listen to the useful language
- Have Ss practice ask and answer - Work in pairs
- Have Ss work in pairs - Practice asking and answering in pairs in front of the
class

C. Consolidation (3’)
- Go over the vocabulary with the whole class:
Say the English words and Ss say the meaning and vice versa
Say the English definitions and Ss give the equivalent words
- Make sure Ss can ask questions to get information about famous people

D. Homework (2’)
- Learn new words by heart.
- Practice talking about famous kings, queens, and battles from your country.
- Listening: Listen and fill in the blanks. (Workbook - page 42)
- Prepare for the next lesson: Unit 7: Lesson 3 - Reading, Speaking, Writing on page 61
- Study: What do you know about the story of Quang Trung...

41
Date of teaching: ………………………………….

Period 71
UNIT 7: MOVIES
Lesson 3.2: Reading, Speaking and Writing
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- read for specific information about the story of Quang Trung.
- talk about famous people from history.
- write a short movie review of 50-60 words.
.2. Ability
- improve reading, speaking skills.
- develop the ability to communicate and cooperate with their partners, to self-study, to solve
problems and other skills
3. Quality
- have positive attitude in English language learning so that they actively participate in all
classroom activities; show love/ respect for famous people / heroes from the Vietnamese history.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any),
projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To help Ss relax, and lead in the topic of the reading tasks
b) Content: Small talk
c) Product: Ss can get general ideas about Quang Trung.
d) Competence: Collaboration, communication, critical thinking, creativity
e) Organization of the activity:
Teacher’s activities Ss’ activities
* Option1: Chatting
- Have Ss talk about famous kings, queens, and - Tell the story (Vietnamese is accepted)
battles from their country
* Options 2: - Take turns asking and answering the
- Ask Ss to talk about what they have known/ questions given
learnt about Quang Trung or ask questions... Possible answers:
1. What is the hero Quang Trung also known as? 1. Nguyen Hue
2. Who was Quang Trung? 2. King Quang Trung is a great national
3. When and where was he born? hero in the 18th century – a hero in
4. What did he often ride: plain clothing.
....... 3. In 1753, Tây Sơn District, Bình Định
province
4. He rode on an elephant

B. New lesson (35’)

 Activities 1: Reading (10’)
a) Objective: To help Ss read and understand specific information about the story of Quang Trung
b) Content: Filling in the blanks, writing True/ False
c) Products: Ss know more about the hero Quang Trung and improve reading comprehension
d) Competence: Collaboration, communication, analytical and synthesizing skills, public speaking
e) Organization of the activity:

42
 Teacher’s activities Ss’ activities
a. Read Phương's movie review and fill in the
blanks.
* Pre - reading - Look at the pictures individually and listen
- Let Ss look at the picture and introduce the story
of Quang Trung - Read the review individually and fill in the blanks
- Pre - teach vocabulary (if necessary)
* While - reading: - Share the answers with their partners
- Have Ss read the review and fill in the blanks - Give the answers.
- Have Ss check their answers * Answer keys:
- Give feedback and correct 1. general 2. army 3. king 4. invaders
5. soldiers 6. Battle
- Read the review again individually and write T/ F
b. Read and write "True" or "False". - Share their answers with their partners.
- Have Ss read the review and choose T/ F - Give the answer: 1. F 2. F 3. F 4. T

- Give feedback and correct the false sentences.

* Post - reading: - Retell the story individually in their own way
- Encourage a better student to retell the story of
Quang Trung
 Activity 2: Speaking – Movies about people from History. (10’)
a) Objective: To talk about famous people from movies
b) Content: Taking turns asking and answering questions
c) Products: Ss can talk about famous people: Trưng Vương – Trưng Trắc, Trưng Nhị
d) Competence: Collaboration, communication, public speaking
e) Organization of the activity:
Teacher's activities Ss' activities
a. Here are two movies about famous people from
history. Take turns asking and answering
* Pre - speaking: - Think of how to make questions and answers
- Elicit some information about Trưng Vương – Trưng individually
Trắc, Trưng Nhị from Ss to arouse the Ss' interest * Possible answers:
1. What was the movie title? 4. When did Trưng Trắc become queen?
2. Who were the famous people? 5. What were they famous for?
3. When were they born?
- Take turns asking and answering about the
* While - speaking famous people in the movie. (Choose one of the
- Practice asking and answering about the movies. two movies to practice)
- Have student practice ask and answer - Demonstrate the activity in front of the class in
- Call some Ss to demonstrate pairs
* Post - speaking:
b. Discuss other movies about famous people from - Discuss in pairs to choose other movies that
history. Use your own idea. they know
- Ask Ss to discuss other movies - Practice asking and answering in pairs
- Ask Ss to practice asking and answering - Demonstrate the activity in front of the class.
- Call some pairs to demonstrate
 Activity 3: Writing (15’)
a) Objective: To write a short movie review
b) Content: Using the given notes to write a short movie review
c) Products: Student can write a short movie review.
d) Competence: Collaboration, communication, critical thinking and creativity
e) Organization of the activity:

43
 Teacher's activities Ss' activities
a. With a partner, use the notes to make sentences
about the famous American, George Washington.
* Pre - writing: - Listen to the explanation carefully and write
- Explain what to include in a movie review down if necessary
* While - writing: - Work in pairs to make sentences about George
- Have Ss use the notes to make sentences Washington
- Give feedback and correct the answers. - Read the sentences aloud individually
* Possible sentences:
-George Washington was the first president of the - He fought many battles against the British.
USA. - His army won the Battle of Yorktown in 1781. It
- He was born in 1732 and became a general in 1775. was the last battle of the war.
- He became president of the United States of
American in 1789.
b. Now, use the notes to write a short movie - Write a movie review on the board individually
review. Write 50 to 60 words. * Possible writing:
- Have Ss use the notes to write a movie review I watched the historical movie George
- Feedback and correct Washington. It was great. He was the first
president of the USA. He was born in 1732 and
became a general in 1775. He fought many battles
against the British. His army won the Battle of
Yorktown in 1781. It was the last battle of the
war. He became president of the United States of
* Post - writing: American in 1789. If you like history, you should
- Have Ss read/ retell their reviews aloud watch this movie.
* Note: Teacher can have Ss do some exercises of - Retell the short movie review.
unit 6 review if there is time)

C. Consolidation (3’)
- Summarize the key points of the lessons:
Some technical questions ask about famous people from history or movies
The use of the simple past tense to talk about past events
How to organize ideas for a movie review
D. Homework (2’)
- Practice asking and answering movies about famous people from history.
- Write a short movie review (b) - page 61 in the notebook.
- New lesson: Period 72 - Unit 7: Writing (page 61)

44
Date of teaching: ………………………………….

Period 72
UNIT 7: MOVIES
Lesson 4: Review
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- have a better grasp of language focus of unit 7.
2. Ability
- improve listening, reading skills.
- develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and
other skills
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Activity 1: Warm up (5’)
a) Objective: The objective of this activity is to help Ss relax, checkup.
b) Content: chatting
c) Product: tell a movie about famous people from history
d) Competence: Collaboration, communication
e) Organization of the activity:
Teacher’s activities Ss’ activities
* Option1: Chatting
Encourage a student to choose a movie about famous - Demonstrate telling a movie in front of the
people from history and tell the story of the movie class.
* Options 2:
- Have Ss listen to an interesting song from a famous - Enjoy the song.
movie
* Option 3: Play games: Kim's Game, Bingo, lucky
number (Using vocabulary - page 99)
B. New lesson (35’)
 Activities 1: Listening (10’)
a) Objective: To help Ss listen for general & specific information for each short conversation
b) Content: Listening and choosing the correct answers
c) Products: Ss will have the ability to listen for gist and for details
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher’s activities Ss’ activities
a. You will hear a boy giving a presentation
about a movie he saw. Listen and fill in the - Listen to the explanation and the information from
blanks. You will hear the information twice. the table
* Pre - listening: - Guess the answers in pairs
- Set the context of the listening task.
- Have Ss work in pairs to read through the - Listen to the presentation twice
questions and guess the answers - Share the answers with their partners (in pairs)
* While - listening: - Give the answer
- Play the audio CD2 - 69 twice * Answer keys:
- Play the audio again 1. Thursday 2. Birch 3. funny 4. seven
- Give feedback and correct if necessary 5. music
45
  Activity 2: Reading (10’)
a) Objective: to read for detailed information about the movie review.
b) Content: Reading and choosing the correct answer
c) Products: Ss are knowledgeable about famous people from movies and improve reading comprehension
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Ss' activities
a. Read the movie review. Choose the correct
answer A, B, or C.
* Pre - reading:
- Ask Ss to tell if they know about Elizabeth I - Tell what they have known about Elizabeth I
- Pre teach Vocabulary if necessary
- Have Ss read all the questions and guess the answers -Guess the answers individually
* While - reading.
- Have Ss read the movie review and choose the correct - Read the movie review individually and choose ...
answer. - Share the answers with the partners (in pairs or in
- Give feedback and correct groups of 3 - 4)
- Answer the questions
* Answers: 1. B 2. B 3. C 4. A
* Post - reading.
- Encourage Ss to retell the movie review if there is - Retell the movie review individually
time.
 Activity 3: Vocabulary (5’)
a) Objective: To review/ remember words they have learnt
b) Content: Matching
c) Products: Ss can match the words with the descriptions
d) Competence: analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Ss' activities
Match the words with the descriptions
- Have Ss review all the words, read all the questions - Look and read
- Have Ss read the descriptions and match - Read the descriptions individually and match
- Give feedback and correct - Give answers
1. horror 2. Comedy 3. science fiction
4. sad 5. exciting 6. soldiers 7. general
 Activity 4: Grammar (5’)
a) Objective: To review/ consolidate the use of language.
- Grammar: The preposition of places and the past simple with "to be" and prepositions of time: on/ at/ in
b) Content: Underlining the mistakes and correcting them
c) Products: Ss can understand and use the preposition of places and the past simple with "to be".
d) Competence: analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Ss' activities
Underline the mistake in each sentence. Write the
correct word on the line.
- Elicit the grammar notes from Ss - Share notes about grammar points
- Have Ss do the exercise - Read the sentences, underline the mistakes and write
- Give feedback, correct and explain if necessary the correct word on the line
- Give answers.
Answer keys:
1. at => on 2. weren't => wasn't 3. were =>
was
4. in => at 5. Was => were 6. Win => won
7. wasn't => was

46
  Activity 5: Pronunciation (5’)
a) Objective: To know/ identify the position of primary stress.
b) Content: Circling the word that differs from the other three in the position of primary stress ...
c) Products: Ss can stress correctly. (Word stress)
d) Competence: Collaboration, communication, guessing
e) Organization of the activity:
Teacher's activities Ss' activities
Circle the word that differs from the other three
in the position of primary stress in each of the
following questions. - Share what they can remember about word stress
- Have Ss review the word stress they have learnt - Work individually
- Have Ss circle the word that differs from the other
three in the position of primary stress in each of the - Give answers
following questions Answer keys:
- Give feedback, correct 1. C 2. A 3. B 4. D 5. C 6. A
- Ask Ss to practice stressing...

C. Homework (5’)
- Write the answers in their notebooks
- Do exercises: Reading/ writing on page 43 (workbook)
- New lesson: Unit 8: The World around Us.
- Preparation: new words, answer the question: "What outdoor activities do you want to do at weekends?

47
Date of teaching: ………………………………….

Period 73
UNIT 8: THE WORLD AROUND US
Lesson 1.1: New words + Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to...
1. Knowledge
- discuss what outdoor activities they want to do;
- listen for gist/ detailed information about places to visit;
- ask for confirmation;
2. Ability
- improve speaking and listening skills;
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills;
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities, especially about the topic “The world around us”.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To activate students' prior knowledge on the topic of the unit and lead into the topic
of the lesson.
b) Content: Asking and answering (chatting)
c) Product: Ss can plan for a trip/ outdoor activities
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
*Chatting:
- Ask some questions about outdoor activities they want to - Listen and answer the questions
do. individually.
* Possible questions:
1. Do you like going out or staying at home?
2. What do you like to do when you go out?
3. What are your plans for your next holiday/ trip? / Do you
have any plans for your next holiday/ trip?
4. What kind of entertainment is popular in your country?
....
B. New lesson (35’)
 Activity 1: New Words (15’)
a) Objective: To help Ss learn new words about outdoor activities they want to do.
b) Contents:
- Filling in the blanks
- Listening and repeating
- Discussing what outdoor activities they want to do
c) Product: Ss can use words about outdoor activities correctly in communication.
d) Competence: Communication, collaboration, critical thinking, presentation, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities

48
 a. Fill in the blanks. Listen and repeat. - Guess the meanings of the new words by looking at the
- Pre teach new words. pictures and copy new words into their notebooks.
- Elicit the meaning of new words from the + Rafting (n) việc đi bè
students. (By showing the pictures) + Canyon (n) hẻm núi
+ Cave (n) hang động
+ Hiking (n) chuyến đi bộ đường dài
+ Kayaking (n) trò chèo thuyền kayak
+ Campsite (n) khu cắm trại
- Practice new words in chorus / individually.
- Have Ss practice the new words.
- Calls some Ss to read the new words aloud. - Call out the words.
- Check vocabulary: Rub out and remember
(Teacher helps Ss to remember the new words - Look at the pictures and fill in the blanks. (work
by deleting the words and then asks them to individually)
call out.) - Give the answers/ write the answers under the pictures.
- Ask Ss to fill in the blanks. * Answer keys: 2. hiking 3. canyon 4. cave
- Give feedback and check the answers with 5. campsite 6. kayaking
the whole class. - Listen and repeat.
- Play the audio. (CD2 – 27)
b. Discuss what outdoor activities you want
to do. - Answer the questions
- Demonstrate the activity with a student.
T: What outdoor activities do you want to do?
Or: I want to go rafting. - Talk about the activities they would like to do in pairs.
- Encourage Ss to give more outdoor
activities: - Practice in pairs.
(Go fishing, go boating, go swimming, go
hunting...)
- Have Ss talk about the activities from task or
other activities:
- Call some pairs to demonstrate in front of the
class. - Demonstrate the activity in front of the class.

 Activity 2: Listening (20’)

a) Objective: To listen for gist and specific information about going on vacation, know how to confirm
information.
b) Contents:
- Listening and ticking
- Listening and filling in the blanks
c) Products: Students can listen for gist and understand specific/ detailed information about going on
vacation, and know how to confirm information in communication.
d) Competence: Collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:
Teacher's activities Students' activities
a. Listen to three friends talking about where to
go on vacation. Tick ( )the place they decide to - Explore the listening task.
go.
- Set up the listening task (have Ss look at the - Guess the answer.
questions, key words, pictures, heading…) to - Listen carefully and tick () the place they decide to
introduce the topic. go.
- Have Ss guess the answer. - Give the answer.
- Play the audio once. (CD2 – 28) * Answer key: Blue River Canyon
- Check the answer with the whole class. - Explore the task.
b.Now, listen and fill in the blanks. - Listen and fill in the table with the missing information
- Have Ss look at the questions and guess the individually.
answers. - Share the answers with their partners.
- Ask the students to listen and fill the blanks. - Give the answer as a whole class.
49
 - Play the audio twice. (CD2 – 28) * Answer keys:
- Give feedback and correct Ss’ answers (play the Blue River Canyon
audio again and pause to check if necessary). Black Hawk Cave
- Activities: Rock - Activities: Kayaking
Optional activity climbing, hiking - Travel time: Two hours by
-Have Ss work in groups of 4 to talk about where - Travel time:4 hours train
they want to go for their summer vacation. by bus - Places to stay: campsite
-Walk around the class to give support if
necessary. - Places to stay: hotel
- Have Ss share their ideas in front of the class.
*Conversation Skill -Students can ask and answer about the places to visit.
- Focus attention on the conversation skill box.
- Explain that we can ask for confirmation and give -Present their ideas.
examples. - Study and note.
- Play the audio. (CD2 – 29) - Ask for confirmation.
- Have some students practice saying the phrases To confirm you understood everything, say:
in pairs. Sorry, did you say .............?
Sorry, was that .............?
- Listen and repeat.
- Work in pairs.
C. Consolidation (2’)
* Vocabularies about outdoor activities they want to do: rafting, canyon, go caving, hiking, kayaking,
campsite, …
* Conversation Skill - Asking for confirmation:
Sorry, did you say .............?
Sorry, was that .............?
D. Homework (3’)
- Memorize the vocabulary of outdoor activities.
- Talk about what outdoor activities they want to do.
- Know how to ask for confirmation.
- Prepare for the next lesson: Grammar on page 63. Think of the meaning and usage of the modals "should"
and "can".

50
Date of teaching: ………………………………….

Period 74
UNIT 8: THE WORLD AROUND US
Lesson 1.2: Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know how to use the modals "should" and "can";
2. Ability
- improve the use of language and speaking and writing skills;
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in
conversation situations;
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities, especially about the topic "The world around us".
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To help Ss relax, review/ remember new words they have learnt.
b) Content: Doing the crossword puzzle
c) Product: Ss can review the vocabulary learned
d) Competence: Critical thinking
e) Organization of the activity:
Teacher’s activities Students’ activities
* Game: Crossword puzzle
- Ask students to play the game using new words on - Look at the pictures to do the crossword
page 44 in workbook. puzzle individually.

B. New lesson (35’) Grammar

a) Objective: To help Ss know and use the modals "should" and "can".
b) Contents:
- Listening and repeating
- Circling the correct modals
- Completing the dialogue
c) Products: Students know the usage of modals and use them correctly in communication
+ "Should" to ask for and give advice,
+ "Can" to talk about possibility, and "can't" for things that are very unsafe to do.
d) Competence: Communication, collaboration, presentation
e) Organization of the activity:

51
 Teacher’s activities Students’ activities
* Presentation
a. Listen and repeat.
- Elicit the grammar rules from the students. - Look at the box, read and answer individually.
- Explain how to use the modals "should" and - Write them down in their notebooks.
"can" and give examples. * Modals:
+ We use should to ask for and give advice.
+ We use can to talk about possibility, and can't for
things that are very unsafe to do.
Ex1: I/ She should go to Greenwater Cave.
Ex2: They/ we shouldn't go hiking there.
Ex3: They/ we can't swim in that water.
Ex4: Should I travel there?
- Play the audio. (CD2 – 30) - Listen and repeat.
* Practice
b. Circle the correct modals.
- Ask Ss to circle the correct modals. - Read the sentences and then circle individually.
- Share the answers with their partners.
- Give feedback and correct the answers. - Circle the answers on the board and explain if
necessary.
* Answer keys:
c. Complete the dialogue. 1. can't 2. should 3. can
- Have Ss complete the dialogue. 4. shouldn't 5. can't 6. shouldn't

- Give feedback and correct. (Make sure Ss

understand the situations of the dialogue.) - Read the dialogue and then complete individually.
- Share the answers with their partners.
- Give the answers.
d. Now, practice the conversation with your
partner. * Answer keys:
- Have Ss take turns practicing the dialogue. 2. Can we do there 3. No, we can't
- Have some pairs demonstrate the activity. 4. Yes, you should 5. No, we shouldn't
* Consolidation:
- Use mind map to review/ consolidate the - Work in pairs.
modals: should" and " can"
- Demonstrate the activity in front of the class.

C. Consolidation (2’)
* Modals
Form:
(+) S + should/ can + …
(-) S + shouldn’t/ can’t + …
(?) Should/ Can+ S + …?
Usage:
“Should” to ask for and give advice.
“Can” to talk about possibility.
“Can’t” for things that are very unsafe to do.

D. Homework (3’)
- Learn the usage of modals "should" and "can"
- Practice asking for and giving advice and talking about possibility with your partners/ classmates.
- Do grammar exercises a, b and writing on page 45 in workbook.
- Prepare for the new lesson: Pronunciation and speaking (page 64)
- Ask them to think of a plan for a class trip. Where are you going to go and what are you going to do/
prepare?

52
 Date of teaching: ………………………………….

Period 75
UNIT 8: THE WORLD AROUND US
Lesson 1.3: Pronunciation + Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- pronoun the sound /bl/.
- ask and answer about what people look like.
- describe friends in class.
2. Ability
- improve speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities.
- love their school and friends.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on Eduhome, handouts…

III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by means of enjoyable and short activities as well as to
engage them in the steps that follow.
b) Content: Introduction of the cluster: /bl/.
c) Product: Ss know some words containing sound /bl/.
d) Competence: Collaboration, observation, memorizing, imagination
e) Organization of the activity:
Teacher’s Activities Students’ Activities
- Give greetings - Greet T
- Check attendance
SONG: The /bl/ sound - Listen
- Let Ss listen to the song “The /bl/ sound”. Ss can sing
together while the song is being played. (T doesn’t need to
play all song, 1m20s is ok) - Listen and remember
- Have Ss listen to the song and try to remember the words
with the sound /bl/ (same as “Kim’s Game)
- Have Ss give answers
- Link from youtube: - Write answers on the board / or read
https://www.youtube.com/watch?v=gr5sorDoH2s answers

Or:
https://www.youtube.com/watch?v=li52N4KKzro

- Give feedback - Listen

 Lead to the new lesson

B. New lesson (35’)

 Activities 1: Pronunciation (10’)
a) Objective: Ss know how to pronounce /bl/ sound.
b) Content:
- Listening, repeating, practicing the sound.
53
c) Products: Ss can pronounce the correct sound /bl/ when speaking.
d) Competence: Communication, collaboration, listening
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a, b, c, d: Listen to the words and focus on the underlined
letters, then repeat
- Play the recording (CD1, track 33)
- Ask Ss to listen and pay attention to the /bl/ sound - Listen
- Play the audio again. Have Ss listen and repeat with a focus
on the sound.
- Have Ss practice saying the examples using the sound - Work individually
correctly.
- Call some Ss to read in front of the class. - Read
- Check Ss’ pronunciation if necessary
 Activity 2: Practice (10’)
a) Objective: Ss can ask and answer about what people look like.
b) Content: Asking and answering by using the pictures
c) Products: Ss can apply the target language learnt naturally in communication.
d) Competence: Collaboration, communication, creativity, public speaking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
Ask and answer
Option 1:
- Emphasize the structure used to ask about personal - Listen, take notes
appearance:
What does he / she look like?

- Demonstrate the activity by asking and answering with - Listen

a student - Work in pairs
- Have Ss work in pairs to ask and answer, using the
pictures
- Have some pairs demonstrate the activity in front of the - Present
class Suggested conversation
- Give feedback and evaluation A: I’m looking for my friend.
B: Is your friend a boy or a girl?
A: A girl
B: What does she look like?
A: She’s tall and she has black hair.
B: Is she carrying a bag?
A: No, she isn’t
B: Is it Mai?

 Option 2: (for class with better students)

- Follow the same steps as option 1
- Provide more questions / structures for Ss to practice: - Listen and take notes
How old is he / she?
How tall is he / she?
- Have some pairs demonstrate the activity in front of the - Present
class
- Have another pair act out the conversation in front of
the class without looking at the book - Present
- Give feedback and evaluation

54
  Activity 3: Speaking (15’)
a) Objective: Ss can describe people.
b) Content: Asking and answering questions about looking for friends at a party.
c) Products: Ss use the language provided confidently, fluently and naturally.
d) Competence: Collaboration, communication, creativity, public speaking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. You are looking for friends at a party. Work in
pairs. Student A use information in File 1 (p.120) and
Student B use information in File 8 (p.123)
- Demonstrate the activity by practicing role-play with a - Observe and listen
student
- Have Ss work in pairs. Student A use information in - Work in pairs
File 1 (p.120) and Student B use information in File 8
(p.123)
- Have Ss role-play the conversation, swap roles and - Present
repeat Suggested conversation
- Observe, give help if necessary A: I’m looking for my friend Toby
B: What does he look like?
A: He’s wearing brown shorts and a green T-
shirt.
B: Oh, he’s in the dining room.

b. Take turns to describe friends in your class for

your partner to guess.
- Have Ss take turns to describe and guessing their - Work in pairs
friends in class
- Have some Ss demonstrate the activity in front of the - Present
class
- Give feedback and evaluation

C. Consolidation (3’)
* /bl/ sound: blue, black, blow, blind, blast
* Asking and answering about personal appearance
What does he / she look like?
 He / She is … or: He / she has got …

D. Homework (2’)
- Practice the /bl/ sound.
- Review the structures used to ask and answer about personal appearance.
- Complete the survey for those who haven’t finished it in class.
- Do exercises in WB: Grammar (Part b, c), page 15.
- Prepare: Lesson 2 – New Words and Reading (page 25 – SB).

55
Date of teaching: ………………………………….
Period 76
REVISION
I./OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge.
- Consolidate their knowledge they learnt from unit 6 to unit 7
2. Ability.
- Students have serious attitude in learning.
- Ss are interested in learning English.
3. Quality.
- Doing exercises.
4. Competence.
- Co-operation
- Self- study
- Using knowledge to do exercises
II./ PREPARATIONS.
1- Teacher :- Text book, pictures, extra board, laptop…
2 - Students : - Notebook, textbook.
III./ TEACHING METHODS.
- Groupwork, pairwork, games, communication approach.
IV./PROCEDURES
I. Rearrange these following words to complete the sentences
1. use/ umbrella/ do not/ my/ him/ let/!
_______________________________________________________________________
2. first/ the/ take/ on/ right/ the/ turning/!
_______________________________________________________________________
3. tell/ things/ me/ such/ don’t/!
_______________________________________________________________________
4. that/./ Don’t/ like/ speak
_______________________________________________________________________
5. attention/ pay/ to/ Don’t/ her/.
_______________________________________________________________________
6. too/ fast/./ Don’t /drive
_______________________________________________________________________
7. door/./ Close/ the
_______________________________________________________________________
8. Open/ book/ 26/./ down/ Sit/ and/ page/ your/ at
_______________________________________________________________________
9. noise/./ Don’t/ class/ make/ in
_______________________________________________________________________
10. Practice/ English/ more/./ speaking/
II. Using “was/ were” to fill in each blank.
1. My old teacher __________ nice.
2. The students __________ very clever.
3. But one student __________ in trouble.
4. We __________ sorry for him.
56
5. He __________ nice though.
6. I __________ in Canberra last spring.
7. We __________ at school last Saturday.
8. Tina __________ at home yesterday.
9. He __________ happy.
10. Robert and Mike __________ my closest friends when I __________ in Paris.
III. Choose the best answer to complete the sentence.
1. Who wants to be a millionaire? is ________ at eight o'clock every Saturday night.
A. in B. with C. from D. on
2. Could you turn ________ the volume please? It is so loud.
A. up B. down C. on D. off
3. I enjoy watching the news ________ I want to know what is happening around the
world.
A. and B. so C. but D. because
4. It's a fantastic ________. If you answer ten questions correctly, you can win a
million dollar.
A. fashion show B. music show C. game show D. puppet show
5. The movie was ________. I felt asleep in the middle.
A. educating B. boring C. interesting D. entertaining
6. We live in ______ big house in ______ middle of the village.
A. a/ a B. a/ the C. the/ the D. the/ a
7. I'm looking for ______ job. Did Mary get ______ job she applied for?
A. a/ the B. the/ a C. a/ a D. the/ the
8. Did ______ police find ______ person who stole your bicycle?
A. a/ a B. the/ the C. a/ the D. the/ a
9. We went out for ______ meal last night. ______ restaurant we went was excellent.
A. a/ A B. the/ The C. a/ The D. the/ A
10. As I was walking along the street, I saw ______ $10 note on ______ pavement.
A. a/ a B. the/ the C. a/ the D. the/ a

* Students prepare for the mid-term test

57
 TiÕt 77 Ngµy kiÓm tra: ...... /……./2023

The mid-term test

I. Objectives
1. Knowledge:
- To check sts' knowledge of grammar and vocabulary from unit 6 to unit 8
- Help sts improve their English
2. Ability: Speaking, listening, reading, writing, use of English
3. Quantity: - Do the test well.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of
language……
II. PREPARATION:
1. Teacher: Test 60 on https://shub.edu.vn/find/DMAMZ’
2. Students:
III. TEACHING METHODS:
Teaching methods by practising
IV. Procedure
The content of the test

58
Date of teaching: ………………………………….

Period 78
UNIT 8: THE WORLD AROUND US
Lesson 2.1: New words and Reading
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- talk about things they need for a trip;
2. Ability
- improve speaking skill and read for specific information;
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities, especially about the topic “The world around us”.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To help Ss relax, checkup and interest the topic of the lesson.
b) Content: Chatting
c) Product: Ss can make arrangements for a class trip.
d) Competence: Collaboration, critical thinking, communication.
e) Organization of the activity:
Teacher’s activities Students’ activities
- Greet students with a big warm/lovely smile to make
students feel motivated.
* Option 1: - Role-play with teacher.
- Ask Ss some information about their plans for their - Talk about their plans/ things they need for
next summer trip. a trip with a partner.

* Option 2: * Possible answers:

- Elicit things which they often need for a trip from the camera, ball, food, drinks, tents, umbrellas,
students. compass, backpack, sun cream, walking
boots, painkillers, ...
B. New lesson (35’)
 Activity 1: New Words (15’)
a) Objective: To get Ss learn some new words relating to the topic.
b) Content:
- Filling in the blanks
- Listen and repeat
c) Product: Ss can acquire new vocabulary and use them to talk about what they need for a trip.
d) Competence: Communication, collaboration, presentation, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
* Presentation: - Look at the pictures and give the meaning of new
a. Fill in the blanks. Listen and repeat. words and write down new words in their notebooks.
- Pre-teach new words by using pictures/ visuals * New words:
* Checkup vocabulary. What and Where (Teacher sleeping bag (n) túi ngủ
- whole class) flashlight (n) đèn pin
- Write and circle each new word/ phrase on the bottled water (n) nước đóng chai
board. tent (n) lều
- Ask students to repeat chorally. battery (n) pin
59
 - Rub out the word one by one. pillow (n) gối
- When all the circles are empty, ask students to towel (n) khăn
repeat again; make sure the students can remember - Repeat the words chorally.
the words in the right circles. - Repeat and remember the words in their circles.
- Invite some students to go on the board and write - Go to the board and write the words in correct
the words in correct circles again. circles again.

- Fill in the blanks.

* Answer keys:
1. battery 2. bottled water 3. flashlight
4. pillow 5. towel 6. sleeping bag 7. tent
- Ask students to fill in the blanks.
- Give feedback and correct.

- Demonstrate the role-play with teacher.

=> To see when it's dark.
* Practice - Work in pairs. (closed pairs)
b. What do you use these things for? Ask and
answer.
- Give an example and demonstrate the role-play. - Demonstrate the activity.
Ex: What do you use a flashlight for? * Possible answers:
- Have Ss say what the items in Task a can be used - When we're lost. (compass)
for. - Because it's so hot today. (sun cream)
- Have Ss practice asking and answering in pairs. - Because my head hurts (painkillers - Thuốc giảm
đau)
- Because all my things are in .......(backpack).....

- Work in pairs and perform your role-play.

* Production
- Encourage Ss to ask and answer about things they
often need for their trips/ camping/ picnic.

 Activity 2: Reading (20’)

a) Objective: To read for specific information
b) Content:
- Reading the messages
- Circling the things on the list
- Answering the questions
c) Product: Ss can read and understand the messages.
d) Competence: Collaboration, communication, critical thinking, analytical and synthesizing skills.
e) Organization of the activity:
Teacher's activities Students' activities
a. Two friends are messaging about their camping - Explore the task
trip. Circle the things on the list Jill and Dave
need to bring.
Pre - reading: - Read and circle the things on the list Jill and Dave
- Have Ss study the task (identify what is required, need to bring individually.
explore the heading/ picture…) - Share the answers with their partners (in pairs).
- Have Ss look at the messages and the list.
* While - reading: - Check the answer as a whole class.
- Have Ss read the message and circle the things on * Answer keys:
the list. sleeping bag battery flashlight

- Give feedback and correct the answer.

- Look at the questions individually.
60
 - Read the message again and answer the questions
b. Read the messages again and answer the individually.
questions. - Give answers
- Let Ss look at the questions. * Answer keys:
- Have them read the message again and answer the 1. (It’s) next week.
questions. 2. He was sick.
- Give feedback and correct the answers as a whole 3. They need batteries.
class. 4. They don't need to bring any food.

* Post – reading
- Encourage Ss to make message about their trips/
camping/ picnic.

C. Consolidation (2’)
* Vocabulary: sleeping bag, flashlight, bottled water, tent, battery, pillow, towel, ...
* Question words:
What…?
When…?
D. Homework (3’)
- Learn new words by heart.
- Talk about things you need for a trip.
- Practice asking and answering what things they use these things for.
- Do homework: a, b and listening on page 46 in workbook.
- Prepare for the next lesson: Grammar on page 66.
- Ask them to think of what things we should bring with for a picnic/ camping/ trip.

61
Date of teaching: ………………………………….

Period 79
UNIT 8: THE WORLD AROUND US
Lesson 2.2 : Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use "so" to show a result of something;
- grammar: compound sentences with "so";
2. Ability
- improve the use of language
- develop the ability to communicate and cooperate with their partners, to self-study and other skills
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “The world around us”.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: Play "Bingo" (5’)
a) Objective: To help Ss relax and make students feel motivated.
b) Content: Chatting
c) Product: Ss can review the language presented earlier
d) Competence: Collaboration, communication, guessing/critical thinking
e) Organization of the activity:
Teacher’s activities Students’ activities
BINGO (Teacher - whole class)
- Ask each S to take a small piece of paper. - Let them choose and write down 5
- Prepare a list of words: battery, bottled water words on their papers.
flashlight, pillow, towel, sleeping bag, tent, camera,
ball, ... - Listen to the teacher carefully and cross
- Call out each word, have Ss cross each word called each word called.
(The first person crossing out all 5 words shouts" Bingo"
and wins the games).

B. New lesson (35’)

 Activity 1: Grammar (8’)
a) Objective: To help Ss know the use of the conjunction " so".
b) Content: Listening and repeating
c) Product: Ss can understand the conjunction "so" to show a result of something.
d) Competence: Communication, collaboration
e) Organization of the activity:
Teacher’s activities Students’ activities
* Presentation: - Listen and follow the conversation.
a. Listen and repeat. - Listen and repeat.
- Set the scene and have Ss look at the picture. - Look at the grammar explanation and
- Play the audio. (CD2 – 34) copy down in their notebooks.
- Play the audio again. * Conjunction: SO
- Explain the language focus - conjunction "so". - We use "so" to show a result of
something.
Ex1:" I had a bad cold, so I didn't go to
62
 school.
Ex2: We are going to kayaking, so you
need to bring towels.
- Read the sentences aloud.
 Activity 2: Practice (27’)
a) Objective: Ss can practice the junction ‘so’
b) Content: Matching the two halves, filling the blanks
c) Products: Ss can join the clauses to make better sentences using ‘so’
d) Competence: Collaboration, creativity, communication,
e) Organization of the activity:
Teacher’s Activities Students’ Activities
b. Match the two halves of the sentences.
- Demonstrate the exercise using the example. - Listen carefully.
- Give time for Ss to do the task - Read the sentences and match the two halves of
- Have Ss work in pairs to cross check the answers the sentences individually.
- Give feedback and correct the answers. - Share the answers with their partners.
- Give the answers and say the whole sentence.
* Answers:
1.B 2.F 3.A 4.C 5.D 6.E
c. Look at the table and write Tim's answers.
- Have Ss study the task - Explore the task
- Demonstrate the activity by using example. - Observe the model given by the T
- Have Ss look at the table given and write the answers. - Read the dialogue carefully individually.
- Check the answers with a partner - Write the answers individually.
- Give feedback and correct the answers. - Share the answers with their partners.
* Answer keys:
2. Yes, we should, so we don't get thirsty.
3. Yes, we should, so we don't get cold.
4. Yes, we should, so we have something to read.
5. Yes, we should, so we don't get hungry.
6. Yes, we should, so we can buy presents.
d. Now, practice the conversation with your partner.
- Ask Ss to practice the conversation with a partner - Work in pairs. (closed pairs)
- Go around and give support if necessary - Demonstrate the conversation in front of the
- Invite some pairs to deliver the conversation. class.

C. Consolidation (2’)
* Conjunction “so”
Form: Sentence A + so + sentence B.
Usage: to show a result of something.

D. Homework (3’)
- Learn the use of conjunction "so".
- Do exercises: Grammar a, b on page 47 in workbook.
- Prepare for the next lesson: UNIT 8 - Lesson 2 – Pronunciation - Speaking on page 67.
- Ask them to think of what they need to prepare for a camping trip.

Date of teaching: ………………………………….

Period 80
UNIT 8: THE WORLD AROUND US
Lesson 2.3: Pronunciation, Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
63
1. Knowledge
- pronounce the /ou/ sound correctly
- preparing for an overnight adventure
2. Ability
- improve pronunciation, speaking skill
- develop the ability to communicate and cooperate with their partners, and other skills
3. Quality
- Ss have positive attitude in English language learning so that they actively participate in all classroom
activities, especially with the topic “The world around us"
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: The objective of this activity is to help Ss relax, checkup. and interest the topic of the lesson.
b) Content: Pelmanism
c) Product: Ss can review vocabulary learnt in the previous lesson
d) Competence: Collaboration, observation, communication
e) Organization of the activity:
Teacher’s activities Students’ activities
Pelmanism (Teacher - whole class) - Tell it in front of the class
- Prepare 12 cards with numbers (from 1 to 12) on one 1 2 3 4 5 6
side and the words and its meaning in Vietnamese on
the other side. 7 8 9 10 11 12
- Stick the cards on the board so that the Ss can only * Possible answers:
see the numbers; make sure the words and its meaning 1. battery 2. nước đóng chai 3. flashlight
in Vietnamese are mixed up. 4. pillow
- Divide the class into teams and ask them to choose 5. khăn 6. túi ngủ 7. bottled water
two numbers at the same time. 8. đèn pin 9. towael 10. pin 11. cái
- Turn the cards over if the match: Ex: pillow - cái gối, gối 12. sleeping bag
that team gets one point. If not, turn the card over again - Repeat the English words chorally.
and ask the next team to continue to choose numbers.
- Continue until all the cards are turned over. The team
that has more marks will win the game.
B. New lesson (35’)
 Activities 1: Pronunciation (5’)
a) Objective: To pronounce the /ou/ sound correctly
b) Content: Pronunciation on page 67
c) Products: Ss can pronounce the /ou/ sound correctly.
d) Competence: Communication, collaboration, listening
e) Organization of the activity:
Teacher’s activities Students’ activities

a. Focus on the /ou/ sound.

- Briefly explain the focused sound feature. - Listen carefully.
b. Listen to the words and focus on the
underlined letters.
- Play the audio (CD2 - 35) and draw students' - Listen pay attention to the focus sound /ou/.
attention to the focus sound. - Listen and repeat with a focus on the pronunciation
- Play the audio (CD2 - 35) again and draw Ss' feature
attention to the focus sound /ou/ Ex: soap pillow phone
c. Listen and repeat.
- Play the audio again. - Listen and repeat chorus/ individually.
d. Read the words with the correct stress to a
partner.
- Have Ss practice saying the words with a partner - Practice saying the words using the sound correctly.

64
  Activity 2: Practice (15’)
a) Objective: To discuss plans for a trip and talk about things they need for a trip.
b) Content: Practice on page 67
c) Products: plans for a trip, things for a trip.
d) Competence: Collaboration, communication, critical thinking and creativity
e) Organization of the activity:
Teacher's activities Students' activities
a. Practice the conversation. Swap roles and
repeat. - Practice the conversation with the T.
- Demonstrate the conversation by practicing
the role - play with a student. - Work in pairs.
- Have Ss practice the conversation. - Swap roles and repeat using the ideas/ cues given on
- Have some pairs demonstare the conversation. the right.
b. Practice with your own ideas. - Demonstrate the conversation in front of the class.
(Production - free practice)
- Have students practice the conversation with
their own ideas. - Work in pairs. Swap roles.
- Have demonstrate their own conversation. - Demonstrate the activity in front of the class.
 Activity 3: Speaking - Preparing for an Overnight Adventure (15’)
a) Objective: To prepare for a camping trip and ask for confirmation.
b) Content: Speaking on page 67
c) Products: Ss can use the target language learnt previously in communication
d) Competence: Collaboration, communication, creativity, problem-solving
e) Organization of the activity:
Teacher's activities Students' activities
a.You're preparing for a camping trip to Cat
Tien National Park. Work in pairs. Look at
the list and choose the five most important
items to bring with you and given reasons
why.
- Demonstrate the activity by practicing the role - Work together to choose five items for camping trip
play with a student. (model role-play) and give reasons to choose.
- Have Ss work in pairs. - Practice asking and answering.
- Ask some Ss to deliver the conversation - Work in pairs.
b. Join another pair and compare your lists. - Work in pairs
Did you choose the same things? - Share their ideas with new partners.
- Have Ss join another pair and compare their - Demonstrate the activity in front of the class.
lists.
- Ask Ss to demonstrate the activity.
C. Consolidation (3’)
- Vocabulary: about stuff to bring for a trip
- Grammar: conjunction so
- Pronunciation: /oυ/ sound
D. Homework (2’)
- Pronunciation: Practice the /ou/ sound correctly.
- Practice asking and answering about preparing for a camping trip with your classmates
- Do homework: Writing on page 47 in workbook.
TiÕt 81 Teaching date........./......../2023

Correcting the test

I. Objectives
1. Knowledge: - Correct the test they have done.
- Vocabulary:

65
 - Grammar: Correct students’ test.
2. Skills: Listening, reading, writing, use of English
3. Attitude: - Do the test well.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of
language……
II. PREPARATION:
1.Teacher: Laptop, projector, students’ test.
2.Students:
III. TEACHING METHODS: Teaching methods by practising
IV. Procedure
1.Warm up:
- Greeting
- Chatting
2. Remark on the tests:
- Make genral remarks on the tests:
- Return the tests to the students.
- Students discuss their tests in groups.
- Show some typical mistakes to the students:
+ Weak writing skill.
+ weak listening skill.
+ Grammartical mistakes:
+ Phonetics: Một số học sinh chưa nắm rõ cách đọc đuôi s/es
She is a round face...., Simon isn’t go....,
+ Spelling: punctuation, ...
 Correcting the tests: (Answer key)

3. The ways to overcome:

- The teacher should help Ss more by concentrating on practice skills such as: listening and reading
skills.
- Especially, teacher should check their Production and orally more often.

4. Production:
- Review all knowledge from the three units.
- Prepare unit 4: Lesson 1.3: Pronunciation + Speaking

Date of teaching: ………………………………….

Period 82
UNIT 8: THE WORLD AROUND US
Lesson 3.1: New words, Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…

66
1. Knowledge
- get knowledge of Geography - Natural wonders of Vietnam
2. Ability
- improve speaking, listening skills
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, the awareness of loving natural wonders of Vietnam
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: The objective of this activity is to help Ss relax and to arouse students' interest.
b) Content: Chatting
c) Product: Students have general ideas about natural wonders of Vietnam.
d) Competence: Collaboration, critical thinking, communication
e) Organization of the activity:
Teacher’s activities Students’ activities
* Chatting
- Ask Ss some information about natural wonders of - Tell natural wonders of Vietnam they have
Vietnam they have known or visited to arouse Ss' known or visited.
interest. * Possible answers:
1.What are Viet Nam's most beautiful natural wonders/ 1. Ha Long Bay is Viet Nam's most beautiful
the greatest attractions...? natural wonder. It's famous for many amazing
2. Where are they? islands and caves.
3.What are they famous for? - Or: Vietnam's 10 best natural wonders.
... 1. Ha Long Bay 2. Phong Nha - Ke Bang National
Park 3. Son Doong Cave 4. Phu Quoc Island 5. Ba
Be National Park, Ba Na Hill, ....

B. New lesson (35’)

 Activities 1: New words (15’)
a) Objective: To enrich Ss’ vocabulary about the topic
b) Content: New words on page 68
c) Products: Ss learn vocabulary about natural wonders of Vietnam
d) Competence: Communication, collaboration, presentation, pronunciation, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
* Presentation: - Look at the pictures to/ guess or give the meaning
a. Write the letters in the boxes. Listen and of new words.
repeat. - Write down new words.
- Pre - teach new words (using pictures) highland (n) cao nguyên bay (n) vịnh
- Ask Ss to practice the new words. beach (n) bãi biển forest (n) khu rừng
- Check Ss’ understanding mountain (n) núi ísland (n) hòn đảo
* What and Where (Teacher - whole class) waterfall (v) thác nước
- Write the words on the board, put one word in - Repeat chorally then individually.
each circle.
- Ask students to repeat chorally the English - Work individually
words. - Give the answers:
- Rub out the word one by one. 1. G 2. F 3. D 4. E 5. C 6. B 7. A
- When all the circles are empty, ask students to - Listen and repeat
repeat again; make sure the students can
remember the words in their circles.
- Call on some students to go on the board and - Listen carefully and write down an example.

67
 write the words in correct circles again. Ex: You can go swimming and build sandcastles at
* Practice the beach.
- Ask students to write the letters in the boxes. - Work in pairs or groups of 3 - 4 to discuss.
- Give feedback and correct the answers. - Talk about what activities they can do at each place
- Play the audio CD2 - 36 individually.
b. Discuss what activities you can do at each - Give an example and have Ss discuss what
place. activities they can do at each of the place in
Task a- Have students share their ideas to the
class.
 Activity 2: Listening (10’)
a) Objective: To listen for gist/ details
b) Content: Listen and choose the place to visit. Listen and number.
c) Products: The useful information of some natural wonders in Vietnam, to improve listening
comprehension
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
a. Listen to Tom talking about places to visit.
These places are the best for people who - Pay attention to the listening task individually.
like : doing sports/ taking photos.
* Pre - listening
- Set the scene and introduce the listening task. - Listen the audio and answer the question individually.
* While listening: (for general comprehension) - Share their answers with their partners.
- Play the audio (CD2 - 37) once. - Give the answer
- Play the audio again and check the answer as * Answer: doing sports.
a whole class. (for diving/ surfing/ hiking/ skiing)
(Play part of the text again, pausing after
particular remarks). - Look at the sentences individually.
b. Now, listen and number. - Listen and number individually
- Have Ss look at the sentences - Share their answers with the partners.
- Play the audio (CD2 - 37) twice. * Answer keys:
- Play the audio again and check their answer as - You can go there by train or bus. =>2
a whole class. - You should go there between November and April. =>
(Play part of the text again, pausing after 1
particular remarks.) - You should go there between December and January.
=> 4
* Post listening (for faster students) - You can go there by car or bus. =>3
- Encourage Ss to talk about a place to visit
- Work in pairs to to talk about a place too visit.
 Activity 3: Useful Language (5’)
a) Objective: To use useful language to give advice.
b) Content: Useful language on page 68
c) Products: Ss can use the useful language to give advice about visiting natural wonders
d) Competence: Collaboration, communication,
e) Organization of the activity:
Teacher's activities Students' activities
a.Listen then practice:
- Have Ss look at the useful language box. - Listen to the useful language individually.
- Play the audio CD 2 - 38. - Work in pairs to role play.
- Have them practice the useful language - Demonstrate the activity in front of the class.
- Encourage Ss to make their own dialogue in
pairs.
C. Consolidation (3’)
- Vocabulary about natural wonders
- Useful language to give advice
D. Homework
68
- Learn new words by heart.
- Practise talking what activities you can do at highland/ beach/ mountain/ waterfall/ bay/ forest/ island.
- Practise useful language.
- Do exercise new words on page 48 in workbook.
- Listen and fill in the blanks 0n page 48 in the workbook.
- Prepare for the next lesson: Unit 8-Lesson 3 (page 69)
- Find out some natural wonders of Vietnam and activities.

Date of teaching: ………………………………….

Period 83
UNIT 8: THE WORLD AROUND US
Lesson 3.2: Reading, Speaking and Writing
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
69
1. Knowledge
- read an email for giving advice about visiting natural wonders of Vietnam
- talk about natural wonders
- write a postcard giving advice about a place to visit
2. Ability
- improve reading, speaking and writing skills
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in
conversation situations
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom
activities, the awareness of loving natural wonders
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: to help Ss relax and lead in the topic of the reading tasks.
b) Content: Game
c) Product: Students can understand and have a general idea of these natural wonders.
d) Competence: Collaboration, critical thinking.
e) Organization of the activity:
Teacher’s activities Students’ activities
- Have Ss work in pairs and note the name of - Work in pairs.
natural wonders of Vietnam. - Telling the natural wonders...
- Elicit the natural wonders of Viet Nam from the Ss
B. New lesson (35’)
 Activities 1: Reading (10’)
a) Objective: To help students read an email for giving advice about visiting natural wonders of Vietnam
b) Content: Reading on page 69
c) Products: Students can understand and have general ideas about natural wonders of Vietnam, read for
d) Competence: Collaboration, analytical and synthesizing skills
e) Organization of the activity:
Teacher’s activities Students’ activities
a. Read the email and underline the natural
wonders of Vietnam. - Read the email and underline the natural wonders of
- Introduce the reading tasks Vietnam individually.
- Have students read the email and underline... - Share the answers with their partners
- Give the answers.
* Answer keys: Mộc Châu Highland
- Give feedback and correct the answers. Cúc Phương National Park
Phú Quốc Island
b. Read and write "True" or "False". Lăng Cô Bay.
- Have students read the questions, underline the - Read the email again individually and write T/ F
key words, give Ss time to read the email and - Share their answers with their partners.
circle T/ F - Give the answer: 1. F 2. T 3. T 4. F
- Give feedback and correct the sentences.

 Activity 3: Speaking - Natural Wonders (11’)

a) Objective: to talk about natural wonders of Vietnam.
b) Content: Speaking on page 69
c) Products: Ss can use the target language learnt to talk about natural wonder of Vietnam.
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:
Teacher's activities Students' activities
a. You want to visit some natural wonders. Read the
information about the places below. Student A,
70
 answer Student B's questions about Đà Nẵng. Swap
roles and repeat with Cameron Highlands. - Think of what they have known about Đà
* Pre - speaking: Nẵng, Vietnam and Cameron Highlands,
- Elicit some useful information from students to arouse Malaysia, and answers
Ss' interest. * Possible answers:
(Or: Give some useful information about these places) 1. We can go swimming, visit Ba Na Hill,
* Possible questions: Linh Ung Pagoda....
1. What activities can we do in Đà Nẵng? 2. We should visit Da Nang in spring ....
2. When should we visit Đà Nẵng? 3. We can go there by train/ plane....
3. How can we go there? 4. It's known for its sandy beaches, old
4. What are the best attractions in Đà Nẵng? pagoda, bridges...
....
* While speaking - Ask and answer about Da Nang using the
- Have Ss role play. information/ cues given in the table.
- Call on some pairs to demonstrate - Work in pairs to role play in front of the
- Have Ss practice asking and answering about class.
Cameron Highlands, Malaysia. - Swap roles

b. Discuss two places to visit and things to do in

your country. (post - speaking) - Work in pairs/ groups of 3 - 4 to thinks of
- Have Ss thinks of two more places to visit and things two places to visit and things to do there
to do in their country. - Present their findings to the class.
- Have Ss demonstrate their discussion.

 Activity 4: Writing (10’)

a) Objective: To write a postcard to give advice.
b) Content: Writing on page 69
c) Products: Student can write a postcard to give advice about a place
d) Competence: Collaboration, communication, writing
e) Organization of the activity:
Teacher's activities Students' activities
a.Read the postcard and fill in the blanks using
the sentences (A - E).
* Pre - writing: - Listen to the explanation carefully and write
- Explain and focus on how to write a postcard. down if necessary.
- Elicit how to write a postcard from Ss. - Answer the questions

- Read the postcard and fill in the blanks

* While - writing: individually.
- Have Ss read the postcard and fill in the blanks. - Give the answers.
- Give feedback and correct. * Answer keys:
1. D 2. C 3. B 4. A 5. E
b. Answer the questions, then write a postcard to - Read the postcard aloud individually.
give advice about place in your country. Write 50 - Work in pairs.
to 60 words. - Write the postcard individually.
- Have Ss answer the questions given
- Have Ss use their answers to write a postcard. - Write the postcard on the board.
- Have Ss to write the postcard. * Suggested answer keys 1:
Hi Mai,
For your next summer vacation, you should
visit Ha Long Bay. It has many beautiful
beaches and caves. You can take a boat ride
around the islands. Tuan Chau is the biggest
island. There you can enjoy great Vietnamese
seafood. You can watch traditional dance. You
can enjoy exciting activities.The weather is
71
 very nice and sunny. The seafood is very
delicious/fresh.
See you soon!
Hoa
* Suggested answer key 2:
I'm very glad to hear that you are going to
make plans for your summer vacation. You
should visit Phu Yen - called the place of
"Yellow flowers on the green grass". It is also
an interestring and friendly destination. Once
you travel to Phu Yen, you’ll enjoy and visit
all the beautiful sights or landscapes such as
* Post - writing: (for faster Ss) Nhan Tower, Dia Reef, Mang Lang Church...,
- Have Ss talk about the place he/ she wants to visit if you enjoy swimming, phu Yen has many
based on the questions given. beautiful beaches. The weather is nice and
sunny. Seafood here is very delicious and fresh.
I'm looking forward to seeing you soon.
Lan.

-Talk about places they want to visit

C. Consolidation (3’)
- All the target language in the unit

D. Homework (2’)
- Talk about the place you want to visit and what you can do there.
- Do exercises: Reading (a, b) on page 49 in the workbook.
- New lesson: Page 70

Date of teaching: ………………………………….

Period 84
UNIT 8: THE WORLD AROUND US
Lesson 4: REVIEW
I. OBJECTIVES
By the end of the lesson, Ss will be able to…

72
1. Knowledge
- talk about what to bring on a trip
- discuss plans for a trip
- give advice about visiting natural wonders
- review/ consolidate vocabulary/ grammar/ pronunciation they have learnt
2. Ability
- improve listening, reading skills and language focus
- develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and
other skills
3. Quality:
- have positive attitude in English language learning so that they actively participate in all classroom
activities.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: The objective of this activity is to help Ss relax
b) Content: Chatting
c) Product: Students can know more about some natural wonders of Vietnam.
d) Competence: Observation
e) Organization of the activity:
Teacher’s activities Students’ activities
- Play a video about natural wonders of Vietnam. - Watching the landscapes....
B. New lesson (35’)
 Activities 1: Listening (9’)
a) Objective: To help students listen for specific information.
b) Content: Listening and matching
c) Products: Students will understand some information about a camping trip, listen for details
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher’s activities Students’ activities
a. You will hear some information about a
camping trip. What will each person bring?
For each question, write a letter (A - H) next to
each person. You will hear the conversation
twice.
* Pre - listening:
- Introduce the topic and explain the listening - Read the instruction, underline the key words
task.
- Have Ss apply the elimination process for this
type of exercise, warn them that there are some
extra options
* While- listening:
- Play the audio CD2 - 70 twice. - Listen to the audio twice.
- Share the answers with their partners (in pairs)
- Play the audio again - Give the answer.
- Give feedback and correct if necessary. * Answer keys:
1. E 2. F 3. B 4. G 5. H
* Post - listening: (for better students)
- Have Ss share what they will bring on a - Work in groups of 3 or 4, then present to the class
camping trip
 Activity 2: Reading (9’)
a) Objective: to read about the movie review
b) Content: Choosing the correct answer
c) Products: Students can improve reading comprehension.

73
d) Competence: analytical and synthesizing skills, communication, collaboration
e) Organization of the activity:

Teacher's activities Students' activities

a. Look and read. Choose the correct answer A, B,
or C.
* Pre - reading:
- Have Ss explore the task (read the instruction, - Explore the task
headings, pictures, questions…)
* While - reading.
- Have Ss read the text and choose the correct answers. - Read the information individually and choose ...
- Share the answers with the partners (in pairs or
- Give feedback and correct in groups of 3 - 4)
- Answer the questions.
* Post - reading * Answers: 1. B 2. B 3. C 4. A
- Encourage Ss to retell the information on each sign if
there is time. -Take turns talking about what each sign is saying
 Activity 3: Vocabulary (7’)
a) Objective: To review/ remember words they have learnt.
b) Content: Filling in the blanks
c) Products: Students review and use words relating to outdoor activities correctly
d) Competence: Collaboration, critical thinking (guessing & reasoning)
e) Organization of the activity:
Teacher's activities Students' activities
a.Fill in the blanks with words from the unit.
The first letter is already there.
- Have Ss go through all the vocabulary items in the - Review all the vocabulary learnt within the unit
unit (glossary page 131) - Read the sentences carefully and think of the word
- Have them study the task and make sure they know with the letter given individually.
what they are going to do - Read the sentences and fill in the blanks.
- Have them do the task - Give answers and read out the sentences loudly.
- Give feedback and correct. 1. hiking 2. bottled water 3. island
4. kayaking 5. batteries 6. forest 7. sleeping
bag
 Activity 4: Grammar (5’)
a) Objective: To review/ consolidate the use of modals (Should/ can/ need) and conjunction (so)
b) Content: Circling the correct words
c) Products: Students can understand and use the modals and conjunction "so" correctly
d) Competence: Collaboration, critical thinking (guessing)
e) Organization of the activity:
Teacher's activities Students' activities
a. Underline the mistake in each sentence. Write
the correct word on the line. - Share notes
- Elicit the grammar notes from Ss. - Read the sentences carefully and circle the words.
- Have Ss do the exercise. - Give answers.
- Give feedback, correct if necessary. Answer keys:

1. should 2. can 3. need 4. so

5. can't 6. so 7. should
 Activity 5: Pronunciation (5’)
a) Objective: To know how to pronounce words given correctly.
b) Content: Circling the word that has the underlined part pronounced differently from the others.
c) Products: Students can pronounce words with the underlined part correctly.
d) Competence: Pronunciation, communication
e) Organization of the activity:
Teacher's activities Students' activities
74
 a. Circle the word that has the underlined part
pronounced differently from the others. -Study the task
- Have Ss study the task. - Do the task as guided individually
- Have Ss do the task - Give the answers.
- Give feedback and correct Answer keys:
1. B 2. C 3. D 4. B 5. D 6. A

C. Consolidation
- Vocabulary: about the world around us
- Grammar: modals (should, can), conjunction (so)
- Conversation skill: asking for clarification
- Pronunciation: stress for gerunds, /oυ/ sound
D. Homework (2’)
- Assign Ss to do exercises in workbook after class
- Ask them to get ready for the next lesson - Unit 9: Houses in the future.

Date of teaching: ………………………………….

Period 85
UNIT 9: HOUSES IN THE FUTURE
Lesson 1.1: New words and Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
75
1. Knowledge
- compare homes now and in the future
- discuss and give advice where the people should live
- get someone’s attention into a conversation and choose the suitable answers
2. Ability
- improve their English skills
- develop the ability to communicate, to self-study, to solve problems and other skills
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities
- express the opinions and give the choices on homes now and in the future
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To introduce the new lesson and set the scene for Ss to acquire new language.
b) Content: introduction of some new words about the topic “Houses in the future.”
c) Product: To understand and have general ideas about the topic “Houses in the future.”
d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:
Teacher’s activities Students’ activities
- Give students some pictures related to houses and - Observe the pictures.
ask students to work in groups of 4 to choose the - Work in groups to distinguish houses according to
houses suitable for now and in the future. the topic “Homes now and in the future.”
- Put students in pairs (of houses now and in the - Choose their pairs to discuss and give the reasons.
future) and ask them to give reasons why they (Ss can give any reasons they think are reasonable)
choose those pictures.
- Leads to a new topic - Unit 9: Homes now and in
the future.
B. New lesson (35’)
 Activities 1: Introduce new language (10’)
a) Objective: to identify, understand the situation and language materials (new vocabulary items).
b) Content: New words (page 70)
c) Products: to know how to pronounce the new words correctly and use them in appropriate situations
d) Competence: Communication, collaboration, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
Fill in the blanks. Listen and repeat.
- Shows the Powerpoint slides/ DCR with the - Listen and give the meanings of the new words
pictures on them to elicit Ss to the new words + Underground (n)
+ Megacity (n)
+ Earthscraper (n)
+ Smarthome (n)
+ Eco-friendly (a)
- Help Ss remember the new words by deleting the - Do as directed and write the words under the
words and then asking to call out. (Rub out and pictures
remember) Expected answers:
- Give feedback 1. under the sea 2. in a city
- Have Ss to look at the pictures and fill in the 3. underground 4. on the sea
blanks 5. megacity 6. earthscraper
with words given. (exercise a, p.70) 7. smart home 8.eco-friendly
- Listen and repeat
- Have Ss listen and repeat - Practice saying the new words with a partner
- Call some Ss to read the new words individually

76
 Optional activity - Make a few sentences using the vocabulary learnt
- Have Ss make some sentences using the - Write them on the board, check with the whole
vocabulary presented class
- Get some write them on the board, give feedback
if necessary

 Activity 2: Speaking Skill (10’)

a) Objective: to use the knowledge in practical situations with the new vocabulary items presented to
express themselves and develop communication.
b) Content: listening, thinking, reading and practicing the new language in the situations. Working in pairs.
c) Products: to know how to use the knowledge they have learned to produce the language.
d) Competence: Collaboration, critical thinking, communication, creativity, presentation
e) Organization of the activity:
Teacher's activities Students' activities
Discuss where the people below should live.
- Set the scene and gives some examples for Ss to - listen carefully and write down examples.
know how to talk about where the people below
should live:

Example:
+ Ann is good at technology and likes using it. I - Ss 1 answers….
think she should live in smart home. - Ss 2 answers.....
+ Tom loves nature. I think he should live in eco-
friendly home.
- Encourage students to give more ideas/reasons in
the statements - Work in pairs (discuss and give advice)
+ Tom loves nature. I think he should live in eco-
friendly home because he can….
- Ask Ss to practice - Present in front of the class
- Call on some pairs to practice with the class.
 Activity 3: Listening Skill (15’)
a) Objective: to improve their listening skill through the main idea exercise to develop a conversation, and
they can also finish the listening task in the textbook.
b) Content: to discuss and perform well with the questions, make sentences/ dialogues. Do listening
exercise.
c) Products: to listen for gist, recognize the correct or incorrect information (details), improve listening
comprehension
d) Competence: Collaboration, communication, analytical & synthesizing skills.
e) Organization of the activity:
Teacher's activities Students' activities
Listening skill:
a. Listen to a student talking to their professor.
Is the student excited about houses in the future?
- YES/ NO
- Ask Ss to give some vocabularies relating to - Give some vocabularies relating to houses they
houses they have learned to prepare for general have learned.
information.
- Have Ss look at the questions, underline the key - Read the questions, underline the key words
words
- Play the audio once. - Listen and answer the questions by circling "Yes"
- Have Ss cross check the answer or "No"
- Give feedback - Check answers as a whole class.
Expected answer: Yes
b. Now, listen and fill in the blanks.
- Have Ss look at the questions. - Look at the questions carefully.
- Play the audio twice. - Listen to the audio twice and fill in the blanks.
77
 - Check answers as a whole. - Do the task/ check answers as a whole class.
- Give feedback. Expected answer:
- Have Ss listen to the dialogue again to check the 1. Yes 2. Yes
answers. 3. Yes 4. No
- Encourage Ss to give the information for their
answers as much as possible. - Work in pairs/groups.
C. Consolidation (3’)
Vocabulary: Houses in the future
Discuss and give advice where people should live
+ Ann is good at technology and likes using it. I think she should live in smart home.
D. Homework (2’)
- Learn new words about Houses in the future.
- Write four sentences about your favorite house.
- Do exercises A. New Words in the workbook (page 50)
a. Unscramble the words
b. Read the sentences and number the pictures.
- Prepare for the new lesson – Grammar (Page 71 – SB)

Date of teaching: ………………………………….

Period 86
UNIT 9: HOUSES IN THE FUTURE
Lesson 1.2 : Grammar
78
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the simple future to think to give ideas about the future
2. Ability
- improve the use of language
- develop the ability to communicate and cooperate with their partners, to self-study and other skills
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To set the scene for the new lesson
b) Content: Revision and introduction of new grammatical point.
c) Product: Ss can understand and have general ideas about the simple future
d) Competence: Collaboration, communication, presentation
e) Organization of the activity:
Teacher’s activities Students’ activities
* Option 1:
- Ask students to look at the conversation and guess - Talking about the technology in the future.
what they are talking about.
- Ask students to find out the structure they have - Revise the structure they know “I think…”
learned in the last period.
* Option 2:
- Ask students to find out the differences between - Work in pairs.
the structure in the conversation and what they have
learned in the last period.
- Lead to the new lesson.

B. New lesson (34’)

 Activities 1: Introduce and practice new language (25’)
a) Objectives:
- To identify, understand the situation and language materials (new grammatical point)
- To use the knowledge in practical situations with the new grammar point presented to express ideas
b) Content: (Section: Grammar page 71).
c) Products: Ss can use the knowledge they have learned to produce the language.
d) Competence: Collaboration, communication, analytical & synthesizing skills.
e) Organization of the activity:
Teacher’s activities Students’ activities
* GRAMMAR
a. Listen and repeat. (Presentation) - Look at the pictures
* Option 1: - Listen and read the speech bubbles.
- Have Ss look at the picture. - Listen and repeat.
- Play the audio
- Play the audio again. - Do the task in pairs.
* Option 2:
- Ask students to find out the differences between the
structure in the conversation and what they have
learned in the last period.
- Have Ss look at the grammar explanation and + Expected answers:
examples. - I think you/he/she should (give advice) and
- Have Ss look at the table with the different forms. - I think people will … (give ideas in the future)
- Have some Ss read the sentences aloud. - Read the sentences aloud.

79
 - Ask Ss to write the new language in their
notebooks.

- Write in notebooks.

b. Write sentences in Future Simple using the

prompts (Practice)
* Option 1:
+ Help students know how to use Future Simple and
indefinite quantifiers. - Listen to T’s demonstration and write the
- Demonstrates the activity using the example. sentence in notebooks.
1. Do you think lots of people will live in smart - Write sentences using the prompts.
homes?
* Option 2:
+ Help students use Future Simple and indefinite
quantifiers correctly in forms. - Work individually.
- Have Ss write sentences using the prompts. - Works in pairs.
- Have Ss check their works in pairs. - Share the answers with the class.
- Have some Ss share their answers with the class. + Expected answer:

- Corrects and give feedback

- Check the answer and correct.
c. Write sentences using the survey notes.
* Option 1:
+ Help students know how to use Future Simple and
indefinite quantifiers in other contexts. - Listen to T’s demonstration and write the
- Demonstrate the activity using the example. sentence in the notebook.
1. I think some people will live in earthscrapers. - Write sentences using the prompts.

* Option 2:
+ Help Ss improve their use of Future Simple and
indefinite quantifiers correctly in difficult contexts. - Work individually.
- Have Ss write sentences using the survey notes. - Work in pairs.
- Have Ss check their works in pairs. - Share their answers with the class.
- Have some Ss share their answers with the class. + Expected answers:

- T corrects and gives feedback

- Check the answers and correct.

 Activity 2: Speaking Skill (10’)

a) Objective: to use the knowledge they have learned to practise converastion and act out the dialogue in
close and in open pairs.
b) Content: speaking/ asking and answering questions.
c) Products: Ss can use the knowledge they have learned in their speeches.
d) Competence: Collaboration, communication, presentation, analytical & synthesizing skills.
e) Organization of the activity:
Teacher’s activities Students’ activities
80
 d. Now, practice saying the sentences with your
partner:
* Option 1: - Work in pairs (open pair)
- Help students deepen the new languages. - Work in pairs (closed pairs)
- Divide the class into pairs. - Work in pairs (their own conversations)
- Have Ss practice saying the sentences.
- Call on some pairs to demonstrate the activity in Cues:
front of the class.

* Option 2:
- Help students improve their competence in using
new languages in their speeches.

+ Game: Lucky Numbers.

- Ask Ss to play the game in teams.
- Divide the class into two teams: Team A and B. - Play the game in teams; Team A and B.
- Ask Ss to choose a number attached to a
word/phrase and then say out loud a sentence with
the structure they have learned. - Join in the game to find out the winner.
Number 1: Some/ smart homes
Number 2: A Lucky Number
Number 3: lots/ megacity
Number 4: few/ megacity
Number 5: a lot/ eco-friendly homes
Number 6: A Lucky Number
Number 7: a few/ eco-friendly homes
Number 8: few/ earthscrapers
- Declare the winner of the games.

C. Consolidation (3’)
 Using the simple future and think to give ideas about the future.
o What do you think home will be like?
o I think people will live in smart home.
 Using indefinite quantifiers to give ideas about the future.
o I think a few people will live underground.
Homework
- Practice asking and answering with the simple future and think and indefinite quantifiers
to give ideas about the future correctly with a partner.
- Do exercise in the workbook: Lesson 1- Grammar and Writing (page 51)
Prepare: Lesson 1 – Pronunciation and Speaking (page 72 – SB)

Date of teaching: ………………………………….

Period 87
UNIT 9: HOUSES IN THE FUTURE
Lesson 1. 3 : Pronunciation, Speaking
81
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- Know how to pronounce the final /z/ sound and can do all the exercises related to
this sound
- Use the sound correctly in their communication
2. Ability
- Improve the use of language
- Develop the ability to communicate and cooperate with their partners and other
skills
- Identify this sound and produce it correctly.
3. Quality
- Build up their positive attitude in English language learning so that they actively
participate in all classroom activities, especially use the sound exactly in their
communication or exams.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer
(if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objective: To review the language leant and to set the mood for the new lesson
b) Content: A game.
c) Product: Ss can review the target language learnt previously.
d) Competence: Communication, collaboration
e) Organization of the activity:

Teacher’s activities Students’ activities

- Books closed, have Ss work in - Do as guided
group of 4 and write down as many
vocabulary items learnt on page 70 (the
fastest is the winner)
- Have them call out all the words

B. New lesson (35’)

 Activity 1: Pronunciation (7’)
a) Objective: To introduce to Ss the sound /z/ and raise their awareness of
pronouncing the sound correctly in everyday conversation
b) Content: Teaching Ss the sound /z/ and the relevant sounds in some tasks given.
c) Product: Students can understand, and use the final /z/ sound and grammatical
point correctly in their communication
d) Competence: Collaboration, communication, observation, analytical skills
e) Organization of the activity:
Teacher’s activities Students’ activities
a) Focus on the final /z/ sound - Do as guided

82
- Briefly explain the sound /z/.
- Give examples Megacities, homes,
- Check Ss’ understanding. earthscrapers
b) Listen to the words and focus on
the underlined letters. -Listen and repeat in chorus and
- Play the audio and draw Ss’ attention individually
to the focused sound.
c) Listen and repeat
- Play audio and have Ss listen and -Do as guided
repeat, especially focus on the sound.
d) Read the word with the correct
sound to a partner
- Have Ss read all the words given with
a partner -Do as guided
- Walk around and help if necessary Suggested words
- Call some Ss to read these words Hands, gives, boys, bags, towels, toys,
individually. Correct as needed pillows, cameras, movies, jars, stations,
Optional: If there is time libraries, hospitals….
-Write some more words with final
sound /z/, have Ss practice in pairs
saying them

 Activity 2: Practice: (13’)

a) Objective: To help Ss practice the target language and pronunciation
b) Content: Practice on page 72
c) Product: Ss can use the final /z/ sound and grammatical point and vocabulary
items correctly in their communication
d) Competence: Collaboration, communication,
e) Organization of the activity:

Teacher’s activities Students’ activities

a) Practice the conversation. Swap roles and
repeat.
* Practice 1: - Do as guided
- Demonstrate the activity by practicing the role-play
(Emma and Mark) with a S
- Demonstrate with another S if any. - Do as guided
- Remind Ss to pay attention to the final sound /z/. Cues:
- Have Ss practice the conversation in pairs S1: Where/ you think/ people/
- Call some pairs to demonstrate the activity in front live/ future?
of the class. S2: I think/ will live/ sea.
* Practice 2: S1: Anywhere else?
- Ask Ss to swap roles using the ideas on the right. S2: I think/ will live/ river.
- Call some pairs to demonstrate the activity in front S1: What/ you think/ be like?

83
of the class. S2: I think/ eco-friendly
b) Practice with your own ideas. homes.
- Have Ss practice the conversation with their own S1: …
ideas. Swap roles. S2: …
- Go around and give support if necessary
- Call some pairs to demonstrate the activity in front
of the class
- Give comments if any.

Activity 3: Speaking: (15’)

a) Objective: To help Ss know how to conduct an interview, take notes from an
interview
b) Content: Speaking on page 72
c) Product: Ss can understand, use vocabulary, grammar points and sound /z/ in
real life communication.
d) Competence: Collaboration, communication, critical thinking, creativity
e) Organization of the activity:

Teacher’s activities Students’ activities

a) You’re interviewing an expert
about homes in the future. Work in
pairs.
- Student A, interview the future
home expert and make notes.
- Student B, you’re the expert.
Answer the questions. Swap roles and
repeat. - Work in pairs to put the statements in
* Interview 1 the correct order to make a meaningful
- Lead to the task by asking Ss put the conversation.
statements in the order to make a
meaningful conversation.

- Give feedback.
* Interview 2: - Take turn to perform the activity with
- Demonstrate the activity by practicing T.
the role - play with a S.
- Demonstrate with other Ss.
- Have Ss work in pairs to fill in their - Interview each other in pairs and fill in
notes their notes.

84
 - Call some pairs to perform the activity
in front of the class.
- Give comments if any
b) Join another pair. Discuss where - Demonstrate the activity in front of the
you’d like to live in the future. Ask class.
them to explain anything you don’t
understand.
- Have Ss join another pair and discuss
where they would like to live in the - Join another pair and discuss where
future. they would like to live in the future.
- Have some Ss share their ideas with - Perform the activity in front of the
the class. class.
- Give feedback.

C. Consolidation (2’)
- Vocabulary about houses in the future
- Simple future and think to give ideas about the future
- Indefinite quantifiers
- Final sound /z/
D. HOMEWORK (3')
- Do exercises on page 51 of the WB
- Prepare the new lesson on page 73 of the SB

Date of teaching: ………………………………….

Period 88
UNIT 9: HOUSES IN THE FUTURE
Lesson 2.1: Vocabulary and Reading
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- describe similarities and differences between homes now and in the future
- discuss and choose smart devices for homes in the future
- get someone’s attention into reading passage and answer the answers
2. Ability
- improve their English skills
- develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and
other skills
- distinguish the differences and similarities between homes now and in the future
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities
- express the reasons for their homes in the future
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
85
A. Warm up: (5’)
a) Objective: To set the scene for the new lesson
b) Content: Introduction of new words about the topic
c) Product: to understand and have general ideas about the topic
d) Competence: Collaboration, communication, critical thinking and creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
- Give Ss some pictures of smart devices such - Look at the pictures.
as smartphone, drone, robot, … - Work in groups.
- Ask Ss to work in groups of 4 to choose the - Find others having the same pictures and
devices they have and would like to have in discuss the reasons. (Ss can give any reasons
their homes. they think are reasonable)
- Ask Ss to find others having the same
pictures, and discuss the reasons.
- Lead to new topic - Unit 9: Houses in the
future. – Lesson 2.

B. New lesson (35’)

 Activities 1: New words (8’)
a) Objective: to learn new vocabulary
b) Content: New words (page 73).
c) Products: Ss can learn the new words and know how to pronounce them correctly
d) Competence: Communication, collaboration, analytical & synthesizing skills
e) Organization of the activity:
Teacher’s activities Ss’ activities
a. Number the pictures using the definitions. Listen and
repeat.
- Show the Powerpoint slides/ DCR with the pictures on them to
elicit Ss to the new words.

- Observe the pictures and guess the names

and uses of smart devices.

+ a smartphone (n)
+ robots (n)
- Ask Ss to guess the names and uses of these things. +…

- Demonstrate the activity using the example.

+ A smart device, like a TV or a mobile phone, is a machine with - Listen to audio and number the pictures.
a computer inside it. - Work in pairs to check the answers.
- Have Ss number the pictures. Expected answers:
- Divide the class into pairs and has them check their answers with A.1; B.4; C.6; D.5; E.2; F.3
their partners. - Practice new words
- Check answers as a whole.
- Play audio and have Ss listen and repeat.

- Give feedback - Listen and repeat.

 Activity 2: Speaking Skill (7’)

a) Objective: to practice the vocabulary presented
b) Content: Working in pairs to say what smart devices they have at their home
c) Products: Ss can practice what they have learned in communication
d) Competence: Collaboration, communication, presentation, creativity
86
e) Organization of the activity:
Teacher's activities Ss' activities
- Say what smart devices you have in your home.
- Set the scene and gives some examples for Ss to
talk about smart devices you have in my home.
Example: T presents a smart phone and says - Listen to the T carefully
+ I have a smart phone.
- Divide the class into pairs. - Work in pairs, say what smart devices they
- Have pairs say what smart devices they have in have in their homes.
their homes.
- Check some pairs, gives comments.

 Activity 4: Reading Skill (15’)

a) Objective: to improve the reading comprehension, to see how target language is used in the reading
context
b) Content: A reading text about homes in the future.
c) Products: Ss can practice reading for main ideas and for details.
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Ss' activities
Reading:
a. Read the article about homes in the future. Is
Professor Rendall excited about the future?
- YES / NO
- Ask Ss to read the text individually. - Ss read the text individually.
- Have the whole class read the text. - Read the text as a whole class.
- Have Ss answer the question by circle “Yes” or - Share their answers with the partner.
“No” - Check answers as a whole class.
- Check answer as a whole class. Expected answer: Yes
- Ask Ss to present the reasons why their answer is - Present their answers.
Yes.
- Give feedback
b. Read the text again and answer the - Look at the questions carefully.
questions. - Get some new words.
- Have Ss look at the questions + be ready in seconds: (V phr)
- Help Ss with some vocabularies (if necessary) + delivery (n)
- Read the article and answer the questions.
- Do the task and share their answers with partners/
- Ask Ss to read the article and answer the check answers as a whole class.
questions. Expected answers:
- Check answer as a whole class.
- Give feedback.

C. Consolidation (2’)
 Vocabulary about technology devices
D. Homework (3’)
- Write four sentences about your favorite smart devices you would like to have in your home.
- Do exercises in the workbook (Page 52)
a. Match the pictures with the words
b. Listen and tick
- Prepare for the new lesson – Grammar (page 74 – SB)
Date of teaching: ………………………………….
Period 89

87
 UNIT 9: HOUSES IN THE FUTURE
Lesson 2.2 : Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know how to use Modal verb Might to say that something is possible in the future
2. Ability
- improve the use of language
- develop the ability to communicate and cooperate with their partners, to self-study and other skills
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To introduce new lesson and set the scene for students to acquire new language
b) Content: a game
c) Product: Ss can review the language learnt in the previous lesson
d) Competence: Collaboration, communication, analytical skills
e) Organization of the activity:
Teacher’s activities Students’ activities

- Books closed, show the questions on -Work in pairs, read the sentences and fill in the missing words
the board 1. A _______, like a TV or a mobile phone, is a machine
- Have Ss work in pairs, read and find with a computer in it.
the missing words 2. A _______ is a flying machine. It can carry things.
- Give time for Ss to find the answers 3. I use my phones by touching the _______.
- Check the answers with the whole 4. A _______ can make all kinds of objects.
class 5. An _______ will make anything you want to eat.
6. Get a _______ to do your washing and cleaning at home.
- Check answer with the T
Answer keys
1. smart device 2. drone 3. Screen
4. 3D printer 5. automatic food machine 6. robot
helper

B. New lesson (35’)

 Activities 1: Introduce and practice new language (25’)
a) Objective: To have Ss learn the new grammar point – Might for future possibilities
b) Content: Grammar (page 74)
c) Products: Students can understand, practice and use the mentioned grammar point correctly in
communication.
d) Competence: Communication, collaboration, critical thinking
e) Organization of the activity:
Teacher’s activities Students’ activities
* GRAMMAR
a. Listen and repeat. (Presentation)
- Have Ss look at the picture. - Look at the pictures
- Have Ss guess what they are talking about. - Guess what the picture is about
- Play audio and have Ss listen and read the speech - Listen and read the speech bubbles.
bubbles.
- Play the audio again.
88
 - Do the task in pairs.

.
b. Fill in the blanks using “might” and a verb
from the box.
- Have Ss study the task.
- Demonstrates the activity using the example. - Listen to T’s demonstration and take notes in
1. Automatic food machine might make all our notebooks.
food. - Do the task individually
- Have Ss fill in the blanks using “might” and a verb
from the box. - Work in pairs (check each other's work)
- Have Ss check their works in pairs. - Share the answers with the class.
- Have some Ss share their answers with the class. - Check the answers and correct the mistakes (if
- Give feedback any)
+ Expected answers:

- Listen to T’s demonstration and write the

c. Unscramble the sentences. sentence in notebooks.
- Have Ss explore the task - Write sentences using the prompts individually
- Demonstrate the activity using the example. - Work in pairs
1. In the future, we might have robot helpers. - Share the answers with the class.
- Have Ss unscramble the sentences. + Expected answers:
- Have Ss check their works in pairs.
- Have some Ss share their answers with the class.
- Give feedback (if any)

 Activity 2: Speaking Skill (10’)

a) Objective: to get Ss another step in grasping the grammar point
b) Content: Speaking
c) Products: Ss can be more proficient in the target language presented
d) Competence: Collaboration, communication, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
d. Now, practice saying the sentences with your
partner:
- Divide the class into pairs.
- Have Ss practice saying the sentences. - Work in pairs and do as guided
- Call some Ss to demonstrate the activity in front
of the class.

C. Consolidation (3’)
 Use Modal verb Might to say that something is possible in the future.
o How might homes change in the future?
o We might not have robot pets.
D. Homework (2’)
 Do exercise in the workbook: Lesson 2- Grammar and Writing (page 53)
Prepare: Lesson 2 – Pronunciation & Speaking (Page 75 – SB).

Date of teaching: ………………………………….

Period 90
89
 UNIT 9: HOUSES IN THE FUTURE
Lesson 2.3: Pronunciation + Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know how to pronounce the /t/ sound and can do this well in the test
- use the sound correctly in their speeches
2. Ability
- improve the use of language
- develop the ability to communicate and cooperate with their partners, to self-study and other skills
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up (5’)
a) Objectives: To set the scene for the new lesson
b) Content: a game
c) Product: Ss can review the language learnt in the previous lesson
d) Competence:
e) Organization
Teacher’s activities Students activities
- Have Ss work in groups of 4 to tell everyone - Do as guided
in the group what the devices in the future Possible answers
home might be like - My TV might take pictures of people in
- Walk around and give support if necessary front of it.
- My bed might have cameras in it.
- ………………………………………………
B. New lesson (35’)
 Activities 1: Pronunciation: (5’)
a) Objective: To get Ss learn the sound /t/
b) Content: Pronunciation (Page 75)
c) Product: Ss can pronounce the sound /t/ correctly in communication
d) Competence: Communication, collaboration, critical thinking
e) Organization of the activity:
Teacher’s activities Students’ activities
a. focus on the /t/ sound - Do as guided
- Explain how the sound /t/ is made
b) Listen to the words and focus on the underlined
letters. printer computer robot * Optional (if there’s time)
- Play audio and draw attention to the focus sound.
- Have Ss practice saying the words given
c) Listen and repeat
- Play audio and have Ss listen and repeat the focus
individually and then with a partner
sound 1. a. carrot b. parent c. teacher d. student
- Correct if necessary. 2. a. computer b. write c. actor d. automatic
d) Read the words with the correct sound to a 3. a. robot b. stick c. not d. pet
partner 4. a. article b. activity c. exactly d.
- Have Ss practice saying the examples in pairs nationality
- Go around and support if necessary
- Call some Ss to say the words, correct if necessary
- Check some pairs, give comments if necessary

 Activity 2: Practice: (15’)

90
a) Objective: to have Ss practice the language learnt earlier
b) Content: Practice (Page 75)
c) Product: Ss can practice what they have learnt
d) Competence: Collaboration, communication, presentation, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
a) Ask and answer.
- Demonstrate the activity by asking and answering with - Help the T demonstrate the activity
a S.
- Demonstrate it again with another S.
- Ask Ss to pay attention to Modal verb Might.
- Divide the class into pairs.
- Have pairs asking and answering using the pictures and
- Practice asking and answering using the pictures
prompts. and prompts with a partner.
- Have some pairs demonstrate the activity in front of the
class.
b) Practice with your own ideas.
- Have Ss work in pairs to give the same conversation - Practice the conversation in pairs.
using their own ideas
- Go around and give support if needed
- Call some Ss to demonstrate the conversation - Demonstrate the activity in front of the class.
- Correct and give feedback if necessary.
 Activity 3: Speaking: (15’)
a) Objective: To help Ss develop their language skills using what they have learnt
b) Content: Speaking (Page 75)
c) Product: Ss can use what they have learnt in communication especially they can talk about similarities
and differences between homes now and in the future confidently.
d) Competence: Collaboration, communication, analytical & synthesizing skills, creativity
e) Organization of the activity:
Teacher’s activities Students’ activities
a) You’re planning an article for Teen World
Magazines on homes will be different in the future.
Discuss and choose four differences you want to write - Do as guided
about. Note them below.
- Lead to the task by asking Ss to exploit things we
have/do in our homes now and what we would like to
Pet cats and dogs => robot pets
have in the future/ we can imagine
- Demonstrate the activity by using the example.
- Divide the class into pairs.
- Have Ss discuss and choose four things they would - Work in pairs to discuss and choose four things
write about in an article on the topic. they would write about in an article on the topic.
- Have Ss write their ideas in the space provided. - Write their ideas in the space provided.
- Have some students share their ideas with the class. - Share their ideas with the class.
- Check some pairs, give comments if any.
b) Compare your answer with another pair. Did you
choose the same things?
- Give Ss time to join another pair - Compare and discuss their ideas with another pair.
- Have Ss compare and discuss their ideas with another
- Share their findings with the class and try to give
pair.
- Have some Ss share their findings with the class and try the reasons.
to give the reasons. - Demonstrate the activity in front of the class.
- Check some Ss, gives comments and corrects.
C. Consolidation (2’)
 /t/ sound
 Using Modal verb Might to say that something is possible in the future
D. Homework (3’)
- Do the exercises in the WB (page 53)
- Prepare: Lesson 3: New word & Listening (page 76 – SB)
Date of teaching: ………………………………….
91
Period 91
UNIT 9: HOUSES IN THE FUTURE
Lesson 3. 1: New words and Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- talk about life on a space station
- enlarge their vocabulary relating to the topic - space station
- get someone’s attention into a conversation and answer the question answers through listening skill
2. Ability
- improve their English skills
- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills
- ask and answer about the topic – space station
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities
- talk about life on a space station
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: to introduce the new lesson
b) Content: a short Video clip about “Life on a Space Station”
c) Product: to have general ideas about the topic “Life on a Space Station”
d) Competence: Observation
e) Organization of the activity:
Teacher’s activities Students’ activities
- Present a video clip - Watch the video and answer the question
https://www.youtube.com/watch?v=tgRMAVoHRbk - Answer the question – Yes/ No (not giving the
- Have Ss watch the video reasons)
- Ask Ss: Would you like to visit a space station?
- Lead to new topic - Unit 9: Lesson 3.
B. New lesson (35’)
 Activities 1: New Words (10’)
a) Objective: to have Ss learn some more vocabulary about the topic
b) Content: New words (page 76).
c) Products: Ss can know how to pronounce the new words correctly and talk about whether they’d like to
live on a space station or not.
d) Competence: Communication, collaboration, critical thinking
e) Organization of the activity:
Teacher’s activities Students’ activities
Fill in the blanks. Listen and repeat.
+ Option 1: (Present new vocabulary) - Listen and give the meanings of the new words
- Write some vocabularies on the board + Astronaut (n) + The earth (n)
- Use pictures and explanation then ask Ss to give the + The moon (n) + Space station (n)
Vietnamese equivalent meaning. + Gravity (n) + Spacesuit (n)
- Call some Ss to read the new words individually. + Float (v) + Lock (v, n)
- Help Ss to remember the new words by deleting the - Read aloud and say the meaning in Vietnamese.
words and shows the pictures, - Practice new words
- Remember the words and call out the words.

92
 + Option 2: (Fill in the blanks. Listen and repeat) - Do as directed in pairs.
- Demonstrate the activity using the example. - Share their answers with others.
Expected answers:
- Have Ss to fill in the blanks.
- Check answers as a whole class.
- Give feedback.
- Play audio and have Ss listen and repeat.
- Ask Ss to listen and repeat. - Listen and repeat.
 Activity 2: Speaking Skill (10’)
a) Objective: to use the knowledge in practical situations with the new vocabulary items presented to
express themselves
b) Content: Speaking
c) Products: Ss can know how to use the knowledge they have learned to produce the language.
d) Competence: Collaboration, communication, analytical & synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
b) Would you like to visit a space station?
- Set the scene and give some examples for Ss to
know how to talk about where the people below - Listen carefully and can write down
should live: examples.
Example:
+ I’d like to visit a space station because
I want to see the earth clearly.
I want to experience in a zero gravity
condition.
+ I don’t want to visit a space station because
I am afraid of height.
It’s very dangerous young people.
- Encourage students to give more ideas/reasons in - Work in pairs (discuss and give their choices)
their statements
- Ask Ss to practice
- Call on some pairs to practice with the class. - Present in front of the class
- Praise Ss with good reasons.

 Activity 3: Listening Skill (10’)

a) Objective: to improve their listening skill
b) Content: Listening (page 76)
c) Products: Ss can improve their listening comprehension and expand their knowledge about the topic
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
a. Listen to Major Tomkins, an astronaut,
talking about life on a space station.
- Have Ss look at the questions. - Guess the answer to the question, is it about the
What’s the question people ask him the most? difficulties or happiness on a space station?
- Ask Ss to guess the answer to the question. Is it
about the difficulties or happiness on a space
station? - Listen and answer the questions.
- Play the audio once. - Share their answers with partners.
- Check answer as a whole class. Expected answer:
- Play the audio again for Ss to check their answers.
b. Now, listen and fill in the blanks.
- Have Ss look at the questions.
- Demonstrate the activity. - Look at the questions carefully.
- Play the audio twice. - Listen to the audio twice and fill in the blanks.
- Check answer as a whole class. - Do the task.
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 - Have Listen to the dialogue again to check the - Share their answers with partners.
answers. Expected answer:

 Activity 4: Useful Language (5’)

a) Objective: to use the knowledge in practical situations with the new vocabulary items presented
b) Content: Useful Language (Page 76)
c) Products: Ss can use what they have learned to produce the language.
d) Competence: Collaboration, communication, presentation
e) Organization of the activity:
Teacher's activities Students' activities
Useful Language – Listen and practice.
+ Options 1:
- Have Ss look at the Useful Language box and ask - Look at the Useful Language box, and guess
Ss to guess what they are asking and answering what they are asking and answering about.
about. + Ask and answer about the living condition on a
space station.
- Practice in pairs (pay attention to the intonation)
- Present in front of the class.
- Play the audio and has Listen to the Useful
Language, pay attention to the intonation.
- Have Ss practice the Useful Language.
- Check some pairs, gives comments, and correct if
necessary.

C. Consolidation (3’)
 Vocabulary: life on a space station
 Useful language
D. Homework
- Learn new words about Houses in the future.
- Write four sentences about your favorite house.
- Do exercises A. New Words in the workbook (Page 54)
a. Look at the pictures and fill in the blanks
b. Listen and number
- Prepare for the new lesson: Lesson 3: reading, speaking, and writing (Page 77 – SB)

Date of teaching: ………………………………….

Period 92
UNIT 9: HOUSES IN THE FUTURE
Lesson 3.2: Reading, Speaking and Writing
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- read and get some ideas about life on a space station
- talk different things about life on a space station
2. Ability
- improve their English skills

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- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and
other skills
- ask and answer/ write a paragraph about the topic – space station
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To review the last lesson and introduce new tasks and set the scene for the new lesson
b) Content: a video clip about “Life on a Space Station”
c) Product: Ss can have general ideas about the topic “Life on a Space Station”.
d) Competence: observation and note-taking
e) Organization of the activity:
Teacher’s activities Students’ activities
- Have Ss watch a short clip about astronauts’ life on - Watch the video and take notes what the
a spaceship and have them take notes what they do astronauts do in their daily life
there. - Share the answer with the class
https://www.youtube.com/watch?v=FEkzDXl10XE
- Lead to new Lesson.

B. New lesson (35’)

 Activity 1: Reading Skill (10’)
a) Objective: to enrich Ss’ knowledge about life on the space
b) Content: Reading (page 77)
c) Products: Ss can expand their knowledge and can improve their reading comprehension on the topic.
d) Competence: Collaboration, communication, analytical and synthezing skills
e) Organization of the activity:
Teacher's activities Students' activities
a. Read the article and fill in the blanks.
- Have Ss explore the task - Go through all the instructions, words given
- Ask Ss to read the article individually and answer - Do the task individually
the questions.
- Have Ss share their answers with partners. - Share their answers with the partner.
- Check answers as a whole class. - Check answers as a whole class
- Ask Ss to give reasons for their answers. - Present their answers.
- Give feedback and explanation if necessary Answer keys:

b. Read the article again and answer the

questions. - Look at the questions carefully.
- Have Ss look at the questions. - Do the task individually and then share their
- Demonstrates the activity using the example. answers with partners/ check answers as a whole
1. class.
- Ask Ss to read the article and answer the questions. Answer keys:
- Check answers as a whole class.
- Ask Ss to give evidences for their answers.
- Give feedback

 Activity 2: Speaking Skill (10’)

a) Objective: to help Ss use what they have learnt in communication
b) Content: Speaking (page 79)
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c) Products: Ss can use what they have learnt correctly
d) Competence: Collaboration, communication, critical thinking, creativity, presentation
e) Organization of the activity:
Teacher's activities Students' activities
With a partner, talk about what it might be
like living on the Moon. Ask and answer about
these things.
- Have Ss work in pairs to ask and answer about -In pairs, ask and answers these questions using
things that might be like living on the Moon. might.

- Encourage students to talk in long sentences.

- Call on some pairs to share their answers
- Praise Ss with good speaking.

-Do as guided

 Activity 3: Writing Skill (15’)

a) Objective: to help Ss put all the target language into producing the language
b) Content: Writing (Page 79)
c) Products: Ss can use the target language to write a paragraph which is about 50 – 60 words about life on
the Moon.
d) Competence: Collaboration, communication, analytical & synthesizing skill, creativity
e) Organization of the activity:
Teacher's activities Students' activities
a. Choose four of the things you talked about in
Speaking and note them down.
- Divide the class into groups of 3. - Write down as directed in groups.
- Ask Ss to write down 4 things about life on the
Moon
- Check some groups and give support if necessary.
- Have Ss share their ideas with the class
b. Now write a paragraph about life on the
Moon using your notes. Write 50 – 60 words.
- Have Ss use their notes and the table at the right - Work individually to write a paragraph about life
bottom of page and to write a paragraph about life on the Moon.
on the Moon. - Cross check the work with another S
- Have Ss cross check their work with a partner - Observe/ Present the writing to the class/ Listen to
- Call on some Ss to put their work on the board the T’s comments.
- Give comments and take notes some mistakes on Suggested answers
the board. Life will be very different on the Moon. I might
have to use soap and wet towels to wash the body. I
might have to use the special toilet, too. I will sleep
in the sleeping bag, so I don’t float around. I will
play videos games when I have free time. It will be
fun because I can float. Living on the Moon will be
very different.
- Take notes the mistakes in their notebooks.
C. Consolidation (2’)
- Writing a short paragraph.
D. Homework (3’)
- Learn new words about life on a space station/the Moon.
- Do exercises Reading and Writing in the workbook (Page 55)
- Prepare for the new lesson (Unit 9 review pages 102 – 103, SB)

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Date of teaching: ………………………………….
Period 93
UNIT 9: HOUSES IN THE FUTURE
Lesson 4: Review

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- review all vocabularies relating to houses in the future
- review all grammar points and pronunciation presented within the unit
2. Ability
- improve English skills
- develop the ability to communicate and cooperate with their partnerss, to self-study, to solve problems and
other skills
3. Quality
- have a positive attitude in English language learning so that they actively participate in all classroom
activities
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: to review vocabulary/ grammar presented within the unit
b) Content: a game
c) Product: Ss can recall the target language learnt
d) Competence: Collaboration, communication, presentation
e) Organization of the activity:
Teacher’s activities Students’ activities
- Have Ss work in groups of 4 - Do as guided
- Write as many vocabularies presented in the unit Vocabulary learnt
as possible (the one with the most correct items is Smart home, megacity, earthscraper, eco-friendly
the winner) home, underground, in a city, under the sea, on the
- Have groups cross check the work sea, smart device, drone, screen, 3D printer,
- Announce the winner automatic food machine, robot helper, gravity,
lock, float, spacesuit, the Moon, astronaut, space
station, the Earth

B. New lesson (35’)

 Activity 1: Listening Skill (10’)
a) Objective: to have Ss practice the listening and test-taking skills
b) Content: Listening (page 102)
c) Products: Ss can improve their listening for details and be familiar with the test format
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
Listen to 5 short conversations. And choose the

97
 correct answers.
- Have Ss read the questions and guess the answers - Read the questions and guess the answers
- Play the audio twice, have Ss listen and choose - Listen and answer the questions.
the answer, take notes the key words - Share their answers with partners.
- Have Ss check the answer with a partner, list the - Give the cues for their answers.
key words they noted Answer keys: 1C – 2B – 3B – 4C – 5B
- Check answer as a whole class.
- Ask Ss to give the cues for their answers.
- Play the audio again for Ss to check their answers.

 Activity 2: Reading Skill (10’)

a) Objective: to have Ss practice reading comprehension and test-taking skills
b) Content: Reading (page 102)
c) Products: Ss can improve their reading for details and be familiar with the test format
d) Competence: Collaboration, communication, analytical and synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
Read the three devices of the future and choose
the correct answers.
- Have Ss study the task, read the questions,
underline they key words - Work individually as guided
- Ask them to read and choose the answers,
highlight where they found the answer in the
reading texts
- Have Ss check the answer with a partner, explain - Share the answers with a partner, give
why they chose that answer evidence for their answers
- Check answer as a whole class. Answer keys: 1C – 2A – 3B – 4C – 5C
- Ask Ss to give the cues for their answers.

 Activity 3: Vocabulary (5’)

a) Objective: to review the vocabulary learnt
b) Content: Vocabulary (page 103)
c) Products: Ss can use the vocabulary learnt actively and correctly in communication
d) Competence: Communication, collaboration, analytical & synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
Fill in the blanks with words from the box.
- Ask Ss to explore the task (identify what is - Do as guided
requested to do, look through all the vocabulary
given) - Do the task individually.
- Have Ss work in pairs to identify what is needed - Share the answers with the partners.
for each blank - Present the answers.
- Ask Ss to do the task individually. Answer keys: 1. Smart home 2. Megacity
- Have Ss share their answers with partners. 3. robot helpers 4. Moon 5. Underground
- Check answers as a whole class. 6. lock 7. 3D printer 8. Space station
- Ask Ss to give reasons for their answers.
- Give feedback

 Activity 4: Grammar (5’)

a) Objective: to review the grammar learnt
b) Content: Grammar (page 103)
c) Products: Ss can use the grammar learnt actively and correctly in communication
d) Competence: Communication, collaboration, analytical & synthesizing skills
e) Organization of the activity:
Teacher's activities Students' activities
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 Write full sentences using the words below.
- Ask Ss to explore the task - Do as guided
- Ask Ss to do the task individually. - Do the task individually.
- Have Ss share their answers with partners. - Share the answers with the partners.
- Check answers as a whole class. - Present the answers.
- Ask Ss to give reasons for their answers. Expected answer:
- Give feedback

 Activity 5: Pronunciation (5’)

a) Objective: to review word stress and individual sound
b) Content: Pronunciation (page 109)
c) Products: Ss can be confident in producing speech
d) Competence: Communication, collaboration, analytical & synthesizing skills, presentation
e) Organization of the activity:
Teacher's activities Students' activities
Circle the word that differs from the other three
in the position of primary stress in each of the
following questions.
- Ask Ss to explore the task - Do as guided
- Have them work individually - Do the task individually.
- Have them check the answers - Share the answers with the T
- Have them practice saying them with a partner - Say them with a partner
- Walk around and correct wrong pronunciation if Answer keys: 1A – 2B – 3B
any

Circle the word which has the underlined part - Do as guided

pronounced differently from the others. - Do the task individually.
- Ask Ss to explore the task - Share the answers with the T
- Have them work individually - Say them with a partner
- Have them check the answers Answer keys: 4A – 5D – 6B
- Have them practice saying them with a partner
- Walk around and correct wrong pronunciation if
any

C. Consolidation (3’)
 Vocabularies, grammar points within the unit
 Pronunication and useful language
D. Homework (2’)
- Learn new words and practice with the new language of Unit 9.
- Do the exercise in the Workbook (Pages 70 & 71)
- Write a paragraph about your favorite home in future.
- Be well-prepared for the next lesson Unit 10 Lesson, page 78

99
Date of teaching: ………………………………….
Period 94
UNIT 10: CITIES AROUND THE WORLD
Lesson 1.1: New words and Listening

I. OBJECTIVES
By the end of the lesson, Ss will be able to...
1. Knowledge
- identify landmarks in cities around the world;
- discuss and show their interest;
- get someone’s attention into a conversation and choose suitable answers;
2. Ability
- improve the four English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing);
- develop communication, collaboration, self-study, and problem-solving skills;
- discuss and show interest in landmarks in cities around the world;
3. Quality
- have a positive attitude in learning and actively participate in all classroom activities related to the topic
“Cities around the World”;
- show interest in landmarks in cities around the world.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm-up: (5’)
a) Objective: To introduce what Ss need to learn and develop Ss’ collaboration and communication skills.
b) Content: Learning new words about the topic “landmarks in cities around the world”
c) Product: Students can identify general ideas and show interest in the topic.
d) Competence: Collaboration and communication
e) Organization of the activity:
Teacher’s activities Students’ activities
- Show some pictures about Ha Long Bay, Da - Observe the pictures.
Lat, Opera Theater, Liberty Statue, …
- Ask Ss to name those cities and tell the - Name those cities and tell where each of the pictures
countries of the places in the provided pictures. is.
- Have them tell something about the cities they - Tell something about the cities they like most. (Ss
like most. can give any reasons they think are reasonable.)
- Lead to a new topic - Unit 10: Cities around
the World.

B. New lesson (35’)

❖ Activity 1: Introduce new language (10’)
a) Objectives: To help Ss identify and understand the language knowledge (new vocabulary items).
To help Ss develop their critical thinking skills (guessing/ reasoning).
b) Content:
- Learning and using the language knowledge (Section: New words on page 78)
- Listening and naming the landmarks related to the topic “Cities around the World”
c) Products: Correctly pronounce the new words and appropriately use them in real-life situations
d) Competence: Communication, collaboration, presentation, and imagination
100
e) Organization of the activity:
Teacher’s activities Students’ activities
Write the letters in the boxes. Listen and repeat.
- Divide the class into groups of 4, and ask them to discuss - Work in groups of 4 and discuss what
something about one of the landmarks they know. they know.
- Provide Ss with some information about those landmarks - Read information about the landmarks.
(where/ in which country/ when/ be famous for/ … - Work in pairs and demonstrate the
- Ask some pairs to demonstrate the activity in front of the activity in front of the class.
class.
- Give comments on the Ss’ demonstration.

❖ Activity 2: Speaking Skill (10’)

a) Objective: To help Ss appropriately use the new vocabulary items in real-life situations illustrated in the
lesson.
b) Content: listening, thinking, reading and practicing the new language in the situations
c) Products: Students can use the language knowledge to talk about landmarks in Vietnam.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:
Teacher's activities Students' activities
Think of three famous landmarks in your country. Tell your partner
about them.
- Have Ss think of several famous landmarks in Vietnam they know. - Think of several famous
(Individual working, working in pairs, or small groups) landmarks in Vietnam they
know.

- Ask them to tell something about those landmarks (name, where, be - Prepare some information
famous for, who, when, why you like, …) about the landmarks they
Example: like/know.
+ Well, the city I like most is in the highland of the center of Vietnam. It
is famous for its cool climate. You can see many kinds of flowers there
and can visit many famous sites such as …. Do you know it? It is Da Lat.
- Encourage them to give more information in their speaking. - Work in pairs/groups
- Ask Ss to practice in their pairs/groups. (discuss and give advice).
- Give comments and corrects them. - Demonstrate the activity
- Have some pairs share their ideas with the class. in front of the class.
- Give comments and correct.

❖ Activity 3: Listening Skill (10’)

a) Objectives: To improve listening skills, and develop critical thinking and communication skills
b) Content: discussing the questions, making sentences/ dialogues and completing the listening tasks
c) Products: Students can produce the new language successfully and improve their listening skills through
doing the listening exercise.
d) Competence: listening skills, collaboration, and communication
e) Organization of the activity:
Teacher's activities Students' activities
Listening skill:
a. Listen to Kathryn and Tom talking a. Listen to Kathryn and Tom talking about a vacation.
about a vacation. Are they both going on vacation? - YES / NO
Are they both going on vacation? - YES /
NO
- Provide Ss with some vocabulary - Write vocabulary on notebooks and read after T
+ Vacation (n) + Vacation (n) + Be popular = Be famous
+ Be popular = Be famous for + Free (a) + Square (n)
+ Free (a)
+ Square (n)
- Have Ss look at the questions. - Look at the questions.
- Play the audio once. - Listen and answer the questions by circling "Yes" or
101
 - Give feedback and ask Ss to give the "No".
reasons for their answers. - Check answers as a whole class.
Expected answer: No
b. Now, listen and answer the questions.
- Have Ss look at the questions. b. Now, listen and fill in the blanks.
- Demonstrate the activity. - Look at the questions carefully.
- Play the audio twice. - Listen to the audio twice and answer the questions.
- Check answers as a whole class. - Do the task/ check answers as a whole class.
- Give them feedback. Expected answer: 1. On weekends 2. No
- Have Ss listen to the dialogue again to 3. the park 4. Her hotel
check the answers.
- Encourage Ss to give explanations for
their answers as much as possible.

❖ Activity 4: Conversation Skill (5’)

a) Objective: To improve their speaking skill by showing interest.
b) Content: practicing their speaking skill by showing interest
c) Products: Students can improve their conversation skills by showing interest.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:
Teacher's activities Students' activities
Conversation skill:
- Focus on the Conversation Skill box. - Focus on the Conversation Skill box and read after
- Explain to Ss how to use these fillers + T.
intonation.
+ “Uh-huh, I see: understanding
+ really? + rising intonation: surprise
- Demonstrate the activity. - Listen to the audio and repeat.
- Play the audio and ask them to listen and repeat

C. Homework (5’)
- Learn new words about Cities around the World
- Write some sentences about your favorite landmarks in Vietnam.
- Do exercises in the New Words part on page 56 (WB).
- Prepare for the new lesson – Grammar on page 79 (SB).

Date of teaching: ………………………………….

Period 95
UNIT 10: CITIES AROUND THE WORLD
Lesson 1.2: Grammar

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the first Conditional sentences;
2. Ability
- improve the grammar knowledge and use them in communicative situations;
- develop communication and collaboration skills;
3. Quality

102
- have positive attitude in learning and actively participate in all classroom activities related to the topic
“Cities around the World”.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Activity 1: Warm up: (5’)
a) Objective: To introduce a new lesson and to set the scene for students to acquire new language and to
develop Ss’ collaboration, communication.
b) Content: reviewing and introducing a new grammatical point
c) Product: Students can understand and use well the first Conditional sentences in their English speaking.
d) Competence: Collaboration and guessing
e) Organization of the activity:
Teacher’s activities Students’ activities
- Have Ss look at the picture, and answer the question: - Look at the picture and answer the question –
Who are they? Who are they?
Keys:
- They are talking about where the girl is
visiting.
- Ask students to look at the conversation and guess - Listen and read the speech bubbles.
what they are talking.
- Play the audio and ask students to listen and repeat. - Guess possible answers in pairs.
- Ask students to find out the structure in their
conversation. - Exploit the structure conditional sentences.
- Lead to the new lesson.

B. New lesson (35’)

 Activity 1: Introduce and practice new language (25’)
a) Objectives:
- identify forms and the use of the first conditional sentence;
- use the first conditional sentences in communicative contexts;
- develop communication, collabaration, and critical thinking skills.
b) Content: - Learning and using a new grammatical point (Section: Grammar on page 79);
- Completing sentences;
- Listening, thinking, reading, and practicing language skills.
c) Products: Students can produce the English language using the first conditional sentences.
d) Competence: Communication, collaboration, presentation, and imagination
e) Organization of the activity:
Teacher’s activities Students’ activities
* GRAMMAR
a. Presentation:
- Have Ss read the grammar explanation.
- Ask Ss look at the table with the different use of - Look at the grammar explanation.
the first conditional sentences. - Look at the table with the different use of the first
- Have some Ss read the sentences aloud. condition sentence.

- Have Ss give the form of the first Conditional - Gain the structure of First Conditional Sentence.
sentence.
+ On the board:
If clause, main clause
- Ask Ss to write the new language in their Present simple, Will + bare Inf
notebooks.
- Have Ss read the sentences aloud. Main clause if clause
Will + bare Inf Present simple
- Write in their notebooks.

103
 - Illustrate the task in pairs.

b. Fill in the blanks with the correct forms of the

verbs: (Controlled-Practice)
* Option 1:
- Delete the structure and ask Ss to retell something - Retell the forms and the different use of the first
about First Conditional Sentence. conditional sentence.
- Have Ss do the exercise. - Listen to T’s demonstration and write the
sentence in notebooks.
- Demonstrate the activity using the example.
- Write sentences using the prompts.
* Option 2: - Work individually to complete the task.
+ Have Ss fill in the blanks with the correct forms of
the verbs - Work in pairs (have peer correction).
- Get them to finish the exercise individually. - Share their answers with the class.
- Ask them to check their works in pairs. + Expected answer:
- Have some Ss share their answers with the class.

- Have Ss explain their answers.

- Correct and give feedback.

c. Look at Mary’s plan and write sentences. (Less - Listen to T’s explanation.
controlled practice) - Listen to T’s demonstration and write the
+ Help students know how to do the exercise in the sentence in notebooks
contexts
- demonstrate the activity using the example.
* if / rain / café
=> If it rains, I will go to the café. - Retell how to do the task.
- Ask one or two Ss to retell how to do the task.

 Activity 2: Speaking Skill (Free-Practice) (10’)

a) Objectives: To use the targeted grammar to practise converastion skills and act out the dialogue in close
pairs and then in open pairs;
To practice skills in communication, cooperation, and cultural awareness.
b) Content: asking and answering questions
c) Products: Students can know how to use the targeted grammar in their speaking
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:

Teacher’s activities Students’ activities

d. Now, practice saying the sentences with your partner:
+ Help Ss improve the communicative competence. - Work in pairs/groups (discuss and
- Divide the class into pairs or groups. plan).
- Have Ss plan for their vacation to Vung Tau next weekend.
+ Contents:
Where to visit
What to do - Present in front of the class.
…
- Encourage Ss to use the imperative and negative form of first
conditional sentence.
- Check some pairs/groups to support.
- Call on some pairs/groups to share their plan with the class.

C. Homework (5’)

104
- Instruct Ss to have a look back on the lesson at home, do exercises on page 59 in workbook and get ready
for the next lesson.
- Grammar: First Conditional Sentence
- Practice asking and answering with the First Conditional Sentence to talk about condition and result in the
future correctly with a partner.
- Prepare for the new lesson – Pronunciation and Speaking on page 80 (SB).

Date of teaching: ……………………………………

Period 96
UNIT 10: CITIES AROUND THE WORLD
Lesson 1.3: Pronunciation & Speaking

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- Pronounce the sound - /ð/ and do this well in the test;
- Use the sound exactly in their speaking;
2. Ability
- improve the use of language (Main skills: Writing - Speaking);
- develop the ability to communicate and cooperate with their partners, to self-study;
3. Quality
- have positive attitude in English language learning and actively participate in all classroom activities
related to using the sound and the grammatical point in their speaking.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. New lesson (40’)
 Activity 1: Pronunciation (10’)
a) Objectives:
- To introduce what need to learn in the lesson;
- To develop Ss’ collaboration and communication skills.
b) Content: reviewing and introducing a new phonetic item
c) Product: Students can understand how to pronounce the sound - /ð/ and use the first conditional sentence
exactly in their speaking.
d) Competence: Communication, collaboration, and listening skills
e) Organization of the activity:
Teacher’s activities Students’ activities
a) Focus on the /ð/ sound
- Ask Ss to look at the sentences and say out loud - Look at the sentences and try to say out loud the
them, notice the sound in the sentences. sentences.
+ For example:
a) I think that the weather will be fine there. - Listen to T and repeat.
b) They believe this problem will be through.
- Ask students to notice to the sound and read after - Guess in pairs /ð/ and /θ/ of “th”
T
- Lead to the new lesson.
- Listen to the audio and focus on the underlined
b) Listen to the words and focus on the letters.
underlined letters. the, weather, there
- Play the audio and draw their attention to the
focus sound. - Read the words several times.
- Ask Ss to read the words several times. - Read the words out loud with the class.
- Check and give them feedback.
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 c) Practice 1
- Play the audio and have Ss listen and repeat with a
focus on the sound.
- Check Ss’ answers.
- Correct if necessary. - Listen and repeat with a focus on the sound
d) Practice 2 - Read aloud the words individually.
- Have Ss practice saying the examples using the - Work in pairs.
sound correctly. - Practice saying the examples using the sound
+ Examples: correctly.
1. a. thing b. thick c. through d. those + Examples:
2. a. they b. this c. that d. thrill 1. a. thing b. thick c. through d. those
3. a. earth b. though c. the d. other 2. a. they b. this c. that d. thrill
4. a. south b. southern c. weather d. that 3. a. earth b. though c. the d. other
- Check some pairs, give comments, and correct. 4. a. south b. southern c. weather d. that
- Say out loud with the class.

 Activity 2: Practice (15’)

a) Objectives:
- To review and exactly pronounce a new phonetic item;
- To develop Ss’ collaboration and communication skills.
b) Content: practicing the new phonetic item and first Conditional sentence in Ss’ speaking.
c) Product: Students can produce the sound /ð/ and use the first conditional sentence in their speaking.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:
Teacher’s activities Students’ activities
a) Practice the conversation. Swap roles and
repeat.
- Ask Ss to swap roles and repeat using the ideas on
the right. - Demonstrate the activity in front of the class.
Clues:

- Practice the conversation in pairs.

- Have some pairs demonstrate the activity in front of

the class.
b) Practice with your own ideas.
- Have Ss practice the conversation with their own - Demonstrate the activity in front of the class
ideas. Swap roles.
+ Clues:
Where / - Practice the conversation with their own ideas
What? and swap roles.
What / weather/ like?
What to do …
- Have some pairs demonstrate the activity in front of - Demonstrate the activity in front of the class.
the class
- Check some pairs, give comments, and correct.

 Activity 3: Speaking (15’)

a) Objective:

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- To help students know how to make a short conversation about their plan in near future;
- To develop Ss’ collaboration and communication skills.
b) Content: using the first conditional sentence to talk about a plan
c) Product: Students can talk about a plan using the first conditional sentence.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:

Teacher’s activities Students’ activities

a) You’re going to London for a day and want to visit
three places. Tick three landmarks …
- Demonstrate the activity using the role-play with a - Demonstrates the activity with T.
student - Interview each other in pairs and fill in their
Mode: notes.
+ If I have a vacation to London, I will visit Hyde Park,
Big Ben..., and you, where will you visit if you …?
- Have Ss interview each other in pairs and fill in their
notes.
- Have some pairs demonstrate the activity in front of
the class.
- Check some pairs, give comments and correct.
b) Discuss and answer the question. - Demonstrate the activity in front of the class.
- Divide the class into pairs.
- Have pairs talk about what they will do if they have - Talk about what they will do if they have
more time and what they will do if it rains. more time and what they will do if it rains.
- Have some Ss share their ideas with the class.
- Check some Ss, give comments, and correct.
* Option 3: - Demonstrate the activity in front of the class.
- have Ss talk about their plan in near future
- have some Ss demonstrate the activity in front of the - Talk about their plan in near future.
class - Demonstrate the activity in front of the class.
- check some Ss, give comments and correct

F. Homework (5’)
- Instruct Ss to have a look back on the lesson at home.
- Review the grammar point: The First Conditional Sentence.
- Practice asking and answering about a future plan using the first conditional sentence.
- Prepare for the new lessons – Vocabulary and Reading on page 81 (SB).

Date of teaching: ………………………………….

Period 103
Đảo chương trình

REVISION
I./OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge.
- Consolidate their knowledge they learnt from unit 8, 9, 10
2. Ability.
- Students have serious attitude in learning.
- Ss are interested in learning English.
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3. Quality.
- Doing exercises.
4. Competence.
- Co-operation
- Self- study
- Using knowledge to do exercises
II./ PREPARATIONS.
1- Teacher :- Text book, pictures, extra board, laptop…
2 - Students : - Notebook, textbook.
III./ TEACHING METHODS.
- Groupwork, pairwork, games, communication approach.
IV./PROCEDURES
1. Warmer
Kim's game
? Think of what they learnt in unit 8, 9, 10 - Work in groups
then speak them out.
- Teacher divide the class into two teams. - Write on the board.
? Go to the board and write…
- Teacher gets feedback
2. Practice
PHONETICS:
I. Choose the word whose underlined part is pronounced differently from the others .
1. A. star B. father C. camera D. garden
2. A. fast B. class C. answer D. apple
3. A. check B. recycle C. reuse D. environment
4. A. each B. sea C. create D. idea
5. A. warmth B. fourth C. tooth D. breathe
6. A. ask B. plastic C. back D. grandparent
7. A. start B. marbles C. stars D. solar
8. A. hear B. clear C. bear D. fear
9. A. like B. kite C. live D. kind
10. A. cave B. famous C. late D. channel
II. Complete the parapraph with the appropriate words in the box
have contact enjoy won’t four
I have a dream of having my own flat. It’ll be in the centre of the city. There will be (1)____ rooms
in it – a living room, a bedroom, a bathroom and a kitchen. I’ll (2)_______ a big TV and a DVD
player in my bedroom. They’ll help me to relax and (3)_______ life. I’ll have a laptop to
(4)_______ with my friends. My flat will be on the top floor and there (5)_______ be any
neighbours, so it’ll be OK to play loud music.
III. Rearrange the words to make meaningful sentences.
1. on/ My / will / the / future/ ocean / house/ be/.
2. housework / help/ Robots / do/ the / will/ me/.
3. surrounded / by / tall/ will/ blue/ sea / trees/ and / It / be/.
4. tallest / my / is / the / family / in / brother/ person / my.
IV. Choose A, B, C for each gap in the following sentence.
1. _________ is the longest river in Viet Nam, Mekong River or Dong Nai River?
A. Where B. Which C. How D. Who
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2. If we cut down more forests, there ______ more floods.
A. are B. were C. have been D. will be
3. Here is their son's telephone number; I don't have _______.
A.their B. theirs C. they D. them
4. A robot can do _________ different things from looking after a baby to building a house.
A. much B. many C. few D. little
5. __________ the film is late, I will wait to watch it.
A. Because B. When C. But D. Although
6. The opposite of "dangerous" is _______
A. polluted B. good C. safe D. dirty
7. Do you think the robot is _________only intelligent machine?
A. an B. a C. the D. No article
8. The three Rs ________ for Reduce, Reuse and Recycle.
A. stand B. sit C. make D. explain
9. I like this gym. _________ equipment here is new and cool.
A. An B. A C. The D. O
10. In the future, robots humans __________ behave like humans.
A. should B. must C. need D. might

3. Further practice:
Complete the second sentence so that it means the same as first one.
1. There are a few students taking part in the event.
There aren’t______________________________________________________________
2. My class has 40 students.
There are________________________________________________________________
3. You should turn unwanted lights off, or you will waste a lot of electricity.
If______________________________________________________________________
4. Hurry up or you will miss the last bus.
If_____________________________________________________________________
5. Learning about recycling is fun.
It’s____________________________________________________________________
6. Plastic bags are cheaper than reusable bags.
Reusable bags are________________________________________________________
7. It’s not good to throw old clothes away.
You ___________________________________________________________________
8. Remember to turn the tap off when you are brushing your teeth.
Don’t _________________________________________________________________
9. We will probably visit Japan in the future.
- We might _____________________________________________________________
10. My brother can run very fast.
- My brother is __________________________________________________________
11. Learning English is very necessary.
- It is __________________________________________________________________
12. We probably live on other planets.
- We might _____________________________________________________________

4. Production
- Prepare for the next lesson: The mid-term test.

109
 TiÕt 104 Ngµy kiÓm tra: ...... /05/2022

The END-term test

I. Objectives
1. Knowledge:
- To check sts' knowledge of grammar and vocabulary from unit 6 to unit 9
- Help sts improve their English
2. Ability: Speaking, listening, reading, writing, use of English
3. Quantity: - Do the test well.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of
language……
II. PREPARATION:
1. Teacher:
2. Students:
III. TEACHING METHODS:
Teaching methods by practising
IV. Procedure
The content of the test

(Theo đề của PGD)

110
Date of teaching: ………………………………….
Period 97
UNIT 10: CITIES AROUND THE WORLD
Lesson 2.1: New words + Reading
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- compare features of cities around the world
- describe cities around the world or their cities
- get someone’s attention into reading passage and decide whether the information is true or false
2. Ability
- improve the four-English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing)
- develop communication, collaboration, and self-study skills
- describe and compare features of cities around the world
3. Quality
- have positive attitude in English language learning and actively participate in all classroom activities
related to the topic “Cities around the world”
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: To review and introduce what needs to learn in the lesson
To develop Ss’ collaboration and communication skills
b) Content: introduce new words about the topic “Cities around the world”
c) Product: understand and compare features of cities around the world in their speaking
d) Competence: Collaboration, guessing
e) Organization of the activity:
Teacher’s activities Students’ activities
- give Ss some vocabularies in the lesson
- ask Ss to work in groups of 4 and choose suitable - work in groups of 4 to choose the suitable
words and descriptive adjectives to describe cities words and descriptive adjectives describe cities
- ask Ss to find other words related to the topic Expected answers:
+ Things: shop, shopping mall, supermarket,
building, park, …
+ descriptive adjectives: crowded, noisy, modern,
peaceful, beautiful, exciting, …
- find other words relating the topic

- lead to the new topic - Unit 10: Cities around the

world. – Lesson 2.

B. New lesson (30’)

 Activities 1: Introduce new language (8’)
a) Objective: To identify and use the vocabulary in real-life contexts
To develop their critical thinking skills (guessing/ reasoning)
b) Content:
- Learn and use language materials (Section: New words page 81)
111
- Numbering: Listening exercise depends on the definitions
c) Products: describe and compare features of cities around the world
d) Competence: Communication, collaboration, presentation, and imagination
e) Organization of the activity:
Teacher’s activities Students’ activities
a) Fill in the blanks. Listen and repeat.
- ask Ss to look at their books and fill in the blanks - look at their books and fill in the blanks with
with shopping mall, building, amusement park. shopping mall, building, amusement park.
- have Ss check their answers with their partners - share their answers with partners.
- check answers as a whole. Expected answers:

- T plays audio and has Ss listen and repeat. - listen to audio and repeat
- Check some Ss. - say out loud the words/phrases.

b) Circle the correct definitions for the

underlined words. Listen and repeat.
- have Ss circle the correct definitions of the - circle the correct definitions of the underlined
underlined words in the sentences words in the sentences

- Check answers as a whole - share their answers with partners

Expected answers:
1. A, 2.A, 3.B, 4.B

- play audio and have Ss listen and repeat - listen and repeat the words
- Check some Ss. - say out loud the words

 Activity 2: Speaking Skill (7’)

a) Objective: To use the new vocabulary items in communicative situations and develop communication.
b) Content: Listen, think, read and practice new language in the situations.
c) Products: describe cities and where they live.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:

Teacher's activities Students' activities

- Describe cities and where they live.
+ Option 1: - A small game- Who is the quickest?
- ask Ss to exploit words relating to cities as much - exploit words relating to cities as much as
as possible possible
- divide the class into two groups - write on the board, the students have many words
in the shortest time are the winners
- ask Ss to check vocabularies and choose the - check vocabularies and choose the winners
winners.
+ Option 2:
- divide the class into pairs - work in pairs
- have pairs of students describe the cities they love - look at T and listen carefully as an example
or where they live
- have Ss use the adjectives in Task b to talk about - share their ideas with the class
where they live or cities
- encourage students to give more ideas/reasons - present in front of the class
- have some pairs share their ideas with the class
- check some pairs, gives comments and corrects
112
  Activity 3: Reading Skill (15’)
a) Objective: To improve their reading skills with the kind of questions – True or False
To develop critical thinking skills and communication
b) Content: discuss and perform well with the questions, make sentences/ dialogues
practice reading comprehension
c) Products: improve the reading skills (reading for main and specific ideas)
d) Competence: Collaboration, and communication
e) Organization of the activity:
Teacher's activities Students' activities
Reading:
+ Option 1:
Read the article comparing Singapore and a. Read the article about homes in the future. Is
Kuala Lumpur and decide whether the Professor Rendall excited about the future?
statements are true or false.
- ask Ss to read the article individually - read the text individually
- have read the article as a whole class - read the text as a whole class.
- have Ss answer the question by writing True or - share their answer with the partner
False - check answers as a whole class
- check answer as a whole class Expected answer:
- ask Ss to present the reasons why their answer is
Yes
- give feedback

+ Option 2:
Talk about the city you like the most, Singapore Talk about the city you like the most, Singapore
or Kuala Lumpur? (Using the information in the or Kuala Lumpur? (Using the information in the
article and add more reasons) article and add more reasons)
- divide the class into pairs - work in pairs,
- have pairs describe the cities they love - look at T and listen carefully as an example
- have Ss use the information in the article to talk - share their ideas with the class
- encourage Ss to give more ideas/reasons - present in front of the class
- have some pairs share their ideas with the class
- check some pairs, gives comments and corrects

Homework (5’)
- Learn new words about Cities around the world. (Lesson 2)
- Write a short paragraph to describe where you live.
- Do exercises A. New Words in the workbook
- Prepare for the new lesson – Grammar

Date of teaching: ………………………………….

Period 98
UNIT 10: CITIES AROUND THE WORLD
Lesson 2.2: Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the comparative and superlative adjectives to compare things;
113
2. Ability
- improve the use of language (Main skills: Writing - Speaking);
- develop the ability to communicate and cooperate with their partners, to self-study;
3. Quality
- have positive attitude in learning and actively participate in all classroom activities related to grammatical
points.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up and introduce new language: (15’)
a) Objectives: To introduce what Ss are going to learn in the lesson;
To develop Ss’ collaboration and communication.
b) Content: reviewing and introducing new grammatical points – Comparative and Superlative adjectives
c) Product: Students can use the comparative and superlative adjectives to compare things.
d) Competence: Collaboration and communication
e) Organization of the activity:
Teacher’s activities Students’ activities
* Option 1:
- Put some pairs of things on the table with - Look at those pairs of things and describe them.
different size or age.
+ books: one is large, the other is small.
+ pens: one is new, the other is old.
+ phones: one is expensive, the other is cheap.
- Ask students to look at those pairs of things and
describe them.
- Get them to guess the structure they will learn - Guess the structure they will learn today.
today.
- Lead to the new lesson.
* Option 2:
- Have Ss look at the picture. - Look at the pictures.
- Have Ss guess what they are talking about. - Have discussion about cities.
- Play the audio and have Ss listen and read the - Listen and read the speech bubbles.
speech bubbles. - Listen and repeat.
- Play the audio again.
- Ask Ss to listen and repeat.

* Option 3:
- Ask Ss to have a look at the grammar
explanation and discuss the grammar explanation - Look at the table and discuss the grammar
in pairs. explanation in pairs.

- Have some Ss read the comparative and

superlative adjectives aloud. - Read the comparative and superlative adjectives
- Have Ss give the rule of using comparative and aloud.
superlative adjectives. - Give the rule of using comparative and superlative
- Ask Ss to write the new language in their adjectives.
notebooks.

B. New lesson (35’)

114
  Activity 1: Practice new language (20’)
a) Objective:
- To use the new grammatical points in communicative situations;
- To develop communicative and critical thinking skills.
b) Content:
- Learning and using grammar: Comparative and Superlative adjectives;
- Filling gaps.
c) Products: Students can use the comparative and superlative adjectives to compare things.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:
Teacher’s activities Students’ activities
b. Fill in the blanks.
- Help students how to do the exercise. - Listen to T’s demonstration and write the
- Demonstrate the activity using the example. sentence in notebooks.
- Fill in the blanks using the prompts.
- Ask Ss to fill in the blanks. - Then work in pairs to check each other’s work.
- Have Ss check their work in pairs. - Share their answers with the class.
- Invite some Ss to share their answers with the class. - Check their answers and correct.
- Correct and give feedback.
+ Expected answer:

c. Fill in the blanks. - Listen to T’s demonstration and write the

- Help students how to do the exercise. sentence in notebooks.
- Demonstrate the activity using the example. - Fill in the blanks using the prompts.
- Then work in pairs to check each other's work.
- Have Ss fill in the blanks. - Share their answers with the class.
- Let them check their work in pairs. - Check their answers and correct.
- Get some Ss to share their answers with the class. + Expected answer:
- Correct and give feedback.

 Activity 2: Speaking Skill (7’)

a) Objectives: To apply the grammatical points they have learnt to practise converastion skill and act out
the dialogue in close pairs and then in open pairs;
To develop communication, cooperation, and raise cultural awareness (improving the
different ideas – each student may live a different condition).
b) Content: Asking and answering questions
c) Products: Students can use the grammatical points in the speaking.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:
Teacher’s activities Students’ activities
d. Now, compare your city with another city:
+ Help Ss deepen the new language.
- Divide the class into pairs. - Work in pairs (close pairs).
- Have Ss prepare for talking something about their - Work in pairs (open pair)..
cities (using the grammatical points and vocabulary - Work in pairs (their own conversations)
items they learned). - Read aloud the words in front of the class.
- Ask some pairs to read aloud the words in front of
the class.

115
C. Homework (5’)
- Learn how to use the comparative and superlative adjectives to compare things.
- Do exercises on page 59 (WB).
- Prepare for the new lessons – Pronunciation and Speaking on page 83 (SB).

Date of teaching: ………………………………….

Period 99
UNIT 10: CITIES AROUND THE WORLD
Lesson 2.3: Pronunciation & Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know how to stress words when adding “–er”;
- use them exactly in their speaking;
2. Ability
- improve the use of language (Main skills: Writing - Speaking);
- develop communication, collaboration, and self-study skills;
3. Quality
- have positive attitude in learning and actively participate in all classroom activities related to pronunciation
“er”.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. New lesson (40’)
 Activity 1: Pronunciation: (10’)
a) Objectives: To introduce what Ss need to learn in the lesson;
To develop Ss’ collaboration and communication
b) Content: reviewing and introducing new phonetic items
c) Product: Students can understand and know how to stress words when adding “–er” in their speaking.
d) Competence: Communication, collaboration, and listening skills
e) Organization of the activity:
Teacher’s activities Students’ activities
* Option 1:
- Write the words on board and ask students to read - Look at the words and try to say out loud them.
aloud.
dirty dirtier noisy noisier busy busier …
- Ask students to notice to the sound and the form of - Guess in pairs.
them.
- Have Ss listen and repeat. - Listen to T and repeat.
- Lead to the new lesson.

* Option 2:
- Have Ss say out how these words are stressed. - Listen or write the notes on the notebooks.

- Briefly explain the focus the pronunciation feature

b) Listen to the words and focus on the underlined

letters.
dirtier noisier - Listen to the audio and focus on the underlined
- Play the audio and draw attention to the focus letters.
sound. dirtier noisier
- Ask Ss to read the words several times.

116
 - Check their work. - Read the words several times.
c) Practice 1. - Read the words out loud with the class.
- Play the audio and have Ss listen and repeat with a - Listen and repeat with a focus on the
focus on the stress. pronunciation feature.
- Check their work and correct if necessary. - Read aloud the words individually.

d) Practice 2. - Work in pairs to complete the task.

- Have Ss practice saying the examples using the - Practice saying the examples using the
pronunciation feature correctly. pronunciation feature correctly
- Say out loud with the class.
* Option 3: - Work in groups and write the short adjectives in
- Let Ss work in groups to write the short adjectives comparative form read aloud the words.
in comparative form as much as possible. - Read aloud the words with the class.
- Ask them to read aloud the words with the class.
- Check and give them comments if any.

 Activity 2: Practice: (15’)

a) Objective: To review and use the comparative adjectives to compare two things.
b) Content: producing new phonetic items and using grammatical point in their speaking
c) Product: Students can understand and use the new language exactly in their speaking.
d) Competence: Communication, collaboration, and listening skills
e) Organization of the activity:
Teacher’s activities Students’ activities
a) In Threes, practice the conversation. Swap
roles and repeat.
* Option 1:
- Demonstrate the activity by practicing the role- - Demonstrate the activity with T.
play with one or two students. - Practice the conversation in groups of 3 Ss, pay
- Divide the class into groups of 3 Ss. attention to the comparative adjectives to talk about
- Have groups practice the conversation. their choices.
- Ask Ss to pay attention to the comparative
adjectives to talk about their choices. - Practice asking and answering using the
- Have some pairs ask and answer using the conversation in books.
conversation in books.
- Invite some groups to demonstrate the activity in - Demonstrate the activity in front of the class.
front of the class.

* Option 2: - Practice the conversation in groups using the ideas

- Ask Ss to swap roles and repeat using the ideas on on the right.
the right.
- Have some pairs demonstrate the activity in front - Demonstrate the activity in front of the class.
of the class.
- Practice the conversation with their own ideas and
b) Practice with your own ideas. swap roles.
- Have Ss practice the conversation with their own - Choose one of the cities of Vietnam they would
ideas and swap roles. like to visit.
- Get Ss to choose one of the cities of Vietnam they - Give some reasons for their choices (weather, or
would like to visit. scenic beauty).
- Ask Ss to give some reasons for their choices. - Share their choices with their partners.
- Have Ss share their choices with their partners. - Demonstrate the activity in front of the class.
- Invite some pairs to demonstrate the activity in
front of the class.
- Check and give comments.

 Activity 3: Speaking: (15’)

117
a) Objective:
- To help students know how to compare things and to develop Ss’ collaboration and communication.
b) Content: using the comparative and superlative adjectives describe and compare things/places
c) Product: Students can describe and compare things/places.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:
Teacher’s activities Students’ activities
a) You won a free vacation for three people. You won a free vacation for three people. You
You can go to New York City or Bali. Work in can go to New York City or Bali. Work in groups
groups to discuss and decide which place to to discuss and decide which place to visit. (File 9
visit. on Page 124)
* Option 1:
- Divide the class into groups of 3.
- Have Ss play roles and discuss which place to - Play roles and discuss which place to visit.
visit (Using File 9 on page 124). - Notice the example and prepare ideas.
- Give feedback and comments on Ss’ speaking.

* Option 2:
- demonstrate the activity by using the example
- divide the class into groups of 3
- have groups practice the conversation
- have Ss swap roles and repeat using the ideas on
the right - Work in groups of 3 practice the conversation.
- have some groups demonstrate the activity in - Swap roles and repeat using the ideas on the right.
front of the class - Demonstrate the activity in front of the class.
- give comments and correct

b) Compare the two places, then decide where to

go.
- demonstrate the activity with Ss - Demonstrate the activity with T.
- have groups compare the two places and decide - Compare and discuss their ideas with another pair
where to go - Share their ideas with the class and try to give the
- have Ss compare and discuss their ideas with reasons.
another groups - Demonstrate the activity in front of the class.
- Have some Ss share their ideas with the class and
try to give the reasons.
-Check and give comments.

C. Homework (5’)
- Describe and compare things/places using the comparative adjectives.
- Prepare for the new lessons – Vocabulary and Listening on page 84 (SB).

Date of teaching: ………………………………….

Period 100
UNIT 10: CITIES AROUND THE WORLD
Lesson 3.1: New words + Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the superlative adjectives in listening/speaking skill;
- enlarge their vocabulary relating to the topic – Cities around the world;
118
- get someone’s attention into a conversation and practice listening skill by deciding the statement is
True/False;
2. Ability
- improve the four-English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing);
- develop communication, collaboration, self-study, and problem-solving skills;
- compare the cities in the world;
3. Quality
- have positive attitude in learning and actively participate in all classroom activities related to the topic -
Cities around the World.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objectives: To review and introduce the new lesson;
To develop Ss’ collaboration and communication.
b) Content: introducing more new words about the topic “Cities around the world”
c) Product: Students can understand and have more ideas about the topic “Cities around the world”.
d) Competence: Collaboration and guessing
e) Organization of the activity:
Teacher’s activities Students’ activities
- Present a video clip about the topic “Cities”. - Watch the video
- Ask students to write the words relating to the - Work in pairs to write the words relating to the
topic. topic as many as possible.
- Have them read the words they have exploited. Expected answer:
- Ask Ss the question: Can you tell something + Polluted, cheap, expensive, populated, crowded,
about the place you live? clean, …
- Lead to new topic - Unit 10: Lesson 3

B. New lesson (37’)

 Activity 1: Introduce and new language (10’)
a) Objectives: To use new vocabulary items in communicative situations;
To develop their critical thinking skills (guessing/ reasoning).
b) Contents:
- Learning and using language materials (Section: New words on page 84)
- Practicing the listening exercise on the topic “Cities around the world”
c) Products: Students can pronounce and use the new words to talk about the place they live.
d) Competence: Communication, collaboration, presentation, and imagination
e) Organization of the activity:
Teacher’s activities Students’ activities
Fill in the blanks. Listen and repeat.
+ Option 1: (Present new vocabulary) - Listen and give the meanings of the new words.
- Write some vocabularies Ss present in the first + populated (a) + expensive (a)
activity and add more about the topic. + polluted (a) + cheap (a)
+ populated (a) + expensive (a) + temperature (n)
+ polluted (a) + cheap (a)
+ temperature (n)
- Use the pictures and explanation and ask Ss to - Read aloud and say the meaning in Vietnamese.
give the Vietnamese meaning. - Practice saying the new words.
- Invite some Ss to read the new words. - Remember the words and call out the words.
+ Option 2: (Fill in the blanks. Listen and repeat) + Option 2:
- Demonstrate the activity using the example. - Fill in the blanks with a partner.
- Have Ss fill in the blanks. - Share their answers with others
- Check answers as a whole class. Expected answers:
- Then play the audio and have them listen and
repeat.

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 - Listen and repeat the words.

 Activity 2: Speaking Skill (10’)

a) Objectives: To use the new vocabulary items in communicative situations;
To develop communication.
b) Contents: Listening, thinking, reading and practicing new language in the situations
c) Products: Students can use the knowledge they have learned to produce the language.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:
Teacher's activities Students' activities
b) Use the words in task a, to talk about a place
you know.
- Divide the class into pairs.
- Have Ss discuss and choose a place they know to - Work in pairs to discuss and give their choices.
talk about.
- Have Ss some time to prepare their ideas. - Prepare their ideas.
- Encourage them to give more ideas/reasons in
their statements.
- Have Ss share their ideas with the class. - Present their answers in front of the class.
- Praise Ss with good reasons

 Activity 3: Listening Skill (10’)

a) Objectives: To improve their listening skill with the kind of questions – True or False
To develop critical thinking and communication skills
b) Contents: discussing and performing well with the questions, making sentences/ dialogues
doing the listening exercises
c) Products: Students can practice listening skills and complete the listening exercises.
d) Competence: Collaboration, guessing, communication, and listening skills
e) Organization of the activity:
Teacher's activities Students' activities
Listening skill:
a. Listen to two students talking about some cities a. Listen to two students talking about some
and circle the correct answer. cities and circle the correct answer.
- Have Ss look at the questions. - Guess the information about the question.

- Listen and answer the questions.

- Ask them to guess the information about the - Share their answers with partners.
question. Expected answer:
- Play the audio once.
- Check answers as a whole class.
b. Listen and circle “True” or “False”. b. Now, listen and fill in the blanks.
- Have Ss look at the questions. - Look at the questions carefully.
- Demonstrate the activity. - Listen to the audio twice and fill in the blanks.
- Play the audio twice. - Do the task.
- Share their answers with partners.
- Check answers as a whole class. Expected answer:
- Have Ss listen to the dialogue again to check the
answers.

- Listen and give the reasons.

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  Activity 4: Useful Language (7’)
a) Objectives: To use the new grammatical points in communicative situations;
To develop communication.
b) Contents: listening, thinking, reading and practicing comparison of the superlative degree
c) Products: use the comparison forms of adjectives in their speaking
d) Competence: Communication, collaboration, and listening skills
e) Organization of the activity:
Teacher's activities Students' activities
Useful Language – Listen and practice.
+ Option 1:
- Have Ss look at the Useful Language box, and ask - Look at the Useful Language box, and guess
them to guess what structure it is. what structure it is.
+ comparison of the Superlative degree.

- Play the audio and have them listen to the Useful - Practice in pairs (pay attention to the superlative
Language, pay attention to the superlative adjectives adjectives).
- Have Ss practice the Useful Language. - Present their answers in front of the class.
+ Option 2:
- Have the class work in pairs to complete the task.
- Get them to use the Useful Language form to talk - Use the Useful Language form to talk about a
about a place they know or the place they live. place they know or the place they live.
- Ask Ss to share their ideas with others. - Share their ideas with others.
- Call on some pairs to practice with the class.

C. Homework
- Learn new words about Cities around the world.
- Do exercises on page 60 (WB).
- Prepare for the new lesson on page 85 (SB).

Date of teaching: ………………………………….

Period 101
UNIT 10: CITIES AROUND THE WORLD
Lesson 3.2: Reading, Speaking, and Writing
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- read and get some ideas about Cities topic;
- compare and talk about cities around the world;
- write a short paragraph about a city;
- improve the four-English skills;
2. Ability
- improve the four-English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing);
- develop communication, collaboration, self-study, and problem-solving skills;
- ask and answer/ write a paragraph about the topic – Cities around the world;
3. Quality
- have positive attitude in learning and actively participate in all classroom activities;
- talk and write about Cities around the world.
II. TEACHING AIDS AND LEARNING MATERIALS.

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Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objectives: To review the last lesson and introduce new tasks;
To improve and develop Ss’ collaboration and communication.
b) Content: practicing the four-English skills on the topic “Life on a Space Station”
c) Product: Students can understand, complete all the tasks, and talk and write about Cities around the
world.
d) Competence: Collaboration, communication, and critical thinking skills
e) Organization of the activity:

Teacher’s activities Students’ activities

- Ask Ss to name some famous cities in the world. - Name some famous cities in the world.
- Get students to talk something about those cities - Answers T’s questions.
- Ask them the questions:
+ Which cities would you like to visit the most? + Expected answer:
Why? population, temperature, weather, …
+ Which information will you mention when you
talk or write about a city?
- Lead to new lesson.
B. New lesson (36’)
 Activity 1: Reading Skill (12’)
a) Objectives: To enrich their vocabulary and improve their reading skill with the kind of questions -
choosing the best headline;
To develop critical thinking skills and communication.
b) Contents: discussing and performing well with the questions, filling-gap
c) Products: Students can improve their reading comprehension skills.
d) Competence: Collaboration, guessing, and critical thinking skills
e) Organization of the activity:
Teacher's activities Students' activities
Reading:
+Option 1: a. Read the article and choose the best headline.
a. Read the article and choose the best headline. - Give the meaning of the words if necessary.
- Introduce to Ss this article about Hanoi, and ask
them to read the article and choose the best - Read the text individually and choose the best
headline. headline.
- Exploit some vocabularies and asks them to give
Vietnamese equivalent meaning if necessary.
- Ask Ss to read the article individually and
complete the task.
- Have Ss share their answers with partners. - Share their answers with the partner.
- Check answers as a whole class. - Check answers as a whole class.
- Ask Ss to give reasons for their answers and give Expected answer:
feedback.

+ Option 2:
b. Read the article again and answer the b. Read the article again and answer the
questions. questions.
- Have Ss look at the questions. - Look at the questions carefully.
- Demonstrate the activity using the example. - Read the article in pairs and answer the questions.
- Ask them to read the article and answer the - Do the task and share their answers with partners/ -
questions. Check answers with the whole class.
- Check answers as a whole class. Expected answer:
- Ask them to give evidence for their answers.

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  Activity 2: Speaking Skill (12’)
a) Objective: To use the new vocabulary items to talk about life on a space station and develop
communication.
b) Contents: listening, thinking, reading, speaking, and practicing new language in the situations
c) Products: Students can use comparative and superlative adjectives to compare and talk about cities or
things in their real life.
d) Competence: Collaboration, communication, and imagination
e) Organization of the activity:

Teacher's activities Students' activities

a) Look at the table and compare thie cities using
superlatives and comparatives.
- Demonstrate the activity by asking and answering - Practice asking and answering with T.
with a student. 1. Tokyo is larger than London.
1. For you, which city is larger, London or Tokyo? 2. Cape Town is the largest.
2. Which city is the largest? - Listen and prepare.
3. …
b) Compare your city with the cities in the table. - Work in pairs compare their city with the cities in
- have Ss work in pairs to compare their city with the table, basing on the table.
the cities in the table, basing on the table
- encourage Ss to talk in long sentences - Practice in pairs and present in front of the class.
- ask Ss to practice in pairs
- ask some pairs to practice with the class
- praise Ss with good speaking

 Activity 3: Writing Skill (12’)

a) Objective: To use the new vocabulary items to write a short paragraph about life on a space station and
develop collaborative skills.
b) Contents: listening, thinking, discussing and using new language in the situations
c) Products: Students can write a short paragraph.
d) Competence: Collaboration, communication, and writing skills
e) Organization of the activity:
Teacher's activities Students' activities
- Demonstrate the exercise to Ss.
- Divide the class into groups.
- Ask Ss to read the information about Seoul or a
city they know.
- Have Ss use their notes to write a paragraph.
- Encourage them to use their own ideas. - Write down as directed in groups.
- Ask Ss to do the exercise in groups. - Prepare things you like most in speaking part
Form: about Seoul or a city they know.
+ Introduction: 1 sentence to introduce the - Work in groups to write a paragraph.
paragraph.
+ Body: describe Seoul or a city they know with
information in table. (the first, moreover, …)
+ Conclusion: 1 or 2 sentences to summarize
- Have Ss share their ideas with the class. - Present their answers in front of the class.
- Check some groups and supports if necessary. - Listen to other groups, give comments, and
- Call on some groups to read their paragraphs in correct if possible.
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 front of the class. - Take notes the mistakes in their notebooks.
- Give comments and take notes some mistakes on
the board.
- Praise groups with good writing.

C. Homework
- Learn new words about Cities around the world.
- Write a paragraph about your city or a city you love.
- Do exercises on page 61 (WB).
- Prepare for the new lesson on pages 104-105.

Date of teaching: ………………………………….

Period 102
UNIT 10: CITIES AROUND THE WORLD
Review
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- review all vocabularies relating to landmarks in cities around the world;
- review all new language, grammar and pronunciation;
- improve the four-English skills;
2. Ability
- improve their four-English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing);
- develop communication, collaboration, self-study, and problem-solving skills;
3. Quality
- have positive attitude in learning and actively participate in all classroom activities;
- improve the four-English skills and enlarge their vocabularies relating to the topic.
II. TEACHING AIDS AND LEARNING MATERIALS.
Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on Eduhome, CD player, handouts…
III. PROCEDURES
A. Warm up: (3’)
a) Objectives: To review all vocabularies, new language;
To improve and develop Ss’ collaboration and communication.
b) Contents: practicing the four-English skills on the topic “Cities around the world”
c) Product: Students can improve the four-English skills and enlarge their vocabularies relating to the topic.
d) Competence: Collaboration, critical thinking, problem-solving, and communication skills
e) Organization of the activity:
Teacher’s activities Students’ activities
- Ask Ss to retell what they have learnt in Unit 10. - Retell what they have learnt in Unit 10.
- Get them to do the task individually. + Vocabulary
- Have Ss to say out loud in front the class. + Grammar
- Support Ss to do learning tasks. + Pronunciation
+ Skills
- Lead to new Lesson. - Say out loud in front the class.

B. New lesson (39’)

 Activity 1: Listening Skill (7’)
a) Objectives: To improve their listening skill through choosing the correct answers to develop a
conversation and to develop their critical thinking skills (guessing/ reasoning) and communication.
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b) Content: discussing and performing well with the questions.
c) Products: Students can produce the new language successfully and then can finish the listening exercise.
d) Competence: Collaboration, guessing, communication, and critical thinking skills
e) Organization of the activity:
Teacher's activities Students' activities
Listen to 5 short conversations. And choose the Listen to 5 short conversations. And choose the
best answers. best answers.
- Have Ss read the questions and guess the - Read the questions and guess the information they
information they will hear. will hear.
- Play the audio once. - Listen and answer the questions.
- Check answers as a whole class. - Share their answers with partners.
- Ask Ss to give the cues for their answers. - Give the cues for their answers.
Expected answers:
- Play the audio again for Ss to check their answers. 1B 2B 3A 4C 5C

 Activity 2: Reading Skill (8’)

a) Objectives: To improve their reading skills with the kind of questions - filling in the blanks;
To develop critical thinking skills (guessing/ reasoning) and communication.
b) Content: discussing and performing well with the questions, filling-gap
c) Products: Students can improve their reading skills with filling-gap.
d) Competence: Collaboration, communication, guessing, and critical thinking skills
e) Organization of the activity:
Teacher's activities Students' activities
Read the email and write one word for each - Give the meaning of the words if necessary.
blank.
- Exploit some vocabularies and ask Ss to give
Vietnamese equivalent meaning if necessary.
- Read the email individually and answer the
- Get them to read the email individually and do the questions.
task.
- Share their answers with the partners.
- Have Ss share their answers with partners. - Present their answers in front of the class.
- Check answers as a whole class.
- Ask Ss to give reasons for their answers and give Expected answers:
them feedback.

 Activity 3: Vocabulary (8’)

a) Objectives: To enrich and practice their vocabulary through filling in the blanks;
To develop critical thinking skills (guessing/ reasoning) and communication.
b) Content: discussing and performing well with the questions, filling-gap
c) Products: Students can review and enrich their vocabulary they have learnt from the previous lessons.
d) Competence: Communication, collaboration, presentation, and imagination
e) Organization of the activity:
Teacher's activities Students' activities
Fill in the blanks with words from the unit. Fill in the blanks with words from the unit.
- Ask Ss exploit some vocabularies relating to the - Exploit some vocabularies relating to the Unit.
Unit.
- Do the task individually.
- Get them to do the task individually. - Share their answers with the partners.
- Present their answers with the whole class.
- Have Ss share their answers with partners. Expected answers:
- Check answers as a whole class.

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 - Ask Ss to give reasons for their answers and give
feedback.

 Activity 4: Grammar (11’)

a) Objectives: To review all new grammatical points;
To develop critical thinking skills (guessing/ reasoning) and communication.
b) Contents: reviewing all new grammatical points
c) Products: Students can review and produce the new language successfully in their speaking.
d) Competence: Communication, collaboration, presentation, and imagination
e) Organization of the activity:
Teacher's activities Students' activities
Unscramble the sentences. Unscramble the sentences.
- Ask Ss to exploit the Grammatical point in the - Exploit Grammatical point in the Unit 10.
Unit 10.
- Do the task individually.
- Ask Ss to do the task individually. - Share their answers with the partners.
- Present their answers with the whole class.
- Have Ss share their answers with partners. Expected answers:
- Check answers as a whole class.

- Ask Ss to give reasons for their answers and give

feedback.

 Activity 5: Pronunciation (5’)

a) Objectives: To review the phonetic items;
To critical thinking skills (guessing/ reasoning) and communication.
b) Contents: reviewing all new phonetic item
c) Products: Students can review and produce the new language successfully in their speaking.
d) Competence: Communication, collaboration, and listening skills
e) Organization of the activity:
Teacher's activities Students' activities
Circle the word which has the underlined part Circle the word which has the underlined part
pronounced differently from the others. pronounced differently from the others.
- Ask Ss to exploit the phonetic item in the Unit 10. - Exploit phonetic item in the Unit 10.

- Ask them to do the task individually. - Do the task individually.

- Share their answers with the partners.
- Have Ss share their answers with partners. - Present their answers in front of the class.
- Check answers as a whole class. Expected answers:
- Ask Ss to give reasons for their answers and give
feedback.

D. Homework (3’)
- Learn new words and practice with the learnt language of Unit 10.
- Do the exercises on page 71 (WB).
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- Prepare the new lesson.

TiÕt 103 Ngµy d¹y: ...... /05/2022

Revision
I. OBJECTIVES:
By the end of the lesson, Ss will be able to review the main grammar points and vocabulary from
unit 6 to unit 10.
1. Knowledge:
* Grammar: Articles, prepositions of time and place, modal verbs, past simple, simple future,
conditional type 1, comparative
2. Skills: Improve: remember skill, writing drills.
3. Attitude: Educate students to love this subject.
4. Competences: Develop the competences of cooperation.
II. PREPARATION:
1. Teacher: textbook, lesson plan.
2. Students: notebook, textbook, drafts
III. TEACHING METHODS: pair work, group work, individual
IV. PROCEDURE:
Teacher’s activities SS’s activities

1. Warm up:
- T asks Sts some questions:
? Can you tell me what you’ve learned in
english 7?
- Answer the T’s questions
2. Revision: I. Tenses
*Present tenses 1. Present tenses
Ex. – Nam goes to school everyday. Ex. – Nam goes to school everyday.
- He is writing a letter. - He is writing a letter.
- They have built that house for 3 months. - They have built that house for 3
months.
II. Conditional sentences
*Conditional sentences Type 1: If + present simple, simple
Form? future
If it rains, I will stay at home.

3. Articles
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 *Articles -A
The use of A, AN, THE? - AN
- Elicit the answers from Ss - THE

* Past simple 4. S + Ved

- Form and use? - I did my homework yesterday.
3. Practice:  Practice
I. Correct verbs form/ tense 1. Correct verbs form/ tense
1. I (not/drink) any beer last night. 1. didn’t drink
2. What time (he/get up) yesterday? 2. did he get up
3. Where (you/get off) the train? 3. did you get off
4. We (not/use) the computer last night. 4. didn’t use
5. I (buy) a new shirt last week. 5. bought
6. She (read) the newspaper yesterday. 6. read

II. Write comparative II.

1.He / tall / I. 1. He is taller than I am.
2.My friends / tall / I. 2. My friends are taller than I am.
3.She / intelligent / he is. 3. She is more intelligent than he is.
4.This book / good / that one? 4. Is this book better than that one?
5.Noone / clever / he. 5. Noone is cleverer than he.
6.My school / big / yours. 6. My school is bigger than yours.
7.This exercise / difficult / that one. 7. This exercise is more difficult than that
one.

III. Combine sentences, using conjunctions III. Combine sentences:

1. Jaewon was cold. He put on a coat. 1. Jeawon was cold, so he put on a coat.
2. Maria tried to read a novel in French. It was 2. Maria tried to read a novel in French,
too difficult. but it was difficult.
3. To get from Vancouver to Victoria, you can 3. To get from Vancouver to Victoria, you
fly. You can ride the ferry. can fly or you can ride the ferry.
4. I bought a bottle of wine. We drank it 4. …
together.
5. The waiter was not very nice. The food was
delicious.
6. I went to buy a Rolling Stones CD. The shop
didn't have it.
7. Anna needed some money. She took a part-
time job.
8. There's so much rain lately! Maybe it's
because of El Nino. Maybe it's just
coincidence.
9. Julie has a guitar. She plays it really well.
10. The concert was cancelled. We went to a
nightclub instead.

IV. Production:
- Repeat what ss have learnt.
V. Production:
- Learn by heard all the uses and the forms of
the tenses above.

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 TiÕt 104 Ngµy kiÓm tra: ...... /……./2022

The end-term test

I. Objectives
1. Knowledge:
- To check sts' knowledge of grammar and vocabulary from unit 6 to unit 12
- Help sts improve their English
2. Ability: Speaking, listening, reading, writing, use of English
3. Quantity: - Do the test well.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of
language……
II. PREPARATION:
1. Teacher:
2. Students:
III. TEACHING METHODS:
Teaching methods by practising
IV. Procedure
The content of the test
(Theo đề PGD)

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Date of teaching____________
Period 105
Correcting the test

I. Objectives
1. Knowledge: - Correct the test they have done.
- Vocabulary:
- Grammar: Correct students’ test.
2. Skills: Listening, reading, writing, use of English
3. Attitude: - Do the test well.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of
language……
II. PREPARATION:
1.Teacher: Laptop, projector, students’ test.
2.Students:
III. TEACHING METHODS: Teaching methods by practising
IV. Procedure
1.Warm up:
- Greeting
- Chatting
2. Remark on the tests:
- Make genral remarks on the tests:
- Return the tests to the students.
- Students discuss their tests in groups.
- Show some typical mistakes to the students:
+ Weak writing skill.
+ weak listening skill.
+ Grammartical mistakes:
+ Phonetics: Một số học sinh chưa nắm rõ cách đọc đuôi s/es
She is a round face...., Simon isn’t go....,
+ Spelling: punctuation, ...
 Correcting the tests: (Answer key)

130
3. The ways to overcome:
- The teacher should help Ss more by concentrating on practice skills such as: listening and reading
skills.
- Especially, teacher should check their Production and orally more often.

4. Production:
- Review all knowledge from the three units.
- Prepare unit 4: Lesson 1.3: Pronunciation + Speaking

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