Giáo án i learn smart world 6 theo cv 5512

e Organization of the activity: Teacher’s Activities Students’ Activities - Give greetings - Check attendance  Option 1: Number the pictures - Use the “New words” part a.– page 6 for th

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I OBJECTIVES

By the end of the lesson, Ss will be able to…

1 Knowledge

- ask about people’s home

- get someone’s attention to start a conversation

2 Ability

- improve Listening and Speaking skills

3 Quality

- have positive attitude in English language learning so that they actively participate in all classroom activities.

- love home and help parents do housework

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 vocabularies about home.

c) Product: Ss have general ideas about the topic “home”.

d) Competence: Collaboration, communication, critical thinking.

e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings

- Check attendance

 Option 1: Number the pictures

- Use the “New words” part a.– page 6 for the warm-up activity

- Show pictures and words, have Ss number the pictures (in

pairs)

- Call Ss to give answers

- Give feedback and show correct answers

- Lead to the new lesson

- Play the audio (CD1 – Track 02), have Ss listen and repeat

- Correct Ss’ pronunciation if necessary

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 Option 2: Drawing

- Have Ss work in groups and sketch their dream house

- Set a limit time (3-4’)

- Have Ss hang their pictures on the board

- Make comments on Ss’ works

- Have Ss vote for the most beautiful house

- Give a small present to the winner

Answer keys

A1 B6 C5 D2 E3 F4

- Sketch out the dream house

- Hang pictures on the board

a Number the pictures Listen and repeat

 Option 1 (If the teacher hasn’t used this part for the

Warm-up activity)

- Demonstrate the activity, using the example

- Have Ss number the pictures

- Divide class into pairs and have them check their

answers with their partners

- Call Ss to give answers (read or write)

- Check answers as a whole class

- Play audio (CD1 – Track 02) Have Ss listen and repeat

- Correct Ss’ pronunciation

 Option 2: Matching (If the teacher has used part a

for the Warm-up activity)

- Have Ss review the vocabularies they have known in the

warm-up activity by matching words with pictures (T uses

different pictures from those in the textbook)

- Call Ss to give answers (read or write)

- Call some Ss to read the words again

- Look and listen

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b Talk about your home using the new words and

three other words you know

 Option 1:

- Have Ss talk about their home using the new words and

three other words they know

- Remind Ss to use the structure:

There + be + noun +…

- Have Ss share their ideas in front of the class

- Give feedback and evaluation

 Option 2: (for class with better students)

- Give Ss an extra activity: Show a picture of a house and

have Ss describe the house and things around the house

Example:

- Call some Ss to share their ideas with the class

- Then, follow the same steps as option 1

- There’s a chimney / fireplace in my house

- My house has a garden

- There are many trees around my house

 Activity 2: Listening (16’)

a) Objective: Ss can make questions or answer the questions to develop a conversation, and they can also finish

the listening task in the textbook

b) Content: Listening to a girl asking a boy questions about his home.

c) Products: Ss can listen for main ideas and specific information

d) Competence: collaboration, guessing/reasoning, communication, listening.

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a Listen to a girl asking a boy questions about his

home Are they friends?

- Have Ss look at the question and the picture

- Play the audio once (CD 1 – Track 03)

Have Ss listen and answer the question by circling

“Yes” or “No”

- Play the audio again Check answers as a whole class

b Now, listen and fill in the blanks.

- Have Ss read the sentences

- Have Ss guess the answers/ guess part of speech of the

- Play the first 2 sentences of the recording, ask Ss to find

which sentence / phrase that the speaker uses to get

someone’s attention

- Focus attention on the Conversation Skill box

- Explain that we can get someone’s attention by saying

“Excuse me”

- Play audio (CD 1 – Track 4) Have Ss listen and repeat

- Have some Ss practice the conversation skill in front of

the class

- Have Ss think of other ways to get someone’s attention

and make up a conversation that contains these phrases,

words

- Look at the picture and the question

- Listen and circle

- Check answers

Answer key: No

- Look and read

- Guess the answers

- Listen and fill in the blanks

- Look and listen

- Listen and repeat

- Learn by heart the new vocabularies

- Practice talking about your home

- Do exercises in Workbook: Lesson 1 - New words (page 4)

- Prepare: Lesson 1 – Grammar (page 7 – SB)

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- improve speaking skills, writing skills.

- improve the use of English

3 Quality

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’)

b) Content: Jumbled word or rearranging words to make a meaningful sentence.

c) Product: Ss review vocabularies about home or Ss have general ideas about the grammar point they

are going to study in the new lesson

d) Competence: collaboration, guessing.

- Give greetings

- Check attendance

 Option 1: Game “JUMBLED WORD”

- Have Ss rearrange letters to make a meaningful word

- Check Ss’ answers, give feedback and lead to the new

lesson

1 dary 2 areagg 3 calnoby

4 oolp 5 dargne 6 tikench

 Option 2: REARRANGING

- Have Ss rearrange the words to make a meaningful English

sentence

- Greet T

- Take part in the game

- Give answers (write on the board)

Answers keys

1 yard 2 garage 3 balcony

3 pool 4 garden 5 kitchen

- Work in pairs

Answers keys

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1 you / a / do / live / in / house?

2 apartment / I / an / in / live

3 doesn’t / live / USA / the / in / she

4 is / gym / my / there / house / a / in

5 the / the / is / garage / in / car

- Have Ss read their answers

- Tell Ss about the grammar point they are going to study in

the new lesson

Lead to the new lesson

1 Do you live in a house?

2 I live in an apartment.

3 She doesn’t live in the USA.

4 There is a gym in my house.

5 The car is in the garage.

- Give answers

- Listen

B New lesson (36’)

 Activities 1: Grammar: The Present Simple (18’)

a) Objective: Ss know how to use the Present Simple.

b) Content:

- The usage of the Present Simple

- Filling in the blanks

c) Products: Ss can use the Present Simple in everyday communication.

d) Competence: Communication, collaboration, presentation.

a Listen and repeat

- Have Ss look at the picture

- Play audio (CD1 – Track 05) and have Ss listen and read

the speech bubbles

- Play audio again and have Ss listen and repeat

Grammar box

 Option 1:

- Have Ss look at the grammar explanation

- Have Ss look at the box with the different forms

- Explain more about the form and the usage of the Present

Simple, have Ss pay attention to the negative and the

Normal verb: (+) S + V s/es

(-) S + don’t / doesn’t + V bare infinitive

(?)Do / Does + S + V bare infinitive

Usage: to talk about things that are facts or are true for a

long time

- Have some Ss read the sentences in the Grammar Box

- Look

- Listen, then read

- Listen and repeat

- Look and read

- Read

- Listen and take notes

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- Ask Ss to give more examples using the Present Simple

 Option 2:

- Have Ss close books

- Give some model sentences, have Ss tell form of the

Present Simple

- Call Ss to give answers, comment on Ss’ answers

- Then have Ss open the books and read the grammar box

- Have Ss give more examples of the Present Simple,

encourage them to make sentences with their own ideas

b Fill in the blanks with the correct form of the verbs.

- Have Ss fill in the blanks with the correct form of the verbs

- Have Ss work in pairs to check each other’s work

- Have some Ss share their answers with the whole class

- Give feedback, correct Ss’ answers if necessary

- Read

- Give examples

- Close all books

- Look and answer

 Activity 2: Practice - Writing and Speaking (18’)

a) Objective: Ss can write sentences, using the Present Simple.

b) Content: Looking at the table and writing Alex’s answers.

c) Products: Ss produce the new language successfully, and they can apply the Present Simple in everyday

speaking and writing

d) Competence: Collaboration, writing, communication.

c Look at the table and write Alex’s answers

- Demonstrate the activity, using the table

- Have Ss write Alex’s answers

- Have some Ss share their answers with the whole class

(Write on the board)

- Check, correct Ss’ answers

d Practice the conversation with your partner

 Option 1:

- Have Ss do the task in pairs, then swap the roles

- Look and listen

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- Call Ss to demonstrate the activity in front of the class

 Option 2:

- First, follow the same steps as option 1

- Then, have Ss do the task in pairs to ask and answer

about their house

- Encourage Ss to use their own ideas to make up a

dialogue-using the Present Simple

- Call Ss to demonstrate the activity in front of the class

(-) S + don’t / doesn’t + V bare infinitive (?)Do / Does + S + V bare infinitive

Usage: to talk about things that are facts or are true for a long time.

D Homework (2’)

- Make 3 sentences, use the Present Simple to talk about your house

- Do exercise in Workbook: Lesson 1 - Grammar (page 5)

- Prepare: Lesson 1 – Pronunciation and Speaking (page 8 – SB)

I OBJECTIVES

1 Knowledge

- use intonation for Yes / No questions

- ask and answer about home

- conduct a survey about home

2 Ability

- improve speaking skills

3 Quality

- love their home and family

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III PROCEDURES

A Warm up: (5’)

b) Content: Revision of vocabulary about homes.

c) Product: Ss remember vocabularies in the previous lessons and use them in other speaking activities d) Competence: Collaboration, observation, critical thinking.

- Give greetings

- Check attendance

 Option 1: Game “BINGO”

- Explain The rules of the game: T gives each S / each pair a

small piece of paper containing 15 words T can prepare as

many pieces of paper with different words as possible

- Show word by word on the screen (randomly)

- Have Ss use a red pen to check whether the words on the

screen are the same as those in their paper

- The first student / pair to get all 5 words from the screen in a

horizontal line will say “BINGO” and be the winner of the

game

- Give a small gift to the winner

Illustration:

 Option 2: Game: “CHAIN GAME”

- Give a sentence, have Ss add more information to the sentence

to make it longer

- The group that can make the sentence the longest with correct

grammar and spelling will be the winner

 Lead to the new lesson

- Greet T

- Take part in the game as a whole class

- Say “BINGO” when have all 5 words in a horizontal line

- Listen and say all the words together

Suggested sentences

T’s sentence: My house has a gym.

Ss’ sentences: My house has a gym and a garage.

Ss’ sentences: My house has a gym and a garage The garage is very big.

Ss’ sentences: My house has a gym and a garage The garage is very big There are 3 cars in the garage.

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b) Content:

- Recognizing the tone in Yes / No questions

- Listening and checking, finding mistakes

- Saying them

c) Products: Ss can use intonation to improve their speaking skill.

d) Competence: Communication, collaboration, listening

a + b Listen to the sentences and focus on the intonation

- Play the recording (CD1, track 06)

- Ask Ss to listen and pay attention to the intonation

- Call Ss to make their comments on the intonation of the

Yes/No question they’ve just listened to

- Give feedback, explain the pronunciation feature:

intonation for Yes/No question goes up

- Play the recording again, have Ss listen and repeat with a

focus on the pronunciation feature

c + d Listen and cross out the one with the wrong

intonation, then read the sentences with the correct

intonation

- Play the recording (CD 1 – Track 07), have Ss listen and

cross out the option that doesn’t use the correct intonation

- Play the recording again and check answers as a whole class

- Then have Ss practice saying the sentences with a partner,

using the correct intonation, encourage Ss to use their own

idea

- Call some pairs to read in front of the class

- Give feedback if necessary

- Listen

- Comment

- Listen

- Listen again and repeat

- Listen and cross out

a) Objective: Ss can ask and answer questions about home.

b) Content: Pointing, asking and answering, then practicing.

c) Products: Ss practice and produce the target language successfully.

d) Competence: Collaboration, communication, creativity.

a Point, ask and answer

- Demonstrate the activity by asking and answering with

a student

- Have Ss work in pairs, point to the pictures, ask and

answer

- Have pairs ask and answer, using the pictures

- Have some pairs demonstrate the activity in front of the

class

b Practice with your own ideas

- Have pairs practice the conversation with their own

ideas, then swap roles

- Call some pairs to demonstrate the activity in front of

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- Does your house have a gym?

- Is there a yard?

- Is there a pool in your house?

- Is there a garage in your house?

- Is there a basement / balcony in your house?

 Activity 3: Speaking – Do you live in a house? (15’)

a) Objective: Ss can conduct a survey about home.

b) Content: Asking questions, then filling in the survey.

c) Products: Ss produce the new language successfully.

d) Competence: Collaboration, communication, creativity, group & time management

a Add two more words in the table, then complete the

survey about your home After that, ask 3 friends about

theirs

- Demonstrate the activity by practicing role-play with a student

- Have Ss fill complete the table with information about their

home

- Have Ss work in groups to ask their friends about their home

- Observe, give help if necessary

b Report to the class about your group

- Have Ss report to the class about their group, follow this

example:

- Add 2 more words about things/places in/around home

- Work in groups

- Present

- Listen

C Consolidation (3’)

* Intonation: Intonation for Yes / No questions goes up.

* Asking and answering about homes/ things in or around homes.

Do you live in …?

Does your house have a …?

Is there a … in your house?

- Practice using intonation for Yes / No questions

- Complete the survey for those who haven’t finished it in class

- Prepare: Lesson 2 – New Words and Reading (page 9 – SB)

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I OBJECTIVES

1 Knowledge

- know more phrases about doing housework

- talk about family members and housework

- use the Present Simple with Wh – questions

2 Ability

- improve the use of English and Reading skills

3 Quality

- love family members and help family with housework

III PROCEDURES

A Warm up: (5’)

b) Content: Introducing housework.

c) Product: Ss have general ideas about they are going to study in the lesson.

d) Competence: Collaboration, guessing & reasoning, communication.

- Give greetings

- Check attendance

 Option 1: Collocation with “House” and “Home”

- Explain collocation

- Give suggestions and have Ss find collocations with “House”

and “Home” (in groups)

- The group that can give all correct answers in the shortest time

will be the winner

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- Lead to the new lesson: Housework

 Option 2: Home Challenge

- About 1 week before the lesson starts, T asks Ss to record a

very short video clip about what Ss do at home (do housework,

cook a dish or do gardening)

- Have Ss collect the video clips of the group members and join

them as a clip for the group (about 1 minute)

- Show clips of 4 groups on the screen and choose the best one

Answer keys

House: housewife, housework, housekeeper Home: homemade, homework, hometown,

homeland

- Make video clips about what Ss do at home

- Join clips, edit and add effects

- Watch and vote

 Activities 1: Vocabulary (18’)

a) Objective: Ss know some vocabularies about household chores

b) Content:

- Filling in the blanks, then listen and repeat.

- Talking about housework.

c) Products: Ss can use the language inputs to talk about housework.

d) Competence: Communication, collaboration, presentation, listening, creativity

a Fill in the blanks Listen and repeat

 Option 1:

- Demonstrate the activity, using the example in the book

- Have Ss look, read and fill in the blanks – using the words

in the box

- Ask Ss to work in pairs to check their answers with their

partners

- Play the audio (CD1 – Track 08) for Ss to listen and

repeat

- Call some Ss to read the phrases again, correct their

pronunciation and stress

 Option 2:

- Follow same steps as option 1

- Give Ss an extra activity

- Have Ss close all books

- Use other pictures (different pictures from those in the

book) to help Ss remember the new words they have learnt

- Have Ss look at the sentences and pictures, then give

- Look and listen

- Work in pairs

- Listen and check

- Listen and repeat

- Read

Answer keys

- Close books

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names of the household chores

- Remind Ss to use the right form of verbs

- Ask Ss to give answers

b Say what housework you do at home

 Option 1:

- Have Ss work with a partner to say what housework they

do at home

- Encourage Ss to use more household chores (besides

those in the textbook)

- Have some Ss share their ideas with the class

 Option 2:

- Help Ss to make the task easier by providing more

phrases about doing housework

- Then, follow the same steps as option 1

- Look and give answers

- Give answers (Say or write on the board)

Answer keys

On the weekends, my sister makes the bed and does the shopping in the market near our house My mom does the

laundry I often help mom make dinner After meal, my dad often cleans the kitchen and I do the dishes.

- Work in pairs

- Give answers

- Listen

Suggested answers

Household chores: take out the garbage, sweep the

floor, iron clothes, clean the window, vacuum clean, …

 Activity 2: Reading (17’)

a) Objective: Ss can develop their reading skills

b) Content: Reading a blog and circling the correct answers.

c) Products: Ss apply reading strategies (skimming and scanning, reading for details).

d) Competence: Collaboration, communication, analytical skill, synthesizing skill.

Read Ken’s blog about his family and circle the

correct answers

 Option 1:

- Help Ss have general ideas about Wh-questions by

explain “Who”, “What”

- Have Ss explore all the pictures and the heading

- Have Ss look at the questions and underline the key

- Listen

- Look at the pictures, head…

- Read the questions and underline the key words

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words in the questions

- Have Ss check the key words with the class

- Have Ss read the blog individually

- Have Ss work in pairs to read the blog again

- Have Ss circle the correct answers

- Remind Ss to use the Present Tense

- Have some Ss share their answers with the class (read),

explain for their answers

- Give feedback

- Give feedback and correct Ss’ answers if necessary

 Option 2:

- Ask some questions about Ken:

What is his name?

How old is Ken?

What does he like?

- Explain what a blog is  Lead to the reading text

- Have Ss read the questions and guess the answers

- Have Ss read the blog and circle the correct answers –

underline the supporting ideas

- Have Ss check answers with their partners

- Call Ss to give answers, explain

- Check key words

- Read

- Circle the correct answers

- Read answers, explain

* Question words: What: asking for information about something.

- Learn by heart the new words

- Do exercises in Workbook: Lesson 2 - New words – Part a, b (page 4) and Listening (page 5)

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I OBJECTIVES

1 Knowledge

- use the Present Simple and Wh-questions to ask about things that are facts

- use ‘s’ to express possession.

2 Ability

- improve speaking skill, writing skill

3 Quality

- share household chores with family members

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’)

b) Content: Revision of vocabulary about housework.

c) Product: Ss review vocabulary and ready for the new lesson.

d) Competence: Collaboration, communication, guessing.

- Give greetings

- Check attendance

 Option 1: ACTOR / ACTRESS

- Invite 1 or 2 volunteers to stand in front of the class He/

She will be the actor/ actress

- Have the volunteers express or act (use body language –

gestures) to illustrate the housework

- Have the rest of the class guess which housework is being

- Show on the screen or give handouts

- Have Ss review old vocabularies about housework by

adding “do” or “make”

- Greet T

- Volunteer

- Act

- Guess and give answers

- Work in pairs and give the answers

Answer keys

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- Have Ss give answers

 Activities 1: Grammar: The Present Simple with Wh-questions (15’)

a) Objective: Ss know how to use the Present Simple with Wh-questions

b) Content:

- Listening and repeating.

- Grammar explanation.

c) Products: Ss can use the Present Simple and Wh-questionsto ask about things that are facts

d) Competence: Communication, collaboration, creativity.

a Listen and repeat

- Have Ss look at the picture

- Play the audio (CD1 – Track 09), ask Ss to listen and read the

speech bubbles

- Play the audio again and have Ss listen and repeat

*Grammar explanation

- Have Ss read the Grammar box

- Ask Ss to make comments on the black bold verb form in the

examples

- Have Ss give the form and usage of the Present Simple tense

- Lead to the grammar table and explain the Present Simple and

Wh-questions to ask about things that are facts

- Ask Ss to pay attention to way to show possession

- Have some Ss read the sentences aloud

- Look

- Listen and read

- Listen and repeat

- Comment

- Give answers

Expected answers

The Preset Simple tense

Be: S + am / is / are (not) …

(?) Am / Is / Are + S …

Normal verb:

(+) S + V s/es (-) S + don’t / doesn’t + V bare infinitive (?) Do / Does + S + V bare infinitive

- Read

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- Have Ss work in pairs to make questions and answer, using

Wh-questions and the Present Simple tense

- Filling in the blanks, using the Present Simple of the verbs in the box

- Using the prompts to write sentences

c) Products: Ss produce the new language successfully, and they can apply the use of the Present Simple and

Wh-questions in speaking and writing

d) Competence: Collaboration, creativity, communication.

b Fill in the blanks, using the Present Simple of the

verbs in the box

 Option 1:

- Use the example to demonstrate this activity

- Have Ss use the Present Simple to fill in the blanks, draw

attention to the singular and plural form

- Have pairs check each other’s work

- Have Ss share their answers with the class by writing

down on the board

- Check Ss’ answers, correct if necessary

 Option 2:

- Use the example to demonstrate this activity

- Have Ss use the Present Simple to fill in the blanks, draw

attention to the singular and plural form

- Have pairs check each other’s work

- Call Ss to give answers by answering multiple choice

questions (format: game “Lucky Number?”)

- Check Ss’ answers, correct if necessary

c Write sentences, using the prompts

- Have Ss work in groups of 3-4 to write sentences, using

- Look and listen

- Do the task in groups

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- Go round and give help if necessary

- Call Ss to write answers on the board

- Check and correct Ss’ answers

d Write what housework you do on the line Ask your

partner

 Option 1:

- Have Ss write what housework they do on the line

- Have Ss practice the conversation in pairs

- Have some Ss demonstrate the activity in front of the

class

 Option 2:

- Follow the same steps as option 1

- Give an extra activity: Have Ss use more questions to

develop their conversation:

What housework does your mother do?

What housework does your father do?

What housework does your sister / brother do?

Or: Who does the laundry?

Who makes dinner?

Who prepares breakfast?

Who does the cooking?

- Remind Ss to use the right form of do or make they have

studied in the Warmup activity

- Have some Ss demonstrate the activity in front of the

* Wh-questions

Form: Question word + do / does + S + V bare infinitive

Question word + do / does / make / makes /clean / cleans + housework.

- Practice asking and answering about housework, using the Present Simple and Wh-questions

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- Do exercises in WB: Lesson 2 - Writing (page 5).

- Prepare: Lesson 2 – Pronunciation and Speaking (page 11 – SB)

I OBJECTIVES

1 Knowledge

- pronounce the sound /ɪ/ correctly

- talk about housework their family members do

2 Ability

- improve speaking skills

3 Quality

- love family and share household chores with family members

III PROCEDURES

A Warm up: (5’)

b) Content: Introduction the sound /ɪ/.

c) Product: Ss have general ideas about the sound they are going to study in the new lesson.

d) Competence: Collaboration, observation.

- Give greetings

- Check attendance

 Option 1:

- Give Ss a sentence:

My sister, Lily, is cooking dinner in the kitchen

- Have Ss read the sentence as fluently as possible

- Ask Ss to find out words containing the sound /ɪ/ in the

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- Give feedback, correct Ss’ answers if necessary

- Introduce the sound of the pronunciation part: /ɪ/

 Option 2:

- Show 6 pictures and have Ss give name of the pictures

- Have Ss make comments on the 6 words under the pictures

(Suggestion: What is the similarity of these 6 words)

- Give feedback, introduce the sound /ɪ/

My sister, Lily, is cooking dinner in the kitchen.

- Recognizing the sound /ɪ/.

- Listening and focusing pronunciation feature, finding and correcting mistakes.

- Practicing the sound

c) Products: Ss can pronounce the sound /ɪ/ correctly in their speaking

d) Competence: Communication, collaboration, listening

a + b Listen Notice the sound / ɪ/ of the underlined

words

- Play the recording (CD1, track 10)

- Ask Ss to listen and pay attention to the sound /ɪ/

- Briefly explain how to pronounce the sound /ɪ/

- Call Ss to make their comments on the letter that helps

them notice the sound /ɪ/

- Play the recording again, have Ss listen and repeat with a

focus on the pronunciation feature

c + d Listen and cross out the one with different sound,

then read the sentences with the correct sound to a

partner

- Listen

Suggested answers: the /ɪ/ sound often happens

with words containing letters i or y (balcony, village, …) or sometimes letter e (emergency,

event, …)

- Listen again and repeat

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- Play the recording, have Ss listen and cross out the option

that uses different sound

- Play the recording again and check answers as a whole

class

- Then have Ss practice saying the words with a partner,

using the correct sound /ɪ/

- Have Ss find more words with the sound /ɪ/

- Call some Ss to read their words in front of the class

- Check and correct Ss’ pronunciation

- Listen and cross out

a) Objective: Ss can ask and answer questions about “Who does housework?”

b) Content: Pointing to the pictures, asking and answering.

c) Products: Ss practice and produce the target language presented fluently and confidently.

Point, ask and answer (controlled practice)

 Option 1 :

- Demonstrate the activity by practicing role-play with a

student

- Remind Ss to use the right collocation of “make” or “do”

- Have pairs point to the pictures, practice asking and

answering about the family members and housework

- Call some pairs to read in front of the class

- Check Ss’ pronunciation

 Option 2 : free practice (for class with better students)

- Then give Ss an extra activity: Practice the conversation

in the textbook; however, they try to remember the

conversation content

- Have Ss use their own ideas with other housework

- Have some pairs demonstrate the activity in front of the

class, not looking at the textbook; encourage Ss to present

- Act out the conversation

 Activity 3: Speaking (15’)

a) Objective: Ss can discuss the roles of family members in sharing the housework.

b) Content: Asking and answering questions about activities

c) Products: Ss can apply the target language to producing the language successfully.

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d) Competence: Collaboration, communication, creativity and presentation.

a You are doing a survey about housework in Teen

World Magazine Work in groups Fill in the

information for yourself, then ask 2 friends

- Demonstrate the activity by practicing role-play with a

student

- Have Ss work in groups of 3

- Have Ss complete the table with information about doing

the housework in their family, ask 2 friends and complete

the survey

- Have Ss share their findings with the class

b Discuss who does the most housework in your

- Have Ss add more information about the person who

does the most housework in their families (What

housework does he / she do? How often does he / she …?

- 1 S practice role-play with the teacher

* Pronunciation: the sound / ɪ/: live, dishes, kitchen, village, city, laundry, dinner, …

* Asking about doing housework

Who does … / Who makes … / Who cleans …?

- Practice pronouncing words with the sound /ɪ/

- Practice asking and answering about household chores

- Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB)

Geography

I OBJECTIVES

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1 Knowledge

- know more vocabularies about directions

- ask and answer about village, town and city

III PROCEDURES

A Warm up: (5’)

b) Content: Introduction of some vocabularies about directions/ Burano Island – Italy.

c) Product: Ss get to know some new words they are going to study in the lesson.

d) Competence: Collaboration, communication, critical thinking.

- Give greetings

- Check attendance

 Option 1: Vocabulary - a Write the words in the boxes on

the map

- Use part a Vocabulary – Write the words in the boxes on the

map for the Warmup activity

- Bring a compass to class, and help Ss use the compass and find

directions

- Have Ss write answers

 Option 2: Introduce Burano Island – Italy

- Write questions on the board

1 Where is Burano Village?

2 How do people travel around the village?

3 How are the houses in the village? / What is special

about the houses in the village?

- Have Ss work in pairs and guess the answer

- Show a video clip about Burano Island – Italy

- Look at the questions

- Work in pairs, discuss the possible answers

- Watch the video clip, then give answers

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- Have Ss watch the clip and answer some questions:

- Introduce: Burano Island – Italy is the hometown of a boy in

the listening section Ss are going to study today

Expected answers

1 Burano Village is in Venice, Italy

2 by boat / walk 3.The houses in the village are painted

 Activities 1: Vocabulary (15’)

a) Objective: Ss know more vocabularies about directions and places.

b) Content:

- Writing words about direction.

- Writing words about places.

c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations d) Competence: Communication, collaboration, presentation, creativity.

a Write the words in the boxes on the map Listen and

repeat

- Demonstrate the activity using the example

- Have Ss look at the compass and write the words in the

boxes on the map

partners

b Read the description and write the underlined words

under each picture Listen and repeat

 Option 1 :

- Have Ss read the description and write the underlined

words under each picture

partners

- Look and write

- Work in pairs

- Give answers

- Listen and repeat

- Read the words again

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 Option 2 :

- Give / Show pictures, have Ss look and fill in the blanks

- Have Ss distinguish city / town and village through the

pictures

- Have Ss open their books, read the description and write

the underlined words under each picture

- Close all books

- Listen and check

- Say the words again

a) Objective: Ss can develop their listening comprehension skills.

b) Content: Listening to a boy talking about his hometown.

c) Products: Ss practice listening for main ideas and details.

d) Competence: Collaboration, communication, reasoning, analytical and synthesizing skills.

a Listen to a boy talking about his hometown Does

he like living there?

- Have Ss look at the request of the task Analyze the

instruction, emphasize the key words

- Guide Ss to listen for tone of voice

- Play audio (CD1 – Track 14)

- Have Ss listen and answer the question by circling Yes /

No

b Listen and circle “True” or “False”

- Have Ss read the sentences, underline key words and

make a guess whether the given sentences are True or

False

- Demonstrate the activity

- Play audio (CD1 – Track 14) again

- Have Ss listen and circle “True” or “False”

- Read the instruction and underline the key words

- Listen and give answers

Answer keys

Yes.

- Check answers

- Read, underline key words and guess

- Listen and circle “True” or “False”

- Read answers

Answer keys

1T 2F 3F 4T

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- Call Ss to read their answers

- Check answers

 Activity 3: Grammar – Useful language (10’)

a) Objective: Ss can use some useful languages in their speaking.

b) Content: structures to ask and answer about places.

c) Products: Ss apply the structure to producing the language successfully.

d) Competence: Collaboration, communication, presentation

Listen then practice

- Play audio (CD1 – Track 15)

- Have Ss practice the useful language

- Have Ss practice the conversation, using other

vocabularies from “New words” and Listening”, and

their own ideas

- Call some pairs to present, give feedback and

evaluation

 Option 2:

- Call some Ss to ask and answer about a city / town /

village they know (not in the book)

- Have Ss act out the conversation as naturally as they

can (without using the textbook)

- Practice asking and answering about places and directions

- Do exercises in Workbook: Lesson 3 - New words – Listening (page 6)

- Prepare: Lesson 3 – Reading, Speaking and Writing (page 13 – SB)

I OBJECTIVES

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1 Knowledge

- read a paragraph about a city in Vietnam

- talk about some famous places in Europe

- write a paragraph about their hometown

III PROCEDURES

A Warm up: (5’)

b) Content: Introduction of Cần Thơ City /Colmar (France), Clovelly (England).

c) Product: Ss have general idea about the places that are mentioned in the lesson.

d) Competence: Collaboration, critical thinking, communication.

- Give greetings

- Check attendance

 Option 1:

- Have Ss guess: Which city is it?

- Give a small gift to the first Ss who can give the right answers

- Show the map and have Ss find Cần Thơ on the map

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 Lead to the new lesson.

 Option 2: Video clip: Colmar - France

- Write these questions on the board and have Ss work in pairs/

groups to guess the answers to these questions

1 Where is Colmar?

2 Is it a town or a village?

3 What is Colmar famous for?

- Show a video clip about Colmar – France (about 2 minutes)

Link: https://www.youtube.com/watch?v=xBGvdJYntGw

- Have Ss watch the clip and answer some questions:

- Introduce: Colmar – France is the place in the listening section

Ss are going to study today

- Close books

- Work in pairs/ groups to guess the answers

- Watch the clip and giving answers

Answer Keyss

1 It’s in France.

2 It’s a big town.

3 It’s famous for beautiful houses and museums.

 Activities 1: Reading (10’)

a) Objective: Ss improve their reading skill (scanning, skimming)

b) Content:

- Reading the paragraph and answering the questions.

- Reading and finding detailed information

c) Products: Ss know about Cần Thơ – a big city in the southwest region of Vietnam.

d) Competence: Collaboration, guessing, communication, analytical skills.

a Read the paragraph and answer the questions

 Option 1:

- Have Ss read the paragraph individually

- Have some Ss read the paragraph aloud

- Have Ss answer the questions

- Call Ss to write answers on the board

- Read in silence

- Read in front of the class

- Do the task

- Check

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 Option 2: (for class with better students)

- Have Ss read the questions and underline the key word (the

word that helps they find the answers quickly and correctly)

- Have Ss read the paragraph again and answer the questions

- Haves Ss underline the sentences that help them find the

answers

- Call Ss to give answers, explain why they think they are the

correct answers

- Ask more questions:

5 What is the population of Cần Thơ?

6 What is the temperature of Cần Thơ?

7 How important is Cần Thơ City?

1 where 2 famous for

3 weather 4 Farmers grow

Answer extra questions:

1 The population of Cần Thơ is more than 1.2 million people (2018 statistics)

2 It is about 28 o C

3 It is an important center for business and transportation

 Activity 2: Speaking: What do you know about these places? (11’)

a) Objective: Ss can talk about some famous places in Europe.

b) Content: Asking and answering about Colmar and Clovelly.

c) Products: Ss practice and produce the target language successfully to talk about the places they know d) Competence: Collaboration, communication, creativity, public speaking - presentation.

a You’re planning a geography presentation Work in

pairs Student A, answer Student B’s questions about

Colmar Swap roles and repeat with Clovelly

- Demonstrate the activity by asking and answering with a

student

- Have Ss practice the conversation in pairs: Student B asks

about Colmar and Student A answers the questions-using the

information in the textbook

- Have Ss swap the roles for Clovelly

- Observe and give help if necessary

- Have some pairs act out the conversation in front of the class

b Ask and answer about other places you know

 Option 1:

- Have Ss work in pairs to talk about other places they know

- Call some pairs to demonstrate the activity

- Observe and listen

- Work in pairs

- Present

- Work in pairs

- Present

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 Option 2:

- Give Ss some suggestions about other places (like pictures

and phrases in part a)

Example: Đà Lạt City

- Have Ss practice the conversation in pairs and present their

conversation in front of the class

- Look

- Work in pairs

- Present

 Activity 3: Writing (15’)

a) Objective: Ss can write about their hometown.

b) Content: asking and answering about the places Ss live, then write.

c) Products: Ss can use what they have learnt to produce the language successfully.

d) Competence: Collaboration, communication, writing, public speaking.

a Ask and answer about where you live Then fill in the

notes

- Demonstrate the activity by asking and answering with a

student

- Have pairs ask and answer about where they live and

complete the notes

- Have some pairs demonstrate the conversation in front of

the class

b Use your notes to write a paragraph about your

hometown Use the Reading to help you

- Have Ss use their notes and the Reading to write a

paragraph about your hometown

- Have Ss write their paragraph on the board

- Check, correct Ss’ mistakes

- Have Ss finish their writing part in their notebooks

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* Talk about your hometown  follow the outline:

What is the name of your hometown?

Where is your hometown?

Is your hometown a town / village or a city?

What is your hometown famous for?

What is the weather like?

What do you like about it?

- Finish the writing part

- Find more information about some famous places in Vietnam

- Do exercises in Workbook: Reading and Writing (page 7)

- Prepare: Unit 1 - Review (page 86 – SB)

I OBJECTIVES

1 Knowledge

- review vocabularies about home, family members and housework

- review vocabularies about towns, cities and villages

- review grammar: The Present Simple tense and Wh-questions

2 Ability

- improve the listening, reading, speaking and writing skills

3 Quality

- review the previous lessons and be well-prepared for any assessment

III PROCEDURES

A Warm up: (5’)

a) Objective: Introduce the new lesson and set the scene for Ss to review the language; get students'

b) Content: Revision of vocabulary

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c) Product: Ss can use the vocabulary learnt in the unit actively and correctly.

d) Competence: Collaboration, guessing, listening

- Give greetings

- Check attendance

 Option 1: Housework

- Divide class into 4 groups

- Have Ss work in groups to write as many vocabularies about

the housework in the unit they can remember as possible

- Set a limit time: about 2 minutes

- Check Ss’s answers

- The group with the most correct answers will be the winner

 Option 2: Town, city, village

Game: FIND THE DIFFERENCES

- Show on the screen 2 pictures (a part of London City), have

Ss find the 4 differences between 2 pictures (T can have Ss

play the game in groups or as a whole class)

- Have Ss show their answers

- Give feedback and show the correct answers

a) Objective: Ss improve their listening skill.

b) Content: Listening and matching

c) Products: Ss listen for details and get familiar with the listening test format

d) Competence: Collaboration, analytical and critical thinking skills.

You will hear Jack talking to friends about his family

(twice) What housework do Jack’s family members

do? For each question, write a letter (A-H) next to each

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- Demonstrate the activity by using the example

- Play the audio (CD 2 – Track 63)

- Have Ss check answers with pairs and then give answers

- Listen and then give answers

- Check and correct mistakes

Answer keys

1 A 2 F 3 G 4 E 5.B

 Activity 2: Reading (9’)

a) Objective: Ss can improve reading skill.

b) Content: Reading 3 short paragraphs about places and choosing the correct answer.

c) Products: Ss read for comprehension and get familiar with the reading format test

d) Competence: Collaboration, analytical and synthesizing skills.

Read about the three places Choose the correct

answer (A, B or C)

- Have Ss read the questions, underline key words

- Demonstrate the activity by using the example

- Have Ss read the 3 paragraphs and choose the correct

answer

- Have Ss underline the words / phrases or sentences that

help them find the answers

- Call Ss to give answers, explain

- Give feedback

- Read the questions, underline the key words

- Observe and listen

a) Objective: Ss can review vocabulary about housework and places.

b) Content: Filling in the blanks with the words from the unit.

c) Products: Ss can use these vocabularies in the unit actively inn communication.

d) Competence: Collaboration, analytical and critical thinking skills.

Fill in the blanks with the words from the unit

- Have Ss read the sentences and fill in the blanks

beginning with the letter given

- Ask Ss to work in pairs to check each other’s work

- Have Ss give answers

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b) Content: finding mistakes and correcting them

c) Products: Ss can use the target language learnt successfully

d) Competence: Collaboration, guessing

Underline the mistake in each sentence Write the

correct word on the line

- Ask Ss to work individually to find mistakes and

underline

- Call Ss to write answers on the boards

a) Objective: Ss can review the vowels

b) Content: Circling the word that has the underlined part pronounced differently from the others c) Products: Ss produce the language correctly in terms of pronunciation

d) Competence: communication, collaboration.

Circle the word that has the underlined part

pronounced differently from the others

- Have Ss distinguish the sound / ӕ/, / eɪ/, / əʊ/, / aʊ/, /ɪ/, /

ʌ/,

- Ask Ss to work individually

- Call Ss to give answers, pronounce the words again

- Give feedback, correct Ss’ pronunciation if necessary

- Have Ss find more words with the sounds / ӕ/, / eɪ/, /

- Listen, correct mistakes

- Give more examples

Answer keys

1 C 2 A 3 B4.D 5 D 6 A

* Grammar of Unit 1: The Present Simple tense and Wh-questions for facts

* Vocabulary of Unit 1: Vocabulary about housework and places (towns, cities or villages)

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- Review vocabulary, grammar of unit 1.

- Do exercises in Workbook: Review of Unit 1 (page 62)

- Prepare: Unit 2 – Vocabulary and Listening (page 14 – SB)

I OBJECTIVES

By the end of the lesson, Ss will be able to

1 Knowledge

- talk about school subjects they like or don’t like

- use some sentences / phrases to pass turn to someone after finishing speaking

- listen for gist and details about school subjects

2 Ability

- improve Listening and Speaking skills

3 Quality

- have positive attitude in English language learning so that they actively participate in all classroom activities,

especially with the topic “School” conducted by the teacher

- love their school, identify their favorite subject(s) and even orient themselves to what they want to do in the future, using the knowledge from the subject(s) they like

III PROCEDURES

A Warm up: (5’)

a) Objectives: to introduce the new lesson and set the scene for Ss to acquire new language; to 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 new words about subjects at school.

c) Product: Ss reviewing the names of some subjects they used to learn and getting to know some new

ones

d) Competence: collaboration, communication, critical thinking

- Give greetings

- Check attendance

 Option 1: Game “CROSSWORD PUZZLE”

- Explain the rules of the game

- Greet T

- Listen

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- Design the game “crossword Puzzle” with words and

pictures about what Ss study at school

- Let Ss play the game, encourage Ss to guess the key word

- If any S can give the correct key word, T hasn’t confirmed

yet, the game will be continued until the keyword is opened

(to check whether his/her answer is correct or not and to let

other Ss take part in the game eagerly)

- Give a small gift to the Ss who is the fastest to give the

correct key word

- Give feedback and lead to the new lesson

 Option 2: Game “DRAWING”

- Ask Ss to work in groups of 4 or 5

- Ask each group to choose a subject they like best, then draw

a simple picture to illustrate their subject, using a piece of

paper (or extra board) given by the teacher

- Set limited time for drawing (about 2 minutes)

- Call Ss to hang their pictures on the board and ask Ss from

different groups to look at the pictures and guess the name of

the subjects

- Give feedback and lead to the new lesson

- Take part in the game by answer the questions

in horizontal line (not in order) and try to guess keyword in the vertical column

- Form groups

- Draw a picture to illustrate a subject

- Look and give answers

a Number the pictures Listen and repeat

 Option 1: Matching

- Divide class into 2 sides

- Give 8 pictures (A-H) to the first side and 8 vocabularies

with the number (printed in 8 pieces of paper) to the other

- Play the audio for Ss to check their answers

- Make comments, correct Ss’ answers if needed

- Receive the material

- Go and match

- Hang pictures and vocabularies

- Listen and check

Answer keys

A-8 B -4 C-1 D-5 E-6 F-7 G-3 H-2

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- Guide Ss to pronounce the vocabularies correctly, then ask

them to read aloud

 Option 2:

- Ask Ss to work in pairs to number the pictures

- Play the audio for Ss to check their answers, let Ss repeat

after listening to each word

- Call some Ss to read the words aloud, check pronunciation

if necessary

b Note 3 more subjects Discuss if you like them

 Option 1:

- Have Ss note 3 more subjects they know (Ss can use words

from the warmup activity – more than 3 answers: acceptable)

- Let Ss practice in pairs, asking and answering:

Do you like… (name of subject)?

Yes, I do / No, I don’t

- Encourage Ss to be creative, add more information to make

their dialogue more interesting

- Call some pairs to act out the dialogue in front of the class

- Make comments on Ss’ presentation, give evaluation

(marks) if necessary

 Option 2: Survey

- Ask Ss to list more subjects they know

- Have Ss work in groups to ask, answer about the subjects

they like or dislike and fill in the survey paper:

- Call some Ss to share their survey results with the class

- Pronoun the words

- Work in pairs

- Listen and check

- Pronoun the words

B: Because it’s interestingA: Do you like Math?

B: No, I don’t / Not reallyA: Why?

B: Because it’s difficult

A: So, what is your favorite subject?

B: It’s English

- Add more subjects

- Work in groups

Expected answers/Sample answers

In my group, Lan likes Math and Music, but she doesn’t like Physics because it’s difficult Minh likes P.E because he’s very active.

Phong likes Math

….

In my group, the subject that has the most

students like is Math.

a) Objective: Ss can make questions or answer the questions to develop a conversation, and they can aslo finish

the listening task in the textbook

b) Content: Listening to 2 students talking about school subjects, listening for gist and detail

c) Products: Ss can produce the new language successfully and apply the useful language to the listening task

in everyday communication

d) Competence: Collaboration, communication, critical thinking skills (guessing/ reasoning), presentation.

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 Option 1: Follow the order of activity: a, b, c

a Listen to Adrian and Sarah talking about school

subjects Who likes more school subjects?

- Have Ss look at the questions and underline key words

- Play the audio once Have Ss listen and answer the

question

b Now, listen and fill in the blanks

- Have Ss look at the uncompleted sentences in this task

- Play the audio once Have Ss listen and fill in the

blanks

c Conversation skill

- Have Ss listen to the audio again and pay attention to

the sentences / phrases that the speakers use to pass their

turn

- Give feedback, and provide more ways to pass turn

How about you?

What about you?

And you?

What do you think?

…

- Ask Ss to use these sentences / phrases to make up

simple dialogues about school and subjects

- Have Ss present

 Option 2: Follow a different order of activities: c, a, b

- Look at the questions, underline key words

- Listen and answer the question

- Check answers

Answer key: Sarah

- Look and read

- Listen and fill in the blanks

* School subjects: P.E, I.T, music, geography, physics, literature, biology, math, English, history, chemistry…

* Asking and answering about school subjects you like / don’t like:

Do you like… (Name of subject)?

Yes, I do / No, I don’t

* Ways to pass your turn in speaking:

How about you?

What about you?

And you?

What do you think?

- Learn by heart the vocabulary about subjects

- Practice asking and answering about school subjects, using some phrases / sentences to pass your turn

- Do exercises in Workbook: Lesson 1 - New words (page 8) and Listening (page 9)

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Date of teaching: ……….

Period……

UNIT 2: SCHOOL Lesson 1 - Part 2 (Page 15) - Grammar

I OBJECTIVES

By the end of the lesson, Ss will be able to

1 Knowledge

- use “and” or “or” for positive and negative statements

- use possessive pronouns

- ask and answer about favorite subjects

2 Ability

- improve speaking skills, listening skill

3 Quality

- have positive attitude in English language learning so that they actively participate in all classroom activities,

especially with the topic “School” conducted by the teacher

- love their school, identify their favorite subject(s) and even orient what they want to do in the future, using theknowledge from the subject(s) they like

III PROCEDURES

A Warm up: (5’)

a) Objective: to introduce the new lesson and set the scene for Ss to acquire new language; to 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 connectives “and” to join nouns in positive sentence and “or” to join nouns

in negative sentence

c) Product: Ss get general ideas about connectives: and, or

- Give greetings

- Check attendance

 Option 1: Game “SENTENCE BUILDING”

- Ask 5 Ss to volunteer to take part in the game, let them

stand in front of the class

- Give each S a piece of paper, each of which contains a

- Greet T

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