Giao an Tieng Anh 6 ca nam 3 cot

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Unit 1: GREETINGS

Section A: HELLO

Period: 1 ( A1,2,3,4 )

I. Objectives:

By the end of the lesson, students will be able to
- greet people.

- introduce their own names.

II. Language contents:
1. Structure:

- My name is … (My name’s …)
- I am … (I’m …)

2. Vocabulary:

- Hello - Hi - I - name

III. Techniques:

- Role - plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Ask students to look at the picture in the book
at page 10 and describes the content of the
picture.

- Ask students some questions in Vietnam
about saying to or greeting people when they
meet a new person.

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- Ask students how to introduce themselves
when they meet a new person.

Presentation

A2
Practice

- Ask students to listen to the tape.

“Hello” , “Hi”

- Ask students to listen again then repeat.
- Ask students to practice and work in pairs.
- Ask some pairs to say greetings before the
class.

- Correct their pronunciation.

* NEW WORDS:

- hello (interj) [hə'lou]  formal style

- hi (interj) [hai]  informal style

- classmate (n) ['klɑ:smeit]

- Listen to the tape.
- Listen again and
repeat

- Work in pairs.

Presentation

Practice

Controlled

- Tell students two ways to introduce their
names :

* NEW STRUCTURE:

I am + name.

My name is + name.

- Give the brief form of these ways:
I’m + name.

My name’s + name.

- Ask students to listen to the tape and then
repeat.

- Ask some students to play role Lan, Nga, Ba,
Nam before the class.

- Correct their pronunciation.

- Write these
structures on their
notebooks

- Listen to the tape.
- Repeat in chorus.

- Play role.

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Further
practice

- Ask students to practice with a group of four.
- Ask them to introduce their names one by
one.

- Correct their pronunciation.

* NEW WORDS:

- name (n) [neim]

My name is Nam.
- Work in groups.

Consolidation - Recall students how to greet people.

- Use question: “What’s your name?” to help
students remember two ways to answer.

- Game: MY NAME

Procedures:

- Ask students to write theirs name on a paper.
- Disorder these paper and give them to
students.

- Ask one student read aloud the name on the
paper.

- The student whose name is announced stands
up and read his paper.

- Let the game go on till the end of the period.

- Answer T’s
questions.

- Play game.
- Follow T’s
instructions.

HOMEWORK:

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Unit 1: GREETINGS

Section A: HELLO

Period: 2 ( A5,6,7 )

I. Objectives:

By the end of the lesson, students will be able to
- greet another.

- ask how people are.
- express one’s gratitude.

II. Language contents:
1. Structure:

- How are you?

- I’m fine, thanks. / I’m fine, thank you.
- And you?

2. Vocabulary:

- fine (a) - Mr. (n) - Miss (n)

III. Techniques:

- Role - plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Game: Throw And Catch

Procedure:

- Use a small soft ball and throw it to
students.

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- Ask students that receive the ball to say:

Hello / Hi

I’m + name. / My name’s + name.

then throw it to another person and go on.
- Ask students do it as quickly as they can. If
somebody can’t do it quickly being the loser.
- Ask the loser to sing a song.

Presentation

- Stick the picture on the board.
- Introduce the dialogue.

- Ask students to listen to the tape.
- Teach new words and structure.

* NEW WORDS:

- how (adv) [hau]
- fine (a): [fain]

- thanks (interj) ['θæηks]

* NEW STRUCTURE:
 How are you?

- I’m fine, thanks.
- I’m fine, thank you.

- Ask students to listen to tape again with
pauses after two sentences and repeat.
- Ask students to practice reading the
dialogue in pairs.

- Ask some pairs to perform before the class.
- Correct their pronunciation.

- Listen to the tape.
- Write new words and
structure on their
notebooks.

- Listen to the tape.
- Repeat in chorus.
- Work in pairs.

A6
Practice

* NEW WORDS:

- Mr. (n) ['mistə] ]  formal style

- Miss (n) ['miz] ]  formal style

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- Ask students to look at two pictures on their
books at page 12 and read people‘s names in
pictures.

- Ask students to make the similar dialogues
as part 5 with people in part 6 in pairs.

- Ask some pairs to perform before the class.
- Correct their pronunciation.

- Read names of people
in pictures.

- Make the similar
dialogues in pairs.

A7
Practice

- Ask students to look at the dialogue in part

7 at page 13 then complete it

- Ask students to compare with their partners
- Ask some students to read their answers
before the class.

- Check their errors.

- Ask these students to write their answers on
the board and the others write them on their
notebooks.

- Complete part 7 at
page 13.

- Compare with their
partners.

- Write answers.
Consolidation - Ask students to fill in the blanks.

Hoa: ……….
My ……… is
Hoa.

Nga: ……….
……… am Nga.
How are ……… ?
Hoa: I’m ………,
thanks.

……… you?
Nga: I’m fine,

………

- Fill in the blanks.

Suggested keys:

Hoa: Hi, Nga.
My name is
Hoa.

Nga: Hello, Hoa.
I am Nga.
How are you?
Hoa: I’m fine, thanks.

And you?

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HOMEWORK:

- Learn new words and new structure.

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Unit 1: GREETINGS

Section B: GOOD MORNING

Period: 3

I. Objectives:

By the end of the lesson, students will be able to
- greet in different time of the day.

- say good bye.

II. Language contents:
* Vocabulary:

- Good morning - Good afternoon - Good evening

- Good night - Good bye - Bye

III. Techniques:

- Role - plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Ask students to tell the ways of greeting.
- Stick pictures on the board and ask students
to guess what part of the day it is.

- Say “Hello”, “Hi”

- Watch pictures and
guessing.

Presentation

- Ask students to listen to the tape and guess
what part of the day it is.

- Call some students say their guesses.
- Correct their answers.

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* NEW WORDS:

- morning (n) ['mɔ:niη]

 Good morning: 0 12 am

- afternoon (n) ['ɑ:ftənu:n]

 Good afternoon: 12 pm  6 pm

- evening (n) [i':vniη]

 Good evening: 6 pm  12 pm

- night (n) [nait]

 Good night

- Good bye
- Bye [bai]

- Write new words on
their notebooks.

B2
Practice

- Ask students to listen again and repeat.
- Ask some students to read before the class.
- Give them different situations and ask them
to practice.

- Ask students to practice with their partners.
- Ask some pairs to perform before the class.
- Correct their pronunciation.

- Listen to the tape
again.

- Repeat in chorus.

- Work in pairs.
B3

Practice

- Ask students to listen to the dialogue in B3
twice.

- Ask students to repeat in chorus.

- Ask students to practice the dialogue in
pairs.

- Ask some pairs to perform before the class.
- Correct their pronunciation.

- Listen to the tape
- Repeat in chorus.
- Work in pairs.

B4
Practice
Consolidation

- Ask students to complete the dialogue at

page 16.

- Ask students to compare with their partners.
- Ask some students to read their answers
before the class.

- Complete part 4 at
page 16.

- Compare with their
partners.

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- Check their errors.

- Ask these students to write their answers on
the board and the others write them on their
notebooks.

- Game: Pelmanism

Procedures:

- Make some cards having two faces like this:

- Let ss choose one card, they will see the
number and say it.

Suggested keys:

Lan: Good afternoon.

Nga.

Nga: Good afternoon,
Lan.

Lan: How are you?
Nga: I am fine,
thanks.

And you?
Lan: Fine, thanks.
Nga: Goodbye.
Lan: Bye.

HOMEWORK:

- Learn new words

- Do exercises from 1 to 3 at page (6,7) in workbook.

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Unit 1: GREETINGS

Section C: HOW OLD ARE YOU?

Period: 4 (C1,2)

I. Objectives:

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

- count to twenty.

II. Language contents:
* Vocabulary:

One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen,
fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

III. Techniques:

- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Ask students to look at the picture on page
17.

- Ask students to count how many students
are in the picture.

- Saying: “Four students”

- Answer T’s question.

Presentation

- Ask students to listen to the tape and repeat.
- Write numbers from one to twenty on the
board.

- Read these numbers and asking students
repeat.

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C2
Practice

- Game: “Rub Out And Remember”

Procedures:

- Erase some numbers and ask students to
recall.

- Ask students rewrite some erased numbers.
- Ask a pair to go to the board.

+ The first says in English.

+ The second writes them on the board.
- Ask students to practice counting from one
to twenty.

- Correct their pronunciation.

- Play game.

- Work in pair.

Consolidation - Game: “Slap The Board”

Procedures:

- Write some numbers on the board.

- Ask the representative of each group to go
to the board.

- Say numbers and students have to slap the
numbers on the board.

- Choose the fastest to be the winner.
- Ask students to count from one to twenty
again.

- Game: Lucky numbers

Procedures:

- T writes some numbers and choose two
lucky ones.

- Ask ss to choose one number, if it is not a
lucky number, T gives a question to ss

- Play game.

- Count from one to
twenty again.

HOMEWORK:

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Unit 1: GREETINGS

Section C: HOW OLD ARE YOU?

Period: 5 (C3,4)

I. Objectives:

By the end of the lesson, students will be able to
- introduce the others.

- say how old one is.

II. Language contents:
1. Structure:

- This is Phong.
- How old are you?
- I’m twelve.

2. Vocabulary:

- this - year(s) old

III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Game: “Jumbled Words”

Procedures:

- Give each group a worksheet like this:
1. wlete 

- Play game

Suggested keys:

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2. tefinfn 

3. nelvee 

4. rteehint 

5. eefturo 

6. itehg 

7. netwyt 

8. etnvesne 

- Ask each groups rearrange these words into
right words.

- Choose the fastest to be the winner.

2. fifteen
3. eleven
4. thirteen

5. fourteen
6. eight
7. twenty
8. seventeen

Presentation

- Ask some students about their ages in
Vietnamese.

- Ask students to listen to the tape twice with
pauses and then repeat.

- Ask some students to play roles and
perform before the class.

- Teach students how to introduce the others.
- Write the structure:

This is + name

on the board

- Give some examples:
Ex: This is Dung.

This is Hoa.

- Ask students to practice in groups

- Ask some students to performs before the
class.

- Correct their pronunciation.

- Teach students how to ask one’s age.
- Write the structure:

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How old are you?
I’m + number.

on the board.

- Give some examples:
Ex: How old are you?

I’m eleven.

- Ask students to work in pairs and use this
structure.

- Ask some pairs to perform before the class
- Correct their pronunciation.

HOMEWORK:

- Learn new structure.

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Unit 2: AT SCHOOL

Section A: COME IN

Period: 1

I. Objectives:

By the end of the lesson, students will be able to
- use some simple imperative sentences.

- give and obey orders

II. Language contents:
* Vocabulary:

- come (v)  come in - open (v) - close (v)

- sit (v)  sit down - book (n) - say (v)

- stand (v)  stand up
III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Review old lesson by asking some students.

- Use some questions in Unit 1
+ Hi, Nam.

+ Good morning.
+ My name is Nga.
+ How are you?

- Do as T asks.

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Presentation page 20 and guess what the teacher requests.
- Ask students to listen to the tape twice.
- Ask some students to repeat the imperatives
sentences.

- Use gestures to help students find the
meaning of these sentences.

- Write the new words on the board.

VOCABULARY:

- come (v)  come in

- open (v)
- close (v)

- sit (v)  sit down

- book (n)
- say (v)

- stand (v)  stand up

- Ask students read them and checking their
pronunciation.

- Ask students to play the game “Rub out and 
remember” with the imperatives sentences on
the board.

Procedure:

- T will erase one word one by one.
- Ss have to remember them

- After that, T will ask one student to recall
them.

and do as T asks.

- Listen to the tape.
- Guess the meaning.

- Write news words
on the notebooks.

- Play game “Rub out
and remember”

A2
Practice

- Ask students to listen and do with the
imperatives sentences:

+ Stand up.
+ Sit down.

- Listen and do as T
asks.

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+ Open your book.
+ Close your book.

- Ask students to do in groups.

- Ask students to look at the pictures and do

exercises in A2 on page 21.

- Asking some students to stand up and take
turns to play role before the class.

- Ask students to play game “Simon says” in
A3 on page 22.

Procedures:

- When T says “Simon says, stand up.”, all
students have to do ask the request.

- But T just says “Stand up”, students needn’t
do as he says.

- T uses some imperatives sentences to do that
game.

Suggested keys:

a. Open your book.
b. Sit down.

c. Come in.

d. Close your book.
e. Stand up.

- Play game “Simon

says”.

HOMEWORK:

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Unit 2: AT SCHOOL

Section B: WHERE DO YOU LIVE?

Period: 2 (B1,B2,B3)

I. Objectives:

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

- ask and answer about the name.

- ask and answer about address, accommodation.

- read the alphabet

II. Language contents:
1. Vocabulary:

what where street (n)

house (n) city (n) live (v)

2. Grammar:

+ Where do you live?

- I live on … street.
+ How old are you?

- I am ....years old

III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

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with the words: come in , sit down, stand up ,
open your book…

Procedures:

- T draws some short lines on the board

- T gives some clues such as how many letters
and asks students to guess the word.

- If students doesn’t say correct the word, the
teacher will erase one line and go on.

- Students have eight chances to guess.

“Hangman”.

Presentation

- Ask students to look at the pictures on page
23 and guess it is a city or a countryside.
- Explain and state that this is a city ( because
there are manly trees and building in the
pictures.)

- Ask students to tell what people often say
when they first meet each other.

- Ask students to listen to the tape to know how
to ask and answer about the name and address
in English.

- Open the tape three times with pauses.
- Ask students to repeat in chorus.
- Write new words on the board.

VOCABULARY:

- live (v)
- street (v)
- what
- where
- house (n)
- city (n)

- Look at the picture
and guess.

- Say these sentences
in Vietnamese.

- Listen to the tape.

- Repeat.

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STRUCTURES:

+ Where do you live?
- I live on ...street
+ How old are you?
- I am ....years old

Practice - Ask students to practice these structures.
- Ask students to make a survey according to
this form:

Name Street City

- Ask students to use these structures:
+ What’s your name?

+ Where do you live?
+ How old are you?

- Call some students to perform before the
class.

- Correcting their errors ( if they have ).

- Practice new
structures.

- Take a survey with
other students.

- Show their surveys
in front of the class.

Presentation - Give a question: “In Vietnam, it has 29 but in
England, it has only 26.”

- Introduce the alphabet.

- Ask students to listen to the alphabet.
- Ask students to repeat in chorus

- Note on some difficult letters: G, H, J, U, W ,
X, Y, Z, E, I

- Try to guess

KEY: the alphabet

- Listen to the tape.

Practice - Ask students to play the game “Slap the 
board”

Procedure:

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- T draws some circles like this.

- T asks some students to go to the board.
- T says letters and student have to slap the
circle.

HOMEWORK:

- Learn new structure and words

- Learn by heart the alphabet

A
E

E Y

W G

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Unit 2: AT SCHOOL

Section B: WHERE DO YOU LIVE?

Period: 3 (B4, B5)

I. Objectives:

By the end of the lesson, students will be able to
- ask someone to spell the name or words

II. Language contents:
1. Vocabulary:

spell (v)

2. Grammar:

- How do you spell it?

III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Show a game “Shark attack” to help student

to remember old lesson.
Procedures:

- T draws some small lines like this:
___ ___ ___ ___ ___ (eight)
___ ___ ___ ___ (city)

___ ___ ____ ____ ____ ____ (street)

- T asks students try to guess the word by using

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the alphabet.

Presentation - Ask students to look at the pictures in B4 on
page 25 and introducing the situation

- Ask students to listen to the tape.

- Call some pairs to perform before class.
- Notice the ways to spell.

- Do as T asks.

Practice - Ask students to spell their names in pairs
- Ask some pairs to spell their names before
class.

- Correct their pronunciation.

- Ask students to ask and answer the questions
in B5 on page 25 in pairs.

- Ask some pairs to ask and answer before
class

- Some students go to the board and write their
answers.

- Work in pairs.

Consolidation - Show a game “Noughts and crosses”

Procedures:

- T draws a table like this:

book come sit

name live open

student old spell

- T divides class into some small groups.
- These groups have to make sentences with
the words on the table.

- Each right sentence will get “O”, each wrong
sentence will get “X”.

- What groups having 3 “O” will be the winner.

- Play game.

HOMEWORK:

- Learn new words and new structure

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Unit 2: AT SCHOOL

Section C: MY SCHOOL

Period: 4 (C1)

I. Objectives:

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

- identify objects and people.

II. Language contents:
1. Vocabulary:

- teacher (n) - student (n) - class (n)

- classroom (n) - desk (n) - school (n)

- my - your

2. Grammar:
- This is my + N

- That is my + N

- Is that your + N? Yes / No

III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Ask students to sing the English alphabet
song.

- Ask students to spell name of some famous

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people or soccer players.

Presentation - Ask students to look at the pictures on page
26.

- Ask students about the pictures
- Introduce the new words

VOCABULARY:

- school (n)
- teacher (n)

- student (n)
- class (n)
- classroom (n)
- desk (n)

- Ask students to read them in chorus.

- Answer T’s
questions.

- Write new words on
notebooks.

Practice - Show a game

Game: “Jumbled Words”

Procedures:

- T jumbles the order of new words.
- T asks students to rearrange them
1. loshoc

2. keds
3. omrslcosa
4. tnutdes
5. ecrahet

- Play game in groups

Suggested keys:

1. school
2. desk
3. classroom
4. student
5. teacher
Presentation - Ask students to look at C1 on page 26

- Ask students to notice the way to introduce
school and friend.

- Ask student to illicit the structure

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STRUCTURE:

+ This is...
+ That is...

- Distinct the differences between “This” and

“That”.“This” is used when talking about
something in a short distance. “That” is used
when talking about something in a long
distance.

- Ask students to listen to the tape
- Ask students to repeat in chorus
- Give an examples:

+ This is a student.
+ That is a student.

- Change these 2 sentences into interrogative
form.

+ This is a student.

 Is this a student?

+ That is a student.

 Is that a student?

- Let students know how to answer. “Yes” or
“No”.

- Listen to the tape
- Repeat

- Write the example on
notebooks.

Practice - Ask students to listen to the tape at page
26-27 and repeat

- Ask students to use the structures to practice
asking and answering

- Ask some students to practice asking and

answering before class

- Correct their pronunciation

- Listen and repeat

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“This is a desk.
This is a student.”

- Ask student to recall the structure

HOMEWORK:

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Unit 2: AT SCHOOL

Section C: MY SCHOOL

Period: 5 (C2,3)

I. Objectives:

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

- identify objects and people.

II. Language contents:
1. Vocabulary:

- school - board - ruler - eraser - pen

- pencil - door - window - waste basket - window

2. Grammar:
- What is that?

- What is this?

 It’s a/an … || That is … || This is …
III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Show a game: “Chain game”

- Begin the game with sentence: “I’m a
student.”

- Play the game

Presentation - Ask students to look at the picture C2 on
pages 28, 29

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- Ask students to listen twice and repeat one
sentence by one

- Ask some students to repeat the new words
- Ask students to find same things in the class
then call them in English

- Write these words on the board

VOCABULARY:

- door (n)
- window (n)
- board (n)
- clock (n)

- waste basket (n)
- school bag (n)
- pencil (n)
- pen (n)
- ruler (n)
- eraser (n)

- school (n)

- Ask students to play the game “Rub Out and
Remember”

- Introduce the structures:

STRUCTURES

+ What is this ?
+ What is that?

 It’s a/an...

- Notice the usage of a / an :

a + consonant E.g.: a book , a pen

an + vowel (o, a, i, u, e) E.g.: an eraser...

- Listen to the tape
- Repeat new words
- Do as T asks

- Write new words on
their notebooks

- Play game

- Write new structure

on their notebooks

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picture C2

- Ask some pairs to ask and answer before the
class.

- Correct their pronunciation mistake
- Summarize the content of the lesson.

What’s this? - This is…………
What’s that? - That is ………

HOMEWORK:

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Unit 3: AT HOME

Section A: MY HOUSE

Period: 1 (A1, 2)

I. Objectives:

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

- identify objects in a house

- ask and answer about household

- use “Wh-“ question

II. Language contents:
1. Vocabulary:

House, living room, telephone, armchair, table, lamp, bookshelf, television, stereo, table,
couch, chair, stool

2. Grammar:
- What are these?

- What are those?

- They’re…

III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Review old lesson

- Use things on students’ desks and ask them to

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make up questions and answer them
+ What is this? - It’s ...

+ What is that? - It’s ...

Presentation - Teach new words:

VOCABULARY:

- house (n)
- living room (n)
- telephone (n)
- armchair (n)
- table (n)
- lamp (n)
- bookshelf (n)
- television (n)
- stereo (n)
- table (n)
- couch (n)
- chair (n)
- stool (n)

- Use one pen and speak: “This is a pen.”
- Use 2 pens and speak: “These are pens / two
pens.”

- Ask students to tell the differences between
“This is...” and “These are ....”

- Give the usage of This is .../ That is ....and

These are .../ Those are …

- Ask students to notice the singular and plural
nouns and ask them to change some words :
+ pen  pens

+ book  books

- Write new words on
their notebooks

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+ window  windows

- Note : add “es” after nouns ended by: o, s, x,
ch, sh”

Ex: box  boxes

couch  couches

- Ask students to look at the pictures in A2 on
page 31 and use:

“What are these?”- They are armchairs
What are those? - They are stools”
- Ask students to ask and answer in pairs,
using the form:

+ What is this/that?
It is ...
+ What are these/those?
They are ...

- Ask students to listen to A1 twice
- Get students read in chorus

- Look at the pictures
in A2 on page 31.

- Work in pairs.

- Listen to the tape
- Repeat

Practice - Have them read silently

- Notice the new words : a telephone, a lamp ,a
bookshelf...

- Ask students to practice asking and answering

the picture A1,2

- Ask some pairs to do before the class
- Give some cues and ask them to practice :
E.g.: + What/this? || It/ table

+What / these? || They /window
+ What / that? || It / lamp
- Go around and correct their answers
- Ask students to write the answers on their
books

- Read the text silently

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Consolidation - Ask students to play role to ask and answer
+ What is this? - It’s a table.

+ What is that? - It’s a window.
+ What are these? - They’re stools
+ What are those? - They’re armchairs.
- Distinct 4 questions and 4 answers.

- Explain the difference between this - these
and that - those.

- Give more other example to illustrate.

- Do ask T ask

HOMEWORK:

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Unit 3: AT HOME

Section A: MY HOUSE

Period: 2 (A3, 4)

I. Objectives:

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

- ask for and give personal information

- describe the family

- ask for and give numbers

II. Language contents:
1. Vocabulary:

father - teacher – mother – too – sister – brother - family

2. Grammar:

- Who is this / that ? – This is…

- How many people are there… ? There are … people.

- He is a teacher.

- She is a teacher, too.

III. Techniques:

- Role-plays
- Game

IV. Teaching aids:

- Textbook, board, chalks, magnets
- Pictures

- Cassette, tape

V. Time: 45 minutes

VI. Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Review old lesson

- Ask students to play the game:

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“Noughts and Crosses”

Presentation - Show a picture of Ba’s family and introduce
each person

“This is his father.
This is his mother.
This is his sister.”
- Teach new words:

VOCABULARY

- father (n)
- teacher (n)
- mother (n)
- too (n)
- sister (n)
- brother (n)
- family (n)
- people (n)

- Give out the possessive pronouns
I  My

You - Your

She  her

He  His

- Give some examples
+ This is mybook

+ That is herpen

- Ask students to listen to A3 twice and repeat.
- Ask students to tell about Ba's family and use
the question :

+ Who are they ?

- Have them practice in pairs

- Do as T asks

- Write new words on
their notebooks.

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- Correct their pronunciation

- Give some examples to introduce “too”
+ Mrs. Hoa is a teacher .

+ Mr. Trung is a teacher ,too.

- Ask students to make up sentences using
“too”

- Ask students to look at the picture and ask in
Vietnamese

- Use the structure “How many people are
there? There are 4 people

- Introduce the structure:

STRUCTURE:

How many + plural nouns+ are there?
There are ...

Practice - Look at the picture on page 33

- Ask student: “Who are they ?”

- Ask students to practice asking and answering
one by one.

- Correct the mistakes.

- Do as T asks
- Work in pairs

Suggested keys

a) Her name’s Nga.
b) His name is Ha.
c) That is Ba.

He is twelve years
old.

d) This is Lan.

She is fifteen years
old.

e) There are 4 people
in his family.

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- Ask students to use the questions above to
ask and answer about their partners’ families

- Ask some pairs to perform before the class

- Work in pairs

HOMEWORK:

- Lean new words an structure

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Unit 3: AT HOME

Section B: NUMBERS

Period: 3 (B1, 2)

I. Objectives:

After this lesson, students will be able to

- ask for and give numbers.

- use singular / plural nouns in English

II. Language contents
1. Vocabulary:

bench , numbers ( 1 => 100) , bookcase

2. Structure :

+ How many + Noun (plural) …………..are there ?
+ There is one.|| There are two.

III. Techniques:
- Game

IV. Teaching aids

- Textbook, board, chalks, magnets
- Pictures, real objects

- Cassette, tape

V. Time : 45’

VI. Procedures:

Sections Teacher’s activities Students’ activities

Warm-up - Ask students to play the game “Bingo” from

1 to 20.

- Play game
B1:

Presentation

- Ask students to look at B1
- Ask students to listen twice
- Notice some numbers :
Thirteen  Thirty

Fourteen  Forty

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Fifteen  Fifty

Sixteen  Sixty

Seventeen  Seventy

Eighteen  Eighty

Nineteen  Ninety

- Have students to read in chorus

- Have some students to read before the class
- Play the tape twice

- Play the tape again ( with pauses)

- Point at the number on the board and ask
students to read the words

- Correct their pronunciation

- Read ( individual)

B2. Practice - Use the picture of the book

- Ask students to count the furniture in the
picture, then write the number in the square in
front of the noun

- Before doing this exercise teacher must
explain some plural nouns

Procedure:

- Ask students to use There is .../There are ....
to make up sentences.

- Ask students to tell differences between
singular and plural nouns

Singular noun => plural noun

- Adding ‘s / es’ behind noun
a. door => doors

b. students => students

c. bench => benches

- Add ‘es’ when the last letter ending in : O, 
CH, SH, S, X

Ex: box => boxes

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couch => couches

- Notice the pronunciation /s/ , /z/ , /iz/ after
plural nouns

- Ask students to give the answers
- Correct mistakes

- Ask students to do B2 in pairs

- Ask students to make up sentences using
given words :

1 / How / teacher/ our class?
There / one

2 / How / tables / your class?
There / Twenty

3 / How / clock / our class?
There / one

- Ask students to do in pairs

- Ask some pairs to do before the class

- Work in pair
- Perform before
class

Conclusion - Ask students to play the game “Slap the 
board” with the numbers

10 90 50 20 60

80 70 30 40 100

- Play game

Homework: - Learn by heart new words and numbers and structures

Unit 3: AT HOME

Section B: NUMBERS

Period: 4 (3, 4, 5)

I. Objectives:

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- ask for and give numbers.

- use singular / plural nouns in English

II. Language contents
1. Vocabulary:

bench , numbers ( 1 => 100) , bookcase

2. Structure :

+ How many + Noun (plural) …………..are there ?
+ There is one.|| There are two.

III. Techniques:
- Game

IV. Teaching aids

- Textbook, board, chalks, magnets
- Pictures, real objects

- Cassette, tape

V. Time : 45’

VI. Procedures:

Sections Teacher’s activities Students’ activities

Warm up: - Ask students to play the game “Chain

game”
E.g.:

A: In our classroom ,there are students
B: In our classroom, there are students
,windows…

C: …

- Play game

Presentation

- Review the question:

How many ...are there?
There is + singular noun
There are + plural nouns

E.g.: How many books are there on the
table?

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- Ask students to listen to B3 on page 37
twice

- Ask students to repeat in chorus

- Listen and repeat

B 4

Practice

B5
Practice

- Ask students work in pair and practice Q
& A

- Call some pairs to ask and answer Q&A
- Ask some students to ask and answer
about things on their table

- Ask students to do B5 in pairs
- Have some pairs to ask and answer
before the class

- Ask students to play the game “Lucky 
numbers”

1 2 3 4
5 6 7 8

- The lucky numbers are: 3,4,8
Question:

1. Count the lamps in your classroom
2. Make a question with “ How many..”
5. How many boys are there in your class?
6. Count the chairs in your classroom
7. How many teachers are there in your

classroom?

- Work in pair
- Practice structure
“How many”

Further
practice

- Ask students to divide in to groups

- Have each group to ask and answer about
the other one

+ How many girls are there in your group?
+ How many table are there in your group?

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- Ask students to make up 5 sentences
about things in their family

Consolidation - Recall structure:

“How many … are there?
There is…

There are…

- Listen and
remember

Homework:

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Unit 4: BIG OR SMALL

Section A: WHERE IS YOUR SCHOOL ?

Period: 1 (A1, 2)
I. Objectives:

After this lesson, students will be able to:

- describe location and size of school

- identify possession

II. Language content:
1.Vocabulary:

(a)big, small ; (n): room, country, hundred, classroom, city, class
(prep): in, on ; ( conj): or

2. Structure :

-Where is your school? => It is in the city

- Is your school is / (or) small? => Phong’s school is small
-How many students are there in Thu’s school?

=>There are forty-five students in the class

III. Techniques:

- Group work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students, activities

Warm up - Call some students to check the old structure:

“How many … are there?
There is…

There are…

- Do as T asks

Presentation - Ask students to look at the two pictures in A1
on page 44.

- Ask students to describe two schools , which is

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bigger?

- Introduce the lesson: Using two pictures
having two schools , one is in the countryside,
one is in the city.

- Ask students to look at them and compare them
in Vietnamese.

- Ask students to look at the two pictures in A1
on page 44 again then ask one student

“Is it your school?”

- Point the boy and ask:

“Is it this boy’s school?”

- Write on the board:

It’s Phong’s school

- Ask students to repeat.

- Ask some students to read again
- Take something on the desk and speak
E.g.:

+ It’s Lan’s pen
+ It’s Lien’s eraser.

- Write them on the board

- Ask students to read carefully

- Explain how to use possessive case “’s”
- Ask some students to introduce things on their
desk

- Introduce the words “big “ and “small”

E.g.: Lien’s house is big. Hung’s house is small.

- Introduce the words “city” and "country”
E.g.:

My school is in the city

Minh’s school is in the country.
- Teach new words

question

- Use Vietnamese to
make a comparison.

- Answer T’s
question:

“No, it isn’t.”
“ Yes, it is.”

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VOCABULARY:

- city > country(n)
- in the country
- in the city

- small (adj) < big ( a)
- Phong’s school

- Play the tape twice ( the 1st time without

stopping , the 2nd with pause)

- Call two students to read aloud.

- Correct mistakes when students read the text

- Read the new
words

- Listen to the tape
and repeat.

Practice - Guide students to read questions and explain
the questions

* STRUCTURES

1. Descriptive adjective :
+ big / small
S + Be + Adj

Ex: My house is big

S + + a / an + adj + Noun
Ex: It is a big school
+ question ( Yes – No)

Be + S + Adj ?
Ex: Is your house big ?
2. Possessive case “’s”
Name’s + N

E.g.: Mary’s house

- Ask students work in pairs and do exercise 2
on page 44.

- Ask some pairs to ask and answer these
questions.

- Correct them if necessary.

- Do exercise 2 on
page 44

Answer:

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country
d. No, it isn’t.

Further

practice

- Ask students to use their own words to ask and
answer about their school (guide students to
make the questions and the answers)

Questions

a. “Is your school small”
b. “Where is your school?”

Answer

a. Yes, it is. / No, it
isn’t.

b. It is in the
country. / My
school is in the city.

Consolidation - Ask students to talk about Phong’s and Thu’s
school, using the pictures

-Correct mistakes

- Do as T asks
+ This is Thu
+ This is her school
+ Thu’s school is
big

+ It is in the city

HOMEWORK:

- Learn new structure and vocabulary.

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Unit 4: BIG OR SMALL

Section A: WHERE IS YOUR SCHOOL ?

Period: 2 (A3, 4)
I. Objectives:

After this lesson, students will be able to:

- ask and answer about location and size of school

- identify possession

- ask and answer about quantity

II. Language content:

* Structures :

+ Is your school in the country or in the city?

III. Techniques:

- Group work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up - Use 2 pictures in A1 and ask:

1.Where is Phong’s school?
2. Is Thu’s school in the country?

Answers

1. It is in the country
2. No, it isn’t. It’s in
the city

Presentation - Ask students to recall the question about
quality in the Unit 3

- Read the text in A3 on page 45 and ask
students to read in chorus

- Ask some students to read before the class.

- Give some questions and ask them to answer
them.

- Answer T’s question

How many + N + are
there?

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1/ Is Phong’s school in the country?
2/ Is it small?

3/ Where is Thu’s school?
4/ Is it big ?

- Ask sis work in groups to answer them.
- Call some groups to show their answers.
- Correct the answers.

2. Yes, it is.
3. It is in the city.
4. Yes, it is.
- Work in groups

Practice - Ask students to ask and answer the questions
in A3

- Teach new structure:

Is your school in the city or in the country?
It is in the city.

- Ask students to practice asking and
answering about their schools in A4
- Ask some pairs to do before the class.

Answers

1.There are eight
classrooms
2.There are four
hundred students in
the school

3. There are twenty
classrooms

4. There are nine
hundred students in
the school

Answer:

a. It’s in the country
b. there are ………..
c. there are………….
Consolidation - Ask students to use the questions “ where,

how many, Is it………?”, practicing with a
partner A6.

- Do as T ask

Homework:

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Unit 4: BIG OR SMALL

Section B: MY CLASS

Period: 3 
I. Objectives:

After this lesson, students will be able to:

- ask and answer class

- describe size of school

- use ordinal numbers to tenth

II. Language content:
1.Vocabulary:

Grade, floor, first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.

2. Structures :

+ Which grade / class are you in ? => I’m in grade 6 / class 6A.
+ Where is your classroom? => It’s on the second floor.

+ How many floors does Phong’s school have? => It has…

III. Techniques:

- Group work,

- Rode play

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm-up - Talk about Phong’s school and Thu’s school (
using pictures)

- Use a picture to introduce the situation, ask
students about the picture

How many floors are there?

- Answer T’s question

There are four 
floors.

Presentation - Teach some new words

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the words “ floor, first, second, third,….” )

VOCABULARY:

- (n) : floor, grade
- (a): first, second

- Ask students to read all new words.
- Teach new structures

STRUCTURE

WH- Question : Which

+ Which grade / class + be +S + in ?
=> S + be + in grade / class …

E.g.:

- I’m in grade 6 / class 6A
- He is in grade 6/class 6A
+ Whereis your classroom?

- It’s on the second floor

+ How many floors does your school have?
=> It has… floors.

- Play the tape twice ( 1st times without

stopping , 2nd one with pauses)

- Ask students to work in pairs

- Call some pairs to perform before class.
- Correct mistakes of pronunciation

- Repeat after the T
(choral/ individual)

- Listen to the tape.
- Work in pairs and
practice the dialogue.

Practice - Ask students to complete the table by using
information from B1 and from themselves.
- Call some students to write individually in
their books.

- Call some pairs to ask and answer to
complete the table.

- Correct mistakes

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Presentation
B4

- Teach ordinal numbers to tenth.

* Ordinal numbers:

first, second, third, fourth, fifth, sixth, 
seventh, eighth, ninth, tenth.

- Play the tape about ordinal numbers ( twice)
- Ask students to listen and repeat.

- Listen to the tape
and repeat.

Practice B5 - Ask students to read the open dialogue of B5
on page 48

- Ask students to complete the dialogue with
suitable words

- Call some students to work in pairs about the
dialogue

- Do as T asks.
- Work in pairs.

Answers:

small – does – has –
are – am- is – on
Consolidation - Ask students to remind some structures they

have been learnt

- Do as T asks

Homework:

- Learnt by heart new words and structures

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Unit 4: BIG OR SMALL

Section C: GETTING READY FOR SCHOOL

Period: 4 (C1, 2, 3)
I. Objectives:

After this lesson, students will be able to describe every day activities

II. Language content:
1.Vocabulary:

+ getting ready for school, get up, get dressed, brush…teeth, wash … face
+ have breakfast, go to school

+ every morning, then

2. Structures :

+ What do you do every morning? => I get up. Then I …
+ What does Ba do every morning ? => He gets up. Then …

III. Techniques:

- Group work, pair work

- Rode play

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm-up - Ask students to ask and answer about their
school.

- Introduce the situation: Use the picture to
introduce Ba’s activities every morning

- Do as T asks.

Presentation - Teach new words ( using picture)
- getting ready for school

- get up
- get dressed

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- brush…teeth

- wash … face
- have breakfast
- go to school
- every morning
- then

- Read these new words and ask students to
repeat

- Ask students to listen to the tape and repeat
- Teach new structures ( ask and answer about
everyday activities)

STRUCTURES

+ What + do / does + S + do every morning?
=> S + V

Ex: I get up
She gets up

=> The simple present tense

- Read new words.
- Listen to the tape.

Practice - Ask students to practice with a partner
- Explain the way to practice

- Correct mistakes

- Ask students to talk about Ba’s every day
activities

- Ask students to write Bas’ activities

beginning with “ Every morning …..? ( Noting

- Work in pairs
+ “What do you do
every morning”
+ I get up. Then I
………

- Change the roles
- Play the roles in
front of the class.
- Do as T asks
(individual)

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personal Ba => He )

- Ask students to give the answer
- Correct mistakes

Consolidation - Ask students to ask and answer their every
morning activities

- Work in pairs

Homework:

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Unit 4 :BIG OR SMALL ?

Section C:GETTING READY FOR SCHOOL

Period: 5 (C4, 5, 6, 7)

I. Objectives:

After this lesson, student will be able to say the time.

II. Language content”
1.Vocabulary:

+ time, be late for, half

2. Structures:

+ What time is it ? => It is seven o’clock

+ What time do you get up? => I get up at six o’clock

III. Techniques:

- Group work, pair work

- Rode play

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up: - Ask students to talk about Ba’s activities
every morning

- Introduce the situation: Using the picture

- Do as T asks.

Presentation - Teach new words

Vocabulary:

+ time
+ be late for
+ half

- Teach new structure:

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Structures

+ What time is it ?
=> It’s one o’clock

=> It’s ten ten.
=> It’s half past six

- Ask students to listen to C4 on page 50.
- Ask students to read in chorus.

- Ask some pairs to read aloud the dialogues
- Ask students to talk about the clocks of the
pictures on C5

- Ask students to ask and answer about the
picture of the book

- Ask students to listen to C5 and repeat.

- Listen to the tape
- Repeat after the tape

- Talk about the clock
- Listen to the tape

Practice
C6

- Ask students to read the text silently
- Ask students to talk about Ba’s activities
- Explain the new structures

* Structure

+ What time + do / does + S + V?

=> S + V + at + time

- Ask students to read the questions of the book
and correct the answers

- Ask students to practice with a partner
- Ask students to give the answers
- Correct mistakes

- Do as T asks

Answers

a. I get up at………
b. I have breakfast at..
c. I go to school at …
Consolidation - Ask students to practice asking about the time

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Homework:

- Learnt by heart new words and structures

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Unit 5: THINGS I DO

Section A:MY DAY

Period: 1 (A1, 2, 3, 4)

I. Objectives:

After this lesson, student will be able to

- talk about everyday activities

- ask and answer about everyday activities

II. Language content”
1.Vocabulary:

(a): Every => every day

(verb phrase):play games , do homework, do housework, listen to music, watch, read

2. Structures

+ Reviewing the present simple tense of ordinary verbs
+ What does Nga do everyday?

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up: - Ask students to practice speaking about the
time.

- Set up the scene : using the pictures of the
book.

- Ask students look at them and tell about Nga’s
everyday activities

- Do as T asks.

Presentation - Teach new words ( using pictures), then write
them on the board

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- Ask students to look at the pictures and talk
about Nga’s activities

- Introduce the picture one by one then give
out the new words and phrases.

Vocabulary:

- every => every day
- play games

- do homework
- do housework
- listen to music
- watch

- read
- after

- Call students to read all the new words and
phrases.

- Play the tape (twice )

- Play the tape again with pauses

- Remind students the present simple tense (ask
some questions)

- Ask students to take notes “ goes and does”
- Ask students to read the text

- Ask students to read the text aloud in front of
the class

- Correct their pronunciation.

- Listen to the tape

Practice - Introduce the questions of the book

- Ask students to practice “ask and answer”
about Nga’s activities

- Asking students to practice in the front of the

Answer:

a. Every day, Nga gets
up at 6.

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class

- Asking other students to remark the answers
- Correcting mistakes

goes to school .
c. Every afternoon,
Nga plays games.
d. Every evening, Nga
does her homework.
Presentation - Ask ss about the things they usually do after

school.

- Set the scene: Show the pictures and ask
them “What do Ba, Lan, Nam and Thu
usually do after school?”

- Ask ss to talk about their activities after

school.

- Playing the tape twice without stopping.
- Play the tape again with pauses

- Ask students to practice with a partner (one is
Ba, one is the teller)

- Do as T asks

- Answer T’s
questions

- Listen to the tape
- Practice reading.
Practice - Teach new structures: Wh-questions ( asking

about the activities after school)

Structures

Wh-question with “What”

+ What do you do after school?

=> After school, I…

- Ask students work in pairs to answer
questions at A4

- Call some pairs to ask and answer questions
- Correct mistakes if necessary.

Answer:

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4. After school, Nam
listens to music.

Homework:

- Learn by heart new words and structures

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Unit 5: THINGS I DO

Section A:MY DAY

Period: 2 (A5, 6)

I. Objectives:

After this lesson, student will be able to ask and answer about everyday activities

II. Language content”
1.Vocabulary:

+ play volleyball, play sport, play soccer, boy, girl

2. Structures

+ Do you play sports?

- Yes, I do / No, I don’t

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up: - Ask students to practice about activities
- Setting up the scene: use the pictures of the
book and ask students

1. What do they do ?

- Do as T asks.

Answer:

1. They play games
Presentation - Teach some new words ( using pictures)

Vocabulary:

+ play volleyball
+ play sport
+ play soccer
+ boy

+ girl

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- Teach new structure:

* Structures: Yes-No question

+ Do + S + V?

- Yes, S + do / No, S + don’t.
+ Does + S + V?

- Yes, S + does / No, S + doesn’t.

- Introduce to Ss the content of the dialogue
between Ba and Lan.

- Ask ss to listen to the tape.

- Ask them to practice the dialogue with each
other in pairs.

- Call some pairs of ss to practice the dialogue
before the class.

- Listen to the tape.
- Practice the
dialogues.

Practice - Ask students to read the questions

- Ask students to answer the questions ( work in
pairs)

- Check their answers.

- Work in individual

Consolidation - Ask ss to recall the structure.

Homework:

- Learn by heart new words and structures

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Unit 5: THINGS I DO

Section B:MY ROUTINE

Period: 3

I. Objectives:

After this lesson, student will be able to

+ talk about their daily activities.

+ ask and answer about the daily activities.

+ ask and answer about the time of the daily activities.
II. Language content”

1.Vocabulary:

+take a shower, eat, study, go to bed
+ lunch, dinner

2. Structures

+ I go to school at ( a) quarter to seven

+ What time does Ba get up? => He gets up at seven o’clock
+ What time do you get up? => I get up at ………

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up - Ask students to talk about every day activities - Do as T asks.
Presentation - Set up a scene: ask students some questions .

“What time do you get up?”
“What time do you go to school?”

- Explain the second way to tell the time
- Ask students to talk about the pictures (use

Answer:

- I get up at 5:30
=> I get up at half past
five

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Vietnamese)

- Teach new words:

Vocabulary:

+ take a shower
+ eat

+ study
+ go to bed
+ lunch
+ dinner

+ star

+ finish = end

- Teach new structure:

Structures

+ What time do you get up?
=> I get up at six o’clock
+ What time does she get up?
=> She gets up at six o’clock
+ I get up at half past six
+ I get up at a quarter past six
- I get up at a quarter to seven

* I have classes from seven to a quarter past
eleven

* I / we / you / they / eat

He / she eats

- Ask students to read the text silently
- Ask students some questions

1. What does Ba do every morning?
2. What time does Ba get up?

- Ask some students to read the text aloud

=> I go to school at
quarter to seven
- Write new words
and structure on their
notebooks.

- Read the text
silently.

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- Correct mistakes about pronunciation
Practice - Ask students to work in pairs.

- Ask students to look at the table and explain
the way to complete it by using Ba’s

information

- Ask students to read the answer
- Correct mistakes

- Ask students to complete the column about
themselves

- Ask students to read the answer.

- Ask students to read through the questions and
demonstrate with one student

E.g.:

T: What time does Ba get up?
S: Ba gets up at six o’clock

- Ask students to practice these structures in
pairs about themselves.

- Work in pairs.
- Fill in the table
Answer:

Action Ba

get up 6.00

go to school 6:45
classes start 7:00

classes end 11:15

have lunch 11.30

go home 5.00

go to bed 10.00

- Practice with teacher
- Work in pairs

- Write a paragraph

about themselves

Homework:

- Learn by heart new words and structures

- Do exercises B1, B2, B3, B4 on the pages 47, 48, 49, 50

Unit 5: THINGS I DO

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Period: 4 (C1, 2)

I. Objectives:

After this lesson, student will be able to

- tell days of the week

- describe school timetables

II. Language content”
1.Vocabulary:

timetable, science, math, literature, history, geography

2. Structures

+ I don’t have my timetable

+ What do we have today? => We have English.

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up - Ask students about the time to do things
- Ask students to ask and answer about the
time

- Do as T asks.

Presentation - Ask some questions about some subjects

which they are interested in learning at
school.

Ex: Which subjects do you like to study at

school ?.

Talk about your timetable of some days
- Ask ss to look at the pictures and set the

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scene.

- Introduce to ss the name of some subjects
which they are studying at school.

- Give out the meaning of them then ask ss to
read after.

- Teach new words:

Vocabulary:

+ timetable
+ science
+ math
+ literature
+ history
+ geography
+ English

- Repeat all words and have them repeat
individual turn by turn.

- Play the tape (twice) without stopping
- Play the tape again ( with pauses)

- Write new words on

the notebooks.

- Read new words.
- Listen to the tape.
Practice - Introduce to ss the structure:

Structures

* Negative

+ I don’t have my timetable

+ she doesn’t have her timetable
- What do we have today?

=> We have English
=> We have math……
- We / I have math at 7.50

- Ask a student to give out their timetable of

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some days.

- Ask them: “Which subjects do you have
today?”

- Ask them to practice asking and answering in
pairs.

- Call some pairs to perform before the class.
- Give feedback.

- Answer T’s
questions.

- Work in pairs

Presentation - Ask ss to look at the part 2 then set the scene:
- Introduce to ss the days of the week.

Days of a week

+ Monday
+ Tuesday
+ Wednesday
+ Thursday
+ Friday
+ Saturday
+ Sunday

- Read all first, then ask ss to read after in
chorus ( twice ).

- Help them to read again.
- Call ss to practice individual.

- Write days of a week
on the notebooks.

- Repeat

Practice - Use the calendar to ask ss to talk about the

days of the week. (Maybe teacher give out
the days of the week by Vietnamese and ask
ss to translate in to English).

- Do as T asks

Consolidation - Ask students to pay attention to some new
structures

Answer:

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What do we have
today? => We have
math.

Homework:

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Unit 5: THINGS I DO

Section B:CLASSES

Period: 4 (C3, 4)

I. Objectives:

After this lesson, student will be able to

+ talk about the days in week.

+ say the name of some subjects, and the timetable.
+ ask and answer about these subjects with “When”.
II. Language content”

1.Vocabulary:

timetable, science, math, literature, history, geography

2. Structures

+ When do we have history? => We have it on Tuesday and Thursday.

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up - Ask ss some questions about their subjects

which they are leaning.

Ex: How many subjects do you study at
school?

- Use a calendar to introduce days of week

- Answer T’s
question..

Presentation - Introduce to Ss the situation of the dialogue

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“Nga has history on Tuesday and Thursday”

- Teaching new structures

Structure:

+ When do we have history?
=> We have it on……and……
+ When does Nga has have history?
=> She has it on………and………

- Ask students to practice about subjects and
time of them

+ What do you have on………..?
+ When do you have………?

- Ask ss to listen to the tape ( twice ).
- Have ss practice the dialogue in pairs.

- Write new structure
on the notebooks.

- Practice new
structure.

- Listen to the tape
Practice the dialogue
in pairs.

Practice - Ask students to complete the table (give
student a timetable of a student in other class
and ask student B, who doesn’t know that
student, asks some questions to fill in the table)

- Ask some students to practice the dialogue in
front of the class

- Work in pairs

Consolidation - Ask students to pay attention new structures
- Ask students to recall days of a week

Answer:

- When do we have

history?

=> we have it
on………
- Days of a week

Homework:

- Learn by heart new words and structures

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Unit 6: PLACES

Section A: OUR HOUSE
Period: 1 (A1, 2, 3)

I. Objectives:

After this lesson, student will be able to:

- describe the places, the location and the surrounding where they live

II. Language content:
1.Vocabulary:

(n): lake, hotel, park, rice, day, near, tree, river, yard, flower

2. Structures

+ This is a hotel near the lake

+ There are trees and flowers in the park

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’

V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up - Talk about surrounding where

teacher lives

- Ask students to talk about their
houses’ surrounding by using
Vietnamese

- Do as T asks.

Presentation - Use the picture of Thuy’s house and
introduce the text .

- Play the tape twice

- Play the tape again with pauses
- Explain the structure

- Listen and repeat after the
text (choral-individual)

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Structure:

1. Definite Article

* “THE” + Noun ( S / ES)
2. There is a lake near a park

- Ask students to read the text

- Ask students to read the text in front
of the class

- Ask students to read the questions of
books and try to answer

- Ask students to correct the answer.

* Answer

a. Thuy is twelve years old
b. She’s a students

c. Her brother’s name is Minh

d. He is twenty (years old)
e. Thuy lives in a house ( near
the lake)

f. There is a river, a hotel, a
park and a rice paddy near the
house

Practice - Ask students to use the questions “
What is that ? / What are those ?” , to
ask about things / places of the

pictures in A1.

- The exercise will help students to
consolidate the new words .

- After practicing with structures :

This is / That is / These are / Those 
are . Asking students to describe the
pictures of books with “ There is
………near (somebody)’s house”
( give name of the pictures)

- Working in pairs ( one asks
and one answer)

- Doing as directed

Presentation - Ask students to talk about the
pictures

- Ask students to replace the pictures
by the words

-Ask students to read the sentences in
front of the class aloud

- Ask students to correct mistakes

- Do as directed in the
workbooks

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Consolidation - Consolidate the structures

- Ask students to use them to describe
the surrounding where they live

- Doing as directed

Homework:

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Unit 6: PLACES

Section A: OUR HOUSE
Period: 2 (A4, 5)

I. Objectives:

After this lesson, student will be able to:

- describe the places, the location and the surrounding where they live

II. Language content:
1.Vocabulary:

+(n): town, village

2. Structures

+ There is a hotel near our house

+ There are trees and flowers in the park

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette, tape, pictures, magnets

IV. Time : 45’
V. Teaching steps

Sections Teacher’s activities Students’ activities

Warm up - Ask some questions :

“Where do they live?”

Answer:

 I live on Nguyen Xien street.

 I live in a town

Presentation - Teach new words (use simple
English and pictures)

- Stick a wall chart on the board
about Thuy’s house and

construction . (Write the words you
hear in your exercise book) river 
country

- Look at
- Listen

- Do as directed

- House – hotel(√) - school-
village

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park rice paddy

hotel yard

village

lake

* New words

- town (n)
- village (n)

- Play the tape (twice)
- The first (without stopping)
- The second ( with pauses)
- Play the tape again .

- Ask students to read the whole
sentences they hear

1. There is a ……. Near the
………….

2. They live in the ………
3. The ………is on the …
- Correcting mistakes

- rice paddy - river (√) -lake

- Listening
- Do as directed

- Saying the words they hear

( individual)

- Other students correct the
mistakes

Practice - Ask students to look at the pictures
and read the example in the text book
- Ask students to give the words of
the pictures

-Ask students to tell about their
house’s surrounding with the words
of the pictures

- Ask students to read aloud in front
of the class

- Correct mistakes

- Do as directed

- Do as directed
a. hotel b. trees

c. river d. lake

e. school f. rice paddy
- Do as directed

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- Play the tape ( twice)

- Ask students to read the sentences
they hear

- Listen

- Read ( choral- individual)
Consolidation - Ask students to use the structures : “

There is …………/ There are…./” to
write the sentences depicting about
the surrounding where they live
-Correct mistakes

- Do as directed

Homework:

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Unit 6: PLACES

Section B: IN THE CITY

Period: 3

I. Objectives:

- The students learn how to describe the location and the surrounding where they live

II. Language content:
1.Vocabulary:

+ Preposition of place: next to, in, on, near

+ (n) : restaurant => name of the buildings or constructions located at a
place , bookstore, stadium, hospital, temple, factory, museum, store

2. Structures

+ Where………? ( with auxiliary verb Does )
+ Revision : Prep + noun ( place)

There is / are

Function : to talk about location

III. Techniques:

- Group work, pair work

IV. Teaching aids:

- Cassette , pictures, tape, magnets

V. Time : 45’

VI. Teaching steps

A. Classroom procedure

1. Greeting

2. Checking attendance

B. Oral test:

- Asking students to talk about Thuy’s house

C. New lesson: Unit 6 : B – IN THE CITY. ( B1-B2-B3)

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Presentation - Introducing the situation of
the text (using a picture of
Minh’s house)

- Pre-teaching some new
words

( using picture and example)

- Asking students to locate
Minh’s house in the picture
(P6) while listening and
reading

- Listening and looking at
the board

-Learn new words

* New words

- a store (n)
- a restaurant (n)
- a book store ( n)
- a temple (n)
- next to ( prep)
- in (prep)
- on (prep)
- village

While-listening * While-listening

- Playing the tape (twice)
- The first (without stopping)
- The second ( with pauses)
- Teaching other new words
( using picture & example)

- Listening , reading and
locating Minh’s house

* New words

- a hospital (n)
- a factory ( n)
- a museum (n)
- a stadium (n)

- neighborhood (n) => in
the neighborhood

- work (v)

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- Teaching new structure

*Where ………..? 
=>

- Asking students to read 6
statements ( a => f)

- Asking students to read the
text again ( silently) and
decide if these statement are

True or False

* Structure

Where does he work?
=> he works ( in the
factory)

Where does he live?
=> he lives ( in the city)

- Reading and doing the
task

Post-listening * Post-listening

- Correcting the task ( True /
False) ( answer in Teacher’s
book)

- Asking students to say where
Minh’s house is

- Answer

=> Minh’s house is
between the store and the
restaurant

B2.

Comprehension
check

- Asking students to read over
5 incompletes

- Asking students to do the
task in pairs

-Asking 5 students from any
pairs to read their sentences
aloud

- Correcting mistakes

- Reading

- Working in pairs
- ( correct answers =>
teacher’s book)

B3.Listen
 Practice 
Pre-listening

* Pre-listening

- Asking students to read the
word in the table (a=>d)
- Telling them how to do this

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task

While-listening * While-listening

- Playing the tape once
( without stopping)
- Playing the tape again
( stopping the tape after each
sentence)

- Listening
- Doing the task

Post-listening * Post-listening

- Asking students to give their
answers

- Correcting mistakes

- Giving answers
( Answer in Teacher’s
book)

Remember
Consolidation

-Asking two students to look
at picture ( P. 65), using
prepositions Next to , On to
describe the location of the
houses in the picture

- Having some pairs of
students to ask and answer
questions with – Where

Ex : Where do you live?
Where does your father
work?

- Doing as directed

Homework:

- Learning by heart new words and structures

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Unit 6: PLACES

Section C: AROUND THE HOUSE

Period: 4 (C1,2)

I. Objectives:

- The students will be able to describe what there are around their house and get
reading and listening comprehension the same description

II. Language content:
1.Vocabulary:

+ look at - a big yard

+ in front of ( prep) - a tall tree

+ behind ( prep) - mountain (n)

+ to the left of (prep) - well (n)

+ to the right of (prep)

2. Structures

+ In front of ……….there are / is………..

+ Which is Ba’s house?

III. Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures

IV. Time : 45’

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A. Classroom procedure

1. Greeting

2. Checking attendance

B. Oral test:

- Asking students to write the questions
1. Minh lives in the city

2. Minh and his family live in the city
3. Minh’s father works in the factory
4. There are five people in his family

C. New lesson: Unit 6 : C – AROUND THE HOUSE. ( C1-C2)

Sections Teacher’s activities Students’ activities
B1. Listen & repeat.

Then ask and 
answer the 
questions

Presentation

* Pre-listening / Reading

- Warm- up : drawing a
picture of a house . Then
describe surrounding the
house

- Teaching some new words
( using picture)

- Reading new words

- Looking at
-Listening

- Listening, reading and
writing

* New words

- a big yard
- the tall tree
- mountain ( n)
- well (n)

* Preposition of place

- Behind
- In front of
- To the right of
- To the left of
- Between

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( choral-individual)

While-listening * While-listening / reading

- Before listening, asking
students to tell something
about the picture of the book
- Explaining structures

-Playing the tape (twice)
- The first time without
pauses, the second time with
stopping

- Asking students repeating
after the tape

- Asking students to open
their books, then read the text
again and find the information
to answer the questions of the

books

- Calling some pair to practice
- Asking students to write the
answer on the board

- Explaining the structures

* Wh-question

Ba’s house
Which is Lan’s (house)

- Repeating after the
teacher ( choral-individual)
- Doing as directed

- Listening and writing

* Structure
* Revision:

There is / are …………..
In front of …….there is /
are…..

-Listening

- Repeating after the tape
( choral-individual)

- Doing as directed

( working in pairs / groups)
- Working in pairs

- Correcting the mistakes

* Writing
Answer

a. The yard is in the front
of the house

b. the tall tree are behind
the house

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Tuan’s
( house)

d. The well is to the left of
the house

e. The flowers are to the
right of the house

f. The house is between the
well and the flowers

Post-listening * Post-listening

-Playing the tape again to
correct the answers

C2.Listen & find 
the right picture . 
Then write about 
the three houses in 
your exercise book

Comprehension
check

- Asking students to at the
pictures and find the
differences of the pictures
- Calling students to talk
about the differences of the
pairs of pictures

- Explaining the way to do the
exercise ( listening exercise )
- Playing the tape ( twice)
- Playing the tape again with
pauses and asking students to
find which Ba’s / Lan’s /
Tuan’s / house

-Asking students to write the
sentences to describe the
correct houses

- Looking at

- Listening

- Listening and doing the
listening exercise

- Then students read aloud
the answers

other students correct
- Writing

* Answer

a. A b. B c. B

a. Ba lives in a beautiful
house. There are a lot of
flowers in front of the
house

b. There are tall trees to the
right of Lan’s house

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the left of the house and
there are some flowers to
the right

Consolidation -Asking two students to
describe the surrounding of
their houses

-Correcting mistakes

- Doing as directed

Homework:

- Asking students to learn by heart new words and structures
- Doing exercise C1 on page 63+62

Unit 6: PLACES

Unit 6: PLACES

Section C: AROUND THE HOUSE

Period: 5 (C3, 4, 5)

I. Objectives:

- The students will be able to describe what there are around their house

II. Language content:
1.Vocabulary:

+ opposite (prep)

+ (n):photocopy store, restaurant, police station, bakery, toy story, movie
theatre, drugstore

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+ Revision

III. Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Checking attendance

B. Oral test:

- Asking students to describe the surrounding of the house in the picture

C. New lesson: Unit 6 : C – AROUND THE HOUSE ( cont)

Sections Teacher’s activities Students’ activities
C3. Listen &

repeat.
Presentation

* Pre-listening

- Warm- up : Using a picture of
the book , and talking

something about the picture
- Pre-teaching some new words
( using picture or simple
English)

- Listening and looking at
the picture

- Listening, reading and
writing

* New words

- photo store (n)
- bakery (n)

- movie theater (n)
- drugstore (n)
- restaurant (n)
- police station (n)
- toy story (n)
- opposite ( prep)

While-listening * While-listening

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picture and describe the
position of the stories in the
picture

- Playing the tape (twice)
- Playing the tape again with
pauses

- After listening, asking
students to ask and answer
about the pictures

Ex: Where is bakery?

=> It’s opposite the book store

- Listening

- Listening and repeating
after the tape. ( choral –
individual)

- Working in pairs
- Other students correct
the mistakes

Post-listening * Post-listening

- Correcting errors about the
pronunciation

C4. Practice with a 
partner

Comprehension
check

a.

- Asking students to practice
with a partner about the
positions of the stores in the
pictures in exercise C3 +
Example:

Where is the

………?
=> It’s opposite
the………..

=> It’s between the……and
the…..

- Can demonstrate with a
students

T: Where is the photocopy

- Working in pairs

- Reading aloud in front
of the class

- Writing them on the
board

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store?

S: It’s next to the bakery

b. Playing a guessing game

- Explaining the way to play the
game

- According to exercise C3. a
student will describe a place in
the picture. Other student will
ask a guessing question “ What
is it?”

- Can do with a student
Ex: It’s opposite the movie
theater. What is it?

S: It’s the police station

T: Yes, that’s right

- Correcting errors if there are
some

- Listening

- Doing as directed

-Playing the game in front
of the class ( in pairs)

C5. Ask and answer
questions about 
your house with a 
partner

Practice

- Asking students to read
through the questions

- Asking students to answer the
question about their house with
a partner

- Correcting mistakes

- Reading

- Working in pairs

C6. Remember
Consolidation

-Asking students to describe
about the surrounding of their
house ( in front of, behind, next
to, opposite…)

- Reviewing some structures

- Doing as directed

Homework:

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Unit 7: YOUR HOUSE

Section A: IS YOUR HOUSE BIG?

Period: 1+ 2 (A1, 2, 3)

I. Objectives:

- The students learn to describe their houses and surroundings their houses

II. Language content:
1.Vocabulary:

+(n):bank

2. Structures

+ What is this? => It’s a ………

+ What are those ? => They’re a……….

III. Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures and worksheets

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Checking attendance

B. Oral test:

- Asking students to ask and answer about their houses

C. New lesson: Unit 7 : A – IS YOUR HOUSE BIG ?

Sections Teacher’s activities Students’ activities

1. Listen. Then
practice with a

partner.

- Ask ss to look at the picture then introduce
them the content of the dialogue between
Minh and Hoa.

- Read the dialogue first then ask ss to read

- Do as T asks.

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2. Listen and 
read. Then 
match the 
question 
and the 
answer.

after in chorus.

- Have ss practice the dialogue in pairs.
- Introduce them the questions pattern:
Is there a/an...?
Are there any...?

- Ask them some questions.

- Ask Ss to practice asking and answering
about their house in pairs.

- Give feedback.

- Ask ss to look at the picture in page (73)
then describe it.

- Have ss read the letter.

- Read the questions from a to e and ask Ss
to match with the suitable answers.

- Ask them to work individual.

- Ask some pairs of Ss to give their key
before the class ( one reads the question and
other reads the answer ).

- Work in pair.

- Answer T’s
questions.

- Do as T asks.
- Read the letter.

- Work in pairs.

A3. Practice

with a partner.

Comprehension

Ask Ss some questions about their house and
the place around their house Ex:

+ Is your house big ?
+ Is it beautiful ?

+ Is there a yard in front your house ?
+ Are there any flowers ?

- Give the correct answer on the board.

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- Using some picture in A3 to review some
words and teacher some new words

+ school + restaurant

+ flower + hospital

+ + police station

- Guiding to read new words

* New words

- bank (n)
- post office (n)

- supermarket (n)

a/- Asking students to look at two pictures to
practice with a partner

- Choosing a picture and asking students to
practice in front of the class

- Correcting errors

- Working in pairs
- Working in pairs

b/- Asking students to describe the places
where they live

- Asking students to make a dialogue about
surrounding their houses

-Correcting mistakes

- Doing as directed
- working in pairs

A4. Look at the
picture. Choose
one of the 
houses

Comprehension

check

- Asking students one of the houses . Don’t tell
your partner which house. Asking questions to
find which house your partner chooses

- Using the example to guide the way to
practice

- Asking student to work in pairs
- Correcting errors if there are some
Ex: Are there any trees?

Are they behind the house?

Is there a lake? Is it in front of the house?

- Doing as directed

- Working in pairs

A5. Listen to 
this description
which house is 
it ?

Practice

- Asking students to look at the picture in
section A4

- Playing the tape ( twice) and asking students
to choose the house which the tape are talking
about

- Calling a students to read the answer

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- There are some mountains behind the house.
There are some trees to the right . There’s a
lake to the left

- Other students correct errors

- Doing as directed
- Answer:

a………

A6. play with 
words

- Asking students to ask the text and playing
the tape ( twice)

- Asking students to repeat after the tape

- Doing as directed
- Listening to the
tape

- Repeating after the
tape (

choral-individual)

A7. Remember 
consolidation

- Asking students to describe the surrounding
of their houses

- Correcting errors

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Unit 7: YOUR HOUSE

Section B: TOWN OR COUNTRY

Period: 3

I. Objectives:

- The students learn how to describe the service in the city or in the country

II. Language content:
1.Vocabulary:

-(n): apartment, zoo, block, town, supermarket, village, clinic
-(a): noisy, quiet,

2. Structures

+ Review all structures

- Near the apartment , there is a market, …………
- There is / there are

III. Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Checking attendance

B. Oral test:

- Using a picture and asking students to describe it

C. New lesson: Unit 7 : B – TOWN OR COUNTRY

Sections Teacher’s activities Students’ activities
B1.Listen and

read. Then 
choose the 
correct answer

* Pre-listening

- Warm- up : using some pictures
and asking students to give some
words about them

- bank

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Presentation - Introducing the situation: Using
pictures to introduce the town

- listening
- Teaching some new words

- Calling students to repeat new
words

- Listening and writing

* New words

- a apartment (n)
- a clinic (n)
- a paddy field (n)
- a zoo (n)

- market (n)

- quiet (adj) # noisy (adj)
- Repeating after teacher (
choral-individual)

While-listening * While -listening

- Playing the tape (twice)
- Playing the tape ( again with
pauses)

- Listening

- Listening to the tape and
repeating after the tape
( choral – individual)

Post-listening * Post-listening

- Asking students to read the text
- Asking students to answer the
questions

- Correcting errors

- Reading ( silent) and
answering the questions
- Working in pairs

* Answers

a. Yes, he does
b. No, he doesn’t
c. Yes, it is

d. No, she doesn’t
e. No, there aren’t
f. Yes, it is

B2.Read about 
Ba . Then write 
sentenceabout

- Asking students to read a
paragraph about Ba

- Asking students to write a

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Chi’s house

Comprehension
Checking

paragraph like that

- Asking students to read it
- Correcting errors

* Chi lives in Ba’s house

in the country. Near her
house, there aren’t any
stores. It is very quiet

A3. Listen. Then
complete the 
table

Practice

- Asking students to look at the
table in A3

- Guiding the way to do exercise.
Playing the tape about Minh, Tuan,
Nga. During listening, they’ll write
check (√) if they hear any the
words in the table. And they will
write cross ( x) in the words which
don’t appear in the listening

* Listening

a. Minh lives in an apartment in
the city

b. Tuan lives in a house in a town
c. Nga lives in a house in the city
- Playing the tape ( once)

- playing the tape ( again)
- Asking students to read the
answers

- Doing as directed
- Listening

- Listening to the tape
- Doing as directed

- Listening

- Doing as directed
- Reading the answers
- other students correct
them

A4. Remember 
consolidation

- Asking students to use Yes-No
question to ask some questions
about their places

+ Do you live in town?
+ Do you live in the country?
+ Is it quiet ?

+ Is it noisy ?

- Working in pairs

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- Learn by heart new words and structures

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Unit 7: YOUR HOUSE

Section C: ON THE MOVE.

Period: 4 ( C1-C2-C3)

I. Objectives:

- The students learn how to talk about the means of transport and daily activities

II. Language content:
1.Vocabulary:

-(n): bike/ bicycle, bus, motorbike, train, plane
-(v): travel, walk

2. Structures

- I go to school by bus
- I travel to school by bus?
- How do you go to school ?
travel to school ?

- how does she go to school ?
he travel to school ?
- he goes to school by…………..

she travels to school by……….

III. Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students to talk about their houses or places around their houses

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Sections Teacher’s activities Students’ activities
C1.Listen . How

do you go to 
school?

Presentation

* Pre-listening

- Warm- up : Introducing the
title of section by Vietnamese
: On The Move : - Asking
students a question and then
explain “ How do you go to
school?”

- Saying “Today’s lesson is
the mean’s of transport”

- Listening

- Listening and answering in
Vietnamese

- Using some pictures to
teach new words

- Calling students to give
Vietnamese equivalent

- Asking students to repeat
the new words after teacher

* New words

- bike (n) = bicycle

- motorbike (n)
- bus (n)

- Car (n)
- train (n)
- plane
- walk (v)
- travel (v)
- Repeating

While-listening * while -listening

- Playing the tape (twice)
- Playing the tape ( again
with pauses)

- Explaining the structures
the way to ask about the
means of transport: How =>

- Listening

- Listening to the tape and
repeating after the tape
( choral – individual)

- Teaching new structure -

How

- Asking students to play the

* Structure

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person in the picture: Lien,
Thu, …

- Then asking them ‘How do
you go to school?’

- Asking students to talk
about themselves

- Correcting errors

does she to
………?
he
* Answer

I go / travel………. ….
by bus He / she /
travels …… (car)
I walk to

……….
He walks to school …
- Doing as directed
( individual)

- Answering the question “ I
go to school by bike / I walk
to school……. )

- How do Lien go to school?

Post-listening * Post-listening

- Correcting the

pronunciation of new words
and structures

- Listening & practicing

B2.Read about Ba . 
Then write sentence
about Chi’s house

Comprehension
Checking

- Asking students to read a
paragraph about Ba

- Asking students to write a
paragraph like that

- Asking students to read it
- Correcting mistakes

- Reading (individual)
- Doing as directed

* Chi lives in a house in the
country. Near her house,
there aren’t any stores. It is
very quiet

C2. Listen.

Comprehension
check

- Asking students to look at
the books

-Playing the tape, then asking
students to repeating after the

- Doing as directed

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tape

- Asking student to practice
with a partner about the
question with

“ How”

- Asking other students to
correct mistakes

- Working in pairs
( changing the roles)
1. How does Miss Hoa
travel to work?

She walks to school

2. How does Mr. Kim travel
to work?

He travel to work by train
3. How does Mrs. Dung
travel to work?

She travels to work by car.
- Listening to the tape
- Doing as directed

C3. Listen and 
write short answers
Practice

- Explaining the way to do
exercise “ listening and
writing the means of
transport”

- Before listening , asking
students to talk about some
means of transport which
they have learnt

- Playing the tape ( twice)
a. Ba goes to work by
motorbike

b. Lan often travels to Hanoi
by plane

c. Nam sometimes goes to
downtown by bus

d. Nga goes to school by bike

- Listening

- Doing as directed

- Listening and writing the
means of transport which
the person go

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e. Tuan always goes to
school by bus

f. Mrs. Huong goes to central
VM by train

h. Miss Chi is a teacher . She
usually walks to her school.
- Correcting mistakes

h. walk

Consolidation - Asking students to ask and
answer about some picture in
C1

- “ How do you go to
school?”

- Doing as directed

Homework:

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Unit 7: YOUR HOUSE

Section C: ON THE MOVE.

Period: 5 (C4, 5)

I. Objectives:

- The students learn to talk about everyday activities and habitual actions

II. Language content:
1.Vocabulary:

-(v): leave

2. Structures

- Review the old structures in section C

III. Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students some question about their layout

C. New lesson: Unit 7 : C – ON THE MOVE. ( C4-C5 )

Sections Teacher’s activities Students’ activities

C. Listen and read

Presentation

* Pre-Listening & Reading

- Warm- up : Asking

students a question “ How do
you do after school?”

- Using a picture to introduce
the situation of the text. “

- Answering

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This is Hoang. He is talking
about his everyday activities”
-Asking students to read
through the text

- Doing as directed
- Teaching new words

- Repeating words after
teacher

* New words

- leave (v) # come back

While-listening & 
reading

* while –listening & reading

- Playing the tape (twice)
- Playing the tape ( again with
pauses)

- Asking students to read the
text again ( look at the
books ) and find the
information for the answers
- Asking some students about
the questions

- Asking students to work in
pairs

- Listening

- Listening and repeating
after the tape ( choral –
individual)

- Reading silent

- Answering

- Practicing with their
partner

( change the roles)

- Other listen to the answers
and correct mistakes

Post-listening * Post-listening

- Correcting the mistakes of
the pronunciation of new
words and structures

- Writing the answer on the
board (individual)

* Answer

a. Hoang get up at half past
five

b. He goes to school at half
past six.

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e. classes start at seven
f. They end at half past
eleven

C5. Play with words

Comprehension
check

- Playing the tape

-Asking students to listen to
the tape and repeating after
the tape

- Asking student to practice
with a partner about the
question with

“ How”

- Asking other students to
correct mistakes

- Listening

- Repeating after the tape
( choral- individual)

Practice - Asking students to answer
the questions in C5

- Asking other students to
listen and correct errors
- Correcting mistakes

- Answering the questions
- Practicing with their
partner ( one asks and one
answers, then change the
roles)

- Students work in pairs
about some questions they
have learnt in the previous
lessons

*Question

1. What time do you get
up ?

2. What time do you go to
school?

3. What time do classes
start / end ?

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5. What time do you have
lunch?

C6. Remember 
consolidation

- Asking students about some

structures they have learnt

- Students can work in pairs
- How do you go /

travel….?

+ I go / travel by
………
- he goes / travels by
………

Homework:

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Unit 8: OUR AND ABOUT

Section A: WHAT ARE YOU DOING ?

Period: 1 + 2
I. Objectives:

- After finishing the lesson, students will be able to :
+ describe on going activities

+ Ask and answer about on going activities

II. Content

1.Vocabulary:

- (n): video games, businessman, plane

- ( v) : drive, ride, wait for
2. Structures

* Present progressive

Example: I am playing video games

* “Wh-questions” of present progressive tense
- What are you doing?

- What is he / she doing?
-Where is he / she doing ?
3. Language skills: four skills

III. Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students to ask and answer the question with the structure
+ “ How + do / does + S + go / travel + …………?

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- Asking them to write the structure on the board

C. New lesson: Unit 8 : A – WHAT ARE YOU DOING ?

Sections Teacher’s activities Students’ activities

A1.Listen & 
repeat.
Presentation

* Presentation

- Asking students to answer the
question

“ How do you go to school ?”

- I go to school by bike
- I go by motor bike
- I go on foot

- Listening and answering
by Vietnamese “

- Teaching new words ( pictures)
“ She is riding her bike”

“ He is driving his car”

“ They are waiting for a train”
“ He is playing video games”

( Asking students to look at picture
and to give the meaning of new
words)

* New words

- ride (v)
- drive (v)
- wait for(v)
- video games (n)

- Teaching structures : Asking
students to answer in Vietnamese
+ “ What is he doing?”

+ “ Right, he is playing games”
“ Today we study present
progressive tense”

+ “ What verb do you call ‘ am /

is / are’?”

+ “ What verb do you call ‘play’?”
+ “ What is the formation of the
present progressive tense?”
+ “ Which subject is ‘ am’

- He is playing video games

- To Be

- Ordinary verb

* Structures

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followed by ?”

+ “ What about ‘is’ ?”
+ “ And ‘are’?”

happening at the time of
speaking

* Affirmative ( + )
am

S + is + V-ing
are

Controlled

practice

* Controlled practice

- Asking students to repeating after
the tape

- Asking some students to make
sentences and the other talk about
their friends

- Doing as directed

Further Practice * Further practice

-Hanging some pictures on the
board and asking them to talk
about people in those pictures

A2.Ask and 
answer questions
about all the 
people in the 
pictures and 
about you

Comprehension 
check

* Presentation

- Teaching structure : Asking
students to answer the questions
+ “ what does she do?”

+ “ What kind of questions is
this?”

+ “ Right today we continue to
study “ Wh-question” with present
progressive tense. “ What is she
doing ?”

+ “ What is this structure?”
+ “ What is the answer?”

- She does homework.
-Wh-question

- Asking and answer what
someone is doing

What + Be + S + doing ?
S + Be + V-ing

* Controlled practice

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1. what is he doing?
2. What is she doing ?
3. What are they doing ?

4. What are you doing ?

- Asking them to ask and answer
again ( work in pairs)

- Asking them to perform in front
of the class ( 3 pairs )

-He is playing video games
- She is riding her bike
- They’re waiting for a train
- I’m reading my homework
- I’m doing my homework

A3. Answer. 
Then write the 
answers in your 
exercise book

* Further practice (A3)

- Asking them to work in pairs
( asking and answer pictures on
page 83)

1. What are you doing ?
2. What is she doing ?
3. What is he doing ?
4. What are they doing ?

- I’m doing my homework
- She is riding her bike
- He is driving his car
- They are waiting for a bus

A4. Listen and 
answer the 
picture as you 
hear

Practice

* Presentation

- Asking students to describe
action of people in the pictures

a. he is riding a bike
b. He is driving a car

* Controlled practice

- Asking student to listen to the
tape once

- Asking them to listen and number
( the 2nd time)

- Asking them to listen again and
give the answer ( the 3rd time)

- Listening

-1. b 2. c 3.d 4.a

5.c - 6.e

A6. Read then 
ask and answer 
questions with” 
Who, What,

* Presentation

- Asking students to answer the
questions

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Where, how” + “ What does she do?”
+ “ What is she doing?”
- Teaching new words

- “ This is Mr. Ha. He isn’t a
teacher. He’s a businessman”
/ biz…… /

- She is a student

- She is learning English

* New words

- businessman (n)

Presentation and
Comprehension 
check

- Teach structures

+ “ What are you doing?”
+ “what do you call ‘What’ ?
+ “ What tense is this sentence?”
+ “ Right”. We learn “

Wh-question” with present progressive
tense . What is the structure?”
+ “What is the structure of the
answer ?”

Structure

What

Where + Be + S +
V-ing

Who
How

- Answer: S + Be + V-ing

* Controlled practice

- Using Lan’s picture and asking
students to answer questions
+ “ Who is that ?”

+ “ What does she do?”
+ “ Where is she going?”
+ “ How is she traveling?”
- Asking students to look at 3
pictures at page 85 and to repeat
after the tape.

- Asking them to ask and to answer
these pictures like example ( work
in pairs)

- Pointing to these pictures and
asking them to answer questions
- Asking some pairs of students to

- That is Lan
- She is a student
- She is going to school
- She is traveling by bike
- Reading

- Speaking

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perform in front the class He’s a businessman
- Where is he going ?
He is going to Hanoi
- How is he traveling ?
He is traveling by plane

* Further Practice.

- Hanging three pictures on the
board , asking them to ask and
answer again with closed books
( Working in pairs)

- Asking some pairs of students to
perform in front of the class

Homework:

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Unit 8: OUR AND ABOUT

Section B: A TRUCK DRIVER

Period: 3
I. Aims

- After finishing the lesson, students will be able to :
+ describe on going activities of the third person

+ ask and answer about on going activities of the 3rd person

II. Language content : 
1.Vocabulary:

- (n) : truck, driver, farm, farmer, foodstall, vegetables
- ( v) : arrive (at), take, load, unload

2. Structures

* Present progressive tense ( cont)

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

1. The first pair of students

- Asking them to look at pictures , to ask and to answer with the structure “
What someone is doing?”

2. The 2nd pairs of students

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- Asking them to write the structure of Wh-question with present
progressive tense

C. New lesson: Unit 8 : B – A TRUCK DRIVER

Sections Teacher’s activities Students’ activities
B1. Listen & read.

Then ask and 
answer the 
question.

Presentation

* Presentation

- Asking students to answer
some questions

“ Who is this”

“ What does she do ?”
“ What is she doing

- This is Anh.

- She is a student

- She’s learning English
- Teaching new words ( using

pictures on page 86)
- “ This is a truck” /
………/

- “ I’m a teacher. Mr. Quang is
a truck driver”

- “ He is going to a farm”
- “ This is a farmer”

- “ Mr. Quang is arriving at the
farm”

- “ A farmer is waiting for
him”

- “ These are vegetable”
- “ They are loading the truck
with vegetables”

- “ What is ‘load’ antonym
with ?”

( answer in Vietnamese) - /
………../

- “ I’m taking a book”

New Words

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- “ This is a foodstall. /
………../
- Asking them to answer
questions

1. “What does he / Mr. Quang
do?”

2. “ Where is he going at five?”
3. “ Who is waiting for him?”
4. “ Where is he taking the
vegetables?”

5. “ what is he doing at 7:00 ?”
6. “ Where is he eating?”
- Asking them to ask and to
answer questions on page 87
( work in pairs)

- Asking them to listen to the
tape and to give answer

- Asking some pairs of students
to perform in front of the class

* Answer

- He is a truck driver
- He is going to a farm
- A farmer is waiting for
him

- He is taking the
vegetable to the market
- He is eating his breakfast
at 7:30

- He is eating at a foodstall

- Asking them to ask and to
answer questions on page 87
( work in pairs)

- Asking them to listen to the
tape and to give answer

- Asking some pairs of students
to perform in front of the class

* Speaking

* Further practice

- asking them to read and to
answer the True (T)-False (F)

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the market

3. He is eating his lunch
4. He is eating at home

5. He is at the foodstall at 7:00

B2. Listen and 
repeat then answer 
the questions

Presentation &
Comprehension
Check

* Presentation.

- Asking one student to answer
the question

“ What are you doing?”

- Asking him / her to write the
answer on the board

- Teaching new word
+ “Is it right or wrong?”
+ “ What’s wrong?”

+ “ Right, go to the board and
correct it”

+ “ I’m copying it”

- I’m studying English
- I’m studying English

- wrong
- Studying

* New words

- correct (v)
- copy (v)
- Teaching structures

+“ What is the formation of
present progressive tense with
“ affirmative” ?

+“ What is the structure of “
interrogative”

+ “What is the answer if we
agree? “ If disagree”

* Structure
 + S + be + V-ing

=> put “to be” before
subject

( ?) Be + S + V-ing ?
Yes , S + be
No, S + be + not

* Controlled Practice

- Asking students to repeat
after the tape

- Asking them to read silently
- Asking them to answer
questions

1. “ What is Ba doing?”

- Reading

* Answers

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2. “ Is he doing his math?”
3. “ Is he copying Nam’s
work?”

4. “ What is Tuan doing?”
5. “ Are Nga are Huong
working?”

- Asking them to ask and to
answer questions on page 87
( work in pairs)

- Asking them to listen to the
tape and answer questions
- Asking some pairs of to
perform in front of the class

homework
2. Yes, he is
3. No, he isn’t

4. He is playing soccer
5. No, they aren’t

* Further practice

- Asking them to ask and
answer about their partner or
their classmates ( work in
pairs)

- Asking some pairs of students
to perform in front of the class

Ex: Are you doing your
math?

- No, I am

- What are An and Nam
doing?

- They are studying
English, too

Home work

- Learn by heart new words and structures

- Do exercises B3-B4 on page 74 ( workbook)

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Unit 8: OUR AND ABOUT

Section C: ROAD SIGNS

Period: 4 + 5

I. Objectives:

- After finishing the lesson, students will be able to :
+ talk about means of transportation simply

+ say that they can or can’t do something
+ say that they must or mustn’t do something

II. Language Content
1.Vocabulary:

- (n) : traffic, traffic light, discipline, sign, job, intersection, policeman, man, one way,
care

- (v):can – cannot, must- mustn’t, park , turn, warn, mean, slow down, go ahead, cross
- (adv) :fast, ahead, straight

- ( conj): if

2. Structures

* Modal Verbs : Can / must
III. Method and teaching aids

- Communicate approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps

A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Hanging two pictures “ Lan is doing the housework and Nam’s listening

to music” on the board

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- Asking them to write questions and answer on the board
- Asking them to write the structure of the questions + answer

- Asking both of them to answer the question . “ Are you doing your
math ?”

C. New lesson: Unit 8 : C – A TRUCK DRIVER

Sections Teacher’s activities Students’ activities

C. Listen and 
read

Presentation

* Pre-Listening & Reading

-Asking one student to answer the
questions “ What do you do?”
- “ What do I do?”

-“ What does he do?”

- I’m a student
- You are a teacher
- He is a policeman
( answer in Vietnamese)
- Teaching new words ( pictures)

+ “ Right . He is a policeman.”
+ “ This is a man”

+ “ He is going into that street”
- Asking students to guess the
meaning of road signs

+ “I’m taking some signs”
+ “ My job is a teacher”

+ He is a policeman. When it’s rainy ,
he is out the street . When it’s sunny,
he is ,too. How is job?”

* New words

- policeman (n)
- man ( n)
- go into (v)
- one way (n)
- can (v)
cannot = can’t
- park (v)

- some => something
- job (n)

-difficult(adj)

- Teaching structures

- Asking students “ What does this
road sing mean?”

“ What is the verb of this sentence?”
- “ Right. What about ‘ can’ ? .Today
we study a kind of new verb modal

-You can park here
- Park

* Structure

- Modal verb: Can

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verb ‘can’

- Asking them to give the structure (+) S + can + V (inf)
(-) S + cannot + V (inf)

* Controlled practice

- Asking students to repeat after the
tape

- Asking the to read silently

- pointing to the road signs and asking
“ What does the sign say?”

- Reading

- This sign says “ one way”
- This sign says

you can park here
can’t
- Asking t to ask and answer the

meaning of the road signs (work in
pairs)

- Asking some pairs of students to
perform in front of the class

- Speaking

* Further practice

- Asking students to answer true (T) or
false (F)

1 This sign says

“ You can’t park here”

2. This sign says
“ You can park here?

3 This sign says

One way

1. F

2. T

3. F

C2.Practice *Presentation

- Teaching new words: asking students

* New words

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to give the meaning of the road signs
in Vietnamese ( 4 pictures on pages
(89 + 90)

- turn left
- turn right
- ahead ( adv)
- go ahead

* Controlled practice

- Asking students to add “ can” or
“can’t” for 4 sentences on page 89 +
90

- Asking students to ask and to answer
what the road signs mean

- writing

- speaking

* Further practice

- Write 5 sentences on the board and
asking them to put the road signs
correctly

1. you can park here
2. you can’t park here
3. you can go ahead
4. you can’t turn right
5. you can turn left

- Doing as directed

1. b
2. e
3. a
4. d
5. c

C3. listen and 
read

* Presentation

- Asking students to answer the
question

“ What does the signs say?” - you must park here

- Teaching new words. ( Using 2
pictures on page 90)

- Pointing at the intersection and
asking them to say in Vietnamese
- “ What must we do when there is an
intersection ahead ?”

- “ What is “slow down” antonym
with ?”

* New words

- intersection (n)
- must (v)

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- “ How is riding a bike fast?”
- “ Right, it’s dangerous and can
happen accident .”

- “so, we must have discipline”

-“ Road signs help us”
- “ They warn us”

- “ What does this sign say?”
- “ We must stop we mustn’t go
straight ahead.”

- discipline (n)
- warn (v)
- stop (v)
- straight (adv)

- Teaching structures

+ “ What do you call ‘can’?”
-“ Right,” “must” mean?”
- And “ mustn’t ?”

- “So, what does “ must describe”?
- “ What is the formation of

affirmative / negative / interrogative?

* Teaching structure
Modal verb : “Must”

=> describe the obligation
( + ) S + must + V ( inf)
( -) S + must not + V ( inf )

( ? ) Must + S + V ( inf) ?

* Controlled practice

- Asking students to repeat after the
tape

- Asking them to read silently
- Asking each student to read one
sentence and to translate into
Vietnamese.

- Asking them to ask and answer the
following sentences ( working in
pairs)

1. Are there any accidents on out
roads?

2. What must we do?

- Yes, there are

- We must have discipline

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- Asking them to add “ must” or “
mustn’t”

1. We_____ ride our bikes fast

2. We are students. We_______ have
school discipline.

3. This sign says “ No, right turn”.
We ___________ turn right.
4. We________ be late for school

- mustn’t

- must

- mustn’t
- mustn’t
C4. Listen
Practice & 
Comprehensio
n check
* Presentation

- Asking students to explain the road
signs ( a => h)

* Controlled Practice

- Asking them to listen to the tape
once ( no pause)

- Asking them to listen the 2nd time

( with pause)

- Asking them to listen the 3rd time to

check

- asking them to correct on the board

1.c
2. d
3. h
4. a
5. g
6. b
7. f
8. e

* Further Practice

- Asking the to ask and to answer 8
road signs again with the question
“ What does the signs say?”

( Hanging them on the board)

- Asking some pairs of 8 students to
perform in front of the class

- Correcting if there are any

- Speaking

C5. Play with 
words

Practice

- Teaching new words using pictures
+ “ What is he doing”?

+ “ Crossing the road, we must be

* New words

- Cross

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careful. Look to the left. Look to the
left. Look to the right . “ What do you
do after that?”

+ “ Right. If there is no traffic, cross
the road”

- Asking students to repeat after the
tape

- Asking them to give the meaning of
these sentences

- Careful ( adj)

=> Ex: We must be careful
- if ( conj)

- traffic (n)
- traffic light (n)
- Doing as directed

* Homework

- Learn by heart road signs, modal verbs “ can”, “ must”
- Do exercise C1-C2 on page 75

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Unit 8: OUR AND ABOUT

Period : GRAMMAR PRACTICE

I. Objectives

- The students can review and practice the grammar which they have been learnt
before

II. Content

1.Vocabulary:
- Revision
2. Structures

- The simple present tense
- The present progressive tense
- Preposition

- Question words: What , where , who , how.
- Modal verb: Can / Must

3. Language skills: Listening speaking and reading skills

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

-Asking students about on going activities

C. New lesson: Unit 8 : GRAMMAR PRACTICE

Sections Teacher’s activities Students’ activities
1. Present simple

tense

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present tense of ordinary
verbs

* Affirmative form =>

* Structures

S ( I, You, We, They, 
plural noun) + V ( bare 
Inf)

S + (He, She, It, singular
noun) + V ( e /es)

* Note: Verb ending in : O,
X, CH, SH + ES

* Negative form S + don’t / doesn’t _ V
( bare Inf)

* Interrogative form

- Asking students to do part
1.

- Correcting mistakes
( correcting answers in
teacher’s book)

- Do + S (plural) + V
( bare Inf) ?

- Does + S ( singular) + V
(bare inf)

- Doing as directed

. Present

progressive tense

- Asking students to say
about the structure of the
present progressive tense

- Asking students to fill in the
blank

- Correcting mistakes
( correcting answer in
teacher’s book)

* Structure

- Aff. form: S + be +
V-ing

- Neg.form: S + be + not

V-ing

- Int. form: Be + S +
V-ing ?

- Doing as directed

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blanks

- Correct errors - Filling in the blanks with

the appropriate prepositions

4. Question words _ Asking students to fill in
the blanks, using question
words : What, where, who,
how.

- Doing as directed

5. Contrast present 
simple and present 
progressive tense

- Asking students to fill in the
blanks with the correct form
of the verbs

- Correcting errors.
( correcting answer in
teacher’s book)

- Filling in the blanks

6. Must & Must 
not / Mustn’t

-Asking students to remind
modal verb “ Must” and to
fill in the blanks

- Correcting errors .
( correcting answer in
teacher’s book)

- Asking students to ask and
to answer what the road signs
mean

- Filling in the blanks

7. Can & cannot/ 
Can’t

- Asking students to remind
Modal verb – Can – and to
fill in the blanks

- Correcting mistakes .
( correcting answer in
teacher’s book)

- Doing as directed

* Homework

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Unit 9: THE BODY

Section A: PART OF THE BODY

Period: 1

I. Objectives

- The students will have ability to know the name of the parts of the body and
describe the appearance

II. Knowledge

1.Vocabulary:

- (n) : head, shoulder(s), arm(s), hand(s), finger(s), chest, leg(s), foot
(feet), toe(s)

- (adj): big, tall, fat, heavy, strong, small, short, then, light, weak
2. Structures

- He’s fat
- He’s tall

3. Pronunciation: vocabulary and structures

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Call 2 students to write the correct form of verbs
1. Minh ( ride) his bike everyday

2. They ( walk) to school now

* Fill in the blanks with : can / can’t ( using pictures)
1. You_________ turn left

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3. You ________ go ahead

C. New lesson: Unit 9 : A- PARTS OF THE BODY

Sections Teacher’s activities Students’ activities
1. Listen & repeat

Presentation

* Pre-listening

* Presentation
- Using a picture to
describe the parts of the
body

- Teaching some new
words

( using the structure : This
is…… , that is……. , these
are………….. , those
are……….,

“ There are five fingers on
each hand

“ walk in bare feet:

- Listening

- Take note

* New words

- a head (n)

- shoulders (n) /
…………../

- arm (n)

- hand (n) / hænd /

- finger(n) / fiŋg∂r/

-chest (n) / test /

- leg (n) / leg /

- foot (n) /

…………./

- feet (n) /

………/

- toe (n) /

…………../

* While –speaking
Controlled practiced

* While –speaking
* Controlled practice

- Playing the tape twice
( without pauses)

- Playing the tape again
( with pauses)

- Reminding Wh-questions

- Listening

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“ What’s this / that?”
“ What are these / those ?”
- Asking students “ What’s
this?”

“ What are these?”

- Answering “ It’s a head”
- They’re hands

A2. Practice with a 
partner

Comprehension check

* Further Practice

- Asking students to look at
the picture on the board and
to practice with a partner
( using Wh- questions)
- Calling some pairs to
perform in front of the class

- Working in pairs

- Speaking

-Other students listen to then
correct the mistakes after the
some students perform

A3. Listen & repeat
Presentation

* Presentation
-Pre-listening

- Using a picture and asking
students “ Now, look at this
picture . Is she tall?. Today,
we learn some descriptive
adjectives”

- Teaching some new
words ( using pictures)
+ “ he is tall”

+ “ She is thin”
+ “He is fat”
+ “ he is heavy”
+ “ She is light”

- Answer “ Yes, she is”

* New words

- tall (a) /………/

- short (a) /…………/

- thin (a) /………./

- He is fat => fat => /
………./

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………../
- light (a) /
………/

* Controlled Practice

- Before listening, ask

students to talk about the
positions of descriptive
adjectives.

“ How many positions
does adjective have?” .
- Playing the tape twice
( without pauses)

- playing the tape again
( with pauses)

- Correcting errors

- Answering : It is two
-She is tall

S Adj

She is a tall girl
Adj N
- Listening

- Repeat after the tape
( choral-individual)

Post-listening * Further practice

- Using some picture and
asking students to describe

the persons in the pictures
- Asking students to listen
to the tape then choose the
right picture

- Before listening, asking
students to describe about
the pictures

- Playing the tape once
- Playing the tape again
( with pauses)

- Asking students to choose
which picture

tape transcript

- Speaking

1.She’s thin
2. He’s fat
3. He’s tall
4. She’s fat

* Listening

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1. She’s a short girl. She’s
fat.

2, He’s a fat man. He’s tall
3. He’s a short man. He’s
fat

4. She’s a thin woman.
She’s tall

Consolidation -Asking students to
describe their classmates,
their numbers of the family

* Homework

- Learn by heart new words

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Unit 9: THE BODY

Section A: PART OF THE BODY

Period: 2

I. Objectives

- The students will have ability to know / describe the appearance

II. Language content:
1.Vocabulary:

- (n) : gymnastic – weight lifter
- (adj): strong- weak

2. Structures

- S + be + a / an + adj + noun

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students to describe some pictures and give some names parts of
the body

C. New lesson: Unit 9 : A- PARTS OF THE BODY. ( cont)

Sections Teacher’s activities Students’ activities
A5. Listen & repeat

Presentation

* Pre-listening

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-“ Look at this picture. She
is tall, she is thin and light.
- “And look at this man . He
is short. He’s fat.”

- Listening

- Teaching some new words * New words

- gymnastic (n) / /

………../

- weak (a) /

…………../

- weight lighter /

………../

- strong (a) /

…………../

* While-listening
Controlled practice

* Comprehension 
check

* Controlled practice

- Playing the tape twice
( without pauses)

- Playing the tape again
( with pauses)

- Asking students to answer
to answer some questions
about Chi and Tuan

*Questions

1. What does Chi do?
2. Is Tuan a weigh lifter?
3. Is Chi tall or short?
4. Is Tuan heavy?

- Listening

- Listening and repeating
after the tape (

choral-individual)

* Answering

1. She is a gymnast
2. Yes, he is

3. Chi is tall
4. Yes, he is

* Post-listening * Post-listening
* Further Practice

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students to practice with a
partner about the questions
of Chi and Tuan

- Calling some pairs of
students to perform in front
of the class

- Correcting mistakes

- speaking

A6. Practice with a 
partner

*Pre-listening

* Presentation / 
Pre-listening

-Asking students some
questions about Chi.
“ Who is that?”
“ Who does she do?”
“ Is she short?”

“ Right. Now listen to the
tape”

- Answering ( no book)
- That is Chi

- She is a gymnast

- No, she isn’t. She is tall

* While-listening * While-listening
* Controlled practice

- Playing the tape (twice)
- Playing the tape again
( with pauses )

- Asking students to work in
pairs about the dialogue A6
- Asking some pairs of
students to perform in front

of the class

- Correcting mistakes

- Listening

- Listening and repeating
after the tape ( choral /
individual)

- Speaking

* Post-listening * Further practice

-Asking students to prepare
a dialogue about Tuan .
- Asking them to work in

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pairs then to perform in
front of the class

- Correcting mistakes

* Consolidation - Asking students to
describe the appearance,
names parts of the body
( using adjectives)

* Homework

- Learn by heart new words and structures
- Do exercises A4

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Unit 9: THE BODY

Section C: FACE

Period: 3

I. Objectives

- The students will have ability to know the names of the parts of the head, to
know colors, describe face and physical appearance

II. Knowledge

1.Vocabulary:

- (n) :hair, eye(s), ear(s), nose, lip(s), mouth, tooth ( teeth)

- (adj): round, oval, full, thin, long, short, black, yellow, while, green,
gray, blue, red, brown, orange, purple

2. Structures

- What color is your hair?
=> It is black

- What color are your eyes?
=> They’re brown

3. Pronunciation: vocabulary and structures
4. Skills: reading, speaking skills

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

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C. New lesson: Unit 9 : B - FACES ( cont)

Sections Teacher’s activities Students’ activities

A5. Listen & repeat

Presentation

* Pre-listening

- Using a picture to describe the
parts of the head ( using the
structure : This is …. / That
is……..

There are……/ Those are
……)

- Listening

- Teaching some new words

- “She has big eyes”

-Reading new words and
calling some students to repeat

* New words

- hair (n)
- ear (n)
- nose (n)
- mouth (n)
- lip (n)
- tooth (n)
- teeth (n)
- round (a)
- oval (a)
- full (a)

- thin (a)
- long (a)

* While-listening
Controlled practice

* Controlled practice

- Playing the tape twice
( without pauses)

- Playing the tape again ( with
pauses)

- Asking students to talk about
the pictures

- Listening

- Listening and repeating after
the tape ( choral-individual)

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- Asking students to describe
about face and physical

appearance of their classmates

- speaking

* Pre-listening

B2. Listen & repeat. 
Colors

Presentation

* Presentation / Pre-listening

-Teaching some new words
( using some color paper)

* New words

- black (a)
- white (a)
- gray (a)
- red (a)
- orange (a)
- yellow (a)
- green (a)
- blue (a)
- brown (a)
- purple (a)

* While-listening * While-listening
* Controlled practice

- Playing the tape (twice)
- Playing the tape again ( with
pauses )

- Listening and repeating after
the tape ( choral / individual)

* Post-listening * Further practice

-Pointing some pictures and
asking students to say the color
of the furniture

- Correcting errors

- Doing as directed

* A3. Practice with a 
partner

Comprehension 
check & practice

* Presentation

- Teaching new structures
“ What color is your hair?
It’s black.”

“ What color are your eye?
They are brown.”

“ What color => which

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question
is it ?

* Controlled practice

- Asking students about the
color of some real objects in
the classroom

“ What color is the board?”
“ What color are the chairs?”
- Asking students to work in
pairs

- Calling some pairs of students
to perform in front of the class
- correcting errors

* Structure

- Wh-question about color

Which color is + S ?
Are
It’s + color

They are
- Answer

=> It’s blue

=> They’re brown
- Working in pairs
- Speaking

* Consolidation - Asking students to work in
pairs , talking about the color
of the parts of the head

* Homework

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Unit 9: THE BODY
Section B: FACE

Period: 4 + 5

I. Objectives

- The students will have ability to know colors, and describe face and physical
appearance

II. Language content:

1 Structures

-She has long black hair.

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students to talk the parts of the head
- Asking some questions about some pictures
“ What color is her hair?”

C. New lesson: Unit 9 : B - FACES ( cont)

Sections Teacher’s activities Students’ activities
* Pre-listening

Listen & read

Presentation

* Presentation
* Pre-listening

- Using a picture and ask
students some questions
1. “ Is Miss Chi tall?”

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2. “ Does she have a short
hair?”

3.“Is her nose small or big?”

=> No, she doesn’t
=> It’s small
- Teaching some new structures * Structures

- She has long black hair
1 2

=> Adjective

S + V long + black + N.
short

* While-listening
Controlled practice

* While-listening
* Controlled practice

- playing the tape twice
( without pauses)

- playing the tape again ( with
pauses)

- Asking students to read the
text silently

- Listening

- Listening and repeating after
the tape ( choral-individual)
- Reading

* Post-listening * Post-listening
* Further Practice

- Asking students to students to
answer the questions about the
text

- Asking students correcting
mistakes

- Practicing with a partner
a. Miss Chi’s hair is long
b. It is black

c. They are brown
d. It’s small
e. They are full

* Pre-listening
B5. Listen

Comprehension check

* Presentation / Pre-listening

-Asking students to look at the
pictures in the text books

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- Asking them to describe the
pictures

- Playing the tape again and
check the answer

- Listening then writing the
letters of the pictures in their
workbooks

1.c - 2. a - 3. d - 4b

* tape transcript

1.He has short hair. He has a
round face. He has a big nose.
He has full lips

2. He has short hair. He has an

oval face. He has a small nose.
He has thin lips

3. She has long hair. She has an
oval face. She has a big nose.
She has a thin lips

4. She has long hair. She has a
round face. She has a small
nose. She has full lips.

B6. Play with words
practice

- Playing the tape (twice) - Listening and repeating after
the tape (choral)

Consolidation - Giving some pictures on the
board asking students to
describe the pictures

- Doing as directed

* Homework

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Unit 10: STAYING HEALTHY

Section A: HOW DO YOU FEEL?

Period: 1

I. Objectives

- The students will have ability to tell their feelings

II. Language content:
1.Vocabulary:

- (a): hungry, thirsty, full, hot, cold, tired
- (v): feel

2. Structures

- How do you feel?

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Giving some pictures about persons and asking students to describe them
- Asking other students to describe their classmates

C. New lesson: Unit 9 : B - FACES ( cont)

Sections Teacher’s activities Students’ activities
A. Listen & repeat

* Pre-listening

Presentation

* Presentation- Pre-listening

- Warm-up: Saying about her
feeling “ Today is hot. I’ hot
and I’m thirsty.” “ Today we

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learn some adjectives about
feeling.”

- Teaching some new words by
using pictures.

“ I’m hungry”
“ I’m thirsty”
- “ They are full”
- “ He is hot”

- “ She’s cold”
- He’s tired”

- Asking students to give the
words’ meaning

Listening and writing

* New words

- hungry (a)
- Thirsty (a)
- full (a)
- hot (a)
- cold (a)
- tired (a)

- Teaching some new structures * Structures

- She has long black hair
1 2

=> Adjective

S + V long + black + N.
short

* While-listening
Controlled practice

* While-listening
* Controlled practice

- Playing the tape twice
( without pauses)

- Playing the tape again ( with
pauses)

- Asking students to translate
these sentences into

Vietnamese

- Using some pictures and
asking students to look at them
and to say their feelings

- Listening

- Listening and repeating after
the tape ( choral-individual)
- Doing as directed

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- Correcting mistakes

* Post-listening * Post-listening
* Further Practice

- Asking students to say about

their feelings

- Asking students to write it on
the board

* Pre-listening
A2. Work with a 
partner . Describe 
the people in the 
picture

Comprehension check
& practice

* Presentation / Pre-listening

- Teaching new words * New words

- feel (v)

- Teaching new structure
- Writing the structure on the
board

- Asking students to answer the
question “ How do you feel?”
- Writing the structure on the
board

- Playing the tape twice

=> How do you feel ?
- Take note

- Answering “I’m hot”
* Structure

- How do you feel ?
I’m hot
cold
- How does she
he feel ?
He hot

She is cold

- Listening and repeating after
the tape ( choral)

* Controlled practice

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pictures

“ How does he feel?”
“ How does she feel?”

- Asking students to work in
pairs

- Asking them to perform in

front of the class

- Correcting errors

question.

- “ He’s hungry”
- “ She’s thirsty”
- working in pairs

* Further practice

-Asking students to practice
with a partner about their
feelings

“ How do you feel ?”

- Working in pairs

( one asks and one answers)
“ I’m thirsty”

Consolidation -Asking some students to go to
the board and asking them
about “ How do you feel?”

- Doing as directed

* Homework

- Learn by heart new words and structures
- Do exercises A1 on page 87

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Unit 10: STAYING HEALTHY

Section A: HOW DO YOU FEEL?

Period: 2

I. Objectives

- The students will have ability to tell what they want or need

II. Language content:
1.Vocabulary:

- (n): juice, noodles, a drink

- (v): want, need, would like, What would you like? , I’d like

2. Structures

- What would you like?
I’d like some orange juice
- What do you want?
I want a hot drink

- What does he want ?
she

He wants a cold drink
She

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students about their feelings

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Sections Teacher’s activities Students’ activities
* Pre-listening

A3. Listen & repeat. 
What would you 
like?

Presentation

* Presentation- Pre-listening

- Warm-up: Asking students
about their feelings

“ How do you feel?”

“ Right. You’re thirsty . You’d
like a glass of water.”

- Answering
+ “ I’m thirsty”

- Teaching some new words
“ What would you like?”

I’d like a drink
“ I’d like noodles”

- Then teaching new structures

Listening and writing

* New words

- Would like (v)
- What would you like
=> I’d like

- a drink (n)
- noodles (n)
- What about you?
- Teaching some new structures * Structures

What would you like?.
I would like +
…………

I’d like

- Would like => Polite request
- Would you like noodles?
Yes, I would

No, I wouldn’t

* While-listening
Controlled practice

* While-listening
* Controlled practice

- Asking students to read the
dialogue silently before
listening - Playing the tape
twice

- Playing the tape again

- Reading

- Listening ( no book)

- Listening & repeating after
the tape ( choral)

- Doing as directed

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- Asking students to work in
pairs

- Correcting errors

( two persons play the roles of
Nam and Lan one more in
Ba’s role )

( change the role)

* Post-listening * Post-listening
* Further Practice

- Asking students to make a
dialogue the same as one ofA3
by using their real situation
- Correcting mistakes

- Doing as directed

- Performing in front of the
class ( working in pairs /
groups)

A4. Ask and answer 
about Nam, Lan and 
Ba

Comprehension check
& practice

- Asking students to translate
the dialogue of A3 into
Vietnamese – Asking them
some questions about Nam,
Lan and Ba

1. How does Lan feel?
2. What would she like?
3. How does Nam feel?
4. What would you like?
5. How does Ba feel?
6. Would he like noodles?
- Asking students to work in
pairs about these questions
- Asking them to perform in
front of the class

- Correcting mistakes

- Doing as directed
- Answering ( individual)
- “She’s hot and thirsty”
- “ She’d some orange juice”
- “ He’s hungry”

- “He’d like some noodle”
- “ He’s tired”

- “ No, he wouldn’t”
- Working in pairs

( one asks and one answers)

A5. Listen and match
the names with the 
right pictures

Practice

- Asking students to look at the
picture and to tell their feelings.
- Asking some questions about
the pictures

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1. Is he hungry?

2. Is she thirsty? What would
she like?

- Correcting them right / or
wrong

- Playing the tape ( twice)
- Asking them to tell the
answers

- Correcting them

=> Yes, he is

=> Yes, she is. She’d like a
drink

- Listening
* Answers
Phuong –b
Nhan – a
Ba-f
Huong - d

* Tape transcript

-Nhan is hungry. He’d like
noodles

- Phuong is thirsty. She’d like a
drink

- Ba is full
- Huong is cold

A6. Listen and

repeat. Then practice
with a partner

Practice

* Presentation

- Warm-up: Asking some
students some questions about
A6

“ How does she feel?” “ What
would she like?”

- Answering
=> She’s cold

=> She’d like a hot drink
-Teaching new words

+ What do you want / need ?

* New words

- want (v)

- need (v)

Teaching new structures * Structure

-What do does + S + want?
- S + want / wants +
…………..

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* Controlled practice

- Playing the tape ( twice)
- Using the cues on page 107,
asking students to work in pairs

- Listening and repeating after
the tape ( choral-individual)
- Working in pairs

* Further practice

-Asking students to practice in
pairs

- Correcting mistakes

- Working in pairs
( using their own words)

Consolidation -Asking some students to tell
the structures which they’ve

learnt

- Doing as directed

* Homework

- Learn by heart new words and structures
- Do exercises A1 on page 87

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Unit 10: STAYING HEALTHY

Section B: FOOD AND DRINK

Period: 3

I. Objectives

- The students will have ability to know food and drink , to use some / any

II. Language content:

1.Vocabulary:

- (n): apple, orange, banana, water, rice, milk, meat, vegetables
2. Structures

- Is there any meat?
Yes, there is some (meat)
No, there isn’t any (milk)
- Are there any noodles?

Yes, there are some ( noodle)
No, there aren’t (noodle)

- What is there to drink / eat ?

3. Pronunciation: Vocabulary and structures
4. Skills: All four skills

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Calling students to write some new words

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+ How do you feel ?
+ What would you like?

C. New lesson: Unit 10 : Section B : FOOD AND DRINK

Sections Teacher’s activities Students’ activities

B1. Listen & repeat.
* Pre-listening

Presentation

* Presentation- Pre-listening

- Warm-up:

- Using some pictures to
introduce the situation ( some
pictures of textbook , apple,
orange, banana, ……)

- Listening

- Teaching some new words
( using pictures and real
objects)

- Playing the tape ( twice)

writing

* New words

- a banana (n)
- water (n)
- rice (n)
- milk (n)
- meat (n)

* While-listening
Practice with a 
partner

practice

* While-listening

- Playing the tape about the
dialogue in the textbook
“ What would you like?”
I’d like an apple

- Teaching some new structures
- Asking a students “ What
would you like?”

- Taking note

* Structures

would like = want
- What would you
like?

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………..
He

She

* Post- listening

- Asking students to use the
food and drink in B1 (a) and
asking them to practice with a
partner

- Correcting mistakes

- Asking in pairs

+ “What would you like?”
“ I’d like an orange.”

B2. Listen & repeat. 
Then practice in 
pairs.

Comprehension check

* Pre-listening

- Warm up:

- Using some pictures about
meat, rice and vegetables to
introduce the situation of the
dialogue

- Saying “ I have meat, rice and
vegetables for lunch.” Then
teacher asks a student “ What’s
for lunch?”

- Listening

- Teaching some new words * New words

- noodles (n)
- fruit (n)
- some
- any

-Teaching new structures - Listening and taking note

* Structures

1. Asking about meals

What’s for lunch / breakfast /
dinner?

2. Countable nouns

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Yes, there are some……….
No, there aren’t any……….
3. Uncountable noun.

Is there any meat / milk ?

Yes, there is some……
No, there isn’t any…….. 
4. Some / Any

- “Some” : in affirmative
sentence

- “ Any”: in negative or
interrogative sentences

5. What’s there to drink / eat
?

* While- listening * While- listening

- Playing the tape (twice)
- Dividing class into two
groups and asking students to
play the roles

-Listening and repeating after
the tape ( choral)

- Doing as directed

(changing the roles)

* Post-listening * Post-listening

-Asking students to practice
about the dialogue . ( working
in pairs)

- Correcting mistakes

- Working in pairs

* Further practice

- Asking students to make the
dialogue about their meals
- Correcting mistakes

- Doing as directed

Consolidation -Giving the exercise. Filling in
the blanks with some / any

- Doing exercises in exercise
notebooks

* Homework

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- Practice the dialogue in B2

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Unit 10: STAYING HEALTHY

Section B: FOOD AND DRINK

Period: 4

I. Objectives

- The students will have ability to know food and drink

II. Language content:
1.Vocabulary:

- (n): menu, chicken, fish, bread, orange juice

2. Structures

-Review some old structures

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students to write about some new words

- Asking students “What would you like” “ What’s for lunch?”

C. New lesson: Unit 10 : Section B : FOOD AND DRINK

Sections Teacher’s activities Students’ activities

B3.Ask & answer.
Comprehension check

* Presentation- Pre-listening

- Warm-up:

- Using some pictures to review
the old structures

“ Using a picture about orange,

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apple but there aren’t any
noodles. And asking students

“ Are there any noodles? “ No, there aren’t any

noodles”

B4. Listen and 
repeat. Then practice
the dialogue with a
partner

* Controlled practice

- Giving some pictures on the
board and asking students to
work in pairs

* Free Practice

- Giving the menu with some
food and drink, then teaching
some new words

- Asking students to read these
new word

- Playing the tape (twice)
- Asking students to make the
dialogue like this, using some
food and drink in the menu
- Correcting mistakes

- working in pairs

* New words

- chicken (n)
- fish(n)
-bread (n)

- orange juice (n)

- Listening and repeating
( choral)

- Working in pair

B5. Listen and match
the name of the 
people with what 
they would like

*Pre- listening
- Warm up

- Using some picture and
asking them to talk about the
food and drink in the pictures
- Then explaining the way to do
listening exercise

- Doing as directed
( individual)

1. meat 2. fish

3. chicken 4. fruit

5. rice 6. milk

7. orange juice

* While-listening * While-listening

- Playing the tape (twice)
- Asking students to tell about
the answers

- Listening and taking notes

* Answers

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- Tuan (d)
- Huong (g)
- Mai (h)

* Post- listening

- Asking students to listen
again and check the answers
+ Nhan would like some
chicken and some rice

+ Tuan would like some meat

and some vegetables

+ Huong would like some fruit
and some milk

+ Mai would like some fish and
an orange juice

Consolidation -Giving more exercises. - Doing exercises in exercise
notebooks

* Homework

- Learn by heart new words
- Do exercise of the teacher
- Prepare C1-C2-C3

Unit 10: STAYING HEALTHY

Section C: MY FAVORITE FOOD

Period: 5
I. Objectives

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- have / know some names of food and drink
- talk about favorite food / drink, use verb “Like”

II. Language content:
1.Vocabulary:

- (n): carrot, tomato, lettuce, potato, bean, pea, cabbage, onion, lemonade, iced coffee,
soda

- (v): like
-(a): favorite

2. Structures

-What’s your favorite food / drink?
- S + like / likes

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette , pictures , flash cards

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students to write new words
- Asking students to make questions

+ Is there any………?
+ Are there any………?
( answering with –Yes / No)

C. New lesson: Unit 10: Section C : MY FAVORITE FOOD

Sections Teacher’s activities Students’ activities

C1.Listen & repeat. 
Practice with a 
partner.

* Pre-listening

- Warm-up: Teacher says

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Presentation orange juice, but my favorite
drink is milk.”

- Teaching some new words
( using pictures or real objects)
- Writing new word on the
board and asking the
Vietnamese equivalent

* New words

- carrot (n)
- tomato (n)
- lettuce (n)

- potato (n)
- bean (n)
- pea (n)
- cabbage (n)
- onion (n)
- iced coffee
- soda

* while-listening * while-listening

- Playing the tape (twice)

-After listening, asking students
to practice with a partner
( using the structure “ What
are these?)

-Listening and repeating
( choral / individual)
- Working in pairs

* Post-listening

- Checking students’

knowledge on the meaning of
these words in Vietnamese

C2. Listen & repeat. 
Then practice with a

partner

Comprehension

* Pre-listening

-Warm up: Teacher says
“I like fish. Nay’s favorite food
is fish”. Then asking students
“ What’s your favorite food?”

-Teaching new structures -Taking note

* Structures

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drink

My favorite food is
……….

Drink
I like ……….

* While-listening * While-listening

- Guiding students to listen to
the tape ( twice)

- Asking students to play the

roles

- Listening and repeating
( choral)

- Asking in pairs

* Post-listening * Post-listening

- Asking students about the
questions

“ What’s your favorite food?”
“ What’s your favorite drink?”

- Answering

“ My favorite food is fish”
“My favorite drink is milk”

C3. Listen & repeat
Practice

- Asking students to listen and
repeat some food and drink.
Then giving some the

Vietnamese meanings of these
words

- Doing as directed
( individual)

C4. Practice in pairs
Practice

- Playing the tape ( twice)
- Asking students to practice in
pairs about the dialogue

- Asking students to use some
food and drink in C3 to make a
new dialogue

- Correcting errors

- Asking and listening
( choral)

- Working in pairs

C5. Remember
Consolidation

* revision the structures

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- I don’t like………
- She doesn’t like…………

* Homework

- Learn by heart new words and structures
- Do exercise C on pages 91-92

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Unit 11: WHAT DO YOU EAT ?

Section A: WHAT DO YOU EAT ?

Period: 1

I. Objectives

- The students learn the way to talk about their needs

II. Language content:
1.Vocabulary:

- (n): a bottle of cooking oil, a packet of tea, a box of chocolate, a kilo of rice,
gram, a can of pea, a bar of soap, a tube of toothpaste

2. Structures

- Can I help you?

* Function: asking some need

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette , pictures of food and real objects

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking some questions about the previous lesson:
1. What do you like?

2. What is your favorite food / drinks?

C. New lesson: Unit 11: A1 - MY FAVORITE FOOD

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A1.

a. Listen & repeat.

Presentation

* pre-teaching/ Presentation

- Warm-up: Introducing the
situation of the dialogue.

- Pre-teaching new words
( using pictures and real
objects

- Listening

- Learning new words and
write down

* New words

- A lot of cooking
Here you are

* while-listening * while-listening and 
repeating

- Playing the tape once
- Playing the tape

( stopping after each sentence
or question)

- Listening
- Listening

- Teaching new structures
Can I help you

* Structure

Can I help you?

Post listening * Post-listening and repeating

- Asking some students to
practice the dialogue again
-Correcting mistakes

- Working in pairs
- Making dialogue

A1.

b. Practice

* Pre-teaching and repeating

- Pre-teaching new words using
real objects or pictures

- Listening

- Listening new words

* New words

- a bottle - a can
- a packet - a bar

- box - a tube of

- 200 grams of………
- a dozen

- eggs - peas

- soap - toothpaste

* while-listening & 
repeating

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- Playing the tape twice
( stopping the tape after each
sentence / each noun phrase)

* Post-listening & 
repeating

- Having students practice the
dialogue using these words
- Correcting mistakes

- Practicing the dialogue

* Remember - Showing the picture and
asking the students to
re-practice the dialogue

- Giving some pairs of students

any real objects or pictures and
have them ask and answer
about someone need.
- Correcting mistakes

- Doing as directed

* Homework

- Asking students to practice the dialogue again
- Learn by heart new words and structures
- Having the prepare for the next time

Unit 11: WHAT DO YOU EAT ?

Section A: AT THE STORE

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I. Objectives

- The students learn how to buy something at the store.

II. Language content:
1.Vocabulary:

- (n): coca, cookie
+ Ex: half a kilo

+ Is there anything else?.

2. Structures

-How much……… do you want?
- How many………. do you want?

+ Function: Asking about quantity and weight

III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette, pictures of food and real objects

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking students some things sold at the store

C. New lesson: Unit 11: A2 - AT THE STORE

Sections Teacher’s activities Students’ activities

A2.Listen & repeat

Presentation

- Pre-teaching and repeating .
-Introducing the situation of the
dialogue

- Introducing the word “
salesgirl” and comparing it
with “storekeeper”

- Listening

- Learning new words

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-salesgirl (n)
- how many
- how much
- cookies(n)
- coca (n)

- Listening and repeating

Post-listening * Post-listening and repeating

- Asking students to listen and
answer questions

- Correcting students’ answers

Comprehension

check

- Asking students to complete
the dialogue of exercise 4
( Page 94 in workbook)
- Asking students to work in
pairs

- Completing the dialogue

- Working in pairs

Practice - Asking students to read and
then complete the conversation
of the exercise 5 (page-94 in
workbook)

- Having some pairs of students
make the conversations

- Reading
- completing

- Making the conversation

Consolidation - Having some pairs of students
using the pictures or real things
ask and answer with “ How
many / How much”

- Correcting mistakes

- Doing as directed

* Homework

- Learn by heart new words and structures

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Unit 11: WHAT DO YOU EAT ?

Section A: AT THE STORE

Period: 3
I. Objectives

- The students learn how to buy something at the store

II. Language content:
1.Vocabulary:

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2. Structures

-How much
+ Noun

- How many

+ Function: Asking about quality and weight

III. Method and teaching aids

- Communicative approach
- Teaching aids: cassette, pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking some things of previous lesson

C. New lesson: Unit 11: A3 –A4

Sections Teacher’s activities Students’ activities
A3. Listen

Presentation

* Pre-listening

- Introducing the task

- Guiding students how to do
the task

- Helping students to realize the
things in the pictures

- Listening

- Realizing the things

While-listening - Playing the tape once
- Playing the tape again

( stopping after each sentence)

- Listening

- Listening and matching
people’s name with the things
they want

-Teaching new structure * Structure

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- How many + N (count) +
do / does + S + V?

Post-listening * Post-listening

- Asking some students for
checking

- Playing the tape one more

time

- Correcting mistakes

-Listening and checking their
answers

Comprehension
check

- Asking students to read the
exercise 1 (page93-workbook)
- Having them talk about their
favorite with given words

- Reading the exercise
- Choosing their favorite

A4. Read
Practice

- Asking students to read
dialogue once and to write the
shopping list

- Checking some students and
correcting mistakes

- Having some pairs of students
practice the dialogue

- Reading

- Writing the shopping list

- Working in pairs

Consolidation - Having students make the
same dialogue with their own
shopping list

- Correcting mistakes

- Making the dialogue

* Homework

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Unit 11: WHAT DO YOU EAT ?

Section B: AT THE CANTEEN.

Period : 4 (B1-B2-B3)

I. Objectives

- The students will be able to tell the price of things

II. Language content:
1.Vocabulary:

- Noun of food and drink

2. Structures

-How much is ………?
=> It is………

+ Function: Asking and telling thing’s price

III. Method and teaching aids

- Communicative approach
- Teaching aids: cassette, pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking some questions about previous lesson

C. New lesson: Unit 11:B - B1-B2-B3

Sections Teacher’s activities Students’ activities

B2. Listen &

repeat

Presentation

* Pre-listening and repeating

- Introducing the situation of
the dialogue

- Pre-teaching new words :
How

- Listening

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much………?

While-listening While-listening & repeating

- Playing the tape once
- Playing the tape ( stopping
after each question or
sentence)

- Teaching new structure
“ How much

is………?”

- Asking students to practice
the dialogue in pairs

* New structure
How much is

……….?
It

is………
- Working in pairs

Post-listening Post-listening & repeating

- Correcting errors - Working in pairs

B3. Ask and 
answer

Comprehension
check

- Asking students to do this
task in pairs.

- Correcting mistakes

- Working in pairs

B1. Practice - Asking students to review
words of food and drink they
have learned

- Telling how to do this task
- Checking and correcting
mistakes

- Listening
-Reviewing

- Telling the name of food
- Doing the task

Consolidation - Asking students to look at
picture (page 119) to practice
asking and answering about
the things’ price

- Practicing

- Asking and answering the
things’ price again

* Homework

- Doing exercise 2 ( page-95 / workbook)

- Learn by heart structure and new words

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Unit 11: WHAT DO YOU EAT ?

Section B: AT THE CANTEEN

Period: 5

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- The students will be able to tell something’s price

II. Language content:
1.Vocabulary:

- Noun of food and drink

2. Structures

-How much is ………?
=> It is………

+ Function: Asking and answering about something’s price

III. Method and teaching aids

- Communicative approach
- Teaching aids: cassette, pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking some questions and things of previous lesson

C. New lesson: Unit 11: B – AT THE CANTEEN. (B4-B5)

Sections Teacher’s activities Students’ activities
B5.Listen & read.

Presentation

* Pre-listening & reading

- Introducing the situation of
the text

- Pre-teaching some new words
through real objects or pictures

- Listening

- Listening new words

- Teaching new words * New words

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While-listening & 
reading

* while- listening & reading

- Playing the tape twice
- Asking students to ask and
answer about the price of
things

- Listening

Post-listening - Post-listening & reading how
to do this task

- Correcting mistakes

-Asking and answering

B4. Listen

Comprehension 
check

- Guiding students how to do
this task

- Playing the tape twice

- Asking students for checking

- Correcting mistakes

- Listening
- Listening

- Doing as directed

Practice - Asking students to write six
true sentences about the
canteen at their school

- Having some read structures
and then write their sentences
on the board

- Correcting mistakes

- Writing

- Reading and writing

Consolidation - Having some pairs of students
ask and answer about school
things’ price.

- Correcting mistakes

- Doing as the teacher’s
guidance

* Homework:

- Doing exercises 1 &4 on page 95-96 in workbook

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GRAMMR PRACTICE
I. Objectives

- The students review some grammar knowledge of old units

II. Knowledge

1.Vocabulary:

- Descriptive adjective
- Adjective of sense
- Nouns of parts of body
- Nouns of food and drink

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-Question words: Where, What, How, Who
- Indefinite articles: a / an

- Indefinite adjective: some / any

- Present simple and present progressive tenses
3. Language skills: Listening, speaking, reading, writing

III. Method and teaching aids

- Communicative approach

- Teaching aids: pictures of food, pictures of people

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. New lesson: GRAMMAR PRACTICE

Sections Teacher’s activities Students’ activities

Presentation * warm up:

- Introducing the situation of
the grammar practice part of
Unit 11

- Reminding students of old
structures

- Listening

- Remembering the present
simple and present progressive
tenses, indefinite article and
adjectives

Comprehension 
check

1. – Asking students to
complete the questions or
answer by using the present
simple tense

- Correcting the exercise

2. Having students to use a
correct article or adjective for

- Using the present simple
tense to complete the
questions or answers

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each statement or question
- Correcting mistakes

3. Asking 8 students to finish
incomplete statements

- Correcting mistakes
4. Having some pairs of
students ask and answer after
filling in the questions.

- Correcting mistakes

5. Telling students how to do
this kind of exercise

- Noticing spelling of V-ing
- Correcting mistakes

- Copying the correction
- Reading aloud each pairs of
statements after finishing
them.

- Writing them on the board
- Filling in the questions by
suitable question words
-Practice asking and
answering

- Listening

- Using the present

progressive tense to complete
the sentences

- Writing correct sentences

Consolidation - Showing pictures, asking
students to make sentences
( using the present simple or

present progressive tenses)
- Asking students to look at the
pictures to describe people in
the picture

* Homework

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Unit 12: SPORTS AND PASTIMES

Section A: WHAT ARE THEY DOING?

Period: 1 ( A1-A2-A3)

I. Objectives

- The students know some names of sports

II. Language content:
1.Vocabulary:

- Name of sports. ( badminton, table tennis…)

2. Structures

- Which sports…………?

+ Function: To ask someone which sport he or she and other people often
play

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III. Method and teaching aids

- Communicative approach

- Teaching aids: cassette, pictures , cards

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking some structures of grammar practice

C. New lesson: Unit 12: A – WHAT ARE THEY DOING ? (A1-A2-A3)

Sections Teacher’s activities Students’ activities

A1. Listen & read

Presentation

* Pre-listening & reading

- Warm up: Introducing some
activities that are in progress

- Reminding the students some
words and knowledge of
present progressive tense

- Listening and answering
teacher’s questions

- Reviewing: soccer, tennis,
volleyball

* Structure

Am / Are / Is + V-ing

* While-listening & 
reading

* While-listening & reading

- Playing the tape twice

-Listening
- Teaching new words

( asking students to guess
activities in pictures)

- Having them read statements
in book

- * New words

- (v): jog, skip, swim

- (n): aerobics, badminton ,
table tennis

Post-listening & 
reading

* Post-listening & reading

- Dividing students into small
groups, giving each group ten
pictures and cards containing

- Reading

- Listening to the tape,

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sentences describing activities to the suit pictures

A3. Listen & repeat
Practice

* Pre-listening & repeating

- Helping students to review
present simple tense

- Explaining new Wh-question:
* Which sport…………?

- Giving the function of this
structure: to ask someone
which sports he or she and
other people play

- Showing picture and asking
students which sports they play
- Asking students “ Which
sports do you play?”

- Drawing the structure
* structure

I
We

S You + V
They

Nam and Lan
He

S She + V
It / Nam

Which sports do you plays?
I play soccer

- Answering

* Post-listening * Post-listening & repeating

- Requiring the students to
work in pairs

( asking and answering to get
the sports they play)

- Listening and repeating after
the tape

- Doing the task

Consolidation - Choosing 5 representatives
using gesture to describe the
sports and dividing the others
into two teams

- First: members of two teams
ask:

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use their gesture to describe
the sports

- Each team guess and the
representatives will answer
“ Yes, we do” or “No, we

don’t”

- The team that make more
right guess will win the game

* Homework: - Asking students to copy homework down in their notebooks and
explaining them their task

Unit 12 : SPORTS AND PASTIMES

Period 2 : A – WHAT ARE THEY DOING?

( A4-A5-A6 )

I. Objectives

- The students can talk and write about the sport they or people around them often
play

II. Knowledge

1.Vocabulary:

- Name of sports and leisure activities.

2. Grammar:
- Revision:

+ Present simple tense

+ Which sports………?
3. Pronunciation: vocabulary and structure

4. Skills: all four skills

III. Method and teaching aids

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- Teaching aids: cassette, pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking about the previous lesson

C. New lesson: Unit 12: A – WHAT ARE THEY DOING ? (A4-A5-A6)

Sections Teacher’s activities Students’ activities

A4. Read & answer

Presentation

* Pre-reading & answering

- warm up: - Introducing Nam
and Lan

- Widening the structure
-Which sports………?
( using singular subjects)

- Listening

Which sport does she play
She swims and does
aerobics

While-reading & 
answering

* While-reading & answering

- Asking students to read
passages about these characters.
( silently)

- Having them ask and answer
4 questions in book

- Reading silently

Post-reading &

answering

* Post-reading & answering

- Requiring some pairs to show
the questions and answers
- Correcting mistakes

- Having students make some
more questions about Nam and
Lan

- Following teacher’s
direction

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Comprehension check - Asking students to interview
each other which sports they
play

- Working in pairs

* While-writing * While-writing

- Writing

* Post-writing * Post-writing

- Correcting errors

- Guiding students to do the

exercises A3-A4 in book

A6. Remember - Asking students to ask and
answer following the examples
1. Which sports do you play?
I play soccer

2. What are you doing now?
I’m playing soccer

- Doing the task

* Homework

- Learn by heart new words and structures

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Grade:6
Date:

Lesson Plan

Unit 12 : SPORTS AND PASTIMES

Period 4 :Section B -B4-B5-B6

I. Objectives

- The students can make question with “How often” and answer

II. Knowledge

1.Vocabulary:

-(adv): once, twice, three times a week

2. Grammar:
- Present simple tense (revision)

- How often………? ( new grammar)
3. Pronunciation: structures

4. Skills: all four skills

III. Method and teaching aids

- Communicative approach
- Teaching aids: cassette, pictures

IV. Time : 45’

V. Teaching steps / Procedures
A. Classroom procedure

1. Greeting

2. Greeting and checking attendance

B. Oral test:

- Asking about the previous lesson

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Sections Teacher’s activities Students’ activities
B4. Listen

Presentation

* Pre-listening

- Warm up:

- Reviewing some nouns of
activities

- Asking students to look at the
pictures in book and give the
activities

- Listening
- Doing the task
- Activities
a. watching T.V
b. listening to music
c. going fishing

d. going to the movies
e. playing games
f. reading book

* While-listening * While-listening & reading

- Having them listen to the tape and
match the names of people with the
right pictures.

- Giving the correction

- Asking students to repeat the
statements they have heard from the
tape

- Doing the task

- Copying the correction
- Repeating

B5. Listen & read

Comprehension
check

* Pre-listening & reading

- Leading in:

- Introducing the situation in which
the adverbs of frequency exist /
providing students with some
adverbs

- Explaining new structures:

How

often………?

- Listening

* Adverbs

- once
- twice

- three times a week

* Structure

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Three times a week
* Function: to ask about
frequency

* While-listening & 
reading

* While-listening & reading

- Asking students to listen to the
tape and to play role in the
dialogue.

- Making some questions about Ly,
introducing pictures of Ly’s diary

- Listening and playing
roles

- Answering:

- Looking at these pictures
about Ly’s activities in a
week

Post-listening & 
reading

* Post-listening & reading

- Correcting mistakes

- Requiring them to give their own
diaries

- Giving their own diaries
- Interviewing each other
about these activities, using
the question “ How

often………….?”

B6. Remember - Having them pronounce the
questions “ How

often………?” in this period
and adverbs : once, twice, three
times a week, …

- Giving some names and
information about them

- pronouncing

- Working in pairs, making
question with “ How often”
and answering

* Homework

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Lesson Plan

Unit 12 : SPORTS AND PASTIMES

Period 4:Section C – HOW OFTEN ? .

( C1-C2-C3 ) 
I. Objectives

- The students learn some adverbs of frequency as always, often, … and use them
to answer the question “ How often”

II. Knowledge

1.Vocabulary:

- (adverbs of frequency) : always, often, usually sometimes, never, ……
- (n) : picnic, kite, tent, camp

-(v) : fly

2. Grammar:
- Revision:

+ How often………..?

3. Pronunciation: structures
4. Skills: all four skills

III. Method and teaching aids

- Communicative approach
- Teaching aids: cassette, pictures

IV. Time : 45’

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1. Greeting

2. Greeting and checking attendance

B. Oral test:

-Some things of previous lesson

C. New lesson: Unit 12: C – HOW OFTEN (C1-C2-C3)

Sections Teacher’s activities Students’ activities
C1. Listen & repeat

Presentation

* Pre-listening & repeating

- Warm up: introducing the
situation which has a
connection with adverbs of
frequency

- Helping students to master the
meanings and the position of
these words

- Listening

- Adverbs : always, usually,
often, sometimes, and never

While-listening & 
repeating

* While-listening & repeating

- Playing the tape
- Having some students
pronounce these adverbs

( individually)

- Listening and repeating
( word by word) ( choral)

Post-listening * Post-listening & repeating

- Correcting their
pronunciation

- Grouping students into two
teams

- Providing each team with five
cards of signals

- Sticking cards adverbs to
the correct signals

- The team that finishes the
task first will be the winner

C2. Listen & read * Pre-listening & reading

- Leading in: Introducing the
activities of Ba and Lan

- Providing students with new
words

- Listening

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-Verb : fly

While listening & 
reading

* While listening & reading

- Playing the tape

- Requiring them to listen and
read the text silently

- Listening and reading
silently

Post-listening & 
Reading

Post-listening & reading

- Having them making a diary
of Ba and Lan, based on the
content of passage they have
just listened

C3. Ask & answer * Pre-asking & answering

- Leading in - Listening

While-asking & 
answering

* Post-listening and repeating

-Having students ask and
answer about these characters’
activities following the

example in their books

Post-asking &
answering

* Post –asking & answering

- Correcting mistakes

- Some pairs show the task to
the class

Consolidation - Asking them to pronounce
adverbs of frequency

- Showing some pictures to the
class

- Pronouncing

- Looking at these pictures and
give the suitable adverbs

Homework

- Learn by heart structures
- Prepare the next time

</div>

Giao an Tieng Anh 6 ca nam 3 cot

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