Date of planning : 29/10/2023 Period 24.

UNIT : REVIEW1 (UNIT 1-2-3)

Date of teaching: 31/10/2023 Lesson 2 : SKILLS / reading- Speaking- Listening - Writing

I. OBJECTIVES:
1. Knowledge:
- To revise the language and skills they have learnt in Unit 1-2-3.
a) Vocabulary: Ss revise words and phrases about school things and activities; Types of house , rooms
and furniture; Body parts, appearances, personality adjective
b) Grammar : - Present simple ; adverbs of frequency; possessive case; prepositions of place; Present
continuous tense.
c) Writing : - Writing a paragraph about one’s school; Writing an email to a friend describing a home;
Writing a diary entry about best friends.
d) Speaking: talking about the type of school; Describing houses, rooms furniture; Talking about friends,
summer camps.
2. Competence: By the end of the lesson students will be able to revised the language they have learnt
and the skills they have practiced in Units 1 – 3. They have learnt so far in terms of language and skills .
Practicing doing exercises.
3. Quality/ behavior : Having the serious attitude to studying and the good relationship with friends.
The love of learning English. Hard- working ; cooperative; sociable; good communication.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipment….
- Method;: T-WC; group works; individual ……
III. PROCEDURE:

1. WARM UP & INTRODUCTION (5’)

Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and the skills they have
practiced in Units 1 – 3.
- Ask Ss what they have learnt so far in terms of language and skills. Summarize their answers and add
some more information if necessary.
- T may use the Language review as a self-test. Ss do the exercises in 30 minutes, then T checks their
answers. Otherwise, T can conduct each activity separately.

* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the new lesson.
* Outcome: Having a chance to speak English.
* Organization : Teacher’s instructions….

Teacher’s & Student’s activities Content

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

2. PRESENTATION/ NEW LESSON (25’)

PRACTICE EXERCISES - SKILLS
ACTIVITY 1+2 : Reading
Aim : To help Ss practice reading for general and specific information.
* Content: Practice reading. Choose A, B, C for each blank.
* Outcome: get more information, content of the email and the text.
* Organization : Teacher’s instructions…...

Teacher’s & Student’s activities Content

1. Choose A, B, or C for each blank in the email 1. Choose A, B, or C for each blank in the email
below. below.
*) Pre- teach vocabulary: - T_ Ss
- Teacher uses different techniques to teach + Students (Ss) listen to the instructions carefully
vocabulary (situation, realia, translation .....) and learn how to do the tasks.
+ Follow the steps to teach vocabulary if have
…..
- Have Ss do exercise 1 –Page 37
- Ss do these exercises individually, check their
answers with their partners before giving the
answers. - Answer the teacher’s questions and requirements.
- Check their pronunciation * Key:
- Confirm the correct answers 1. 1.A 2. C 3. C 4. B 5. B

2. Read the text and answer the questions 2. Read the text and answer the questions
- Have Ss do this activity by themselves - Ss work individually first then work in pairs ask
- Have Ss work in pairs to ask and answer the and answer the questions
questions. - Do the tasks
- Share the answers.
- Invite some pairs to ask and answer in front of the * Key:
class 1. It's in a quiet place not far from the city Centre.
2. They are hard-working and kind.
- Observe and help when and where necessary, and 3. They are helpful and friendly.
correct Ss’ pronunciation and intonation. 4. There are five clubs.
5 . Because it's a good school

ACTIVITY 3 : Speaking
Aim: To help Ss practice asking and answering about what they like and dislike about their school
and their reasons.
* Content: Interview classmates about what they like and dislike about their school.
* Outcome: Likes and dislikes about their schools.
* Organization : Teacher’s instructions..…..

Teacher’s & Student’s activities Content

3. Interview two of your classmates about what 3. Interview two of your classmates about what
they like and dislike about your school. Report they like and dislike about your school. Report
their answer. their answer
- Have Ss work in groups of three. One interviews - T_ Ss
the other two about what they like and dislike about
their school and their reasons why. - Listen to the instructions clearly
- Tell Ss to write their group members’ answers in
their notebooks and report them to the class. - Work in groups of three .
- Summarize Ss’ ideas.
- Let Ss do the exercise individually and then - Ss’s answers.
compare their answers.
- Check and confirm the correct answers.

ACTIVITY 4: Listening
Aim: To help Ss review listening for specific information.
* Content: Listen and fill .
* Outcome: Listen and fill the correct word for each bank.
* Organization : Teacher’s instructions…...

Teacher’s & Student’s activities Content

4. An and Mi are talking on the phone . Listen 4. An and Mi are talking on the phone . Listen
and fill each blank with ONE word and fill each blank with ONE word
- Have Ss read the sentences. Play the recording the - Listen to the teacher’s instructions carefully.
first time. - T_ Ss
- Ask Ss to listen and complete the sentences.
- Ask for their answers and write them on the board. - Check the answers
- Play the recording the second time for Ss to check
their answers. - Give the answers
- Check Ss’ answers. * Key:
- Play the recording the last time if necessary, 1. home 2. plants 3. living 4. sleeping 5. TV
stopping at different places where Ss got the wrong
answers
- Compare their answers.
- Check and confirm the correct answers. …….
Audio script: An: What’s he doing?
An: Why is it so quiet, Mi? Are you home alone? Mi: He’s listening to the radio.
Mi: No. Everybody is here, but they are in different An: What about your younger brother? Is he with
rooms. your mum?
An: Where's your mum? Is she cooking in the Mi: No. He’s sleeping in my bedroom. My cousin,
kitchen? Vi, is here too.
Mi: No. She's watering the plants in the garden. An: What’s she doing?
An: And where's your dad? Mi: She’s watching TV
Mi: He’s in the living room…

ACTIVITY 5 : Writing
Aim: To help Ss complete an email of 40-45 words about a student’s family member.
* Content: Write an email to friend , telling him/ her about a family member.
* Outcome: Ss can write an email, using given questions.
* Organization : Teacher’s instructions…...

Teacher’s & Student’s activities Content

5.Write an email of about 50 words to your 5.Write an email of about 50 words to your
friend. Tell him her about a family member. Use friend. Tell him her about a family member. Use
these questions: these questions:
- Elicit the parts of an email. - T_ Ss
- Ask Ss to discuss and answer the questions in 1. Who is the person?
pairs. Then have them write their emails 2. How old is he / she?
individually. 3. What does he/ she look like?
- Ask one student to write the email on the board. 4. What is/ she like? …
Other Ss and T comment on the email on the board.
- T collects some emails to give feedback at home.
- Get feedback.

4. WRAP-UP & HOME WORK (2’)

- Summarize the main points.
- Ask Ss what they have learnt so far. Have them recall the important elements:
+ Words / phrases and combinations related to friends…
HOME WORK
- Read again the conversation
- Do more exercises in workbook.
- Make more sentences using adverbs of frequency.

===========================
Date of planning : 29/10/2023
Date of teaching: 1/11/2023
REVISION (UNIT 1,2,3)

I.The aims and objectives.

1. Knowledge:
+ Vocabulary: T helps sts revise words in the unit 1,2,3 relating to the topic.
+ Grammar: - comparatives with comparative adverbs.
- Articles: A/ An/ The
- Wh questions
- Tenses
* By the end of the lesson , Ss will be able to revise all the knowlegde that they have learnt. Encourage
sts to recall and speak out as much as possible.
2. Skills: All 4 skills.
3. Attitude:Students love English subject, student get ready to receive the lesson, agree and except the
content
II. Teaching aids:
- T: Textbook, poster, cues.
- St: Textbook, sts' book.
III. Procedures :
1.Organisation (1’): Good morning./ How are you?/ Who’s absent today?
2.Checking up( 3’):
+ Make questions using question words.
What/ Who/ where/How often/ why/…?
-> T gives comments and give marks
and introduces the new lesson.
3.The new lesson(39’):
T’s activities. T Students’ activities
EX1.Choose the word whose underlined part is
pronounced differently from the others. Listen to the teacher’s instructions
1. a. light b. fridge Do the task individually
c. sink d. kitchen Give feedback
2. a. lamps b. windows Do correction if necessary
c. desks d. plants 1. A 2. B 3. D 4. B 5. A
3. a. look b. cook
c. book d. room 7’
4. a. poster b. chopstick
c. sofa d. wardrobe
5. a. honey b. house
c. hour d. hotel Listen to the teacher’s instructions
EX2. Complete the second sentence so that it Do the task individually
means the same as the first. Give feedback
1. My house has got five rooms. 10’ Do correction if necessary
→ There Key:
2. The bus station isn’t far from the new shopping 1. There are five rooms in my house.
center. 2.The bus station is near the new
→ The bus station is shopping center.
3. There isn’t a telephone in the living room. 3.We don’t have a telephone in the
→ We living room.
4. The house is behind the trees. 8' 4. There are trees in front of the
→ There are trees house.
5. There are only a few biscuits in the packet. 5.There aren’t many biscuits in the
→ There aren’t packet.
EX3.Order the words to make sentences.
1. going/ on/ we/ to/ the shopping mall/ Saturday/
are. Listen to the teacher’s instructions
2. me/ please/ can/ dictionary/ lend/ you/ a? Do the task individually
3. like/ join/ for/ would/ us/ dinner/ you/ tonight/ Give feedback
to? Do correction if necessary
4. at/ I/ spending/ week/ a/ camp/ am/ a/ summer. Key:
5. mother/ black/ hair/ straight/ has/ my/ long. 1. We are going to the shopping mall
6. friendly/ because/ don’t/ I/ Joana/ she/ like/ on Saturday.
isn’t. 12’ 2.Can you please lend me a
dictionary?
3.Would you like to join us for
dinner tonight?
4. I am spending a week at a
summer camp.
5. My mother has long straight
black hair.
6. I don’t like Joana because she
isn’t friendly.

Listen to the teacher’s instructions

Do the task individually
Give feedback
EX4.Write the correct form or tense of the Do correction if necessary
verbs in brackets. Key:
1. I don’t like the garden in winter time. There 1. aren’t 2. Is
__________________ (be) any flowers. 3. Do you get 4. aren’t
2. There __________________ (be) some new preparing
furniture in the living room. 5. Is there 6. is playing – sounds
3. __________________ (you/ get) up early in the 7. look 8. are you
morning? looking
4. The students __________________ (not 9.doesn’t
prepare) for the science exam at the moment. spend
5. __________________ (there/ be) a student 10. drives - is
called Andrea in this class?
 б. Listen! Someone _________________ (play)
the guitar. It _________________ (sound)
great.
7. You __________________ (look) sad. What’s
the matter?
8. What __________________ (you/ look) for? –
My pen.
9. Jack __________________ (not spend) much
time on reading.
10.
beach when the weather ______________ (be)
nice.

4.Consolidation(2’):
- Say how to find the main content of the passage quickly?
- How many kinds of exercises are there in reading/ listening skills?
5. Homework(1’):
- Asks sts to finish their writing skill.
- Revision and preparation for the test .

Date of planning : 29/10/2023 Period 25. UNIT 4: MY NEIGHBOURHOOD

Date of teaching: 3/11/2023 Lesson 1: GETTING STARTED
LOST IN THE OLD TOWN!

I. OBJECTIVES:
* By the end of this unit, students will be able to: (Over all)
- use the words for places in a neighborhood;
- pronounce the sounds /I/and /i:/ correctly;
- compare two people or things using comparative adjectives;
- ask for and give directions to some places;
- read for specific information about a neighborhood;
- talk about a neighborhood;
- listen for specific information about a neighborhood;
- write a paragraph to describe a neighborhood.
1. Knowledge:
- To introduce topic of the lesson My neighborhood. To teach listening and reading. Practice giving
directions.
+ Vocabulary: - Use the words related to the topic My neighborhood
- To pronounce the sounds /I/and /i:/ correctly;
+ Grammar: - compare two people or things using comparative adjectives;
- Asking for directions
2. Competence: By the end of the lesson students will be able to practice reading and listening the
conversation between Nick, Phong and Khang . They have arrived in Hoi An and they’ve got lost on
their way to tan Ky House.
3. Quality/ behavior : The love of the neighborhood, the hometown and the country. The likes and
dislikes their neighborhoods. Having the serious attitude to asking and giving the directions; cooperative
learning; sharing.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, ….
- Method;: T-WC; group works; individual ……
III. PROCEDURE:
1. WARM UP & INTRODUCTION (3’-5’)

Aims: To create an active atmosphere in the class before the lesson;

To lead into the new unit.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the new lesson.
* Outcome: Having a chance to speak English.
* Organization : Teacher’s instructions….

Teacher’s & Student’s activities Content

+ Greeting + Greeting
+ Chatting + Chatting
- Teacher (T) asks Ss some questions about the previous - Students (Ss) listen and learn how to do it .
lessons,
- Review the previous unit before Ss open their books. - Answer the teacher’s questions and
Organize a short vocabulary game to revise the words requirements.
Ss learnt in Unit 3. For example, T can organize
Alphabet Race (read page 41 for the steps to play the + Students (Ss) listen and learn how to do the
game) or Slap the Board. tasks.
- Lead to the new unit. Write the unit title My
neighborhood on the board. Ask Ss to guess what they
are going to learn about in this unit. After Ss give the
answers, ask them to open their books to page 38. Draw
their attention to the box and introduce what they are
going to learn in this unit.
- Write the unit title My neighborhood on the board. - Open their book and write .

2. PRESENTATION/ NEW LESSON ( 12’)

ACTIVITY 1:
Aims: To set the context for the introductory text;
To introduce the topic of the unit.
* Content: Listen and read conversation to get used to the vocabulary; new grammar points.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson, grammar points…
* Organization : Teacher’s instructions….…

Teacher’s & Student’s activities Content

1. Listen and read. 1. Listen and read.
- Set the context for the listening and reading. Introduce - T_ Ss
Nick, Phong and Khang. Have Ss look at the picture
and answer some questions, e.g. What are Nick, Phong
and Khang doing? What might be happening to them ?
T can also ask Ss to share any recent experiences of
being lost, e.g. Have you ever got lost? Where and
when? How did you feel then? What did you do? Elicit
answers, but do not confirm whether their answers are
right or wrong.
- Ask Ss to talk a bit about the place where Nick, Phong
and Khang are standing.
- Play the recording twice for Ss to listen and read
along. Have Ss underline the words that are related to
the topic of the unit while they are listening and
reading.
Invite some Ss to read the conversation aloud.
- Ask Ss what exactly is happening to Nick, Phong and
Khang. Now confirm the correct answer. (They have
arrived in Hoi An and they've got lost on their way to
Tan Ky House.)
- Have Ss say the words in the text that they think are
related to the topic My neighborhood. - Listen carefully to the context
*) Pre- teach vocabulary: * Vocabulary
- Teacher uses different techniques to teach vocabulary - excited (adj) phấn khích
(situation, realia, translation .....) - cross (v) đi qua
+ Follow the steps to teach vocabulary - famous (adj) nồi tiếng
- Repeat in chorus and individually - turn left >< turn right rẽ phải
+ Check vocabulary - to be lost (v) bị lạc
- Take note all the new words - go straight (v) đi thẳng
- Quickly write the words on one part of the board. - - ….
Comment on Ss’ answers.
3. PRACTICE ( 15’)
ACTIVITY 2:
Aim: To help Ss know how to use let's and shall we to make suggestions.
* Content: Make suggestions. We can use : Shall we…./ Let’s …. to make suggestions
* Outcome: Know how to make suggestions.
* Organization : Teacher’s instructions…

Teacher’s & Student’s activities Content

2. Find in the conversation the sentences used to 2. Find in the conversation the sentences used
make suggestions. to make suggestions.
- Tell Ss to refer back to the conversation to find the - T_ Ss
sentences used to make suggestions. - Listen carefully to the instructions
- Ask Ss to compare their answers before checking as a - Follow the teacher’s instructions
class.
Tell them to practice saying the sentences in pairs (play - Give the answers and check.
the recording again as a model if necessary). Key:
1. Let's go to Chua Cau.
- Confirm the correct answers. 2. Shall we go there first?
- Call on Ss to give the answers 3. First, cross the road, and then turn left.
- T gives the correct answers. 4. Fine, let's go.
5. Let's ask her.
ACTIVITY 3:
Aim: To help Ss deeply understand the text.
* Content: Read conversation again . Put the actions in order
* Outcome: Order the actions correctly .
* Organization : Teacher’s instructions…
 Teacher’s & Student’s activities Content
3. Read the conversation again. Put the actions in 3. Read the conversation again. Put the actions
order. in order.
- Ask Ss to work independently to order the actions in - Ss_ Ss
sentences (a - e) as they occur in the conversation. - Listen to the instructions clearly
- T may instruct them how to do the exercise: (1) read - Share the answers
each sentence and refer back to - Copy them
the conversation to find the action it refers to; (2) order
the actions. T may model using the first sentence.
- Allow Ss to share answers before discussing as a class. Key :
- Write the correct answers on the board. 1.b 2. c 3.d 4. e 5. a
- Allow Ss to share answers before discussing as a class.
Write the correct answers on the board.
- T gives correct answer
ACTIVITY 4:
Aim: To help Ss know how to give directions through the conversation
* Content: Find and underline the directions . Asking for and giving directions
* Outcome: Know how to give directions. Can you tell me the way to the post office near here?..
* Organization : Teacher’s instructions…...

4. Find and underline the following directions in the 4. Find and underline the following directions
conversation. in the conversation.
– Ask Ss to work individually to find and underline the - T_ Ss
phrases used to give directions in the conversation. T - Listen carefully and learn how to do.
may move around the class to check if Ss do exactly
what is required and offer help when needed. - Ss do themselves. Give the answers
- Have Ss quickly match each direction with the
diagram. Check their answers as a class. If ss do not
understand the phrases, use the diagrams to work the
meaning out from the context. For weak classes, ask for Key:
translation to make sure they understand. With stronger 1. B 2. A 3. E 4.C 5. D
classes, T may wish to ask some additional questions,
e.g. Can you tell me the way to the post office near
here?, etc.
4. PRODUCTION/ APPLICATION ( 8’)
ACTIVITY 5:
Aim: To help Ss practice giving directions.
* Content: Practice giving directions. Playing Game. Find places
* Outcome: Give directions correctly.
* Organization : Teacher’s instructions…...

Teacher’s & Student’s activities Content

5. GAME- Find places 5. GAME- Find Places
– Demonstrate the game with a strong student. - T_ Ss
– Ask Ss to play the game in pairs. In weaker classes, - Listen to the instructions carefully then do the
work together with Ss first: asking about one or two tasks.
different places on the map and eliciting the answers.
Then when they know exactly what to do, ask them to
work in pairs. T may go around to observe and offer - Ask and answer
help if necessary.
– Invite some pairs to perform in front of the class. This
activity can be organized as a competition game. The
class is divided into teams A and B. Team A give
directions and Team B guess the place. If their guess is
correct, they get one point. Then change roles. The
group with the most points is the winner.

5. WRAP-UP & HOME WORK (2’)

– Ask one or two Ss to tell the class what they have learnt.
– Ask Ss to say aloud some words they remember from the lesson. If there is an overhead projector in the
classroom, show the dialogue, highlight the key words related to the topic. It would be helpful if T also
highlights in the dialogue the comparative adjectives and phrases of giving directions and tells Ss that they
will learn these language points in the following lessons
- Ask Ss to say aloud some words they remember from the lesson.
* HOMEWORK
- Read again the conversation on page 6.
- Do more exercises in workbook.
- Prepare new lessons.

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