- Week:

- Period:
- Date of planning:………/……./……
- Date of teaching:

EVERYBODY UP 2
Unit 06: HOME
Lesson 01: Things at Home.

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

- Talk about things at Home
- Talk about the location of things relative to one another.
- Use the words about topic Things at Home
- Vocabulary:
Things at Home: bed, bookshelf, table, sofa, clock, computer
Language
- Grammar:
+ Statements with prepositional phrases
● There’s a bed next to the bookshelf.
+ Questions with prepositional phrases
● Is there a bed next to the bookshelf?
🡪 Yes, there is. / No, there isn’t.
- Decision making
- Teamwork
- Problem-solving
Core competencies
- Integrity
- Communication
- Planning and organization.
Teaching methodology - Audio-lingual
- Blended learning
 - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
- Listening: Listen, point and say
General Competences - Oral communication: Say the new words.
- Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
Attributes - Diligence: complete learning tasks
- Honesty: tell the truth about feelings and emotions

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book pages 82 - 83 + Student’s book pages 52 - 53
+ Student’s book pages 52 - 53 + Crayon
+ Workbook + Pen / pencils / erasers
+ iTools + Workbook
+ Computer / Laptop / Phone
+ APP Unistart
+ Whiteboard
+ Projector Screen / TV
+ PowerPoint
+ Picture Cards 78–83, 84–89
- Warm-up and review
- Listen, point and say
III. - Listen and number.
PROCEDURE - Listen and say. Then practice
- Listen, ask and answer. Then practice.
- Look at B. Point, ask and answer.

Procedure Teacher’s activities Pupils’ Note

 activities
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes
- Greet the class and sing I Can! (Class CD 2, Track
08). Whole class
- Play Picture Pieces (Teacher’s Book pages 28–31) to
review Unit 5 language.
+ Slowly draw a Things at Home object (tree, rock, hill,
lake, river, or flower)
+ Saying What can you see?
+When they think they know what you’re drawing,
students call out I can see (a lake)!
- Elicit the language from Unit 5, Lesson 4:
What can you see?
I can see three spiders.
- Hold up Picture Cards 17–20 and elicit the names of
the Things at Home.
- Place the Picture Cards around the classroom and ask
the class to find the Things at Home: Can you see a
frog?

Activity A. Listen, point and say. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about Things at
Home
b. Input - Vocabulary on Unistart app
Things at Home: bed, bookshelf, table, sofa, clock, computer
- Listening Practice on Unistart app Unit 6 Everybody UP 2
“1. bed
2. bookshelf
 3. table
4. sofa
5. clock
6. computer”
c. Outcome - Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about Things at Home
d. Procedure - The teacher opens the Vocabulary section on the Whole class
Unistart app.
- The teacher selects the word to be learned and shows
the image of the word for the students to guess its
meaning.
- The teacher plays the mouth movement video of the
word so the students can observe and listen carefully.
- After showing and playing the word's mouth Individual
movement three times, the teacher asks the whole class
to pronounce it together. work
- The teacher calls three students to the front and has
them check their pronunciation using AI on the Unistart
app while displaying the screen.
- The teacher analyzes any pronunciation mistakes the
students make (if any) and corrects them.
- The teacher shows the phonetic transcription of the
word and reminds students of any issues they need to
focus on.
* Play a game: Flashcard Treasure Hunt
Step 1: Pair work

Open Unistart and display the new vocabulary words

for the lesson. Allow students 2 minutes to review and
memorize the pronunciation, spelling, and meaning of
the words.

Step 2:
Place all the vocabulary flashcards randomly on a table. Individual
Ensure that the cards are facing up so students can see work
the words.
 Step 3:
Students observe the arrangement of the flashcards and
remember their positions.

Step 4:
The teacher reads the meaning of a vocabulary word in
Vietnamese.

Step 5:
Students guess the correct position of the flashcard that
matches the given meaning.

Step 6:
The teacher checks the student’s pronunciation using
Unistart. If the pronunciation is correct, the student
receives a reward.

Activity B. Listen and number. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about Things at
Home.
b. Input - Using big picture on student’s book page 52.
- Listening Practice on Unistart app Unit 6 Everybody UP 2
“1. Leo: That’s my bed.
2. Mike’s mom: Oh no, Mike. Your new books are under the table!
3. Danny: Mike, your cat is under the sofa.
4. Mike’s dad: The clock is in the box.
5. Mike: Where’s my computer? Here! It’s on the table. Let’s play a
game!
6. Emma: The books are on the bookshelf. How many books?
 1-2-3-4-5. Five books.

c. Outcome - Students can repeat the sentences in two communicative contexts

(pictures) focusing on asking and answering about Things at Home
d. Procedure - Read this while pointing to the picture: - Whole class
+ This is Mike’s new home. - Individual
+ There’s a bookshelf, a bed, a sofa, a table, a clock, work
and a computer.
+ Wow! There are books under the table.
+ Is there a computer under the table? No, there isn’t.
+ There’s a computer on the table.
+ There are books in the bookshelf.
+ And there’s a cat playing under the sofa.
+ Is there a clock in a box? Yes, there is.
+ Look. Mike’s mom and dad aren’t watching TV.
+ They’re working! Look!
+ The two men are wearing blue caps and black boots.
- Listening Practice on Unistart app Unit 6 Everybody
UP 2
- Students listen and number the items in the picture.
- Check answers together.
- Invite students to talk about other things they see in
the picture.

Activity C. Listen and say. Then practice. (page 53)

a. Goal - To help present grammar and make language patterns more memorable.

b. Input - 6 pictures on student’s book page 53

- Class CD 2 track 24
- Transcript:
“There’s a bed next to the bookshelf.
Next to. There’s a clock next to the box.
 In front of. There’s a clock in front of the box.
Behind. There’s a clock behind the box.
There’s, There is
1. There’s a bed next to the bookshelf.
2. There’s a bookshelf behind the bed.
3. There’s a sofa in front of the table.
4. There’s a sofa behind the table.
5. There’s a clock next to the computer.
6. There’s a computer in front of the clock.”
c. Outcome - Students can use present grammar and make language patterns more
memorable.
d. Procedure - Introduce the new pattern: Whole class/
There’s a bed next to the bookshelf. Individual
- Present the contraction: There’s = There is work
- Use Picture Cards 84–89 to introduce the new
prepositions.
- Say the words.
-Students repeat. Individual
- Then demonstrate next to, in front of, and behind. work
- Direct students’ attention to the first grammar box on
page 53.
- Listening Practice on Unistart app Unit 6 Everybody
UP 2 Whole class
- Students listen and say along with Unistart Audio.
- Make a sentence: There’s a (clock) (next to) the (sofa).
- Students listen and arrange their own picture cards
accordingly.
- Then use Picture Cards 78–83 to demonstrate the
correct arrangement.
- Students practice the pattern, using their books.
 * Game: Pokémon
+ Teacher shows slide on the screen.
+ There is a question or a key word for students to
choose the correct answer among 3 choices.

Activity D. Listen, ask and answer. Then practice.(page 53)

a. Goal - To help present grammar and make language patterns

more memorable
b. Input - Listening Practice on Unistart app Unit 6 Everybody
UP 2
“Is there a bed next to the bookshelf? Yes, there is.
Is there a bed next to the bookshelf? No, there isn’t.
isn’t, is not
1. Is there a bed next to the bookshelf? Yes, there is.
2. Is there a table in front of the bookshelf? No, there
isn’t.
3. Is there a clock next to the computer? Yes, there is.
4. Is there a bookshelf behind the sofa? No, there isn’t.
5. Is there a table in front of the sofa? Yes, there is. - Whole class
6. Is there a clock next to the table? No, there isn’t.”
c. Outcome - Students can use present grammar and make language
patterns more memorable.
d. Procedure Introduce the pattern:
Is there a bed next to the bookshelf? - Work in
Yes, there is. / No, there isn’t. groups
- Present the contraction: isn’t = is not
- Direct students’ attention to the second grammar box
on page 53.
- Listening Practice on Unistart app Unit 6 Everybody - Chorally
UP 2
- Students listen, ask, and answer along with the CD.
 - Students practice the pattern in pairs, using their
books.

* Play the game: MINION Game

- T shows a slide on the screen
(Using powerpoint)
- Students raise their hands to choose the correct
answer.
- Students choose a or b to get their answer.

Activity E. Look at activity B. Point, ask and answer.

a. Goal - Practice new grammar and vocabulary

b. Input - A big picture in Activity B
c. Outcome - Students can practice grammar and vocabulary
carefully.
d. Procedure - Student pairs look at the big picture in Activity B and - Work in pairs
practice with the language pattern in the speech
bubbles, using the new vocabulary words.
- Communication/Creativity:
Direct students’ attention to the Everybody Up Friend.
Students use critical thinking skills to decide what they
want in their home.
Fun corner and wrap-up: 5 minutes
Game: Binoculars
- Student pairs state the locations of the things they see Individually
around the room, relative to each other: Work in groups
There’s an (eraser) (next to) the (pencil).
- Students can ask each other about the location of items Whole class
they see:
Is there a (table) (next to) the (bookshelf)?
Homework -Tell students that they must do homework on
+ Video:

 Read the vocabulary and sentences from today’s

lesson three times.
 Send the recording to the Zalo group.

+ Unistart App - Vocabulary:

 Complete the vocabulary pronunciation

exercises for today’s lesson.
 Pronounce each word three times to earn blue
stars on the app.

+ Unistart App - Exercises:

 Complete the first four exercises of today’s

lesson.

+ Prepare for the new lesson:

 The teacher will assign students the vocabulary

for the next lesson.
 Students will prepare in advance using the
Unistart app.
- Week:
- Period:
- Date of planning:………/……./……
- Date of teaching: ………/……/…….

EVERYBODY UP 2
Unit 06: HOME
Lesson 02: Room

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

- Ask and answer about the number of object in a room.
- Talk about items in room.
- Vocabulary:
Rooms: bedroom, bathroom, living room, kitchen
- Grammar:
Language + Statements about quantity and location
● There’s one bed in the bedroom.
● There are two beds in the bedroom.
+ Questions about quantity and location
● Are there two beds in the bedroom?
● Yes, there are.
● No, there aren’t.
Core competencies - Decision making
- Teamwork
- Problem-solving
- Integrity
- Adaptability
- Communication
- Motivation
 - Planning and organization.
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
- Listening: Listen and recognize the name of things at home, then
repeat
- Critical thinking: Talk about rooms
- Oral communication: Ask and answer the questions about things at
General Competences
home.
- Written communication: Read and complete
- Self-control & independent learning: Perform listening tasks
- Sociability: Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
Attributes - Diligence: complete learning tasks
- Honesty: tell the truth about feelings and emotions

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book pages 84 – 85 + Student’s book pages 54 - 55
+ Student’s book pages 54 - 55 + Crayon
+ Workbook + Pen / pencils / erasers
+ iTools + Workbook
+ Computer / Laptop / Phone
+ Unistart APP
+ Whiteboard
+ Projector Screen / TV
+ PowerPoint
+ Picture Cards 78–83, 87–90
+ Class CD2 Tracks 21–24
 - Warm-up and review
- Listen, point and say.
III. - Listen and say. Then practice.
PROCEDURE - Listen, ask and answer. Then practice.
- Sing.
- What about your home? Ask and answer.

Pupils’ Note
Procedure Teacher’s activities
activities
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes
- Greet the class.
- Then ask individual students questions about their Whole class
personal items:
(Joe), is there (an eraser) next to (your pen)?
- Elicit
Yes, there is.
No, there isn’t. Individual
- Review the conversation language from Unit 6,
Lesson 1:
+ Is there a table in front of the bookshelf?
🡪 Yes, there is.
- Students can practice their own conversations.
- Review prepositions.
- Use classroom realia to demonstrate in, on, under, next
to, in front of, and behind.
- Then ask individual students to arrange items for the
class to describe in full sentences:
The (notebook) is (under) the (table).
 * Play a game: Meaning Match-Up Mania
Step 1:
Divide the class into groups. Prepare slips of paper with
the meanings of the vocabulary words and
corresponding boxes for each group.

Step 2:
Play the pronunciation of the vocabulary words on
Unistart for the students to listen to.

Step 3:
Each group places the Vietnamese meanings of the
vocabulary words into their respective boxes based on
the pronunciation they heard.

Step 4:
The teacher checks the meanings and starts a 10-second
timer for students to check the pronunciation of the
words on Unistart.

Step 5:
The group that correctly pronounces each word 3 times
the fastest wins the game.

Activity A. Listen, point and say. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about rooms in
house.
b. Input - Picture cards 87 – 90 to introduce new vocabulary:
- Vocabulary on Unistart app Unit 6 Everybody UP 2
“1. bedroom
 2. bathroom
3. living room
4. kitchen”
c. Outcome - Students can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about rooms in house.
d. Procedure . - The teacher opens the Vocabulary section on the Whole class
Unistart app.
- The teacher selects the word to be learned and shows
the image of the word for the students to guess its
meaning.
- The teacher plays the mouth movement video of the Individual
word so the students can observe and listen carefully. work

- After showing and playing the word's mouth

movement three times, the teacher asks the whole class
to pronounce it together.
- The teacher calls three students to the front and has
them check their pronunciation using AI on the Unistart Pair work
app while displaying the screen.
- The teacher analyzes any pronunciation mistakes the
students make (if any) and corrects them.
- The teacher shows the phonetic transcription of the
word and reminds students of any issues they need to Individual
focus on. work

- Ask the class Where’s the living room?

- Students reply It’s (under) the (bedroom).
- Then rearrange the house.
- Listening Practice on Unistart app Unit 6 Everybody
UP 2
- Students listen, point, and say along with the CD.
- Students practice the words, using their books.
 * Play a game to review vocabulary: What’s behind
the Binoculars?”
- Teacher shows a slide on the screen.
(using powerpoint to play this game)
- Each slide features a different thing but you can only
see a part of them through the binoculars.
- Click to move the binoculars around, and then see if
you can guess the room.
- Click again to find out if you're right!

Activity B. Listen and say. Then practice.

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about rooms
- To help present grammar and make language patterns more memorable.
b. Input - Using big picture on student’s book page 54.
- CD 2 track 22
There’s one bed in the bedroom.
There are two beds in the bedroom.
There’s, There is
beds, clocks, chairs, sofas, bookshelves, tables
1. There’s one bed in the bedroom.
2. There are two clocks in the bedroom.
3. There’s one clock in the bathroom.
4. There are two chairs in the bathroom.
5. There’s one sofa in the living room.
6. There are two bookshelves in the living room.
7. There’s one table in the kitchen.
8. There are four chairs in the kitchen.
c. Outcome - Students can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about Things at Home.
 - Students can use present grammar and make language patterns more
memorable.
d. Procedure - Introduce the new pattern:
● There is + a/an/ one+ N(singular)+...
● There are + (>=2)+ N(plural)+...
+ There is one clock in the living room.
+ There’s one bed in the bedroom. - Whole class
+There are two beds in the bedroom.
+ There are two clocks in the living room. - Individual
- Present the contraction: There’s = There is work
- Direct students’ attention to the plurals in the box:
+ beds, clocks, chairs, sofas, bookshelves, tables.
- Remind students that adding –s to the end of a noun
makes it plural.
- Point out that –f at the end of a noun changes to –ves
in the plural. - Work in pairs
- Direct students’ attention to the grammar box on page
54.
- Listening Practice on Unistart app Unit 6 Everybody
UP 2
- Students listen and say along with the CD.
- Students practice the pattern, using their books.

* Play a quiz to review Grammar: A travel of small

bear.
- Teacher shows a slide on the screen.
- Teacher using PowerPoint.
- There is a picture and students say aloud a full
sentence.
- Students choose A, B, C or D to get the correct
answer.
Activity C. Students practice the pattern, using their books. (page 55)

- To help present grammar and make language patterns

a. Goal more memorable.
- Use grammar Are there / Is there … correctly.
b. Input - 4 pictures on Activity C, page 55.
- Class CD 2 track 23:
Are there two beds in the bedroom? Yes, there are.
Are there two beds in the bedroom? No, there aren’t.
aren’t, are not
1. Are there two beds in the bedroom?
Yes, there are.
2. Are there two sofas in the living room?
No, there aren’t.
3. Are there four chairs in the kitchen?
Yes, there are.
4. Are there four tables in the bathroom?
No, there aren’t.
c. Outcome - Students can present grammar and make language
patterns more memorable.
d. Procedure - Introduce the new pattern:
Are there two beds in the bedroom?
🡪 Yes, there are.
🡪 No, there aren’t.
- Direct students’ attention to the grammar box on page
55.
- Listening Practice on Unistart app Unit 6 Everybody
UP 2
- Students listen, ask, and answer along with the CD.
- Students practice in pairs, using their books.
 * GAME: Rabbit or Turtle
- Teacher shows a slide on the screen.
(using powerpoint)
- Students click on the rabbit or turtle when you choose
an answer.

Activity D. SING (page 55)

a. Goal - Sing the song correctly
b. Input - Show the slide about the song on student’s book page 55
- Listening Practice on Unistart app Unit 6 Everybody UP 2
“Are There Beds in the Bedroom?
Are there beds in the bedroom?
Yes, there are.
Are there chairs in the kitchen?
Yes, there are.
Are there bookshelves in the living room?
Yes, there are. (x4)
Are there bikes in the bedroom?
No, there aren’t.
Are there sofas in the kitchen?
No, there aren’t.
Are there beds in the bathroom?
No, there aren’t. (x4)
(x2)”
c. Outcome - Students easy to come up with appropriate gestures or dances to
accompany the song on this lesson.
d. Procedure - Have students look at the pictures and name the Whole class/
objects they see. Individual
- Read the song lyrics with the students. work
- Listening Practice on Unistart app Unit 6 Everybody
UP 2
 - Students listen and sing along with the CD.
- Students sing the song again, nodding or shaking their
heads with the answers.

Activity E. What about your home? Ask and answer.

a. Goal - To help practice making sentences using the language

pattern.
b. Input - Grammar pattern.
c. Outcome - Children can practice making sentences using the
language pattern.
d. Procedure - Student pairs ask and answer questions about the items - Chorally
in their own homes, using all Lesson 2 vocabulary and
the language pattern in the speech bubbles:
Are there two beds in your bedroom?
Yes, there are.
* Creativity/Communication:
- Direct students’ attention to the Everybody Up Friend.
- Students use creativity skills to draw their bedroom. - Individually
- Then they communicate by talking about their drawing
with a friend.

Fun corner and wrap-up: 5 minutes

Game: Find Someone Who
- Students walk around the class, ask different Whole class
classmates yes/no questions, and write the names of
students who answer Yes.
- Students try to be the first to ask all the questions and
come to you to show you their findings.
- Students ask classmates about their rooms,
(Are) there (two) (beds) in your (bedroom)?
-The goal is to collect three Yes answers.
Homework  Video:

 Read the vocabulary and sample sentences from

today’s lesson three times.
 Send the recording to the Zalo group.

 Unistart App - Vocabulary:

 Complete the vocabulary pronunciation

exercises for today’s lesson.
 Pronounce each word three times to earn blue
stars on the app.

 Unistart App - Exercises:

 Complete the next four exercises of today’s

lesson, achieving at least 80 points on each.

 Unistart App - Listening Practice:

 Practice listening to the audio from today’s

lesson twice.

 Prepare for the new lesson:

Listen to the audio for the upcoming lesson in advance.

- Week:
- Period:
- Date of planning:………/……./……
- Date of teaching:

EVERYBODY UP 2
Unit 06: HOME
Lesson 03: Story

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

- Develop their reading skills.
- Build their listening skills.
- Conversation
Language + Cleaning up after yourself
+ The living room’s messy!
+ Let’s clean up.
+OK.
- Value: Be helpful.
- Decision making
- Teamwork
- Problem-solving
Core competencies
- Integrity
- Communication
- Planning and organization.
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
 - Listening: Listen, point and say
General Competences - Oral communication: Say the new words.
- Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
Attributes - Diligence: complete learning tasks
- Honesty: tell the truth about feelings and emotions

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book pages 86 - 87 + Student’s book pages 56 – 57
+ Student’s book pages 56 - 57 + Crayon
+ Workbook + Pen / pencils / erasers
+ iTools + Workbook
+ Computer / Laptop / Phone
+ Unistart APP
+ Whiteboard
+ Projector Screen / TV
+ PowerPoint
+ Class CD2 Tracks 12, 25–28
- Warm-up and review
- Talk about the pictures. Then listen and read.
- Listen and number.
III.
- Sing
PROCEDURE
- Listen and say. Then act.
- Wrap up and homework.

Pupils’ Note
Procedure Teacher’s activities
activities
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes
- Greet the class and sing We’re Playing! (Class CD2
Track 12). Whole class
- Review Unit 6, Lesson 2.
+ Draw a four-room house on the board
( living room, bedroom, kitchen, bathroom.)
+ Include at least one item in each room
( bookshelf, table, bed, computer, sofa, clock).
+ Elicit descriptive sentences from the class
(There is a sofa in the living room.)
- Or ask questions about the items in the rooms
(Are there two sofas in the living room?) and elicit
answers.

* Play a game: PASS THE BOMB

- Play as a class, or in groups using the slide on
powerpoint.
- Teacher shows a picture on each slide.
- Students from each team pass a mini board and a
marker / a piece of chalk.
- When the bomb explores, the students with the board
quickly write the word, raise the board and say aloud
the answer.
- The first correct answer = 2 points
- The other correct answer = 1 point
- Teacher clicks the spacebar on the keyboard to run the
clock.
- Teacher click on Waldo to reveal the answers.

Activity A. Talk about the pictures. Then listen and read.

a. Goal - To correctly say the character names and use words or phrases to
cleaning up after yourself.
b. Input - Pictures on Student’s book page 56.
- Listening Practice on Unistart app Unit 6 Everybody UP 2
Surprise!
Emma: The living room’s messy!
Ann: Let’s clean up.
Emma: OK.
Emma: There’s a sock on the sofa!
Ann: There are books under the table!
Emma’s mom: What are they doing?
Emma’s dad: I don’t know.
Emma and Ann: Surprise!
Emma’s dad: Wow!
Emma’s mom: Thank you!
c. Outcome - Children can say the character names and use words or phrases to
cleaning up after yourself.
d. Procedure - Pre-teaching stories using the illustrations is a fun and Whole class
helpful way to get students ready to read and understand
the story.
- Step 1 has students look at each frame and name the
people or objects they see. Whole class
- Step 3 has students say what they think might be Whole class/
happening in each frame. Individual
- Next, students listen to the audio recording of the work
story. Then read the words aloud with the students. Pair work
- Each story ends with a value. Individual
- Direct students’ attention to it and play the track again. work
- If desired, discuss the value with the class.
- Students look at the pictures and name the characters,
colors, feelings, objects, and clothes.
 - Students say what they think could be happening.
- Play Class CD2 Track 25.
- Students listen, point, and read along with the CD.
- Read the story aloud with the students.
- Then direct students’ attention to the value Be helpful
and play the track again.
- Students listen and read along.

* Play the game: Going Camping

- Teacher shows a slide on the screen.
(using powerpoint)
- Students choose the correct answer by choosing A, B,
C or D.
- Students raise the hands to answer the question.

Activity B. Listen and number. (page 57)

a. Goal - Ask and answer questions correctly.

b. Input - 4 pictures on Activity B.

- Listening Practice on Unistart app Unit 6 Everybody UP 2
- Transcript:
1. The living room’s messy!
2. There’s a sock on the sofa!
There are books under the table!
3. I don’t know.
4. Surprise!
c. Outcome - Students can listen ask and answer questions correctly.

d. Procedure - Students look at the picture and say what they think is - Whole class
happening.
- Listening Practice on Unistart app Unit 6 Everybody
UP 2
 - Students listen and number the pictures. - Individual
- Play the track again so students can check their work. work
- Answer Key
+ From left to right: 4, 1, 2, 3

Activity C: SING.

a. Goal - Sing the song correctly

b. Input - Listening Practice on Unistart app Unit 6 Everybody

UP 2.
Let’s Clean Up
The living room’s messy!
Let’s clean up.
OK! (x2)
We have fingers. We have hands.
We can clean up. Yes, we can.
The living room’s messy!
Let’s clean up.
OK!
Bathroom.
The bathroom’s messy!
Let’s clean up.
OK! (x2)
We have fingers. We have hands.
We can clean up. Yes, we can.
The bathroom’s messy!
Let’s clean up.
OK!
Bedroom.
The bedroom’s messy!
Let’s clean up.
 OK! (x2)
We have fingers. We have hands.
We can clean up. Yes, we can.
The bedroom’s messy!
Let’s clean up.
OK!
c. Outcome - Students can sing the song correctly.
- Students come up with appropriate gestures or dances
to accompany each song.
d. Procedure - The songs in Everybody Up are a fun way to practice
new grammar and vocabulary (Lesson 3) and functional
conversation language (Lesson 3).
- Before playing the audio recording of a song, pre-
teach the song using the illustration and lyrics. - Chorally
- Students look at the pictures and guess what the
people are saying.
- Read the song lyrics with the students.
- Play Class CD2 Track 27.
- Students listen and sing along with the CD. - Individually
- Students hold up their fingers and hands as they sing
We have fingers. We have hands.

Activity D. Listen and say. Then act.

a. Goal - Ask and answer questions about cleaning up after yourself.

- Provide students with useful language that can be used frequently
throughout this lesson.
b. Input - 3 pictures on student’s book page 57.
- Listening Practice on Unistart app Unit 6 Everybody UP 2
1. The living room’s messy!
Let’s clean up.
OK.
 2. The bathroom’s messy!
Let’s clean up.
OK.
3. The classroom’s messy!
Let’s clean up.
OK.
c. Outcome - Pupils can ask and answer questions about cleaning up after yourself
correctly.
d. Procedure - Listening Practice on Unistart app Unit 6 Everybody Whole class/
UP 2 Pairs work
-Student pairs listen and say along with Unistart Audio.
- Students act out the conversation, using gestures
related to the situations in the pictures.
* Critical Thinking: Individual
- Direct students’ attention to the Everybody Up Friend. work
- Students use critical thinking skills to think about
places they clean up.
Whole class
Fun corner and wrap-up: 5 minutes
Game:
- Divide the class into four groups. Whole class
- Group 1 reads Emma.
- Group 2 reads Ann.
- Group 3 reads Emma’s mom.
- Group 4 reads Emma’s dad. Individually
- The class reads the story aloud.

* Act out A New Story

- Work in
- Put students in groups of four.
groups
- Each group creates a new story and acts it out for the
class.
 - Stories should demonstrate the value Be helpful.
Homework  Video: - Individual

 Read the vocabulary and sample sentences from

today’s lesson three times.
 Send the recording to the Zalo group.

 Unistart App - Conversation:

 Complete the conversation exercise and achieve

100 points.

 Unistart App - Listening Practice:

 Practice listening to the audio from today’s

lesson twice.

 Prepare for the new lesson:

 Listen to the audio for the upcoming lesson in

advance.
- Week:
- Period:
- Date of planning:………/……./……
- Date of teaching:……../……../…….

EVERYBODY UP 2
Unit 06: HOME
Lesson 04: Numbers

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

- Ask and answer about number of objects.
- Grammar:
+ Questions with how many
● How many pencils are there?
● There are 24 pencils.
- Vocabulary
Numbers: zero, one, two, three, four, five, six, seven, eight, nine,
ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
Language
eighteen, nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty,
ninety, one hundred

* School Subject Connection: Math

- Lesson 4 is a cross-curricular lesson with a connection to math.
- Students will learn numbers above 12.
- Before introducing the new vocabulary, practice numbers 1–12.
- Have students practice counting forwards and backwards with
small objects.
Core competencies - Decision making
- Teamwork
 - Problem-solving
- Integrity
- Adaptability
- Communication
- Motivation
- Planning and organization.
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
- Listening:
- Critical thinking
General Competences - Oral communication:
- Written communication:
- Sociability: Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
- Diligence: complete learning tasks
Attributes
- Responsibility: appreciate kindness
- Honesty: tell the truth about feelings and emotions

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

+ Teacher’s book pages 88 – 89 + Student’s book
+ Student’s book pages 58 – 59 + Crayon
+ Workbook + Pen / pencils / erasers
+ iTools + Workbook
+ Computer / Laptop / Phone
+ Unistart APP
+ Whiteboard
+ Projector Screen / TV
 + PowerPoint
+ Picture Cards
Level 1 38–49, Level 2 91–108
+ Class CD2 Tracks 29–3
+ Unit 6 Video and Poster,
Numbers

- Warm-up and review

- Watch the video
- Listen, point and say.
- Listen, ask and answer. Then practice.
III.
- Count and write. Then listen and check.
PROCEDURE
- Look at D. Ask and answer.
- What about your classroom? Make a chart. Ask and answer.
- Look at the poster. Talk about it.
- Wrap – up and homework.

Pupils’ Note
Procedure Teacher’s activities
activities
Warm-up and review:

- Greet the class.

- Then have students greet their classmates and hold Whole class
short conversations about the items on their desks:
I have (one eraser) on my desk.
What do you have?
- Review the Unit 6, Lesson 3 conversation language:
The living room’s messy. Individual
Let’s clean up.
- Review numbers 1–12 using Everybody Up Level 1
Picture Cards 38–49
 * Play a game: Counting to 20 Bees.
- Teacher shows a slide on the screen.
( using powerpoint Unit 3 Lesson 4)
- Each slide shows a different number of bees in the
nest.
- Carefully, count how many there are.
- Then, click on the correct number.

Activity A. Watch the video. (page 58)

a. Goal - See and hear language and vocabulary in a rich visual, real-world
context.
b. Input - Unit 06 Video and Poster, Numbers.
Look! It’s Jeremy and Julian! What are they doing?
They’re playing with their family.
Where are they playing? They’re playing at home.
It’s a big house!
Julian and Jeremy are in the living room.
There’s a sofa, a chair, and a TV.
Dad and Grandfather are in the sitting room.
They are reading the newspaper.
There’s a table and two chairs.
Grandma is in the kitchen. She’s cooking.
There’s an oven and a microwave.
Dad is behind the house. It’s messy!
There are lots and lots of toys.
Look! It’s Gerald. His bike is next to the table.
Gerald likes his bike.
Look! It’s all of the family!
What are they doing? They’re eating.
How many people are in your family?
c. Outcome - Pupils can see and hear language and vocabulary in a rich visual, real-
 world context.
- Students may encounter new words in the videos.
- These words appear in blue throughout the video scripts.
d. Procedure - Before you watch: - Chorally
+ Tell the class they are going to watch a video about
what a family is doing in different parts of their house.
- Play the video. - Individually
- See Video Scripts on Teacher’s Book pages 116–117.
- Play the video again.
- Pause the video and ask students questions about what
Jeremy and Julian are doing with their family in - Work in
different parts of their house: groups
+ What are Dad and Grandfather doing?
+ What does Gerald like?
+ How many people are in this family?

B. Listen, point, and say.

a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about number.
b. Input - Vocabulary:
- Picture Cards 91 – 108
- Listening Practice on Unistart app Unit 6 Everybody UP 2
“- zero, one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve
- thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty,
- twenty-five, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred”
c. Outcome - Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about number
d. Procedure - Use Picture Cards 91–108. - Whole class
- Continue until students can produce the words on their - Individual
own. work
 - Link the language. - Work in pairs
- Combine Level 1 language with the new vocabulary.
- Draw different numbers of shapes on the board and
ask the class
How many (squares)?
- Elicit (Nineteen) (squares).
- Listening Practice on Unistart app Unit 6 Everybody
UP 2
- Students listen, point, and say along with the CD.
- Students practice counting in 2s, 5s, and 10s.
- Write the numbers on the board.
- Students say the numbers aloud together.

* Play a game: Counting Basketball Challenge.

- Teacher shows a slide on the screen.
- Click on the basketball hoop with the correct answer
for each question.
- Shoot the ball into the correct hoop to answer the
question.

* Game 2:
- Teacher divides class into 2 teams
- Call every students in each team to read the number
(teacher point)
- Count the numbers of each team. Which team has
more numbers, is the winner.

Activity C. Listen, ask and answer. Then practice.

a. Goal - To help present grammar and make language patterns more memorable.
b. Input - Show the slide about the song on student’s book page 58.
 - 4 pictures on page 58.
- Class CD 2 track 30:
- Transcript:
How many pencils are there? There are 24 pencils.
1. How many pencils are there? There are 24 pencils.
2. How many markers are there? There are 18 markers.
3. How many crayons are there? There are 64 crayons.
4. How many cards are there? There are 52 cards.
c. Outcome - Students can practice grammar and make language patterns more
memorable
d. Procedure - Introduce the new pattern: Whole class/
How many pencils are there? Individual
There are 24 pencils. work
- Play Class CD2 Track 30.
- Students listen, ask, and answer with the CD.
- Then, students practice in pairs.

Activity D. Listen and circle (Student Book page 59)

a. Goal - To practice count the numbers. - Whole class

b. Input - 2 pictures on Activity D, page 59.
- Class CD 2 track 31 - Chorally
“1. How many red pencils are there?
There are eight red pencils. - Works in pair
How many blue pencils are there?
There are sixteen blue pencils. - Work in
How many yellow pencils are there? groups
There are nine yellow pencils.
How many pencils are there?
Eight plus sixteen plus nine equals thirty-three.
There are thirty-three pencils.
 2. How many pink books are there?
There are ten pink books.
How many orange books are there?
There are seven orange books.
How many green books are there?
There are eleven green books.
How many books are there?
Ten plus seven plus eleven equals twenty-eight.
There are twenty-eight books.”

c. Outcome - Students can practice count numbers.

d. Procedure - Students look at the pictures and name the objects and
colors they see.
- Students count the number of pencils and books, write
the numbers on the appropriate lines, and then add the
numbers together.
- Play Class CD2 Track 31.
- Students listen and check their answers.
- Play the track again so students can check their work.
- Answer Key
1. 8 red pencils + 16 blue pencils + 9 yellow pencils =
33 pencils
2. 10 pink books + 7 orange books + 11 green books =
28 books

* Play a quiz to review vocabulary: Counting in 10s

- Teacher show a slide on the screen.
- Students count in 10s from Any number.
- Students count to find the total.
Activity E. Look at D. Ask and answer.
a. Goal - To understand and correctly repeat the sentences in
two communicative contexts (pictures) focusing on
asking and answering about numbers.
b. Input - Use pictures on Activity D.
c. Outcome - Students can practice present grammar and make
language patterns more memorable.
- Students can understand and correctly repeat the
sentences in two communicative contexts (pictures)
focusing on asking and answering about numbers.
d. Procedure - In pairs, students look at the big picture in Activity D
and practice the language pattern in the speech bubbles:
How many red pencils are there?
There are eight red pencils.

Activity F. What about your classroom? Make a chart. Ask and answer.

a. Goal - To count and find thing around the classroom.

b. Input - Classroom objects.
c. Outcome - Students can find the number of objects in the
classroom.
d. Procedure - Student pairs look around the classroom. - Work in pairs

- They take turns asking and answering about the

number of objects in the classroom.
Activity G. Look at the poster. Talk about it.
a. Goal - Reinforce and extend students’ knowledge of the
vocabulary, language patterns, and concepts covered in
each unit’s cross-curricular lesson, Lesson 4.
b. Input - A poster on Teacher’s Book page 118.
* Image Descriptions
1. Bookcase with toys: 1 clock, 4 animal toys, 3 trucks,
1 car, 4 small balls, 1 picture, 3 paint jars, 7
paintbrushes, 1 puzzle, 5 stuffed animals, 5 big balls.
 2. School supplies: 3 notebooks, 1 sticky note, 24 paper
clips (5 blue, 4 pink, 3 green, 6 white, 3 red, 2 yellow),
1 scissor, 7 colored pencils, 2 pencil sharpeners, 1 paint
brush, 10 paint colors
3. Drying laundry: 18 shirts, 11 towels, 6 shorts, 3
pants, 4 socks, 1 dress
4. Bowl of fruit: 5 oranges, 3 apples, 4 bananas, 5
peaches, 30 grapes, 20 cherries
c. Outcome - Student can extend their knowledge of the vocabulary,
language patterns, and concepts covered in each unit’s
cross-curricular lesson, Lesson 4.
d. Procedure - Students identify familiar objects in the poster images.
- See Teacher’s Book page 118 for poster information.
- Students talk about the poster using the speech
bubbles as a model.

* Critical Thinking/Creativity:
- Direct students’ attention to the Everybody Up
Friend.
- Students watch the video and use critical thinking to
decide how many family members there are and what
they’re doing.

Fun corner and wrap-up: 5 minutes

Game: Vocabulary Showdown

Step 1: After completing one or more units, open Whole class
Unistart to review and practice vocabulary, focusing on
pronunciation and any words that are still unclear.

Step 2: Arrange students in a circle or a U-shape to

 ensure everyone can see and hear each other.

Step 3: The teacher announces a specific Unit topic

(e.g., ""Daily Activities,"" ""Colors,"" etc.).

Step 4: Students take turns saying vocabulary words

related to the announced topic. Each student has a
maximum of 10 seconds to respond with a correct word.

Step 5: Students are eliminated if they:

Exceed the 10-second time limit.

Provide a word that is off-topic.
Mispronounce a word.
Repeat a word that has already been mentioned.
Step 6: The last student remaining who has not been
eliminated is declared the winner.

Step 7: Review any eliminated words or pronunciation

errors with the class to reinforce learning and correct
any misunderstandings.

Step 8: Celebrate the winner and provide feedback on

the vocabulary used.

Homework  Video:

 Read the vocabulary and sample sentences from

today’s lesson three times.
 Send the recording to the Zalo group.

 Unistart App - Vocabulary:

 Complete the vocabulary pronunciation

 exercises for today’s lesson.
 Pronounce each word three times to earn blue
stars on the app.

 Unistart App - Exercises:

 Complete the next four exercises of today’s

lesson, achieving 100 points on each.

 Prepare for the new lesson:

 Review vocabulary, conversation, and exercises

from all sections on Unistart app, ensuring 100
points are achieved in each.