Lesson plan 8

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Week 3:

Unit

2 :

MAKING ARRANGEMENTS

Date :
Period 7: Lesson1: Getting started- Listen and read

1. Objectives : By the end of the lesson, Ss will be able to know steps to make
arrangements on telephone

2.. Language Contents :

 Vocabulary: directory, answering machine, fax machine, a bit far from
 Grammar : Simple Present Tense, Present Continuous Tense

3. Techniques : Q & A, Matching, pairwork, groupwork
4. Teaching aids : pictures, textbook, sub board, cassette player
5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm up _ T has Ss look at the book (Getting
started) and match each object with its
name

* Feedback

(?) When do you use this thing?
* Feedback

a/ To leave and take messages

b/ To make a phone call to anywhere we like
c/ To send fax

d/ To find someone's telephone number
e/ To make a phone call when we have no a
telephone

f/ To write and address and telephone
numbers

_ T helps Ss practise 6 new words

Look at the book &match
each object with its name
Read the name of each
object aloud

As the Qs (groupwork)
Each group gives an answer

Practise reading new words

Presentation _ T helps Ss review expressions when
speaking on the phone

[Can I speak to …, please?/ … speaking./
Wait a minute./ Hold on …]

_ T : "Hoa and Nga are talking on the phone.
Let's listen and read the dialogue to find out
what they call for."

(?) Who calls who? What to call for?

Review some expressions

Listen to the teacher
Answer the questions
_ T helps Ss review some structures

+ What would you say if you want to know
where people show the film?

+ How do you say" Is 6:30 all right?" in 
Vietnamese?

+ How do you say" a bit far from" in 
Vietnamese?

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_ T asks Ss to look at the dialogue and
read the sentence " I'm using my cousin's
bike tonight."

(?) Is Hoa using her cousin's bike now?
* Sometimes the Present Continuous
Tense express an action in the future
_ T asks Ss to look at another sentence
" I'm going to see the movie Dream city …"
and Answer the question

(?) What does "be going to + inf."
express?

_ T has Ss listen to the tape and repeat

_ No, she isn't.

_ To express ana intension
Listen and repeat

Practice: _ T asks Ss to to practise the dialogue
with a partner

* Feedback

_ T has Ss read the dialogue again and do
exercise 2 in the book

_ T asks Ss to share their answers with
another pair

* Feedback

_ T has Ss give steps when making an
arrangement

* Feedback

pairwork

3 pairs read the dialogue
aloud

Read the dialogue and do
Ex.2

Share the answers

6 pairs read the Qs and As
aloud

Find out steps to make an
arrangement on the phone
pairwork

One group shows their steps
on the board and the others
correct if necessary

Summary

Homework

+ To make the phone

+ To ask for permision to speak to your 
friend and to introduce yourself

+ to invite your friend to do sth

+ To arrange the meeting place and the 
time ( if there still is a lot of time)

_ T asks Ss to make an arrangement with
a friend on the phone

+ Practise reading the dialogue and
remember steps to make an arrangement
on the phone

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Week 3:

Unit

2 :

MAKING ARRANGEMENTS

Date :

Period 8: Lesson2: SPEAK and LISTEN

1. Objectives : By the end of the lesson, Ss will be able to know how to male
arrangements on the phone and write a message from a conversation

2.. Language Contents :

 Vocabulary: message (n)

 Grammar : Simple Present Tense, Simple Past Tense

3. Techniques : pairwork. groupwork. Q & A. Ordering, role play
4. Teaching aids : pictures, textbook, sub board, cassette player
5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1/ 
Pre-speaking

* Set the scene:

_ T asks Ss to review steps to make an

arrangement on the phone Review steps to make an arrangement on the phone
* Set the topic

" Today we are going to study how to make an
arrangement on the phone"

_ T has Ss read sentences in exercise 1 and
Answer the questions:

(?) Who made the call? What to call for?
_ T asks Ss to do Ex.1/20 and to share the
answers with another group

* Feedback ( _ T has Ss write the answers on
the board and T chooses the correct answer)

G1 G2 G3 G4

1 b b b b

… 11

Read Ex.1 and Answer the
questions

groupwork

each group shows their
answer on the board
1 – b/ Hello.9 210 752
_ T has Ss practise the conversation

* Feedback Practise readingPw. (closed/ open pairs)
* Set the task

_ T shows picture in exercise 2 and asks:
(?) What are they doing?

T:"Ba and Bao like playing chess together.
Now Bao is making a call to ask Ba to play
chess. Look at the dialogue in the book and
complete the dialogue."

Answer the questions
_ They are playing chess.
Complete the dialogue
pairwork (share the
answers)

2/ 
While-speaking

_ T has one pair read the dialogue aloud
and the rest of the class remark.

_ T helps Ss correct mistakes

_ T asks Ss to practise the dialogue with a
partner

A pair reads/The others
listen & remark

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* Feedback 3 pairs read the dialogue

Post-speaking _ T asks Ss to make an arrangement to seethe film" Harry Poster" at Mini movie
theater at 7:00.

* Feedback

pairwork

3 pairs show their

comversation before class.

Pre-listening
* Set the
scene:
* Set the

topic

Sometimes you call someone but he/ she
is out. What would you do?

_ T shows the message to Ss

LAM SON HIGH SCHOOL

Date: Thursday Time: 8:00
For: The form teacher of the class 8A

Message: Mr Nam wanted to see you at 9:00
on Thursday.

Tel. number: 513 874

(?) When did Mr Nam make the call?
(?) Could he talk to the form teacher of the 
class 8A?

(?) Who did Mr Nam want to meet at 9:00 
on Thursday?

(?) What is Mr Nam's phone number?

Look at the message

Answer the questions
_ At 8:00 on Tuesday
_ No, he couldn't.

_ The form teacher of the 
class 8A.

_ 513 874
* Set the

task _ T has Ss look at the message in the book(?) Who received this message?
_ T:"Today a woman phoned the principal,
but he was out. The woman left the message
to him. Now llisten to the conversation
between the woman and his secretary and
complete the message."

Look at the message
Answer the questions

While-listening _ T asks Ss to listen to the tape and complete the message in the book, then
asks 2 Ss to write on the board

* Feedback ( _ T has Ss look at 2 messages
on the board and compare with their owns. If
there is sth different, asks them to listen to the
tape again to find out the correct answers.)

Listen to the tape and
complete the message in
the book

pairwork (share the As with
another pair)

Post-listening

If there is still time , T has Ss listen to
another conversation and write a message
Summary

Homework

 Ss retell what they've just studied
Phone your friend to make an

arrangement to go swimming on Sunday
morning

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Week 3:

Unit

2 :

MAKING ARRANGEMENTS

Date :

Period 9: Lesson3 : READ

1.

Objectives : By the end of the lesson, Ss will be able to know more about the
inventor of telephone

2.

Language Contents :

 Vocabulary: (v) emigrate, experiment, transmit, conduct, demonstrate
(n) deaf-mute, assistant, device, exhibition

(a) countless, commercial
 Grammar : Simple Past Tense

3. Techniques : Q & A, Matching, Ordering

4. Teaching aids : pictures, cards, textbook, sub board
5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Pre-reading
* Set the

scene

_T: “These are inventors and these are
their inventions. Please match one name
with his invention.”

A B

Thomas Edison Television
Jonh Logie Baird Ball-point pen
Alexander Graham Bell Telephone
Laszlo Biso Electric light bulb

* Feedback

Matching
groupwork

* Set the

topic _ T shows the picture of A.G.Bell(?) What did he invent?
(?) When did he invent telephone?
(?) When and where he was born?
_ T writes the answers on the board
_T: “Let’s read the text about A.G.Bell to
check the answers”

_ T has Ss read new words aloud

Look at the picture
Answer the questions

 Pre- teach vocab
 emigrate (v)

[Ex. go to another country to live]
 deaf- mute (n)

[Ex. a person who can’t hear or speak]
 experiment (v/n) [T]

 transmit (v) [T]

 assistant (n) [Ex. helper]
 conduct (v) [T]

 device (n) [Ex. machine]

 demonstrate (v) [Ex. perform, show]

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 countless (a)

[Ex. Do you know how many leaves are 
there in the tree?Can you count them 
all? No, the leaves in the tree are 
countless./ Your hair is also countless.]
 exhibition (n) [T]

_ T helps Ss practise reading vocab
* Comprehension check

_ T has Ss complete the following
sentences

1/ In Chemistry classes we often conduct a
lot of ___.

2/ I can’t find him on the beach, there are
___ people there.

3/ Kari Max was born in Germany, but he
___ to England in 1847.

4/ A ___ is a person who can’t hear and
speak.

5/ People often ___ the World Cup on TV
to every country in the world.

6/ A lot of big companies introduce their
products in this ___.

* Feedback

Practise reading the vocab
Complete the sentences
groupwork

* Set the

task _ T has Ss compare their answers with the information in the text

+ What?Telephone/ When?  In 1876

+ When/ Where to be born?

Edinburgh, on March 3 rd, 1847

_ T asks Ss to read the text again and to
do exercise 1 in the book

* Feedback

Read the text and compare the
answers with the information
in the text

pairwork (share)
Each group reads one
sentence, says T/F, and says
the correct answer if False

While-reading _ T asks Ss to read the text again and to do exercise 2
 Feedback

G1 G2 G3 G4

1/ d ñ ñ ñ

2/ e a a e

...

groupwork

(share the answers with
another group)

d/ was born in Scotland
e/ went to live in Canada
Post-reading _ T has Ss put subjects or conjunctions

before sentences to combine them into a
text

 Feedback

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Summary
Homework

“ Alexander Graham Bell was born in 
Scotland, He went to libe in Canada and 
then went to live in the United States. He
...”

_ T asks some Ss to tell about A.G.Bell
+ Write a paragraph about A.G.Bell

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Week 4:

Unit

2:

MAKING ARRANGEMENTS

Date :

Period 10: Lesson4: WRITE

3.

Objectives : By the end of the lesson, Ss will be able to write a message from a
paragraph/ a dialogue or a paragraph from a message

4.

Language Contents :

 Vocabulary: (n) furniture delivery

 Grammar : Simple Present Tense, Simple Past Tense

3. Techniques : pairwork, groupwork, Completeing
4. Teaching aids : pictures, textbook, sub board, cards
5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1/Pre-writing
* Set the

scene

(?) What do you do if you want to buy a 
desk, a bed, a cupboard ...?

_T: “ Nowadays we can buy sth by using
telephone, e-mail ...Mrs Lien wanted to buy
some furniture, she called Mr Ha at Thang
Loi Delivery Service, but he was out. So
she left a message for him. Now we read
the message and complete the exercise 1”

_ Go to a shop/ Telephone a 
shop and ask them to bring it 
to our house ...

Listen to the teacher

Read the message and complete
the passage

groupwork (share the answers
with another group)

* Set the

task * Pre- teach vocab delivery service (n)
 customer (n)
 reach (v)

Listen and repeat

_ T gives Ss 8 cards and asks them to
write the information to complete the
passage on the board

* Feedback

Complete the passage on the
board

2/

While-writing _ T asks Ss :(?) How many details must we get to write
a message? What are they?

Answer the questions

_ 5 details:

1/ Date
2/ Time
3/ Receiver

4/ Content of the message
5/ Writer of the message

_ T has Ss read the dialogue in the
exercise 2 and answer the Qs for details
(?) When did the customer phone the Thanh
Cong delivery Service?

(?) At what time?

(?) Who received the message?

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(?) What did Mr Nam call about?
When did he want Mr Van call him?

(?) Who took this message?

_ Mr Nam called about his
stationary order. He wanted
Mr Van to call him at 8 634
082.

_ Mr Toan

_ T asks Ss to underline 5 details in the
message

_ T has Ss write the telephone message
in exercise 2 by using 5 underlined
details

 Feedback

Correct the message on the board

Underline 5 details
Writing

pairwork (share)

3/

Post-writing (?) Do you often play sport/ go to the movie/ go swimming... with your friends?

“ Today Tom phoned Nancy to ask her to
play tennis this afternoon, but she was oout.
Now we read the dialogue betwwen Lisa and
Tom to help Lisa write a message for Nancy.
Before writing, let’s underline necessary
information in the dialogue”

Answer the questions
Listen to the teacher

Read the dialogue and
underline necessary
information (pairwork)
[Nancy/ Tom play tennis this
afternoon, come over to pick
her up, at 1:30/ Lisa]

_ T asks Ss to write a message for Nancy
( T gives Ss handouts – 2 Ss write a
message on the board)

 Feedback

Correct the message on the board

pairwork

Share the message with
another pair

Homework + Write the message Lisa writes for
Nancy in their exercise notebooks

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Week 4:

Unit

2:

MAKING ARRANGEMENTS

Date :
Period 11: Lesson5: LANGUAGE FOCUS

5.

Objectives : By the end of the lesson, Ss will be able to talk about intentions with
“be going to” and use some adverbs of place in right contexts

6.

Language Contents :

 Vocabulary: (n) fishing-rod

(adv. of place) outside, inside, here, there, upstairs, downstairs
 Grammar : Structure: Be going to + inf.

3. Techniques : Q & A, pairwork, groupwork, Completing, Matching
4. Teaching aids : pictures, cards, textbook, sub board

5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm up  Matching game:
( T shows 6 pictures:

1/ movie ticket 2/ fishing rod
3/ novel 4/ present
5/ material 6/ tent

and 6 phrasal verbs:

make a dress go fishing
give someone a birthday present
go camping read a novel
go to see a movie)

(?) What do you use these things to do?
* Feedback

Matching pictures with verbs
groupwork

P1 => go to see a movie
P2 => go fishing

P3 => read a novel

P4 => give some a present
P5 => make a dress
P6 => go camping

Activity 1 _ T asks:

(?) If Nga has a movie ticket, what is she
going to do?

(?) Yesterday Nam and Lan borrowed 
some tents. What are they going to do?
_ T has Ss do exercise 1 in the book
* Feedback

_ T corrects Ss’ mistakes

Answer the questions

_ She is going to see a movie.
_ They are going to go
camping.

Do Ex.1 (pairwork)
5 Ss read sentences
_ T has one S write sentences a and b

on the board, others say the corrrect
sentences again

* Underline “be going to” in 2
sentences on the board

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(?) Are they fishing now?

(?) Is she reading the new novel now?
T:“They aren’t fishing now but they intent

to go fishing tomorrow or next Sunday”
[They are going to go fishing]
“ She isn’t reading the novel now but she
intents to read it this evening.”

[She is going to read the novel.]

(?) What does “be going to + inf” 
express?

* Be going to + inf. => an intention

Answer the questions

Take notes
Activity2 (?) What are you going to do on the

weekends?

_T gives Ss hand outs with the

questionaire in the book and asks them
to do exercise 2a

( T does a model)
* Feedback

(?) Are you going to see amovie/ meet 
your friends/ play sports ... on the 
weekends?

Answer the questions

Listen to the teacher and do
Ex.2a

Answer the questions
(T looks at Ss’ hand outs to check the

answers in the Ss’ questionaires)
_ T and a S do exercise 2b first

_ T asks Ss to do exercise 2b
* Feedback

_ T has 2 pairs ask and answer about
what to do on the weekend, the others
listen to them.

_ T asks Ss to tell what one of 4 Ss in
two pairs are going to do on the
weekend.

Do Ex.2b (pairwork)

Listen to 2 pairs on the board
telling their intentions

Ex. Lan is going to help her
parents on the weekend.
Nam is going to play sports on
the weekend. ...

Activity3 _ T has Ss match pictures with adverbs
in the cards [outside, inside, there, here,
upstairs, downstairs]

_ T explains the meaning of adverbs if
Ss don’t understand them.

_ T uses pictures to check Ss’
comprehension

(Tshows a picture, Ss say an adverb)

Match 6 pictures with 6
adverbs (groupwork)
Listen to the teacher

_T: “Ba is playing hide and seek with his
cousin, Tuan. Let’s help him look for Tuan
by using adverbs to complete the speech

Complete the speech bubbles
in exercise 3

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bubbles in exercise 3

* Feedback

Share the As with another
pair

6 Ss read 6 answers
Consolidation

Homework

(?) What do you use to express an 
intention?

+ Write 4 sentences about 4 your

intentions in next month.

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Week 4:

Unit

3:

AT HOME

Date :
Period 12: Lesson 1: Getting started- Listen and read

1. Objectives : By the end of the lesson, Ss will be able to talk about the chores
2. Language Contents :

 Vocabulary: yourself, steamer, stove
 Grammar : have to, ought to

3. Techniques : Brainstorming, predicting, role play, survey, Write-it-up
4. Teaching aids : pictures, textbook, sub board, cassette player

5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Revision

Test 15 minutes(Listening skill) Do the test
Warm up (?) What do your teachers often ask you to

do at home?

(?) What does your mother ask you to do
at home?

_ Homework
_ Housework
Brainstorm * Pre- teach vocab:

“What chores do you have to do?”

do the washing up/ wash the dishes
make the bed
dust the desk cook
wash clothes tidy desk/ room

feed chickens
dogs, cats

Getting

started _ T stick 6 enlarged pictures on the board and asks Ss to write the chores
under each picture

* Feedback (speak chorally)

Look at the pictures and come
to the board and write

_ She has to [do the washing up.]

Presentation
* Set the

scene

_ T presents the dialogue
+Who?

+What about?
Play the tape
* Pre- teach vocab

 steamer (n) [P]
 stove (n) [P]

 saucepan (n) / frying pan (n) [P]
 yourself (pron.) [T]

Answer the questions
_ Mrs Vui and Nam
_ About the chores

Listen and check predictions
Take notes

Practice Role play

_ T has Ss practise reading the dialogue
Comprehension questions:

pairwork

closed/ open pairs
chore

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1/ Where is Mrs Vui going tonight?
2/ What will Nam have to do?

1/ She is going to visit Nam’s
grandma.

2/ Nam will have to cook dinner.

Listing “ Nam will have to do 3 more things”
_ T has Ss read the dialogue again and
list these 3 things

* Feedback
+ Nam has to ...

pairwork

List the things Nam has to do

_ Go to the market

_ Buy some fish and vegetables
_ Call aunt Chi

Production Survey

* Feedback

groupwork

Example exchange

S1:_ What chore do you have to

do at home?

S2:_ I have to ...

Present in front of the class
Summary

Homework

* Ss retell what they've just studied
Write-it-up

“ At home we have to do the

housework. I have to ... Lan has to ...”

Copy down



Nam
you
Lan
Quang
Nga
Mai

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Week 5:

Unit

3:

AT HOME

Date :

Period 13: Lesson 2: SPEAK

1. Objectives : By the end of the lesson, Ss will be able to describe the positions of the
furniture in the room

2. Language Contents :

 Vocabulary: furniture(review),

(n) rug, calendar, bowl of fruit, cupboard, dishrack

 Grammar : Simple Present Tense

3. Techniques : Board race, Kim’s Game, pairwork, groupwork, drawing
4. Teaching aids : pictures of a kitchen + an empty living room

5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Revision Talk about the chores you have to do at
home.

Speak then write

Warm up Game: Board race Team competition

“ Write as many prepositions as possible

in one minute” Ex

. in, on, near, next to,
between, above, under,
behind, in front of ...

Pre-speaking

* Kim’s Game

_ T shows the picture of a kitchen in one
minute and asks Ss try to memorize the
objects in the room and write down.
* Feedback

_ Stick the picture on the board
_ Write Ss’ answers on the board
_ T decide the winner.

groupwork
Write down

Exchange the paper

Correct the answers
_ T presents some more new words

 calendar (n) cupboard (n)
 bowl of fruit (n) dishrack (n)

Listen and repeat

Take notes

While-speaking _ T has Ss talk about the positions of the objects in the kitchen

1/ The calendar 2/ The clock
3/ The flowers 4/ The dishrack
5/ The rice cooker 6/ The fridge
7/ The pan 8/ The cupboard

pairwork

Example exchange
S1:_ Where is/ are the ...?

S2:_ It’s/ They’re [in/ on] the

...

* Set the
scene
* Set the

task

_ Present the living room
_ elicit the furniture

“ Mrs Vui cannot decide where to put the 
furniture.

Help Mrs Vui arrange the room”
* Distribute:

the picture of an empty living room

Give ideas

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the [couch].

S2:_ OK. And we ought to put ...

* Feedback : picture exbihition

_ T asks 2 representatives from 4 groups
to talk about their arrangement

_ T decides the most beautiful one.

_ Stick their pictures on the
board

_ Describe the room they
arranged

Post-speaking * Write-it-up“This is Mrs Vui’s living room. The
picture is on the wall. The lamp is ... The
telephone is ... The armchair is ...”

Ind.work

Write about the room
Summary

Homework

* Ss retell what they've just studied

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Week 5:

Unit

3 :

AT HOME

Date :

Period 14: Lesson 3 : LISTEN

1. Objectives : By the end of the lesson, Ss will be able to talk about the dish “Special 
Chinese Fried Rice”

2. Language Contents :

 Vocabulary: (n) green pepper, ham, garlic
 Grammar : Simple Present Tense

3. Techniques : Hangman, Predicting, selecting, T/F, Ordering
4. Teaching aids : pictures, sub board, cassette player

5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Revision

Warmer

* Talk about your living room/ bedroom
* Play game: Hangman

k _ _ _ _ _ _ ( 7 letters)

Present

Team competition
[kitchen]

(?) What do you often do in the kitchen?

(?) What can you cook?

rice boiled egg
cucumber beef

soup boiled spinach

_Eat/ Have meals/ Cook ...
_ Give ideas

Pre-listening

_ Stick 6 pictures on the board
Elicit the names of the items
* Pre- teach vocab (using pictures)

 green pepper (n)
 ham (n)

 garlic (n)

Write the names of the items
under the pictures

Listen and repeat
Take notes
Focus on two dishes:

“Special Chinese Fried Rice”
“Stir-fried noodles”

(?) What do we need to cook the ...? groupwork

Discuss and make the list

Predict what dish is it? groupwork
Predict the dish

While-listening

“ Listen and check what dish it is.”
“ Listen and choose the correct items.”
“ Listen and decide True or False."

_ Listen and check predictions
_ Listen and select

_ Listen and say/ write T/ F
a/ Lan wants to help her aunt. a/ F ( her Mom)

Dishe
s

Fried rice Stir fried noodles
pan, oil, garlic,

onions, rice, salt,
pepper, eggs, ham,
peas

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c/ Lan puts a lot of oil in.

d/ She fries the garlic and the onions.

c/ F ( alittle)

d/ F (the garlic and the green
pepper)

Post-listening

“ Put these sentences in a correct order”
__ Wait until the oil is hot.

__ Put the ham and the peas in.

__ Fry the garlic and the green pepper.
__ Put the pan on the stove.

__ Put the rice and the salt in.
__ Put the oil in.

“ Talk about the fried rice”

pairwork
3

5
4
1
6
2
Speak
Summary

Homework

* Ss retell what they've just studied
+ Write the way to cook the dish you

know. Copy down

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Week 5:

Unit

3

AT HOME

Date :

Period 15: Lesson 4 : READ

1. Objectives : By the end of the lesson, Ss will be able to read for details about safety
precaution in the home and know how to make precautions

2. Language Contents :

 Vocabulary: safety precaution, chemicals, drugs, electrical socket, bead,

match(es), to injure, cause a fire

 Grammar : Review: have to/ must/ mustn’t

3. Techniques : Kim’s Game, Noughts and Crosses , Q & A, Predicting, T-F
4. Teaching aids : pictures, realia, sub board, sheets of calendar

5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm up _ Take turns showing some objects in
home: electrical socket, knife, toys,
dolls, drugs, a box of matches, beads,
hats, scissors, balls, a bottle of chemical
* Feedback

groupwork

Look, remember and write
down as many objects as

possible

Presentation
* Set the

scene

_ T asks Ss some questions
(?) Are these things necessary?
(?) Are they useful?

Answer the questions
(?) Are all of them dangerous?

(?) Which are dangerous?
(?) What is this sign for?
* Pre- teach vocab

 safety precation [P+T]

( chemical/ drug/ electrical socket)

 match(es) [realia]
 to injure (v) [c]

Ex. There was a traffic accident near my
house last night and two people were
injured badly.

 to cause a fire [T]

Read vocab

Listen, give ideas
Take notes

repeat vocab
* Comprehension check

_ Show realia

_ T says English words Select realiaSay the English words
* Set the topic _T: “Here is a poster about safety

precautions in the home on the wall of a
local community center. Before reading,
predict which objects are dangerous”

groupwork

Predict and write down the
dangerous objects

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the board

While-reading

_ T has Ss read the poster (1st time)

* Feedback

Read + check their
predictions

T/F reading _ T asks Ss to read the poster (2nd time)

+ Read the statements and match with
the poster to do the T/ F exercise 1
* Feedback (sub board)

_ Get feedback and correct

pairwork

Check with other pairs
Check with the whole class
1/

a/ [F] b/ [T]
c/ [F] d/ [F]
e/ [T] f/ [T]

a/ It is safe to keep medicine in
locked cupboards

c/ A kitchen is a dangerous
place to play.

d/ Playing with one match can

cause a fire

_ T asks Ss to read the poster/ p.31 and
ask and answer 2/ 32

* Feedback
2/

a/ Because children often try to eat and 
drink them.

b/ Because the kitchen is a dangerous 
place.

pairwork

Read the poster and Answer
the questions

closed- open pairs

c/ Because playing with matches can 
cause a fire.

d/ Because children can put sth into 
electrical sockets and electricity can kill.
e/ Because they can injure or kill children
if they play with them.

Post-reading * Noughts and Crosses

Make safety precautions in the home to
children, using “have to/ must/ mustn’t”

Play game
2 teams

Choose and make
precautions

Summary
Homework

* Ss retell what they've just studied
+ Rewrite the safety precaution using the

cues above. Copy down



boiling water well electricity+gas

knives stairs drugs

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Week 6:

Unit

3:

AT HOME

Date :

Period 16: Lesson 5: WRITE

1. Objectives : By the end of the lesson, Ss will be able to describe one of the room in 
their house

2. Language Contents :

 Vocabulary: above, beneath, wardrobe, folder, towel rack, dishrack, counter,

jar, lighting fixture

 Grammar : Revision of There is/ There are/ Prepositions of place

3. Techniques : Kim’s Game, Q & A, T/ f. eliciting, Drawing
4. Teaching aids : pictures, textbook, sub board, word cards
5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm up
Listening

_ T has Ss move around the classroom
Ex.

+ Hoa, stand on the platform.

+ Nga, stand in front of Hoa/ behind Hoa/ in
the middle of the room ...

Listen and move

Speaking _ Elicit some prepositions of place by
pointing to something in the classroom

Ex.

the lights/ the ceiling

Look and shout the suitable
prepositions

the board

1/ the wall 2/ the table 3/ the pictures

the picture / the board
the waste basket / the room
the table/ the room

on/ near/ beneath
above

in the corner of
on the right of
Speaking _ T asks Ss to make sentences using

There is/ There are

Look around the room and
make sentences

Pre-writing * Pre- teach vocab

_ T uses 2 pictures/ p. 32,32 and some word

cards to introduce vocab
(n)

 wardrobe counter

 towel rack dish rack
 jar lighting fixture

(pre.)

 above beneath

 to the right/left next to

groupwork

Discuss and match things
with words

Listen and repeat
Take notes

* Feedback + correction
Practise reading vocab
[1]

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prepositions

_ T asks Ss some questions (point to the

things)

1/ Which room is it?
2/ Where is there a desk?

3/ Where are there many folders?
4/ Is the bookself beneath the desk?
5/ Is the bed next to the desk?

6/ Is the window on the right side or on the
left side of the room?

7/ Where is there a wardrobe?
8/ What is opposite the desk?

prepositions

Look and Answer the
questions by using the
prepositions above.

While-writing

[2]

_ T has Ss write a description of the
kitchen in picture2/p.33 by using the cues

in the textbook

* Feedback : Mark the paper of the
fastest group and correct

Write a description of the
kitchen

Ind.work/ groupwork (share
their writing)

True/ False _ Read the satements

Listen for emfasizing the new
prepostions and new words
1/ The dishrack is above the self.
2/ The self is above the dishrack.
3/ The vase of flowers is beneath the

Listen and say T or F by
looking at the pictures on
the board

lighting fixture

4/ The towel rack is on the wall to the right of
the cupboard.

5/ There are jars of sugar, flour and tea on
the counter and on the selves.

Post-writing What can you remember?

_ T has Ss close their books and answer
about the positions of thingd in picture2
_ T asks Ss to draw a sketch of a room in
their house (their favorite room)

_ T asks some Ss to present the

description of that room in front of the
class.

Teamwork
Ind.work

Present in front of the class
Summary

Homework

* Ss retell what they've just studied
+ Write a description of your favourite
room in your house based on the sketch
you draw

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Week 7:

Unit

3:

AT HOME

Date :10/10 – 17/10

Period 19: Lesson 6 : LANGUAGE FOCUS

1. Objectives : By the end of the lesson, Ss will be able to use have to/ ought to,

reflexive pronouns, Why/Because in real context

2. Language Contents :

 Vocabulary: fish tank, to dust, to empty garbage

 Grammar : have to, must, ought to, Why- Because, reflexive pronouns

3. Techniques : Top Ten game, Eliciting, Q & A, Matching, Role play
4. Teaching aids : pictures, textbook, sub board

5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warmer * Top Ten Game

“ Write down 10 chores”
* Feedback

Remark +Pre- teach vocab

 clean the fish tank
 empty the garbage
 dust the living room

Play game
groupwork

Language

Revision 1 Must/ have to / has to* Set the scene

(?) How must you do the chores at home?
(?) Which chores do you often have to do?

Practice 1

Elicit: Must/ have to / has to + Inf.
1/ p.34

* Feedback

Ea: 1/ must/ have to tidy ...
2/ dust ...
3/ sweep ...
4/ clean ...
5/ empty ...
6/ feed ...

Obligation
pairwork

Look at the pictures and
complete the dialogue
_ Share the answers with
other pairs

_ Share with the whole class
Language

revision 2 * Ought to/ Should* Set the scene:

“ I’m tired now. What do you tell me to
do?”

“ The waste basket is full”

* Ought to/ Should + Inf. => Advice

Listen & suggest the answers

_ You ought to go home.
rest ...

_ We ought to empty the basket

Practice 2

speaking 2/ p.* Look at the pictures and use “35 oughtto”
to give advice to each other

_ T goes around to help Ss
* Feedback

pairwork ( closed-open pairs)
Example exchange

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Revision 3

_ T has Ss set some other situations and
the rest give advice to them.

Reflexive pronouns
* Set the scene:

“ Now, [A] clean the board, please.”
(?) Who cleaned the board?

(?) Did anyone help him/ her?

=> Yes, [A] cleaned the board himshelf/ 
herself. => for emphasizing

Listen and answer

Matching

sub board

+ Match the Reflexive pronouns and the
Pronouns

I/myself we/ ourselves
you/ yourself you/ yourselves
he/ himself they/ themselves
she/ herself

* Feedback

Matching

groupwork

Practise reading
Language

focus

3/ p.35,36

* Feedback

1/ ourselves 2/ myself
3/ yourself 4/ himself
5/ herself 6/ hemselves
7/ yourselves

Ind.work

Complete the dialogue by
using Reflexive pronouns
share the answers with others
Language

revision 4

Why/ Because

+ Complete the grid

+ Ask and answer about the people

groupwork

Look at the pictures, discuss
and complete the grid

Ask and answer the questions about the
people from the grid using

Why-Because

pairwork

closed- open pairs
Summary

Homework

* Ss retell what they've just studied
+ Write-it-up, using the grid and write
10 chores you and your Mom have to
do.

Copy down

Person Events Reasons

1/ Hoa
2/ Nam
3/ Nam’s Mom
4/ Ha

6/ Nga

went to school late this morning

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Week 6: Date :

Period 18: Lesson: REVIEW

1. Objectives : By the end of the lesson, Ss will be able to use grammar points (Unit1-

Unit 3) to do exercise

2. Language Contents :

 Vocabulary: Review vocab U1-3
 Grammar : review must/ have to

3. Techniques : Top ten, Gap filling, Write-it-up
4. Teaching aids : sub board

5. Procedures :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm up

* Activity 1 Top Ten_ T gives topic: hair, build, chores,
furniture, kitchen

* Feedback
Give comments

Team work

List as many words as
possible

* Activity 2 * Gap filling

Fill in the blanks with given words:
[sense of humor, message, enough, each
other, himself, dangerous, deaf-mute, 
unhappy]

1/ Nga and I often help ___ do our
homework.

2/ It’s ___ to leave medicine around the
house.

3/ I went to leave your mum a ___.

4/ Nien is ___ because she lives away from
home.

5/ My brother can tidy up his room ___
6/ A ___ can’t speak or hear.

7/ Lan is old ___ to drive a motorbike.
8/ His ___ always makes people laugh.
* Feedback + give the keys

pairwork

Exchange answers

1/ each other
2/ dangerous
3/ message
4/ unhappy
5/ himself
6/ deaf-mute
7/ enough

8/ sense of humor

* Activity 3  Must/ Have To

Elicit the form and use Lucky Number

1/ You ___ work harder if you want to pass
that exam.

2/ Many children in Vietnam ___ wear
uniforms when they go to school.
3/ Lucky Number

4/ I can’t meet you now. I ___ work.
5/ Lucky Number

6/ You ___ come and see us soon.

7/ That’s an interseting book. You __ read it

Play game (Team competition)
must

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8/ I’m afraid I can’t come tomorrow. I ___

work late. must

Activity 4 Describe a house, using given words
Write-it-up

G1:

Lan/ live/ big house/ city/ her house/
have/ two floors/ There/ 5 rooms/ her

house
G2:

living room/ kitchen/ bathroom/
downstairs/ the living room/ nice/ and/

large/ there/ many things/ living room
G3:

kitchen/ have/ every thing/ It/ very/
convenient bathroom/ beautiful/ modenn

G4:

There/ two bedrooms/ smaller/ her parents’
room/ but/ ahe/ love/ it/ a lot

groupwork
Write-it-up

Summary
Homework

* Ss retell what they've just reviewed
+ Review U1 – U3 for test

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Lesson plan 8

<i>Unit</i>

<i>MAKING ARRANGEMENTS</i>

<i>Unit</i>

<i>MAKING ARRANGEMENTS</i>

<i>Unit</i>

<i>MAKING ARRANGEMENTS</i>

<i>Unit</i>

<i>MAKING ARRANGEMENTS</i>

<i>Unit</i>

<i>MAKING ARRANGEMENTS</i>

<i>Unit</i>

AT HOME

<b>Revision</b>

<i><b>Example exchange</b></i>



<i>Unit</i>

AT HOME

<i>Unit</i>

AT HOME

<i>Unit</i>

AT HOME



<i>Unit</i>

AT HOME

<i>Unit</i>

AT HOME

<b>Matching</b>

<b>Why/ Because</b>

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