Giáo án i learn smart world 6 theo cv 5512

Date of preparing:
Date of teaching:

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Period …

UNIT 1: HOME
Lesson 1 - Part 1 (Page 6) - Vocabulary and Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- ask about people’s home.
- get someone’s attention to start a conversation.
2. Ability
- improve Listening and Speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love home and help parents do housework.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES

A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Introduction of vocabularies about home.
c) Product: Ss have general ideas about the topic “home”.

d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:

Teacher’s Activities
- Give greetings
- Check attendance
 Option 1: Number the pictures
- Use the “New words” part a.– page 6 for the warm-up activity
- Show pictures and words, have Ss number the pictures (in
pairs)
- Call Ss to give answers
- Give feedback and show correct answers
- Lead to the new lesson
- Play the audio (CD1 – Track 02), have Ss listen and repeat
- Correct Ss’ pronunciation if necessary

Students’ Activities
- Greet T

- Work in pairs and use their critical thinking to
number the pictures
- Give answers
- Listen


Answer keys
A1 B6 C5 D2 E3

 Option 2: Drawing
- Have Ss work in groups and sketch their dream house.

- Set a limit time (3-4’)
- Have Ss hang their pictures on the board
- Make comments on Ss’ works
- Have Ss vote for the most beautiful house
- Give a small present to the winner
- Lead to the new lesson

F4

- Sketch out the dream house
- Hang pictures on the board
- Listen

B. New lesson (35’)
 Activities 1: Vocabulary (20’)
a) Objective: Ss know words about home and things around home.
b) Content:
- Vocabulary study
- Speaking
c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: Communication, collaboration, presentation, imagination.
e) Organization of the activity:

Teacher’s Activities
a. Number the pictures. Listen and repeat.
 Option 1 (If the teacher hasn’t used this part for the
Warm-up activity)
- Demonstrate the activity, using the example
- Have Ss number the pictures
- Divide class into pairs and have them check their

answers with their partners
- Call Ss to give answers (read or write)
- Check answers as a whole class
- Play audio (CD1 – Track 02). Have Ss listen and repeat
- Correct Ss’ pronunciation

Option 2: Matching (If the teacher has used part a.
for the Warm-up activity)
- Have Ss review the vocabularies they have known in the
warm-up activity by matching words with pictures (T uses
different pictures from those in the textbook)
- Call Ss to give answers (read or write)
- Check answers as a whole class
- Call some Ss to read the words again
- Correct Ss’ pronunciation if necessary

Students’ Activities

- Look and listen
- Work individually
- Work in pairs

- Give answers
- Listen and repeat
Answer keys
A1 B6 C5 D2 E3



- Work in pairs

- Give answers
- Read

F4


Answer keys

b. Talk about your home using the new words and
three other words you know
 Option 1:
- Have Ss talk about their home using the new words and
three other words they know
- Remind Ss to use the structure:
There + be + noun +…
- Have Ss share their ideas in front of the class
- Give feedback and evaluation

 Option 2: (for class with better students)
- Give Ss an extra activity: Show a picture of a house and
have Ss describe the house and things around the house
Example:

- Work in pairs

- Present
Suggested words: garden, swing, basement

- Work in pairs

Suggested answers
- There’s a chimney / fireplace in my house
- My house has a garden
- There are many trees around my house

- Call some Ss to share their ideas with the class
- Give feedback and evaluation
- Then, follow the same steps as option 1
 Activity 2: Listening (16’)
a) Objective: Ss can make questions or answer the questions to develop a conversation, and they can also finish
the listening task in the textbook.
b) Content: Listening to a girl asking a boy questions about his home.
c) Products: Ss can listen for main ideas and specific information.
d) Competence: collaboration, guessing/reasoning, communication, listening.
e) Organization of the activity:


Teacher’s Activities

Students’ Activities

a. Listen to a girl asking a boy questions about his
home. Are they friends?
- Have Ss look at the question and the picture.
- Play the audio once (CD 1 – Track 03)
. Have Ss listen and answer the question by circling
“Yes” or “No”
- Play the audio again. Check answers as a whole class
b. Now, listen and fill in the blanks.
- Have Ss read the sentences

- Have Ss guess the answers/ guess part of speech of the
missing word(s)
- Play the audio (CD1 – Track 03). Have Ss listen and fill
in the blanks
- Check answers as a whole class

- Look at the picture and the question
- Listen and circle
- Check answers
Answer key: No
- Look and read
- Guess the answers
- Listen and fill in the blanks
- Check answers
Answer keys
1. an apartment
2. bedrooms
3. pool
4. a garage

*Conversation Skill
- Play the first 2 sentences of the recording, ask Ss to find
which sentence / phrase that the speaker uses to get
someone’s attention
- Focus attention on the Conversation Skill box
- Explain that we can get someone’s attention by saying
“Excuse me”
- Play audio (CD 1 – Track 4). Have Ss listen and repeat
- Have some Ss practice the conversation skill in front of
the class

- Try to find the indicator that speaker uses to get
someone’s attention

- Look and listen
- Listen and repeat
- Present

- Have Ss think of other ways to get someone’s attention
and make up a conversation that contains these phrases,
words

Suggested answers
Other ways to get someone’s attention
- Hey, …
- Sorry …

C. Consolidation (2’)
* Vocabularies about home and things around home: gym, balcony, apartment, yard, garden, basement,
garage, pool, …
* Getting someone’s attention: Say “Excuse me.”

D. Homework (2’)
- Learn by heart the new vocabularies.
- Practice talking about your home.
- Do exercises in Workbook: Lesson 1 - New words (page 4).
- Prepare: Lesson 1 – Grammar (page 7 – SB).
Date of preparing:
………………………………….
Date of teaching:

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Period …

UNIT 1: HOME
Lesson 1 - Part 2 (Page 7) - Grammar
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the Present Simple to talk about things that are facts or are true for a long time.
2. Ability
- improve speaking skills, writing skills.
- improve the use of English.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES

A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Jumbled word or rearranging words to make a meaningful sentence.
c) Product: Ss review vocabularies about home or Ss have general ideas about the grammar point they
are going to study in the new lesson.
d) Competence: collaboration, guessing.
e) Organization of the activity:

Teacher’s Activities
- Give greetings
- Check attendance
 Option 1: Game “JUMBLED WORD”
- Have Ss rearrange letters to make a meaningful word
- Call Ss to give answers
- Check Ss’ answers, give feedback and lead to the new
lesson
1. dary
2. areagg
3. calnoby
4. oolp
5. dargne
6. tikench
- Lead to the new lesson
 Option 2: REARRANGING
- Have Ss rearrange the words to make a meaningful English
sentence

Students’ Activities
- Greet T
- Take part in the game
- Give answers (write on the board)
1. yard
3. pool

Answers keys
2. garage
3. balcony

4. garden
5. kitchen

- Work in pairs
Answers keys


1. you / a / do / live / in / house?
2. apartment / I / an / in / live
3. doesn’t / live / USA / the / in / she
4. is / gym / my / there / house / a / in
5. the / the / is / garage / in / car
- Have Ss read their answers
- Tell Ss about the grammar point they are going to study in
the new lesson
Lead to the new lesson

1. Do you live in a house?
2. I live in an apartment.
3. She doesn’t live in the USA.
4. There is a gym in my house.
5. The car is in the garage.
- Give answers
- Listen

B. New lesson (36’)
 Activities 1: Grammar: The Present Simple (18’)
a) Objective: Ss know how to use the Present Simple.
b) Content:
- The usage of the Present Simple

- Filling in the blanks
c) Products: Ss can use the Present Simple in everyday communication.
d) Competence: Communication, collaboration, presentation.
e) Organization of the activity:

Teacher’s Activities
a. Listen and repeat
- Have Ss look at the picture
- Play audio (CD1 – Track 05) and have Ss listen and read
the speech bubbles
- Play audio again and have Ss listen and repeat
Grammar box
 Option 1:
- Have Ss look at the grammar explanation

Students’ Activities
- Look
- Listen, then read
- Listen and repeat

- Look and read
- Read

- Have Ss look at the box with the different forms

- Explain more about the form and the usage of the Present
Simple, have Ss pay attention to the negative and the
question form
Form:
Be:

(+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb: (+) S + V s/es
(-) S + don’t / doesn’t + V bare infinitive
(?)Do / Does + S + V bare infinitive
Usage: to talk about things that are facts or are true for a
long time
- Have some Ss read the sentences in the Grammar Box

- Listen and take notes.


aloud
- Ask Ss to give more examples using the Present Simple

- Read
- Give examples

 Option 2:
- Have Ss close books
- Give some model sentences, have Ss tell form of the
Present Simple
- Call Ss to give answers, comment on Ss’ answers
- Then have Ss open the books and read the grammar box
- Have Ss give more examples of the Present Simple,
encourage them to make sentences with their own ideas
- Give feedback and evaluation

- Close all books

- Look and answer
- Read
- Give examples

b. Fill in the blanks with the correct form of the verbs.
- Demonstrate the activity, using the example
- Have Ss fill in the blanks with the correct form of the verbs
- Have Ss work in pairs to check each other’s work
- Have some Ss share their answers with the whole class
- Give feedback, correct Ss’ answers if necessary

- Look and listen
- Work individually
- Work in pairs
- Read answers
Answer keys

 Activity 2: Practice - Writing and Speaking (18’)
a) Objective: Ss can write sentences, using the Present Simple.
b) Content: Looking at the table and writing Alex’s answers.
c) Products: Ss produce the new language successfully, and they can apply the Present Simple in everyday
speaking and writing.
d) Competence: Collaboration, writing, communication.
e) Organization of the activity:

Teacher’s Activities
c. Look at the table and write Alex’s answers
- Demonstrate the activity, using the table
- Have Ss write Alex’s answers
- Have Ss work in pairs to check each other’s work

- Have some Ss share their answers with the whole class
(Write on the board)
- Check, correct Ss’ answers

d. Practice the conversation with your partner
 Option 1:
- Have Ss do the task in pairs, then swap the roles

Students’ Activities
- Look and listen
- Work individually
- Work in pairs
- Write answers
Answer keys

- Work in pairs
- Present


- Call Ss to demonstrate the activity in front of the class
- Give feedback and evaluation
 Option 2:
- First, follow the same steps as option 1
- Then, have Ss do the task in pairs to ask and answer
about their house
- Encourage Ss to use their own ideas to make up a
dialogue-using the Present Simple
- Call Ss to demonstrate the activity in front of the class
- Give feedback and evaluation

- Work in pairs

- Present

C. Consolidation (2’)
* The Present Simple
Form:
Be:
(+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb: (+) S + V s/es
(-) S + don’t / doesn’t + V bare infinitive
(?)Do / Does + S + V bare infinitive
Usage: to talk about things that are facts or are true for a long time.

D. Homework (2’)
- Make 3 sentences, use the Present Simple to talk about your house.
- Do exercise in Workbook: Lesson 1 - Grammar (page 5).
- Prepare: Lesson 1 – Pronunciation and Speaking (page 8 – SB).
Date of preparing:
Date of teaching:

………………………………….
………………………………….

Period …

UNIT 1: HOME
Lesson 1 - Part 3 (Page 8) – Pronunciation and Speaking

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use intonation for Yes / No questions.
- ask and answer about home.
- conduct a survey about home.
2. Ability
- improve speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love their home and family.
II. TEACHING AIDS AND LEARNING MATERIALS


Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES

A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Revision of vocabulary about homes.
c) Product: Ss remember vocabularies in the previous lessons and use them in other speaking activities.
d) Competence: Collaboration, observation, critical thinking.
e) Organization of the activity:

Teacher’s Activities
- Give greetings
- Check attendance

 Option 1: Game “BINGO”
- Explain The rules of the game: T gives each S / each pair a
small piece of paper containing 15 words. T can prepare as
many pieces of paper with different words as possible
- Show word by word on the screen (randomly)
- Have Ss use a red pen to check whether the words on the
screen are the same as those in their paper
- The first student / pair to get all 5 words from the screen in a
horizontal line will say “BINGO” and be the winner of the
game
- Give a small gift to the winner
- Lead to the new lesson
Illustration:

Students’ Activities
- Greet T

- Take part in the game as a whole class

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

- Listen and say all the words together
 Option 2: Game: “CHAIN GAME”
- Give a sentence, have Ss add more information to the sentence
to make it longer
- The group that can make the sentence the longest with correct
grammar and spelling will be the winner
 Lead to the new lesson

- Take part in the game
Suggested sentences
T’s sentence: My house has a gym.
Ss’ sentences: My house has a gym and a
garage.
Ss’ sentences: My house has a gym and a
garage. The garage is very big.
Ss’ sentences: My house has a gym and a
garage. The garage is very big. There are 3
cars in the garage.
Ss’ sentences: …

B. New lesson (35’)
 Activities 1: Pronunciation (10’)
a) Objective: Ss know how to use intonation for Yes / No questions.


b) Content:
- Recognizing the tone in Yes / No questions
- Listening and checking, finding mistakes
- Saying them
c) Products: Ss can use intonation to improve their speaking skill.
d) Competence: Communication, collaboration, listening
e) Organization of the activity:

Teacher’s Activities

Students’ Activities

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

- Play the recording (CD1, track 06)
- Ask Ss to listen and pay attention to the intonation
- Call Ss to make their comments on the intonation of the
Yes/No question they’ve just listened to
- Give feedback, explain the pronunciation feature:
intonation for Yes/No question goes up
- Play the recording again, have Ss listen and repeat with a
focus on the pronunciation feature
c + d. Listen and cross out the one with the wrong
intonation, then read the sentences with the correct
intonation
- Play the recording (CD 1 – Track 07), have Ss listen and
cross out the option that doesn’t use the correct intonation
- Call Ss to give answers
- Play the recording again and check answers as a whole class
- Then have Ss practice saying the sentences with a partner,
using the correct intonation, encourage Ss to use their own
idea
- Call some pairs to read in front of the class
- Give feedback if necessary

- Listen
- Comment
- Listen
- Listen again and repeat

- Listen and cross out
- Give answers
- Listen again and check
- Work in pairs

- Present

 Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about home.
b) Content: Pointing, asking and answering, then practicing.
c) Products: Ss practice and produce the target language successfully.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:

Teacher’s Activities
a. Point, ask and answer.
- Demonstrate the activity by asking and answering with
a student
- Have Ss work in pairs, point to the pictures, ask and
answer
- Have pairs ask and answer, using the pictures
- Have some pairs demonstrate the activity in front of the
class
b. Practice with your own ideas
- Have pairs practice the conversation with their own
ideas, then swap roles
- Call some pairs to demonstrate the activity in front of
the class
- Give feedback and evaluation

Students’ Activities
- Listen
- Work in pairs
- Present
- Work in pairs

- Present
Suggested questions
- Do you live in an apartment?


- Does your house have a gym?
- Is there a yard?
- Is there a pool in your house?
- Is there a garage in your house?
- Is there a basement / balcony in your house?
 Activity 3: Speaking – Do you live in a house? (15’)
a) Objective: Ss can conduct a survey about home.
b) Content: Asking questions, then filling in the survey.
c) Products: Ss produce the new language successfully.
d) Competence: Collaboration, communication, creativity, group & time management.
e) Organization of the activity:

Teacher’s Activities
a. Add two more words in the table, then complete the
survey about your home. After that, ask 3 friends about
theirs
- Demonstrate the activity by practicing role-play with a student
- Have Ss fill complete the table with information about their
home
- Have Ss work in groups to ask their friends about their home
- Observe, give help if necessary

b. Report to the class about your group
- Have Ss report to the class about their group, follow this
example:

Students’ Activities

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

- Present

- Give feedback and evaluation
- Listen

C. Consolidation (3’)
* Intonation: Intonation for Yes / No questions goes up.
* Asking and answering about homes/ things in or around homes.
Do you live in …?
Does your house have a …?
Is there a … in your house?

D. Homework (2’)
- Practice using intonation for Yes / No questions.
- Complete the survey for those who haven’t finished it in class.
- Prepare: Lesson 2 – New Words and Reading (page 9 – SB).


Date of preparing:
Date of teaching:

………………………………….
………………………………….

Period …

UNIT 1: HOME
Lesson 2 - Part 1 (Page 9) - Vocabulary and Reading
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know more phrases about doing housework.
- talk about family members and housework.
- use the Present Simple with Wh – questions.
2. Ability
- improve the use of English and Reading skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love family members and help family with housework.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES

A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Introducing housework.
c) Product: Ss have general ideas about they are going to study in the lesson.
d) Competence: Collaboration, guessing & reasoning, communication.
e) Organization of the activity:

Teacher’s Activities
- Give greetings
- Check attendance
 Option 1: Collocation with “House” and “Home”
- Explain collocation
- Give suggestions and have Ss find collocations with “House”
and “Home” (in groups)
- The group that can give all correct answers in the shortest time
will be the winner
- Give feedback

Students’ Activities
- Greet T

- Work in groups and make right collocations
- Give answers
- Listen


- Lead to the new lesson: Housework

 Option 2: Home Challenge
- About 1 week before the lesson starts, T asks Ss to record a
very short video clip about what Ss do at home (do housework,
cook a dish or do gardening)
- Have Ss collect the video clips of the group members and join
them as a clip for the group (about 1 minute)
- Show clips of 4 groups on the screen and choose the best one
- Give feedback and evaluation
 Lead to the new lesson

Answer keys
House: housewife, housework, housekeeper
Home: homemade, homework, hometown,
homeland

- Make video clips about what Ss do at home
- Join clips, edit and add effects
- Watch and vote

B. New lesson (35’)
 Activities 1: Vocabulary (18’)
a) Objective: Ss know some vocabularies about household chores
b) Content:
- Filling in the blanks, then listen and repeat.
- Talking about housework.
c) Products: Ss can use the language inputs to talk about housework.
d) Competence: Communication, collaboration, presentation, listening, creativity.
e) Organization of the activity:

Teacher’s Activities
a. Fill in the blanks. Listen and repeat
 Option 1:
- Demonstrate the activity, using the example in the book
- Have Ss look, read and fill in the blanks – using the words
in the box
- Ask Ss to work in pairs to check their answers with their
partners
- Check answers as a whole class
- Play the audio (CD1 – Track 08) for Ss to listen and

repeat
- Call some Ss to read the phrases again, correct their
pronunciation and stress

 Option 2:
- Follow same steps as option 1
- Give Ss an extra activity
- Have Ss close all books
- Use other pictures (different pictures from those in the
book) to help Ss remember the new words they have learnt
- Have Ss look at the sentences and pictures, then give

Students’ Activities
- Look and listen
- Work in pairs
- Listen and check
- Listen and repeat
- Read
Answer keys

- Close books


names of the household chores
- Remind Ss to use the right form of verbs
- Ask Ss to give answers
- Check answers as a whole class

- Look and give answers
- Give answers (Say or write on the board)

Answer keys
On the weekends, my sister makes the
bed and does the shopping in the market
near our house. My mom does the
laundry. I often help mom make dinner.
After meal, my dad often cleans the
kitchen and I do the dishes.

b. Say what housework you do at home
 Option 1:
- Have Ss work with a partner to say what housework they
do at home
- Encourage Ss to use more household chores (besides
those in the textbook)
- Have some Ss share their ideas with the class
- Give feedback and evaluation

- Work in pairs
- Give answers
- Listen
Suggested answers
Household chores: take out the garbage, sweep the
floor, iron clothes, clean the window, vacuum clean,
…

 Option 2:
- Help Ss to make the task easier by providing more
phrases about doing housework

- Then, follow the same steps as option 1

 Activity 2: Reading (17’)
a) Objective: Ss can develop their reading skills.
b) Content: Reading a blog and circling the correct answers.
c) Products: Ss apply reading strategies (skimming and scanning, reading for details).
d) Competence: Collaboration, communication, analytical skill, synthesizing skill.
e) Organization of the activity:

Teacher’s Activities
Read Ken’s blog about his family and circle the
correct answers
 Option 1:
- Help Ss have general ideas about Wh-questions by
explain “Who”, “What”
- Have Ss explore all the pictures and the heading
- Have Ss look at the questions and underline the key

Students’ Activities

- Listen
- Look at the pictures, head…
- Read the questions and underline the key words


words in the questions
- Have Ss check the key words with the class
- Have Ss read the blog individually
- Have Ss work in pairs to read the blog again
- Have Ss circle the correct answers
- Remind Ss to use the Present Tense
- Have some Ss share their answers with the class (read),

explain for their answers
- Give feedback
- Give feedback and correct Ss’ answers if necessary

 Option 2:
- Ask some questions about Ken:
What is his name?
How old is Ken?
What does he like?
- Explain what a blog is  Lead to the reading text
- Have Ss read the questions and guess the answers
- Have Ss read the blog and circle the correct answers –
underline the supporting ideas
- Have Ss check answers with their partners
- Call Ss to give answers, explain
- Give feedback and evaluation

- Check key words
- Read
- Circle the correct answers
- Read answers, explain
- Check answers
Answer keys

- Answer
- Listen
- Read and do the task
- Work in pairs
- Give answers and explain

C. Consolidation (3’)
* Vocabulary:
Household chores: do the laundry, do the dishes, make the bed, make dinner, do the shopping, clean the kitchen,
iron clothes, take out the garbage…
* Question words:
What: asking for information about something.
Who: asking what or which person or people (subject).

D. Homework (2’)
- Learn by heart the new words.
- Do exercises in Workbook: Lesson 2 - New words – Part a, b (page 4) and Listening (page 5).
- Prepare: Lesson 2 – Grammar (page 10 – SB).

Date of preparing:
Date of teaching:

………………………………….
………………………………….

Period …

UNIT 1: HOME
Lesson 2 - Part 2 (Page 10) - Grammar


I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the Present Simple and Wh-questions to ask about things that are facts.
- use ‘s’ to express possession.

2. Ability
- improve speaking skill, writing skill.
- improve the use of English.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- share household chores with family members.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/ TV,
speakers, DCR & DHA on EDUHOME, handouts.
III. PROCEDURES

A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Revision of vocabulary about housework.
c) Product: Ss review vocabulary and ready for the new lesson.
d) Competence: Collaboration, communication, guessing.
e) Organization of the activity:

Teacher’s Activities
- Give greetings
- Check attendance
 Option 1: ACTOR / ACTRESS
- Invite 1 or 2 volunteers to stand in front of the class. He/
She will be the actor/ actress
- Have the volunteers express or act (use body language –
gestures) to illustrate the housework
- Have the rest of the class guess which housework is being
simulated

- Give a big applause or a small gift to the S who can give a
correct answer
Lead to the new lesson
 Option 2: Do or Make
- Show on the screen or give handouts
- Have Ss review old vocabularies about housework by
adding “do” or “make”

Students’ Activities
- Greet T
- Volunteer
- Act
- Guess and give answers

- Work in pairs and give the answers
Answer keys


- Have Ss give answers
- Check answers as a whole class
- Lead to the new lesson

B. New lesson (35’)
 Activities 1: Grammar: The Present Simple with Wh-questions (15’)
a) Objective: Ss know how to use the Present Simple with Wh-questions.
b) Content:
- Listening and repeating.
- Grammar explanation.
c) Products: Ss can use the Present Simple and Wh-questions to ask about things that are facts.
d) Competence: Communication, collaboration, creativity.

e) Organization of the activity:

Teacher’s Activities
a. Listen and repeat
- Have Ss look at the picture
- Play the audio (CD1 – Track 09), ask Ss to listen and read the
speech bubbles
- Play the audio again and have Ss listen and repeat
*Grammar explanation
- Have Ss read the Grammar box
- Ask Ss to make comments on the black bold verb form in the
examples
- Have Ss give the form and usage of the Present Simple tense

- Lead to the grammar table and explain the Present Simple and
Wh-questions to ask about things that are facts

Students’ Activities
- Look
- Listen and read
- Listen and repeat
- Comment
- Give answers
Expected answers
The Preset Simple tense
Be: S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare infinitive

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

- Listen and take notes.
- Ask Ss to pay attention to way to show possession

- Have some Ss read the sentences aloud

- Read


- Work in pairs

- Have Ss work in pairs to make questions and answer, using
Wh-questions and the Present Simple tense
- Get feedback
 Activity 2: Practice (20’)
a) Objective: Ss can get used to using the Present Simple and Wh-questions.
b) Content:
- Filling in the blanks, using the Present Simple of the verbs in the box.
- Using the prompts to write sentences.
c) Products: Ss produce the new language successfully, and they can apply the use of the Present Simple and
Wh-questions in speaking and writing.
d) Competence: Collaboration, creativity, communication.
e) Organization of the activity:

Teacher’s Activities
b. Fill in the blanks, using the Present Simple of the
verbs in the box
 Option 1:
- Use the example to demonstrate this activity

- Have Ss use the Present Simple to fill in the blanks, draw
attention to the singular and plural form
- Have pairs check each other’s work
- Have Ss share their answers with the class by writing
down on the board
- Check Ss’ answers, correct if necessary

 Option 2:
- Use the example to demonstrate this activity
- Have Ss use the Present Simple to fill in the blanks, draw
attention to the singular and plural form
- Have pairs check each other’s work
- Call Ss to give answers by answering multiple choice
questions (format: game “Lucky Number?”)
- Check Ss’ answers, correct if necessary

Students’ Activities

- Look and listen
- Work in pairs
- Write answers
2. do
5. does

- Look and listen
- Work in pairs
- Give answers

2. do
5. does

c. Write sentences, using the prompts
- Demonstrate the activity, using the example
- Have Ss work in groups of 3-4 to write sentences, using
the prompts

Answer keys
3. cleans 4. make
6. makes

Answer keys
3. cleans 4. make
6. makes

- Look and listen
- Do the task in groups


- Go round and give help if necessary
- Call Ss to write answers on the board
- Check and correct Ss’ answers

Answer keys

d. Write what housework you do on the line. Ask your
partner

 Option 1:
- Have Ss write what housework they do on the line
- Have Ss practice the conversation in pairs
- Have some Ss demonstrate the activity in front of the

class
- Give feedback and evaluation
 Option 2:
- Follow the same steps as option 1
- Give an extra activity: Have Ss use more questions to
develop their conversation:
What housework does your mother do?
What housework does your father do?
What housework does your sister / brother do?
Or: Who does the laundry?
Who makes dinner?
Who prepares breakfast?
Who does the cooking?
- Remind Ss to use the right form of do or make they have
studied in the Warmup activity
- Have some Ss demonstrate the activity in front of the
class
- Give feedback and evaluation

- Work individually
- Work in pairs
- Present

- Write answers

- Listen and take notes

- Work in pairs
- Ask and answer

C. Consolidation (3’)
* Present Simple
Form: Be:

S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare infinitive
(?) Do / Does + S + V. bare infinitive
Usage: The Present Simple and Wh-questions to ask about things that are facts.

* Wh-questions
Form:

Question word + do / does + S + V. bare infinitive
Question word + do / does / make / makes /clean / cleans + housework.

D. Homework (2’)
- Practice asking and answering about housework, using the Present Simple and Wh-questions.


- Do exercises in WB: Lesson 2 - Writing (page 5).
- Prepare: Lesson 2 – Pronunciation and Speaking (page 11 – SB).
Date of preparing:
………………………………….
Date of teaching:
………………………………….

Period …

UNIT 1: HOME
Lesson 2 - Part 3 (Page 11) – Pronunciation and Speaking
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- pronounce the sound /ɪ/ correctly.
- talk about housework their family members do.
2. Ability
- improve speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love family and share household chores with family members.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES

A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Introduction the sound /ɪ/.
c) Product: Ss have general ideas about the sound they are going to study in the new lesson.
d) Competence: Collaboration, observation.
e) Organization of the activity:

Teacher’s Activities
- Give greetings
- Check attendance

 Option 1:
- Give Ss a sentence:
My sister, Lily, is cooking dinner in the kitchen
- Have Ss read the sentence as fluently as possible
- Ask Ss to find out words containing the sound /ɪ/ in the
sentence

Students’ Activities
- Greet T

- Read
- Find words with the sound /ɪ/
Answer keys


- Give feedback, correct Ss’ answers if necessary
- Introduce the sound of the pronunciation part: /ɪ/
 Lead to the new lesson
 Option 2:
- Have Ss close all books
- Show 6 pictures and have Ss give name of the pictures

- Check answers as a whole class
- Have Ss make comments on the 6 words under the pictures
(Suggestion: What is the similarity of these 6 words)
- Call Ss to give answers
- Give feedback, introduce the sound /ɪ/
 Lead to the new lesson

My sister, Lily, is cooking dinner in the

kitchen.

- Close books
- Look and give answers
Answers keys

Suggested answers: All 6 words contain the
sound /ɪ/
- Listen

B. New lesson (35’)
 Activities 1: Pronunciation (10’)
a) Objective: Ss know how to pronounce the sound /ɪ/.
b) Content:
- Recognizing the sound /ɪ/.
- Listening and focusing pronunciation feature, finding and correcting mistakes.
- Practicing the sound.
c) Products: Ss can pronounce the sound /ɪ/ correctly in their speaking.
d) Competence: Communication, collaboration, listening.
e) Organization of the activity:

Teacher’s Activities

Students’ Activities

a + b. Listen. Notice the sound /ɪ/ of the underlined
words
- Play the recording (CD1, track 10)
- Ask Ss to listen and pay attention to the sound /ɪ/
- Briefly explain how to pronounce the sound /ɪ/

- Call Ss to make their comments on the letter that helps
them notice the sound /ɪ/
- Play the recording again, have Ss listen and repeat with a
focus on the pronunciation feature
c + d. Listen and cross out the one with different sound,
then read the sentences with the correct sound to a
partner

- Listen
Suggested answers: the /ɪ/ sound often happens
with words containing letters i or y (balcony,
village, …) or sometimes letter e (emergency,
event, …)
- Listen again and repeat


- Play the recording, have Ss listen and cross out the option
that uses different sound
- Call Ss to give answers
- Play the recording again and check answers as a whole
class

- Listen and cross out

- Then have Ss practice saying the words with a partner,
using the correct sound /ɪ/
- Have Ss find more words with the sound /ɪ/
- Call some Ss to read their words in front of the class
- Check and correct Ss’ pronunciation

- Listen again and check

- Give answers
Answer key

- Work in pairs
- Read answers
Suggested words: live, family, give, balcony,
shopping, village, …

 Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about “Who does housework?”
b) Content: Pointing to the pictures, asking and answering.
c) Products: Ss practice and produce the target language presented fluently and confidently.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:

Teacher’s Activities
Point, ask and answer (controlled practice)
 Option 1:
- Demonstrate the activity by practicing role-play with a
student
- Remind Ss to use the right collocation of “make” or “do”
- Have pairs point to the pictures, practice asking and
answering about the family members and housework
- Call some pairs to read in front of the class
- Check Ss’ pronunciation

 Option 2: free practice (for class with better students)
- Follow the same steps as option 1

- Then give Ss an extra activity: Practice the conversation
in the textbook; however, they try to remember the
conversation content
- Have Ss use their own ideas with other housework
- Have some pairs demonstrate the activity in front of the
class, not looking at the textbook; encourage Ss to present
as naturally as possible
- Give feedback and evaluation

Students’ Activities
- Listen
- Work in pairs
Suggested answers
1. Who does the laundry?
- My mother (does)
2. Who vacuum – clean the living room?
- My sister (does)
3.Who cleans the kitchen?
- My mother (does)
4. Who washes the dishes?
- My father (does)
…

- Listen to the instruction and work in pairs.
Practice the new conversation with the
information in the pictures or use their own
ideas
- Act out the conversation

 Activity 3: Speaking (15’)

a) Objective: Ss can discuss the roles of family members in sharing the housework.
b) Content: Asking and answering questions about activities.


c) Products: Ss can apply the target language to producing the language successfully.
d) Competence: Collaboration, communication, creativity and presentation.
e) Organization of the activity:

Teacher’s Activities
a. You are doing a survey about housework in Teen
World Magazine. Work in groups. Fill in the
information for yourself, then ask 2 friends
- Demonstrate the activity by practicing role-play with a
student
- Have Ss work in groups of 3
- Have Ss complete the table with information about doing
the housework in their family, ask 2 friends and complete
the survey
- Go round and give help if necessary
- Have Ss share their findings with the class
- Give feedback and evaluation
b. Discuss who does the most housework in your
families
- Have Ss discuss who does the most housework in their
families
- Have some Ss share their ideas with the class, follow the
example:

Students’ Activities

- 1 S practice role-play with the teacher
- Work in groups

- Present

- Discuss in groups / pairs
- Present

- Have Ss add more information about the person who
does the most housework in their families (What
housework does he / she do? How often does he / she …?
- Give feedback and evaluation

C. Consolidation (3’)
* Pronunciation: the sound /ɪ/: live, dishes, kitchen, village, city, laundry, dinner, …
* Asking about doing housework
Who does … / Who makes … / Who cleans …?

D. Homework (2’)
- Practice pronouncing words with the sound /ɪ/.
- Practice asking and answering about household chores.
- Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB).

Date of preparing:
Date of teaching:

………………………………….
………………………………….

Period …

UNIT 1: HOME
Lesson 3 - Part 1 (Page 12) - Vocabulary and Listening
Geography


I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know more vocabularies about directions.
- ask and answer about village, town and city.
2. Ability
- improve the use of English, speaking and listening skills.
3. Quality
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- love hometown.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV,
speakers, DCR & DHA on EDUHOME, handouts…
III. PROCEDURES

A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students'
attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in
the steps that follow.
b) Content: Introduction of some vocabularies about directions/ Burano Island – Italy.
c) Product: Ss get to know some new words they are going to study in the lesson.
d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:

Teacher’s Activities

Students’ Activities

- Give greetings
- Check attendance
 Option 1: Vocabulary - a. Write the words in the boxes on
the map
- Use part a. Vocabulary – Write the words in the boxes on the
map for the Warmup activity
- Bring a compass to class, and help Ss use the compass and find
directions
- Have Ss write answers
 Lead to the new lesson
 Option 2: Introduce Burano Island – Italy

- Greet T

- Write questions on the board
1. Where is Burano Village?
2. How do people travel around the village?
3. How are the houses in the village? / What is special
about the houses in the village?
- Have Ss work in pairs and guess the answer
- Show a video clip about Burano Island – Italy
Link: />
- Look at the questions

- Learn how to use a compass, then write
answers

Answer key

- Work in pairs, discuss the possible answers
- Watch the video clip, then give answers


- Have Ss watch the clip and answer some questions:
- Introduce: Burano Island – Italy is the hometown of a boy in
the listening section Ss are going to study today
 Lead to the new lesson

Expected answers
1. Burano Village is in Venice, Italy
2. by boat / walk
3.The houses in the village are painted

B. New lesson (35’)
 Activities 1: Vocabulary (15’)
a) Objective: Ss know more vocabularies about directions and places.
b) Content:
- Writing words about direction.
- Writing words about places.
c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations.
d) Competence: Communication, collaboration, presentation, creativity.
e) Organization of the activity:

Teacher’s Activities
a. Write the words in the boxes on the map. Listen and
repeat
- Demonstrate the activity using the example

- Have Ss look at the compass and write the words in the
boxes on the map
- Ask Ss to work in pairs to check their answers with their
partners
- Call Ss to give answers
- Check answers as a whole class
- Play audio (CD1 – Track 12). Have Ss listen and repeat
- Call some Ss to read the words again
- Correct Ss’ pronunciation if necessary

Students’ Activities

- Look and write
- Work in pairs
- Give answers
- Listen and repeat
- Read the words again
Answers keys

- Do the task
b. Read the description and write the underlined words
under each picture. Listen and repeat
 Option 1:
- Have Ss read the description and write the underlined
words under each picture
- Ask Ss to work in pairs to check their answers with their
partners
- Call Ss to give answers
- Check answers as a whole class
- Play audio (CD1 – Track 13). Have Ss listen and repeat

- Call some Ss to read the words again

- Work in pairs
- Give answers
Answer keys