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Date of teaching : 25/08/2014
Period : 1
COURSE INTRODUCTION- REVISION & TEST
I. The objectives of the lesson
- At the end of the lesson, students can :
 have overall knowledge about the course
 review grammatical knowledge : Present simple, present continuous
 do grammatical exercises correctly : Give the correct form of the verb in the bracket
II. The procedures
1. Warm up : Chatting
2. Course introduction
- Textbook: English 6, volume 1 is about 2 themes which are familiar with students are Our
Communities and Our Heritage. English 6, volume 2 is about 2 themes which are Our World and
Visions of the Future. Each theme is introduced through 3 units. After finishing each theme,
students will have a review. The book is designed according to communicative target so that
listening and speaking skills of the students are focused to develop.
- Period: 3 periods/ per week
- Test: Two oral tests, 4 written tests (two fifteen minute tests and two forty minute tests ) each
term and end-of-term test each semester
3. Presentation
3.1. Present simple
- Teacher elicits knowledge from the students
- Teacher reviews the form of present simple and gives example
( +) : S ( I/ you/ we/ they/ plural noun) + V
S ( He/ she / it/ singular noun/ uncountable noun) + V (s/es)
( - ) : S ( I/ you/ we/ they/ plural noun) + don't + V
S ( He/ she / it/ singular noun/ uncountable noun) + doesn't + V
(?) : Do + S ( I/ you/ we/ they / plural noun) + V ?
Yes, I/ you/ we/ they / plural noun + do
No, I/ you/ we/ they / plural noun + don't
Does + S ( he/ she/ it/ singular noun/ uncountable noun) + V ?
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Answer :

Yes, he/ she/ it/ singular noun/ uncountable noun + does
No, he/ she/ it/ singular noun/ uncountable noun + doesn't
Example : I go to school by bike.
He doesn't eat fish.
Do you like film?
Yes, I do / No, I don't
- T asks for the use from students and give feedback
The use : Talk about habits, the truth, the fact
Signal words : Everyday, always, often, usually, sometimes, seldom, never
3.2. Present continuous
- Teacher elicits knowledge from students
- Teacher reviews the form of present continuous and gives example
(+) I am
You/ we/ they/ plural noun
He/ she/ it/ singular noun/ uncountable noun
(-) I am
You/ we/ they/ plural noun
He/ she/ it/ singular noun/ uncountable noun
(?) Am I
Are you / we/ they/ plural noun
Is he/ she/ it / singular noun/ uncountable noun

+ V-ing

+ not + V-ing

+ V-ing ?

Answer : Yes, you/ we/ they are.
No, you/ we/ they aren't .
Yes, he/ she/ it is.
Example :
I am going to the market.
He isn't learning at the moment.
Are you studying ?
Yes, I am. / No, I am not.
- T asks for the use from students and give feedback
The use : Talk about the action is happening at the time of speaking and plan in the future
Signal words : Now, at the moment, at the present, right now
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4. Minor test
4.1. Give the correct form of the verb in the bracket in present simple
1. I (be) ________ at school at the weekend.
2. She (not study) ________ on Friday.
3. My students (be not) ________ hard working.
4. He (have) ________ a new haircut today.
5. I usually (have) ________ breakfast at 7.00.
6. She (live) ________ in a house?
7. Where your children (be) ________?
8. My sister (work) ________ in a bank.
9. Dog (like) ________ meat.
10. She (live)________ in Florida.
4.2. Give the correct form of the verb in the bracket in present continuous and present
simple
1. John (not read) ________ a book now.
2. What you (do) ________ tonight?
3. Jack and Peter (work) ________ late today.
4. Silvia (not listen) ________ to music at the moment.
5. Maria (sit) ________ next to Paul right now.
6. How many other students you (study) ________ with today?
7. He always (make) ________ noisy at night.
8. Where your husband (be) ________?
9. She (wear) ________ earrings today.
5. Homework
- Prepare the next lesson : Unit 1 - My new school - Getting started

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Date of teaching : 26/08/2014
Period : 2

UNIT 1: MY NEW SCHOOL

Lesson 1: Getting started- A special day

I. The objectives of the lesson
- At the end of the lesson, students can :
 listen and read for specific information about a special day ( the first day of new school
year)
 practice listening and speaking with the lexical items related to the topic "My New
School"
II. The procedures
1. Warm up : Chatting
- Write on the board: A special day
- Explain the meaning of “ a special day”
- Ask students to guess what the picture is about and the content of the conversation described in
the picture
2. Presentation : Vocabulary
- Teacher asks students some questions :
 How many people are there in the picture ?
 What is Phong doing ?
 Who are Vy and Duy ?
 Why is it a special day for them ?
- Give general introduction about the conversation described in the picture and asks students to
listen and read to find out some new words
- Provide some new words :
 be ex'cited about
(adj): Phấn chấn, phấn khích ( translation)
 wear = put on (v) (v):Mặc ( gesture)
 'uniform (n): Bộ đồng phục ( take example from the uniforms of students in class)
 smart (adj): Bảnh bao, nhanh trí ( translation)
 'heavy (n): Nặng ( translation)
- Ask students to listen and repeat the new words
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- Check new words
3. Practice
3.1. Listen and read and then decide the statements True or False ( page 7)
- Introduce the statements in exercise a, page 7
- Ask students to have a quick look at all the statements and guess whether they are true or false
- Let students listen and read again to decide the statements true or false
- Ask students to exchange their answers
- Check answers : 1.T 2.T 3. F 4. T 5. F
3.2. Find the expressions in the conversation. Check what they mean ( page 7)
- Ask students to find and underline the expressions in the conversation
- Ask students to practice saying these expressions
- Ask students for the meanings of these expressions
- Give explanation :
1. used to express surprise (negative)
2. "You'll find out
3. used to invite sb in
4. used to say "yes/alright"
3.3. Role –play ( page 7)
- Introduce : Work in pair. Create short role-play with above expressions then practice them
- Let students to work in pair to practice the example
- Ask students to work in pair to create their own role-play with provided expressions
- Call on some pairs to practice and gives feedback
3.4. Listen and read the poem ( page 7)
- Let students to listen and read the poem
- Ask some comprehension questions about the poem:
a. Who is the poem about?
b. Who is going back to school?
c. What does he have?
Key :
a. It's about Nam.
b. His friend is.
c. He has nice shoes, new pens.
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- Give guidance and example
- Ask students to work in pair to create their own poems about their partners and then read aloud
- Call on some students to practice and give feedback
3.5. Match the words with the school things and then listen and repeat ( page 7)
- Let students to listen and repeat the words
- Ask students to practice the words
- Ask students to write the correct words in the spaces and then exchange the answers with their
partners
- Check :
1- b
2- e
3- j
4- d
5-c
6- i
7- f
8- a
9- g
10- h
4. Production
- Ask students to look around the class and tell what the school things are
- Call on some students to give their words
5. Home work
- Practice listening the lesson
- Learn new words and school things
- Prepare the next lesson : A closer look 1

Date of teaching : 27/08/2014
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Period : 3

UNIT 1: MY NEW SCHOOL
Lesson 2: A closer look 1

I. The objectives of the lesson
- At the end of the lesson, students can :
 use the lexical items related to the topic “ My new school”
 use the combinations : to study, to have, to do, to play + Noun
 pronounce correctly the sounds /əʊ/ and /ʌ/ in isolation and in context
II. The procedures
1. Warm up : Teacher writes the word “ school activities” on the board and ask students to list
some examples
play football

study maths
do homework

School activities

have school
lunch

study English

2. Vocabulary
2.1. Listen and repeat the words ( page 8)
- Play the recording and let students listen for the first time
- Play the recording again
- Call on some students to practice and correct their pronunciation
2.2. Work in pair . Put the words in the part “ listen and repeat the words” into group
( page 8)
- Give instruction and example
- Ask students to work in pair to do the task
- Call on some students to give answers and give feedback
- Check :
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Play

Do

Have

Study

Football
Music

Homework
Judo
Exercise

School lunch
Lessons

Physics
English
History
Vocabulary
Science

2.3. Put one of these words in each blank ( page 8)
- Give instruction
- Ask students to work individually
- Call on some students to write the answers on the board
- Check : 1. homework
2. football
3. lessons
4. judo 5. science
2.4. Write sentences about yourself using the combination above ( page 8)
- Give instruction
- Give example : I have English on Monday.
- Ask students to write three sentences about themselves in their notebooks
- Call on some students to write their answers on the board
3. Pronunciation
3.1. Listen and repeat the words containing the sounds /əʊ/ and /ʌ/
- Give instruction how to pronounce two sounds
- Play the recording and ask Ss to listen and repeat
- Call on some students to practice to check
3.2. Listen to the words and put them into two groups /əʊ/ and /ʌ/
- Give instruction
- Ask students to work individually
- Play the recording and let students do the task
- Ask them to exchange their answers
- Call on some students to write their answers on the board
- Check :
/əʊ/
Rode
Don't
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Some
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Hope
Homework
Post

Month
Come
One

3.3. Listen and repeat. Underline the sounds /əʊ/ and /ʌ/ you hear in the sentences ( page 8)
- Give instruction
- Play the recording and let students repeat sentence by sentence
- Ask students for the sounds
- Give feedback
Key :
1. They are going to open a new library.
2. I'm coming home from school.
3. His brother eats lunch in the school canteen.
4. The new school year starts next month.
5. My brother is doing his homework.
6. He goes to the judo club every Sunday.
4. Homework
- Listen to two sounds again
- Do exercises 1,2 ( page 3, workbook)

Date of teaching : 30/8/2014 ( dạy bù sáng thứ 2 – 01/9/2014)
Period : 4
UNIT 1: MY NEW SCHOOL
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Lesson 3: A closer look 2

I. The objectives of the lesson
- At the end of the lesson, students can :
 use the present simple and present continuous
 read e-mail and relate to the things they often do in real life
II. The procedures
1. Warm up : Chatting
2. Presentation
2.1.
Review the present simple
- Elicit the knowledge about the present simple from students
The use : The present simple is used to talk about habits, the truth, the facts, repeated actions
Signal words: Everyday, always, often, usually, sometimes…..
2.2.
Review the present continuous
- Elicit the knowledge about the present continuous from students
The use: The present continuous is used to talk about the action happening at the time of
speaking at present and the plan in the future
Signal words: Now, right now, at the moment…………….
3. Practice
3.1.
Give the correct form of the verb in the present simple
- Set the scene ( exercise 1, page 9
- Ask students to do the task individually
- Give feedback and check
Key :
1) has
6) teaches
2) Do you have
7) doesn't play
3) love
8) reads
4) Does Vy walk
9) go
5) ride
10)
do
3.2.
Correct the sentences according to the information in exercise 1
- Give instruction
- Ask students to work in pair
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- Call on 5 representatives of each pair to write the correct sentences
- Give feedback and check
Key :
1. Duy lives near here.
2. Duy likes/ loves his new school.
3. Vy and Duy ride to school.
4. Mr Quang teaches Duy English.
5. At break time, Phong reads in the library.
3.3.
Work in pairs. Make questions then interview your partner
- Give instruction (exercise 3, page 9
- Let students work in pair
- Go around the class and give any help if necessary
- Give feedback and check
Key :
1. Do you ride your bicycle to school?
2. Do you read in the library at break time?
3. Do you like your new school?
4. Do your friends go to school with you?
5. Do you do your homework after school?
3.4.
Listen to part of the conversation from Getting Started. Then find and underline the
present continuous form
- Give instruction (exercise 4, page 10)
- Let student listen to the conversation
- Call on some students to give answers
- Give feedback and check
1. is knocking
2. is having breakfast
3. are wearing
3.5.
Complete the sentences with correct form of the verbs
- Ask students to give the differences between the present simple and present continuous
- Ask students to do the task individually
- Give feedback and check
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Key :
1. am not playing
3. aren't doing
5. are riding
2. are studying
4. am having
3.6.
Choose the correct tense of the verbs
- Give instruction (exercise 6, page 10)
- Ask students to work in pair
- Call on some students to give answers and explanation
- Give feedback and check
Key :
1. are having
4. is watching
2. wears
5. are skipping
3. starts
4. Production
4.1. Activity 1
- Set the scene: Read Vy's email to her friend and then underline the things that often
happen and happening now. Compare Vy's first week with yours ( exercise 7, page 10)
- Give instruction
- Call on some students to give answers
- Give feedback and check
Key :
1. are you
7. I have
13. do you study
2. this is
8. don't wear
14. do you play
3. am doing
9. have lessons
15. starts
4. have lots of…
10. read books
16. it's
5. they are
11. do sports
6. we study
12. how is
4.2. Activity 2
- Give instruction : Compare your first week with Vy's first week
- Introduce the
- Ask students to write their comparison
 Both I and Vy read book in the library.

I have lessons in the afternoon, but Vy has lessons in the morning.
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5. Homework
- Learn the lesson
- Do homework in pages 4 &5 in the workbook

Date of teaching: 03/9/2014
Period: 5

UNIT 1: MY NEW SCHOOL
Lesson 4: Communication

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I. The objective of the lesson
- At the end of the lesson, students can:
 ask appropriate questions when making new friends at a new school
II. The procedures
1. Warm up : Ask students to work in group and list some qualities of good friends
Suggestions: Helpful, kind, generous, energetic, sociable, open-minded, careful,
humorous …
2. Speaking practice
2.1.
Vocabulary
 pocket money (np) : Tiền tiêu vặt
 remember (v) Nhớ
 share (v) Chia sẻ
 help (v) Giúp đỡ
 classmate (v) Bạn cùng lớp
2.2.
Activity 1 : Game : Making friends – page 11
- Elicit knowledge from Ss
- Ask them to discuss in group
- Call on some students to read aloud their choice and give explanation
- Let Ss write some questions on a piece of paper and then share with the class
2.3.
Activity 2 : Work in groups. Take turns to interview the others using the provided
questions
- Give introduction:
- Have one student practice with the teacher to make an example
- Read aloud the questions and ask students to listen and repeat
- Let students interview their friends in group
2.4. Activity 3 : Talk about good friends you have interviewed and tell the class why
they are good friends
- Give instruction: Look at the answers of your friends to tell about them and explain
why they are good friends
- Give example :
 Mai and Hoa are good friends because they are helpful and sociable.
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- Call on some students to present in front of the class
- Give feedback
3. Homework
- Practice speaking again
- Do exercises 1 & 2 ( page 6 ) in the workbook

Date of teaching: 03/9/2014 ( dạy bù sáng thứ 3 ngày 02/9/2014)
Period: 6
UNIT 1: MY NEW SCHOOL
Lesson 5: Skills 1
I. The objectives of the lesson
- At the end of the lesson, students can:
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 read for specific information about schools
 talk about the schools they like
II. The procedures
1. Warm up: Ask students to work in group and give some characteristics of the school they
like
have modern equipment
Suggestion:
have playground

have sports club

the school I
like

have computer room

learn English with native English speakers

have a library

have big buildings

2. Vocabulary
 boarding school (np
 international (adj)
 overseas (adj)
 modern (adj)
 surrounded (adj)
 equipment (n)
 library (n)
 creative (adj)
3. Reading
3.1. Activity 1: ( page 12)
- Ask students to look at three pictures
- Ask students to read through three reading texts
- Give overall introduction about three schools in the textbook and gives some extra questions
related to Australia where there is PLC Sydney to students
3.2. Activity 2: Read the text and complete the sentences ( page 12)
- Give instruction
- Let students do the task
- Call on some students to give answers and explanations
- Give feedback and check
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1. boarding
Picture 1 : PLC Sydney, Australia :
It is a boarding school. Students study and live there. ( lines 2-3)
2. Vinabrita
Picture 3 : Vinabrita School
Some creative students do drawings and paintings in the art club. ( lines 7-8-9)
3. Australia
Picture 1 : PLC Sydney, Australia
PLC Sydney is a school for girls in Sydney.( lines 1-2)
4. mountains
Picture 2 : An Lac lower secondary school
The school is surrounded by mountains and green fields . ( lines 2-3)
5. English speaking teachers
Picture 3 : Vinabrita School
Everyday, students learn English with English speaking teachers. ( lines 4-5)
4. Speaking
- Give instruction:
Example :
Name of school

Reasons you like it

PLC Sydney

Learn English with
English speaking
teachers

An Lac Lower
secondary school

Reasons you don't like
it

No art club

 I like Vinabrita School because students learn English with English speaking teachers.
 I don't like An Lac lower secondary school because there is not art club.
- Let Ss discuss in group
- Call on some students to report in front of the class
- Give feedback
5. Homework
- Learn the lesson
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- Do exercises 1,2 & 3 in the workbook , pages 7-8
- Prepare the next lesson: Unit 1 – Skills 2

Date of teaching: 08/9/2014
Period: 7

UNIT 1: MY NEW SCHOOL
Lesson 6: Skills 2

I. The objectives of the lesson
- At the end of the lesson, students can:
 listen to get information about school activities
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 write a webpage for their school, using correct punctuation
II. The procedures
1. Warm up : Divide the class into 4 groups and ask them to list some characteristics of their
schools
2. Listening
- Set the scene: Listen to the introduction about Susie, a student at PLC Sydney and choose the
correct answer (page 13)
- Ask students to guess the answers
- Let them listen to the recording and check their guesses
- Call on some students to give answers
- Give feedback and let students listen to the recording a final time
Key : 1.A
2.A
3. B
4.B
5. A
3. Writing
3.1. Before writing
a. Writing tip
 Capital letter (np)

 Full stop (np)

 Starting sentence (np)

 Question mark (np)

 Comma (n)

 Exclamation mark (np)

b. Practice exercise
b.1. Correct the punctuation in these sentences
- Give instruction
- Let students to correct the sentences in their notebooks and call on some students to write their
sentences on the board
- Ask students for comments
- Give feedback and keys
Key:
1. School starts on the 5th September.
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2. Does he live in Ha Noi ?
3. I am excited about the first day of school.
4. Are you doing your homework?
5. We're having an English lesson in class.
b.2. Write the correct version of the passage
- Ask students to work in group
- Collect one notebook of one students to give feedback and keys
Key : Hi. I'm Phong and I'm from Ho Chi Minh City. I wear my uniform to my school every
day. My favorite teacher is Mr Trung. He teaches me science.
3.2.

While writing

- Introduce the task: Write a webpage for your school using the provided questions on page 13
and the readings on page 12
- Give some useful language:
- Let students write the first draft answering the questions
- Let students write final draft
- Collect some writings and give feedback
3.3.

After writing

 Speaking practice : Talk about your school
4. Homework
- Do exercises 1,2 – page 9
- Correct the writing at home
- Prepare the next lesson : Looking back and Project

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Date of teaching: 10/9/2014
Period: 8

UNIT 1: MY NEW SCHOOL
Lesson 7: Looking back and project

I. The objectives of the lesson
- At the end of the lesson, students can:

review the knowledge of vocabulary, grammar, listening and speaking skills in unit 1
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
assess their knowledge of unit 1
II. The procedures
1. Warm up :
- Divide the class into 4 teams
- Announce the rule of the game: Write school activities or your habits as many as possible
. The team with more correct expressions will be the winner.
2. Vocabulary
2.1. Write words that match the pictures ( exercise 1 , page 14)
- Give instruction
- Call on some students to write their words on the board
- Give feedback, key and let student practice pronouncing
Key :
1. dictionary
4. notebook
2. uniform
5. compass
3. pencil sharpener
6. calculator
2.2. Match the words in A with the ones in B ( exercise 2, page 14)
- Give instruction
- Ask students to write their answers in their notebooks
- Call on some students to read aloud their answers
- Give feedback and key
Key : 1-b 2-c 3-a 4-d
2.3. Listen and write down the words you hear in correct places ( exercise 3, page 14)
- Give instruction
- Play the recording twice and let students write the words in the correct places
- Give feedback and check
3. Grammar
3.1. Complete the sentences with the present simple ( exercise 4, page 14)
- Give instruction
- Let students do the task individually
- Give feedback and key
Key: 1.come 2. don't 3.walks 4. do 5. teaches 6. play
3.2. Complete the sentences with the present continuous ( exercise 5, page 14)
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- Give instruction
- Let students do the task individually
- Call on some students to write their answers on the board
- Give feedback and key
Key: 1.are doing 2. are riding 3.is…..studying 4. is having 5. am walking 6. is teaching
3.3. Complete the text with the correct form of the verbs in brackets ( exercise 6, page 14)
- Give instruction
- Let students do the task individually
- Give feedback and key
Key: 1.lives 2. is 3. has 4. is walking 5. go 6. study 7. are working 8. loves
4. Communication
4.1.
Match the questions with the correct answers ( exercise 7, page 14)
- Give instruction
- Ask students to work in pair
- Call on some pairs to practice reading aloud their answers
- Give feedback and check
Key : b-g
d-f
e-a
h-c
4.2.
Role- play
- Give instruction: Role-play the questions and answers ( exercise 8, page 14)
- Let students practice in pair
- Call on some pairs to practice
- Give feedback
5. Homework
- Work in team and write a short paragraph with 7-10 lines about your dream school using the
pictures and clues as suggestions on page 15

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Date of teaching: 12/9/2014
Period: 9

UNIT 2: MY HOME

Lesson 1: Getting started – A look inside
I. The objectives of the lesson
- At the end of the lesson, students can:

listen to get information about rooms and house

read to get information about rooms and house

use lexical items related to the topic “ My home”
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II. The procedures
1. Warm up: Ask students to list some furniture in their houses
Suggestions:
chair
sofa

furniture

armchair

refrigerator
stool
2. Vocabulary :
 town house (np)
 country house (np)
 city center (np)
 noisy (adj)
 apartment (n)
 cousin (n)
3. Listen and Read
3.1. Listening
- Set the scene: Mi and Nick are pen friends. They are talking to each other through the internet
- Let students listen for the first time
- Introduce the listening task
- Call on some students to give answer
Key:
 Dad
 Brother
 Cousin
 Mom
 Aunt
3.2.
Reading
- Give instruction: Read the conversation and complete the sentences ( exercise b, page 17)
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- Ask students to work in pair
- Call on some pairs to give answers and explanation
- Check key
Key :
1. TV; sofa
2. town house 3. sitting on the sofa 4. noisy 5. three
4. Grammar :
4.1. Prepositions of place
- Ask students about prepositions of place if they know
- Give brief introduction about prepositions of place
 in
 behind
 on
 under
 in front of
 next to
 between
4.2. Exercise 2 (page 17)
- Ask students to work in pair
Key : A. on
B. next to C. behind D. in
E. in front of F. between
4.3.Exercise 3 ( page 17)
- Give instruction
- Ask students to work in group
- Call on some representatives to report in front of the class
- Give feedback and check

G. under

Key :
B. The dog is next to the bowl.
C. The cat is behind the TV.
D. The cat is in the wardrobe.
E. The dog is in front of the kennel.
F. The cat is between the lamp and the sofa.
G. The cat is under the table.
5. Further practice
5.1. Grammar and reading
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- Introduce the task 4, page 17
- Ask students to work in group
- Call on some students to give answers
- Give feedback and answers
Key : 1.F 2.T 3. F 4.F 5.F
6.T
5.2. Writing and speaking
- Introduce the task 5 ( page 17)
- Ask students to work in pair to ask and answer questions
- Call on some pairs to give answers
- Check key
Key :
1. They are on the desk. / bookshelf.
2. They are on the floor.
3. Yes, it is.
4. No, they aren't. They're on the bed.
5. It's behind the bookshelf.
6. No, it isn't. It's next to the table.
6. Homework
- Learn the lesson
- Prepare the next lesson : Unit 2 – A closer look 1

Date of teaching: 15/9/2014
Period: 10

UNIT 2: MY HOME
Lesson 2: A closer look 1

I. The objectives of the lesson
- At the end of the lesson, students can:

use lexical items related to furniture in rooms in their homes

ask and describe rooms

pronounce correctly the ending sounds / z/, / s/ and / iz/ in isolation and in context

read and listen to the conversation about furniture in house
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II. The procedures
1. Warm up: Draw some pictures and ask students to guess what they are
2. Vocabulary
2.1. New words
 chest of drawer (n)
 air-conditioner (n)
 wardrobe (n)
 ceiling fan (n)
 microwave (n)
2.2. Practice
2.2.1. Work in pair
- Give instruction
- Let students work in pair
- Give feedback and check
Key : a. living room b. bedroom c. attic d. bathroom e. kitchen
2.2.2. Listen, repeat and name the things
- Give instruction
- Let students write the rooms in their notebooks
- Check :
Key :
 living room : lamp, sofa, picture, table
 bedroom : bed, lamp, picture, chest of drawers
 kitchen : fridge, cupboard, cooker, table, dishwasher, chair
 bathroom : bath, sink, toilet
 hall : picture
2.2.3. Work in pair to ask and answer questions to guess the room
- Give instruction
- Let students practice in pair
- Call on some pairs to practice
- Give feedback
3. Pronunciation : /z/, /s/, /iz/
Rule :
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

/z/: Final –s is pronounced /z/ after voiced sounds ( /b/, /d/, /g/….) and vowel
sounds
 /s/ : Final –s is pronounced /s/ after voiceless sounds ( /t/, /p/, /k/,/f/,/0/)
 /iz/: Final -es is pronounced /iz/ after voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʒ/, /dʒ/- Let students listen and put the words in the correct columns
- Ask them to compare the answers with their friends'
- Check
Key 1:
 /z/: posters, tables, wardrobes, beds
 /s/ : lamps, sinks, toilets
 /iz/: fridges
Key 2 :
 /z/ : things, pictures
 /s/ : lights, chopsticks
 /iz/ : dishes, vases
4. Homework
- Learn the lesson
- Do exercises on pages 10-11 in workbook (except exercise 4, page 11)

Date of teaching: 17/9/2014
Period: 11

UNIT 2: MY HOME
Lesson 3: A closer look 2

I. The objectives of the lesson
- At the end of the lesson, students can:
 use “ there is/ there isn't/ there are / there aren't” correctly and appropriately
 ask about and describe rooms and furniture
II. The procedures
1. Warm up: Chatting
2. Grammar
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2.1.
There is/ there isn't / there are / there aren't
 There is
There is + (a/an) + singular noun / uncountable noun
Example : - There is a notebook on the table.
 There are
There are + plural noun
Example : There are books on the table.
2.2.
Practice exercises
2.2.1. Exercise 1 and exercise 2 ( page 19)
- Give instruction
- Ask students to do individually quickly
- Give feedback and key
Key : 1. is/ isn't
2. are/aren't 3. are/aren't
4. is/isn't
5. are/ aren't
2.2.2. Exercise 3 ( page 19
- Give instruction
- Ask students to work in pairs quickly and write sentences in their notebooks
- Call on some students to write the answers on board
- Check key
Key :
1. There is/ isn't a TV next to / on the table.
2. There is/ isn't a brown dog in the kitchen.
3. There is/ isn't a boy in front of the cupboard.
4. There is/ isn't a bath in the bathroom.
5. There are/ aren't lamps in the bedroom.
2.2.3. Exercise 4 ( page 20)
- Give instruction
- Let students work in group
- Call on some representatives to give answers
- Give feedback and check
Key : 1.is
2. is
3. are 4. are
5. aren't
6. isn't
2.2.4. Exercise 5 ( page 20)
- Give instruction
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- Ask students to do individually
- Call on some students to give answers
- Give feedback and check
Key :...