Week: 4
Date of teaching:
Period: 10

Unit 2: MY HOUSE
Lesson 2: A CLOSER LOOK 1

I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:

- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- read about rooms and furniture, describe houses, rooms, and furniture

- Use possesive case to describe possesion; using prepositions of place to describe
where people or things are
2.Knowledge:
*Vocabulary:
- To introduce topic of the lesson My house. To teach the names of the rooms and the
names of furniture in the house.
- Use the words related to the topic My house: chest of drawers, poster, cupboard,
dishwasher, cooker, light, ceiling fan, fridge, sink.
* Pronunciation:
- To teach how to pronounce the final sounds /s / and /z/ correctly;
* Grammar:
- use possesive case to describe possesion;
- use prepositions of place to describe where people or things are;
- give suggestions;

3. Attributes:
- Positive about the home and family
- Ss are interested in doing exercises.
- Ss are interested in and proud of their house.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)

Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the new
lesson…
Content:

- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the new class.

Outcome/Performance Product:

- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
Chatting.

- What are your feelings about your house?
- Do you like your room?
- Do you like the decoration of your house?

Implementation:
- Teacher (T) asks Ss some questions about them and class.
- T encourages Ss to talk in English as much as possible
+ Students (Ss) listen and learn how to do the tasks.
- Answer the teacher's questions and requirements.
- Open their book and write.
+ T Leads to the new lesson.
- Ask Ss to open their book and

2. Activity 2: PRE- STAGE (5 minutes)
Task 1:
Aims:

- To revise/ teach the names of the rooms in the house.
- To revise/ teach the names of furniture pieces.

Content/Performance Tasks:

- Name some rooms in a house. To know more words about rooms in the house.
- Name of the things / furniture in each room

Outcome/Performance Product:

- Vocabulary about the topic
*Vocabulary:
- hall (n)
- livingroom (n) phòng khách
- dishwasher(n) máy rửa chén, bát
- chest of drawers (n) tủ có ngăn kéo
- fridge (n) tủ lạnh
- sink (n) bồn rửa

Key :
b. living room
d. bathroom

c. bedroom
e. kitchen.

- Implementation:
Task 1: Look at the house. Name the rooms in it.
*) Pre- teach vocabulary:
- Teacher uses different techniques to teach vocabulary (situation, realia, translation .....)
+ Follow the steps to teach vocabulary
- Repeat in chorus and individually
+ Check Vocabulary
- Copy all the words
* Vocabulary:
- Ask Ss to say the names of the rooms in a house they know.
- Have Ss quickly look at the rooms and name them.
- Ss listen carefully to the instructions
-T can explain the meaning of “hall”(hall = a space or passage inside the entrance or
front door of a building/ house).
+ Students (Ss) listen to the instructions carefully and learn how to do the tasks.
- Answer the teacher's questions and enquirements.
- Check the answers
- Correct their pronunciation.

- Assessment Tool: Observation
3. Activity 3: WHILE - STAGE (25 minutes)
Task 1:
Aims:

- To revise/ teach the names of the rooms in the house.
- To revise/ teach the names of furniture pieces.

Content/Performance Tasks:

- Name some rooms in a house. To know more words about rooms in the house
- Name of the things / furniture in each room

Outcome/Performance Product:
- To know more names the rooms in the house.
- To know more names the rooms in the house.

Key to Task 2:

Bed room: Lamp, chest of drawers, picture.
Living room: Lamp, picture, sofa.
Hall: picture
Kitchen: cupboard, dishwasher, sink, fridge.
Bathroom: toilet, shower, sink.

- Implementation:

Task 2. Name the things in each room in 1. Use the word list below.(You may use a
word more than once.)
- Ask Ss to work in pairs to do this activity.
- Write the names of the rooms on board in different places.
*Check the meaning of words if necessary
- Call on Ss from different pairs to go to the board and write the names of the furniture
under these rooms.
- Remind Ss that one piece of furniture can belong to more than one room.
- Ask other Ss to comment. Ask Ss if they can add more things to each room.
- Ss listen carefully and learn how to do.
- This activity can also be organised as a game. The first pair to finish the activity wins
and goes to the board to write their answer.
- Ss write down the new vocabulary
- T asks, Ss answer some more questions about the lesson

- Assessment Tool: Observation
Task 2:
Aims:

- To help Ss to practice asking and answering about the furniture in a room.

Content/Performance Tasks:

Asking and answering about the furniture in a room

Outcome/Performance Product:

Understanding some more things in the room.

Example:
A: What's in your room?
B: A sofa and a television.
A: Is the living room?
B: Yes.
Answer:
A: What's in your room?
B: A fridge  and a cupboard.

A: Is the kitchen?
B: Yes.
- Implementation:
Task 3. Think of a room in your house. In pairs, ask and answer questions to guess
it.
- Model this activity with a student.
- Ask Ss to work in pairs.
- One student thinks of a room in his / her house; the other asks questions to guess the
room.
- Call on some pairs to practise in front of the class.
- Comment on their performance.

- Assessment Tool: Observation
Task 3:
Aims:

- To help Ss identify how to pronounce the final sounds /s/ and /z/ .

Content/Performance Tasks:

To pronounce the final sounds /s / and /z/ correctly

Outcome/Performance Product:

To pronounce the final sounds /s/ and /z/ correctly in contexts.

* Audio script:
Lamps sinks

flats

Implementation:

toilets cupboards sofas kitchens romms.

Task 4. Listen and repeat these words
- Have some Ss read out the words first.
- Then play the recording for them to listen and repeat the words.
- Play the recording as many times as necessary.
- Have Ss comment on the way to pronounce s at the end of the words.
- Quickly explain the rules.
- Check the meanings if necessary,

- Assessment Tool: Observation
4. Activity 4: POST- STAGE (5 minutes)
Aims:

- To help practice pronouncing these sounds in words.
- To help Ss pronounce the sounds /s / and /z/ correctly in context.

Content/Performance:

To pronounce the final sounds /s / and /z/ correctly

Outcome/Performance Products:

To pronounce the final sounds /s/ and /z/ correctly in contexts. Practice pronouncing
Key :
/s/: chopstics, lamps.

/z/: bowls, things, homes
Audio script :
Mi: Mum . Are you home?
Mum: Yes, honey. I'm in the kitchen. I've bought these bowls and chopsticks.
Mi: They are beautiful. Where did they buy them?
Mum: In the departement store near our house. They have a lot of things for homes.
Mi: Don't forget we need two lamps for my bedrooms, Mum.
Mum: Let's go there this weekend.

Implementation:

Task 5. Listen to the conversation . Underline the final in the words and put them
into the correct column.
- Have Ss quickly read the conversation and underline the final s in the words.
- T plays the recording for Ss to listen to the conversation and write /s/ or /z/ under each
's' that they have underlined.
- Listen to the instructions carefully then do the tasks.
- Do the tasks
- Tell them to put the words with the final 's ' in the correct column according to the
sound of 's '.
- Have them work in pairs to compare their answers.
- Ss listen again and reppeat
- Ss work inpairs
- Practice the conversation
- Check Ss'answers. Ask them to explain their answers.
- Play the recording again for Ss to repeat each line of the conversation.
- Ask Ss to work in pairs to practise the conversation.
- Call on some pairs to practise the conversation.
- Ss work independently
- Share the answers
- Comment on their pronunciation of the final /s/.

- Assessment Tools: Observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Teacher asks students to talk about what they have learnt in the lesson.
- Teacher guides students to prepare the coming class.
* HOMEWORK
- Practice speaking the names of rooms and the names of the furniture in the house.
- Do more exercises in workbook.

Comments:
Attendance:

Class 7A1:
Class 7A2:

Week: 4
Unit 2: MY HOUSE
Date of teaching:
Lesson 3: A CLOSER LOOK 2
Period: 11
Textbook: Global success
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:

- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- read about rooms and furniture, describe houses, rooms, and furniture

- Use possesive case to describe possesion; using prepositions of place to describe
where people or things are
2.Knowledge:
*Vocabulary:
- To introduce topic of the lesson My house. To teach the names of the rooms and the
names of furniture in the house.
- Use the words related to the topic My house: chest of drawers, poster, cupboard,
dishwasher, cooker, light, ceiling fan, fridge, sink.
* Grammar:
- use possesive case to describe possesion;
- use prepositions of place to describe where people or things are;
- give suggestions;

3. Attributes:
- Positive about the home and family
- Ss are interested in doing exercises.
- Ss are interested in and proud of their house.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:

- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.

- Content/Performance tasks:
Review the previous lesson or have some warm-up activities to create a friendly
and relaxed atmosphere to inspire Ss to warm up to the new lesson.

- Outcome/Performance Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Ss know the use and form of the possessive case.

- Implementation:

+ Greeting
+ Chatting
- Teacher (T) asks Ss some questions about them and class.
- Ask Ss to open their book and introduce what they are going to study….

- Assessment Tools: observation
2. Activity 2: PRESENTATION (10 minutes)
Task 1:
Aims:

- To help Ss identify the correct form of possessive case

Content/Performance Tasks:

- To introduce / teach possessive case.Use 's after propername or singular noun

Outcome/Performance Product:
- Vocabulary about the topic

Key to Task 1:

1. grandmother's
2. sister's
3. cousin's
4. Nam's
5. An's

- Implementation:
Task 1. Choose the correct answer
- Ask Ss to do exercise individually and then compare their answers with a classmate.
+ Students (Ss) listen to the instructions carefully and learn how to do the tasks.
- Answer the teacher's questions and enquirements.
- Work Individually
- Listen carefully and read aloud.
- Check the answers.
- Confirm the correct answers

- Assessment Tool: observation
Task 2:
Aims:

To introduce / teach possessive case.

Content/Performance Tasks:

To review/ introduce the use and the form of the possessive case

Outcome/Performance Product:

Ss know the use and form of the possessive case.
* Key to Task 2:
1. Mi's
2. teacher's
3. Nick's
4. father's
5. brother's

Implementation:
Task 2. Complete the sentences with the correct possessive case.
- Have Ss do this exercise .
- Call on two Ss to write their answers on the board
- Ss work individually
- Do the tasks
- Draw all Ss' attention to the board and check the answers together.
- Share the answers.
- Learn how to do.
- T confirms the correct answers.
- Observe and help when and where necessary, and correct Ss'pronunciation and
intonation.
- Ss write down the new vocabulary
- T asks, Ss answer some more questions about the lesson

- Assessment Tool: observation
3. Activity 3: PRACTICE (20 minutes)
Task 1:
Aims:

- To help Ss identify different prepositions of place and use them correctly to describe
where people or things are.

Content/Performance Tasks:

- Write different prepositions of place and use them to do the tasks.

Outcome/Performance Products:
-Write the correct preposition in the box. Use the prepositions of place correctly
* Vocabulary:
- in front of (prep.)
- next to (prep.)
- behind (prep.)
- between (prep.)
- under (prep.)
in

on

next to

behind

in front of under

between

Key:

2.
next to
3. behind
4.in
5. in front of
6. between
7.under

Implementation:
Task 3. Rearrange the words and phrases to make simple sentences.
- Allow Ss to work in pairs or individually.
- Call on 2 - 3 Ss to read aloud the complete sentences.
- Ss to work in pairs
- Ss do the tasks
- Confirm the correct answers.

- Assessment Tools: Fill the blanks
Task 2:
Aims:
-

To give Ss further practice in using prepositions of place.

Content/Performance Tasks:

Write True or False for each sentence .

Outcome/Performance Products:

Decide if each sentence is true or false. To correct the false sentence.

Suggested answers:
2. The dog is next to the armchair.
3. The cat is behind the TV.
4. The cat is in the wardrobe.
5. The dog is in front of the doghouse.
6. The cat is between the lamp and the armchair.
7. The cat is under the table.

Implementation:
Task 4. Look at the picture and write T (True) Or F (False) for each sentence.
Correct the false sentence.
- Have Ss look at the picture of the room and ask them to describe the room
briefly.
- Ss listen carefully
- Ask them to read each sentence, look at the picture and decide if each sentence is
true or false. If it is false, ask them to correct it.
- Have Ss do this exercise individually before they share their answers with a
partner.
- Ask some Ss to read out their answers.
- Ss check the answers
- Listen and repeat
- Check and confirm the correct answers
- Assessment Tools: Fill the blanks
4. Activity 4: PRODUCTION (7 minutes)
Aim:
- To help Ss practice describing their house.
Content/Performance Tasks:

Play GAME Memory challenge .

Outcome/Performance Products:
Know how to play game. Showing the winning team.
GAME: Memory challenge

Implementation:
Task 5. GAME: Memory challenge
- Have Ss work in pairs to play the game
Memory challenge . Ss look at the picture in 4 for 30 seconds and then cover it . They
ask and answer questions about position of the thing in the picture.
- Invite some pairs to perform in front of the class.
- This activity can be organised as a competative game. The class is devided into teams A
and B .
- Have the teams look at the picture for 30 seconds.
- Ask to close their books.
- Ask Ss from each team to answer some questions about the position of the things in the
picture. Record their points on the board and announce the winning team.
- T goes round and corrects mistakes or gives help when and where necessary.
- Show the winner.
- Ss work independently and in pairs, in groups
- Share the answers

- Assessment Tools: Observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)

- T summarises the main points of the lesson. Take a book from a student and ask another
student to make sentence with the possessive case.
- T puts a pencil on a book and ask a student to make sentence or ask Ss to make
sentences to describe the position of things in the classroom.
- T lets Ss take note the home assignment

* HOME WORK

- Revise the use and form of possessive case.
- Do more exercises in workbook.
- Make more sentences using prepositions

Comments:

Attendance:
Week: 4
Date of teaching:
Period: 12

I. OBJECTIVES:

Class 7A1:
Class 7A2:

Unit 2: MT HOUSE
Lesson 4: COMMUNICATION

1. Competences: By the end of the lesson, students will be able to:

- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- read, talk and listen about rooms and furniture, describe houses, rooms, and furniture

- Use possesive case to describe possesion; using prepositions of place to describe
where people or things are
2.Knowledge:
*Vocabulary:
- To introduce topic of the lesson My house. To teach the names of the rooms and the
names of furniture in the house.
- Use the words related to the topic My house: chest of drawers, poster, cupboard,
dishwasher, cooker, light, ceiling fan, fridge, sink.
* Grammar:
- use possesive case to describe possesion;
- use prepositions of place to describe where people or things are;
- give suggestions;

3. Attributes:
- Positive about the home and family
- Ss are interested in doing exercises.
- Ss are interested in and proud of their house.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To revise the old lesson.
- To lead in the targeted vocabulary and pronunciation.
* Everyday English
Giving suggestions.

- Content/Performance tasks:
To have some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the subject and new lesson.
- Outcome/Performance Products:

- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Developing the language skills by asking and answering questions about themselves.
Sample:

A. Let's go to the zoo this weekend.
How about going to the zoo this weekend?
B. Great idea. …

- Implementation:

+ Greeting
- Teacher (T) asks Ss some questions about them and class.
- T asks Ss to open their book and introduce what they are going to study….
- Ss join in the discussion and do as required
- - T summarizes the discussion and leads to Activity 2.

- Assessment Tools: ask and answer
2. Activity 2: PRESENTATION (5 minutes)
- Aims:

To teach Ss how two ways of giving suggestions in English

- Content/Performance Tasks:

Two ways of giving suggestions How about + V-ing ; Let's + V

- Outcome/Performance Product:

Vocabulary about the topic
Audio script:
Elena: My bedroom isn't nice.
Mum: How about putting a picture on the wall?
Elena: Great idea, Mum.
Mum: Let's go to the department store to buy one.

- Implementation:

Task 1. Elena and her Mum are discussing how to decorate her bedroom. Listen and
read the dialogue . Pay attention to the highlighted sentences.
T plays the recording for Ss to listen and read the dialogue between Elena and her mum
at the same time.
T asks Ss to pay attention to the highlighted sentences.
+ Students (Ss) listen to the instructions carefully and learn how to do the tasks.
-Ss work in groups and Read aloud the dialogue.
Elicits the structures of giving suggestions from Ss {How about + V-ing?, Let's + V).
T has Ss practise the dialogue in pairs.
- Ss practise the dialogue in groups.- Ss may use everyday English to talk to each other.
- Ss work in pairs.
T calls on some pairs to practise the dialogue in front of the class.

- Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 1
- Aims:
To help Ss practice giving suggestions.

Content/Performance Task 1:

Two ways of giving suggestions How about + V-ing ; Let's + V

- Outcome/Performance Products:
Knowledge of how to give suggestions.

Sample dialogues.
Implementation:

Task 2. Work in pairs. Make similar dialogue. Remember to use the structure.
+ How about + V-ing?
+ Let's + V-Infinitive
- Ask Ss to work in pairs to make similar dialogues, using the structures of giving
suggestions.
- Observe and help when and where necessary, and correct Ss'pronunciation and
intonation.
- Ss work in groups and practise in pairs
+ Ss do the tasks
- Comment on their performance.
- Move around to observe and provide help.
- Call on some groups to practise in front of the class.
- Comment on their pertormance.

- Assessment Tools: exercises doing
Task 2
Aim:

- To give Ss a sample of a house description.

Content/Performance Tasks:

Listen ; look at the pictures and complete the sentences

Outcome/Performance Products:

- Learn how to describe the house. Complete the sentences correctly.
- Describing the houses.
* Vocabulary:
-hall (n) sảnh
- put (v) đặt để
- store (n) cửa hàng
- wardrobe(n) tủ quần áo
Suggested answers:
Key to Task 3:
1. country
2. are
3. is
4. Chairs
5. On

Implementation:
Task 3. Mi tells Nick about her grandparents' country house . Look at the pictures
of her grandparents'house and complete the sentences
*) Teach vocabulary:
- Teacher uses different techniques to teach vocabulary (situation, realia, translation .....)
+ Follow the steps to teach vocabulary
- Repeat in chorus and individually
- Take note
- To help Ss practise using some grammar points and vocabulary related to the topic.
- Have Ss look at the picture and try describing the house.
- Encourage Ss to say full sentences.
- Then ask Ss to work in pairs to complete the given sentences.
- Move around to observe and provide help.
- Invite Ss to share their answers.
- Confirm the correct answers.
- Observe and help when and where necessary,

Assessment Tools: blank filling
Task 3
Aims:

To help Ss practice describing their house

Content/Performance Tasks:

Look at picture; ask the differences between two houses

Outcome/Performance Products:

- Describing the houses.
The conversation could be:
T (look at Nick's house): Nick lives in a country house. Where does Mi live?
Student (look at Mi's house): She lives in a town house.
T: How many rooms are there in Mi's house?
Student: There are six rooms. What about in Nick's house? How many rooms are there?
etc.

Implementation:

Task 4. Student A look at the picture of Nick's house on this page. Student B looks
at the pictures of Mi's house on page 25. Ask questions to find the differences
between the two houses.
- This is a communicative activity called an information gap activity.
- Have Ss work in pairs to find the differences between the two houses.
- Before Ss do this activity, model the way to do this with a student.
- Ask Ss in each pair not to look at each other's picture and make similar conversations.
- Ss work in pairs
- Ss do the tasks
- Ss should note down the differences between the two houses.
- After a few minutes, the pair which has the most differences wins.
- Ask some pairs to act out the conversation.
- Other pairs listen and add more differences if there are any.

- Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Task 1
Aims:
- To help Ss practice describing their house.

Content/Performance Tasks:

Draw a simple picture of your house. Tell the partner about it.

Outcome/Performance Products:

- Draw a picture and tell about it
Examples: Hello everyone. This is the picture of my house. It's a country house but it's
very large and modern. It has two floors with a big yard, a lake and a lot of trees. In the
house, there are three bedrooms, a living room, two bathrooms, a kitchen, a dining room,
a garage, and a study. Each room has modern facilities and household appliances.

Implementation:
Task 5. Work in groups. Takes turns to interview the others. Use the questions
above.
- This is a personal sharing task. In this activity Ss are encouraged to share their own
experiences.
Give Ss 5 - 7 minutes to draw a simple picture of their house.
Ss then work in pairs to tell each other about their house.
- Ss work in pairs to describe their houses.
If time allows, T can ask them to note down the differences between their houses.
Call on some Ss to describe their friend's house to the class.
- Ss may also present the differences between their house and their friend's.
Other Ss and T listen and give comments.
- Choose some Ss to give a presentation to the class.
- Ss work independently and in pairs, in groups
- Share the answers

- Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- T summarizes the lesson and let Sts tell what the have learnt
T asks Ss to talk about what they have learnt and ticked the objectives they can do
in the lesson.
* HOME WORK
- Practice describing your house.

-Do more exercises in workbook.

Comments:
Attendance:

Class 7A1:
Class 7A2: