Week: 29
Date of teaching:
Period: 85
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Improve group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- read for general and specific information about houses and appliances in the
house;
- talk about different houses in the future.
- use the words related to the topic types of houses and appliances in the house;
2.Knowledge:
*Vocabulary:
- Understand the key words: rainy, crowded, beautiful, interesting, exciting,

landmark..
* Pronunciation:
- Pronounce the key words correctly: rainy, crowded, beautiful, interesting, exciting,

landmark.
* Grammar:

- Use Future Simple and MIGHT for future possibility
- Usages of the prepositions: in/on.
3. Attributes:
- Positive about houses and appliances in the house, dream houses.
- Students know the importance of houses and appliances in the house in daily life.
how to use free time usefully.
- Ss have a good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.

II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipment….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Aims:
- To develop student's listening skills for specific information. It also provides
input for the writing skills.
Content/Performance tasks:
- Revision : Describe TV program

- Having 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 atmosphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..

+ Greeting
* Game: Jumbled words

1.CITY VIEW
2.SMART - TV
3.GARDEN
4.FLAT
5.VILLA
Implementation:
+ Greeting
* Game: Jumbled words
Teacher sticks some jumbled words onto the board.
Students raise hands to answer.
Assessment Tools: observation
2. Activity 2: PRE- STAGE (5 minutes)
Aims:
- To activate students' knowledge of the topic of the listening text;
- To help students develop their skill of listening for general information.
- To lead in the listening task.
Content/Performance Tasks:
get used to listening skill
Outcome/Performance Product:
Suggested answers:
- Nick - picture a
- Linda -picture c
Implementation:
While-Listening

Task 1. Listen to Nick and Linda talking about their dream houses. Which
house would each prefer? Write their names under the correct pictures
Play the recording. Ask students to listen and write the speakers' names under the
correct pictures.
- Teacher checks their answers.
If it's necessary, play the recording again and pause the recording after each
sentence.
Assessment Tool: Observation
3. Activity 3: WHILE - STAGE (25 minutes)
Task 1:
Aims:
To help students develop their listening skill for specific information
To summarize the key information in the listening tasks.
Content/Performance Tasks:
Listen again to get more information
Outcome/Performance Product:
Choose the correct answer correctly.
The key information in the listening tasks.
Answer key:
Linda: sea view, swimming pool, garden
Nick: park view, city view, super smart TV
Audio script:
Nick: Can you tell me about your dream house, Linda?
Linda: Well, it's a big villa by the sea. It has a view of the sea. It has a swimming
pool and a garden.
Nick: My dream house is different.
Linda: Really? What's it like?
Nick: It's a beautiful flat in the city. It has a park view in front and a city view at
the back.
Linda: Oh, sounds great!
Nick: It has a super smart TV. I can watch films from other planets.
Linda: That sounds great, too. But I think it'll be...
Implementation:
While-listening
While-listening
Task 2. Listen to the conversation again. What is important to Nick? Tick the
columns
Ask students to read the information in the first column. Ask them to focus on the

information they need only (what are important to Linda and Nick: park view, city
view, etc.).
- Play the recording again. Ask students to listen and tick what is important to
Linda and Nick. Call some students to give the answers to the class and correct
the mistakes where necessary.
Assessment Tool: Observation
Task 2:
Aims:
To help students develop listening skills for specific information (gap-filling).
Content/Performance Tasks:
Listening for missing words
Outcome/Performance Product:
Fill the blanks with words to complete the sentences.
Suggested answers:
1. She has a big villa.
2. Her house / It is by the sea.
3. There's a swimming pool and a garden around her house.
4. He has a flat.
5. It's in the city.
6. It has a super smart TV.
Implementation:
Task 3: Listen again and answer the questions about their dream houses.
Ask students to read the questions and underline the key words. Then let them
listen to the recording again to answer the questions in pairs or groups.
- Ask a few pairs to role-play in front of the class, one asks the questions and the
other gives the answers. Other pairs and teacher listen and give comments
Assessment Tool: Observation
Task 3:
Aims:
To check students' understanding of the listening part.
To develop student's speaking skill, using the available information and their
background knowledge
Content/Performance Tasks:
Listening for missing words
Outcome/Performance Product:
Fill the blanks with words to complete the sentences.
Task 4: Work in pairs. Discuss and fill in the table.

A: What type of dream house is it?
B: It's a palace.
A Where is it?
B: It's in the mountains.
Task 5: Use the information in 4 to write a
paragraph of about 50 words about your dream house.
Sample paragraph:
My dream house is a big palace. It is in the mountains. It is surrounded by lots of
trees. It has seven rooms: three bedrooms, two bathrooms, one kitchen and one
living room. There is a large swimming pool in front of it. I have some robots in the
palace. They help me to clean the floor, cook meals, water flowers... I am happy to
live in my palace
.Implementation:
Pre-Writing
Task 4: Work in pairs. Discuss and fill in the table.
- Let students look at the table. Draw their attention to the four pieces of
information. Then have them read the exchange in the example to understand
how to do the task.
- Ask students to work in pairs to ask and answer the questions and fill the table.
Call a student to write the answer on the board. Others write in their notebooks.
Teacher goes around and helps if needed.
While-Writing
- Task 5: Use the information in 4 to write a paragraph of about 50 words
about your dream house.
Allow students time to write a paragraph (about 50 words) about their dream
houses, using the suggested ideas/information in Task 4.
- When they finish, ask some students to talk about their dream houses to the class.
If time allows, call one student to write his / her answer on the board. The class can
give their comments.
Post-Writing
- Teacher asks students to exchange their textbooks to check their friends' writing.
Teacher then gives feedback as a class discussion.
Assessment Tool: Observation
4. Activity 4: POST- STAGE (5 minutes)
Aims: To peer check, cross check and final check students' writing.
Content/Performance: Correct mistakes

Outcome/Performance Products:
Some sample paragraphs chosen from Sts' writings.
- Implementation:
- Teacher asks students to exchange their textbooks to check their friends' writing.
- Teacher then gives feedback as a class discussion.
- 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 for the coming class.
* HOMEWORK
- Finish writing the paragraph. Copy in the note books.
- Do more exercises in the workbook.

Week: 29
Date of teaching:
Period: 86
Textbook: Global success
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Improve group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- read for general and specific information about houses and appliances in the
house;
- talk about different houses in the future.
- use the words related to the topic types of houses and appliances in the house;
2.Knowledge:
*Vocabulary:
- Understand the key words
* Pronunciation:
- Pronounce the key words correctly
* Grammar:

- Use Future Simple and MIGHT for future possibility
- Usages of the prepositions: in/on.
3. Attributes:
- Positive about houses and appliances in the house, dream houses.
- Students know the importance of houses and appliances in the house in daily life.
how to use free time usefully.
- Ss have a good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.

II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipment….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Aims:
- To review and drill the section of the unit.
- To encourage Ss not to refer back to the unit pages but to use what they have
learnt during the unit to help them answer the questions.
- To see how far Ss have progressed, and which areas need further practice.
Content/Performance tasks:

Having some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new class
Outcome/Performance Products:
- Interest and concentration of Ss on the class activities.
- A friendly and relaxed atmosphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..

Implementation:
Greeting
+ Chatting
* Brainstorming:
* Brainstorming
- Teacher divides the board, and divides the class into 2 big groups.
- Teacher asks students to brainstorm all household appliances they can think of.
The group having the most suitable answers is the winner.
Assessment Tools: observation
2. Activity 2: PRESENTATION (10 minutes)
Task 1:
Aims:
To help students revise the adjectives describing houses in the future.
Content/Performance Tasks:
Revise the vocabulary about houses and appliances
Outcome/Performance Product:
Remember the adjectives describing houses and appliances
Key to Task 1:
Answer key:
a. computer
b. dishwasher
c. wireless TV
d. washing machine
e. fridge
f. smart clock
Implementation:
Task 1: Write the words/phrases under the correct pictures
- Tell students to read the words in the box first. Then ask them to write the words
in the box under the pictures.
- Give them time to write the words under the pictures individually. Then compare
their answers with their partners.

Ask some students to read the words aloud. Then the teacher checks their answers
as a class.
- Have students work in pairs or groups, discussing what each of the appliances
will do in the future and filling the blanks in the table.
- Call some students to tell the class about their answers. E.g. I think robots will
look after my future house. Teacher and other students listen and make comments.
Task 2:
Aims:
To help students revise the nouns showing houses.
Content/Performance Tasks:
Revise the vocabulary items they have learnt to do the exercise.
Outcome/Performance Product:
Vocabulary about nouns showing houses and house appliances.
Key to Task 2:
1. Robots
: look after the house
2. washing machine : wash clothes
3. wireless TV

:access to internet

4. super cars

:can fly

5. smart clocks

:can play online music

6. dishwashers
:wash dishes
Implementation:
Task 2: Think about what the appliances will do in the future. Fill the table:
Teacher encourages students to complete the task individually.
- Students exchange their textbook to discuss the reasons for their choices.
- Teacher gives feedback as a class discussion.
Assessment Tool: observation
3. Activity 3: PRACTICE (20 minutes)
Aims:
To help students revise the future simply in context.
Outcome/Performance Product:
Review grammar point: future simple.
Outcome/Performance Product:
Remember more the use and form of the grammar points.
*Key to Task 3:

1. Tomorrow is Sunday, so I won't have to get up early.

2. When I see Tom tomorrow, I will invite him to our party.
3. You must meet Anna. I am sure you will like her
4. We won't start our dinner until Jack arrives.
5. I will phone you when I get home from school.
6. Tony won't pass his examination. He hasn't studied yet.
Key to Task 4::
1. I am still not sure where to go for my holiday. I might go to Da Lat.
2. The weather is not very good. It might rain this afternoon.
3. There might not. be a meeting on Friday because the teacher is ill
4. Ann might not come to the party tonight because she is busy.
5. Phong is thinking about what he will do on Sunday. He might go to a judo club
or he might stay at home to study English.
Implementation:
GRAMMAR
Task 3: Complete the sentences with will or won't.
Teacher lets SS do the exercise individually.
Teacher calls some Students to read the whole sentences, including answers, then
calls some others to give an evaluation.
Teacher confirms the correct answers, gives some corrections and explanation if
needed.
Task 4.Complete the sentences with might or might not.
Teacher has students work on the exercise in pairs.
- Teacher gives feedback as a class discussion.
Assessment Tool: observation
4. Activity 4: PRODUCTION (5 minutes)
Aims:
To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
Outcome/Performance Product:
- practice speaking while asking for information in the class.
- To help students practice writing about houses in the future and appliances in that
house.
Outcome/Performance Product:
Extra vocabulary.

* Key to Task 5:

This is the appliance I would like to have in the future. It's a friendly robot. It can
talk and understand what I say. It will help me study and practice English. It can
also listen to my stories. It will be my best friend in the future.
Implementation:
PROJECT
* My future appliance:
- Have students read the instructions on how to do the project. Draw their attention
to the following steps:
+ Think about one appliance they want to have in the future.
+ Make a poster about it.
+ Write the details of the appliance in the poster. (what they want to have, what it
will help them to do).
+ Share the poster with their class.
- Let them think about an appliance in their future house first.
- Give them time to make their own posters by drawing their own appliances.
- Ask them to look at the details in the bubble as an example. Then let them write
what will help them to do things in their future houses.
- Get them to share their posters in pairs or groups.
- Select some students to show their posters in front of the class and tell what the
appliances will do in their future houses. The class gives comments.

-If there is not enough time, the teacher may ask students to do the project as
homework and check it in the following period.
Assessment Tool: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- T has Ss summarize what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarize the main points of the lesson.
- Home assignments
- T summarizes the main points.
- T asks Ss what they have learnt so far. Have them recall the important elements:
+ Words / phrases and combinations related friends
- T lets Ss take note the homework

* Homework
- Do more exercises in the workbook.
- Prepare for UNIT 11

Week: 29
Date of teaching:
Period: 87
I. OBJECTIVES:
1. Competences: By the end of the lesson, students will be able to:
- Improve group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
- read for general and specific information about ways to go green at school;
- talk about tips for going green;
- use the words related to the topic: a greener world and ways to go green.
2.Knowledge:
*Vocabulary:
- Understand the key words: reusable, plastic bag, reuse, recycle, renew.
* Pronunciation:
- Pronounce the key words correctly: reusable, plastic bag, reuse, recycle, renew.
* Grammar:

- use the articles correctly;
- use the first conditional to talk about possibilities;.
3. Attributes:
- Positive about ways to go green .
- Students know the importance of protecting the living environment.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.

II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, loudspeaker, projector…
- Students : Text books, studying equipment….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To introduce the topic.
- To lead in the topic of ways to go green.
Content/Performance tasks:
To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm
Outcome/Performance Products:
Leading in the lesson about vocabulary and pronunciation.

Suggested answer:

+ Greeting
Implementation:
+ Chatting:
Review the previous unit before Ss open their books. Write "Our greener world" on
the board. Ask students what 'green' means to them. Write their answers on the
board. Explain that "green” has a lot of meanings. In this unit it means relating to
the protection of the environment. Write "Let's go green!" on the board and elicit
the meaning of 'go green' from students. Tell students that 'go green' means: to do
more to protect nature and the environment. Let students open their books and start
the lesson.
Assessment Tools: ask and answer
2. Activity 2: PRESENTATION (5 minutes)
Aims:
To introduce the new words
To practice the targeted language and the background knowledge of going green.
Content/Performance Tasks:
Learn some new words . Read the conversation and find out new words.
Outcome/Performance Product:
Know more new words. Understanding the conversation; topic of the lesson,
grammar points…
VOCABULARY
1. reusable (a): có thể tái sử dụng
2. plastic (n): (chất liệu) nhựa
*plastic bag: túi ni lông
Task 1: Listen and read.
1. Who are they?
2. Where are they?
3. What might they be talking about?
Answer key:
1. on a picnic
2. reusable; natural
3. the check-out
4. a reusable
5. cycling
Implementation:
VOCABULARY
- Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words.

+ providing the synonym or antonym of the words.
+ providing the definition of the words.
Task 1: Listen and read.
Ask students to look at the picture on Page 48 and answer the questions below:
- Quickly write students' answers to Question 3 on the board. Play the recording.
Students listen and read. Ask students if their guesses on the board are correct.
- Play the recording twice for students to listen and read along. Have students
underline the words that are related to the topic of the unit while they are listening
and reading.
- Invite some pairs of students to read the conversation aloud.
- Ask students what exactly Mi and Nick talked about. Now confirm the correct
answer. (They talked about ways to go green.)
- Have students say the words in the text that they think are related to the topic Our
greener world. Quickly write the words on one part of the board. Comment on
students' answers.
Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 1
Aims:
To draw students' attention to the first conditional.
Content/Performance:
How to make suggestions.
Outcome/Performance Products:
Know more new words. Understand the conversation; topic of the lesson, Vocab,
grammar points…
Answer key:
1. Nick is going on a picnic tomorrow.
2. The green shopping bag is better than the plastic one.
3. People can buy green bags at the check-out.
4. Mi wants to buy reusable bag  for her mum.
5. Nick thinks that Mi is green because she is cycling.
Implementation:
Task 2: Read the conversation again. Complete the following sentences. Use no
more than three words In each blank.

- Ask students to work independently to fill each blank with the word(s) from the
conversation. Ask them how to do this exercise. Teacher may once again instruct
them how to do the exercise: (1) read the sentence and identify the kind of
information to fill the blank; (2) read the conversation and locate the place to find
the word(s) to fill the blank. Model with the first sentence.
Allow students to share answers before discussing as a class. Write the correct
answers on the board.
Assessment Tools: exercises doing
Task 2
Aim:
To develop students' knowledge of the vocabulary about ways to help the
environment.
Content/Performance Tasks:
Understand the conversation; grammar points;
Outcome/Performance Products:
To know about the topic of the lesson, Vocab, grammar points.
Key to Task 3:
1. b 2. c 3. a
Implementation:
Task 3: Based on the ideas in the conversation, match the first half of the
sentence in column A with its second half in column B
How to make suggestions.
- Ask students to read column A and B to make sure they understand. Ask students
to give their answers without reading the conversation again. Then ask them to
read the conversation and check their answers. Confirm the correct answers.
Model sentences: First conditional sentence
Tell students that sentences 2 and 3 are the first conditional sentences but they will
learn about this grammar point in A closer look 2.
Assessment Tools: blank filling
Task 3
Aims:
To provide students with an opportunity to communicate with each other, using the
vocabulary they have learnt.
Content/Performance Tasks:
Some related Vocabulary
Outcome/Performance Products:
Know more about the environment and environmental problems.

Answer key:
Task 4: Order the words to make a phrase about a place. Each group has one
extra word.
Answer key:
1. c 2. a 3. b
4. e 5. d
Implementation:
Task 4: Match the pictures with the ways to help the environment
Have students look at the pictures and discuss what they can see in each picture in pairs.
Invite some pairs to share their answers with the whole class.
Ask students to match the pictures with ways to help the environment. Have some
students share their answers.
Confirm the correct answers.
Ask students to add any other ways to save the environment they know.

Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Aims:
To provide students with an opportunity to communicate with each other, using the
vocabulary they have learnt.
Content/Performance Tasks:
Some related Vocabulary
Outcome/Performance Products:
Know more about the environment and environmental problems.
Suggested answers:
Find someone who…

Names

uses reusable bags
cycles
walks to school
picks up rubbish
plants trees
Implementation: observation

Task 5: Find someone who ... works in groups. Ask and answer to find
someone who does the things in 4.
Game: Find someone who…
● Ask students to work in groups. Give each group a handout with the following
table:
● Model the way to ask questions and answers with a student.
(e.g. Nam, do you use reusable bags?, etc.)
Ask each group to choose one student to ask the questions and another
●
student to record the answers and report the results. Give students 7 minutes to
ask and answer in groups. Move around to observe and offer help.
Ask students to get more info by adding more simple questions.
●
(When do you often use them? How do you find them effective? …)
Invite students to share their findings to the class.
Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words they remember from the lesson.
- Home assignments
- Teacher summarizes all opinions
- T let Ss take note the home assignments
* HOMEWORK
- Read again the conversation
- Do more exercises in the workbook.
- Prepare new lessons.