Week: 27
Date of teaching:
Period: 79
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: UFO, solar TV, smart TV, wireless Tv, solar energy.
* Pronunciation:
- Pronounce the key words correctly: UFO, solar TV, smart TV, wireless Tv, solar

energy.

* 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 equipments….
- 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 the unit.
Content/Performance tasks:

To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lessons.
Outcome/Performance Products:
Leading in the lesson about vocabulary and pronunciation.
Suggested answer:

+ Greeting

Implementation:
+ Greeting
* Divide the class into 2 teams A and B
-Teacher asks students to see the picture in 30 seconds and remember as
many types of houses and appliances as possible.
- Teacher lets students pass the chalk within the team and write things they can
remember in 2 minutes.
Lead in

Teacher draws students' attention to the picture in the textbook and
asks them questions about the picture to introduce the land.
Ss answer the questions.
Assessment Tools: ask and answer
2. Activity 2: PRESENTATION (5 minutes)
Aims:
- To set the context for the introductory;
- To introduce the vocabulary appearing in the text.
- To practice the targeted language and the background knowledge.
Content/Performance Tasks:
Learn some new words . Read the conversation and find out new words.
Outcome/Performance Product:
VOCABULARY
1.UFO
2.Solar energy
3.Smart TV
Task 1: Listen and read.

Nick: What are you doing, Phong?
Phong; I'm painting a picture of my house.
Nick: Your house! That's a UFO.
Phong: It looks like a UFO but it's my house in the future.
Nick: Where will it be?
Phong: It'll be in the mountains.
Nick: What will it be like?
Phong: It'll be a large house. It'll have twenty rooms.
Nick: Twenty rooms!
Phong: Yes, and it'll have solar energy.
Nick: Fantastic! Which room will you like best?
Phong: My bedroom, of course.
Nick: What appliances might the house have?
Phong: My house might have some smart TVs and ten robots.
Nick: Sounds great! And how much will...
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.
- Teacher sets the context for the listening and reading text:
+ Teacher asks students to look at the title of the conversation and the picture.
+ Teacher asks Ss some brainstorming questions.
- Ss answer the questions and write down if necessary.
- Teacher encourages students to give their answers, but do not confirm whether
their answers are right or wrong.
- Teacher play the recording, asks students underline the words they have learn in
the vocabulary part.
- Teacher can play the recording more than once.
- Students listen and read.
- Teacher invites some pairs of students to read the dialogue aloud.
- Teacher has students say the words in the text that they have underlined.
Assessment Tool: observation
3. Activity 3: PRACTICE (25 minutes)
Task 1
Aims:
To help students types of house
Content/Performance:
Listen and read the conversation. True/ false activity, filling in the gaps.
Outcome/Performance Products:
Know more new words. Understand the conversation; topic of the lesson, Vocab,
grammar points…
Answer key:
Type of house: UFO
Location: in the mountains
Appliances in the house: some smart TVs and ten robots
Implementation:
Task 2: Read the conversation again. Find and write down the words or
phrases that show:
- Students work in pairs
- Teacher asks students to share their answers before discussing it as a class.
Teacher asks students to explain where they can find the answer.
- Assessment Tools: exercises doing
Task 2
Aim:
- To help students focus on the use of Simple Future tense.

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. T
2. T
3. T
4. F
Implementation:

Task 3: Read the conversation again. Tick (V) T(True) or F(False).
Give time for students to read the conversation independently again and tick ( ) true or
false next to the statements. Ask them to share their answers in pairs before discussing
them in groups. Encourage them to correct the false statements.

Select one student to give his or her answers in front of the class. Praise them when
they give the correct answers
Assessment Tools: blank filling
Task 3
Aims:
To test students' memory of the vocabulary
Content/Performance Tasks:
Some related Vocabulary
Outcome/Performance Products:
Know more about houses and house appliances
Answer key:
Task 4: Order the words to make a phrase about a place. Each group has one
extra word.
Answer key:
1. in the sea
2. in the city
3. in the town
4. in the mountains
5. in the countryside
6. on the Moon
7. in the sky
Implementation:
Task 4: Order the words to make a phrase about a place. Each group has one
extra word.

- Explain that students have to order the words to make phrases about places.
Remind them that each group has one extra word. Get them to look at the
example to identify how to do the activity.
- Have students work individually. Ask them to share their answers in pairs before
discussing them in groups.
- Go around and offer help, if necessary.
- Then call some students to write their answers on the board. Check their answers
and give explanations, if necessary.
Assessment Tools: observation
4. Activity 4: PRODUCTION (5 minutes)
Aims:
To test students' memory of the vocabulary
Content/Performance Tasks:
Some related Vocabulary
Outcome/Performance Products:
Know more about houses and house appliances
Suggested answers:
- Is it a type of house?
- No, it isn't.
- Does it have a smart remote control?
- Yes, it is.
- Is it a smart TV?
- Yes, it is.
…
Implementation: observation
Task 5: In groups, describe to your classmates what you can see outside the
window of your future house. Your group tries to guess where your house is.
Game: 10 questions
- Work in groups, think of a kind of house or appliances.
- Others ask Y/N questions and the group can only answer Yes or No.
- Who can guess the type of house/household appliances is the winner.
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.
Week: 27
Date of teaching:
Period: 80
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: electric cooker, dish washer, washing machine, wireless.
* Pronunciation:
- Pronounce the key words correctly: : electric cooker, dish washer, washing machine,

wireless
+ Pronounce the two-syllable 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)
Aim:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
To activate students' prior knowledge and vocabulary related to the topic, the
targeted vocabulary and its pronunciation.
Content:
To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lessons.
Outcome/Performance Product:
leading in the lesson about vocabulary and pronunciation.

Implementation:
+ Greeting
* * Game: Place it right:
Teacher explains the game rules:
- Students go to the board and stick the pictures of household appliances in the
right posters corresponding to 3 rooms in the house:
LIVING ROOM
BEDROOM
KITCHEN
2. Activity 2: PRE- STAGE (5 minutes)
Task 1:
Aims:
- To set the context for the introductory;
- To lead in the lesson about vocabulary and pronunciation.
- To teach students some nouns about house and house appliances
Content/Performance Tasks:
nouns about house and house appliances
and their usage.

Outcome/Performance Product:
Know more new words. Understanding the conversation; topic of the lesson,
grammar points…
VOCABULARY
1.electric cooker (n)
2.dish washer (n)
3.washing machine (n)
4.wireless (adj)
Task 1: Listen and repeat the words/ phrases in the box. Then put them in the
appropriate columns. You may use some more than once.
- living room: wireless TV, electric fan, smart clock, computer
- bedroom: wireless TV, smart clock, electric fan
- kitchen: electric cooker, dishwasher, fridge, washing machine
Implementation:
VOCABULARY
- Teacher introduces the vocabulary by
+ providing explanations of the words;
+ showing a picture illustrating the words.
Task 1: Listen and repeat the words/ phrases in the box. Then put them in the
appropriate columns. You may use some more than once.
Teacher ask students quickly do Ex. 1 (P. 4)
Students listen to the recording and repeat.
Assessment Tool: Observation
3. Activity 3: WHILE - STAGE (25 minutes)
Task 1:
Aims:
To practice the targeted language (adjectives) and the background knowledge
Content/Performance Tasks:
Exercises of matching sentences
Outcome/Performance Product:
Know more adjectives and how to use them in context.
Answer key:
1. c
2. d
3. b
4. e
5. a

Implementation:
Task 2: Match the appliances in A with what they can help us to do in B.
Tell students to look at the two columns and explain what they can see (e.g.
They can see words and phrases relating to appliances in the first column, and
words and phrases relating to what each of the appliances can help us to do in
the second column).
- Have students do the task individually, by matching the appliances in A with
what they can help us to do in B.
- Ask them to share their answers in pairs before checking the answers as a class.
Then encourage them to make sentences with matched phrases, e.g. An electric
cooker can help us to cook rice.
Call some students to write their sentences on the board. Correct if necessary.
Assessment Tool: Observation
Task 2:
Aims:
- To introduce some vocabulary related to the topic of the unit;
To teach students some words/phrases related to house appliances.
Content/Performance Tasks:
understand the new words and do the task
Outcome/Performance Product:
To know about the topic of the lesson, Vocab, grammar points.
Suggested answer:
1.What can an electric cooker help us to do?
- It can help us (to) cook rice and vegetables.
2.…
Implementation:
Task 3: Work in pairs. Ask and answer questions about appliances, using the
information in 2.
Ask students to read the example first. Ensure that they know what to do. Then let
some pairs
role-play the exchange in front of the class. Check pronunciation, if necessary.
- Have them work in pairs, one points to the appliance in Task 2 and asks the
question, and the other gives the answer about the appliance, using the
information in Task 2.
- Call some pairs to act out in class. Teacher and other students give comments
Assessment Tool: Observation
Task 3:
Aims:

To help students have a concept and identify the Stress in two-syllable words
(words only).
Content/Performance Tasks:
Listen and repeat the words with the above mentioned sounds.
Outcome/Performance Product:
students have a chance to identify and practice the Stress in two-syllable words
(words only).
- picture: bức tranh
- robot: người máy
- bedroom: phòng ngủ
- kitchen: nhà bếp
- housework: việc nhà
- palace: cung điện
- village: ngôi làng
- mountains: núi
Implementation:
- PRONUNCIATION
Task 4: Listen and repeat the words.
- Explain that most
two-syllable nouns and adjectives have stress on the first syllable (e.g.
housework, father, brother, pretty, famous, etc.)
- Give students a few minutes to look at the words. Explain that these words are all
two-syllable nouns. The first syllable of these words is stressed which means it
should be pronounced with a louder voice. Draw their attention to the stress mark
on the first syllable.
- Play the recording several times, if necessary, for students to listen and repeat the
words. To reinforce pronunciation, ask them to clap at the stressed syllable as
they say the words.
- Have students practise saying the words in pairs or groups. Go around to offer
help or correct pronunciation, if necessary.
Call some students to say the words in front of the class. Check their pronunciation
if necessary.
Assessment Tool: Observation
4. Activity 4: POST- STAGE (5 minutes)
Aims:
To test students' memory of the vocabulary.
To practise Stress in two-syllable words in sentences.
Content/Performance:
Pronounce Stress in two-syllable words in sentences.

Outcome/Performance Products:
To give students a chance to apply what they have learnt.
Suggested Answers:
1. The picture is on the wall of the bedroom.
2. The robot helps me to do the housework.
3. There's a very big kitchen in the palace.
4. Their village is in the mountains.
Implementation:
Task 5: Listen and repeat the sentences. Pay attention to the stress of the
underlined words.
- Teacher plays the recording for students to listen to and asks students to repeat
the sentences after they listen.
- Students listen and repeat the given sentences.Teacher asks each group to hand in
their paper and checks, the group with more correct sentences is the winner.
- Teacher invites the winner to read aloud their sentences.
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 and make
sentences with them
- T let Ss take note the home assignments
- T asks, Ss answer about friends
- T gives feedback and requires SS to do home assignments.
- Home assignments
* HOMEWORK
- Practice asking and answering about plans for holidays.

- Do more exercises in the workbook.

Week: 27
Date of teaching:
Period: 81
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: UFO, solar TV, smart TV, wireless Tv, solar energy.
* Pronunciation:
- Pronounce the key words correctly: UFO, solar TV, smart TV, wireless Tv, solar

energy.

* 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 activate students' prior knowledge and vocabulary related to the targeted
grammar of future simple and to increase students' interest.
Content/Performance tasks:
To review/ introduce the use and the form of the grammar points.
Outcome/Performance Products:
Ss know the use and form of future simple
Suggested answers:
1. She will learn English
next year.
2. His
work

father will
overnight.

3. Phong
will

and
Nick
come.

4. Sam
won't finish
his
homework
Implementation:
+ Greeting
* Game: Sentence puzzling
- Teacher divides the class into 4 groups.
- Teacher delivers a set of word cards which are jumbled sentences in the present
continuous tense to each group.
- Students will have to work in groups to create as many correct sentences from the
word cards as possible.
- The group with more correct sentences will be the winner.
Assessment Tools: observation
2. Activity 2: PRESENTATION (10 minutes)
Task 1:
Aims:
To introduce targeted grammar of the future simple tense.
Content/Performance Tasks:
the use of the future simple tense.
Outcome/Performance Product:
Practising the correct form of the future simple tense.
Positive
I / We / You / They / He / She / It + will + V
Examples:
- My father will travel to the Moon in a supercar in the future.
- We'll live in that cottage in the future.
- 'll is the short form of will.
Negative
I / We / You / They / He / She / It + will not + V
Example:
- We won't live in that cottage in the future.
- won't is the short form of will not.
Questions and short answers
- Will + I / we / you / they / he / she / it + V?
- Yes, you / we ... will.
- No, you / we ... won't.

Example:
- Will they live on the Moon?
- Yes, they will.
No, they won't
Task 1: Fill the blanks with will 'll) or won't to make the sentences true for
you.
Suggested answers:
1. I think I will stay at home tonight.
2. My friends won't go to the library this afternoon.
3. My mum won't make a cake today.
4. I will have an English test tomorrow.
5. Our family won't move to the new house next week.
Implementation:
Task 1: Fill the blanks with will 'll) or won't to make the sentences true for
you.
Teacher has students complete Ex. 1(p. 41).
- Teacher then asks students to exchange their textbooks to check their friends'
answers.
Assessment Tool: observation
Task 2:
Aims:
To practise targeted grammar of the future simple tense.
Content/Performance Tasks:
the use of the future simple tense.
Outcome/Performance Product:
Practising the correct form of the future simple tense. In context
Answer key:
A: Oh, no. The dog ran away again!
B: Don't worry - he (1) will come back.
A: Are you sure he (2) will?
B: OK, he might not come back today. But I'm sure he (3) will come back
tomorrow.
A: I don't believe you! He (4) won't come back. We (5) will never see him again.
I'm sure.
B: Oh, look ... Here he is!
Implementation:

Task 2: Complete the conversation with will ('ll) or won't.
Teacher has students work on the exercise individually before they compare
answers with each other.
- Teacher gives feedback as a class discussion.
Assessment Tool: observation
3. Activity 3: PRACTICE (20 minutes)
Task 1:
Aims:
To give students opportunities to use Simple Future tense correctly in context.
Content/Performance Tasks:
Exercises of Simple Future tense
Outcome/Performance Products:
Use Simple Future tense to do the exercises
Answer key:
1.A computer will / won't help me to do my housework.
2.A robot will help me to water the flowers.
3.A smart TV won't help me to cook meals.
4.A washing machine will / won't help me to iron the clothes.
5.A smart phone won't help me to take care of the children.
Implementation:
Task 3: Write sentences, using will ('ll) or won't and the words given.
Teacher has students work on the exercise individually before they compare
answers with each other.
- Teacher gives feedback as a class discussion.
Assessment Tools: Fill the blanks
Task 2:
Aims:
To help students distinguish and use correctly MIGHT
Content/Performance Tasks:
Practise using MIGHT
Outcome/Performance Products:
To give students some practice on the use of MIGHT.
Task 4: Read the two poems. Tick T (True) of F (False).
MIGHT:
Affirmative: I / we / they / you / he / she / it + might + V and negative: I / we / they
/ he / she/ it + might not + V.

In the Future
We might go on holiday to the Moon.
We might stay there for a long time.
We might have a great time.
We might come home soon.
Henry, aged 11.
In the Future
We might live with robots.
They might clean our houses.
They might wash our clothes.
They might not talk to us.
Jenny, aged 12.
1. T

2. T

3. F

4. F

5. T

6. F

Implementation:
Task 4: Read the two poems. Tick T (True) of F (False).
Teacher explains how might + V is used (We use might + V to talk about actions
that are possible in the future - we are not sure if the actions will happen or not)
and how it is formed.
Then let students read the examples in the table.
- Play the recording and ask students to listen and read the poems, focusing on the
rhythm and intonation.
- Ask students to read the poems individually and underline all the phrases might +
V.
- Let students do the task below and share the answers together.
Invite one or two students to say out loud their answers in front of the class, then
check the answers as a class.
Assessment Tools: Fill the blanks
4. Activity 4: PRODUCTION (7 minutes)
Aim:
To help students practice using Simple Future Tense in real context.
Content/Performance Tasks:
further practice on the use of Simple Future Tense.
Outcome/Performance Products:
Use Simple Future Tense correctly.
Answer key:
Suggested answers:
-I might have a smartphone to surf the internet.

- I might have a helicopter to travel around the world.
- I might have a robot to help me to do homework.
- I might have a remote control to control all the appliances in my house.
Implementation:
Task 5: Work in groups. Think about what you might do or have in the future.
Share your ideas with your classmates.
- Teacher lets students work in groups.
- Teacher gives help if needed
- Teacher calls some Ss to read aloud their answer and check with the whole class.
Assessment Tools: Observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- T summarises the main points of the lesson.
- T lets Ss take note the home assignment
* HOME WORK
- Do Exercise 4 and Exercise 5, write the answers on the notebooks