UNIT 2: MY HOUSE

Lesson 1: Getting started – A look inside
I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- use the lexical items related to the topic My house
- ask and answer about where someone lives
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Love and proud of all family members
- Be responsible with the housework and take care of all family members
- Actively join in class activities

II. MATERIALS

- Grade 6 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV
Language analysis
Form
Pronunciation
1. town house
(n)

2. country house
(n)

3. flat (n)

/ˈtaʊn ˌhaʊs/

Meaning

Vietnamese equivalent

a house in a town or city,
usually a comfortable,
expensive one in a
fashionable area

nhà ở thành phố

/ˌkʌntri ˈhaʊs/

a large traditional house in the
countryside, especially one
that has belonged to the same
family for many years

nhà ở vùng quê

/flæt/

a set of rooms for living in
that are part of a larger
building and are usually all on
one floor

căn hộ

Assumption
Anticipated difficulties

Solutions

1. Students may lack knowledge and
experiences about the topic.

Prepare some handouts.

2. Students may have underdeveloped
listening, speaking and co-operating skills.

- Play the recording many times if necessary.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To activate students' knowledge on the topic of the unit.
- To set the context for the listening and reading part.
- To enhance students' skills of cooperating with team mates.
b. Content:
- The hidden word
c. Expected outcomes:
- Students can answer some questions of the teacher about school
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Game: The hidden words
- Students work in 2 teams and
- Teacher divides the class into two follow the teacher's instruction
teams and asks a member of each
to play the game.
team to look at the pictures and
answer the questions.
- For each correct answer, the team
will get 1 point and 1 secret letter
to help them find out the hidden
words today.
- There is one picture including
two secret words. The team that
gets this picture will get 2 points.
- The team which has more points
or can guess the hidden words first
will be the winner.
e. Assessment
- T checks Ss' answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with vocabulary.
- To help students be well-prepared for the task.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:

CONTENTS
Questions and answer key:
1. What is it? – It's a _ _ _ _.
(ROOM)
2. We have a small house in
the _ _ _ _ _ _ _.
(COUNTRY)
3. Where are they? – They are
in the _ _ _ _ _ _ _.
(KITCHEN)
4. They have a house in the _ _
_ _. (TOWN)
5. Which house is it? – It's an _
_ _ _ _ _ _ _ _.
(APARTMENT)

- Students can identify some new words related to the topic house.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Vocabulary pre-teaching
- Students guess the meaning
- Teacher introduces the vocabulary of words.
by:
+ showing the pictures illustrating
the words
+ providing the synonym or
antonym of the words
+ providing the definition of the
words
e. Assessment
- Teacher checks students' pronunciation and gives feedback.

CONTENTS
New words:
1. town house (n): [visual]
2. country house (n): [visual]
3. flat (n): [synonym:
apartment]

3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To introduce the topic of the unit
- To help Ss learn words and phrases related to types of house; 
- To help Ss understand the text, then ask and answer about their own places
b. Content:
- Task 1: Listen and read.
- Task 2: Which family members does Mi talk about? Put a tick.
- Task 3: Read the conversation again. Complete each sentence with one word.
- Task 4: Complete the word web. Use the words from the conversation and the ones you know.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson, gain knowledge of the vocabulary
about types of houses.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen and read. (6 mins)
- Teacher asks students some
- Students guess the answers to Questions:
questions before listening.
the questions.
1. What are Nick and Mi
- Teacher plays the recording and
- Students underline the words doing?
asks students to underline the words related to the topic.
They are talking online with
related to the topic My house.
- Students listen and read.
each other.
(Teacher may check the meaning of - Some pairs read aloud the
2. What might they talk about?
some words if necessary.)
dialogue.
They are talking about their
- Teacher can play the recording
house.
more than once.
- T can invite some pairs of students
to read aloud.
Task 2: Which family members does Mi talk about? Put a tick. (4 mins)

- Teacher asks students “Which
- Students do the task without
Answer key:
family members does Mi talk
reading the conversation again.
about?” without reading the
- Then Ss read again to check
conversation again.
individually.
- Then, teacher tells them to read it
- Students share and discuss
again individually and check their
the answers.
answers.
- Teacher allows students to share
their answers before discussing as a
class and encourages them to give
evidence.
- Teacher calls some students to
check.
Task 3: Read the conversation again. Complete each sentence with one word. (5 mins)
- Teacher asks students to work
- Students do the task
Answer key:
independently to fill each blank with individually.
1. sister
the word from the conversation.
- Share answers before
2. TV
- Teacher allows students to share
discussing as a class.
3. town
their answers before discussing as a
4. country
class.
5. three
- Teacher calls some students to
check. Teacher confirms the right
answers and writes on the board.
Task 4: Complete the word web. Use the words from the conversation and the ones you know. (5
mins)
- Teacher divides the class into two
- Students work in 2 teams to
Suggested answer:
teams, then writes the topic “Types
do the task.
Types of house: villa, cottage,
of house” on the board and gives
- Discuss and list as many
flat, country house, stilt house,
them two minutes to discuss.
types of house as possible.
farmhouse,…
- After that time, a student from each
team one by one runs to the board
and writes one word.
- The team which has more correct
answers is the winner.
e. Assessment
- Teacher checks students' exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help students practise asking and answering about where they live. 
- To check students' vocabulary and improve group work skills.
b. Content:
- Task 5: Work in groups. Ask your friends where they live. Then report their answers.
c. Expected outcomes:
- Ss can list many words related to school things that they know.

d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 5: Work in groups. Ask your friends where they live. Then report their answers.
- Teacher asks students to work in
- Students work in groups of 4 Suggested answers:
groups of 4 or 6 to take turns to ask
or 6 to do the task.
In my group, Linh lives in a
and answer about where they live.
- One student from each group flat, Lan and Huong live in a
- Teacher can model with one
reports the answer to the class. country house, etc
student.
- Teacher moves around to observe
and offer help when needed. By the
end of the activity, one student from
each group can stand up and report
to the class.
e. Assessment
- T and other Ss listen to the answers and give comments. 
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about a strange house
and draw a picture of it. Students will show and present in Lesson 7 – Looking back and Project.
(Teacher should check the progress of students' preparation after each lesson.)
Board plan

* Warm-up

Date of teaching
Unit 2: My house
Lesson 1: Getting started

* Vocabulary
1. town house (n)
2. country house (n)
3. flat (n)
Task 1: Listen and read.
Task 2: Tick.
Task 3: Read and complete.
Task 4: Complete the word web.
Task 5: Ask and report.

*Homework

UNIT 2: MY HOUSE

Lesson 2: A closer look 1
I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic My house;
- Use the vocabulary and structures to talk about the names of rooms and furniture in the house;
- Recognise and pronounce correctly the sounds /s/ and /z/.
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Personal qualities
- Love and proud of all family members
- Be responsible with the housework and take care of all family members
- Develop self-study skills

II. MATERIALS

- Grade 6 textbook, Unit 2, A closer look 1
- Computer connected to the Internet
- Projector / TV
Language analysis
Form
1. hall (n)

2. chest of
drawers (n)
3. sink (n)

4. dishwasher (n)
5. cupboard (n)

Pronunciation
/hɔːl/

Meaning
the area just inside the main
entrance of a house, apartment,
or other building that leads to
other rooms and usually to the
stairs

/ˌtʃest əv ˈdrɔːz/ a piece of furniture with drawers
in which you keep things such
as clothes
/sɪŋk/

/ˈdɪʃˌwɒʃə(r)/
/ˈkʌbəd/

a bowl that is attached to the
wall in a kitchen or bathroom in
which you wash dishes or your
hands, etc.

Vietnamese equivalent
đại sảnh

tủ ngăn kéo

bồn rửa

a machine that washes dirty
plates, cups, forks, etc.

máy rửa bát

a piece of furniture or a space

tủ (có ngăn)

for storing things, with a door or
doors and usually with shelves.
Assumption
Anticipated difficulties
Students may have difficulties in
distinguishing two sounds /s/ and /z/.

Solutions
Provide students some tips by identifying the
letters that may include each sound.

Students may lack knowledge about some
lexical items.

Provide students with the meaning and
pronunciation of some lexical items.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students' prior knowledge and vocabulary related to the topic.
b. Content:
- Game: Jumbled word and matching (Task 1)
c. Expected outcomes:
- Students can recall some words about rooms in a house.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Game: Jumbled word and match (Task 1)
- Teacher asks students to work
- Students do the tasks
independently to rearrange letters to independently.
find out the correct word, then match - Compare the answers with
the word with the picture.
their partners.
- Teacher tells students to compare
their answers with their partners.
- Teacher corrects and confirms the
answers.

e. Assessment
- Teacher's feedback.

CONTENTS
* Jumbled words
1. tchekin ⭢ kitchen
2. thraobom ⭢ bathroom
3. rodeomb ⭢ bedroom
4. lngivi moro ⭢ living room
5. lahl ⭢ hall
* Matching
a. hall
b. living room
c. bedroom
d. bathroom
e. kitchen

2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To provide students with vocabulary.
- To revise / introduce the names of rooms in the house, furniture
- To help students practise asking and answering about the furniture in a room.

b. Content:
- Vocabulary pre-teaching
- Task 2: Name the things in each room in 1. Use the word list below. (You may use a word
more than once.)
- Task 3: Think of a room in your house. In pairs, ask and answer questions to guess it.
c. Expected outcomes:
- Students can identify some new words about house and furniture.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Vocabulary pre-teaching (6 mins)
- Teacher introduces the vocabulary - Students guess the meaning
by:
of the words through pictures,
+ providing the synonym or
synonyms or antonyms.
antonym of the words
+ providing the pictures of the words

CONTENTS

New words:
1. hall (n)
2. chest of drawers (n)
3. sink (n)
4. dishwasher (n)
5. cupboard (n)
Task 2: Name the things in each room in 1. Use the word list below. (You may use a word more
than once.) (6 mins)
- Teacher asks students to work in
- Students work in pairs to do
Answer key:
pairs to do this activity.
the task.
Bedroom: lamp, chest of
- Teacher writes the names of the
- Students come to the board to drawers, picture
rooms on the board in different
write the name of furniture.
Living room: lamp, picture,
places, then calls on students from
sofa
different pairs to go to the board and
Hall: picture
write the name of the furniture under
Kitchen: cupboard,
these rooms.
dishwasher, sink, fridge
- Remind students that one piece of
Bathroom: toilet, shower, sink
furniture can belong to more than
one room.
Other words: chair, fan, air
- Teacher asks other students to
conditioner, cooker, etc
comment and asks them if they can
add some more things to each room.
Task 3: Think of a room in your house. In pairs, ask and answer questions to guess it. (8 mins)
- Teacher models this activity with a - One student models the
Example:
student.
activity with the teacher.
Ss 1: What's in your room?
- Teacher asks students to work in
- Students work in pairs to do
Ss 2: A lamp and a chest of
pairs: one student thinks of a room
the task and then some pairs
drawers.
in his / her house; the other asks
practise in front of the class.
Ss 1: Is it the bedroom?
questions to guess the room.
Ss 2: Yes.
- Teacher calls some pairs to practise
in front of the class.
- Teacher comments on their
performance.
e. Assessment

- Teacher's observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- To help students identify how to pronounce the sounds /s/ and /z/.
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and repeat these words.
- Task 5: Listen to the conversation. Underline the final s in the words and put them into the
correct column.
c. Expected outcomes:
- Students can pronounce the /s/ and /z/ sounds in words in sentences correctly
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 4: Listen and repeat these words. (8 mins)
- Teacher introduces 2 sounds /s/ and - Students listen to the
/z/ to students and lets them listen
recording and repeat the words.
and repeat the words.
- Students listen to the
- Teacher has students comment on
teacher's explanation about the
how to pronounce these two sounds
rules.
Suggested answers:
at the end of the words.
- Students give more words
/s/: cats, lamps, books, months
- Teacher quickly explains the rules: containing the sounds /s/ and
/z/: beds, dogs, cans, rooms,
+ Final –s is pronounced /s/ after
/z/.
videos, cookers, bees
voiceless sounds (/t/, /p/, /k/, /f/, /θ/).
+ Final –s is pronounced /z/ after
voiced sounds (/b/, /d/, /g/, /n/, /m/,
/l/, etc.) and any vowel sounds.
- Teacher asks students to give some
words they know containing these
sounds.
Task 5: Listen to the conversation. Underline the final s in the words and put them into the correct
column. (7 mins)
- Have students quickly read the
- Students work individually to Answer key:
conversation and underline the final underline the final “s” in the
/s/: chopsticks, lamps
“s” in the words.
words.
/z/: bowls, things, homes
- Now play the recording for
- Students put those words in
students to listen to the conversation the correct columns.
and write /s/ or /z/ under each “s”
- Students check their answers
that they have underlined.
in pairs.
- Tell them to put the words with the - Some pairs read aloud the
final “s” in the correct column.
conversation.
- Have them work in pairs to
compare their answers. Check
students' answers. Ask them to

explain their answers.
- Play the recording again for
students to repeat each line of the
conversation. Ask students to work
in pairs to practise the conversation.
- Call some pairs to practise the
conversation. Comment on their
pronunciation of the final “s”.
e. Assessment
- Teacher's observation and feedback on student's pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Find 5 more words with the sound /s/ and 5 more words with the sound /z/. Write them down
and practise pronouncing the words.

Board Plan
Date of teaching …
Unit 2: My house
Lesson 2: A closer look 1
*Warm-up
Jumbled words and matching (Task 1)
* Vocabulary
1. hall (n)
2. chest of drawers (n)
3. sink (n)
4. dishwasher (n)
5. cupboard (n)
Task 2: Name the things.
Task 3: Ask and answer.
* Pronunciation
Task 4: Listen and repeat.
Task 5: Underline and put the words in column.

*Homework

UNIT 2: MY HOUSE

Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the possessive case and prepositions of place
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Love and proud of all family members
- Be responsible with the housework and take care of all family members
- Be responsible and hard-working
- Actively join in class activities

II. MATERIALS

- Grade 6 textbook, Unit 2, A closer look 2
- Computer connected to the Internet
- Projector / TV
Language analysis
The possessive case
Use

Example

We use 's after a proper name..

This is Elena's room.

We use 's after a singular noun

This is my mum's book
Prepositions of place

Prepositions of place describe
where people or things are.

Example: in, on, behind, under, next to, in front
of, between

Assumption
Anticipated difficulties
Students may find it confusing when to use
the grammar points.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:

Solutions
Give short and clear explanations with legible
examples for each case.

- To activate students' prior knowledge and vocabulary related to the targeted grammar of
possessive case, preposition of place and to increase students' interest.
- To enhance students' skills of cooperating with team mates.
b. Content:
- Memory game
c. Expected outcomes:
- Students can remember and answer teacher's questions.
d. Organisation
TEACHER'S ACTIVITIES
Game: Memory game
- Teacher divides the class into 4
groups.
- Teacher tells students the rules of
the game:
+ Students have to study the picture
of 3 people (Jack, Polly and Greg)
and try to remember the things
belonging to each person in 30
seconds without writing down in
their notebooks.
+ After 30 seconds, T shows the
things of Jack, Polly and Greg and a
member of each team has to answer
quickly the question “Whose is it?”
+ The group with more correct
sentences will be the winner.

STUDENTS' ACTIVITIES
- Students work in 4 groups
and follow the teacher's
instruction to play the game.

e. Assessment
- Teacher corrects students' answers (if needed).

CONTENTS

Questions and answers:
1. Whose jumper is it?
- It's Polly's jumper.
2. Whose T-shirt is it
- It's Greg's T-shirt.
3. Whose ball is it?
- It's Jack's ball.
4. Whose sock is it?
- It's Jack's sock.
5. Whose shoes is it?
- It's Greg's shoes.
6. Whose sock is it?
- It's Polly's sock.

2. ACTIVITY 1: PRESENTATION (10 mins)
a. Objectives:
- To have students get to know about the possessive case.
- To help Ss identify different prepositions of place and use them correctly to describe where
people or things are.
b. Content:
- Introduce the possessive case and prepositions of place.
c. Expected outcomes:
- Students can identify the use of the possessive case and prepositions of place
d. Organisation
TEACHER'S ACTIVITIES
The possessive case

STUDENTS' ACTIVITIES

CONTENTS

- Teacher draws students' attention
- Students answer teacher's
to the words in the answers from the questions.
Warm-up “Greg 's T- shirt, Jack's
- Students read the Remember
ball, Polly's sock” and asks them
box carefully and listen to the
whether they know the meanings of
teacher.
these words.
- Teacher provides or confirms the
answers and leads in the grammar
focus of the lesson.
- Teacher writes the form of the
possessive case on the board.
- Teacher ask students to read the
Remember box carefully.
Prepositions of place
- Teacher asks students what
- Students list as many
prepositions of place they know.
prepositions as possible.
Encourage students to say as many
- Students read the Remember
as possible.
box and check their answers.
- Have them look at the Remember
box to see if the prepositions they
have mentioned are the same.
- Teacher confirms how to use
prepositions of place.
e. Assessment
- Teacher checks students' understanding by asking some questions.
3. ACTIVITY 2: PRACTICE (25 mins)
a. Objectives:
- To help Ss practise the possessive case and prepositions of place
b. Content:
- Task 1: Choose the correct answer.
- Task 2: Complete the sentences with the correct possessive forms.
- Task 3: Write the correct preposition in the box under each picture. Say a sentence to describe
the picture.
- Task 4: Look at the picture and write T (True) or F (False) for each sentence. Correct the false
ones.
c. Expected outcomes:
- Students can use the correct possessive forms to complete the sentences.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Task 1: Choose the correct answer. (3 mins)
- Teacher asks students to do the
- Students do the task
exercise individually and then
individually and then check the
compare their answers with a
answers with a partner before

CONTENTS
Answer key:
1. grandmother's
2. sister's

classmate.
checking as a class.
3. cousin's
- Check the answers as a class.
4. Nam's
- Teacher confirms the correct
5. An's
answers.
Task 2: Complete the sentences with the correct possessive forms. (4 mins)
- Teacher has students do this
- Students do the task
Answer key:
exercise individually and calls on
individually.
1. Mi's
two students to write their answers
- Two students write their
2. teacher's
on the board.
answers on the board.
3. Nick's
- Teacher draws all students'
- Check the answer as a class.
4. father's
attention to the board and checks the
5. brother's
answers together.
- Teacher confirms the correct
answers.
Task 3: Write the correct preposition in the box under each picture. Say a sentence to describe the
picture. (6 mins)
- Teacher has students do this
- Students work in pairs to do
Answer key:
exercise 3 in pairs, then asks for
the task.
2. next to
students' answers and confirms the
3. behind
correct answers.
4. in
- Teacher has students work in pairs
5. in front of
to say sentences describing the
6. between
pictures. Move around to offer help
7. under
if needed.
- Teacher calls on some students to
2. The dog is next to the
say their sentences. If there is time,
armchair.
ask some students to write their
3. The cat is behind the TV.
sentences on the board.
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.
Task 4: Look at the picture and write T (True) or F (False) for each sentence. Correct the false
ones. (7 mins)
- Teacher has students look at the
- Students follow the teacher's Answer key:
picture of the room and asks them to instructions and then do the
1. T
describe the room briefly, then has
task individually.
2. F (The school bag is under
them read each sentence, look at the - Share the answers with a
the table.)
picture and decide if each sentence is partner.
3. F (The clock is between the
true or false. If it is false, ask them
- Some students read out their
two pictures.)
to correct it.
answers.
4. T
- Teacher has students do this
5. F (The cap is on the pillow.)
exercise individually before they
share their answers with a partner.

Ask some students to read out their
answers.
- Teacher confirms the correct ones.
e. Assessment
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise asking and answering about the position of things
b. Content:
- Task 5: Game: Memory challenge.
c. Expected outcomes:
- Students can use the target grammar to ask and answers questions about the position of things
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 5: Game: Memory challenge.
Work in pairs. Look at the picture in 4 carefully, and then cover it. Ask and answer questions
about the position of things in the picture.
- Teacher has students work in pairs - Students work in pairs and
Example:
to play the game Memory challenge. follow the teacher's instruction A: Where are the books?
- Students look at the picture in
to play the game.
B: They're on the table.
Exercise 4 for 30 seconds and then
cover it.
- They ask and answer questions
about the position of the things in
the picture.
- Teacher invites some pairs to
perform in front of the class.
e. Assessment
- Teacher corrects the students as a whole class.
4. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
Board Plan

* Warm-up

Date of teaching
Unit 2: My house
Lesson 3: A closer look 2

Game: Memory game
I. Grammar
1. The possessive case
2. Prepositions of place
II. Practice
Task 1: Choose the correct answer.
Task 2: Complete the sentences.
Task 3: Write the correct preposition.
Task 4: Decide True or False.
Task 5: Game: Memory challenge.
* Homework

UNIT 2: MY HOUSE

Lesson 4: Communication
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Know how to give suggestions
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Love and proud of all family members
- Be responsible with the housework and take care of all family members
- Be responsible and hard-working
- Actively join in class activities
II. MATERIALS
- Grade 6 textbook, Unit 2, Communication
- Computer connected to the Internet
- Projector / TV
Assumption
Anticipated difficulties
Students may lack knowledge about the
topic.

Solutions
Provide students with information about the
knowledge they do not know.

Students may have underdeveloped
reading, speaking and co-operating skills.

- Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
- Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

Some students will excessively talk in the
class.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic.
- To enhance students' skills of cooperating with team mates.
b. Content:
- Pictures describing
c. Expected outcomes:
- Students can use the learned vocabulary and grammar point to speak
d. Organisation

TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Pictures describing
- Students give their answers.
- Teacher shows the picture of
Nam's house and asks students to
describe as many things in the
picture as possible.
- Teacher checks the answers.
- Teacher leads students into the
lesson by telling what they are going
to learn: “We are going to learn how
to give suggestions and practice
describing a house”.
e. Assessment
- Teacher corrects students (if needed).

CONTENTS
Suggested answers:
- This is Nam's house.
- There are 4 rooms in his
house.
- In the living room, there is a
lamp, a picture, a table and a
sofa.
- In the kitchen, there is a
fridge, a dishwasher and a sink.
…

2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives:
- To introduce the structure of giving suggestions.
- To help Ss practise giving suggestions.
b. Content:
- Task 1: Elena and her mum are discussing how to decorate her bedroom. Listen and read the
dialogue. Pay attention to the highlighted sentences.
- Task 2: Work in pairs. Make a similar dialogue. Remember to use the structures.
c. Expected outcomes:
- Students can use the structures to give suggestions.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Elena and her mum are discussing how to decorate her bedroom. Listen and read the
dialogue. Pay attention to the highlighted sentences. (7 mins)
- Teacher plays the recording for
- Students listen to the
students to listen and read the
recording and pay attention to
dialogue between Elena and her
the highlighted sentences.
mum at the same time.
- Students give their ideas
- Teacher asks students to pay
regarding the structures
attention to the highlighted
- Students practise the dialogue
sentences.
in pairs.
- Teacher elicits the structures to
give suggestions from students.
- Teacher has students practise the
dialogue in pairs. Call some pairs to
practise the dialogue in front of the
class.
Task 2: Work in pairs. Make a similar dialogue. Remember to use the structures. (8 mins)
- Teacher give students some
- Students work in pairs and
Structure:
situations to practise:
take turns practise giving
- How about + V-ing?

Situation 1: You want to buy some
suggestions
- Let's + V.
furniture for their homes.
Suggested answers:
Situation 2: You want to do some
A: I am so bored.
activities at the weekend with your
B: How about going to the
friend.
cinema this weekend?
Situation 3: You want to buy some
A: Great idea!
new school things
- Teacher asks students to work in
pairs.
- Teacher moves around to observe
and provide help.
- Teacher calls some pairs t