Period: 28
UNIT 4: MY NEIGHBOURHOOD
Getting Started
I. Objectives
By the end of this lesson, students can know the key language and structures to be learnt in this unit.
1. Knowledge, Skills, Attitude:
a. Knowledge:
- Vocabulary: the lexical items related to the topic “My neighborhood”.
- Grammar: Comparative adjectives
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
- Ask Ss questions about the picture.
- Guess what the picture might show or what the conversation might be about. Where are Nick, Khang and Phong?
What are they doing?
... .
2. Knowledge formation activities (36’)
Teacher’s & Students’ activities
Contents

Activity 1: Help Ss to understand the conversation
- Play the recording (twice)
- Ask Ss to read the conversation and check their answers. Confirm the correct answers.
- Ask Ss to read and put the action in order.
- Tell Ss to refer back to the conversation to find the phrases. - - ------ Practice saying them together.

Listen and read
Read and put the action in order.
Key: 2 – 5 – 3 – 4 – 1 – 6
Making suggestions.
Key:
1. a. Where shall we go first?
b. Let’s go to “Chua Cau”.
2. a. Shall we go there first?
b. Ok, sure.
3. a. Shall we go by bicycle?
b. No, let’s walk there.

Activity 2: Help Ss to do exercises and work together
First, model the role-play with a more able St. Then ask pairs to role- play the short conversations before demonstrating for the class.
2. Work in pairs. Role-play making suggestions.


- Have Ss quickly match each place (in the picture) with its name. Then play it again, pausing after each item and asking them to repeat chorally and individually. Correct their pronunciation.
3. Match the places below with the pictures. Then listen, check and repeat the words. Key:
1. E 2. H 3. F 4. C
5. G 6. A 7. B 8. D

- First, model this activity with a more able St. Ask Ss to work in pairs. Call some pairs to practice in front of the class.

4. Think about where you live. Work in pairs. Ask and answer questions about it. Example:
A: Is there a theatre in your neighborhood? B: Yes, there is. / No, there isn’t.

- Have Ss quickly match instruction with the diagram. Check their answers. If Ss do not understand the sentences, use the diagrams to work the meaning out from the context.


5. Match the instructions in the box with the pictures.
Key:
1. Go straight on.
2. Turn left at the traffic lights.
3. Go past the bus stop.
4. Take the first turning on the left.
5. Go to the end of the road.
6. Go along the street.
7. Cross the street


3. Consolidation 4’
- Help Ss to remember the lesson
- Ask Ss to give their partner the directions to one of the places on the map, and they try to guess. Then swap.
6. Game Example:
A: Go straight. Take the second turning on the left. It’s on your right.
B: Is that the art gallery? A: Yes, it is./ No, try again.

4. Using knowledge (option)
5. Further practice (option)
IV. Experience:

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Period: 29
UNIT 4: MY NEIGHTBOURHOOD
A Closer Look 1
I. Objectives
1. Knowledge, Skills, Attitude:
a. Knowledge: By the end of this lesson, students can pronounce correctly the sounds /i:/ and /i/ in isolation and in context; use vocabulary related to the topic “My neighborhood”.
- Vocabulary: the vocabulary related to the topic “My neighborhood”.
- Grammar: Comparative adjectives.
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher