TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: ________

Lesson 1: GETTING STARTED + VOCABULARY 1A (pp. 20, 21)

Period: ________

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
- learn vocabulary about rooms/places of a house and furniture & appliances.
- ask and answer about the furniture in the house.
b. Core competences & language skills:
- build their language skills
- develop generalization, critical thinking, communication, creativity and other skills
c. Personal qualities:
-

be collaborative and supportive in pair work and teamwork

-

build their love for their home.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard /TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: A guessing game.
c. Expected Outcomes: Ss can review some vocabulary about rooms and furniture.
d. Competences: communication, collaboration, analytical thinking skills

e. Organization:
T's activities

Ss' activities

Content
Guessing game:

- Divide class into groups

- Work in groups 1. sofa, TV, couch, pictures, coffee table =>

- Ask Ss to close their books and

- Guess what

living room.

listen to the teacher about the

types of rooms

2. pillow, blanket, bed, dressing table,

furniture.

are mentioned.

mirror => bedroom.
3. cooker, knife, fridge, oven => kitchen.

Page 1

B. New lesson: (35 minutes)
1. Activity 1: (15 minutes)
a. Objectives: To review vocabulary and introduce new language about rooms and
furniture and improve Ss' pronunciation.
b. Content: Vocabulary learning
c. Expected Outcomes: Ss can use the vocabulary presented in real life communication.
d. Competences: communication, collaboration, critical thinking skills and creativity

e. Organization:
T's activities

Ss' activities

Content
Task 1: Match the rooms (1-5) to the

- Ask Ss to look at the pictures

- Look at the

pictures (A-E). Listen and check, then

and then read out the rooms in

pictures and then

repeat. (1.14)

the list.

read out the

- Give Ss time to match the

rooms in the list.

Suggested answer:

rooms to the pictures.
- Play the recording for Ss to

- Listen and check

1. C

check their answers.

their answer

2. D

- Play the recording again with

- Listen and

3. B

pauses for Ss to repeat chorally

repeat

4. A

and/or individually.

5. E

(- Play the video for Ss and
elicit their comments).
Task 2: Listen, point and say. What are
- Tell Ss to point to the

- Listen and

these words in your language?

numbered items.

complete the task

1. curtains

2. pillows

- Play the recording with

- Listen and

3. bed

4. toilet

pauses for Ss to repeat chorally

repeat chorally

5. bath

6. washbasin

and/or individually.

and individually

7. desk

8. wardrobe

-Check Ss' pronunciation and

9. single bed

10. bedside cabinet

intonation.

11. carpet

12. sink

- Elicit the students' native

13. cupboards

14. cooker

language equivalents.

15. fridge

16. table

Page 2

(Ss' answers)

17. chairs

18. sofa

19. coffee table 20. armchair
21. lamp

22. painting

- Ss: work in pairs, one student

- Work in pairs,

23. fireplace

will say the numbers and the

one student says

other says the words.

the number of the

*Checking understanding:

picture and the

Example:

other will say the

- Student one: number 15

word

- Student two: fridge

2. Activity 2: (15 minutes)
a. Objectives: to introduce vocabulary and give Ss a chance to practise the language they
have learnt.
b. Content: categorizing and speaking
c. Expected outcomes: Ss can categorize stuff in the house and describe their house (real
or imaginary)
d. Competences: communication, collaboration, critical thinking skills and creativity

e. Organization:
T's activities

Ss' activities

Content

- Explain the task. Ask Ss to

- Write the

Task 3: Complete the table with the

write the headings into their

headings into their

number of the words in exercise 2:

notebooks.

notebooks.

- Ask Ss to work in pairs and

- Work in pairs and

Suggested answers:

write all the words in Exercise

write all the words

Furniture:

2 under the correct headings.

in Exercise 2 under

3-7-8-9-10-13-16-17-18-19-20.

- Check Ss' answers.

the correct

Appliances: 14-15-21.

headings.

Others: 1-2-4-5-6-11-12-22-23.
Task 4: Ask and answer as in the example:

- Ask Ss to work in pairs and

- Work in pairs and

A: Where's the single bed?

ask and answer questions

ask and answer

B: It's in the child's bedroom.

following the example.

questions following Suggested answers:
the example.

A:Where are the curtains?

- Monitor the activity around

B:They are in the parents' bedroom.

the class.

A:Where's the toilet?
B:It's in the bathroom.

Page 3

A:Where's the coffee table?
B:It's in the living room, etc…
3. Activity 3: (5 minutes)
a. Objectives: to help Ss to apply their language in the real situation.
b. Content: Describing their house
c. Expected outcomes: Ss can use the vocabulary presented to describe their house (real or
imaginary)
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity

e. Organization:
T's activities

Ss' activities

Content
- Describe your house (your real house or

- Ask Ss to think about their

- Think about their

imaginative house).

own house or imaginative

own house or

house and describe it.

imaginative house

Suggested answer:

- Monitor the class and give

and describe it.

There are four rooms in my house: a living

them some help if necessary

- Think and share

room, a bedroom, a kitchen and a bathroom.

with their friends.

There is a TV and a sofa in the living room...

C. Consolidation (3 minutes)
- Learn vocabulary about rooms/places of a house and furniture & appliances.
- Ask and answer about the furniture in the house.
D. Homework assigned (2 minutes)
- Learn vocabulary about rooms/places of a house and furniture & appliances.
- Do exercises in the workbook (page 12)

Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

Page 4

TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: ________

Lesson 2: 1A READING (pp. 22,23)

Period: ________

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
- learn vocabulary related to a house boat.
- know more about types of houses.
b. Core competences and language skills:
- develop scanning and skimming skills.
- take notes and present their ideas.
- improve Ss' communication, analytical and synthesizing skills
c. Personal qualities:
-

build their love and appreciate their home.

-

be collaborative and supportive in pair work and teamwork.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Describing a picture
c. Expected outcomes: Ss can think and brainstorm the topic of the lesson.
d. Competences: communication, collaboration, analytical thinking skills

e. Organization:
T's Activities

Ss' Activities

Content

- Ask the Ss to look at the

- Work in pairs describing the

Suggested questions: What do you see

picture on their textbook on

picture

in the picture? And can you guess what

page 22 and describe it.

it is?
Suggested answers:
- It looks like a boat. It is on the river.
There is a flag and a picture on it…

Page 5

B. New lesson: (35 minutes)
1. Activity 1: (20 minutes)
a. Objectives: to improve Ss' listening and reading skill
b. Content: Listening and reading
c. Outcome: Ss can expand their knowledge about houses, practise reading for gist and for
details
d. Competences: communication, collaboration, analytical and synthesizing skills

e. Organization:
T's activities

Ss' activities

Content
Task 1: Listen and read to find out what

- Have Ss read the instruction,

- Listen and read

type of house it is.

underline the key words.

and find out what

Answer key

- Have Ss read and listen.

type of house it is.

The house is a canal boat.
Task 2: Read the text and complete the

- Give Ss time to read the text

- Read the questions

sentences.

again and complete the

- Read the text and

1 Darren is from London, England.

sentences.

find the information

2 His house is a canal boat.

- Check Ss' answers.

and share with their

3 Canal boats are long and thin.

- Give Ss time to look up the

friends

4 The name of Darren's boat is “Paper

meanings of the words in the

Moon”.

box.

5 Darren's bed is under the sofa.

(- Play the video for Ss and
elicit their comments.)
2. Activity 2: (15 minutes)
a. Objectives: To practise reading more about the topic and provide vocabulary
b. Content: Further reading
c. Outcome: Ss can learn more vocabulary about houses and furniture
d. Competences: communication, collaboration, critical thinking skills

e. Organization:
T's activities

Ss' activities

Content

- Allow Ss time to review the

- Read the text again

Task 3: Read the text again. Find two

text and find the items.

and find two pieces of

pieces of furniture and one appliance.

- Check Ss' answers on the

furniture and one

Page 6

board.

appliance.

Answer key
- Furniture: sofa, table
- Appliance: cooker
Task 4: Find the adjectives in the text

- Read out the Study Skills

- Read and take notes

box.

that are opposites to the adjectives
below.

- Read out the adjectives in the

- Work in pair to find

list and explain/ elicit their

out the opposites to the

Suggested answer key

meanings.

adjectives

1. unusual home >
- Give Ss time to find the

2. short boats >< long boats

opposites in the text.

3. big sofa >< small sofa

- Check Ss' answers.

4. noisy house >< quiet house
-Work in pairs talking

5. ugly house >< beautiful house

about their houses

Optional activity
Task 5: Use the adjectives given in the

- Have Ss work in pairs using

book to talk about their house

the adjectives in the lesson
to talk about their house
- Walk around to give support

-Share their answers to
the whole class

if necessary
- Have some Ss share their
answers
C. Consolidation (3 minutes)
- Adjectives and their opposites.
- Vocabulary (ordinary, canal boat, long, cosy, shower, shower, quiet)
D. Homework assigned (2 minutes)
- Learn adjectives and their opposites and furniture & appliances.
- Do exercises in the workbook (page 12)
Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
Page 7

TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: ________

Lesson 2: 1A READING (p. 23)
I.

Period: ________

Objectives (learning outcomes)
By the end of this lesson, students will be able to:

d. Knowledge:
- learn vocabulary about house features and ordinal numbers
e. Core competences and language skills:
- develop speaking and writing skills.
- take notes and present their ideas.
- improve Ss' communication, public speaking, creativity, organizing skills
f. Personal qualities:
-

build their love and appreciate their home.

-

be collaborative and supportive in pair work and teamwork.

II.

Teaching aids:

-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III.

Procedures:

A. Warm-up: (5 minutes)
f. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
g. Content: Watching a video about Darren's house
h. Expected outcomes: Ss can recall the information about houses.
i. Competences: communication, collaboration, presentation

j. Organization:
T's Activities
- Have Ss watch the video

Ss' Activities
- Watch the video, take notes

Content
Watch video about Darren's house and

about Darren's house and

take notes (Videos Section in IWB)

take note as much

Suggested answers

information about it as

Canal boat, long, thin, red, green, cosy,

possible

4 rooms (parent's bedroom, living room,

Page 8

- Have them work in pairs

-Work in pairs

bathroom, toilet…..

to share what they have
taken notes
- Have some Ss share what

-Share notes/ Listen/ Observe

their notes
B. New lesson: (35 minutes)
1. Activity 1: (20 minutes)
f. Objectives: to enrich Ss' vocabulary about houses
g. Content: House features
h. Outcome: Ss can learn more vocabulary about houses
i. Competences: communication, collaboration, critical thinking skills

j. Organization:
T's activities

Ss' activities

Content

- Have Ss look at the picture

-Look at picture

Task 5: Listen and repeat. Then complete

(page 23)

- Work in pairs to

the gaps with the words in the picture.

identify the house

1 The walls are white.

features

2 The door is blue.

-Listen and repeat

3 The roof is yellow with a chimney on it.

- Play the recording with
pauses for Ss to repeat chorally

4 There are beautiful flowers in the garden.

and/or individually.

5 There are four windows with a great view

- Give Ss time to complete the

of the garden.

gaps in sentences 1-6.

- Complete the task

6 There's a big balcony upstairs outside the

- Check Ss' answers.

- Check answers

bedroom.

with the whole class
Optional Activity
Describe your house using the words in
Task 5
Suggested answers
- Have Ss work in groups of 3

-Work in group

or 4

His/her house is big. The walls are grey.
There are 3 windows upstairs and 4

- Have each tell other members

-Tell other member

downstairs. They are all green. The roof is

about his/ her house

about his/her house

brown. There are some flowers in the

- Have Ss take notes of what

- Take notes

garden. There's balcony with a good view of

their friends tell them

- Present what they

the garden….

- Share with the class about
Page 9

one of their friends' house.

noted to the class

- Go through the list of

Ordinal numbers

numbers with Ss. Focus Ss'

-Look, listen and

attention on how we write

repeat

ordinal numbers
-Have practise saying all the
numbers

-Practise saying
them numbers with
a partner

Answer keys

- Ss do the task. Check on the
board.

-Write the numbers
given in words

27th twenty-seventh
30th thirtieth
42nd forty-second
56th fifty-sixth
64th sixty-fourth

2. Activity 2: (5 minutes)
a. Objectives: To categorize the information given
b. Content: Writing notes under each heading
c. Outcome: Ss can review the vocabulary and identify the information and put it into the
correct category
d. Competences: analytical skill

e. Organization:
T's activities

Ss' activities

Content
Task 6: Read the text in Exercise 1
again and make notes under the
headings: type of house – description –
name – rooms & furniture. Use your
notes to present Darren's house to the

Page 10

class.
Suggested answer keys
- Have Ss read the instruction,

-Read the

Type of house: canal boat

underline they key words

instructions and

Description: long, thin boat, red and

underline the key

green

words

Name: “Paper Moon”

- Ask Ss to write the headings

- Write the

Rooms & furniture: Four rooms, living

in their notebooks

headings in their

room – sofa and table, bathroom – shower

- Give Ss time to make notes

notebooks.

and toilet, kitchen – cooker

under them
- Ask various Ss to use their
notes to present Darren's
house to the class
3. Activity 3: (10 minutes)
f. Objectives: To apply the new language and knowledge in the real situation.
g. Content: Comparing Darren's house and theirs
h. Outcome: Ss can compare and describe their house
i. Competences: communication, collaboration, critical thinking, presentation skills and
creativity

j. Organization:
T's activities

Ss' activities

Content
Write two reasons why Darren's house
is special. Which house is bigger,
Darren's or yours? Why?
Suggested answer key

- Have read the instructions

- Write about

My house is bigger than Darren's house

Darren's house

because my house is very big and has got

- Ask Ss to write two reasons

- Compare Darren's

a garden. Darren's house is a canal boat.

why Darren's house is special

house with theirs

I think it is not very big.

and then to compare their house
and Darren's house
- Have some Ss write their

-Write on the

answers on the board

board/ observe

- Correct errors if any
Page 11

C. Consolidation (3 minutes) – Vocabulary about houses
D. Homework assigned (2 minutes)
- Learn vocabulary presented in the class
- Do exercises in the workbook (page 12)

Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

Page 12

TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: ________

Lesson 3: 1B GRAMMAR (p. 24)

Period: ________

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-learn grammar about plurals.
-learn grammar about this/ these and that/ those.
-remember the rules and use them in real situations.
b. Core competences and language skills:
- collaborate and develop conversation skills.
- improve Ss' critical thinking, analytical thinking and presentation skills.
- express grammatical relationships in spoken utterances.
- be collaborative and supportive in pair work and teamwork.
c. Personal qualities:
-

have a reflection of their background (context) from that they can appreciate what they
have.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: To introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: A Game using plural nouns
c. Outcome: Ss review plural nouns.
d. Competences: communication, collaboration, analytical thinking skills

e. Organization:
T's activities

Ss' activities

Content
Pictures

- Show the pictures and ask

- Work in group

Ss to say the words. (books

and try to say the

Page 13

closed)

correct words.

- Check Ss' answers

Suggested answer
Hat

hats

Dress

dresses

Butterfly

butterflies

B. New lesson: (35 minutes)
1. Activity 1: (15 minutes)
a. Objectives: to present the rules of plural nouns and the usage of this/ that, these, those.
b. Content: task 1- Plurals- this/these- that/those
c. Outcome: Ss can know and remember the rules of plural and use this, that, these, those
correctly.
d. Competences: communication, collaboration, critical thinking, analytical thinking skills

e. Organization:
T's activities

Ss' activities

Content
Task 1:

- Direct Ss' attention to the

- Listen and

theory box and ask various Ss take notes.
to read the cartoon and the

- Complete

examples aloud.

the task in

- Read the theory aloud and

pairs

make sure Ss understand how
to form plural nouns.

Suggested answer

- Give Ss time to write the
plurals.
- Check Ss' answers.

2. Activity 2: (15 minutes)
a. Objectives: To give Ss a chance to practise their language in a real situation.
b. Content: task 2- Describing a picture
c. Outcome: Ss can express grammatical relationships in spoken utterances.
d. Competences: communication, collaboration, critical thinking skills and creativity
Page 14

e. Organization:
T's activities

Ss' activities

Content

- Point to a thing near you and say.

- Look at the picture and

Task 2: Look at the picture.

This is a pen. Explain that we use

read out the example.

Write what Mary says:

far from you and say: That is a desk.

- Complete the task in

Answer key

Explain that we use that for sth/sb

pairs

2. These are my keys.

this for sth/sb near us. Point to sth

far from us.

3. This is my watch.

- Ask Ss to look at the picture and

4. Those are my posters.

read out the example.

5. Those are my boxes.

- Give Ss time to complete the task.

6. That is my guitar.

- Check Ss' answers.

7. That is my dress.

- Ask Ss to look at the teacher and

- Look at the teacher and

Further practice: Look at the

make sentences based on what he

make sentences based on

teacher and make sentences:

points.

what he points.

- Encourage Ss to take part in the

Suggested answer

activity and check Ss' answers

1. This is a ruler.
2. Those are fans.
3. These are books.
4. That is a door

3. Activity 3: (5 minutes)
a. Objectives: to help Ss to apply their language in the real situation.
b. Content: Describing their house
c. Outcome: Ss can apply plurals and this/these- that/those in the real life.
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity

e. Organization:
T's activities

Ss' activities

Content

- Ask Ss to work in pairs and

- Work in groups to

- Make sentences that are true about

make their sentences with this/

complete the task

you;

these/ that/those.

Example:

- Each student must make at least

This is my school bag. These are my

4 sentences.

pens. That is my book. Those are your

Page 15

- Call some Ss to present in front
of the class.
C. Consolidation (3 minutes)
- Grammar about plurals.
- Grammar about this/ these and that/ those.
D. Homework assigned (2 minutes)
- Learn grammar about plurals and this/ these- that/those.
- Do exercises in the workbook (page 13)

Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

Page 16

notebooks.

TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: ________

Lesson 4: 1B GRAMMAR (p. 25)

Period: ________

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-

Learn grammar about there is and there are.

-

Ask and answer about the furniture in a situation.

-

Remember the rules and use them in real situations.

b. Core competences and language skills
c. Collaborate and develop conversation skills, analytical skills.
d. Improve Ss' analytical thinking and presentation skills.
e. Build collaboration and communication.
f. Personal qualities:
-

Have a reflection of their background (context) from that they can appreciate what they
have

-

Be collaborative and supportive in pair work and teamwork.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Plurals
c. Outcome: Ss can review the previous lesson
d. Competences: communication, collaboration, analytical thinking skills

e. Organization:
T's activities
- Write some singular nouns

Ss' activities
- Write the plurals

Content
Write the plural forms of the following

on the board and ask Ss to

nouns:

write their plurals.

1. Hat
2. Bus

Page 17

3. Watch
4. Box
5. Lorry
6. Leaf
7. Car
B. New lesson: (35 minutes)
1. Activity 1: (10 minutes)
a. Objectives: to present the structure there is/ there are
b. Content: “there is/ there are”- grammar rules and practice
c. Outcome: Ss can recognize which is missing (is/ isn't, are/ aren't) from the sentences
given
d. Competences: communication, collaboration, critical thinking skills and creativity

e. Organization:
T's activities
- Ss' books closed.

Ss' activities

Content

- Listen and take
notes

- Say and write on the board.

There is a pen on the desk.

- Explain that we use there to

There isn't a book on the desk.

say that sth exists.

Are there pencils on the desk?

- Elicit how we form the

Yes, there are.

negative form of there is.
- Elicit how we form the
interrogative and short
answers.
- Go through the cartoon, then
go through the table.
- Have Ss look at task 3, allow

- Complete the

them some time to complete

gaps with is, isn't,

the gaps.

are or aren't.

- Check Ss' answers.

- Share with their
friends

Page 18

Task 3: Read the table. Complete the
gaps with is, isn't, are or aren't.
In the living room, ...

1. there isn't a bed. (✗)
2. there is a bookcase. (✓)
3. there aren't four chairs. (✗)
4. there is an armchair. (✓)
5. there are books on the desk. (✓)
6. there aren't two windows. (✗).
2. Activity 2: (17 minutes)
a. Objectives: To practise the structure there is/ there are
b. Content: Task 4
c. Outcome: Ss can use the structure correctly
d. Competences: communication, collaboration, critical thinking skills

e. Organization:
T's activities

Ss' activities

Content
Task 4: Complete the gaps with the
correct form of there is – there are.

- Explain the task. Allow Ss

- Complete the

Suggested answer:

some time to complete the

task

1 A:Is there a carpet in the room?

sentences.

individually

B:Yes, there is.

and then share

2 A:Are there paintings on the walls?

with their

B:No, there aren't.

partners

3 A:Is there a bookcase in your room?

- Check Ss' answers.

B:No, there isn't.
4 A:Are there four chairs in the kitchen?
B:Yes, there are.
Task 5: Look at Paul's living room. Ask
- Explain the task and read out

- Work in pairs

the example exchanges.

and practise

and answer questions as in the example.

asking and

Suggested answer key

- Ask Ss to ask and answer in

answering

A:Is there a sofa?

pairs using the picture and the

about Paul's

B:Yes, there is.

prompts.

room

A:Is there a carpet?
B:Yes, there is.

- Monitor the activity around the
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A:Is there a coffee table?

class.

B:Yes, there is.
A:Is there an armchair?
B:Yes, there is.
A:Are there two windows?
B:No, there aren't.
A:Is there a cooker?
B:No, there isn't.
A:Are there curtains?
B:No, there aren't.
A:Is there a fridge?
B:No, there isn't.
A:Is there a lamp?
B:Yes, there is.

3. Activity 3: (8 minutes)
a. Objectives: to help Ss to apply their language in the real situation.
b. Content: comparing Ss' living room with Paul's
c. Outcome: Ss can apply the language into the real life
d. Competences: communication, collaboration, critical thinking, presentation skills and
creativity

e. Organization:
T's activities

Ss' activities

Content
Compare your living room to Paul's.

- Explain the task and read out

- Complete the task In my living room, there is a sofa. In Paul's

the example.

individually and

living room, there is a sofa, too. In my

- Ask Ss to work in pairs and

then share with

living room, there are three armchairs. In

compare their living room to

their friends.

Paul's living room, there is one armchair.

Paul's living room.

- Present to their

Suggested answer

- Monitor the activity around the

class

In my living room, there is a sofa. In Paul's

class and then ask some Ss to

living room, there is a sofa, too. In my

share their answers with the

living room, there is a desk. In Paul's

class.

living room, there isn't a desk. In my living

- Check Ss' answers.

room, there is a coffee table. In Paul's
living room, there is a coffee table, too.

C. Consolidation (3 minutes)
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- Learn structure there is/ there are
- Describe your living room and compare it with another.
D. Homework assigned (2 minutes)
- Learn structure there is/are.
- Do exercises in the workbook (page 13)

Reflection:
1. What did I like from the lesson?
2. What should I improve in the next lesson?
-

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TA 6 RIGHT ON LESSON PLAN
UNIT 1: HOME AND PLACES

Date: ________

Lesson 5: 1C VOCABULARY (p. 26)

Period: ________

I. Objectives (learning outcomes):
By the end of this lesson, students will be able to:
a. Knowledge:
-

Learn vocabulary and pronunciation about places in the town

-

Understand announcements and messages in public places.

-

Know how to ask and give directions to someplace.

-

Learn signs

b. Core competences and language skills:
-

Read the map and give directions.

-

Build critical thinking, communication skills.

-

Develop creativity.

-

Sustain communitive dialogue.

c. Personal qualities:
-

Build their love and appreciate their hometown.

-

Be collaborative and supportive in pair work and teamwork.

II. Teaching aids:
-

Teacher's aids: student book and teacher's book, class CDs, IWB software,
projector/interactive whiteboard/TV (if any).

-

Students' aids: Student books, notebooks.

III. Procedures:
A. Warm-up: (5 minutes)
a. Objectives: to introduce the new lesson and set the scene for Ss to acquire new
language; to get students' attention at the beginning of the class by means of enjoyable
and short activities as well as to engage them in the steps that follow.
b. Content: Game: Miming
c. Outcome: Ss can brainstorm the vocabulary related to the topic.
d. Competences: communication, collaboration, analytical thinking skills

e. Organization:
T's activities

Ss' activities

Content
Game: miming

- Divide the class into 2 groups.

- Take part in the

1. School

- Write the places in the paper

activity

2. Post office

Page 22

and ask Ss to mime in front of

(Ss can take notes)

3. Restaurant

the class for their friends to

4. Theatre

guess the words.

5. Library

- The group having the correct

6. Toy shop

answers is the winner.

7. Hospit...