PERIOD: 01 UNIT 1: SCHOOL

LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about daily activities
2. Skills
- To promote Ss to enhance their vocabulary about some activities
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 6 – page 9” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about their activities
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: Snap the board Do as appointed
1. Play in 2 teams.
2. Teacher sticks flashcards of everyday activities on
the board.
3. Teacher uses body language to describe the activity
in the picture
4. Each member from 2 teams snaps the flashcard
which teacher has described, then gets 1 point for each
fast and correct snap.
5. The team with the most points is the winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “heads up. What’s missing?” Do as appointed
1. Divide the class into two teams.
2. Arrange the flashcards on the board and remove one
card when students are not looking.
3. Ask one student from each team to call out the
missing flashcard.
4. Each member from 2 teams call out the flashcard
which teacher has described, then gets 1 point for each
fast and correct snap.
5. The team with the most points is the winner.
C. Listen and read Do as appointed
1. Introduce the situation “The children meet at
school…”
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
D. Listen and draw lines Do as appointed
1. Play audio and demonstrate the activity using the key: 1-c, 2-b, 3-e, 4- a
example.
2. Play audio and have students listen and draw lines.
3. Play audio again and check answers as a whole class.
E. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Listen and read Do as appointed
1. Review the story from the previous lesson “The
children met at school.”
2. Now introduce the situation “The children are talking
about their friends…”
3. Ask students to call out the activities and people they
can see.
4. Ask students to listen and read.
G. Listen and (V) Do as appointed
1. Play audio and demonstrate the activity using the key: 1. studying 2. playing chess
example. 3. eating snacks 4. talking with friends
2. Play audio and have students listen and tick the box.
3. Play audio again and check answers as a whole class.
H. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
I. Play the game: “ Three guesses” Do as appointed
1. Divide the class into two teams.
2. Ask a student from Team A to stand in front of the
class facing away from the board.
3. Stick a flashcard on the board, e.g. “eat snacks”.
4. Ask another student to ask a question, e.g. “What's
he doing?”
5. Ask the student from Team A try to guess the
answer, e.g. “He's eating snacks.”
6. The student has three guesses before the other
students tell them the answer.
7. Ask students to take turns from each team.

Song Do as appointed
Play the song: “ What did you do in the summer?”
Ask Ss to stand up and sing the song.
Play the song “ What are they doing”
Ask Ss to stand up and sing the song

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one
sentence.
Speaking Do as appointed
Show class flashcards and ask them to say with “I
learned how to.../ I went to the .../ I went…”

Stick flashcards to the board then ask Ss to answer

What did you do in the summer? I learned how to .../ I
went to the.../ I went…

Show class the conversation and ask them to ask and

answer the questions: “What’s she doing?/ what are
they doing?....

Stick flashcards to the board then ask Ss to answer

What’s she doing? She is (studying)…
What are they doing? They are (talking with friends) …

4. Consolidation
- Vocabulary related to some activities: go camping, go to the beach, go to the farm, learn how to cook, learn how to
swim, study, talk with friends, play chess, eat snacks, play with friends
- Structure: What did you do in the summer? I (went to the farm) …
What's (he) doing? (He)'s (studying).
What are they doing? They’re (playing chess).

5. Homework
- Review vocabulary and structures
- Draw a picture about your last vacation and tell the class about it
- Read page 10 – page 13 at home
 PERIOD: 02 UNIT 1: SCHOOL
LESSON 3,4

Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- Talk about everyday activities
2. Skills
- To promote Ss to enhance their vocabulary about daily activities.
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, Flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 10 – page 13” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about their activities.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
III. WARM – UP:
Game: Tic, tac, toe (review the last lesson) Do as appointed
1. Divide the class into groups of four. Each group has
two teams with two students in each team.
2. Ask teams to play rock, paper, scissors. The winning
team chooses a square, then asks and answers.
3. Ask the teams to take turns.
4. Swap roles and repeat until the game is finished.
5. Before the end of the lesson, check answers as a
whole class.
IV. CONTENTS:
B. Listen, point and say Do as appointed
1. Play the recording.
2. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Listen and read
1. Review the story from the previous lesson “The Do as appointed
children met at school.”
2. Now introduce the situation “The children are
talking about their friends…”
3. Ask students to call out the activities and people
they can see.
4. Ask students to listen and read.
C. Listen and ( V )
1. Play audio and demonstrate the activity using the Do as appointed
example. key: 1. V 2. X
2. Play audio and have students listen and tick the box. 3. X 4. V
3. Play audio again and check answers as a whole class
D. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat
E. Listen and read
1. Review the story from the previous lesson “The Do as appointed
children wanted to play sports.”
2. Now introduce the situation “The children say where
they go after school...”
3. Ask students to call out the activities and people they
can see.
4. Ask students to listen and read.
F. Listen and (V). Point, ask and answer
1. Have students look at the pictures and call out the Do as appointed
people and activities they can see. key: 1.a 2.b 3.a 4.b 5.a
2. Play audio and demonstrate the activity using the
example.
3. Play audio and have students listen and tick the box.
4. Play audio and check answers as a whole class.
5. Divide the class into Group A and Group B to
practice.
6. Demonstrate the activity using the example.
7. Divide the class into pairs.
8. Ask Student A to point and ask, Ask Student B to
answer.
9. Swap roles and repeat.
10. Afterwards, ask some pairs to demonstrate the
activity in front of the class.

G. Play the game: “Pretend”

Do as appointed
1. Divide the class into pairs or small groups.
2. Ask the class to ask the question then have one
student act out an activity.
3. Ask the other students to take turns to guess the
answer.
4. Swap roles and repeat.

Song
1. Play the song “Do you want to play badminton?” Do as appointed
2. Ask Ss to stand up and sing the song.
3. Play the song “Where are you going?”
4. Ask Ss to stand up and sing the song.
Reading Do as appointed
Ask Ss to read the conversation. Each S reads one
sentence.
Speaking
Stick flashcards to the board then ask Ss to answer
Do you want to play badminton? No, thanks. Do as appointed
Do you want to play basketball? Yes, sure. Great idea!

4. Consolidation
- Vocabulary related to everyday activities: play badminton, play basketball, play soccer, play volleyball, jump rope,
martial arts, tennis, ballet, art, yoga
- Structure: Do you want to (play volleyball)? Yes, sure. /No, thanks.
Where are you going? I’m going to (yoga) class.
5. Homework
- Learn by heart the new words and do exercises in workbook.
- Read page 14 – page 17 at home
 PERIOD: 03 UNIT 1: SCHOOL
LESSON 5,6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about daily activities
2. Skills
- To promote Ss to enhance their vocabulary about some activities
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 14 – page 17” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss to talk about their activities
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: Snap the board Do as appointed
1. Play in 2 teams.
2. Teacher sticks flashcards of everyday activities on
the board.
3. Teacher uses body language to describe the activity
in the picture
4. Each member from 2 teams snaps the flashcard
which teacher has described, then gets 1 point for each
fast and correct snap.
5. The team with the most points is the winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Listen Do as appointed
1. Introduce the situation “The children say why they key: 1. watch Englsh movies
like learning English..." 2. play English games
2. Have students call out the activities and people they 3. sing English songs
can see. 4. read English stories
3. Demonstrate the activity using the example.
4. Play audio and have students listen and tick the box.
5. Play audio and check answers as a whole class.
C. Read and fill in the blank. Do as appointed
1. Ask students to read the text individually. Key: 1. Playing
2. Read the text as a whole class. 2. Songs
3. Demonstrate the activity using the example. 3. Stories
4. Ask students to look and fill in the blanks. 4. drawing
5. Check answers as a whole class.
D. Role play Do as appointed
1. Ask students to look at the dialogue.
2. Divide the class into pairs, and Ask them to role play
the dialogue.
3. Swap roles and repeat.
4. Swap roles and repeat using the different words on
the right.
5. Ask them to ask and answer with their own ideas.
6. Afterwards, ask some pairs to demonstrate the
activity in front of the class.
E. Talk to your friend. write about three Do as appointed
subjects you like.
1. Divide the class into pairs.
2. Ask the pairs to discuss on the subjects they like.
3. Ask students to write down sentences about why they
like learning those subjects.
4. Afterwards, ask some students to read their sentences
in front of the class.
F. Listen and draw lines Do as appointed
1. Ask students to look at the pictures and call out the key: 1. E 2. A 3. B 4. D
people and activities they can see.
2. Play audio and demonstrate the activity using the
example.
3. Play audio and have students listen and draw lines.
4. Play audio again and check answers as a whole class.
G. Read the sentences. Choose a word from the Do as appointed
box. write the correct words next to the letters A –D. Key: 1. Studying
1. Demonstrate the activity using the example. 2. Talking with friends
2. Have students look at the pictures, read the questions 3. Eating snacks
and write the answers using words from the box.
3. Check answers as a whole class.
4. Afterwards, have some students read their answers to
the class.
H. Play the board game Do as appointed
1. Demonstrate the game.
2. Divide the class into groups of four. Each group has
two teams with two students in each team.
3. Have teams play rock, paper, scissors. The winning
team goes forward two spaces and the losing team goes
forward one space.
4. Have students match the symbol to the structure, ask
and answer or practice (if the question or answer is
incorrect, that team moves back one space).
5. Swap roles and repeat until the game is finished
(rock, paper, scissors is played each turn).
6. Before the end of the lesson, check answers as a
whole class

Song
Play the song Do as appointed
Ask Ss to stand up and sing the song.
Reading
Ask Ss to read and fill in the blank Do as appointed

Speaking
Role play, swap roles and repeat with different words
Do as appointed
writing
Talk to your friend. Write about three subjects you like.
Do as appointed

4. Consolidation
- Vocabulary: Social studies - My favorite school subjects and why I like them.
- Useful language: sing English songs, read English stories, watch English movies, play English games Why do you like
learning (English)? I like learning (English) because I like (watching English movies).
- Structure: Why do you like learning English?
I like learning English because I like (reading English stories).
5. Homework
- Review vocabulary and structures
- Talk about your hobbies and the reasons why you like learning English.
- Read page 18 – page 21 at home
 PERIOD: 04 UNIT 2: ANIMAL
LESSON 1,2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about animals
2. Skills
- To promote Ss to enhance their vocabulary about animal
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 18 – page 21” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about animal
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

A. WARM – UP:
Game: “ Hot seats”
1. Play in 2 teams. Do as appointed
2. Ask one player from each team to sit on the chairs
(hot seats) in the front and face to his/her team. (back to
the board).
3. Write the first word (e.g. martial arts, play
badminton, go camping,…) on the board, making sure
the players in the 'hot seats' can't see it.
4. The members of each team try to inform the word to
their friend by doing actions without any words.
5. The first player to say the word correctly gets one
point for his/her team. The team which has more points
at the end of the game wins.
B. CONTENTS:
Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
Play the game: “ heads up. What’s missing?” Do as appointed
1. Divide the class into two teams.
2. Arrange the flashcards on the board and remove one
card when students are not looking.
3. Have one student from each team call out the
missing flashcard.
4. Each member from 2 teams call out the flashcard
which teacher has described, then gets 1 point for each
fast and correct snap.
5. The team with the most points is the winner.
Listen and read Do as appointed
1. Introduce the situation “Tom is teaching Alfie about
animals…”
2. Ask students to call out the objects and people they
can see.
3. Ask students to listen and read.
Listen and draw lines Do as appointed
1. Play audio and demonstrate the animal using the key: 1. C 2. B 3. A 4. D
example.
2. Play audio and have students listen and draw lines.
3. Play audio again and check answers as a whole class.
Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
Listen and repeat Do as appointed
1. Review the story “Tom was teaching Alfie about
animals”.
2. Introduce the new situation “Alfie learns about more
animals…”
3. Ask students to call out the objects and people they
can see.
4. Ask students to listen and read.
Practice. Ask and answer Do as appointed
1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Ask student A to choose two animals and ask and
student B answer.
4. Swap roles and repeat. Afterwards, ask some pairs to
demonstrate in front of the class
Song Do as appointed
1. Play the song: “Where do pandas live?”
2. Ask Ss to stand up and sing the song.
1. Play the song: “Which animal is taller? A giraffe or a
hippo?”
2. Ask Ss to stand up and sing the song.

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one
sentence.

Speaking Do as appointed
Divide the class into groups. Have students A point to a
picture and ask, have student B answer. Swap roles and
repeat.
Play the game: Memory chain
1. Divide the class into groups of four or five.
2. Ask student A to make a statement and student B
repeat it while adding their own statements.
3. Ask student C to repeat student B’s sentence and add
their own statement.
4. Continue around the whole group until all students

4. Consolidation
- Vocabulary related to animal:
panda, parrot, falcon, dolphin, shark, mountains, giraffe, hippo, rabbit, zebra, lion

- Structure: Where do (pandas) live? (Pandas) live in (mountains).

Which animal is (taller)? (A giraffe) or (an elephant)? (A giraffe) is (taller) than ( an elephant)

5. Homework
- Review vocabulary and structures
- Draw a forest with some animals you have learnt
- Read page 22 – page 25 at home
 PERIOD: 05 UNIT 2: ANIMAL
LESSON 3,4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about animals
2. Skills
- To promote Ss to enhance their vocabulary about animal
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 22 – page 25” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about animal
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

A. WARM – UP:
Review: Compare: Do as appointed
1. Hold up two animal flashcards and ask the students to choose an
adjective from the list on the board.
2. Model how to write a comparative sentence using the adjective
and two animals (e.g. The elephant is bigger than the zebra).
3. Go through the animal pairs and write comparative sentences as
a class

B. CONTENTS:
Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation. Do as appointed
Play the Game: “ Guessing”
1. Arrange the flashcards ( animal) on the board and write a
number under each card.
2. Ask students to look at the flashcards for the count of ten.
3. Turn the flashcards over to face the board when the students are
not looking.
4. Call out a number and have students take turns to guess the face
down card.
5. Turn the flashcard over after each guess.
Listen and read
1. Review the story from the previous lesson “Alfie learned about Do as appointed
more animals”. And introduce the new situation “Tom and Alfie
are flying to Grandpa’s farm…”
2. Ask students to call out the objects and people they can see.
3. Ask students to listen and read.
Listen and draw lines
1. Play audio and demonstrate the animal using the example.
2. Play audio and have students listen and draw lines.
3. Play audio again and check answers as a whole class. Do as appointed
Practice the structure key: 1. giraffe
1. Draw students’ attention to the structure box. 2. whale
2. Play audio and have students listen. 3. cheetah
3. Play audio again and have students listen and repeat. 4. marlin
Listen and repeat Do as appointed
1. Review the story “Tom was teaching Alfie about animals”.
2. Introduce the new situation “Alfie learns about more animals…”
3. Ask students to call out the objects and people they can see.
4. Ask students to listen and read. Do as appointed
Practice. Ask and answer
1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Ask student A to choose two animals and ask and student B
answer.
4. Swap roles and repeat. Afterwards, Ask some pairs to
demonstrate in front of the class
Do as appointed
Song Do as appointed
1. Play the song: “Which is the fastest animal on land?”
2. Ask Ss to stand up and sing the song.
1. Play the song: “What’s a baby dog called?”
2. Ask Ss to stand up and sing the song.
Reading
Ask Ss to read the conversations. Each S reads one sentence. Do as appointed
Speaking
Divide the class into groups. Have students A point to a picture and
ask, have student B answer. Swap roles and repeat.
Play the game: Tic, tac, toe Do as appointed
1. Divide the class into groups of four or five.
2. Ask student A to make a statement and student B repeat it while
adding their own statements.
3. Ask student C to repeat student B’s sentence and add their own Do as appointed
statement.
4. Continue around the whole group until all students

4. Consolidation
- Vocabulary related to animal: cheetah, blue whale, black marlin, land, sea, air
puppy, kitten, calf, chick, lamb, cub

- Structure: Which is the (tallest) animal (on land)? The (giraffe) is the (tallest) animal (on land).
What's a baby (dog) called? A baby (dog) is called a (puppy).
5. Homework
- Review vocabulary and structures
- Review the tasks again
- Read page 26 – page 29 t home
 PERIOD: 06 UNIT 2: ANIMAL
LESSON 5,6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about animals
2. Skills
- To promote Ss to enhance their vocabulary about animal
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 26 – page 29” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about animal
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

C. WARM – UP:
Animals dance: Do as appointed
1. Draw 4 circles with different animals in them.
2. Assign a different dance/ action to each animal (eg.
Dog = jump; cat = spin; ect).
3. Ask Ss to stand up and do the dance or action each
time you touch or say the animal.
D. CONTENTS:
J. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Play the Game: “ Bag circle” Do as appointed
1. Ask Ss to pass a bag (with plastic animals and toys
or flashcards with pictures of animals and not animals)
around the class while the music is playing.
2. When the music stops, the student who has a bag will
pick up a thing in the bag and say the word and do the
action.
C. Listen and put a (V) or a (X) Do as appointed
1. Introduce the topic “Animals of Vietnam.”
2. Play audio and demonstrate the activity using the key: 1. X 2. X 3. V 4. X
example.
3. Play audio and have students listen and tick or cross
the box.
4. Play audio again and check answers as a whole class.
D. Listen and tick (V)
1. Ask students to look at the pictures and call out the Do as appointed
animals they can see. key: 1. C. mountains 2. A. zebra
2. Play audio and demonstrate the activity using the 3. B. cheetah 4. C. calf
example.
3. Play audio and have students listen and tick the box.
4. Play audio again.
5. Play audio again and check answers as a whole class.
E. Play the game
1. Divide the class into groups of 4. Divide the groups Do as appointed
into pairs.
2. Ask each pair to use a different color pen.
3. Ask students to play rock, paper, and scissors. The
winners will go first.
4. Student A from the first team points to the space on
the board where they wish to put a mark and asks the
related question. Student B answers. If correct, then
that team can put a mark on the space. If incorrect, the
next team takes their turn.
5. The winning team is the team that can get three of
their own marks in a row, horizontally, vertically or
diagonally.
Note: Swap students roles after each turn.
F. ‘Can Do’ statements
1. Read out the statements and give an example for Do as appointed
each.
2. In pairs, have students give a few more examples of
each function, then briefly practice.
3. Ask students to color one, two or three stars to show
how well they can perform the task. (3 stars = Great; 2
stars = Good; 1 star = Needs more study)

Song Do as appointed
1 Have students turn to page 126 and read the lyrics as
a whole class.
Play audio (recording 62) and have students listen.
Play audio again and have students listen and sing
along.

Reading Do as appointed
1. Ask students to read the text individually. key: 2. Walk
2. Read the text as a whole class. 3. trees
3. Demonstrate the activity using the example. 4. jump
4. Ask students to read the text again and fill in the 5. like
blanks using the answers provided. Check answers as a
whole class.

Speaking Do as appointed
1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Ask student A to choose an animal and say what it
can and can’t do. Ask student B to guess the animal.
Student A ask “Do you like ______?” and student B
answer “Yes, I do./ No, I don’t.”
4. Swap roles and repeat. Students think of their own
animals and continue playing. Afterwards, have pairs
demonstrate in front of the class..

4. Consolidation
- Vocabulary related to animal: walk, jump, swim, climb, fly, run
- Structure: I like (monkeys). They can (climb trees) and (swim).
Do you like (monkeys)? Yes, I do.
No, I don't. I like (elephants). They can (swim) and (run fast).

5. Homework
- Review vocabulary and structures.
- Do exercises in workbook and practice structures you have learnt.
- Read page 30 – page 33 at home.
 PERIOD: 07 UNIT 3: A SHOPPING TRIP
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about a shopping trip
2. Skills
- To promote Ss to enhance their vocabulary about shopping
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 22 – page 25” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about a shopping trip
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

E. WARM – UP:
Review: Play “ Sort and write” Do as appointed
1. Ss sort the animals into three columns (in water/on
land/ on land &in water). Then write about the animals.
Examples:
In water: whale, dolphin, octopus.
On land: panda, monkey, tiger, spider, giraffe, zebra,
lion, elephant.
On land and in water:
1. Whale, dolphin, and octopus live in water.
2. Panda, monkey, tiger, spider, giraffe, zebra, lion,
and elephant live on land.
3. Crocodile and frog live on land and in water.
F. CONTENTS:
K. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Play the Game: “Guessing” Do as appointed
1. Arrange the flashcards on the board and write a
number under each card.
2. Ask students to look at the flashcards for the count of
ten.
3. Turn the flashcards over to face the board when the
students are not looking.
4. Call out a number and have students take turns to
guess the face down card.
5. Turn the flashcard over after each guess.
C. Listen, read and number Do as appointed
1. Introduce the situation “Lucy’s mobile phone is key: 1. Hello?
ringing …” 2. Who's calling, please?
2. Ask students to call out the objects and people they 3. Can I speak to Jane?
can see. 4. Wait a minute.
3. Ask students to listen, read and number.
D. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. Listen, read and tick (V) or (X) Do as appointed
1. Review the story from the previous lesson “Lucy’s key: 1. X 2. V 3. X 4. V
mobile phone was ringing”.
2. And introduce the new situation “Lucy invites her
friends to the flea market …”
3. Ask students to call out the objects and people they
can see.
4. Ask students to listen, read and tick.
G. Play the game: Tic, tac, toe Do as appointed
1. Divide the class into groups of four with two
students in each team.
2. Ask teams to play rock, paper, scissors. The winning
team chooses a square, asks and answers.
3. Ask the team to take turns.
4. Swap roles and repeat until the game is finished.
Before the end of the lesson, check the answers as a
whole class.

Song Do as appointed
1. Play the song: “Hi. Can I speak to Lucy, Please?”
2. Ask Ss to stand up and sing the song.
1. Play the song: “Do you want to go to the flea
market?”
2. Ask Ss to stand up and sing the song.

Reading Do as appointed
Ask Ss to read the coversations. Each S reads one
sentence.

Speaking: Role play Do as appointed

1. Ask students to look at the dialogue.
2. Divide class into pairs, and ask them to role play the
dialogue.
3. Swap roles and repeat using the different words on
the right.

4. Consolidation
- Vocabulary : mobile phone, ringing phone, battery, phone charger, flea market,
clean my room, do my homework, do my chores, go shopping, babysit
- Structure: Hello/Hi. Can I speak to _____, please?
5. Homework
Who’s calling, please? It’s _____ OK, wait a minute, please
Do you want to _____?
Sorry, I can’t. I have to _____
That sounds great/ awesome!
- Review vocabulary and structures
- Review the tasks again
- Read page 34 – page 37 at home
 PERIOD: 08 UNIT 3: A SHOPPING TRIP
LESSON 3

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about a shopping trip
2. Skills
- To promote Ss to enhance their vocabulary about shopping
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 36 – page 37” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about a shopping trip
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

G. WARM – UP:
Review: Ostrich Game: Do as appointed
1. Select 2 Ss that will play the game. These 2 then face
each other in the front of the
class. Use a clip to fasten a picture card to the back of
each student.
2. The Ss must always have their hands behind their
back. Get them to perform a Sumo
Stomp and then say "Ready, steady go!!"
3. The Ss now have to try and see what card is on their
opponent’s back. When they know the answer, they put
their hand in the air and teacher asks them what it is. If
he/she is correct they win! (Make sure the other Ss
don't shout out the answer!
4. Insist that the Ss always have their hands behind
their backs.)
5. Jumping is one of the best tactics - hence the
"Ostrich Game"!

H. CONTENTS:
L. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation. Do as appointed
B. Play the Game: “Jump”
1. Hold up a flashcard and say a word. If the word is
the same as the flashcard, the students jump. If it isn’t,
they keep still.
C. Listen, read and circle Do as appointed
1. Review the story from the previous lesson “Lucy key: 1. go straight 2. turn left
invited her friends to the flea market”. And introduce 3. turn right 4. go straight
the new situation “Charlie gets lost …”
2. Ask students to call out the objects and people they
can see.
3. Ask students to listen, read and circle.
D. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. Play the game: “Guess the question” Do as appointed
1. Divide the class into groups of three or four students.
2. Ask one student to call out an answer to a question.
3. Ask the other students to take turns guessing the
question. Award points to each correct guess.
4. Ask students to take turn.

Song Do as appointed
1. Play the song: “Excuse me, how do I get to the flea
market?”
2. Ask Ss to stand up and sing the song.

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one
sentence.

Speaking: Role play Do as appointed

1. Ask students to look at the dialogue.
2. Divide class into pairs, and ask them to role play the
dialogue.
3. Swap roles and repeat using the different words on
the right.

4. Consolidation
- Vocabulary : turn left, turn right, go straight, corner, traffic lights, stop sign
- Structure: Excuse me, how do I get to the (book shop)?
Go straight along (Nguyen Du) Street.
(Turn left) at the (stop sign)

5. Homework
- Review vocabulary and structures
- Look at the map, point and practice asking directions and answering.
- Read page 34 – page 37 at home
 PERIOD: 09 UNIT 3: A SHOPPING TRIP
LESSON 4,5,6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about a shopping trip
2. Skills
- To promote Ss to enhance their vocabulary about shopping
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 36 – page 41 ” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss can ask about prices of items, talk about things people buy and sell, review and practice
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review: Play “Change your seat” Do as appointed
1. Have students write a word that they have learnt in
the previous lesson on a piece of paper.
2. Speak out one word in random.
3. Students who have this word have to run and find a
new seat. Continue with other words.
J. CONTENTS:
M. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Play the Game: “Passing ball”: Do as appointed
1. Play a song. Ask students to pass the balls (2 balls
with different colors) as the music plays and stop
passing when the music pauses.
2. The student who has the first ball pick out a flashcard
and the other holding the other ball answer.
C. Listen and read Do as appointed
1. Review the story from the previous lesson “Charlie
got lost”. And introduce the new situation “Lucy goes
shopping at the flea market …”
2. Ask students to call out the objects and people they
can see.
3. Ask students to listen and read.
D. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. Listen and write
1. . Play audio and demonstrate the activity using the Do as appointed
example. key: 1. $18 2. $7
2. Play audio and have students listen and write. 3. $12 4. $5
3. Play audio again and check answers as a whole class.
F. Listen and draw line
1. Play audio and demonstrate the activity using the Do as appointed
example. key: 1.d 2.a 3.b 4.c
2. Play audio and have students listen and draw line.
3. Play audio again and check answers as a whole class
G. Play the game: Tic, Tac, Toe
1. Divide the class into groups of four (two students in Do as appointed
each team).
2. Have teams play rock, scissors, paper. The winning
team chooses a square, asks and answers.
3. Have the teams take turns.
4. Swap roles and repeat until the game is finished.
5. Afterwards, check answer as a whole class.

Song Do as appointed
1. Play the song: “How much is the blue T-shirt?”
2. Ask Ss to stand up and sing the song.

Reading Do as appointed
1.Have students read the text individually first then as a key: 2. Silk
whole class. 3. sell
2. Demonstrate the activity using the example. Have 4. seafood
students look and fill in the blanks. Afterwards, check 5. cheap
answers as a whole class.

Speaking: Role play Do as appointed

1. Ask students to look at the dialogue.
2. Divide class into pairs, and ask them to role play the
dialogue.
3. Swap roles and repeat using the different words on
the right.

Writing: Do as appointed
1. Demonstrate the activity using the example.
2. Have students write full sentences about a market
you know
3. Divide the class into pairs. Have students take turns
reading their sentences to each other.
4. Afterwards, have some students read their sentences
in front of the class.
4. Consolidation
- Vocabulary : cheap, expensive, T-shirt, scarf, hat, dress, sell, silk, fruit, jewelry, seafood
- Structure: How much is _____? It’s _____ cheap/ expensive.
5. Homework
Do they sell silk there? Sure. They sell many things there.
- Review vocabulary and structures
Is it expensive? No, it isn’t. It’s very cheap)
- Review the tasks again
- Read page 42 – page 45 at home
 PERIOD: 10 UNIT 4. HOME
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about home
2. Skills
- To promote Ss to enhance their vocabulary about home
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 42 – page 45” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about home, Ss can tell where people and things are in the house.
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

A. WARM – UP:
Review: Play “Draw it relay”. Do as appointed
1. Divide the students into two teams.
2. Whisper a word to the first member of both teams
and have them run to the board and draw a picture of
the word as fast as possible.
3. Award points to the fastest and most correct team.

B. CONTENTS:
Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
Play the Game: “ Bag circle” Do as appointed
1. Ask Ss to pass a bag (with plastic animals and toys
or flashcards with pictures of animals and not animals)
around the class while the music is playing.
2. When the music stops, the student who has a bag will
pick up a thing in the bag and say the sentence
“This is ……….”
Listen, read and draw lines Do as appointed
1. Introduce the situation “Lucy’s playing with her key: 1.c 2.b 3.d 4.a
phone…”
2. Ask students to call out the objects and people they
can see.
3. Ask students to listen, read and draw lines
Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
Listen, read and tick (V) Do as appointed
1. Review the story from the previous lesson “Lucy was key: 1. bedroom 2. wardrobe
playing with her phone” 3. drawer 4. under the table
2. And introduce the new situation “Mom and Dad are
looking for their things…”
3. Ask students to call out the objects and people they
can see.
4. Ask students to listen, read and tick.
Play the game: “Memory chain” Do as appointed
1. Demonstrate the game. Divide the class into groups
of five or six.
2. Have student A say a statement and student B repeat
and add their own.
3. Have student C repeat student B’s statement and add
their own.
4. Continue until a student forgets the answer or all
students in the group have practiced.
Song Do as appointed
1. Play the song: “Where’s your dad?”
2. Ask Ss to stand up and sing the song.
1. Play the song: “Where are the scissors?”
2. Ask Ss to stand up and sing the song.
Reading
Ask Ss to read the conversations. Each S reads one Do as appointed
sentence.
Speaking: Role play
1. Demonstrate the activity using the example.
2. Divide class into pairs, and ask them to role play the Do as appointed
dialogue.
3. Swap roles and repeat using the different words on
the right.

4. Consolidation
- Vocabulary : upstairs, downstairs, yard, balcony, basement, scissors, slippers, shoes, sunglasses, headphones, gloves
- Structure: Where's (your mom)?She's (downstairs).
5. Homework
Where are (the scissors)?They're (in the drawer).
- Review vocabulary and structures
- Review the tasks again
- Read page 46 – page 49 at home
 PERIOD: 11 UNIT 4. HOME
LESSON 3,4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about home
2. Skills
- To promote Ss to enhance their vocabulary about home
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 46 – page 49” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about home, Ss can ask and answer about how many toys I have and ask for help with the chores.
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review: Play “Ostrich Game”. Do as appointed
1. Select 2 Ss that will play the game. These 2 then face
each other in the front of the class.
2. Use a clip to fasten a picture card to the back of each
student.
3. The Ss must always have their hands behind their
back. Get them to perform a Sumo
Stomp and then say "Ready, steady go!!"
4. The Ss now have to try and see what card is on their
opponent’s back.
5. When they know the answer, they put their hand in
the air and teacher asks them what it is. If he/she is
correct they win! (Make sure the other Ss don't shout
out the answer!
6. Insist that the Ss always have their hands behind
their backs.)
7. Jumping is one of the best tactics, hence the "Ostrich
Game"!

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Play the Game: “ Jump” Do as appointed
1. Hold up a flashcard and say a word. If the word is
the same as the flashcard, the students jump. If it isn’t,
they keep still.
C. Listen, read and write the number Do as appointed
1. Review the story from the previous lesson “Mom and key: 1. 20 2. 6
Dad were looking for their things”. And introduce the 3. 15 4. 1
new situation “Bill and Sue come to play…”
2. Ask students to call out the objects and people they
can see.
3. Ask students to listen, read and write the number.
D. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. Listen, read and draw lines Do as appointed
1. Review the story from the previous lesson “Bill and key: 1.b 2.d 3.c 4.a
Sue came to play”.
2. And introduce the new situation “The children start
doing their chores…”
3. Ask students to call out the objects and people they
can see.
4. Ask students to listen, read and draw lines
G. Play the game: “Who is the faster?” Do as appointed
1. Students work in groups of four. Students in each
group write all new words on a paper sheet.
2. Teacher calls out a word, the members in each group
have to slap on the correct word as fast as possible. 3.
The student who slaps on the correct word first gets one
point.
4. Ask some students to call out the next words. After 3
minutes, the student who gets the highest score is the
winner.

Song Do as appointed
1. Play the song: “How many marbles do you have?”
2. Ask Ss to stand up and sing the song.
1. Play the song: “Could you pick up the toys?”
2. Ask Ss to stand up and sing the song.

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one
sentence.

Speaking: Role play Do as appointed

1. Demonstrate the activity using the example.
2. Divide class into pairs, and ask them to role play the
dialogue.
3. Swap roles and repeat using the different words on
the right.

4. Consolidation
- Vocabulary: marble, card, action figure, robot, doll, pick up the toys, sweep the floor, set the table, wash the dishes,
take out the trash
- Structure: How many (cards) do you have? I have (thirty cards)
5. Homework
Could you (wash the dishes)?Yes, sure./ Wait a minute...
- Review vocabulary and structures
- Review the tasks again
- Read page 50 – page 53 at home
 PERIOD: 12 UNIT 4: HOME
LESSON 5,6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about a home
2. Skills
- To promote Ss to enhance their vocabulary about home
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 50 – page 53” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about what I do before and during Tet
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review: Play “Change your seat” Do as appointed
1. Have students write a word that they have learnt in
the previous lesson on a piece of paper.
2. Speak out one word in random.
3. Students who have this word have to run and find a
new seat.
4. Continue with other words.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Play the Game: “Whispers”: Do as appointed
1. Organize class in groups of six or more.
2. Show a flashcard to the first child in each group.
3. This child whispers the word to the child next to
them until the word reaches the final child.
4. The final child says the word out loud and first child
holds up the flashcard to check if they match
C. Listen and circle Do as appointed
1. Introduce the new situation “There are many things key: 1. Flowers 2. put up decorations
people do before and during Lunar New Year”. 3. wear new clothes 4. visit family
2. Have students look at the pictures and call out what
they can see.
3. Demonstrate the activity using the example. Play
audio and have students listen and circle.
4. Check answers as a whole class.
D. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. Listen and draw line Do as appointed
1. Have students look at the picture and call out the
objects they can see.
2. Play audio and demonstrate the activity using the
example.
3. Play audio and have students listen and draw lines.
4. Play audio again.
5. Play audio again and check answers as a whole class.
F. Play the game: Tic, tac, toe Do as appointed
1. Divide the class into groups of four with two
students in each team.
2. Ask teams to play rock, paper, scissors. The winning
team chooses a square, then asks and answers.
3. Ask the team to take turns.
4. Swap roles and repeat until the game is finished.
Before the end of the lesson, check the answers as a
whole class.

Song Do as appointed
1. Have students turn to page 127 and read the lyrics as
a whole class.
2. Play audio (recording 40) and have students listen.
3. Play audio again and have students listen and sing
along.

Reading Do as appointed
1. Have students read the text individually first then as Key: 2. Sweep
a whole class. 3. haircut
2.Demonstrate the activity using the example. 4. watermelon
3.Have students look and fill in the blanks. Afterwards, 5. clothes
check answer as a whole class.

Speaking: Role play Do as appointed

1 Divide the class into groups of four.
2. Have the students look at the pictures and talk about
things that they do before Tet and during Tet.
3. Afterwards, have some groups present their ideas in
front of the class.

Writing: Do as appointed
1. Demonstrate the activity.
2. Have students write sentences about what they do
before and during Tet.
3. Divide the class into pairs. Have students take turns
reading their sentences to each other.
4. Afterwards, have some students read their sentences
in front of the class.
Reading and writing Do as appointed
1. Have students look at the picture, demonstrate the Key: 1. No
activity using the examples. 2. Yes
2. Have students look at the picture and read the 3. No
statements, then write yes or no depending on whether 4. No
the statement is true or false.
3. Check answers as a whole class.
4. Afterwards, have students look at the picture and say
new true statements for each of the false statements.

4. Consolidation

- Vocabulary: watermelon, haircut, decorations, new clothes, flower market, All vocabs from Lesson 1-5
5. Homework
- Structure: What do you do before/during Tet/the Lunar New Year?
- Review vocabulary and structures
Before/During Tet/the Lunar New Year, I (clean the house).
- Draw a picture of your house at Tet and tell
All structures from Lesson 1-5
it in front of the class
- Read page 54 – page 57 at home
 PERIOD: 13 UNIT 5: TRAVEL
LESSON 1,2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about travel
2. Skills
- To promote Ss to enhance their vocabulary about travel
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 54 – page 57” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about travel, Ss can talk about where I’m going and order food and drink.
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review: Play “Island Hoping” Do as appointed
1. Ss work in pairs. Give each student a pile of picture
cards of food.
2. They can be different cards, but the number of cards
should be the same for each student.
3. Teacher says "Go!"
4. Ss pick up the top card of their pile of cards.
5. They shout out the word on the card - or
for a more challenging version, they make up a
sentence that features that word.
6. They put the card on the desk after shouting out.
7. The first students to finish shouting out the word or
making up a sentence of them
piles of cards win!

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Play the Game: “Passing ball”: Do as appointed
1. Play a song. Ask students to pass the balls (2 balls
with different colors) as the music plays and stop
passing when the music pauses.
2. The student who has the first ball pick out a flashcard
and the other holding the other ball answer.
C. Listen, read and draw lines Do as appointed
1. Introduce the situation “The children talk about their key: 1.b 2.d 3.c 4.a
school break”.
2. Ask students to call out the objects and people they
can see.
3. Ask students to listen, read and draw lines.
D. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. Listen, read and circle Do as appointed
1. Review the story from the previous lesson “The key: 1. hamburger 2. sandwich 3. milkshake 4. pizza
children talked about their school break”. And
introduce the new situation “The children order food at
the Pirate Restaurant …”
2. Ask students to look at the pictures and call out what
they can see.
3. Demonstrate the activity using the example.
4. Play audio and have students listen and draw lines.
5. Check answers as a whole class.
F. Play the game: Restaurant Do as appointed
1. Divide the class into pairs. Have students take turns
being the waiter and the customer.
2. Have the waiter ask “What would you like to eat/
drink?” and the customer respond with “I’d like a/an
_____, please”.
3. Afterwards, have some pairs demonstrate the
conversation in front of the class.
Song Do as appointed
1. Play the song: “What would you like to eat?”
2. Ask Ss to stand up and sing the song.
1. Play the song: “What the matter ?”
2. Ask Ss to stand up and sing the song.
Reading
1. Ask Ss to read the conversations. Each S reads one Do as appointed
sentence.

Speaking: Role play

1. Ask students to look at the dialogue. Do as appointed
2. Divide class into pairs, and ask them to role play the
dialogue.
3. Swap roles and repeat using the different words on
the right.

4. Consolidation
- Vocabulary: hamburger, pizza, sandwich, milkshake, juice, museum, amusement park, movies, swimming pool,
Grandparents’ house
5. Homework
- Structure: Where are you going to go? I’m going to go to the/ my…
- Review vocabulary and structures
What would you like to eat/ drink? I’d like a/an _____, please
- Review the tasks again
- Read page 58 – page 61 at home
PERIOD: 14 UNIT 5: TRAVEL
LESSON 3
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about travel
2. Skills
- To promote Ss to enhance their vocabulary about travel
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 58 – page 59” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about feeling sick.
3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review: Ostrich Game: Do as appointed
1. Select 2 Ss that will play the game. These 2 then face
each other in the front of the
class. Use a clip to fasten a picture card to the back of
each student.
2. The Ss must always have their hands behind their
back. Get them to perform a Sumo
Stomp and then say "Ready, steady go!!"
3. The Ss now have to try and see what card is on their
opponent’s back. When they know the answer, they put
their hand in the air and teacher asks them what it is. If
he/she is correct they win! (Make sure the other Ss
don't shout out the answer!
4. Insist that the Ss always have their hands behind
their backs.)
5. Jumping is one of the best tactics - hence the
"Ostrich Game"!
II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B. Play the Game: “Tennis” Do as appointed
1. Have one student come to the front and play
“Tennis” with you.
2. As you say a word, hit it to the student and have the
student respond with another word and hit it back to
you.
3. Divide the students into pairs and have them play
with each other.
C. Listen, read and draw lines Do as appointed
1. Review the story from the previous lesson “The key: 1. sick 2. fever 3. dizzy 4. stomach ache
children order food at the Pirate Restaurant”. And
introduce the new situation “After the pizza …”
2. Ask students to call out the objects and people they
can see.
3. Ask students to listen, read and draw lines.
D. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. Play the game: “Board Race” Do as appointed
1. Divide the class into two teams.
2. Stick two flashcards on the board. Have one student
ask the question.
3. Teacher calls out one the flashcards.
4. Have two students race to the correct flashcard and
answer the question. Choose two more students to take
a turn.

Song Do as appointed
1. Play the song: “What the matter?"
2. Ask Ss to stand up and sing the song.

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one
sentence.

Speaking: Practice, point, ask and answer: Do as appointed

1. Have students call out the symptoms and words they
can see, then draw lines.
2. Afterwards, check answer as a whole class.
3. Divide the students into pairs. Have student A point
and ask, have student B answer.
4. Afterwards, have some pairs demonstrate in front of
the class.

4. Consolidation
- Vocabulary : sick, dizzy, stomach ache, headache, fever, cold
- Structure: What’s the matter? I feel _____ I have a _____

5. Homework
- Review vocabulary and structures
- Do exercises in your work book
- Read page 60 – page 65 at home

PERIOD: 15 UNIT 5. TRAVEL

LESSON 4,5,6
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about travel
2. Skills
- To promote Ss to enhance their vocabulary about travel
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 60 – page 65” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about what I did on vacation, talk about ways to keep Vietnam clean.

3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review: Play “Concentration Matching Game” Do as appointed
1. Put all the word cards on one side of blackboard face down and the
picture cards on the other side of the board face up.
2. Ss take turns turning over a word card, and then finding the picture
that matches the word. When a pair of cards has been matched
correctly, they are put together on the board.
3. If a student can’t read the word or doesn’t match the word to the
correct picture, both cards have to be returned to the board in their
original places. Another child has an opportunity to make a match.
4. The game is over when all cards have been correctly matched.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B. Play the Game: “Passing ball”: Do as appointed
1. Play a song. Ask students to pass the balls (2 balls with different
colors) as the music plays and stop passing when the music pauses.
2. The student who has the first ball pick out a flashcard and the other
holding the other ball answer.
C. Listen, read and number
1. Review the story from the previous lesson “After the pizza”. And Do as appointed
introduce the new situation “Lucy tells Mai about Pirate Kingdom …” key: 1. restaurant 2. roller coaster
2. Ask students to call out the objects and people they can see. 3. water slide 4. costume
3. Ask students to listen, read and number.
D. Practice the structure
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat. Do as appointed
E. Listen, read and draw lines
1. Introduce the situation “Four students talk about what we can do to
keep Vietnam clean …”
2. Ask students to look at the pictures and call out what they can see. Do as appointed
3. Demonstrate the activity using the example. key: 1. garbage can 2. plastic bottles
4. Play audio and have students listen and draw lines. 3. air 4. paper bags
5. Check answers as a whole class.
F. Play the game: “Memory Chain”
1. Demonstrate the game. Divide the class into groups of five or six.
2. Have student A ask and have student B answer. Have student repeat
student B’s answer and add his own answer.
3. Continue until a student forgets the answer or all students in the Do as appointed
group have practiced

Song Do as appointed
1. Play the song: “What did you do?”
2. Ask Ss to stand up and sing the song.
Reading Do as appointed
1.Have students read the text individually first then as a whole class. Key: 2. recycle
2. Demonstrate the activity using the example. Have students look and 3. reuse
fill in the blanks. Afterwards, check answers as a whole class. 4. garbage can
Speaking: 5. plastic bottles
1. Divide the students into groups of four.
2. Have students talk about three ideas to keep Vietnam clean at school Do as appointed
and at home.
3. Afterwards, have some groups present their ideas in front of the
class.
Writing:
1. Demonstrate the activity using the example.
2. Have students write full sentences about how to keep clean at school Do as appointed
and at home.
3. Divide the class into pairs. Have students take turns reading their
sentences to each other.
4. Afterwards, have some students read their sentences in front of the
class.

4. Consolidation
- Vocabulary: restaurant, water slide, roller coaster, costume, garbage, garbage can, newspapers, plastic bottle,
recycle, reuse
5. Homework
- Structure: What did you do? First, _____Then, _____Finally, _____
- Review vocabulary and structures
We can _____.
- Tell your classmate about what you did
yesterday.
- Read page 66 – page 69 at home

PERIOD: 16 REVIEW UNITS 1-5

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Review
2. Skills
- To promote Ss to enhance their vocabulary
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 06 – page 65” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss to review unit 1- unit 3
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Animals dance: Do as appointed
1. Draw 4 circles with different animals in them.
2. Assign a different dance/ action to each animal (eg. Dog = jump; cat =
spin; ect).
3. Ask Ss to stand up and do the dance or action each time you touch or
say the animal.
II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B. Play the Game: “ Bag circle” Do as appointed
1. Ask Ss to pass a bag around the class while the music is playing.
2. When the music stops, the student who has a bag will pick up a thing in
the bag and say the word and do the action.
C. Listen and put a (V) or a (X)
1. Introduce the topic
2. Play audio and demonstrate the activity using the example. Do as appointed
3. Play audio and have students listen and tick or cross the box.
4. Play audio again and check answers as a whole class.
D. Listen and tick (V)
1. Ask students to look at the pictures and call out the activities, animals,
objects,... they can see.
2. Play audio and demonstrate the activity using the example.
3. Play audio and have students listen and tick the box. Do as appointed
4. Play audio again.
5. Play audio again and check answers as a whole class.
E. Play the game
1. Divide the class into groups of 4. Divide the groups into pairs.
2. Ask each pair to use a different color pen.
3. Ask students to play rock, paper, and scissors. The winners will go first.
4. Student A from the first team points to the space on the board where
they wish to put a mark and asks the related question. Student B answers.
If correct, then that team can put a mark on the space. If incorrect, the next Do as appointed
team takes their turn.
5. The winning team is the team that can get three of their own marks in a
row, horizontally, vertically or diagonally.
Note: Swap students roles after each turn.
F. ‘Can Do’ statements
1. Read out the statements and give an example for each.
2. In pairs, have students give a few more examples of each function, then
briefly practice.
3. Ask students to color one, two or three stars to show how well they can
perform the task. (3 stars = Great; 2 stars = Good; 1 star = Needs more
study)
Song Do as appointed
1 Have students turn to page 126 and read the lyrics as a whole class.
Play audio and have students listen.
Play audio again and have students listen and sing along.
Reading
1. Ask students to read the text individually.
2. Read the text as a whole class.
3. Demonstrate the activity using the example. Do as appointed
4. Ask students to read the text again and fill in the blanks using the
answers provided. Check answers as a whole class.
Speaking
1. Demonstrate the activity using the example.
2. Divide the class into pairs.
3. Ask student A to choose a topic and say what it can and can’t do. Ask
student B to guess the answers. Student A ask “Do you like ______?” and
student B answer “Yes, I do./ No, I don’t.” Do as appointed
4. Swap roles and repeat. Students think of their own animals and
continue playing. Afterwards, have pairs demonstrate in front of the class..

4. Consolidation
- Vocabulary: All vocabs from unit 1-5
- Structure: All structures from unit 1-5
5. Homework
- Review vocabulary and structures.
- Do exercises in workbook and practice structures you have learnt.
- Read page 66 – page 69 at home.

PERIOD: Semester 1 test

17 Paper test

PERIOD: Semester 1 test

18 Speaking test

PERIOD: 19 UNIT 6: SPORTS AND FITNESS

LESSON 1,2
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about sports and fitness
2. Skills
- To promote Ss to enhance their vocabulary about some sport and fitness.
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 66 – page 69” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss give advice on what you should and shouldn’t do, and can talk about what I’m going to do with my friends.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Island Hoping" Do as appointed
1. Ss work in pairs. Give each student a pile of flashcards from the
previous lessons. They can be different cards, but the amount of cards
should be the same for each student.
2. Teacher says "Go!"
3. Ss pick up the top card of their pile of cards. They shout out the word
on the card - or for a more challenging version, they make up a sentence
that features that word. They put the card on the desk after shouting out.
4. The first students to finish shouting out the word or making up a
sentence of their
piles of cards win!

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B, Play the game: “ heads up. What’s missing?” Do as appointed
1. Divide the class into two teams.
2. Arrange the flashcards on the board and remove one card when
students are not looking.
3. Ask one student from each team to call out the missing flashcard.
4. Each member from 2 teams call out the flashcard which teacher has
described, then gets 1 point for each fast and correct snap.
5. The team with the most points is the winner.
C. Listen and read
1. Introduce the situation “It’s a beautiful Sunday…”
2. Ask students to call out the activities and people they can see. Do as appointed
3. Ask students to listen and read.
D. Listen and circle
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and circle. Do as appointed
3. Play audio again and check answers as a whole class. key: 1. play mobile phone games 2. play outside
E. Practice the structure 3. watch TV 4. play sports
1. Draw students’ attention to the structure box.
2. Play audio and have students listen. Do as appointed
3. Play audio again and have students listen and repeat.
F. Listen and read
1. . Review the story from the previous lesson “It was a beautiful
Sunday”. And introduce the new situation “The kids enjoy playing at the Do as appointed
sports club …”
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read.
G. Listen and (V)
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick the box. 3. Play audio
again and check answers as a whole class.
H. Practice the structure Do as appointed
1. Draw students’ attention to the structure box. key: 1. play badminton with Jane
2. Play audio and have students listen. 2. play table tennis with Mai
3. Play audio again and have students listen and repeat. 3. go bowling with Alfie
I. Play the game: “ Chain” 4. play basketball with Sam
1. Have the students stand up. Do as appointed
2. Student 1 turns to student 2 and ask. Student 2 answers and turns to
student 3, ask the question.
3. Continue until all students have practiced. Have them work in groups
and write down the answers. Do as appointed

Song
Play the song:" You should play outside?” Do as appointed
Ask Ss to stand up and sing the song.
Play the song “What are you going to do?”
Ask Ss to stand up and sing the song
Reading
Ask Ss to read the conversations. Each S reads one sentence.
Speaking Do as appointed
1. Have the students stand up. Student 1 turns to student 2 and ask.
2. Student 2 answers and turns to student 3, ask the question.
3. Continue until all students have practiced. Have them work in groups
and write down the answers. Do as appointed

4. Consolidation
- Vocabulary: watch TV, play mobile games, play video games, play computer games, play outside, play sports, play
baseball, play table tennis, play tennis, go bowling
- Structure: You should _____ You shouldn’t _____
What are you going to do? I’m going to _____ with _____

5. Homework
- Review vocabulary and structures
- Give advice to your classmate to help them learn English better
- Read page 70 – page 73 at home
 PERIOD: 20 UNIT 6: SPORTS AND FITNESS
LESSON 3,4

Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- Talk about sports and fitness
2. Skills
- To promote Ss to enhance their vocabulary about some sport and fitness.
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 70 – page 73” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can talk about how often I do things and the sequence that things happened.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Stop the bus" Do as appointed
1. Put children into small groups and write four categories on the
board [for example clothes, animals, places, foods].
2. Then say a letter and children must come up with one example
for each category
*For example if the letter is ‘S’ the answers could be shoe, shark,
Singapore, sandwich].
3. When the team has four answers they shout ‘Stop the bus’s and
if they are correct they win that round.
4. Repeat with a different letter.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B, Play the game: “Guess” Do as appointed
1. Arrange the flashcards on the board and write a number under
each card.
2. Have students look at the flashcards for the count the ten.
3. Turn the flashcards over to face the board when the students
are not looking.
4. Call out number and have students take turns to guess the face
down card.
5. Turn the card over after each guess.
 C. Listen and read
1. Review the story from the previous lesson “The kids enjoyed Do as appointed
playing at the sports club”. And introduce the new situation “Sam
talks about what he does for fitness …”
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read.
D. Listen and draw lines
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and draw lines.
3. Play audio again and check answers as a whole class. Do as appointed
E. Practice the structure key: 1. Rarely 2. Sometimes
1. Draw students’ attention to the structure box. 3. usually 4. never
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Listen and read Do as appointed
1. . Review the story from the previous lesson “Sam talked about
what he does for fitness”. And introduce the new situation “Ann
finds Sam in the hospital …”
2. Ask students to call out the activities and people they can see. Do as appointed
3. Ask students to listen and read.
G. Listen and number
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick the box. 3. Play
audio again and check answers as a whole class.
H. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen. key: 1. He jump and hurt his ankle.
3. Play audio again and have students listen and repeat. 2. He hit a tree and hurt his elbow.
I. Play the game: “ Pretend” 3. A coconut fell and hurt his neck.
1. Have one student come to the board. Whisper an action and an 4. He fell in the mud and hurt his back.
injury to the student. Do as appointed
2. Have the class ask “What happened?” and have the student act
out the actions while the other students guess what happened.
3. Choose another student and repeat. The students have three
guesses before the other student tells them the answer. Do as appointed

Song
Play the song:" How often do you eat fruit?” Do as appointed
Ask Ss to stand up and sing the song.
Play the song “ What happen?”
Ask Ss to stand up and sing the song
Reading
Ask Ss to read the conversations. Each S reads one sentence.
Speaking Do as appointed
1. Have the students stand up. Student 1 turns to student 2 and
ask.
2. Student 2 answers and turns to student 3, ask the question.
3. Continue until all students have practiced. Have them work in Do as appointed
groups and write down the answers.

4. Consolidation
- Vocabulary: always, usually, sometimes, rarely, never, ankle, back, shoulder, neck, elbow

- Structure: How often do you _____? I _____ (after school).

What happened? I/he/she _____ and hurt my/his/her _____
5. Homework- Review vocabulary and structures- Do exercises in work book- Read page 74 – page 77 at home
 PERIOD: 21 UNIT 6: SPORTS AND FITNESS
LESSON 5,6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about sports and fitness
2. Skills
- To promote Ss to enhance their vocabulary about some sport and fitness.
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 74 – page 77” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss can talk about how to do well at sports, review and checkup.

3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: " Unscramble" Do as appointed
1. Teacher lists 20 words in two columns on the board
(depending on number of students).
2. The words must be scrambled so that they are spelled
incorrectly.
3. Students work in two teams to fix the words and
write them correctly one-by-one.
4. The first team to complete their column is the
winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “Slap” Do as appointed
1. Divide the class into groups. Give each group a set of
picture cards placed face up on the table within reach of
all the students.
2. The caller (either you or a student volunteer) has a
duplicate set of cards piled in random order.
3. The caller calls out the word. The first student in
each group to slap the correct card and produce the
word shown on the card takes it.
4. The student in each group holding the most cards is
the winner.
C. Listen and circle: " True or False" Do as appointed
1. Introduce the topic “How to do well at sports”. key: 1. True 2. True
2. Play audio and demonstrate the activity using the 3. False 4. False
example.
3. Play audio and have students listen and circle true or
false.
4. Play audio again and check answers as a whole class.
D. Listen and write Do as appointed
1. Play audio and demonstrate the activity using the key: 1. eleven 2. Arm
example. 3. back 4. basketball
2. Play audio and have students listen and write.
3. Play audio again and check answers as a whole class.
E. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Play the game: “ Pretend” Do as appointed
1. Have one student come to the board. Whisper an
action and an injury to the student.
2. Have the class ask “What happened?” and have the
student act out the actions while the other students
guess what happened.
3. Choose another student and repeat. The students
have three guesses before the other student tells them
the answer.

Song Do as appointed
1. Have students turn to page 127 and read the lyrics as
a whole class.
2. Play audio (recording 29) and have students listen.
3. Play audio again and have students listen and sing
along.
Reading Do as appointed
1. Have students read the text individually. key: 2. Move
2. Read the text as a whole class. Demonstrate the 3. run fast
activity using the example. 4. do well
3. Have students read and complete the sentences.
Check answers as a whole class.

Reading and writing Do as appointed

1. Demonstrate the activity using the example. key: 1. Baseball
2. Have student look at the picture, read the statements 2. soccer
and write the correct words on the lines. 3. watch TV
3. Check answers as a whole class. 4. always

Speaking Do as appointed
1. Demonstrate the activity using the example. Divide
the class into pairs.
2. Have students look at the pictures and talk about how
to well at sports.
3. Afterwards, have some students demonstrate in front
of the class.
 ‘Can Do’ statements Do as appointed
1. Read out the statements and give an example for
each.
2. In pairs, have students give a few more examples of
each function, then briefly practice.
3. Ask students to color one, two or three stars to show
how well they can perform the task. (3 stars = Great; 2
stars = Good; 1 star = Needs more study)

4. Consolidation
- Vocabulary: kick, hit, move, fast, hard, well, All vocabulary from Lesson
- Structure: You have to (move very fast), all structures from Lesson 1-5

5. Homework
- Review vocabulary and structures
- Guide your friend how to play a sport you are good at
- Read page 78 – page 81 at home
 PERIOD: 22 UNIT 7: TIME
LESSON 1,2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about the time
2. Skills
- To promote Ss to enhance their vocabulary about the time
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 78 – page 81” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss can talk about what time I do activities, time and date.

3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: " Human Clocks" Do as appointed
1. Show children how they can become clocks using
their bodies, with their arms being the hands of the
clock. Say different times.
2. Students make the time using their bodies.
3. Then in pairs, one student makes the time, and asks
their partner ‘What time is it?’.
4. Their partner guesses the time.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “Heads up. What's missing” Do as appointed
1. Arrange the flashcards on the board and remove one
card when students are not looking.
2. One students from each team calls out the missing
flashcard.
C. Listen and read Do as appointed
1. : Introduce the situation “It’s a busy weekend …”
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
D. Listen and tick (V) Do as appointed
1. Play audio and demonstrate the activity using the key: 1. 9 o’clock 2. half past nine
example. 3. ten o’clock 4. half past eight
2. Play audio and have students listen and tick.
3. Play audio again and check answers as a whole class.
E. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Listen and read Do as appointed
1. Review the story from the previous lesson “It was a
busy weekend”. And introduce the new situation “The
Browns arrive home after band night …”
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
G. Listen and tick ( V ) Do as appointed
1. Play audio and demonstrate the activity using the key: 1. June 23rd 2. June 2nd
example. 3. June 8th 4. June 21
2. Play audio and have students listen and number the
box.
3. Play audio again and check answers as a whole class.
H. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
I. Play the game: “ Guess who” Do as appointed
1. Have one student face away from the class and ask
“When’s your birthday?”. Have another student answer
“It’s on _____”.
2. Have the student facing the board turn around and
guess who said the sentence. Choose another student to
take a turn.

Song Do as appointed
Play the song:" What time is your music lesson?”
Ask Ss to stand up and sing the song.
Play the song “ When's your birthday?”
Ask Ss to stand up and sing the song

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one
sentence.

Speaking Do as appointed
1. Demonstrate the activity using the example. Divide
the class into pairs.
2. Have student A ask and have student B answer.
Swap roles and repeat
4. Consolidation
- Vocabulary: (nine) o’clock, half past (seven), morning, afternoon, evening
first, second, third, fourth, fifth
It’s on _____
- Structure: What time is _____?It’s at _____ in the _____
5. Homework
When’s _____?
- Review vocabulary and structures
- Do exercises in work book
- Read page 82 – page 85 at home
 PERIOD: 23 UNIT 7: TIME
LESSON 3,4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about the time
2. Skills
- To promote Ss to enhance their vocabulary about the time
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 82 – page 85” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss can talk about what I did in the past, and future plans.

3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: " Find someone" Do as appointed
1. Have students write down their birthdays on a piece
of paper.
2.Collect all the notes and distribute random to the
class.
3. Have the students stand up to ask each other’s
birthday to find the correct person.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “Slow reveal” Do as appointed
1. uncovering the flashcard very slowly, little by little
while children guess what it is.
C. Listen and read
1. : Introduce the situation “The kids are looking at Do as appointed
photos..”
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
D. Listen and circle: Do as appointed
1. Play audio and demonstrate the activity using the key: 1. last month 2. last summer
example. 3. last week 4. last year
2. Play audio and have students listen and circle.
3. Play audio again and check answers as a whole class.
E. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Listen and read Do as appointed
1. Review the story from the previous lesson “The kids
were looking at photos …”.
2. And introduce the new situation “It’s Alfie’s
birthday next weekend …”
3. Have students call out the objects and people they
can see.
4. Have students listen and read
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
G. Listen and circle Do as appointed
1. Play audio and demonstrate the activity using the key: 1. next Sunday 2. tomorrow
example. 3. next week 4. next Saturday
2. Play audio and have students listen and circle the
box.
3. Play audio again and check answers as a whole class.
H. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
I. Play the game: “ Tic tac toe” Do as appointed
1. Divide the class into groups of four with two
students in each team.
2. Have teams play rock, paper, scissors. The winning
team chooses a square, asks and answers.
3. Have the teams take turns. Swap roles and repeat
until the game is finished. Before the end of the lesson,
check the answers as a whole class.

Song Do as appointed
Play the song:" I went to the farm yesterday?”
Ask Ss to stand up and sing the song.
Play the song “ What are you going to do tomorrow?”
Ask Ss to stand up and sing the song

Reading Do as appointed
Ask Ss to read the coversations. Each S reads one
sentence.

Speaking ( role play) Do as appointed

1. Have students look at the dialogue.
2. Divide class into pairs, and have them role play the
dialogue.
3. Swap roles and repeat using the different words.
Afterwards, have some pairs demonstrate in front of the
class.
4. Consolidation
- Vocabulary: yesterday, last weekend, last week, last month, last year, tomorrow, next weekend, next week, next month,
next year
- Structure: I/ We went _____
5. Homework
How was it? It was fun/ great/ awesome
- Review vocabulary and structures
What are you going to do _____? I’m going to _____
- Tell about your last weekend and what you are
going to do next weekend
- Read page 82 – page 85 at home
 PERIOD: 24 UNIT 7: TIME
LESSON 5,6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about the time
2. Skills
- To promote Ss to enhance their vocabulary about the time
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 86 – page 89” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss can retell a story, review and practice.

3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: " Unscramble" Do as appointed
1. Teacher lists 20 words in two columns on the board
(depending on number of students).
2. The words must be scrambled so that they are spelled
incorrectly.
3. Students work in two teams to fix the words and
write them correctly one-by-one.
4. The first team to complete their column is the
winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “Word Tennis” Do as appointed
1. Have one student come to the front and play
“Tennis” with you.
2. As you say a word, hit it to the student and have the
student respond with another word and hit it back to
you.
3. Divide the students into pairs and have them play
with each other.

C. Listen and circle: Do as appointed

1. Introduce the topic " The lake of the returned key: 1. found 2. gave 3. battles 4. return
Sword”.
2. Play audio and demonstrate the activity using the
example.
3. Play audio and have students listen and circle
4. Play audio again and check answers as a whole class.
D. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. . Listen and draw lines: Do as appointed
1. Play audio and demonstrate the activity using the key: 1. February 20th 2. March 3rd
example. 3. May 18th 4. October 22th
2. Play audio and have students listen and circle
3. Play audio again and check answers as a whole class.

Song Do as appointed
1. Have students turn to page 128 and read the lyrics as
a whole class.
2. Play audio (recording 58) and have students listen.
3. Play audio again and have students listen and sing
along.
Reading (fill in the blanks) Do as appointed
1. Have students read the text individually. key: 2. sword
2. Read the text as a whole class. Demonstrate the 3. battles
activity using the example. 4. king
3. Have students read and complete the sentences. 5. return
Check answers as a whole class.

Reading and writing Do as appointed

1. Demonstrate the activity using the example. key: 1. came
2. Have student look at the picture, read the statements 2. sang
and write the correct words on the lines. 3. made
3. Check answers as a whole class. 4. played
5. gave
Speaking
1. Have students call out the objects and words they can Do as appointed
see. Demonstrate the activity using the example.
2. Divide the students into pairs. Have students take
turns to tell the story “The Lake of the Returned
Sword”.
3. Afterwards, have some pairs demonstrate telling the
story in front of the class.
 ‘Can Do’ statements Do as appointed
1. Read out the statements and give an example for
each.
2. In pairs, have students give a few more examples of
each function, then briefly practice.
3. Ask students to color one, two or three stars to show
how well they can perform the task. (3 stars = Great; 2
stars = Good; 1 star = Needs more study)
4. Consolidation
- Vocabulary: find, return, give, king, sword, battle, all vocabs from lesson 1-5
- Structure: A long time ago, _____. Then, _____. Next, _____. After that, _____. Finally, _____.
All structures from 1-5

5. Homework
- Review vocabulary and structures
- Collect a story that you like and learn to tell it
- Read page 82 – page 85 at home
 PERIOD: 25 UNIT 8: THE WORLD AROUND US
LESSON 1

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about the world around us
2. Skills
- To promote Ss to enhance their vocabulary about the time
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 90 – page 93” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss can talk about where someone is from, and describe countries and talk about where I live.

3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: " Spin the bottle” game: Do as appointed
1. Have students sit in a circle with a bottle in the
middle.
2. Teacher spins the bottle firstly.
3. When it stops spinning, the St who is pointed to has
to answer a question (What’s your name? What’s your
favorite color/animals/toys? How old are you? What do
you like? What do you have? What time is your English
lesson?)
4. If the answer is correct then that students can spin the
bottle.

II.CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “Slap” Do as appointed
1. Divide the class into groups.
2. Give each group a set of picture cards placed face up
on the table within reach of all the students
3. The caller (either you or a student volunteer) has a
duplicate set of cards piled in
random order.
4. The caller calls out the word.
5. The first student in each group to slap the correct
card and produce the word shown
on the card takes it.
6. The student in each group holding the most cards is
the winner.

C. Listen and read Do as appointed

1. : Introduce the situation “ Visitors come to
Greenwood…”
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
D. Listen and draw line Do as appointed
1. Play audio and demonstrate the activity using the key: 1.c 2.d 3.a 4.b
example.
2. Play audio and have students listen and draw line.
3. Play audio again and check answers as a whole class.
E. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Listen and read Do as appointed
1. Review the story from the previous lesson “Visitors
came to Greenwood …” And introduce the new
situation “The children are talking about their countries
…"
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
G. Listen and circle Do as appointed
1. Play audio and demonstrate the activity using the key: 1. The USA – beaches, forest and mountains
example. 2. China – mountains, rivers and desert
2. Play audio and have students listen and circle the 3. The UK – lakes, beaches and forests
box. 4. Vietnam – beaches, mountains and rivers
3. Play audio again and check answers as a whole class.
H. Practice the structure Do as appointed
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
I. Play the game: “Memory chain” Do as appointed
1. Demonstrate the game. Divide the class into groups
of five or six.
2. Have student 1 ask and have student 2 answer.
3. Have student 3 repeat student 2’s answer and add his
own answer.
4. Continue until a student forgets the answer or all
students in the group have practiced.

Song Do as appointed
Play the song:" Where's he from?”
Ask Ss to stand up and sing the song.
Play the song “ What's the USA like?”
Ask Ss to stand up and sing the song

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one
sentence.

Speaking Do as appointed
1. Demonstrate the activity using the example. Divide
the class into pairs.
2. Have student A ask and have student B answer.
Swap roles and repeat

4. Consolidation
- Vocabulary: the UK/British, the USA/American, China/Chinese, Singapore/Singaporean, Japan/Japanese,
Vietnam/Vietnamese, beach, forest, desert, river
5. Homework
- Structure: Where’s he/she from? He’s/She’s from _____He’s/She’s _____
- Review vocabulary and structures
What’s _____ like?
- Do exercises in work book
It has _____, _____ and _____
- Read page 82 – page 85 at home
 PERIOD: 26 UNIT 8: THE WORLD AROUND US
LESSON 2,3

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about the world around us
2. Skills
- To promote Ss to enhance their vocabulary about the time
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 94 – page 97” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss can talk about the seasons and whether and describe where I live.

3. New lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: " Replay Race" Do as appointed
1. Divide the class into teams.
2. Teacher assigns a sentence to the first student in each
row, who then repeats the
sentence to the next student.
3. The last student says the information aloud and races
to the board to write it.
4. The first team to finish is the winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “Heads up. What's missing” Do as appointed
1. Arrange the flashcard on the board and remove one
card when students are not looking.
2. One student from each team calls out the missing
flashcard.
C. Listen and read Do as appointed
1. Review the story from the previous lesson “The
children were talking about their countries”.
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
D. Listen and tick ( V ) Do as appointed
1. Play audio and demonstrate the activity using the key: 1. Rainy 2. sunny
example. 3. cloudy 4. snowy
2. Play audio and have students listen and tick.
3. Play audio again and check answers as a whole class.
E. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Listen and read
1 Review the story from the previous lesson “It started Do as appointed
raining as the children hiked”. And introduce the new
situation “The children go home on a quiet road …”
2. Ask students to call out the activities and people they
can see.
3. Ask students to listen and read.
G. Listen and draw lines
1. Play audio and demonstrate the activity using the Do as appointed
example. key: 1.b 2.a 3.d 4.c
2. Play audio and have students listen and draw lines
the box.
3. Play audio again and check answers as a whole class.
H. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
I. Play the game: "Snake race”
1. Divide the class into groups of four, with two Do as appointed
students in each team.
2. Have teams play rock, paper, scissors. The winning
team move forward two squares and the losing team
moves forward one space.
3. Have teams take turns asking and answering. Swap
roles and repeat until the game is finished (rock, paper,
scissors is played each turn).

Song Do as appointed
Play the song:" What the weather like in the UK?”
Ask Ss to stand up and sing the song.
Play the song “ Where do you live?”
Ask Ss to stand up and sing the song

Reading Do as appointed
Ask Ss to read the coversations. Each S reads one
sentence.

Speaking Do as appointed
1. Demonstrate the activity using the example. Divide
the class into pairs.
2. Have student A ask and have student B answer.
Swap roles and repeat
4. Consolidation
- Vocabulary: spring, summer, fall, winter, village, city, quiet, noisy, peaceful, exciting
5. Homework
- Structure: What’s the weather like in _____? In the _____, it’s _____
- Review vocabulary and structures
Where do you live? I live in a _____
- Do exercises in work book
What’s it like? It’s _____
- Read page 98 – page 101 at home
 PERIOD: 27 UNIT 8: THE WORLD AROUND US
LESSON 4,5,6

Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- Talk about the world around us
2. Skills
- To promote Ss to enhance their vocabulary about the world
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 98 – page 101” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can describe friends from around the world., review and practice.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Snap" Do as appointed
1. Write one of the words on the board,
e.g. Vietnamese. Say the word aloud. Put the flashcards in a pile
in front of you and lift up so the children can only see the facing
card.
2. Reveal the cards one at a time by putting the front card to the
back.
3. When children see the card Vietnamese, they shout snap!
Repeat with the rest of the words in the set.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B, Play the game: “Word Tennis” Do as appointed
1. Have one student come to the front and play “Tennis” with
you.
2. As you say a word, hit it to the student and have the student
respond with another word and hit it back to you.
3. Divide the students into pairs and have them play with each
other.

C. Listen and circle:

1. Introduce the topic " The lake of the returned Sword”. Do as appointed
2. Play audio and demonstrate the activity using the example. key: 1. brown 2. red
3. Play audio and have students listen and circle 3. Vietnam 4. long
4. Play audio again and check answers as a whole class.
D. Practice the structure
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat. Do as appointed
E. Listen and tick ( V ) the box
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick.
3. Play audio again and check answers as a whole class. Do as appointed
key: 1. A. mountains and lakes
2. B. windy in fall
3. B. the UK
4. A. snowy in winter

Song Do as appointed
1. Have students turn to page 128 and read the lyrics as a whole
class.
2. Play audio (recording 11) and have students listen.
3. Play audio again and have students listen and sing along.
Reading (circle "true" or " false" )
1. Have students read the text individually. Do as appointed
2. Read the text as a whole class. Demonstrate the activity using key: 2. false
the example. 3. false
3. Have students read and circle " true' or "false". Check answers 4. true
as a whole class.

Reading and writing

1. Demonstrate the activity using the example. Do as appointed
2. Have student look at the picture, read the statements and write key: 1. A
the correct words on the lines. 2. A
3. Check answers as a whole class. 3. C

Speaking
1. Demonstrate the activity using the example. Divide students Do as appointed
into pairs.
2. Have student A describe a person from one of the pictures
using words from the box and have student B guess who they are
describing.
3. Swap roles and repeat. Afterwards, have some pairs
demonstrate in front of the class.
 ‘Can Do’ statements
1. Read out the statements and give an example for each. Do as appointed
2. In pairs, have students give a few more examples of each
function, then briefly practice.
3. Ask students to color one, two or three stars to show how well
they can perform the task. (3 stars = Great; 2 stars = Good; 1 star
= Needs more study)

4. Consolidation
- Vocabulary: long, short, blond, fair skin, dark skin, all vocabs from lesson 1-5
She has fair skin and black hair. All structures from 1-5
- Structure: This is my friend Lina.
5. Homework
She’s from Japan.
- Review vocabulary and structures
- Draw and color a picture of your friend and tell your classmate about him/her.
- Read page 102 – page 105 at home
 PERIOD: 28 UNIT 9: MY COMMUNITY
LESSON 1,2

Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- Talk about the community
2. Skills
- To promote Ss to enhance their vocabulary about the community
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 102 – page 105” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can make a plan and talk about it, and can ask why someone wants to go somewhere and give the reasons.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Whisper " Do as appointed
1. Divide the class into teams.
2. Teacher assigns a word to the first student in each row, who then repeats
the word to the next student.
3. The last student says the information aloud and races to the board to write
it.
4. The first team to finish is the winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their pronunciation.
B, Play the game: “Slap”
1. Divide the class into groups. Do as appointed
2. Give each group a set of picture cards placed face up on the table within
reach of all the students
3. The caller (either you or a student volunteer) has a duplicate set of cards
piled in random order.
4. The caller calls out the word.
5. The first student in each group to slap the correct card and produce the
word shown
on the card takes it.
6. The student in each group holding the most cards is the winner.

C. Listen and read

1. Introduce the situation “The children are talking about where to go…”
2. Ask students to call out the activities and people they can see. Do as appointed
3. Ask students to listen and read.
D. Listen and draw line
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and draw line.
3. Play audio again and check answers as a whole class.
E. Practice the structure Do as appointed
1. Draw students’ attention to the structure box. key: 1. souvenir store 2. arcade
2. Play audio and have students listen. 3. toy store 4. candy store
3. Play audio again and have students listen and repeat.
F. Listen and read
1. Review the story from the previous lesson “The children were talking Do as appointed
about where to go.” Introduce the situation “Lucy meets the other
children…”
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read. Do as appointed
G. Listen and number
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and number the box.
3. Play audio again and check answers as a whole class.
H. Practice the structure
1. Draw students’ attention to the structure box.
2. Play audio and have students listen. Do as appointed
3. Play audio again and have students listen and repeat. key: 1. toy store 2. candy store
I. Play the game: “Memory chain” 3. playground 4. movie theater
1. Demonstrate the game. Divide the class into groups of five or six.
2. Have student 1 ask and have student 2 answer.
3. Have student 3 repeat student 2’s answer and add his own answer.
4. Continue until a student forgets the answer or all students in the group Do as appointed
have practiced.

Song Do as appointed
Play the song:" Where are we going?”
Ask Ss to stand up and sing the song.
Play the song “ Why do you want to go to the toy store?”
Ask Ss to stand up and sing the song

Reading
Ask Ss to read the conversations. Each S reads one sentence. Do as appointed

Speaking
1. Demonstrate the activity using the example. Divide the class into pairs.
2. Have student A ask and have student B answer. Swap roles and repeat Do as appointed

4. Consolidation
- Vocabulary: library, candy store, stadium, souvenir store, arcade, café, buy, read, watch, play, eat
- Structure: Where are we going? First, we’re going to the (stadium).Next, we’re going to the (arcade).After that, we’re
going to the (café)
Why do you want to go to the (library)?Because I want to (read a book).

5. Homework
- Review vocabulary and structures - Do exercises in work book - Read page 106 – page 109 at hom
 PERIOD: 29 UNIT 8: MY COMMUNITY
LESSON 3,4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about community
2. Skills
- To promote Ss to enhance their vocabulary about community
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 106 – page 109” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can talk about where something is, and can ask and answer about addresses and emails
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Replay Race" Do as appointed
1. Divide the class into teams.
2. Teacher assigns a sentence to the first student in each row, who
then repeats the
sentence to the next student.
3. The last student says the information aloud and races to the
board to write it.
4. The first team to finish is the winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B, Play the game: “Heads up. What's missing” Do as appointed
1. Arrange the flashcard on the board and remove one card when
students are not looking.
2. One student from each team calls out the missing flashcard.
C. Listen and read
1. Review the story from the previous lesson “Lucy met the other Do as appointed
children”. Introduce the situation " The children are still exploring
Greenwood
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read.
 D. Listen and circle
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and circle. Do as appointed
3. Play audio again and check answers as a whole class. key: 1. next to 2. near
E. Practice the structure 3. between 4. next to
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat. Do as appointed
F. Listen and read
1 Review the story from the previous lesson “ The children were
still exploring Greenwood ”. And introduce the new situation “ The
children are at the leaving party..." Do as appointed
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read.
G. Listen and tick (V)
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick the box.
3. Play audio again and check answers as a whole class.
H. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen. key: 1. twenty-seven 2. Yellow street
3. Play audio again and have students listen and repeat. 3. [email protected] 4. Australia
I. Play the game: "Snake race”
1. Divide the class into groups of four, with two students in each
team. Do as appointed
2. Have teams play rock, paper, scissors. The winning team move
forward two squares and the losing team moves forward one space.
3. Have teams take turns asking and answering. Swap roles and
repeat until the game is finished (rock, paper, scissors is played Do as appointed
each turn).

Song Do as appointed
Play the song:" Where's the stadium?”
Ask Ss to stand up and sing the song.
Play the song “ What's your address?”
Ask Ss to stand up and sing the song

Reading Do as appointed
Ask Ss to read the conversations. Each S reads one sentence.

Speaking
1. Demonstrate the activity using the example. Divide the class into Do as appointed
pairs.
2. Have student A ask and have student B answer. Swap roles and
repeat

4. Consolidation
- Vocabulary: next to, opposite, near, behind, in front of, Between, address, house number, street name, email, @(at), .
(dot)
5. Homework
- Structure: Where’s the (school)?It’s (behind) the (park). It’s between the (stadium) and the (zoo)
- Review
What’s your (address)?It’s (20 Blue Street).
vocabulary and
structures
- Do exercises in work book
- Read page 110 – page 113 at home
 PERIOD: 30 UNIT 9: MY COMMUNITY
LESSON 5,6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about community
2. Skills
- To promote Ss to enhance their vocabulary about the community
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 110 – page 111” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can make a plan and talk about it., review and practice.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I.WARM – UP:
Game: " Snap" Do as appointed
1. Write one of the words on the board,
e.g. Vietnamese. Say the word aloud. Put the flashcards
in a pile in front of you and lift up so the children can
only see the facing card.
2. Reveal the cards one at a time by putting the front
card to the back.
3. When children see the card Vietnamese, they shout
snap! Repeat with the rest of the words in the set.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct
their pronunciation.
B, Play the game: “Word Tennis”
1. Have one student come to the front and play Do as appointed
“Tennis” with you.
2. As you say a word, hit it to the student and have the
student respond with another word and hit it back to
you.
3. Divide the students into pairs and have them play
with each other.
C. Listen and number
1. Introduce the situation: " A two-day trip to Nha Do as appointed
Trang - Vinpearl Island. " key: 1. Nha Trang 2. cable car
2. Play audio and demonstrate the activity using the 3. amusement park 4. souvenir store
example.
3. Play audio and have students listen and number.
4. Play audio again and check answers as a whole class.
D. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
E. . Listen and draw lines
1. Play audio and demonstrate the activity using the Do as appointed
example. key: 1. Wednesday 2. Monday
2. Play audio and have students listen and draw line. 3. Saturday 4. Thursday
3. Play audio again and check answers as a whole class. 5. Friday

Song Do as appointed
1. Have students turn to page 128 and read the lyrics as
a whole class.
2. Play audio (recording 40) and have students listen.
3. Play audio again and have students listen and sing
along.
Reading ( circle "true" or " false" ) Do as appointed
1. Have students read the text individually. key: 2. false
2. Read the text as a whole class. Demonstrate the 3. false
activity using the example. 4. true
3. Have students read and circle " true' or "false".
Check answers as a whole class.

Reading and writing Do as appointed

1. Demonstrate the activity using the example. key: 1. yes
2. Have student look at the picture, read the statements 2. no
and write the answers. 3. yes
3. Check answers as a whole class. 4. no

Speaking Do as appointed
1. Have students call out the places they can see.
Demonstrate the activity using the example. Divide
students into pairs.
2. Have student A ask student B answer
3. Swap roles and repeat. Afterwards, have some pairs
demonstrate in front of the class.
Writing Do as appointed
1. Have students choose a place in Vietnam and write
sentences.
2. Divide the students into pairs. Have student A ask
and student B answer using their sentences.
3. Afterwards, have some students read their plans in
front of the class.

 ‘Can Do’ statements Do as appointed

1. Read out the statements and give an example for
each.
2. In pairs, have students give a few more examples of
each function, then briefly practice.
3. Ask students to color one, two or three stars to show
how well they can perform the task. (3 stars = Great; 2
stars = Good; 1 star = Needs more study)

4. Consolidation
- Vocabulary: pagoda, national park, aquarium, cable car, waterpark, waterfall, All vocabs from Lesson 1-5
- Structure: What are you going to do? First/Next/After that,
5. Homework
I’m going to go to (the aquarium). All vocabs from Lesson 1-5
- Review vocabulary and structures
- Write a plan about your next vacation
- Read page 106 – page 109 at home
 PERIOD: 31 UNIT 10: WORK
LESSON 1,2

Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- Talk about working
2. Skills
- To promote Ss to enhance their vocabulary about jobs
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 114 – page 117” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can talk about family members’ jobs, and what people do in their jobs.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Whisper " Do as appointed
1. Divide the class into teams.
2. Teacher assigns a word to the first student in each row, who then
repeats the word to the next student.
3. The last student says the information aloud and races to the board to
write it.
4. The first team to finish is the winner.

II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B, Play the game: “Slap” Do as appointed
1. Divide the class into groups.
2. Give each group a set of picture cards placed face up on the table within
reach of all the students
3. The caller (either you or a student volunteer) has a duplicate set of cards
piled in random order.
4. The caller calls out the word.
5. The first student in each group to slap the correct card and produce the
word shown
on the card takes it.
6. The student in each group holding the most cards is the winner.
 C. Listen and read
1. Introduce the situation “The children are talking about their parents' Do as appointed
job..."
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read.
D. Listen and tick ( V )
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and draw line. Do as appointed
3. Play audio again and check answers as a whole class. key: 1. engineer 2. teacher
E. Practice the structure 3. police officer 4. dentist
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat. Do as appointed
F. Listen and read
1. Review the story from the previous lesson “The children were talking
about their parent's job....” Introduce the situation “ The children are
playing the twenty questions game…” Do as appointed
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read.
G. Listen and tick (V) or ( X )
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick the box.
3. Play audio again and check answers as a whole class.
H. Practice the structure
1. Draw students’ attention to the structure box. Do as appointed
2. Play audio and have students listen. key: 1. X 2. X 3. V 4. V
3. Play audio again and have students listen and repeat.
I. Play the game: “Memory chain”
1. Demonstrate the game. Divide the class into groups of five or six.
2. Have student 1 ask and have student 2 answer. Do as appointed
3. Have student 3 repeat student 2’s answer and add his own answer.
4. Continue until a student forgets the answer or all students in the group
have practiced.

Song Do as appointed
Play the song:" Where are we going?”
Ask Ss to stand up and sing the song.
Play the song “ Why do you want to go to the toy store?”
Ask Ss to stand up and sing the song

Reading
Ask Ss to read the conversations. Each S reads one sentence. Do as appointed

Speaking
1. Demonstrate the activity using the example. Divide the class into pairs.
2. Have student A ask and have student B answer. Swap roles and repeat Do as appointed

4. Consolidation
- Vocabulary: firefighter, dentist, engineer, farmer, police officer, writer, wear a uniform, work indoors, work outdoors,
work with animals, use a computer, use a vehicle
5. Homework
- Structure: What does your _____ do? He’s/She’s a/an _____
- Review vocabulary and structures
Do you _____?Yes, I do./No, I don’t.
- Do exercises in work book
- Read page 118 – page 121 at home
PERIOD: 32 UNIT 10: WORK
LESSON 3,4

Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- Talk about working
2. Skills
- To promote Ss to enhance their vocabulary about jobs
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 118 – page 121” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can talk about what people do and where they work, and favorite jobs.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Circle the odd-one-out " Do as appointed
1. Write four words on the board ‘firefighter, dentist, engineer,
pencil.
2. Ask children to tell you which is the odd-one-out. Ask one child
to come to the front and circle the odd-one-out and write it on the
board..
3. Go through the answers together on the board.
4. Can the children think of any other words you could to the
sentence to make it correct?
E.g. farmer instead of pencil.
II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B, Play the game: “Stand up - sit-down” Do as appointed
1. Hold a flashcard and speak out a word.
2. If the word is correct, students have to stand up and repeat it. If
the word is wrong, students still sit and say “oh oh”.
C. Listen and read
1. Review the story from the previous lesson “The children were Do as appointed
playing the twenty questions game”, And introduce the new
situation “The children are talking about where people work …”
2. Ask students to call out the activities and people they can see.
3. Ask students to listen and read.
D. Listen and tick ( V )
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and draw line.
3. Play audio again and check answers as a whole class. Do as appointed
 E. Practice the structure key: 1. hotel 2. bookstore
1. Draw students’ attention to the structure box. 3. supermarket 4. newspaper
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
F. Listen and read Do as appointed
1. Review the story from the previous lesson “The children were
talking about where people work”. And introduce the new situation
“Ann asks what the children want to be …”
2. Ask students to call out the activities and people they can see. Do as appointed
3. Ask students to listen and read.
G. Listen and circle
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and circle
3. Play audio again and check answers as a whole class.
H. Practice the structure
1. Draw students’ attention to the structure box.
2. Play audio and have students listen. Do as appointed
3. Play audio again and have students listen and repeat. key: 1. chef 2. Vet
I. Play the game: “Memory chain” 3. artist 4. mechanic
1. Demonstrate the game. Divide the class into groups of five or
six.
2. Have student 1 ask and have student 2 answer. Do as appointed
3. Have student 3 repeat student 2’s answer and add his own
answer.
4. Continue until a student forgets the answer or all students in the
group have practiced. Do as appointed

Song Do as appointed
Play the song:" Where does she work?”
Ask Ss to stand up and sing the song.
Play the song “What do you want to be when you grow up?”
Ask Ss to stand up and sing the song
Reading
Ask Ss to read the conversations. Each S reads one sentence.
Speaking Do as appointed
1. Demonstrate the activity using the example. Divide the class into
pairs.
2. Have student A ask and have student B answer. Swap roles and
repeat. Do as appointed

4. Consolidation
- Vocabulary: cashier, security guard, receptionist, reporter, newspaper, TV station, artist, vet, chef, baker, zookeeper,
mechanic
5. Homework
- Structure: Where does he/she work? He/She works at a/an _____.He’s/She’s a/an _____.
- Review vocabulary and
What do you want to be when you grow up?
structures
I like _____, so I want to be a/an _____.
- Tell your classmates
about your parent's jobs
- Read page 122 – page 124 at home
 PERIOD: 33 UNIT 10: WORK
LESSON 5,6

Date of planning:
Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- Talk about working
2. Skills
- To promote Ss to enhance their vocabulary about working
- To develop Listening, Speaking, Writing and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers, flashcards
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 122 – page 125” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance
2. Check up
- Ask Ss can talk about dream jobs, review and practice.
3. New lesson
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
I. WARM – UP:
Game: " Snap" Do as appointed
1. Write one of the words on the board,
e.g. Vietnamese. Say the word aloud. Put the flashcards in a
pile in front of you and lift up so the children can only see the
facing card.
2. Reveal the cards one at a time by putting the front card to
the back.
3. When children see the card Vietnamese, they shout snap!
Repeat with the rest of the words in the set.
II. CONTENTS:
A. Listen, point and say: Do as appointed
1. Arrange the flashcards on the board.
2. Play the recording.
3. Ask Ss to say loud in chorus, then check and correct their
pronunciation.
B, Play the game: “Word Tennis”
1. Have one student come to the front and play “Tennis” with Do as appointed
you.
2. As you say a word, hit it to the student and have the student
respond with another word and hit it back to you.
3. Divide the students into pairs and have them play with each
other.
C. Listen and circle
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and circle Do as appointed
3. Play audio again and check answers as a whole class. key: 1. help people 2. famous
D. Practice the structure 3. drawing 4. animals
1. Draw students’ attention to the structure box.
2. Play audio and have students listen. Do as appointed
3. Play audio again and have students listen and repeat. 1. A. hotel 2. C. reporter
E. Listen and tick (V) 3. B. newspaper 4. B. zookeeper
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and tick.
3. Play audio again and check answers as a whole class.
Song Do as appointed
1. Have students turn to page 128 and read the lyrics as a
whole class.
2. Play audio (recording 69) and have students listen.
3. Play audio again and have students listen and sing along.
Reading ( fill in the blanks)
1. Have students read the text individually. Do as appointed
2. Read the text as a whole class. Demonstrate the activity key: 2. animator
using the example. 3. animations
3. Have students read and fill in the blank. Check answers as 4. famous
a whole class. 5. rich
Reading and writing
1. Demonstrate the activity using the example.
2. Have student look at the picture, read the statements and Do as appointed
write the answers. key: 1. A cleaner
3. Check answers as a whole class. 2. a zoo
Speaking 3. a reporter
1. Have students call out the places they can see. Demonstrate 4. a driver
the activity using the example. Divide students into pairs. 5. a mechanic
2. Have student A ask student B answer Do as appointed
3. Swap roles and repeat. Afterwards, have some pairs
demonstrate in front of the class.
Writing
1. Have students write their dream jobs down. 2. Divide the
students into groups of four.
3. Have students interview their friends and write their
answers down.
4. Afterwards, have some students read their sentences in
front of the class. Do as appointed
 ‘Can Do’ statements
1. Read out the statements and give an example for each.
2. In pairs, have students give a few more examples of each
function, then briefly practice.
3. Ask students to color one, two or three stars to show how
well they can perform the task. (3 stars = Great; 2 stars =
Good; 1 star = Needs more study)

4. Consolidation
- Vocabulary: animator, animation, famous, rich and All vocabs from Lesson 1-5
- Structure: What’s your dream job? I want to be a/an _____ because I like _____.
I want to be a/an _____ because I want to _____. 5. Homework
All structures from Lesson 1-5 - Review vocabulary and
structures.
- Do exercises in work book.

PERIOD: 34 REVIEW FOR SEMESTER 2 TEST

PERIOD: 35 Semester 2 test

Paper test

PERIOD: 36 Semester 2 test

Speaking test