PERIOD: 01 UNIT 1: FAMILY

LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about where my family members’ job.
- Talk about popular family holidays.
2. Skills
- To promote Ss to enhance their vocabulary about jobs and holidays
- 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
- 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 families
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Game: Guess the words (vocabulary of
family’s members Do as appointed
1. Give some _ _ _ of the words
2. Give some clues then Ss can guess
what the word is
II. CONTENTS:
A. Listen and read
1. Introduce the situation “Ann takes the Do as appointed
children to the clinic…”
2. Have students call out the jobs and people

1
they can see.
3. Have students listen and read.
B. Listen and draw lines Do as appointed
1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and Do as appointed
draw lines.
3. Play audio again and check answers as a
whole class.

C. 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

D. Speaking
Show class flashcards and ask them to say Answer Key
“He’s a/an … 1. He’s a factory worker.
2. He’s a sales assistant.
Stick flashcards to the board then ask Ss to 3. He’s an office worker.
answer
What does your (father) do? (He)’s a/an …...

E. Listen, point and say

Vocabulary: Halloween, hang
lanterns, watch fireworks, have a
party, put up lights, put up Do as appointed
decorations
1. Arrange the flashcards on the board, play
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times.
2. Play audio again and have students listen,
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
4. Play the “Word Tennis” game. Have one
student come to the front and play "Tennis"
with you.
5. As you say a word, hit it to the student and
have the student respond with another word
and hit it back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs Do as appointed
demonstrate the activity in front of the class.
2
Play “Whispers” game: Organize class in
groups of six or more. Show a flashcard to
the first child in each group. This child
whispers the word to the child next to them
until the word reaches the final child. The
final child says the word out loud and first
child holds up the flashcard to check if they
match.

F. Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
G. Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen Do as appointed
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to work of family members and family holidays.
- Structure: What does your (father) do? (He)’s a factory worker.
What do people do for (Halloween)? People (hang lanterns) and (put up decorations).
5. Homework
- Review vocabulary and structures
- Review the tasks again
- Read page 10 – page 13 at home

3
 PERIOD: 02 UNIT 1: FAMILY
LESSON 3, 4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about what people are like.
2. Skills
- To promote Ss to enhance their vocabulary about what people are like.
- 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
- 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 what people are like.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Play “What’s Missing?” Do as appointed
Put the flashcards on the board. Ask the
students to close their eyes and put their heads
on their desks. Take away one flash card.
Shout “What’s Missing?” Students look at the
board and put their hand up when they know
which everyday activity is missing.

4
 II. CONTENTS:
A. Listen, point and say
Vocabulary: friendly, funny, brave, Do as appointed
smart, confident, quiet
1. Arrange the flashcards on the board, play
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times. Do as appointed
2. Play audio again and have students listen,
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to Do as appointed
them individually and have students say the
words, correct pronunciation when needed.
4. Divide the class into two teams. Play the
game “Heads up. What’s missing?” Arrange
flashcards on the board and remove one
card when students are not looking. One
student from each team calls out the missing
flashcard.

Play “Teacher Can’t Remember”: Go through

the flashcards and tell the students you can’t
remember some of the words so you want
them to help you. If you say the correct word
they have to do an agreed upon action
(clapping, yelling yes, jump up etc.). If you
say the incorrect word the students do a
different action and yell out the correct word.

B. Listen and read

1. Review the story from the previous lesson
“Alfie’s cousin Kappa visited at Halloween.” Do as appointed
2. Now introduce the situation “Kappa asks
Alfie about the Browns...”
3. Have students call out the characteristics Do as appointed
and people they can see.
4. Play audio and have students listen and read

.C. Listen and tick

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.
5
D. 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.
E. Listen, point and say
Vocabulary: Inline skating, building
models, gardening, painting, hip hop
dancing, knitting
1. Arrange the flashcards on the board, play
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times. Do as appointed
2. Play audio again and have students listen,
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
4. Play the “Word Tennis” game. Have one Do as appointed
student come to the front and play "Tennis"
with you.
5. As you say a word make a sentence with
that word , hit it to the student and have the What’s your father’s hobby?
student respond with another word and hit it He likes gardening.
back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class.
Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature. Do as appointed
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
6
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to how people are like and their hobby
- Structure: What's your aunt like? She's friendly.
What your father’s hobby? He likes gardening.
5. Homework
- Review vocabulary and structures
- Review the tasks again
- Read page 14 – page 17 at home

PERIOD: 03 UNIT 1: FAMILY

LESSON 5, 6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
7
- I can talk about why I like learning English and how to practice English at home with my family.
2. Skills
- To promote Ss to enhance their vocabulary about why they like learning English.
- 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
- 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 why they like learning English and how to practice English at home with
their family
.3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Play ‘Jump’ with the flashcards from previous Do as appointed
lessons. Teacher holds up a flashcard and says
a word. If the word matches the flashcard,
students should jump up at their desk.

II.CONTENTS:
A. Listen, point and say
Vocabulary: get a good job, visit another
country, use the internet, crossword puzzle,
magazine, TV show
1. Arrange the flashcards on the board, play
audio and have students listen and repeat. Do as appointed
Point to the flashcards along with the audio.
Repeat several times. 2. Play audio again and
have students listen, repeat and point to the
pictures in their books.
2. Play audio again and have students listen, Do as appointed
8
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
4. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
5. Divide the class into two teams. Play the
game “Heads up. What’s missing? “Arrange
flashcards on the board and remove one card
when students are not looking. One student
from each team calls out the missing
flashcard.

Play the “Guess” game. Arrange the

flashcards on the board and write a number
under each card. Have students look at the
flashcards for the count the ten. Turn the
flashcards over to face the board when the
students are not looking. Call out number and Do as appointed
have students take turns to guess the face
down card. Turn the card over after each
guess.

B. Listen and draws lines

1. Introduce the situation “The children say
why they like learning English..." Do as appointed
2. Have students call out the reasons and
people they can see.
2. Demonstrate the activity using the example.
3. Play audio and have students listen and
draw lines.
4. Play audio and check answers as a whole
class.

C. Useful Language
1. Have students look at the useful language
box.
2. Play audio and have students listen and Do as appointed
repeat.

D. Read and circle true or false

1. Draw students’ attention to the structure
box.
2. Play audio and have students listen.
3. Play audio again and have students listen Do as appointed
and repeat.

9
 E. Review all words and structures of Do as appointed
Theme 1

4. Consolidation
- Vocabulary related to why I like learning English and how to practice English at home with my
family.
- Review all words and structures of Theme 1

5. Homework
- Review vocabulary and structures
- Review the tasks again
- Read page 18– page 21 at home

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 PERIOD: 04 UNIT 2: FOOD
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about what I need and the procedure of making things.
2. Skills
- To promote Ss to enhance their vocabulary about what they need and the procedure of making
things.
- 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
- 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 their family.
.3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Do as appointed
1. Write the vocabulary from the previous
lesson on the board.
2. Have students read the words on the board.
3. Write the structures from the previous
lesson on the board.
4. Have students read the sentences on the
board.
11
5. Have some students practice using the
vocabulary and structure in front of the class.

Play ‘Jump’ with the flashcards from previous

lessons. Teacher holds up a flashcard and says
a word. If the word matches the flashcard,
students should jump up at their desk.

II. CONTENTS:
A.Listen, point and say
Vocabulary: sugar, butter, flour, chocolate, Do as appointed
chips, oil
1. Arrange the flashcards on the board, play
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times. 2. Play audio again and Do as appointed
have students listen, repeat and point to the
pictures in their books.
2. Play audio again and have students listen, Do as appointed
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
4. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
5. Divide the class into two teams. Play the
game “Heads up. What’s missing? “Arrange What do you need?
flashcards on the board and remove one card I need sugar.
when students are not looking. One student
from each team calls out the missing flashcard
and call one student to make sentence.
B. Listen and tick
1. Have students look at the pictures and How do you make (cupcakes)?
call out the activities they can see. First, ...
heat, add, mix, pour, bake, recipe Next, ...
2. Play audio and demonstrate the activity Then, ...
using the example. After that ...
3. Play audio and have students listen and tick Finally, ...
the box.
4. Play audio again.
5. Play audio again and check answers as a
whole class of the flashcards, point to them
individually and have students say the words,
correct pronunciation when needed.

C. Role play
1. Have Ss to do role play. One is kid and one
12
is mother. The situation is that mother is
guiding her kid to make a cake. Do as appointed

4. Consolidation
- Vocabulary: what I need and the procedure of making things.
- Structures:
What do you need? I need (sugar).
How do you make (cupcakes)?
First, (heat the oven). Next, (put flour in a bowl). Then, (add sugar and butter).
After that (mix them together). Finally, (bake for 10 minutes).

5. Homework
- Review vocabulary and structures
- Review the tasks again
- Read page 22 – page 25 at home

PERIOD: 05 UNIT 2: FOOD

LESSON 3, 4

13
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Suggest some kinds of food
2. Skills
- To promote Ss to enhance their vocabulary about food.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 22 – page 25” at home
III. PROCEDU1RE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about their needs
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Play “Hot seats”. Divide the class into two Do as appointed
teams. 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). 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. After you
say 'Go!, the members of each team try to
inform the word to thir friend by doing
actions without any words. 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.

14
 1. Write the vocabulary from the previous
lesson on the board.
2. Have students read the words on the board.
3. Write the structures from the previous
lesson on the board.
4. Have students read the sentences on the
board.
5. Have some students practice using the
vocabulary and structure in front of the class.
II. CONTENTS:
A. Listen, point and say
Vocabulary: pasta, salad, soup, apple pie,
cheesecake
1. Arrange the flashcards on the board, play Do as appointed
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times.
2. Play audio again and have students listen,
repeat and point to the pictures in their books. Do as appointed
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed. Do as appointed
4. Have one student come to the front and
play "Tennis" with you.
5. As you say a word, hit it to the student and
have the student respond with another word
and hit it back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class

Play the “Heads up. What’s missing” game.

Arrange the flashcard on the board and
remove one card when students are not
looking. One student from each team calls out
the missing flashcard.

B. Listen and read

1. Introduce the situation “Lucy goes
shopping for a cooking contest…”
2. Have students call out the ingredients and
people they can see.
3. Have students listen and read.

C. Listen and circle

spicy, bitter, sour, salty, sweet
1. Play audio and demonstrate the activity Do you like it?
using the example.
15
2. Play audio and have students listen and Yes, I do.
circle. No, I don't. It's too (spicy).
3. 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. Do as appointed.
3. Play audio again and have students listen
and repeat.
Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

Role play
1. Have students look at the dialogue. Do as appointed
2. Divide the class into pairs and have them .
role-play the dialogue.
3. Swap roles and repeat.
4. Swap roles and repeat using the different
words on the right.

4. Consolidation
- Vocabulary related to food.

- Structures:
Why don't you (make pasta)?
I don't like it./That's a great idea.

16
Do you like it?
Yes, I do.
No, I don't. It's too (spicy).
5. Homework
- Review vocabulary and structures
- Review the tasks again
- Read page 26– page 29 at home

PERIOD: 06 UNIT 2: FOOD

LESSON 5, 6

17
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talking about how people eat in Vietnam.
2. Skills
- To promote Ss to enhance their vocabulary about eating traditions.
- 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
- 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 making and responding to suggestions
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
1. Write the vocabulary from the previous Do as appointed
lesson on the board.
2. Have students read the words on the board.
3. Write the structures from the previous
lesson on the board.
4. Have students read the sentences on the
board.
5. Have some students practice using the
vocabulary and structure in front of the class.

II. CONTENTS:
A. Listen, point and say
Vocabulary: bowl, plate, spoon, knife, fork, Do as appointed
chopsticks
18
1. Arrange the flashcards on the board, play
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times. Do as appointed
2. Play audio again and have students listen,
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to Do as appointed
them individually and
have students say the words, correct
pronunciation when needed.
4. Have one student come to the front and
play "Tennis" with you.
5. As you say a word, hit it to the student and
have the student respond with another word
and hit it back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class

B. Listen and tick or cross

1. Play audio and demonstrate the activity
using the example. Do as appointed.
2. Play audio and have students listen and tick
or cross.
3. Play audio again and check answers as a
whole class.

C. Practice the structure

1. Draw students’ attention to the structure Do as appointed
box.
In (Vietnam), people (eat with chopsticks).
Before the meal, people (put bowls on the
table).
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the Do as appointed
answers.
5. Swap roles and repeat.

Review all words and structures of Theme Do as appointed

19
2

4. Consolidation
- Vocabulary related to Theme 2
- All structure of Theme 2
5. Homework
- Review vocabulary and structures
- Review the tasks again
- Read page 30 – page 33 at home

20
 PERIOD: 07 UNIT 3: HEALTH
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-Can give advice on living a healthy life.
2. Skills
- To promote Ss to enhance their vocabulary about healthy lifestyle.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 30 – page 33” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to give advice on living a healthy life.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review Play a game: Word Beetles: Divide
the class into two teams. Each team assigns a Do as appointed
writer who has to compete with the other team
by writing as many words as she / he can.
- Give a topic, e.g. Food, Clothes, Family, etc.
- Set a time limit. The winner is the writer
who can write more words (legs) than the
other.
(Ask: How many legs does Team A‟s beetle
have?)
- The game continues with another member of

21
the group.

II. CONTENTS:
A. Listen, point and say
Vocabulary: sick, sleepy, weak, dizzy, Do as appointed
early, late
1. Arrange the flashcards on the board, play
audio and have students listen and repeat.
Point to the flashcards along with the audio.
Repeat several times. Do as appointed
2. Play audio again and have students listen,
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to Do as appointed
them individually and have students say the
words, correct pronunciation when needed.
4. Have one student come to the front and
play "Tennis" with you.
5. As you say a word, hit it to the student and
have the student respond with another word
and hit it back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class

B. Listen and read

1. Introduce the situation “The kids are
reading a magazine…”
2. Have students call out the advice and
people they can see.
3. Have students listen and read

C. Listen and circle

goggles, swimsuit, tutu, ballet shoes, sports

uniform, racket

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.

D. Practice the structure

1. Draw students’ attention to the structure
box.
(I feel sick. You should go home. I feel dizzy.
You shouldn't go swimming.)
22
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

Do as appointed
Play the guessing game .
1. Divide the class into groups of three or
four.
2. Have Student A write down a food item.
3. Have other students try to guess the food.
4. Have Student A reply “I don’t like it.” (If
the answer is incorrect) or “That’s a great
idea.” (If the answer is correct).
5. Have other students continue guessing
until they guess correctly.
6. Swap roles and repeat.

4. Consolidation
- Vocabulary related to giving advice on living a healthy life.
- Structures:
I feel sick. You should go home. I feel dizzy. You shouldn't go swimming.
Don’t forget your goggles.
OK. Thanks.
5. Homework
- Review vocabulary and structures

23
 PERIOD: 08 UNIT 3:HEALTH
LESSON 3, 4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Remind someone to bring things they need.
2. Skills
24
- To promote Ss to enhance their vocabulary about reminding someone to bring things they need.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 33 – page 36” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to remind someone to bring things they need
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Play “Slow reveal”: Do as appointed
Put a flashcard on the board and cover it with
a piece of paper. Very slowly move the paper
to reveal the picture, bit by bit. Ask students
to guess the word. The first student to guess
correctly comes to the front to choose the next
card.

II. CONTENTS:
A. Listen, point and say
Vocabulary: raise, lower, bend, touch, Do as appointed
stretch, breathe in, breathe out

“Tic, tac, toe” game: Divide the class into

groups of four with two students in each team.
Have teams play rock, paper, scissors. The Do as appointed
winning team chooses a square, asks and
answers. Have the team take turns. Swap roles
and repeat until the game is finished. Before Do as appointed
the end of the lesson, check the answers as a
25
whole class

Whole class say and do the action.

Raise your (arms), touch your (knees)...

B. Listen and draw lines

cough, sore throat, toothache, earache,
backache, flu

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.

C. Practice the structure

You don't look well. What's wrong?
I have (an earache).
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.
Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

26
4. Consolidation
- Vocabulary related to physical exercise and sickness
- Structure:
Raise your (arms), touch your (knees).

You don't look well. What's wrong?

I have (an earache).
5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 09 UNIT 3 : HEALTH

LESSON 5, 6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- Talk about frequency of doing something.
2. Skills
- To promote Ss to enhance their vocabulary about giving and following instructions.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 38 – page 41” at home
III. PROCEDURE

27
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about giving and following instructions
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
: Ostrich Game: Do as appointed
- 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.
- The Ss must always have their hands behind
their back. Get them to perform a Sumo
Stomp and then say "Ready, steady go!!"
- 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! - Insist
that the Ss always have their hands behind
their backs.)
- Jumping is one of the best tactics - hence the
"Ostrich Game"!
II. CONTENTS:
A. Listen, point and say
Vocabulary: always, usually, sometimes, Do as appointed
once a week, twice a week, never
Teacher says games: Have the class stand up.
Play the role of “teacher”, and give commands
to the class. Start some commands with the
phrase “Teacher says…”If the command starts
with “Teacher says…” students must do the
command or they are ‘out,’ and must sit
down. If the command does NOT start with
“Teacher says…” students who do the
command must sit down. The last student
standing becomes “teacher” for the next
round. Divide the class into groups. Have one
student in each group be “teacher”. If there is
no winner after 2 minutes then another student
28
becomes “teacher”.

B. Listen and tick

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.

C. Practice the structure

How often do you (go swimming)?
I (sometimes) (go swimming) (on the
weekend). I (go swimming) (once a
week).
1. Draw students’ attention to the structure Do as appointed
box.
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Passing balls: Divide the class into two
groups. Teacher has 2 balls (1 yellow ball and
1 red ball). Play the recording of a song and
pass the balls to the two students. While the
music is playing, those students pass the balls
to the next ones in their groups and so on. Do as appointed
Stop the music suddenly. Ask the student who
is holding the yellow ball to ask for the
directions looking at the map on the book, and
the student who is holding the red ball to
answer.

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
Review all words and structures of Theme
3

4. Consolidation
29
- Vocabulary related to adverbs of frequency.
- Review all words and structures of Theme 3.
5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 10 UNIT 4: TECHNOLOGY

LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-Can talk about what things are used for.
2. Skills
- To promote Ss to enhance their vocabulary about what things are used for.
- 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
- 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

30
2. Check up
- Ask Ss to talk about what things are used for.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

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

II. CONTENTS:
A. Listen, point and say
Vocabulary: hair dryer, washing machine, Do as appointed
TV remote, fridge, microwave
Play “Bag circle”: Ask Ss to pass a bag (with
the flashcards) around the class while the
music is playing. When the music stops, the
student who has a bag will pick up a thing in Do as appointed
the bag and say the word out loud.
1. Arrange the flashcards on the board, play
audio and have students listen and repeat. Do as appointed
Point to the flashcards along with the audio.
Repeat several times.
2. Play audio again and have students listen,
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
4. Have one student come to the front and
play "Tennis" with you.
5. As you say a word, hit it to the student and
have the student respond with another word
and hit it back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class

B. Listen and read

1. Introduce the situation “Alfie and Tom are
on Alfie’s spaceship…”
2. Have students call out the objects and
people they can see.
3. Have students listen and read

31
 C. Listen and number
cell phone, speaker, tablet, laptop, video
camera, CD player
1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and
number.
3. Play audio again and check answers as a
whole class.

D. Practice the structure

1. Draw students’ attention to the structure
box.
(I use it to keep food cold. It's a fridge
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

What’s this for?

I use it to (keep cool).
It’s an (air conditioner).

Do you have a (cell phone)?

Yes, I do./ No, I don't.

Three guesses game: Have a student sit at the

front of the class, facing away from the board.
Write a word on the board. Have student at
the front of the class ask the question.
Have students in the class call out what the
object is used for. Have student at the front of
the class, guess the object.

Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus. Do as appointed
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature. .

4. Consolidation
- Vocabulary related to talking about what things are used for.
32
- Structure: What’s this for? I use it to keep cool. It’s an air conditioner.
Do you have a cell phone? Yes, I do./ No, I don’t.

5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 11
UNIT 4:TECHNOLOGY
LESSON 3, 4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can ask and answer about things I have
- I know how to deal with them.
2. Skills
- To promote Ss to enhance their vocabulary about asking and answering about things they have.
- 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
- 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
33
- Ask Ss to ask and answer about the things they have
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Play “Slow reveal”: Do as appointed
Put a flashcard on the board and cover it with
a piece of paper. Very slowly move the paper
to reveal the picture, bit by bit. Ask students
to guess the word. The first student to guess
correctly comes to the front to choose the next
card.

II. CONTENTS:
A. Listen, point and say
Vocabulary: play online games, listen to
music, watch a movie, make a video, chat
with friends, make a call
Play “Stand up – sit down”: Hold a flashcard Do as appointed
and speak out a word. 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”.

B. Listen and read

Have students listen and read

Can I borrow your (laptop)? I want to (watch Do as appointed

a movie).
Yes, sure.

C. Listen and tick or cross

turn up, turn down, turn on, turn off,
volume,
air conditioner
1. Play audio and demonstrate the activity Do as appointed
using the example.
2. Play audio and have students listen and tick
or cross.
3. Play audio again and check answers as a
whole class.

D. Practice the structure

1.Draw students’ attention to the structure
box.
34
Can you (turn the volume down), please? Do as appointed
Yes, (mom)
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Interview game: Divide the class into groups

of three. Have students take turns asking and
answering. Have students fill in the table with
Yes or No. Have students add two objects of
their own to the bottom of the table. Do as appointed
Afterwards, have some groups demonstrate in
front of the class.

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Pronunciation Tip Do as appointed
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to asking and answering about things people have
- Structure: Do you have a tablet? Yes, I do. Do you have a video camera? No, I don't
Can you (turn the volume down), please?
Yes, (mom)
5. Homework
- Review vocabulary and structures
- Review the tasks again

35
 PERIOD: 12 UNIT 4: TECHNOLOGY
LESSON 5, 6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can ask to use someone’s things.
2. Skills
- To promote Ss to enhance their vocabulary about asking to use someone’s things.
- 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
- 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 their village/city.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

36
 I. WARM – UP:
Review
: Ostrich Game: Do as appointed
- 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.
- The Ss must always have their hands behind
their back. Get them to perform a Sumo
Stomp and then say "Ready, steady go!!"
- 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! - Insist
that the Ss always have their hands behind
their backs.)
- Jumping is one of the best tactics - hence the
"Ostrich Game"!
II. CONTENTS:
A. Listen, point and say
Vocabulary: exciting, expensive, more, less, Do as appointed
traffic, crowded
Play “Jump” game: 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. Do as appointed

1. Arrange the flashcards on the board, play

audio and have students listen and repeat. Do as appointed
Point to the flashcards along with the audio.
Repeat several times.
2. Play audio again and have students listen,
repeat and point to the pictures in their books.
3. Change the order of the flashcards, point to
them individually and have students say the
words, correct pronunciation when needed.
4. Have one student come to the front and
play "Tennis" with you.
5. As you say a word, hit it to the student and
have the student respond with another word
and hit it back to you.
6. Divide the class into pairs and have them
play with each other. Have some pairs
demonstrate the activity in front of the class

B. Listen and circle

37
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.

C. Practice the structure

1. Restaurants are less expensive in a village.
There are more cars in a city.
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Passing balls: Divide the class into two

groups. Teacher has 2 balls (1 yellow ball and
1 red ball). Play the recording of a song and
pass the balls to the two students. While the
music is playing, those students pass the balls
to the next ones in their groups and so on.
Stop the music suddenly. Ask the student who
is holding the yellow ball to ask for the
directions looking at the map on the book, and
the student who is holding the red ball to
answer.

Review all words and structures of Theme Do as appointed

4

4. Consolidation
- Vocabulary related to talking about village/city
- Restaurants are less expensive in a village.
There are more cars in a city.
5. Homework
- Review vocabulary and structures
- Review the tasks again

38
 PERIOD: 13 UNIT 5: TRAVEL
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-I can talk about future plans and transportation.
2. Skills
- To promote Ss to enhance their vocabulary about taking about future plans.
- 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
- 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 their future plans.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review Play “Island Hopping” Game:
- Ss work in pairs. Give each student a pile of Do as appointed
picture cards of the previous theme. They can
be different cards, but the amount of cards
should be the same for each student.
- Teacher says "Go!"
39
- 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.
- 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
Vocabulary: Malaysia, Italy, France, Do as appointed
Cambodia, Indonesia, the Philippines
Play “Passing ball” game: 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. The student Do as appointed
who has the first ball pick out a flashcard and
the other holding the other ball answer.

B. Listen and read

Introduce the situation “Tom is entering a
competition…”
2. Have students call out the countries and Do as appointed
people they can see.
3. Have students listen and read.

C. Listen and draw lines

train station, bus station, subway, airport,
port
1. Play audio and demonstrate the activity
using the example. Do as appointed
2. Play audio and have students listen and
draw lines.
3. Play audio again and check answers as a
whole class.

D. Practice the structure

1. Draw students’ attention to the structure
box.
(What are you doing for the holidays? I'm
going to Cambodia. I'm going fishing...)
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Do the same with:
How far is it from the (subway) to the (bus

40
station)?
It’s about (six) kilometers.
Memory chain” game: Demonstrate the game.
Divide the class into groups of four or five.
Have student A ask the question. Have
student B answer then ask student C, to repeat
student A’ s question and add their own.
Continue around the whole group until all
students have taken their turns or until they
forget. Afterwards, have some students
demonstrate.
If have time, have the students write down
their answers on paper.

Song
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class. Do as appointed
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.

Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus. Do as appointed
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to talking about future plans.
What are you doing for the holidays? I'm going to Cambodia. I'm going fishing...
5. Homework
- Review vocabulary and structures
- Review the tasks again
- Workbook p.50-51

41
 PERIOD: 14
UNIT 5:TRAVEL
LESSON 3, 4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about activities for plans.
2. Skills
- To promote Ss to enhance their vocabulary about distance.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 58 – page 61 at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about distance.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Play “Slow reveal”:
Put a flashcard on the board and cover it with
a piece of paper. Very slowly move the paper Do as appointed
to reveal the picture, bit by bit. Ask students
to guess the word. The first student to guess
correctly comes to the front to choose the next
card.

II. CONTENTS:
A. Listen, point and say
42
Vocabulary: skiing, scuba diving, hiking, Do as appointed
snorkeling sightseeing

“Play “Passing the box” Game: Give Ss one

box. There are flashcards in the box. When
teacher turns on the music, Ss pass the box to Do as appointed
their partners. When teacher stops the music,
Ss having the box will stand up and pick up
one flashcard and then give an answer. Do as appointed

B. Listen and write the number

ticket, passport, wallet, luggage, boarding
pass
1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and
write the numbers.
3. Play audio again and check answers as a
whole class.
C. Practice the structure
1. Draw students’ attention to the structure
box. (What shall we do next?
How about (skiing)?
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Do the same with:
Have you got your (ticket)?
Yes, I have./No, I haven't.

Magic finger” game: Divide the class into

pairs. Have student A ask a question and write
a number on student B’s back. Have student B
answer the correct number. Swap roles and
repeat.

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
Pronunciation Tip
43
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to talking about distance
- Structure: How far is it from the subway to the port? It's about seven kilometers
Have you got your (ticket)?
Yes, I have./No, I haven't.
5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 15 UNIT 5:TRAVEL

LESSON 5, 6

44
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about holiday I was on.
2. Skills
- To promote Ss to enhance their vocabulary about making suggestions for 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 62 – page 65” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about making suggestions for activities.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

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

II. CONTENTS:
A. Listen, point and say
Vocabulary: mountain, island, forest, cave, Do as appointed
marine park

Play the “Tennis” game. Have one student

come to the front and play “Tennis” with you.
As you say a word, hit it to the student and Do as appointed
45
have the student respond with another word
and hit it back to you. Divide the students into
pairs and have them play with each other. Do as appointed

B. Listen and draw lines

1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and
draw lines. Do as appointed
3. Play audio again and check answers as a
whole class.

C. Practice the structure

1. Draw students’ attention to the structure
box.
How was your holiday? It was great. Do as appointed
Where did you go? I went to an island.
What did you do? I went hiking and I saw
some monkeys.

2. Play audio and have students listen.

3. Play audio again and have students listen
and repeat. Do as appointed

Passing balls: Divide the class into two

groups. Teacher has 2 balls (1 yellow ball and
1 red ball). Play the recording of a song and
pass the balls to the two students. While the
music is playing, those students pass the balls
to the next ones in their groups and so on.
Stop the music suddenly. Ask the student who
is holding the yellow ball to ask for the
directions looking at the map on the book, and
the student who is holding the red ball to
answer.

Review all words and structures of Theme Do as appointed

5

4. Consolidation
- All words and structures of Theme 5
5. Homework
- Review vocabulary and structures
- Review the tasks again

46
PERIOD: 16 REVIEW FOR SEMESTER 1 TEST

PERIOD: 17 + 18 SEMESTER 1 TEST

47
 PERIOD: 19 UNIT 6: WEATHER
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-I can talk about the weather and activities I can do on the weekend.
2. Skills
- To promote Ss to enhance their vocabulary about the weather.
- 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
- 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 to talk about the weather.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review Play ‘Jump’: Teacher holds up a
flashcard and says a word. If the word Do as appointed
matches the flashcard, students should jump
up at their desk.

II. CONTENTS:
A. Listen, point and say
Vocabulary: foggy, clear, overcast, Do as appointed
freezing, windy

Play “Teacher Can’t Remember”: Go through

48
the flashcards and tell the students you can’t
remember some of the words so you want Do as appointed
them to help you. If you say the correct word
they have to do an agreed upon action
(clapping, yelling yes, jump up etc.). If you Do as appointed
say the incorrect word the students do a
different action and yell out the correct word

B. Listen and read

1. Introduce the situation “On Monday, Lucy
is about to go out…” Do as appointed
2. Have students call out the weather and
people they can see.
3. Have students listen and read

C. Listen and circle

have a picnic, play blind man's bluff, go
surfing, go rock climbing, do arts and
crafts, play board games
1. Play audio and demonstrate the activity
using the example. Do as appointed
2. Play audio and have students listen and tick
the box.
3. Play audio again and check answers as a
whole class.

D. Practice the structure

1. Draw students’ attention to the structure
box.
(What's the weather going to be like? It's
going to be windy.) Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Do the same with:

What can we do on the weekend?
If it’s (sunny), we can (go surfing).

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
49
answers. Do as appointed
5. Swap roles and repeat.

Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice Do as appointed
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to talking about weather and activities.
- Structure:
What's the weather going to be like? It's going to be windy.
What can we do on the weekend?
If it’s (sunny), we can (go surfing).
What can we do on the weekend?
If it’s (sunny), we can (go surfing).

5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 20 UNIT 5: WEATHER

LESSON 3, 4

50
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about different clothes in different weather.
- I can talk about what I can do to help people who suffer from severe weather.
2. Skills
- To promote Ss to enhance their vocabulary about activities in different weather.
- 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
- 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 to suggest activities to do in different weather.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Island Hoping Game: Do as appointed
- 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.
- Teacher says "Go!"
- 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.
- The first students to finish shouting out the
word or making up a sentence of their piles of
cards win!
51
 II. CONTENTS:
A. Listen, point and say
Vocabulary: sunglasses, sunscreen, cap, Do as appointed
raincoat, jacket, umbrella

Play the “Heads up. What’s missing” game.

Arrange the flashcard on the board and
remove one card when students are not Do as appointed
looking. One student from each team calls out
the missing flashcard
B. Listen and read
. 1. Review the story from the previous lesson
“Sam’s taking the kids to the park.”
2. Now introduce the situation “It’s sunny…” Do as appointed
3. Have students call out the clothes and
people they can see.
4. Have students listen and read.

C. Listen and circle

flood, food, money, clothes, medicine,
blankets
1. Play audio and demonstrate the activity
using the example. Do as appointed
2. Play audio and have students listen and
circle.
3. Play audio again and check answers as a
whole class.
D. Practice the structure
1. Draw students’ attention to the structure
box. (What can we do on the weekend? If it's
sunny, we can go rock climbing)
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Do the same with:

There’s flood in (Japan).
We can send them some (food).
Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the

52
answers.
5. Swap roles and repeat.
Pronunciation Tip Do as appointed
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to suggesting different clothes in different weather and what we can do to help
people that suffer from severe weather.
- Structure:
(I think) it's going to be (rainy). Take (an umbrella).
Sure. Thanks.
What can we do on the weekend? If it's sunny, we can go rock climbing.
There’s flood in (Japan).
We can send them some (food).

5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 21 UNIT 6: WEATHER

LESSON 5, 6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about weather in different places.
53
2. Skills
- To promote Ss to enhance their vocabulary about things to bring in all kind of weather
- 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
- 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 to talk about things to bring in all kinds of weather
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Play “Pictionary”: Teacher divides class into Do as appointed
two teams. One student from each team comes
to the front of the room and looks at a
flashcard from previous lessons. The students
must draw the word on the flashcard while the
members of their team try
to guess it. The first team to guess the word is
the winner. Repeat for all students.
.

II. CONTENTS:
A. Listen, point and say
Vocabulary: north, east, south, west, central Do as appointed

“Snap” game: Write one of the words on the

board, e.g. always. 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 Do as appointed
card. Reveal the cards one at a time by putting
the front card to the back. When children see
the card “always” they shout snap! Repeat
54
with the rest of the words in the set.

B. Listen and circle True or False

1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and Do as appointed
circle.
3. Play audio again and check answers as a
whole class.

C. Practice the structure

1. Draw students’ attention to the structure
box.
What’s the weather like in the (north) of
Vietnam in (July)? Do as appointed
It’s (rainy) and (cool).
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Three guesses” game: Divide the class into

two teams. Have student A turn their back to
the board. Write a weather word on the board. Do as appointed
Have another student say the first sentence.
Have student A guess the second sentence.
They have three guesses before the other
students tell them the answer. Swap roles and
repeat.

Review all words and structures of Theme Do as appointed

6

4. Consolidation
- Vocabulary related to Theme 6
- Structure: all structures of Theme 6
5. Homework
- Review vocabulary and structures
- Review the tasks again

55
 PERIOD: 22 UNIT 7: HOME
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-I Can talk about where someone lives and parts of a house.
2. Skills
- To promote Ss to enhance their vocabulary about where someone lives.

56
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 78 – page 79” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about where someone lives.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Place the flashcards from the previous lessons Do as appointed
face down on a table or on the floor and ask
children to shout out the words they learned
last lesson. When they get one correct turn
over the flashcard so it is face up. Continue
until they have remembered all the
vocabulary.

II. CONTENTS:
A. Listen, point and say
Vocabulary: house, apartment, bungalow,
mansion, houseboat, tree house

Play the “Heads up. What’s missing” game.

Arrange the flashcard on the board and
remove one card when students are not Do as appointed
looking. One student from each team calls out
the missing flashcard
B. Listen and read
1. Introduce the situation “The family goes to
visit Uncle Kevin…” Do as appointed
2. Have students call out the types of houses
and people they can see.
3. Have students listen and read.
57
 C. Listen and circle
roof, wall, gate, fence, shutters, curtains
1. Play audio and demonstrate the activity
using the example. Do as appointed
2. Play audio and have students listen and and
draw lines.
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
(Where does your cousin live? He lives in an
apartment in Maple City.)
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Do the same with: Do as appointed

Which house is (Grandpa Dan’s)?
The one with the (black) (gate).
Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to Do as appointed
the pronunciation feature. .
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to talking about where someone lives and parts of a house.
- Structure:
Where does your cousin live? He lives in an apartment in Maple City.
58
Which house is (Grandpa Dan’s)?
The one with the (black) (gate).

5. Homework
- Review vocabulary and structures
- Review the tasks again

59
 PERIOD: 23 UNIT 7:HOME
LESSON 3, 4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can describe the feeling and materials of things.
2. Skills
- To promote Ss to enhance their vocabulary about describing how different houses look.
- 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
- 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 to talk about their feeling with classroom item.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Take a selection of flashcards from the Do as appointed
previous lesson and hold them up in random
order so children can shout out the words. Pay
attention to pronunciation. Stick some of the
flashcards to the board and ask the children to
line up in three teams. When you say one of
the words one child from each team must run
to the board and hit the flashcard you said.
The first one to touch it wins one point for

60
their team. Change the person at the front of
the line for each team and repeat the game.
When the children have got the idea you can
get one of them to be the ‘teacher’ and to say
the flashcard for the
others to touch.
II. CONTENTS:
A. Listen, point and say
Vocabulary: rough, hard, soft, smooth,
bumpy
Take a selection of flashcards from the
previous lesson and hold them up in random
order so children can shout out the words. Pay
attention to pronunciation. Stick some of the
flashcards to the board and ask the children to
line up in three teams. When you say one of Do as appointed
the words one child from each team must run
to the board and hit the flashcard you said.
The first one to touch it wins one point for
their team. Change the person at the front of
the line for each team and repeat the game.
When the children have got the idea you can
get one of them to be the ‘teacher’ and to say
the flashcard for the
others to touch.
B. Listen, read and tick.
. 1. Review the story from the previous lesson
“The family went to visit Uncle Kevin.”
2. Introduce the situation “Sam finds Uncle Do as appointed
Kevin’s street…”
3. Have students call out the objects and
people they can see.
4. Have students listen and read.
5. Have students listen and tick

C. Listen and circle

plastic, glass, metal, rubber, wood, cloth Do as appointed
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.

D. Practice the structure

1. Draw students’ attention to the structure
box. (How does/do it/they feel?
It feels (smooth).
61
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Do the same with:

Can you get me the (plate)?
Do you want the (glass) one or the (plastic)
one?
The (glass) one, please.

Three guesses” game: Have a student sit at

the front of the class, facing away from the
board. Write a word on the board. Have
student at the front of the class ask the
question. Have students in the class call out
the topic is weather. Have student at the front
of the class, guess the object.

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to describing feelings and materials of things in house.
- Structures:
How does it feel? It feels smooth.

62
Can you get me the (plate)?
Do you want the (glass) one or the (plastic) one?
The (glass) one, please.

5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 24 UNIT 7:HOME

63
 LESSON 5, 6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about how different materials feel
2. Skills
- To promote Ss to enhance their vocabulary about how different materials feel.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 82 – page 83” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to talk about how different materials feel.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Write four words on the board “roof, wall, Do as appointed
gate, sunglasses”. 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. Go
through the answers together on the board.
Can the children think of any other words you
could to the sentence to make it correct?
E.g. shutters instead of sunglasses.

64
 II. CONTENTS:
A. Listen, point and say
Vocabulary furniture, shiny, strong, light,
heavy, clear
Do as appointed
“Play ‘slow reveal’: uncovering the flashcard
very slowly, little by little while children
guess what it is
B. Listen and circle
1. Play audio and demonstrate the activity Do as appointed
using the example.
2. Play audio and have students listen and
circle.
3. Play audio again and check answers as a
whole class.

C. Practice the structure

1. Draw students’ attention to the structure
box.
Glass is (clear).The bottle is made of (glass).
Metal is (strong). Scissors are made of Do as appointed
(metal).
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Guess the object” game: Divide the class into Do as appointed

pairs. Have student A cover their eyes and
have student B put a classroom object on the
desk. Have students take turns asking and
answering about how the item feels before
guessing what it is. Swap roles and repeat.

Review all words and structures of Theme Do as appointed

7

4. Consolidation
- Vocabulary and structures of Theme 7.
5. Homework
- Review vocabulary and structures
- Review the tasks again

65
 PERIOD: 25 UNIT 8: THE WORLD AROUND US
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-I can talk about capitals, countries and continents in the world.
2. Skills
- To promote Ss to enhance their vocabulary about the past.
- 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
- 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 to talk about the country you like most.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
GAME: TELEPHONE Do as appointed
Have students stand in a line.
Have the first student in each row read
one sentence in the text.
Teacher says GO! S1 whisper the
sentence to S2, and so on …
The last student runs to the front of the
class and tells the teacher the sentence
and sayhis sentence T or F.
The first student to say the sentence
correctly wins.
66
 II.CONTENTS:
A. Listen, point and say
Vocabulary: Asia, Africa, Australia,
Europe, North America, South
America, Antarctica

Play “Slap” Game

- 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 Do as appointed
- The caller (either you or a student
volunteer) has a duplicate set of cards
piled in random order.
- 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.
- The student in each group holding the
most cards is the winner.
B. Listen, read and tick
1. Introduce the situation “Tom has
geography homework to do”. Do as appointed
2. Have students call out the activities
and people they can see.
3. Have students listen and read.
4. Have students listen and tick.

C. Listen and tick.

Paris (France), London (the UK), Tokyo Do as appointed
(Japan), Cairo (Egypt), Ottawa (Canada),
Beijing (China)
1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and
tick or cross.
3. Play audio again and check answers as
a whole class.
Do as appointed
D. Practice the structure
1. Draw students’ attention to the
structure box.
Where's (the UK)?
It’s in (Europe).

67
 2. Play audio and have students listen.
3. Play audio again and have students
listen and repeat

Do the same with:

What’s the capital city of (the UK)?
(London).
Song
1. Play audio and have students listen.
2. Play audio and have students point to
the pictures in Part A.
3. Play audio and have students sing the Do as appointed
song as a whole class.
4. Divide the class into two groups,
Group A sings the questions, Group B
sings the answers.
5. Swap roles and repeat.

Pronunciation Tip
1. Focus on the example sentence and
briefly explain the focus.
2. Tell students they must listen and Do as appointed
notice the pronunciation feature.
3. Play the audio once and draw
attention to the pronunciation feature.
4. Play the audio again. Have students
listen and repeat with a focus on the
feature.

4. Consolidation
- Vocabulary related to captitals, countries and continents.
- Structures:
Where's the UK. It's in Europe.
What’s the capital city of (the UK)?
(London).
5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 26 UNIT 8: THE WORLD AROUND US 68

LESSON 3, 4
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about architectures and things over the world.
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
- 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 to talk about the famous architectures that they know.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
: Play “Whisper” game:
- Divide the class into teams.
- Teacher assigns a word to the first student in Do as appointed
each row, who then repeats the word to the
next student.
- The last student says the information aloud
and races to the board to write it.
- The first team to finish is the winner.

II.CONTENTS:
A. Listen, point and say
Vocabulary tower, castle, statue, bay, canyon, Do as appointed
pyramid

Play “Charades”:
69
Divide the class into two teams. Bring
forward 1 student from each team. Show Do as appointed
them 1 flashcard. The student then acts out
the verb and the first team to say the correct
answer gets a point.

B. Listen, read and tick

1. Introduce the situation "The kids visit some
interesting places."
2. Have students call out the actions and Do as appointed
people they can see.
3. Have students listen and read.
4. Have students listen and tick or cross.

C. Practice the structure

1.Draw students’ attention to the structure
box.
Have you ever seen (Big Ben in London)? Do as appointed
Have you ever been to (Ha Long Bay in
Vietnam)?
No, I haven’t.
Yes, I have.
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Do the same with:

Where’s this (postcard) from?
It's from (London) in (the UK). Do as appointed
Where are these (scarves) from?
They’re from (Beijing) in (China).

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.

Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice Do as appointed
70
 the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to architectures and things all over the world.
- Structures:
What's it like? It's exciting
Where’s this (postcard) from?
It's from (London) in (the UK).
Where are these (scarves) from?
They’re from (Beijing) in (China).
5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 27 UNIT 8: THE WORLD AROUND US

LESSON 5, 6

Date of planning:
Date of teaching:

71
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- I can talk about school festivals around the world.
- Review Theme 8.
2. Skills
- To promote Ss to enhance their vocabulary about what people did before different inventions.
- 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
- 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 to about school festival in Vietnam.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I. WARM – UP:
Review
Game: Relay Race Do as appointed
- Divide the class into teams.
- Teacher assigns a sentence to the first
student in each row, who then repeats the
sentences to the next student.
- The last student says the information aloud
and races to the board to write them.
- The first team to finish is the winner.

II.CONTENTS:
A. Listen, point and say
Vocabulary festival, play, gift, fashion show, Do as appointed
flower

“Play ‘Jump’: Teacher holds up a flashcard

and says a word. If the word matches the

72
 flashcard, students should jump up. Do as appointed

B. Listen and circle

1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and Do as appointed
circle.
3. Play audio again and check answers as a
whole class.

C. Practice the structure

1. Draw students’ attention to the structure
box.
When is Teacher’s Day in Vietnam?
It’s on November 20th. Do as appointed
What do students do for Teacher’s Day?
They give gifts to their teacher.
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

“Chain” game: Demonstrate the game. Have

the students stand up. Student 1 turns to
student 2 and they ask and answer. Student 2
turns to student 3 and they ask and answer.
Continue until all students have practiced.

.
Review Theme 8 Do as appointed

4. Consolidation
- Vocabulary and structures of Theme 8.
5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 28 UNIT 9: THE HISTORY

LESSON 1, 2

73
Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-I can talk about things I have done in the past and your ability of doing something.
2. Skills
- To promote Ss to enhance their vocabulary about the 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
- 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 to talk about things they have done in the past.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

III. WARM – UP:
Review
GAME: TELEPHONE Do as appointed
Have students stand in a line.
Have the first student in each row read one
sentence in the text.
Teacher says GO! S1 whisper the sentence to
S2, and so on …
The last student runs to the front of the class
and tells the teacher the sentence and say his
sentence T or F.
The first student to say the sentence correctly
wins.
I.CONTENTS:
A. Listen, point and say
Vocabulary: break, meet, ride, fall, find
Play “Slap” Game
- Divide the class into groups.
74
- Give each group a set of picture cards placed
face up on the table within reach of all
the students Do as appointed
- The caller (either you or a student volunteer)
has a duplicate set of cards piled in random
order.
- 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.
- The student in each group holding the most
cards is the winner.

B. Listen and read

1. Introduce the situation “Tom, Alfie and
Grandpa are watching a movie…” Do as appointed
2. Have students call out the activities and
people they can see.
3. Have students listen and read.
4. Listen and tick or cross.

C.Listen and tick

carry, walk, stand, leave, stay Do as appointed
1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and tick
or cross.
3. Play audio again and check answers as a
whole class.

D. Practice the structure

1. Draw students’ attention to the structure
box.
(Have you ever fallen from a tree? Yes, I
have.) Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Do the same with:
You can’t carry your bag).
You have to (leave your bag in the
classroom).
Song
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A. Do as appointed
3. Play audio and have students sing the song
as a whole class.
75
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.

pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature. Do as appointed
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to talking about the experiences and ability
- Structures:
Have you ever (ridden a bike)?
Yes, I have./ No, I haven't.
You can’t carry your bag).
You have to (leave your bag in the classroom).

5. Homework
- Review vocabulary and structures
- Review the tasks again.

PERIOD: 29 UNIT 9: THE HISTORY

LESSON 3, 4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about things people did and were doing in the past.
2. Skills
- To promote Ss to enhance their vocabulary about activities in the past.
- To develop Listening, Speaking and Reading skills.
3. Attitudes
76
- 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
- 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 to talk about the things they can’t do but have to do.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I.WARM – UP:
Review
: Play “Whisper” game: Do as appointed
- Divide the class into teams.
- Teacher assigns a word to the first student in
each row, who then repeats the word to the
next student.
- The last student says the information aloud
and races to the board to write it.
- The first team to finish is the winner.

I.CONTENTS:
A. Listen, point and say
Vocabulary Travel, wash, study, listen, send,
grow.
Play “Charades”:
Divide the class into two teams. Bring Do as appointed
forward 1 student from each team. Show
them 1 flashcard. The student then acts out
the verb and the first team to say the correct
answer gets a point.

B. listen and read

1. Introduce the situation "Grandpa and the
family are in the museum."
2. Have students listen and read.
Do as appointed
C. Listen and circle
77
1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and
circle the pictures.
3. Play audio again and check answers as a
whole class.

D.Listen and draw lines: Do as appointed

look, help, wait, relax, sleep
1. Play the audio
2. Have Ss draw lines.
3. Listen and check.
4. Ask Ss to read out loud
D. Practice the structure
1. Draw students’ attention to the structure
box. (What did people do before there were
schools? Do as appointed
People used to study at home.
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Do the same with:

What were you doing (last Thursday) (at 2 Do as appointed
o'clock)?
I was (sleeping).

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice Do as appointed
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

78
4. Consolidation
- Vocabulary related to activities people did and were doing in the past

- Structures:
What did people do before there were schools? People used to study at ho

What were you doing (last Thursday) (at 2 o'clock)?

I was (sleeping).

5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 30 UNIT 9: THE HISTORY

LESSON 5, 6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I can talk about history of Vietnam.
- Review Theme 9
2. Skills
- To promote Ss to enhance their vocabulary about history of Vietnam.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 110 – page 113” at home
III. PROCEDURE
1. Class organization
Class

79
Teaching date
Attendance

2. Check up
- Ask Ss to about famous heroes in Vietnam.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I.WARM – UP:
Review
Game: Relay Race Do as appointed
- Divide the class into teams.
- Teacher assigns a sentence to the first
student in each row, who then repeats the
sentences to the next student.
- The last student says the information aloud
and races to the board to write them.
- The first team to finish is the winner.

II.CONTENTS:
A. Listen, point and say
Vocabulary: princess, general, born, die,
marry
“Play ‘Jump’: Teacher holds up a flashcard Do as appointed
and says a word. If the word matches the
flashcard, students should jump up at their
desk

B. Listen and circle

1. Play audio and demonstrate the activity Do as appointed
using the example.
2. Play audio and have students listen and
circle.
3. Play audio again and check answers as a
whole class.

D. Practice the structure

1. Draw students’ attention to the structure
box.
When was he born?
He was born in 924. Do as appointed
Where was he born?
He was born in the north of Vietnam.
When did he get married?
He got married in 952.
When did he die?
80
He died in 979.
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Review Theme 9 Do as appointed

4. Consolidation
- Vocabulary related to Vietnam’s history.
- Structure:
When was he born? He was born in 924.
Where was he born? He was born in the north of Vietnam.
When did he get married? He got married in 952.
When did he die? He died in 979.
5. Homework
- Review vocabulary and structures
- Review the tasks again

81
 PERIOD: 31 UNIT 10: GOODBYE
LESSON 1, 2

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
-I can describe people by what they are wearing.
- I can ask for and give directions.
2. Skills
- To promote Ss to enhance their vocabulary about what people are wearing and places.
- 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
- Teaching method: Communicative language teaching, Student - centered approach
2. Students
- Read through “page 120 – page 123” at home
III. PROCEDURE
1. Class organization
Class
Teaching date
Attendance

2. Check up
- Ask Ss to describe people by what they are wearing.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

IV. WARM – UP:
Review
“Slow reveal” Do as appointed
Hold up a flashcard covered by a big piece of
paper or cloth.
Reveal the flashcard just a little at a time. The
children shout out when they work out what
word it is.

82
 II.CONTENTS:
A. Listen, point and say
Vocabulary earrings, bracelet, belt, ring, Do as appointed
necklace, tie
Play the “Guess” game. Arrange the
flashcards on the board and write a number
under each card. Have students look at the
flashcards for the count the ten. Turn the Do as appointed
flashcards over to face the board when the
students are not looking. Call out number and
have students take turns to guess the face
down card. Turn the card over after each
guess

B. listen and read

1. Now introduce the situation “Alfie’s family
comes to Greenwood…” Do as appointed
2. Have students call out the objects and
people they can see.
3. Have students listen and read.

C. Listen and tick

1. Play audio and demonstrate the activity
using the example.
2. Play audio and have students listen and tick. Do as appointed
3. Play audio again and check answers as a
whole class.

D. Listen and circle

circus, opera house, university, art gallery,
parking lot, pharmacy

1. Play audio and demonstrate the activity Do as appointed

using the example.
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. Which one's your dad? He's the one with
the black belt.)
2. Play audio and have students listen.
3. Play audio again and have students listen Do as appointed
and repeat.

Do the same thing with:

Excuse me, could you tell me where the
(circus) is?
83
Yes, it's (next to) the (parking lot) on (Brown)
Street.
Sorry, I don’t know.
Song
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song Do as appointed
as a whole class.
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.

Pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice Do as appointed
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to describing people by what they are wearing and giving directions.
- Structures:
Which one's your dad? He's the one with the black belt
Excuse me, could you tell me where the (circus) is?
Yes, it's (next to) the (parking lot) on (Brown) Street.
Sorry, I don’t know.
5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 32 UNIT 10: GOODBYE

LESSON 3, 4

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

84
1. Language focus
- I can give comments on things.
- I can say goodbye in various ways.
2. Skills
- To promote Ss to enhance their vocabulary about giving comments and saying goodbye.
- 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
- 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 to ask for directions.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I.WARM – UP:
Review
Play vocabulary tennis. Split the class into Do as appointed
two teams. Tell the class the category is jobs.
The first team serves by saying the name of
one job and play passes to the second team
who has five seconds to name a job. If they
are successful the pay passes to the first team
to name another job, the first team who
repeats a word or cannot think of another job
loses. Repeat the game with other lexical sets
such as animals, colors, food and sports.

II.CONTENTS:
A. Listen, point and say
Vocabulary: interesting, boring, beautiful,
ugly, cute, scary

. Play the “Heads up. What’s missing” game.

Arrange the flashcard on the board and
remove one card when students are not Do as appointed
85
looking. One student from each team calls out
the missing flashcard

B. listen, read and tick

1. Now introduce the situation “Alfie’s
showing his family around Greenwood…”
2. Have students call out the locations and Do as appointed
people they can see.
3. Have students listen and read.
4. Have students listen and tick.

C. Listen and number

Goodbye, Thanks for having me, See you
soon, Keep in touch, I'll miss you, Have a nice
day
1. Play audio and demonstrate the activity Do as appointed
using the example.
2. Play audio and have students listen and
circle.
3. Play audio again and check answers as a
whole class.

D. Practice the structure

1. Draw students’ attention to the structure
box. (Excuse me, could you tell me where the
art gallery is? Yes, it's next to the café on
Main Street.) Do as appointed
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.
Do the same with:
Goodbye! Keep in touch!
You too. See you soon!

Free speaking activity: Demonstrate the

activity using the example. Divide the class
into pairs. Have student A ask and student B
answer. Swap roles and repeat. Afterwards,
have some pairs demonstrate in front of the
class.

Song Do as appointed
1. Play audio and have students listen.
2. Play audio and have students point to the
pictures in Part A.
3. Play audio and have students sing the song
as a whole class.
86
4. Divide the class into two groups, Group A
sings the questions, Group B sings the
answers.
5. Swap roles and repeat.
Do as appointed
pronunciation Tip
1. Focus on the example sentence and briefly
explain the focus.
2. Tell students they must listen and notice
the pronunciation feature.
3. Play the audio once and draw attention to
the pronunciation feature.
4. Play the audio again. Have students listen
and repeat with a focus on the feature.

4. Consolidation
- Vocabulary related to giving comments and saying goodbye.
- Structure:
What do you think about (this painting)?
I think it’s very (beautiful).
Goodbye! Keep in touch!
You too. See you soon!

5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 33 UNIT 10: GOODBYE

LESSON 5, 6

Date of planning:
Date of teaching:

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus
- I know how to use adverbs when telling a scary story.
2. Skills
- To promote Ss to enhance their vocabulary about telling scary stories.
- To develop Listening, Speaking and Reading skills.
3. Attitudes
- To encourage Ss to join in all activities in class.
87
- To help Ss motivate themselves in learning English.
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan, projector, speakers
- 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 to name some scary stories they know.
3. New Lesson

TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

I.WARM – UP:
Review
Review: Play “Beanbag circle”: Put cards in a Do as appointed
bag. Play a song. Have students pass the bag
when the music plays. Pause the music,
students stop passing. The student who has the
bag takes out one card and says out loud the
sound and the word. Continue playing until
there isn’t any card in the bag.

II.CONTENTS:
A. Listen, point and say
Vocabulary: Goodbye!, Thanks for having Do as appointed
me!, See you soon!, Keep in touch! I'll miss
you!, Have a nice day!
Play “Read my lips”: Say a word without
sound. Ask students to look teacher’s lips and
guess the word. The student to find the correct Do as appointed
word first comes to the front and says another
word (without sound).
Do as appointed
B. Listen and circle True or False
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.

88
C. Practice the structure
1. Draw students’ attention to the structure
box.
He ran to the house quickly.
She quietly said “Hello”.
2. Play audio and have students listen.
3. Play audio again and have students listen
and repeat.

Role play (Freer speaking activity):

Demonstrate the activity. Divide the class into
pairs. Have students look at the pictures and
role play each situation. Afterwards, have
some students role play in front of the class.

Review Theme 10 Do as appointed

4. Consolidation
- Review Vocabulary and structure of Theme 10

5. Homework
- Review vocabulary and structures
- Review the tasks again

PERIOD: 34 REVIEW FOR SEMESTER 2 TEST

PERIOD: 35 + 36 SEMESTER 2 TEST

89