Date of preparing: 5/9/2025

Period 4
UNIT 1: HOME
Lesson 1 - Part 1 (Page 6) - Vocabulary and Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- ask about people’s home.
- get someone’s attention to start a conversation.
2. Ability
- improve Listening and Speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- love home and help parents do housework.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction of vocabularies about home.
c) Product: Ss have general ideas about the topic “home”.
d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Number the pictures
- Use the “New words” part a.– page 6 for the
warm-up activity - Work in pairs and use their
- Show pictures and words, have Ss number the critical thinking to number
pictures (in pairs) the pictures
- Call Ss to give answers
- Give feedback and show correct answers - Give answers
- Lead to the new lesson
- Play the audio (CD1 – Track 02), have Ss listen
and repeat - Listen
- Correct Ss’ pronunciation if necessary

Answer keys
A1 B6 C5 D2 E3
F4

 Option 2: Drawing
- Have Ss work in groups and sketch their dream
house.
- Set a limit time (3-4’) - Sketch out the dream
- Have Ss hang their pictures on the board house
- Make comments on Ss’ works
- Have Ss vote for the most beautiful house
- Give a small present to the winner - Hang pictures on the board
- Lead to the new lesson

- Listen

B. New lesson (35’)

 Activities 1: Vocabulary (20’)
a) Objective: Ss know words about home and things around home.
b) Content:
- Vocabulary study
- Speaking
c) Products: Ss know how to pronounce the new words correctly and use them
in appropriate situations.
d) Competence: Communication, collaboration, presentation, imagination.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Number the pictures. Listen and repeat.
 Option 1 (If the teacher hasn’t used this
part for the Warm-up activity)
- Demonstrate the activity, using the example - Look and listen
- Have Ss number the pictures - Work individually
- Divide class into pairs and have them check - Work in pairs
their answers with their partners
- Call Ss to give answers (read or write) - Give answers
- Check answers as a whole class
- Play audio (CD1 – Track 02). Have Ss listen - Listen and repeat
and repeat Answer keys
- Correct Ss’ pronunciation A1 B6 C5 D2 E3 F4

 Option 2: Matching (If the teacher has

used part a. for the Warm-up activity) - Work in pairs
- Have Ss review the vocabularies they have
known in the warm-up activity by matching - Give answers
words with pictures (T uses different pictures
from those in the textbook) - Read
- Call Ss to give answers (read or write)
- Check answers as a whole class
- Call some Ss to read the words again
- Correct Ss’ pronunciation if necessary Answer keys
b. Talk about your home using the new - Work in pairs
words and three other words you know
 Option 1:
- Have Ss talk about their home using the new
words and three other words they know - Present
- Remind Ss to use the structure: Suggested words: garden, swing,
There + be + noun +… basement
- Have Ss share their ideas in front of the
class
- Give feedback and evaluation
- Work in pairs
 Option 2: (for class with better students) Suggested answers
- Give Ss an extra activity: Show a picture of - There’s a chimney / fireplace in my
a house and have Ss describe the house and house
things around the house - My house has a garden
Example: - There are many trees around my
house

- Call some Ss to share their ideas with the

class
- Give feedback and evaluation
- Then, follow the same steps as option 1
 Activity 2: Listening (16’)
a) Objective: Ss can make questions or answer the questions to develop a
conversation, and they can also finish the listening task in the textbook.
b) Content: Listening to a girl asking a boy questions about his home.
c) Products: Ss can listen for main ideas and specific information.
d) Competence: collaboration, guessing/reasoning, communication, listening.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

a. Listen to a girl asking a boy questions
about his home. Are they friends?
- Have Ss look at the question and the - Look at the picture and the question
picture.
- Play the audio once (CD 1 – Track 03) - Listen and circle
. Have Ss listen and answer the question by
circling “Yes” or “No” - Check answers
- Play the audio again. Check answers as a Answer key: No
whole class

- Look and read

b. Now, listen and fill in the blanks. - Guess the answers
- Have Ss read the sentences - Listen and fill in the blanks
- Have Ss guess the answers/ guess part of
speech of the missing word(s)
- Play the audio (CD1 – Track 03). Have Ss - Check answers
listen and fill in the blanks Answer keys
- Check answers as a whole class 1. an apartment
2. bedrooms
3. pool
4. a garage
*Conversation Skill
- Play the first 2 sentences of the recording, - Try to find the indicator that speaker
ask Ss to find which sentence / phrase that uses to get someone’s attention
the speaker uses to get someone’s attention
- Look and listen
- Focus attention on the Conversation Skill
box
- Explain that we can get someone’s - Listen and repeat
attention by saying “Excuse me”
- Play audio (CD 1 – Track 4). Have Ss - Present
listen and repeat
Suggested answers
 - Have some Ss practice the conversation Other ways to get someone’s
skill in front of the class attention
- Hey, …
- Have Ss think of other ways to get - Sorry …
someone’s attention and make up a
conversation that contains these phrases,
words

C. Consolidation (2’)
* Vocabularies about home and things around home: gym, balcony,
apartment, yard, garden, basement, garage, pool, …
* Getting someone’s attention: Say “Excuse me.”

D. Homework (2’)
- Learn by heart the new vocabularies.
- Practice talking about your home.
- Do exercises in Workbook: Lesson 1 - New words (page 4).
- Prepare: Lesson 1 – Grammar (page 7 – SB).

Date of preparing: 5/9/2025

Period 4
UNIT 1: HOME
Lesson 1 - Part 1 (Page 6) - Vocabulary and Listening
I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- ask about people’s home.
- get someone’s attention to start a conversation.
2. Ability
- improve Listening and Speaking skills.
3. Quality
 - have positive attitude in English language learning so that they actively
participate in all classroom activities.
- love home and help parents do housework.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction of vocabularies about home.
c) Product: Ss have general ideas about the topic “home”.
d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Number the pictures
- Use the “New words” part a.– page 6 for the
warm-up activity - Work in pairs and use their
- Show pictures and words, have Ss number the critical thinking to number
pictures (in pairs) the pictures
- Call Ss to give answers
- Give feedback and show correct answers - Give answers
- Lead to the new lesson
- Play the audio (CD1 – Track 02), have Ss listen
and repeat - Listen
- Correct Ss’ pronunciation if necessary
 Answer keys
A1 B6 C5 D2 E3
F4

 Option 2: Drawing
- Have Ss work in groups and sketch their dream - Sketch out the dream
house. house
- Set a limit time (3-4’)
- Have Ss hang their pictures on the board
- Make comments on Ss’ works - Hang pictures on the board
- Have Ss vote for the most beautiful house
- Give a small present to the winner
- Lead to the new lesson - Listen

B. New lesson (35’)

 Activities 1: Vocabulary (20’)
a) Objective: Ss know words about home and things around home.
b) Content:
- Vocabulary study
- Speaking
c) Products: Ss know how to pronounce the new words correctly and use them
in appropriate situations.
d) Competence: Communication, collaboration, presentation, imagination.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Number the pictures. Listen and repeat.
 Option 1 (If the teacher hasn’t used this
part for the Warm-up activity)
- Demonstrate the activity, using the example - Look and listen
- Have Ss number the pictures - Work individually
- Divide class into pairs and have them check - Work in pairs
their answers with their partners
- Call Ss to give answers (read or write) - Give answers
- Check answers as a whole class
- Play audio (CD1 – Track 02). Have Ss listen - Listen and repeat
and repeat Answer keys
- Correct Ss’ pronunciation A1 B6 C5 D2 E3 F4

 Option 2: Matching (If the teacher has - Work in pairs

used part a. for the Warm-up activity)
- Have Ss review the vocabularies they have - Give answers
known in the warm-up activity by matching
words with pictures (T uses different pictures - Read
from those in the textbook)
- Call Ss to give answers (read or write)
- Check answers as a whole class
- Call some Ss to read the words again
- Correct Ss’ pronunciation if necessary

Answer keys

- Work in pairs

- Present
Suggested words: garden, swing,
b. Talk about your home using the new basement
words and three other words you know
 Option 1:
- Have Ss talk about their home using the new
words and three other words they know - Work in pairs
- Remind Ss to use the structure: Suggested answers
There + be + noun +… - There’s a chimney / fireplace in my
- Have Ss share their ideas in front of the house
class - My house has a garden
- Give feedback and evaluation - There are many trees around my
house
 Option 2: (for class with better students)
- Give Ss an extra activity: Show a picture of
a house and have Ss describe the house and
things around the house
Example:

- Call some Ss to share their ideas with the

class
- Give feedback and evaluation
- Then, follow the same steps as option 1
 Activity 2: Listening (16’)
a) Objective: Ss can make questions or answer the questions to develop a
conversation, and they can also finish the listening task in the textbook.
b) Content: Listening to a girl asking a boy questions about his home.
c) Products: Ss can listen for main ideas and specific information.
d) Competence: collaboration, guessing/reasoning, communication, listening.
e) Organization of the activity:
 Teacher’s Activities Students’ Activities
a. Listen to a girl asking a boy questions
about his home. Are they friends?
- Have Ss look at the question and the - Look at the picture and the question
picture.
- Play the audio once (CD 1 – Track 03) - Listen and circle
. Have Ss listen and answer the question by
circling “Yes” or “No” - Check answers
- Play the audio again. Check answers as a Answer key: No
whole class

- Look and read

b. Now, listen and fill in the blanks. - Guess the answers
- Have Ss read the sentences - Listen and fill in the blanks
- Have Ss guess the answers/ guess part of
speech of the missing word(s)
- Play the audio (CD1 – Track 03). Have Ss - Check answers
listen and fill in the blanks Answer keys
- Check answers as a whole class 1. an apartment
2. bedrooms
3. pool
4. a garage

*Conversation Skill
- Play the first 2 sentences of the recording, - Try to find the indicator that speaker
ask Ss to find which sentence / phrase that uses to get someone’s attention
the speaker uses to get someone’s attention
- Look and listen
- Focus attention on the Conversation Skill
box
- Explain that we can get someone’s - Listen and repeat
attention by saying “Excuse me”
- Play audio (CD 1 – Track 4). Have Ss - Present
listen and repeat
Suggested answers
- Have some Ss practice the conversation
 skill in front of the class Other ways to get someone’s
attention
- Have Ss think of other ways to get - Hey, …
someone’s attention and make up a - Sorry …
conversation that contains these phrases,
words

C. Consolidation (2’)
* Vocabularies about home and things around home: gym, balcony,
apartment, yard, garden, basement, garage, pool, …
* Getting someone’s attention: Say “Excuse me.”

D. Homework (2’)
- Learn by heart the new vocabularies.
- Practice talking about your home.
- Do exercises in Workbook: Lesson 1 - New words (page 4).
- Prepare: Lesson 1 – Grammar (page 7 – SB).

Date of preparing: 6/9/2025

Period 5
UNIT 1: HOME
Lesson 1 - Part 2 (Page 7) - Grammar

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the Present Simple to talk about things that are facts or are true for a long
time.
2. Ability
- improve speaking skills, writing skills.
- improve the use of English.
3. Quality
 - have positive attitude in English language learning so that they actively
participate in all classroom activities.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/ TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Jumbled word or rearranging words to make a meaningful
sentence.
c) Product: Ss review vocabularies about home or Ss have general ideas
about the grammar point they are going to study in the new lesson.
d) Competence: collaboration, guessing.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Game “JUMBLED WORD”
- Have Ss rearrange letters to make a - Take part in the game
meaningful word - Give answers (write on the
- Call Ss to give answers board)
- Check Ss’ answers, give feedback and
lead to the new lesson Answers keys
1. dary 2. areagg 1. yard 2. garage 3.
3. calnoby balcony
4. oolp 5. dargne 3. pool 4. garden 5.
6. tikench kitchen
- Lead to the new lesson

 Option 2: REARRANGING
- Have Ss rearrange the words to make a - Work in pairs
meaningful English sentence Answers keys
1. you / a / do / live / in / house? 1. Do you live in a house?
2. apartment / I / an / in / live 2. I live in an apartment.
3. doesn’t / live / USA / the / in / she 3. She doesn’t live in the USA.
4. is / gym / my / there / house / a / in 4. There is a gym in my house.
5. the / the / is / garage / in / car 5. The car is in the garage.

- Have Ss read their answers - Give answers

- Tell Ss about the grammar point they are - Listen
going to study in the new lesson
Lead to the new lesson

B. New lesson (36’)

 Activities 1: Grammar: The Present Simple (18’)
a) Objective: Ss know how to use the Present Simple.
b) Content:
- The usage of the Present Simple
- Filling in the blanks
c) Products: Ss can use the Present Simple in everyday communication.
d) Competence: Communication, collaboration, presentation.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Listen and repeat
- Have Ss look at the picture - Look
- Play audio (CD1 – Track 05) and have Ss - Listen, then read
listen and read the speech bubbles
- Play audio again and have Ss listen and repeat - Listen and repeat

Grammar box
 Option 1:
- Have Ss look at the grammar explanation - Look and read

- Read

- Have Ss look at the box with the different

forms
- Explain more about the form and the usage of
the Present Simple, have Ss pay attention to the
negative and the question form
- Listen and take notes.
Form:
Be: (+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb: (+) S + V s/es
(-) S + don’t / doesn’t + V bare
infinitive

(?)Do / Does + S + V bare infinitive

Usage: to talk about things that are facts or are
true for a long time

- Have some Ss read the sentences in the

Grammar Box aloud
- Read
- Ask Ss to give more examples using the
- Give examples
Present Simple

 Option 2:
- Have Ss close books
- Close all books
- Give some model sentences, have Ss tell form
of the Present Simple
- Call Ss to give answers, comment on Ss’
- Look and answer
answers
- Read
- Then have Ss open the books and read the
grammar box
- Give examples
- Have Ss give more examples of the Present
Simple,
encourage them to make sentences with their
own ideas
- Look and listen
- Give feedback and evaluation
- Work individually
b. Fill in the blanks with the correct form of - Work in pairs
the verbs. - Read answers
- Demonstrate the activity, using the example Answer keys
- Have Ss fill in the blanks with the correct form
of the verbs
- Have Ss work in pairs to check each other’s
work
- Have some Ss share their answers with the
whole class
- Give feedback, correct Ss’ answers if
necessary

 Activity 2: Practice - Writing and Speaking (18’)

a) Objective: Ss can write sentences, using the Present Simple.
b) Content: Looking at the table and writing Alex’s answers.
c) Products: Ss produce the new language successfully, and they can apply the
Present Simple in everyday speaking and writing.
d) Competence: Collaboration, writing, communication.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
c. Look at the table and write Alex’s
answers - Look and listen
- Demonstrate the activity, using the table - Work individually
- Have Ss write Alex’s answers - Work in pairs
- Have Ss work in pairs to check each other’s - Write answers
work Answer keys
- Have some Ss share their answers with the
whole class (Write on the board)
- Check, correct Ss’ answers
 d. Practice the conversation with your - Work in pairs
partner - Present
 Option 1:
- Have Ss do the task in pairs, then swap the
roles
- Call Ss to demonstrate the activity in front
of the class - Work in pairs
- Give feedback and evaluation
 Option 2:
- First, follow the same steps as option 1
- Then, have Ss do the task in pairs to ask - Present
and answer about their house
- Encourage Ss to use their own ideas to
make up a dialogue-using the Present Simple
- Call Ss to demonstrate the activity in front
of the class
- Give feedback and evaluation

C. Consolidation (2’)
* The Present Simple
Form:
Be: (+) S + am / is / are + …
(-) S + am / is / are + not + …
(?) Am / Is / Are + S + …
Normal verb: (+) S + V s/es
(-) S + don’t / doesn’t + V bare infinitive
(?)Do / Does + S + V bare infinitive
Usage: to talk about things that are facts or are true for a long time.

D. Homework (2’)
- Make 3 sentences, use the Present Simple to talk about your house.
- Do exercise in Workbook: Lesson 1 - Grammar (page 5).
- Prepare: Lesson 1 – Pronunciation and Speaking (page 8 – SB).
Date of preparing: 7/9/2025

Period 6
UNIT 1: HOME
Lesson 1 - Part 3 (Page 8) – Pronunciation and Speaking

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use intonation for Yes / No questions.
- ask and answer about home.
- conduct a survey about home.
2. Ability
- improve speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- love their home and family.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Revision of vocabulary about homes.
c) Product: Ss remember vocabularies in the previous lessons and use
them in other speaking activities.
 d) Competence: Collaboration, observation, critical thinking.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Game “BINGO”
- Explain The rules of the game: T gives each S /
each pair a small piece of paper containing 15 - Take part in the game as a
words. T can prepare as many pieces of paper whole class
with different words as possible
- Show word by word on the screen (randomly)
- Have Ss use a red pen to check whether the
words on the screen are the same as those in their
paper - Say “BINGO” when have
- The first student / pair to get all 5 words from all 5 words in a horizontal
the screen in a horizontal line will say “BINGO” line
and be the winner of the game
- Give a small gift to the winner
- Lead to the new lesson
Illustration:

- Listen and say all the

words together
 Option 2: Game: “CHAIN GAME”
- Give a sentence, have Ss add more information
to the sentence to make it longer
- The group that can make the sentence the - Take part in the game
longest with correct grammar and spelling will be Suggested sentences
the winner T’s sentence: My house has
 Lead to the new lesson a gym.
Ss’ sentences: My house
has a gym and a garage.
Ss’ sentences: My house
has a gym and a garage.
The garage is very big.
 Ss’ sentences: My house
has a gym and a garage.
The garage is very big.
There are 3 cars in the
garage.
Ss’ sentences: …

B. New lesson (35’)

 Activities 1: Pronunciation (10’)
a) Objective: Ss know how to use intonation for Yes / No questions.
b) Content:
- Recognizing the tone in Yes / No questions
- Listening and checking, finding mistakes
- Saying them
c) Products: Ss can use intonation to improve their speaking skill.
d) Competence: Communication, collaboration, listening
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a + b. Listen to the sentences and focus on the
intonation
- Play the recording (CD1, track 06) - Listen
- Ask Ss to listen and pay attention to the
intonation - Comment
- Call Ss to make their comments on the
intonation of the Yes/No question they’ve just - Listen
listened to
- Give feedback, explain the pronunciation - Listen again and repeat
feature: intonation for Yes/No question goes up
- Play the recording again, have Ss listen and
repeat with a focus on the pronunciation feature
c + d. Listen and cross out the one with the - Listen and cross out
wrong intonation, then read the sentences
with the correct intonation - Give answers
- Play the recording (CD 1 – Track 07), have Ss
listen and cross out the option that doesn’t use - Listen again and check
the correct intonation
- Call Ss to give answers - Work in pairs
- Play the recording again and check answers as
a whole class - Present
- Then have Ss practice saying the sentences
with a partner, using the correct intonation,
encourage Ss to use their own idea
- Call some pairs to read in front of the class
- Give feedback if necessary
 Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about home.
b) Content: Pointing, asking and answering, then practicing.
c) Products: Ss practice and produce the target language successfully.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Point, ask and answer.
- Demonstrate the activity by asking and - Listen
answering with a student
- Have Ss work in pairs, point to the pictures, - Work in pairs
ask and answer
- Have pairs ask and answer, using the
pictures - Present
- Have some pairs demonstrate the activity in
front of the class
b. Practice with your own ideas - Work in pairs
- Have pairs practice the conversation with
their own ideas, then swap roles - Present
- Call some pairs to demonstrate the activity Suggested questions
in front of the class - Do you live in an apartment?
- Give feedback and evaluation - Does your house have a gym?
- Is there a yard?
- Is there a pool in your house?
- Is there a garage in your house?
- Is there a basement / balcony in your
house?
  Activity 3: Speaking – Do you live in a house? (15’)
a) Objective: Ss can conduct a survey about home.
b) Content: Asking questions, then filling in the survey.
c) Products: Ss produce the new language successfully.
d) Competence: Collaboration, communication, creativity, group & time
management.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Add two more words in the table, then
complete the survey about your home. After
that, ask 3 friends about theirs
- Demonstrate the activity by practicing role-play - Add 2 more words about
with a student things/places in/around home
- Have Ss fill complete the table with information
about their home - Work in groups
- Have Ss work in groups to ask their friends
about their home
- Observe, give help if necessary

b. Report to the class about your group

- Have Ss report to the class about their group,
follow this example:
- Present

- Give feedback and evaluation

- Listen
C. Consolidation (3’)
* Intonation: Intonation for Yes / No questions goes up.
* Asking and answering about homes/ things in or around homes.
Do you live in …?
Does your house have a …?
Is there a … in your house?

D. Homework (2’)
- Practice using intonation for Yes / No questions.
- Complete the survey for those who haven’t finished it in class.
- Prepare: Lesson 2 – New Words and Reading (page 9 – SB).

Date of preparing: 10/9/2025

Period 7
UNIT 1: HOME
Lesson 2 - Part 1 (Page 9) - Vocabulary and Reading

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know more phrases about doing housework.
- talk about family members and housework.
- use the Present Simple with Wh – questions.
2. Ability
- improve the use of English and Reading skills.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- love family members and help family with housework.

II. TEACHING AIDS AND LEARNING MATERIALS

 Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introducing housework.
c) Product: Ss have general ideas about they are going to study in the
lesson.
d) Competence: Collaboration, guessing & reasoning, communication.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Collocation with “House” and
“Home”
- Explain collocation - Work in groups and
- Give suggestions and have Ss find collocations make right collocations
with “House” and “Home” (in groups) - Give answers
- The group that can give all correct answers in the
shortest time will be the winner - Listen
- Give feedback
- Lead to the new lesson: Housework Answer keys
House: housewife,
housework, housekeeper
Home: homemade,
homework, hometown,
homeland

 Option 2: Home Challenge

- About 1 week before the lesson starts, T asks Ss
to record a very short video clip about what Ss do
at home (do housework, cook a dish or do
gardening) - Make video clips about
- Have Ss collect the video clips of the group what Ss do at home
members and join them as a clip for the group
(about 1 minute)
- Show clips of 4 groups on the screen and choose - Join clips, edit and add
the best one effects
- Give feedback and evaluation
 Lead to the new lesson - Watch and vote

B. New lesson (35’)

 Activities 1: Vocabulary (18’)
a) Objective: Ss know some vocabularies about household chores
b) Content:
- Filling in the blanks, then listen and repeat.
- Talking about housework.
c) Products: Ss can use the language inputs to talk about housework.
d) Competence: Communication, collaboration, presentation, listening,
creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Fill in the blanks. Listen and repeat
 Option 1:
- Demonstrate the activity, using the example - Look and listen
in the book
- Have Ss look, read and fill in the blanks – - Work in pairs
using the words in the box
- Ask Ss to work in pairs to check their - Listen and check
answers with their partners
- Check answers as a whole class - Listen and repeat
- Play the audio (CD1 – Track 08) for Ss to
listen and repeat
- Call some Ss to read the phrases again, - Read
correct their pronunciation and stress Answer keys
 Option 2:
- Follow same steps as option 1
- Give Ss an extra activity
- Have Ss close all books - Close books
- Use other pictures (different pictures from
those in the book) to help Ss remember the
new words they have learnt - Look and give answers
- Have Ss look at the sentences and pictures,
then give names of the household chores - Give answers (Say or write on the
- Remind Ss to use the right form of verbs board)
- Ask Ss to give answers Answer keys
- Check answers as a whole class On the weekends, my sister makes the
bed and does the shopping in the market
near our house. My mom does the
laundry. I often help mom make dinner.
After meal, my dad often cleans the
kitchen and I do the dishes.

b. Say what housework you do at home

 Option 1:
- Have Ss work with a partner to say what
housework they do at home
- Encourage Ss to use more household chores - Work in pairs
(besides those in the textbook)
- Have some Ss share their ideas with the class - Give answers
- Give feedback and evaluation - Listen

Suggested answers
 Option 2: Household chores: take out the
- Help Ss to make the task easier by providing garbage, sweep the floor, iron clothes,
more phrases about doing housework clean the window, vacuum clean, …
- Then, follow the same steps as option 1
 Activity 2: Reading (17’)
a) Objective: Ss can develop their reading skills.
b) Content: Reading a blog and circling the correct answers.
c) Products: Ss apply reading strategies (skimming and scanning, reading for
details).
d) Competence: Collabration, communication, analytical skill, synthesizing
skill.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

Read Ken’s blog about his family and
circle the correct answers
 Option 1:
- Help Ss have general ideas about Wh- - Listen
questions by explain “Who”, “What”
- Have Ss explore all the pictures and the - Look at the pictures, head…
heading - Read the questions and underline the
- Have Ss look at the questions and underline key words
the key words in the questions - Check key words
- Have Ss check the key words with the class - Read
- Have Ss read the blog individually
- Have Ss work in pairs to read the blog - Circle the correct answers
again
- Have Ss circle the correct answers - Read answers, explain
- Remind Ss to use the Present Tense
- Have some Ss share their answers with the
class (read), explain for their answers - Check answers
- Give feedback Answer keys
- Give feedback and correct Ss’ answers if
necessary

 Option 2:
- Answer
- Ask some questions about Ken:
What is his name?
How old is Ken?
- Listen
What does he like?
- Read and do the task
- Explain what a blog is  Lead to the
reading text
- Work in pairs
- Have Ss read the questions and guess the
- Give answers and explain
answers
- Have Ss read the blog and circle the correct
answers – underline the supporting ideas
- Have Ss check answers with their partners
- Call Ss to give answers, explain
- Give feedback and evaluation

C. Consolidation (3’)
* Vocabulary:
Household chores: do the laundry, do the dishes, make the bed, make dinner, do
the shopping, clean the kitchen, iron clothes, take out the garbage…
* Question words: What: asking for information about something.
Who: asking what or which person or people (subject).

D. Homework (2’)
- Learn by heart the new words.
- Do exercises in Workbook: Lesson 2 - New words – Part a, b (page 4) and
Listening (page 5).
- Prepare: Lesson 2 – Grammar (page 10 – SB).

Date of preparing: 11/9/2025

Period 8
 UNIT 1: HOME
Lesson 2 - Part 2 (Page 10) - Grammar

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- use the Present Simple and Wh-questions to ask about things that are facts.
- use ‘s’ to express possession.
2. Ability
- improve speaking skill, writing skill.
- improve the use of English.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- share household chores with family members.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/ TV, speakers, DCR & DHA on EDUHOME,
handouts.
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Revision of vocabulary about housework.
c) Product: Ss review vocabulary and ready for the new lesson.
d) Competence: Collaboration, communication, guessing.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: ACTOR / ACTRESS
- Invite 1 or 2 volunteers to stand in front of - Volunteer
the class. He/ She will be the actor/ actress
- Have the volunteers express or act (use - Act
body language – gestures) to illustrate the
housework - Guess and give answers
- Have the rest of the class guess which
housework is being simulated
- Give a big applause or a small gift to the
S who can give a correct answer
Lead to the new lesson

 Option 2: Do or Make
- Show on the screen or give handouts
- Have Ss review old vocabularies about - Work in pairs and give the
housework by adding “do” or “make” answers
Answer keys

- Have Ss give answers

- Check answers as a whole class
- Lead to the new lesson

B. New lesson (35’)

 Activities 1: Grammar: The Present Simple with Wh-questions (15’)
a) Objective: Ss know how to use the Present Simple with Wh-questions.
b) Content:
- Listening and repeating.
- Grammar explanation.
c) Products: Ss can use the Present Simple and Wh-questions to ask about
things that are facts.
d) Competence: Communication, collaboration, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Listen and repeat
- Have Ss look at the picture - Look
- Play the audio (CD1 – Track 09), ask Ss to listen - Listen and read
and read the speech bubbles
- Play the audio again and have Ss listen and - Listen and repeat
repeat
*Grammar explanation
- Have Ss read the Grammar box - Comment
- Ask Ss to make comments on the black bold
verb form in the examples - Give answers
- Have Ss give the form and usage of the Present Expected answers
Simple tense The Preset Simple tense
Be: S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare
infinitive

- Lead to the grammar table and explain the (?) Do / Does + S + V. bare infinitive
Present Simple and Wh-questions to ask about
things that are facts
- Listen and take notes.

- Ask Ss to pay attention to way to show

possession

- Have some Ss read the sentences aloud - Read

- Have Ss work in pairs to make questions and
answer, using Wh-questions and the Present
Simple tense
- Get feedback - Work in pairs

 Activity 2: Practice (20’)

a) Objective: Ss can get used to using the Present Simple and Wh-questions.
b) Content:
- Filling in the blanks, using the Present Simple of the verbs in the box.
- Using the prompts to write sentences.
c) Products: Ss produce the new language successfully, and they can apply the
use of the Present Simple and Wh-questions in speaking and writing.
d) Competence: Collaboration, creativity, communication.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
b. Fill in the blanks, using the Present
Simple of the verbs in the box
 Option 1:
- Use the example to demonstrate this activity - Look and listen
- Have Ss use the Present Simple to fill in the
blanks, draw attention to the singular and - Work in pairs
plural form
- Have pairs check each other’s work
- Have Ss share their answers with the class - Write answers
by writing down on the board Answer keys
- Check Ss’ answers, correct if necessary 2. do 3. cleans 4. make
5. does 6. makes

 Option 2:
- Use the example to demonstrate this activity - Look and listen
- Have Ss use the Present Simple to fill in the
blanks, draw attention to the singular and - Work in pairs
plural form
- Have pairs check each other’s work
- Call Ss to give answers by answering - Give answers
multiple choice questions (format: game
“Lucky Number?”)
- Check Ss’ answers, correct if necessary Answer keys
2. do 3. cleans 4. make
5. does 6. makes

- Look and listen

c. Write sentences, using the prompts
- Demonstrate the activity, using the example
- Do the task in groups
- Have Ss work in groups of 3-4 to write
sentences, using the prompts
Answer keys
- Go round and give help if necessary
- Call Ss to write answers on the board
- Check and correct Ss’ answers

d. Write what housework you do on the

line. Ask your partner

 Option 1:
- Have Ss write what housework they do on
the line - Work individually
- Have Ss practice the conversation in pairs - Work in pairs
- Have some Ss demonstrate the activity in - Present
front of the class
- Give feedback and evaluation

 Option 2: - Write answers

- Follow the same steps as option 1
- Give an extra activity: Have Ss use more
questions to develop their conversation:
What housework does your mother do?
What housework does your father do?
What housework does your sister / brother
do? - Listen and take notes
Or: Who does the laundry?
Who makes dinner?
Who prepares breakfast?
Who does the cooking? - Work in pairs

- Remind Ss to use the right form of do or - Ask and answer

make they have studied in the Warmup
activity
- Have some Ss demonstrate the activity in
front of the class
- Give feedback and evaluation

C. Consolidation (3’)
* Present Simple
Form: Be: S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don’t / doesn’t + V. bare infinitive
(?) Do / Does + S + V. bare infinitive
Usage: The Present Simple and Wh-questions to ask about things that are facts.
* Wh-questions
Form: Question word + do / does + S + V. bare infinitive
Question word + do / does / make / makes /clean / cleans +
housework.

D. Homework (2’)
- Practice asking and answering about housework, using the Present Simple and
Wh-questions.
- Do exercises in WB: Lesson 2 - Writing (page 5).
- Prepare: Lesson 2 – Pronunciation and Speaking (page 11 – SB).
Date of preparing: 12/9/2025

Period 9
UNIT 1: HOME
Lesson 2 - Part 3 (Page 11) – Pronunciation and Speaking

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- pronounce the sound /ɪ/ correctly.
- talk about housework their family members do.
2. Ability
- improve speaking skills.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- love family and share household chores with family members.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction the sound /ɪ/.
 c) Product: Ss have general ideas about the sound they are going to study
in the new lesson.
d) Competence: Collaboration, observation.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1:
- Give Ss a sentence:
My sister, Lily, is cooking dinner in the
kitchen - Read
- Have Ss read the sentence as fluently as - Find words with the sound /ɪ/
possible Answer keys
- Ask Ss to find out words containing the My sister, Lily, is cooking dinner in
sound /ɪ/ in the sentence the kitchen.
- Give feedback, correct Ss’ answers if
necessary
- Introduce the sound of the pronunciation
part: /ɪ/ - Close books
 Lead to the new lesson - Look and give answers
Answers keys
 Option 2:
- Have Ss close all books
- Show 6 pictures and have Ss give name of the
pictures

Suggested answers: All 6 words

- Check answers as a whole class contain the sound /ɪ/
- Have Ss make comments on the 6 words under
the pictures (Suggestion: What is the similarity - Listen
of these 6 words)
- Call Ss to give answers
- Give feedback, introduce the sound /ɪ/
 Lead to the new lesson

B. New lesson (35’)

 Activities 1: Pronunciation (10’)
a) Objective: Ss know how to pronounce the sound /ɪ/.
b) Content:
- Recognizing the sound /ɪ/.
- Listening and focusing pronunciation feature, finding and correcting mistakes.
- Practicing the sound.
c) Products: Ss can pronounce the sound /ɪ/ correctly in their speaking.
d) Competence: Communication, collaboration, listening.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a + b. Listen. Notice the sound /ɪ/ of the
underlined words
- Play the recording (CD1, track 10)
- Ask Ss to listen and pay attention to the - Listen
sound /ɪ/
- Briefly explain how to pronounce the Suggested answers: the /ɪ/ sound
sound /ɪ/ often happens with words containing
- Call Ss to make their comments on the letter letters i or y (balcony, village, …) or
that helps them notice the sound /ɪ/ sometimes letter e (emergency, event,
…)

- Play the recording again, have Ss listen and - Listen again and repeat
repeat with a focus on the pronunciation
feature

c + d. Listen and cross out the one with

different sound, then read the sentences - Listen and cross out
with the correct sound to a partner
- Play the recording, have Ss listen and cross - Give answers
out the option that uses different sound Answer key
- Call Ss to give answers
- Play the recording again and check answers
as a whole class - Listen again and check

- Work in pairs
- Then have Ss practice saying the words with - Read answers
a partner, using the correct sound /ɪ/ Suggested words: live, family, give,
- Have Ss find more words with the sound /ɪ/ balcony, shopping, village, …
- Call some Ss to read their words in front of
the class
- Check and correct Ss’ pronunciation
 Activity 2: Practice (10’)
a) Objective: Ss can ask and answer questions about “Who does housework?”
b) Content: Pointing to the pictures, asking and answering.
c) Products: Ss practice and produce the target language presented fluently and
confidently.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
Point, ask and answer (controlled practice)
 Option 1:
- Demonstrate the activity by practicing role- - Listen
play with a student
- Remind Ss to use the right collocation of
“make” or “do” - Work in pairs
- Have pairs point to the pictures, practice
asking and answering about the family Suggested answers
members and housework 1. Who does the laundry?
- Call some pairs to read in front of the class - My mother (does)
- Check Ss’ pronunciation 2. Who vacuum – clean the living
room?
- My sister (does)
[Link] cleans the kitchen?
 - My mother (does)
4. Who washes the dishes?
- My father (does)
…
 Option 2: free practice (for class with - Listen to the instruction and work
better students) in pairs. Practice the new
- Follow the same steps as option 1 conversation with the information in
- Then give Ss an extra activity: Practice the the pictures or use their own ideas
conversation in the textbook; however, they
try to remember the conversation content - Act out the conversation
- Have Ss use their own ideas with other
housework
- Have some pairs demonstrate the activity in
front of the class, not looking at the textbook;
encourage Ss to present as naturally as
possible
- Give feedback and evaluation
 Activity 3: Speaking (15’)
a) Objective: Ss can discuss the roles of family members in sharing the
housework.
b) Content: Asking and answering questions about activities.
c) Products: Ss can apply the target language to producing the language
successfully.
d) Competence: Collaboration, communication, creativity and presentation.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. You are doing a survey about housework
in Teen World Magazine. Work in groups.
Fill in the information for yourself, then
ask 2 friends - 1 S practice role-play with the
- Demonstrate the activity by practicing role- teacher
play with a student
- Have Ss work in groups of 3 - Work in groups
- Have Ss complete the table with information
about doing the housework in their family,
 ask 2 friends and complete the survey
- Go round and give help if necessary
- Have Ss share their findings with the class - Present
- Give feedback and evaluation

b. Discuss who does the most housework in

your families
- Have Ss discuss who does the most - Discuss in groups / pairs
housework in their families
- Have some Ss share their ideas with the - Present
class, follow the example:

- Have Ss add more information about the

person who does the most housework in their
families (What housework does he / she do?
How often does he / she …?
- Give feedback and evaluation

C. Consolidation (3’)
* Pronunciation: the sound /ɪ/: live, dishes, kitchen, village, city, laundry,
dinner, …
* Asking about doing housework
Who does … / Who makes … / Who cleans …?

D. Homework (2’)
- Practice pronouncing words with the sound /ɪ/.
- Practice asking and answering about household chores.
- Prepare: Lesson 3: Geography – New Words and Listening (page 12 – SB).

Date of preparing: 13/9/2025

Period 10
UNIT 1: HOME
Lesson 3 - Part 1 (Page 12) - Vocabulary and Listening
Geography
 I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- know more vocabularies about directions.
- ask and answer about village, town and city.
2. Ability
- improve the use of English, speaking and listening skills.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- love hometown.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction of some vocabularies about directions/ Burano
Island – Italy.
c) Product: Ss get to know some new words they are going to study in
the lesson.
d) Competence: Collaboration, communication, critical thinking.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Vocabulary - a. Write the words in - Learn how to use a
the boxes on the map compass, then write
- Use part a. Vocabulary – Write the words in the answers
boxes on the map for the Warmup activity Answer key
- Bring a compass to class, and help Ss use the
compass and find directions
- Have Ss write answers
 Lead to the new lesson
 Option 2: Introduce Burano Island – Italy

- Write questions on the board - Look at the

1. Where is Burano Village? questions
2. How do people travel around the village?
3. How are the houses in the village? / What
is special about the houses in the village?
- Have Ss work in pairs and guess the answer - Work in pairs, discuss the
- Show a video clip about Burano Island – Italy possible answers
Link: [Link]
v=ZO70JUFUPig - Watch the video clip,
then give answers

- Have Ss watch the clip and answer some

questions:
- Introduce: Burano Island – Italy is the hometown Expected answers
of a boy in the listening section Ss are going to 1. Burano Village is in
study today Venice, Italy
 Lead to the new lesson 2. by boat / walk
[Link] houses in the
village are painted

B. New lesson (35’)

 Activities 1: Vocabulary (15’)
a) Objective: Ss know more vocabularies about directions and places.
b) Content:
- Writing words about direction.
- Writing words about places.
c) Products: Ss know how to pronounce the new words correctly and use them
in appropriate situations.
d) Competence: Communication, collaboration, presentation, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Write the words in the boxes on the map.
Listen and repeat
- Demonstrate the activity using the example
- Have Ss look at the compass and write the - Look and write
words in the boxes on the map
- Ask Ss to work in pairs to check their - Work in pairs
answers with their partners
- Call Ss to give answers - Give answers
- Check answers as a whole class
- Play audio (CD1 – Track 12). Have Ss listen - Listen and repeat
and repeat - Read the words again
- Call some Ss to read the words again Answers keys
- Correct Ss’ pronunciation if necessary

b. Read the description and write the - Do the task

underlined words under each picture.
Listen and repeat
 Option 1:
- Have Ss read the description and write the
underlined words under each picture - Work in pairs
- Ask Ss to work in pairs to check their
answers with their partners - Give answers
- Call Ss to give answers Answer keys
- Check answers as a whole class
- Play audio (CD1 – Track 13). Have Ss listen
and repeat
- Call some Ss to read the words again
- Correct Ss’ pronunciation if necessary

 Option 2:
- Have Ss close all books
- Give / Show pictures, have Ss look and fill in - Close all books
the blanks - Work in pairs

- Fill in the blanks

Answer keys
1. Hội An Town
2. Đôn Village
3. Đà Lạt City

- Have Ss distinguish city / town and village

through the pictures
- Have Ss open their books, read the
description and write the underlined words
- Comment
under each picture
- Call Ss to give answers
- Open books
- Check answers as a whole class
- Play audio (CD1 – Track 13). Have Ss listen
- Give answers
and repeat
- Call some Ss to read the words again - Listen and check
- Correct Ss’ pronunciation if necessary - Say the words again
 Activity 2: Listening (10’)
a) Objective: Ss can develop their listening comprehension skills.
b) Content: Listening to a boy talking about his hometown.
c) Products: Ss practice listening for main ideas and details.
d) Competence: Collaboration, communication, reasoning, analytical and
synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Listen to a boy talking about his
 hometown. Does he like living there?
- Have Ss look at the request of the task. - Read the instruction and underline
Analyze the instruction, emphasize the key the key words
words

- Guide Ss to listen for tone of voice - Listen and give answers

- Play audio (CD1 – Track 14) Answer keys
- Have Ss listen and answer the question by Yes.
circling Yes / No - Check answers
- Check answers as a whole class
- Read, underline key words and guess
b. Listen and circle “True” or “False”
- Have Ss read the sentences, underline key - Listen and circle “True” or “False”
words and make a guess whether the given
sentences are True or False - Read answers
- Demonstrate the activity. Answer keys
- Play audio (CD1 – Track 14) again 1T 2F 3F 4T
- Have Ss listen and circle “True” or “False” - Check answers
- Call Ss to read their answers
- Check answers as a whole class
 Activity 3: Grammar – Useful language (10’)
a) Objective: Ss can use some useful languages in their speaking.
b) Content: structures to ask and answer about places.
c) Products: Ss apply the structure to producing the language successfully.
d) Competence: Collaboration, communication, presentation
e) Organization of the activity:
Teacher’s Activities Students’ Activities
Listen then practice
 Option 1:
- Have Ss look at the Useful Language box - Look
- Explain
- Explicit the structure: - Listen and take notes
Be famous for
- Play audio (CD1 – Track 15) - Listen
- Have Ss practice the useful language - Practice in pairs
 - Have Ss practice the conversation, using
other vocabularies from “New words” and - Present
Listening”, and their own ideas Suggested conversation
- Call some pairs to present, give feedback A: Where is Burano?
and evaluation B: It’s in the north of Italy
A: Is it a town?
B: No, it’s a small village
A: What’s it famous for?
 Option 2: B: It’s famous for painted houses.
- Follow the same steps as option 1
- Call some Ss to ask and answer about a city
/ town / village they know (not in the book) - Work in pairs
- Have Ss act out the conversation as
naturally as they can (without using the - Present
textbook)
- Give feedback and evaluation

C. Consolidation (3’)
* Vocabularies about directions and places: north, west, east, south, city,
town, village, …
* Structures:
Be famous for …
To the north of ... / in the sound of …
D. Homework (2’)
- Practice asking and answering about places and directions.
- Do exercises in Workbook: Lesson 3 - New words – Listening (page 6).
- Prepare: Lesson 3 – Reading, Speaking and Writing (page 13 – SB).

Date of preparing: 14/9/2025

Period 11
UNIT 1: HOME
Lesson 3 - Part 2 (Page 13) – Reading, Speaking and Writing

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
 1. Knowledge
- read a paragraph about a city in Vietnam.
- talk about some famous places in Europe.
- write a paragraph about their hometown.
2. Ability
- improve the reading, speaking and writing skills.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- love hometown.

II. TEACHING AIDS AND LEARNING MATERIALS

Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire
new language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Introduction of Cần Thơ City /Colmar (France), Clovelly
(England).
c) Product: Ss have general idea about the places that are mentioned in
the lesson.
d) Competence: Collaboration, critical thinking, communication.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1:
- Have Ss guess: Which city is it?

- Guess
- Call Ss to give answers
- Give a small gift to the first Ss who can give the
right answers
- Show the map and have Ss find Cần Thơ on the - Give name of the city,
map then find the city on the
map
Answer Keys
Cần Thơ City

 Lead to the new lesson.

 Option 2: Video clip: Colmar - France

- Have Ss close all books
- Write these questions on the board and have Ss
work in pairs/ groups to guess the answers to these
questions
- Close books
1. Where is Colmar?
- Work in pairs/ groups to
2. Is it a town or a village?
guess the answers
3. What is Colmar famous for?

- Show a video clip about Colmar – France (about 2

minutes)
Link: [Link]
v=xBGvdJYntGw

- Watch the clip and

giving answers
 Answer Keyss
- Have Ss watch the clip and answer some
1. It’s in France.
questions:
2. It’s a big town.
- Introduce: Colmar – France is the place in the
3. It’s famous for beautiful
listening section Ss are going to study today
houses and museums.
 Lead to the new lesson

B. New lesson (36’)

 Activities 1: Reading (10’)
a) Objective: Ss improve their reading skill (scanning, skimming)
b) Content:
- Reading the paragraph and answering the questions.
- Reading and finding detailed information.
c) Products: Ss know about Cần Thơ – a big city in the southwest region of
Vietnam.
d) Competence: Collaboration, guessing, communication, analytical skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Read the paragraph and answer the
questions
 Option 1: - Read in silence
- Have Ss read the paragraph individually - Read in front of the class
- Have some Ss read the paragraph aloud
- Demonstrate the activity using the example - Do the task
- Have Ss answer the questions
- Call Ss to write answers on the board - Check
- Check answers as a whole class Answer Keys
 - Read, find key words

 Option 2: (for class with better students) - Do the task

- Have Ss read the questions and underline the
key word (the word that helps they find the
answers quickly and correctly) - Give answers, explain
- Have Ss read the paragraph again and answer Answer Keys
the questions Keywords:
- Haves Ss underline the sentences that help 1. where 2. famous for
them find the answers 3. weather 4. Farmers grow
- Call Ss to give answers, explain why they Answer extra questions:
think they are the correct answers 1. The population of Cần Thơ is more
- Check answers as a whole class than 1.2 million people (2018
- Ask more questions: statistics)
5. What is the population of Cần Thơ? 2. It is about 28oC.
6. What is the temperature of Cần Thơ? 3. It is an important center for
7. How important is Cần Thơ City? business and transportation.
 Activity 2: Speaking: What do you know about these places? (11’)
a) Objective: Ss can talk about some famous places in Europe.
b) Content: Asking and answering about Colmar and Clovelly.
c) Products: Ss practice and produce the target language successfully to talk
about the places they know.
d) Competence: Collaboration, communication, creativity, public speaking -
presentation.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

a. You’re planning a geography presentation.
Work in pairs. Student A, answer Student B’s
questions about Colmar. Swap roles and
repeat with Clovelly
- Observe and listen
- Demonstrate the activity by asking and
answering with a student
- Have Ss practice the conversation in pairs: - Work in pairs
Student B asks about Colmar and Student A
answers the questions-using the information in
the textbook
- Have Ss swap the roles for Clovelly - Present
- Observe and give help if necessary
- Have some pairs act out the conversation in
front of the class
- Give feedback and evaluation
b. Ask and answer about other places you - Work in pairs
know
 Option 1: - Present
- Have Ss work in pairs to talk about other places
they know.
- Go round and give help if necessary
- Call some pairs to demonstrate the activity - Look
- Give feedback and evaluation

 Option 2: - Work in pairs

- Give Ss some suggestions about other places - Present
(like pictures and phrases in part a)
Example: Đà Lạt City
- Have Ss practice the conversation in pairs and
present their conversation in front of the class
- Give feedback and evaluation

 Activity 3: Writing (15’)

a) Objective: Ss can write about their hometown.
b) Content: asking and answering about the places Ss live, then write.
c) Products: Ss can use what they have learnt to produce the language
successfully.
d) Competence: Collaboration, communication, writing, public speaking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
a. Ask and answer about where you live.
Then fill in the notes
- Demonstrate the activity by asking and - Observe
answering with a student
- Have pairs ask and answer about where they - Work in pairs
live and complete the notes
- Have some pairs demonstrate the conversation - Present
in front of the class Expected answers
- Check answers as a whole class

b. Use your notes to write a paragraph about - Do the task

your hometown. Use the Reading to help you - Write/read
- Have Ss use their notes and the Reading to Suggested writing
write a paragraph about your hometown
- Have Ss write their paragraph on the board
- Check, correct Ss’ mistakes
- Have Ss finish their writing part in their
notebooks

C. Consolidation (2’)
* Talk about your hometown  follow the outline:
What is the name of your hometown?
Where is your hometown?
Is your hometown a town / village or a city?
What is your hometown famous for?
What is the weather like?
What do you like about it?
D. Homework (2’)
- Finish the writing part.
- Find more information about some famous places in Vietnam.
- Do exercises in Workbook: Reading and Writing (page 7).
- Prepare: Unit 1 - Review (page 86 – SB).

Date of preparing: 15/9/2025

Period 12
UNIT 1: HOME
Lesson 4 - REVIEW (Page 86)

I. OBJECTIVES
By the end of the lesson, Ss will be able to…
1. Knowledge
- review vocabularies about home, family members and housework.
- review vocabularies about towns, cities and villages.
- review grammar: The Present Simple tense and Wh-questions.
2. Ability
- improve the listening, reading, speaking and writing skills.
3. Quality
- have positive attitude in English language learning so that they actively
participate in all classroom activities.
- review the previous lessons and be well-prepared for any assessment.
II. TEACHING AIDS AND LEARNING MATERIALS
Lesson plan, PPT slides, student’s book, workbook, notebook, personal
computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME,
handouts…
III. PROCEDURES
A. Warm up: (5’)
 a) Objective: Introduce the new lesson and set the scene for Ss to review
the language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that follow.
b) Content: Revision of vocabulary
c) Product: Ss can use the vocabulary learnt in the unit actively and
correctly.
d) Competence: Collaboration, guessing, listening
e) Organization of the activity:

Teacher’s Activities Students’ Activities

- Give greetings - Greet T
- Check attendance
 Option 1: Housework
- Divide class into 4 groups
- Have Ss work in groups to write as many - Work in groups and write
vocabularies about the housework in the unit vocabularies
they can remember as possible
- Set a limit time: about 2 minutes
- Check Ss’s answers
- The group with the most correct answers
will be the winner
 Lead to the new lesson

 Option 2: Town, city, village

Game: FIND THE DIFFERENCES - Look
- Show on the screen 2 pictures (a part of - Look and find 4 differences
London City), have Ss find the 4 differences between 2 pictures
between 2 pictures. (T can have Ss play the Answer Keys
game in groups or as a whole class)
- Have Ss show their answers
- Give feedback and show the correct
answers
 Lead to the new lesson

B. New lesson (36’)

 Activities 1: Listening (10’)
a) Objective: Ss improve their listening skill.
b) Content: Listening and matching.
c) Products: Ss listen for details and get familiar with the listening test format.
d) Competence: Collaboration, analytical and critical thinking skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
You will hear Jack talking to friends about
his family. (twice) What housework do
Jack’s family members do? For each
question, write a letter (A-H) next to each
person - Read in silence
- Have Ss read the task, check if they know
what they are requested to do - Underline key words
- Have underline the key words and guess - Listen and then give answers
answers - Check and correct mistakes
- Demonstrate the activity by using the Answer keys
example 1. A 2. F 3. G 4. E 5.B
- Play the audio (CD 2 – Track 63)
- Have Ss check answers with pairs and then
give answers
- Check answers as a whole class
 Activity 2: Reading (9’)
a) Objective: Ss can improve reading skill.
b) Content: Reading 3 short paragraphs about places and choosing the correct
answer.
c) Products: Ss read for comprehension and get familiar with the reading
format test.
d) Competence: Collaboration, analytical and synthesizing skills.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

Read about the three places. Choose the
correct answer (A, B or C)
- Have Ss read the questions, underline key - Read the questions, underline the key
words words
- Demonstrate the activity by using the - Observe and listen
example - Work individually
- Have Ss read the 3 paragraphs and choose
the correct answer - Underline
- Have Ss underline the words / phrases or - Give answers
sentences that help them find the answers Answer keys
- Call Ss to give answers, explain 1. B 2. C 3. A 4. B 5.
- Give feedback C

 Activity 3: Vocabulary (7’)

a) Objective: Ss can review vocabulary about housework and places.
b) Content: Filling in the blanks with the words from the unit.
c) Products: Ss can use these vocabularies in the unit actively inn
communication.
d) Competence: Collaboration, analytical and critical thinking skills.
e) Organization of the activity:

Teacher’s Activities Students’ Activities

Fill in the blanks with the words from the
unit - Look
 - Demonstrate the activity using the example - Work individually
- Have Ss read the sentences and fill in the
blanks beginning with the letter given - Work in pairs
- Ask Ss to work in pairs to check each
other’s work. - Give answers
- Have Ss give answers - Listen, correct mistakes.
- Check answers as a whole class Answer keys
1. balcony
2. West
3. dishes
4. village
5. yard
 Activity 4: Grammar (5’)
a) Objective: Ss can review the use of English: The Present Simple and Wh-
questions
b) Content: finding mistakes and correcting them
c) Products: Ss can use the target language learnt successfully
d) Competence: Collaboration, guessing
e) Organization of the activity:

Teacher’s Activities Students’ Activities

Underline the mistake in each sentence.
Write the correct word on the line
- Ask Ss to work individually to find - Work individually
mistakes and underline
- Have Ss work in pairs to check each other’s - Work in pairs
work - Write answers
- Call Ss to write answers on the boards - Listen, correct mistakes
- Check answers as a whole class Answer keys
  Activity 5: Pronunciation (5’)
a) Objective: Ss can review the vowels.
b) Content: Circling the word that has the underlined part pronounced
differently from the others
c) Products: Ss produce the language correctly in terms of pronunciation.
d) Competence: communication, collaboration.
e) Organization of the activity:
Teacher’s Activities Students’ Activities
Circle the word that has the underlined
part pronounced differently from the
others - Listen
- Have Ss distinguish the sound / ӕ/, / eɪ/, /
əʊ/, / aʊ/, /ɪ/, /ʌ/, - Work individually
- Ask Ss to work individually - Work in pairs
- Have Ss work in pairs to check each other’s - Give answers
work - Listen, correct mistakes
- Call Ss to give answers, pronounce the - Give more examples
words again Answer keys
- Give feedback, correct Ss’ pronunciation if 1. C 2. A 3. B
necessary 4.D 5. D 6. A
- Have Ss find more words with the sounds /
ӕ/, / eɪ/, / əʊ/, / aʊ/, /ɪ/ or /ʌ/
- Give feedback and evaluation

C. Consolidation (2’)
* Grammar of Unit 1: The Present Simple tense and Wh-questions for facts
* Vocabulary of Unit 1: Vocabulary about housework and places (towns,
cities or villages)
D. Homework (2’)
- Review vocabulary, grammar of unit 1.
- Do exercises in Workbook: Review of Unit 1 (page 62).
- Prepare: Unit 2 – Vocabulary and Listening (page 14 – SB).