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UNIT 2: MY HOUSE
Lesson 1: Getting started + A closer look 1

A. Getting started

Stage Procedure Time

- Teacher asks student some questions about their house.
1. Where do you live?
2. Do you enjoy living in the city or in the countryside?
3. How many rooms are there in your house?
Warm-up 2 mins
Suggested answers
1. I live in the city
2. I enjoy living in the city.
3. My house has 6 rooms.
Lead-in - Teacher draws student’s attention to the pictures in the textbook and asks them some questions 2 mins
about the pictures.
1. What are Nick and Mi doing?
2. What might they talk about?
Suggested answers:
1. They are talking to / discussing with each other through the Internet.
2. (Students’ answers)
Presentation * VOCABULARY 5 mins
(Pre-teach - - Teacher introduces the vocabulary by:
Vocabulary) + showing the pictures illustrating the words
+ providing the synonym or antonym of the words
 + providing the definition of the words
Task 1: Listen and read.
- Teacher plays the recording, asks student to underline the words related to the topic My
house. (Teacher may check the meaning of some words if necessary.)
- Teacher can play the recording more than once.
- Student listens and reads.
- Then, teacher confirms the correct answer:
+ They are talking about their houses.
+ Mi is describing their new flat which her family was moving to.
Practice Task 2: Tick the correct answers. (Ex. 2, p. 17) 10 mins
- Teacher asks student “Which family members does Mi talk about?” without reading the
conversation again.
- Then, teacher tells them to read it again and check their answers.
Answer key:

Task 3: Complete the sentences. (Ex. 3, p. 17)

 - Teacher asks student to fill each blank with the word from the conversation.
Answer key:
1. sister
2. TV
3. town
4. country
5. three
Production Task 4: Complete the word web: Types of house. (Ex. 4, p. 17) 10 mins
* Game: Networking
- Teacher gives student 2 minutes to think of the words.

Types of house

Suggested answers:
B. A closer look 1

Stage Procedure Time

Warm-up - Teacher asks student some questions to warm-up 2 mins
1. What do you have in your bedroom?
2. What do you have in your living room?
3. What do you have in your kitchen?
Lead-in Teacher leads student into the lesson by telling them that “In today lesson, we are going to learn more 1 mins
words to describe rooms and furniture and two sounds /s/ and /z/.”

Practice Task 1: Look at the house.Name the rooms in it. 5 mins

- Teacher prompts student to look at the picture and name the rooms.
Suggested answers:
- Bathroom
- Living room
- Bedroom
- Kitchen
 - Hall

Task 2: Name the things in each room in Ex. 1.

(Ex. 2, p. 18)
- Teacher asks student to look at the picture.
- Remind student that one piece of furniture can belong to more than one room.
- Student gives the answers.
Suggested answers:
- Bedroom: lamp, picture, chest of drawers
- Living room: lamp, sofa, picture
- Hall: picture
- Kitchen: fridge, cupboard, dishwasher, sink
- Bathroom: shower, sink, toilet
Other words: chair, fan, air conditioner, cooker, etc.
Task 3: Guessing game
- Teacher models this activity with student.
Example:
T: What’s in your room?
S: A lamp and a chest of drawers.
T: Is it the bedroom?
S: Yes.
Practice PRONUNCIATION 5 mins
- Teacher introduces 2 sounds s/ and /z/ to student.
- Teacher has student comment on how to pronounce these two sounds at the end of the
words.
- Teacher quickly explains the rules:
+ Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/).
+ Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds.
 - Teacher asks student to give some words they know containing these sounds.
Suggested answers:
- /s/: cats, lamps, books, months
- /z/: beds, dogs, cans, rooms, videos, cookers, bees

Task 4: Listen and repeat the words. (p. 18)

- Teacher asks student to read and listen again the words.
- Teacher plays the recording for student to listen and repeat..
Answer key:
/s/ /z/
lamps, sinks, cupboards, sofas,
flats, toilets, kitchens, rooms
Task 4: Listen to the conversation. Underline the final “s” in the words and put them into the correct
column. (p. 18)
- Have student quickly read the conversation and underline the final “s” in the words. Now
play the recording for student to listen to the conversation and write /s/ or /z/ under each
“s” that they have underlined.
- Tell them to put the words with the final “s” in the correct column according to the sound of
“s”. Check students’ answers.
Answer key:
/s/: chopsticks, lamps
/z/: bowls, things, homes
- Pracetice the conversation with student.
Consolidation Teacher asks student to talk about what they have learnt in the lesson. 2 mins
Homework Find 5 more words with the sound /s/ and 5 more words with the sound /z/. Write them down and 1 min
practice
pronouncing the words.
 UNIT 2: MY HOUSE
Lesson 2: A closer look 2
Stage Procedure Time
Warm-up Teacher asks student to name as many preposition of place as possible. 5 mins
Teacher can use hand gesture to illustrate.
Teacher makes questions about things in student’s house:
- Is your bed below the window?
- Is the door in front of the desk?
- Is the lamp on the table?

Lead-in Teacher says: “This lesson today is going to tell you one way to express the possessive and how to use 1 mins
the preposition of place correctly.”
Presentation THE POSSESSIVE CASE 5 mins
- T introduces about the possessive case.
🡪 We use “‘s” to show possession.
- Teacher writes the form of the possessive case on the board:
🡪 name’s + noun = Polly’s sock.
🡪 singular noun’s + noun = teacher’s book.

Practice Task 1: Choose the correct answer. 8 mins

- Teacher asks student to do the exercise
- Teacher confirms the correct answers.
Answer key:
 1. grandmother’s
2. sister’s 3. cousin’s
4. Nam’s 5. An’s
Task 2: Complete the sentences with the correct possessive forms.
- Teacher has student do this exercise.
- Teacher confirms the correct answers.
Answer key:
1. Mi’s 2. teacher’s
3. Nick’s 4. father’s
5. brother’s
Presentation PREPOSITIONS OF PLACE 5 mins
- Have student look at the Remember box and say the prepositions.
- Teacher confirms how to use prepositions of place.
🡪 We use prepositions of place to describe where people or things are.
Practice Task 3: Write the correct preposition in the box under each picture. 10 mins
- Teacher has student do this exercise 3 in pairs, then asks for student’s answers and
confirms the correct answers.
Answer key:
1. on 2. next to
3. behind 4. in
5. in front of 6. between
7. under

1. The dog is on the chair.

2. The dog is next to the armchair.
3. The cat is behind the TV.
4. The cat is in the
wardrobe.
5. The dog is in front of the kennel / doghouse.
6. The cat is between the lamp and the armchair.
7. The cat is under the
table.

Task 4: Decide True (T) or False (F) statements.

- Teacher has student look at the picture of the room and asks student to describe the
room briefly, then has student read each sentence, look at the picture and decide if
each sentence is true or false. If it is false, ask student to correct it.
- Teacher confirms the correct ones.
Answer key:
1. T
2. F (The school bag is under the table.)
3. F (The clock is between the two pictures.)
 4. T
5. F (The cap is on the pillow.)
Production * Memory challenge 8 mins
- Teacher has student play the game Memory challenge.
- Students look at the picture in Exercise 4 for 30 seconds and then cover it.
- Ask and answer questions.
Example:
A: Where are the books?
B: They’re on the table.
Consolidation Teacher asks students to talk about what they have learnt in the lesson. 2 mins

Homework Do exercises in the workbook. 1 min

 UNIT 2: MY HOUSE
Lesson 3: Skills 1

Stage Procedure Time

Warm-up - Teacher asks student about a favorite room in their house and describe it. 5 mins

Lead-in READING SKILL: 2 mins

PREDICTING
Task 1: Look at the text. Answer the questions.
- Teacher asks student to read the “Reading skill” box and explains any words that student
do not know.
- Teacher tells student that predicting is an important reading skill that can help them have a
general understanding of the text.

* Set the scene:

- Teacher tells student to quickly look at the text, the pictures and answer the questions.
- Teacher asks for student’s answers.
- Then teacher tells them to read the text quickly to check their prediction.

- After that, teacher confirms the correct answers.

Answer key:
1. It’s an email.
 2. The text is about Nick’s room at the Crazy House Hotel.

While-Reading Task 2: Read the text and answer the questions. (Ex. 2, p. 22) 10 mins
- Teacher lets student look at Ex. 2 on p. 22 and tells student how to do this kind of exercise:
+ Read the questions.
+ Underline the key words.
+ Locate the key words in the text.
+ Read that part and answering the
questions.
- Teacher has student read the text in detail to answer the questions and tells student to
underline parts of the email that help them with the answers.
- Teacher asks student to give evidence when giving the answers.
Answer key:
1. He’s in Da Lat with his parents.
2. There are ten rooms.
 3. Because there’s a big tiger on the wall.
4. It’s under the bed.

Task 3: Circle the things in the Tiger Room.

(Ex. 3, p. 22)
- Teacher asks student to read through the words given and then locate them in the text. If
they find a similar word in the text, they should circle it in the list.
- Teacher checks and confirms the correct answers.
Answer key:
a window
a lamp
a wardrobe
a desk
Pre-Speaking Task 4: Create a new room for the hotel. Draw a plan for the room. (Ex. 4, p.22) 5 mins
- Teacher tells student to create a new room for the hotel and draw a plan for the room.
- Teacher sets a time limit for student to do it.
- Teacher asks student to give the room a name and bear in mind the organisation of the
room including the things in the room and their position.
- Have student note down quickly these ideas.
While- Task 5: Describe your plan. (Ex. 5, p. 22) 7 mins
Speaking - Ask student to describe their rooms.
- Remind student to focus on the three points on the board.

Post-Speaking - Teacher gives feedback and comments. 3 mins

Consolidation Teacher asks student to talk about what they have learnt in the lesson. 2 mins

Homework Do exercises in the workbook. 1 min

UNIT 2: MY HOUSE
Lesson 4: Skills 2
 Stage Procedure Time
Warm-up - Teacher recalls student’s knowledge about the Reading part in the previous lesson. Then ask 5 mins
student some questions. Teacher offers help (if needed)
1. What is the name of the room where Nick is staying? (Tiger)
2. How many rooms are there in the hotel? (10)
3. Is there a wardrobe in Nick’s room? (Yes)
4. Where is that Crazy House Hotel? (In Da Lat)
5. Are the rooms named after different flowers? (No)
Lead-in - Teacher introduces student the content of the lesson today: “In the previous lesson, you 1 min
already read about Nick’s room at the Crazy House Hotel. In the listening lesson
today, we are going to listen to Mai talking about her house.”

Pre-Listening Task 1: Name the pieces of furniture. (Ex. 1, p. 23) 3 mins

- Ask student to look at the pieces of furniture and parts of the house and name them.

Answer key:
1. bookshelf
 2. sofa
3. desk
4. clock
5. window
While- 10 mins
Listening Task 2: True or False statements. (Ex. 2, p. 23)
- Have student look at the sentences in this activity. Ask them how to do it. Give student
some strategies to do the exercise (e.g. reading the sentences, underlining the key
words, listening to the text paying attention to the key words, deciding if each sentence
is true or false).
- Play the recording twice for student to do Exercise 2. For a better class, ask student to
take notes of the information to explain why a sentence is false.
- Play the recording again if needed, stopping at the place where students find it difficult
to hear.
- For a better class, ask student to correct the false sentences.

Audio script:
My name’s Mai. I live in a town house in Ha Noi.I live with my parents. There are six rooms in our
house: a living room, a kitchen, two bedrooms, and two bathrooms. I love our living room best because
it’s bright. It’s next to the kitchen. I have my own bedroom. It’s small but beautiful. There’s a bed, a
desk, a chair, and a bookshelf. It also has a big window and a clock on the wall. I often read books in
my bedroom.

Answer key:
1. F (There are three people.)
2. F (There are six rooms.)
3. T
 4. T
5. F (She reads books.)
* Retelling
Ask student to briefly describe Mai’s house, focusing on the type of house, the number of rooms and
her favourite room.

Task 3: Answer the questions

1. Where do you live?
2. How many rooms are there in your house? What are they?
3. Which room do you like the best in your house? Why?

While-Writing Task 4: Write an email to Mira, your pen friend and tell her about your house. (Ex. 4, p. 23) 10 mins
- Ask student to write the body of their email.
- Teacher offers help (if needed)
Post-Writing - Teacher gives feedbacks about student’s writing. 2 mins

Consolidation Teacher asks student to talk about what they have learnt in the lesson. 2 mins

Homework Rewrite the email on the notebook. 1 min

 UNIT 2: MY HOUSE
Lesson 5.1: Communication + Looking back

Stage Procedure Time

Warm-up * Pictures describing: 3 mins
Teacher shows a picture of a house and have student describe each room. Student name the things
in each room and may have simple description of the objects.

Lead-in Teacher leads student into the lesson by telling what they are going to learn: “We are going to 2 mins
learn how to give suggestions and practice describing a house”.

* EVERYDAY ENGLISH
Presentation Task 1: Listen and read a dialogue. 5 mins
* Giving suggestions:
- Teacher plays the recording for student to listen and read the dialogue between
Elena and her mum at the same time.
- Teacher asks student to pay attention to the highlighted sentences.
- Teacher elicits the structures to give suggestions from student.
Structure:
🡪 How about + V-ing?
🡪 Let’s + V.
- Teacher has student role-play the dialogue.
Practice Task 2: Make similar dialogues. 5 mins
- Teacher give student some situations to practice:
 Situation 1: You want to buy some furniture for their homes.
Situation 2: You want to do some activities at the weekend with your friend.
Situation 3: You want to buy some new school things
- Teacher and student work together.
Suggested answers:
A: I am so bored.
B: How about going to the cinema this weekend?
A: Great idea!
* LIVING PLACES
Presentation Task 3: Complete the sentences. 5 mins
- Teacher has student look at the picture and try describing Mi’s grandparents’ country
house.
- Teacher encourages student to say full sentences.

- Then ask student to complete the given sentences.

- Teacher confirms the correct answers.

Answer key:
1. country 2. are 3. is 4. chairs 5. on
 Practice Task 4: Find the differences between the two houses. 5 mins

- Teacher models with student.

Suggested conversation:
T (look at Nick’s house): Nick lives in a country house. Where does Mi live?
S (look at Mi’s house): She lives in a town house.
T: How many rooms are there in Mi’ house?
S: There are six rooms. What about in Nick’s house?
T: …
- Teacher asks student to make similar conversations and act out.
Production Task 5: Drawing a simple picture of your house. 7 mins
- Teacher gives student 5 – 7 minutes to draw a simple picture of their house, then
asks
Student to talk about their house.
Consolidation Teacher asks student to talk about what they have learnt in the lesson. 2 mins

Homework Do exercises in the workbook. 1 min

 UNIT 2: MY HOUSE
Lesson 5.2: Looking back
Stage Procedure Time
Warm-up * Brainstorming 5 mins
- Teacher asks student to brainstorm all words related to types of house, rooms and
furniture.

Suggested answers:
- Types of house: flat, town house, country house, stilt house, villa, cottage, farmhouse,
bungalow, …
- Rooms: hall, living room, bedroom, bathroom, kitchen, dining room, guest room,
utility room, …
- Furniture: chest of drawers, sink, fridge, dishwasher, cupboard,
microwave, air conditioner, stool, armchair,…
Looking back Task 1: Put the words into the correct group. 16 mins
- Teacher have student say the words and put them in the correct column.
- Confirm the correct answers.

Task 2: Complete the second sentence with the correct possessive form. (Ex. 2, p. 24)
- Have students say how to form the possessive form with proper names and singular
nouns.
- Confirm the correct answers.

Answer key:
1. teacher’s
 2. brother’s
3. Elena’s
4. grandfather’s
5. Vy’s

Task 3: Make sentences using prepositions of place. (Ex. 3, p. 24)

- Ask student to say the prepositions of place they have learnt.
- Have student look at the pictures and do this exercise.
- Check students’ answers.
Answer key:
1. The cat is on the table.
2. The dog is in front of the kennel / doghouse.
3. The cat is between the bookshelf and the sofa.
4. The cat is behind the computer.
5. The girl is on the sofa.
6. The boy is next to the sofa.

Task 3: Write three sentences to describe your favourite room. (Ex. 4, p. 24)
- Ask student what room in the house is his / her favourite.
- Encourage him / her to say one or two sentences about it.
- Have student write three sentences to describe their favourite room.
- Remind students to use prepositions of place.
Consolidation Teacher asks students to talk about what they have learnt in the lesson. 3 mins

Homework Prepare for the next lesson: Unit 3 – Lesson 1: Getting started. 1 min

* Pictures' source: From Internet