Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks students to answer the questions related to TV programme. 

Ss answer some questions which the teacher gives

* Questions

-  What are you doing to do tonight/tomorrow/ on the weekend?

- Do you like watching TV?

- What programs do you like?

- Do you like watching cartoon: “Tom and Jerry”

…..

2. Presentation

Aim: Students can practice the dialouge and answer the question part a) and describe the character (Mr.Bean, Tom, Jerry)

T lets students listen to the tape and read  the dialouge and act out.

Ss listen and practice the dialouge in pairs.

T elicits words from Ss

Ss read and copy and remember

T asks students to read again and answer the questions part a) in pairs.

Ss answer the questions part a) in pairs.

T calls some students go to the board and write the answers and  correct.

Ss write the answers on the board.

T asks students to find the adjectives describing each character in the conversation (Mr.Bean, Tom, Jerry)

Ss do exercise b) individually.

T calls some students go to the board and write the answers and correct.

Ss write the answer on the board.

1. Listen and read.

* Vocabulary

- programme:  chương trình

- channel:  kênh

- cartoon:  phim hoạt hình     

- cool: dễ thương

- popular : phổ biến

- schedule: lịch,thời gian biểu chương trình

- educational:  mang tính giáo dục

- entertaining :  giải trí

- national: thuộc về quốc gia

a. Answer the questions

1. It is Laughing out Loud.

2. VTV3

3. No, they aren’t.

4. Because he is awful

b.  Describe

Mr. Bean: funny, awful.

Tom: stupid, funny.

Jerry: intelligent

3. Practice

Aim: Ss can know some programs on TV

T asks students to match the pictures with the programs in the TV. (using the cards and pictures)

Ss do individually and then go to the board and match.

T lets then read the programs in the TV.

Ss read in chorus.

T asks them to use suitable words to complete the sentences.

Ss complete the sentences in pairs.

T calls some students go to the board and write the answers and  correct.

Ss write the answer on the board.

2. Put the correct word in the box under each picture.

1. national television

2. news programme.

3. local television

4. comedy

5. game show.

6. animal programme.

3. Use suitable words to complete the sentences

1. National

2. comedy.

3. channels

4.compatition

5. cartoons

6. educational

4. Further  Practice

Aim: Ss will apply in real life and talk about things they like about television and things they don’t like about it

T asks students to practice in pairs talk about  things you like about television and  things you don’t like about it

Ss practice in pairs.

Eg: Like: + I like cartoon because it makes me laugh.    

- Dislike: 

I like the weather forecast because it is boring.

….

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and review some programs on TV

T asks students to talk about some programs which they like watch

Ss talk about some programs which they like watch

Eg:

1 . national television

2. news programme.

3. local television

4. comedy

5. game show.

6. animal programme.

…

2. Presentation

Aim: Ss can know to use  some new words to describe about the topic “television”

T asks students to look at the pictures and match.

Ss look at the pictures and match individually.

T lets them listen and check your answer and repeat the words

Ss listen, check your answer and repeat the words

T writes the vocabularies on the board.

Ss copy, read and remember.

I. Vocabulary

1. Listen and write

* New words

 - viewer: người xem

- weatherman(n): người thông báo tin thời tiết.

- newsreader: người đọc bản tin trên đài, truyền hình

- schedule: chương trình, lịch trình

- remote control: điều khiển từ xa

- announce: thông báo

- button

3. Practice

Aim: Ss can describe about the topic “television”Pronounce correctly the sounds /ө / and / ð/ in isolation and in context.

T asks student to choose a word from the box for each description.

Ss do exercise individually.

T calls some students go to the board and write the answers and  correct.

Ss write the answer on the board.

T corrects

T explains  how to pronounce sound ө / and / ð/

T plays the recording;

Ss listen and repeat the words they hear.

T asks students to listen to the words and put them into two groups.

Ss listen to the words and put them into two groups

T corrects and remarks

T plays the recording;

Ss listen and repeat the words they hear.

2. Choose a word from the box for each description.

1. weatherman

2. newsreader

3. remote control

4. Mc

5. volume button

6. TV viewer

II. Prununciation

4. Listen and repeat the words.

5. Which words have sound /ð/  and which words have sound /θ/

6. Listen and practice

4. Futher practice

Aim: Ss can use more adjectives to describe a person or a thing.

+ Groupwork

- Divide the class into 6 groups.

- Time: 3minutes

- Each group chooses two words from the list below and work out a description.

- The group take turns reading the descriptions aloud.

- The other groups try to guess what word it is.

- The group with the most correct answers wins.

 Game: What is it?

* Suggested structure for description.

- A person who _____

- A programme which  _______

- It _______

Eg: S1: A person who reads the news on TV.

S2: a newsreader

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T calls one student go to the board and read a description aloud.

The other students try to guess what word it is. (Talk about 5 sentences.) If he works well, he will get good mark.

+ Play game: Guess words

Eg:

- A person who reads the news on TV.

-> a newsreader

2. Presentation

Aim: Help S know how to use question words and use conjunctions

T asks some questions

- How often do you watch TV?

- What programs do you watch?

- Where do you watch TV?

- Who do you watch TV with?

….

Ss answer

T guides the way to ask and answer  question word

Ss listen and copy

T explains the way to use the conjunctions.

Ss listen and remember.

Grammar: Wh- questions

Conjunctions: but/  and/ so/ because/ although are used to connect words and ideas.

Eg: I am tired, so I go to bed early.

3. Practice

Aim: Ss can understand question word well and use conjunctions to do exercise

T asks students to use the question word to complete the conversations

Ss complete the conversations in pairs and the listen and check and read the conversations in pairs.

T asks students to use the question word to complete the conversations

Ss complete the conversations in pairs and read the conversations in pairs.

Ss work in pairs to combine sentences, using conjunctions.

T calls some students go to the board and write the answers and correct.

Ss write the answer on the board.

T asks students to match

Ss read sentences carefully and match.

T calls some Ss to the board and write the answers and correct.

1. Question word

- What

- How

- When

…..

2. Complete sentences

1. How often; what

2. Who

3. When; Where

4. Complete the sentences.

Answer key.

1. and                          

2. but

3. Although      

4. because         

5. so

5. Match the beginning and the ending

1. Watching too much TV is not good because it hurts your eyes.

2. I will get up early tomorrow, so I can be at the stadium in time

3. Sometimes we read books and sometime we play sports.

4. My little brother can color a picture but he cannot draw.

5. Although Ann preferred going out, she stayed at home.

4. Further practice

Aim: Students can know the way to use conjunctions

+ Groupwork

- Divide the class into two teams.

- Each team makes a question using Wh-question to ask other team.

- Each right question gets a mark.

- Each right answer gets a mark.

- Time: 3 minutes.

- The team with the highest marks wins.

3. Complete the conversation.

Answer key

1. What                       

2. What

3. How many               

4. Why

5. What time/ When

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and review some TV programmes.

T asks some questions

Ss answer the questions

T asks students to tell me something about the programme you saw last night.

Ss tell me something about the programme

* Questions

- What do you do in your freetime?

- Do you like watching TV?

- How often do you watch TV?

2. Presentation

Aim: Ss can read some vocabularies and understand its meaning

T presents new words

Ss read vocabulary in chorus.

T asks Ss to read the task and complete the sentences in pairs.

Ss work in pairs and find answers to the quizzes. Then give their answers.

T remarks and gives the answers.

T asks Ss to read the statements and practice in groups to discuss if they agree or disagree with the statements.

Ss work in groups of four and read the statements and give their ideas.

* New words

+ clumsy: vụng về

+ cute: xinh tươi

+ entertain: giải trí

+ mini- series (n) chuỗi/ dãy/ dài tập

1. Complete the facts below.

1. Japan

2. Viet Nam

3. Iceland 

4. the USA

5. Finland  

6. Britain

2. Do you agree with the following statements?

3. Practice

Aim: Ss can know the way to do the reading.

T lets Ss to read the text quickly.

Ss read

T shows the table and asks Ss to read the sentences and tick the correct programmes.

Ss tick and compare their answer with their partner.

Some Ss give the answers before class.

T remarks and gives the correct answers

3. Read  and tick the correct programmes

4. Further practice

Aim: Ss can review the new words and talk about the programme which they like and why.

- Retell the new words.

- Groupwork: (six groups)

+ Choose a programme which they like and why

Eg: I like Hello fatty programme because it is educates chidren…

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks some questions

- What do you often do in your free time?

- Do you like watching TV?

- What kind of programmes on TV do you often watch?

- Do you kike cartoon?

- What about Tom and jerry?

I think it is an interesting film. Do you agree with me?

Ss answer the questions

“Chatting”

2. Presentation

Aim: Ss can  learn the new words and  structures

T elicits words from Ss.

Ss listen and copy

T asks students to read in chorus and individually

Ss read in chorus and individually

T gives structures

Ss copy, read and give examples.

1. Reading

* Vocabulary

                        + Life: cuộc sống

                        + instructor: dạy

                        + wheelbarrow : xe cút kít

                        + Jupiter: sao mộc

* Structure.

+ like/ love + V-ing

+ be interested in + N/V-ing

Eg:

- Phong likes discovering the universe

- Nga loves learning through games and shows.

- Linh is interested in ocean fish

3. Practice

Aim: Ss can understand the contents of the schedule  answer the  questions and talk about their favorite TV programme and explain why they like it

T  asks students to read the schedule and answer the questions.

Ss read the schedule and answer the questions.

T calls Ss to answer the questions on the board.

Ss answer the question.

T gives the key.

T asks students to read the information about the five people and choose the best programme for each.

T explains the way to do this part.

Ss listen and practice in pairs.

T calls some pairs go to the board to practice.

Ss go to the board to practice.

- Give cards to students about others’ information.

- Go around the class and ask other students.

Ex. Answer the questions

* Keys

3. Choose the best programme for each.

Phong: Science.

Bob: comedy.

Nga: Game show.

Minh: Sports.

Linh: Animals.

2. Speaking

Eg:

I like watching comedy.

It is on VTV3.

The Parrot instructor.

I like it because it helps me laugh.

Eg:

A: Linh is interested in ocean fish. What programs should she watch?

B: She should watch animals program: Life in the water.

…

4. Further practice

Aim: Ss can ask and answer the questions about their favorite TV programme which someone watch

- Each person gives an information about his or her favorite programs and ask other students to suggest the best program for them.

- Call one student  go to the board to practice

Eg:

A: I like fish in the ocean. What programs should I watch?

B: You should watch animals program: Life in the water.

…

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks some questions

Ss answer the questions

T introduces the lesson

“Chatting”

1. Do you like watching TV?

2. How many hours a day do you watch TV?

3. Do you watch TV when you are eating? learning lessons?

4. What kind of programme do you watch most?

5. Do you leave your TV on when you are not watching it?

2. Presentation

Aim: Help Ss know some vocabulary words related to the listenings

Teacher uses different techniques to teach vocabulary (situation, explanation)

Ss copy and read in chorus and individually.

1. Listening

New words

- giraffe: hươu cao cổ

- squirrel: con sóc

- spotted: lốm đốm

- compare: so sánh

- habit: thói quen

- comment: bình luận

3. Practice

Aim: Ss will be able to listen and tick the channel for each programme and then tick T or F and  write a short  passage about one’s watching TV habits

T gives Ss 2-3 minutes to read the schedule. Ask Ss to read aloud to check on their pronunciation.

Ss read the schedule.

T plays the disc twice. Ss listen, focus only on the information they need, and tick.

Teacher gives feedback.

T lets  Ss read the sentences first.

T plays the recording again, pause the recordings after each sentence.

Ss listen carefully to do the exercise.

Teacher gives feedback.

T lets each S read the questionnaire and chooses the most appropriate answers for him/ her.

T checks on Ss answers. T helps Ss organize their ideas for writing. Then T asks Ss to look at the suggested
structure for the writing.

T divides class into six groups and write

Ss discuss and write

Ss work in groups and share notes with their partners.

T hangs the writing on the board and corrects one of them. Then give marks

1. Listen and tick.

2. True or False?

1F       2T         3F         4T            5F

2. Writing

* What are your TV –watching habits?

Suggested structure:

I don’t watch TV/ I enjoy watching TV …..

Suggested writing:

       I do not watch much TV. I only spend one or two hours a day watching TV. I spend most of my free time on outdoor activities. I usually watch the VTV news on VTV1 channel. I usually turn off the TV when I do not watch it. I think I have good TV watching habits.

4. Further practice

Aim: Ss can talk about one’s watching TV habits

T guides Ss to talk the presentation before the class.

Ss talk the presentation before the class.

T corrects and remarks

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

+ Groupwork

- Have Ss work in 2 teams.

- Ss write as many words as possible

- Correct the mistakes

“Brainstorming”

Cartoon

2.  Vocabulary

Aim: Ss can read and write some vocabularies related to topic “ Television”

T asks students to put the words in the part “Warm up”  in the corect columns.

Ss do exercise individually.

T corrects mistakes.

Ss repeat the words

T asks Ss to read the text and fill in the gaps.

Ss do exercise individually.

T corrects

1. Put the words in the box in the corect columns

2. Gap fill.

1. national                      5. relax

2. viewers                       6. game shows

3. 7 o’clock news           7. educational

4. Comedies                   8. writers

3. Grammar

Aim: Ss can do some exercises about the question words and conjuntions.

T asks  Ss to name some question words they learnt.

T asks Ss to look at the answers and decide which question word is to be used.

Ss do exercise in pairs.

T gives feedback and the correct answers.

T asks students to use  conjunctions to connect words and clauses.

Ss do exercise individually.

T gives feedback and the correct answers.

3. Use the a question word to make a suitable question for each answer below.

1. How many

2. what

3. Why

4. Who

5.When

4. Connect sentences.

1. Ocean Life is on at 7.30 and Laughing out Loud will follow at 8.00.

2. I have watched The Seven Kitties many times because I like the film so much.

3. BBC One is a British channel but VTV6 is Vietnamese channel.

4. Although Along The Coast is a famous TV series, I have never watched it.

5. I have a lot of homework to do tonight, so I can’t watch Eight Feet Below.

4.  Communication

Aim: Ss can practice about a TV programes

T asks Ss to rearrange the order of the sentences to have a complete conversation about a TV programme.

T gets Ss to do this task individually then compare the answers in pairs.

Ss practice in pairs

T checks and give feed back.

T asks Ss to practise the conversation in pairs.

Ss use the target language they have learnt and the conversation in 5 to make their own conversation.

5. Rearrange sentences to have a complete conversation.

Key: A-C-B-D-F-H-G-E-I-K

6. Make a conversation:

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and lead in the lesson

T lets students watch a video: soccer match  (Cong Phuong broke into a touch of Jordans net,) in Asian cup 2019.

T asks some questions:

-  How did you feel about the soccer match last night?

Ss answer

T asks students to shout sentence

- Wow! Vietnam is great!

- Congratulations! our Vietnam team won!

T introduces the lesson

Ex b) Find these expressions in the conversation.

Wow: used to express surprise

Congratulations: used to congratulate Sb/ to tell Sb that you are pleased about their success

Great: used to show admiration

See you: used when you say goodbye

2. Presentation

Aim: Students can understand the dialogue and answer the question part a) and explain the meanings of words and phrasals in the dialogue.

T asks Ss to look at the picture and answer the questions

- How many people are there in the picture?  

- Where are they?

- What do you think they e talking about?

Ss answer the questions

T elicits words from Ss

Ss read in chorus and individually

T asks students to listen and read  the dialouge and act out.

Ss listen and read  the dialouge in pairs

T asks students to read the dialouge again and answer the question.

Ss work independently and then in pairs to answer the questions. 

T gives keys

1. Listen and read

* Vocabulary

- gym                  : phòng tập

- equipment        : thiết bị

- modern             : hiện đại     

- congratulations : chúc mừng

- popular  : phổ biến

Ex a. Answer the questions

Answer key

1. Duong can play table tennis and do karate.

2. Mai is (going to learn karate).

3. Because the equipment (there) is modern and the people are friendly.

4. Duong played with Duy and won (for the first time).

5. At the karate club.

3.  Practice

Aim: Ss can practise more vocabularies about some  sports and games.

T asks:  Can you tell me some sports and games you know?

Ss answer

T uses video about sports to teach vocabulary.

Ss watch and read

T says sports and you say verb to use it.

Eg: T: volleyball

      Ss : play

T asks students to do exercise individually.

Ss do exercise individually.

T corrects

T asks students to listen and repeat these words and phrases

Ss listen and repeat these words and phrases

T  asks students to listen and write these words and phrases

Ss go to the board to write the words and phrases they hear. (Listen twice)

5. Put the correct form of the verbs play, do, go, watch and like in the blanks.

* Keys

1. do 

2   is watching  

3. goes    

4. likes

5. played

4. Further practice

Aim: Ss can ask and answer the questions to find out how sporty they are.

T asks students to work in pairs. Ask your partner these questions to find out how sporty they are.

Eg:

A: Can you swim?

B: Yes, I can

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

+ Groupwork

- Divide the class into two teams.

(three lines on the right is team 1 and three lines on the left is team 2)

- Every person in each team goes to the write a sport or a game.

- Time: 3 minutes.

- The team which has many right words will won.

2. Presentation

Aim: Ss can know to use some new words to describe about the topic “Sports and games ”.

T plays record and asks Ss to repeat.

Correct their pronunciation

Ss listen and repeat

T asks Ss to work in pairs and put the words in 1 under the right pictures. Then check their answers. Explain the meanings to them if necessary.

Ss do exercise in pairs

T corrects

I. Vocabulary

1. Listen and repeat these words.

2.Write the words under the pictures

* Keys

1. a bicycle

2. a ball

3. sports shoes

4. skis

5. a boat

6. a racquet

7. a skateboard

8. goggles.

3. Practice

Aim: Ss can know how to use words in part 1,2 and Pronounce correctly the sounds / eə / and / iə / in isolation and in context

T asks Ss to do the task independently first. Call some 5s to write their answers on the board.

Ss do the task independently

T checks the answers as a class

T asks students to pay attention to the sounds / eə / and / iə /

Ss observe T for the correct pronunciation of these two sounds

T plays the recording twice.

Ss listen to the recording and repeat.

3. Matching

1. c           2. d             3. a        4. e

5.g            6. h              7. b         8. f

II. Pronunciation

4. Listen and repeat

5. Which words have sound /eə/  and which words have sound /iə/

1.A   2. C    3. B   4. A   5. B   6. A

6. Listen and practice

1. fair         

2. hear         

3. idea

4. square    

5. nearly      

6. cheered

4. Further practice

Aim: Ss can ask and answer the questions about sports and games

T asks Ss to ask and answer the questions about sports and games

Ss practise in pairs

T coorects and remarks

Eg:

A: What sports do you like?

B: I like playing football

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks  some questions

Ss answer the questions

T introduces the lesson

* Questions

- How often do you play sports?

- What sports do you play?

- Where do you often play?

- Who do you play with?

2. Presentation

Aim: Helps Ss understand the form and the usage of past simple tense and use imperatives to tell somebody to do some thing

T gives example and explains the way to use

Ss copy and remember

T gives some regular and irregular verbs.

T writes the word imperative on the board and asks 5s what they know about this tense.

Teacher tells the form and the usage of imperatives and give some examples.

1. The past simple tense

Form:

- Positive: S + Ved.

Ex: We stayed at home lastnight.

- Negative: S + didn’t + V.

Ex: I didn’t go to school yesterday

- Question and short answers.

Ex: Did you watch TV lastnight ?

- Did + S + V + O ?

- Yes, S + did. / No, S + didn’t.

* Usage:

- The past simple tense expresses an action that completely finished in the past.

- This tense always go with: yesterday, last week, ( night, month), ... Ago

* Regular verbs:

- stay àstayed

- watch à watched

…………..

* Irregular verbs:

- have à had

- eat à ate

………….

2. Imperatives

We use imperatives to tell someone to do something or to give a direct order.

Negative:     V!

Negative:     Don’t + V!

Ex: Keep silent!

       Don’t talk in class!

3. Practice

Aim: Ss can use the  form and the usage of past simple tense  and use imperatives to do exercises

T lets Ss work individually to give the answers. T observes/helps when necessary and corrects Ss mistakes

Ss work individually.

T asks Ss to work individually

Ss work individually.

T corrects the mistakes

T asks Ss  to work in pairs to read the conversation

Ss practice the conversation in pairs

Then calls some pairs to practice before class.

T divides Ss into groups of 4 or 5. Ss take turns asking and answering about their last weekend.

T asks students to do exercise 4

Ss work individually.

T goes round and corrects mistakes or gives help when necessary.

1. Complete sentences

1. were                   

2. was

3. was - did - was

4. Did - were - did - was

2. Complete the conversation.

1. was                          

2. didn do
3. sat                                  

4. watched
5. went                                

6. had

7. did                                   

8. visited

9. ate                                  

10. scored

4. Make imperative sentences  

1.Take your umbrella.

2. Please don’t litter.

3. Please hurry up.      

4. don’t train too hard.

5. Put on your coat.

4. Further practice

 Aim: Ss can practise more using imperatives to tell somebody to do some thing

T lets Ss work in groups taking turns telling their friend what to do and not to do at school.

* Group work

Don’t litter!

Don’t eat or drink in class!

…

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks Ss to read the task and complete the sentences in pairs.

Ss work in pairs and find answers to the quizzes. Then give their answers.

T remarks and gives the answers.

1. Sports quiz.

Key:

1 There are usually 22 players (11 on each side).

2. lt normally lasts 90 minutes (divided into two halves).

2. Presentation

Aim: Ss can read some vocabularies and understand its meaning.

T presents new words

Ss read vocabulary in chorus.

T explains to them that the five rings represents the five major regions of the world (Africa, the America, Asia, Europe and Oceania) and every national flag in the world has at least one of the five colours (blue, yellow, black, green, and red

* Vocabulary.

- marathon   : môn chạy việt dã

- achievement : thành tựu

- fit   : vừa, phù hợp

3. Practice

Aim: Ss can interview their partner about sports information .

T gives some questions to students and asks them to go around the class and interview their partner about sports information (Cards: questions in book part 1, 2)

Ss practise

T goes around the class and asks some questions

4. Further Practice

Aim: Ss can know the way  to talk about the sportman/sportswoman  they like.

T divides the class into groups of six, encourage 3 minutes to talk about their favourite sportsperson one by one.

Ss work in groups

T calls a student to the board and  talk the correct answer

* Use the following cues.

- his/ her name.

- the sport he/she plays

- his/ her past achievements

-Why you like him/her?

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T uses images Pele and asks some questions related to him.

Ss answer

T introduces the lesson

* Work in pairs.

Possible answers:

a. Pele is the best football player in the world.

b. He comes from Brazil.

c. He was famous in the world.

d. He scored many goals

d. He is regarded as the King of football.

 2. Presentation

Aim: Ss can know some vocabulary words related to the reading.

T introduces some new words

Ss copy and read

I. Reading

* New words:

- career (n): = Job

- regard :         quan tâm đến  

- professional : Huấn luyện viên         

- goal :  khung thành       

- hero                    : anh hùng      

- national :             Quốc gia

3. Practice

Aim: Ss can read the famous sports people  and answer the questions and talk about their favorite sports and explain why they like it

T asks sts to read the text again and answer the questions.

Ss answer the questions

T corrects

T allows Ss time to read the table and tick the right column.

(T may refer to people in Viet Nam in general, asking them why they usually or never play or do this or that).

T lets Ss work in groups asking and answering questions. They should refer to the table in 4.

3. Read and answer the questions

1. Pele was born on 21st October 1940.

2. People called him “the King of football ” because he is such a good football player.

3. He became football player of the century 1999.

4. He scored 1,281 goals in total.

5. Yes, he is.

II. Speaking

* Questions

1- How often do you go / do / play……?

2- What kind of sports/ games do you do most often? Why?

3- What is the most interesting thing you learnt from your discussion?

4. Further practice

Aim: Ss can present about their favorite sports and explain why they like it

T divides the class into groups of 4. Let them discuss their answers to the questions. When 5s finish,

Ss work in group.
T asks ones from each group What is the most interesting thing you learnt from your discussion?

Ss report the results to the class.

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T gives some things, information and asks students to guess what sports it is.

Ss guess

Eg: We need to a pair of shoes and a ball and two teams with eleven people in each team. What sports is it?

2. Presentation

Aim: Ss will be able to listen the passage about famous sports people , then  write True (T) or False (F) for each sentence and complete the sentences.

T asks  sts to read the aims of the lesson. And then play the tape once time.

T asks  sts listen and say who the passages are about ?

T asks  sts to listen the passages again.Then write True or False for each sentence.

Ss listen and write True or False for each sentence.

T gives keys

T asks Ss to listen then fill in the blanks

T plays the tape three times

Ss listen then fill in the gaps

T gives the key

I. Listening

1. Listen and say who the passages are about

2. Write the true or false

Answer key:

1 F         2. T           3. T          4. F      5. T

3. Listen to the passage again then fill in the gaps.

* Keys

1. club             

2. play             

3. watching

4. Bill              

5. goes

3. Practice

Aim: Ss can write a paragraph about the sport/game they like

T asks some questions about the sport/game

Ss answer

T asks sts to write about a sport/ game you like. And use your own ideas and the following as cues.

Ss write

T hangs the writing on the board and corrects one of them. Then give marks

II. Writing

- Name of the sport/ game.

- Is it a team or an individual sport/game ?

- How long does it last ?

- How many players are there ?

- Does it need any equipment ?

Example:

My name is Linh. I am not a very sporty person but I love playing games, especially intelligence games. Of all the games I play, I love playing Chinese chess the best. It is an individual game. One player plays against the other. How long it lasts depends on the two players. This game is very popular in Asia especially in China and Vietnam. It only needs a chessboard and thirty-two chessmen. To play the game well, you need a little intelligence and ruse. Playing Chinese chess helps me improve my intelligence....

4. Further practice

Aim: Ss can know how to perform the presentation

T asks Ss to talk about the sport/game they like

Ss talk about the sport/game they like

T corrects and remarks

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks some questions about sport

Ss answer the questions

Eg: What things are used to play soccer?

(ball, a pair of shoes)

2. Vocabulary

Aim: Ss can review some vocabularies related to the topic “sports and game”

T asks sts to find one odd word or phrase in each line.

Ss work individually and then share the answer with their parner.

T corrects

T asks students to read the four words in each line and then write the name of the games or sport the four words belong to

Ss work individually and then share the answer with their parner.

T corrects

T asks students to work in pairs asking and answering

Ss work in pairs

1. Find one odd word or phrase in each line.

 KEY

1. C     2. A     3. D     4. C      5. B

2.Write the name of the sport.

1. cyciing                      

2. football

3. boxing                       

4. table tennis

5. basketball

+ Work in pairs

Eg:

S1: What sports does the ball belong to?

S2: It belongs to sports such as volleyball, football.

…

3. Grammar

Aim: Ss can use the past simple tense to do exercises and use imperatives to tell somebody to do something or to give a direct order

T asks students to put the verbs in brackets in the correct form

Ss work individually and then share the answer with their parner.

T corrects

T asks students to work in pairs write the sentences

Ss work in pairs to finish or

write the sentences.

T gives correction

T asks students to read the passage and complete them.

Ss work individually and then share the answer with their parner.

T corrects

3. Put the verbs in brackets in the correct form.

1-are    

2-took 

3-started

4-are playing  

5-did you do – cycled – watched

4. What do you say in these situations?

*Keys

1. Please stop making noise.

2. Go out to play with your friends.

3. Don feed the animals.

4. 5tand in line, boys!

5. Don tease the dog.

5. Fill in each blank with a word to finish the passage.

*Keys

1. play           

2. hear       

3. games     

4. sport             

5. famous

4. Communication

Aim: Ss can practise some questions about sports or games in the real life

T asks students to match the questions in A with their correct answers in B.

Ss work individually and then share the answer with their parner.

T corrects

T asks  sts to read the questions and answers once or twice.

Ss work in pairs

T asks students to work in pairs asking and answering about sports or games

Ss work in pairs

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and lead in the lesson

T writes the unit title on the board. Then asks Ss to name some cities they know and where they are.

Ss answer the questions

T asks Ss questions about the picture

T introduces lesson.

2. Presentation

Aim: Students can learn some new words and structures and answer some questions about contents of the conservation.

T asks some questions

Ss answer the questions

T lets students listen to the tape and gives some new words and structures

Ss listen and copy and then make sentences.

T plays the recording. Let Ss listen and

repeat. Check and correct their

pronunciation.

T asks students to read again and do exercise 2: True or False.

Ss work individually and then share the answer with their partner.

T corrects

1. Listen and read

* Questions

- What are Mai and Tom doing?

- What are they looking at?

- Do you know which cities are in the picture?

- Where are they?

* Vocabulary

- exciting      : sôi động

- egg-shape   : hình quả trứng

- continent      : lục địa

* Modal sentences

- What nice photos!

2. Read and write True (T) or False (F).

* Keys

1. F. (They are looking at photos on the computer)

2. F. Tom has been to most of the cities

3. T

4. F. There are modern buildings in London as well

5. F. Tom has never been to New York. The photo is from his brother

3. Practice

Aim: Ss can know more about some continents, country, city, capital, place of interest

T asks students to work in groups to look at the picture and name the continents  (may be in Vietnamese)

Ss work in groups to look at the picture and name the continents

T writes “Asia, Viet Nam, Hue, Ha Noi, Thong Nhat Palace” on the board. Ask Ss which is the continent, which is the country, which is the city, which is the capital, and which is the place of interest. Ask them to give examples for Britain. Then ask Ss to do the matching and give feedback. Practise saying the words with Ss. Ask them to locate the places on a map/globe.

Note: The short, common forms of the United States of America are: the United States, the USA, the US. America often refers to the continent.

3. Name the continents.

Answer key

1. Asia       

2. Europe         

3. Africa

4. North America    

5. South America

6. Australia             

7. Antarctica

4. Match the words in the blue box

to the name of the places

Answer key

a. Asia, Africa 

b. Sweden, the USA

c. Ha Noi, Nha Trang, Amsterdam, Liverpool

d. Ha Noi, Amsterdam

e. Ben Thanh Market, the Louvre

4. Further practice

Aim: Ss can ask and answer the questions about country

T asks Ss to ask and answer the questions about country

Ss practise in pairs

T corrects and remarks

Eg:

Which continent is it in?

What is its capital?

What are its major cities?

What is it famous for?

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks some questions:

- Which cities did Mai and Tom talk about at the beginning of the unit?

- How did Tome describe the three cities?

- What did he talk about?

- Which adjectives did he use?

Ss answer the questions

T introduces the lesson

- Rio de Janeiro, Sydney, and New York.

-  Rio de Janeiro is exciting, it is very hot. Sydneyisn’t so hot, the beaches in Sydney are clean and beautiful. London has bad weather. There are also modern buildings.

- The weather, the beaches and the buildings

- Exciting, hot, clean, beautiful, bad and modern

2. Presentation

Aim: Ss can know to use  some new words to describe about the topic “cities of the world”.

T asks Ss to Match the words in A with their opposites in B. Some words may have more than one Opposite

( Cards )

Ss match

- Focusing on the pronunciation .

T has Ss work in groups. Tell them they can use the words in 1. Encourage 5s to add other adjectives.
Give feedback. Point out that some adjectives cannot go with particular nouns (e.g. we cannot say long/short city or ainy people).

Ss work in groups

Vocabulary

1. Match.

Key:

1. old - new               

2. dangerous – safe

3. quiet - noisy            

4. dry - wet

5. boring - exciting         

6. clean - dirty

7. historic - modern    

8. cheap - expensive

9. cold - hot

2. Create word webs

City: beautiful, peaceful, exciting, modern, big, polluted, safe, etc.

People:  nice, friendly, unfriendly, open, noisy, interesting, etc.

Food: delicious, awful, good, tasty, etc.

Weather: bad, rainy, hot, cold, wet, etc.

Building: old, modern, tall, new, etc.

3. Practice

Aim: Ss can pronounce correctly the sounds / əu / and / ai / in isolation and in context

T opens the recording (Computer)

Ss practice pronunciation /əu/ and /ai/ 

T models the two sounds with cold and sky.

T corrects

T plays the tape.

Ss listen and repeat.

Pronunciation

3. Listen and write the words you hear

Transcript:

1. cold

2. sky

3. exciting

4. snow

5. old

6. high

7. clothes

8. fine

9. hold

10. flight

4.  Listen and repeat

4. Further practice

Aim: Help students review the long adjectives

T asks students to retell about some two-syllable adjectives (not ending in – y) and adjectives of three or more syllables.

T asks students to retell the structure superlative of long adjectives.

T lets Ss have a quick look at all the pictures. Complete the fact sheet.

Ss compare the answers with the partner and give reasons.

T asks students to read this article about Britain part 6 and check your answer in exercise

5. Adjectives

* Two-syllable adjectives (not ending in – y)

Eg: famous, peaceful

* Adjectives of three or more syllables

Eg: expensive, delicious, beautiful

* Superlative of long adjectives.

S + be the  most long- adj

Eg: Hoa is the most beautiful in her class..

* Key:

1. London .         

2. Oxford University

3. Shakespeare

4. fish and chips

5. tea                           

6. watching TV

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks Ss to tell about the famous cities in the world.

T calls some Ss to tell before class.

Ss tell about the famous cities in the world.

E.g.

- Mexico city is the biggest city in the world.

2. Presentation

Aim: Ss can understand the form and the usage of present perfect tense.

T asks Ss to listen to the dialoge again.

Ss read the dialoge before the class.

T introduces the form of the present perfect tense.

Ss copy from the board.

T asks Ss to give examples

Ss give examples

T gives some regular and irregular verbs.

1. Present perfect tense

- Positive:

S  + have/ has +  PII

Ex: I have seen that movie ten times.

- Negative:

S + have / has + PII

Ex: He hasn’t been to Nha Trang

* Regular verbs:

- stay àstayed

- watch à watched

…………..

* Irregular verbs:

- have à had -> had

- eat à ate -> eaten

- be -> was/were -> been

- take -> took -> taken

- go -> went-> gone

- do -> did -> done

- see-> saw -> seen

………….

3. Practice

Aim: Help students understand the present perfect tense well to do exercise and practice speaking about the present perfect

T asks  students to do exercise 2 and 3 and then correct

Ss do exercise 2 and 3 individually

T asks students to look at Tom’s webpage and tell  what he has done this week.

Ss practice in pairs

T asks students  to go round the class and make the questions in speaking in part 5

Ss practice in groups

2. Put the verbs in the brackets into the present perfect.

1. has been

2. has been

3. has visited                

4. has been

5. has not been

3. Put the verbs in the bracets in the correct form.

1. Have you seen……. Ihave seen…..

2. go                           

3. have been

4. clean                       

5.takes

6. has eaten

4. Tell a partner what he has done this week

1. He has read a book.

2. He has eaten noodles.

3. He has played football.

4. He has got an A+

5. He has washed his dog.

5. Class survey.

4. Further practice

Aim: Ss can make sentences with the present perfect tense

T asks Ss to make sentences with the present perfect tense

Ss make sentences with the present perfect tense

T corrects and remarks

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks students to match the words and each picture (Part 1)

Ss match the words and each picture

1. Match the words in the box with the landmark.

a. Merlion

b. Big Ben

c.Temple of literature

d. Sydney Opera House

e. Effel Tower.

2. Presentation

Aim: Ss can read some vocabularies and understand its meaning.

T gives  some newwords and ask them to read and write

Ss copy and remember.

* New words

Design: thiết kế

Creature: sinh vật

Symbol: biểu tượng

World heritage: di sản thế giới

3. Practice

Aim: Ss can do exercise: 2,3

T calls one to read all of the sentences before the class.

Ss do it in the groups

T calls Ss to do it in speaking.

Ss do it in speaking.

T gives the remarks and corrects.

T has students read the texts again and then do exercise: write true or false.

Ss read the texts again and do exercise.

T calls some students to give answer.

Some students give answer.

T listens, checks and gives correct answer.

Ss listen and write.

2. Read about the landmarks. Can you guess which land mark from 1 they are.

1. It is Big Ben

2.Sydney opera house

3.Temple of literature

4.Effel Tower

5.Merlion

3. Write true (T) or false (F)

1. F (The bell in the tower is the largest bell ever made in England.)

2. F (It was designed by a Danish architect.)

3. T

4. F (It is the most visited landmark in the world.)

5. F (Quoc Tu Giam is Viet Nam’s first.)

6. F (It has a lion’s head and fish’s body.)

4. Further Practice

Aim: Help students know well about the landmarks

T controls students to play game.

 ( each group thinks of a city, a country, or a landmark and give clues to other guess)

T gives model. Then manages students to play game.

Ss play game in group.

T finds the winner and rewards.

4. Think of a city, a country, or a landmark. Give clues.

Example:

A: It’s a city. It’s very hot and crowded.

B: Is it Tokyo?

A: No, it’s not. It’s in South America. The people there love football.

B: Is it Rio de Janeiro?

    A: Yes, it is!

Teacher’s and students’ activities

Contents

 1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks Ss to look at the picture, ask and answer the questions

T: Which city is this?

S: This is London.

(Questions: part 1)

Ss discuss and find out the answer

1. Look at the postcard.

2. Presentation

Aim: Ss can  learn the new words, understand the content of the text and  answer the  questions

T introduces some new words

T asks Ss to listen and repeat newwords

Ss copy

T asks Ss to read the postcard and answer the questions.

T asks Ss to note where they found the information that helped them to answer the questions.

Ss can compare their answers with their partners.

T corrects the answers:

T asks Ss to read the text again and match the headings with the numbers

+ New words

Purpose: mục tiêu

Fantastic: tuyệt vời

Perfect: hoàn hảo

The Royal Palace: cung điện hoàng gia

Amazing: ngạc nhiên

2. Answer the questions:

* Key:    

1. Mai is in Stockholm.

2. She is there with her family.

3. The weather has been perfect.

4. in a hotel.

5. She has visited the Royal Palace and had “Fika” in the old town.

6. “Fika” (a Swedish word) means a leisure break when one drinks tea/coffee and perhaps has some biscuits with family and friends.

7. she will cycle to discover the city.

8. Mai is feeling happy. She used the words such as fantastic, perfect

3. Read the text again and match the headings with the numbers.

1-i;     2- c;     3-h; 

4- b;   5-d;      6-g; 

7-f;     8-e;      9-a

3. Practice

Aim: Ss can talk about the city which they have just arrived

T explains the task.

Ss can choose one of the cities they have learnt about in this unit or a city that they like in Viet Nam.

Then answer the questions in the form of notes in order to prepare for their speaking

Ss work in pairs

4. Choose a city. Amagine you have just arrived in that city and want to tell your friends about it. Make notes below.

4. Further practice

Aim: Ss can write about the city which they have just arrived

T asks Ss to write about the city which they have just arrived

Ss write about the city which they have just arrived

T corrects and remarks

Write down notes about your partner’s city in the space.

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks students to look at the pictures and ask some questions:

- What do you see?

Ss answer

T introduces the lesson

1. Look at the pictures. What do you see?

Nobel Prize, Royal Palace, museum, cafes, restaurants, shops

2. Presentation

Aim: Ss can listen the passage,  then get to the information and do exercise

- Pre-teach new words.

T calls one to read all of the sentences.

Ss read the all of the sentences before the class.

T plays the tape

Ss listen the tape then do it

T gives the key.

T asks Ss listen  to the passages carefully again and pay attention to the kind of information: years, amount of money, number of people, date …

- Listen again and check

Ss listen and fill in the blanks to complete the sentences.  Share their answers with your partners.

T gives the key.

1. Listening

* New words

- award (n, v) phÇn th­ëng; trao gi¶i

- Nobel prize (n) : Gi¶i th­ëng Nobel

- diploma (n) : B»ng cÊp, v¨n b»ng

- palace (n)  : Cung ®iÖn

- medal (n)  : Huy ch­¬ng

- receive (v)   NhËn

2. Listen and write T or F.

1.T

2. F (The oldest, not the biggest, part of Stockholm is the old town)

3. F (The old town is a place with cafés, restaurants, shops and museums)

4. F (All Nobel Peace Prize, are awarded in Stockholm)

5.F (The Nobel Prize is presented by the Swedish King)

3. Listen again to the talk and fill in the gaps.

* Keys

1-14             

2- 700             

3- 3000   

4 -10 December             

5- 10 million

3. Practice

Aim: Ss can write a holiday postcard

T gives  a holiday postcard

And ask some questions (who?, what?, when?, where?, why, how?)

T asks them rearrange the words to make sentences

T asks students to write a holiday postcard to their family or friends

* Note

- Short sentence which contain the most information and express what they are feeling.

- Use contraction to make the sentences short and informal.

- Use Exclamation marks.

Ss listen and remember

2. Writing

4. Rearrange the words to make sentences.

1. Stockholm is fantastic!

2. We ‘re in Da Lat!

3. We ‘re having a good time here!

4. I love Disneyland!

5. You must come!

6. I Wish You were here!

5. Write a postcard.

July 2, 2014,

Dear......,

Sam Son is fantastic! The weather has been perfect. It’s sunny. The hotel is OK. I like sea food!

4. Further practice

Aim: Ss can talk about holiday

T asks Ss to talk about their holiday

Ss talk about their holiday

T corrects and remarks

Eg:

Hello. I am going to tell you about my holiday. …

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T prepares some words: beautiful, peaceful, exciting, mordern, big, polluted, delicious, awful, good, tasty, nice, friendly, unfriendly, noisy, new, old, tall, bad, rainy, hot, cold, wet, amazing, sunny

- And five topics on the paper: city, weather, people, building, food.

-> Ask students to put words in the corect column.

Ss practice in groups

City: amazing, big,  beautiful, peaceful, exciting, modern, polluted.

People: noisy  nice, friendly, unfriendly. 

Food: delicious, awful, good, tasty.

Weather: bad, rainy, hot, cold, wet, sunny

Building: old, new, modern, tall.

2. Looking back

Aim: Review some vocabularies related to topic “cities of the world” and grammar they have learnt in this unit.

T asks  Ss to do exercise 1

Ss work individually to do exercises.

T asks Ss to compare their answer with their partner

 T gives the answers

T asks Ss to complete the conversation individually. They can share answers with a partner.

Ss work individually to do exercises and then work in pairs.

T asks some questions:

1. Which city is the biggest in Viet Nam?

2. Which university is the oldest in Viet Nam?

...

Ss answer the questions

T asks students to use the information which they have practiced to write a short paragraph

Ss work individually

T asks Ss to lengthen the dialogue by asking some wh-question to guess if their partners are telling the truth or not.

Ss work in pairs

I. Vocabulary

1. Choose the best two options

* Keys

1 - a,b

2 - a,c

3 - a,c

4 – a,b

5 - b,c

II. Grammar

2. Put the verbs in the brackets in to the present perfect.

1. Have…eaten

2. Have …been

3. have been

4. have been

5. Have ..visited

6. have seen

3. Complete this fact sheet about Viet Nam.

- Oldest university : Quoc Tu Giam.

- Most popular Vietnamese writer: Nguyen Du, Nam Cao.

- Most popular food: spring rolls, noodle

- Most popular drink: tea, coffee

- Most common activity: watching TV, football

4. Write a short paragraph

III. Communication

3. Project

Aim: Ss will able to know some cities of the world

- Choose five cities in the world that you want to visit.

- Find five interesting facts about each city.

- Design a poster to advertise

A. and

B. but

C. or

D. so

A. What

B. Who

C. How much

D. How many

A. go

B. to go

C. went

D. is going

7. ........... do you go to the stadium? ~ On Sunday afternoon.

A. What

B. How

C. Why

D. When

A. and

B. but

C. or

D. because

A. What

B. Who

C. How much

D. How many

A. go

B. went

C. have gone

D. is going

7. ........... do you have English? ~ On Monday and Friday.

A. When

B. How

C. Where

D. Why

Teacher’s and students’ activities

Contents

1. Pronunciation

Aim: Ss can pronounce exactly some words in the exercise

T lets Ss do this exercise individually by reading the words in each group and decide which word is the odd one before T allows them to listen and check.

Ss do this exercise individually

T plays the recording and ask Ss to listen carefully. Then play the recording again and ask them to repeat the sentences.

Ss Listen and repeat

1. Odd one out:

1. C         2. A

3. A         4. B

5. D         6. D

2. Practise saying the sentences

2. Vocabulary

Aim: Review some vocabularies they have learnt in unit 7,8,9

T guides the students to do exercise 3.

Ss do this exercise individually

T corrects the mistakes

T asks some questions:

+ What activities do most children love?

+ What sport do they play?

+ What can they do in the playground in front of their house?

………

Ss answer the questions

T guides the students to do exercise 4.

Ss do this exercise individually

T corrects the mistakes

T asks some questions:

+ What is the most famous building in Paris?

+ Which country is the biggest in the world?

+ What can you use to change channels?

Ss answer the questions

3. Choose A,B,C to fill the gaps in the passage.

1-A,     

2- B           

3-A

4- A      

5- C

4. Complete the sentences.

1. Paris

2. football

3. Local televition

4. country

5. remote control

6. Summer sports

3. Grammar

Aim: Review the present simple, present perfect, past simple, superlatives

T guides the students to do exercise 5.

Ss do this exercise individually

T corrects the mistakes

T guides the students to do exercise 6.

Ss do this exercise individually

T corrects the mistakes

T guides the students to do exercise 7,8.

Ss do this exercise individually

T corrects the mistakes

5. Complete the sentences using correct form.

1. started             

2. play      

3. had

4. is                    

5. bought      

6. has worked.

6. Question words.  Correct the not questions.

1. What           

2.When           

3. correct           

4. How tall

5. correct

7. Complete the sentences

1. The most expencive

2. The most popular

3. the most interesting

4. the most colourful

5. The most relaxing

* Everyday English

8. Choose the answer for the questions

do the task in pairs

1. e      2. a     3. c       4. b       5. d

 4. Practice speaking

Aim: Help students to practise speaking about the content of lesson

- Give each student  some questions which they have learnt

- Ask them to go around the class and ask their friends

* Questions

+ What is the most famous building in Paris?

+ Which country is the biggest in the world?

+ What can you use to change channels?

……………

Teacher’s and students’ activities

Contents

 1. Warm up

Aim: To warm up the class

Sing a song

2. Reading

Aim: Help students read about two strange sports around the word

T asks students to read the descriptions of strange sports around the world and do exercise 1

Ss do exercise 1 individually

T corrects the mistakes

T asks students to read the descriptions of strange sports around the world and do 2

Ss do exercise 2 in pairs

T corrects the mistakes

T lets them play game: Putting your toes together

Ss work in pairs

1. Choose the title for them.

*Keys

             1-B

             2. A

2. Which sport is it?

1. Who’s faster

2. Putting your toes together.

3. Who’s faster

4. Putting your toes together.

3. Speaking

Aim: Students can interview your friends about their likes

T asks students to go around the class to interview your friends about their likes. Then take notes in the table and report it to their class.

Ss work in groups

T corrects and remarks

3. Ss work in groups interviewing their friends about their likes.

4. Listening

Aim: Students can listen and complete the exercise 4,5

T asks them to listen to the interview with Nick and fill in the blanks

Ss listen and fill in the blanks

T corrects the mistakes

T asks them to listen to the interview with Phong and complete the answers

Ss listen to the interview with Phong and complete the answers

T corrects the mistakes

4. Listen then fill in the blanks

*Keys

1. competition

2. skiing

3. country

4. Canada

5. Cartoon

5. Complete the answers

*Keys

1. running race

2. Thailan

3. Wait and see.

5. Writing

Aim: Ss can write a short paragraph about country Mark and Tim visited

T explains the exercise and ask them to write a complete passage.

Eg: Last summer, Tim and Mark visited India. They ……

Ss do exercise individually

T corrects the mistakes

Eg:

Last summer, Tim and Mark visited India. The weather there is very hot. They visited Madurai and the capital of India, Delhi. They watched snake performance, visited temples and historic buildings. They also ate kebabs there. It’s very delicious. In India, they met and talked a lot of people. The Indian are very friendly. They love India.

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and lead in the lesson

T asks some questions

Ss answer the questions

T tells them to think about the houses and the appliances they would like to have in the future

T introduces the lesson.

 * Questions

- Where do you live?

 - Do you like living in the city or in the country? Why?

- Where is your house?

- How many rooms are there in your house?

- Which room do you like best?

- Where is your house in the future?

- How many rooms ….?

2. Presentation

Aim: Help Ss  listen and answer the questions about the conversation

T asks Ss to look at the picture and answer the question

- How many people are there in the picture?

- What are they doing?

- What is Phong drawing?

Ss answer the questions

T lets them listen to the tape (twice)

Ss listen and read the conversation in pairs.

T gives vocabularies

Ss read the vocabularies. And have some pairs of students read the dialogue in front of the class

T asks Ss read the table in part a. (2 minutes) to Ss read it and complete the table

Ss complete the table

T corrects the mistakes

T tells Ss to read the conversation again and find the appropriation information to complete the sentences

T asks them to share their answers in pairs or groups.

Ss practise saying the answers together.

T asks Ss to pay attention to the use of will and might .

1. Listen and read.  

*Vocabulary:

- UFO (unidentified Flying object): vât. thể bay, đĩa bay)

- solar energy (n): năng lượng mặt trời.

- appliance (n): thiết bị, dụng cụ.

- wireless (adj): vô tuyến điện

- space (n): không gian vũ trụ

a. Complete the table             

b. Read the conversation again. Complete the sentences.

1. Phongs house will be in the mountains.

2. His house will be surrounded by many old tall trees.

3. There will be twenty rooms in his house.

4. The house might have a wireless TV to watch TV programs from other planets

3. Practice

Aim: Ss will learn about types of houses in the future and know the place where they want their  future houses to be located

T asks Ss to read  the words

T explains new words if necessary.

Ss read all new words.

T has some Ss to read before in front of the class.

T asks Ss to match the together.

T corrects.

T lets Ss ask and answer questions about the pictures.

T can divide the class into groups and ask each group find the adjectives

T asks Ss work in pairs asking and answering

Ss work in pairs

T lets Ss tick where they want their houses to be located and tell the group about them.

T can divide the class into teams and ask each person in each team read right sentences using “will”

Ss work in groups

2. Match the words with the pictures. Then ask your partner about them.

- space houseboat.

- motor home

- skyscraper

1- c        2- a       3- e      4- b       5- d

3a. Work with a partner. What adjectives can you think of to describe the houses in 2?

- big, beautiful, big, tall, nice, large....

Eg: big, beautiful, tall, nice, large....

- Ss ask and answer before the class

3b. Ask and answer

S1: Which house do you like best?

S2: I like the palace.

S1: Why?

S2: Because it is big.

4. Talk about your future house to be located.

Eg:

- My future  house will be in the mountains

- My future house will be on the ocean

4. Further practice

Aim: Ss can describe  more about the house

T calls a student go to the board and describe about the house and other students guess

* Game: Outside my window

- E.g.

A: Outside my window I can see the beach and the water. I see children playing. Wheres my house?

B: Its by the sea.

A: Correct

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To attract Ss’ attention to the lesson and students can remember something which they have learnt.

T asks some contents of last lesson

T asks sts to list some types of houses.

- What type of house Phong wants to live in the future?

T introduces the lesson

* Answer

- houseboat.

- motorhouse

- skyscraper

- palace.

+ Phong wants to live in a house which looks like a UFO.

2. Presentation

Aim: Ss can know description some new words related to the topic “ our house in the future”.

T asks Ss to listen and repeat the appliances in the box.

- Focusing on the pronunciation .

- Give some new words.

T asks sts to put them in the appropriate columns.

T asks  sts to match the appliances in A with the things they can or might in B.

Ss match the appliances in A with the things they can or might in B

I. Vocabulary

1. Listen and repeat  then put them in the appropriate columns.

* New words:

- hi-tech robot (n)

- automatic dishwasher (n)

- automatic washing machine (n)

2.  Put the words in the right column

- Living room: wireless TV

- Bedroom: Wireless TV, hi-tech robot

- Kitchen: modern fridge, automatic dishwasher

- Bathroom: automatic washing machine

3. Match

Key:

1c        

2d         

3b    

4e        

5a

3. Practice

Aim: Pronounce correctly the sounds / dr / and / tr  in context

T opens the recording

Ss practice pronunciation /dr/ and /tr/ 

(Model the two sounds with  drive  and  travel)

T opens the recording

Ss listen and repeat

II.Pronunciation

/dr/ and /tr/

- Practise sounding out the sounds /dr/ and /tr/ together.

4. Listen and write the words with the sound /dr/ and /tr/.

- Sound /dr/: drive, drop, drip, dripping

- Sound /tr/: countryside, travel, train, tractor

5. Practise the sounds /dr/ and /tr/.

4. Further practice

Aim: Ss can practise about benefits of the appliances in the house

T asks sts work in pairs to ask and answer questions about appliances in the house.

Ss work in pairs

Example:

A. What does a wireless TV do ?

B. It helps us watch TV programmes from space.

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm the class and help students can talk actions in the future.

T asks students to play game “ Chain Game ”.

T asks sts  to work in groups of 8.

And asks them to think about your activities in 2050.

Ss work in groups

Example:

- The first student begins with “ I will be older ”

- The next one repeats “ I will be older and I will be get maried…

 2. Presentation

Aim: Helps students understand the form and the usage of “ Will + V” for future and “ might + V ”  .

T gives structure and examples “ Will + V”    

Ss copy

T gives the usage:

We use “will V” to talk about actions we think are likely to happen in the future.

T gives structure and examples “ Might + V”   

Ss copy and  give examples

* We use “might + V” to talk about actions that are posible in the future (we are not sure if they will happen or not)

* Will for the future   

 Form:

- Positive:

S  + Will + V

Ex: I will travel to the Moon by super car in the future.

- Negative:

S + Will + not + V

Ex: I will not travel to the Moon by super car in the future.

- Question form:

Will + S + V ?

Ex: Will you live on the moon ?

 Yes, I will

 No, I won’t.

* Focus on using “ Might + V”    

 Form:

- Positive:

S  + Might + V

Ex: We might have robots do our housework.

- Negative:

S +Might + not + V

They might not travel by cars.

3. Practice

Aim: Help students understand “ Will + V” for future and “ might + V ”  well to do exercise and  think about what you might do or have in the future.

T asks students to do exercise 1 and 2 and then corrects

Ss do exercise individually and share their partner.

T asks  sts listen and read two poems. Then decide whether the statements below are T or F

T asks sts to work in groups.

Ss work in groups.

T corrects

1. Complete the conversation with will or won’t.

1-will  

2-won’t  

3-will

4-will 

5-will   

6-will

7-will  

8-won’t 

9-will

10-won’t.

2. Match the verbs in A with the nouns in B.

 1-d     2-f   3-a   4-g

 5-b     6-h   7-e   8-c

4. Listen and read two poems.Then decide whether the statements below are T or F

1-T    2-T    3-F   4-F         5-T     6- F

4. Further Practice

Aim: Ss can interact some situations in real life

T asks Ss to think about what you might do or have in the future.

Ss go to the board and talk about what you might do or have in the future.

T corrects

* Think about what you might do or have in the future. Share your ideas with your classmates.

Ex: I might have a smart phone to surf the internet.

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class 

Procedure: “ Net work”

T asks:

- In the future, people might live in modern  houses with the help of hi-tech robots

- can you list what robots might do in the future ?

- do housewwork, clean the floors, cooks meals………..

2. Presentation

Aim: Help students talk some things robots might do in the future.

T asks sts work in groups.

T gives each group six cards or pieces of paper.

Ss work in groups

Ss play the game in groups following the instructions.

1.Game.

a.Write the following phrases on six small pieces of paper.

- go to school.

- have telephones at home.

- watch new films in the cinema.

- take pictures with our cameras.

- go on holiday to the beach.

- send postcards to friends.

 Ex: In the future, we won’t go on holiday to the beach but we might go on holiday to the moon.

3. Practice

Aim: Help students understand well about homes in the future.

T asks  students to think of your house in the future.

Ss read the questions and tick (v) ‘Yes’ or ‘ No’

T asks sts to exchange their answers with their friends.

T asks sts work in pairs then use the questions in part “a” to interview your partner.

Ss work in pairs

T asks sts to read the example to undertand how to tell the class about the interview in “ b”.

T lets some sts tell the class about their interviews, using the main information in “b”

2. Class survey:

a. Read the questions below.Tick (v) ‘Yes’ or ‘No’

b. Use the questions in A to interview your partner.

4. Further practice

Aim: Ss can talk about their houses in the future

T asks Ss to think of a house in the future and describe it.

Ss think of a house in the future and describe it

T observes and corrects

* Describe a house in the future.

Ex: In the furute, Nam will live in a hi-tech house. It won’t be in space.It might be by the sea.

Teacher’s and students’ activities

The main contents

1. Warm up

Aim: To warm up the class  and answer the questions to

T asks Ss to look at the picture, ask and answer the questions.

Ss answer the questions

1. Look at the picture and discuss with a partner.

+ What type of house do you think it is?

    - Its a villa.

+ Where do you think the house is?

    - On the ocean                                         

+ What can you see around the house?

- Trees, a garden,  a swimming pool…

+ What can you see in the house?                              

    - robots ….

- Robots in the kitchen, a TV, a computer, a hi-fi stereo,…in the living room.

2. Presentation

Aim: Help Ss read the text about the house in the future and answer the questions

T calls one student read the text before the class.

S read

T calls one read  the phrases in A with the correct ones in B before the class

T asks sts to give their answers.

T asks sts to read the passage again and answer the questions.

T calls some Ss ask and answer questions before the class.

Ss answer

T corrects

I. Reading

3. Read the text and match the phrases in A with the correct ones in B.

Keys:

1-a,c,e,h     

2-b,d,f,g

4. Read the passage again and answer the questions.

* Keys:

1. On the ocean.

2. There will be a swimming pool in front and a large flower garden behind the house.

3. No

4. They will do the houseword.

3. Practice

Aim: Students will draw the house and describe their houses to their partners.

T asks sts work in pairs and draw their houses.

Ss work in pairs

T asks students to use a piece of paper to draw their houses (don’t show your partner)

T asks sts to describe their houses.

II. Speaking

5. Work in pairs.On a piece of paper, draw your future house. Describe your house to your partner.

Ex: My house will be on the moon.It will be large and comfortable.

4. Further practice

Aim: Ss can draw the appliances in your future bedroom then talk about them to the group

T asks sts to work in groups and draw the appliances in your future bedroom then talk about them to the group.

Ss work in groups and draw the appliances in your future bedroom then talk about them to the group

T observes and corrects

* Draw the appliances in your future bedroom then talk about them to the group.

Ex: I will have a smart phone to talk to my friends on other planets.

Teacher’s and students’ activities

Contents

 1. Warm up

Aim: To warm up the class  and lead in the lesson

Brainstorming

T asks Sts to work in groups to write all the dream houses, then go to the board to write down.

T gives suggestions.

- palace 

- skyscraper    

- apartment

- UFO    

- motor home

- space houseboat      

- villa     

- flat

2. Presentation

Aim: Ss can listen the passage  then get to the information and do exercise

T asks students to look at the pictures  carefully and try to give the details of each house:types of house, location, surroundings.

T asks Ss to describe the house which they like best

Ss look at the pictures and give the name of them. ( Ss can guess the name of each picture)

Eg:

   + type of house:

   + surroundings:

   + locations:

T asks  sts to listen to Nick and Linda talking about their dream houses.

Play the tape for sts listen.

T asks Ss to listen and write the speakers names under the correct pictures.

T corrects their answers

Ss listen again and check their answers

Ss copy in notebook

T asks Ss to look at the information in the first column.

T plays the recording again

T asks Ss listen and tick what are important to Nick and Linda.

Ss check their answers each other

T calls Ss to give their answer to the class and correct the mistakes where

I. Listening

1. Listen to Nick and Linda talking about their dream houses. Which house would each prefer? Write their names under the correct pictures.

* New words:

- coast (n):

- view of the sea

- super cable TV:

Linda: P3: ( villa by the sea, with a swimming pool and a flower garden)

Nick: P1: ( apartment in the city)

2. Listen to the conversation again. What is important to Nick? What is important to Linda? Tick the columns.

Linda:

3.sea view.

4.swimming pool.

5.garden

7.quiet.

Nick:

1.park view.

2. city view.

6 cable TV

3. Practice

Aim: Helps students to fill in the table about your dream house and write about their  dream houses

T asks sts to work in pairs  then discuss the following ideas about their dream houses

Ss work in pairs to discuss.

T asks sts to fill in the table, using the main information they have discussed in 3.

Ss fill in the table

T asks sts to write about their dream houses. Use Will + V and might + V.

- Using the suggested ideas/ information in 3 and 4.

Ss write about their dream houses.

T gives comments.

II. Writing

3. Work in pairs.

Discuss the following ideas about their dream house.

Ex:

A: What type of dream house is it ?

B: It’s a villa.

A: Where is it located ?

B: it’s by the sea…

……………………..

4. Now fill in the table about your dream house.

5. Use the information in 4 to write about their dream houses.

4. Further practice

Aim: Ss can write about their dream houses

T asks Ss to think of a dream house and write about it.

Ss think of a dream house and write about it

T asks them to read the result.

Eg:

   + type of house:

   + surroundings:

   + locations:

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and lead in the lesson

T asks Ss to work in groups to write all appliances in your dream houses, then go to the board to write down.

T gives suggestions.

Ss work in groups (two teams)

Eg: - robot, helicopter,

2. Vocabulary

Aim: Ss can read and write some vocabularies related to topic “ Our houses in the future” and do some exercises

T asks sts to use the words in the box, write the correct word under each picture.

Ss look at the pictures and write the correct word under each picture.

T asks students to talk about what the appliances will do in the future

T calls on a student read the

Appliances

T asks sts to write their answers in their notebooks.

T callsl on some sts give answers.

1. Using the words in the box, write the correct word under each picture.

* Keys:

a. robot

b. automatic.

c. wireless TV

d. automatic washing  machine.

e. modern fridge

f. smart clock

2. Think about what the appliances will do in the future.

* Keys:

1. Robot: clean our houses, wash our clothes.

2. Automatic washing machine:wash and dry our clothes

3. wireless TV:help us watch TV programmes from spare.

4. super car: use solar enery, drive safely.

5. smartclock:

Programme activities we do every day.

6.automatic dishwasher: wash and dry our dishes

3. Grammar

Aim: Ss can review the structure with : “Will” and “won’t)

T asks  sts to read sentences then complete the sentences with “will ” or “won’t”

T asks sts to check their answers with their  a partner.

T asks Ss to complete the sentences with  might or might not.

T calls on some sts to give answers.

3. Complete the sentences with “will ” or “won’t”

* Keys:

1.won’t  

2.will

3.will      

4.won’t

5.will       

6.won’t

4. Complete the sentences with might or might not.

* Keys:

1. might        

2. might      

3. might not 

4. might not  

5. might- might.

4. Communication

Aim: Ss can interact to each other

T asks sts to work in pairs the use the information in 2, ask and answer the question.

Ss work in pairs

5. Work in pairs. Using the information in 2, ask and answer the questions.

 Ex:

A: Will robots clean your house in the future ?

B: Yes, they will

A: Will super car run on water in the future ?

B: No, they won’t

5. Project

Aim: Ss will able to know some  appliances in the house in the future

- Think about an appliance you would like to have in the future.

- Make a poster for your future appliance.

- Write details about the appliance on the poster.

- Share your poster with the class.

Example:

I will have a robot.It will help me take care of the flowers in the garden.

Teacher’s and students’ activities

Contents

1. Warm up

Aim: Help sts understand some words to relate to the topic: “Our greener world” and  warm up the class  

* Groupwork

- Divide the class into three groups

- Complete the card

- Read the way to protect the environment

- Other groups remark

Plant trees                  clean up our place

collect paper                        reuse things

recycle                                  reduce trash

 protect wild animals             save water

                        going by bicycle

2. Presentation

Aim: Help sts understand contents of the conservation and do all exercises

T asks Ss to look at the pictures and answer the questions:

- Where are they?

- What do you think Vy is going to do?

- What is so special about the green bag that Nick ia carrying?

- Do you have one like that?

- Why do you use that?

Ss answer the questions

T asks Ss to listen to the dialogue  to see what they are going to do and the reasons why they use that special bag.

Ss listen to the tape

T has students listen the dialogue and then read

Ss listen the dialogue and then read

T gives new words

Ss listen and copy

T guides the way to do exercise a (note: remember not to write more than 3 words in each blank)

Ss do exercise a individually

T corrects

T guides the way to do exercise b,c,d

1. Listen and read

+ They are going to the supermarket.

+ It’s a shopping bag

+ (S/T) : It’s a reusable shopping bag. It’s better than a plastic one because it’s made of natural materials. So it doesn’t cause the polluted environment.

* Vocabulary:

- reuse (v): tái sử dụng

- reusable (adj): có thể dùng lại được

- pollute (v): ô nhiễm

- pollution (n): sự ô nhiễm

- deforestation  (n): sự phá rừng

- cause (v, n): nguyên nhân; gây ra

- natural (adj): tự nhiên

- environment (n): môi trường

a. Read and complete the sentence

1. on a picnic

2. reusable, natural

3.the check-out

4. a/ a reusable

5. cycling

b. Match

1-.b             2-c             3-a

c. Check what they mean

1. I understand           

2. give further information          

3.  say no or not

d. Fill in each blank

1. I see    

2. not at all

3. by the way

3. Practice

Aim: Ss will learn about environmental problems with its effects

T  asks Ss to read all of the words in the box. And discuss the find out the answer to fill in the blanks

Ss answer the questions

T lets them play the tape

Ss listen and check

T gives the key.

T gives structures and makes example of the two structures.

Ss give examples

Ss work in pairs to complete the exercise.

2,3. Write the words with the picture and then listen and check

1. soil pollution

2. deforestation

3. water pollution

4. noise pollution

5. air pollution

4. Match A with B

-       to make sb do st

-       to cause st

Key:

1b       2d      3e      4c        5a

4. Further practice

Aim: Ss can know more about effects of the environmental problem

* Groupwork

- Let them play game: “Which group is the winner?”

- Divide the class into 5 groups

- Give each group an environmental problem such as: soil pollution, deforestation, water pollution, noise pollution, air pollution

- Write down as many effects of the problem as possible

- Hang the answer on the board.

          - The group with the most effects wins

* An environmental problem such as: soil pollution, deforestation, water pollution, noise pollution, air pollution

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and introduce the lesson

T: Let’s watch a video clip and then ask some questions about Three Rs

Eg:

+ Three Rs- What does it mean?

+ What does the recycle mean?

…

Ss watch a video clip and answer the questions.

T introduces the lesson

2. Presentation

Aim: Help students know  to read some words about reducing, reusing and recycling. and its meaning.

T gives three symbols about 3Rs and ask students to match each symbol to each word.

Ss match each symbol to each word.

T gives feedback.

T gives examples to explain about reducing, reusing, recycling

Eg:

- Recycle: old paper is brought to a factory and creat new paper.

- Reuse: used plastic bottles can be used to make flower vase and used to grow small plants.

T asks student to read in chorus and individually.

Ss read in chorus and individually

T asks: What things can we reduce, reuse and recycle?

Ss answer

T asks students to match each word with each picture.

T asks students to do this activity and then go to the board and match.

Ss work individually and then go to the board and match.

T corrects the mistakes

T asks students to read in chorus.

T gives some more words (Electricity, gas, broken glass) and ask students to put the words into groups

T asks students to work invidually and then ask them to work in groups to write on the sub-board.

Ss work  invidually and then work in groups to write on the sub-board.

T gives answers on the projector and correct if necessary

1. Vocabulary

Ex1. Match each symbol to each word.

Ex2. Match each word to each picture.

1. rubbish              

2. plastic bags         

3. glass                  

4. plastic bottle        

5. can                     

6. noise

7. paper                 

8. bulb         

9. water                 

10. clothes

Ex3. Put the words into groups. One word can belong to more than one group.

Key:

3. Practice

Aim: Ss can pronounce correctly the sounds / a:/ and / æ/ .

T asks Ss to look at the picture about plastic bags and ask them to read.

Ss look at the picture and read.

T: Let’s watch a native speaker pronounces the sounds / a:/ and / æ/

Ss: Watch a native speaker pronounces them.

T asks  Ss how to pronounce  the sounds / a:/ and / æ/.

Ss: Pronounce  the sounds / a:/ and / æ/.

T asks students to listen and repeat (many times)

Ss listen and repeat

T asks Ss to put the words in the correct column while they listen.

Ss compare their answers in pairs.

T checks the answers with the whole class.

T asks students to read the conversation and write the words which have the sound /a:/ or /æ/ .

Ss write the words which have the sound /a:/ or /æ/

2. Pronunciation

Ex5. Listen and repeat.

Ex 6: Listen again and put the words in the correct column.

Key:

/ a:/ : fast, plastic, glass, dance, answer, afternoon. 

/ æ /: had, bag, apple, activity

Ex7. Read the conversation. Write / a : / or  /æ / below each underlined letter.

Key:

Sound / a: /: class, ask, father. 

Sound / æ /: stand, have, that

4. Further practice

Aim: Ss can interact about protecting the environment

T asks students to practice in pairs about protecting the environment.

Ss: Practice in pairs.

T gives advices about protecting the environment. Eg: find creative ways to reuse old items before throwing them away.

* Practice

Eg: A:  What will we do to protect our world?

     B: We will reduce the rubbish, recycle broken glass

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and introduce the lesson

T lets them listen a song 3Rs

Ss listen and  sing

T asks

- What should we do to keep our school cleaner and greener?

T calls some Ss to tell before class.

Ss answer the questions

E.g.

- Put trash in trash can.

- Plant trees.

2. Presentation

Aim: Ss can understand the form and the use of conditional sentences- type 1

T asks Ss to listen the conversation again and elicit the conditional sentences- type 1

Ss listen the conversation again and elicit the conditional sentences- type 1

T gives structure

Ss copy and give examples

1. Conditional sentences- type 1.

- If we all use this kind of bag, we will help the environment

- If more people cycle, there will be less air pollution.

+ Form:

If  S + V, S + will/ won’t + V

3. Practice

Aim: Help students understand   the form and the use of   conditional sentences- type 1 well to do exercise from 2 to 5

T asks Ss to give the correct verb form.

Ss do the task individually

T calls Ss to do on the board then gives the correct answers

T asks Sts to do the task individually to match the half sentences

T calls one st to do on the board

T calls others to remark

T gives the correct answers

T asks  Sts to do the task individually to combine each pair of  sentences

Students do the task individually.

T calls one st to do on the board and others to remark

T gives the correct answers

2. Write the correct form of the verds.

1. is, will plant

2. recycle, will help

3. will save-  don’t waste

4. will have – use

5. doesn’t dirty, will be

3. Match column A with column B.

1-c    

2-e    

3-b

4-a   

5-d

4. Combine each pair of sentences below to make a conditional sentences- type 1 .

1. If we pollute the air, we will have breathing problems

2. If people polluted the water, A lot of fish will die.

3. If we cut down trees in the forest, there will be more floods

4. If the soil is polluted, plants will die

5. If there is noise pollution, people and animals will have hearing problems.

4. Further practice

Aim: Ss can make sentences with conditional sentences type 1

+ Groupwork:  Talk  sentences with conditional sentences type 1

- Let them play game: “Which group is the better?”

- Divided into 2 teams

- Give each person in each team to read a sentence with conditional sentences type 1.

         - The team with the most right sentence will win.

Eg:

If the soil is polluted, plants will die

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and introduce the lesson

* Groupwork

- The class is divided into two teams: leaf and flower

- The teams have two minutes to watch a video clip on 3Rs and have to memozire all the things reduced, reused, recycled in the clips.

- The team writing more right words in 30 seconds in the winner

- cans, bottles, plastic bags,…

2. Presentation

Aim: Help Ss know some newwords

T introduces some new words

Ss write and read

T asks Ss to give example sentences.

T asks some questions:

+ What is the name of the club?

+ What is the name of the survey?

+ How many questions are there in this survey?

+ How do you understand the world “geen” here?

Ss answer the questions

* New words

Do a survey: khảo sát

Be in need: cần thiết

Recycling bin: thùng rác

Breeze: cơn gió nhẹ

Wrap: gói

Invite: mời

Eg: We wrap our books very beautifully.

3. Practice

Aim:  - Help Ss communicate with others on 3Rs topic, therefore discover how “green” they are and get to know more ways to practise 3R

T says about 3Rs Club and explains.

Students listen.

T asks students to read the survey and do this exercise.

Ss read silently and do these sentences independently.

T explains and asks students to compare your answers with those on page 57 and count the points.

Ss compare and count the point.

Ss work in pairs

14 – 16 points: You’re green!

10 – 14 points: Try to be “greener”!

1 – 5 points:  You aren’t “green” at all!

Key:

1 – e         2 – a         3 – b

4 – f         5 – c          6 - d

4. Further practice

Aim:Ss can give some questions to add to the survey.

+ Groupwork:  Think of more questions to add to the survey.

- Let them play game: “Which group is the better?”

- Divided into 2 teams

- Each person in each team to make a questions to add to the survey

         - The team with the most right questions will win

Eg: - Why do we destroy the forests?

 - What do we have to do to reduce air pollution?

- What do we have to do to reduce soil pollution?

- What can we do to protect our environment?

          - Can you save energy?

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and introduce the lesson

T asks  a question:

+ What will you do if you want to be a “greener”

Ss answer

2. Presentation

Aim: Ss can understand the content of the text and  answer the  questions

T asks  Ss to read the tips and find the words or phrases in the text and underline them

Ss do exercise individually

T asks Ss to match the words with their meanings.

Ss match

T guides Ss to read the words

Ss listen and repeat

T asks them to answer the questions in pairs

Ss answer the questions in pairs.

T corrects

I. Reading

1. Find the words or phrases in the text and underline them.

+ Charity: Lòng khoan dung; hội từ thiện

+ recycling bin (n): Thùng rác

+ swap (v): Trao đổi

+ creative (adj)

+ reusable (adj)

2. Match the words with ther meanings

Creative: unitque and intresting

Charity: giving things to people in need.

Swap: give something to a person and receive something from him/her.

Reusable: can be used again

Recling bin : containers for things that can be recycled.

3. Answer the questions.

1. Recling bins

2. Give them to charity or swapthem with your friends or cousins.

3. Refillable ones

4. We can turn the tap off ………

5. We should bring plastic bottles

3. Practice

Aim: Help students talk about tips to protect the environment and the creative ways to reuse some old things

T: To become “greener”, Which tips  you will follow in 3Rs Club

T asks Ss to put the tips in order to from the easiest to the most difficult.

T:  Can you think of any creative ways to reuse old envelopes, used water bottles, used book?

Ss can give some idea.

(Clean your school / clean the street/ talk to other people about the importance to the environment’s protection/ recycling the old paper, glasses……………..)

II. Speaking

4. Work in group.

- Discuss with your group and put the tips in order from the easiest to most difficult.

2- 3- 4- 8 - 1 - 7- 5 - 6 - 10

4. Further practice

Aim: Ss can know how to creative ways to reuse items before throwing them away

T asks Ss to use the items in a, b, c to find creative way to reuse them.

a. old envelopes?

b. used water bottles?

c. used textbooks?

Ss  work in group.

T goes around the class to help the groups.

T asks groups to compare the answers with the other groups.

* The last tip tells you to find creative ways to reuse items before throwing them away. Can you think of any creative ways to reuse?

a. recycling the old envelopes.

  - using the old envelopes to wrap food.

b. - reusing the used water bottles.

    - recycling them.

    - using them to make small projects

c. used textbooks.

    - using them to wrap food.

     - Recyling them.

E.g. I will have a smart phone to talk to my friends on others planets.

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and introduce the lesson

* Groupwork

- Divide the class into two team

- Let’s play a game to warm up our day

- I have a question here with 3 clues.

- You answer in 30 seconds.

- Who give the first answer will win

Let’s play game: “Who’s faster”

What is this?

- Clue 1: If we reduce using this, we will save our money.

- Clue 2: It is something that we can not live without.

- Clue 3: We drink this when we are thirsty.

è Water

What is this

- Clue 1: it is a household appliance

- Clue 2: If we reduce using this, we will save our money

- Clue 3: It helps light our house.

-> Bulb

2. Presentation

Aim: Help Ss understand the aims of the listening, then get to the information and do exercise

T asks Ss to write down the qualities of a good president for the 3Rs club

+ To predict Mi’s and Nick’s ideas. What are they going to do if they will be voted to be the President?

Ss answer

T asks sts to listen to Mi and Nick talking about their ideas when they will become the President.

T plays the tape for sts listen.

Ss listen and complete the table

T reads the statements in exercise 2 and write T or F at the end of the statement without listening to the recordings.

Ss do the exercise individually without listening to the recording.

Ss compare their answer in pairs

T lets them to listen again and check the answer.

I. Listening

1. Listen then complete the table.

1 - 6a

2 - recyling

3 - saving lights

4 - book

5 - 6e

6 - bus

7 - gardening

8 - uniform

2. Write T or F

1 - F

2 - F

3 - T

4 - F

5 – T

3. Practice

Aim: Helps students write their ideas to become the president of the 3Rs club.

T asks Ss to read the study skill box.

T explains the use of connectors to show sequence.

Ss work in pairs and interview each other to find out the three things they will do if they become the club president.

T asks Ss to take note about each other’s ideas.

Ss write their paragraph individually based on the suggestions in the book.

T asks  one student to write the paragraph on the board. Other Ss and teacher gives comments on the paragraph on the board.

T collects some writing to correct at home.

II. Writing

Study skill - writing

First - Next - Then - After that - Finally...

3. Interview a classmate...

Name:..................................................

Idea 1:................................................

Idea 2:................................................

Idea 3:..............................................

4. Write about your classmate’s idea in 3. Do you think your classmate will be a good club president?

1. His/her name and class

2. Idea 1 + explanation/examples.

3. Idea 2 + explanation/examples.

4. Idea 3 + explanation/examples.

5. Will he/she be a good club president?

Teacher’s and students’ activities

Contents

1. Warm up

Aim: To warm up the class and introduce the lesson

Brainstorming

T asks Ss to work in groups to write how to protect our environment.

T gives suggestions.

2. Looking back

Aim: Ss can know more some vocabularies related to topic  “Our greener world” and do exercise about the conditional sentence – type 1. Talk about ways to “go green”

+ Vocabulary

T writes a word web on the board.

T asks sts to add to the webs.

T asks Ss to use word webs to ask and answer the questions about 3Rs

Ss work in pairs

T asks Ss to do the exercise individually. Check the answers with their partners.

T checks with the whole class

+ Grammar

T asks Ss to retell the conditional sentence – type 1.

T asks them to do exercise 4,5

* Communication:

T asks sts to interview three classmates to ask and answer the questions in part 6.

Ss work in pairs

1. Add more words to the word webs below.

 + Reduce: electricity, paper, water, rubbish, gas

+ Reuse: can envelope, bottle, plastic bag

+ Recycle: book, plastic box, can, newspaper

 2. Work in pair

A: Can we reduce water?

B: Yes, we can

A: How?

B: Don’t take a bath

3. a. Complete the words.

1.deforestation

2. air polution

3. water pollution

4. noise pollution

5. soil pollution

3b. Match word with a sentence

1-b, 2-e, 3-a, 4-c, 5-d.

Ex 4: Gap fill

1. is - will rise         

2. rise - will disappear

3. reduce - will have 

4. don’t have, will be

5. are - will be

Exercise 5: Combine each pair of sentence to make a conditional sentence.

1. If students recycle and use recycled materials, they will save energy.

2. If we use the car all the time, we will make the air dirty.

3. You will save electricity if you turn off your computer when you don’t use it.

4. People will stop using so much energy if they want to save the environment.

5. What will you do if you see a used can in the road?

3. Project

Aim: Ss will able to know the way to use some used things to make new products

* Groupwork

- Choose something used (a bottle, a can, a sheet of paper …)

- Make something new from it and decorate it

- Bring your product to class

- Show and tell your classmates about what you made

Teacher’s and students’ activities

Contents

1. Warm up   

Aim: Help students understand the picture.

T gives a picture of “ robot”

T writes “Robot" on the board.

T asks Ss what “robot" means to them.

T explains " robot": - In this unit  we are going to learn about “ robot”

T asks Ss open their books and start the lesson.

Chatting

2. Presentation

Aim: Ss will learn new words and match the activities with the pictures.

- Pre-teach vocabulary

* Vocabulary checking : R.O.R

T  introduces 

+ Could  for past ability and Will be able to for future ability by sentences in part 1

- In the past they had a minor role. They could do very simple things. They will be able to do many things like humans.

   They  won’t be able to do things like play foot ball or drive a  car.

1. Listen and read

* Vocabulary:

- Robot (n) : người máy

-  role (n): vai trò

- minor   (adj): nhỏ, thứ yếu.

- Minor role: vai trò thứ yếu.

- Human ( adj): con người

* Grammar:

Ex:  

They will be able to do many things like humans.

 They won’t be able to do things like play football or drive a car.

3. Practice

Aim: Help sts understand contents of the conservation and do all exercises

T  plays the tape and students listen and read

Ss listen to the recording( twice)

Ss write the correct answers on the board.

T corrects.

T asks Ss to name the thing they see

T asks them to  find out four types of robots in the conversation and write them under the correct pictures

T calls 2 Ss to go to the board and write

T corrects them.

- Have Ss quickly match each activity with its picture.

T plays the recording for Ss to check their answers.

T corrects their pronunciation.

T introduces the exercises 3 and demonstrate the game to the class first

Ss work in groups.

T corrects.

T can explain the meaning if necessary.

Teacher explains the use and help Ss remember the use of can to talk about ability in the present and have some Ss give examples.

 Of modal “can”: We use can to talk about ability in the present.

- Asks a more able to tell what activities in the pictures he/ she can or can’t do.

T goes around helping weaker Ss.

a. Read the conversation again. Answer the following questions.

1. They could only do very simple things.

2. Yes, they can

3. They will be able to do many things like humans.

4. No, they won’t

b. Find the four types of robots in the conversation. Write them under the correct pictures below

1. teaching robots  

2. worker robots

3. doctor robots     

4. home robots

2. Match the activities with the pictures. Then listen, check and repeat the phrases.

1. c           

2.d            

3. a          

4. b.

3. Game: Miming

Example: A: what am I doing?

                 B: You’re doing the dishes.

        A. Yes, that’s right/ No, try again.

4. Further practice

Aim: Help students remember the use of can to talk about ability in the present and survey.

T asks Ss to move around and ask different classmates different questions

Ss go around the class asking the qs.

T asks Ss to report the results.

- Counts the number of Yes answers to each question and find out which sports or games all Ss can play….

4. Look at the pictures. Tell your partner what you can or can’t do now

Example: I can draw. / I can’t swim.

a. I can play football /I can’t play football.

b. I can climb a mountain. /I can’t climb a mountain./

c. I can play the guitar/I can’t play the guitar.

->I can + V…. / I can’t+ V….

5. Class survey: T goes around the class asking these qs. Find out:

- The sports or games that all people can play.

-The sports or games that some people can not play.

- The sports or games that no one can play.

Teacher’s and students’ activities

The main contents

1. Warm up

Aim: students give everyday activities a robot can do.

T asks Ss to talk about what robots can do.                                    

Ss discuss.

T introduces the lesson

2.  Presentation

Aim: Help sts understand some words and the form and use of could.

Task 1.

T elicits words from Ss.

Rub out and remember

T plays record and asks Ss to repeat.

Correct their pronunciation.

Task 2.

Ss work individually then compare in pairs.

Ss compare their answer with a partner.

Ss write more words for each verb.

T remarks.

I. Vocabulary

- lift (v): nhấc lên

- recognise (v): nhận ra

- guard  (v): canh gác

- shout  (v): la hét

- boil  (v): sôi (nước)

- step (n, v): bước đi, dẫm lên

1. Match the verbs in A with the words or phrases in B.

1. c       2. a       3. b    4. e      5. d

2. Write another word/phrase for each verb.

Key:

- make a cup of coffee, make a cake

-                                                                                                                                                        understand the lesson

-                                                                                                                                                        lift a suitcase,...

-                                                                                                                                                        recognise her sweet voice

3. Practice

Aim:  Sts can make sentences with could/couln’t

- Get Ss to study the grammar box, draw Ss’ attention to the form of could.

Task 3.

- Ss work individually then compare in pairs.

- Get 3 Ss to go to the board to write their answers

- Teacher gives feedback.

Task 4

- Read the information about the famous robot: Ongaku. Ask and answer questions about what it could/couldn’t do 2 years ago.

Task 5

- Ss talk about themselves.

II. Grammar: Could

3. Put the words in the correct order.

1. Mary could do sums at the age of 17.

2. Could you read and write when you were 6

3. Robots could lift heavy things some years ago.

4. Robots couldn’t move easily until recent years.

4. Work in pairs. Read the information about the famous robot Ongaku. Ask and answer questions about what it could/ couldn’t do two years ago.

A: Could Ongaku lift heavy things 2 years ago?

B: Yes, it could.

                                                                                                                                                         Write 3 things you could do and 3 things you couldn’t do when you were in primary school.

4. Further Practice

Aim:  Ss can pronounce correctly the sounds /ɔi/ and /au /in context

- Explain how to make the two sounds.

- Listen and repeat. Pay attention to the sounds /ɔi/ and /au /.

Task 7

- Ss practise the sound.

Task 8

Play the recording and pause after each word which has the underlined part.

III. Pronunciation.

6. Listen and read. Pay attention to the sound /ɔi/ and /au /.

7. Listen to the sentences. Circle the words you hear.

1. oil      

2. cow     

3. Ouch       

4. bow

8. Listen and practice the chant. Notice the sounds /ɔi/ and /au /.

- Ss then practise the chant. Notice the sound /ɔi/ and  /au /.

Teacher’s and students’ activities

The main contents

1.  Warm up

Aim: To review activities of a robot can do.

T asks sts to write the name of 6 activities which you think a robot can do.

2. Presentation

Aim: Helps students understand the form and the use of  will be able to.

* Grammar  

T introduces new language” Will be able to ….”

Using : We use Will be able to talk about ability in the future.

T gives an example.

I. Grammar