Preparing date: 28/ 09/ 2023
Week 5
Period 13

UNIT 2: HEALTHY LIVING
LESSON 5: SKILLS 1
A. OBJECTIVES By the end of this unit, students will be able to gain the following things:
I. Knowledge:
- Develop Reading and Speaking skills.
- Understand the description of a room at the Crazy House Hotel in Da Lat;
- Describe one room (in their imagination) in that hotel.
+ Vocabulary: :
- Use the lexical items related to the topic House.
+ Grammar:
- Possesive case and Prepositions of place.
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Students will be able to practice reading and speaking skills.
b. Communication and collaboration competences.
- Develop communication skills and creativity.
- Develop presentation skill.
c. Prolem-solving and creativity competences.
- Develop presentation skill.
- Actively join in class activities.
2. Specific competences
a. Practice describing the hotel room they have designed.
b. Develop communication skills and creativity.
c. Be collaborative and supportive in pair work and team work.
d. Actively join in class activities.
III. Qualities
1. Understand the description of a room.
2. Develop their language skills.
3. Be ready to know the words about rooms and furniture in a house.
4. Develop self-study skills.
B. TEACHING AIDS
1.Teacher: textbook, laptop, projector, sachmem, videos,
2. Students: textbook, Student's book, pens.
C. CARRYING OUT
Class
Teaching date
6A4
6A5
1

D. PROCEDURES
ACTIVITY 1: WARM UP- (5')

* Objectives:
- II-1a, 1b, III- 3
- To create an active atmosphere in the class before the lesson
- To lead into the new lesson.
Content - Performance
Outcome
+ Greeting
+ Greeting
T- Ss
* Play a game : Chatting
- Teachers have students look at some pictures and 1. What type of house is this?
Country house, town house, villa, stilt,
asks students some questions about houses
flat
- Students answer the questions
2. How are these houses?
- And then lead in the new lesson.
They are strange (crazy) houses.
ACTIVITY 2: READING (20')
* Objectives: II- 1a, b, c, 2a, b; III- 1, 2, 3
Content - Performance
Outcome
T –Ss :
Vocabulary
- strange /streɪndʒ/ (adj) = crazy unusual
- Pre teach vocabulary
or surprising, especially in a way that is
- Teacher use different techniques to teach vocab
difficult to understand: kì lạ, lạ thường
(pictures, situation, …..)
A strange thing happened this morning.
- Repeat in chorus and individually
- shape ʃeɪp/ [N] the form of the outer
- Copy all the words
* Checking vocab: < Rub out and remmember> edges or surfaces of something; an
example of something that has a
particular form: hình dạng
This candle the shape of an eight.
- wardrobe /ˈwɔːdrəʊb/ [N] a large
cupboard for hanging clothes in, which is
either a piece of furniture or (in British
English) built into the wall: tủ quần áo
There is a wardrobe in my bedroom.
2. Task 1: Predicting
2. Task 1: Predicting
T - Ss
- Teacher asks students to read the “Reading skill”
box and explains any words that Ss do not know.
- Teacher tells students that predicting is an
Answer key:
important reading skill that can help them have a
1. It's an email.
general understanding of the text.
2. The text is about Nick's room at the
* Set the scene:
2

Content - Performance
Outcome
-Teacher tells students to quickly look at the text,
Crazy House Hotel.
the pictures and answer the questions.
- Teacher asks for students' answers.
- Then teacher tells them to read the text quickly to
check their prediction.
After that, teacher confirms the correct answers.
Task 2:T –Ss : Ss- Ss
Task 2: Read the text and answer the
(Ex. 2, p. 22)
Teacher lets students look at Ex. 2 on p. 22 andquestions.
tells
-.
them how to do this kind of exercise:
Answer key:
+ Read the questions.
1. He's in Da Lat with his parents.
+ Underline the key words.
2. There are ten rooms.
+ Locate the key words in the text.
3. Because there's a big tiger on the wall.
+ Read that part and answering the questions.
4. It's under the bed.
- Teacher has students read the text in detail to
answer the questions and tells them to underline
parts of the email that help them with the
answers.
- Teacher tells them to compare their answers in
pairs before giving the answers to teacher.
Teacher asks them to give evidence when giving
the answers
Task 3: T - Ss, Ss – Ss
Task 3: Circle the things in the Tiger
- Teacher asks students to read through the words Room. (Ex. 3, p. 22)
* Answer key:
given and then locate them in the text. If they
find a similar word in the text, they should circle a window
a lamp
it in the list.
a wardrobe
- Teacher has students compare their answers.
- Teacher checks and confirms the correct answers a desk
ACTIVITY 3: SPEAKING (15')
* Objectives: II- 1a, b, c, 2a, b; III- 1, 2, 3
Content - Performance
Outcome
Task 3: Retelling
Task 3: Retelling
- Ask students what to include when they want
• Name of the room
to describe a room in the hotel. Here are some
• Reason for the name
things:
• Position of things in the room
- Ss Write these points on the board and retell
“Tiger room” to their partner
Task 4: T - Ss, Ss – Ss
Task 4: Create a new room for the hotel.
Draw a plan for the room. (Ex. 4, p.22)
- Teacher tells each student to create a new
3

Content - Performance
room for the hotel and draw a plan for the
room.
- Teacher sets a time limit for students to do it.
- Teacher asks students to give the room a name
and bear in mind the organisation of the room
including the things in the room and their
position.
Have them note down quickly these ideas

Task 5: T - Ss, Ss - Ss
- Have students work in pairs and show the plan
to their partner. Ask students to take turns to
describe their rooms.
- Remind them to focus on the three points on
the board. Move around to observe and offer
help.
Call on some students to show their plan to the
whole class and describe it. Other students and
the teacher listen and vote for the best plan

Outcome
- Why is the room called the … room?
(Dog / Cat / Horse / Dolphin)/
- Where is your bed?
(under the window / next to the door / in the
corner / in the middle of the room / …)
- What are there in your room?
(a TV / a fridge / air-conditioner / a piano,
…)
- How is your room?
(big / bright with a lot of windows / cool /
clean / dirty / messy / tidy / nice / …
Task 5: Describe your plan. (Ex. 5, p. 22)

EX:
This is the Dolphin Room. There's a big
Dolphin at the door. There's a table and a
sofa in the middle of the room ...

ACTIVITY 5: APPLICATION (5')
* Objectives: II- 1a, b, c, 2c, d; III- 1, 2, 3
Content - Performance
Outcome
T - Ss, Ss - Ss
Example:
- Have students give comments on their friends and This is the Shark Room. There's a big
shark at the door. There's a table and a
vote for the most interesting and informative
sofa in the middle of the room.
presentation.
- Teacher gives feedback and comments.
* Homework:
- Practice telling about your future houses.
- Do Ex D1,2,3 – P13,14 (Workbook)
- Prepare new lesson. Skills 2
4

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Preparing date: 28/ 09/ 2023
Week 5
Period 14

UNIT 2: HEALTHY LIVING
LESSON 6: SKILL 2
A. OBJECTIVES By the end of this unit, students will be able to gain the following things:
I. Knowledge:
- To develop listening and writing skills;
- Use the lexical items related to the topic My house;
- Listen to get information about rooms and houses;
- Write an email to a friend.
+ Vocabulary: :
- Use the words about rooms and furniture in a house;
+ Grammar:
- Present simple;
- Prepositions of place
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Students will be able to practice listening and writing skills.
b. Communication and collaboration competences.
- Develop communication skills and creativity
c. Prolem-solving and creativity competences.
- Develop presentation skill.
- Actively join in class activities.
2. Specific competences
a. Students will be able to know more words and phrases rooms and furniture.
b. Develop communication skills and creativity.
c. Be collaborative and supportive in pair work and team work.
d. Actively join in class activities.
III. Qualities
1. Understand the description of a room.
2. Develop their language skills.
3. Be ready to know the words about rooms and furniture in a house.
4. Develop self-study skills.
B. TEACHING AIDS
1.Teacher: textbook, laptop, projector, sachmem, videos,
2. Students: textbook, Student's book, pens.
C. CARRYING OUT
Class
Teaching date
6A4
5

6A5

6

D. PROCEDURES
ACTIVITY 1: WARM UP- (5')

* Objectives:
- II-1a, 1b, III- 1
- To create an active atmosphere in the class before the lesson
- To lead into the new lesson.
Content - Performance
+ Greeting
+ Warm up (Individual work)
- T calls some students and asks them to describe their house.
- Lead in
- Teacher introduces students the content of the lesson today:
“You have just talked about your house. In the listening lesson
today, we are going to listen to Mai talking about her house.”

Outcome
+ Chatting
+ Describe your house.
Hello every body. Today I
want to talk about my
house…….

ACTIVITY 2: LISTENING (15')
* Objectives: II- 1a. b, c, 2 b, c; III- 1, 2, 3.
Content - Performance
Outcome
- Ask students to look at the pieces of
Task 1: Name the pieces of furniture.
furniture and parts of the house and name
them.
* Answer key:
- Call on some students to read the words out 1. bookshelf
2. sofa
loud.
- Ask some students to write the words on the 3. desk
4. clock
board.
5. window
- Have students guess if these things are
mentioned in the listening text. If they say
*Answer key:
yes for a thing, put a tick next to the word.
Things mentioned in the listening text:
- Play the recording once for students to
bookshelf, desk, clock, window.
check their guesses.
- Teacher confirms the correct answers for
their prediction.
Task 2: T - Ss, Ss - Ss
Task 2: True or False statements. (Ex. 2, p.
- Have students look at the sentences in this
23)
activity. Ask them how to do it. Give them
some strategies to do the exercise (e.g.
* *Answer key:
reading the sentences, underlining the key
1. F (There are three people.)
words, listening to the text paying attention to 2. F (There are six rooms.)
the key words, deciding if each sentence is
3. T
true or false).
4. T
- Play the recording twice for students to do
5. F (She reads books.)
* Audio script:
7

Content - Performance
Exercise 2. For a better class, ask students to
take notes of the information to explain why a
sentence is false.
- Have students share their answers in pairs.
- Invite some pairs to give their answers and
confirm the correct ones.
- Play the recording again if needed, stopping
at the place where students find it difficult
to hear.
- For a better class, ask students to correct the
false sentences.
T-Ss, Ss-Ss( work group)
- Students work in groups of four.
- Teacher asks students to summarize the
information in the listening part and talk
about it.
- Teacher helps if necessary.

Outcome
My name's Mai. I live in a town house in Ha
Noi. I live with my parents. There are six
rooms in our house: a living room, a kitchen,
two bedrooms, and two bathrooms. I love our
living room best because it's bright. It's next
to the kitchen. I have my own bedroom. It's
small but beautiful. There's a bed, a desk, a
chair, and a bookshelf. It also has a big
window and a clock on the wall. I often read
books in my bedroom.
Summarize the information of the listening
part.
Example:
Mai lives in a town house in Ha Noi. She lives
with her parents. There are six rooms in her
house: a living room,……

ACTIVITY 3: WRITING (15')
* Objectives: II- 1a, b, c, 2a, c, d; III- 1, 2, 3
Content - Performance
Outcome
T - Ss
Necessary parts of an email
- Show this sample email on the
1. How many parts are there in the email?
(5 parts)
slide / on the board or give each
2. What is the subject of the email? Where can you find
student a handout with this
it? (My house – We can find it in the “Subject line”)
sample.
3. What does An write about in the first paragraph of the
- Ask them several questions:
email? (The introduction)
4. What does An write about in the second paragraph?
(The subject(s) of the email)
* How to write email to friend?
1. In the subject line, write briefly, what the email is
about.
2. Begin the email with a greeting (Dear/Hi/Hello).
3. The introduction is the first paragraph. Ask about
his/her health, thank him/her for the previous email or
write the reasons for the email, etc.
4. In the body, write the subject(s) of the email. Write
each subject in a new paragraph.
5. The conclusion is the last paragraph. Say goodbye, ask
your friend to write back, etc.
8

Content - Performance
Task 3: Answer the questions.
(Ex. 3, p. 23)
- Tell students that now they are
going to focus on the body of the
email only.
- Tell them that answering the
guiding questions is one way to
help them brainstorm as well as
organise ideas for their writing.
- Have students answer the
questions individually, encouraging
them to write the answers in full
sentences.
- Move around to offer help.
- Invite some students to share their
answers to the class. Comment on
their answers.
Task 4: Write an email
- Ask students to write the body of
their email individually.
- Ask one or two students to write
their email on the board.
- Ask Ss to look at the email and
comment.
- T feedbacks and gives mark.

Outcome
Task 3: Answer the questions. (Ex. 3, p. 23)
* Suggested answer.
1. I live in a small house in the countryside
2. There are 5 rooms in my house. Living room, two
bedrooms,….
3. I like the living room best because I can watch TV
with my parents and my younger sister.

Task 4: Write an email
Sample email:
From: Huong@fastmail.com
To: Mira@quickmail.com
Subject: My house.
Hi Mira,
Thank for your email. Now, I'll tell you about my house.
I live with my parents and younger brother in a town
house.
It's big. There are six rooms: a living room, a kitchen,
two bedrooms
and two bathrooms. I like the living room best
because I can watch TV with
my parents and younger brother together.
What about you? Where do you live?
Tell me in your next e-mail.
Best wishes,

* Homework:
- Complete the email;
- Do Ex E1,2 – P15(Workbook);
- Prepare new lesson: Looking back & Project.

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9

Preparing date: 28/ 09/ 2023
Week 5
Period 15

UNIT 2: HEALTHY LIVING
LESSON 4: LOOKING BACK & PROJECT
A. OBJECTIVES By the end of this unit, students will be able to gain the following things:
I. Knowledge:
- To revise and Practice simple sentences.
- Review the vocabulary and grammar of Unit 2
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
+ Vocabulary: :
- Use the words about rooms and furniture;
+ Grammar:
- Present simple;
- Prepositions of place
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Use the lexical items related to the topic My house;
b. Communication and collaboration competences.
- Develop communication skills and creativity
c. Prolem-solving and creativity competences.
- Develop presentation skill.
- Actively join in class activities.
2. Specific competences
a. Students will be able to know more words about rooms and furniture.
b. Develop communication skills and creativity.
c. Be collaborative and supportive in pair work and team work.
d. Actively join in class activities.
III. Qualities
1. The love of living things.
2. The awareness about importance of healthy living.
3. Be ready to know the words about healthy activities and health problems.
4. Develop self-study skills.
B. TEACHING AIDS
1.Teacher: textbook, laptop, projector, sachmem, videos,
2. Students: textbook, Student's book, pens.
C. CARRYING OUT
Class
Teaching date
6A4
6A5
10

11

D. PROCEDURES

ACTIVITY 1: WARM UP- (5')

* Objectives:
- II-1a, 1b, III- 1
- To create an active atmosphere in the class before the lesson
- To lead into the new lesson.
Content - Performance
+ Greeting
Warm up (Team work)
T -Ss
- Teacher divides class into 2 teams.
- Teacher asks students to look at the pictures on the screen
and asks them to memorise the pictures in 1 minute.
- Teacher hides the pictures and asks Ss write the name of the
pictures. The team who has more correct answers is the winner.

Outcome
+ Greeting
Game: Kim's game
* suggested answer:
- town house, country house,
stilt house, villa, living room,
bedroom, bathroom, kitchen,
dining room, ….

ACTIVITY 2: VOCABULARY (5')
* Objectives: II- 1a. b, c, 2 b, c; III- 1, 2, 3.
Content - Performance
Outcome
Task 1: Put the words into the correct group. Task 1: Put the words into the correct
Add a new word to each group.
group. Add a new word to each group.
T –Ss :
Types of
Rooms
Furniture
house
- Have Ss do this activity individually then
flat ,town
living
chest of
compare their answers with their partners.
house,
room,
drawers, sink,
- Ask for Ss' answers or ask one student to
country
bedroom,
fridge,
write his/ her answer on the board.
- Confirm the correct answers.
house
bathroom, dishwasher,
kitchen,
cupboard,
ACTIVITY 3: GRAMMAR (15')
* Objectives: II- 1a, b, c, 2a, c, d; III- 1, 2, 3
Content - Performance
Outcome
Task 2: Complete the second sentence with
Task 2: Complete the second sentence
the correct possessive form. (Ex. 2, p. 24)
with the correct possessive form. (Ex. 2,
T –Ss ; Ss - Ss
p. 24)
- Have students say how to form the possessive Answer key:
1. teacher's
form with proper names and singular nouns.
2. brother's
- Ask students to do the exercise individually
3. Elena's
and then exchange their answers with a
4. grandfather's
classmate.
5. Vy's
- Call on some students to write their answers
on the board. Other Ss give comments.
12

Content - Performance
- Confirm the correct answers.
Task 3: T - Ss, Ss - Ss
- Ask students to say the prepositions of place
they have learnt.
- Have students look at the pictures and do this
exercise individually. Ask some students to
write the sentences on the board.
- Check students' answers.
+ T can have Ss play a game : Lucky number

Task 4:T-Ss, Ss-Ss
- Ask one student what room in the house is
his / her favourite.
- Encourage him / her to say one or two
sentences about it.
- Have students write three sentences to
describe their favourite room.
- Remind students to use prepositions of place.
- Students share their sentences with their
partners.
- Some students are asked to write their
sentences on the board.
- Teacher and other students give feedback.

Outcome
Task 3: Make sentences using
prepositions of place. (Ex. 3, p. 24)
* Answer key:
1. The cat is on the table.
2. The dog is in front of the kennel /
doghouse.
3. The cat is between the bookshelf and the
sofa.
4. The cat is behind the computer.
5. The girl is on the sofa.
6. The boy is next to the sofa.
Task 4: Write three sentences to describe
your favourite room. (Ex. 4, p. 24)

Ex:
- There's a big bed next to the door.
- There is a clock on the wall.
- There are books on the bookshelf.

ACTIVITY 4: PROJECT (20')
* Objectives: II- 1a, b, c, 2c, d; III- 1, 2, 3
Content - Performance
Outcome
Project: T - Ss, Ss – Ss (group work)
- Survey:
- Students work in groups. One student in each
“Which one would you like to live in?
group asks other group members question
Why?”
- Ss fill the information in the following table.
- This student then summarises their group
members' answers and reports the result to the
whole class.
- Have Ss work in groups to draw their own
strange house. Ask them to practise describing
their house in groups before telling the class about - Ss should finish the project in class,
assign groups in the previous lessons.
their house.The class votes for the best strange
house.
13

14

* Homework:
- Complete the project
- Do Ex E3 – P15 (workbook)
- Prepare new lesson: Unit 3 – Lesson 1: Getting started
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