In this unit, you will explore different types of homes and ways of living – from traditional houses and student accommodation to unusual homes and life without a home. You will read about stately homes and alternative living, listen to young people talking about homelessness, and think about what “home” really means to you. You will also learn and practise useful grammar and vocabulary so you can talk, write, and give opinions about homes more confidently in English.

Unit 4 – Objectives (for students)

By the end of Unit 4, you will be able to:

• Talk about different types of homes and describe rooms, furniture, and areas in and around a house.

• Use comparative and superlative adjectives to compare homes, rooms, and places (e.g, bigger, more comfortable, the most expensive).

• Use the second conditional and “I wish / If only” to talk about imaginary situations and changes you would like to make to your home or life.

• Understand a reading text about a stately home and find the main ideas, details, and evidence in the text.

• Understand listening texts about homelessness, including idioms and the difference between formal and informal language.

• Read and understand texts about alternative homes and use compound nouns to talk about them.

• Use common collocations with do, make, and take (e.g., do your best, make a decision, take a break) to talk about real-life situations.

• Compare and discuss different accommodation options for a gap year using linking words (e.g., whereas, while, however).

• plan and write an informal email to a friend (about moving to a new home) using appropriate style, structure, and “would rather” to express preferences.

• express and justify your opinions about homes, homelessness, and alternative ways of living in both speaking and writing.

Please follow the instructions to complete the case study activity. If you have any questions, please ask your teacher for help.

• Submit your work by commenting below the site of each activity that includes all required information about your chosen site

• Read other students' work and give feedback

By the end of this lesson, you will be able to:

• talk about different types of homes, including a stately home, using basic vocabulary (e.g., flat, cottage, garden, rooms, etc.);

• Use reading strategies (looking at the title, photo, and key words) to predict what a text will be about;

• Read a text about a stately home for gist and say what the main idea and structure of the text are.

• Read the text again for details and find evidence in the text to support your answers to comprehension questions.

• Use new vocabulary from the text (e.g., words about visitors, tours, gardens, maintenance) in short speaking and writing tasks;

• Express and justify your opinion about living in different types of homes (e.g., whether you would like to live in a stately home and why).

Warm-up question

What type of home do you live in now?

What type of home would you like to live in in the future? Why?

Give your answer below this post to get a bonus. Type one or two sentences for each question

Access this link to learn Vocabulary: https://quizlet.com/vn/1111568261/unit-4a-homes-vocab-flash-cards/?i=4z02qc&x=1jqt

Access this link to do the task:

https://wordwall.net/vi/resource/102585280

What to do:

1. Do the 10 multiple-choice questions in this quiz.

   https://docs.google.com/forms/d/e/1FAIpQLSf65rVBnLDPH7kllF1v2XgMucKMxy9TnP16Tfw7BH43pewW2g/viewform

2. Choose the best answer (A, B, C, or D) for each sentence.

3. Click “Submit” to see your score.

4. If you get less than 8/10, review the vocabulary and try again.

By the end of this lesson, you will be able to:

• Recognise and state rules for forming comparative and superlative adjectives (including some irregular forms) to talk about homes and living conditions, using examples from the textbook dialogue.

• Understand and interpret information about three different flats in a listening text and table, using comparative and superlative sentences to identify which flat is cheaper, more comfortable, closer/further, etc.

• Use comparative and superlative structures accurately to compare homes/flats and express preferences in short spoken exchanges with a partner (e.g., which flat is the best choice and why).

• Transform and complete sentences in writing using the correct comparative or superlative forms so that the original meaning stays the same (e.g., using the most…, not as…as, less/least).

• Work cooperatively in pairs and groups to complete listening, table-reading, and speaking tasks about flats and homes, sharing ideas and checking answers politely.

• Use an online grammar quiz on the LMS to review comparatives and superlatives, check their own understanding, and identify which forms you still find difficult and need to practise more.

If you still feel not very confident with the vocabulary from Unit 4A (homes and rooms) after doing the quiz, you can join an optional online Q&A session with the teacher.

👉 In this session, you can:

• Ask questions about any words you don’t understand.

• Practise pronunciation and sentence examples.

• Review key vocabulary together.

Time: [to be announced]
Platform: [Zoom / MS Teams]
Meeting link: (will be updated here later)

This activity is optional, but it is highly recommended for those who want extra practice and help.

You can comment below if you want to join. See ya.

By the end of this lesson, you will be able to:

• Understand the main idea of short spoken texts about young homeless people and a Big Sleep Out event, identifying what the event is and why people join it.

• Recognise and infer the meaning of key words and expressions related to homelessness (e.g., homeless, to sleep rough, charity event, raise money) and some idioms from context when listening.

• Use a listening strategy (finding evidence in the recording and matching it to photos/text) to answer gist and detail questions more accurately.

• Identify differences in register (more formal vs more informal language) in short spoken excerpts and explain why speakers choose more formal or informal language in each situation.

• Discuss homelessness in their own context in pairs or small groups, expressing opinions and giving simple reasons while using respectful language toward homeless people.

• Write short online reflections or posts (e.g., on a forum/Padlet) to share your personal reactions to homelessness and the Big Sleep Out, and respond politely to at least one classmate.

• Reflect on their own learning and attitudes by completing an online pre-class and/or post-class task, identifying what you found easy or difficult in the listening, and how your feelings about homelessness may have changed.

Warm-up activity

What to do:

1. Click the link to the video about comparatives and superlatives.

   https://youtu.be/jz8Fy5qQXu8?si=cmqu9jDxKkhCMwdM

   • Watch the whole video carefully.

   • Take short notes in your notebook (examples of -er, more…, the most…).

2. After watching, click the link to the Google Forms mini-quiz.

   https://docs.google.com/forms/d/e/1FAIpQLSc7KYJdhJAS8gUzBWp5YOOtGI4UgQSq_pN0IQFR02jOlAAqGA/viewform

3. Click Submit and check your score.

   Important: This task is compulsory. Please complete it before our Lesson 4B so you are ready for the in-class activities.

What to do:

1. Do the 10 multiple-choice questions in this quiz.

   https://docs.google.com/forms/d/e/1FAIpQLSfIaA4_jKk7lV1jdbvUCZkhZEjidcdAxHCRPmZImnCc3UetTw/viewform

2. Choose the best answer (A, B, C, or D) for each sentence.

3. Click “Submit” to see your score.

4. If you get less than 8/10, review the vocabulary and try again.

If you still feel not very confident with comparatives and superlatives after Lesson 4B and the 4B-5 quiz, you can join an optional online “Grammar Clinic” with me.

👉 In this session, you can:

• Ask questions about any comparative/superlative forms you don’t understand.

• Practise correcting common mistakes (e.g., more cheap → cheaper).

• Do some extra speaking and sentence practice with your classmates.

Time: [to be announced]
Platform: [Zoom / MS Teams]
Meeting link: (will be updated here later)

This activity is optional, but it is highly recommended for students who:

• Got a low score in the 4B-5 quiz, or

• Choose “Yes, I want extra practice” in the reflection questions.

What to do

1. Watch the short video about a “Big Sleep Out” event.

   https://youtu.be/4_ZD11x5Kcc?si=HEzwGJgB191lTKnL

2. Read the short text about the event, and take the online mini-quiz (5 questions) to assess your understanding of the content and vocabulary.

3. Answer the reflection question about your feelings and attitudes at the end of the quiz.

   https://docs.google.com/forms/d/e/1FAIpQLSdaP4qcQNTm4AfCRlTFl0gAN-oVUMOD45n-hBuOHi15ZdR93w/viewform

4. Click Submit to see the correct answers.

   Important: This task is compulsory. Please complete it before our Lesson 4B so you are ready for the in-class activities.

What to do

1. Write a short comment (80–100 words) in English. You can answer these questions:

   • What surprised you most about young homeless people?

   • What do you think are the biggest problems for them?

   • What can teenagers / the community / the government do to help?

2. After you post your comment, read your classmates’ posts.

3. Choose at least one classmate and write a short reply (40–50 words):

   • Say if you agree or disagree, and why.

   • Use polite and respectful language (e.g. I agree with you because…, Your idea about… is interesting…).

Remember:

• Use respectful language when you talk about homeless people.

• Focus on understanding and empathy, not blaming.

Deadline: TBA
This activity is compulsory and will be part of your participation for Lesson 4C.

If you still feel not very confident with the listening in Lesson 4C or with the idioms and formal phrases (e.g. sleep rough, raise awareness, make a real difference, spread the word), you can join an optional online “Listening & Idioms Clinic” with the teacher.

👉 In this session, you will:

• Listen again to short extracts from the lesson.

• Look at the transcript, underline idioms and formal phrases, and ask questions.

• Play a mini-game (matching idioms with meanings) together.

  https://wordwall.net/vi/resource/102592514

  (All of you can also use this game to review the meanings of the idioms we have learned.)

• Make your own sentences using new idioms about homelessness or charity events.

Time: [to be announced]
Platform: [Zoom / MS Teams]
Meeting link: (will be updated here later on this post)

This activity is optional, but it is strongly recommended if:

• You had difficulties with the listening tasks in Lesson 4C, or

• You are not sure about the meaning and use of the idioms in this unit.

By the end of this lesson, you will be able to:

• Recognise and explain the form and meaning of the second conditional ( If + past simple, would/could + V ) to talk about unreal or imaginary situations in the present or future, using examples from the textbook dialogue about a stately home.

• Identify and use “I wish / If only + past simple / would” to express present wishes and regrets (e.g., I wish I lived here. If only I were a member of the family.), and distinguish this use from real situations.

• Complete and transform sentences using correct second conditional and wish / if only structures so that the original meaning stays the same, in controlled grammar exercises.

• Talk about imaginary situations related to homes and daily life (e.g., If my family moved to a stately home…, I wish my house had…) in short pair or group discussions, giving reasons for their ideas.

• Work cooperatively in pairs/groups to discover rules from the dialogue, check answers in grammar tasks, and support each other during speaking activities about imaginary situations.

• Use an online grammar practice task (quiz + short writing) to review second conditional and wish / if only, and apply these structures in a short paragraph about an imaginary home or living situation.

• Reflect on their understanding and progress with second conditional and wish / if only (e.g., via quiz results and self-check questions), and identify which forms you still need to practise more.

Goal: To get ready for Lesson 4D by learning the basic idea of the second conditional and I wish / If only with the topic of dream homes.

What to do:

1. Watch the short video about imaginary situations and dream homes.

   https://youtu.be/dBKIpi9mHhk?si=exVDae6FyeQmRQPq

2. Read the example sentences with the second conditional and I wish / If only.

   Second conditional – imaginary situations about homes

   • If I had a dream house, I would build a cinema room in the basement.

   • If my family lived in the countryside, we would breathe cleaner air.

   • If our flat were bigger, we could have a separate room for studying.

   I wish / If only – things I want to be different now

   • I wish I had my own bedroom.

   • If only our house were closer to school.

   • I wish our living room were more comfortable.

3. Do the Google Forms quiz (5 questions) about the verb forms and meanings.

4. Answer the last reflection question about your confidence.

   https://docs.google.com/forms/d/e/1FAIpQLSfjAwl_0ZnRC101PHPzPMv9-FnMESRt9mAL7729q2JfRvnyAw/viewform

5. Click Submit to see the correct answers.

Time: about 10–15 minutes.
Important: This task is compulsory. Please finish it before Lesson 4D.

Goal: To review the second conditional and I wish / If only and use them to talk about imaginary situations related to your home or future home.

What to do:
Part 1 – Grammar (12 questions)

1. Click the link to the quiz “Lesson 4D.5 – Imaginary situations”.

2. Complete all 12 grammar questions about the second conditional and I wish / If only in the context of homes.

3. Check your score at the end.

4. Part 2 – Short writing (60–80 words): At the end of the quiz, write a short paragraph (60–80 words) about one imaginary situation related to your home or future home.

   - Use at least two second conditional sentences (e.g., If I lived in a tiny house, I would…).

   - Use at least one sentence with I wish or If only (e.g. I wish my room were bigger.).

5. Submit your answer. I will give you brief written comments later.

https://docs.google.com/forms/d/e/1FAIpQLSdTsJIfghhBs58rtHlaEsd-P6WbSiSBwg74V0Zkkq0pQiqPoA/viewform

Time: about 20–25 minutes.
Deadline: TBA
This task is compulsory and is part of your assessment for Lesson 4D.

If you still feel not very confident with the second conditional or “I wish / If only” after Lesson 4D and the 4D.5 quiz, you can join an optional online “Imaginary Situations Clinic” with the teacher.

👉 In this short session, you will:

• Join a live meeting on Teams / Zoom.

• See some prompts on the screen (for example: If you could change one thing about your home…).

• Write your own sentences in the chat or on a shared whiteboard using the second conditional and I wish / If only.

• Correct and improve several sentences together as a class.

• (If there is time) play a quick “correct or incorrect?” game with example sentences.

Time: [to be announced]
Platform: [Zoom / MS Teams]
Meeting link: (will be updated here later)

This activity is optional, but it is strongly recommended for students who:

• made many mistakes in the 4D.5 grammar quiz, or

• want more practice using imaginary sentences about homes in a safe, supportive environment.

By the end of this lesson, you will be able to:

• Recognise and group common phrases with do, make, and take (e.g., do the washing-up, do homework, make the bed, make a difference, take a shower, take part in an event) related to homes, daily routines, and charity events.

• Distinguish the meanings and typical contexts of these verbs and choose the correct one in controlled activities (matching, gap-fill, sentence completion) so that the sentences are natural and accurate.

• Use the target phrases correctly in short spoken exchanges (e.g., talking about housework, daily routines, and charity activities: Who does the housework in your family? How can we make a difference and take part in a Big Sleep Out?).

• Incorporate do/make/take collocations into short written texts (e.g., a brief message or post about their responsibilities at home or how you can “make a difference” in their community).

• Work cooperatively in pairs/groups to check answers, explain your choices (why do not make, why take not do), and support classmates who are unsure about certain phrases.

• Use online practice tools (e.g., Quizlet/Wordwall/LMS quiz) to review do/make/take phrases, check your own understanding, and notice which collocations you remember or confuse.

• Reflect on your learning by identifying which do/make/take expressions are most difficult for you and deciding what you will do to remember and use these phrases more confidently in future lessons.

Goal: To learn common collocations with do, make, and take before our Word Skills lesson (4E).

What to do:

1. Click the link to the Quizlet set and study the collocations with do/make/take (flashcards and games).

   https://quizlet.com/vn/1111923241/lesson-4e0-quizlet-set-collocations-with-do-make-take-flash-cards/?i=4z02qc&x=1jqt

2. Do the Google Forms quiz (8 questions): choose the correct verb (do, make, or take) and answer one reflection question about difficulty.

   https://docs.google.com/forms/d/e/1FAIpQLScEdXtAJgW75eUqyCqvqVOaqoW5dPw22lLUK0xKVY5fqYH8sA/viewform

3. Click Submit to see the correct answers.

Time: about 10–15 minutes.
Important: This task is compulsory. Please finish it before Lesson 4E so you are ready for the in-class activities.

Goal: To review collocations with do, make, and take, and use them to talk about your daily life.

What to do:
Part 1 – Quiz (10–12 items)

1. Click the link to the quiz “Lesson 4E.5 – Do/Make/Take review”.

2. Complete all the questions (multiple choice, gap-fill, picture–collocation).

3. Check your score and read the automatic feedback.

Part 2 – Short writing (50–70 words)
4. At the end of the quiz, write a short paragraph (50–70 words) about your last weekend or a typical day.
5. Use at least three collocations with do/make/take (for example: do the housework, make plans, take photos).

https://docs.google.com/forms/d/e/1FAIpQLSdCjiw9AyiD2wVEvBH0ukxOh6xZDCmSlVe3QbdtwDdtovsYiA/viewform
6. Submit your answer. Your teacher will give you brief written comments later.

Time: about 20–25 minutes.
Deadline: TBA.
This task is compulsory and will be part of your assessment for Lesson 4E.

If you still feel not very confident with collocations using do, make, and take after Lesson 4E and the 4E.5 quiz, you can join an optional online “Do / Make / Take Clinic” with the teacher.

👉 In this short session, you will:

• Join a live meeting on Teams / Zoom.

• Do a short Google Form quiz reviewing common collocations (e.g., do the housework, make a difference, take a shower, take a break, make plans).

  https://docs.google.com/forms/d/e/1FAIpQLSdtNyTtN-pABJWZqoaVCNVCHVnhV-nT9veDNsGC4iXXYMB4rQ/viewform

• Write 1–2 sentences using the collocations you find most confusing on a shared whiteboard or in the chat.

• Check and correct the sentences together with your classmates and the teacher.

Time: [to be announced]
Platform: [Zoom / MS Teams]
Meeting link: (will be updated here later)

This activity is optional, but it is strongly recommended for students who:

• got a low score in the 4E.5 quiz, or

• want extra practice using do/make/take collocations accurately in real sentences.

By the end of this lesson, you will be able to:

• Understand the main ideas of a text about alternative homes (e.g., tiny houses, houseboats, eco-homes) and say what makes each home special.

• Find and use specific information in the text (e.g., advantages/disadvantages, location, facilities) to answer detailed questions and complete charts or notes.

• Guess the meaning of compound nouns and other key vocabulary connected with homes from context (e.g., tree house, mobile home, eco-village).

• Apply reading strategies such as predicting from photos/titles and skimming/scanning to help you read more efficiently and independently.

• Discuss alternative homes in pairs or groups, expressing preferences (which home you would/wouldn’t like to live in) and giving simple reasons.

• Use new vocabulary about alternative homes in short spoken or written tasks (e.g., a short comment, message, or post about which home you would choose and why).

• Reflect on your reading and attitudes by considering how you feel about non-traditional homes and identifying which reading skills or words you still need to practise.

Goal: To get ready for Lesson 4F by learning about alternative homes (unusual places to live).

What to do:

1. Watch the short video about unusual homes (for example, the Crazy House in Đà Lạt and container homes).

   https://youtu.be/DMJCLL9C8z4?si=WjoMJ6KKfXtnG0wO

2. Read the short text about three alternative homes from our reading: a tiny house, a houseboat, and an eco-home.

3. Do the Google Forms quiz (4 questions) about vocabulary and content.

4. Answer the last reflection question about how interested you are in alternative homes.

   https://docs.google.com/forms/d/e/1FAIpQLSdGzLh8UPRMvmIBOQabMKNygw3VorBcbRSbTxlo-2cRnEBftw/viewform

5. Click Submit to see the answers.

Time: about 15–20 minutes.
Important: This task is compulsory. Please complete it before Lesson 4F – Reading: Alternative living.

Goal: To use what you learned in Lesson 4F to write and discuss your ideas about alternative homes (tiny houses, houseboats, eco-homes, etc.).

Task:
You will:

1. Write one post (80–100 words) about an alternative home.

2. Write one reply (40–50 words) to a classmate’s post.

Please use polite and respectful language and show that you are listening to other people’s ideas.

Instructions

Part 1 – Your post (80–100 words)

Choose one of the homes from texts A–C in Lesson 4F (for example: tiny house, houseboat, eco-home), or choose a new alternative home idea (for example: Crazy House in Đà Lạt, container home, tree house).

Write a post (80–100 words) and include:

1. What the home is like:

   • What does it look like?

   • Where is it?

   • What special features does it have?

2. Why you like or do not like it:

   • Would you like to live there? Why / Why not?

3. How useful it is for society:

   • Could it help homeless people?

   • Could it help protect the environment?

   • Could it be good for tourists?

Try to:

• use some vocabulary from Lesson 4F (e.g., alternative home, eco-friendly, space, simple life, community),

• Write in full sentences and check your spelling and punctuation.

Part 2 – Your reply to a classmate (40–50 words)

After you finish your own post:

1. Read at least 3 of your classmates’ posts.

2. Choose one post you want to reply to.

3. Write a reply (40–50 words) in polite and respectful language.

In your reply, you can:

• Say if you agree or disagree and explain why,

• Add one new idea about the home,

• Show that you respect different opinions.

You can use sentence starters like:

• I agree with you because…

• I hadn’t thought about… but you are right that…

• Your idea about… is interesting. I also think that…

• I’m not sure I would like to live there, because… but I understand your reasons.

By the end of this lesson, you will be able to:

• Describe and compare photos of different types of accommodation for a gap year (e.g., host family, student residence, flat-share, volunteer camp) using key vocabulary from the unit (rooms, furniture, facilities, lifestyle).

• Use appropriate comparative and superlative structures and preference language (e.g., cheaper than, more comfortable, the most convenient, I’d rather…, I’d prefer…) to talk about the advantages and disadvantages of each option.

• Take part in pair and group discussions to decide which accommodation is most suitable for different students or situations, clearly giving reasons, agreeing/disagreeing politely, and responding to others’ ideas.

• Ask and answer follow-up questions (e.g., What about the location?, How much does it cost?, Would you feel comfortable there?) to keep the conversation going and get more detailed information.

• Give a short spoken summary or recommendation to the class about your final choice of accommodation, using clear organisation (introduction – reasons – conclusion) and some of the target vocabulary and grammar from the unit.

• Show positive interaction skills and attitudes during discussions by listening actively, taking turns, respecting different opinions about homes and lifestyles, and supporting quieter classmates.

• Reflect on your speaking performance after the lesson (e.g., which phrases were easy to use, which were difficult, what you want to improve next time) and set a simple personal goal for future speaking tasks.

Goal: To review vocabulary for furniture and room items, and learn some useful phrases for describing and comparing photos before our speaking lesson (4G).

What to do:

1. Study the Quizlet set about furniture and items in bedrooms/kitchens.

   https://quizlet.com/vn/1112572168/unit-4g-furniture-room-items-flash-cards/?i=4z02qc&x=1qqt

2. Read model sentences for describing and contrasting two photos.

   https://docs.google.com/document/d/13UbFC1ej-NefTysNCUb5oyGc5bZYTbmWIf8wlaoiGes/edit?usp=sharing

3. Do the Google Forms mini-quiz (5 questions) to check your vocabulary and phrase use.

   https://docs.google.com/forms/d/e/1FAIpQLScTRaP8xlyBcZHCeZ4Kb28AagwN8kQ9SQNQZYdhszDfwoiGzw/viewform

4. Click Submit to see the correct answers and short explanations.

Time: about 15–20 minutes.
Important: This task is compulsory. Please finish it before Lesson 4G – Speaking.

Goal: To practise speaking about accommodation and to reflect on your own speaking.

Your task:

1. Choose ONE option:

   • (A) Compare two photos of rooms/accommodation and say which one you prefer and why.

   • (B) Give advice to a friend about where to live in the UK for a gap year (host family, student residence, flat-share, etc.).

2. Record yourself speaking for 1–2 minutes.

   • Use at least two linking words (for example: first, also, however, on the other hand, because, so).

   • Use at least two “buying time” phrases (for example: well…, let me think…, that’s a good question…, to be honest…).

3. Upload your recording (audio or video) to this Padlet wall. Write your name in the comment on my post.

4. Click the link to the self-reflection form and answer the questions about your speaking.

   https://docs.google.com/forms/d/e/1FAIpQLSdD1L6gfkAUEr2CR7zUICbcyte6rDr6uVpdNEKkDoSH7LWJ8g/viewform

Time: 1–2 minutes speaking + 5 minutes reflection.
Deadline: TBA
This task is compulsory and will be used for your speaking and reflection mark.

Option A – Comparing two photos (1–2 minutes)
Look at the two photos of rooms/accommodation. In your recording, you should:

• Describe each photo (what you can see: furniture, size, atmosphere).

• Compare and contrast them (similarities and differences).

• Say which place you would prefer to live in and why.

Try to use:

• at least two linking words, e.g.:

  • first / firstly, also, in addition, however, on the other hand, because, so

• at least two “buying time” phrases, e.g.:

  • well…, let me think…, that’s a good question…, I guess…, to be honest…

You can answer these questions:

• In the first photo, what can you see? In the second photo, what can you see?

• Which room looks more comfortable / more modern / more private?

• Which place is better for studying? Which is better for socialising?

• Where would you prefer to live? Why?

Sentence frames that you can use:

• In the first photo, I can see…

• In the second photo, there is/are…

• Both photos show… but…

• However, the room in photo 1 looks more…

• On the other hand, the place in photo 2 seems…

• Personally, I’d prefer to stay in… because…

Option B – Giving advice (1–2 minutes)
Imagine your friend is going to the UK for a gap year and doesn’t know where to live. Your friend is choosing between:

• a host family,

• a student residence,

• a flat-share with other students,

• or another type of accommodation you know.

In your recording, you should:

1. Say who your friend is and what they need (e.g. “My friend Minh is 18 and quite shy. He wants a quiet place to study.”).

2. Explain at least two options (host family, residence, flat-share…) with advantages and disadvantages.

3. Give your final recommendation: Where should your friend live? Why?

Remind the language request:

• Use at least two linking words, e.g.:

  • first / firstly, also, in addition, however, on the other hand, because, so, that’s why

• Use at least two “buying time” phrases, e.g.:

  • well…, let me think…, that’s a good question…, actually…, to be honest…, I suppose…

Sentence frames:

• Well, let me think… I have a friend who is going to the UK for a gap year.

• First, living with a host family is good because… However, it can be…

• On the other hand, a student residence is…

• To be honest, I think a flat-share would be better for him/her because…

• So, I would recommend… because…

• first / firstly

• then / next / after that

• also / in addition

• however / but / on the other hand

• because / so / that’s why

Buying-time phrases (use at least TWO):

• Well…

• Let me think…

• That’s a good question…

• To be honest…

• Actually…

• Hmm, I suppose…

By the end of this lesson, you will be able to:

• Identify the purpose, structure, and style of an informal email about a new home (greeting, opening, main body, closing, sign-off) by analysing a model email (Ellie’s email and/or textbook model).

• Notice and select appropriate informal email phrases (e.g., Thanks for your email, By the way, Write soon, Best wishes, I really like it here, The only thing I don’t like is…) and use them when writing to a friend or relative.

• Use “would rather” accurately to express preferences related to homes and moving house (e.g., I’d rather live in a flat than in a house; I’d rather have a bigger kitchen) in controlled practice sentences and in their own email.

• Plan and write a coherent informal email (80–100 words) about moving to a new home, including:

  • a short description of the new place (location, rooms, furniture),

  • what you like and don’t like,

  • at least one sentence with would rather,

  • and clear organisation with simple linking words (e.g., first, also, but, however, because).

• Work cooperatively in pairs/small groups to brainstorm ideas, share useful vocabulary/phrases, and give simple peer feedback using a short checklist (content, organisation, informal style, use of would rather).

• Revise and improve a first draft of your email by checking content, organisation, grammar (especially would rather and verb forms), and email conventions after receiving teacher/peer comments.

• Reflect on your own writing performance by identifying what you did well (e.g., ideas, vocabulary, email style) and what you want to improve in future writing tasks, especially when writing informal emails about personal experiences.

Goal: To understand an example email about a new home and to notice how the writer feels and uses “would rather”.

What to do:

1. Read Ellie’s email about her new flat.

2. Do the short quiz (5 questions):

   https://docs.google.com/forms/d/e/1FAIpQLSef-9RNTdPN4gzDjdUB1bDmT6xnwYzd9cB2IsLAOYj5eN_E7w/viewform

3. Click Submit to see the answer key and short explanations.

Time: about 10–15 minutes.
Important: This task is compulsory. Please finish it before Lesson 4H – Writing: An email (moving house).

What to do:

1. Read your teacher’s comments and your classmates’ comments on your draft email.

2. Revise and type a clean final version of your email (about 150–180 words) and post it on this Padlet.

3. Choose one classmate’s email (or the group assigned by the teacher) and write an informal reply (about 40–60 words).

4. Complete the self-check at the end to reflect on your writing.

Deadline: [TBA]
This activity is compulsory and part of your writing assessment.

Step 1–2: Revising and posting the final email (150–180 words)

Step 1 – Read feedback

• Open the comments from your teacher and classmates on your draft email. (in-class)

• Pay attention to notes about:

  • content (Did you include all task points?)

  • organisation (paragraphs, order of ideas)

  • informal style (greeting, closing, friendly phrases)

  • grammar and vocabulary (especially would rather).

Step 2 – Write your final email (150–180 words)

Write a final, clean version of your email about your new home. Your email should:

1. Have an informal greeting and ending (e.g., Hi …, Love / Best wishes).

2. Describe the new home (location, rooms, furniture, neighbourhood).

3. Say what you like and what you don’t like / would change.

4. Include at least one sentence with “would rather” (e.g., I’d rather live on a quieter street).

5. Use simple linking words (e.g., first, also, however, because, so).

When you finish, check spelling and punctuation, then post your final email (150–180 words) as a new Padlet entry. Write your name + “4H-8 final email” in the title.

Step 3: Informal reply (40–60 words)

Step 3 – Reply to a classmate (40–60 words)

1. Read at least 3 emails posted by your classmates.

2. Choose ONE email (or the email assigned by your teacher).

3. Write an informal reply (about 40–60 words) in the comments under their post. Your reply should:

   • react to your friend’s new home (say what you think and how you feel),

   • use friendly, informal language,

   • ask 1–2 follow-up questions (to continue the conversation).

You can use sentence starters like:

• Hi …, your new flat/house sounds…

• I’m happy that… / I’m sorry that…

• I like the part where you said…

• I’d love to visit because…

• Do you…? / How often…? / What is your favourite…?

☐ I included all four task points (description of the home; what I like; what I don’t like / would change; at least one “would rather” sentence).
☐ I used at least one “would rather” correctly (for example: I’d rather live… / I’d rather have…).
☐ I used informal greeting and ending phrases (for example: Hi …, Thanks for your email, Write soon, Love / Best wishes).
☐ I checked spelling and punctuation (capital letters, full stops, commas, question marks).

If you did not tick all the boxes, what will you do next time to improve your writing? (short answer)

By the end of this lesson, you will be able to:

• Understand and use key vocabulary connected with palaces, citadels, and royal residences (e.g,. citadel, emperor, dynasty, gate, wall, royal residence, UNESCO World Heritage Site), and recycle this vocabulary when talking about Vietnamese and UK sites.

• Read a fact file about Hue Citadel and use reading strategies (guessing, scanning for dates, numbers, and names) to complete a quiz and check their answers with evidence from the text.

• Identify and talk about interesting or surprising facts from the Hue Citadel fact file, expressing simple opinions and showing respect for Vietnamese cultural heritage.

• Compare different royal residences in the UK and Viet Nam in simple spoken English, saying which ones you would like to visit and giving short reasons.

• Plan a short fact file about a royal/historic site in Viet Nam (e.g. Imperial Citadel of Thang Long) by deciding what information to include (location, history, important buildings, interesting facts, UNESCO status) and how to organise it using headings and bullet points.

• Work cooperatively in small groups to divide research tasks, choose suitable online tools (Padlet, Google Slides/Docs), and later comment politely on other groups’ fact files.

• Reflect on your own learning in Unit 4 by noticing which skills (reading fact files, listening for detail, talking about heritage, creating fact files) you are confident in and which you need to practise more, and using this to set personal goals.

Goal: To learn some key words about palaces and citadels, and to get basic information about Hue Citadel before our lesson.

Instructions:

1. Read the mini fact file about Hue Citadel and look at the pictures.

   https://docs.google.com/document/d/12sF4df3D1coMezhfyALMM0Au2N9yTAyQhzaVztQ-CU0/edit?usp=sharing

2. Study the vocabulary list carefully.

   https://quizlet.com/vn/1113100076/lesson-4i0-key-words-hue-citadel-royal-palaces-flash-cards/?i=4z02qc&x=1qqt

3. Click the link to the Google Forms quiz and answer all 5 questions.

   https://docs.google.com/forms/d/e/1FAIpQLSfvXNsbWdONIMaMz6RB6btJcigr5ONKLp8PiLxTxDWYI-g-AA/viewform

4. Submit the quiz. Check the answer key and explanations. You can do the quiz again if you want to improve your score.

Time needed: about 10–15 minutes.
Important: This task is compulsory. Please finish it before Lesson 4I – Royal palaces.

Goal: To work in groups to create a short fact file about a royal or historic site in Viet Nam and to share it online with your classmates.

Your task:

1. Use your group plan from Lesson 4I.4. Search for information and photos about the Imperial Citadel of Thang Long in Ha Noi (or another site I gave you).

2. Write a fact file (100–150 words) in English using the template below. Check spelling, grammar, and layout carefully.

3. Post your fact file (text + 1–2 photos) by adding a new tab in this GG Docs. (include your Group's name and Team members). The leader in each group has to comment your email below this post to be added to edit.

   https://docs.google.com/document/d/1XI4dtJF1MfC2Wwzd8tch1XaxAGBWs1fFQsKRzJ0O6Dw/edit?usp=sharing

4. Read at least one other group’s fact file and write a short, polite comment (1–2 sentences).

Deadline: TBA
This task is compulsory. One post per group is enough.

If you want extra speaking practice or need more help with your royal site fact file, you can join an optional online session:

In this session, you will:

1. Join a live meeting on Zoom / MS Teams.

2. Present your royal/historic site (1–2 minutes) using your GG Docs post or Google Slides:

   • say where it is (location),

   • one important piece of history,

   • one interesting fact.

3. Work in small groups to discuss which palace/citadel you would most like to visit and why, using respectful language and follow-up questions (e.g., Why do you like it?, What would you like to see there?).

4. A few students will share one thing they learned from a classmate’s presentation.

Time: [will be announced]
Platform: [Zoom / MS Teams]
Online meeting link: (will be updated here later)

This activity is optional, but it is recommended for students who:

• feel shy about speaking in English,

• want feedback on their fact file, or

• enjoy talking about history, culture and famous places in Viet Nam.

By the end of this lesson, you will be able to:

• Review and consolidate key vocabulary and grammar from Unit 4 (e.g. types of homes and accommodation, homelessness, comparatives/superlatives, second conditional, would rather, do/make/take collocations) and use them in short exam-style tasks.

• Understand three short texts about homes and housing in an exam-style reading task, choose the correct multiple-choice answers, and explain which parts of the texts helped them choose the answers.

• Listen to a conversation about moving house and complete short sentences with no more than three words, showing that you can listen for specific information and recognise key structures (especially comparatives and would rather).

• Compare photos of homeless people and discuss homelessness in simple spoken English, suggesting reasons why people may become homeless and ways to help, while using polite, empathetic language.

• Plan and write an informal letter (150–180 words) about moving to a new home, including all required content points (news, reasons for moving, description of new home, invitation), and using at least one correct would rather sentence and simple linking words.

• Use exam and self-study strategies such as analysing the task, making a short outline, checking spelling and punctuation, and using a simple checklist to improve the quality of your writing.

• Reflect on your own strengths and weaknesses in Unit 4 (reading, listening, speaking, writing) using an online self-check, and set at least one personal goal for future learning (e.g., “I want to practise listening for detail” or “I need to review do/make/take collocations”).

• (Optional, for students who join the clinic) Ask questions and seek feedback in an online “Unit 4 Study & feedback clinic”, showing responsibility for your own learning and willingness to improve.

Goal: To review the main language from Unit 4 (Home) and to think about your skills before the Review lesson.

What to do:

1. Click the link and open the Google Form “Review U4 – language & skills self-check”.

2. Do Part A – Language review (10 questions). Try to answer on your own without using the book.

3. Do Part B – Skills & goals (confidence and goal-setting questions). Answer honestly.

   https://docs.google.com/forms/d/e/1FAIpQLSfPYNGPMRR9AntV1D8abf5LPeftyp2F7ipnXeZW2uWgEkSzkA/viewform

4. Click Submit. You will see your score and answer key for Part A (language). You can do the form again if you want to improve your score.

Time needed: about 10–15 minutes.
Important: This task is compulsory. Please finish it before the Review Unit 4 lesson (4R) so I can see what you need to review.

Goal: To write a full informal letter about moving house and to reflect on your writing using a self-check.

Task steps:

1. Use your plan and notes from Lesson 4R.4 to write the full letter (about 150–180+ words) in Google Docs or another word editor.

2. Revise and edit your letter (content, organisation, language, style).

3. Post your final version by commenting below this post.

4. Complete the short Google Forms self-check about your writing.

   https://docs.google.com/forms/d/e/1FAIpQLSeYJlwbSm2a4pJ5J6xYW5yY8PLOws7-1Yq3zi5dRRaljTkOog/viewform

Deadline: TBA
This activity is compulsory and will be used for your Unit 4 writing review mark.

Step 1 – Write your letter (150–180+ words)

Situation: You have just moved to a new house/flat. Write a letter to a friend.

Your letter should include all four task points:

1. Tell your friend the news that you have moved.

2. Explain why you moved (e.g., problems with the old place, better location, family reasons, study, work…).

3. Describe your new home (type of home, rooms, area, advantages, and disadvantages).

4. Invite your friend to visit you in your new place.

Requirements:

• Length: about 150–180+ words.

• Use informal letter style (friendly greeting & ending):

  • Greeting: Hi …, / Dear …,

  • Opening: Thanks for your email. I have some exciting news…

  • Closing: Write soon, / Hope to see you soon,

  • Sign-off: Love, / Best wishes, + your name.

• Use at least one correct “would rather” sentence, for example:

  • I’d rather live here than in my old flat because…

  • I’d rather have a bigger kitchen, but…

• Use some linking words to connect ideas:

  • first, also, however, but, because, so, on the other hand.

Step 2 – Revise and edit your letter

Before you submit, check:

• Content:
  ☐ Did I include all four task points (news, reason, description, invitation)?
  ☐ Did I add at least one “would rather” sentence with correct grammar?

• Organisation:
  ☐ Do I have a clear beginning, middle, and ending?
  ☐ Are my ideas in a logical order (news → reason → description → invitation)?
  ☐ Did I use paragraphs (at least 2–3)?

• Language:
  ☐ Did I use some vocabulary from Unit 4 (home, neighbourhood, rooms, adjectives like noisy, quiet, comfortable, convenient…)?
  ☐ Did I check verb tenses and basic grammar?

• Style & mechanics:
  ☐ Did I use an informal greeting and ending?
  ☐ Did I check spelling and punctuation (capital letters, full stops, commas, question marks)?

If you feel you need more practice with any skill from Unit 4 (Home) – reading, listening, speaking, or writing – you can join an optional online clinic:

In this session, you will:

1. Join a live meeting on Zoom / MS Teams.

2. At the beginning, I will ask which part you want to focus on (quick poll in the chat).

3. Together, we will go through 1–2 key tasks again, for example:

   • a short reading text from Unit 4,

   • some listening sentences (e.g., about moving house),

   • sample speaking answers (homes, homelessness, accommodation),

   • or typical mistakes from writing (emails/letters with would rather, organisation, style).
     I will invite you to answer and explain, not just give the key.

4. At the end, you can ask individual questions, and I will give tips for further practice at home (websites, exercises, parts of the book to review).

Time: [will be announced]
Platform: [Zoom / MS Teams]
Online meeting link: (will be updated here later)

This activity is optional, but it is strongly recommended for students who:

• did not feel confident in the Review U4 self-check,

• want extra feedback on their speaking or writing, or

• still have questions about any Unit 4 tasks before moving to the next unit.