Unit 4: My Neighbourhood: Lesson 1: Getting Tarted - Lost in The Old Town!

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…………… Secondary School English lesson plan 6 _ Global Success

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Week:
Date: UNIT 4: MY NEIGHBOURHOOD
Period:
Lesson 1: Getting started – Lost in the
old town!
I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Listen and read the dialogue about the topic My neighbourhood.
- Get an overview about the topic My neighbourhood
- Use vocabulary to talk about different places and show directions to these
ones.
- Enhance problem-solving and creativity and Self-control and dependent learning.
2. Knowledge:
- Vocabulary: related to the topic My neighbourhood.
1. neighbourhood (n): vùng lân cận
2. to be/ get lost: bị lạc
- Grammar: Making suggestions
3. Attribute:
- Patriotism: Having good attitude to the neighbourhood and loving their neighbourhood
- Responsibility:
 Developing communication skills and creativity
 Being collaborative and supportive in pair work and team work
 Actively joining in class activities
II. INSTRUCTIONAL RESOURCES:

- Grade 6 textbook, Unit 4, Getting started
- Computer connected to the internet.
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES:
v Activity 1: Warm up (5 mns)
a) Aims:
To set the context for the listening and reading text.
To introduce the topic of the unit.
b) Content/Performance Tasks:
* Chitchatting:
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c) Outcome/ Performance Products:

“Do you know where it is?”
“Have you ever been to Hoi An?”
Ss’ answers.
d) Implementation and Assessment Tools:
Teacher's activities Students' activities

Teacher shows some images of Hoi An on the Ss work in pairs to answer the questions.
screen and asks students some open
questions.
Today we are going to travel around Hoi An;
before we start the lesson, let’s get some
vocabulary first.
*. Assessment Tools: Oral Questioning
vActivity 2: Presentation (10 mns)

a) Aims: To introduce the new words.
b) Content/Performance Tasks: Task 1_ Listen and read/ Page 38 _Vocabulary
Slap the board
1. neighbourhood (n): vùng lân cận (explanation)
2. to be/ get lost: bị lạc (situation)
Teacher introduces the vocabulary. Ss listen and read
Teacher gives the meaning of each word. Join in the game Slap the board.
*. Assessment Tools: Slap It

v Activity 3: Practice (15 mns)
u Task 2 (Exercise 2)
a) Aims: To help students know how to use Let’s and Shall to make suggestions.
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Find in the conversation the sentences used to make suggestions/ page 39
Model sentences: Making suggestions
- Where do Phong, Nick and Khang go first?
- Who suggests going there?
- What does he say?
- Do Nick and Khang agree?
- What do they say?
- Shall we go there first?
- OK, sure.
- When do you ask these questions? (when we want to make suggestions)
- What do these sentences mean?
- Form:
+ Shall we + V?
+ Let’s + V.
- 2 more ways to make suggestions
+ How about/ What about …?
+ Why don’t we …?
Answer key:
1. Let’s go to Chua Cau!
2. Shall we go there first?
3. First, cross the road, and then turn left.
4. Fine, let’s go.
5. Let’s ask her.
d) Implementation and Assessment Tool:

T explains how to make suggestions Ss listen and perceive
Teacher asks some questions.
Teacher writes model sentences
Teacher asks students to look at the photo and Look at the photo and the text in order to find
the text in order to find the answers. the answers.
Teacher allows students to share their answers Students work independently.
before discussing as a class. Share their answers before discussing as a
class.
*. Assessment Tools: Say Something

a) Aims: To practise the targeted language and the background knowledge of my

neighbourhood.
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b) Content/Performance Tasks: Task 3:
Listen and put the actions in order/ page 39
1. What are Nick, Phong and Khang doing?
2. Where are they?
3. What might be happening to them?
4. Have you ever got lost?
5. How did you feel? What did you do?
Answer key:
1. b 2. c 3. d
4. e 5. d

Teacher sets the context for the listening and Students share their experiences of being lost
reading: “Today we’ll meet 3 students. They are
Nick, Phong and Khang. Let’s look at the picture Student get some predictions of the orderings.
and answer some questions
Teacher encourages students to share their
experiences of being lost but teacher doesn’t Work independently to put a-e in order of
have to confirm the answers right or wrong. what happens in the conservation.
Teacher asks student to get some predictions of Students listen and read and then do the
the orderings. ordering.
Teacher plays the recording and asks the Some pairs of students read the dialogue
students to work independently to put a-e in aloud.
order of what happens in the conservation.

u Task 4 (Exercise 4) _ Find and underline the following directions in the conversation
a) Aims: To help students know how to give directions through the conversation.
b) Content/Performance Tasks: Find and underline the following directions in the
conversation
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Answer key:
1. B 2. A 3. C 4. E 5. D

Teacher may move around the class to check if work individually to find and underline the
students do exactly what is required and offer phrases used to give directions in the
help when needed. conversation.
- Have students quickly match each direction
with the diagram. Check their answers as a Match each direction with the diagram.
class. If students do not understand the
phrases, use the diagrams to work the meaning
out from the context. If it is a weaker class, ask
for translation to make sure they understand.
With a stronger class, teacher may wish to ask
some additional questions, e.g. Can you tell me
the way to the post office near here?, etc.
*. Assessment Tools: Observation

vActivity 4: Production (10 mns)
Task 5 ( Exercise 5)_Game: Find places
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a) Aims: To help students practise giving directions.
b) Content/Performance Tasks: )_Game: Find places/ page 39
Ss’ answer
T's activities Ss' activities

- Demonstrate the game with a more able Play the game in pairs
student.
- Ask students to play the game in pairs. In a
weaker class, work together with students first: Some pairs to perform in front of the class.
asking about one or two different places on the
map and eliciting the answers. Then when they This activity can be organized as a
know exactly what to do, ask them to work in competition game. The class is divided into
pairs. Teacher may go around to observe and teams A and B. Team A gives directions and
offer help if necessary. Team B guesses the place. If their guess is
- Invite some pairs to perform in front of the correct, they get one point. Then change roles.
class. The group with more points is the winner.
- If there is still enough time teacher can give
students one more map-to-go.
* Assessment Tools: Observation
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IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 mns)
* Wrap-up: Consolidate what students have learnt in the lesson.
Ask one or two students to tell the class what they have learnt.
Ask students to say aloud some words they remember from the lesson. If there
is an overhead projector in the classroom, show the dialogue, highlight the key words
related to the topic.
* Homework:
Do exercises again. Go to the internet and search for the places in the neighbourhood.
Prepare: Unit 4_ Lesson 2_ A closer look 1
V. TEACHING EXPERIENCES
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Week:
Date:
Period:
UNIT 4: MY NEIGHBOURHOOD
Lesson 2: A closer look 1
I. OBJECTIVES:
- Listen to identify and pronounce the sounds /ɪ/ and /i:/
- Use the lexical items related to the topic My neighbourhood
- Use vocabulary and structures to talk about and describe places in a neighbourhood
2. Knowledge:
- Vocabulary:
Form Meaning Pronunciation Vietnamese
equivalent
1. square (n) an open area in a town, usually /skweə/ quảng trường
with four sides, surrounded by
buildings
2. cathedral (n) the main church of a district, /kəˈθiːdrəl/ thánh đường
under the care of a bishop
3. railway station a place with one or more /ˈreɪlweɪ nhà ga xe lửa
(n) buildings and platforms where ˈsteɪʃən/
trains stop for people to get on or
off
4. crowded (adj) having a lot of people or too /ˈkraʊdɪd/ đông đúc
many people
5. peaceful (adj) quiet and calm; not worried or /ˈpiːsfl/ thanh bình
upset in any way
6. modern (adj) new and intended to be different /ˈmɑːdərn/ hiện đại
from traditional styles
7. boring (adj) not interesting; making you feel /ˈbɔːrɪŋ/ buồn chán
tired and impatient
- Grammar: review
3. Attribute:
- Patriotism: loving their neighbourhood and having good attitude to the neighbourhood.
- Responsibility:
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- Grade 6 textbook, Unit 4, A closer look 1
- Computer connected to the internet
- TV/ Projector/ Pictures/ Cards
- sachmem.vn
III. PROCEDURES:
a) Aims:
To activate students’ prior knowledge and vocabulary related to the topic, the targeted
vocabulary and its pronunciation.
To lead in the lesson about vocabulary and pronunciation.
b) Content/Performance Tasks: Game: Jumbled Words
Topic: “Places”

Answer key:
1. takmre: market
2. oslhoc: school
3. aiencm: cinema
4. knab: bank
5. metsakretup: supermarket
6. petmle: temple
7. qearsu: square
8. apoilths: hospital
9. rtoboekos: bookstore
10. arnuastetr: restaurant

- Teacher divides students into 4 groups and Play this game in 4 groups.
models how to play this game.
- Teacher shows one by one a mixed up set Students have to unscramble the letters to find
of letters and students have to unscramble the correct word.
the letters to find the correct word. Give the correct names and spelling of the
- Teacher asks students to raise hands to give places.
the correct names and spelling of the places. The fastest group raising their hands will get
the chance to answer first.
- Teacher gives 10 points for the group that
The group getting the highest points will be
gives the correct answers.
the winner.
Teacher leads students into the lesson by telling
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them that
“In today lesson, we are going to
learn more words to name and
describe places in a neighbourhood
and learn how to pronounce correctly
two sounds /i/ and /i:/.”
*. Assessment Tools: Quiz
vActivity 2: Presentation – Vocabulary (10 mns)
a) Aims: To teach students some places and adjectives describing ones in a neighbourhood.
VOCABULARY
Rub out and Remember
c) Outcome/ Performance Products
1. square (n) [picture]
2. cathedral (n) [picture]
3. railway station (n) [picture]
4. crowded (adj) [explanation]
5. peaceful (adj) [synonym] - quiet
6. modern (adj) [antonym] - historic
7. boring (adj) [antonym] - interesting
Teacher introduces the vocabulary by: Ss listen and perceive.
- providing the synonyms or antonyms of the Read words.
words; Ss join the game Rub out and Remember
- providing the pictures or explanation of the
words.
*. Assessment Tools: Choral Reading
v Activity 3: Practice - Vocabulary (18 mns)

a) Aims:
To help students name places in a neighbourhood.
b) Content/Performance Tasks: Task 1: Match the places below with the pictures. Then
listen, check and repeat the words.
Answer key:
1. C
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2. E
3. D
4. A
5. B

- Teacher asks students to match the places - Students do the task
with the pictures. - Match the places with the pictures.
- Teacher asks students to swap their books and - Swap their books and mark in pairs.
mark in pairs. - Listen the recording and check their
- Teacher plays the recording (Track 24) for partner’s answers.
students to listen and check their partner’s - Repeat the words/ phrases chorally and
answers. individually.
- Teacher plays the recording again with a
pause after each item and asks students to
repeat the words/ phrases chorally and
individually.
a) Aims: To help students practise asking and answering about places in a neighbourhood.
b) Content/Performance Tasks: Task 2: Work in pairs. Ask and answer questions about
where you live.
Ss’ answer
Eg. A: Is there a square in your neighbourhood?
B: Yes, there is./ No, there isn’t.
- Teacher asks students to work in pairs to ask Work in pairs to ask and answer questions
and answer questions about where they live. about where they live.
Remind them that they can use the places in
one or any places they want to ask.
- Teacher calls some pairs to practise in front of Some pairs practise in front of the class.
the class.
- Teacher gives feedback and corrections (if
necessary).

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a) Aims: To revise the adjective students learnt in primary school and help them practise
asking and
answering about places in a neighbourhood.
b) Content/Performance Tasks: Task 3: Work in groups. Ask and answer about your
neighbourhood. You can use the adjectives below. (p. 40)
Ss’ answer
- Teacher models this activity with a more able Students work with their partners.
student and remind students that they can
use adjectives in the box or other adjectives
they know to talk about their village, town, Some pairs to practise in front of class.
city.
- Teacher calls some pairs to practise in front of
class. Students give comments to each other.
Teacher may ask other students to give
comments.
*. Assessment Tools: One Question and One Comment
a) Aims:
To help students identify how to pronounce the sounds /i/ and /i:/.
To help students identify and practice the /i/ and /i:/ sounds.
b) Content/Performance Tasks: PRONUNCIATION_ Task 4: Listen and repeat the
words. Pay attention to the sounds /i/ and /i:/.
Suggested answers:
- /i/: chip, tin, ship, …
/i:/: cheap, teen, sheep, …
Answer key:
/i/
noisy, exciting, expensive, friendly
/i:/
clean, peaceful, convenient, cheap

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- Teacher introduces 2 sounds /i/ and /i:/ to Watch a video about how to pronounce these
students and lets them watch a video about two sounds and asks them to identify which
how to pronounce these two sounds and asks sound is longer and which one is shorter.
them to identify which sound is longer and
which one is shorter.
- Teacher asks students to give some words Give some words they know containing these
they know containing these sounds. sounds.
- Teacher asks students to practise the
sounds /i/ and /i/ together.
Repeat each sentence in the recording
- Teacher plays the recording and ask students
to repeat. Work in pairs and put the words in the correct
- Teacher gets students to work in pairs and put column.
the words in the correct column while they Some pairs to write their answers on the
listen and call some pairs to write their board before checking their
answers on the board before checking their answers with the whole class.
answers with the whole class.

vActivity 4: Production ( 7 mns)
Task (Exercise 5)
a) Aims: To give students chance to apply and challenge what they have learnt with more
difficult task.
b) Content/Performance Tasks: Game: Tongue Twister
1. He took a chilly dip six feet deep in the sea. He says it keeps him fit.
2. He thinks he's slick in his sleek wheels meeting and greeting the elite.

- Teacher shows the Tongue Twisters and asks Students practise in groups of 4.
students to practise in groups of 4. The representative from each group to say
- Teacher calls the representative from each the sentences in front of the class.
group to say the sentences in front of the
class. Each group votes for the group which has the
Teacher asks each group to vote for the group best pronunciation.
which has the best pronunciation.
* Assessment Tools:
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson.
* Homework:
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Do exercises again
Find 5 more words with the sound /i/ and 5 more words with the sound /i:/. Write them down
and practise pronouncing the words.
Prepare: Unit 4_ Lesson 3_ A closer look 2
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Week:
Date:
Period: Lesson 3: A closer look 2
I. OBJECTIVES:
- practice speaking to compare the two neibourhoods by using comparative
adjectives.
- talk about Binh Minh and Long Son neighborhoods.
2. Knowledge:
- Vocabulary: use the words related to the topic.
- Grammar: comparative adjectives
Positive Comparative Rule

fast faster + er
one syllable
large larger +r
noisy noisier y → ier
two syllables
modern more modern more + adj
three or more
expensive more expensive more + adj
syllables
* than is used to make comparisons.
3. Attribute:
- Responsibility:

- Grade 6 textbook, Unit 4, A closer look 2
- Computer connected to the internet.
- TV/ Projector/Pictures, sets of word cards.
- sachmem.vn
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III. PROCEDURES:
v Activity 1: Warm up ( 5 mns)
a) Aims: To activate students’ prior knowledge and vocabulary related to the targeted
grammar of comparison.
To introduce targeted grammar of comparison.
b) Content/Performance Tasks: * Game: Crossword

CLEVER
BUS–STOP
TEMPLE
PEACEFUL
CATHEDRAL
SQUARE
NOISY
EXPENSIVE
CONVENIENT
MODERN

Teacher divides the class into 2 groups. Ss play game in 2 groups
Teacher prepares the ppt for the crosswords, Students take turn to answer the words.
students take turn to answer the words. The one can get the key word wins the game.
Teacher asks students how they understand the key
word COMPARISON.
Choose two students of very different heights and Listen and perceive.
ask them to stand up. Teacher asks the class: Who is
taller? Indicate tall and taller with your hands and
arms. Teacher may give another example, e.g. two
rulers or desks: long – longer. Ask students to say
what ‘taller’ and ‘longer’ are in Vietnamese. Teacher
introduces the subject of the lesson: comparative
adjectives, and asks for the equivalent in Vietnamese
(Cấp so sánh hơn của tính từ).
Focus students’ attention on comparative forms and
explain the simplest ways to identify the number of
syllables in an English word and give further
examples or practice if necessary.
u Task 1_ (Exercise 1)
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a) Aims: To help students practise using comparative adjectives.
b) Content/Performance Tasks: Task 1: Complete the sentences with comparative form of

the adjectives.
Answer key:
1. taller
2. noisier
3. bigger
4. more peaceful
5. more exciting
 Leads-in: “After doing Task 1, you can tell me the form of the comparison.”
 Form:
- Short Adj: S + be + adj-ER + than + S’.
- Long Adj: S + be + MORE + adj + than + S’.
 Use:
We can use comparative adjectives to compare two people or things.
Sign: “than”

- Ask students to read the instruction. Tell students Read the instruction.
what they should do. (With a weaker class, do the
first sentence as an example). Remind them to
pay attention to the number of the syllables in Do exercise individually and then compare their
each adjective. answers with a classmate.
- Ask students to do the exercise individually and
then compare their answers with a classmate. Listen and note carefully.
Check the answers as a class. Confirm the correct
answers.
- “Now, let’s do no.1 together then we can know
how we write a sentence with comparative.”
*. Assessment Tools: Student Conference

a) Aims: To help students practise forming the correct comparative form of adjectives.
b) Content/Performance Tasks: Task 2: Complete the letter using the correct form of the
words.
Answer key:
1. hotter
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2. smaller
3. older
4. wider
5. more delicious
cheaper
Ask students to read the instruction. Tell students Read the instruction.
what they should do.
Ask students to read and complete the letter Read and complete the letter individually.
individually. Remind them to pay attention to the Students compare their answers in pairs before
number of the syllables in each adjective. checking with the whole class.
Confirm the correct answers.
*. Assessment Tools: individually reading

a) Aims: To give students further practice on using comparative adjectives.
b) Content/Performance Tasks: Task 3: Compare two neighbourhoods using the given

adjectives.

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Ask students to look at the pictures of the two Look at the pictures of the two neighbourhoods.
neighbourhoods. Elicit the contrast between the things in the two
neighbourhoods and the adjectives that can be
Ask students to write sentences, comparing the two used to describe them.
neighbourhoods. Have students compare their Write sentences, comparing the two
sentences in pairs before showing some students’ neighbourhoods.
sentences to the whole class.
Compare their sentences in pairs before showing
Ask students to give comments and correct any some students’ sentences to the whole class.
mistakes if possible. Give comments

a) Aims: To give students further practice asking and answering questions.
b) Content/Performance Tasks: Task 4: Work in groups and compare life in the city with
life in the country.

- Teacher uses the Power Point screen to show the Students work in groups to talk about the
two pictures and asks students to work in groups differences.
to talk about the differences.
- Encourage the students to use the adjectives in Share the answer.
the textbook first and then they can broaden by
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adding more adjectives to describe. Give comments.

- Summarize the main points of the lesson.
- Ask students to make sentences to compare people and things in their classroom, using comparative
adjectives.
* Homework:
Do exercises again
Do Exercise 3 and Exercise 4, write the answers on your notebook.
Prepare: Unit 4_ Lesson 4_ Communication
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Week:
Date:
Period:
Lesson 4:
Communication
I. OBJECTIVES:
- Listen and read the conversations then speak to ask and give directions to place
- Use the lexical items related to the topic My neighbourhood
- Ask for and give directions in a neighbourhood
2. Knowledge:
- Vocabulary: Use the words related to the topic
- Grammar: Asking for and giving directions
Structure: 1. Could you tell me the way to …?
2. Where’s the nearest …?
3. go along
4. on your left/ right
5. take the first turning
Note: Use to ask for and give directions in a neighbourhood.
3. Attribute:
- Responsibility:
- Grade 6 textbook, Unit 4, Communication
- Computer connected to the internet
- TV/ Pictures/ Projector
- sachmem.vn
III. PROCEDURES:
a) Aims: To introduce the topic.
To lead in the lesson.
b) Content/Performance Tasks: Guessing game
Have you ever been to Hoi An?
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What do you know about this place?
Suggested answers:
Yes, I have.
I think Hoi An is an ancient town, it has Ong pagoda, Hoa Nhap workshop…

- Teacher divides the class into 2 groups and let Ss play game in 2 groups.
them play a small game.
- Teacher gives 3 pictures related to Hoi An (one by Ss guess the name of the place and explain their
one) and asks “Which city is this?” Students guess guess.
the name of the place and explain their guess.
Teacher leads students into the lesson by asking Ss answer the questions about Hoi An.
students some questions.
 Today we are going to listen to a guide to Hoi
An.
u Task 1 (Exercise 1) * Everyday English
a) Aims: To introduce ways to ask for and give directions in English.
b) Content/Performance Tasks: Task 1: Listening and expressing the strutures of giving

directions. Work in pairs. Have students practise the phrases and structures of asking for and
giving directions. (p. 43)
c) Outcome/ Performance Products :
1. Could you tell me the way to …?
2. Where’s the nearest …?
+ go along
+ on your left/ right
+ take the first turning
Audio script:
A: Excuse me. Could you tell me the way to the cinema, please?
B: Go along this street. It’s on your left.
A: Excuse me. Where’s the nearest post office, please?
B: Go out of the station. Take the first turning on the right.
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Teacher plays the recording for students to listen and Students listen and read the dialogue between A
read the dialogue between A and B at the same and B at the same time.
time. Ask students to pay attention to the sentences
and phrases used to ask for and give directions.
Teachers elicit the phrases to give directions from
students Ss listen and note carefully.
Teacher elicits the structures for directions.
*. Assessment Tools:
a) Aims: To practise asking for and giving directions.
To apply the knowledge about asking and giving directions in a neighbourhood
b) Content/Performance Tasks: Task 2: Work in pairs. Make similar conversations to ask
for and give directions to places near your school.
c) Outcome/ Performance Products: An audio guide to a place

Ss’ answer.
Teacher asks students to work in pairs and take turns
to practise the dialogue.
Teacher calls some pairs to practise in front of the Work in pairs and take turns to practise the
class. dialogue.
- Teacher gives feedback and corrections (if Students do the task in pairs.
necessary). Some pairs to practise in front of the class.
- Teacher asks students to work in pairs to make
similar conversations, using the structures and
phrases for asking for and giving directions. Practise asking for and giving directions to some
- Encourage them to practise asking for and giving places near their school.
directions to some places near their school.
- Move around to observe and provide help.
- Call some pairs to practise in front of the class. Practise in front of the class.
Comment on their performance.
*. Assessment Tools:
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a) Aims: To help students get used to some famous landmarks in big cities.
b) Content/Performance Tasks: Task 3: Nick is listening to an audio guide to Hoi An. Listen
and fill in the blanks. (p. 43)
1.
2.
3.
4.
Answer key:
1. Café 96
2. Hoa Nhap Workshop
3. Museum of Sa Huynh Culture
4. Quan Cong Temple
Fill in the gaps

Answer key:
1. straight
2. second
3. right
4. next to
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- Teacher shows 4 pictures of 4 places mentioned in Students guess the order of their appearances
the recording. Teacher writes some students’ (individually).
ideas on the board to check later. The whole class share their ideas.
- Teacher asks students to work in pairs, read the
names in the boxes (make sure that they Work in pairs, read the names in the boxes (make
pronounce the names correctly) and write the sure that they pronounce the names correctly)
correct names under the pictures. and write the correct names under the pictures.
- Teacher checks and elicits from students any Students share the answer with the whole class.
Students open their books, recall/ guess the words
information they know about the pictures.
to fill in the blanks.
- Play Track 28 again, students fill in the gaps
Students fill in the gaps (individually).
(individually). Students compare the answer with a partner, then
check together.

a) Aims: To help students practise creating an audio guide for District 1 of Ho Chi Minh City.
b) Content/Performance Tasks: Task 4: Look at the map below and create an audio guide
for District 1 of Ho Chi Minh City. (p. 43)
…….........................................................................................................................................................
25
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- Teacher asks students to look carefully at the Look at the simplified map of Ho Chi Minh City
simplified map of Ho Chi Minh City. carefully.
- Ask students to read the instructions carefully. Read the instructions carefully.
- Ask students some questions to check if they Answer the questions.
know what they are supposed to do.
- Remind them of the expressions they can use to
give directions.

Task 5 (Exercise 5)
a) Aims: To help students practise presenting their audio guide for Ho Chi Minh City to the class.
b) Content/Performance Tasks: Task 5: Present your audio guide to your class. (p. 43)
Ss’ presentation

- Have students prepare their audio guide Prepare the audio guide individually
individually and then share it with a partner.
- Have students practise presenting their audio Share their audio guide with a partner.
guide in other pairs or in groups. Call some
students to present their audio guides using the Students practise presenting their audio guide in
map to the whole class. other pairs or in groups.
- Ask some questions related to the audio guides
students have presented. Present their audio guides using the map to the
Make comments and correct any mistakes if there whole class.
are any.
* Assessment Tools: Observation
* Homework:
Do exercises again
Read Khang’s blog and make notes about what you like or dislike about your neighbourhood.
Prepare: Unit 4_ Lesson 5_ Skills 1
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Week:
Date: UNIT 4: MY NEIGHBOURHOOD
Period:
Lesson 5: Skills 1
I. OBJECTIVES:
- read for general information and specific information about Khang’s blog to do the tasks.
- say what they like and dislike about their neighbourhood.
- identify different features of a place
- use what they have learnt to talk about a city
2. Knowledge:
- Vocabulary:
1. suburb (n) khu ngoại ô
2. outdoor activity (n) hoạt động ngoài trời
3. backyard (n) sân sau
4. dislike (v) không thích
5. incredibly (adv) cực kỳ, một cách đáng kinh ngạc
6. crowded (a) đông đúc
- Grammar: review
3. Attribute:
being benevolent and responsible
- Responsibility:
Grade 6 textbook,
III. PROCEDURES:
a) Aims: To introduce the topic of reading.
To lead in the lesson about Skills 1.
b) Content/Performance Tasks: Miming.
1. Where do you think Khang’s neighbourhood is?
2. What do you think about it?
3. What are there in the neighbourhood?
4. Do you like living there? Why? / Why not?
 You’re going to read Khang’s blog.
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27
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Suggested answers:
1. In the countryside.
2. I think Khang’s neighbourhood is very nice and peaceful.
3. There are a lot of trees, markets ...
Yes, I do. Because it is very peaceful.

- Teacher divides the class into 2 groups and let Play a small game in 2 groups.
them play a small game
- Teacher asks one student to give the direction and One student ò each group gives the direction and
the rest of the group will guess what the direction the rest of the group will guess what the
is, then the student who can guess the correct direction is, then the student who can guess the
answer will do next. The group who has more correct answer will do next. The group who has
points is the winner. more points is the winner.
Teacher checks pronunciation if necessary. Listen and note
Teacher leads students into the lesson by asking students
some questions
vActivity 2: Pre-Reading (Vocab Pre-teaching) (13 mns)
a) Aims: To provide students with some lexical items before reading the text.
b) Content/Performance Tasks: VOCABULARY _Checking: Matching

1. suburb (n): khu ngoại ô (note: usually plural) (Synonym: countryside) in the suburb of…
2. outdoor activity: hoạt động ngoài trời (example: play football, go camping, go fishing… Where
can do these activities?)
3. backyard (n): sân sau (explanation: the yard behind the house)
4. dislike (v): không thích (antonym: like, love…)
5. incredibly (adv): cực kỳ, một cách đáng kinh ngạc (synonym: very, extremely)
6. crowded (a): (explanation: having a lot of people)
- Teacher introduces the vocabulary by Ss listen and perceive.
 providing the synonyms or antonyms of the Reapeat , read
words;
 providing the pictures of the words;
Join in the game.
 providing the definitions/ explanations of the
words.
…….........................................................................................................................................................
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v Activity 3: While-Reading (15 mns)
u Task 1 ( Exercise 1)
a) Aims: To develop reading skill for general and specific information.

b) Content/Performance Tasks: Task 1: Read Khang’s blog. Look at the words in the box,
then find them in the text and underline them. What do they mean?

- Teacher asks students to read the blog and Students read the blog and underline the words in
underline the words in the box individually. the box individually.
- Then let them try to guess the meaning. Try to guess the meaning.
*. Assessment Tools: Choral Response

a) Aims: To develop reading skill for general and specific information.
b) Content/Performance Tasks: Task 2: Read Khang’s blog again and fill the table with the
information.
Like Dislike
- beautiful parks, sandy beaches, fine weather - modern buildings and offices
- shops, - busy and crowded streets
restaurants, markets
- friendly
people, good food

…….........................................................................................................................................................
29
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Teacher guides Ss to do exercise Students read the text and answer the questions.
Students can compare their answers before
discussing them as classwork.

a) Aims: To help student develop their reading skill for general and specific information ( scaning)
b) Content/Performance Tasks: Task 3: Read Khang’s blog again. Then answer the
questions.
Answer key:
1. It is in the suburbs of Da Nang City.
2. Because it has beautiful parks, sandy beaches and fine weather.
3. They are very friendly.
4. They are busy and crowded.
Teacher asks students to go through the questions (1 Students underline the key word(s) in each
– 4) to make sure that they understand them and question to locate the answer in the reading text.
know what information is being asked.

u Task 4 (Exercise 4) Pre-Speaking
a) Aims: To help students form the ideas for their speaking.
b) Content/Performance Tasks: Task 4: Make notes about your neighbourhood. Think
about what you like/ dislike about it.
Ss’ answer

- Teacher asks students to work in groups and Work in groups to think what they like/ dislike in
allows each group to think what they like/ dislike their neighbourhood.
in their neighbourhood. Discuss and make notes of the
- Teacher asks students to discuss and make notes information they want to share with the class.
of the information they want to share with the
class.
Teacher goes around and offers help if needed.
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u Task 5 (Exercise 5) While-Speaking
a) Aims: To help students use what they have learnt so far to talk about their neighbourhood.
b) Content/Performance Tasks: Task 5: Work in pairs. Ask and answer about what you like
and dislike about your neighbourhood.
Ss’ answer

Teacher invites some students to share their Students share their ideas with the whole class.
preparation and makes sure they speak in full
sentences.
vActivity 4: Post reading and speaking (8 mns)
a) Aims: To help students improve next time.
b) Content/Performance Tasks: Consolidate what have learnt in the lesson.
Ss’ presentations

- Teacher allows students to give comments for Students give comments for their friends and
their friends and vote for the most interesting and vote for the most interesting and informative
informative presentation. presentation.
Teacher gives feedback and comments.
* Assessment Tools: Say Something
* Homework:
Do exercises again
Teacher asks students to search for information about their neighbourhood.
Prepare: Unit 4_ Lesson 6_ Skills 2
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31
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Week:
Date:
Period: UNIT 4: MY NEIGHBOURHOOD
Lesson 6: Skills 2
I. OBJECTIVES:
- listen for specific information about one’s neighbourhood;
- write a paragraph about one’s neighbourhood.
2. Knowledge:
- Vocabulary: lexical items related to the topic My neighbourhood
- Grammar: review
3. Attribute:
- Patriotism: Having good attitude to the neighbourhood.
- Responsibility:

- Grade 6 textbook, Unit 4, Skills 2
- Pictures
- sachmem.vn
III. PROCEDURES:
a) Aims: To introduce about the destination in the listening.
b) Content/Performance Tasks: Where is it?

Suggested answers:
Ho Chi Minh City
…….........................................................................................................................................................
32
............................................................................................................................................................
- Before starting this lesson, ask students about the Work in pairs
content of the previous lesson. Teacher may ask Answer the question
students to describe Khang’s neighbourhood Look at the picture and answer.
again.
- Teacher shows a picture and asks students where
it is.
- Teacher draws students’ attention to the
conservation. Listen and perceive
“Do you remember Khang? “Where does he live?”
(Da Nang). Today we are going to meet Khang
again. He is talking with his friend Vy. Let’s see
what they are talking about.”
vActivity 2: Pre-listening (10 mns)
a) Aims: To help students brainstorm about destination in the talk.
b) Content/Performance Tasks: Task 1: True or False Prediction.
1. Vy lives in the center of Ho Chi Minh City.
2. There is a big market near her house.
3. The streets are narrow.
4. The schools are
far-away.
5. There are some factories near her neighbourhood.

- Teacher asks students to go through the Students underline the key word(s) in each
statements (1 – 5) to make sure that they statement and guess whether they are True or
understand them and know what information False individually.
they have to catch for the answers.

v Activity 3: Writing_While-Listening (20 mns)
a) Aims: To help students develop listening skill for specific information (T / F).
b) Content/Performance Tasks: Task 2: Listen and check.
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Answer key:
1. F (Vy lives in the suburbs of HCMC.)
2. T
3. F (The streets are wide.)
4. T
5. T
- Teacher plays the recording once or twice. Student listen and tick the answers.
- Teacher asks students to listen and tick the Compare their answers with the prediction made
answers. previously.
- Teacher asks students to compare their answers Some students read aloud their answers and
with the prediction made previously. correct the false one(s).
- Teacher calls on some students to read aloud their
answers and correct the false one(s).
Teacher checks students’ answers as a class.
Lead-in
I know that you can remember main content of the
listening after doing Task 2. With the third listening,
let’s get some detail words for me…
- What does Vy like and dislike about HCMC?

u Task 3 (Exercise 3) Pre-Writing
a) Aims: To help students develop their skill of listening for specific information
b) Content/Performance Tasks: Task 3: Listen and do the gap-filling.
Answer key:
1. art gallery
2. wide
3. friendly
4. far
5. crowded
If there is time, invite one or two students to briefly describe Vy’s neighbourhood, focusing on what
she likes and dislikes about it.
Leads in
You can remember pretty well what Vy likes and dislikes about living in the suburbs of HCMC. Now
it’s your turn to talk about what you like and dislike about your city …
Ask students to study the phrases with the blanks Study the phrases with the blanks carefully.
carefully. Students may work in pairs to discuss Students may work in pairs to discuss the
the answers from the information they have answers from the information they have
…….........................................................................................................................................................
34
............................................................................................................................................................
listened. listened.
Play the recording again and have students write the Students write the answers as they listen.
answers as they listen. Students can share their Students can share their answers with their
answers with their partners. partners.
With a weaker class, teacher may play the recording
many times until students have written down all
their answers. Call some students to write their Some students write their answers on the board.
answers on the board.
- Play the recording again for students to check the Students check the answers.
answers. Teacher may pause at the sentences that
include the information students need for their
answers.
u Task 4 (Exercise 4) While-Writing

a) Aims: To provide students some ideas for the next writing activity
To teach students how to write a paragraph about 50 words about a travel attraction they know.
b) Content/Performance Tasks: Task 4: Write a paragraph about 50 words about your
neighbourhood saying what you like and dislike about it.


- Ask students to tick what they like and don’t like Tick what they like and don’t like about their
about their neighbourhood, and then ask them to neighbourhood
share their answers with their partners. Share their answers with their partners. Students
- Set up the writing activity: Teacher reminds may be required to count how many things they
students that the first important thing is always to have in common with their partners.
think about what they are going to write. Teacher Students can use the ideas they have ticked in 3.
asks students to brainstorm for the ideas and the Brainstorm for the ideas and the language
necessary for writing.
language necessary for writing. Teacher may ask
students to refer back to the reading for useful
Refer back to the reading for useful language and
language and ideas, and write some useful
ideas, and write some useful expressions and
expressions and language on the board. language on the board.
- Ask students to write the first draft individually. Write the first draft individually.
Then have them write their final version. Teacher
may display all or some of the students’ writings Give comments.
on the wall / notice board. Teacher and other
students give comments. Students edit and revise
their writing as homework. If time is limited,
Teacher may ask students to write the final
version at home.
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- Teacher goes round and helps if needed.
Teacher can give some correction (typical mistakes).
vActivity 4: Post-Writing (6 mns)

Task 4
a) Aims: To peer check, cross check and final check students’ writing.
b) Content/Performance Tasks: check your friends’ writing.
Ss’ writing

- Teacher asks students to exchange their textbooks Exchange their textbooks to check their friends’
to check their friends’ writing. writing.
Teacher then gives feedback as a class discussion.
* Assessment Tools:
* Homework:
Do exercises again
Rewrite the paragraph in your notebook.
Prepare: Unit 4_ Lesson 7_ Looking back & Project
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Week:
Lesson 7: Looking back &
Project School year: ………… Page:
…….........................................................................................................................................................
Techer: ………………………………….
36
............................................................................................................................................................
Date:
Period:
I. OBJECTIVES:
- review the vocabulary and grammar of Unit 4; apply what they have learnt (vocabularies and
grammar) into practice through a project.
- Write the name for each picture picture and comparative forms
2. Knowledge:
- Vocabulary: Use the words related to the topic
- Grammar: comparative
3. Attribute:
- Patriotism: Having good attitude to the neighbourhood.
- Responsibility:

- Grade 6 textbook, Unit 4, Looking back & Project
- Handouts, word cards
- sachmem.vn
III. PROCEDURES:
a) Aims: To revise the vocabularies related to the topic.
b) Content/Performance Tasks: List words about Hanoi Old Quarter.
Ss’ answer

- Teacher shows a short video about travelling
around Hanoi Old Quarter. Take note as many words about places as
- Teacher asks students to take note as many words possible.
about places as possible.
- Teacher calls some students go to the board and Some students go to the board and rewrite the
rewrite the words. words.
- Teacher checks the words and does correction if
it’s necessary.
Leads in: This is the last lesson of Unit 4, I want you
to revise the topic My neighbourhood by doing some
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37
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more exercises.
*. Assessment Tools: List words
vActivity 2: Presentation _Looking back (10 mns)
u Task 1 ( mns)
a) Aims: To help students revise the vocabulary about places in the neighbourhood.
b) Content/Performance Tasks: Task 1: Write the name for each picture.
c) Outcome/ Performance Products
Answer key:
1. temple
2. railway station
3. square
4. art gallery
5. cathedral
- Teacher encourages students to complete the task Students complete the task individually.
individually. Students exchange their textbooks to compare
- Teacher gives feedback to the whole class. their answers together.

a) Aims: To help students revise the vocabularies about long and short adjectives.
b) Content/Performance Tasks: Task 2: Put the following adjectives in the correct column
Answer key:
1. syllable: fast/ hot/ large/ quiet
2. syllables: heavy/ noisy
3. syllables: expensive/ beautiful/ exciting

- Teacher encourages students to complete the task Complete the task individually.
individually. Students exchange their textbooks to discuss the
- Teacher gives feedback as a class discussion. reasons why they are choosing the appropriate
words/ phrases.
…….........................................................................................................................................................
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a) Aims: To help students to make sentences using the comparative form.
b) Content/Performance Tasks: Task 3: Write their comparative form in the table below.
Answer key:
faster
more beautiful
noisier
more expensive
hotter
more exciting
quieter
heavier
larger

- Teacher encourages students to complete the task Complete the task individually.
individually. Student exchange their textbooks to discuss the
- Teacher gives feedback as a class discussion. reasons why they are choosing the appropriate
words/phrases.

a) Aims: To help students revise the use of some/any in context.
b) Content/Performance Tasks: Task 4: Complete the sentences comparing the pictures.
Answer key:
1. noisier
2. more modern
3. more expensive
more peaceful

- Students work individually.
- Teacher asks students to look for clues in each
sentence to decide which word to fill the blank.
- Teacher asks students to swap their answers and
check.
- Teacher checks their answers as a class.
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vActivity 4: Production _Project ( 7 mns)
Task 4
a) Aims: To allow students to apply what they have learnt (vocabularies and grammar) into practice
through a project.
b) Content/Performance Tasks: Give directions to the places on their maps

This is to introduce students to another way of Draw a map of their neighbourhood with the
practising asking for and giving directions to the names of at least ten places on their map.
places in their neighbourhood.
- Have each student draw a map of their
neighbourhood with the names of at least ten
places on their map. Ask for and give directions to the places on their
Ask students to work in pairs, taking turns to ask for maps.
and give directions to the places on their maps. Go some pairs practise in front of the whole class.
around and offer help if necessary.
* Assessment Tools: Web or Concept Map
* Homework:
Do exercises again
Prepare: Unit 5_ Lesson 1_ Getting started
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Unit 4: My Neighbourhood: Lesson 1: Getting Tarted - Lost in The Old Town!

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….

…………… Secondary School English lesson plan 6 _ Global Success

II. INSTRUCTIONAL RESOURCES:

c) Outcome/ Performance Products:

Teacher's activities Students' activities

vActivity 2: Presentation (10 mns)

*. Assessment Tools: Slap It

d) Implementation and Assessment Tool:

*. Assessment Tools: Say Something

a) Aims: To practise the targeted language and the background knowledge of my

d) Implementation and Assessment Tool:

*. Assessment Tools: Say Something

d) Implementation and Assessment Tools:

*. Assessment Tools: Observation

T's activities Ss' activities

* Assessment Tools: Observation

c) Outcome/ Performance Products:

Teacher's activities Students' activities

*. Assessment Tools: Quiz

vActivity 2: Presentation – Vocabulary (10 mns)

*. Assessment Tools: Choral Reading

v Activity 3: Practice - Vocabulary (18 mns)

d) Implementation and Assessment Tool:

*. Assessment Tools: Say Something

d) Implementation and Assessment Tools:

*. Assessment Tools: One Question and One Comment

T's activities Ss' activities

Positive Comparative Rule

II. INSTRUCTIONAL RESOURCES:

c) Outcome/ Performance Products:

Teacher's activities Students' activities

vActivity 2: Presentation (10 mns)

b) Content/Performance Tasks: Task 1: Complete the sentences with comparative form of

d) Implementation and Assessment Tools:

*. Assessment Tools: Student Conference

*. Assessment Tools: individually reading

b) Content/Performance Tasks: Task 3: Compare two neighbourhoods using the given

d) Implementation and Assessment Tools:

*. Assessment Tools: Observation

d) Implementation and Assessment Tools:

*. Assessment Tools: Student Conference

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

*. Assessment Tools: Oral Questioning

vActivity 2: Presentation (10 mns)

u Task 1 (Exercise 1) * Everyday English

a) Aims: To introduce ways to ask for and give directions in English.

b) Content/Performance Tasks: Task 1: Listening and expressing the strutures of giving

A: Excuse me. Where’s the nearest post office, please?

B: Go out of the station. Take the first turning on the right.

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

c) Outcome/ Performance Products: An audio guide to a place

Fill in the gaps

Teacher's activities Students' activities

*. Assessment Tools: Student Conference

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

*. Assessment Tools: One Question and One Comment