Unit 4

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

NỘI
School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting started – Lost in the old town!
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Get an overview about the topic My neighbourhood
- Use vocabulary to talk about different places and show directions to these ones
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
3. Personal qualities
- Be proud and respectful of places and sites in your neighbourhood
- Actively join in class activities
II. MATERIALS
- Grade 6 textbook, Unit 4, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. neighbourhood /ˈneɪbəhʊd/ the area that you are in or the area near khu vực lân
(n) a particular place cận
2. to be/ get lost /tuˈbɪ/ /get lɒst/ when you cannot find the way or don’t đi lạc
know where you are
Assumption
Anticipated difficulties Solutions
NỘI
Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. they can help each other.
- Give short, clear instructions and help if
necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic of the unit.
- To set the context for the listening and reading part.
b. Content:
- Chitchatting
c. Expected outcomes:
- Students can answer some open questions of the teacher about Hoi An.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Chitchatting - Students look at the photos and Questions:
- Teacher shows some images of answer the questions 1. Do you know where it is?
Hoi An on the screen and asks individually. 2. Have you ever been to Hoi
students some open questions: An?
3. Do you remember anything
special in Hoi An?
e. Assessment
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related the topic My neighbourhood
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
- Students can identify some new words related to neighbourhood.
d. Organisation

Vocabulary pre-teaching - Students listen to the teacher’s New words:
- Teacher gives the meaning of the new explanation and guess the 1. neighbourhood (n)
words and asks students to guess the words. 2. to be/get lost
words.
- Teacher explains more by showing
pictures or giving explanations.
NỘI
- Teacher asks students to give the

Vietnamese meanings of the words.
e. Assessment
- Teacher checks students’ pronunciation & understanding, and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)

a. Objectives:
- To introduce the topic of the unit
- To help Ss know how to use let’s and shall we to make suggestions
- To help Ss know how to give directions through the conversation
b. Content:
- Task 1: Listen and read. (p.38)
- Task 2: Find in the conversation the sentences used to make suggestions. (p.39)
- Task 3: Read the conversation again. Put the actions in order. (p.39)
- Task 4: Find and underline the following directions in the conversation. (p.39)
- Students can make suggestions and give directions.
d. Organisation

Task 1: Listen and read. (8 mins)
- Teacher sets the context for the - Students look at the picture Questions:
listening and reading: “Today we’ll and answer the questions. 1. What are Nick, Phong and
meet 3 students. They are Nick, - Students listen to the Khang doing?
Phong and Khang. Let’s look at the recording. 2. Where are they?
picture and answer some questions.” - Students read the 3. What might be happening to
- Teacher ask the questions and have conversation aloud. them?
students answer. 4. Have you ever got lost?
- Teacher plays the recording twice. 5. How did you feel? What did
- Teacher checks students’ you do?
predictions.
- Teacher calls 3 students to read the
conversation aloud.
Task 2: Find in the conversation the sentences used to make suggestions. (7 mins)
- Teacher tells Ss to refer back to the - Students work independently Answer key:
conversation to find the sentences to do the activity. 1. Let’s go to Chua Cau.
used to make suggestions. Ask Ss to - Students compare the answers 2. Shall we go there first?
compare their answers before in pairs. 3. Fine, let’s go.
checking as a class. Tell them to 4. Let’s ask her.
practise saying the sentences in pairs
(play the recording again as a model
if necessary).
Task 3: Read the conversation again. Put the actions in order. (8 mins)
NỘI
- Ask Ss to work independently to - Students read the Answer key:

order the actions in sentences (a - e) conversation again and work 1. b
as they occur in the conversation. independently to do the 2. c
Teacher may instruct them how to activity. 3. d
do the exercise: (1) read each - Students share and check the 4. e
sentence and refer back to the answers. 5. a
conversation to find the action it
refers to; (2) order the actions.
Teacher may model using the first
sentence.
- Allow Ss to share answers before
discussing as a class. Write the
correct answers on the board.
Task 4: Find and underline the following directions in the conversation. (7 mins)
- Ask Ss to work individually to find - Students work individually to Answer key:
and underline the phrases used to find and underline the phrases 1. B
give directions in the conversation. used to give directions in the 2. A
Teacher may move around the class conversation. 3. E
to check if Ss do exactly what is - Students match each direction 4. C
required and offer help when with the diagram. 5. D
needed.
- Have Ss quickly match each
direction with the diagram. Check
their answers as a class. If Ss do not
understand the phrases, use the
diagrams to work the meaning out
from the context. For weak classes,
ask for translations to make sure
they understand. With stronger
classes, Teacher may wish to ask
some additional questions, e.g. Can
you tell me the way to the post office
near here?, etc.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practise giving directions.
b. Content:
- Task 5: Work in pairs. Give your partner directions to one of the places on the map, and he /
she tries to guess. Then swap.
- Ss can give directions using the given map.
NỘI
d. Organisation

Task 5: Work in pairs. Give your partner directions to one of the places on the map, and he / she
tries to guess. Then swap. (10 mins)
- Demonstrate the game with a - Students work in pairs to Suggested answer:
strong student. follow teacher’s instruction. A: Go straight. take the second
- Ask Ss to play the game in pairs. In - Students perform in front of turning on the left. It’s on your
weaker classes, work together with the class. right.
Ss first: asking about one or two B: Is that the gym?
different places on the map and A: No, try again.
eliciting the answers. Then when
they know exactly what to do, ask
them to work in pairs. Teacher may
go around to observe and offer help
if necessary.
- Invite some pairs to perform in
front of the class. This activity can
be organised as a competition game.
The class is divided into teams A
and B. Team A gives directions and
Team B guesses the place. If their
guess is correct, they get one point.
Then change roles. The group with
the most points is the winner.
e. Assessment
- Teacher and other Ss listen to the instructions and comment.
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in pairs and asks them to draw a map of a neighbourhood. Ss
writes names of at least five places on their map. Students will show and take turns to ask and
give directions to the places on the map in Lesson 7 – Looking back and Project. (Teacher
should check the progress of students’ preparation after each lesson.)
Board plan
NỘI
Date of teaching
Unit 4: My neighbourhood
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. neighbourhood (n)
2. to be/ get lost
Task 1: Listen and read.

Task 2: Find the sentences.
Task 3: Put the actions in order.
Task 4: Find and underline the directions.
Task 5: Find places.
*Homework
NỘI
Lesson 2: A closer look 1
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic My neighbourhood
- Use vocabulary and structures to talk about and describe places in a neighbourhood
- Identify and pronounce the sounds /ɪ/ and /i:/
2. Competences
- Develop communication skills
II. MATERIALS
- Grade 6 textbook, Unit 4, A closer look 1
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. square (n) /skweə/ an open area in a town, usually with quảng trường
four sides, surrounded by buildings
2. cathedral (n) /kəˈθiːdrəl/ the main church of a district, under thánh đường
the care of a bishop
3. railway station /ˈreɪlweɪ a place with one or more buildings nhà ga xe lửa
(n) ˈsteɪʃən/ and platforms where trains stop for
people to get on or off
4. crowded (adj) /ˈkraʊdɪd/ having a lot of people or too many đông đúc
people
5. peaceful (adj) /ˈpiːsfl/ quiet and calm; not worried or upset thanh bình
in any way
6. modern (adj) /ˈmɑːdərn/ new and intended to be different from hiện đại
traditional styles
NỘI
Assumption
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if any
speaking and co-operating skills. necessary.
- Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Continue to define expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic, the targeted
vocabulary and its pronunciation.
b. Content:
- Game: Jumbled words
- Students can revise vocabulary related to places
d. Organisation:

Game: Jumbled words - Students work in groups to Answer key:
- Teacher divides students into 4 groups do the activity. 1. takmre: market
and models how to play this game. - Students unscramble the 2. oslhoc: school
- Teacher shows a set of scrambled letters to find the words and 3. aiencm: cinema
letters one by one and students have to raise their hands to answer. 4. knab: bank
unscramble the letters to find the correct 5. metsakretup: supermarket
word. 6. petmle: temple
- Teacher asks students to raise their 7. qearsu: square
hands to give the correct names and 8. apoilths: hospital
spelling of the places. 9. rtoboekos: bookstore
- The fastest group raising their hands 10. arnuastetr: restaurant
will get the chance to answer first.
- Teacher gives 10 points for the group
that gives the correct
answers.
- The group getting the highest points
will be the winner.
e. Assessment
NỘI
- Teacher observes and gives feedback.
2. ACTIVITY 1: VOCABULARY (16 mins)

a. Objectives:
- To revise / teach students some names of places in a neighbourhood.
- To help Ss practise asking and answering questions about where they live.
- To revise the adjectives Ss learnt in primary school.
b. Content:
- Task 1: Match the places below with the pictures. Then listen, check and repeat the words.
(p.40)
- Task 2: Work in pairs. Ask and answer questions about where you live. (p.40)
- Task 3: Work in groups. Ask and answer about your neighbourhood. You can use the
adjectives below. (p. 40)
- Students can ask and answer questions about their neighbouhood.
d. Organisation

Task 1: Match the places below with the pictures. Then listen, check and repeat the words. (6
mins)
- Have Ss quickly match each place (in - Students match each place with Answer key:
each picture) with its name. T plays the its name first. Then listen to the 1. c
recording for them to listen and check recording and check their answers. 2. e
their answers with their partners. T plays - Students listen again and repeat 3. d
the recording again with a pause after the words. 4. a
each item and asks Ss to repeat the 5. b
words / phrases chorally and individually.
- Correct Ss’ pronunciation. Ask Ss to
name some other places in their
neighbourhood.
- With a weaker class, ask for translations
to make sure they understand. With a
stronger class, T may wish to ask some
additional questions, e.g. What can you do
there? Is there one in your town? Where
is it?
Task 2: Work in pairs. Ask and answer questions about where you live. (5 mins)
- Model this activity with a strong student. - Students work in pairs to ask and Suggested dialogue
- Ask Ss to work in pairs to ask and answer questions about where they A: Is there a square in
answer questions about where they live. live. your
Remind them that they can use the places - Pairs of students practise in front neighbourhood?
in 1 or any places they want to ask. T may of the class. B: Yes, there is. / No,
go around to observe and offer help if there isn’t.
necessary.
NỘI
- Call on some pairs to practise in front of

the class.
Task 3: Work in groups. Ask and answer about your neighbourhood. You can use the adjectives
below. (5 mins)
- Model this activity with a strong student. - Students work in pairs to ask and Suggested answer:
Remind Ss that they can use the adjectives answer questions about their A: Is your
in the box or other village, town or city using the neighbourhood quiet?
adjectives they know to talk about their adjectives in the box. B: Yes, it is. / No, it’s
village, town or city. noisy.
- Ask Ss to work in pairs. Go around to
observe and offer help if necessary.
the class. T may ask other Ss to give
comments.
e. Assessment
3. ACTIVITY 2: PRONUNCIATION (11 mins)

a. Objectives:
- To help Ss identify how to pronounce the sounds /ɪ/ and /i:/ and practise singing the chant.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /ɪ/ and /i:/. (p.40)
- Task 5: Listen and practise the chant. Notice the sounds /ɪ/ and /i:/. (p.40)
- Students can identify the vowel sounds /ɪ/ and /i:/ and can pronounce the sounds in words
and in sentences correctly.
d. Organisation

Task 4: Listen and repeat the words. Pay attention to the sounds /ɪ/ and /i:/. (6 mins)
- T models the sounds /ɪ/ and /i:/ - Students identify which Answer key:
first, and then asks Ss to identify sound is longer and which one /ɪ/: noisy, exciting, expensive,
which sound is longer and which one is shorter. friendly
is shorter. - Students practise the sounds /i:/: clean, cheap, peaceful,
- Ask Ss to practise the sounds /ɪ/ together, then listen and repeat. convenient
and /i:/ together. Play the recording - Students work in pairs and
and ask Ss to listen and repeat. Play put the words in the correct
the recording as many times as column.
necessary.
- Ask Ss to work in pairs and put the
words in the correct column while
they listen. Call on some pairs to
write their answers on the board
before checking their answers with
NỘI
the whole class.

Task 5: Listen and practise the chant. Notice the sounds /ɪ/ and /i:/. (5 mins)
- Ask Ss to listen while T plays the - Students listen to the Students’ practice
recording. Play the recording again recording and chant along.
and ask Ss to chant along.
- Provide further practice by
dividing the class into two groups.
Have groups chant alternate lines.
*T may let pupils watch the
pronunciation video before
practising
https://www.youtube.com/watch?
v=wA0m8Ixv7s4&list=PL8_ETpRL
2xNbMMSCSok5UNHcQOpjKgvA
n&index=4
e. Assessment
4. ACTIVITY 3: EXTRA ACTIVITY (5 mins)

a. Objectives:
- To help Ss further practise the sounds /ɪ/ and /i:/
b. Content:
- Game: Tongue Twister
- Ss join the challenge enthusiastically. Then can identify the /ɪ/ and /i:/ sounds and
pronounce them correctly.
d. Organisation

Game: Tongue Twister - Students practise saying the Tongue twisters:
- Teacher shows the tongue twisters tongue twisters in groups and 1. He took a chilly dip six feet
and asks students to practise in in front of the class. deep in the sea. He says it
groups of 4. keeps him fit.
- Teacher calls the representative 2. He thinks he's slick in his
from each group to say the sentences sleek wheels meeting and
in front of the class. greeting the elite.
- Teacher asks each group to vote for
the group which has the best
pronunciation.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
NỘI
b. Homework
- Find 5 more words with the sound /ɪ/ and 5 more words with the sound /i:/. Write them
down and practise pronouncing the words.
Board plan
Date of teaching
* Warm-up
Game: Jumbled Words
Vocabulary
Task 1: Match the places with the pictures.
Task 2: Ask and answer questions about where you live.
Task 3: Ask and answer about your neighbourhood.
Pronunciation
Task 4: Listen and repeat. Put the words in the correct column.
Task 5: Practise the chant.
Extra activity
Game: Tongue Twister
* Homework
NỘI
I. OBJECTIVES
1. Knowledge
- Use comparative adjectives.
2. Competences
II. MATERIALS
- Grade 6 textbook, Unit 4, A closer look 2
- Projector / TV
- hoclieu.vn
Language analysis
Positive Comparative Rule
one syllable fast faster + er
large larger +r
two syllables noisy noisier y ier
modern more modern more + adj
three or more expensive more expensive more + adj

syllables
Assumption

Students may find it hard to distinguish short Prepare some adjective cards in groups,
and long adjectives. highlight the syllables in each adjective, let
students count the syllables.
Some students will not get used to making - Encourage students not to be afraid of making
sentences using the form of comparatives. mistakes.
- Correct them, lead them step-by-step. Practice
makes perfect.
NỘI
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the targeted grammar of
comparison.
b. Content:
- Game: Crossword
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

Game: Crossword (PPT) - Students work in groups to do Answer key:
- Teacher divides the class into 2 the activity. 1. CLEVER
groups. - Students raise their hands to 2. BUS STOP
- Teacher prepares the PPT slides answer and find the key word. 3. TEMPLE
for the crosswords, students take 4. PEACEFUL
turns to answer and get points for 5. CATHEDRAL
their group. 6. SQUARE
- The one who can get the key 7. NOISY
word wins the game. 8. EXPENSIVE
9. BORING
10. MODERN
Key word: COMPARISON

e. Assessment
2. ACTIVITY 1: PRESENTATION (10 mins)

a. Objectives:
- To introduce the target grammar of comparative adjectives
b. Content:
- Grammar point presentation
- Students are able to identify the formation and use of the comparative adjectives
d. Organisation

- Choose two students of very different - Students pay attention to the Examples:
heights and ask them to stand up. Teacher teacher and may jot down - Tom is taller than
asks the class: Who is taller? Indicate tall some notes during the Mary.
and taller with your hands and arms. presentation. - A house in a city is
NỘI
Teacher may give another example, e.g. two normally more

rulers or desks: long – longer. Ask students expensive than a house
to say what ‘taller’ and ‘longer’ are in in the countryside.
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 Ss’ attention on comparative forms
by pointing to the rulers and desks and
saying: This ruler / desk is long, but that
ruler / desk is longer. Explain that
comparative adjectives are constructed in
several different ways in English, and that
some of those ways are presented in the
Grammar box below. Explain the simplest
ways to identify the number of syllables in
an English word and give further examples
or practice if necessary
e. Assessment
- Teacher checks students’ understanding with follow-up questions.
3. ACTIVITY 2: PRACTICE (15 mins)

a. Objectives:
- To help Ss identify the correct comparative form of adjectives.
- To help Ss practise forming the correct comparative form of adjectives.
- To help Ss practise using comparative adjectives.
b. Content:
- Task 1: Complete the following sentences with the comparative form of the adjectives in
brackets. number 1 is an example. (p.41)
- Task 2: Use the correct form of the words in brackets to complete the letter. (p.42)
- Task 3: Look at the pictures of the two neighbourhoods: Binh Minh and Long Son.
Compare two neighbourhoods. You can use the adjectives below. (p.42)
- Students can identify comparative adjectives.
d. Organisation

Task 1: Complete the following sentences with the comparative form of the adjectives in brackets.
number 1 is an example. (5 mins)
- Teacher divides the class into 2 - Students read the instructions Answer key:
teams to play the game lucky first, then do the exercise 2. noisier
numbers (PPT). individually. 3. bigger
- Each team takes turns to choose a - Students check answers in 4. more peaceful
NỘI
number and answer the question for pairs. 5. more exciting

each number they choose.
- There are 2 lucky numbers which
students will get the points without
answering the questions.
- The team with more points wins
the game.
Task 2: Use the correct form of the words in brackets to complete the letter. (5 mins)
- Ask Ss to read the instructions. Tell - Students read the instructions Answer key:
Ss what they should do. (With a first, then complete the letter 2. smaller
weaker class, do the first sentence individually. 3. older
as an example). - Students check answers in 4. wider
- Ask Ss to read and complete the pairs before checking with the 5. more delicious
letter individually. Remind them to whole class. 6. cheaper
pay attention to the number of
the syllables in each adjective. Have
Ss compare their answers in pairs
before checking with the whole
class. Confirm the correct answers.
Task 3: Look at the pictures of the two neighbourhoods: Binh Minh and Long Son. Compare two
neighbourhoods. You can use the adjectives below. (5 mins)
- Ask Ss to look at the pictures of the - Students look at the pictures Suggested answer:
two neighbourhoods. Elicit the and tell the contrast between - Binh Minh is noisier than
contrast between the things in the these two neighbourhoods. Long Son.
two neighbourhoods and ask them to - Students use the adjectives in - Binh Minh is more crowded
use the adjectives in the box to the box to describe the than Long Son.
describe them. pictures. - Long Son is quieter than Binh
- Ask Ss to write sentences, - Students write sentences to Minh.
comparing the two neighbourhoods. compare the two - Long Son is more peaceful
Have Ss compare their sentences in neighbourhoods and compare than Binh Minh.
pairs before showing some of their their sentences in pairs. - Binh Minh is more modern
sentences to the whole class. Ask than Long Son.
other Ss to give comments and - Binh Minh is busier than
correct any mistakes if possible. Long Son.
e. Assessment
- Teacher corrects students as a whole class.
4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To give Ss further practice on using comparative adjectives.
b. Content:
- Task 4: Work in pairs. Ask and answer questions about Binh Minh and Long Son
neighbourhoods using the pictures in task 3. (p.42)
NỘI
- Ss can ask and answer about the two neighbourhoods using comparative adjectives.
d. Organisation

Task 4: Work in pairs. Ask and answer questions about Binh Minh and Long Son neighbourhoods
using the pictures in task 3.
- Model this activity with a stronger - Students practise ask and Examples:
student. Tell Ss that they can use the answer about the two A: Is Binh Minh noisier than
information from the sentences neighbourhoods using Long Son?
they have written in task 3 to ask and information from the sentences B: Yes, it is.
answer questions about the two they have written in task 3. A: Is Long Son more modern
neighbourhoods. than Binh Minh?
- Ask Ss to work in pairs. Go around B: No, it isn’t.
to observe and offer help if
necessary. Call on some pairs to
practise in front of the class. Ask
other Ss to give comments and
correct any mistakes if possible.
e. Assessment
- Teacher checks students’ talks and gives feedback.
a. Wrap-up
b. Homework
- Make sentences to compare people and things in their classroom, using comparative
adjectives.
Board plan
Date of teaching
* Warm-up
Game: Crossword
Task 1: Complete the sentences.

Task 2: Complete the letter.
Task 3: Compare two neighbourhoods.
Task 4: Ask and answer about two neighbourhoods.
* Homework
NỘI
NỘI
Lesson 4: Communication
I. OBJECTIVES
1. Knowledge
- Ask for and give directions
2. Competences
II. MATERIALS
- Grade 6 textbook, Unit 4, Communication
- Projector / TV
- hoclieu.vn
Language analysis
Structure Example
Ask for directions: - Could you tell me the way to the post
- Could you tell me the way to …? office, please?
- Where’s the nearest …? - Where’s the nearest bank?
…
Give directions: First, go straight ahead. Then, take the
- Go along this street. first turning on the right.
- Go straight ahead.
- Take the first turning on the right.
- It’s on your left.
…
Assumption

Students may lack knowledge about some Students may lack knowledge about some
landmarks. landmarks.
Students may have underdeveloped reading, - Encourage students to work in pairs, in groups
speaking and co-operating skills. so that they can help each other.
NỘI
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere in the classroom and lead in the lesson.
b. Content:
- Guessing game
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

Guessing game (PPT) - Students look at the pictures Answer key:
- Teacher gives 3 pictures related and guess the name of the place. Hoi An ancient town
to Hoi An (one by one) and asks - Students give more information
“Where is this?” about the place.
- Teacher provides more
information about the place and
asks if students can add more.
e. Assessment
2. ACTIVITY 1: EVERYDAY ENGLISH (10 mins)

a. Objectives:
- To introduce ways to ask for and give directions in English;
– To help Ss practise asking for and giving directions.
b. Content:
- Task 1: Listen and read the conversations. (p.43)
- Task 2: Work in pairs. Make similar conversations to ask for and give directions to places
near your school. (p.43)
- Students are able to use the given structures to ask for and give directions.
d. Organisation

Task 1: Listen and read the conversations. (5 mins)
- Play the recording for Ss to listen and read - Students listen and read the Audio script:
the conversations at the same time. Ask Ss conversations at the same A: Excuse me. Could you
to pay attention to the sentences and phrases time. tell me the way to the
used to ask for and give directions. - Students practise the cinema, please?
- Elicit the structures to ask for directions conversations in pairs. B: Go along this street.
Could you tell me the way to…?, Where’s It’s on your left.
the nearest …? and phrases to give A: Excuse me. Where’s
directions from Ss go along, on your left, go the nearest post office,
NỘI
out of…, take the first turning… please?

- Have Ss practise the conversations in B: Go out of the station.
pairs. Call on some pairs to practise the Take the first turning on
conversations in front of the class. the right.
Task 2: Work in pairs. Make similar conversations to ask for and give directions to places near
your school. (5 mins)
- Ask Ss to work in pairs to make similar - Ss make similar Students’ own creativity
conversations, using the structures and conversations and practise in
phrases for asking for and giving directions. pairs.
- Encourage them to practise asking for and
giving directions to places near their school.
Move around to observe and provide help.
the class. Comment on their performance.
e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: AN AUDIO GUIDE TO A PLACE (25 mins)

a. Objectives:
- To give Ss a sample of an audio guide to a place;
- To help Ss practise using some structures and vocabulary related to the topic.
- To help Ss practise creating an audio guide for District 1 of Ho Chi Minh City.
- To help Ss practise presenting their audio guide for District 1 of Ho Chi Minh City to the
class
b. Content:
- Task 3: Nick is listening to an audio guide to Hoi An. Listen and fill the blanks. (p.43)
- Task 4: Look at the map below and create an audio guide for District 1 of Ho Chi Minh City
(p.43)
- Task 5: Now present your audio guide to your class. (p.43)
- Students can create an audio guide and practise presenting using some structures and
vocabulary related to the topic.
d. Organisation

Task 3: Nick is listening to an audio guide to Hoi An. Listen and fill the blanks. (7 mins)
- Ask Ss if they know about Hoi An. T can - Students think of what they Answer key:
say: Today, we are going to listen to an know about Hoi An. 1. straight
audio guide to Hoi An. - Students listen to the 2. second
Please think: What do you know about Hoi recording and fill in the 3. right
An? What can you remember about it? Allow blanks. 4. next to
20 - 30 seconds for Ss to think, then repeat - Students share the answers
the questions and have Ss brainstorm about in pairs and read the audio
Hoi An. guide.
NỘI
- Play the recording. First, ask Ss to listen

only. Then play the recording again and ask
Ss to fill the blanks as they listen. Ask Ss to
share their answers in pairs, before playing
the recording a final time for pairs to check
their answers. Then ask Ss to read the audio
guide again, paying attention to the use of the
connective words: first, next and finally.
Task 4: Look at the map below and create an audio guide for District 1 of Ho Chi Minh City.
(8 mins)
- Ask Ss to look carefully at the simplified - Students look at the map Students’ own creativity
map of District 1 of Ho Chi Minh City. Ask and prepare the audio guide
Ss to read the instructions carefully. T may using expressions learnt in
ask them some questions to check if they Everyday English.
know what they are supposed to do. Remind - Students practise presenting
Ss of the expressions they can use to give their audio guide with other
directions; Ss may refer to the expressions in pairs or in groups.
1 and 4 of GETTING STARTED.
- Have Ss prepare their audio guide
individually and then share it with a partner.
- Have Ss practise presenting their audio
guide with other pairs or in groups.
Task 5: Now present your audio guide to your class. (10 mins)
- Call on some Ss to present their audio - Students present their audio Students’ presentation
guides to the whole class. After each student guides to the whole class
has finished his / her audio guide, ask for
some comments from other Ss. Then make
comments and correct any mistakes if there
are any
e. Assessment
- Teacher corrects for students by going around while they’re practising.
- Teacher gives corrections and feedback.
a. Wrap-up
b. Homework
Board plan
Date of teaching
NỘI
Lesson 4: Communication
* Warm-up
Guessing game
Everyday English
Task 1: Listen and read the conversations.
Task 2: Make similar conversations.
An audio guide to a place

Task 3: Listen and fill in the blanks.
Task 4: Create an audio guide.
Task 5: Present your audio guide.
* Homework
NỘI
Lesson 5: Skills 1
I. OBJECTIVES
1. Knowledge
- Read for general and specific information about neighbourhood
- Talk about likes and dislikes about neighbourhood
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skills
II. MATERIALS
- Grade 6 textbook, Unit 4, Skills 1
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. suburb (n) /ˈsʌbɜːb/ an area on the edge of a large town khu ngoại ô
or city where people who work in the
town or city often live
2. outdoor activity /ˈaʊtˌdɔːr/ /æk the action which you can do outside hoạt động
(n) ˈtɪvəti/ the house ngoài trời
3. backyard (n) /ˌbækˈjɑːrd/ a small space surrounded by walls at sân sau

the back of a house, usually with a
hard surface
4. dislike (v) /dɪsˈlaɪk/ to not like someone or something không thích
Assumption
NỘI
1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
2. Students may have underdeveloped - Let students read the text again (if needed).
reading, speaking and co-operating - Create a comfortable and encouraging
skills. environment for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
3. Some students will excessively talk in - Define expectation in explicit detail.
the class. - Continue to define expectations in small chunks
(before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Game: Miming
- Students recall how to give directions.
d. Organisation
Game: Miming - Students follow the teacher's Suggested directions:
- Class is divided into 2 groups. instructions and play the game 1. Go straight
- Teacher asks one student to give in two teams. 2. Turn left
the direction and the rest of the 3. Turn right
group will guess what the direction 4. Go along the street
is by demonstrating, then the student 5. Take the first turning on the
who can guess the correct answer left.
will do next. The group who has
more points is the winner.
Teacher checks pronunciation if
necessary.
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: READING (20 mins)

a. Objectives:
- To get Ss acquainted with the reading skill: Predicting the meaning of new vocabulary using
the context.
- To help Ss develop their reading skill for specific information (scanning).
b. Content:
NỘI
- 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? (p.44)
- Vocabulary teaching
- Task 2: Read Khang’s blog again and fill the table with the information. (p.44)
- Task 3: Read Khang’s blog again. Then answer the questions. (p.44)
- Students practise reading for specific information.
d. Organisation
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? (4 mins)
- Ask Ss to scan the passage to find - Students scan the passage to
where the words suburbs, dislike, find the words and guess their
and outdoor are in the passage. T meanings.
may help Ss work out the meanings
of these words in the context. For
weak classes, T may ask for a
translation to check understanding.
Vocabulary teaching (4 mins)
- Teacher asks students to get the - Students say the meaning of New words:
meaning of the words in context. the words. 1. suburb (n)
2. outdoor activity (n)
3. backyard (n)
4. dislike (v)
Task 2: Read Khang’s blog again and fill the table with the information. (5 mins)
- Ask Ss to scan the passage again - Students apply scanning Answer key:
and find the information to complete technique to do the task - Likes: beautiful parks, sandy
the table. Ask Ss to note where they independently. beaches, fine weather, shops,
found the information. When - Students pair up to check restaurants, markets, friendly
finishing, Ss can compare their their answers and then check people, good food
answers before discussing them as a with the class. - Dislikes: modern buildings
class. and offices, busy and crowded
streets
Task 3: Read Khang’s blog again. Then answer the questions. (7 mins)
- Have Ss read the text in detail to - Students work independently Answer key:
answer the questions. Ask them how to find key words. 1. It is in the suburbs of Da
to do this kind of exercise. Explain - Students work in pairs to find Nang City.
the strategies if necessary (e.g. the answers. 2. Because it has beautiful
reading the questions, underlining parks, sandy beaches and fine
the key words, locating the key weather.
words in the text, and then reading 3. They are very friendly.
that part and answering the 4. They are busy and crowded.
questions). Tell them to underline
parts of the blog related to the
NỘI
answers. Set a strict time limit to

ensure Ss read the text quickly for
information.
- Tell them to compare their answers
in pairs before giving the answers to
T. Ask them to give evidence to
support their answers.
e. Assessment
- Teacher corrects the students as a whole class.
3. ACTIVITY 2: SPEAKING (15 mins)

a. Objectives:
- To help Ss prepare ideas for the next activity
- To provide an opportunity for Ss to practise asking and answering about what they like and
dislike about their neighbourhood.
b. Content:
- Task 4: Make notes about your neighbourhood. think about what you like / dislike about it.
(p.44)
- Task 5: Work in pairs. Ask and answer about what you like and dislike about your
neighbourhood. (p.44)
- Students can talk about their neighbourhood.
d. Organisation
Task 4: Make notes about your neighbourhood. think about what you like / dislike about it. (7
mins)
- Tell each student to make notes. - Students brainstorm and note
Set a time limit for Ss to complete it. down the ideas of what they
Ask Ss to think about what they like like and dislike about their
and dislike about their neighbourhood.
neighbourhood. Have them quickly
Students’ own answer.
note down these ideas
Task 5: Work in pairs. Ask and answer about what you like and dislike about your
neighbourhood. (8 mins)
- While Ss are practising their - Students practise the Suggested answer:
dialogues, T circulates and monitors. dialogues in pairs and in front A: Where do you live?
T notes some common errors and of the class. B: I live in the suburbs of Da
discusses them with the whole class. Nang city.
- Select some strong pairs to act out A: What do you like about it?
their dialogues in front of the class. B: The weather is fine. The
Then give feedback: comment on people are friendly and the
their strengths and correct a few food is good.
errors in the target language. A: What do you dislike about
it?
NỘI
B: The streets are busy and

crowded.
e. Assessment
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook
Board Plan
Date of teaching
Lesson 5: Skills 1
*Warm-up
Game: Miming
* Reading
- Task 1: Find the words and give definitions.
- Vocabulary
1. suburb (n)
2. outdoor activity (n)
3. backyard (n)
4. dislike (v)
- Task 2: Read and fill the table.
- Task 3: Answer the questions.
* Speaking
Task 4: Make notes.
Task 5: Discussion.
*Homework
NỘI
Lesson 6: Skills 2
I. OBJECTIVES
1. Knowledge
- Listen to some conversations about neighbourhoods
- Write a paragraph about your neighbourhood.
2. Competences
II. MATERIALS
- Grade 6 textbook, Unit 4, Skills 2
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Video watching
- Students can give some information about features of Ho Chi Minh City
d. Organisation

Video watching - Students watch the video and Link:
- Teacher shows a video to introduce give some information https://www.youtube.com/watc
NỘI
Ho Chi Minh City and what is h?v=35Z4GGvCmlU

special about this city (famous
places, food and drink, etc.)
e. Assessment
2. ACTIVITY 1: LISTENING (20 mins)

a. Objectives:
- To help Ss develop the skill of listening for specific information
b. Content:
- Task 1: Listen to the conversation between Khang and Vy and tick T (True) or F (False).
(p.45)
- Task 2: Listen to the conversation again and fill the blanks. (p.45)
- Students practise listening for specific information.
d. Organisation
Task 1: Listen to the conversation between Khang and Vy and tick T (True) or F (False). (10 mins)
- Have Ss look at the sentences in this - Students read the statements and Answers key:
activity. Ask them how to do it. Give them underline the key words. 1. F
some strategies to do the exercise (e.g. - Students listen and decide if the 2. T
reading the question, underlining the key statements are true or false. 3. F
words, listening to the text paying attention - Students share answers in pairs 4. T
to the key words, deciding if each sentence is and listen again to check. 5. T
true or false).
- Play the recording twice for Ss to do the
exercise. For stronger classes, ask Ss to take
notes of the information to explain why a
sentence is false. Have Ss share their answers
in pairs. Invite some pairs to give their
answers and confirm the correct ones. Play
the recording again if needed, stopping at the
place where Ss find it difficult to hear. Also,
ask Ss to correct the false sentences.
Task 2: Listen to the conversation again and fill the blanks. (10 mins)
- Ask Ss to study the phrases with the blanks - Students work in pairs to discuss Answer key:
carefully. Ss may work in pairs to discuss the the answers in task 1. 1. art galleries
answers from the information they have - Students listen and fill in the 2. wide
listened in Task 1. blanks. 3. friendly
- Play the recording again and have Ss write - Students share their answers with 4. faraway
the answers as they listen. Ss share their their partners and check as a class. 5. crowded
answers with their partners. With a weaker
class, T may play the recording many times
until Ss have written down all their answers.
NỘI
Call on some Ss to write their answers on the

board.
- Play the recording again for Ss to check the
answers. T may pause at the sentences that
include the information Ss need for their
answers.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (18 mins)

a. Objectives:
- To provide Ss some ideas for the next writing activity
- To help Ss practise writing a paragraph about their neighbourhood.
b. Content:
- Task 3: Tick what you like or dislike about a neighbourhood. (p.45)
- Task 4: Write a paragraph of about 50 words about your neighbourhood saying what you
like and dislike about it. Use Khang’s blog as a model. (p.45)
- Students can write a paragraph about their neighbourhood.
d. Organisation

Task 3: Tick what you like or dislike about a neighbourhood. (8 mins)
- Ask Ss to tick what they like and - Students work independently Students’ own answers
don’t like about their neighbourhood, as instructed. about their neighbourhood.
and then ask them to share their - Students discuss with their
answers with their partners. Ss count partners.
how many things they have in common
with their partners.
Task 4: Write a paragraph of about 50 words about your neighbourhood saying what you like and
dislike about it. Use Khang’s blog as a model. (10 mins)
- Set up the writing activity: T reminds - Students brainstorm for the Suggested answer:
Ss that the first important thing is ideas and the language My neighbourhood is
always to think about what they are necessary for writing peaceful and the weather is
going to write. Ss can use the ideas - Students write the first draft sunny and fine. People are
they have ticked in 3. T asks Ss to individually using the ideas in friendly and kind. The food
brainstorm for the ideas and the task 3. is fresh and delicious. Every
language necessary for writing. T may - Students work in pairs doing house has a backyard and a
ask Ss to refer back to the reading for peer corrections front yard. However, there
useful language is one thing I dislike about
and ideas, and write some useful it. The roads are narrow.
expressions and language on the board. But I still love my
- Ask Ss to write the first draft neighbourhood very much.
NỘI
individually. Next ask Ss to work in

pairs doing peer corrections. Then have
them write their final version. T may
display all or some of the Ss’ writings
on the wall / notice board. T and other
Ss give comments. Ss edit and revise
their writing as homework. If time is
limited, T may ask Ss to write the final
version at home.
e. Assessment
- Teacher gives corrections and feedback.
a. Wrap-up
b. Homework
- Rewrite the paragraph in the notebooks.
Board Plan
Date of teaching
Lesson 6: Skills 2
*Warm-up
Video watching
*Listening
Task 1: Listen and tick T or F.
Task 2: Fill in the blanks.
*Writing
Task 3: Tick what you like or dislike.
Task 4: Write a paragraph.
*Homework
NỘI
Lesson 7: Looking back and Project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 4
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop presentation skill
II. MATERIALS
- Grade 6 textbook, Unit 4, Looking back and Project
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs, in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk - Define expectation in explicit detail.
in the class. - Continue to define expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson
b. Content:
- Video watching
- Ss can list as many school things as possible.
d. Organisation
NỘI
Video watching - Students watch the video Link:

- Teacher shows a short video about and take notes. https://www.youtube.com/
travelling around Hanoi Old Quarter. watch?
- Teacher asks students to take notes as v=KfsV2GDlGV8&t=21s
many destinations as possible.
- Teacher calls some students to go to
the board and rewrite the words.
Teacher checks the words and corrects
if it’s necessary.
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: VOCABULARY (5 mins)

a. Objectives:
- To help Ss review the vocabulary of Unit 4
b. Content:
- Task 1: Write the name for each picture. (p.46)
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
Task 1: Write the name for each picture. (5 mins)
- Have Ss do this activity - Students do the task Answer key:
individually then compare their independently. 1. temple
answers with their partners. Ask for - Students exchange their 2. railway station
Ss’ answers or ask one student to textbook to check the answers. 3. square
write his / her answer on the board. 4. art gallery
Check the answers as a class. 5. cathedral
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: GRAMMAR (11 mins)

a. Objectives:
- To help Ss revise the form and use of comparative adjectives
b. Content:
- Task 2: Put the following adjectives in the correct column. (p.46)
- Task 3: Now write their comparative forms in the table below. (p.46)
- Task 4: Complete the sentences comparing the pictures. Use the comparative forms of the
adjectives below. (p.46)
- Recall the uses of comparative adjectives
d. Organisation
NỘI

Task 2: Put the following adjectives in the correct column. (4 mins)
- Teacher encourages students to - Students do the task Answer key:
complete the task individually. individually. One syllable: fast, hot, large
- Students exchange their textbooks - Students exchange their Two syllables: heavy, noisy,
to discuss the reasons why they are textbooks and give feedback to quiet
choosing the appropriate words/ each other. Three syllables: expensive,
phrases. beautiful, exciting
- Teacher gives feedback as a class
discussion.
Task 3: Now write their comparative forms in the table below. (3 mins)
- Teacher encourages students to - Students do the task Answer key:
complete the task individually. individually. Adjectives Comparative
- Students exchange their textbooks - Students exchange their form
to discuss the reasons why they are textbooks and give feedback to fast faster
choosing the appropriate words/ each other. beautiful more beautiful
phrases. noisy noisier
- Teacher gives feedback as a class expensive more expensive
discussion. hot hotter
exciting more exciting
quiet quieter
heavy heavier
large larger
Task 4: Complete the sentences comparing the pictures. Use the comparative forms of the
adjectives below. (4 mins)
- Teacher can design the activity as a - Students raise hands to Answer key:
game (PPT slides). answer and get the points for 1. noisier
- Teacher asks students to look for each correct one. 2. more modern
clues in each sentence to decide 3. more expensive
which word to fill the blank. 4. more peaceful
- Teacher checks their answers as a
class.
e. Assessment
- Teacher corrects for students as a whole class.
4. ACTIVITY 3: PROJECT (17 mins)

a. Objectives:
- To help Ss improve their creativity and teamwork
- To improve their speaking and presentation skills
b. Content:
- Present the map of a neighbourhood.
- Students can present their maps of a neighbourhood and give directions.
d. Organisation
NỘI

My map - Students practise asking for Students’ maps &
- Ask Ss to work in pairs, taking and giving directions in pairs. presentations
turns to ask for and give directions - Students show their maps and
to the places on their maps. Go present it.
around and offer help if necessary.
- Have some pairs practise asking for
and giving directions to the places
on their maps in front of the whole
class.
- Give feedback to students’
presentations.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
Lesson 7: Looking back and Project
*Warm-up
Video watching
*Vocabulary
Task 1: Write the name for each picture.
*Grammar
Task 2: Put adjectives in the correct column.
Task 3: Write comparative forms.
Task 4: Complete the sentences.
*Project
My map
* Homework

Unit 4

Uploaded by

Copyright:

Available Formats

Unit 4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 4

Uploaded by

Copyright:

Available Formats

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRESENTATION (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher asks students to give the

3. ACTIVITY 2: PRACTICE (30 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Ask Ss to work independently to - Students read the Answer key:

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher observes and gives feedback.

2. ACTIVITY 1: VOCABULARY (16 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Call on some pairs to practise in front of

3. ACTIVITY 2: PRONUNCIATION (11 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

the whole class.

4. ACTIVITY 3: EXTRA ACTIVITY (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

two syllables noisy noisier y ier

modern more modern more + adj

three or more expensive more expensive more + adj

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Key word: COMPARISON

2. ACTIVITY 1: PRESENTATION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Teacher may give another example, e.g. two normally more

3. ACTIVITY 2: PRACTICE (15 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

number and answer the question for pairs. 5. more exciting

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Complete the sentences.

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: EVERYDAY ENGLISH (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

out of…, take the first turning… please?

3. ACTIVITY 2: AN AUDIO GUIDE TO A PLACE (25 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Play the recording. First, ask Ss to listen

An audio guide to a place

3. backyard (n) /ˌbækˈjɑːrd/ a small space surrounded by walls at sân sau

4. dislike (v) /dɪsˈlaɪk/ to not like someone or something không thích

2. ACTIVITY 1: READING (20 mins)

answers. Set a strict time limit to

3. ACTIVITY 2: SPEAKING (15 mins)

B: The streets are busy and

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Ho Chi Minh City and what is h?v=35Z4GGvCmlU

2. ACTIVITY 1: LISTENING (20 mins)

Call on some Ss to write their answers on the

3. ACTIVITY 2: WRITING (18 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

individually. Next ask Ss to work in

Video watching - Students watch the video Link: