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Secondary School English lesson plan 6 _ Global Success

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Week:
Date:
Period:

UNIT 5: NATURAL WONDERS OF VIET NAM

Lesson 1: Getting started –
Geography Club!
I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Listen and read the dialogue about the topic Natural wonders of Viet Nam
- Identify the lexical items related to the topic Natural wonders of Viet Nam
- Use the vocabulary and structures to describe wonders of Viet Nam.
- Enhance problem-solving and creativity and Self-control and dependent learning.
2. Knowledge:
- Vocabulary: Use the words related to the topic Natural wonders of Viet Nam
- Grammar: review
3. Attribute:
- Having good attitude to the Natural wonders of Viet Nam
- Loving their nature
- Protecting the nature and natural wonders of Viet Nam
II. INSTRUCTIONAL RESOURCES:
- Grade 6 textbook, Unit 5, Getting started
- Pictures and maps
- 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 natural wonders of Viet Nam.
b) Content/Performance Tasks: Guess what's behind the boxes.
1. Who are they?
2. What are they looking at?
3. What are they talking about?

c) Outcome/ Performance Products:

Suggested answers:
1. They are Alice, Elena and Nick.
2. They are looking at some photos/ pictures.
They are talking about attractive places in Viet Nam.
d) Implementation and Assessment Tools:

Teacher's activities Students' activities

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- Teacher shows the colourful boxes on the Students look closely the colourful boxes on
screen, asks students to look closely, raise their the screen.
hand to say what they can see behind the boxes
aloud. Students
- Teacher removes the boxes one by one and guess what is behind the boxes after each box
asks students to guess what is behind the boxes has been removed until students can tell the
after each box has been removed until students teacher what it is.
can tell the teacher what it is. The team who is the last one will lose the
- Teacher draws students’ attention to the picture game.
in the textbook and asks them questions about
the picture.

*. Assessment Tools: Observation

vActivity 2: Presentation (10 mns)
a) Aims: To teach students some vocabulary
b) Content/Performance Tasks: VOCABULARY_ Slap the board
c) Outcome/ Performance Products
1. scenery (noun): [picture]
2. natural (adj): [antonym] man-made
3. wonders (noun): [picture]
4. amazing (adj): [synonym] very good
5. island (noun): [picture]

scenery
wonder
island
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
Teacher introduces the vocabulary by: Ss listen and note carefully
- showing the pictures illustrating the words; Read words
- providing the synonym or antonym of the Join in Slap the board technique
words;
- providing the definition of the words.

*. Assessment Tools: Observation

v Activity 3: Practice (18 mns)

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u Task 1 (Exercise 1)
a) Aims: To practice the targeted language and the background knowledge of things in
nature.
b) Content/Performance Tasks: Task 1: Listen and read. (p. 48)
c) Outcome/ Performance Products:
o What places can you recognize from the photos on their tables?
o Why are they attractive? etc

d) Implementation and Assessment Tool:

Teacher's activities Students' activities
o Teacher sets the context for the listening and Answer the questions.
reading text by asking students some questions
Teacher encourages students to give their Underline the words they have learned in the
answers, but do not confirm whether their vocabulary part.
answers are right or wrong.
- Teacher plays the recording, asks students Students listen and read.
underline the words they have learned in the
vocabulary part.
- Teacher plays the recording more than once if Some pairs of students read the dialogue
necessary. aloud.
- Teacher nominates some pairs of students to
read the dialogue aloud.
- Teacher has students say the words in the text Say the words in the text that they have
that they have underlined. underlined.

*. Assessment Tools: Observation

u Task 2 (Exercise 2)
a) Aims: To help students identify the location of the places mentioned in the conversation.
b) Content/Performance Tasks: Task 2: Complete the following sentences with the
words from the box. (p. 49)
c) Outcome/ Performance Products: Answer key:
1. amazing
2. islands
3. scenery

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4. natural
5. wonders

d) Implementation and Assessment Tools:

Teacher's activities Students' activities
- Teacher tells students to read the text again in Read the text again in order to find the words
order to find the words to complete the to complete the sentences independently.
sentences independently.
- Teacher allows students to share their answers Share their answers before discussing as a
before discussing as a class. class.
- Teacher nominates students to give answers
and corrects them if necessary. Give answers and corrects mistakes.

*. Assessment Tools: Observation

u Task 3 (Exercise 3)
a) Aims: To help students focus on the use of lexical items to describe the places.
To help students visualize some lexical items related to the topic.
b) Content/Performance Tasks: Task 3: Listen and repeat the words, then label the
pictures. (p. 49)
c) Outcome/ Performance Products:
Answer key:
a. desert
b. island
c. cave
d. river
e. waterfall
f. mountain
g. forest
h. beach
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
- Teacher asks students to look at the words in Look at the words in the box, listen and
the box, listen and repeat. repeat.
- Teacher has students match the pictures with Match the pictures with the appropriate words
the appropriate words independently. independently.
- Teacher allows students to share their answers Share their answers before discussing as a
before discussing as a class. class.
- Teacher asks students to give answers and
corrects them if necessary. Give answers and corrects mistakes.
*. Assessment Tools: Observation
vActivity 4: Production (7 mns)
Task 4 (Exercise 4)
a) Aims: To give students a fun time revising what they have learnt so far in the lesson and
more quickly response the questions about natural wonders.

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b) Content/Performance Tasks: Task 4: QUIZ

Work in groups. Choose the correct answer to each of the questions. (p. 49)

c) Outcome/ Performance Products:

1. A 2. A 3. B 4. B 5. B
d) Implementation and Assessment Tools:
T's activities Ss' activities
- Teacher divides the class into groups of four or Work in groups of four or five
five and provides each group with a set of A Read the quiz carefully and choose the correct
and B signs. answers.
- Teacher gives students time to read the quiz Students raise the correct signs of A or B.
carefully and choose the correct answers. Choose the answer and say the answer
aloud.
The quickest group gets 5 points for each
Then, teacher lets students randomly select a correct answer.
number on the screen to choose the question. At the end of the activity, 3 groups having the
high points are the winners.
* Assessment Tools: Observation

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 mns)
* Wrap-up:
* Homework:
Do exercises again
Prepare: Unit 5_ Lesson 2_ A closer look 1

V. TEACHING EXPERIENCES
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Week:
Date:
Period:
UNIT 5: NATURAL WONDERS
OF VIET NAM
Lesson 2: A closer look 1
I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Use lexical items related to the topic of natural wonders of Viet Nam
- Use the vocabularies and structures to talk about famous natural places
- Listen to identify and pronounce the sounds /t/ and /d/
- Enhance problem-solving and creativity and Self-control and dependent learning.

2. Knowledge:
- Vocabulary:
1. plaster (n)
2. sleeping bag (nph)
3. backpack (n)
4. compass (n)
5. suncream (n)
6. scissors (n)
- Grammar: review
3. Attribute:
- Having good attitude to the Natural wonders of Viet Nam
- Loving their nature
- Protecting the nature and natural wonders of Viet Nam
II. INSTRUCTIONAL RESOURCES:
Grade 6 textbook, Unit 5, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures and posters.
- sachmem.vn

III. PROCEDURES:
v Activity 1: Warm up (5 mns)
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: * Name the things needed for going camping
c) Outcome/ Performance Products:
Suggested answer:
- tent
- sleeping bag

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- compass
- suncream
- mobile phone
- food
- water
…
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
- Teacher asks students to work in groups of 6. Work in groups of 6.
- Teacher sets the context: “Next week, we are Write down as many things as possible.
going camping in the forest. What should we
bring?” The group with the most correct answers will
- Teacher give all groups 3 minutes to write be the winner.
down as many things as possible.
- Teacher goes around the class to provide help
(if necessary).
Teacher leads students into the lesson.
*. Assessment Tools: Choral Response
vActivity 2A : Presentation (Vocab pre-teaching) (7 mns)
A. VOCABULARY
u Task 1
a) Aims: To introduce six travel items using pictures.
b) Content/Performance Tasks: VOCABULARY

c) Outcome/ Performance Products:

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1. plaster (n): [picture]

2. sleeping bag (nph): [picture]
3. backpack (n): [picture]
4. compass (n): [picture]
5. suncream (n): [picture]
6. scissors (n): [picture]
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
Teacher introduces the vocabulary by providing Listen and guess the meaning of each word
the pictures of the words

*. Assessment Tools: Observation

u Task 1 (Exercise 1)
a) Aims: To manipulate forms (spelling and pronunciation) of six travel items.
b) Content/Performance Tasks: Task 1: Write a word under each picture. Practise
saying the words. (p. 50)
c) Outcome/ Performance Products:
Answer key:
1. plaster
2. suncream
3. sleeping bag
4. scissors
5. backpack
6. compass

d) Implementation and Assessment Tool:

Teacher's activities Students' activities
Teacher asks students to write the suitable word Students do the task.
under each picture in 2 minutes. Write the suitable word under each picture in
Teacher calls some students to give their 2 minutes.
answers. Give their answers.
- Teacher gives feedback and corrections (if
necessary).
*. Assessment Tools: Observation

v Activity 3A: Practice (8 mns)

u Task 2 (Exercise 2)
a) Aims: To provide restricted practice in using travel items in context.
b) Content/Performance Tasks: Task 2: Complete the following sentences. Use the
words in 1. (p. 50)
c) Outcome/ Performance Products:
Answer key:
1. compass
2. suncream

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3. sleeping bag
4. backpack
5. plaster

d) Implementation and Assessment Tools:

Teacher's activities Students' activities
- Teacher asks students to work in pairs and use Work in pairs and use the words in task 1 to
the words in task 1 to complete the sentences. complete the sentences.
Students work in pairs and do the task.
- Teacher calls some pairs to share their answers Share their answers with the whole class.
with the whole class. Teacher gives feedback
and corrections (if necessary).

*. Assessment Tools: Observation

u Task 3(Exercise 3)
a) Aims: To give students authentic practice in using six travel items.
b) Content/Performance Tasks: Task 3: Now put the items in order of usefulness.
Number 1 is the most useful, number 6 is the least useful on holiday. (p. 50)
c) Outcome/ Performance Products:
d) Implementation and Assessment Tools:

Teacher's activities Students' activities

Teacher asks students to work in groups of three. Work in groups of three.
- Teacher gives students 3 minutes to discuss Discuss and put the item in the order of
and put the item in the order of usefulness. usefulness in three minutes.
- Teacher asks students to share their answers as Share their answers as a whole class.
a whole class.
Teacher gives corrections (if necessary).
*. Assessment Tools: Observation

vActivity 2B: Presentation (Pre-teach the sounds /t/ and /d/) (7 mns)
a) Aims: To help students to identify how to pronounce the sounds /t/ and /d/.
b) Content/Performance Tasks: PRONUNCIATION
c) Outcome/ Performance Products:
Suggested answers:
/t/: plaster, tower, letter, desert, want
/d/: need, island, guide, holiday, pagoda
d) Implementation and Assessment Tools:
T's activities Ss' activities
- Teacher introduces two sounds /t/ and /d/ to Watch a video about how to pronounce the
students and lets them watch a video about how two sounds /t/ and /d/.
to pronounce these two sounds. Give some words they know containing these

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- Teacher asks students to give some words they sounds.

know containing these sounds.
* Assessment Tools: Observation

v Activity 3B: Practice (7 mns)

u Task 4 (Exercise 4)
a) Aims: To help students identify and practise the /t/ and /d/ sounds.
b) Content/Performance Tasks: Task 3: Task 4: Listen and repeat the words. (p. 51)
c) Outcome/ Performance Products:

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher asks students to listen to the recording Listen to the recording for the first time.
for the first time.
- Teacher asks students to listen and repeat the Listen and repeat the words for the second
words for the second time. time.

*. Assessment Tools: Observation

u Task 5 (Exercise 5)
a) Aims: To help students practise the sounds /t/ and /d/ in sentences.
b) Content/Performance Tasks: Task 3: Task 5: Listen and repeat. Pay attention to the
bold-typed parts of the words. (p. 51)

c) Outcome/ Performance Products:

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher plays the recording for students to Listen to the recording.

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listen and asks students to repeat the sentences

after they listen (with attention to the bold-typed
parts of the words). Read the sentences randomly.
- Teacher calls some students randomly to read
the sentences and gives correction (if necessary).
*. Assessment Tools: Observation

uvActivity 4: Production (7 mns)

Task 6 (Exercise 6)
a) Aims: To give students chance to apply what they have learnt.
b) Content/Performance Tasks: Task 3: * Game: Whispering
c) Outcome/ Performance Products:
Suggested sentences:
1. I must bring a plaster when going camping.
2. I want to visit a famous desert in the world.
3. He lives in a quiet island.
d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher divides the class into 4 big groups and Play game in 4 big groups.
asks students to stand in four lines. Stand in four lines.
The member in the last place will make a
sentence containing at least a word and a
sound they have learnt; then, whisper the
sentence to the next member of the group.
- They will continue until the member in the
first place and this member will say the
sentence aloud.
- The fastest group with the correct sentence
Gives comments will win the game.

*. Assessment Tools: Observation

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (4 mns)
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson.
* Homework:
Do exercises again
Find 5 more words with the sound /t/ and 5 more words with the sound /d/. Write them down
and
practise pronouncing the words.
Prepare: Unit 5_ Lesson 3_ A closer look 2

V. TEACHING EXPERIENCES

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Week:
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 3: A closer look 2
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Date:
Period:

I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Use countable nouns and uncountable nouns
- Use quantifiers some, many, much, a few, a little with countable nouns and
uncountable nouns
- Use “must” and “mustn’t” to make classroom rules
- Read the classroom rules and write some more rules.
- Enhance problem-solving and creativity and Self-control and dependent learning.

2. Knowledge:
- Vocabulary: Use the words related to the topic Natural wonders of Viet Nam
- Grammar:
1. uncountable nouns don't have a plural form: cream, chocolate...
countable nouns can be singular: a rock, an island..., or plural: rocks,
islands...
2. some/ many/ a few + countable nouns
some/ much/ a little + uncountable nouns
3. subject + must + base form
subject + mustn’t + base form

3. Attribute:
- Loving their nature
- Having good attitude to the Natural wonders of Viet Nam
- Protecting the nature and natural wonders of Viet Nam
II. INSTRUCTIONAL RESOURCES:
Grade 6 textbook, Unit 5, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and set of word cards
- sachmem.vn

III. PROCEDURES:
v Activity 1: Warm up (5 mns)
a) Aims:
To put students into English mode: attentive, interested and ready to participate; and to
prepare the class for a new topic.
To get students interested and find out what they have already known.
b) Content/Performance Tasks: * Game: Unscrambled words
c) Outcome/ Performance Products:

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Answer key:
1. cream 5. juice
2. rock 6. butter
3. island 7. backpack
4. rice 8. plaster
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
Teacher divides the class into groups of 3-6 Play game in groups of 3-6 students.
students. Students will have to work in groups to solve
Teacher delivers a set of unscrambled words of the quiz.
which some are countable nouns and some are The group with more correct words will be
uncountable nouns to each group. the winner.
Teacher writes on the board 2 words:
“Countable” and “Uncountable”.
- Teacher draws students’ attention to the words
finished in the game and ask them whether they
know the types of these words. Identify the category of each word.
- Teacher gives them the word cards and
requires students to identify the category of each
word.
- Teacher provides or confirms the answers and
lead in the grammar focus of the lesson:
“The words “cream, rice, juice, butter” are
uncountable nouns.
The words “rock, island, backpack,
plaster” are countable nouns.
Today we are going to learn more about
countable and uncountable nouns.”

*. Assessment Tools: One Question and One Comment

vActivity 2: Presentation (10 mns)
u Task 1 (Exercise 1)
a) Aims: To elicit/ show the students when and how uncountable and countable nouns are
used in sentences as well as when and how the quantifiers are used.
b) Content/Performance Tasks: Task 1:
1. Countable and Uncountable Nouns:
Is the underlined noun countable or uncountable? Write C (countable) or U
(uncountable). (p. 51)
2. Some, many, much, a few, a little
c) Outcome/ Performance Products:
Answer key:
1–C
2–U

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3–U
4–C
5–U

Answer key:
QUANTIFIERS USE
1. many countable nouns, usually in negative statements and questions
2. much uncountable nouns, usually in negative statements and questions
3. a few countable nouns, means ‘some’
4. a little uncountable nouns, means ‘some’
5. some countable nouns, uncountable nouns

d) Implementation and Assessment Tools:

Teacher's activities Students' activities
- Teacher has students complete the underlining Complete the underlining activity
activity individually. individually.
- Teacher then asks students to swap their Swap their textbooks to check their
textbooks to check their classmates’ answers. classmates’ answers.
- Teacher draws students’ attention to the
underlined words and confirm the use of
countable and uncountable nouns “Countable
nouns are for the people and things we can
count using numbers. Countable nouns can be
singular. Uncountable nouns are for the things
that we cannot count with numbers. They usually
do not have a plural form.”
- Teacher then asks students to give some more
examples of uncountable nouns that they know. Give some more examples of uncountable
- Teacher reminds students of the definition of nouns that they know.
countable nouns. Work in groups of 4 to match the the
“Countable nouns are for the people and things quantifiers with their usages.
we can count using numbers”. Some English
uncountable nouns are countable in Vietnamese.
(E.g. advice, furniture…)
- Teacher gives students handouts of quantifiers
and their usages.
Teacher then asks students to exchange their Exchange their handout to check their
handout to check their classmates’ answers. classmates’ answers.

*. Assessment Tools: Say Something

v Activity 3: Practice (18 mns)
u Task 2 (Exercise 2)

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a) Aims: To check if students can use countable, uncountable nouns and quantifiers
correctly.
b) Content/Performance Tasks: Task 2: Choose the correct option for each sentence. (p.
52)
c) Outcome/ Performance Products:
Answer key:
1. A
2. B
3. A
4. B
5. A
d) Implementation and Assessment Tool:
Teacher's activities Students' activities
- Teacher has students work on the exercise Do the exercise individually before they
individually before they compare the answers compare the answers with each other.
with each other. Correct mistakes
- Teacher gives feedback as a class discussion.

*. Assessment Tools: Observation

u Task 3 (Exercise 3)
a) Aims: To elicit/ show the students when must and mustn't are used and how to make a
sentence with these modals.
b) Content/Performance Tasks:
*Video link: http://learnenglishkids.britishcouncil.org/grammar-videos/school-rules
“What school rules are there in the video?
c) Outcome/ Performance Products:

d) Implementation and Assessment Tools:

Teacher's activities Students' activities
- Students are asked to watch a video concerning Watch a video concerning school rules and
school rules and answer the question answer the question.
- Teacher provides each pair of students with a
copy of the script and the students watch the
video a second time checking on the script and Exchange their answer.
highlighting the word(s) before each school rule. Listen to T’s summary
- After watching the video, teacher elicits and
discusses what rules students could understand
in the video.
- This will allow the students to begin to identify
the language item without a grammar
explanation.
- After gathering answers from

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students, teacher briefly summarizes the

language item: Write the form of this targeted grammar into
“We use must to say that something is very their notebook and make up from 1 to 2
necessary or very important.” sentences according to their understading.
“We use mustn’t to say that doing something is
not allowed.”
- Teacher asks students to write the form of this
targeted grammar into their notebook and make 1 or 2 students to read aloud their answers
up from 1 to 2 sentences according to their
understading.
- Teacher calls out 1 – 2 students to read aloud
their answers and check immediately in class.
*. Assessment Tools: Web or Concept Map

u Task 4 (Exercise 4)
a) Aims: To give written consolidation of the grammar and to use the grammar correctly.
b) Content/Performance Tasks: Task 4: Fill each blank with must or mustn’t. (p. 52)
c) Outcome/ Performance Products:
Answer key:
1. must
2. musn’t
3. must
4. mustn’t
5. must
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
- Teacher has students work on the exercise Do the exercise individually before they
individually before they compare answers with compare answers with each other.
each other.
- Teacher gives feedback as a class discussion.

*. Assessment Tools: Observation

vActivity 4: Production (7 mns)

Task 5 (Exercise 5)
a) Aims: To give students speaking practice to use must and mustn’t correctly to make a set
of rules in school.
b) Content/Performance Tasks: Task 5. Write some more rules for you and your
classmates at school. (p. 52)
c) Outcome/ Performance Products:
+ Who's leader?
+ Who are rules makers / idea thinkers?
+ Who's a note taker?

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+ Who's a presenter?
Ss’ answer
d) Implementation and Assessment Tools:

T's activities Ss' activities

Teacher divides the class into groups of 6 Work in groups of 6 students to make at least
students. 3 classroom rules in 3 minutes.
Teacher assigns the roles for each member by The presenter of each team goes to the board
asking quetions and present their rules.
Teacher asks students to work in group and The other teams listen and give comments on
make at least 3 classroom rules in 3 minutes. their friends’ ideas.
Teacher gives complement or good mark to the
group with suitable rules after getting
suggestions/ comments from the class.
* Assessment Tools: Observation

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 mns)
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson.
* Homework:
Do exercises again
Teacher shows the QR code and link of Kahoot and asks students play the games as many
times as they can to remember the words/ phrases and modal verbs they have learned in the
lessons.
Prepare: Unit 5_ Lesson 4_ Communication

V. TEACHING EXPERIENCES
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Week:
Date: UNIT 5: NATURAL WONDERS OF VIET NAM
Period:
Lesson 4: Communication

I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Make and accept appointments
- Have knowledge about a travel guide
- Use must and mustn’t to talk about what to prepare for a trip
- Listen and read the conversations concern to the topic Natural Wonders Of Viet Nam
- Enhance problem-solving and creativity and Self-control and dependent learning.

2. Knowledge:
- Vocabulary: Use the words related to the topic Natural wonders of Viet Nam
- Grammar: Making and accepting appointments
⮚ Making appointments:
Let’s + V.
How about …?
⮚ Accepting appointments:
That’s fine.
Sure.

3. Attribute:
- Patriotism: Having good attitude to the neighbourhood.
II. INSTRUCTIONAL RESOURCES:
Grade 6 textbook, Unit 5, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES:
v Activity 1: Warm up (4 mns)
a) Aims: To review must and mustn’t.
To lead in the lesson about vocabulary and pronunciation.
b) Content/Performance Tasks: GAME: Pass the ball
c) Outcome/ Performance Products: must/ mustn’t.
Ss’ answer
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
Teacher plays the music. Listen to music and do the task
Teacher sets the scene. When music’s on, students pass the ball as

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“They are Duong and Steven. Steven wants fast as they can. When music’s off, the
Duong to go picnic with him this Sunday. student holding the ball has to make a
What structures can he use? sentence with must/ mustn’t.
If Duong agrees, what does he say?” Students give their answers.

Teacher leads students into the lesson by telling

about what they are going to learn: “We are
going to learn how to make and accept
appointments”.
*. Assessment Tools: Observation

vActivity 2: Presentation EVERYDAY ENGLISH (6 mns)

u Task 1 Making and accepting appointments
a) Aims: To introduce how to make and accept appointments.
b) Content/Performance Tasks: Task 1: Listen and read the short conversation, paying
attention to the highlighted parts.
c) Outcome/ Performance Products:
⮚ Making appointments:
Let’s + V.
How about …?
⮚ Accepting appointments:
That’s fine.
Sure.
d) Implementation and Assessment Tools:

Teacher's activities Students' activities

Teacher asks students to listen and read the short Listen and read the short conversation, paying
conversation, paying attention to the highlighted attention to the highlighted parts and do as
parts. T’s directions.
- Teacher writes down highlighted parts on the
board and asks students which is used to make Share their opinions.
appointments and which is used to accepting
appointments.
- Teacher calls some students to share their
opinions.
Teacher gives more explanations and elicit the
form
*. Assessment Tools: Observation
v Activity 3: Practice (20 mns)
u Task 2 (Exercise 2)
a) Aims: To practise making and accepting appointments.
b) Content/Performance Tasks:

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Task 2: Work in pairs. Make a short conversation, following the example in Task 1. (p.
53)
c) Outcome/ Performance Products:
Ss’ answer
d) Implementation and Assessment Tool:
Teacher's activities Students' activities
- Teacher asks students to work in pairs and Work in pairs and make a short conversation,
make a short conversation, following the following the example.
example. Students do the task in pairs.
- Teacher models with a volunteer. Some pairs make a conversation in front of
Teacher calls some pairs to make a conversation the class.
in front of the class.
- Teacher gives feedback and corrections (if
necessary)
*. Assessment Tools: Observation
u Task 3 Pre-Reading* A TRAVEL GUIDE
a) Aims: To help students set the scene.

b) Content/Performance Tasks:

c) Outcome/ Performance Products:

“Next week, I am going mountain climbing. Can you guess where I am going to?
(Himalayas)
Before we go, what should we read? (A travel guide)
What information can you read in a tour guide?”
Ss’ answer
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
Teacher shows the picture and ask students some Answer the questions
questions

*. Assessment Tools: Observation

u Task 4 (Exercise 3) While-Reading
a) Aims: To help students have knowledge about a travel guide.

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b) Content/Performance Tasks:
Task3: Read the travel guide entry. (p. 53)
Task 4: Make a list of the things you must bring to the Himalayas. Then add things you
mustn’t bring. (p. 53)

c) Outcome/ Performance Products: Ss’ answer

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

Teacher asks students to read the travel guide Read the travel guide entry to check their
entry to check their guess and sets the time limit guess and sets the time limit for reading task
for reading task for 2 minutes. for 2 minutes.
In group of 3, students write as many things
they must and mustn’t bring to the Himalayas
Teacher calls some groups to give their answers as they can in 2 minutes.
and checks. Some groups give their answers
*. Assessment Tools: Observation

vActivity 4: Post-Reading (10 mns)

Task 5 ( Exercise 5)
a) Aims: To help students talk about what to prepare for a trip.
b) Content/Performance Tasks: Task 5: Role-play being a tour guide and a tourist. Tell
your partner what to prepare for their trip to the Himalayas, and give reasons.

c) Outcome/ Performance Products:

d) Implementation and Assessment Tools:

T's activities Ss' activities

- Teacher divides the class into 2 main groups. Work in 2 main groups. One is a tour guide
and one is a tourist.
Make a conversation.
The tourist prepares the questions and the tour

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guide prepare the information in 2 minutes.

- Teacher calls some pairs to talk in front of the Some pairs talk in front of the class.
class. Peer check
- Teacher asks students to peer check and then
gives feedback.
* Assessment Tools: Observation

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (5 mns)
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson.
* Homework:
Do exercises again
Choose a natural attraction in your city and find out the information about it (interesting
things about the place as well as what they must and mustn’t do there).
Prepare: Unit 5_ Lesson 5_ Skills 1

V. TEACHING EXPERIENCES
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Week:
Date:
Period:
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 5: Skills 1

I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Read for general and specific information about the topic
- Talk about a famous place, and what people must/ mustn’t do there
- Use the lexical items related to the topic ‘things in nature’ and ‘travel items’
- Enhance problem-solving and creativity and Self-control and dependent learning.
2. Knowledge:
- Vocabulary:
1. tourist attraction (n)
2. wonder (n)
3. popular (adj)
4. landscape (n)
5. slope (n)
6. sand dune (n)
- Grammar: review
3. Attribute:
- Patriotism: Having good attitude to the 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 5, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

III. PROCEDURES:
v Activity 1: Warm up (5 mns)
u Task 1 ( mns)
a) Aims: To introduce the topic of reading.
b) Content/Performance Tasks: Set the scene
Task 1: Look at the pictures and make predictions about the reading. Then read and
check your ideas. (p. 54)

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c) Outcome/ Performance Products:

* Discussing
1. What are the places?
2. What do you know about these places?

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

Teacher sets the scene: “Next month, I am going Guess the places by opening the boxes one by
travelling. Guess where I will visit.” one.
- Let’s students guess the places by opening the Answer the questions
boxes one by one. The pictures are hidden
behind the boxes. Close the book.
- Teacher shows the pictures on the screen.

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- Teacher leads in the lesson by asking questions

Have you ever been to these places?
Today, let’s see what they have.
- Teacher asks students to close the book.
- Teacher shows the pictures of the places and Answer the questions
asks students to answer the questions
- Teacher invites some students to share their Open the book. Read the text and check their
discussion in front of the class. ideas.
- Teacher asks students to open the book
*. Assessment Tools:

vActivity 2: Pre-Reading (Vocab pre-teaching) (7 mns)

VOCABULARY
a) Aims: To provide students with some lexical items before reading the text.
b) Content/Performance Tasks:
Slap the board
c) Outcome/ Performance Products:
1. tourist attraction (n): a place that people visit for pleasure and interest, usually while they
are on holiday
2. wonder (n): [meaning] kỳ quan
3. popular (adj): [synonym] well-known, common
4. landscape (n): [picture]
5. slope (n): [picture]

6. sand dune (nph): [picture]

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

Teacher introduces the vocabulary by: Listen and read words
● providing the synonyms or Join in the Slap the board technique
antonyms of the words.
● providing the pictures of the words.
● providing the definition of the words.
● providing the meaning by
translating.

*. Assessment Tools:

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u Task 2 (Exercise 2)
a) Aims: To check students understanding of using correct lexical items about the topic.

b) Content/Performance Tasks: Task 2. Complete the sentences, using the words from
the box. (p. 54)
c) Outcome/ Performance Products:
Answer key:
1. islands
2. wonder
3. desert
4. Remember
5. visit

d) Implementation and Assessment Tool:

Teacher's activities Students' activities
- Teacher asks students to do Exercise 2 Do Exercise 2 individually, in 3 minutes.
individually, in 3 minutes.
- After 3 minutes, teacher lets students swap Exchange their answers with their partners.
their answers with their partners.
- Check the answers.

*. Assessment Tools:

v Activity 3: While-Reading (6mns)

u Task 3 (Exercise 3)
a) Aims: To develop reading skill for general and specific information.
b) Content/Performance Tasks: Task 3: Read the text and answer the following
questions. (p. 54)
c) Outcome/ Performance Products:
Answer key:
1. Ha Long Bay is in Quang Ninh.
2. You can enjoy great seafood and join in exciting activities.
3. No, there isn’t. It’s like a desert, not a real desert.
4. You can have a picnic in Mui Ne by the beach.
The best time to visit the Mui Ne Sand Dunes is early morning or late afternoon.
d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher asks students to go through the Go through the questions (1 – 5) to make sure
questions (1 – 5) to make sure that they that they understand them and know what
understand them and know what information is information is being asked.
being asked. Students underline the key word(s) in each

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- Teacher asks students to work individually to question to locate the answer in the reading
answer the questions. Teacher checks the text.
answers. Work individually to answer the questions.

*. Assessment Tools:

vActivity 4: Post-Reading (6 mns)

u Task 4 (Exercise 4)
a) Aims: To check students’ reading comprehension and prepare for the next part.
b) Content/Performance Tasks: Task 4: Work in pairs. Make notes about one of the
places in the reading. You can add your own ideas. (p. 54)
c) Outcome/ Performance Products:
Example:

Ha Long Bay has a lot of interesting islands. It ….

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher asks students to work in groups of 3 Work in groups of 3 and make notes about
and make notes about one place in the reading. one place in the reading.
Teacher asks students to tell their partner about Compare the notes with other groups.
the place by looking at the notes. Tell their partner about the place by looking
- Teacher goes around and offers help if needed. at the notes.
- Students share their ideas with the whole
class.
*. Assessment Tools:

vActivity 5: Pre-Speaking ( 5 mns)

u Task 5 (Exercise 5)
a) Aims: To help students form the ideas for their speaking.
b) Content/Performance Tasks: Task 5: Some foreign visitors are visiting your city/
town/ area. You are their tour guide. Tell them some interesting things about the place
as well as what they must and mustn’t do there.
c) Outcome/ Performance Products:
+ Leader?
+ Idea thinkers?
+ Presenters?

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+ Drawers?
+ Where is it?
+ What does it have?
+ Are there any interesting things here?
+ What must they do or mustn’t do there?

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher asks students to work in groups of 6. Work in groups of 6 to choose a famous place
- Teacher asks students to choose a famous place in their city or area.
in their city or area. Discuss and make notes of the information
- Teacher asks students to discuss and make they want to share with the class.
notes of the information they want to share with Refer the questions as suggestions for their
the class. notes or they can do it in their own way.
- Teacher asks students to refer to the questions
as suggestions for their notes or they can do it in
their own way.
- Teacher goes around and offers help if needed.
*. Assessment Tools:

vActivity 6: While-Speaking 6 mns)

u Task 5 (Exercise 5)
a) Aims: To help students use what they have learnt so far to talk about a famous place.
b) Content/Performance Tasks: Present your ideas Must or mustn’t do
c) Outcome/ Performance Products:
Ss’ presentation
d) Implementation and Assessment Tools:
Teacher's activities Students' activities
- Teacher asks students to practise presenting in Practise presenting in their groups.
their groups. Speak in full sentences.
- Then, teacher invites some groups to go to the Some groups go to the board and share their
board and share their preparation with the whole preparation with the whole class.
class.

*. Assessment Tools:

vActivity 7: Post-Speaking ( 6 mns)

a) Aims: To help students improve next time.
b) Content/Performance Tasks: Give comments for your friends
c) Outcome/ Performance Products:
Ss’ presentation
d) Implementation and Assessment Tools:

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Teacher's activities Students' activities

- Teacher allows students to give comments for Give comments for their friends and vote for
their friends and vote for the most interesting the most interesting and informative
and informative presentation. presentation.
- Teacher gives feedback and comments
*. Assessment Tools: Observation

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (4 mns)
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson.
* Homework:
Do exercises again
Teacher asks students to search for information about Phu Quoc Island.
Prepare: Unit 5_ Lesson 6_ Skills 2

V. TEACHING EXPERIENCES
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Week:
Date:
Period:
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 6: Skills 2

I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Listen for specific information about a natural wonder
- Write a paragraph about a natural wonder.
2. Knowledge:
- Vocabulary: Use the words related to the topic
- Grammar: review
3. Attribute:
- Loving their nature
- Having good attitude to the neighbourhood.
- Actively joining in class activities
II. INSTRUCTIONAL RESOURCES:
Grade 6 textbook, Unit 5, Skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and jumbled word cards
- sachmem.vn

III. PROCEDURES:
v Activity 1: Warm up (5 mns)
a) Aims:
- To introduce about the destination in the talk.
- To lead in the listening task.
b) Content/Performance Tasks: * Game: Hidden picture

c) Outcome/ Performance Products:

Suggested answers:

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Phu Quoc Island

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher shows the slide with the picture that Listen and guess the name of the destination.
was hidden.
- Teacher gradually unhides the picture while
having the class guess the name of the Attend to Phu Quoc island.
destination.
Teacher draws students’ attention to Phu Quoc
island.
“Today we are going to listen to a talk about a
famous natural wonder of Viet Nam. It’s Phu
Quoc Island.”

*. Assessment Tools: Observation

vActivity 2: Pre-Listening (8 mns)

u Task 1
a) Aims: To help students brainstorm about thedestination in the talk
b) Content/Performance Tasks: Task 1: Work in groups. Discuss and answer the
question. (p. 55)
c) Outcome/ Performance Products
Suggested answers:
1. Phu Quoc is a beautiful island in Viet Nam.
2. Tourists can enjoy many entertaining activities such as visiting the night market,
sightseeing, visiting the Safari,...
The food in here is delicious and unique
d.) Implementation and Assessment Tools:
Teacher's activities Students' activities
Teacher asks students to work in groups of four Work in groups of four to answer the
to answer the question: question:
“What do you know about Phu Quoc Island?” Ss can talk in Vietnamese (sometimes) if they
Teacher asks students to talk in do not have enough vocabulary in English.
Vietnamese (sometimes) if they do not have
enough vocabulary in English. Share what they have discussed to see what
Teacher asks students to share what they have they know about Phu Quoc Island.
discussed to see what they know about Phu
Quoc Island.
*. Assessment Tools: Observation
v Activity 3: While-Listening (7mns)
u Task 2 (Exercise 2)

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a) Aims: To help students develop listening skill for specific

information (T / F).

b) Content/Performance Tasks: Task 2: Listen and tick True or False. (p. 55)
* True – False prediction

c) Outcome/ Performance Products:

Answer key:
1. T
2. F (It has beautiful beaches and green forest.)
3. T
4. F (Sailing and fishing are popular water sports.)
5. T
d) Implementation and Assessment Tool:

Teacher's activities Students' activities

- Teacher asks students to go through the Go through the statements (1 – 5) to make
statements (1 – 5) to make sure that they sure that they understand and know what
understand and know what information they information they have to catch for the
have to catch for the answers. answers.
- Teacher plays the recording once or twice. Students underline the keyword(s) in each
Teacher asks students to listen and tick the statement and guess whether they are True or
answers. False individually.
- Teacher asks students to compare their answers Compare their answers with the prediction
with the prediction made previously. made previously.
- Teacher calls on some students to read aloud Read aloud their answers and correct the false
their answers and correct the false one(s). one(s)
Teacher checks students answers as a class.

*. Assessment Tools:

v Activity 4: Pre-Writing (7mns)

u Task 3 (Exercise 3)
a) Aims: To help students talk about a travel attraction they know and collect information for
their later writing.

b) Content/Performance Tasks: Task 3: Fill each blank in the

network with the information about a travel attraction you know. (p. 55)

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c) Outcome/ Performance Products:

Suggested answers:
Teacher: What is the name of the
attraction?
Student: It’s Phu Quoc island.
Teacher: Where is it?
Student: It’s in Kien Giang.
Teacher: How can you go there?
Student: You can fly to the island because it has an international airport.
Teacher: What can you do there?
Student: I can visit the fishing villages, the national parks, beautiful beaches, temples,
pagodas, etc. I can enjoy some water sports like sailing and fishing or buy interesting things
at the night market.
Teacher: What is special about it?
Student: It’s one of the most famous natural wonders of Viet Nam and thousands of tourists
visit it every year.

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher models the task by summarizing the Choose a travel attraction they know and
information of the talk with a student using the individually brainstorm about that place using
questions in the network below: the network in Task 3. (p. 55)
- Teacher asks students to choose a travel
attraction they know and individually brainstorm
about that place using the network in Task 3. (p.
55) Work in groups of four to introduce about
- Teacher goes round and help if needed. their chosen places using the filled network.
- Teacher asks students to work in groups of four
to introduce about their chosen places using the Stand up and talk about their chosen place
filled network. then give them comments.

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*. Assessment Tools:

vActivity 5: While-Writing (7 mns)

u Task 4 (Exercise 4)
a) Aims: To teach students how to write a paragraph of about 50 words about a travel
attraction they know.
b) Content/Performance Tasks: Task 4: Write a paragraph of about 50 words about a
travel attraction you know. Use the information in Task 3.
(p. 55)
c) Outcome/ Performance Products:

What are you Other

writing about? information

d) Implementation and Assessment Tools:

Teacher's activities Students' activities
- Teacher shows the picture in Task 4 and use ideas they have brainstormed to write a
explains to students that they should begin the paragraph of about 50 words about a travel
paragraph with a topic sentence. attraction they know.
- Teacher asks students to refer to the Reading Refer to the Reading passages in Skills 1 if
passages in Skills 1 if needed. needed.
- Teacher goes round and help if needed

*. Assessment Tools: Observation

vActivity 6: Post-Writing (7 mns)

a) Aims: To peer check, cross check and final check students’ writing.
b) Content/Performance Tasks: Swap your writing
c) Outcome/ Performance Products:
Ss’ writing
d) Implementation and Assessment Tools:

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T's activities Ss' activities

- Teacher asks students to exchange their Exchange their notebooks to check their
notebooks to check their friends’ writing. friends’ writing.
- Teacher then gives feedback as a class
discussion.
* Assessment Tools: Observation

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (4 mns)
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson.
* Homework:
Do exercises again
Rewrite the paraghraph in your notebook.
Prepare: Unit 5_ Lesson 7_ Looking back & Project

V. TEACHING EXPERIENCES
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Week:

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Date:
Period:
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 7: Looking back &
Project
I. OBJECTIVES:
1. Competence: By the end of the lesson, students will be able to:
- Review language use and skills student have learned in Unit 5;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
- Enhance problem-solving and creativity and Self-control and dependent learning.
- Write some name of things and places.
2. Knowledge:
- Vocabulary:
- Grammar:
3. Attribute:
- Having good attitude to the Natural wonders of Viet Nam
- Loving the nature
II. INSTRUCTIONAL RESOURCES:
- Grade 6 textbook, Unit 5_ Looking back and project
- Computer connected to the internet
- Projector/ TV/ pictures and jumbled word cards
- sachmem.vn
III. PROCEDURES:

v Activity 1: Warm up ( 7 mns)

a) Aims: To revise the vocabulary related to the topic and lead in the next part of the lesson.
b) Content/Performance Tasks: * Brainstorming:

c) Outcome/ Performance Products:

Suggested answers:
o Things in nature: desert, forest,
mountain, lake, river, valley, cave,
island, beach…
Travel items: lighter, scissors, sleeping bag, compass, plastic, backpack…
d) Implementation and Assessment Tools:

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Teacher's activities Students' activities

Teacher divides the class into 2 big teams A and Work in 2 teams.
B. One team (team A) finds all the words related
to things in nature. Another team (team B)
finds all the travel items they know.

Write 2 main phrases on the board. Make a web map in 2 minutes, try to add as
- Teacher asks students to make a web map in 2 many words as possible.
minutes, try to add as many words as possible. - The fastest group with the most correct
- The fastest group with the most correct answers is the winner.
answers is the winner.

*. Assessment Tools: Web or Concept Map

vActivity 2: Looking back _ Vocabulary (20 mns)

u Task 1
a) Aims: To help students revise the vocabulary items they have learnt in the unit.
b) Content/Performance Tasks: Task 1: Write the name for each picture. (p. 56)
c) Outcome/ Performance Products:
Answer key:
1. waterfall
2. cave
3. desert
4. river
5. beach
6. island

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher encourages students to complete the Complete the task individually.

task individually.
- Teacher asks students to swap their books with Swap their books with their partners.
their partners.
- Teacher shows the answer and check.

*. Assessment Tools: Observation

u Task 2 (Exercise 2)
a) Aims: To help Ss revise the vocabulary items they have learnt in the unit.
b) Content/Performance Tasks: Task 2: Match the name of a natural wonder on
column A with a word indicating it in column B.
c) Outcome/ Performance Products:

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Answer key:
1. d
2. c
3. a
4. e
5. f
6. b

d) Implementation and Assessment Tool:

Teacher's activities Students' activities

- Teacher asks students to work in pairs. Work in pairs to match the name of a natural
- Teacher monitors the activity and lets them do wonder on column A with a word indicating it
it in 2 minutes. in column B.
- Teacher lets each pair answer. Each pair answer.
Teacher checks the answers with the whole
class.
*. Assessment Tools: Observation

u Task 3 (Exercise 3)
a) Aims: To help Ss revise the vocabulary items they have learnt in the unit.
b) Content/Performance Tasks: Task 3: Write the words under the
pictures. (p. 56)
c) Outcome/ Performance Products:
Answer key:
1. scissors
2. sleeping bag
3. compass
4. backpack
5. plaster

d) Implementation and Assessment Tools:

Teacher's activities Students' activities
Teacher asks students to do this exercise Write individually the words under the
individually. pictures
- Teacher lets students compare their
answers in pairs before checking as a class. Compare their answers in pairs before
checking as a class.
*. Assessment Tools: Observation
u Task 4 (Exercise 4) Grammar
a) Aims: To help Ss revise the use of countable and uncountable nouns in sentences.
b) Content/Performance Tasks:
c) Outcome/ Performance Products: Task 4: Find the mistake in each sentence and
correct it. (p. 56)

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Answer key
1. is 🡪 are
2. are 🡪 is
3. instrument 🡪 instruments
4. are 🡪 is
5. luggages 🡪 luggage

d) Implementation and Assessment Tools:

Teacher's activities Students' activities

- Teacher asks students to work independently. Work independently to read the sentences
- Teacher asks students to read the sentences carefully and correct the mistakes.
carefully and correct the mistakes. . Students complete the task and discuss the
- Teacher gives feedback as a class discussion. answers.
*. Assessment Tools: Observation

vActivity 3: Grammar (7 mns)

Task 5 ( Exercise 5)
a) Aims: To help students revise the use of must/ mustn’t in context.
b) Content/Performance Tasks: Task 5: Complete the dialogue, using must/ mustn’t. (p.
56)
c) Outcome/ Performance Products:
Answer key:
1. must
2. must
3. mustn’t
4. must
5. mustn’t

d) Implementation and Assessment Tools:

T's activities Ss' activities
- Teacher lets students to work in pairs and Work in pairs and complete the activity.
complete the activity.
- Teacher asks students to stand up and make a Stand up and make a role play to complete the
role play. dialogue, using must/ mustn’t.
- Teacher checks the answers with the whole
class.
* Assessment Tools: Observation

vActivity 4: Project (7 mns)

Task 5

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a) Aims: To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
b) Content/Performance Tasks: * DREAM DESTINATION:
(Making a poster/ travel brochure)
c) Outcome/ Performance Products:
What is the natural wonder?
Where is it?
How can you go there?
What is it special about?
What can you do there?
…
d) Implementation and Assessment Tools:
T's activities Ss' activities
- Teacher sets the context: + Students will be the travel agents who have
+ Teacher will be a tourist who is looking for a to suggest the tourist by providing their
dream destination to go on holiday. travel brochure (poster).
- Teacher divides the class into groups of 6. Work in groups of 6. Each group will act as a
- Teacher asks “the travel agencies” to travel agency.
discuss and choose an interesting place they
would like to visit (in Viet Nam or in the world). Look for necessary information for the visit,
- Teacher asks them to look for necessary basically by discussing the suggested
information for the visit, basically by discussing questions.
the suggested questions. Students summarise the information and
- Teacher asks the class to listen to the reports design A0 posters about the places they
and ask questions if they would like to. would like to promote.
- Teacher gives comments and feedback to all Students will critically evaluate all the
groups and awards special prize to the group posters, then give 1 vote for the most
who has the most votes. attractive poster/ place.
* Assessment Tools: Student Conference

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT (4 mns)
* Wrap-up: Teacher asks students to talk about what they have learnt in the lesson and how
they feel about their project.
* Homework:
Do exercises again
Prepare: Unit 6_ Lesson 1_ Getting started

V. TEACHING EXPERIENCES
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