PLESSON PLAN

Period: 3-5
Date of planning: 7/11
Date of teaching: 10/11

UNIT 4: MY NEIGHBOURHOOD
Lesson 7: Looking Back
I. Objectives:
By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “My neighborhood”.
2. Structures: Comparative adjectives.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:

Teacher’s ActivitIes Ss’ Activities Content Note

 * Presentation:
Vocabulary
- Ask Ss to write the words in - Individual 1. Write the correct word for each
their notebook individually work picture.
and then check with their
- Pair-work Key:
partners. Correct the mistakes.
Let Ss repeat the words. 1. statue 2. Railway
Check their pronunciation. station
3. park 4.
temple
- Ask Ss to read the sentences
carefully and complete them 5. memorial 6. cathedral
with the adjectives they have - Individual
learnt in Unit 4. work
2. Fill in each gap with a suitable
One syllable
Fast, hot, large
- Ask Ss to work individually - Individual
to put the following adjectives work Two syllables
in the correct column.
Happy, noisy, quite, heavy
- Check and confirm the
Three or more syllables
correct answers.
Exciting, expensive, convinient,
difficult, polluted

* Practice:
Grammar
3. Put the following adjectives in the
correct column.
Key:
- Ask Ss to match the name of 4. Match the name of a nature
a nature wonder in column A - Individual wonder in column A with a word in
with a word in column B. work column B.
- Ask Ss to check their Key:
answers with a partner before
discussing their answers as a - Pair-work Faster Happier
class. More convenient Hotter
 Noisier More polluted
More difficult More exciting
Heavier Larger
More expensive Quieter

- Ask Ss to complete the - Pair-work 5. Complete the sentences

sentences comparing the comparing the pictures. Use
pictures. Use comparative comparative form of the adjectives
form of the adjectives given. below.
Key:
1. Noisier than
2. More modern than
3. More convenient than
4. More beautiful than
5. More expensive than

* Production:
- Ask Ss to read the questions - Individual Communication
and answers twice. Then work
6. Match the questions with the
match them.
correct answers.
- Have them write all
Key:
sentences in their notebooks.
a–c d–e f–g h–b

- Pair-work 7. Role-play the questions and

- Ask Ss to role-play the
answers.
questions and answers

*Homework:
- Do “project”.
- Prepare next lesson :
(Unit 5: Natural Wonders Of The
 World - Lesson 1: Getting Started)

Period 5-7
Date of planning: 21/11
Date of teaching: 24/11

UNIT 5: NATURAL WONDERS OF VIET NAM

Lesson 4: Communication

Lesson aim(s)
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.

Language analysis

Materials (referenced)

- Grade 6 textbook, Unit 5, Communication

- Pictures
- sachmem.vn

Anticipated difficulties Solutions

 1. Students may lack knowledge about the
necessary things must bring and what to
prepare for a trip.
2. Students may have underdeveloped
reading, speaking and co-operating skills.
3. Some students will excessively talk in the
class.
Provide students with information about the
knowledge they do not know.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.
- Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small
chunks (before every activity).

Board Plan

Date of teaching
Unit 5: Natural wonders of the world
Lesson 4: Communication
* Warm-up
GAME: Pass the ball
I. Everyday English:
Task 1: Listen and read the short conversation, paying attention to the highlighted parts.
Making and accepting appointments
 Making appointments:
Let’s + V.
How about …?
 Accepting appointments:
That’s fine.
Sure.
Task 2: Work in pairs. Make a short conversation, following the example. (p. 53)

II. A tour guide:

Task 3: 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)
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.

* Homework
 Stage Stage aim Procedure Interaction Time

Warm-up To review must and GAME: Pass the ball 3 mins

mustn’t.
- Teacher plays the music. T-Ss
When music’s on, students
Ss-Ss
pass the ball as fast as they
can. When music’s off, the
student taking the ball has to
make a sentence with must/
mustn’t.
Lead in To lead in the lesson - Teacher sets the scene. T-Ss 2 mins
about vocabulary - They are Duong and Steven.
and pronunciation. Steven wants Duong to go
picnic with him this Sunday.
What structures can he use?
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”.
* EVERYDAY ENGLISH

Presentation To introduce make * Making and accepting 10

and accept appointments mins
appointments.
Task 1: Listen and read the
short conversation, paying
attention to the highlighted
parts.

- Teacher asks students listen

and read the short
conversation, paying T-Ss
attention to the highlighted
parts.
- Teacher writes down
highlighted parts on the
board and asks students what
they are used to, which is
used to make appointments
 and which is used to
accepting appointments.
- Teacher calls some students
to share their opinions.
- Teacher gives more
explanations and elicit the
form.
 Making appointments:
Let’s + V.
How about …?
 Accepting appointments:
That’s fine.
Sure.

Practice To practice making Task 2: Work in pairs. Make a 7 mins

and accepting short conversation, following
appointments. the example in Task 1.
(p. 53)

- Teacher asks students to

work in pairs and make a
short conversation, following
the example. Pair work
- Teacher models with a
volunteer.
- Students do the task in pairs.
- Teacher calls some pairs to
make a conversation in front
of the class.
- Teacher gives feedback and
corrections (if necessary).

Ss-Ss

T-Ss
 * A TOUR GUIDE

Pre-Reading To help students set - Teacher shows the picture and 3 mins
the scene. ask students some questions:
Next week, I am going mountain
climbing. Can you guess where I
am going to? (Himalayas) T-Ss
Before we go, what should we
read? A tour guide
What information can you read in
a tour guide?

While-Reading To help students Task 3: Read the travel guide 7 mins

have knowledge entry. (p. 53)
about a travel guide.
Teacher asks students to read the
T-Ss
travel guide entry to check their
guess and sets the time limit for
reading task for 2 minutes.

Task 4: Make a list of the

things you must bring to the
Himalayas. Then add things
you mustn’t bring. (p. 53)
Group work
- In group of 3, students write
as many things they must
and mustn’t bring to the
Himalayas as they can in 2
minutes.
- Teacher calls some groups to
give their answers and
checks.
Post-Reading To help students Task 5: Role-play being a tour Group work 10
talk about what to guide and a tourist. Tell your mins
prepare for a trip partner what to prepare for
their trip to the Himalayas, and
give reasons.

- Teacher divide the class into

2 main group. One is a tour
guide and one is a tourist.
- The tourist prepares the
questions and the tour guide
 prepare the information in 2
minutes.
- Students work in pair. Make
a conversation.
- Teacher calls some pairs to
talk in front of the class.
- Peer check and then teacher
gives feedback.
Consolidation To consolidate what Teacher asks students to talk T-Ss 2 mins
students have learnt about what they have learnt in the
in the lesson. lesson.

Homework To prepare for the Choose a natural attraction in T-Ss 1 min

next lesson: Skills 1. 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).