Official 6

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SECONDARY SCHOOL LESSON PLAN

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Date of planning:Date of teaching:

PERIOD 58 UNIT 7: TELEVISION
Lesson 1: GETTING STARTED:What’s on today?
I. Objectives:
By the end of the lesson, the students will be able to:
-Listen and read for specific information about TV programmes
- Use the lexical items related to the topic “Television”
- Find the adjectives describing a TV programme
II. Language Focus:
1. Vocabulary: the items related to television.
2. Structures: The present simple tense.
III. Teaching aids: Course book, CD player, picture.
IV. Procedures:
Steps Learning activities Contents Modes
Warm up - Students play game * Warm-up: Whole class

(5’) “Back to the board” - Ss play a game: Back to the board:
- Ss prepare for the Mr Bean,Tom,Jerry, comedy, cartoon, funny
listening
Task 1
Aim: Ss will be able to get some ideas about what the dialogue might be about
- Ss look at the picture I. Listen and read Whole class
Getting and answer -Who are they?
started somequestions about the - What are they doing?
(10’) picture. - Can you guess what they are talking about?
- Are they talking about their famous TV
- Ss guess what the programmes? Whole class
picture might show or
what the conversation
might be about.
- Ss share any recent
experiences about their
favorite TV programs.
Whole class
- Ss listen and read.
Task 2
Aim: Ss will be able to get a better understanding of the conversation
II. Practice
Teacher: Nguyen Kim Cuc Page 1

………………….. SECONDARY SCHOOL LESSON PLAN
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- Ss work independently. 1a. Read the conversation again and Work

- Ss read the questions answer the questions. individually
and underline keywords. * Key:
1- Laughing out loud
- Ss share answers before
2- VTV3 Work in
discussing as a class. 3-No, they aren’t pairs
- Ss write the correct 4- Because he is awful.
answers on the board 5- Tom is stupid, but funny
-Ss check the answers Whole class
with teacher.
- Ss guess some 1b.Find the adjectives describing each Whole class

character in the conversation and write
adjectives that can be
them here.
used to describe the * Key:
characters Mr Bean: funny ,awful Work
- Ss scan the names of Tom: stupid, funny individually
the characters in the Jerry: intelligent
dialogue to find the
adjectives that are used
to describe each
character. Whole class
- Ss check with teacher
- Ss read all the words 1c. Which adjective(s) below can you use to
listed in the box. describe a TV programme you have Whole class
- Ss can ask teacher to watched? What programme is it?
* Suggestions:
explain the meaning of
- Is News program popular?
some new words. - Yes, it is
- Ss choose some - Is News program funny? Work
adjectives to describe a - No, it isn’t individually
TV program.
- Ss work in pairs ask Work in
and answer questions to pairs
find out about the TV
program their partner is
referring to.
Doing Task 3
(20’) Aim: Ss will be able to enrich their vocabulary about different types of TV
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programs
- Ss listen and repeat the 2. Put the correct words in the box under
new words in the box. each picture.
- Ss can ask teacher to * Key:
1- National television
explain the meaning of
2- News program
some new words. 3- Local television
- Ss work in groups of 4- comedy
four, look at the pictures 5- game show
and match it with the 6- animal program
correct words.
- Some Ss write the
correct words under the
pictures.
- Other Ss check with
teacher.
Task 4
Aim: Ss practice using the words related to the topic to complete sentences
-Ss read the sentences 3. Find the suitable words to complete the Whole class
carefully. They can ask sentences
teacher which words * Key:
1- national
they don’t know.
2- comedy Work
- Ss do this exercise 3- channels individually
individually. They try to 4- competition
find the suitable words to 5- cartoons
complete the sentences 6- educational
-Ss share their answers Work in
with a partner before pairs
discussing as a class.
- Ss check with teacher. Whole class
Performing Task 4
(5’) Aim: To practise talking what Ss like and dislike about television.

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- Ss work in groups of III. Production Work in

four. They will discuss 4. Discuss and make a list of things you like groups
which two things they and don’t like about television
like and which two
things they don’t like
Likes Dislikes
about television. *Many interesting * Bad for eyes Work in
- Some groups present in programmes * Less active/ groups
front of the class. * Educational passive
- Ss listen to teacher’s Whole class
* Entertaining
feedback.
Outcome & Aim: Ss will be able to review all the knowledge they have learnt in the period
homework *Consolidation IV. Homework: Whole class
(5’) - Ss retell some 1.Copy the dialogue in 1 in notebook.
adjectives to describe a 2. Prepare unit 6 lesson 2:A closer look 1
TV program and
different types of TV
programs.
Feedback
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Date of planning: Date of teaching:

Lesson 2: A Closer Look 1
I. Objectives:
By the end of this lesson, students will be able to:
- Review the words they have learnt in Getting Started and point out the difference:the
former deals with the names of channels, programmes while the latter deals with the jobs
of people working in television.
- Pronounce correctly the sounds /θ/ and /ð/in isolation and in context.
II. Language Focus:
1. Vocabulary: weatherman, newsreader, remote control, viewer, TV schedule…
2. Structures: The present simple tense
IV. Procedures:
Warm up -Ssare shown some pictures * Warm up: Whole class

(5’) about different TV programs. Look at the picture and write
- Ss give the name of the TV the words:
program.
- game show
- comedy
- news
Vocabulary Task 1
(20’) Aim: Ss will be able to extend their vocabulary about TV programs
-Ss listen and repeat the new I. Vocabulary Whole class
words in the box. 1. Write the words/ phrases
- Ss work in pairs and match the in the box under the pictures. Work in pairs
* Key:
words with the right pictures.
1. newsreader 2. TV schedule Some pairs
- Some pairs write the answer on 3. MC 4. Viewer
the board. 5. remote control
- Ss listen and check with 6. weatherman Whole class
teacher.

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Task 2
Aim: Ss practice using the new words in sentences
- Ss read the instruction. II. Practice: Whole class
2.Choose a word from the box
- Ss read the description and for each description below. Whole class
underline keywords.
- Ss work in pairs to complete Work in pairs

the task.
- Ss compare their answers * Key: Work in pairs

with another pair. 1 - weatherman
2- newsreader
- Ss check and correct with 3 - Remote control Whole class
teacher. 4 - MC
5 - Volume button
6 - TV viewer
Task 3
Aim: Ss will be able to review the new words by making a description for each
word
3. Game
- Ss play a game what is it in What is it? Work in
groups of four. groups
- Each group is given a
flashcard.
- Ss try to definethe words in * Key: Work in
their flashcards. Other groups 1. Newsreader: a person who groups
try to guess and write the reads news.
words on their sub board. 2. Weatherman: a man who
- The group which has more gives a weather forecast.
right correct words is the 3. Comedian: a person
winner. whose Job is to make
people laugh by telling
Jokes and funny stories.
Pronunciation Task 4
(10’) Aim: Ss will be able to practice the sounds /θ/ and /ð/ in isolation and in
isolated words
- Ss are shown two videos which II. Pronunciation Whole class
demonstrate how to make the 4. Listen and repeat the

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two sounds /θ/ and /ð/. words.

- Ss practice making the two * List of words: Whole class
sounds and try to distinguish
them. there,them,neither,
-Ss listen to the words carefully. weatherman,than,feather Whole class
Ss focus on the sounds /θ/ and theatre,thanksgiving,
/ð/ sounds. earth,anything,both,through
-Ss listen and repeat the words.
Task 5
Aim: Ss identify the two sounds in different words
-Ss listen to the recording and 5. Which words in 4 have θ/ Whole class
do the task. and /ð/listen again and write
them in the correct column.
- Two Ss write the answer on the /θ/ and /ð/. Two students
board. * Key:
/θ/ /ð/
- Ss listen to the recording again theater, earth, there, them. Whole class
and check with teacher. Thanksgiving, neither,
both, through weatherman,
than, feather
Performing Task 6
(5’) Aim: Ss practice pronouncing the sounds in the tongue twister.
Ss take turn read the sentence III.Production Groups work
quickly and correctly 6. Tongue Twister.
“The thirty-three thieves are
thinking of how to get through
the security.”
Outcome & Aim:Ss will be able to have an overview about what they have learnt in the
homework period
(5’) *Consolidation IV. Homework Whole class
- Ss retell some new words - Learn the new vocabulary by
- Ss give the differences heart.
between /θ/ and /ð/ - Prepare for the next lesson
(A closer look 2)
Feedback:
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PERIOD 60UNIT 7: TELEVISION

I. Objectives:
- Use conjunctions (and,but,because) and question words (where,who, why)
- Ask and talk about a favourite TV programme
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Television”.
2. Structures: The present simple tense
IV. Procedures:
Warm up - Ss are shown some pictures. I. Warm up: Work in

(5’) * List of words: groups
- Ss work in groups to write the - newsreader
words that describe the pictures. - viewer
- MC
- The group with more correct - weatherman
answers is the winner.
Grammar1 Task 1
(20’) Aim: Ss will be able to review the use of different question words
- Ss read the conversation and II. Grammar1:Wh- Questions Work
underline the question words - Who, what, where, when, why, individually
- Ss read the answers in order to which, how
see the function of each question 1. Read the conversation and
word. underline the question words
- Ss name some other Wh- * Key: Work
questions and their function. What/ Where/ How long individually
- Ss copy down in their notbook.
Task 2
Aim: Ss practice using the correct question words to complete the dialogues
- Ss read the answer in order to 2. Use one of the questions words Work
in the box to compete the individually
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choose the correct question conversations.

word. * Key:
- Conversation 1: How often/ What
- Conversation 2: Who
- Ss work individually to
- Conversation 3: When/ Where
complete the dialogue.
Whole class
- Ss listen to the recording and
check their answer.
Task 3
Aim: Ss practice using the correct question words to complete the dialogue
- Ss read the conversation and 3. Complete the conversations - Work
do the task individually. Then listen and check. individually
* Key:
- Ss share answers with a What Work in pairs
partner. What
How many
- Some Ss write the answer on Why? Some students
the board. What time/ When
- Ss check and correct with Whole class

teacher.
Task 4
Aim: Ss will be able to know about the use of conjunctions and practice using them
Grammar 2 to complete the sentences
(10’) - Ss tell teacher some III. Grammar2: Conjunction Whole class
conjunctions and their function. But,and, or, because, although
Ex1: She is tallandcute.
- Ss write the examples on their adj + conj + adj Work
notebook, try to add some more Ex2:Shestayed at home individually
examples to each conjunction. becauseshewas ill
S +V + conj + S + V
Main clause subordinated
clause
Ex3:Because she was ill ,she stayed
at home

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Subordinated clause , Main

clause
Ex4:She was ill , so she stayed at
home
- Ss do the task. Main clause Subordinated Work
clause individually
- Ss swap the answers. 4.Use the conjunctions to complete
the sentences.
- Ss correct and get feedback * Key: Whole class
from teacher. 1- and 2- but 3- Although
4- because 5- so
Task 5
Aim: Ss to practise using conjunctions to have complete sentences
- Ss read through all the 5. Match the beginning and the
sentences. endings
- Ss work in pairs to complete * Key: Work in pairs
the task. 1- c 2- a 3- e
- Ss check and correct with 4- b 5- d Whole class
teacher.
Performing Task 6
(5’) Aim: Ss practice making questions to have a conversation about television in
Vietnam
-This task is more demanding as IV.Production:
Ss have to decide what question 6. How much do you know about
word is to be used and how to TV in Vietnam?
What is the name of the national TV
form the question.
channel? Work
- Ss underline the key How many hours does it broadcast? individually
information the question is …
asking for, e.g.: the name, the
programme ---> the question
word is ‘What’.
- Ss work in groups to make the Work in
groups
questions.
- Ss work in pairs to ask and Work in pairs
answer the questions.
Outcome & Aim: Ss will be able to review what they have learnt in the period
homework * Consolidation V. Homework Whole class
(5’) - Ss retell the meaning of some - Make sentences using question
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Wh-words and the use of some words : Who, what, where, when,
conjunctions. why, which, how and conjunctions
BUT,AND, OR, BECAUSE,
ALTHOUGH
IV/Homework:
- Learn conjunctions and Question
words by heart
- Prepare next lesson
(Communication)
Feedback:
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Lesson 4: COMMUNICATION
I. Objectives:
- Ask and talk about a favourite TV programme
- Interview their classmates about favourite programmes
II. Language Focus:
1. Vocabulary:clumsy, mini- series, cute, entertain…
2. Structures:The present simple tense.
III. Teaching aids: Ss’ book, picture,posters, boards.
IV. Procedures:
Steps Learning activity Contents Modes
Warm up Revise the old lesson I. Warm up: Whole class

(3’) Revise the previous lesson
Task 1
Aim: Ss will be able to learn some new words and use them in sentences
II.Extra vocabulary
- Ss look at extra o clumsy:what do you Whole class
vocabulary. think the man in the
picture is?:(use the
- Ss listen and repeat after picture) Whole class
teacher. o cute:what about this cat
and this dog? ( use the
- Ss play the game to check picture) Some students
their understanding of the o mini-series: how do
Communication meaning of the words. you call “ Harry
(30’) Potter?” or Sherlock
- Ss write the new words homes”? Whole class
down in their notebook. o entertain
Checking vocab: Slap the
board
- Ss repeat the name of some 1.Complete the Facts below Whole class
countries. with the name of the correct
- Ss look at the Facts and country in the box.
Work in pairs
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complete the sentences in * Key:

pairs. 1. Japan 2. Viet Nam
- Ss check with teacher. 3. Iceland 4. The USA Whole class
5. Finland 6. Britain
Task 2
Aim: Ss show their opinion about the statements
- Ss work in groups of four III. Practice Work in groups
to discuss in order to find 2. Do you agree with
how they fell and what they following statements
Yes, I do/ No, I don’t
think about television.
- Some pairs express their Work in groups
opinions in front of the class.
feedback.
Task 3
Aim: Ss will be able to widen their background knowledge about TV
programs
- Ss read the reading 3. How much do you know? Work
carefully and underline the a. Read about two famous individually
new words. TV programmes for
- Ss can ask teacher to children.
explain the meaning of the Let’s learn!
new words. Hello Fatty!
- Ss read through all the b. Tick the correct Work

facts and underline programme individually
keywords. *Key:
- Ss read the text again then 1.both programmes Work
do the task. 2- programme Let’s learn individually
- Ss check and correct with 3- programme Hello Fatty
4- programme Let’s learn
teacher.
5- programme Hello Fatty
- Ss listen to teacher explain 6- programme Let’s learn Whole class
the relationship between
education and educational;
small children and kid.
Task 4
Aim: Ss talk and express ideas about the programme they prefer

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- Ss work in group of four. IV.Production Work in groups

Performing They read the two 4. Work in groups
(10’) programmes again then tell Read about the two
which one they prefer and programmes again. Tell your
why. group which one you prefer
- Ss to speak in front of the and why?
class. Whole class
- Other ss give feedback. Ss
listen to teacher’s comment.
Homework * Consolidation V. Homework: Whole class
(2’) - Write a paragraph to describe
a programme you prefer in
your notebook.
- Prepare for next lesson:
(Skill 1)
Feedback:
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Date of planning:Date of teaching:

Lesson 5: SKILLS 1
I. Objectives:
-Read a TV schedule and descriptions of famous children’s programmes for specific
information.
- Talk about one’s favourite TV program, the reasons for that.
II. Language Focus:
III. Teaching aids: Ss’ book, CD recording , poster…
IV. Procedures:
Warm up - Ss are divided into 2 groups. I. Warm up: Work in

(5’) Board race groups
- Members in each group take turns to
write the name of some TV
programmes on the board.
- The team with more correct answers
is the winner.
Reading Task 1
(20’) Aim: Ss will be able to get the main content of a TV schedule
- Ss read the schedule for Around the II. Reading: Individual
World. 1. Read the schedule for
- Ss can ask teacher to explain any around the world. Group work
words that Ss do not know.
Ss read
- Ss try to give the meaning of the
words, explanations and examples
(Vietnamese equivalent)
Task 2
Aim: Ss will be able to get a proper understanding of the dialogue
- Ss read though the questions and 2. Answer the questions Whole class
underline the keywords. * Key:

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- Ss scan the keywords in the text in 1- Wheelbarrow Races

order to find the correct answers. 2- The Parrot instructor Work
- Ss compare their answers with a 3- Yes, we can. individually
partner. 4- A documentary about the
Work in pairs
- Ss check and correct with teacher. colourful living world in the
Pacific. Whole class
5- No, it isn’t.
Task 3
Aim: Ss practice logical thinking skills brainstorm by giving the most suitable
programme for each person base on their hobbies
-Ss work individually 3. Read the information
- Ss reread the text as well as the about the people below and Work
information about the people below so choose the best programme individually
for each.
as to choose the best programme for
* Keys:
each pearson. 1.Phong : Science: journey to Work in pairs
-Ss can compare answers before Jupiter.
discussing them as a class. 2. Bob: Comedy : The Pattot
- Ss try to give reason for their Instructor
answers. 3Nga:. Game show: Children
- Ss listen to teacher’s feedback. are always Right Whole class
4.Minh: Sports: Wheelbarrow
Races.
5. Linh :Animals: Ocean Life
Speaking Task 4
(15’) Aim: Ss practise talking about Ss’favourite programme
- Ss choose the programme they prefer III. Speaking Work in

and prepare for their speaking (they 4. Tell your group about groups
should explain why they like it.) your favourite TV
programme. Your talk
- The group leaders can tell about their should include the following
most favorite TV programmes. information.
- Some Ss present in front of the class. The name of the programme Some
the channel it is on  the students
content of the
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- Ss listen to teacher’s feedback. programmethe reason you

like it. Whole class
Outcome & Aim: help Ss review what they have learnt in the period
Homework  Consolidation: What they have learnt today? Whole class
(5’)  Homework Retell again
IV. Homework:
1.Learnt the vocabulary by
heart
2.Do Exercise D2,3
(workbook)
3. Prepare for the next lesson.
Feedback:
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Lesson 6: SKILLS 2
I. Objectives:
By the end of the lesson students will be able to:
- Listen to get information from a recommended TV schedule
-Write a short guided passage about one’s TV-watching habits.
II. Language Focus:
III. Teaching aids: Course book, CD player, a large-sized piece of paper.
IV. Procedures:
Warm up - Ss guess the 5 programs that I. Warm up: Work in

(5’) they are going to listen to. Chatting groups
-The names of the programsare Before starting the lesson, I would
written on the board, one like some of you guess the
student come to the front programhave you watched?
without looking at the board.
-Others give clues so that
he/she can give the correct
answer.
Task 1
Aim: Ss practice listening for some specific information related to different TV
programs
Listening - Ss read the names of all the II. Listening Whole class
(15’) programs aloud. 1. Listen and tick the correct
- Ss work together to guess channel for each program. Whole class
what the programs might be * Key:
about. *Music – channel 1
- Ss listen to the recording and *Cartoon- channel 2 Whole class
do the task. * Film - channel 3
- Ss listen again and check with * Home and garden - channel 2 Whole class
teacher. * Our Heritage - channel 3
- Ss try to give the sentences
which contain the answers.

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Task 2
Aim: to listen to get more detailed information about the programin the
recording
- Ss read all the statements and 2 Listen and tick statements 1-5 Work
underline keywords. with true or false. individually
-Ss listen, take notes and do the * Key: Whole class
1- F
task.
2- T
- Some Ss give the answers. 3- F Whole class
- Other Ss check with teacher. 4- T
- Ss listen again and try to 5- F
correct the false sentences.
Writing Task 3
(20’)
Aim: Ss brainstorm ideas and write about their TV-watching habits
III. Writing
- Ss read the questionnaire and 3. What are your TV-watching Work
choose the most appropriate habits? individually
answers for themselves. I enjoy watching TV. I often spend
- Ss organize their ideas for four hours a day watching TV. I
writing. often watch TV when I have free
- Ss read the suggested time for entertaining or sometimes
Whole class
structure and try to add some when I am eating .I usually watch
more useful structures. cartoons or some game shows. I
- Ss work in groups of four to often turn off the TV when I am not Work in
write a short description of the watching it. I think I have good groups
TV- watching habits. watching habits. I never forget to
- Some groups present in front prepare my lessons or do my
of the class. homework before watching TV.
feedback.
Outcome& Aim: Ss will be able to have an overview about what they have learnt in the
homework period
(5’) * Consolidation: IV. Homework: Whole class
- Ss retell some useful 1. Finish your writing in the
structures to talk about TV- notebook.
watching habit. 2.Revise the vocabulary to prepare
for looking back

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Tapescript:And here are some interesting TV programmes for you.The musical

Green,Green Summer on Channel 1 starts at 8 o’clock.At the same time on channel 2 is
The Red Spotted Squirrel.Home and Garden follows at 8.25.Today you will learn how to
make a house for your dog.Channel 3 offers you a touching film of friendship,The Lonely
Giraffe.The film starts at 8.30.After that,you can discover the famous old town of Inca in
Peru.However,It comes on quite late,at ten o’clock.We hope that you can choose a
programme for yourself.Enjoy and have a great time.
Feedback:
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LESSON 7: LOOKING BACK AND PROJECT
I. Objectives:
By the end of the lesson, students will be able to:
- Distinguish people,programmes and kinds of film
- Use the right word to fill the text, used the question word to complete the sentences
- Use the conjunction to connect the sentences
-Interview friends about “How important is TV to you?” then reported to the class
II. Language Focus:
2. Structures:Question words and Conjunctions.
III. Teaching aids: Course book, CD player, pictures.
IV. Procedures:
Warm up - Remind students of the vocab they I. Warm up: Whole class
(5’) Back to the Board – Game
have learnt.
- Invite two volunteers to demonstrate Newsreader/documentary/
an example .Ask questions to check cartoon/weatherman/viewer
how to play
Task 1
Aim: Ss will be able to review the words related to the topic
-Ss do this task individually. They A. Looking back: Work
will revise the taught vocabulary II. Vocabulary individually
about different jobs in TV, TV 1. Put the words into the
Looking correct columns
programs and different kinds of film.
back people program kinds of
( 20’) - Ss compare their answers with a Work in
films
partner. newsre cartoon docume pairs
- Some Ss write the answers on the ader game ntary
board. weathe show romance
- Ss check and correct with teacher. rgirl animals Whole class
writer home&
MC garden

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Task 2
Aim: Ss review the meaning of the words base on the context
- Ss read the text and guess the type 2. Use the words in the box to Whole class
of word that should be filled in the fill the text below
blank. * Key: Work in
- Ss work in pairs to fill the words in 1- national pairs
the blanks. 2- viewers
- Ss compare their answers with 3- o’clock news
4- Comedies Whole class
another pair.
5- relax
- Ss check and correct with teacher.
Task 3
Aim: Ss will be able to review the meaning and function of different Wh-words
- Ss read the answers and decide III. Grammar: Whole class
which question word is to be used. 3. Use a question word to make
- Ss work independently to complete a suitable question. Work
* Key: individually
the task.
1.How many
- Ss check their answers with a 2- What 4- Who Work in
partner before discussing as a class. 3- Why 5- When pairs
Task 4
Aim: Ss will be able to review the use of some common conjunctions
- Ss retell the use of all the 4.Use the conjunction provided Whole class
conjunctions that they have learnt. to connect the sentences.
- Ss use the provided conjunctions * Key:
1- and Work
to connect the sentences
2- because individually
individually. 3- but
- Some Ss write the answers on the 4- Although.
board. 5- so
- Other Ss check and correct with Whole class
teacher.
Task 5
Aim: Ss practice having a conversation about a TV program
- Ss read all the sentences. Ss can ask IV. Communication Whole
teacher to explain any words that 5. Rearrange the order of the class
they do not know. sentences to have a complete
conversation. Work in
- Ss work in pairs to rearrange the
* Key: pairs
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order of the sentences to have s A- C- B- D- F- H- G- E- I- K

complete conversation about a TV
program. Some pairs
- Some pairs practice the dialogue in
front of the class.
- Other Ss give feedback.
- Ss listen to teacher’s comment.
Project Task 6
(15’) Aim: Ss practice talking about the importance of TV
- Ss work together to brainstorm V. Project: Whole
ideas and words to talk about the 6. Make a conversation based on class
importance of TV (negative and the example in 5.
positive effects)
Work in
- Ss work in groups of four to discuss groups
the topic and interview their friends.
- Representatives of some groups
present in front of the class.
- Other Ss give comment, Ss listen to Whole
teacher’s feedback. class
Homework * Consolidation: VI. Homework: Whole
(5’) - Ss retell some words related to the - Prepare next lesson : class
topic. (Unit 8: Sports and Games
- Ss retell the use of some Wh-words Lesson 1: Getting Started)
and common conjunctions.
Feedback:
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PERIOD 65 UNIT 8: SPORTS AND GAMES
Lesson 1: GETTING STARTED
I. Objectives:
-Listen and read the dialogue between Duong and Mai in order to approach to the topic of
the lesson: Sports and games
-Use the lexical items related to the topic “Sports and games”
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Sports and Games”: gym, do karate,
go running, go fishing, go skiing, do boxing, play table tennis, etc
2. Structures:Go, play, do + N/V-ing
IV. Procedures:
Warm up I. Warm-up: Whole

(5’) - Play game “Back to - Game : Back to the board: class
the board”
- Listen to the instruction
of the teacher
- Play the game as
instructed
Getting Task 1
started Aim: Ss listen and read to get a general understanding of the conversation
(10’) - Ss look at the picture II. Listen and read Whole
and answer some Guess what the picture might show or what class
questions. the conversation might be about.
- Ss listen to check their Ex: Whole
prediction. class
* What sports and games do you like to
- Ss read the dialogue and
identify the new words. play / to watch in your spare time?
- Ss practice the dialogue * What do you do on their spare time? Work in
in pairs. * Who do you see in the picture? pairs
* Where are they?
* What are they talking about?

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Task 2
Aim: Ss will be able to have a proper understanding of the dialogue
- Ss read the questions III. Practice Whole
and underline keywords. 1a. Answer the questions class
* Key:
-Ss work independently 1. Duong can play table tennis and do Work
to answer the questions. karate individually
2. Mai is (going to learn karate)
- Ss compare their Work in
3. Because the equipment (there) is modern
answers with a partner pairs
before check with the and the people are friendly
class. 4. Duong played with Duy and won (for the
- Some Ss write the first time)
answer on the board. 5. At the karate club.
feedback.
- Ss practice saying them Whole class

together. 1b. Check what they mean.
- Ss scan to find the * Key:
expressions in the 1. Wow: used to express surprise.
Work
dialogue. 2. Congratulation: used to congratulate Sd/ individually
- Ss are instructed to read to tell sb that you are pleased about their
the surrounding success.
sentences to work out the
3. Great: used to show admiration.
meaning of the
expressions. 4. See you: used when you say goodbye.
Whole class
- Ss check with teacher.
-Ss practice the sample Work in

conversation in pairs. 1c. Make a dialogue with the expressions.
* Example: pairs
- Ss try to make a A: Wow! You’ve got a new bike
dialogue using those B: Yes, my mum bought it for me. She
expressions then practice wants me to keep fit
in pairs.
Task 3
Aim: Ss will be able to practice their pronunciation of some words related to the

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topic
2. Listen and repeat these words and
Doing - Ss listen to the phrases. Whole
(20’) recording and repeat. class
Task 3
Aims: Ss will be able to learn some lexical items related to the topic
- Ss look at the pictures 3. Name these sports and games Work
and do the task. * Key: individually
1. Cycling 2. Table tennis
- Ss check with a partner. 3. Running 4. Swimming Work in
5. Chess 6. Skiing pairs
- Ss check the answers
with teacher. - A sport : an activity that you do for
pleasure and that needs physical exercise
- Work in groups and tell - A game: an activity or a sport with rules Work in
the difference between a in which people or teams compete against groups
sport and a game base on each other.
personal opinions.
Task 4
Aim : Use the combination : go/ play/ do Ving
- Work in pairs and put 4. Put the words in correct groups Work in
the words in the correct * Key: pairs
group. Play chess, table tennis, volleyball,
- Ss check the answers tennis Whole
with teacher. Do boxing, aerobics, karate class
- Ss look at the table and Go fishing, cycling, swimming,
work out the general running, skiing Whole
rules of when to use class
“play”, “do” or “go”.
Task 5
Aim: Ss practice using the word combination in sentences
-Ss read the sentences 5. Supply the correct verbs forms. Whole
and identify the tenses. * Key: class
- Ss work in pairs to 1. do 2. is watching Work in

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complete the task, pay 3. goes 4. likes pairs

attention to the subject- 5. played
verb agreement.
- Some Ss write the Some
answers on the board. students
- Ss check and correct Whole
with teacher. class
Performing Task 6
(5’) Aim: Ss practice having a conversation about their friends’ physical activities
- Ss work in pairs asking IV. Production Work in
and answering the 6. Ask your partner these questions to pairs
questions. find out how sporty they are.
1. Can you swim?
- Ss try to think of more
2. Do you play outdoors every day?
questions they could be
3. Do you get up early and do
on the quiz (can share
morningexercise?
with the class later).
4. What do you usually do at break time at
- Ss try to extend their
school?
answer by giving details
5. What do you think of sports/ games?
to each one.
Work in
-Some groups may report
pairs
their results to the class.
Outcome & Aim: help Ss review what they have learnt in the period
homework
(5’) *Consolidation V. Homework: Whole
- Ss retell some words 1.Copy the dialogue in 1 in notebook. class
related to sports and 2. Prepare unit 8 lesson 2:A closer look 1
games

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I. Objectives:
- Use the lexical items related to the topic: sport equipments.
-Pronounce correctly the sounds /e∂ / ,/i∂ /, in isolation and in context
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Sports and Games”: a ball, a boat,
sport shoes, skateboards, a racket, ect
2. Pronunciation: /eə/ ,/iə/
III. Materials input: Course book, CD player, picture.
IV. Procedures:
Warm up I. Warm up
(5’) -Sswork in group of 8. Name these sports and games Groups work
- Look at the pictures and write Look at the pictures and write
the name of the sports or games
in the pictures. the words
- Show the answers on the 1. Cycling 2. Table tennis
board. 3. Running 4. Swimming
- The group with more correct 5. Chess 6. Skiing
words is the winner.
Vocabulary Task 1
(20’) Aim: Ss will be able to broaden their vocabulary related to the topic: Sport
equipments and practice pronouncing them.
II. Vocabulary
- Ss listen to the recording, 1. Listen and repeat these Whole class
listen and repeat the words. words.
1.a ball
- Ss practice pronouncing the 2.sports shoes Whole class
words individually, in pairs and 3.a boat

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in chorus. 4.a skateboard

5.goggles
6.a racket
7.skis
8.a bicycle
Task 2
Aim: Ss will be able to get the meaning of some words in 1 through pictures
- Ss work in pairs to complete 2.Write the words under the Work in pairs
the task. pictures
* Key:
- Ss compare their answer with 1. a bicycle 2. a ball
another pair. 3. sports shoes 4. skis
5. a boat 6. a racquet
- Some Ss write the answers on 7. a skateboard 8. goggles Some students
the board.

teacher.
Task 3
Aim: Ss will be able to revise the vocabulary about sports and games in lesson 1:
Getting started and link the vocabulary in this lesson and the last lesson.
- Ss do the tasks independently. 3.Match – What sports are Work
these things for? individually
* Key:
- Ss compare their answer with 1. c 2. d 3. a 4. e Pairs work
a partner. 5. g 6. h 7. b 8. f
- Some Ss write their answer on Whole class

the board, then check the
answer as a class.
(10’) Aim: Ss will be able to pronounce correctly the sounds /eə/ ,/iə/in isolation
- Ss are shown two videos III. Pronunciation/eə/ ,/iə/ Whole class
which demonstrate how to 4. Listen and repeat

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pronounce the two 1. /eə/ : where there fair pair

sounds /eə/ ,/iə/ prepare
2. /iə/: here fear nearly Whole class
- Ss practice making the two idea volunteer
sounds. Whole class
- Ss listen to the recording and
repeat the words.
Task 5
Aim: Ss will be able to recognize the sounds /eə/ ,/iə/in different words
- Ss work individually to read 5. Which word has /eə/ ,/iə/ Work
the words aloud then choose the * Key: individually
words having the sounds /eə/ 1.A 2. C 3. B
or /iə/. 4. A 5. B 6.A
Work in
- Check the answers in groups. groups
- Some Ss write their answer
on the board.
teacher.
- Ss read together all the words. Whole class
Performing
(5’)
- Ss work individually to listen IV. Production: Work
to the recording and repeat 6. Listen and choose the right individually
sentence by sentence. words
* Key:
1. fair 2. hear 3. idea Work
- Ss write the sounds under the individually
chosen words. 4.square 5.nearly 6.cheered
- Ss listen to the recording and Whole class

check.
Outcome & Aim: Ss will be able to have an overview about what they have learnt in the lesson
homework
(5’) *Consolidation V. Homework Whole class

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- Ss retell some words about - Learn the new vocabulary by

sport equipment. heart.
- Ss pronounce the two - Prepare for the next lesson.
sounds/eə/ ,/iə/ Revise Past Simple Tense
(A closer look 2)
Feedback
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Lesson 3: A closer look 2
I. Objectives:
- Use the Past simple tense
- Use the Imperatives to tell sb to do sth or to give a direct order.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Sports and Games”: Olympic Game,
climb the Mount Fansipan, ect
2. Structures:The Past simple tense.
IV. Procedures.
Steps/time Learning activities Content Modes
Warm-up - Ss are shown some I. Warm up
5’ pictures. “ Guessing game” Whole class
- Ss take turns to - cycling
describe the sport/ - tennis
game. - swimming
- Other Ss try to give the - running
name of the sport/ game.
Grammar 1 Task 1
(10’) Aim: Ss will be able to know the form and use of the past simple tense and practice
using the past simple of some specific words

ENGLISH 6
- Ss look at some II. Grammar 1 Whole class

examples and work out The past simple tense
the form of the past * Use: talk about a finished action in the past
simple tense. * Form:
REGULAR VERBS
- Ss copy the form down (+) S + V- ED Whole class
in their notebook. (-) S+ didn’t + V
(?) Did + S+ V?
- Ss make some Work
sentences using the past IRREGULAR VERBS individually
simple tense. (+) S + V (column 2)
(-) S+ didn’t + V
(?) Did + S+ V?
be - was/ were do - did
have - has go - went
win - won sit - sat
eat - ate take -took
*Signals : yesterday, last week, last month,
etc
1. complete the sentences with did, was or

- Ss study the task. were Whole class
- Ss complete the task in * Key: Work in
pairs. 1. were 3. was – did – was pairs
- Some Ss write the 2. was 4. did – were – did –was
answers on the board.
- Ss check and correct Whole class
with teacher.
Task 2
Aim: Ss will be able to have some further practice with the past tense of both regular
and irregular verbs
- Ss read the conversation 2. Write the correct form of the verbs Work
and identify the regular and to complete the conversations individually
irregular verbs. * Key:
- Ss do the task individually Work
1. was then peer
2. didn’t do 3. sat check with the individually
partners.
- Some Ss say their answer in
4. watched 5. went front of the class.
6. had
feedback.
7. did 8. visited 9. ate
10. scored
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- Ss practice the conversation Work in

in pairs. pairs
- Some pairs read aloud the
Some pairs
conversation with the correct
verbs forms in front of the
class.
Task 3
Aim: Ss practice asking and answering questions using the past simple
-Ss take turns asking and 3. Ask and answer questions about Work in
answering about their last last week. pairs
weekend. * Example :
A: Did you do any sport last weekend Some
- Some Ss report to the class
B: Oh yes, and I was exhausted students
about one of their friends. A: Really? What did you do?
- Other Ss give comment. Whole class
feedback.
Grammar 2 Task 4
(10’) Aim:Ss practice using imperatives to give direct orders
III. Grammar 2
- Ss look at the board, listen Imperatives Whole class
to teacher’s explanations. We use Imperatives to tell someone to
do something or to give a direct order
- Ss copy down the use and Positive: V (BI) + ….. Chew it. Work
form in their notebook. Negative: Don’t+ V (BI)+ … individually
Don’t swallow it.
- Ss look at the pictures and 4. Write sentences to tell your friends Whole class
give the verbs that fit the what to do or not to do.
pictures. * Key:
- Ss use the verbs to make - Take your umbrella Work
suitable orders. - Please don’t litter individually
- Some students write the - Please hurry up.
answers on the board. - …don’t train too hard.
- Ss check and correct with - Put on your coat Whole class
teacher.
Production Task 5
(5’) Aim: Practice using the imperatives in a free context.
- Ss work in pairs, take turns IV. Production Work in
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telling their partner about 5. Tell friends what to do or not to do pairs

what to do and what not to at the gym.
do at the gym. * Suggestions:
- Put on your trainers= training shoes Some pairs
-Some pairs present their - Don’t litter.
answers in front of the class. - Don’t eat or drink at the gym
feedback.
Out come& Aim: Ss will be able to have an overview about what they have learnt in the lesson
Home work *Consolidation V. Homework Whole class
(5’) - Ss retell the form and use 1. The past simple tense.
of the past simple and 2. Imperatives.
imperatives. 3. Prepare next lesson (Communication)
- Ss give the past form of
some verbs.
Feedback:
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Lesson 4: COMMUNICATION
I. Objectives:
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- Talk about the activities/sports/games they do in their spare time
- Interview their classmates to ask for more information.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Sports and Games”.
2. Structures:The Present simple tense.
III. Teaching aids: Ss’ book, pictures,boards.
IV. Procedures:
Warm up - Ss work in groups to match I.Warm-up Work in groups

(3’) - Messi – football
the athletes with the sports.
- Federer – tennis
- The group with more correct - Anh Vien – swimming
answer is the winner.
Aim: Ss will be able to broaden their vocabulary about the topic
Communication
(35’) - Ss listen to teacher’s II. Extra vocabulary: Whole class
explanation of the new o fit
vocabulary. o last
- Ss practice pronouncing the o marathon Whole class
extra vocabulary. o achievement
- Ss try to make sentences o ring Work
individually
using the new words.
- Ss write down the words in Work
their notebook. individually
- Ss look at the picture and The symbol of the 5 Work in pairs

guess the meaning of the interlocked rings:
symbol of the 5 interlocked They represent the five major
rings. Ss discuss in pairs. regions of the world(Africa,
the America, Asia, Europe and
Oceania) and every national
flag in the world has at least
one of the five colors (blue,
yellow ,black ,green ,and red)
Task 1
Aim : Ss will be able to broaden the knowledge about sport as well as

ENGLISH 6
vocabulary related to the topic in order to prepare for the speaking part
- Ss work in pairs and find the 1. Sport quiz. Answer the Work in pairs
answers to the quizzes. questions
- Some pairs practice asking * Key: Some pairs
1- There are 22 players.
and answering the questions in
2- It lasts 90 minutes.
front of class. 3- They are held every 4 Whole class
- Ss check the answers with years.
the whole class. 4- No, there weren’t.( 2004,
- Ss correct if necessary. 2008, 2012) Whole class
5- A marathon is 42.195
kilometers long
6- they were held in Olympia
in Ancient Greece)
Task 2
Aim: Ss practice asking and answering questions related to the topic

ENGLISH 6
- Ss read the suggestions and III. Practice Whole class

make the complete questions. 2. In pairs, interview your
partner using the following
- Ss work together to come up questions. Ask for more Whole class
with the structure to answer information
the questions. 1) What sports /games do
you play in your free
- Ss ask and answer the time? Work in pairs
questions in pairs. 2) What sports /games do
you do at school?
3) Which sports / games do Some pairs
- Some pairs report the results
you like to watch on TV?
in front of class. 4) Do you think you are fit?
Would you like to get
- Other Ss give comments. fitter? Whole class
5) Is there any sport / game
- Ss listen to teacher’s you’d like to learn to play
feedback. well? Whole class
6) Can you name three
famous sportspersons?
Performing Task 3
(5’) Aim: Ss practice speaking about their favorite sportspeople
- Ss work together to come up III.Production Whole class
with the ideas and vocabulary 3. Think of a sportsman /
to talk about a famous sportswoman you like. Draw
a picture of him/ her with a
sportsman or sportswoman.
partner. Use the following
cues.
- Think about one of favorite * Suggestions: Work
sportspeople. Try to draw a - his/ her name individually
picture of him or her. - the sport he/ she plays
- his/ her past achievements
- Ss work in groups of four to - why do you like him/ her Work in groups
talk about the favorite
sportsperson.

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- Ss present in front of the Some students

class.
feedback.
Outcome & * Consolidation III. Homework: Whole class
Homework - Ss retell some ideas to talk - Write a paragraph to describe
(2’) about a sportsman. a sportsman in your notebook.
- Prepare the next lesson :
(Skill 1)
Feedback
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ENGLISH 6

Lesson 5: SKILLS 1
I. Objectives:
- Read for specific information about famous sports people
- Talk about the activities/sports/games they do in their spare time.
II. Language Focus:
2. Structures: go, play, do + N/V-ing
III. Teaching aids: Ss’ book, CD recording, poster…
IV. Procedures:
Warm up - Ss look at the picture and I. Warm up: Work individually

(3’)
answer some questions.
- Who is he?
- What is his job?
- Where does he from?
Task 1
Aim: Ss will be able to get some background knowledge about Pele
- Ss quickly read the text to II. Reading: Work individually
Reading check their ideas. 1.Read the text quickly to
(20’) check your ideas. Work in groups
- Ss compare their answers -What other things do you know
with a partner. about him?
- What is special about him? Some students
- Ss report to the class.
- Ss write down the Whole class

information about Pele in their
notebook.
Task 2

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Aim: Ss will be able to practise scanning to get specific information for the given
questions
- Ss read the questions and 3. Answer the questions Whole class
underline keywords. * Key:
- Ss guess the possible answer 1- He was born on 21st
to each questions (type of October 1940
words). 2- People called him “The
- Ss read the text, scan to find king of football” because he Work individually
the answers. is such a good football
- Ss underline the parts which player. Work individually
help them find the answers. 3- He became Football
- Some Ss write the answers Player of the century in 1999 Some students
on the board. 4- He scored 1,281 goals in
- Ss check and correct with total.
teacher. 5- Yes, he is. Whole class
6- Do you like him?
Why or Why not?
Task 3
Speaking Aim: Ss will be able to know about some common phrasal verbs with sports
(20’) - Ss read the table and tick the III.Speaking Work individually
right column. 4. How often do you
go/do/play/these
- Ss identify the verbs to go sports/games? Tick the right Work in pairs
with the sports. column.
- Go: jogging, swimming,
- Some Ss speak about the skipping, cycling, Some students
sports and games they often skateboarding, skiing
do. - Do: morning exercise
- Play: badminton, football,
chess,
Task 4
Aim: Ss practice talking about the kind of the sports/ games they do most often and
giving details to their answers
- Ss brainstorm some 5. Work in groups. What kind Whole class
questions to ask about sports. of sports /games/ do you do
-Ss work in groups asking and most often? Why? Work in groups
answering questions.
Ss can refer to the table in 4 if
necessary.
- Some groups present in front
of the class.
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- Ss listen to teacher’s
feedback. Whole class
Task 5
Aim: Ss will have the chance to have a conversation about football
- Ss read the questions and 6.Work in pairs. Ask and Whole class
brainstorm the structures and answer the following
ideas to answer the questions. questions.
Q1: Do you like football?
- Ss work in pairs take turns to Q2: Do you play football and or Work in pairs
ask and answers questions only watch it?
about football. Q3: What other sports do you
play?
- Some pairs present in front Q4: Do you play them well? Some pairs
of the class.
Outcome * Consolidation: IV. Homework: Whole class

& - Ss retell some phrasal verbs 1.Learnt the vocabulary by heart
Homework about sports. 2.Do Exercise D2,3 (workbook)
(2’) 3.Prepare for the next lesson.
Feedback:
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ENGLISH 6

Lesson 6: SKILLS 2
I. Objectives:
- Listen to get information about the sports/games people play
- Write a passage about the sport/game they like
II. Language Focus:
2. Structures:Go, play, do + N/V-ing
IV. Procedures:
- Ss are divided into 3 groups. I.Warm up: Work in

Warm up - Go: jogging, swimming, groups
(5’) - Each group try to give the sports skipping, cycling,
that go with “go”, “play” or “do”. skateboarding, skiing, etc
- The group with more correct - Do: morning exercise,
judo, yoga, etc
- Play: badminton, football,
chess, basketball, etc
Task 1
Aim: Ss listen to get a general idea about the recording
- Ss read the questions. II. Listening Whole class
1.Listening to the
- Ss listen to the recording passages.Who are they? Whole class
carefully and answer the - How many people?
questions. - What are their names?
Listening - Are they talking
(15’) - Ss give the answers. about their hobbies? Work
- There are four people. individually
- Ss listen to the recording again to - Hai, Alice, Bill and Trung
check. - Yes, they are. Whole class
Task 2
Aim: Ss listen to get some specific information in the recording
-Ss read the sentences and 2. Listen to the passages Work

ENGLISH 6
underline keywords. again. Then write true (T) individually

- Ss try to answer by recalling or false (F) for each
what they have heard before. sentence.
- Ss listen again and take notes, * Key: Whole class
then do the task. 1- F 2- T
- Ss exchange their answers with 3- T 4- F Work in pairs
their partners. 5- T
- Some Ss give the answers and Some students
the correction for the false
sentences.
- Ss listen to teacher’s feedback. Whole class
Task 3
Aim: Ss guess the answer base on the words given and listen to check
- Ss read the sentences and try to 3. Listen and fill in the Whole class
guess the answers. blank to complete the
- Ss listen to the recording and sentences. Whole class
complete the task. * Key:
- Some Ss write the answers on the 1- club 2- play Some students
board. 3- watching
- Ss check and correct with 4- Bill 5- goes Whole class
teacher.
Task 4
Aim: Ss will be able to write a paragraph about the sport/ game they like using
suggested ideas
- Ss read the suggested questions, III. Writing Whole class
work together to come up with 4. Write about the sport/
Writing suitable answers. game you like. Use your
(20’) own ideas and the
- Ss refer to the previous lessons following as cues. Work
and find out necessary language to Nowadays, football becomes indidually
write the paragraph. Take note of the most popular sport in
interesting expressions. the world.Many people like
playing football or watching
- Ss write their drafts. a football match on TV and Work in
especially on the stadium. It groups
- Ss work in groups of 4 to write is a team games. A football
on the subordinating board (a match lasts for about ninety
paragraph of 80-120 words). minutes. It is divided into
two halves. Each half lasts
- Some groups present their work for forty- five minutes, there Some groups
ENGLISH 6
in front of the class. is a fifteen- minute break

between two halves. There
- Other Ss give comment on the are two teams and each Whole class
structures, vocabulary used. team has a goalkeeper and
ten players .Players from
- Ss listen to teacher’s comment. each team try to keep the Whole class
ball with their feet or heads
- Ss check and correct mistakes. and kick the ball to the goal Work in
of the other team. It doesn’t groups
need special equipment. If
we want to play soccer, we
only need a ball and our
trainers.
* Consolidation IV. Homework: Whole class

Outcome& - Ss give some ideas to talk about 1.Finish your writing in the
homework a favorite sport. notebook.
(5’) 2.Revise the vocabulary to
prepare for looking back
Feedback:
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ENGLISH 6

Lesson 7: LOOKING BACK AND PROJECT
I. Objectives:
- Distinguish sports /games and things for sports /games
- Use the right word to fill the text.
- Use the correct tenses of the verbs to fill in the sentences.
- Make positive/negative imperatives
- Write rules of some games
II. Language Focus:
2. Structures: Go, play, do + N/V-ing
IV. Procedures:
- Ss are divided into 2 groups. I. Warm up:

* Suggestions: Work in
Warm up - One group list the words - cycling, badminton, tennis, groups
(5’) related to sports and games. The swimming, table tennis, etc
other group list the words about - bicycle, racket, ball, table,
rope, gloves, basket, etc
things needed to play sports/
games.
- The team with more correct
Task 1
Aim: Ss will be able to review the vocabularyby identifying the odd words out
-Ss do this task individually. A.Looking back: Work
Vocabulary II. Vocabulary individually
( 10’) - Ss compare their answers with 1. Find one odd word or Work in pairs
a teacher. phrase in each line.
* Key:
- Some Ss write the answers on 1- C 2-A 3- D Some students
the board and give reason for 4- C 5- B

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their answers.

teacher.
- Ss read all the words aloud. Whole class
Task 2
Aim: Ss will be able to broaden their vocabulary about the topic
- Ss read and repeat the words. 2. Write the name of the Whole class
game or sport the four
- Ss work in pairs and discuss words belong to. Work in pairs
the name of the game or sport * Key:
that the four words belong to. 1. cycling
2. football
- Some pairs write the answer on 3. boxing Some pairs
the board. 4. table tennis
- Ss check and correct with 5. tennis Whole class
teacher.
- Ss write new words in their Whole class
notebook.
Task 3
Aim: Ss will be able to review the past form of some common verbs
- Ss retell the form and use of the III. Grammar Whole class
Grammar past simple. 3. Supply the correct verb
( 15’) - Ss retell the past form of some tenses. Whole class
verbs. * Key:
- Ss work independently to 1.are 2- took Work
complete the task. 3- started 4- are individually
- Ss check their answers with a playing
partner before discussing their 5- Did you do – cycled- Pair works
answers as a class. watched
Task 4
Aim: Ss practice giving the appropriate imperatives in the some situations
- Ss work in pairs to write the 4. What do you say in these Work in pairs
appropriate imperatives. situations.
* Key:
- Some pairs write the answers …… making noise Some students
on the board. Go out …..
Don’t feed…..
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- Ss listen to teacher’s feedback. Stand in line, boys! Whole class

Don’t tease the dog.
Task 5
Aim: Ss practice filling words in the blanks base on the context
- Ss read the passage to identify 5. Fill in the blank with the Whole class
the types of words to fill in the words to complete the
blanks. passage.
- Ss can ask teacher to explain * Key: Whole class
the new words. 1- play 2- hear
- Ss work independently to 3- games Work
complete the task. 4- sports 5- famous individually
- Ss check their answers with Work in pairs
their partners.
teacher.
Task 6
Aim: Ss review the use of some common question words
- Ss retell the use of some 6 .Match the questions to the Whole class
question words. answers.
- Ss work individually to * Key: Work
complete the task. individually
- Ss share their answer 1- a 2-e 3- b Work in pairs
with a partner then check 4- c 5- d
with the whole class.
- Ss practice asking and Work in pairs
answering the question in
pairs.
Task 7
Aim: Ss will be able to know the rules of a traditional Vietnamese game
Project -Ss to read the passage IV. Project:
( 10’) Groups work
about the game “Blind 1.Read the passages about the
man’s bluff” games “Blind man’s bluff”
- Ss identify the new
words.
- Ss work in groups of
four. Each member tries to
say the rule without
looking at the book.
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Task 8
Aim: Ss search information about the given sports/ games and write about the
rules
- Ss work in groups of 4 to 2.Choose one of the following Work in
sports/ games and write about it. groups
choose one of the sports - Tug of war
/games and write about it. - Skipping
- Some groups to report - Marbles Work in
groups
before the class.
- Other Ss guess the names Whole class
of the sports/ games base
on the rules given.
Outcome & * Consolidation: V. Homework: Whole class

Homework - Ss retell some sports and - Prepare for next lesson :
(5’) games. (Unit 9: Cities of the world
- Ss retell the form and use Lesson 1: Getting Started)
of the past simple.
- Ss review structures to
make imperatives.
Feedback:
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PERIOD 72 UNIT 9: CITIES OF THE WORLD
Lesson 1: GETTING STARTED
I. Objectives:
-Listen and read the dialogue between Mai and Tom in order to get the specific
information about cities of the world
-Give out names of continents in the world
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Cities of the world”.
2. Grammar: The present perfect tense
III. Teaching aids: Text book, picture, tape, cassette, board, chalk.
IV. Procedures:
Warm up - Ss work in four groups and I. Warm up: Work in

(5’) write the past form of the verbs: go- went; play – played groups
go; play; do; speak; write; read
visit; watch; be; take; start; eat do – did; speak –spoke;
have.
write – wrote; read - read
- Ss in each group take turns to
write on the board. visit – visited; watch – watched
- The group with more correct be – was/were; eat – ate;

have – had; take- took;
start – started;
Getting Task 1
started Aims: Ss will be able to get a general idea about the dialogue
(10’) II. Listen and read
- Ss look at the picture and Whole class
What are they looking at?

Do you know which cities they are
?

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-Ss listen to the recording. 1. Listen and read. Whole class

- Ss identify the new words in * Vocabulary:
the dialogue. - exciting(adj) [ik'saitiη]: lý thú
- Ss try to guess the meaning - clean(adj) [kli:n]:sạch Whole class
base on the surround words. - egg-shaped(adj)[eg-∫eipt]: hình
- Ss practice pronouncing the bầu dục
words.
- Ss write the new words in their Work in
textbook. pairs
- Ss work in pairs to practice the
dialogue.
Doing (20’) Task 2

Aim: Ss will be able to have a proper understanding of the dialogue
- Ss read all the sentences and III. Practice Whole class
underline keywords. 2. Read the conversation again.
Then write True/ False.
-Ss read the conversation again * Key: Work
to decide whether the sentences 1. F (They are looking at photos individually
are true or false. on the computer.)
2. F (Tom has been to most of the
- Ss try to correct the false ones. cities.) Work
3. T individually
-Some Ss write the answers on 4. F (There are modern buildings
the board. in London as well.)
5. F(Tom has never been to New
- Ss check and correct with York. The photo is from his Whole class
teacher. brother.)
Task 3
Aim:Ss will be able to broaden their vocabulary about continents in the world
- Ss look at the map and answer Task 3. Name the continents Whole class
the questions. How many continents are there in
the world?
- Ss look at the pictures and What are they?
name the continents. * Key:
1. Asia
- Ss work in pairs to complete 2. Europe Work in
this task. 3. Africa pairs
4. North America
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- Some Ss write the answers on 5. South America Some

the board. 6. Australia students
7. Antarctica
teacher.
Task 4
Aim: Ss will be able to put the words in the right group
- Ss read the words in the blue 4. Match the words in the blue Whole class
box and give some examples. box to the names of the places.
* Key:
- Ss read all words and match. a. continent: Asia,Africa Work in
b. country: Sweden, the USA pairs
- Some Ss write the answers on c. city: Nha Trang, Amsterdam,
the board. Liverpool, Ha Noi
d. capital: Amsterdam, Ha Noi
- Ss check and correct with e. place of interest: Ben Thanh Whole class
teacher. market, the Louvre
Performing Task 5
(5’) Aim: Ss practice what they have learnt by talking about countries in the world
- Ss play the game “Around the IV. Production:
world” 5. Game: “Around the world” Work in
- Ss work in 2 groups to write Which continent is it in? groups
descriptions of some countries. What is its capital?
- The other team listen and try to What are its major cities?
guess the name of the countries. What is it famous for?
- The team with more correct
Outcome & *Consolidation V. Homework: Whole class

homework - Ss retell the names of some 1.Copy the dialogue in 1 in
(5’) continents and countries in the notebook.
world. 2. Preparefor Unit 6 lesson 2:A
closer look 1
Feedback:
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ENGLISH 6
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PERIOD 73UNIT 9: CITIES OF THE WORLD

I. Objectives:
- Pronounce correctly the sounds /ǝu/ and/ ai/, in isolation and in context
- Use the vocabulary and structures to describe cities and landmarks
II. Language focus:
2. Grammar: The Past Simple
IV. Procedures:
- Ss work in groups of four I. Warm up

- Do you remember Mai and
-Ss answer some questions. Tom?
- Which cities did Mai and Tom Work in
Warm up - Ss write the answers to the talk about at the begining of the groups
(5’) questions on a sub-board. unit?
- How did Tom describe the three
- Each group show the answers cities?
to the whole class. - What did he talk about?
- Which adjectives did he use?
- The group with more correct Answers:
answers is the winner. - Yes/ No.
- Rio de Janeiro, Sydney, and new
York
- Rio de Janeiro is exciting, it’s
very hot. Sydney isn’t so hot, the
beaches in Sydney are clean and
ENGLISH 6
beautiful. London has bad

weather, there are also modern
buildings.
- The weather, the beaches and
the buildings.
- exciting, hot, clean, beautiful,
bad, modern
Task 1
Aim: Ss will be able to broaden their vocabulary about the synonyms of some
common adjectives
Vocabulary - Ss study the task. II. Vocabulary Whole class
(15’) 1. Match the words in A with
- Ss read all the words aloud. their opposites in B. Some Whole class
words may have more than one
- Ss work in groups to opposite. Work in
complete the task. * Key: groups
1. old – new
- Some Ss go to the board and 2. dangerous – safe Some
write their answers. 3. quiet – noisy students
4. dry – wet
- Ss check and correct with 5. boring – exciting Whole class
teacher. 6. clean – dirty
7. historic – modern
- Ss read all the words again. 8. cheap – expensive Whole class
9. cold – hot
Task 2
Aim: Ss practice categorizing the words
- Ss study the task. 2. Created the webs. Whole class
* Key:
- Ss work in pairs to complete 1. City: beautiful,peaceful, Work in pairs
the task. exciting, modern, big, polluted,
safe,…
- Some Ss go to the board and 2. People: nice, friendly, Some
write their answers. unfriendly, open, noisy, students
interesting,
- Ss check and correct with 3. Food: delicious, awful, good, Whole class
teacher. tasty,…
4. Weather: bad, rainy, hot, cold,
- Ss read all the words again. wet, Whole class
5. Building: old, modern, tall,
new,…
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(10’) Aim:Ss will be able to pronounce correctly the sounds/ ǝu / and /ai/
in isolation and in context
III.Pronunciation
- Ss watch two videos which / ǝu / and /ai/ Whole class
demonstrate how to make the 3. Listen and write the words
two sounds. you hear in the appropriate
column. Then read the words Whole class
- Ss practice the /ǝu/ and
aloud.
/ai/sounds.
/ ǝu / /ai/
- Ss give words that have these Cold Sky Work in pairs
two sounds. Snow Exciting
- Ss listen the recording and Old High
repeat the words. Clothes Fine
- Ss listen again and fill the Hold Flight Whole class
words in the suitable column.
- Ss listen again and check with
teacher.
Task 4
Aim:Ss further practice pronouncing the sounds in sentences.
-Ss listen and underline words 4. Listen and repeat Whole class
which contain the two sounds.
- Ss repeat the sentences. Work in

groups
Grammar Aim: Ss will be able to form the superlatives of long adjectives
(10’) - Ss retell the superlatives of IV. Grammar Whole class
short adjectives. a. Short adjectives
Lan is taller than Hoa.
- Ss read the sentences and give This book is thinner than that Whole class
the rules to form superlatives of book.
long adjectives. b. Long adj
She is more beautiful than her
- Ss copy the rules down in sister. Whole class
their notebook. Car is more comfortable than
bus.
- Ss make sentences using - Superlative Work in pairs
superlatives of long adjectives. a. Long adj
The red bag is the most
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expensive than the black bag

Hoa is the most beautiful in her
class
Task 5
Aim: Ss will be able to broaden their background knowledge about some
interesting information
- Ss work in pairs and complete 5. Complete the fact sheet by Work in pairs
the fact sheet, base on the choosing one picture. Compare
pictures provided. your fact sheet with a classmate.
Do you agree with his/ her
- Ss can share what they know answer? Work in
about the fact mentions in the * Key: groups
task. 1. London 2. Oxford University
3. Shakespeare 4. fish and chips
5. tea 5. watching TV
Task 6
Aim: practice speaking
Performing - Ss check the answers by 6. Read this article about Whole class
( 3’) reading the article. Britain. Then, look at your fact
- Ss work in pairs to practice sheet. Did you have correct
asking and answering about answers? Work in pairs
Britain. Ss’ ideas
- Some pairs present their
answers in front of the class.
Outcome & * Consolidation V. Homework: Whole class
Homework(2’) - Ss say the differences - Learn new vocabulary by heart.
between /ǝu/ and /ai/. - Prepare for the next lesson
(A closer look 2)
Feedback
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ENGLISH 6

I. Objectives:
-Use the present perfect to talk about experiences
- Use the lexical terms related to the topic “Cities of the world”
II. Language focus:
2. Grammar: The present perfect
IV. Procedures:
Warm up -Ss work in groups to give all I. Warm up Work in

(5’) the adjectives that are used to groups
describe the cities. City
- The group with more
correct words is the winner.
crowded
Grammar Task 1
(30’) Aim: Ss will be able to know the form and use of “the present perfect”
- Ss recall what Tom told Mai II. Grammar Whole
about in the conversation in 1.Listen again to part of the class
Getting started. conversation. Pay attention to the
- Ss underline all the verbs in present perfect.
* GRAMMAR: Work
the present perfect tense. individually
* The present perfect tense.
- Ss look for the original verb Use : We use the present perfect to
of the past participles in the describe our experiences
conversation. Form: S + has/have + past participle
- Ss notice the use of “never” Ex: Whole
and “ever”. (+) I have seen that movie ten times class
She has watched TV for 30 minutes
ENGLISH 6
- Ss copy down the form and (-) I haven’t seen that movie
the use of the present perfect. She hasn’t watched TV Whole
- Ss try to give some (?) Have you ever seen that movie? class
Has she gone to HN?
examples using the present
perfect.
Task 2
Aim: Ss practice using the present perfect to complete the sentences
-Ss read all the sentences and III.Practice Work in
work in pairs to do the task. 2. Put the verbs in the brackets in to pairs
the present perfect.
- Some Ss write the answers * Key: Some
on the board. 1. has been students
2. has been
- Ss check and correct with 3. has visited Whole
teacher. 4. has been class
5. hasn’t been
Task 3
Aim:Ss will be able review the present simple and compare it with the present
perfect
-Ss read all the sentences and 3. Put the verbs in the brackets in the Whole
identify the signal words. correct form. class
* Key:
- Ss work individually to 1. have you seen….I have seen… Work
complete the task. 2. go individually
3. have never been
- Ss share their answers with 4. clean Work in
a partner. 5. takes pairs
- Ss check and correct with 6. has eaten
Whole
teacher.
class
Task 4
Aim: Ss practice using the present perfect to talk about
- Ss look at the picture and 4. Look at Tom’s webpage. Tell a Whole
give the words to describe the partner what he has done this week. class
pictures.
Whole
- Ss give the structures to be
class
used.
-Ss work in pairs to do the Work in
task.
ENGLISH 6
- Some Ss write the answers 1. He has read a book. pairs

on the board. 2. He has eaten “pho”.
- Ss check and correct with 3. He has played football.
teacher. 4. He has got an A+. Whole
5. He has washed his dog. class
Performing Task 5
(5’) Aim: Ss practice asking questions using the present perfect
- Ss read all the questions. Ss IV. Production Whole
5. Class survey class
can ask teacher to explain any
new words. Ss go round the class and complete the
- Ss go round the class asking survey Work
individually
the survey questions.Find out
one thing that every one has
done and one thing no one
has done.
Outcome & * Consolidation: V. Homework: Whole

Homework - Ss retell the form and use of - Learn the use and form of the present class
(2’) the present perfect. perfect.
- Make some sentences using the
present perfect.
- Prepare next lesson
(Communication)
Feedback
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ENGLISH 6
Lesson 4: Communication
I. Objectives:
- Guess the meaning of new words based on clues,including pictures and surrounding
words
-Ask Ss’classmates to guess a city,a country or a landmark by using clues
II. Language focus:
1. Vocabulary: the lexical items:design, symbol, landmark, creature, UNESCO World
Heritage
2. Grammar:Comparatives of adjectives, Possessive case
III. Teaching aids: Text book, picture, tape, cassette, board, chalk.
IV. Procedures:
Warm up - Ss work in groups to play the I.Warm up Work in

(5’) game. * Key: groups
A B
- The group with more correct 1. Merilon a. Singapore
answers is the winner. 2. Big Ben b. Britain
3. Temple of c. Vietnam
Literature
5. Sydney d. Australia
Opera House
6. Eiffel e. France
tower
Communication Task 1
( 30’) Aim: Ss will be able to broaden their vocabulary about the topic
- Ss look at extra vocabulary. II. Vocabulary Whole class
- design [di'zain](v): thiết kế
- Ss try to guess the meaning of - Symbol (n): biểu tượng Whole class
the words. - Landmark ['lændmɑ:k](n):
danh thắng
- Ss read in chorus. - Creature ['kri:t∫ə](n): sinh vật Whole class

ENGLISH 6
- UNESCO[ju:`neskou] World
- Ss copy the words down in their Heritage (n): (United Nations Work
notebook. Educational, Scientific and individually
Cultural Organization): tổ chức
GD, KH và VH của Liên hợp
quốc.
-Ss look at the picture and answer 1. Match the words in the box Whole class
the questions. with the landmarks. Which
What are they? cities are they in? What do
What do you know about them? you know about them?
1. Is Merlion in Singapore?
2. Where is Big Ben?
3. Was the Temple of Literature
built in 1070?
4. Where is Sydney Opera House?
5. Is Eiffel Tower in Paris?
- Students work in pairs and a. Merlion Work in

match. b. Big Ben pairs
c. The Temple of Literature
- Ss check with teacher. d. Sydney Opera House Whole class
e. Eiffel Tower
- Ss work in pairs to ask and Work in
answer about the landmarks. pairs
Task 2
Aim: Ss will be able to broaden their background knowledge about famous
places in the world.
- Ss work in pairs and match the III.Practice Work in
landmarks with the descriptions. 2. Read about the landmarks. pairs
Can you guess which
- Ss write the answers on the landmark from 1 they are? Some
board. * Key: students
1. Big Ben
- Ss check and correct with 2. Sydney Opera House Whole class
teacher. 3. Temple of Literature
4. Eiffel
- Ss practice in pairs asking about 5. Merlion Work in
famous landmarks in the world. pairs

ENGLISH 6
Task 3
Aim:Check Ss’ background knowledge about famous places in the world
- Ss read the statements and 3. Write true (T) or false (F). Whole class
underline keywords. * Key:
-Ss read the texts again and then 1. F (The Bell in the tower is the Work
do exercise: write true or false. largest bell ever made in individually
England).
- Ss compare the answers with 2. F (It was designed by a Work in
their friends. Danish architect) pairs
3. T
- Ss check and correct with 4. F (It is the most visited land Whole class
teacher. mark in the world)
5. T
- Ss try to give reason for their 6. F (It has a lion’s head and a
answers. fish’s body)
Task 4
Aim:Ss practice using the vocabulary that they have learnt to talk about a
famous landmark
- Ss work together to come up 4. Think of a city, a country, Whole class
Performing with some ideas and vocabulary to or a landmark. Give clues.
(5’) describe a landmark. * Example:
A: It’s a city. It’s very hot and Work in
- Ss play the game in groups crowded. groups
(each group thinks of a city, a B: Is it Tokyo?
country, or a landmark, other A: No, it’s not. It’s in South
groups try to guess based on the America. The people there love
clues given). football.
B: Is it Rio de Janeiro?
A: Yes, it is!
Outcome * Consolidation: IV. Homework:

&Homework - Ss name some famous - Learn by heart all the new Whole class
(5’) landmarks in the world. words.
- Do exercises (in workbook).
- Ss repeat some words used to Prepare for Skills 1.
describe a landmark.
Feedback:

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Lesson 5: SKILLS 1
I. Objectives:
-Read for specific and general information in texts,including postcards
- Talk about the cities
II. Language focus:
2. Grammar:Comparatives of adjectives, Possessive case
III. Materials input: Ss’ book, CD recording, poster…
IV. Teaching aids:
- Ss look at the photo and I. Warm up:

Work in
work in groups to discuss Photo on one side,short texts on the groups
Warm up the features of postcards: other side,can be sent without
(5’) envelope,......
1. What is the picture on
the postcard of?
2. What do you think is
written on this postcard?
3. What is the purpose of
writing and sending - Answer:
postcards while you are on 1. The photo is of Stockholm,
holiday? Sweden.
2. The sender writer about his/ her
stay in the city.
3. We send postcards to tell our
family or friends that we are having
a good time, but we still miss them

ENGLISH 6
and want to send some photos of the

place where we are so that, although
they cannot be with us there they can
still see how beautiful it is.
Reading Task 2
( 20’) Aim:Ss practice scanning the text for some specific information
- Ss read the questions first II. Reading Whole
and underline the key 2. Read the postcard and answer class
words in each question. the questions.
* Key:
- Ss read the paragraph and 1. Mai is in Stockholm. Whole
answer the questions. 2. She is there with her family (mum, class
Dad and her brother Phuc)
- Ss compare their answers 3. The weather has been perfect. It is Work in
sunny. pairs
with each other before 4. Mai is staying in a hotel.
discussing as a class. 5. She has visited the Royal palace
and had ‘fika’ in a café in the Old
Town.
- Some Ss write the answer 6. ‘Fika’ (a Sweden word) means a Some
on the board. leisure break when one drinks tea/ students
coffee and perhaps has some biscuits
with friends and family.
- Ss check and correct with 7. She will cycle to discover the city. Whole
teacher. 8. Mai is feeling happy. She used the class
words such as “fantastic”, “perfect”,
“amazing”, “too beautiful for
words”.
Task 3
Aim: Ss will be able to know the structure of a postcard
- Ss read the texts again 3. Read the text again and match Whole
and then do exercise 3. the heading with the numbers. class
* Key:
- Ss match the heading 1. i 2. c 3. h 4. b 5. d Work in
with the text. 6. g 7. f 8. e 9. A pairs
- Ss pay their attention to Whole

how a postcard is class
organized.
- Ss check and correct with
ENGLISH 6
teacher.
Speaking Task 4
(10’) Aim: Ss brainstorm ideas to talk about their visit to a city
- Ss work in groups of 4. III.Speaking Work in
4. Choose a city. Imagine you have groups
- Ss look at the questions just arrived in that city and want
in 4 and work together to to tell your friends about it. Make
come up with some notes below.
structures and ideas to * Suggestions:
answer the questions. - When did you arrive? Some
- Who are you with? students
- Ss write the ideas and - Where are you staying?
structures on the board. - What have you done?
Performing Task 5
(5’) Aim: Ss practice speaking about a place that they are visiting
- Ss work in pairs, ask and 5. In pairs, use your notes to tell Work in
answer about the place. your partner about your city. pairs
- Some pairs practice in Then, listen and write down notes
front of the class. about your partner’s city in the
- Ss listen to teacher’s space below. Whole
feedback. class
Outcome & * Consolidation IV. Homework Whole

homework - Ss retell the structure of a - Read the text again class
(5’) postcard. - Practice speaking in part 4
Feedback
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ENGLISH 6
Lesson 6: SKILLS 2
I. Objectives:
-Listenfor specific details including facts and figures
- Write a holiday postcard
II. Language Focus:
2. Grammar: Exclamation sentence.
IV. Procedures:
Warm up I. Warm up:

(5’) - Ss look at the pictures in 1 and What do you see in picture 1? Whole class
tell what they see
Work in
-Work in groups to discuss groups
about the picture.
Work in
- Ss compare with other groups groups
Do you know about Nobel and the

Nobel Prize?
How Nobel Prizes are awarded
ENGLISH 6
every year in Stockholm?

P1: Royal Palace
P2: Nobel Prize
P3: museum, café, restaurants,
shops,…
P4: island
- Yes/ no
- Yes/ no
Task 1
Aim:Ss listen to get some basic information about the Nobel Prize
II.Listening
- Ss read all the sentences in 3 2. Listen and write True or Whole class
And underline key information False?
in each sentence. * Key:
1. T
Listening: - Ss can ask teacher to explain 2. F (The oldest, not the biggest,
(15’) any new words. part of Stockholm is the Old
Town)
- Ss practice pronouncing new 3. F (Today, the Old Town is a Whole class
words. place with cafes, restaurants,
shops and museum)
- Ss listen for the first time to 4. F (All Nobel prizes, except for Whole class
get a general idea about the the Nobel Peace Prize, are
recording. awarded in Stockholm)
5. F (It is presented by the
- Ss listen again to do the task, Swedish ['swi:di∫] King) Work
try to take notes while listening. individually
- Ss write the answers on the Some

board. students

teacher.
Task 2
Aim: Ss listen to get detailed information about the Nobel Prize and test their
memory
- Ss identify the kind of 3. Listen again to the talk and Whole class
information should fill in the fill in the gaps.
blank: years, amount of money, * Key:
number of people, date,… 1. 14
- Ss listen to the recording and 2. 700 Work
ENGLISH 6
do the task. 3. 3,000 individually

- Ss compare their answer with a 4. 10 December
partner. 5. 10 million
- Ss check and correct with the Whole class
teacher.
Writing Task 3
(20’) Aim: Ss practice making sentences base on the given words
- Ss work in pairs to do the task. III. Writing Work in
4. Rearrange the words to make pairs
- Some pairs write the answers sentences.
on the board 1. Stockholm is fantastic!
- Ss check and correct with 2. We’re in Da Lat! Whole class
3. We’re having a good time here!
teacher. 4. I love Disneyland!
5. You must come!
6. I wish you were here!
Performing Task 4
(3’) Aim: Ss review the structure of a post card and practice writing a post card about a
city
- Ss give the structure of a Task 5. Write a postcard. Use Whole class
postcard. the notes about the city you have
chosen in speaking 4, page 28
- Ss work together to brainstorm *Example: Whole class
the information they should How is the Stockholm?
mention in a postcard. What is the weather like?
Have you ever been to Ha Long
- Ss use the notes they have bay? Work
made in Speaking 4 to write a If you have never been to , let individually
postcard to their family or imagine and write a post card
friends. Follow these questions
Who do you write the post card
- Some Ss read their postcard for? Some
aloud. When did you arrive? students
Who are you with?
- Other Ss give comment. Where are you staying? Whole class
What have you done?
- Ss listen to teacher’s feedback. What are you doing tomorrow? Whole class
How are you feeling?
Outcome * Consolidation IV. Homework Whole class

ENGLISH 6
&Homework - Ss retell what they know about 1. Finish your writing in the
(2’) Stockholm. notebook.
2.Revise the vocabulary to prepare
for looking back
Tapescript: Sweden’s capital city is built on 14 islands and has a 700 year-old
history.The oldest part of Stockholm is the Old Town.Here you can visit the Royal
Palace, one of Europe’s largest and most dynamic palaces. There are about 3,000 people
living in the Old Town today and it’s a place with cafe’s, restaurants,shops and
museums,including the Nobel Museum.
Stockholm is also the city where Nobel Prizes,except for the Nobel Peace prize, are
awarded each year. On the 10 December, the day when Alfred Nobel died, the Nobel
Prize winners receive their awards from the Swedish King- a Nobel diploma,a medal, and
10 million Swedish crowns per prize.
Feedback
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ENGLISH 6
PERIOD 78 UNIT 9: CITIES OF THE WORLD
Lesson 7: LOOKING BACK AND PROJECT

I. Objectives:
- Useadjs to describe the five topics: city,weather,people,building,food
-Put the verbs into the present perfect
-Completethe fact sheet about Viet Nam
-Play game: Yes I have
-Designa poster about 5 cities in the world
II. Language Focus:
2. Grammar: Review
IV. Procedures:
Warm up -Ss answer some questions that I. Warm up Whole

(2’) teacher gives 1. She has watched TV for haft an class
-Ss go to the board and complete hour.
the sentences: 2. They have not goneto HCM
1. She ( watch) TV for haft an city yet.
hour 3. Have you ever played that
2. They ( not go) to HCM city game?
yet
3. You ever (play) that game?
Vocabulary Task 1
(5’) Aim: Ss review some adjectives to describe describing a city
- Ss read all the words aloud. A. Looking back: Whole
II. Vocabulary class
- Ss work individually to do the 1. Choose the best options
task. * Key: Work
- Some Ss give the answers by individually
reading the whole sentences. 1 2 3 4 5
a,b a,c a,c a,b b,c
- Other Ss give feedback. Ss Whole
listen to teacher’s comment. class

ENGLISH 6
Grammar Task 2
(15’) Aim: Ss review the use and form of the present perfect
- Ss retell the use and form of III. Grammar Whole
the present perfect. 2. Put the verb in the brackets class
into the present perfect 1.
- Ss read the dialogue in pairs * Key: Work in
then put the verb in the brackets 1. Have…..eaten…. pairs
into the present perfect. 2. Have……been ….?
3. Have been….
- Some Ss write the correct 4. Have been Some
answer on the board. 5. Have….visited…..? students
6. have seen
- Ss check and correct with Whole
teacher. class
Task 3
Aim: Ss will be able to broaden their back ground knowledge about interesting
things in Vietnam.
- Ss read the fact sheet and try to 3. In pairs, complete this fact Whole
complete it in groups of 4. sheet about Viet Nam. class
* Key:
Which is the biggest city in Viet
- Ss in each group try to write Nam? Work in
full sentences using the Which is the oldest university in groups
superlatives. Viet Nam?
Who is the most popular
Vietnamese writer?
- Ss show their answers. What is the most popular food in
Viet Nam?
What is the most popular drink in
- Ss listen to teacher’s comment. Viet Nam? Whole
What is the most common activity class
in Viet Nam?
Work
COUNTRY: VIET NAM individually
Biggest city: HCM city
Oldest university: Quoc Tu Giam,
Thang Long – Ha Noi (1076)
Most popular Vietnamese writer:
Nguyen Du, Nam Cao
Most popular food: spring roll,
ENGLISH 6
noodles
Most popular drink: tea, coffee
Most common activity: watching
TV, football
Task 4
Aim: Ss practice writing a short paragraph about Vietnam
- Ss use the information from 3 4. Using the information from Work
to write a short paragraph about your fact sheet, write a short individually
Viet Nam. paragraph (7-8 sentences) about
Viet Nam.
Ss write
(10’) Aim: Ss practice their communication English skills by having a short
conversation using the present simple and present perfect
Whole class
- Ss read the instructions in 5. IV. Communication
5. Game
- Ss work together to make some Is this the oldest university?- No. Whole class
Wh-questions to ask for more Is this the most popular food?-

detailed information. Yes
Is this Pho (noodles)?
- Ss work in pairs to do the task. - Yes. Have you ever eaten Pho? Work in
- Yes,I have. pairs
- Some pairs speak in front of - When was that?/When did you
the class. last eat?
- This morning.
- Other Ss listen and give - Where did you eat?
Whole class
comment. - In the foodstall.
- Who did you eat with?
- Ss listen to teacher’s feedback. - My mother. Whole class
Project (10’) Aim: Ss will be able to make a poster to present some interesting facts of the city
they want to visit
- Ss work in groups of 5. MY 5 DAY JOURNEY AROUND Work in

ENGLISH 6
- Each group chooses a city and THE WORLD! groups

find 5 interesting facts about
each city ,then design a poster.
- Ss go around the classto look at
the other groups’ posters.
-Each Ss chooses one city they
like best and write at least two
facts on the strip of paper,then
stick it on the wall.
Outcome & * Consolidation: V. Homework Whole
Homework (3’) - Ss retell the use and form of - Review the vocabulary and the class
the present perfect. grammar structures
- Ss give some interesting facts - Prepare for Review 1
about cities in the world.
Feedback:
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ENGLISH 6

PERIOD 79REVIEW 3 (Unit7, 8, 9)
LESSON 1: LANGUAGE: Pronunciation+Vocabulary+Grammar
I. Objectives:
-Review the pronunciation,vocabulary and grammar they have learned in three unit.
II. Language Focus:
1. Vocabulary: revise the vocabulary they have learnt since Unit 7 to Unit 9.
2. Grammar: - Wh-questions
- Conjunctions
-Past simple
-Imperatives
- Adverbs of frequency
- The present perfect
- Superlatives of long adjectives.
III. Teaching aids: Textbook, lesson plan, chalk, color chalk, board, handouts
IV. Procedures:
- Ss quickly review what they I. Warm up Whole class

Warm- up have learned. Ss repeat what they have
(3’) learned so far in term of
language.
Grammar
Vocabulary
Pronunciation
(10’) Aim: Ss review all the sounds they have learnt in different words
- Ss do the task individually. II. Pronunciation Work
1. Odd one out. individually
- Ss listen to the recording to * Key: Whole class

ENGLISH 6
check their answers.

1.C 2.A 3.A
- Ss say all the words aloud. 4.B 5.D 6.D Whole class
Task 2
Aim: Ss practice the sounds in sentences
- Ss practice saying the 2. Practice saying the Whole class
sentences, pay attention to the sentences. Pay attention to
underlined words. the pronunciation of the
- Some Ss read the sentences underlined words. Some
aloud. students
Vocabulary Task 3
( 10’) Aim: Ss review words related to the topic by filling in the blanks
- Ss read the text, choose the III. Vocabulary Work
words by surrounding words. individually
3. Choose A, B,or C to fill the
- Ss share their answer with a gaps in the passage. Work in
partner. * Key: pairs
- Some Ss write the answers on 1.A 2.B 3.A 4.A 5.C Some
the board. students

teacher.
Task 4
Aim: Ss check their knowledge about the topic
-Ss look at the whole sentence 4. Choose one of the Whole class
to decide what kind of word is words/phrases in the box to
missing before referring to the complete sentences 1-6.
list of words given.
* Key:
- Ss work in pairs to complete 1.Paris 2.Football 3.Local Work in
the task. television 4.Country 5.Remote pairs
-Ss check and correct with control 6.Summer sport Whole class
teacher.
Grammar Task 5
(15’) Aim:Ss review the present simple and present perfect
ENGLISH 6
- Ss retellthe use, form and IV. Grammar Whole class

words that signals the present 5. Complete the sentences
perfect and past simple. with the present
simple,present perfect or past
- Ss work individually to do simple forms on the verbs in Work
the task. the bracket. individaully
* Key:
- Ss share their answers with a Work in
partner. 1.started 2.play 3.had 4.is pairs
4.bought 6.has worker
- Some Ss write the answers on Some
the board, try to give the signal students
words of each tense.

teacher.
Task 6
Aim: Ss will be able to review the use of common question words
- Ss read the answers to decide Whole class
6. Are the underlined
whether is question words are
right or wrong. question words correct? If
no,correct them.
- Ss correct the incorrect ones. Work
* Key: individually
- Some Ss write the answers on 1.What 2.When 3.Correct
the board.
4.How tall 5.Correct.
teacher.
Task 7
Aim: Ss will be able to review the use and form of the superlatives
- Ss read all the sentences, pay Whole class
7. Use the superlatives in the
attention to the subjects.
box to complete the
- Ss work in pairs to do the sentences. Work in
task. pairs
* Key:
- Some Ss write the answer on 1.The most expensive Some
the board. students
2.The most popular
- Ss check and correct with 3.The most interesting Whole class
ENGLISH 6
teacher.
4.The most colourful
5.The most relaxing.
English Aim: Ss will be able to improve their communication English skills
(5’) - Ss read the questions, pay Work in
V.Everyday English:
attention to the question words pairs
to decide the answer. 8. Choose the best replies for
- Ss work in pairs to do and the questions.
practice the dialogue. * Key:
- Some pairs practice in front 1E 2.A 3.C 4.B 5D Work in
pairs
of the class.
Outcome & Aim: Ss will be able to have an overview about what they have learnt
homework (2’) * Consolidation: VI. Homework Whole class
- Ss retell the use and form of - Review all the vocabulary
the present simple, the present - Review the present simple
continuous and the and present perfect.
superlatives. - Review the use and form of
the superlatives
Feedback
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ENGLISH 6

PERIOD 80REVIEW 3 (Unit7, 8, 9)
Lesson 2: SKILLS:Reading+Speaking +Listening +Writing
I. Objectives:
By the end of the lesson, students will able to:
- Practice the reading, speaking and listening skills easier.
- Write a short paragraph talking about the topic they learnt
II. Language Focus:
1. Vocabulary: revise the vocabulary they have learnt since Unit 7 to Unit 9.
2. Practice reading, speaking and listening skills
III. Teaching aids: Textbook, lesson plan, chalk, color chalk, board, handouts
IV. Procedures:
Warm up - Ss work in groups. I. Warm up. Work in

( 3’) - Find the word with the given Game: Find word beginning with groups
letters. letter: m, e, t, r, i
- The group with more correct
words is the winner
Task 1
Aim: Ss practice skimming technique to get a general idea about the texts
- Ss skim the texts to get main II.RAEDING Work
idea of the texts. 1. Read the two descriptions of individually
strange sports around the world
- Ss do this exercise and choose the title for them.
Reading individually. Then check it * Key: Work in pairs
(10’) with their partner. 1.B 2.A.
- Ss check their answers with Whole class

teacher.
ENGLISH 6
Task 2
Aim: Ss practice scanning technique to get some specific information
- Ss read the statements and 2. Which sport is it? Whole class
underline keywords. Use the information from the
passage in 1 to tick the correct box.
- Ss do this exercise in groups. * Key: Work in
1.Who’s faster 2.putting your toes groups
together
- Ss check with teacher. 3. Who’s faster 4.putting your toes Whole class
together
Task 3
Aim: Ss practice their speaking skills by having an interview about the topic
Speaking -Ss read the questions and III.Speaking Whole class
(10’) work together to come up with 3. Work in groups. Interview your
structures and ideas to answer friends about their likes. Take
the questions. notes in the table and report it to
- Ss work in groups and your class. Work in
interview their friends. groups
- Some Ss report their answers
to the whole class.
Listening Task 4
(10’) Aim: Ss practice note taking skills while listening
- Ss read the dialogue and IV. Listening Whole class
guess the answers. 4.Listening to the interview with
the Nick and fill in blanks.
-Ss listen to the recording and * Key: Work
fill in the blanks. 1.competition 2.skiing 3.country individually
4. Canada. 5.cartoom
- One student writes the
answers on the board.
Whole class
- Ss listen again and check.
Task 5
Aim: Ss practice note taking skills while listening
- Ss listen to the recording to 5. Listen to an interview with Whole class

ENGLISH 6
fill the information in the Phong and complete the answers

blanks. with information from the
listening.
- One student writes the * Key: One student
answers on the board. 1.running race
- Ss listen again to check. 2.Thailand Whole class
3. Wait and see.
Writing Task 6
(10’) Aim: Ss practice writing a short paragraph using the past simple
-Ss read the table and decide V. Writing Whole class
what tense/ sentence structure 6. Mark and Tim visited India last
to use for the writing and how summer. Look at the information
in the table to write a complete
the information is organized. passage about their visit.
- Ss work individually to do * Key: Work
the task. Last summer, Tim and mark went to individually
- Some Ss write their India for 7 days.They visited Delhi
paragraph on the board. and Madurai cities. They watched
snake…………………………………
- Ss check and correct with ………………………………………. Whole class
teacher.
Outcome & * Consolidation: V. Homework Whole class
homework - Ss retell the techniques used 1. Copy exercise 5,6,7,9 in your note
(2’) when doing the task book.
2 complete the writing
3.Revision and preparation for the
test
Feedback
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ENGLISH 6

PERIOD 81TEST 3
A. LISTENING:
I/. Listen and write T/F (1pt):
Listen to a passage then write True (T) or False (F) for each sentence:
1. Hai plays chess every Saturday.
2. “Angry Birds” isn’t Bill’s favourite game.
3. Alice likes doing sports very much.
4. Trung isn’t very good at playing football.
B. PHONETICS
II / Choose the word whose underlined part is pronounced differently from that of the
others(1pt)
1. A. hear B. near C. fear D. bear
2. A. gather B. monthly C. father D. brother
3. A. favorite B. slight C. fine D. high
4. A. cold B. hold C. close D. mother
C. VOCABULARY & GRAMMMAR

III /Choose the best answer: (2,5pts)
1. He can …….the guitar skillfully
A. play B. do C. go D. goes
2. What’s your favorite …………….? – I like swimming.
A. subject B. game C. sport D. film
3. You should wear ………..to protect your eyes from the chlorine in the water.
A. glasses B. goggle C. goggles D. sunhat
4. This is the…………..restaurant I have ever known.
A. good B. best C. better D. well
5. What kind of TV programmes do you like? - . . . . .
A. Yes,I do B. I like cartoons C. English D. sad stories
6. She …..........Hanoi last week.
A. visits B. visiting C. visited D. visit
ENGLISH 6
7.I have never……….to Australia

A. be B. been C. was D. am
8. ……………….eat too much salt. It’s not good for you.
A. Do B. Please C. Don’t D. Can’t
9. The opposite of “dangerous” is . . . . .
A. polluted B. safe C. good D. dirty
10. Many people like Tom and Jerry . . . . . it is fun and entertaining.
A. and B. but C. or D. because
IV. Put the verb in brackets into the correct form: present perfect or past simple.
(1,5pt)
1. I (have)_______________ this toy since my birthday.
2. We (live)_______________ in HN for ten years.
3. The last time I (go) __________ to HN was in May.
4. Tom (be)___________ to HN twice. He loves it very much.
5. I (read) ______________ that novel three times.
6. I (play) _____________ football yesterday.
D.READING (2pts)
V. a. Fill in the gaps:
Michael Phelps is a talented American swimmer. He was born (1)________1985
in Maryland. He began swimming when he was seven (2)_________old. During his
swimming career, he has set many world records. He holds the all-time records
for Olympic gold medals (18 gold medals). In the daily life, he (3)________a modest and
kind-hearted man. He often donates money for poor children.
V. b. Answer the questions:
4. When was Micheal Phelps born ?
____________________________________________________________________
5. When did he begin swimming ?
____________________________________________________________________
6. Has he set any world record ?
____________________________________________________________________
7. Is Michael Phelps a successful swimmer?
ENGLISH 6
____________________________________________________________________
8. What does he often do to help poor children?
___________________________________________________________________
E. WRITING:
VI. Reorder the words to complete the following sentences: (1pt)
1. The Eiffel Tower / most / famous building / Paris/is/the/in.
…………………………………………………………………………………….
2. Ngoc/has / never / been / to /Ho Chi Minh City / before.
…………………………………………………………………………………..
VII.Write a short paragraph (60-80 words) about a game/ sport you like (1pt)
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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ENGLISH 6

PERIOD 82CORRECT THE TEST
A. LISTENING:
1. Hai plays chess every Saturday.F
2. “Angry Birds” isn’t Bill’s favourite game.F
3. Alice likes doing sports very much.F
4. Trung isn’t very good at playing football.T
B. PHONETICS
II / Choose the word whose underlined part is pronounced differently from that of the
others(1pt)
1. A. hear B. near C. fear D. bear
2. A. gather B. monthly C. father D. brother
3. A. favorite B. slight C. fine D. high
4. A. cold B. hold C. close D. mother

1. He can …….the guitar skillfully
A. play B. do C. go D. goes
2. What’s your favorite …………….? – I like swimming.
A. subject B. game C. sport D. film
3. You should wear ………..to protect your eyes from the chlorine in the water.
A. glasses B. goggle C. goggles D. sunhat
4. This is the…………..restaurant I have ever known.
A. good B. best C. better D. well
5. What kind of TV programmes do you like? - . . . . .
A. Yes,I do B. I like cartoons C. English D. sad stories
6. She …..........Hanoi last week.
A. visits B. visiting C. visited D. visit
ENGLISH 6
7.I have never……….to Australia

A. be B. been C. was D. am
8. ……………….eat too much salt. It’s not good for you.
A. Do B. Please C. Don’t D. Can’t
9. The opposite of “dangerous” is . . . . .
A. polluted B. safe C. good D. dirty
10. Many people like Tom and Jerry . . . . . it is fun and entertaining.
A. and B. but C. or D. because
IV. Put the verb in brackets into the correct form: present perfect or past simple.
(1,5pt)
1. I (have)have had this toy since my birthday.
2. We (live)have lived in HN for ten years.
3. The last time I (go) went to HN was in May.
4. Tom (be)has been to HN twice. He loves it very much.
5. I (read) have read that novel three times.
6. I (play) playedfootball yesterday.
D.READING (2pts)
V. a. Fill in the gaps:
Michael Phelps is an talented American swimmer. He was born (1)in1985 in
Maryland. He began swimming when he was seven (2)yearold. During his swimming
career, he has set many world records. He holds the all-time records for Olympic gold
medals (18 gold medals). In the daily life, he (3)isa modest and kind-hearted man. He
often donates money for poor children.
V. b. Answer the questions:
4. When was Micheal Phelps born?
He was born in 1985_______________________________________________
5. When did he begin swimming?
He began swimming when he was seven years old______________________
6. Has he set any world record?
Yes, he has______________________________________________________
7. Is Michael Phelps a successful swimmer?
ENGLISH 6
Yes, he is___________________________________________________________
8. What does he often do to help poor children?
He often donates money for poor children________________________________
E. WRITING:
VI. Reorder the words to complete the following sentences: (1pt)
1. The Eiffel Tower / most / famous building / Paris/is/the/in.
The Eiffel Tower is the most famous building in Paris.
2. Ngoc/has / never / been / to /Ho Chi Minh City / before.
Ngoc has never been to Ho Chi Minh City before.
VII.Write a short paragraph (60-80 words) about a game/ sport you like (1pt)
Your writing should include:
* Name of sport/ game
* General information about it
* Equipments
* Rules

ENGLISH 6
MATRIX FOR THE TEST NO 3

Nội dung Vận dụng
Nhận biết Thông hiểu Vận dụng (thấp) Tổng Điểm (%)
kiến thức (cao)
TN TL TN TL TN TL TN TL
Bài 1 Câu1,2, 1

T/F statements 3 4(1) (10%)
Câu
Bài 2 1
1,2,3,4
Phonetics (10%)
(1)
Câu
Bài 3 1,4,6,7 Câu 2,
3,5,8,9, 2,5
Vocab &
(1) 10 (25%)
Grammar (1,5)
Câu
Bài 4 1,2,3,4,5, 1
6
Verbs tense (15%)
(1,5)
Câu
Bài 5.1 0,75
1,2,3
Fill the gaps (7,5%)
(0,75)
Bài 5.2 Câu

1
4,5,6,7,8
Answer the
(12,5%)
questions (1,25)
Bài 6 Câu 1,2 1
Reorder the 1 (10%)

words to make

ENGLISH 6
sentences
Bài 7
Write a Câu 7
paragraph about 10%
(1)
a game/sports
you like
2 2.5 0.75 3.75 1 10,0

Tổng điểm (%)
20 % 25 % 7.5% 37.5 % 10% (100%)

ENGLISH 6
PERIOD 83 UNIT 10 – OUR HOUSES IN THE FUTURE

LESSON 1: GETTING STARTED
I. Objectives:
By the end of this lesson, the students will be able to:
- Improve their knowledge about types of houses, modern appliances are used in their
houses.
- Practice saying to show their ideas about their houses in the future.
II. Language Focus:
1. Vocabulary: the lexical items related to “Our houses in the future”: UFO, surround ,
solar energy , appliances , wireless, space .
2. Structures:Will + V for the future
IV. Procedures
Warm –up -Ss look at the questions and I. Warm up -Some

( 5’) answer Chatting: students.
- work in pairs to answer * Do you live in a house or in an
apartment? -Students
* What appliances are there in your answer the
houses? questions
* What furniture does your house
have?
* What does a washing machine, a
dish washer, a T.V help you?
Getting Aim: Ss will be able to get some ideas about what the dialogue might be about
started - Ss look at the picture and I.Listen and read
(7’) answer the questions. Whole class
- Ss listen to the recording.
- Ss read the dialogue and find Questions:

new words. 1.What is he doing? - He is drawing
2. What is he drawing?
- Ss try to guess the meaning Something like a UFO
of the new words base on the 3.Where is that UFO?
context. It is in the sea or in the mountains
- Ss practice the dialogue in 4.What is surrounded by?
- By many tall green trees
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pairs. 5. So why is Phong drawing a UFO?

Doing (20’) Task 1
Aim: Ss will be able to get a general understanding of the dialogue
- Ss read the dialogue and II. Practice Work
work individually to complete 1a. Complete the table individually
the table. * Key:
Type of UFO Work in
- Ss share the ideas with a house pairs
partner. Location In the
mountains
- Ss check and correct with Surroundin Many tall old Whole class
teacher. g trees
Number of 20
room
appliance in A wireless TV
the room
- Ssread the sentences and 1b. Complete the sentences Work

underline keywords. 1. mountains individually
- Ss scan the text to find the 2. many tall old trees
answers. 3. 20
- Some Ss write the answer on 4.wireless TV Some
the board. students
teacher.
Task 2
Aim: Ss will be able to know some more words related to the topic
- Ss read the words about some 2. Match the words with the Whole class
types of houses pictures. Then, ask your partner
about them. Work in
-Ss do the task in pairs. * Key: pairs
1- c 2. a 3. e 4. b 5.d
-Ss check and correct with Whole class
teacher.
Task 3
Aim: Ss will be able to show their opinion about different types of house
-Ss work in pairs to come up 3a. Work with a partner. What Work in
with some adjectives that can adjectives can you think of to pairs
be used to describe the houses. describe the houses in 2.
*What do you think about the space
- Ss give their ideas. houseboat? Whole class
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* I think they are beautiful………
3b. Ask and answer the questions

- Ss read the conversation in about the pictures Work in
the example. *Which house do you like best? pairs
- Ss role play and practice the *I like the palace
dialogue. *Why?
* Because it’s big
Task 4
Aim:Ss practice reading the phrases and write sentences after reading
- Ss read all the phrase and tick 4. Read the phrases aloud. Tick the Work
the place where they want their place where you want your future individually
future house to be located. house to be located and write
- Ss practice asking and sentences. Work in
answering the question. Where will your future be? pairs
- Some pairs perform in front
of the class.
Performing Task 5
(10’) Aim: Ss practice describing the location of their future house
- Ss work in groups of 4. III. Production Work
- Each student takes turns to 5. Game individually
describe the location of their OUTSIDE MY WINDOW
future house. Whole class
- Other Ss try to guess where
the house is located.
- Ss write all the ideas to Work in
describe the places on the groups
board.
Outcome and * Consolidation IV. Homework Whole class
Homework - Ss retell new words -Practice the conversation.
(3’) - Prepare for next lesson
(A closer look 1)
-Learn by heart new words.
Remark:
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LESSON 2: A CLOSER LOOK 1
I. Objectives:
- Pronounce correctly the sounds /dr/ and /tr/in isolation and in context
- Use the lexical items related to the topic “our houses in the future”
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Our houses in the future”:wireless
TV, modern fridge, hi-tech robot,automatic
2. Pronunciation: the sounds /dr/ and /tr/
IV. Procedures:
Warm up - Sswork in groups to play the I. Warm-up Work in

(5’) game. Write things in these rooms groups
- Ss go to the board and write as 1. living room:TV…….
many words as possible. 2. bedroom:bed…….
- Ss check with teacher to find the 3. kitchen:stove………..
winner. 4. bathroom:toilet………….
Vocabulary Task 1
(15’) Aim: Ss will be able to enrich their vocabulary about modern home appliances
- Ss listen and repeat the words. II.Vocabulary Whole class
1.Listen and repeat the
- Ss work in pairs to put the words appliances into the appropriate Work in
into correct columns. columns
pairs
* Key:
- Some Ss write the answers on living room -Wireless T.V
the board. bedroom -Wireless T.V Some
-Hi-tech robot students
- Ss check with teacher. kitchen -Modern fridge Whole class
-Automatic
- Ss try to add more words to the dishwasher
list. bathroom -automatic
washing

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machine
Task 2
Aim:Ss will be able know more about the function of the appliances
-SS read all sentences 2.Match the appliances in A
- Ss work individually. with the things they can do Whole class
-Then write the sentences on the in B.
board. * Key:
Work
- correct with their friends
1.c 2. d 3. b 4.e 5. a individually
Task 3
Aim: Ss will be able to have a short conversation about the function of the
appliances
- Ss read the sample. 3. Work in pairs. Using the Whole class
information in 2 ask and
- Ss work in pairs to practice the answer question about Work in
conversation again. appliances in the house.
pairs
* Sample:
- Some Ss perform in front of the - What does a wireless TV do?
class. - It helps us watch TV
programmes from space.
(15’) Aim: Ss will be able to identify the sounds in different words and practice
pronouncing correctly the sounds/dr/ and /tr/
- Ss practice the sounds /dr/, /tr/ III.Pronunciation Whole class
together. /dr/ and /tr/
- Ss listen and repeat the chants 4. Listen and write the
sentence by sentence. words with sounds /dr/
Work
- Ss write the words in columns. and /tr/ in the correct
Then check their answers in groups. column individually
- Some Ss write the * Key:
answers on the board. /dr/ /tr/
dry, countryside,
drops, travel, train,
drip, tractor, track
dripping
Performing Task 5
(5’) Aim: Ss practice the sounds /dr/ and /tr/
-Ss read the words again. IV. Production Whole class

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5. Add some more words

- Sstry to add some more words to * Key: Work in
the list. pairs
/dr/ /tr/
drive, drink, tree, truck,
dry, drank, true, trick….
…
Outcome *Consolidation IV. Homework Whole class
&Homework - Ss say the differences between - Learn new vocabulary by heart.
(5’) /dr/ and /tr/. - Prepare for the next lesson
- Ss give some words about home (A closer look 2)
appliances.
Remark:
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ENGLISH 6

PERIOD 84 UNIT 10: OUR HOUSES IN THE FUTURE
I. Objectives:
- Use “will +V” for future and “might + V” for future possibility.
- Use the lexical items related to the topic “our houses in the future”
II. Language focus:
1. Vocabulary: review the lexical items related to the topic “Our houses in the future”
2.Grammar: Will for future and might for future possibility.
IV. Procedures:
Warm up -Ss play game: “ Back to the I. Warm up Whole

(5’) board” The questions: class
-Ss look at the picture of Getting - Do you remember the type of house
started. that Phong wants to live in the Work in
future? pairs
- Ss work in pairs to answer the - What will his future house look
questions. like?
Grammar 1 Aim: Ss will be able to know the use and form of the future simple
(15’) II. Grammar 1
The simple future tense
-Ss read the examples. We use WILL + VBI to talk about Whole
actions we think are likely happen in class
- Ss listen to theteacher’s the future
explanation of the future tense. Eg:
1. Phong’s house will look like a Work
- Ss work out the form of the UFO individually
future simple. 2. It will not be in space
3. Will it be beautiful? – Yes, it will
- Ss make examples using the * Form:
future simple. REGULAR VERBS Whole
(+) S + will +V(BI) class
- Ss take notes.

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(-) S+ will not= won’t+ V(BI)
(?) Will + S + V (BI)?

Yes, S + will/ No, S +
won’t
Task 1
Aim: Ss will be able to have a better understanding of how to use will/ won’t
1.Complete the conversation with
will or won’t. Work
- Ss do task individually. * Key: individually
- Some Ss write the answers on Some

the board. students
Whole
- Ss check and correct with class
teacher.
1. 2. 3. 4. 5.
-Ss read the dialogue in pairs will won’t will will will
6. 7. will 8. 9. 10. Work in
will won will won’t pairs
’t
Task 2
Aim: Ss will be able to learn some useful phrasal verbs about household chores
-Ss read all the words 2.Match the words in A with Whole
correct nouns in B. class
- Ss work in pairs to match the * Key: Work in
words in A with the nouns in B. pairs
1d 2f 3a 4g
- Some Ss write the answer on 5b 6h 7e 8c
the board.
Whole
- Ss correct with teacher. class
Task 3
Aim: Ss practice using won’t to talk about predictions about the function of some
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appliances
3. What will the appliances do in Whole
- Ss look at some pictures of the future? What won’t they do? class
some appliances - shows some appliances ( fridge,
robots, wireless T.V, dishwasher,
washing machine) on the board, then
asks: Work in
What will the hi-tech fridge do in the pairs
future? What won’t it do?
It will keep food longer, cook meals.
It won’t surf the net
* Example:
Robots will cook meal
Robot won’t take careof children
Grammar 2 Task 4
(15’) Aim: Ss practice listening for specific information about possibilities of humans
- Ss read the examples, work out III. Grammar 2 Whole class
the use and form of “might”. * Form: S + might + V
- Ss take notes. * Use: Might for future
possibility:
We use might +V to talk about
actions that are possible in the
future. (we are not sure if they will
happen or not)
-Ss listen and read the poem. 4.Listen and read the two Whole class
poems .Thendecide whether the
statements below are True or
- Ss do the task individually. false Work
individually
- Ss underline all the phrases

with might +V.

teacher. - Do you think the robots in the
future will talk to you?
- The robots might talk to us

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- The robot mightn’t talk to us.

* Key:
2T 3F 4F 5T 6F
Performing Task 5
(5’) Aim: Ss practice using might to talk about future possibilities
- Ss work in groups ask and IV. Production Work in
answer the questions 5.Work in groups, think about groups
what you might do or have in the
- Some Ss perform in front of the future. Share your ideas with your
class. classmate.
* Example:
- I might have a smart phone to surf
the Internet.
Outcome & * Consolidation V. Homework: Whole
Homework - Ss retell the use and form of - Make sentences using Will + V for class
(5’) “will” and “might” the future and might + V for future
possibility
- Learn Will + V for the future and
might + V for future possibility by
heart
- Prepare for next lesson
(Communication)
Remark:
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LESSON 4: Communication
I. Objectives:
- Make an interview
- Ask and answer about their future house.
II. Language focus:
1. Vocabulary: review the lexical items related to the topic “Our houses in the future”
2.Grammar: Review Will for future and might for future possibility.
IV. Procedures:
Stages Learning activities Contents Modes
-Ss work individually to answer I. Warm –up Work in
the questions * Play Game:Network groups
Warm up In the future, people might live in
(5’) modern houses with the help of hi-
tech robots.
Can you list what robots might do
in the future?
Things robots might

do in the future
Suggestions:
- Do housework, clean the floors,
cook meals, wash clothes,…
(25’) Aim:Ss will be able to get more knowledge about the topic and review the use
of “might’ and “won’t”

ENGLISH 6
-Ss work in groups of six. 1. Game Work in

Things we might do in the future. groups
- Ss write the phrases on the
small pieces of paper.
- Ss take turns to make a
sentence about the future using
‘won’t and might”.
* Example:
In the future, we won’t go on
holiday to the beach but we might
go on holiday to the Moon.
Task 2
Aim: Ss will be able to practice speaking skills by having a conversation about
our life in the future
- Ss read the questions then tick 2. Class survey: Homes in the Whole
“yes” or “no”. future. class
a.Read the questions below.Tick
‘Yes or No”
- Ss read the conversation.
Ss’ ideas
-Ss work in pairs. Use the b. Work in pairs. Use the

Work in
questions in 1a to interview
questions in a to interview your pairs
their partner.
partner.
A:Hi,Nam. Will you live in a hi-
tech house in the future?
B:Yes, I will.
Performing Task 3
(10’) Aim: Ss practice using the future simple to present the result of their interview
- Ss report the result of their 1c.Tell the class about your Work in
interview in front of the class. interview. pairs
- Other Ss listen and try to give

ENGLISH 6
feedback.
- Ss listen to teacher’s
comment.
* Example:
- In the future, Nam will live in a
hi-tech house.It won’t be in space.
It might be by the sea.
Outcome * Consolidation III. Homework Whole
&Homework - Ss retell the use of “will” - Learn by heart new words. class
(5’) - Review the use of “will”
- Prepare for “Skills 1”
Remark:
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ENGLISH 6

LESSON 5: SKILLS 1
I. Objectives:
- Read for specific information about future houses and appliances
- Talk about houses in the future(type, location, surroundings, appliances)
II. Language focus:
1. Vocabulary: review the lexical items related to the topic “Our houses in the future” to
be surrounded by /Helicopter, fly, solar energy , surf, to contact, to order.
2.Grammar: Review Will for future and might for future possibility.
III. Teaching aids: Course book, CD player, picture

IV. Procedures:
-Ss look at the picture I. Warm –up -Whole
Warm-up * Chatting class
(5’) - Ss discuss the questions with a
partner. Work in
pairs
1.What kind of house do you like?

2. Where do you like your house
is?
3. What do you like around your
house?
4. What are their in your house?
Reading (20’) Task 1
Aim:Ss will be able to get a general idea about the topic and content of the text
ENGLISH 6
- Ss scan the text to check their II. Reading. Work

ideas. 2. Quickly read the text. Check individually
- Ss give the correct answers your ideas.
after reading the text.
Task 2
Aim: Ss practice scanning technique to get specific information from the text
- Ss underline keywords. 3. Match the phrases in A with Whole
- Ss work individually to correct ones in B. class
complete the task. * Key:
- Ss compare their answer with 1+ a, e, c ,h Work in
a partner. 2+b,d,f,g pairs
teacher class
Task 3
Aim: Ss practice scanning technique to get specific information from the text and
the form of “will/ won’t”
- Ss read the questions and 4. Read the passage and ask and Whole
underline keywords. answer the questions. class
* Key:
- Ss underline the information 1.On the ocean
that helps them answer the 2.There will be a swimming pool in Work
questions. front and a large flower garden individually
behind the house.
-Ss compare the answers with 3.No Work in
his/ her partner before 4.They will do the housework
discussing as a class. ( clean the floor, cook meals, wash pairs
clothes, water the flowers and feed
- Ss work in pairs to ask and the dogs and cats)
Speaking (10’) Task 4
Aim: Ss brainstorm ideas about their future houses and practice describing it
-Ss draw a picture of their 5. Work in pairs.Draw a picture Work
future house, then describe their of your future house, then individually
houses with their partners. describe the houses with your
partners. Your partners will
Finally, compare their picture draw the house you describe. Work in
with a partner. * Example: pairs
My house will be on the Moon.It
will be large andcomfortable.
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Performing Task 5
(5’) Aim:Ss review words about appliances and their functions
- Ss work in groups. 6. Work in groups. Draw the Work in
- Draw the appliances in their appliances in your future groups
future bedrooms and talk about bedrooms and talk about them to
them to the group the group
- Some Ss talk in front of the Eg:I will have a smart phone to talk
class. to my friends on other planets.
* Consolidation IV. Homework Whole

Outcome& -Learnt by heart new words. class
Homework -Describe their future house.
5’ Prepare for :Skills 2
Remark:
………………………………………………………………………………………………
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ENGLISH 6

LESSON 6: SKILLS 2
I. Objectives:
- Listen to get information about dream houses
-Write about a dream house(type, location, surroundings, rooms, appliances)
II. Language Focus:
1. Vocabulary: the lexical items related to “Our houses in the future”: park view, city
view, cable TV, to surround.
2. Structures: Review Will + V for the future and might + V for future possibility
III. Teaching aids:Course book, CD player, picture.
IV. Procedures:
I. Warm up Work
-Ss work individually to write Game: individually
Warm –up down the appliances in their Appliances in your
(5’) future house. future house
-Ss take turns to stick on the

board their poster.
Task 1
Aim: Ss will be able to practice note taking and prediction skills
- Ss look at the pictures and II.Listening Whole
predict the words that might 1.Listen to Nick and Linda class
appear in the recording talking about their dream houses.
Listening (swimming pool, sea view, Which house would each prefer.
(15’) garden, etc)
Work
-Ss listen and take notes. individually
- Ss give their answer and Some

explanation. students
- Ss listen again and check with

teacher. Whole
class

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* Key:
Linda: picture 3
Nick: picture 2
Task 2
Aim:Ss will be able to practice listening for specific information
- Ss say all the words/ phrases 2. Listen again. What is Whole
aloud. important to Nick? What is class
important to Linda?.
- Ss listen to the recording, pay * Key:
attention to the speaker. Linda Nick
3. sea view 1. park view
- Some Ss write the answers on 4. swimming 2. city view Some
the board. pool 6. cable T.V students
5. garden
- Ss listen and check with 7. quiet Whole
teacher. class
Task 3
Aim: Ss will be able to brainstorm ideas and vocabulary for their writing
- Ss work in pairs to discuss III.Writing Work in
Writing about their dream houses. 3.Work in pairs. Discuss the pairs
(20’) following ideas about your dream
- Ss write their ideas on the house.
board. 1. What type of
house it is
2.Whereit is located
3.What it looks like
4.What surrounds it
5.What appliances it has.
Task 4
Aim:Ss will be able to build the outline to write about their dream house
- Ss complete the table 4.Now fill in the table about your Work
individually. dream house. individually
Type of house ………………
- Ss work in groups of four to Location ……………… Work in
come up with the structure for Number of ………………. group
their writing task. rooms ………………

ENGLISH 6
- Representatives of each team Surrounding ……………….

write their answers on the board. Things in the ………………..
- Ss listen to teacher’s comment. house and what ……………….
they will/might ………………. Whole
do for you ………………. class
Task 5
Aim: Ss will be able to write a short paragraph about their dream house
- Ss use the words, ideas and 5.Write a paragraph. Work
structures from the previous task Suggested writing individually
to complete their writing. My dream house is on the river.
It is surrounded by tall trees and
- Some Ss write their paragraph paddy fields. Some
on the board. Ther will be a pool in front of my students
house . Behind my house there is a
- Other Ss give feedback or small garden. Whole
correction. On the roof of my house there will class
be a helicopter so that I can go
- Ss listen to teacher’s comment. everywhere I want.
My dream house will have solar
energy . There will be some
servants.
Outcome * Consolidation IV.Homework: Whole
& - Ss retell some essential skills - Write about your dream house in class
Homework when listening and writing. your notebook.
(5’) - Prepare for the next lesson :
(Looking back)
Remark:
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ENGLISH 6

PERIOD 88UNIT 10 – OUR HOUSES IN THE FUTURE
I. Objectives:
- Use the lexical items related to the topic “Cities of the world”.
- Use will for future and might for future possibility
-Talk about future houses and appliances
II. Language Focus:
2. Grammar:Will for future, Might for prediction
IV. Procedures:
Warm up I. Warm up Work

(5’) - Ss draw the mind map in Mind map: individually
their notebook. Before doing exercise, I’d like you to
have a look back all the lessons you
have already studied in this unit.
Our houses in the future Work

- Ss work individually to individually
complete the mind map.
Vocabulary Communication
- Ss check with teacher. Whole class
Grammar
Vocabulary Task 1
(8’) Aim: Ss will be able to review words about home appliances
-Ss do the task individually. II.Vocabulary Work

ENGLISH 6
1.Using the words in the box,write individually

- Ss compare their answers the correct word under each Work in
with a partner. picture pairs
* Key:
-Some Ss write the answers a. robot Some
on the board. b. automatic dishwasher students
- Ss check and correct with c. wireless TV
teacher. d. automatic washing machine Whole class
- Ss read all the words aloud. e. hi-tech fridge
f. smart clock
Task 2
Aim: Ss will be able to review the functions of future appliances in the house
-Ss work in pairs to complete 2. Think about what the appliances Work in
the table. will do in the future.
pairs
* Key:
- Some pairs show their 1. robot Clean our houses,
answers on the board. wash the dishes, feed
the animals, cook
- Other pairs give comment meals
or add more functions to the Whole class
2.automatic Wash and dry
list. washing clothes, iron clothes
machine Work
- Ss write the answer in their 3. wireless Help us surf the individually
notebook T.V internet, watch
programmes from
space, tell the time…
4. super car Can go on ground, on
water and can fly
5. smart Can tell the time,
clock help us to listen to
music, wake us up
Grammar Task 3
(10’) Aim: Ss review the use of will and won’t
-Ss retell the use of “will” III. Grammar Whole class
and “might”. 3.Complete the sentences with will
-Ss work individually to do or won’t.
the task. * Key: Work
- Ss compare their answers 1.won’t 2.will individually
ENGLISH 6
with a partner. 3.will 4.won’t Whole class

- Ss correct with teacher. 5.will 6.won’t
Task 4
Aim: Ss review the use of might and might not
-Ss retell the use of “might” 4.Complete the sentences with Whole class
might or might not.
Work
-Ss work individually to do * Key:
the task. 1.might individually
2.might
- Ss compare their answers 3.might not
with a partner. 4.might not
- Ss correct with teacher. 5.might ,might Whole class
(5’) Aim: Ss will be able to practice making and answering questions with “will”
-Ss read the conversation in IV. Communication Whole class
the example. 5. Ask and answer the questions
using the information in 2.
- Some Ss role-play the * Sample:
example. 1.A: will robots clean your house in
the future?
- Ss work in pairs to write B: Yes, they will
their own conversation. 2. A: Will super cars run on water in Work in
the future? pairs
B: No, they won’t.
Project (15’) Aim: Ss will be able to present their products to the class
-Ss think about an appliance V. Project Work in
they would like to have in MY FUTURE APPLIANCE groups
the future.
- Ss write details about the
appliance on the poster
- Ss share their poster with
the class.
Outcome & * Consolidation: VI. Homework: Whole class

Homework - Ss consolidate the main - Prepare next lesson :

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(2’) content of the Unit. (Unit 11: Our Greener World

Lesson 1: Getting Started)
Remark:
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ENGLISH 6
PERIOD 90UNIT 11: OUR GREENER WORLD

I. Objectives:
- Use vocabulary and structure to talk about the ways to protect the environment
- Learn useful expressions in daily conversation “I see”, “by the way”, “not at all”
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Our greener world”: loaf, reusable,
plastic, materials, pollution, cycle
2. Structures: I see/ by the way / Not at all / to make (sb/ sth ) do sth / to cause sth.
IV. Procedures:
Stages/ Learning activities Contents Modes
Time
Warm up -Ss look at the picture Whole
(5’) class
-Answer teacher’s questions
1.Who are they?

2.Where are they?
3.What might they be talking about?
Getting Task 1
started Aim: Ss will be able to get some ideas about what the dialogue might be about
(10’) -Ss listen to the dialogue 2 I. Listen and read: Whole
times. - reusable (adj) class
- Listen and identify new words - plastic (n)
in the dialogue. - material (n)
- Ss work in pairs to read the - environment (n) Work in
dialogue. - pollution (n) pairs
- Ss copy the new words in their

notebook. Whole
class
Doing(20’) Task 2

ENGLISH 6
Aim: Ss will be able to get a proper understanding of the dialogue

-Ss underline the keywords in II.Practice: Work
each sentence. 1a. Read the conversation again individually
- Ss read the dialogue to find the and complete the following
answers. sentences. Use no more than three Work in
- Ss share their answers with a words in each blank pairs
partner. * Key:
- Ss correct the answer with the 1. on a picnic Whole
teacher. 2. reusable; natural class
3. the check-out
4. a reusable
5. cycling
- Ss read column A and B. 1b. Base on the ideas in the Some

conversation, match the first half students
- Ss give the answers based on of the sentence in column A with
what they remember. its second half in column B
* Key:
- Ss check and correct with 1. b 2. c 3.a Whole
teacher. class
Task 3
Aim: Ss will be able to learn some expressions to use in daily conversations
- Ss read the conversation again 1c. Find the expressions in the Whole
to find the expressions. conversation. Check what they class
mean
- Ss guess the meaning of each * Key: Work
expression based on the context. 1.I understand. individually
2.Used to introduce a new subject
for consideration or to give further
information.
3.Used to say ‘no’ or ‘not’ strongly.
1d. Fill each blank with a suitable Work

- Ss work in pairs to put a expression In pairs
suitable expression in each * Key:
blank and then practice the 1. I see
conversation. 2. Not at all
3. By the way
ENGLISH 6
- Some pairs practice the

dialogue in front of the class
Task 4
Aim: Ss will be able to enrich their vocabulary about environmental problems
- Ss look at the pictures and 2. There are a lot of Whole
guess. environmental problems today. class
Write each problem in the box
- Ss work in pairs to match the under the picture. Work in
pictures with the words. * Key: pairs
1. soil pollution
2. deforestation
3. water pollution
4. noise pollution
5. air pollution
- Ss listen to the recording to 3. Now, listen, check and repeat Whole

check their answers. the answers. class
Watch out!
- Ss repeat all the words. To express effects we can use the Whole
structures ‘to make sth/sb do sth’ or class
‘to cause sth’
Task 5
Aim: Ss will be able to know about the effect of some major environmental
problems
- Ss work in pairs to match. 4. Match the causes in column A Work in
with the effects in column B. pairs
- Some Ss write the answers on * Key:
the board. 1. b 2. d 3. e 4.c 5.a

teacher. class
Performing Task 6
(7’) Aim: Ss play a game in groups to brainstorm idea about the effects of
environmental problems and practice using structure to express effects
-Ss work in groups of 6. III. Production Work in
5. Game groups
- Ss work together to write down Which group is the winner?
as many effects as possible. -Choose one environmental problem
in 2.
- Ss check with the teacher. -Write down as many effects of the
problem as possible.
ENGLISH 6
- The group has more effects will be

the winner.
Homework * Consolidation IV. Homework. Whole
(3’) - Repeat some new words - Practice the conversation by class
related to the topic. reading and translating the dialogue
- Retell some possible effects of -Prepare for next lesson:
environmental problems. + find out the words
+find the meaning of the words
Remark:
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ENGLISH 6

I. Objectives:
-Pronounce correctly the sounds /a:/ or / æ / in isolation and in context.
- Use the lexical items related to the topic “Our greener world”.
- Talk about ways to go green
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Our greener world”: reduce, reuse,
recycle
2. Structures:Conditional sentences – type 1
IV. Procedures:
Warm up -Ss work in pairs to discuss Discussion: Whole class

(3’) about the topic. Talking about ways to protect the
environment.
Vocabulary Task 1
(17’) Aim: Ss will be able to distinguish reuse, reduce and recycle
I. Vocabulary
-Ss read the information in 1. The three Rs stand for Reduce – Whole class
the table and draw a line
from a symbol. Reuse – Recycle. Draw a line from a
symbol in column A to the matching Work
- Ss work individually to word in column B, and meaning in individually
match column C.
Work in
- Ss work in pairs to compare pairs
the answer.
- Ss check the answer with Whole class

teacher.
ENGLISH 6
 Reduce: using something less.

 Reuse: using something again.
 Recycle: Creating new products
from used materials
Task 2
Aim:Ss will be able to enrich their vocabulary related to the topic
- Ss work in pairs to do this 2.Write a word in the box under Work in
activity. each picture. pairs
- Ss from different pairs go * Key: Some
to the board and write the 1. rubbish 6. noise students
words. 2. plastic bags 7. paper
- Ss check and correct with 3. glass 8. bulb
4. plastic bottle 9. water Whole class
teacher. 5. can 10.clothes
Task 3
Aim: Ss will be able to expand their vocabulary about things that can be reused,
reduced or recycled.
3. Put the words from 2 into groups. Work in
- Ss work in pairs and put the One word can belong to more than pairs
words from 2 in appropriate
groups. one group.
-Draw the table on the board * Key:
-Ss go to the board and write REDUCE Some
their answers. Rubbish, plastic bag, noise, plastic
students
- One word can belong to bottle, paper, water.
more than one group. REUSE
Plastic bag, glass, plastic bottle, can,
- Ss check and correct with
paper, bulb, water, clothes. Whole class
teacher. RECYCLE
Rubbish, plastic bag, glass, plastic
bottle, can, paper, bulb.

ENGLISH 6
(15’) Aim: Ss will be able to pronounce correctly the two sounds /a:/ and /æ/
- Ss watch a video that II. Pronunciation
demonstrates how to make 5. Listen and repeat. Pay attention Whole class
to how the underlined part is
the two sounds. pronounced. Work
- Ss practice making the fast hard bag plastic individually
sounds. glass apple dance answer
- Ss read out the words first. activity afternoon Whole class
Then listen to the recording
and repeat the words.
Task 6
Aim: Ss will be abletoidentify the sounds in isolation and diferent words
- Ss listen to the tape. 6. Listen again and put the words in Whole class
- Ss put the words in the the correct column.
correct column while they * Key:
listen. /a:/: last, staff, half
- Ss write the answers on the /æ/: fan, hand, understand, tap, can Some
board. students
- Ss listen again and check. Whole class
Performing Task 7
(5’) Aim: Ss practice pronouncing the sounds by reading the conversation
- Ss work in pairs to read . 7. Read the conversation. Write /a:/ Work in
or / æ / below each underline letter. pairs
- Ss do this exercise * Key:
individually first. /a:/: class, ask, father Work
- Then compare their / æ /: stand, have, that individually
answers with a partner.
Work in
8. Listen to the conversation and pairs
-Ss listen again and check
- Ss practice the conversation check your answers. Practice the
in pairs. conversation with a classmate Whole class
- Some pairs practice in front * Key:
of the class. /a:/: class, ask, father Work in
/ æ /: stand, have, that pairs
Outcome & *Consolidation III. Homework: Whole class

homework - Say the differences between - Learn vocabulary by heart.

ENGLISH 6
(5’) /a:/ and /æ/ - Prepare the next lesson

(A closer look 2)
-Prepare the extra board of part 1
Remark:
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I. Objectives:
- Use the lexical terms related to the topic“Our greener world”
- Use conditional sentences – type 1 to talk about how to save the environment.
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Our greener world”.
IV. Procedures:
Warm up - Ss are divided into 3 - Reduce: plastic, water, noise. Etc Work in
(3’) groups. - Reuse: paper, plastic bottles, plastic groups
- Each group writes the bags, etc
things that can be reused, - Recycle: can, bulb, clothes, etc
reduced or recycled.
- The team with most correct
Grammar: Task 1
(10’) Aim: Ss will be bale to know the use of conditional sentence –Type 1.

ENGLISH 6
- Ss look at the grammar box I.Grammar: Conditional sentences Whole

and read. Type 1: class
- Ss listen to the dialogue,
pay attention to the
conditional sentences type 1.
- Ss give example 1. Listen again to part of the Work

conversation from Getting Started. individually
Pay attention to the conditional
- Ss take notes. sentences Whole
* Example: class
- If you use less paper, you will save a
lot of trees.
Practice Task 2
(24’) Aim:Ss practice using the conditional sentence-type 1
- Ss work individually to do II. Practice Work
the task. 2. Write the correct form of the verb individually
in brackets.
- Ss write their answers on * Key:
the board. 1. is; will plant
2. recycle; help
- Ss check and correct with 3. will save; don’t waste Whole
teacher. 4. will have; use class
5. isn’t/ is not; will be
Task 3
Aim: Ss practice making sentences with “if –clause” baseon the clues given
- Ss do this exercise 3. Match an if-clause in column A Work
individually. with a suitable main clause in column individually
B.
- Ss compare their answers * Key: Work in
with a classmate. 1. c 2. e 3. b 4. a 5.d pairs
-Ss read out the sentences.
Task 4
Aim: Ss will be able to identify the difference between the if-clause and the main
clause
- Ss do this exercise 4. Combine each pair of sentences Work

ENGLISH 6
individually. below to make a conditional sentence individually

– type 1.
- Ss compare their answers * Key:
with a classmate. 1. If we pollute the air, we will have Work in
breathing problems. pairs
- Some Ss write the answers 2. If people pollute the water, a lot of
on the board. fish will die.
3. If we cut down trees in the forest,
- Ss check and correct there will be more floods.
4. If the soil is polluted, the plants will Whole
mistakes. class
die.
5.If there is noise pollution, people and
animals will have hearing problems
Task 5
Aim: Ss brainstorm ideas to make the main clause bases on the if clause
- Ss do this exercise in pairs. 5. Use your own ideas to complete the Work in
- Ss then compare their sentences below. Share your sentences pairs
answers with a classmate. with a classmate do you have the same
sentences.
- Some pairs write the * Key: Some
answers on the board. - If you walk to school, it will reduce students
air pollution.
- Other pairs give comments. - If you use recycle paper, you will Whole
save trees. class
- If the Earth becomes hotter, the sea
- Ss listen to teacher’s level will rise. Whole
feedback. - If parents teach their children about class
the three Rs, children will help the
environment.
- If you want to save a lot of electricity,
you will have to turn off all the lights
before going out
Performing Task 6
(5’) Aim: Ss practice making sentences using the conditional sentences – type 1
- Ss work in 2 big groups A III. Production Work in
&B. 6. Fun matching groups
-Group A: write 5 If- clause
-Group B: write 5 main-
clause

ENGLISH 6
- Ss work in groups to match.

Outcome & * Consolidation III.Homework: Whole
Homework - Retell the use and form of -Make sentences using class
(3’) the conditional sentence – conditional sentences- type 1
type 1 - Prepare for next lesson
(Communication)
Remark:
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ENGLISH 6

LESSON 4: COMMUNICATION
I. Objectives:
- Use the lexical terms related to the topic“Our greener world”
- Communicate with others on 3R topic and discover how “green” they are and get to
know more ways to practice 3R
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Our greener world”. Do a survey,
be in need, recycling bin, wrap, breeze, etc
2. Structures:Revision Conditional sentences – type 1
IV. Procedures:
Warm up - Ss watch a video about 3R - What are these 3Rs? Whole

(3’) class
- Answer questions about the Reduce, reuse, recycle
- What can we reduce/ reuse/
video.
recycle?
Vocabulary Task 1
(7’) Aim: Ss will be able to enrich their vocabulary about the topic
- Ss listen and repeat the I.Extra Vocabulary Whole
words. 1.to do a survey: (asking class
question)
- Ss listen to teacher’s 2.to wrap: (visual) Whole
explanation of the meaning. 3.to be in need: (visual) class
4.breeze: (visual)
- Ss try to guess the 5.wrap: (visual)
meaning.
- Ss write the words down in Work
their notebook. individually
(25’) Aim: To provide knowledge related to this topic
- Ss read through all the II.Practice Whole
questions quickly and make 1. The 3Rs Club in your school class

ENGLISH 6
sure that they understand the is doing a survey on how

questions. ‘green’ the students are. Help
- Ss answer the questions them answer the following Work
questions. individually
individually, then turn to
page 57 to check their SURVEY
answers and count the How ‘Green’ Are You? Work
points. individlayy
- Ss speak out the points they
received.
Task 3
Aim:Ss practice asking questions in the surveyand compare the answers
- Ss work in pairs, ask and 2. Interview a classmate. Work in
note down the answers. Compare his/ her answers with pairs
yours. How many different
answers have you got?
- Share their answers with
their friends and find out - Report your classmate’s
how many different answers answers to the class.
they have.
Work
- Ss report the results of their individually
interview to the class.
- Other Ss listen and give Whole

their opinion. class
Performing Task 4
(7’) Aim: Ss will be able to practice making questions for a survey about 3Rs
- Ss work in groups. 3. Work in groups. Think of Work in
- Ss write two more two more questions to add to groups
questions on a piece of the survey.
- Share your group’s questions
paper.
with the class. Vote for the best
- Ss read the questions out questions Whole
aloud. class
- Other Ss give comments on
the questions.
Outcome& * Consolidation III. Homework: Whole
- Repeat the new words
Consolidation -Learn by heart the new words. class.
- Retell some tips to be

ENGLISH 6
(3’) greener. - Preparefor next lesson:Skills 1
Remark:
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ENGLISH 6

LESSON 5: SKILLS 1
I. Objectives:
By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic “Our greener world”
- Read for specific information tips to become a green person
- Talk about how to become greener
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Our greener world”: charity, swap,
reusable, etc
2. Structures:Conditional sentences - type 1
IV. Procedures:
Warm up - Ss read the tips on how to Warm up: Whole class

(3’) become “greener” and give Read the 3Rs club poster about tips
their opinion to become ‘green’.
(Page 54)
Reading Task 1
(17’) Aim: Ss practice scanning technique and guesing word meaning base on the
context
I.Reading:
- Ss read the tips quickly and 1. Find these words or phrases in Work
locate the words/ phrases in the text and underline them. individually
the text * List of words:
- charity
- recycling bins
- swap
- Ss listen and repeat the - creative Whole class
words. - reusable

ENGLISH 6
Task 2
Aim: Ss will be able to have a proper understanding of the meaning of the new
words
- Ss do this exercise 2. Match the words with their Work
individually base on task 1 meanings. individually
* Key:
 Creative: unique and
- Ss compare their answers interesting. Work in pairs
with a classmate.  Charity: giving things to people
in need.
 Swap: give something to a
- Ss give some examples with person and receive something Work
from him.
the words/ phrases. individually
 Reusable: can be used again.
 Recycling bins: containers for
things that can be recycled.
Task 3
Aim: Ss will be able to check their understaning of the text
- Ss read through all the 3. Answer the questions. Whole class
questions. * Key:
1.Recycling bins.
- Ss read the tips again to 2.Give them to charity or swap them Work
answer the questions. with your friends or cousins. individually
3.Refillable ones.
- Ss compare their answers 4.Turn the tap off when brushing Work in pairs
before giving the answers to your teeth or washing the dishes.
teacher. 5.Reusable water bottles
Speaking Task 4
(15’) Aim: Ss will be able to show their opinion on the possibility of the tips provided
- Ss work together to come up II. Speaking: Whole class
with some ways to express 4. Work in groups.
Do you think you can follow the tips
opinion. for 'going green'? Work in
- Ss work in groups and
groups
discuss the questions.
- Ss try to give reason for their
answers.

ENGLISH 6
Performing Task 5
(5’) Aim: Ss will be able to show their creativity about ways to reuse different items
- Ss work in groups and find 5. The last tip tells you to find
creative ways to reuse the creative ways to reuse items before Work in
throwing them away. Can you
items indicated in the book. think of any creative ways to groups
- Some groups present in front reuse?
of the class. a) Old envelopes?
- Ss vote on the best idea. b) Used water bottles?
c) Used books?
Outcome * Consolidation: III. Homework: Whole class
&homework - Repeat the new words - Learn by heart all the new words.
- Retell some ways to - Do exercises (in workbook).
(5’) become “greener” -Prepare for Skills 2.
Remark:
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ENGLISH 6

LESSON 6: SKILLS 2
I. Objectives:
By the end of the lesson, Ss will be able to:
- Listen to get specific information about ways to make the school a “green” palace
- Write a paragraph about ways to make the school a “green” place
II. Language Focus:
2. Structures:None
III. Teaching aids:Course book, CD player, picture.
IV. Procedures:
- Tell Ss that the 3Rs Club Warm-up: Chatting Whole

Warm up is looking for a new A new president wanted. class
(5’) president.  Are you creative?
 Do you want our school to be a
-Ss answers teacher’s “green” place?
questions.  What will you do if you become the
president? Whole
 What is the characteristic of a good class
president?
Listening Task 1
(15’) Aim: Ss practice listening for specific information
- Ss guess the I.Listening: Whole
word/number to fill in 1. Listen to two Ss talking about what class
each blank and write their they will do if they become the
guesses on the board. president. Put the words or a number
- Ss listen to check their in each blank to complete the table.
guesses. Ss work in pairs * Key: Work in
to compare their answers 1. 6A 5. 6E pairs
before listening to the 2. recycling 6. bus
recording for the second 3. saving lights 7. gardening
time. 4. book 8. uniform
ENGLISH 6
- Ss check and correct the Whole

answers on the board with class
teacher.
Task 2
Aim: Ss will be able to have a better understanding of the dialogue
- Ss read the statements 2. Write T (true) or F (false) Whole
in exercise 2 and write T * Key: class
or F at the end of each 1. T 4. F
statement without 2. F 5. T
listening to the recording. 3. T
- Ss compare their Work in
answers in pairs. pairs
- Ss listen to the recording
and check.
- Ss try to correct the false Whole
statements. class
Writing Task 3
(15’) Aim:Ss brainstorm ideas by having an interview with their friend
- Ss work together to give II. Writing Whole
questions/ structures that 3. Interview a classmate. Ask him or class
her what three things he or she will do
can be used in the are if he or she becomes the president
interview. of the 3Rs club. Take notes below.
- Name:…………..
- Ss work in pairs and Idea 1:……………. Work in
interview each other to Idea 2:……………. pairs
find out the three things Idea 3:…………….
they will do if they
become club president.
-Ss take notes about each Work

other’s ideas. individually
Performing Task 4
(5’) Aim:Ss practice using connectors to link different ideas
- Ss write their paragraph 4. Write about your classmate’s idea in Work
individually, try to use 3. Do you think your classmate will be a individually
good club president.
connectors to link their
ENGLISH 6
ideas.  His/her name and class.

- Some Ss go to the board  Idea 1 + explanation/examples
and write.  Idea 1 + explanation/examples
Whole
- Other Ss give their  Idea 1 + explanation/examples
class
opinion. Will he/she be a good club president?
- Check and correct with
teacher.
Outcome * Consolidation III.Homework: Whole

and - Retell some ideas to help -Review Grammar of Unit 11 class
Homework the school be greener. - Prepare for the next lesson (Looking
(5’) - Retell the use of some back)
common connectors.
Remark:
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ENGLISH 6

LESSON 7: LOOKING BACK and PROJECT
I. Objectives:
- Review the language from the previous sections and link with the topic.
- Practice doing some exercises to consolidate and apply what they have learnt in Unit 11
II. Language Focus:
IV. Procedures:
Warm up (3’) -Ss retell the content of unit What have you leant in unit 11? Some
11 Vocab Grammar students
- Ss take notes in the Unit 11

notebook Whole class
Communication
Looking back Task 1
(25’) Aim: Ss will be able to review the vocabulary related to the topic and the
knowledge about 3Rs
- Ss give the difference I.Vocabulary: Whole class
between the three words. 1. Add more words to the word
-Ss do this activity webs below. Work
1.Reduce: water, electricity,
individually. rubbish, gas, paper individually
- Ss compare the answers 2.Reuse:can, light bulb, Work in
with a partner. envelope, bottle, plastic bag pairs
- Some Ss go to the board 3.Recycle:newspaper, can, book,
and write their answers. plastic box, plastic bag
- Ss check and correct the Whole class
answers with teacher.

ENGLISH 6
Task 2
Aim:to more understand about the words 3Rs
-Ss work in pairs to ask and 2. In pairs, ask and answer
answer questions about the questions about 3Rs.
3Rs. Example:
- some pairs to act out their A: Can we reduce water use? Work in
dialogues. B: Yes, we can. pairs
A: How?
B: Don’t take a bath
Task 3a+b:To provide some words to practice

-SS do this activity 3a. Complete the words or Work
individually then compare phrases. individually
their answers with a partner Key:
1. Deforestation
2. Air pollution
-Work individually to 3. Water pollution Work in
complete the words or 4. Noise pollution pairs
phrases. 5. Soil pollution
-ss read out the sentences Work
3b. Matching individually
Key:1.b 2.e 3.a 4.c 5.d
Grammar Aim: help ss review all the grammar which they learnt
. II.Grammar Work
- Ss do the exercise 4. Write the correct form of individually
individually. each verb in brackets.
-Then SS check their Key:
answers with their partner 1.Is; will rise 4.Don’t
-ss go to the board and write 2.Rises; will have; will Work in
the words disappear be pairs
3.Reduce; will 5.Are; will
have be
Task 5:To review the conditional sentence –type 1
5. Combine each pair of 5. Combine each pair of
sentences below to make a sentences below to make a
conditional sentence – type conditional sentence – type 1. Work
1. Key: individually
- Ss do the exercise 1.If Ss recycle and use recycled
individually. materials, they will save

ENGLISH 6
energy.
2.If we use the car all the time, Work in
-Then SS check their we will make the air dirty. pairs
answers with their partner 3.You will save electricity if
you turn off your computer
when you don’t use it. Work
individually
4.People will stop using so
- Ss write their answers on much energy if they want to
the board. Give feedback. save the environment.
5.If you see a used can on the

road, what will you do?
Communication Aim: To provide practice speaking for ss.
- Ss work in groups of four. –  III.Communication Work in
6. Work in groups. Interview groups
three classmates and note down
their answers. Share their
-One student interviews the answers with the class.
other three group members St A:
and notes down their St B:
answers. St C:
What If you If you
will you want to want to
- Ss report the results to the do if save reduce
class. you electricity rubbish Work
have at home, at home, individually
some what will what
used you do? will you
plastic do?
bottles
at
home?
Project (15’) Aims: to make product with the topic they learnt and present their product in
front of the class
What can you see in each
picture?
Ss look at the pictures, Work in

ENGLISH 6
groups
-Now work in groups or in

pairs to complete the project
-choose Smt used
-make St new from it and

decorate it
-bring your product to class
-show and tell your

classmates about what you
made.
Outcome & *Homework: All the class
Homework - review the vocabulary
(2’) -review Grammar
- Prepare for Test No 4
Remark:
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ENGLISH 6

REVISION AFTER UNITS 10,11
PERIOD 97 LESSON 1:VOCABULARY AND GRAMMAR
I/ Objectives:
- By the end of this lesson Students will be able to review the vocabulary and grammar
of units 10,11.
II/Language focus:
+ Vocabulary: The words related to the topic units 10,11
+ Grammar: Will for future, might for future possibility, Conditional sentences –Type
1
+ Pronunciation: / dr / and / tr/ ; /a:/ or / æ /
III/ Materials input: Ss’ book, lesson plan, board, …
IV/ Procedures:
Warm up -Ss work individually Chatting: Work

(5’) Talk about the dream house individually
Grammar Aim: help ss review the grammar which they learnt

(15’)
I. Grammar:
1. The simple future tense
-SS retell the grammar We use WIL + VBI to talk about actions
we think are likely happen in the future Whole
Eg:1/ Phong’s house will look like a class
UFO
-Ss work individually to 2/ It will not be in space
write 3/ Will it be beautiful? – Yes, it will
* Formation:
REGULAR VERBS Work
(+) S + will +V(BI) individually
-compare with a partner
(-) S+ will not= won’t+ V(BI)
Work in
pairs
-Ss go to the board and (?) Will + S + V (BI) ?
write the form Yes, S + will/ No, S + won’t

ENGLISH 6
2.Might for future possibility:

We use might +V to talk about actions that
are possible in the future. (we are not sure
if they will happen or not)
Work
3. Pronunciation: / dr / and / tr/ ; /a:/
individually
-Ss work individually to or / æ /
write 4.Conditional sentences Work in
pairs
-Ss practice the sounds
Practice Aim: To more understand about the grammar they learnt

(20’)
II.Practice
Ex 1: Complete the sentences with
might or might not:
1. I am still not sure where to go for my
holiday. I _______ go to Da Lat.
-Ss work individually to
2. The weather is not very good. It
do this task ________ rain this afternoon. Work
3. There _________ be a meeting on individually
Friday because the teacher is ill.
4. Ann __________ come to the party
tonight because she is busy.
-go to the board and write 5. Phong is thinking about what he will do Work
on Sunday. individually
He ________ go to a judo club
or he _______ stay at home and study
English.
Ex 2: Reorder the words to make
correct sentence.
1. is/ might/ cloudy. It/ rain./ The sky
2. be/ sunny/ a/ will/ day./ Tomorrow
-Ss work individually to
3. I/ from/ see / stars/ my/ lots of/ bedroom

ENGLISH 6
do this task window./ will Work

individually
4. help/ My/ will/ do/ chores./ me/ home
robot/ household
5. will/ My/ be/ modern/ full of/ things./
bedroom Work
-go to the board and write individually
Ex 3:Fill in the gaps with will/ might/
won’t/ mightn’t
1. Leave early so that you ………… miss
the bus.
Work
-Ss work individually to 2. ………………you be in Rome tonight. individually
do this task 3. To day is a busy day. We ……………
have time
to help you tomorrow.
Work
4. I think I ………….. go shopping. I’ve individually
run out of food.
-go to the board and write
5. We have enough food for dinner, so I
……………….
go shopping today.
6. The space explores …………… find
water on Mars.
7. Regular trips to space ……………… be
available
in the next century.
8. One day they ………… find life on
other planets.
Outcome -Ss take note III.Homework: Whole

&homewor 1.Redo all the exercises class
k 2.Review grammar
(5’) 3.Practice the sounds
Feedback:

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………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..
PERIOD 98REVISION AFTER UNITS 10,11 LESSON 2:

PRACTICE EXERCISES
I/ Objectives:
- By the end of this lesson Students will be able to do all the exercises related to the
topic of units 10, 11.
II/Language focus:
+ Vocabulary: Revision The words related to the topic units 10,11
+ Grammar: Revision Will for future, might for future possibility, Conditional
sentences –Type 1
+ Pronunciation: / dr / and / tr/ ; /a:/ or / æ /
III/ Materials input: Ss’ book, lesson plan, board, …
IV/ Procedures:
Warm up Whole class Chatting: Retell the Grammar Whole
(5’) class
Aim: To more understand about the grammar they learnt
I. Revision Grammar:
-Ss retell how to use Revision Will for future, might for future
will and might possibility, Conditional sentences –Type 1 Whole
-make example s about II.Practice: class
Conditional sentences Ex1: Rewrite the sentences, using the
conditional sentence type 1.
Practice 1. You should cut down on smoking right

now or you will get lung cancer.
(35’)
2. Leave me alone or I’ll call the police.
-Ss work individually
to do this activity 3. The children don’t go to school in the Work
snowy weather. individually
4. You must tell me the whole truth or I won’t
-go to the board and help you.
write

ENGLISH 6
5. The car breaks down so often because you

don’t take good car of it.
Ex 2: Put the verb in brackets into the
correct form, using conditional sentence Work
type 1 individually
1. If you (not study) ……………………., you

(fail) …………..the test.
-work
2. We (die) …………if we (not get) individually
-Ss work individually …………………help soon.
to do this activity
3. If you (look) ……………in the fridge, you
(find) ………..some cold drinks.
-go to the board and
4. If there (be) ………… no oil in the engine,
write
the car (break) ………….down.
5. I (lend) …………..you my umbrella if you
(need) …………..it.
-work individually to
write 6. The sea level (rise) ………… if the planet
(get) ………….hotter. Work
individually
7. If you (eat) ………….your sandwiches
now, you (not have) …………………
anything for lunch.
-work
8. You (be) ……………safe in an accident if individually
-work individually to you (wear) ……………your seatbelt.
write
Ex 3: Write a paragraph (50- 60 words),
Work
giving ideas to make your school green.
-using the key words individually
Suggested ideas:
+) Put recycling bins in every classroom.
-go to the board and +) Reuse plastic bags
write +) Swap clothes with friends or cousins work
+) Give old clothes to charity instead of individually
throwing them away.
+) Use refillable pens or pencils

ENGLISH 6
Outcome -Ss take note III.Homework: Whole

&homewor 1.Complete the writing class
k 2.Redo all the exercises
(5’) 3.review for the next test
More Practice Exercises
Ex1: Read the passage and answer the questions:
Peter lives in a house near the sea. It’s an old house, about 100 years old, and it’s
very small. There are two bedrooms upstairs but no bathroom. The bathroom is
downstairs next to the kitchen and there’s a living room where there’s a lovely fireplace.
There’s a garden in front of the house. The garden goes down to the beach in spring and
summer there are flowers everywhere. Peter lives alone with his dogs, Boxer, but they
have a lot of visitors. Their city friends often stay with them.
Peter loves his house for many reasons: the garden, the flowers in the summer, the fire in
winter, but the best thing is the view from his bedroom window. Peter is thinking of a
new house in the future with the help of Robots
1. Where is the house?
2. Hw old is the house?
3. How many rooms are there upstairs?
4. Is there a bathroom upstairs?
5. Is there a fire place in the kitchen?
6. What’s the dog’s name?
7. Who often come to stay with them?
8. What reasons does Peter love his house?
Ex 2: Put the verb in brackets into the correct form, using conditional sentence
type 1
1. If you (not study) ……………………., you (fail) …………..the test.
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2. We (die) …………if we (not get) ……………………………….help soon.

3. If you (look) ……………in the fridge, you (find) ………..some cold drinks.
4. If there (be) ………… no oil in the engine, the car (break) ………….down.
5. I (lend) …………..you my umbrella if you (need) …………..it.
6. The sea level (rise) ………… if the planet (get) ………….hotter.
7. If you (eat) ………….your sandwiches now, you (not have) ………………… anything
for lunch.
8. You (be) ……………safe in an accident if you (wear) ……………your seatbelt.
9. If he (save) ………….. all his money, he (be able to go) ……… on holiday to Canada.
10. I (not come) …………..with you if you (not bring) …………………….John.
Ex3:Write about your dream house:
* What type of house it is
* where it is located
* What it looks like
* What surrounds it
* What appliances it has

ENGLISH 6

ENGLISH 6
PERIOD 99: TEST OF ENGLISH No4
Time allowance: 45 mins
A. LISTENING:
1. Linda’s dream house is a big villa near the coast with a great view of the sea.
2. Linda’s house doesn’t have a swimming pool.
3. Nick’s dream house has a garden.
4. Nick wants to have a nice park view in front and a great city view at the back of his
house.
B. PHONETICS
II /Choose the word whose underlined part is pronounced differently from that of the
others(1pt)
1. A. teach B. great C. speak D. beach

2. A. idea B. mind C. time D. win
3. A. stand B. have C. apple D. class
4. A. there B. theatre C. together D. then
1. If we go on littering, the environment ______ polluted.
A. is B. will be C. were D. might
2. I will have a ______ to do the housework and take care of the children.
A. computer B. fridge C. washing machine D.
robot
3. “Reuse” means using something ______
A. again B. new C. less D. old
4. The three Rs ______for Reduce, Reuse and Recycle.
A. stand B. sit C. make D. explain
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5. In the future, we ______ go to moon for our holiday.

A. must B. might C. can’t D. won’t
6. VTV is a _____.
A. national television B. local television C. news programme D. game
show
7. You can’t meet him. He _____to the movies.
A. goes B. has gone C. is D. has been
8. My mother _____ anything for me.
A. buys B. has bought C. bought D. didn’t buy
9. You can watch Harry Potter on TV ______ you can read it.
A. so B. when C. but D. or
10. Find the odd word:
A. watched B. got C. went D. drank
IV. Put the verb in brackets into the correct form: (1,5pt)
1. My sister (work) …………….. for an enterprise for two years.

4. I will lend you my umbrella if you (need) …………..it.
D.READING (2pts)
V. Choose the correct word A, B, C or D for each gap to complete the following
passage:
I live in (1)………… small village called Henfield. There (2)……….. about 600 people
here. I love the village because it is very quite and life is slow (3)………. Easy. The
village is always clean- people look (4)…………….. it with great care. The air is always
clean, (5)………….. . It is much (6)……….friendly here than in a city because every
one knows every one, and if someone has a problem, there are always people who can
help.
There are only a few things that I don’t like about Henfield. One thing is that we have not
many things to do (7)……………….. the evening. We have not got nay cinemas or

ENGLISH 6
theatres. The other thing is that people always talk about each other, and everyone is
doing. But I still (8)……. ….village life to life in a big city.
1. A. a B. an C. the
2. A. have B. is C. are
3. A. but B. and C. or
4. A. after B. for C. at
5. A. also B. too C. so
6. A. most B. as C. more
7. A. in B. on C. at
8. A. like B. prefer C. love
E. WRITING:
VI. Rewrite the following sentences without changing meaning: (1pt)
1. Quang is 1.75 meters tall. Vinh is 1.65 meters tall.
Vinh is …………………………………………………………………………………….
2. We will use recycled products. We will save money.
If ………………………………………………...............................................................
3. She started driving 1 month ago.
She --has………………………………………………………………............................
4. We will cycle to school every day. We will keep fitter.
If ………………………………………………................................................................
VII. Write a short paragraph (60-80 words) about your future house (1pt)
1. What is the type of your house ?

2. What does it look like.
3. What is its surrounding ?
4. What are the appliances in your house ?
5. What is the thing in the house you like best ?
………………………………………………………………………………………………
………………………………………………………………………………………………
ENGLISH 6
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
PERIOD 100: CORRECT THE TEST

A. Comments on the tests of students in term of:
* Grammar
* Vocabulary
* Phonetics and pronunciation
* Skills in English: reading, writing, listening
* About writing: check in grammar, content, cohesion,….
B. Answer key for the test:
A. LISTENING:
1. Linda’s dream house is a big villa near the coast with a great view of the sea.
2. Linda’s house doesn’t have a swimming pool.
3. Nick’s dream house has a garden.
4. Nick wants to have a nice park view in front and a great city view at the back of his
house.
B. PHONETICS
II /Choose the word whose underlined part is pronounced differently from that of the
others(1pt)
1. A. teach B. great C. speak D. beach

2. A. idea B. mind C. time D. win
3. A. stand B. have C. apple D. class
4. A. there B. theatre C. together D. then

ENGLISH 6
1. If we go on littering, the environment ______ polluted.

A. is B. will be C. were D. might
2. I will have a ______ to do the housework and take care of the children.
A. computer B. fridge C. washing machine D.
robot
3. “Reuse” means using something ______
A. again B. new C. less D. old
4. The three Rs ______for Reduce, Reuse and Recycle.
A. stand B. sit C. make D. explain
5. In the future, we ______ go to moon for our holiday.
A. must B. might C. can’t D. won’t
6. VTV is a _____.
A. national television B. local television C. news programme D. game
show
7. You can’t meet him. He _____to the movies.
A. goes B. has gone C. is D. has been
8. My mother _____ anything for me.
A. buys B. has bought C. bought D. didn’t buy
9. You can watch Harry Potter on TV ______ you can read it.
A. so B. when C. but D. or
10. Find the odd word:
A. watched B. got C. went D. drank
IV. Put the verb in brackets into the correct form: (1,5pt)
1. My sister (work) …………….. for an enterprise for two years.

4. I will lend you my umbrella if you (need) …………..it.

ENGLISH 6
D.READING (2pts)
V. Choose the correct word A, B, C or D for each gap to complete the following
passage:
I live in (1)………… small village called Henfield. There (2)……….. about 600 people
here. I love the village because it is very quite and life is slow (3)………. Easy. The
village is always clean- people look (4)…………….. it with great care. The air is always
clean, (5)………….. . It is much (6)……….friendly here than in a city because every
one knows every one, and if someone has a problem, there are always people who can
help.
There are only a few things that I don’t like about Henfield. One thing is that we have not
many things to do (7)……………….. the evening. We have not got nay cinemas or
theatres. The other thing is that people always talk about each other, and everyone is
doing. But I still (8)……. ….village life to life in a big city.
1. A. a B. an C. the
2. A. have B. is C. are
3. A. but B. and C. or
4. A. after B. for C. at
5. A. also B. too C. so
6. A. most B. as C. more
7. A. in B. on C. at
8. A. like B. prefer C. love
E. WRITING:
VI. Rewrite the following sentences without changing meaning: (1pt)
1. Quang is 1.75 meters tall. Vinh is 1.65 meters tall.
Vinh is …………………………………………………………………………………….
2. We will use recycled products. We will save money.
If ………………………………………………...............................................................
3. She started driving 1 month ago.
She --has………………………………………………………………............................

ENGLISH 6
4. We will cycle to school every day. We will keep fitter.

If ………………………………………………................................................................
VII. Write a short paragraph (60-80 words) about your future house (1pt)
6. What is the type of your house ?

7. What does it look like.
8. What is its surrounding ?
9. What are the appliances in your house ?
Date of planning: / /2017 Date of teaching:
PERIOD 101 - UNIT 12: OUR GREENER WORLD

I. Objectives: By the end of the lesson, the students will be able to:
- use the lexical items related to the topic “Robots”
-use “can” to talk about ability in the present.
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Robots” : hedge, laundry
2. Structures: We use “can’ to talk about ability in the present.
III. Materials input: Text book, picture, tape, cassette, board, chalk.
IV. Procedures:
Warm up *Questions:
(5’)
- Ss look at the picture and

answer the questions. T – whole
class

ENGLISH 6
- Write Ss’ answers on the

board.
1. Where are Nick and Phong?

2. What might be happening to
them?
3. What are they going?
4. Have you have been to an
exhibition?
5. Where and when?
6. What did you see?
Getting Set the scene

started
-Ss listen to the dialogue 2 I.Listen and read Whole class
times -Listen Work in
- work in pairs to read -Read pairs
-check the ideas with the
teacher
Doing (25’) Aim: To check Ss’ understading of the dialogue by listening and reading
Task 1: 1a- Read the II.Practice:
conversation again. Answer 1a- Read the conversation again.
the following questions Answer the following questions. Work in
- Ss work in pairs Key: pairs
- share answers before 1. They could only do very
discussing as class. simple things.
- Write the correct answers on 2. Yes, they can. Work in
the board. 3. They will be able to do many pairs
1b. find the four types of things like humans.
robots in the conversation. 4. No, they won’t.
Write them under the correct 1b. find the four types of robots in Work
ENGLISH 6
pictures below. the conversation. Write them under individually

the correct pictures below.
- Ss give their answers without Key:
reading the conversation again. Picture1:Teaching robots Work in
–read the conversation and 2.Worker robots pairs
check their answers. 3.Doctor robots
4.Home robots
Task 2:Provide some words related to the topic
2. Match the activities with the 2. Match the activities with the
pictures. Then listen, check pictures. Then listen, check and
and repeat the phrases. repeat the phrases. Whole class
- SS quickly match each
activity with its picture
-work individually Key: Work
- Listen to the tape 1. a 2. d 3.a 4. b individually
- check their answers, and
repeat chorally and
individually.
Task 3: Role play to practice
3. Game: Miming 3. Game: Miming Work in
-work in groups to do this Example: groups
activity A: What am I doing?
B: You’re doing the dishes.
A: Yes, that’s right. / No, try again
Remember: We use “Can” to talk
about ability in the present
Task 4:How to use “Can or can’t”
4. Look at the pictures. Tell 4. Look at the pictures. Tell your
your partner what you can or partner what you can or can’t so
can’t so now. now. Work in
- work in pairs to do this Example: pairs
activity. - I can play the guitar…
-each pair go to the board and Can you think of more?
say
Performing Task 5:To practice speaking for Ss
- Ss go around the class asking 5. Class survey Work in
the questions.  Can you play table tennis? groups
- When Ss finished the survey,  Can you do karate?
ask Ss to report the results  Can you play chess?
 Can you so judo?
 Can you play badminton?

ENGLISH 6
 Can you play computer game?
Outcome & Consolidation What have you learnt today? Whole class
homework -Ss retell the what they have II.Homework:
learnt today -Practice the conversation by reading
Homework and translating the dialogue
-write the note -Prepare next lesson:
+ find out the words
+find the meaning of the words
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..

- use the words to name everyday activities
-use “could” to express past ability.
-practice pronouncing sounds /ɔi/ and /aʊ/ in isolation and in context
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Robots” :lift, guard, recognize
2. Structures: We use “could ’ to talk about ability in the past.
IV. Procedures:

ENGLISH 6
Warm up (5’) Game: Broad Race

-work in groups to do this
activity
Blue - Red Everyday activities Work in
A robot can do groups
Vocabulary Aims: help Ss know more some words

(20’) Task 1.Match the verbs in I.Vocabulary: Whole
column A to the words/ 1. Match the verbs in column A to class
phrases in column B. Then the words/ phrases in column B.
listen, check and repeat the Then listen, check and repeat the
words/ phrases words/ phrases.
- Ss quickly match the verb Key: Work in
in column A with column B. 1. c 4. e pairs
-then listen to the tape 2. a 5. d
-check their answers. 3. b
-Ask them to listen and
repeat.
Task 2: Practice saying the words

2. Write another word/ 2. Write another word/ phrase for
phrase for each verb each verb
Suggested answers: Whole
-Ss read all the verbs -guard the factory /bank/ house/ class
palace
-work in groups to write -make coffee/ tea /cocktail /fruit
juice
-understand what someone says /
language emotions /feelings Work in
-lift heavy things / suitcases /boxes/ groups
patients
-recognize our faces /objects
/emotions /itself
-SS listen T’ explanation Whole

class
ENGLISH 6
-Take note
Task 3: To Practice Grammar by writing the sentences
3. Put the words in the 3. Put the words in the correct Work
correct order. order. individually
Key:
- Ss do the grammar 1. Mary could do sums at the age
exercise individually. of 7. Work in
2. Could you read and write pairs
-Ss retell the use of could in when you were 6?
the Grammar box. 3. Robots could lift heavy things
some years ago.
4. Robots couldn’t move easily
until recent years.
Task 4: to practice could / couldn’t

Task 4. Read the 4. Read the conversation about the
conversation about the famous robot Ongaku. Ask and
famous robot Ongaku. Ask answer questions about what it Whole
and answer questions about could/ couldn’t do two years ago. class
what it could/ couldn’t do
two years ago. Skills of Ongaku two year ago
- Lift heavy things
- Ss only use the information - Make coffee Work in
from the table in 4 to ask - Recognise our faces pair
and answer about what the - Guard the house
famous robot Ongaku could - Understand what we say.
or couldn’t do two years Example:
ago. A: Could Ongaku lift heavy thing
-work in pairs to do this two years ago?
activity B: Yes, it could.

ENGLISH 6
Task 5: : to practice could / couldn’t by writing the sentences

5. Write three things you 5. Write three things you could do
could do and three things and three things you couldn’t do
you couldn’t do when you when you were in primary school.
were in primary school. Share your sentences with your Work in
Share your sentences with partner. groups
your partner.
- Write 2 examples of what
he/ she could/ couldn’t do
when at primary school on
the board.
Pronunciation Aims: help Ss pronounce correctly the sounds /ɔi// and /aʊ/
(10’) in isolation and in context
Task 6: Listen and repeat. II/Pronunciation
Pay attention to the sound Pronunciation //ɔi// and /aʊ/
/ɔi// and /aʊ/. Then in 6. Listen and repeat. Pay attention
pairs put the words in the to the sound /ɔi// and /aʊ/.Then in
correct column. pairs put the words in the correct Whole
column. class
-Ss see how the sounds are
formed. /ɔi/ /aʊ/
Ss practice the sounds
together. voice down Whole
- put the words in the correct class
boy house
column.
Toy around
Noisy Flower Work in
pairs
Boil shout
Task 7: to practice the sounds

7. Listen to the sentences. 7. Listen to the sentences. Circle Whole
Circle the word you hear. the word you hear. class
Key:
- Ss listen the sentences 1. Oil Whole
-listen again circle the 2. Cow class
words they hear. 3. Ouch!
- check their answers 4.Bow Work
individually

ENGLISH 6
Performing Aim: provide further practice

(5’) Task 8. Listen and practice Task 8. Listen and practice the Whole
the chant. Notice the sound chant. Notice the sound class
/ɔi// and /aʊ/ /ɔi// and /aʊ/
- Ss listen
- Ss chant along.
Outcome -Retell what they have learnt Say the differences between Whole
&Homework today /ɔi// and /aʊ/ when we pronunce class
(5’) -Take note IV/Homework:
- Learn vocabulary by heart.
-Practice the sound
- Prepare the next lesson
(A closer look 2)
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

-use “could” to express past ability.
- use will be able to for future ability
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Robots”
1. Structures: We use “could ’ to talk about ability in the past.
-use will be able to for future ability

ENGLISH 6
IV. Procedures:
Warm up -work in groups of 8 Ss Game: Chain Game

(5’) -think about the activities which First Ss: When I was 5, I could ride Work in
Ss could /couldn’t do when a bicycle groups
were 5 .
Grammar Aim: help SS know usage of “will be able to”
(10’)
I.Grammar: Will be able to
Whole class
-Ss look at the grammar box
-read Grammar
-whole class
-give example
-take note Work

individually
Practice Aim: to practice ‘Will be able to”

(20’) Task 1. Put the words in the II.Practice: Whole class
correct order. 1. Put the words in the correct
- Ss read the instructions. order.
-Use the example to make Ss Key:
clear about what they should do. 1. In 2030, robots will be able to
-Ss do the grammar exercise do many things like humans. Work
individually. 2. Will robots be able to talk to us individually
- Ss compare their answers in then?
pairs before checking with the 3. Robots won’t be able to play
whole class. football. Work in
4. Will robots be able to recognize pairs
our face?
Task 2:to practice speaking

2. Will you be good at English 2. Will you be good at English
when you are in Year 8? when you are in Year 8?
- Ss read the instructions. Example: Whole class

ENGLISH 6
-Use the example to make Ss A: I will/ won’t be able to read an

clear about what they should do. English book when you are in Year Work
- Ss work individually and 8? individually
share their sentences with their B: Yes, I will./ No, I won’t
partners.
Task 3: to practice speaking by using the activities in 2
3. Ask and answer questions 3. Ask and answer questions
about last week. about last week. Work in
Example: pairs
-Ss ask and answer questions A: Will you be able to read an
about the activities in 2. English book when you are in year
- Ss work in pairs. 8?
B. Yes, I will./ No, I won't
Task 4: Practice the grammar by filling in the gap
4. Fill the gaps with can, can’t, 4. Fill the gaps with can, can’t, Whole class
could, couldn’t, will be able to could, couldn’t, will be able to or
or won’t be able to. won’t be able to.
Key: Work
- Ss read and complete the 1. couldn’t individually
sentences individually. 2. will be able to
- Ss look back the Grammar 3. could; can’t
Boxes if necessary 4. won’t be able to Whole class
5. can
Task 5: to further practice will be able, can, could

5. Complete the sentences. Use 5. Complete the sentences. Use will Whole class
will be able, can, could, and be able, can, could, and the verbs
the verbs from the box. from the box.
- Ss read the instructions. Key:
- Ss compare their answers in 1. will be able to recognize Work
pairs before checking with the 2. can make individually
whole class. 3. could do
4. can guard
Performing Aim. Students use the imperatives to practice saying what can do now and will be
(5’) able to do in the future.
Task 6.Look at the information 6. Look at the information from the
from the table below and tell table below and tell your partner
your partner what Kitty could what Kitty could do in the past, can Work in
do in the past, can do now and do now and will be able to do in the pairs
will be able to do in the future. future.
- Ss look at the information Example:
ENGLISH 6
from the table below and tell In the past, Kitty could lift heavy
your partner what Kitty could things. Now, it can lift heavy
do in the past, can do now and things…
will be able to do in the future
-work in pairs
Outcome & *Consolidation What have you leanrt today? -Whole
homework Retell the content of the lesson III/Homework: class
(5’) *Homework - Learn vocabulary by heart.
-Students remember what -Learn about the Grammar
they have learn… -Practice part 6
-Prepare next lesson
(Communication
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

LESSON 4: COMMUNICATION
-talk about robot’s skills
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Robots” :comb . bend over, shout ,
gardening…
2. Structures: Revision: use “could ’ to talk about ability in the past.
ENGLISH 6

IV. Procedures:
Warm up -SS work in groups to play game Kim’s Game Work in

(5’) (Blue and Red) groups
-Watch this video clip and try Robot’s sklls
remember all the robots’ skills
-only remember
Vocabulary Aim: to provide some words related to the topic
(7’)
-SS guess the meaning of the I.Extra Vocabulary: Whole class
words 1.to comb:
-Ss read in chorus 2.to bend over Work
-read individually 3. to shout: individually
-take note
Before listening. Now look at the
-Ss answer the questions pictures. Can you guess what Whole class
can their robots do?
Practice Task 1: to practice listening by filling in the gap
(25’)
1. Listen to the radio program II.Practice:
form 4Teen News. Then fill in 1. Listen to the radio program
each gap with the word you form 4Teen News. Then fill in
hear. each gap with the word you hear.
Welcome to ‘Technology and
you’. Today we ask our friends
around the world to tell is about
- Ss read the interview their robots. Whole class
-and look carefully at the

pictures of three robots and Whole class
guess the missing word for each
gap in the interview.

ENGLISH 6
Firstly, Tommy from Sydney,

Australia: The robot I have can
understand some (1) I say. It can
comb my hair and help me get
dressed. However, it can’t clean my
(2) because it can’t bend over.
- listen to the record
Secondly, Linh Tran from Ha Noi, Work

-Ss fill in the gaps as they listen. Viet Nam: My (3) robot was an alarm individually
clock. It could wake me up every
morning. It could shout “Wake up!”.
It could push me out of bed. It helped
me get to (4) on time.
- Ss share their answers in pairs.

Finally, Nubita from Tokyo, Japan:
My future robot will be able to help
me do the gardening. It will be able to
(5) the plants. It will be able to cut
the hedge too.
Key:
1. words
2. shoes
3. first
4. school
5.water
Task 2:to talk about the ability of robots
2. Interview three people about 2. Interview three people about
what skills they want their what skills they want their robots
robots to have. Note their to have. Note their answers in the Whole class
answers in the table below. table below.

ENGLISH 6
(Page 63) (Page 63)

- Ss move around and ask
different classmates what skills Work in
they want their robots to have. - What abilities does he/ she want groups
- write the names of the people his/ her robots to have?
they interview and note the
answers in table 2.
- When finishing the interview, Work in
Ss practice reporting the results groups
of their interviews in pairs
Performing Aims:- Help students about what skills they wants their robots to have
(5’) -further practice
3. Report your results to the 3. Report your results to the class
class. Work in
-Work in groups to report the Ss’ ideas groups
results of the interviews in front
of the class.
-After each student has finished Work
individually
his/ her report, invite some
comments from other Ss.
Outcome &  Consolidation What have you learnt today? Whole class
Homework -Ss retell the contents of this III/Homework:
(3’) lesson - Write a paragraph to describe a
 Homework sportsman in your notebook.
-Take note -learn by heart the extra vocab
- Prepare the next lesson :
(Skill 1)

ENGLISH 6

LESSON 5: SKILLS 1
-read for specific information about types of robots and their abilities or skills
-talk about different types of robots and what they will be able to do in the future
II. Language focus:
1. Vocabulary: the lexical items related to the topic “Robots” :do the laundry, improve,
planets, space robot, space stations
IV. Procedures:
Warm up Discussion:
(5’)
-Ss work in groups Work in

Places where robots work groups
-discussion and give the
ideas
Suggested answers:
In the hospital, at school, in the
supermarket, in the space, in the
army, in the factory, at home
Reading Aim: practice reading and provide some words related to the topic.
(17’)
-Ss look at the picture of

robot show. Whole class

ENGLISH 6
-answer the questions (work Work

individually to answer) inidividually
1.Where do you think the Robot show

is?
2.What type of robots are there in the
show?
3.Who is at the show
4.Would you like to go to a robot
show?
Task 1. Find these words or I.Reading:
phrases in the text below. 1. Find these words or phrases in the
What so they mean? text below. What so they mean? Whole class
-Scan the passage and -space robots:
underline the words -space stations:
-apart from:
-guess the meaning of the -type: Work
words individually
-read in chorus
Whole class
-read individually
Task 2: to practice reading skill for Ss
2. Read the news report on 2. Read the news report on the
the international robot international robot show. Then -work
show. Then answer the answer the questions individually
questions to answer
Key:
- Ss read the text again and
1. A robot show
answer the questions. -work in
2. Young people are interested in
- note where they found the pairs to
home robots.
information that helped them answer the
3. The children like to see them.
to answer the questions. questions
4. There are worker robots, doctor
- Ss compare their answers
robots, and space robots.
with a classmate before Work in
discussing them as a class. pairs

ENGLISH 6
Task 3:to more understand about the text

3. Read the text again and 3. Read the text again and fill the Whole class
fill the table below. table below.
- Ss scan the passage again Key:
and find the detailed Home robots: cook, make tea or
information to complete the coffee, lean the house, and do the
table. washing. Work
Teaching robots: help children study, individually
- Ss note where they found teach them English, literature, and
the information that helped other subjects; help children improve
them to answer the their English pronunciation. Work in
questions. Worker robots: build houses, groups
buildings.
Doctor robots: help sick people
- Ss work in groups to do Space robots: build space stations on
this activity the Moon and other planets
Speaking Aim: To practice speaking skill for SS

(15’) Help students about what you think each type of robots will be able to do in the
future.
4. Write what you think II. Speaking
each type of robot will able 4. Write what you think each type of Whole class
to do in the future. robot will able to do in the future.
-SS retell the form and use What they can do?
of “will be able to” -They will be able to recognize our
- Brainstorm ideas for faces
additional everyday -……………………………………… Work
activities that a robot can ………………………………………. individually
help with. ……………………………………….
-Ss write what they think ……………………………………….
each type of robot will able
to do in the future. Work
-share the ideas individually
Performing Aim: further practice about the speaking skill for SS
(5’)
5. Work in groups. take Production:
turns talking about types of 5. Work in groups. take turns talking
robots and what they will be about types of robots and what they
able to do in the future. Can will be able to do in the future. Can
you think of other types of you think of other types of robots?
robots?
- SS work in groups and
ENGLISH 6
take turns talking about

types of robots and what
they will be able to do in the
future
Outcome -SS retell the main contents  Consolidation:
&Homework of this unit
(5’) What they have learnt today?
-SS write the homework Retell again Whole class
IV/Homework:
1.Learnt the vocabulary by heart
2.Read the text again and write the
answers in the note book
3.Prepare for the next lesson.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

ENGLISH 6

LESSON 6: SKILLS 2
-listen to get specific information about different options of what robots will be able to do
in the future.
-write opinions about the role of robots in the future.
II. Language focus:
IV. Procedures:
S Lea Con M
t rni tent o
e ng s d
p acti e
s viti s
es
W-Ss Cha W
a chat ttin h
r wit g: o
mh Tal l
thei k e
ur abo c
p frie ut l
( nd Rob a
3 and ot s
’ teac s
) her
L Aim: -
i help ss
s listen to
ENGLISH 6
t the
e passages
n about
i specific
n informatio
gn
(
1
5
’
)
Tas I/ W
k  h
1.D List o
o enin l
you g e
agr * c
ee Pra l
or ctic a
dis e: s
agr 1. s
ee Do
wit you
h agre
the e or
se disa
stat gree
eme with
nts thes
? e
(pa stat
ge eme
65) nts?
(Ss
-
disc
Ss
uss
tick
on
whi
page
ch
65)
stat
eme
nts

ENGLISH 6
abo
ut
rob
ots
they
agre
e or
disa
gree
-
shar
e
wit
h
thei
r
part
ners
Task 2:To
get
informatio
n
2. 2.
Ph Pho
ong ng,
, Vy,
Vy, Mi
Mi and W
and Duy h
Du are o
y wor l
are king e
wor in c
kin gro l
g in up. a
gro The s
up. y s
The are
y disc
are ussi
disc ng

ENGLISH 6
ussi wha W
ng t o
wh rob r
at ots k
rob will i
ots be n
will able d
be to i
abl do v
e to in i
do the d
in futu u
the re. a
fut List ll
ure. en y
List to
en thei
to r
thei con
r vers
con atio
vers n
atio and
n find
and out
fin whi
d ch
out pers
whi on
ch says
per that
son .
say Key
s :
that
.
-
Ss
read
the
inst
ruct
ENGLISH 6
ions
care
full
y
-re
me
mbe
r
the
nam
es
of
peo
ple
in
the
con
vers
atio
n
they
are
goi
ng
to
hear
.
-
liste
n to
the
tape
and
writ
e
dow
n
the
nam
es.
-
liste
ENGLISH 6
n
agai
n
and
che
ck
thei
r
ans
wer
s.
Task 3:to
further
practice
listening
skill
3. 3. W
List List h
en en o
aga agai l
in. n. e
Tic Tick c
k whi l
whi ch a
ch stat s
stat eme s
eme nts
nts are
are true W
tru or o
e or fals r
fals e. k
e. Key i
- : n
Ss d
read i
stat v
eme i
nts d
care u

ENGLISH 6
full a
y. – ll
liste y
n
agai
n
and
cho
ose
the
corr
ect
ans
wer
s as
they
liste
n.
-
che
ck
thei
r
ans
wer
s
wit
ha
part
ner.
WAim: help
r ss write a
it paragraph
i about the
n idea that
g robots will
( be very
2 useful in
5 the
’ future .
)

ENGLISH 6
Tas II.
k 4: Wri
Co ting
mpl 4.
ete Co
the mpl W
par ete o
agr the r
aph par k
wit agr i
h aph n
the with d
phr the i
ase phr v
s or ases i
sen or d
ten sent u
ces enc a
fro es ll
m fro y
the m
box the
. box.
a.
- futu
Ss re
wor robo
k ts W
inde will o
pen use r
dent too k
ly muc i
and h n
com pow p
plet er a
e b. ir
the First s
para ly,
gra they
ph will
wit not
h be
ENGLISH 6
the able
phr to
ases do
or com
sent plic
enc ated
es thin
fro gs
m like
the drivi
box. ng a
car
or
usin
ga
com
pute
- r
com c.
pare som
wit e
h peo
the ple
part will
ner use
to robo
che ts to
ck do
toge bad
ther thin
gs
d. I
do
not
thin
k
robo
ts
will
be
usef
ul in
ENGLISH 6
our
futu
re
I do
not
agre
e
with
the
idea
that
in
the
futu
re
robo
ts
will
be
usef
ul to
us.
(1) .
Sec
ondl
y, if
robo
ts do
all
of
our
wor
k,
we
will
have
noth
ing
to
do.
Also
,
ENGLISH 6
ther
e
will
not
be
eno
ugh
ener
gy
in
the
futu
re
beca
use
(2) .
Fina
lly,
we
mus
t be
care
ful
beca
use
(3) .
For
thes
e
reas
ons,
(4) .
Key
:
Task 5:
help ss
write a
paragraph
ENGLISH 6
to support
ideas that
robots that
will be
very
useful in
the future,
covering
many
ideas as
possible.
5. 5.
Wri Writ
te a e a
par par
agr agr W
aph aph h
to to o
sup sup l
por port e
t the c
the idea l
ide that a
a rob s
that ots s
rob will
ots be
will very
be usef W
ver ul o
y in r
use the k
ful futu i
in re. n
the You g
fut can r
ure. use o
Yo som u
u e of p
can thes s
use e
so idea
ENGLISH 6
me s, or
of you
the r
se own W
ide . o
as, - r
or hom k
you e i
r robo n
ow ts g
n. will r
be o
-Ss able u
read to p
the do s
idea all
s of
give our
n hous
ewo
-use rk
the -
idea teac
s hing
give robo
n ts
will
- be
may able
be to
use help
refe chil
r to dren
the do
para their
gra hom
ph ewo
in 4 rk
and -
the wor
read ker
ing robo
ENGLISH 6
skill ts
s 1 will
be
- ss able
writ to
e a buil
draf d
t hous
es in
the
- air
writ -
e doct
the or
fina robo
l ts
vers will
ion be
Wo able
rk to
in help
gro sick
ups peo
ple
-
spac
e
robo
ts
will
be
able
to
buil
d
spac
e
stati
ons
on
man
y
ENGLISH 6
othe
r
plan
ets
-
robo
ts
will
be
able
to
do
dan
gero
us
wor
k for
us
You
can
begi
n
and
end
as
follo
ws:
Exa
mpl
e:
I
agre
e
with
the
idea
that
in
the
futu
re
robo
ENGLISH 6
ts
will
be
very
usef
ul to
us.
First
ly,
…
…
…
…
…
…
.......
.......
.......
.......
.......
.......
.......
...
.......
.......
.......
.......
.......
.......
.......
..
.......
.......
.......
.......
.......
.......
.......
...
For
thes
e
ENGLISH 6
reas
on, I
thin
k
that
robo
ts
will
be
usef
ul in
our
futu
re.
O-SS Wh W
u rete at h
t ll they o
c the hav l
o mai e e
mn lear c
e cont nt l
&ents toda a
of y? s
h this III/ s
o less Ho
mon me
e wor
w- k:
o Tak 1.fin
r e ish
k note your
(
writi
2
’ ng
) in
the
note
boo
k.
2.Re
vise

ENGLISH 6
the
voca
bula
ry to
prep
are
for
look
ing
back
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………

ENGLISH 6
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……

-use words and phrases for everyday activites in the house
-use ‘could” for past ability and ‘will be able to” for future ability.
-give presentation about dream robot
-listen to get specific information about different options of what robots will be able to do
in the future.
-write opinions about the role of robots in the future.
II. Language focus:
IV. Procedures:
ENGLISH 6
Warm up -SS work individually Retell the main contents of this unit Whole
(3’) to do this activity -Vocabulary: Everyday activities in the class
house
-Ss don’t look at the -Grammar: Could/ will be able to
book -Communication: Asking and answering
questions about abilities and skills
Looking back Aim: help ss review all the knowledge which they have learnt
(20’) -review all the vocabularies of unit 12
Vocabulary Task 1. Write the I.Vocabulary: Whole
correct words to 1. Write the correct words to combine class
combine the phrases. the phrases.
-Ss look at the picture Key: Work
- SS write the words in 1. cut 4. laundry individually
their notebooks 2. lift 5. do
individually. 3. tea
- Correct the exercise as
a class. Let Ss repeat
the phrases.
Task 2: to provide some words related to the topic

2. Fill in the gaps with 2. Fill in the gaps with the verbs form Whole
the verbs form the box. the box. class
-SS read the statement Key:
carefully 1. guard 3. understand
- Ss fill in the gaps with 2. make 4. recognize Work
the verbs form the box. individually
Grammar Aim: To help SS review all the grammar which they learnt
Task 3. Read and II.Grammar: Work
complete the interview 3. Read and complete the interview individually
about home robots with about home robots withwill be able to or
will be able to or won’t won’t be able to.
be able to Key:
-SS work individually 1. Will be able to Work in
-check the answer with 2. Won’t be able to pairs
a partner 3. Will be able to
4. Will (home robots) be able to
5. Won’t be able to
Task 4: To practice making sentences
4. Make questions with 4. Make questions with these words. Work
What are the positive and negative individually
ENGLISH 6
these words. What are answers to these questions.

the positive and Key: Work in
negative answers to 1.Will robots be able to make coffee in pairs
the future? – Yes, they will/ No, they
these questions
won’t.
- Ss do the exercise 2.Could he ride a bike when he was in
individually. Year 6? – Yes, he could/ No, he Work
-Then SS check their couldn’t. individually
answers with their 3.Can you do the dishes? – Yes, I can/
partner No, I can’t.
- Ss write their answers
on the board. Give
feedback
Task 5: to further practice
5. Write what you 5. Write what you could do when you Work
could do when you were 10, what you can do now, and individually
were 10, what you can what you will be able to do after you
do now, and what you finish Year 6.
will be able to do after Example:
you finish Year 6. A: Could you swim when you were ten? Work in
-Ss work individually B: Yes, I could. pairs
-Work in pairs
Communication Aim: To provide practice speaking for SS

6. Match the questions III.Communication
with the correct 6. Match the questions with the correct Whole
answers. answers. class
- Have Ss read the 1.Can you ride a motorbike?
questions and answers 2.What do you think about the new
once or twice. robot?
3.Could he read when he was six?
4.Will robots be able to do difficult Work in
- match the questions things like riding a bike or driving a car? pairs
with the correct a.No, he couldn’t
answers. b.No, they won’t
c.Yes, they can
d.In my opinion , it’s too smart
-Work in pairs Key:
1.c 2.d 3.a 4.b
Finished! Now you can………

ENGLISH 6
Project (20’) Aims: to make product with the topic they learnt and present their product in
front of the class
Task 1:Draw a robot of 1. Draw a robot of your own
your own
-Ss look at the pictures
of robot and point out
the skills Work in
-work in groups groups
2.Think about the questions and write

Task 2.Think about the a description of your robot
questions and write a - What’s its name?
description of your - What does it look like?
robot - What can it do now? Work in
-Ss use the ideas from - What will robots be able to do in the groups
the note to write a future?
paragraph about their
dream robot
Outcome -Ss take note IV/Homework: All the

&Homework -Review all the lesson of unit class
(2’) -Complete the writing
- Prepare for Review 4
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

ENGLISH 6

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SECONDARY SCHOOL LESSON PLAN

Date of planning:Date of teaching:

Warm up - Students play game * Warm-up: Whole class

Teacher: Nguyen Kim Cuc Page 1

- Ss work independently. 1a. Read the conversation again and Work

- Ss guess some 1b.Find the adjectives describing each Whole class

Teacher: Nguyen Kim Cuc Page 3

- Ss work in groups of III. Production Work in

Teacher: Nguyen Kim Cuc Page 4

Date of planning: Date of teaching:

PERIOD 59 UNIT 7: TELEVISION

Warm up -Ssare shown some pictures * Warm up: Whole class

Teacher: Nguyen Kim Cuc Page 5

- Ss work in pairs to complete Work in pairs

- Ss compare their answers * Key: Work in pairs

Teacher: Nguyen Kim Cuc Page 6

two sounds /θ/ and /ð/. words.

Teacher: Nguyen Kim Cuc Page 7

PERIOD 60UNIT 7: TELEVISION

Warm up - Ss are shown some pictures. I. Warm up: Work in

choose the correct question conversations.

- Ss check and correct with Whole class

Teacher: Nguyen Kim Cuc Page 9

Subordinated clause , Main

Teacher: Nguyen Kim Cuc Page 11

Date of planning: Date of teaching:

PERIOD 61 UNIT 7: TELEVISION

Steps Learning activity Contents Modes

Warm up Revise the old lesson I. Warm up: Whole class

complete the sentences in * Key:

- Ss read through all the b. Tick the correct Work

Teacher: Nguyen Kim Cuc Page 13

- Ss work in group of four. IV.Production Work in groups

Teacher: Nguyen Kim Cuc Page 14

Date of planning:Date of teaching:

PERIOD 62 UNIT 7: TELEVISION

Warm up - Ss are divided into 2 groups. I. Warm up: Work in

Teacher: Nguyen Kim Cuc Page 15

- Ss scan the keywords in the text in 1- Wheelbarrow Races

- Ss choose the programme they prefer III. Speaking Work in

- Ss listen to teacher’s feedback. programmethe reason you

Teacher: Nguyen Kim Cuc Page 17

Date of planning: Date of teaching:

PERIOD 63 UNIT 7: TELEVISION

Steps Learning activities Contents Modes

Warm up - Ss guess the 5 programs that I. Warm up: Work in

Teacher: Nguyen Kim Cuc Page 18

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Tapescript:And here are some interesting TV programmes for you.The musical

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Date of planning: Date of teaching:

PERIOD 64 UNIT 7: TELEVISION

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order of the sentences to have s A- C- B- D- F- H- G- E- I- K

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Date of planning: Date of teaching:

Steps Learning activities Contents Modes

Warm up I. Warm-up: Whole

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- Ss practice saying them Whole class

-Ss practice the sample Work in