Giáo án môn Tiếng Anh 6 Smart World - Unit 1: Home

i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 1
UNIT 1: HOME
Lesson 1 (p. 6)
Objectives:
By the end of this lesson, students will gain the following:
Language knowledge and skills
Vocabulary: pool, balcony, garage, yard, gym, apartment. 
Useful expression: Excuse me.
	Grammar: Simple present (+)
	àStudents will be able to talk about people’s homes and get someone’s attention. 
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills 
Building their love for family, homes and community
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: Hello!
Play audio (The “Hello!” song) to brainstorm the theme of the lesson.
Teacher and students sing along and greet together.
Option 2: What is in the picture?
Divide the class into two groups, A & B.
Teacher shows chain of pictures of places. After watching, groups receive flashcard of the places they have just seen, pick out the ones they saw.
The winner is the group which has more correct pictures.
Teacher – whole class/ individuals
Teacher – whole class/ groups
25’
New lesson
Teacher shows pictures of places again to lead in the new lesson. 
Ask students if they have ever been to any of them.
A-Teach new words. (10’)
Use real things and pictures to introduce the new words: 
New words:
pool (n)
balcony (n)
apartment (n)
garage (n)
gym (n)
yard (n)
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 1. (Checking new word)
Have students look at the pictures, and fill in the blanks with words given. (exercise a/p. 6)
Listen again to check the answers.
Answer:
Pool
Apartment
Gym
Balcony
Garage 
Yard
Activity 2: watching a video clip, name the places
Teacher shows a video clip she made about her apartment
Have students watch the video, pause sometimes for students to name the places. (Balcony, kitchen, bedroom, living room, yard, pool, garage).
Teacher checks, corrects and gives feedback.
Activity 3 (optional): Speaking
Teacher makes example sentences with new words.
Ask students to work in pairs, talk about their house, using new words. (exercise b/p. 6)
Some pairs present in front of the class.
Teacher checks and corrects.
Example.
My house has a balcony.
There’s a small yard in front of my house...
B-Listening. (10’)
Teacher shows the picture of the task, asks students some questions about it. (exercise a/p. 6)
Suggested Q&A:
How many people are there? – Three people
Are they family members? - No
Are they classmates? – Yes.
Teacher has students work in pairs, read the sentences, guess the answers (exercise b/p. 6)
Listen and check their guess (listen the 1st time)
Listen again to check their answers.
Teacher checks and corrects.
Answer:
An apartment
bedrooms
pool
garage
Teacher shows the dialogue, students listen and repeat.
Teacher – whole class/ individuals 
Teacher -whole class/ individuals
Teacher – whole class/ individuals
Teacher – whole class/ pairs
Teacher – whole class/ pairs
5’
Wrap-up
Option 1: Substitution
Teacher gives out the open conversation to groups, students practice filling in the gaps, using suggested words.
Have students practice role playing the dialogue. 
Some pairs present in front of the class. (close pairs, open pairs)
Example:
An apartment (a house, a flat, a villa)
Pool (garden)
Garage (gym)
Option 2: Speaking.
Teacher asks some students about their house or apartment (hand-out, an open dialogue, students answer by themselves.)
Students work in pairs, ask and answer.
Some pairs present in front of the class. 
Example:
Do you live in a house?
Is it big or small?
.
Does it have a garden?
Is there a balcony?
.
What thing do you like best?
Option 3: song “We are a Family”
The whole class sings the song together.
https://www.youtube.com/channel/UCVcQH8A634mauPrGbWs7QlQ
Homework
Write four sentences about your house.
Teacher – whole class/ groups
Teacher –Students in pairs
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 2
UNIT 1: HOME
Lesson 1 – Grammar (p. 7)
Objectives:
By the end of this lesson, students will gain the following:
Language knowledge and skills
Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment) 
	Grammar: Present simple (affirmative, negative, interrogative form)
	+ I / you / we / they + live & he / she / it + lives
	- S + don’t / doesn’t live
	? Do / Does + S + live ? – Yes,do/does. / No,  don’t/doesn’t.
àStudents will be able to use present simple to exchange information about their homes.
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills 
Building their love for family, homes and classmates 
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: We are a family
Play the music, the whole class sings and dances together to lead in the theme of the lesson.
Option 2: Interviewing
Some students talk about their house (homework).
Teacher follows, checks and gives feedback.
Teacher – whole class
Teacher -Whole class/ Individuals
25’
New lesson
A-Grammar. (10’)
Teacher shows types of houses, asks students some questions about them. (use Yes – No questions)
Teacher shows example sentences and elicits the way of using present simple tense
Formation
Examples
+
I / you / we / they + live (V)
He / she / it + lives (V.s/es)
I live in an apartment.
She lives in an apartment.
-
I / you / we / they + don’t live 
He / she / it + doesn’t live
They don’t live in a house.
She doesn’t live in a house.
?
Do + you / we / they + live ?
Does + He / she / it + live ? 
Do you live in a house?
Does she live in a house?
Teacher gives some sentences, asks students to change them into negative and interrogative. (individually)
Correct student’s answers if necessary.
B-Practice. Fill in with correct verb forms (6’)
Teacher explains the way to do task b/p. 7
Some volunteer students show the answers on the board.
Teacher checks and corrects.
Answers:
Lives
Have
Live – lives
Doesn’t have
Live
Have 
C-Practice. Complete the dialogue (10’)
Teacher shows the table, sets the scene of the dialogue. Have students practice filling the dialogue (pairs)
Have a pair present in front of the class.
Teacher asks students to use given clues to complete the conversation. 
Suggested answer:
No, I don’t. 
Yes, it does
No, it doesn’t
No, it doesn’t
Yes, it does
Teacher checks and corrects the answers.
Students practice reading the dialogue in pairs.
Teacher – whole class/ individuals
Teacher/ Whole class/ individuals
Teacher – whole class/ pairs/ individuals
5’
Wrap-up
Option 1: Interviewing
Have students use the same format to ask and answer about their own house.
Some pairs present in front of the class.
Example:
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Option 2:
Teacher shows some pictures of houses, one team chooses a house to describe, and the others find the correct one.
The team who has more correct answers wins the game.
Option 3:
Teacher shows some pictures of houses, one team chooses a house to describe, and the others find the correct one.
Five students attend the game. 
A host student chooses a picture of a house; other students ask Yes No questions to find out the house. The student who finally finds out the house wins the game.
Teacher – whole class/ pairs
Teacher –Students in groups
Teacher –Students in groups
Homework
Make a table of things that your house has.
garden
pool
garage
Yard
playground
Gym
balcony
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 3
UNIT 1: HOME
Lesson 1 (p. 8)
Objectives:
	By the end of this lesson, students will gain the following:
Language knowledge and skills
Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment) 
	Grammar: Present simple – Y/N questions
	Do / Does + S + live ? 
	Yes,do/does. / No,  don’t/doesn’t.
	Pronunciation: intonation of Y/N questions
àStudents will be able to ask Y/N questions (present simple) using the correct pronunciation feature and use them to exchange information about their homes.
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills 
Building their love for family, homes and classmates
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: Hello!
Play audio (The “Home sweet Home” song) to lead in the theme of the lesson. 
Teacher and students sing and greet together.
Option 2: What things does your house have?
Some students show the table of their homework, share something about it.
Other students may ask for more questions if they want.
Teacher follows and gives feedback, then leads to the new lesson.
Teacher – whole class/ individuals
Teacher –whole class/ individuals 
25’
New lesson
A-Pronunciation. (10’)
Teacher shows example sentences to class (affirmative & negative) and asks them to find the differences.
Teacher explains the rules, gives more examples to make it clear.
Ex: I live in an apartment.
 Do you live in an apartment?
Ex: There is a yard in my house.
 Is there a yard in your house?
Have students listen and notice the change of the intonation (exercise b/p. 8)
Have them listen & repeat.
Have students listen and cross out the wrong intonation. (exercise c/p. 8)
Further practice:
Teacher gives some sentences for students to practice
Some students read loudly
B-Practice – Point, ask and answer (10’)
Activity 1: Ask & answer.
Use real things and pictures to review the words: (apartment, garage, yard, pool, )
Teacher asks some students as model.
Have students practice in pairs, asking and answering Yes – No questions.
Example:
Do you live in an apartment? – Yes, I do
..
.
Some pairs present in front of the class
Correct student’s pronunciation & intonation if necessary.
Activity 2: discussion
Have students practice A&A about their home, using Yes/No questions. (exercise b/p. 8)
Have students work in pairs, share their ideas.
Some students present in front of the class.
Teacher checks, corrects or gives feedback.
Teacher – whole class/ individuals
Teacher - whole class/ pair work
Teacher – whole class/ pairs
5’
Wrap-up
Option 1: Pass the ball
Give a student a ball, play audio of music and ask him/her to pass the ball to the student next to him/her and continue with other students.
Stop the music suddenly.
Students stop passing. The student with the ball will make a sentence that describes their house or one thing their house has.
Play the music again and continue this game in the same way.
Option 2: Speaking (Chain game)
One student makes a sentence to describe their house.
Another student says the sentence again (change the subject pronoun) together with a sentence about his house.
The third student does the same way (say the 2 sentences above again, add one more about his house).
Student who can’t make the chain loses the game. 
The winner will get 1 point for him / her. 
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make your own blog: write 5 sentences about your house.
i-Learn Smart World 6 (student book)
Week: Date of teaching:	
Period: 4
UNIT 1: HOME
Lesson 2 (p. 9)
Objectives:
	By the end of this lesson, students will gain the following:
Language knowledge and skills
	Vocabulary: (do the) laundry, clean the kitchen, make dinner, make the bed, do the shopping, do the dishes
	Grammar: Present simple
à Students will be able to name housework and say which housework they do at home.
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills 
Having responsibility for doing housework
Developing the love for family
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Sing a song
Play audio (The “Home sweet Home” song) to review the song 
Teacher and students sing along and greet together.
Option 1: What types of house?
Divide the class into two groups, A & B.
One group has pictures of houses; one group has words.
Group A shows a picture, group B shows equivalent word, and reverse.
The winner is the group which has more correct answers
Option 2: Sticking
Teacher shows a picture of types of houses.
Display the flashcards of letters on the board.
Some students volunteer to stick a word that matches with the picture. 
One plus mark for every student having a correct answer.
Teacher – whole class/ individuals
Teachers -students in groups
Teacher -whole class/ individuals
25’
New lesson
Teacher shows a picture to introduce new lesson.
Ask students if they often do the housework at home.
A-Teach new words. (10’)
Use real things and pictures to introduce the new words: 
New words:
Do the laundry
Do the shopping
Do the dishes
Clean the kitchen
Make breakfast / lunch / dinner
Make the bed 
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 1. (Checking new word),
Teacher lets students fill in the blanks. (exercise a/p. 9)
Listen again to check the answers.
Activity 2: discussion
Have students practice A & A if they do the housework at home.
Have students work in pairs, share their ideas.
Activity 3 – Reading:
Guessing game
Teacher shows a picture of Ken’s blog.
Ask students to guess if Ken does the housework at home.
Students read through the blog, check their guess.
Scanning.
Have students read through the blog, check the housework they see in the blog.
Do the dishes
√
Do the shopping
√
Make dinner
√
Make the bed
√
Clean the kitchen
X
Clean the room
√
Do the laundry 
√
Vacuum 
X
Circle the correct answer.
Have students work in groups, read the blog, and then circle the correct answers.
Students show their answers on the board.
Teacher checks, corrects or gives feedback.
Answer:
Ken’s family
Ken’s mom
Ken’s dad
Ken’s dad
Ken’s dad
B-Grammar. (10’)
Teacher asks students to list housework that Ken does every day.
Suggested answer
I clean the kitchen every day.
He cleans the kitchen every day.
Teacher underlines the verbs, introduces and elicits the ways to use present simple tense.
Students follow the teacher, answer the teacher’s questions
Teacher gives some more examples for students to change subject pronouns and the verb forms
Ex: I do the dishes.
 He
Activity 1: fill in the blanks, using Present Simple tense.(b/10)
Have students work in pairs; use the verbs given to fill in the blanks in Present Simple tense. 
Teacher asks some pairs to show their answers.
Answer
Do
Do
Cleans
Make
Does
Makes 
Ask some students to check the answers.
Teacher checks again and gives feedback. 
Teacher – whole class/ individuals
Teacher- whole class/ individuals
Teacher- students in pairs
Teacher – whole class/ individuals
Teacher – whole class/ groups
Teacher – whole class/ individuals
Teacher – Students in pairs 
5’
Wrap-up
Option 1: Change game
A student makes a sentence about the housework they do at home.
The next student says that sentence again (change the subject pronoun), then adds a sentence about him / her.
The third student does the same as the previous one.
Student who can’t make the chain loses the game.
Option 2: Speaking.
Students work in groups.
Teacher gives out hand-out to groups, students list the housework they do at home.
Some students share their ideas to the class. 
The winner will get 1 point for him / her. 
Option 3: Watch an animation, list the types of housework which they can see.
https://www.youtube.com/watch?v=QOo16hzWLxQ
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make your own blog: write about the housework you do at home.
i-Learn Smart World 6 (student book)
Week: Date of teaching:	
Period: 5
UNIT 1: HOME
Lesson 2 – Grammar (p. 10)
Objectives:
	By the end of this lesson, students will gain the following:
Language knowledge and skills
	Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the shopping, do the dishes)
	Grammar: Present simple – Wh- questions 
à Students will be able to use Present Simple to talk about family members and housework.
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills
Having responsibility for doing housework
Developing the love for family
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Blog sharing
Some volunteer students share their blog to the class.
Teacher and other students follow them, make questions if necessary.
Teacher gives feedback and gives marks.
Option 2: Re-matching
Teacher shows a picture of types of houses together with the words which are wrong, students have to rematch.
Display the flashcards of letters on the board.
Some students volunteer to stick a word that matches with the picture. 
One plus mark for the student having a correct answer.
Teacher gives feedback, then leads to the new lesson.
Teacher – whole class/ individuals
Teacher-whole class/ individuals 
25’
New lesson
A-Grammar. (10’)
Activity 1: Listen & repeat a/ p. 10
Teacher asks students to list housework that he / she does every day.
Suggested answer
I clean the kitchen every day.
He cleans the kitchen every day.
Teacher underlines the verbs, introduces and elicits the ways to use present simple tense.
Students follows teacher, answer teacher’s questions
Teacher gives some more examples for students to change subject pronouns and the verb forms
Ex: I do the dishes.
 He
Activity 2: fill in the blanks, using Present Simple tense.(b/10)
Have students work in pairs; use the verbs given to fill in the blanks in Present Simple tense. 
Teacher asks some pairs to show their answers.
Answer
Do
Do
Cleans
Make
Does
Makes 
Ask some students to check the answers.
Teacher checks again and gives feedback.
Activity 3: Write sentences using the prompts
Have students to work in pairs, practice writing the whole sentences using the prompts
Some students who finish quickly go the board to write the answers.
Teacher checks and gives feedback.
Answer:
Joe’s mom
What housework does your sister do?
My dad does
Who does the shopping?
Mary’s brother.
What housework do they do?
Suggested option
The answer may be put in the game “Who’s quicker?
Two students each turn, put one hand on the shoulder, after teacher shows the question, student who has a faster clap will answer the question
Teacher – whole class/ individuals
Teacher – whole class/ pairs
Teacher – whole class/ pairs
5’
Wrap-up
Option 1: Speaking.
Students work in groups.
Use the same format of the letter in b / p. 10 to talk about the housework in the home.
Some students share the story to the class. 
The winner will get 1 point for him / her. 
Option 2: watch an animation, list the types of housework appear
https://www.youtube.com/watch?v=QOo16hzWLxQ
Homework
Make your own blog; write about the housework your family members and you do at home.
Teacher – whole class/ groups
Teacher –whole class/ individuals
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 6
UNIT 1: HOME
Lesson 2 – Pronunciation (p. 11)
Objectives:
	By the end of this lesson, students will gain the following:
Language knowledge and skills
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the shopping, do the dishes)
Grammar: Present simple – Wh- questions
	Pronunciation: / ɪ / sound
à Students will be able to use Present Simple to talk about family members and housework.
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills
Having responsibility for doing housework
Developing the love for family
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. 
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Singing
Play video (The “Old McDonald” song) to warm up the students.
Teacher and students sing along and greet together.
Option 2: What do you see?
Teacher shows some pictures, then asks students to guess what they see in it. (kitchen / living room/ dinner/ shopping/ sister, ...), pay attention to the / ɪ / sound
Have students read loudly, then lead to new lesson.
Teacher – whole class/ individuals
25’
New lesson
A-Pronunciation. (10’)
Teacher shows examples to class, speaks louder for students to recognize the difference.
Teacher explains the rules, gives more examples to make it clear. 
Have students listen and repeat, focus on the underlined letters (b/p. 11)
Answer:
1 .
2. .
3. 
Some students say again.
Have students listen and cross out the word with different sound (c/p. 11)
Students practice reading the words in pairs, they cross correct the pronunciation. Ask teacher for help if necessary.
Answer: 
..
.
Further practice:
Teacher gives some sentences for students to practice
Some students read loudly.
B-Practice – Point, ask and answer (10’)
Option 1: Ask & answer.
Use real things and pictures to review the words: (breakfast, lunch, dinner, laundry, dishes, shopping, living room, kitchen)
Teacher asks some students as model.
Have students practice in pairs, ask and answer about the family and the housework.
Example:
Do you often do the housework at home? – Yes, I do
Who cooks meals in your house? – My mom does
..
Some pairs present in front of the class
Correct student’s pronunciation & intonation if necessary.
Option 2: discussion
Have students practice A&A about their home, use yes No questions. (exercise b/p. 8)
Have students work in pairs, share their ideas.
Some students present in front of the class.
Teacher checks, corrects or gives feedback.
Teacher – whole class/ individuals/ pairs
Teacher- whole class/ pairs
Teacher – whole class/ pairs
5’
Wrap-up
Option 1: Doing a survey: 
What housework do your family members do?
Have students work in group of four; (3 families and a reporter). (a/p. 11)
After completing the survey, the reporter will report the result in front of the class.
Play the music again and continue this game in the same way.
Option 2: Speaking. 
Students work in groups of four, take turns to talk about the housework their family members do.
Some students volunteer to share in front of the class.
Option 3: Speaking. 
Have students answer the question: 
Which housework do you like doing best? Why?
Some students volunteer to share their ideas.
Plus mark is given to students who do well.
Teacher – whole class/ groups
Homework
Write about the housework you like doing best. Why?
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 7
UNIT 1: HOME
Lesson 3 – Geography (p. 12)
Objectives:
	By the end of this lesson, students will gain the following:
Language knowledge and skills
Vocabulary: south, west, north, south, village, town, city, hometown
Grammar: Present simple – Where is.? Is it.? What’s it famous for?
àStudents will be able to ask and answer about villages, towns and cities. 
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills
Developing the love for community, country and the world 
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: odd one out
Teacher shows four pictures of housework each time, students have to find and choose the one that does not belong to the group. 
Teacher and the whole class check and correct.
Option 2: Which town or city?
Teacher shows some pictures of town or cities in Vietnam and in the world, and then asks students to give its name. 
Teacher gives feedback, then lead to new lesson.
Teacher – whole class/ individuals
25’
New lesson
A-New words. (10’)
Activity 1: Teaching new words.
Teacher uses pictures to elicit the meaning of new words.
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
New words:
south (n)
north (n)
west (n)
east (n)
village (n)
town (n)
city (n)
Checking new words: 
Teacher shows pictures, students say the words.
Activity 2: Practice:
Option 1: Gaps fill
Have students fill in the blanks in exercise a/p. 12 (the compass) (individually)
Some students give answers. Teacher checks and corrects.
Have students fill in the blanks in exercise b/p. 12
Answer:
Village 
Town 
City 
Option 2: Speaking
Teacher shows places in Viet Nam, students look and tell if they are villages, towns or cities.
B-Listening. (10’)
Activity 1: Listen to a boy talking about his hometown.
Teacher shows the Listening on page 12, lets students look and describe it. 
Teacher shows a guided question. 
“Listen, answer: Does he like living there?
Answer: Yes 
Have students listen and answer Yes – No.
Listen again to check the answer (a/p. 12)
Activity 1: Listen and circle True – False
Have students listen and circle True - false. (exercise b/p. 8)
Teacher gets the answers from students.
Ask them to correct the false ones.
Teacher checks, corrects or gives feedback.
Answer:
True 
False 
False 
True 
Teacher – whole class/ individuals
Teacher - whole class/ individuals
Teacher – whole class/ individuals
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Writing & Speaking
North of Italy
Teacher shows a chart of Luca’s house. Have students work in groups of four, fill in missing information.
Small village
Luca
weather
Famous for 
My house is
Students from groups show their result to class.
Teacher checks and gives feedback.
Option 2: Speaking. 
Students work in groups of four, use the same format of Luca’s house to talk about the place they live. 
Some students volunteer to share in front of the class.
Teacher – whole class/ groups
Teacher –students in groups
Homework
Make a chart of information about the place you live. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 8
UNIT 1: HOME
Lesson 3 – Geography (p. 12)
Objectives:
	By the end of this lesson, students will gain the following:
Language knowledge and skills
Vocabulary: review (south, west, north, south, village, town, city, hometown)
Grammar: Present simple – Review (Where is.? Is it.? What’s it famous for?)
àStudents will be able to ask and answer about villages, towns and cities in Vietnam and other countries; write about their hometown.
Core competencies and Personal qualities
Developing communication skills and creativity
Demonstrating teamwork skills
Developing the love for community, country and the world 
Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
Procedures:
Time
Steps/Activities
Organization
5’
Previous lesson
Option 1: Speaking
Students show the information about the place they live (homework). 
Other students make questions to find more information about it.
Teacher and the whole class check and correct.
Option 2: Village, town or city?
Teacher shows some sentences on the screen, students read, then choose a place for each person.
Example:
Nam likes modern houses, tall buildings and a lot of people where he lives. He likes to live in the  (city)
Mai doesn’t like tall houses, busy streets because it’s noisy. She likes to live in the .. (village)
I like to live inbecause it has many houses, parks and stores but it’s not as crowded as the city. (town)
Teacher gives feedback, then leads to new lesson.
Teacher – whole class/ individuals
Teacher – whole class/ individuals
25’
New lesson
A-Reading. (10’)
Activity 1: Teaching new words.
Teacher shows some pictures or a short clip of Floating market, asks students some questions about this place.
Example:
Do you know this market?
Where is it?
Have you ever been there?
What do you know about it?
Teacher gets the answers, then teaches some new words.
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
New words:
Floating market (n)
Delta (n)
grow (v) 
Farmer (n)
Important (a)
Business (n)
Transportation (n)
Checking new words: 
Teacher shows pictures, students say the words.
Activity 2: Practice:
Option 1: Answer the questions
Have students work in pairs, read the text and answe