Giáo án môn Tiếng Anh 6 Smart World - Unit 10: Cities around the world

i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 91
UNIT 10: CITIES AROUND THE WORLD
Lesson 1 (p. 78)
Objectives:
By the end of this lesson, students will be able to:
Language knowledge and skills
Vocabulary: gain vocabulary items about places in the city – (n) statue, museum, palace, tower, opera house, cathedral, bridge
Structure: Use the structures – “What’s there near .? – There is / are .”.
à talk about places in the city
Core competencies and personal qualities
Raise motivations and interests in learning English as a foreign language
Develop communicative and team-working skills through learning activities
Illustrate problem-solving and critical-thinking skills through learning activities
Establish responsive and independent characteristics to be a long-life learner
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV.
Students’ aids: Student’s book, notebook, workbook.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: brainstorming
Teacher lets students watch an animation “Country Mouse – City Mouse” - https://youtu.be/50p6Ch7bnkA 
Ask students some questions after watching.
Question:
What is the animation about?
Why does the mouse go to the town?
Does he enjoy life in town?
Teacher and students discuss together.
Option 2: Discussion.
Teacher asks students some questions about their vacation destination. (modeling)
Let students talk freely. 
Ask them which places they like best and give the reason why.
Teacher introduces some vacation destinations in Vietnam and around the world, includes as much information as possible.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
Teacher shows pictures of vacation places and asks if they know any of them. 
Ask students if they have ever been to any of them, or what place they want to come to.
A-Teach new words. (10’)
Activity 1: Teaching new words
Use real things and pictures to introduce the new words: 
New words:
statue (n)
bridge (n)
palace (n)
tower (n)
opera house (n)
cathedral (n)
museum (n)
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 2. Checking new words
Have students write the letters in the boxes (a/p. 78)
Teacher checks the answers and gives feedback.
Have they read all the words again.
Answer:
A
E
C
B
F
D
H
G
Activity 3: Speaking
Teacher shows picture again, one by one, and asks student if they know where it is.
Have students work in pairs, thinks of three landmarks in your country and talk about it. (exercise b/p. 78)
Some students volunteer to share their ideas to class.
Teacher checks, corrects and gives feedback.
Answer: students’ answer
B-Listening. (10’)
Activity 1: listen and answer the question
Are they both going on vacation?
Yes / No
Teacher introduces Kathryn and Tom, shows the question, then lets students listen.(exercise a/p. 78)
Get answers from students. (listen the 1st time)
Answer: Yes
Listen again and circle True or False (listen the 2nd time)
Listen again and check their answers
Teacher checks and corrects.
Answer:
False 
True 
False 
True 
Activity 2: Listen again, answer the question 
Have students listen again and give the correct answer.
Get the answers from students, check and correct.
Teacher has students play role, read the dialogue. (hands-out)
Answer:
It’s busy .
Yes, 
It’s .
Kathryn can go to ..
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ group work
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: role playing
Teacher gives out the conversation to pairs, (hands-out) have students role playing, read the dialogue again.
Have students underline some words, then practice subtitling the underlined words.
Have students practice role playing the dialogue. 
Some pairs present in front of the class. (close pairs, open pairs)
Example:
Royal Palace - 
Square - 
Park - 
.
Option 2: Conversation skill.
Teacher asks students to indicate conversation skill in the dialogue.
Have students play role of Kathryn and Tom, read the dialogue again.
Students work in pairs, do as modeling.
Some pairs present in front of the class. 
Example:
What are you going to do in?
Do you have a ticket?
.
What can I do if I can’t have a ticket?
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write a short paragraph about the place you want to go to.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 92
UNIT 10: CITIES AROUND THE WORLD
Lesson 1 (p. 79)
Objectives:
	By the end of this lesson, students will be able to use the First Conditional to talk about real possibilities that might happen in the future.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure : If clause (type 1) If + S + Vs/es, S + will/can + V
 Ex : If you do more exercise, you will be fit and healthy.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: If you happy
Play the music, the whole class sing and dance together to power class before starting the lesson.
Option 2: matching
Teacher shows some pairs of pictures, which can be match to make conditional sentences.
Students match, teacher makes sentences, students says again.
Teacher elicits the ways to make conditional sentences, then leads to new lesson.
Teacher – whole class
Whole class
25’
New lesson
A-Grammar. (10’)
Teacher uses pairs of pictures above to introduce conditional sentences.
Teacher shows example sentences and elicits the way to use them. 
Ask students to give examples to make sure they catch the point.
If clause
Main clause
If + S + Vs/es
S + will / can + V
Ex : If you eat too much,
 If you aren’t careful,
You will become obesity.
You may fall down.
B-Practice. 
Activity 1: Listen & repeat (a/p. 79)
Have students read the sentences with if clause.
Have some students make example sentences if they can.
Activity 2: fill in the blanks with correct form of the verbs. (b/p. 79)
Have students practice in pairs, read the sentences and complete the blanks with correct form of the verbs.
Some pairs show the answers on the board.
Teacher checks and gives marks.
Answer:
Have – will go
Is – will watch
Won’t go - is
Have time – will visit
Is – will visit
Don’t have – won’t go
Activity 3: Look at Mary’s plan and write the sentences. (c/p. 79)
Teacher shows the suggested words and explains the way to do the task. 
Have students practice writing full sentences (groups) 
Groups cross check the answers before showing them on the board. 
The answers are shown through a game. 
Suggested answer:
If it rains, Mary will go to the café.
If the museum is busy, she will go to the cathedral.
She will visit the tower if the opera house is closed.
If the palace is busy, she won’t go there.
She will see the old bridge if she has time.
Teacher checks and corrects the answers.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ group work
Teacher – whole class/ pairs
Teacher – whole class/ individual
5’
Wrap-up
Option 1: Making sentences
Teacher shows pairs of pictures in Warm-up again.
Students practice making the sentences in pairs
Students show the answers on the board
Teacher checks and corrects.
Option 2: Mistakes correction
Teacher shows some conditional sentences on the screen, which have mistakes with the structures
Students check and correct the mistakes.
Students show the answer on the board.
Teacher checks and corrects.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make five sentences, use if clause.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 93
UNIT 10: CITIES AROUND THE WORLD
Lesson 1 – pronunciation (p. 80)
Objectives:
	By the end of this lesson, students will be able to notice the sound /ð/ in words.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: 
Structure: prononciation : /ð/ sound
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Game Matching
Teacher divides the class into two teams A & B. 
Teacher gives teams flashcards that bear half of the conditional sentences.
One student in team A gives a clause, one in team B has to find the equal half.
Which team has more correct answers to win the game.
Option 2: game Matching
Teacher divides the class into two teams A & B. 
Each team has an if clause of the conditional sentences.
One student in team A speaks the if clause, one in team B has to make the main clause to complete the sentence.
Which team has correct answers can give order to the other one.
Which team has more correct answers wins the game.
Teacher – whole class
25’
New lesson
A-Pronunciation. (10’)
Activity 1: 
Teacher shows an example sentence on the board, has students listen, repeat and notice the sound. 
Teacher lets students listen and repeat the sound. (b/p. 40)
Activity 1: Practice the conversation (a/p. 80)
Students listen and repeat (c, d/p. 80)
Have some students read by themselves. 
B-Practice – Practice the conversation, swap roles & repeat. (10’)
Teacher asks students to take a look at the conversation and answer the questions. (a/p. 80)
Questions:
Who are talking?
What is Tom going to do?
What’s going to do if the weather is cold?
Some students answer the questions.
Two pairs read the dialogue aloud.
Teacher asks students to work in pair, make a new conversation using the words given to substitute.
Further practice: Speaking. (b/p. 80)
Have students practice in pairs, make a new conversation using their own ideas.
A pair presents in front of the class.
Teacher corrects student’s pronunciation if necessary.
Activity 2: Speaking – Famous landmarks in London
Teacher asks students about their favorite destination for vacations before letting them practice speaking.
Teacher suggests a destination: London.
Have students name three famous places in London. Teacher adds more if necessary.
Have students work in groups of four, share three ideal places they want to go.
A representative from group presents in front of the class.
Teacher checks, corrects or gives feedback.
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: discussion
Teacher sets the scene of the task, asks students what they will do if they have more free time.
Teacher gives example sentences as modeling
Some pairs present in front of the class.
Example: 
If I have more free time, I’ll learn to play the guitar.
Option 2: Interviewing
Students A&A in pairs, one student gives questions, the other one answers.
Example:
Q: what will you do if you have more money?
Q: what will you do if you get five marks in Math?
Q: what will you do if you ?
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make four sentences about yourself with If
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 94
UNIT 10: CITIES AROUND THE WORLD
Lesson 2 (p. 81)
Objectives:
	By the end of this lesson, students will be able to compare features of cities around the world. 
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/laptop/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: (n) amusement park, shopping mall, building, public transportation.
 (adj): modern, crowded, noisy, peaceful, fantastic, comfortable.
Structure: description with adj: The shopping mall is always crowded
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Matching
Teacher shows the national flags, asks students to name the countries they belong to. 
Option 1:
Asks some students to list some landmarks in each country (if they can).
Option 2:
Teacher shows landmarks in these countries, let students match them.
Students do as direct.
Teacher checks and correct, then leads to the new lesson.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
A-Teach new words. (10’)
Teacher uses symbols, pictures or simple English to introduce new words: 
New words:
Amusement Park (n)
Shopping mall (n)
Public transportation (n)
Modern (a)
Crowded (adj)
Noisy # peaceful (a)
Fantastic (a)
Comfortable (a)
Have students listen and repeat each new word. (chorally – individually)
Teacher corrects student’s pronunciation if necessary.
Activity 1. (Checking new word),
Teacher asks students to look at their book, complete the blanks with words given. (exercise a/p. 81)
Teacher checks and gives feedback.
Answer:
Amusement Park
Shopping mall
Building
Activity 2: matching
Teacher gives a definition; students guess the word. 
Have students work in pairs, circle the definition for the underlined words.
Teacher gets the answers from students, checks and gives feedback.
Answer:
A
A
B
B
Activity 3. Speaking
Teacher asks a student about the place they live as modeling.
Ask students to practice in pairs, A&A using the adjectives to describe the place they live.
Some students share their ideas to the class.
Example:
 I live in a small town in Ho Chi Minh city. The town is small, but it’s very modern. There is only an amusement park in the town, so it’s very peaceful.
B-Reading. (10’)
Activity 1: Brainstorming
Teacher shows some scenic spots, lets students guess the country (Singapore).
Art Science Museum
Twin Tower
Merlion Statue
Have students answer the questions. Asks students to give more information about these places.
Teacher gives some more information if necessary.
Activity 2: Reading, answer True - False.
Teacher shows pictures of Singapore and Kuala Lumpur
Have students compare the two cities base on the pictures.
Teacher explains how to do the task.
Have students practice in pairs, do as directed.
Answer:
False 
False
True 
True 
Teacher checks again and gives feedback.
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Discussion
Teacher asks students a question.
If you have chance, which city would you like to visit? Why?
Students’ answer
If I have chance, I’ll visit.because 
Some students share their ideas.
Teacher checks and gives feedback.
Option 2: Speaking.
Teacher shows pictures of two big cities in Viet Nam (Ha Noi & Ho Chi Minh city)
Teacher gives hand-out to groups, students take notes to compare the two cities.
Some students share their ideas to the class. 
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write about the city you would like to visit.
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 95
UNIT 10: CITIES AROUND THE WORLD
Lesson 2 – Grammar (p. 82)
Objectives:
	By the end of this lesson, students will be able to comparative adjectives to compare two things and superlative adjectives to compare more than two ones.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: (adj) exciting # boring, cheap # expensive
Structure: comparative & superlative 
 (short adj, long adj, special cases)
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Words reviewing
Teacher asks some volunteer students to talk about the place they like to visit. 
Teacher gives feedback and gives mark.
Teacher shows another place to make some comparison between two places, then leads to new lesson.
Example: 
Ho Chi Minh city is bigger than Ha Noi city.
Bangkok is more exciting than London.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
A-Grammar. (10’)
Activity 1: Listen & repeat a/ p. 82
Teacher shows some sentences to elicit the ways to use form comparative and superlative form. 
Adjectives
Comparatives
Superlatives
1 syllable
+ ER
+ EST
1 syllable ending in “e”
+ R
+ ST
1 syllable ending in cons-vow-cons
Double the last consonant + ER
Double the last consonant + EST
Two/more syllables 
MORE + ADJ
THE MOST + Adj
Two syllables ending in “y”
Y – IER
Y – IEST 
exceptions
good – better, bad – worse, fun – more fun
the best, the worst, the most fun
Teacher asks students to take notes in their notebook.
Teacher gives some more examples for students to do.
Have students listen and repeat all the words.
Ex: I amthan my sister (tall).
 He gets up than I (early).
Activity 2: fill in the blanks (b/p. 82)
Have students work in pairs; fill in the blanks with a / an / some / any
Teacher asks some pairs to show their answers.
Answer
More exciting
The oldest
Cheaper 
the cheapest
The most expensive
The most boring
More peaceful
More crowded
Noisier
The noisiest
Ask some students to check the answers.
Teacher checks again and gives feedback.
Activity 3: Fill in the blanks (c/p. 82)
Teacher shows slides containing the two items which are used to compare.
Have students work in pairs, practice filling the blanks in the sentences.
Some students who finish quickly go to the board to write the answers.
Teacher checks and gives feedback.
Answer:
bigger
the most crowded
more peaceful
coldest
more modern
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Speaking. (d/p. 82)
Have students practice comparing the city they live with another city, use their own ideas. 
Some pairs share their ideas in front of the class
Option 2: Speaking
Have students practice in pairs, compare things (their own ideas).
Teacher – whole class/ individuals
Students in groups
Homework
Make five sentences, using comparison.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 96
UNIT 10: CITIES AROUND THE WORLD
Lesson 2 – Pronunciation (p. 43)
Objectives:
	By the end of this lesson, students will be able to identify the word stress in words.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: review words of describing adjectives
Structure: prononciation : sourd changes.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: What is noisier?
Teacher asks students to make comparison (homework).
Teacher picks and shows some examples that relate to the theme of the lesson.
What is noisier, Ho Chi Minh City or Hanoi?
Ho Chi Minh City is noisier than Hanoi.
Teacher underlines the words, focuses students on words stress. (noisy – noisier)
 Have students read all the words loudly.
Teacher lets students listen to the model sentences, compare the sound to see how they change.
Teacher – whole class
Students in groups
Students in class
25’
New lesson
A-Pronunciation. (5’)
Teacher shows an example to the class, speaks louder for students to recognize the difference. (noisy – noisier: the stress unchanged)
Teacher gives more explanation, gives more examples to make it clear. 
Have students listen and repeat, focus on the underlined words: do not change the stressed positions when ending “-er” (b/p. 83)
Have students listen and cross out the one with the wrong words stressed (c/p. 83)
Further practice:
Teacher gives more examples for students to practice
Example:
Friendly – friendlier
Lazy – lazier
Early - earlier
Some students say again.
Students practice reading the words in pairs, pay attention to the stressed syllable. 
Ask teacher for help if necessary.
B-Practice – Reading the conversation. (10’)
Activity 1: Ask & answer.
Have students look at their books, play role and read the conversation.
Teacher asks a pair of students to read aloud.
Teacher underlines some words, has another pair replaces them with words given - modeling
Have students practice in pairs, ask and answer about the food and drink they want to, swap the roles and repeat.
Example:
Da Nang – Cairo 
London – Tokyo
Hot – cold / hotter – colder
.
Some pairs present in front of the class
Correct student’s pronunciation if necessary.
Activity 2: Speaking – Make the same conversation, use their own ideas.
Have students practice in pairs, play role of a waiter and a customer, practice ordering the food and drink. (exercise b/p. 83)
Some students present in front of the class.
Teacher checks, corrects or gives feedback.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: A free vacation.
Teacher sets the scene of the dialogue (make plan for a free vacation) (material reference: file 9, p. 124)
Have students work in groups of three (students A, B and C), make their own plan.
After completing, the reporter will talk about the result in front of the class.
Option 2: Speaking. 
Students work in pairs, compare the two places, then decide where to go. 
Some students volunteer to share in front of the class.
Example: 
Where do you want to spend your vacation this summer: Dalat or Hue?
I prefer to go to Dalat
Why?
Because ..
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make plan for your vacation this summer
Outline:
Where to go?
Why?
Who do you go with?
What to prepare?
What can you do there?
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 97
UNIT 10: CITIES AROUND THE WORLD
Lesson 3 – Geography (p. 84)
Objectives:
	By the end of this lesson, students will be able to read and get information about an article about Vietnamese capital, review comparative and superlative.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook.
Language focus:
Vocabulary: review adjectives to describe.
Structure: comparative and superlative
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: odd one out
Teacher shows four pictures / words of adjectives each time, students have to find and odd out the one that not belong to the group. 
Teacher gets answers from student, asks for more explanation.
Teacher and the whole class check and correct.
Example:
Polluted – clean – pure – expensive
Big – height - small – long 
Building – high – modern – crowded
Option 2: Which do you choose? Why?
Teacher shows a pair of pictures each time, students choose the one they like and say the reason. 
Teacher gives feedback, then leads to new lesson.
Example:
(country / city) Country - peaceful
(China / Singapore) Singapore - cleaner
Teacher – whole class
Students in groups
Students in class
25’
New lesson
A-New words. (10’)
Activity 1: Fill in the blanks.
Teacher uses pictures or definition to review words.
Have student fill in the blanks with words given (individually) (a/p. 84)
Answer:
clean
crowded
cheap
temperature
expensive
polluted
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
Activity 2: Speaking
Have students work in pairs, talk about the place you know, use the words in task A
Some students share their ideas to class.
B-Listening.(10’)
Activity 1: Listen to two students talking about some cities and circle the correct answer
Have students listen 1 time, then choose the correct answer
Have students explain why
Listen again to check the answer (a/p. 44)
Answer: 
Activity 2: Listen and chose True - False
Have students read the sentences. (exercise b/ p. 84)
Have them listen and choose the correct answers.
Teacher gets the answer from students.
Ask them to correct the false ones.
Teacher checks, corrects or gives feedback.
Answer:
True / False
True / False
True / False
True / False
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Useful language
Teacher shows sentences to review superlative. 
Tokyo is the most populated city in Japan.
Utasshinai is the smallest city in Japan.
Have students summarize the way to form superlative sentences.
Students give more examples.
Teacher checks and gives feedback.
Option 2: Game: Confronting
Divide class into two teams, talk about the same topic each time in which they give ideas on one point (same or different).
Which team has more persuasive ideas wins the game
Example:
Turn 1: city - country
Turn 2: traditional food – fast food
Turn 3: indoor games – outdoor games
Some students from groups volunteer to share something about the food in front of the class.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make a comparison for your house before and now.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 98
UNIT 10: CITIES AROUND THE WORLD
Lesson 3 – Geography (p. 45)
Objectives:
	By the end of this lesson, students will be able to read in details about a city in Vietnam and cities around the world.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: review words relate to the topic of the lesson 
Structure: comparative - superlative
Procedures:
Time
Steps/Activities
Organization
5’
Previous lesson
Option 1: Speaking
Teacher shows some pictures of things, students look and make comparison.
Teacher shares some information about these places. 
Other students can make questions if they want.
BIG
SHORT
OLD
INTERESTING
Option 2: what is more popular?
Teacher shows some pictures of beaches / tourist attraction on the screen, students choose the one they think more popular.
Some students share their ideas.
Example:
I think Da Nang beach is cleaner than Nha Trang beach 
I think milky tea is more popular than Vietnamese tea 
Traditional food vs fast food
Teacher gives feedback, then leads to new lesson.
Teacher – whole class
Students in groups
Students in class
25’
New lesson
A-Reading. (10’)
Activity 1: Teaching new words.
Teacher shows pictures to provide some basic information of Ha Noi
Let students read through the text quickly and choose the best headline.
Answer: 
Activity 2: Read & find the answer
Have students read again and answer the questions. (pairs work – exercise b/p. 85)
Teacher gets the answers from students.
Answer:
Over 8 million people.
From Sep to Nov
Traditional Vietnamese and French buildings around the capital.
No
Teacher checks and gives feedback
B-Speaking.(10’) Cities around the world.
Activity 1: making a comparison of cities around the world.
Teacher asks students to compare cities around the world, use the information in the table. (a/p. 85)
Have students work in groups. Each group chooses two cities to talk about. 
Representatives from groups go to share the presentation to class. 
Teacher checks and gives feedback.
Activity 2: Comparing your city with one of these cities. 
Teacher asks a student some sentences of comparison to model the task. 
Have students work in pairs, practice A&A as directed
Some pairs present in front of the class.
Teacher checks and gives feedback
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Writing & Speaking 
Teacher shows a table on the screen, explains how to do with it. Teacher asks a student as modeling.
Have students work in groups, discuss about the food in their country.
Students fill in the table with the information.
Seoul
Where it is
In South Korea, ..
Weather 
Famous for 
Interesting facts
Students show their result to class. (individually)
Teacher checks and gives feedback.
Option 2: Writing 
Students look at the information in the table and make full sentences about Seoul.
Teacher may show pictures (or clip) to illustrate the speaking.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make a table and write a paragraph about Seoul (or another city you like)
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 99
UNIT 10: CITIES AROUND THE WORLD
Review (p. 104)
Objectives:
	By the end of this lesson, students will be able to review features relate to cities around the world and some adjectives to describe places.
Teaching aids:
Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV.
Students’ aids: Student’s book, notebook, workbook.
Language focus:
Vocabulary: words relate to describing cities.
Structure: 
Procedures:
Time
Steps/Activities
Organization
5’
New lesson
A-Listening. (10’)
Option 1: guessing
Teacher shows pictures / half pictures for students to guess the name of the country as well as to review adjectives to describe these cities (peaceful, noisy, crowded, modern, ) before listening.
Option 2: Listening
Have students add m