Giáo án môn Tiếng Anh 6 Smart World - Unit 4: Festivals and free time

i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 31
UNIT 4: FESTIVALS AND FREE TIME
Lesson 1 (p. 30)
Objectives:
By the end of this lesson, students will be able to:
Language knowledge and skills
Vocabulary: gain vocabulary items about adverbs of frequency (often, never, sometimes, always, rarely, usually)
Structure : use adverbs of frequency in sentences
	S + Adverbs + V
	S + Be + Adverbs
à talk about how often you do activities in your free time
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
Establish good habits in making appropriate schedules
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
Play a game: Missing letters
- Put the words with some missing letters on the board. Let’s find out the correct words from these words relating to free time activities. 
- Call on students to come to the board and write the correct words. 
- Give feedback 
* Missing letters
1. P_ A _ =>PLAY
2. R I _ E =>RIDE
3. W A T _ _=>WATCH
4. _ E A _ => READ
5. G _ =>GO
6. S W _ _ => SWIM
Teacher – whole class
25’
New lesson
A-Teach new words. (10’)
Activity 1: Teaching new words
Use simple English and show adverbs of frequency levels to teach new words.
New words:	
Never (adv)
rarely (adv)
sometimes (adv)
often (adv)
usually (adv)
always (adv)
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 2. Checking new words
+ Checking vocabulary: Matching
- Shows the words and the levels to students to match.
Activity 3: Fill in the blanks
Have students work in pairs, fill in the blanks, use the words given. (exercise a/p. 30)
Play audio again. Have students listen and check.
Teacher checks, corrects and gives feedback.
Answer:
1. never 2. rarely 3. sometimes
4. often 5. usually 6. always
Activity 3 (optional): Speaking (exercise b/p. 30)
Teacher makes example sentences with these words.
Ask students to do the same (individually), then present in front of the class
Teacher checks and corrects.
Example.
1. I never watch movies.
2. Lisa rarely plays computer games.
3. ..
B-Listening. (10’)
Activity 1: listen and answer the question
Teacher shows the pictures of free time activities, asks a student to listen and answer the questions. (exercise a/p. 30)
- Teacher has students look at the questions.
- Teacher plays audio and has students listen and answer the questions by circling "Yes" or "No."
- Teacher checks answers as a whole class.
Answer: “No”
Activity 2: Filling in the blanks
Teacher plays the audio twice and has students fill in the missing words in the blanks.
Teacher calls some students to give answers.
Teacher checks answers and gives feedback.
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Speaking.
T asks students to make the sentences with adverbs of frequency about free time activities.
Students work individually and then exchange answers with their partners.
Some students present in front of the class. 
Example:
Student A: I usually play tennis in my free time.
Student B: I never go to the cinema after school.
Student C: 
Teacher –individually / pairs
Homework
Make five sentences about yourself, using adverbs of frequency.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 32
UNIT 4: FESTIVALS AND FREE TIME
Lesson 2 (p. 31)
Objectives:
	By the end of this lesson, students will be able to use adverbs of frequency to talk about how often we do things or how often things happen.
 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 : 
How often + Auxiliary verb + Subject + Verb? 
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Song: Free Time Song
Play the music, the whole class sings and dances together.
https://www.youtube.com/watch?v=lfLGtb258fM
Teacher – whole class
25’
New lesson
Chatting:
+ How often do you play soccer?
+ How often does your brother play soccer?
A-Grammar. (10’) 
- Teacher shows the conversation on the board.
- Teacher explains the structure with “How often.” that is used to ask about things we often do.
- Teacher shows example sentences and elicits the way to use “How often.” and reminds Ss that “do/ does” are the forms of “Auxiliary verbs”.
 How often + Auxiliary verb + Subject + Verb?
 =>Subject + Adverbs of frequency + Verb
- Ask Ss to give examples to make sure they catch the point. 
B-Practice. 
Activity 1: Listen & repeat (a/p. 31)
T introduces the situation of the dialogue. 
Have students listen and notice the pronunciation feature.
Play audio again. Have students listen and repeat with a focus on the feature.
T calls on Ss to repeat before the class 
Give feedback
Activity 2: Read and fill in the blanks (b/p. 31)
Have students practice in pairs, read the sentences and fill in the blanks with adverbs of frequency.
The first three pairs show the answers on the board.
Teacher checks and gives marks.
Answer:
sometimes
usually
never
always
often
rarely
Activity 3: Look at the table and answer the questions. (c/p. 23)
Teacher asks students to answer the questions with adverbs of frequency. 
3 individuals finishing firstly raise their hand to give answers.
T corrects and gives feedbacks.
Suggested answer:
1. Jack rarely goes shopping.
2. Bobby always does his homework.
3. Sarah sometimes plays soccer.
4. Amanda rarely has barbecues.
Teacher checks and corrects the answers.
Have students practice asking and answering.
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individual
5’
Wrap-up
Ask and answer (d/p. 31)
Have students asks and answers about their partners’ free time activities.
Some pairs present in front of the class.
T checks their pronunciation.
Teacher – whole class/ individuals
Homework
Write sentences about your friends’ activity with adverbs of frequency
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 33
UNIT 4: FESTIVALS AND FREE TIME 
Lesson 3– pronunciation (p. 32)
Objectives:
	By the end of this lesson, students will be able to know how to stress the adverbs for emphasis.
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: pronunciation: Stress the adverbs for emphasis.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
T gives Ss a game. Kim’s game
Watch a video: 
https://www.youtube.com/watch?v=WPTu1j6-B30&t=68s
Work in groups of 6. We’re going to watch a video. Then write the answers to the questions. The team with more correct answers will be the winner. 
Answer: 
1. Brush teeth => always
2. Use chopsticks => usually
3. Do the laundry => sometimes
4. Make cookies => rarely
5. Drive a car => never
Teacher – whole class
25’
New lesson
A-Pronunciation. (10’)
How to stress the adverbs for emphasis.
T lets Ss practice the stress in the example sentence.
Students listen and repeat.
Practice reading the sentences with partners.
B-Practice – Ask and answer, swap roles & repeat. (10’)
Activity 1: reading – play role.
A pair of students asks and answers in front of the class.
Teacher asks students to underline some words that can be replaced.
A pair of students replace the underlined words with words given as models.
Have students practice in pairs, practice asking and answering.
Example:
Q: How often do you go running?
A: I rarely go running on Saturdays.
Q: How often do you go swimming?
A: I usually go swimming on the weekends.
Q: 
A: 
Another pair makes other questions and answers with their own ideas, then present in front of the class
Teacher corrects student’s pronunciation if necessary.
Activity 2: Speaking – What’s Your “Spirit Animal?”
Have students work in pairs, share their ideas.
Write where they are under their picture.
Some students present in front of the class.
Teacher checks, corrects or gives feedback.
Swap roles and do the same as the one before
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
5’
Wrap-up
Simon says
- Teacher divides the class into 2 teams.
- Teacher says the activity each turn to students to make the sentence with adverbs of frequency.
- The fastest student from each team giving the correct answers will get 1 point for his team.
- Teacher gives marks and feedback.
Teacher –whole class
Homework
Write some sentences about activities you often do on Sundays.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 34
UNIT 4: FESTIVALS AND FREE TIME 
Lesson 2 (p. 33)
Objectives:
	By the end of this lesson, students will be able to talk about future events. 
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: performance (n); food stand (n); fashion show (n); puppet show (n); tug of war (n); talent show (n);
Structure:
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Teacher asks Ss some questions:
+ What do you often do at the weekends?
+ What do you like to do on Saturdays?
+ On the weekends, do you prefer watching movies to going to music show?
+ What do you and your friends do together? 
Teacher – whole class
25’
New lesson
A-Teach new words. (10’)
New words:
Performance (n); ( video)
food stand (n) ; ( visual) 
 fashion show(n); (visual)
puppet show (n) ; ( video) 
tug of war (n);( explanation) 
talent show (n); (visual) 
- Have students listen and repeat each new word. (chorally individually)
- Correct student’s pronunciation if necessary.
- Teacher checks Ss’ vocabulary.
Activity 1: Number the pictures (exercise a/p.33) 
- Have students number the pictures
- T tells Ss to do the task individually.
- Divide the class into pairs and have them check their answers with their partners.
- Check answers as a whole class.
- Play audio. Have students listen and repeat.
Suggested answer: 
1. A 3. B 5. E
2. F 4. C 6. D
Activity 2: Draw the table (exercise b/p. 33)
- Have students describe the festival activities using the adjectives.
- Have some students share their ideas with the class.
- Teacher checks the answers and gives feedback
Positive (good)
Negative (bad)
fun
boring
wonderful
awful
B-Reading. (10’)
Activity 
Teacher shows the dialogue, sets the scene of the dialogue. 
Play a game: Lucky numbers to answer the questions. 
- Teacher gives instruction: There are 8 numbers with 3 lucky numbers. The class is divided into 4 groups, 4 members of each group will choose the numbers for their team. Each group will have 1 point for each correct answer, and 2 points for choosing the lucky number
Answer: 
In the park
10 a.m.
A tug of war, a fashion show.
The food stands open at 10:30 a.m.
9:30 a.m.
- Have Ss practice in pairs, role play the conversation. 
- Have students ask and answer.
- Some pairs present in front of the class.
- Teacher checks spelling and gives feedback. 
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Homework
Write more adjectives to talk about festival activities.
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 35
UNIT 4: FESTIVALS AND FREE TIME 
Lesson 2 – Grammar (p. 34)
Objectives:
	By the end of this lesson, students will be able to use Present Simple for future use. 
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: 
Structure: Present Simple for future use 
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Game: Survey
- Teacher asks students questions about how often they do at the festival.
- Students give answer by raising their hands when they hear the adverbs of frequency from the teacher.
T: How often do you go to the music show? 
+ Never: 3 student(s)
+ Rarely:  student(s)
+ Often:  student(s) 
+ Add more
T: How often do you watch talent show?
+ Never: 3 student(s)
+ Rarely:  student(s)
+ Often:  student(s) 
+ Add more
- T gives feedback. 
Teacher – whole class
25’
New lesson
- T explains that The Present Simple to talk about things we know will definitely happen in the future. 
- T points out contextual clues, such as talking about timetables or programs for shops, cinemas, etc.
The present simple for future:
Subject + am/ is/ are + Object
Subject + V/ Vs,es + Object
+ We can use the present simple for the future (timetables, programs)
Example: The train leaves at 10:30 p.m.
A-Grammar. (10’)
Activity 1: 
Listen & repeat a/ p. 34
Activity 2: fill in the blanks, using the Present Simple (b/p. 34)
- T demonstrates the activity using the example.
- Have students fill in the blanks.
- Have pairs check each other's work.
- Have some students share their answers with the class.
- T corrects answers and gives feedback
Answer:
start
open
leaves
close
ends
leave
Activity 3: Answer the questions with Present Simple. (c/p. 30)
- T explains the exercise by correcting the first question.
- Play a game: Who’s faster? to do the exercise.
- Divide class into 4 groups, give them 2 minutes to prepare the answers.
- After 2 minutes, 4 students from each group come to the class board and write the answers
- The fastest group win the game.
- Teacher checks and gives feedback.
Answer:
The festival starts at 11 a.m.
 It ends at 10 p.m.
The food stands open at 12:30 p.m.
The bus leaves in ten minutes.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
 Speaking: Role play (d/p. 34)
- Divide class into pairs.
- Have students play role to practice the conversation with their partner.
- Some pairs present in front of the class
- Teacher corrects pronunciation and gives feedback.
Teacher –whole class/ individuals
Homework
Write 5 sentences with Present Simple for future use about your timetable or programs.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 36
UNIT 4: FESTIVALS AND FREE TIME 
Lesson 2 – Pronunciation (p. 35)
Objectives:
	By the end of this lesson, students will be able to identify the sound changes in speaking and listening.
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: pronunciation: What time ... ?/wʌtaɪm/.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Checking old lesson.
- T divides class into 4 groups
- Asks 4 groups to write as many sentences as they can, using Present Simple for future use in 3 minutes.
- Hang the group board onto the class board
- T checks the answers and gives feedback.
Teacher – whole class
Students in groups
25’
New lesson
A-Pronunciation. (10’)
Teacher shows an example to class, speaks louder for students to recognize the difference.
Teacher gives more explanation, gives more examples to make it clear.
Have students listen and repeat, focus on the underlined words (b/p. 35)
Answer:
What time . ? /wʌtaɪm/.
Have students listen and cross out the one with the wrong sound changes (c/p. 35)
Answer:
What time does it end? 
– Wrong. No connected speech.
Some students say again.
Students practice reading the words in pairs, pay attention to the sound changes. 
Ask teacher for help if necessary.
Further practice:
Teacher gives some sentences for students to practice
Some students read loudly
B-Practice – Practice the conversation, swap roles and repeat (10’)
Activity 1: Reading – Play role
A pair of Ss plays role and reads aloud the conversation.
Teacher asks Ss to underline some words that can be replaced. 
A pair of students replace the underlined words with words given as models.
Have Ss practice in pairs, role play the conversation. 
Example: 
+ a fashion show – food stands
+ starts – opens
+ 2 p.m. – 3 p.m.
. 
Another pair makes a conversation with their own ideas, then present in front of the class.
Teacher corrects student’s pronunciation if necessary. 
Activity 2: Speaking: Let’s go to the Festival!
Teacher reviews the activities friends do together before letting them practice speaking. 
Have Ss work in pairs, share their ideas.
Some Ss present in front of the class. 
Teacher checks, corrects or gives feedback.
Swap roles and do the same as the one before. 
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Complete the dialogue (the present simple for future) 
Ask Ss to complete the conversation individually. 
A: What can we do tonight? 
B: There’s a music show. It ______ at 7 p.m. 
A: What time does it ______?
B: It _____ at 10 p.m.
A: OK. Let’s do it.
Teacher –Students in groups
Homework
Write a similar dialogue about inviting your partner to join in a festival. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 37
UNIT 4: FESTIVALS AND FREE TIME 
Lesson 3: Social studies (p. 36)
Objectives:
	By the end of this lesson, students will be able to talk about a Vietnamese festival’s activities.
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: firework (n); lucky money (n); gift (n); parade (n); decorate (v); traditional (a)
Structure :
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Review words of activities we often do in a festival
- Have Ss play a game: A Jar of words.
- Teacher divides the class into 4 groups to play the game.
- Have students look at the jar of words to find out the activities, then show to the teacher and write them on the class board in 3 minutes.
- The groups with the most answers will be the winner.
Suggested answer: 
dance, play a tug of war, watch music performances, eat food, circus, play blind man’s bluff,  
Teacher – whole class
25’
New lesson
New words. (10’)
Teaching new words.
Teacher uses pictures, videos, explanation to elicit the meaning of new words.
Have students listen and repeat. (chorally – individually)
Teacher checks and corrects the pronunciation if necessary.
New words:
firework (n); (visual)
lucky money (n); (visual)
gift (n); (visual)
parade (n); (video)
celebrate (n); (video) 
traditional (a); (explanation)
Checking new words: Fill in the blanks
Practice:
Activity 1: Number the pictures (exercise a/p. 36)
- T explains the exercise by using the examples
- Divide the class into pairs to number the pictures.
- Students check their answers with their partners.
- Play audio. Have students listen and repeat.
Answer: 
A. 1 C. 3 E. 4 G. 6
B. 5 D. 8 F. 2 H. 7
Activity 2: Discussion (exercise/pg. 36). 
- Teacher elicits the request of the task.
Play a game: Pass the ball
- Guide Ss how to play the game: While the music playing students
should pass the ball around the class. When the music stops, the
student with the ball will give things people do during the festivals.
- Teacher checks, corrects and gives feedback.
Example:
People eat traditional food at Christmas.
Vietnamese women wear Ao Dai on New Year’s Day.
People wear costumes on Halloween
Add more
B-Listening.(10’)
Activity 1: Listen to some people talking about traditional festivals.
Are all the festivals celebrated in the same country?
Teacher has students guess first
Have students listen and give answers.
- Check answers as a whole class
Answer: No. 
Activity 2: Listen and draw lines. 
Have students listen and draw lines. (exercise b/p. 36)
Teacher gets the answer from students.
Teacher checks, corrects or gives feedback.
Answer:
Kwanzaa – wear traditional clothes
Christmas – decorate trees
Thanksgiving – watch parades
Lunar New Year – give gifts 
Activity 3: Useful language 
Have students look at the Useful Language box.
Play audio. Have students listen to the useful language.
Have students practice the useful language.
Have students practice using another vocabulary from New Words.
How do people prepare for Christmas?
+ They decorate their homes and buy gifts.
What do they do during Christmas?
 + They visit family and friends.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Game: Brainstorm
- Teacher divides class into 2 teams to brainstorm the activities in the festivals.
- Each team takes turn to give activities one by one.
- The last team giving more activities is the winner. 
Example: 
1. People decorate house.
2. We give lucky money to children.
3. People play music at the festivals.
4. add more 
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write some activities you often do at Tet. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 38
UNIT 4: FESTIVALS AND FREE TIME 
Lesson 3 – Social studies (p. 37)
Objectives:
	By the end of this lesson, students will be able to read an article about a festival in Vietnam and write text messages about a festival. 
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: peach flower (n); apricot flower (n); lantern (n); lion dance (n); special (a)
Structure :
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
 Play a game: Say the festival
- Divide class into 2 teams to play the game
- T gives clues to students to guess the festivals.
- The faster team will get the point
- T corrects and gives point to the correct team.
Answer:
1. masks, pumpkins, scary => Halloween 
2. decorate trees, carols, December 24th => Christmas
3. fall, August, moon cakes => Mid-Autumn Festival
4. firework, Chung cakes, 1st day of the year =>Tet holiday
Teacher – whole class
25’
New lesson
A-Reading. (10’)
Activity 1: Teaching new words.
- Teacher uses visuals, videos, and explanation to elicit new words.
- Have students listen and repeat. (chorally – individually)
- Teacher checks and corrects the pronunciation.
New words:
peach flower(n); (visual)
apricot flower (n); (visual)
lantern (n); (visual)
lion dance (n); (video)
special (a); (explanation)
Checking new words: 
Teacher shows pictures and words, students have to match the pictures with suitable words.
Activity 2: Reading:
Option 1: Read & underline all the festival activities (a/p. 37)
- Teacher has students read the article individually.
- Teacher explains the activity using the example.
- Have students underline all the festival activities.
- Teacher checks the answers and gives give feedback.
Answer:
+ buy fruits and flowers. 
+ decorate their houses.
+ buy a special tree (peach trees with pink flowers, apricot trees with yellow flowers).
+ cleans their house. 
+ visit their family and friends. 
+ wear new clothes.
+ get lucky money.
+ watch lion dances and fireworks.
Option 2: Read &write “Yes” or “No” (exercise b/p. 37)
- Teacher explains the activity using the example.
- Have students work in pairs to read the sentences, then write "Yes" or "No."
- Call some pairs to give answer in front of the class.
- Teacher checks the answers and gives feedbacks.
B-Speaking.(10’)Festival Fun
- Teacher asks students to work in pairs, take turn, and talk about what people do before and during the festival.
- Teacher explains the activity giving some examples.
- Call some pairs to present in front of the class
- Teacher gives feedback and corrects spelling if necessary.
Example:
A: What do people do before the festival?
B: Hmm. Let me see.. They buy some lanterns from the market.
A: 
B: 
C-Writing. Write similar messages about the Mid-Autumn Festival. 
- Have Ss look at the messages and identify the emojis (pictures) meanings.
- T calls some students to give answers and corrects.
Answer: 
a – karaoke c – party e – money 
b – happy d – Vietnam f – fireworks 
- Teacher explains that students will have a written conversation using messages in English and emojis.
- Have student A write a greeting to student B on a piece of paper and then hand it to them.
- Have student B reply about the Mid-Autumn Festival and hand the paper back. Continue in this manner with the pair passing the paper between them.
- Have some students read their messages in front of the class
- T gives feedback and checks spelling if necessary. 
Answer: 
A: Hi, how are you?
B: I’m great. It’s Mid-Autumn Festival here in Vietnam.
A: What’s that?
B: Mid-Autumn Festival is a traditional festival in Vietnam.
A: What do people do for Mid-Autumn Festival?
B: Before Mid-Autumn Festival, people buy lanterns and moon cakes. During Mid-Autumn Festival, people give the moon cakes to friends and family. They watch lion dances and parades.
A: Sounds fun!
B: It’s great. I love it!
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Game: Simon says
- T puts students into 2 teams to play the game
- T says the words, then 2 teams make a sentence with that word about Tet’s activities
- The team gets more correct answers will win the game
Example: 
T: Simon says: decorate
Team A: People decorate the house
Team B: We decorate our yard with apricot flowers.
T: Simon says: wear
Team A: Women wear Ao Dai at Tet.
Team B: Vietnamese people wear traditional clothes at Tet.
add more 
Teacher –Students in groups
Homework
Write a paragraph about activities you do in your favorite festival.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 39
UNIT 4: FESTIVALS AND FREE TIME 
Review (p. 92)
Objectives:
	By the end of this lesson, students will be able to review free time activities, making plans, giving opinion, and traditional festivals 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: words relatetofree time activities, making plans, giving opinion, and traditional festivals. 
Structure : conversation skills.
Procedures:
Time
Steps/Activities
Organization
5’
Previous lesson
GAME: SLAP THE BOARD
- Teacher writes 3 answers A, B and C on the board for students to choose by slapping it.
- Divide class into 2 teams to play the game.
- The team gets more correct and faster answer will win the game.
Answer:
1. We have peach flowers in/on/at _______.
A. Tet B. Halloween C. Mid-Autumn
2. What do you often do after school? – I _______.
A. reads B. plays basketball C. go swimming
3. Julia usually _______ yoga on weekends. 
A. plays B. does C. do
4. You can watch ______ dances during Tet. 
A. lion B. dragon C. cat
Teacher – whole class
25’
New lesson
A-Listening. (10’)
You will hear two friends talking about festivals. Listen and fill in the blanks. 
Teacher elicits the request of the task.
T asks some questions, Ss listen and answer.
T plays the recording. First, T asks Ss to listen only.
Then T plays the recording again and allows Ss to fill in the blanks as they listen.
T checks and corrects. 
Answer:
dresses
flowers
fun
music
talent
B-Reading Read the text. Choose the best word (A, B or C) for each space. 
- T introduces the situation and elicits the request of the task (Look at the text and complete the sentences). 
- Ask students to work in pairs to fill in the blanks. 
- T gets the answers from students, checks and corrects.
Answer:
C
A
B
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Talk about activities in the festival you like best. You should talk about:
+ name of the festival.
+ where and when you join the festival.
+ what activities you did in the festival.
+ why you like these festival activities.
+ what these activities can help you (study, relationship, life,..)
Teacher – whole class/ individuals
Homework
Write the activities you joined, they feelings you have from the festival
(Example: watching a fashion show, feeling wonderful,)
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 40
THEME 4: FESTIVALS AND FREE TIME 
Review (p. 93)
Objectives:
	By