Giáo án môn Tiếng Anh 6 Smart World - Unit 5: Around town

i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 41
UNIT 5: AROUND TOWN
Lesson 1 (p. 38)
Objectives:
By the end of this lesson, students will be able to:
Language knowledge and skills
Vocabulary: gain vocabulary items
(n) jeans, sweater, customer, sales assistant, changing room, T-shirt
 (a): medium, large, extra-large
Structure: use demonstratives, object pronouns, the present simple tense, and conversation skills – “Can I help you?” and “Hello, do you need any help?”
	à talk about clothes at clothing stores or shops	
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 shows pictures of towns or cities which are decorated for Tet, then ask students some questions about it.
Question:
What do you prepare for Tet?
What do you do at Tet?
Name some interesting places to visit in HCMC at Tet.
Teacher and students discuss 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. (movie theater, coffee shop, book store, department store, post office,....)
The winner is the group which has more correct pictures.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
Teacher shows pictures of places that relate to the new lesson. 
Ask students if they have ever been to any of them, or what they can buy here.
Option 3: https://youtu.be/EfD2k9beP-4 (clip; my town)
Have students watch a clip about town.
Ask students some questions that relate to the content of the clip.
A-Teach new words. (10’)
Activity 1: Teaching new words
Use real things and pictures to introduce the new words: 
New words:
jeans (n)
sweater (n)
customer (n)
sale assistant (n)
changing room (n)
T-shirt (n)
Size (medium, large, extra large)
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 2. Checking new words
Divide class into two teams, one team has pictures, the other has flashcards. Students from the two teams take turn to show the picture and word that goes together.
Teacher checks the answers and gives feedback.
Activity 3: Fill in the table
Have students work in pairs, fill in the table, use the words given. (exercise a/p. 38)
Teacher checks, corrects and gives feedback.
Answer:
clothes
sizes
others
Jeans
Sweater
Large
Medium
Extra large
Changing room
Customer
Sales assistant
t-shirt
dress
Small
Extra small
Check-out
bills
Activity 3 (optional): Speaking (exercise b/p. 38)
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.
I have blue jeans.
The girl is wearing a yellow T-shirt.
B-Listening. (10’)
Activity 1: listen and choose correct answer
Teacher shows the picture of Cassie and her mom, asks students some questions about it. (exercise a/p. 6)
Suggested Q&A:
Where are they? – in a clothing store
Are they going to buy some clothes? - Maybe
What kinds of clothes will they buy? – Don’t know.
Have students listen to the dialogue and answer Yes or No (exercise a/p. 38) (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: Reading / 
Teacher shows the dialogue, students listen and repeat.
Teacher has students play role, read the dialogue. (hands-out)
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ group work
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: substitution/ role playing
Teacher gives out the conversation to groups, underlines some words, students 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:
Sweater - 
Pink T-shirt - 
Small - 
.
Option 2: Speaking.
Teacher has students indicate conversation skill in the dialogue.
Have students play role of a sales assistant and a customer, do as modeling.
Students work in pairs, ask and answer as modeling.
Some pairs present in front of the class. 
Example:
Hi, can I help you?
What size do you need?
.
Is there anything else?
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make a dialogue yourself, use conversation skill.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 42
UNIT 5: AROUND TOWN
Lesson 1 (p. 39)
Objectives:
	By the end of this lesson, students will be able to use demonstratives to show which things we are talking about.
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: demonstratives: This / that / these / those
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: Interviewing
Some pairs of students play role of a customer and a sale assistant make a dialogue. (homework).
Teacher follows checks and gives feedback.
Teacher – whole class
Whole class
25’
New lesson
A-Grammar. (10’)
Teacher shows use real things in class or a picture in the book to introduce demonstrative: this, that, these, those
Teacher shows example sentences and elicits the way to use demonstrative. 
Ask students to give examples to make sure they catch the point.
Formation
Examples
this
Singular nouns, close to the speaker
that
Singular noun, further away from the speaker
these 
Plural nouns, close to the speaker
those
Plural noun, further away from the speaker
B-Practice. 
Activity 1: Listen & repeat (a/p. 39)
Have students read the sentences with demonstratives.
Teacher points at real things, students make sentences using demonstratives.
Activity 2: Read and circle (b/p. 39)
Have students practice in pairs, read the sentences and circle the correct answers.
The first three pairs show the answers on the board.
Teacher checks and gives marks.
Answer:
Those
This
It
These
Them
Those
That
Activity 3: Complete the dialogue with this / those / it or them (c/p. 39)
Teacher sets the scene of the dialogue. 
Have students practice filling the dialogue (pairs)
Students exchange the answers to cross check.
The answers are shown through a game. 
Suggested answer:
this
it
those
them
them
Teacher checks and corrects the answers.
Students practice reading the dialogue in pairs.
Teacher – whole class/ individuals/ pair work
Teacher/ Whole class/ group work
Teacher – whole class/ pairs
Teacher – whole class/ individual
5’
Wrap-up
Option 1: Practice reading the dialogue (d/p. 39)
Have students practice reading the dialogue in pairs
A pair presents in front of the class.
Option 2:
Teacher shows some picture of clothes, students substitute with ones in the dialogue
Some pairs present in front of the class.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make your own sentences, use demonstratives.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 43
UNIT 5: AROUND TOWN
Lesson 1 – pronunciation (p. 40)
Objectives:
	By the end of this lesson, students will be able to notice how the sound changes of the underlined words.
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: Do you have. ? /dʓэ hӕv/
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: “Old McDonald”
Play audio (The song “Old MacDonald”) to brainstorm the lesson. 
Teacher and students sing along and greet together.
Option 2:
Have some students show the sentences they made at home (homework).
Teacher checks and corrects.
Teacher – whole class
25’
New lesson
A-Pronunciation. (10’)
Activity 1: 
Teacher shows example sentences to class, have students speak loudly. 
Teacher lets students listen and recognize the differences. (b/p. 40)
Teacher has students listen and repeat
Activity 2: listen and cross one out (c/p. 40)
Students listen and repeat
Practice reading the sentences with partners
Further practice:
Teacher gives some sentences for students to practice
Some students read loudly
B-Practice – Practice the conversation, swap roles & repeat. (10’)
Activity 1: reading – play role.
A pair of students play role & read aloud the conversation.
Teacher asks students to underline some words that can be replaced.
A pair of students replaces the underlined words with words given as model.
Have students practice in pairs, role play the conversation.
Example:
This shirt – these jeans
Blue – black
It in a medium size – them in extra large size
Is it – are they
It is – they are
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 – Clothes shopping
Teacher reviews the types of clothes before letting them practice speaking.
Have students practice A&A about the three things they want to buy (ask about the size and the color) (exercise a/p. 40)
Have students work in pairs, share their ideas.
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/ pair work
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: discussion
Students practice in groups, talk about the items you bought, the size, the color and the amount of money you spent.
Some pairs present in front of the class.
Option 2: Speaking. (Chain game)
A student talks about an item she has.
Another student says that sentence again (change the subject pronoun) together with a sentence about his house.
The third 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
Write a conversation in which include two items that you want to buy
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 44
UNIT 5: AROUND TOWN
Lesson 2 (p. 41)
Objectives:
	By the end of this lesson, students will be able to talk about food & drink and how to order them in a restaurant.
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: (v) order, (n) desert, menu, tip, cupcake, pasta, check, change
Structure: I’d like some chicken pasta
 What would you like to drink ?
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Song: Eat & Drink all day (https://youtu.be/cCbKQrpWfe0)
Teacher shows the clips to brainstorm the theme of the lesson. 
Teacher and students sing along and greet together.
Ask students some questions about the clip.
* What is the song about? 
– about food & drinks
* What food and drinks do you see? 
– bread, butter, ice cream, milkshake, cake, burger, 
* What food or drink do you like? 
– I like .
Teacher shows some kinds of food and drink, then leads to new lesson.
Teacher – whole class
Students in groups
Whole class
25’
New lesson
Teacher shows some kinds of food and drinks, then leads to new lesson. 
A-Teach new words. (10’)
Use real things and pictures to introduce new words: 
New words:
Menu (n)
Order (v)
Pasta (n)
Desert (n)
Check (n)
Change (n)
Tip (n)
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 1. (Checking new word),
Teacher shows a menu of a restaurant, students circle the words they have just learned. (exercise a/p. 9)
Teacher checks and gives feedback.
Activity 2: matching
Have students look and match the words with the pictures.
Teacher gets the answers from students, checks and gives feedback.
Activity 3. Ask & answer:
Teacher asks a student as modeling.
Ask students to practice in pairs, A&A using the two questions in b/p. 41.
Some pairs present in front of the class.
B-Reading. (10’)
Activity 1: 
Teacher shows the dialogue, introduces Ben and Jane, asks students to guess if they enjoy the meal (Yes / No).
Have students practice in pairs, read then answer the questions (how do you know?)
Answer: - 
Activity 2: stick the things they ordered.
Teacher explains how to do the task.
Have students practice in pairs, do as directed.
Answer:
Chicken pasta
Hamburger.
Orange juice
Cola
Ice cream
Cupcake
Activity : extra questions
Teacher asks some more answers.
What food and drink does Ben order?
What food and drink does Jane order?
How much do they have to pay?
Do they tip the waiter?
Answer
Chicken pasta
Hamburger, 
.
Yes. 
Ask some students to check the answers.
Teacher checks again and gives feedback.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Interview
Teacher elicits the ways to use would like.
Have students ask and answer, using this structure
Some pairs present.
Example:
What would you like to eat? 
I’d like some .
Would you like coke?
 No, I don’t. I’d like to drink fruit juice.
Option 2: Speaking.
Students work in four groups.
Teacher gives out hand-out to groups, students look at the menu, choose the food they like, then make order to another group.
Some students share their ideas to the class. 
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write about the food and drink you would like to eat or drink.
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 45
UNIT 5: AROUND TOWN
Lesson 2 – Grammar (p. 42)
Objectives:
	By the end of this lesson, students will be able to identify countable & uncountable nouns as well as know how to use a / an / some / any.
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: review words of food & drink
Structure : 
Countable & uncountable nouns
A / an / some / any
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Words reviewing
Teacher asks some volunteer students to talk about the food and drinks they like. 
Teacher gives feedback and gives mark.
Teacher writes the words on the board, adds an article before, then leads in new lesson.
Example: 
I’d like some orange juice.
There is an orange for lunch.
Option 2: 
Teacher – whole class
Students in groups
Whole class
25’
New lesson
A-Grammar. (10’)
Activity 1: Listen & repeat a/ p. 10
Teacher shows some sentences to elicit the ways to use a/an/some/any.
Example:
I’d like a cookie.
He’d like an apple.
I’d like some milk for breakfast.
There isn’t any water in the bottle.
Notes 
A 
Before a singular noun, beginning with a consonant sound
An 
Before a singular noun, beginning with a vowel sound
Some 
Before uncountable nouns and plural nouns, affirmative form. 
Any 
Use for question and negative form, uncountable nouns and plural nouns.
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 havenoodles for dinner.
 He’d likebanana and ..water.
Activity 2: fill in the blanks, using a / an / some / any (b/p. 42)
Have students work in pairs; fill in the blanks with a / an / some / any
Teacher asks some pairs to show their answers.
Answer
some
a
some
a
some
an
any 
Ask some students to check the answers.
Teacher checks again and gives feedback.
Activity 3: complete the dialogue (c/p. 42)
Teacher shows picture of Alice and Nick, asks students some questions about the food and drinks they like.
Have students work in pair, practice filling the blanks in the dialogue.
Some students who finish quickly go the board to write the answers.
Teacher checks and gives feedback.
Answer:
An omelet
Some pasta
I’d like some cola
I’d like some orange juice
Would you like some food?
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. 42)
Have students practice reading the dialogue in pairs. 
A pair reads in front of the class
Option 2: Speaking
Have students practice in pairs, make a new dialogue base on the open dialogue between Alice and Nick.
Option 3: Mistakes correction
Teacher gives some sentences with mistakes, students have to find and correct.
Nam wants an orange juice. (an – some)
There aren’t some books for you. (some – any)
Is there a apple for dinner? (a – an)
Would you like any coffee? (any – some)
No, I’d like any fruit juice. (any – some)
Teacher – whole class/ individuals
Students in groups
Homework
Correct the mistakes in the sentences.
Nam wants an orange juice. (an – some)
There aren’t some books for you. (some – any)
Is there a apple for dinner? (a – an)
Would you like any coffee? (any – some)
No, I’d like any fruit juice. (any – some)
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 46
UNIT 5: AROUND TOWN
Lesson 2 – Pronunciation (p. 43)
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: review words of food and drinks
Structure: prononciation : sourd changes.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: What would you like?
Teacher gives students a menu, each pair practices ordering the food and answering the questions.
Teacher and other students follow.
What would you like to eat?
I’d like some chicken and some rice.
What would you like to drink?
I’d like some apple juice.
Have students read all the sentences 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. (10’)
Teacher shows examples 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. 43)
Answer:
Would you like /wэʤƱlaik/
Have students listen and cross out the one with the wrong sound changes (c/p. 43)
Answer:
What would you like to drink? (wrong: no connection)
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 student to practice
Some students read loudly
B-Practice – Speaking: ordering food.(10’)
Activity 1: Ask & answer.
Option 1: Ask & answer.
Have students look at the pictures, review the words before practice speaking. (cake, pizza, noodles, coffee, orange juice, milk, rice, ice cream)
Teacher asks a pair of students to do as modeling.
Have students practice in pairs, ask and answer about the food and drink they want to, swap the roles and repeat.
Example:
What would you like to eat? – I’d like 
What would you like to drink? – I’d like 
What would you like for dessert? – I’d like 
Some pairs present in front of the class
Correct student’s pronunciation if necessary.
Option 2: Speaking – What would you like to order?
Have students practice in pairs, play role of a waiter and a customer, practice ordering the food and drink. (exercise a/p. 43)
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: Doing a survey: 
What food do you like best?
Have students work in groups, make a survey of what food or drink they like best. 
After completing the survey, the reporter will talk about the result in front of the class.
Option 2: Speaking. 
Students work in groups, talk about the food or drink teenagers in Vietnam like best.
Some students volunteer to share in front of the class.
Example: 
 Most teenagers in Vietnam like fast food and junk food such as milky tea, banh trang tron, ..
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write about the food and drinks you like best
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 47
UNIT 5: AROUND TOWN
Lesson 3 – Social studies (p. 44)
Objectives:
	By the end of this lesson, students will be able to talk about food from 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: (n) fish sauce, noodles, beef, seafood, lamb, herb, pork
 (v) fry, grill
Structure : present simple tense
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: odd one out
Teacher shows four pictures of food or drink each time, students have to find and odd out the one that not belong to the group. 
Teacher and the whole class check and correct.
Option 2: Which country is this food famous for?
Teacher shows some pictures of food or drinks in the world, students have to give the country it is famous for. 
Teacher gives feedback, then leads to new lesson.
Example:
Raw fish – Japan
Pho – Viet Nam
Pizza – Italy
Teacher – whole class
Students in groups
Students in class
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:
Fish sauce
Pork
Beef
Seafood
Lamb
Herb
Grill (v)
Fry (v)
Checking new words: 
Teacher shows pictures, students speak the words.
Activity 2: Practice:
Option 1: Gaps fill
Have students fill in the blanks in exercise a/p. 44 (the food) (individually)
Some students give answers. Teacher checks and corrects.
Have students read again (chorally)
Answer:
Noodles
Lamb
Grill
Herbs
Seafood
Beef
Fry
Pork
Fish sauce 
Option 2: Speaking- 
Teacher has students make sentences with these words.
B-Listening.(10’)
Activity 1: Listen to a man talking about popular food from around the world, answer the question: Who is the speaker
Answer: chef
Have students explain why
Listen again to check the answer (a/p. 44)
Activity 2: Listen and fill in the blanks, then match with the correct picture.
Have students listen and fill in the blanks. (exercise b/p. 44)
Teacher gets the answers from students.
Ask them to correct the false ones.
Teacher checks, corrects or gives feedback.
Answer:
Cheeseburger: the USA, beef – picture B
Kebab: Turkey, lamb – picture A
Paella: seafood, some vegetables – picture C
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 asks students about kebab. 
Questions:
What is kebab?
What do people make with it?
Answer:
It’s a popular food in Turkey
Grilled meat, usually lamb
Have students work in groups, do the same with other dishes.
Students from groups show their result to class.
Teacher checks and gives feedback.
Option 2: Speaking. 
Students work in groups of four, each group has a different dish, students practice A&A about it
Example:
Group 1: spaghetti
Group 2: hamburger
Groups 3: Spring roll
Group 4: jajangmyeon
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
Write a short paragraph about the food you like best.. 
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 48
UNIT 5: AROUND TOWN
Lesson 3 – Geography (p. 45)
Objectives:
	By the end of this lesson, students will be able to ask and answer about villages, towns and cities.
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: taste (n), dish, smell, delicious (a), 
Structure : present simple tense
Procedures:
Time
Steps/Activities
Organization
5’
Previous lesson
Option 1: Speaking
Teacher shows some pictures of dishes, students look and choose Vietnamese dishes. 
Students share some information about these dishes. 
Other students can make questions if they want.
Teacher and the whole class check and correct.
Option 2: what food is the most popular?
Teacher shows some pictures of food and drinks on the screen, students choose the one they think more popular.
Some students share their ideas.
Example:
I think Com Tam is more popular than hamburger because ..
I think milky tea is more popular the Vietnamese tea because ..
Teacher gives feedback, then lead 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 pho and com tam, two traditional dishes of Vietnam, gives information and teaches new words.
Example:
Have you tried this kind of food?
Is it popular in Vietnam?
Is it delicious?
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:
taste (n, v)
smell (n)
delicious (v) 
dish (n)
Checking new words: 
Teacher shows pictures and words, students have to match the pictures with suitable words.
Activity 2: Reading:
Option 1: Read & find the best headline (a/p. 45)
Have students read the text quickly, then find the best headline for it. 
Some students give answers. 
Teacher checks and corrects.
Answer: 
2. A taste of Vietnam
Option 2: Read & answer the questions (b/p. 45)
Teacher asks students to work in pairs, read and answer the questions.
Teacher gets the answers, checks and corrects.
Answer:
Rice and noodles are in most Vietnamese dishes
It’s a famous dish
It’s an amazing dish
With fish sauce
B-Speaking.(10’) Food around the world.
Activity 1: making a presentation of food.
Teacher asks students to names some food around the world.
Teacher sets the scene of task a/p. 45, introduces some kinds of food in the world.
Have students work in groups. Each group chooses a dish to talk. (optionally)
Representative from groups goes to share the presentation with the class. 
Teacher checks and gives feedback.
Activity 2: making a presentation of food 
Teacher introduces some kinds of food in the world. 
Have students work in pairs, practice A&A about the one they like or know.
Some pairs present in front of the class.
Teacher checks and gives feedback
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: 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.
The dishes in my country
The name & the kind of dish
.. is a kind of  in VN
What people make it with?
When people eat it?
How it tastes?
Students show their result to class. (individually)
Teacher checks and gives feedback.
Option 2: Speaking 
Teacher shows a table on the screen, explains how to do with it. Teacher asks a student as modeling.
Have student practice in pairs, A&A about the food they like.
Students fill in the table with their own information.
The dishes in my country
The name & the kind of dish
.. is a kind of  in VN
What people make it with?
When people eat it?
How it tastes?
Some students show their result to class. (individually)
Teacher checks and gives feedback.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write a paragraph about a kind of popular food in your hometown.
i-Learn Smart World 6 (SB)
Week: Date of