Giáo án môn Tiếng Anh 6 Smart World - Unit 8: The world around US

i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 71
UNIT 8: THE WORLD AROUND US
Lesson 1 (p. 62)
Objectives:
By the end of this lesson, students will be able to:
Language knowledge and skills
Vocabulary: gain vocabulary items about outdoor activities (rafting, canyon, cave, hiking, kayaking, campsite)
Structure: use the present simple tense
à talk about kinds of outdoor activities
à ask and answer about their plans for a trip
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 awareness of fit keeping with sports
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.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Answer the question.
- T asks Ss a question.
“ What are your favorite outdoor activities? “
- T uses their answers to lead in the theme of the lesson.
Option 2: brainstorming
Teacher lets students watch some short clips, then ask them about the activities they do.
Ask students some questions after watching.
Question:
What are they doing?
Have you ever joined in activities like that?
Do you like..?
Teacher and students discuss together.
Teacher – whole class
25’
New lesson
Teacher shows pictures of kind of traveling and asks if they do 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’)
Use real things and pictures to introduce new words: 
New words:
rafting (n)
canyon (n)
cave (n)
hiking (n)
kayaking(n)
campsite(n)
Have students listen and repeat each new word. (chorally – individually)
Correct student’s pronunciation if necessary.
Activity 1. (Checking new word)
Teacher lets students look at the pictures, and fill in the blanks with words given. (exercise a/p. 62)
Listen again to check the answers.
Answer:
1. rafting
2. hiking
3. canyon
4. cave
5. campsite
6. kayaking
Activity 2: Game: Guessing
Two students from each group will join the game. 
The first student will use gestures to describe the outdoor activities and the other one will guess the names.
The winner is the group that has more correct names.
Activity 3 (optional): Speaking
Teacher makes example sentences with new words.
Ask students to work in pairs, talk about their outdoor activities they want to do, using new words.(exercise b/p. 62)
Some pairs present in front of the class.
Teacher checks and corrects.
Example.
I want to go rafting.
Yes, me too.
B-Listening. (10’)
Teacher shows the picture of the task and give them the situation
“ Three people are talking about where to go on vacation. Now listen and tick the place they decide to go”
- Teacher asks Ss some questions about it. (exercise a/p. 62)
Suggested Q&A:
- How many places do they want to go? 
 There are two.
- What are they? 
 They are “Black Hawk Cave” and “Blue River Canyon”.
Teacher has students works in pairs, read the sentences, guess the answers (exercise b/p. 62)
Listen and check their guessing (listen the 1st time)
Listen again to check their answers.
Teacher checks and corrects.
Answer: Blue River Canyon
Black Hawh cave
Blue River Canyon
Activity: rock climbing, hiking
Travel time: 4 hours by bus
Places to stay: hotel
Activity: kayaking
Travel time: 2 hours by train
Places to stay: campsite
Teacher shows the dialogue, students listen and repeat.
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
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 role playing the dialogue.
Some pairs present in front of the class. (close pairs, open pairs)
Option 2: Speaking.
Teacher asks some students to talk about theirplans for the next summer vacation. (hand-out, an open dialogue, students answer by themselves).
Students work in pairs, ask and answer as modeling.
Some pairs present in front of the class. 
Example:
A. Summer holidays start next week. Let’s go on a trip somewhere.
B. Where should we go?
C. We should go to Ha Long Bay.
B. Sorry, did you say....?
C.
Homework
Write your plan activities during Tet holiday.
Teacher – whole class/ pairs
Teacher – whole class/ pairs
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 72
UNIT 8: THE WORLD AROUND US
Lesson 1 (p. 63)
Objectives:
	By the end of this lesson, students will be able to use the modals “should” to give advice and “can” for possibilities.
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: modals : should & can
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Song: Auld Lang Syne
Play the music, the whole class sings and dances together to power class before starting the lesson.
Option 2: Speaking.
Some students share their plan for Tet holiday to class.
Other students follow and make questions if they want.
Option 2: matching
Teacher shows some activities on vacation and things to bring, students look and match with the suitable ones. 
Teacher asks some about things they shouldn’t bring and the reasons why.
Teacher gives feedback, then leads to new lesson.
Teacher – whole class
Whole class
25’
New lesson
A-Grammar. (10’)
Activity 1: Listen & repeat (a/p. 63)
Teacher introduces the couple and the scene of the dialogue, have students listen and repeat. 
Teacher shows example sentences and elicits the way to use modals “should” and “can”. 
Notes:
“should” is used to ask for and to give advice.
“can” is used to talk about possibilities.
“can’t” is used to talk about things that are very unsafe to do.
Examples:
We should go to the post office.
Should we bring bottled water? – Yes, we should.
Can we swim in this river?
No, you can’t swim here. It’s dangerous.
Ask students to give example to make sure they catch the point.
Activity 2: Circle the correct modals. (b/p. 63)
Have students practice in pairs, read the sentences and circle the correct modal.
Some pairs show the answers on the board.
Teacher checks and gives marks.
Answer:
Can’t
should
can
shouldn’t
can’t
shouldn’t
Activity 3: Complete the dialogue. (c/p. 63)
Teacher shows the suggested words and explains the way to do the task. 
Have students practice in pairs, read and complete the answers in full sentences. 
Pairs cross check the answer before showing it on the board. 
The answers are shown through a game. 
Suggested answer:
We should go to
What can we do there?
No, we can’t
Yes, you should
No, we shouldn’t
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 the same conversation
Teacher has students play role of Sam and Max, create the same conversation.
Students practice the conversation in pairs, students can make some changes if they want.
Some pairs present in front of the class.
Teacher checks and corrects.
Option 2: Playing game (review game p. 117 / SB)
Teacher shows the games and elicits how to play it.
Students take part in the game in teams.
Teacher follows checks and gives feedback.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make your own conversation.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 73
UNIT 8: THE WORLD AROUND US
Lesson 1 – pronunciation (p. 64)
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.
Languages focus:
Vocabulary: 
Structure : pronunciation : stress the first syllable for most gerunds.
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Game Matching
Teacher divides class into two teams A & B. 
Teacher gives teams flashcards which includes the questions and the answers.
One student in team A give a question, one in team B has to find the equivalent answer.
Which team has more correct answers wins the game.
Option 2: Matching
Teacher divides the class into two teams A & B. 
One team has pictures of activities on vacation; the other team has things to bring along.
One student in team A gives an activity, one in team B speaks the things they need to bring.
Which team has correct answers can give order to the other one.
Which team has more correct answers to win the game.
Teacher – whole class
25’
New lesson
A-Pronunciation. (10’)
Activity 1: 
Teacher shows an example sentence on the board, have students listen, repeat and notice the stress syllable. (a/p. 64)
Remember: for most gerunds, the first syllable is stressed.
Teacher lets students listen and repeat, focus on the underlined letters. (b/p. 64)
Listen and cross out the one with wrong stress (c/p. 64)
Answer: rafting (stress is on the second syllable)
Practice reading the words with the correct stress (d/p. 64)
B-Practice 
Activity 1: – Practice the conversation, swap roles & repeat. (10’)
Teacher asks students to take a look at the conversation and practice with a partner. (a/p. 64)
Ask students to pay attention to the pronunciation of some gerund.
Activity 2: – Practice the conversation, replace with words given
Have students look at the conversation; underline some words which can be replaced.
Teacher asks students to work in pair, make a new conversation using the words given to substitute.
Some pairs read the conversation aloud.
Further practice: Speaking. 
Have students practice in pairs, make a new conversation using their ideas.
A pair presents in front of the class.
Teacher corrects student’s pronunciation if necessary.
Activity 2: Speaking – Making Arrangements for a class trip.
Teacher asks students about their favorite destination for vacations before letting them practice speaking.
Teacher suggests popular destinations: Hang Tien caves and Cuc Phuong National Park.
Have students watch a short clip about Hang Tien caves and Cuc Phuong National Park. Teacher adds more information if necessary.
Have students work in groups, makes questions and answer about Cuc Phuong National Park.
A representative from group presents 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
Discussion
Teacher asks students to use the same format in task A, ask and answer about their own plan.
Teacher gives example sentences as modeling
Some pairs present in front of the class.
Example: 
Where are you going to go?
What can you do there?
How long will you get there?
Where are you going to stay?
Answer:
We are going to 
We can 
We will get there in .by 
We will stay 
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make questions and answers for your vacation plan.
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 74
UNIT 8: THE WORLD AROUND US
Lesson 2 (p. 65)
Objectives:
	By the end of this lesson, students will be able to talk about things they need for a trip.
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.
Language focus:
Vocabulary: (n) sleeping bag, flashlight, batteries, tent, pillow, towel, bottled water
Structure: compound sentence with « so »
Procedures:
Time
Steps/Activities
Organization
5’
Speaking
Have some students talk about their class trip. Follow the guided questions
Questions:
Where did your class go?
How was the scenery there?
What was the weather like?
Was your trip interesting?
Did you enjoy it? 
Teacher checks and gives feedback.
Teacher – whole class
Students in groups
25’
New lesson
A-Grammar (10’)
Activity 1. Teach new words
Teacher uses symbols, pictures to teach new words
Have students listen and repeat sentences. (chorally – individually)
Teacher corrects student’s pronunciation if necessary.
New words:
Tent (n)
Sleeping bag (n)
Flashlight
Battery
Pillow
Towel
Bottled water 
Have students read all the words again.
Activity 2: fill in the blanks (a/p. 65)
Teacher asks students to fill in the blanks with words given. (exercise a/p. 65)
Teacher checks and gives feedback.
Answer: 
Battery
Bottled water
Flashlight
Pillow
Towel
Sleeping bag
Tent 
Activity 2: matching the two halves of the sentences.
Teacher asks students about the benefits of these things.
What do we use the flashlight for?
We can see at dark / at night
Why should we bring bottled water?
So, we can’t get thirsty
Have students work in pairs, ask and answer the same for the other words.
Some students give their answer.
Teacher gets the answers from students, checks and gives feedback.
B-Reading. (10’)
Activity 1: Brainstorming
Teacher asks a pair of students to brainstorm the task. One gives the activity, the other gives the necessary items.
Example:
I’m going to have a picnic on the weekend.
So you should bring some food, drinks and some..
Teacher sets the scene of the task (two friends are messaging about their camping trip. Circle the things on the list they need to bring) (a/p. 65)
Have students work in groups, complete the task as directed.
Teacher gives some more information if necessary.
Answer:
Wilmslow School Summer Camp List
Sleeping bag
pillow
Money
Towel
Bottled water
Battery
Food
camera
Cell phone
flashlight
notebook
tent
Activity 2: Reading, answer the questions.
Have students read the messages again, answer the questions. (b/p. 65)
Students practice in pairs, do as directed.
Teacher gets the answers, checks and corrects.
Answer:
Next week 
He was sick
They need batteries
They don’t need to bring any food. 
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Discussion
Teacher has students work in groups; each group gets a different task, then completes the task.
Group 1: list five things to bring for a camping trip
Group 2: list five things that are not necessary for a camping trip
Group 3: list five thing to bring for a trip to the beach.
Group 4: list five things to bring when you travel abroad. 
Students’ answer
Group 1: tent, flashlight, 
Group 2: swim suit, sunglasses, ..
Group 3: sunglasses, sun cream, .
Group 4: passport, plane ticket, ..
Some students share their ideas.
Teacher checks and gives feedback.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write about the scenic spot you would like to visit.
i-Learn Smart World 6 (student’s book)
Week: Date of teaching:	
Period: 75
UNIT 8: THE WORLD AROUND US
Lesson 2 – Grammar (p. 66)
Objectives:
	By the end of this lesson, students will be able to review the way to use conjunction “so” to link sentences.
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 : I have a cold so I don’t go to school 
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Matching
Teacher shows something needed for a vacation, then sets the scene, students choose suitable things for the trip.
Asks some students to do as requested. (if they can).
Example: 
I am having a vacation on the beach; I need to bring  
My class is going camping this week, we need to bring 
Sue needs to have .. for her trip to the mountain.
 Answer:
Hat, swim suit, sun block, 
Tent, torch, camera, bottled water, .
Hat, sneakers, bottled water, .
Option 2:
Teacher gives the destinations for a trip, students name things they need to prepare. 
Students do as direct.
Teacher checks and corrects, then leads to the new lesson.
Teacher – whole class
Whole class
25’
New lesson
A-Grammar (10’)
Activity 1.
Teacher uses symbols, pictures to review words of things needed for a trip.
Have students talk about the benefits of these things.
Have students listen and repeat sentences. (chorally – individually)
Teacher corrects student’s pronunciation if necessary.
Teacher asks students to practice asking & answering. (exercise a/p. 66)
Teacher checks and gives feedback.
Activity 2: matching the two halves of the sentences. (B/P. 66)
Have students work in pairs; read and find the half sentences.
Some pairs show their answers.
Answer
B
F
A 
C
D
E
Ask some students to check the answers.
Teacher checks again and gives feedback.
Activity 3: Fill in the answers, use the cues in the table (c/p. 66)
Teacher shows a pair of high heeled shoes and a pair of slippers which are prepared for a trip to the beach
Have students to choose one and tell the reason why.
Teacher: we should bring a pair of slippers because we can go walking on the beach.
Have students work in pairs, complete the answers.
Some students who finish quickly go the board to write the answers.
Teacher checks and gives feedback.
Answer:
Yes, we should so we have somewhere to sleep
Yes, we should so we don’t get thirsty
Yes, we should so we don’t get cold
Yes, we should so we have something to read
Yes, we should so we don’t get hungry
Yes, we should so we can buy presents 
Teacher – whole class/ individuals/ pairwork
Teacher/ Whole class/ groupwork
Teacher – whole class/ pairs
Teacher – whole class/ individuals
5’
Wrap-up
Option 1: Speaking. 
Teacher divides class into two teams and sets the request for the activity.
Teacher gives hands-out to teams. (you are going to have a camping trip next weekend. Look at things in the hand-out, team A chooses things that should be brought, team B chooses thing that are unnecessary, gives the reason)
Have students work in groups, do as directed. 
Representatives from groups show the result to class.
Teacher checks and gives feedback.
Option 2: Writing
Have students work individually, make plan and preparation for you trip this summer.
Some students share their story.
Teacher – whole class/ individuals
Students in groups
Homework
Write about things to prepare for your trip.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 76
THEME 8: THE WORLD AROUND US
Lesson 2 – Pronunciation (p. 67)
Objectives:
	By the end of this lesson, students will be able to focus on /oƱ/ sound and review ways to prepare for an adventure. 
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 example to class, speaks louder for students to recognize the difference.
Example: thought – found (different vowel sound)
Teacher gives more explanation, gives more examples to make it clear. 
Have students listen and repeat, focus on the underlined words. (b/p. 67)
Have students listen and repeat the words (c/p. 67)
Further practice:
Teacher gives more examples for students to see different sound
Example:
Bone – bound
Home – house
Road – rough
Nose - now
Cold - call
Some students say again.
Students practice reading the words in pairs, pay attention to the /oƱ/ sound. 
Ask teacher for help if necessary.
B-Practice – Reading the conversation. (10’)
Activity 1: Play role, read the dialogue.
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 replace them with words given - modeling
Have students practice in pairs, ask and answer about the things they need to prepare for the trip, swap the roles and repeat.
Example:
Flashlight – tent 
Bottled water – food 
Thirsty – hungry 
.
Some pairs present in front of the class
Correct student’s pronunciation.
Activity 2: Speaking – Make the same conversation, use their own ideas.
Have students practice in pairs, play role. (exercise b/p. 67)
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: Preparing for an overnight adventure.
Teacher sets the scene of the dialogue (make plan for a camping trip to Cat Tien National Park) 
Have students work in groups, make their own plan for what to bring along.
Groups show the result in front of the class.
Compare the result among groups. Teacher checks and gives feedback.
Suggested answer:
Items to bring
Reasons
Bottled water
Don’t get thirsty
Tent / jacket / sleeping bags
Don’t get cold
food
Don’t get hungry
Cell phone
To keep contact
Flashlight & batteries
To see at night
Option 2: Playing game: Board Game p. 117 SB. 
Teacher divides class into two teams. 
Students from teams take turns to participate in the game.
Students get the number, then complete the task given. One mark for a correct answer, lose turn for a wrong one.
The team has more points wins the game.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Make plan for your picnic with your classmates this weekend
Outline:
Where to go?
Who do you go with?
What to bring? Why?
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 77
UNIT 8: THE WORLD AROUND US
Lesson 3 – Geography (p. 68)
Objectives:
	By the end of this lesson, students will be able to give advice about visiting natural wonders and listening to get information about them.
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) sandcastle, highland, waterfall, bay, forest, island
Structure : structure of Can & should
Procedures:
Time
Steps/Activities
Organization
5’
Warm-up
Option 1: Look and choose the correct one.
Teacher shows pictures of places on the screen, students have to find which tourist attractions are. 
Teacher gets answers from student, asks for more explanation.
Teacher checks and corrects.
Example: sport ground – temple – beach – school – mountain – market – flower garden – bay – cave – island – forest.
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:
Forest – park: 
River – beach
Hill – island: 
Teacher – whole class
Students in groups
Students in class
25’
New lesson
A-New words. (10’)
Activity 1: Match the number and the picture.
Teacher uses pictures or definition to teach new words.
Have students write the letters in the box (individually) (a/p. 68)
Answer:
C
F
D
E
C
B
A
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 activities they can do at each place.
Some students share their ideas to class.
B-Listening.(10’)
Activity 1: Listen to Tom talking about places to visit. 
Have students listen the 1st time, then choose the correct answer
Have students explain why
Listen again to check the answer (a/p. 68)
Answer: doing sports
(it’s great for diving, a great place for surfing, hiking and skiing)
Activity 2: Listen and number
Have students read the sentences. (exercise b/p. 68)
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:
2
1
4
3
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 make suggestions, using should/can + V
Example:
Where should I go for may vacation?
You should go to .
How can I get there?
You can get there by ..
Have students make similar dialogue, use the phrases in Useful Language.
Students practice and share their dialogue to class.
Teacher checks and gives feedback.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Answer questions in Useful Language, use your own answers.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 78
UNIT 8: THE WORLD AROUND US
Lesson 3 – Geography (p. 69)
Objectives:
	By the end of this lesson, students will be able to read an email giving advice about visiting natural wonders in Vietnam and write a postcard about a place in your country.
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 words relate to places to visit 
Structure: 
Procedures:
Time
Steps/Activities
Organization
5’
Previous lesson
Option 1: Speaking
Teacher shows some pictures of places, students name the places and tell where it is.
Teacher shares some information about these places. 
Other students can make questions if they want.
Answer:
Phu Qui island – Phan Thiet
Phanxipan mountain – 
Golden Bridge – Da Nang
Hoi An Ancient town – Hue
Ben Thanh Market – Ho Chi Minh City
Ba Den mountain – Tay Ninh
Option 2: what is more popular?
Teacher shows some pictures of places, students tell the activities people can do there.
Some students share their ideas.
Example:
Hoi An – visit a world heritage site
Nha Trang beach – go swimming
Ben Thanh market – buy souvenirs
Phanxipan mountain – go climbing
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.
Let students read through the text quickly and answer the guided question
Question: Which scenic places are in the email?
Answer: Moc Chau highland, Cuc Phuong National park, Phu Quoc island, Lang Co bay
Teacher checks the answer and corrects if necessary.
Have students underline the places in their book.
Activity 2: Read & circle True - False
Have students read again and answer the questions. (pairs work – exercise b/p. 69)
Teacher gets the answers from students.
Answer:
False 
True 
True 
False 
Teacher checks and gives feedback
B - Writing.(10’) 
Activity 1: Read a postcard and fill in the blanks with sentences given. (a/p. 69)
Teacher asks students to work in groups, use the information in the table. (a/p. 69)
Representative from groups gives the answers to class. 
Teacher checks and gives feedback.
Answer:
D
C
B
A
E
Activity 2: Answer the questions. 
Have students work in pairs, practice A&A as directed
Some pairs present in front of the class.
Teacher checks and gives feedback
Answer:
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 some natural wonders in Vietnam and in the world, explains how to do with it. Teacher asks a student as modeling.
Have students work in groups, (two groups for Da Nang and two groups for Cameron Highlands), discuss about the activities they can do in these places.
Suggested questions
Which places will we go to?
What can we do there?
When should we go there?
How can we get there? 
Students show their result to class. (individually)
Teacher checks and gives feedback.
Option 2: Writing 
Students work in pairs, ask and answer about a tourist attraction in your country.
Teacher may show pictures (or clip) to illustrate the speaking.
Then write a postcard to introduce the place to people.
Teacher – whole class/ individuals
Teacher –Students in groups
Homework
Write a postcard to your friend about a scenic place in your country.
i-Learn Smart World 6 (SB)
Week: Date of teaching:	
Period: 79
UNIT 8: THE WORLD AROUND US
Review (p. 100)
Objectives:
	By the end of this lesson, students will be able to review ho