Giáo án môn Tiếng Anh Lớp 6 - Unit 4: My neighbourhood

UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting started – Lost in the old town!
Lesson aim(s)
By the end of the lesson, students will be able to:
use the lexical items related to the topic My neighbourhood;
use the vocabularies and structures to talk about different places and show directions to these.
Language analysis 
Form
Meaning
Pronunciation
1. neighbourhood (n) 
the area that you are in or the area near a particular place 
/ˈneɪbəhʊd/
2. to be/get lost
when you cannot find the way or don’t know where you are in a neighbourhood
/tuˈbɪ/ /get lost/
Materials (referenced)
Grade 6 textbook, Unit 4, Getting started
Pictures, maps and CD player
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge and experiences about the topic.
2. Teacher should get some general knowledge of Hoi An and Tan Ky House.
Prepare some hand-outs in which provide the key language of giving directions.
The UNESCO-listed Hoi An (Hội An) Ancient Town is known as one of the most charming and atmospheric towns in Vietnam. Located on the bank of the Thu Bon River, this well-preserved town reflects a harmonizing fusion of both indigenous and foreign cultures that have combined to create this unique heritage site. From 15th to 19th century, Hoi An used to be an important trading port which attracted number of merchants from different countries to settle here.
Tan Ky (Tấn Ký) House was built in 1741. It is the place where 7 generations of Le family have lived. The name “Tan Ky” was used by Mr. Le Tan Ky (the second generation). At that time, this house was used to trade agricultural products. The front of the house is Nguyen Thai Hoc Street while the back is Bach Dang Street facing Hoai River. At that time, Hoi An was still a busy international trading port with many Japanese, Chinese and Western merchant ships. Therefore, the location of the house is convenient for trading goods.
Board Plan
Date of teaching
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting Started – Lost in the old town!
* Warm-up
Chitchatting
I. Vocabulary:
1. neighbourhood (n): vùng lân cận 
2. to be/ get lost: bị lạc 
II. Practice:
Task 1: Listen and put the actions in order.
Task 2: Find the way to make suggestions.
Task 3: Read the conversation, find and underline the following directions.
Task 4: Match these directions with the diagrams.
III. Production
* Homework:
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To set the context for the listening and reading text.
* Chitchatting:
Teacher shows some images of Hoi An on the screen and asks students some open questions: “Do you know where it is?” 
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5 mins
To introduce the topic of the unit.
“Have you ever been to Hoi An?”
“Do you remember anything special in Hoi An?”
Lead in
To lead in the topic Lost in the old town.
Today we are going to travel around Hoi An; before we start the lesson, let’s get some vocabulary first.
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2 mins
Presentation
(Vocab-
pre-teach)
To introduce the new words.
* Vocabulary:
Teacher introduces the vocabulary:
neighbourhood (n): vùng lân cận (explanation)
to be/get lost: bị lạc (situation) 
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5 mins
Practice
Production
To practice the targeted language and the background knowledge of my neighbourhood.
To help students know how to use let’s and shall to make suggestions.
To help students know how to give directions through the conversation.
To help students practise giving directions.
Task 1: Listen and put the actions in order.
Teacher sets the context for the listening and reading
“Today we’ll meet 3 students. They are Nick, Phong and Khang. Let’s look at the picture and answer some questions:
What are Nick, Phong and Khang doing?
Where are they? 
What might be happening to them?
Have you ever got lost?
How did you feel? What did you do?
Teacher encourages students to share their experiences of being lost but teacher doesn’t have to confirm the answers right or wrong.
Teacher asks student to get some prediction of the orderings.
Teacher plays the recording and asks the students to work independently to put a-e in order of what happens in the conservation.
Students listen and read and then do the ordering.
Teacher invites some pairs of students to read the dialogue aloud.
Answer key: 
1. b 2. c 3. d
4. e 5. d
Task 2: How to make suggestions.
Teacher asks students to look at the photos and the text in order to find the answers.
Students work independently. 
Teacher allows students to share their answers before discussing as a class. 
Answer key:
1.	Let’s go to Chua Cau!
2.	Shall we go there first?
3.	First cross the road, and then turn left.
4.	Fine, let’s go.
5.	Let’s ask her.
Model sentences: Making suggestions
Teacher asks:
Where do Phong, Nick and Khang go first? Who suggests going there? What does he say? Do Nick and Khang agree? What do they say?
Teacher writes model sentences:
Shall we go there first?
OK, sure.
* Check:
Use: When do you ask these questions? (when we want to make suggestions)
Meaning: What do these sentences mean?
Form: 
+ Shall we + V?
+ Let’s + V.
Teacher can add 2 more ways to make suggestions
+ How about/ 
 What about?
+ Why don’t we  ?
Ask students to work individually to find and underline the phrases used to give directions in the conversation. 
Teacher may move around the class to check if students do exactly what is required and offer help when needed.
Have students quickly match each direction with the diagram. Check their answers as a class. If students do not understand the phrases, use the diagrams to work the meaning out from the context. If it is a weaker class, ask for translation to make sure they understand. With a stronger class, teacher may wish to ask some additional questions, e.g. Can you tell me the way to the post office near here?, etc.
Answer key: 
1. B
2. A
3. C
4. E
5. D
Game: Find places
Demonstrate the game with a more able student.
Ask students to play the game in pairs. In a weaker class, work together with students first: asking about one or two different places on the map and eliciting the answers. Then when they know exactly what to do, ask them to work in pairs. Teacher may go around to observe and offer help if necessary.
Invite some pairs to perform in front of the class. This activity can be organized as a competition game. The class is divided into teams A and B. Team A gives directions and Team B guesses the place. 
If their guess is correct, they get one point. Then change roles. The group with more points is the winner.
If there is still enough time teacher can give students one more map-to-go.
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Pair work
15 mins
Consolidation
To consolidate what students have learnt in the lesson.
Ask one or two students to tell the class what they have learnt.
Ask students to say aloud some words they remember from the lesson. If there is an overhead projector in the classroom, show the dialogue, highlight the key words related to the topic. 
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2 mins
Homework
To prepare vocabularies for the next lesson: A closer look 1.
Go to the Internet and search for the places in the neighbourhood.
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1 min
UNIT 4: MY NEIGHBOURHOOD
Lesson 2: A closer look 1
Lesson aim(s)
By the end of the lesson, students will be able to:
use the lexical items related to the topic My neighbourhood;
use the vocabulary and structures to talk about and describe places in a neighbourhood;
pronounce and recognize the sounds /i/ and /i:/.
Language analysis 
Form
Meaning
Pronunciation
1. square (n)
an open area in a town, usually with four sides, surrounded by buildings
/skwer/
2. cathedral (n)
the main church of a district, under the care of a bishop
/kəˈθiːdrəl/
3. railway station (n)
a place with one or more buildings and platforms where trains stop for people to get on or off
/ˈreɪlweɪsteɪʃən/
4. crowded (adj)
having a lot of people or too many people
/ˈkraʊdɪd/
5. peaceful (adj)
quiet and calm; not worried or upset in any way
/ˈpiːsfl/
6. modern (adj)
new and intended to be different from traditional styles
/ˈmɑːdərn/
7. boring (adj)
not interesting; making you feel tired and impatient
/ˈbɔːrɪŋ/
Materials (referenced)
Grade 6 textbook, Unit 6, A closer look 1
Pictures and a video clip
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge about some lexical items.
Provide students with the meaning and pronunciation of some lexical items.
2. Students may have underdeveloped listening, speaking and co-operating skills.
Play the recording many times if any necessary.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 4: My neighbourhood
Lesson 2: A closer look 1
* Warm-up
Game: Jumbled Words
I. Vocabulary:
1. square (n) 2. cathedral (n)
3. railway station (n) 4. crowded (adj)
5. peaceful (adj) 6. modern (adj) 
7. boring (adj)
Task 1: Match the places below with the pictures. Then listen, check and repeat the words.
Task 2: Work in pairs. Ask and answer questions about where you live.
Task 3: Work in groups. Ask and answer about your neighbourhood. 
You can use the adjectives below.
II. Pronunciation:
Task 4: Listen and repeat the words. Pay attention to the sound /i/ and /i:/.
Task 5: Listen and practice the chant. Notice the sounds /i/ and /i:/.
III. Production: 
Game: Tongue Twister
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation.
Game: Jumbled Words 
Topic: “Places”
Teacher divides students into 4 groups and models how to play this game.  
Teacher shows one by one a mixed up set of letters and students have to unscramble the letters to find the correct word.
Teacher asks students to raise hands to give the correct names and spelling of the places
The fastest group raising their hands will get the chance to answer first.
Teacher gives 10 points for the group that gives the correct answers. 
The group getting the highest points will be the winner.
Answer key:
1. takmre: market
2. oslhoc: school
3. aiencm: cinema
4. knab: bank
5. metsakretup: supermarket
6. petmle: temple
7. qearsu: square
8. apoilths: hospital
9. rtoboekos: bookstore
10. arnuastetr: restaurant
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5 mins
Lead in
To lead in the lesson about vocabulary and pronunciation.
Teacher leads students into the lesson by telling them that 
“In today lesson, we are going to learn more words to name and describe places in a neighbourhood and learn how to pronounce correctly two sounds /i/ and /i:/.”
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1 mins
Presentation
(Vocab-
pre-teach)
To teach students some places and adjectives describing ones in a neighbourhood.
VOCABULARY
Teacher introduces the vocabulary by:
providing the synonym or antonym of the words;
providing the pictures or explanation of the words.
1. square (n) [picture]
2. cathedral (n) [picture]
3. railway station (n) [picture]
4. crowded (adj) [explanation]
5. peaceful (adj) [synonym] - quiet
6. modern (adj) [antonym] - historic
7. boring (adj) [antonym] - interesting 
* Check: Rub out and Remember
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5 mins
Practice
To help students name places in a neighbourhood. 
To help students practice asking and answering about places in a neighbourhood. 
To revise the adjective students learnt in primary school and help them practice asking and answering about places in a neighbourhood.
Task 1: Match the places below with the pictures. Then listen, check and repeat the words. 
Teacher asks students to match the places with the pictures.
Students do the task.
Teacher asks students to swap their books and mark in pairs.
Teacher plays the recording (Track 24) for students to listen and check their partner’s answers. 
Teacher plays the recording again with a pause after each item and asks them to repeat the words/ phrases chorally and individually.
Answer key:
1. C
2. E
3. D
4. A
5. B
Task 2: Work in pairs. Ask and answer questions about where you live.
Teacher asks students to work in pairs to ask and answer questions about where they live. Remind them that they can use the places in 1 or any places they want to ask. 
Teacher calls some pairs to practice in front of the class. 
Teacher gives feedback and corrections 
(if necessary).
Task 3: Work in groups. Ask and answer about your neighbourhood. 
You can use the adjective below. (p. 40)
Teacher models this activity with a more able student and remind students that they can use adjectives in the box or other adjectives they know to talk about their village, town, city. 
Students work with their partners. 
Teacher calls some pairs to practice in front of class
Teacher may ask other students to give comments. 
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Pair work
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Group work
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15 mins
Presentation
(Pre-teach the sounds /i/ and /i:/)
To help students to identify how to pronounce the sounds /i/ and /i:/.
PRONUNCIATION
Teacher introduces 2 sounds /i/ and /i:/ to students and lets them watch a video about how to pronounce these two sounds and asks them to identify which sound is longer and which one is shorter.
Teacher asks students to give some words they know containing these sounds.
Suggested answers:
/i/: chip, tin, ship, 
/i:/: cheap, teen, sheep, 
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5 mins
Practice
To help students identify and practice the /i/ and /i:/ sounds.
To help students practice the sounds /i/ and /i:/ in sentences.
Task 4: Listen and repeat the words. Pay attention to the sounds /i/ and /i:/.
Teacher asks students to practice the sound /i/ and /i/ together. 
Teacher plays the recording and ask students to repeat 
Teacher gets students to work in pairs and put the words in the correct column while they listen and call some pairs to write their answers on the board before checking their answers with the whole class. 
Answer key:
/i/
noisy, exciting, expensive, friendly
/i:/
clean, peaceful, convenient, cheap
Task 5: Listen and practice the chant. Notice the sounds /i/ and /i:/.
Teacher asks students to listen while teacher plays the recording.
Teacher plays the recording again and ask students to chant along.
Teacher provides further practice by dividing the class into 2 groups.
Teacher has groups sing alternate lines. 
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Pair work
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5 mins
Production
To give students chance to apply and make challenging what they have learnt with more difficult task. 
Game: Tongue Twister
Teacher shows the Tongue Twister and asks students to practice in groups of 4.
1. He took a chilly dip six feet deep in the sea. He says it keeps him fit.
2. He thinks he's slick in his sleek wheels meeting and greeting the elite.
Students practice in groups.
Teacher calls the representative from each group to say the sentences in front of the class. 
Teacher asks each group to vote for the group which has the best pronunciation. 
Group work
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5 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
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3 mins
Homework
To revise what they have learnt.
Find 5 more words with the sound /i/ and 5 more words with the sound /i:/. Write them down and practice pronouncing the words.
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1 min
UNIT 4: MY NEIGHBOURHOOD
Lesson 3: A closer look 2
Comparative adjectives
Lesson aim(s)
By the end of the lesson, students can understand and use comparative adjectives to make sentences, dialogues.
Language analysis 
Grammar Box: Comparative adjectives
Positive
Comparative
Rule
one syllable
fast
faster
+ er
large
larger
+ r
two syllables
noisy
noisier
y → ier
modern
more modern
more + adj
three or more syllables
expensive
more expensive
more + adj
* than is used to make comparisons.
Materials (referenced)
Grade 6 textbook, Unit 4, A closer look 2
Pictures, sets of word cards
sachmem.vn
Anticipated difficulties
Solutions
1. Students may find hard to distinguish short and long adjectives.
Prepare some adjective cards in groups, highlight the syllables in each adjectives, let students count the syllables.
2. Some students will not get used to making sentences using the form of comparatives. 
Encourage students not to be afraid of making mistakes.
Correct them, lead them step-by-step. Practice makes perfect.  
Board Plan
Date of teaching
UNIT 4: MY NEIGHBOURHOOD
Lesson 3: A closer look 2
Comparative adjectives
* Warm-up
Crossword 
I. Grammar focus:
*Form 
*Use
*Sign 
II. Practice:
Task 1: Complete the sentences with the comparative form of the adjectives.
Task 2: Use the correct form of the words in brackets to complete the letter.
Task 3: Compare two neighbourhoods using the adjectives.
Task 4: Compare life in the city with life in the country.
* Homework:
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To activate students’ prior knowledge and vocabulary related to the targeted grammar of comparison.
* Game: Crossword
Teacher divides the class into 2 groups.
Teacher prepares the ppt for the crosswords, students take turn to answer the words
The one can get the key word wins the game.
 C L E V E R
 B U S – S T O P
 T E M P L E
 P E A C E F U L
C A T H E D R A L
 S Q U A R E
 N O I S Y
 E X P E N S I V E
 C O N V E N I E N T
 M O D E R N
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Group work
5 mins
Lead in
To introduce targeted grammar of comparison.
Teacher asks students how the understand the key word COMPARISON.
Choose two students of very different heights and ask them to stand up. Teacher asks the class: Who is taller? Indicate tall and taller with your hands and arms. Teacher may give another example, 
e.g. two rulers or desks: long – longer. Ask students to say what taller and longer are in Vietnamese. Teacher introduces the subject of the lesson: comparative adjectives, and asks for the equivalent in Vietnamese (Cấp so sánh hơn của tính từ).
Focus students’ attention on comparative forms and explain the simplest ways to identify the number of syllables in an English word and give further examples or practice if necessary.
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2 mins
Presentation
To help students practise using comparative adjectives.
Task 1: Complete the sentences with comparative form of the adjectives.
Ask students to read the instruction. Tell students what they should do. (With a weaker class, do the first sentence as an example). Remind them to pay attention to the number of the syllables in each adjective.
Ask students to do the exercise individually and then compare their answers with a classmate. Check the answers as a class. Confirm the correct answers.
“Now, let’s do no.1 together then we can know how we write a sentence with comparative.”
Answer key: 
1. taller 
2. noisier 
3. bigger 
4. more peaceful 
5. more exciting 
è Leads-in: after doing Task 1, you can tell me the form of the comparison:
Form:
Short Adj:
S + be + adj-ER + than + S’.
Long Adj: 
S + be + MORE + adj + than + S’.
Use: 
We can use comparative adjectives to compare two people or things.
Sign: “than”
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15 mins
To help students practise forming the correct comparative form of adjectives.
Task 2: Complete the letter using the correct form of the words.
Ask students to read the instruction. Tell students what they should do. 
Ask students to read and complete the letter individually. Remind them to pay attention to the number of the syllables in each adjective. 
Have students compare their answers in pairs before checking with the whole class. Confirm the correct answers.
Answer key: 
hotter
smaller 
older 
wider 
more delicious 
cheaper 
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10 mins
Production
To give students further practice on using comparative adjectives.
Task 3: Compare two neighbourhoods using the given adjectives.
 Ask students to look at the pictures of the two neighbourhoods. Elicit the contrast between the things in the two neighbourhoods and the adjectives that can be used to describe them.
Ask students to write sentences, comparing the two neighbourhoods. Have students compare their sentences in pairs before showing some students’ sentences to the whole class. Ask students to give comments and correct any mistakes if possible.
Task 4: Work in groups and compare life in the city with life in the country.
Teacher use the Power Point screen to show the two pictures and asks students to work in groups to talk about the differences.
Encourage the students to use the adjectives in the textbook first and then they can broaden by adding more adjectives to describe.
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Group work
10 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
Summarize the main points of the lesson.
Ask students to make sentences to compare people and things in their classroom, using comparative adjectives.
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2 mins
Homework
To prepare for the next lesson - Communication.
Do Exercise 3 and Exercise 4, write the answers on your notebook.
1 min
UNIT 4: MY NEIGHBOURHOOD
Lesson 4: Communication 
Lesson aim(s)
By the end of the lesson, students will be able to:
ask for and giving directions in a neighbourhood;
listen for sequence and for details;
create an audio guide for Ho Chi Minh City.
Language analysis 
Materials (referenced)
Grade 6 textbook, Unit 4, Communication
Pictures 
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge about some landmarks.
Provide students with information about the landmarks they do not know.
2. Students may have underdeveloped reading, speaking and co-operating skills.
Encourage students to work in pairs, in groups so that they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. 
Define expectation in explicit detail.
Have excessive talking students practise.
Continue to define expectations in small chunks (before every activity).
Board Plan
Date of teaching
Unit 4: My neighbourhood
Lesson 4: Communication
* Warm-up:
Guessing game
I. Everyday English:
Asking for and giving directions
Structure: 1. Could you tell me the way to ?
 2. Where’s the nearest ?
 3. go along
 4. on your left/ right
 5. take the first turning
Note: Use to ask for and give directions in a neighbourhood.
Task 1: Listen and read the conversations. (p. 43)
Task 2: Work in pairs. Make similar conversations to ask for and give directions to places near your school.
II. An audio guide to a place:
Task 3: Nick is listening to an audio guide to Hoi An. Listen and fill the blanks. (p. 43)
Task 4: Look at the map below and create an audio guide for District 1 of 
Ho Chi Minh City.
Task 5: Present your audio guide to your class.
* Homework
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the topic. 
Teacher divides the class into 2 groups and let them play a small game: Guessing game
Teacher gives 3 pictures related to Hoi An (one by one) and asks “Which city is this?”, students guess the name of the place and explain their guess. 
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3 mins
Lead in
To lead in the lesson about vocabulary and pronunciation.
Teacher leads students into the lesson by asking students some questions:
Have you ever been to Hoi An?
What do you know about this place?
à Today we are going to listen to a guide to Hoi An.
Suggested answers:
Yes, I have.
I think Hoi An is an ancient town, it has Ong pagoda, Hoa Nhap workshop,
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2 mins
* EVERYDAY ENGLISH
Presentation
To introduce ways to ask for and give directions in English.
Task 1: Listening and expressing the strutures of giving directions.
Teacher plays the recording for students to listen and read the dialogue between A and B at the same time. Ask students to pay attention to the sentences and phrases used to ask for and give directions.
 Teacher elicits the structures for directions
1. Could you tell me the way to ?
2. Where’s the nearest ?
Teachers elicit the phrases to give directions from students
1. go along
2. on your left/ right
3. take the first turning
Audio script:
A: Excuse me. Could you tell me the way to the cinema, please?
B: Go along this street. It’s on your left.
A: Excuse me. Where’s the nearest post office, please?
B: Go out of the station. Take the first turning on the right. 
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5 mins
Practice
To practice asking for and giving directions.
Task 1: Work in pairs. Have students practice the phrases and structures of asking for and giving directions. (p. 61)
Teacher asks students to work in pairs and take turns to practice the dialogue.
Students do the task in pairs.
Teacher calls some pairs to practise in front of the class.
Teacher gives feedback and corrections (if necessary).
Pair work
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5 mins
Product
To apply the knowledge about asking and giving directions in a neighbourhood. 
Task 2: Work in pairs. Make similar conversations to ask for and give directions to places near your school.
Teacher asks students to work in pairs to make similar conversations, using the structures and phrases for asking for and giving directions. 
Encourage them to practice asking for and giving directions to some places near their school.
Move around to observe and provide help.
Call some pairs to practice in front of the class.
Comment on their performance.
Pair work
5 mins
* An audio guide to a place
Name recognizing
To help students get used to some famous landmarks in big cities.
Task 3: Nick is listening to an audio guide to Hoi An. Listen and fill in the blanks. (p. 43)
Teacher shows 4 pictures of 4 places mentioned in the recording. Students guess the order of their appearances (individually).
a) Café 96
b) Hoa Nhap Workshop
c) Museum of Sa Huynh Culture
d) Quan Cong Temple
The whole class share their ideas. Teacher writes some students’ ideas on the board to check later.
Teacher asks students to work in pairs, read the names in the boxes (make sure that they pronounce the names correctly) and write the correct name under the pictures of the pictures.
Students share the answer with the whole class.
Teacher checks and elicits from students any information they know about the pictures.
Answer key:
1. Café 96	
2. Hoa Nhap Workshop
3. Museum of Sa Huynh Culture
4. Quan Cong Temple
* Fill in the gaps
Students open their books, recall/ guess the words to fill in the blanks.
Play Track 37 again, students fill in the gaps (individually).
Students compare with a partner, then check together.
Answer key:
1. straight
2. second
3. next to
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Pair work
5 mins
Understanding
To help students practice creating an audio guide for Ho Chi Minh City.
Task 4: Look at the map below and create an audio guide for District 1 of Ho Chi Minh City. (p. 43) 
Teacher asks students to look carefully at the simplified map of Ho Chi Minh City .
Ask students to read the instructions carefully.
Ask students some questions to check if they know what they are supposed to do.
Remind them of the expressions they can use to give directions.
Task 5: Present your audio guide to your class. (p. 43)
Have students to prepare their audio guide individually and then share it with a partner.
Have students practise presenting their audio guide in other pairs or in groups.
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5 mins
Checking knowledge
To help students practice presenting their audio guide to Ho Chi Minh City to the class.
Call some students to present their audio guides using the map to the whole class.
Ask some questions related to the audio guides students have presented.
Make comments and correct any mistakes if there are any.
Group work
7 mins
Consolidation
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
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2 mins
Homework
To prepare for the next lesson: Skills 1.
Read Khang’s blog and make notes about what you like or dislike about your neighbourhood.
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1 min
UNIT 4: MY NEIGHBOURHOOD
Lesson 5: Skills 1
Lesson aim(s)
By the end of the lesson, students will be able to:
develop reading skill for general and specific information;
identify different features of a place;
use what they have learnt to talk about a city.
‘suburb (n): khu ngoại ô (note: usually plural) 
(synonym: the countryside) in the suburb of
outdoor activity: hoạt động ngoài trời (example : play football, 
go camping, go fishing where can do these activities?)
backyard (n): sân sau (explaination: the yard behind the house)
dislike (v): không thích (antonym: like, love)
incredibly (adv): cực kỳ, một cách đáng kinh ngạc 
(synonym:very, extremely)
crowded (adj): đông đúc
Language analysis 
Form
Meaning
Pronunciation
suburb (n)
an area on the edge of a large town or city where people who work in the town or city often live
/ˈsʌbɜːb/
outdoor activity (n)
the actions which can do outside the house
/ˈaʊtˌdɔːr/ /ækˈtɪvəti/
backyard (n)
a small space surrounded by walls at the back of a house, usually with a hard surface
/ˌbækˈjɑːrd/
dislike (v)
to not like someone or something
/dɪˈslaɪk/
incredibly (adv)
impossible, or very difficult to believe
/ɪnˈkredəbəl/
crowded (adj)
​If a place is crowded, it is full of people
/ˈkraʊdɪd/
Materials (referenced)
Grade 6 textbook, Unit 4, Skills 1
Pictures, sets of words, lucky number game
sachmem.vn
Anticipated difficulties
Solutions
1. Students may lack knowledge about some lexical items.
Provide students