NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ
NỘI

School:
Teacher's name:
Class:

LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 9: CITIES OF THE WORLD

Lesson 1: Getting started – What nice photos!
I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Have an overview about the topic Cities of the world
- Use the vocabulary and structures to describe cities and landmarks
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be willing to discover other countries and cultures
- Develop self-study skills

II. MATERIALS

- Grade 6 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form
1. rainy (adj)

Pronunciation
/ˈreɪni/

2. crowded (adj)

/ˈkraʊdɪd/

3. beautiful (adj)

/ˈbjuːtɪfl/

Meaning
having or bringing a lot of rain
having a lot of people or too many
people
having beauty; giving pleasure to

Vietnamese
equivalent
trời có mưa
đông đúc
xinh đẹp

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4. interesting
(adj)

/ˈɪntrestɪŋ/

5. exciting (adj)

/ɪkˈsaɪtɪŋ/

the senses or to the mind
attracting your attention because it
is/they are special, exciting or
unusual
causing great interest or
excitement

Assumption
Anticipated difficulties
1. Students may have underdeveloped
speaking and co-operating skills.

2. Students may lack knowledge and
experiences about the topic.

thú vị
hào hứng

Solutions
- Play the recording many times if necessary.
- Encourage students to work in groups so that
they can help each other.
- Give short, clear instructions and help if
necessary.
- Prepare some hand-outs in which the key
language is describing tourist attractions.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To activate students' knowledge on the topic of the unit.
- To set the context for the listening and reading part.
b. Content:
- Matching game: Cities and Continents
c. Expected outcomes:
- Students can complete the word web related to the topic Television
d. Organisation:
TEACHER'S ACTIVITIES
Matching game
- Teacher divides students into 5
groups and delivers a set of 10
pictures about cities in 5
continents.
- Each group will be assigned the
name of the 5 continents.
- Students will have to pick up the
pictures and stick them to their
appropriate continent.
- The group which completes the
given task the fastest and correctly
will be the winner.
e. Assessment

STUDENTS' ACTIVITIES
- Students play the game in five
groups as divided.

CONTENTS
Suggested answer:
Group 1: Africa - Casablanca
Group 2: America - New York
Group 3: Asia - Hoi An
Group 4: Europe - Venice
Group 5: Oceania - Sydney,
Melbourne

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- T checks ss' answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with vocabulary.
- To help students be well-prepared for the task.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic: sports and games.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Vocabulary pre-teaching
- Students guess the meaning of
- Teacher introduces the
words.
vocabulary by:
+ showing the pictures
illustrating the words;
+ providing the synonym or
antonym of the words;
+ providing the definition of the
words
e. Assessment
- Teacher checks students' pronunciation and gives feedback.

CONTENTS
New words:
1. rainy (adj)
2. crowded (adj)
3. beautiful (adj)
4. interesting (adj)
5. exciting (adj)

3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help Ss identify the location of the cities mentioned in the conversation on a map.
- To help Ss focus on the use of adjectives to describe cities.
- To help Ss visualise some landmarks of the cities mentioned in the conversation.
b. Content:
- Task 1: Listen and read.
- Task 2: Write the names of the cities in the correct place.
- Task 3: Read the conversation again and match the cities with the adjectives describing them.
- Task 4: Match the cities with their landmarks.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks
successfully.
d. Organisation
TEACHER'S ACTIVITIES
Task 1: Listen and read. (6 mins)
- Set the context for the introductory
text: Ask Ss to look at the title of the

STUDENTS' ACTIVITIES
- Students answer the
questions.

CONTENTS
Questions:
1. What are Mai and Tom

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conversation and the picture. Ask
them some questions.
- Encourage Ss to give their answers,
but do not confirm whether their
answers are right or wrong.
- Play the recording twice for Ss to
listen and read along. Have Ss
underline the words that are related
to the unit's topic while they are
listening and reading.
- Invite some pairs of Ss to read the
dialogue aloud.
- Have Ss say the words in the text
that they have underlined. Quickly
write the words on one part of
the board.

- Students listen to the
recording and underline the
words related to the topic.
- Some pairs read aloud the
dialogue.

doing?
2. What are they looking at?
3. What is the name of the
city?
4. What landmark is in the
picture?
Suggested answers:
1. They are talking to/
discussing with each other.
2. They are looking at the
computer screen/ some photos/
pictures about places around
the world.
3. It's Sydney in Australia.
4. It's the Opera House.

Task 2: Write the names of the cities in the correct place. (4 mins)
- Ask Ss if they know which country - Students do the task
Answer key:
each city is in. If needed, help Ss by individually.
1. New York
writing the names of the countries
- Students correct the answers. 2. London
and the cities on the board.
3. Sydney
- Have Ss look at the map and do the
task.
- Check their answers as a class.
Task 3: Read the conversation again and match the cities with the adjectives describing them. (5
mins)
Answer key:
- Ask Ss to work independently. Ask - Students do the task
individually.
them to look back at the
1. c, d
conversation and find where the
- Share answers before
2. a
names of the cities appear and what
discussing as a class.
3. b, e
adjectives are used to describe them. - Students correct the answers.
Underline them.
- Have Ss share their answers and
discuss.
- Check their answers as a class.
Task 4: Match the cities with their landmarks. (5 mins)
- Find the word landmark in
Answer key:
- Ask Ss to find the word landmark
the conversation.
1. c
in the conversation and ask them
what it is.
- Do the matching.
2. d
- Discuss in pairs or groups and 3. a
- Write the word landmark on the
board and ask if they can guess the
then correct the answers.
4. b
meaning of the word. (Emphasise:
a place / object that is famous in a
city. Tourists want to see it.)

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- Have Ss do the matching.
- Allow them to discuss in pairs or
groups.
- Check the answers as a class.
e. Assessment
- Teacher checks students' exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To give Ss a fun time revising what they have learnt so far in the lesson.
b. Content:
- Task 5: Game – What city is this?
c. Expected outcomes:
- Ss can ask questions to find out the city.
d. Organisation
TEACHER'S ACTIVITIES
Task 5: Game – What city is this?
- Demonstrate by calling three Ss to
read the example.
- Then allow Ss some time to work
in groups.
- Go round and offer help if needed.
Encourage Ss to talk about other
cities they know.

STUDENTS' ACTIVITIES

CONTENTS

- Students read the example.
Example:
- Students work in groups to do A: What's it like?
the task.
B: It has beautiful beaches.
C: Is it in Australia?
B: Yes, it is.
A: It's Sydney.
B: Right.

e. Assessment
- T and other Ss listen to the answers and comment. 

5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose one city in the world they
would like to visit, then make a report following the suggestions. Students will give a
presentation about it to the class in Lesson 7 – Looking back and Project. (Teacher should check
the progress of students' preparation after each lesson.)
Board plan
Date of teaching
Unit 9: Cities of the world
Lesson 1: Getting started

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* Warm-up
* Vocabulary
1. rainy (adj)
2. crowded (adj)
3. beautiful (adj)
4. interesting (adj)
5. exciting (adj)
Task 1: Listen and read.
Task 2: Write the names of the cities.
Task 3: Read and match.
Task 4: Match the cities with their landmarks.
Task 5: Game – What city is this?
*Homework

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UNIT 9: CITIES OF THE WORLD
Lesson 2: A closer look 1

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Cities of the World
- Pronounce correctly and recognise the sounds /əʊ/ and /aʊ/
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Be willing to discover other countries and cultures
- Develop self-study skills

II. MATERIALS

- Grade 6 textbook, Unit 9, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form

1. sunny (adj)
2. delicious (adj)

3. stall (n)

4. palace (n)

Pronunciation

/ˈsʌni/
/dɪˈlɪʃəs/

Meaning

with a lot of bright
light from the sun
having a very
pleasant taste or
smell

Vietnamese
equivalent
trời có nắng
ngon

/stɔːl/

a table or small shop
with an open front
that people sell things
from, especially at a
market

gian hàng, quầy hàng

/ˈpæləs/

the official home of a
king, queen,
president, etc.

cung điện, lâu đài

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5. street food (n.ph)

6. floating market
(n.ph)

/ˈstriːt fuːd/

prepared or cooked
food sold by vendors
in a street or other
public location for
immediate
consumption

thức ăn đường phố

/ˈfləʊtɪŋ mɑːrkɪt/

an outdoor market on
the rivers

chợ nổi trên sông

Assumption
Anticipated difficulties
Students may lack knowledge about some
lexical items.

Solutions
Provide students with the meaning and
pronunciation of some lexical items.

Some students will excessively talk in the
class.

- Define expectations in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students' prior knowledge and vocabulary related to the topic.
- To enhance students' skills of cooperating with team mates.
b. Content:
- Name the pictures
c. Expected outcomes:
- Students can recognise some famous destinations.
d. Organisation:
TEACHER'S ACTIVITIES
Name the pictures
- Teacher divides students into 4
groups and delivers a set of 4
pictures about famous landmarks in
the world.
- Teacher shows pictures one by one
and asks students to raise their hands
to give the correct names and
spelling of the landmarks.
- The fastest group raising their
hands will get the chance to answer
first.

STUDENTS' ACTIVITIES
- Students work in groups of
four, listening to the teacher's
instructions to play the game.

CONTENTS
Answer key:

One Pillar Pagoda

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- Teacher gives 10 points for the
group that gives the correct answers.
- The group getting the highest
points will be the winner.
Twin Tower

Tower Bridge

Sydney Opera House
e. Assessment
- Teacher's feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To teach Ss some adjectives describing a city; words / phrases related to a city
b. Content:
- Vocabulary pre-teaching
- Task 1: Fill each box with an adjective.
- Task 2: Complete the sentences with the words in 1.
- Task 3: Write the words / phrases below under the correct pictures.
c. Expected outcomes:
- Students can identify some words related to a city.
d. Organisation
TEACHER'S ACTIVITIES
Vocabulary pre-teaching (6 mins)
- Teacher introduces the vocabulary
by:
+ providing explanations of the
words;
+ showing pictures illustrating the
words.

STUDENTS' ACTIVITIES
- Students guess the meaning
of the words through pictures,
synonyms or antonyms.

CONTENTS
New words:
1. sunny (adj)
2. delicious (adj)
3. stall (n)
4. palace (n)
5. street food (n.ph)

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6. floating market (n.ph)

Task 1: Fill each box with an adjective. (4 mins)
- Teacher asks students to use the
- Students do the task
Answer key:
given words to fill in the suitable
individually.
city: old, exciting
boxes in 2 minutes.
food: tasty, delicious
- Correct the answer.
- Teacher calls some students to give
people: friendly, helpful
their answers.
weather: rainy, sunny
- Teacher gives feedback and
corrections (if necessary).
Task 2: Complete the sentences with the words in 1. (5 mins)
- Ask Ss to work independently.
- Students do the task
Answer key:
- Ask Ss to read the sentences
individually.
1. sunny
carefully and complete them with
- Students correct the answer if 2. old
the words in 1. Go around and offer needed.
3. exciting
help if needed.
4. friendly
- Check their answers as a class.
5. delicious / tasty
Task 3: Write the words / phrases below under the correct pictures. (5 mins)
- Ask Ss to read the words / phrases. - Students do the task
Answer key:
- Ask Ss to write the words / phrases individually.
1. palace
under the correct pictures. (Ss can
- Students correct the answer if 2. floating market
easily do the task since they know
needed.
3. street food
all the words except stall. The only
4. stall
word and picture left go together).
- Check their answers as a class.
e. Assessment
- Teacher's observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- To help Ss identify and practise the /əʊ/ and /aʊ/ sounds.
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and write the words in the correct column. Then listen and repeat.
- Task 5: Listen and repeat. Pay attention to the underlined words.
c. Expected outcomes:
- Students can pronounce the /θ/ and /ð/ sounds in words in sentences correctly
d. Organisation

TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 4: Listen and write the words in the correct column. Then listen and repeat. (8 mins)
- Teacher introduces 2 sounds /θ/
- Students watch a video about Answer key:
and /ð/ to students and lets them
how to pronounce the two
/əʊ/: boat, postcard, coast,
watch a video about how to
pagoda
sounds.
pronounce these two sounds.
/aʊ/: house, crowded, town,
- Students listen to the
Video link: HƯỚNG DẪN PHÁT
tower
recording and do the task.

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ÂM LỚP 6 - Unit 9: Cities of the
- Students give more words
world /əʊ/ - /aʊ/
containing the sounds.
- Teacher plays the recording and
asks students to listen carefully and
write the words in the correct
column.
- Teacher calls some students to read
the words individually.
- Teacher asks students to give some
words they know containing these
sounds.
Task 5: Listen and repeat. Pay attention to the underlined words. (7 mins)
- Allow Ss some time to read the
- Students practise reading the 1. The town is crowded at the
sentences by themselves first. They
sentences.
weekend.
can read silently or aloud.
- Some students read the
2. There's lots of snow in
- Play the recording. Have Ss listen
sentences aloud.
Tokyo in winter.
and repeat the sentences.
- Make sentences with words
3. It's very cold on the boat.
- Provide further practice by dividing containing the learned sounds
4. He's running around the
the class into two groups. Have the
if time allows.
house.
groups read alternate lines.
- Check by asking Ss to read loudly
each underlined word in the
sentences.
- If time allows, ask Ss to make
sentences with words containing /əʊ/
and /aʊ/ sounds and practise
saying them in pairs.
e. Assessment
- Teacher's observation and feedback on student's pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Find 5 more words with the sound /əʊ/ and 5 more words with the sound /aʊ/. Write them
down and practice pronouncing the words.
Board Plan

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Date of teaching …
Unit 9: Cities of the worlds
Lesson 2: A closer look 1
*Warm-up
Name the pictures
* Vocabulary
1. sunny (adj)
2. delicious (adj)
3. stall (n)
4. palace (n)
5. street food (n.ph)
6. floating market (n.ph)
Task 1: Fill each box with an adjective.
Task 2: Complete the sentences.
Task 3: Write the words and phrases.
* Pronunciation
Task 4: Listen and write.
Task 5: Listen and repeat.
*Homework

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UNIT 9: CITIES OF THE WORLD
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use possessive adjectives and possessive pronouns correctly
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be willing to discover other countries and cultures
- Develop self-study skills

II. MATERIALS

- Grade 6 textbook, Unit 9, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Possessive adjectives & Possessive pronouns
Form

Meaning

Example

my, your, his, her, a possessive adjective is
its, our, their
used only when there is a
noun following it.

News is my favourite programme.

mine, yours, his,
hers, its, ours,
theirs

My favourite programme is different
from yours.

a possessive pronoun is used
alone, without a noun
following it.

Assumption
Anticipated difficulties
1. Students may be confused about when to
use Possessive adjectives or Possessive
pronouns

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:

Solutions
Give more examples.

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- To activate students' prior knowledge related to the targeted grammar of past simple tense and
to increase students' interest.
- To enhance students' skills of cooperating with team mates.
b. Content:
- Game: Sentence puzzling
c. Expected outcomes:
- Students can play the game using the past simple tense
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Sentence puzzling
- Students follow the teacher's
- Teacher divides the class into 4
instructions to play the game.
groups.
- Teacher delivers a set of word
cards which contains possessive
adjectives and possessive pronouns
to each group.
- Students will have to work in
groups to create as many correct
sentences from the word cards as
possible.
- The group with more correct
sentences will be the winner.
e. Assessment
- Teacher corrects students' answers (if needed).

CONTENTS
Answer key:
1. My city is very beautiful
2. His house is very big.
3. Our school has a big garden.
4. Your school is smaller than
mine.
5. My shoes are bigger than
hers.

2. ACTIVITY 1: POSSESSIVE ADJECTIVES (15 mins)
a. Objectives:
- To help Ss revise the use of possessive adjectives.
- To give Ss opportunities to use possessive adjectives correctly in context.
b. Content:
- Task 1: Match the sentences with the pictures, paying attention to the underlined part in each
sentence.
- Task 2: Complete the sentences with the correct possessive adjectives.
c. Expected outcomes:
- Students understand how to use the targeted grammar.
d. Organisation
TEACHER'S ACTIVITIES
Possessive adjectives (5 mins)

STUDENTS' ACTIVITIES

CONTENTS

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- Ask Ss to read the Remember!
- Students read the Remember
box. This is just a reminder since box.
Ss have already learnt the
possessive adjectives in primary
schools. Help if they have any
questions.
- If needed, revise the forms of
the possessive adjectives. Use the
table for both possessive
adjectives and possessive
pronouns.
Task 1: Match the sentences with the pictures, paying attention to the underlined part in each
sentence. (5 mins)
- Teacher has students complete
- Students do the task
Answer key:
the matching activity
individually and then check the 1. d
individually.
answers with a partner before
2. e
- Teacher then asks students to
checking as a class.
3. b
exchange their textbooks to
- Students work in pairs to
4. a
check their friends' answers.
provide more possessive
5. c
- Teacher draws students'
adjectives.
attention to the underlined words
and to confirm the use of
possessive adjectives:
“A possessive adjective is used
only when there is a noun
following it.”
- Teacher then asks students to
work in pairs to provide all
possessive adjectives except for
the ones in the sentences.
Task 2: Complete the sentences with the correct possessive adjectives. (5 mins)
- Teacher lets students do the
- Students do the task
Answer key:
task individually, and asks them
individually.
1. went
to read the conversation first, so
- Some students read out their
2. had
that they understand the context
answers.
3. did you do
to use the verbs given in the
- Correct the answer.
4. visited
correct form.
5. ate
- Teacher may call on some
6. scored
students separately to read out
their answers and correct their
answers if they're wrong, and
give explanation if necessary.
- Teacher then calls some pairs to
read the conversation with the
correct verb form, and corrects

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their pronunciation and
intonation if necessary.
e. Assessment
- Teacher corrects the students as a whole class.
3. ACTIVITY 2: POSSESSIVE PRONOUNS (20 mins)
a. Objectives:
- To help Ss determine the correct possessive pronoun representing a phrase.
- To help Ss distinguish and use correctly possessive adjectives and possessive pronouns.
b. Content:
- Task 3: Complete the sentences with the correct possessive pronouns.
- Task 4: Underline the correct word in brackets to complete each sentence.
- Task 5: Choose the correct word to complete each sentence.
c. Expected outcomes:
- Students understand how to use the targeted grammar.
d. Organisation
TEACHER'S ACTIVITIES
Possessive pronouns (5 mins)
- Write the example in the
Remember! box on the board. Use
arrows that point my book to mine
and your book to yours so that Ss
can see how the phrase of a
possessive adjective + noun is
replaced by a possessive pronoun.

STUDENTS' ACTIVITIES

CONTENTS

- Students listen to the teacher,
and then read the Remember
box.

Task 3: Complete the sentences with the correct possessive pronouns. (5 mins)
- Ask Ss to read the first sentence of - Students do the task
Answer key:
each question carefully and
individually.
1. mine
underline the words / phrases which - Some students read out loud
2. theirs
determine the possessive pronoun
the complete sentences.
3. yours
for the second sentence. Then
- Check the answers as a class. 4. his
complete the second sentence.
5. ours
- Allow Ss to swap their answers.
- Call on some Ss to read aloud their
answers.
Task 4: Underline the correct word in brackets to complete each sentence. (5 mins)
- This activity mixes the use of
- Students do the task
Answer key:
possessive adjectives and possessive individually.
1. its
pronouns.
- Check the answers as a class. 2. yours
- Have Ss do the task individually.
3. his
- Check Ss' answers as a class.
4. Our
Note: T may give Ss some tips for
5. their
this exercise. If there is a noun

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following, it's the place for a
possessive adjective. If not, it's the
place for a possessive pronoun.
Task 5: Choose the correct word to complete each sentence. (5 mins)
- Ask Ss to work individually or in
- Students work individually or
pairs. Ask them to read the sentences in pairs to do the task.
carefully and choose the correct
- Correct the answer if needed
answers.
- Check their answers as a class.
e. Assessment
- Teacher corrects the students as a whole class.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
Board Plan

* Warm-up
Game: Sentence puzzling

Date of teaching
Unit 9: Cities of the world
Lesson 3: A closer look 2

I. Grammar
Possessive adjectives
Task 1: Match.
Task 2: Complete the sentences.
Possessive pronouns
Task 3: Complete the sentences
Task 4: Underline the correct words.
Task 5: Choose the correct words.
* Homework

Answer key:
1. B
2. A
3. B
4. B
5. B

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UNIT 9: CITIES OF THE WORLD
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Make an exclamation with What to express their appreciation or surprise
- Recognise and have knowledge about some famous landmarks in big cities
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be willing to discover other countries and cultures
- Develop self-study skills

II. MATERIALS

- Grade 6 textbook, Unit 9, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption
Anticipated difficulties
1. Students may have underdeveloped
speaking and co-operating skills.
2. Some students will excessively talk in
the class.
3. Students may lack knowledge about
some landmarks.

III. PROCEDURES

Solutions
- Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
- Define expectations in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).
Provide students with information about the
landmarks they do not know.

1. WARM-UP (5 mins)
a. Objectives:
- To activate students' prior knowledge and to increase students' interest.
b. Content:
- Pictures describing
c. Expected outcomes:
- Students can use their vocabulary to describe a picture.

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d. Organisation
TEACHER'S ACTIVITIES
Pictures describing
- Teacher shows the picture of a city
and asks students to describe as
many things in the picture as
possible.
- Teacher checks the answer.

STUDENTS' ACTIVITIES
- Students give their answers.

e. Assessment
- Teacher corrects students' answers (if needed).

CONTENTS

Suggested answers:
A green city
High buildings
A beautiful city
A beautiful sky

2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives:
- To introduce exclamations with What;
- To help Ss practise making exclamations with What.
b. Content:
- Task 1: Look at the picture. Listen and read the exclamations.
- Task 2: Work in pairs. Look at the picture below and say what you think by using exclamations
with What. You may use the suggestions below.
c. Expected outcomes:
- Students can use the structures to express exclamations with What.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Expressing exclamations with What (5 mins)
- Teacher writes down three
- Students listen to the teachers Three exclamations:
exclamations on the board and asks
and answer the questions.
1. What a nice day!
students to find the similarities
2. What a clear sky!
among the three exclamations.
3. What tall buildings!
- Students read the exclamations and
find out the similarities among them.
Suggested answers:
- Teacher calls some students to
They all begin with What
share their opinions.
followed by a noun phrase. An
- Teacher gives more explanations
exclamation mark (!) is usually
and writes down the structure of an
put at the end.
exclamation with What.
Structure: What + (a/an) + adj
+ noun!
*Note: use a/an with countable
nouns which are singular.
Task 1: Look at the picture. Listen and read the exclamations. (3 mins)

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- Teacher plays the audio.
- Teacher calls some students to read
aloud all three exclamations.

- Students listen to the audio.
- Students read aloud the
exclamations.

Task 2: Work in pairs. Look at the picture below and say what you think by using exclamations
with What. You may use the suggestions below. (7 mins)
- Teacher asks students to work in
- Students do the task in pairs.
Suggested answers:
pairs and take turns to make
- Some pairs say their
1. What happy and beautiful
exclamations from the picture using exclamations aloud.
children!
the suggestions.
2. What a colourful and nice
- Teacher calls some pairs to say
picture!
their exclamations in front of the
3. What sunny and beautiful
class.
weather!
- Teacher gives feedback and
4. What a small and cute boy!
corrections (if necessary).
5. What beautiful and colourful
apple trees!
e. Assessment
- Teacher checks students' understanding by asking some checking-questions.
3...