GIÁO ÁN TIẾNG ANH 6
SÁCH i-LEARN SMART WORLD 6
UNIT 1: HOME
Lesson 1 (p. 6)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: pool, balcony, garage, yard, gym, apartment.
Useful expression: Excuse me.
Grammar: Simple present (+)
Students will be able to talk about people's homes and get someone's attention.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Building their love for family, homes and community
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III. Procedures:
Time
Steps/Activities
Organization
Warm-up
Option 1: Song: Hello!
 Teacher –
- Play audio (The “Hello!” song) to brainstorm the theme of the
whole class/
lesson.
individuals
- Teacher and students sing along and greet together.
5'

25'

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.
- The winner is the group which has more correct pictures.
New lesson

-

Teacher shows pictures of places again to lead in the new
lesson.
- Ask students if they have ever been to any of them.
A-Teach new words. (10')
- Use real things and pictures to introduce the new words:
New words:
1. pool (n)
2. balcony (n)
3. apartment (n)
4. garage (n)

 Teacher –
whole class/
groups

 Teacher –
whole class/
individuals

5. gym (n)
6. yard (n)
- Have students listen and repeat each new word. (chorally –
individually)
- Correct student's pronunciation if necessary.
Activity 1. (Checking new word)
- Have students look at the pictures, and fill in the blanks
with words given. (exercise a/p. 6)
- Listen again to check the answers.
Answer:
1. Pool
2. Apartment
3. Gym
4. Balcony
5. Garage
6. Yard
Activity 2: watching a video clip, name the places
- Teacher shows a video clip she made about her apartment
- Have students watch the video, pause sometimes for students to
name the places. (Balcony, kitchen, bedroom, living room, yard,
pool, garage).
- Teacher checks, corrects and gives feedback.
Activity 3 (optional): Speaking
- Teacher makes example sentences with new words.
- Ask students to work in pairs, talk about their house, using new
words. (exercise b/p. 6)
- Some pairs present in front of the class.
- Teacher checks and corrects.
Example.
- My house has a balcony.
- There's a small yard in front of my house...
B-Listening. (10')
- Teacher shows the picture of the task, asks students some
questions about it. (exercise a/p. 6)
Suggested Q&A:
- How many people are there? – Three people
- Are they family members? - No
- Are they classmates? – Yes.
- Teacher has students work in pairs, read the sentences, guess the
answers (exercise b/p. 6)
- Listen and check their guess (listen the 1st time)
- Listen again to check their answers.
- Teacher checks and corrects.
Answer:
1. An apartment

 Teacher whole class/
individuals

 Teacher –
whole class/
individuals

 Teacher –
whole class/
pairs

 Teacher –
whole class/
pairs

2.
3.
4.
-

5'

bedrooms
pool
garage
Teacher shows the dialogue, students listen and repeat.
Wrap-up
Option 1: Substitution
- Teacher gives out the open conversation to groups, students
practice filling in the gaps, using suggested words.
- Have students practice role playing the dialogue.
- Some pairs present in front of the class. (close pairs, open pairs)
Example:
1. An apartment (a house, a flat, a villa)
2. Pool (garden)
3. Garage (gym)
Option 2: Speaking.
- Teacher asks some students about their house or apartment
(hand-out, an open dialogue, students answer by themselves.)
- Students work in pairs, ask and answer.
- Some pairs present in front of the class.
Example:
A. Do you live in a house?
B. …………………………………………
A. Is it big or small?
B. ……………………………………….
A. Does it have a garden?
B. ………………………………………
A. Is there a balcony?
B. ……………………………………….
A. What thing do you like best?
B. …………………………………………………
Option 3: song “We are a Family”
- The whole class sings the song together.
https://www.youtube.com/channel/
UCVcQH8A634mauPrGbWs7QlQ

 Teacher –
whole class/
groups

 Teacher –
Students in
pairs

Homework
Write four sentences about your house.
Lesson 1 – Grammar (p. 7)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment)
Grammar: Present simple (affirmative, negative, interrogative form)
+ I / you / we / they + live & he / she / it + lives
- S + don't / doesn't live
? Do / Does + S + live ? – Yes,…do/does. / No, … don't/doesn't.
Students will be able to use present simple to exchange information about their homes.
b. Core competencies and Personal qualities
- Developing communication skills and creativity

- Demonstrating teamwork skills
- Building their love for family, homes and classmates
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III.
Procedures:
Time
Steps/Activities
Organization
Warm-up
Option 1: Song: We are a family
 Teacher –
- Play the music, the whole class sings and dances together to
whole class
lead in the theme of the lesson.
5'
Option 2: Interviewing
- Some students talk about their house (homework).
 Teacher - Teacher follows, checks and gives feedback.
Whole class/
Individuals
25'
New lesson
A-Grammar. (10')
 Teacher –
- Teacher shows types of houses, asks students some questions
whole class/
about them. (use Yes – No questions)
individuals
- Teacher shows example sentences and elicits the way of using
present simple tense
Formation
Examples
+
I / you / we / they + live
I live in an apartment.
(V)
She lives in an apartment.
He / she / it + lives
(V.s/es)
I / you / we / they +
They don't live in a house.
don't live
She doesn't live in a house.
He / she / it + doesn't
live
?
Do + you / we / they +
Do you live in a house?
live ?
Does she live in a house?
Does + He / she / it +
live ?
- Teacher gives some sentences, asks students to change them
into negative and interrogative. (individually)
- Correct student's answers if necessary.
B-Practice. Fill in with correct verb forms (6')
- Teacher explains the way to do task b/p. 7
- Some volunteer students show the answers on the board.
- Teacher checks and corrects.
Answers:
1. Lives
2. Have
3. Live – lives
4. Doesn't have

 Teacher/
Whole class/
individuals

 Teacher –
whole class/

5. Live
6. Have
C-Practice. Complete the dialogue (10')
- Teacher shows the table, sets the scene of the dialogue. Have
students practice filling the dialogue (pairs)
- Have a pair present in front of the class.
- Teacher asks students to use given clues to complete the
conversation.
Suggested answer:
1. No, I don't.
2. Yes, it does
3. No, it doesn't
4. No, it doesn't
5. Yes, it does
-

5'

pairs/
individuals

Teacher checks and corrects the answers.
Students practice reading the dialogue in pairs.
Wrap-up
Option 1: Interviewing
 Teacher –
- Have students use the same format to ask and answer about their
whole class/
own house.
pairs
- Some pairs present in front of the class.
Example:
1. Yes / No
2. Yes / No
3. Yes / No
4. Yes / No
5. Yes / No
 Teacher –
Option 2:
Students in
- Teacher shows some pictures of houses, one team chooses
groups
a house to describe, and the others find the correct one.
- The team who has more correct answers wins the game.
 Teacher –
Students in
Option 3:
groups
- Teacher shows some pictures of houses, one team chooses
a house to describe, and the others find the correct one.
- Five students attend the game.
- A host student chooses a picture of a house; other students
ask Yes No questions to find out the house. The student
who finally finds out the house wins the game.
Homework
Make a table of things that your house has.
garde
n

pool

garage

Yard

playgrou
nd

Lesson 1 (p. 8)
I. Objectives:

Gym

balcon
y

By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment)
Grammar: Present simple – Y/N questions
Do / Does + S + live ?
Yes,…do/does. / No, … don't/doesn't.
Pronunciation: intonation of Y/N questions
Students will be able to ask Y/N questions (present simple) using the correct pronunciation
feature and use them to exchange information about their homes.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Building their love for family, homes and classmates
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III.
Procedures:
Time
Steps/Activities
Organization
Warm-up
Option 1: Song: Hello!
 Teacher –
- Play audio (The “Home sweet Home” song) to lead in the theme
whole class/
of the lesson.
individuals
- Teacher and students sing and greet together.
5' Option 2: What things does your house have?
 Teacher –
- Some students show the table of their homework, share
whole class/
individuals
something about it.
- Other students may ask for more questions if they want.
- Teacher follows and gives feedback, then leads to the new
lesson.
25'
New lesson
A-Pronunciation. (10')
 Teacher –
- Teacher shows example sentences to class (affirmative &
whole class/
negative) and asks them to find the differences.
individuals
- Teacher explains the rules, gives more examples to make it
clear.
Ex: I live in an apartment.
Do you live in an apartment?
Ex: There is a yard in my house.
Is there a yard in your house?
- Have students listen and notice the change of the intonation
(exercise b/p. 8)
- Have them listen & repeat.
- Have students listen and cross out the wrong intonation.
(exercise c/p. 8)
Further practice:
- Teacher gives some sentences for students to practice
 Teacher - Some students read loudly
whole class/
pair work
B-Practice – Point, ask and answer (10')

Activity 1: Ask & answer.
- Use real things and pictures to review the words: (apartment,
garage, yard, pool, …………………)
- Teacher asks some students as model.
- Have students practice in pairs, asking and answering Yes – No
questions.
Example:
1. Do you live in an apartment? – Yes, I do
2. ……………
3. ………………..
4. ……………….
5.
- Some pairs present in front of the class
- Correct student's pronunciation & intonation if necessary.
Activity 2: discussion
- Have students practice A&A about their home, using Yes/No
questions. (exercise b/p. 8)
- Have students work in pairs, share their ideas.
- Some students present in front of the class.
- Teacher checks, corrects or gives feedback.

 Teacher –
whole class/
pairs

Wrap-up

Option 1: Pass the ball
- Give a student a ball, play audio of music and ask him/her to
pass the ball to the student next to him/her and continue with
other students.
- Stop the music suddenly.
- Students stop passing. The student with the ball will make a
sentence that describes their house or one thing their house has.
- Play the music again and continue this game in the same way.

5'

Option 2: Speaking (Chain game)
- One student makes a sentence to describe their house.
- Another student says the sentence again (change the subject
pronoun) together with a sentence about his house.
- The third student 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
Make your own blog: write 5 sentences about your house.

Lesson 2 (p. 9)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: (do the) laundry, clean the kitchen, make dinner, make the bed, do the
shopping, do the dishes
Grammar: Present simple
 Students will be able to name housework and say which housework they do at home.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Having responsibility for doing housework
- Developing the love for family
II. Teaching aids:

- Teacher's aids: student book and teacher's book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III.
Procedures:
Time
Steps/Activities
Organization
Warm-up
Sing a song
 Teacher –
- Play audio (The “Home sweet Home” song) to review the song
whole class/
- Teacher and students sing along and greet together.
individuals

5'

Option 1: What types of house?
- Divide the class into two groups, A & B.
- One group has pictures of houses; one group has words.
- Group A shows a picture, group B shows equivalent word, and
reverse.
- The winner is the group which has more correct answers
Option 2: Sticking

 Teachers students in
groups

 Teacher whole class/
individuals

- Teacher shows a picture of types of houses.
- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for every student having a correct answer.
25'

New lesson

-

Teacher shows a picture to introduce new lesson.
Ask students if they often do the housework at home.

A-Teach new words. (10')
- Use real things and pictures to introduce the new words:
New words:
1. Do the laundry
2. Do the shopping
3. Do the dishes
4. Clean the kitchen
5. Make breakfast / lunch / dinner
6. Make the bed
- Have students listen and repeat each new word. (chorally –

 Teacher –
whole class/
individuals

individually)
- Correct student's pronunciation if necessary.
Activity 1. (Checking new word),
- Teacher lets students fill in the blanks. (exercise a/p. 9)
- Listen again to check the answers.
Activity 2: discussion
- Have students practice A & A if they do the housework at
home.
- Have students work in pairs, share their ideas.
Activity 3 – Reading:
Guessing game
- Teacher shows a picture of Ken's blog.
- Ask students to guess if Ken does the housework at home.
- Students read through the blog, check their guess.
Scanning.
- Have students read through the blog, check the housework they
see in the blog.
Do the dishes
√
Do the shopping
√
Make dinner
√
Make the bed
√
Clean the kitchen
X Clean the room
√
Do the laundry
√
Vacuum
X
Circle the correct answer.
- Have students work in groups, read the blog, and then circle the
correct answers.
- Students show their answers on the board.
- Teacher checks, corrects or gives feedback.
Answer:
1. Ken's family
2. Ken's mom
3. Ken's dad
4. Ken's dad
5. Ken's dad

 Teacherwhole class/
individuals
 Teacherstudents in
pairs
 Teacher –
whole class/
individuals

 Teacher –
whole class/
groups

 Teacher –
whole class/
individuals

B-Grammar. (10')
- Teacher asks students to list housework that Ken does every
day.
Suggested answer
I clean the kitchen every day.
He cleans the kitchen every day.
- Teacher underlines the verbs, introduces and elicits the ways to
use present simple tense.
- Students follow the teacher, answer the teacher's questions
- Teacher gives some more examples for students to change
subject pronouns and the verb forms

 Teacher –
Students in
pairs

Ex: I do the dishes.
He……………………
Activity 1: fill in the blanks, using Present Simple tense.(b/10)
- Have students work in pairs; use the verbs given to fill in the
blanks in Present Simple tense.
- Teacher asks some pairs to show their answers.
Answer
1. Do
2. Do
3. Cleans
4. Make
5. Does
6. Makes
- Ask some students to check the answers.
- Teacher checks again and gives feedback.
Wrap-up
Option 1: Change game
- A student makes a sentence about the housework they do at
home.
- The next student says that sentence again (change the subject
pronoun), then adds a sentence about him / her.
- The third student does the same as the previous one.
- Student who can't make the chain loses the game.
5'

Option 2: Speaking.
- Students work in groups.
- Teacher gives out hand-out to groups, students list the
housework they do at home.
- Some students share their ideas to the class.
- The winner will get 1 point for him / her.

 Teacher –
whole class/
individuals

 Teacher –
Students in
groups

Option 3: Watch an animation, list the types of housework which
they can see.
https://www.youtube.com/watch?v=QOo16hzWLxQ
Homework
Make your own blog: write about the housework you do at home.
UNIT 1: HOME
Lesson 2 – Grammar (p. 10)
I. Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the
shopping, do the dishes)
Grammar: Present simple – Wh- questions

 Students will be able to use Present Simple to talk about family members and housework.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Having responsibility for doing housework
- Developing the love for family
II. Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III.
Procedures:
Time
Steps/Activities
Organization
Warm-up
Option 1: Blog sharing
 Teacher –
- Some volunteer students share their blog to the class.
whole class/
- Teacher and other students follow them, make questions if
individuals
necessary.
- Teacher gives feedback and gives marks.
 Teacherwhole class/
Option 2: Re-matching
individuals
5'

25'

- Teacher shows a picture of types of houses together with the
words which are wrong, students have to rematch.
- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for the student having a correct answer.
- Teacher gives feedback, then leads to the new lesson.
New lesson
A-Grammar. (10')
Activity 1: Listen & repeat a/ p. 10
- Teacher asks students to list housework that he / she does every
day.
Suggested answer
I clean the kitchen every day.
He cleans the kitchen every day.
- Teacher underlines the verbs, introduces and elicits the ways to
use present simple tense.
- Students follows teacher, answer teacher's questions
- Teacher gives some more examples for students to change
subject pronouns and the verb forms
Ex: I do the dishes.
He……………………

 Teacher –
whole class/
individuals

 Teacher –
whole class/

Activity 2: fill in the blanks, using Present Simple tense.(b/10)
- Have students work in pairs; use the verbs given to fill in the
blanks in Present Simple tense.
- Teacher asks some pairs to show their answers.
Answer
1. Do
2. Do
3. Cleans
4. Make
5. Does
6. Makes
- Ask some students to check the answers.
- Teacher checks again and gives feedback.
Activity 3: Write sentences using the prompts
- Have students to work in pairs, practice writing the whole
sentences using the prompts
- Some students who finish quickly go the board to write the
answers.
- Teacher checks and gives feedback.
Answer:
1. Joe's mom
2. What housework does your sister do?
3. My dad does
4. Who does the shopping?
5. Mary's brother.
6. What housework do they do?

pairs

 Teacher –
whole class/
pairs

Suggested option
- The answer may be put in the game “Who's quicker?
- Two students each turn, put one hand on the shoulder, after
teacher shows the question, student who has a faster clap
will answer the question
Wrap-up

5'

Option 1: Speaking.
- Students work in groups.
- Use the same format of the letter in b / p. 10 to talk about the
housework in the home.
- Some students share the story to the class.
- The winner will get 1 point for him / her.
Option 2: watch an animation, list the types of housework appear
https://www.youtube.com/watch?v=QOo16hzWLxQ
Homework
Make your own blog; write about the housework your family
members and you do at home.

 Teacher –
whole class/
groups

 Teacher –
whole class/
individuals

Lesson 2 – Pronunciation (p. 11)
I.

Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the bed, do the
shopping, do the dishes)
Grammar: Present simple – Wh- questions
Pronunciation: / ɪ / sound
 Students will be able to use Present Simple to talk about family members and housework.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Having responsibility for doing housework
- Developing the love for family
II.
Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III. Procedures:
Time
Steps/Activities
Organization
Warm-up
Option 1: Singing
 Teacher –
- Play video (The “Old McDonald” song) to warm up the
whole class/
students.
individuals
- Teacher and students sing along and greet together.
5'
Option 2: What do you see?
- Teacher shows some pictures, then asks students to guess what
they see in it. (kitchen / living room/ dinner/ shopping/
sister, ...), pay attention to the / ɪ / sound
- Have students read loudly, then lead to new lesson.
25'
New lesson
A-Pronunciation. (10')
 Teacher –
- Teacher shows examples to class, speaks louder for
whole class/
students to recognize the difference.
individuals/
- Teacher explains the rules, gives more examples to make it
pairs
clear.
- Have students listen and repeat, focus on the underlined
letters (b/p. 11)
Answer:
1 ……………….
2. ………………….
3. ……………………
-

Some students say again.
Have students listen and cross out the word with different
sound (c/p. 11)
Students practice reading the words in pairs, they cross
correct the pronunciation. Ask teacher for help if

necessary.
Answer:
1. ……………..
2. ………….
Further practice:
- Teacher gives some sentences for students to practice
- Some students read loudly.
B-Practice – Point, ask and answer (10')
Option 1: Ask & answer.
- Use real things and pictures to review the words: (breakfast,
lunch, dinner, laundry, dishes, shopping, living room, kitchen)
- Teacher asks some students as model.
- Have students practice in pairs, ask and answer about the family
and the housework.
Example:
1. Do you often do the housework at home? – Yes, I do
2. Who cooks meals in your house? – My mom does
3. ………………..
- Some pairs present in front of the class
- Correct student's pronunciation & intonation if necessary.

 Teacherwhole class/
pairs

 Teacher –
whole class/
pairs

Option 2: discussion
- Have students practice A&A about their home, use yes No
questions. (exercise b/p. 8)
- Have students work in pairs, share their ideas.
- Some students present in front of the class.
- Teacher checks, corrects or gives feedback.
Wrap-up
Option 1: Doing a survey:
 Teacher –
What housework do your family members do?
whole class/
- Have students work in group of four; (3 families and a reporter).
groups
(a/p. 11)
- After completing the survey, the reporter will report the result in
front of the class.
- Play the music again and continue this game in the same way.
5'

Option 2: Speaking.
- Students work in groups of four, take turns to talk about the
housework their family members do.
- Some students volunteer to share in front of the class.
Option 3: Speaking.
- Have students answer the question:
Which housework do you like doing best? Why?
- Some students volunteer to share their ideas.
- Plus mark is given to students who do well.
Homework
Write about the housework you like doing best. Why?

UNIT 1: HOME
Lesson 3 – Geography (p. 12)
I.

Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: south, west, north, south, village, town, city, hometown
Grammar: Present simple – Where is….? Is it….? What's it famous for?
Students will be able to ask and answer about villages, towns and cities.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Developing the love for community, country and the world
II.
Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III. Procedures:
Time
Steps/Activities
Organization
Warm-up
Option 1: odd one out
 Teacher –
- Teacher shows four pictures of housework each time, students
whole class/
have to find and choose the one that does not belong to the
individuals
group.
- Teacher and the whole class check and correct.
5'
Option 2: Which town or city?
- Teacher shows some pictures of town or cities in Vietnam and
in the world, and then asks students to give its name.
- Teacher gives feedback, then lead to new lesson.
25'

New lesson

A-New words. (10')
 Teacher –
Activity 1: Teaching new words.
whole class/
- Teacher uses pictures to elicit the meaning of new words.
individuals
- Have students listen and repeat. (chorally – individually)
- Teacher checks and corrects the pronunciation if necessary.
New words:
1. south (n)
2. north (n)
3. west (n)
4. east (n)
5. village (n)
6. town (n)
7. city (n)
Checking new words:
- Teacher shows pictures, students say the words.
 Teacher -

Activity 2: Practice:
Option 1: Gaps fill
- Have students fill in the blanks in exercise a/p. 12 (the
compass) (individually)
- Some students give answers. Teacher checks and corrects.
- Have students fill in the blanks in exercise b/p. 12
Answer:
1. Village
2. Town
3. City
Option 2: Speaking
- Teacher shows places in Viet Nam, students look and tell if
they are villages, towns or cities.
B-Listening. (10')
Activity 1: Listen to a boy talking about his hometown.
- Teacher shows the Listening on page 12, lets students look and
describe it.
- Teacher shows a guided question.
“Listen, answer: Does he like living there?
Answer: Yes
- Have students listen and answer Yes – No.
- Listen again to check the answer (a/p. 12)

whole class/
individuals

 Teacher –
whole class/
individuals

 Teacher –
whole class/
individuals

- Activity 1: Listen and circle True – False
- Have students listen and circle True - false. (exercise b/p. 8)
- Teacher gets the answers from students.
- Ask them to correct the false ones.
- Teacher checks, corrects or gives feedback.
Answer:
1. True
2. False
3. False
4. True
5'

Wrap-up
Option 1: Writing & Speaking
- Teacher shows a chart of Luca's house. Have students work in
groups of four, fill in missing information.
Small
village

Famous for …

North of Italy
Luca

weather
My house is

 Teacher –
whole class/
groups

- Students from groups show their result to class.
- Teacher checks and gives feedback.
Option 2: Speaking.
- Students work in groups of four, use the same format of Luca's
house to talk about the place they live.
- Some students volunteer to share in front of the class.

 Teacher –
students in
groups

Homework
Make a chart of information about the place you live.

Lesson 3 – Geography (p. 12)
I.

Objectives:
By the end of this lesson, students will gain the following:
a. Language knowledge and skills
Vocabulary: review (south, west, north, south, village, town, city, hometown)
Grammar: Present simple – Review (Where is….? Is it….? What's it famous for?)
Students will be able to ask and answer about villages, towns and cities in Vietnam and
other countries; write about their hometown.
b. Core competencies and Personal qualities
- Developing communication skills and creativity
- Demonstrating teamwork skills
- Developing the love for community, country and the world
II.
Teaching aids:
- Teacher's aids: student book and teacher's book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students' aids: Student books, notebooks, workbooks.
III. Procedures:
Time
Steps/Activities
Organization
5'
Previous lesson
Option 1: Speaking
 Teacher –
- Students show the information about the place they live
whole class/
(homework).
individuals
- Other students make questions to find more information about
it.
- Teacher and the whole class check and correct.
 Teacher –
Option 2: Village, town or city?
whole class/
individuals
- Teacher shows some sentences on the screen, students read,
then choose a place for each person.
Example:
1. Nam likes modern houses, tall buildings and a lot of people
where he lives. He likes to live in the ………………… (city)
2. Mai doesn't like tall houses, busy streets because it's noisy.
She likes to live in the …………………….. (village)
3. I like to live in……………because it has many houses,
parks and stores but it's not as crowded as the city. (town)

- Teacher gives feedback, then leads to new lesson.
25'

New lesson
A-Reading. (10')
Activity 1: Teaching new words.
 Teacher –
- Teacher shows some pictures or a short clip of Floating
whole class/
market, asks students some questions about this place.
individuals
Example:
1. Do you know this market?
2. Where is it?
3. Have you ever been there?
4. 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:
1. Floating market (n)
2. Delta (n)
3. grow (v)
4. Farmer (n)
5. Important (a)
6. Business (n)
7. Transportation (n)
Checking new words:
 Teacher-whole
- Teacher shows pictures, students say the words.
class/ pairs
Activity 2: Practice:
Option 1: Answer the questions
- Have students w...