UNIT 4: MY NEIGHBOURHOOD

Lesson 1: Getting started – Lost in the old town!

I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Get an overview about the topic My neighbourhood
- Use vocabulary to talk about different places and show directions to these ones

2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 4, Getting started
- Computer connected to the internet.
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Meaning Pronunciation Vietnamese equivalent

175
 1. neighbourhood (n) the area that you are in or the area near a particular place /ˈneɪbəhʊd/ khu vực lân cận

2. to be/ get lost when you cannot find the way or don’t know where you are /tuˈbɪ/ /get lɒst/ đi lạc
in a neighbourhood

Anticipated difficulties Solutions

1. Students may lack knowledge - Prepare some hand-outs which provide the key language of giving directions.
and experiences about the - The UNESCO-listed Hoi An (Hội An) Ancient Town is known as one of the most charming and atmo-
topic. spheric towns in Viet Nam. Located on the bank of the Thu Bon River, this well-preserved town re-
flects 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 a large number of merchants from different countries to settle here.
2. Teacher should get some gen- - Tan Ky (Tấn Ký) House was built in 1741. It is the place where 7 generations of Le family have lived.
eral knowledge of Hoi An and The name “Tan Ky” was used by Mr. Le Tan Ky (the second generation). At that time, this house
Tan Ky 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 trad-
ing port with many Japanese, Chinese and Western merchant ships. Therefore, the location of the
house is convenient for trading goods.

Board Plan

176
 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:

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To set the context for * Chitchatting: T-Ss 5 mins
the listening and read- - Teacher shows some images of Hoi An on the screen and asks students some
ing text. open
questions: “Do you know where it is?”

To introduce the topic “Have you ever been to Hoi An?” T-Ss
of the unit. “Do you remember anything special in Hoi An?”

177
Lead-in To lead in the topic Lost Today we are going to travel around Hoi An; before we start the lesson, let’s get T-Ss 2 mins
in the old town. some vocabulary first.

Presentation To introduce the new * Vocabulary: T-Ss 5 mins

(Vocab words. Teacher introduces the vocabulary:
pre-teaching) 1. neighbourhood (n): vùng lân cận (explanation)
2. to be/ get lost: bị lạc (situation)
Practice To practise the targeted Task 1: Listen and put the actions in order. T-Ss 15 mins
Teacher sets the context for the listening and reading
language and the “Today we’ll meet 3 students. They are Nick, Phong and Khang. Let’s look at the
background knowledge picture and answer some questions:
of my neighbourhood. 1. What are Nick, Phong and Khang doing?
2. Where are they?
3. What might be happening to them?
4. Have you ever got lost?

178
 5. How did you feel? What did you do?
T-Ss
- 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 predictions of the orderings. Ss
- 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. T-Ss
- Teacher invites some pairs of students to read the dialogue aloud.
Answer key:
1. b 2. c 3. d
4. e 5. d

- To help students know Task 2: How to make suggestions. Ss-Ss

how to use Let’s and Teacher asks students to look at the photo and the text in order to find the an-
Shall to make swers. S
suggestions. - Students work independently. T-Ss
- Teacher allows students to share their answers before discussing as a class.
Answer key:
- To help students know 1. Let’s go to Chua Cau!
how to give directions 2. Shall we go there first?
through the conversa- 3. First, cross the road, and then turn left.
tion. 4. Fine, let’s go.
5. Let’s ask her.
Model sentences: Making suggestions T-Ss
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?

179
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. Ss-Ss
Teacher can add 2 more ways to make suggestions
+ How about/ What about …?
+ Why don’t we …?
T-Ss
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 an-
swers 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 trans-
lation 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 of-
fice near here?, etc.

180
 -

Answer key:
1. B 2. A 3. C 4. E 5. D

Production To help students Game: Find places 15 mins

practise giving direc- - Demonstrate the game with a more able student. Ts-Ss
tions. - Ask students to play the game in pairs. In a weaker class, work together with Pair work
students first: asking about one or two different places on the map and elicit-
ing 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

181
 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.

T-Ss

Consolidation To consolidate what - Ask one or two students to tell the class what they have learnt. T-Ss 2 mins
students have learnt in - Ask students to say aloud some words they remember from the lesson. If there
the lesson. is an overhead projector in the classroom, show the dialogue, highlight the key
words related to the topic.
Homework To prepare vocabularies Go to the internet and search for the places in the neighbourhood. T-Ss 1 min
for the next lesson: A
closer look 1.

182
 UNIT 4: MY NEIGHBOURHOOD
Lesson 2: A closer look 1
I. Objectives
By the end of this lesson, students will be able to gain:

1. Knowledge
- Use:
+ the lexical items related to the topic My neighbourhood
+ vocabulary and structures to talk about and describe places in a neighbourhood
- Identify and pronounce the sounds /ɪ/ and /i:/

2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Be responsible and hard working
- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 4, A closer look 1
- Computer connected to the internet
- TV/ Projector/ Pictures/ Cards
- sachmem.vn

Language analysis
183
 Form Meaning Pronunciation Vietnamese equivalent
1. square (n) an open area in a town, usually with four sides, sur- /skweə/ quảng trường
rounded by buildings
2. cathedral (n) the main church of a district, under the care of a bishop /kəˈθiːdrəl/ thánh đường

3. railway station (n) a place with one or more buildings and platforms where /ˈreɪlweɪ ˈsteɪʃən/ nhà ga xe lửa
trains stop for people to get on or off
4. crowded (adj) having a lot of people or too many people /ˈkraʊdɪd/ đông đúc

5. peaceful (adj) quiet and calm; not worried or upset in any way /ˈpiːsfl/ thanh bình

6. modern (adj) new and intended to be different from traditional styles /ˈmɑːdərn/ hiện đại

7. boring (adj) not interesting; making you feel tired and impatient /ˈbɔːrɪŋ/ buồn chán

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- - Play the recording many times if any necessary.
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 excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

Board Plan
184
 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

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To activate students’ prior Game: Jumbled Words 5 mins
knowledge and vocabulary Topic: “Places”
related to the topic, the - Teacher divides students into 4 groups and models how to T-Ss
targeted vocabulary and its play this game.

185
 pronunciation. - 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
Lead-in To lead in the lesson about Teacher leads students into the lesson by telling them that T-Ss 1 min
vocabulary and pronuncia- “In today lesson, we are going to learn more words to name
tion. and describe places in a neighbourhood and learn how to pro-
nounce correctly two sounds /i/ and /i:/.”
Presentation To teach students some VOCABULARY T-Ss 5 mins
(Vocab places and adjectives Teacher introduces the vocabulary by:
pre-teaching) describing ones in a neigh- - providing the synonyms or antonyms of the words;
186
 bourhood. - 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

Practice To help students name Task 1: Match the places below with the pictures. Then lis- 15 mins
places in a neighbourhood. ten, check and repeat the words.
- Teacher asks students to match the places with the pictures. T-Ss
- Students do the task. Ss
- Teacher asks students to swap their books and mark in T-Ss
pairs.
- Teacher plays the recording (Track 24) for students to listen T-Ss
and check their partner’s answers.
- Teacher plays the recording again with a pause after each T-Ss
item and asks students to repeat the words/ phrases
chorally and individually.
Answer key:
1. C
2. E
3. D
4. A
5. B

187
 To help students practise Task 2: Work in pairs. Ask and answer questions about
asking and answering about where you live.
places in a - Teacher asks students to work in pairs to ask and answer Pair work
neighbourhood. questions about where they live. Remind them that they
can use the places in one or any places they want to ask.
- Teacher calls some pairs to practise in front of the class. Ss-Ss
- Teacher gives feedback and corrections (if necessary).

To revise the Task 3: Work in groups. Ask and answer about your
adjective students learnt in neighbourhood. You can use the adjectives below. (p. 40)
primary school and help - Teacher models this activity with a more able student and T-Ss
them practise remind students that they can use adjectives in the box or
asking and other adjectives they know to talk about their village, town,
answering about places in a city.
neighbourhood. - Students work with their partners. Group work
- Teacher calls some pairs to practise in front of class.
- Teacher may ask other students to give comments. T-Ss

Presentation To help students identify PRONUNCIATION T- Ss 5 mins

(Pre-teach the how to pronounce the - Teacher introduces 2 sounds /i/ and /i:/ to students and lets
sounds /i/ and / sounds /i/ and /i:/. them watch a video about how to pronounce these two
i:/) sounds and asks them to identify which sound is longer and
which one is shorter.
- Teacher asks students to give some words they know con-
taining these sounds.
Suggested answers:
- /i/: chip, tin, ship, …
- /i:/: cheap, teen, sheep, …

188
 Practice To help students identify Task 4: Listen and repeat the words. Pay attention to the 5 mins
and practice the /i/ and /i:/ sounds /i/ and /i:/.
sounds. - Teacher asks students to practise the sounds /i/ and /i/ to- T-Ss
gether.
- Teacher plays the recording and ask students to repeat. Pair work
- 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 practise the chant. Notice the sounds /i/
To help students practise
and /i:/.
the sounds /i/ and /i:/ in
- Teacher asks students to listen while teacher plays the
sentences. T-Ss
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.

Production To give students chance to Game: Tongue Twister 5 mins

189
 apply and challenge what - Teacher shows the Tongue Twisters and asks students to Group work
they have learnt with more practise in groups of 4.
difficult task. 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 greet-
ing the elite.
- Students practise 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 Ss-Ss
best pronunciation.
Consolidation To consolidate what stu- Teacher asks students to talk about what they have learnt in T-Ss 3 mins
dents have learnt in the les- the lesson.
son.

Homework To revise what they have Find 5 more words with the sound /i/ and 5 more words with T-Ss 1 min
learnt. the sound /i:/. Write them down and practise pronouncing
the words.

190
 UNIT 4: MY NEIGHBOURHOOD
Lesson 3: A closer look 2
Comparative adjectives

I. Objectives
By the end of this lesson, students will be able to gain:

1. Knowledge
- Grammar: Use comparative adjectives

Positive Comparative Rule

fast faster + er
one syllable
large larger +r
noisy noisier y → ier
two syllables
modern more modern more + adj
three or more
expensive more expensive more + adj
syllables
* than is used to make comparisons.

2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities

3. Personal qualities
Be benevolent, responsible and hard working.
191
II. Materials
- Grade 6 textbook, Unit 4, A closer look 2
- Computer connected to the internet.
- TV/ Projector/Pictures, sets of word cards.
- sachmem.vn

Language analysis
Grammar Box: Comparative adjectives

Positive Comparative Rule

fast faster + er
one syllable
large larger +r
noisy noisier y → ier
two syllables
modern more modern more + adj
three or more syllables expensive more expensive more + adj
* than is used to make comparisons.

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 adjec-
tive, let students count the
syllables.
2. Some students will not get used to making sentences using the - Encourage students not to be afraid of making
form of comparatives. mistakes.
- Correct them, lead them step-by-step. Practice makes perfect.

192
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:

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To activate students’ prior * Game: Crossword 5 mins
knowledge and vocabulary re- - Teacher divides the class into 2 groups. T-Ss
lated to the targeted grammar - Teacher prepares the ppt for the crosswords, stu-
of comparison. dents take turn to answer the words. Group work
- The one can get the key word wins the game.
CLEVER

193
 BUS–STOP
TEMPLE
PEACEFUL
CATHEDRAL
SQUARE
NOISY
EXPENSIVE
CONVENIENT
MODERN
Lead-in To introduce targeted gram- - Teacher asks students how they understand the T-Ss 2 mins
mar of comparison. 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 equiva-
lent 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.
Presentation To help students practise using Task 1: Complete the sentences with comparative 15 mins
form of the adjectives.
comparative adjectives. - Ask students to read the instruction. Tell students T-Ss
what they should do. (With a weaker class, do the

194
 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 Ss
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 compara-
tive.”
Answer key:
1. taller
2. noisier
3. bigger
4. more peaceful
5. more exciting
 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”
To help students practise Task 2: Complete the letter using the correct form 10 mins
forming the correct compara- of the words.
tive form of adjectives. - Ask students to read the instruction. Tell students T-Ss

195
 what they should do.
- Ask students to read and complete the letter indi-
vidually. Remind them to pay attention to the
number of the syllables in each adjective.
- Have students compare their answers in pairs be-
fore checking with the whole class. Confirm the
correct answers.
Answer key:
1. hotter
2. smaller
3. older
4. wider
5. more delicious
6. cheaper
Production To give students further prac- Task 3: Compare two neighbourhoods using the 10 mins
tice on using comparative ad- given adjectives.
jectives. - Ask students to look at the pictures of the two T-Ss
neighbourhoods. Elicit the contrast between the
things in the two neighbourhoods and the adjec-
tives 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 stu-
dents’ sentences to the whole class. Ask students
to give comments and correct any mistakes if pos-
sible.

Task 4: Work in groups and compare life in the city

196
 with life in the country.
- Teacher uses the Power Point screen to show the
two pictures and asks students to work in groups T-Ss
to talk about the differences.
- Encourage the students to use the adjectives in
the textbook first and then they can broaden by Group work
adding more adjectives to
describe.

Consolidation To consolidate what students Teacher asks students to talk about what they have T-Ss 2 mins
have learnt in the lesson. learnt in the lesson.
- Summarize the main points of the lesson.
- Ask students to make sentences to compare peo-
ple and things in their classroom, using compara-

197
 tive adjectives.
Homework To prepare for the next lesson - Do Exercise 3 and Exercise 4, write the answers on 1 min
Communication. your notebook.

198
 UNIT 4: MY NEIGHBOURHOOD
Lesson 4: Communication
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Vocabulary: use the lexical items related to the topic My neighbourhood
- Everyday English: ask for and give directions in a neighbourhood

2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities

3. Personal qualities
- Be benevolent and responsible

II. Materials
- Grade 6 textbook, Unit 4, Communication
- Computer connected to the internet
- TV/ Pictures/ Projector
- sachmem.vn

Language analysis

Anticipated difficulties Solutions

199
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-oper- - Encourage students to work in pairs, in groups so that they can help each
ating skills. other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

200
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 and create an audio guide for District 1 of Ho Chi Minh City.
Task 5: Present your audio guide to your class.
* Homework

201
Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To introduce the topic. - Teacher divides the class into 2 groups and let them play a T-Ss 3 mins
small game: Guessing game Ss-Ss
- 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.
Lead-in To lead in the lesson about vo- - Teacher leads students into the lesson by asking students T-Ss 2 mins
cabulary and pronunciation. some questions:
Have you ever been to Hoi An?
What do you know about this place?
 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…

* Everyday English
Presentation To introduce ways to ask for and Task 1: Listening and expressing the strutures of giving di- 5 mins
give directions in English. rections.
- Teacher plays the recording for students to listen and
read the dialogue between A and B at the same time. Ask T-Ss
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 …?
202
 2. Where’s the nearest …?
- Teachers elicit the phrases to give directions from stu-
dents
+ go along
+ on your left/ right
+ 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.
Practice To practise asking for and giving Task 1: Work in pairs. Have students practise the phrases 5 mins
directions. and structures of asking for and giving directions. (p. 43)
- Teacher asks students to work in pairs and take turns to Pair work
practise the dialogue.
- Students do the task in pairs. Ss-Ss
- Teacher calls some pairs to practise in front of the class. T-Ss
- Teacher gives feedback and corrections (if necessary).

Production To apply the knowledge about Task 2: Work in pairs. Make similar conversations to ask 5 mins
asking and giving directions in a for and give directions to places near your school.
neighbourhood. - Teacher asks students to work in pairs to make similar
conversations, using the structures and phrases for asking
for and giving directions. Pair work
203
 - Encourage them to practise asking for and giving direc-
tions to some places near their school.
- Move around to observe and provide help.
- Call some pairs to practise in front of the class.
- Comment on their performance.
* An audio guide to a place
Name recog- To help students get used to Task 3: Nick is listening to an audio guide to Hoi An. Listen 10 mins
nizing some famous landmarks in big and fill in the blanks. (p. 43)
cities. - Teacher shows 4 pictures of 4 places mentioned in the
recording. Students guess the order of their appearances T- Ss
(individually).

1.

2.

3.

204
4.

- 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 cor- Ss-Ss
rectly) and write the correct names under the pictures. T-Ss
- Students share the answer with the whole class.
- Teacher checks and elicits from students any information
they know about the pictures. Pair work
Answer key:
1. Café 96
2. Hoa Nhap Workshop
3. Museum of Sa Huynh Culture
4. Quan Cong Temple

* Fill in the gaps Ss-Ss

- Students open their books, recall/ guess the words to fill
205
 in the blanks. T-Ss
- Play Track 28 again, students fill in the gaps (individually).
- Students compare the answer with a partner, then check
together.
Answer key:
1. straight
2. second
3. right
4. next to
Understanding To help students practise creat- Task 4: Look at the map below and create an audio guide 5 mins
ing an audio guide for for District 1 of Ho Chi Minh City. (p. 43)
District 1 of Ho Chi Minh City. - Teacher asks students to look carefully at the simplified T-Ss
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.

206
 - Remind them of the expressions they can use to give di-
rections.
Task 5: Present your audio guide to your class. (p. 43)
- Have students prepare their audio guide individually and
then share it with a partner. Ss
- Have students practise presenting their audio guide in
other pairs or in groups.

Checking To help students practise pre- - Call some students to present their audio guides using the Group work 7 mins
knowledge senting their audio guide for Ho map to the whole class.
Chi Minh City to the class. - Ask some questions related to the audio guides students
have presented.
- Make comments and correct any mistakes if there are
any.
Consolidation To consolidate what students Teacher asks students to talk about what they have learnt T-Ss 2 mins
have learnt in the lesson. in the lesson.

Homework To prepare for the next lesson: Read Khang’s blog and make notes about what you like or T-Ss 1 min
Skills 1. dislike about your neighbourhood.

207
 UNIT 4: MY NEIGHBOURHOOD
Lesson 5: Skills 1
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Reading: Develop Ss’ reading skill for general information and specific information
- Speaking:
+ identify different features of a place
+ use what they have learnt to talk about a city

2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
Be benevolent and responsible

II. Materials
- Grade 6 textbook, Unit 4, Skills 1
- Computer connected to the internet
- TV/ Pictures, cards
- sachmem.vn

Language analysis

208
 Form Pronunciation Meaning Vietnamese
equivalent
1. suburb (n) /ˈsʌbɜːb/ an area on the edge of a large town or city where people who khu ngoại ô
work in the town or city often live
2. outdoor activity /ˈaʊtˌdɔːr/ /ækˈtɪvəti/ the action which you can do outside the house hoạt động ngoài trời
(n)
3. backyard (n) /ˌbækˈjɑːrd/ a small space surrounded by walls at the back of a house, usually sân sau
with a hard surface
4. dislike (v) /dɪsˈlaɪk/ to not like someone or something không thích
5. incredibly (adv) /ɪnˈkredəbəl/ impossible, or very difficult to believe cực kỳ, một cách đáng kinh
ngạc
6. crowded (adj) /ˈkraʊdɪd/ If a place is crowded, it is full of people. đông đúc

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.

2. Students may have underdeveloped reading, speaking and co-oper- - Let students read the text again (if needed).
ating skills. - Create a comfortable and encouraging environment for students to
speak.
- Encourage students to work in pairs, in groups so that they can help each
other.
- Provide feedbacks and help if necessary.

209
 3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

Board Plan
Date of teaching
UNIT 4: MY NEIGHBOURHOOD
Lesson 5: Skills 1
* Warm-up
Game: Miming
II. Reading:
* Vocabulary
1. suburb (n)
2. outdoor activity (n)
3. backyard (n)
4. dislike (v)
5. incredibly (adv)
6. crowded (a)
Task 1: Read Khang’s blog. Look at the words in the box, then find them in the text and underline them. What do they mean?
Task 2: Read Khang’s blog again and fill the table with the information.
Task 3: Read Khang’s blog again. Then answer the questions.
II. Speaking:
Task 4: Make notes about your neighbourbood. Think about what you like/ dislike about it.
Task 5: Work in pairs. Ask and answer about what you like and dislike about your neighbourhood.
* Homework

210
Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To introduce the topic of - Teacher divides the class into 2 groups and let them play a small game: Group work 4 mins
reading. Miming.
- Teacher asks one student to give the direction and the rest of the group
will guess what the direction is, then the student who can guess the
correct answer will do next. The group who has more points is the win-
ner.
- Teacher checks pronunciation if necessary.
Lead-in To lead in the lesson - Teacher leads students into the lesson by asking students some ques- T-Ss 3 mins
about Skills 1. tions:
1. Where do you think Khang’s neighbourhood is?
2. What do you think about it?
3. What are there in the neighbourhood?
4. Do you like living there? Why? / Why not?
 You’re going to read Khang’s blog.
Suggested answers:
1. In the countryside.
2. I think Khang’s neighbourhood is very nice and peaceful.
3. There are a lot of trees, markets ...
4. Yes, I do. Because it is very peaceful.
Pre-Reading To provide students with * VOCABULARY 7 mins
(Vocab some lexical items before - Teacher introduces the vocabulary by: T-Ss
Pre-teaching) reading the text.  providing the synonyms or antonyms of the words;
 providing the pictures of the words;
 providing the definitions/ explanations of the words.

211
 1. suburb (n): khu ngoại ô (note: usually plural) (Synonym: countryside) in
the suburb of…
2. outdoor activity: hoạt động ngoài trời (example: play football, go
camping, go fishing… Where can do these activities?)
3. backyard (n): sân sau (explanation: the yard behind the house)
4. dislike (v): không thích (antonym: like, love…)
5. incredibly (adv): cực kỳ, một cách đáng kinh ngạc (synonym: very, ex-
tremely)
6. crowded (a): (explanation: having a lot of people)
Checking: Matching
While-Reading To develop reading skill Task 1: Read Khang’s blog. Look at the words in the box, then find them 15 mins
for general and specific in the text and underline them. What do they mean?
information. - Teacher asks students to read the blog and underline the words in the T-Ss
box individually.
- Then let them try to guess the meaning.

Task 2: Read Khang’s blog again and fill the table with the information.
- Students read the text and answer the questions. Ss
- Students can compare their answers before discussing them as class- Ss-Ss
work.

Like Dislike
- beautiful parks, sandy beaches, fine - modern buildings and of-
weather fices
- shops, - busy and crowded streets
restaurants, markets
- friendly
people, good food

212
 Task 3: Read Khang’s blog again. Then answer the questions.
- Teacher asks students to go through the questions (1 – 4) to make sure T-Ss
that they understand them and know what information is being asked.
- Students underline the key word(s) in each question to locate the an- Ss
swer in the reading text.
Answer key:
1. It is in the suburbs of Da Nang City.
2. Because it has beautiful parks, sandy beaches and fine weather.
3. They are very friendly.
4. They are busy and crowded.
Pre-Speaking To help students form Task 4: Make notes about your neighbourhood. Think about what you 5 mins
the ideas for their like/ dislike about it.
speaking. - Teacher asks students to work in groups and allows each group to think Group work
what they like/ dislike in their neighbourhood.
- Teacher asks students to discuss and make notes of the
information they want to share with the class. Ss-Ss
- Teacher goes around and offers help if needed.
While-Speaking To help students use what Task 5: Work in pairs. Ask and answer about what you like and dislike 5 mins
they have learnt so far to about your neighbourhood.
talk about their neigh- - Teacher invites some students to share their preparation and makes T- Ss
bourhood. sure they speak in full sentences.
- Students share their ideas with the whole class. Ss-Ss
Post-Speaking To help students - Teacher allows students to give comments for their friends and vote for T-Ss 3 mins
improve next time. the most interesting and informative presentation. Ss-Ss
- Teacher gives feedback and comments.

213
Consolidation To consolidate what stu- Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins
dents have learnt in the
lesson.

Homework To prepare for the next Teacher asks students to search for information about their neighbour- T-Ss 1 min
lesson: Skills 2. hood.

214
 UNIT 4: MY NEIGHBOURHOOD
Lesson 6: Skills 2
I. Objectives
By the end of this lesson, students will be able to gain:

1. Knowledge
- Listening: Develop Ss’ skill of listening for specific information about one’s neighbourhood.
- Writing: Ss practise writing a paragraph about one’s neighbourhood.

2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities

3. Personal qualities
Be benevolent and responsible

II. Materials
- Grade 6 textbook, Unit 4, Skills 2
- Computer connected to the internet
- Pictures
- sachmem.vn

Anticipated difficulties Solutions

215
 1. Students may lack knowledge and experiences about the topic. Prepare some hand-outs in which provide the key language of describing tourist
attractions.

2. Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each
other.
- Provide feedbacks and help if necessary.

3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

Board Plan

216
 Date of teaching
UNIT 4: MY NEIGHBOURHOOD
Lesson 6: Skills 2
* Warm-up
Short video: Introduce busy life in Ho Chi Minh City
I. Listening:
Task 1: True or False Prediction.
Task 2: Listen and check.
Task 3: Listen and do the gap-filling.
II. Writing:
Work in groups. Talk about what you like and dislike about your neighbourhood.
Task 4: Write a paragraph about 50 words about your neighbourhood saying what you like and dislike about it.
* Homework:
Rewrite the paragraph in your notebook.

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To introduce about the - Before starting this lesson, ask students about the T-Ss 2 mins
destination in the listening. content of the previous lesson. Teacher may ask
students to describe Khang’s neighbourhood
again.
- T shows a video to introduce Ho Chi Minh City. The
class may have some chit-chat (some famous
places, food and drink in HCMC).

217
 * Video link: https://www.youtube.com/watch?
v=35Z4GGvCmlU

Suggested answers:
Ho Chi Minh City
Lead-in - Teacher draws students’ attention to the conser- T-Ss 1 min
vation. “Do you remember Khang? “Where does
he live?” (Da Nang). Today we are going to meet
Khang again. He is talking with his friend Vy. Let’s
see what they are talking about.”
Pre-listening To help students brain- Task 1: True or False Prediction. T-Ss 4 mins
storm about the destination 1. Vy lives in the centre of Ho Chi Minh City.
in the talk. 2. There is a big market near her house.
3. The streets are narrow.
4. The schools are faraway.
5. There are some factories near her neighbour-
hood.
- Teacher asks students to go through the state- Group work
ments (1 – 5) to make sure that they understand
them and know what information they have to
catch for the answers.
- Students underline the key word(s) in each state-
ment and guess whether they are True or False in-
218
 dividually.
While-Listening To help students develop Task 2: Listen and check. 10 mins
listening skill for specific - Teacher plays the recording once or twice. T-Ss
information (T/ F). - Teacher asks students to listen and tick the an-
swers.
- Teacher asks students to compare their answers T-Ss
with the prediction made previously.
- Teacher calls some students to read aloud their
answers and correct the false one(s).
- Teacher checks students’ answers as a class. T-Ss
Answer key:
1. F (Vy lives in the suburbs of HCMC.)
2. T
3. F (The streets are wide.)
4. T
5. T
Lead-in
“I know that you can remember main content of the
listening after doing Task 2. With the third
listening, let’s get some detail words for me…
What does Vy like and dislike about HCMC?”

Pre-Writing To help students develop Task 3: Listen and do the 10 mins

their skill of listening for gap-filling.
specific - Ask students to study the phrases with the blanks T-Ss
information. carefully. Students may work in pairs to discuss
the answers from the information they have lis-
219
 tened.
- Play the recording again and have students write
the answers as they listen. Students can share
their answers with their partners. Ss-Ss
- With a weaker class, teacher may play the record-
ing many times until students have written down
all their answers. Call some students to write their
answers on the board. T-Ss
- Play the recording again for students to check the
answers. Teacher may pause at the sentences that
include the information students need for their
answers.
Answer key:
1. art galleries
2. wide
3. friendly
4. faraway
5. crowded
If there is time, invite one or two students to briefly
describe Vy’s neighbourhood, focusing on what she
likes and dislikes about it.
Lead-in
“You can remember pretty well what Vy likes and
dislikes about |living in the suburbs of HCMC. Now
it’s your turn to talk about what you like and dislike
about your city …”
While-Writing To provide students some Task 4: Write a paragraph about 50 words about 12 mins
ideas for the next writing your neighbourhood saying what you like and dis-

220
 activity. like about it.
- Ask students to tick what they like and don’t like
about their neighbourhood, and then ask them to T-Ss
share their answers with their partners.
- Students may be required to count how many
things they have in common with their partners.
- Set up the writing activity: Teacher reminds stu-
dents that the first important thing is always to
think about what they are going to write. Students
To teach students how to can use the ideas they have ticked in 3. Teacher
write a paragraph about 50 asks students to brainstorm ideas and the
words about a travel attrac- language necessary for writing. Teacher may ask
tion they know. students to refer back to the reading for useful
language and ideas, and write some useful expres-
sions and language on the board.
- Ask students to write the first draft individually.
Then have them write their final version. Teacher
may display all or some of the students’ writings
on the wall/ notice board. Teacher and other stu-
dents give comments. Students edit and revise
their writing as homework. If time is limited,
Teacher may ask students to write the final ver- S
sion at home.
- Teacher goes round and helps if needed.
- Teacher can give some correctiona (typical mis-
takes).
Post-Writing To peer check, cross check - Teacher asks students to exchange their textbooks Ss-Ss 3 mins
and final check to check their friends’ writing.

221
 students’ writing. - Teacher then gives feedback as a class discussion.
T-Ss
Consolidation To consolidate what stu- Teacher asks students to talk about what they have T-Ss 2 mins
dents have learnt in the les- learnt in the lesson.
son.
Homework To allow students finalize Rewrite the paragraph in your notebook. T-Ss 1 min
their paragraph after being
checked by friends and the
teacher.

222
 UNIT 4: MY NEIGHBOURHOOD
Lesson 7: Looking back & Project
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
Review the vocabulary items and grammar points in the unit

2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Be benevolent and responsible
- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 4, Looking back & Project
- Computer connected to the internet
- TV/ Pictures, A0 paper
- sachmem.vn

Anticipated difficulties Solutions

1. Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs, in groups so that they can help each other
operating skills when doing project. - Provide feedback and help if necessary.

223
2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

224
Board Plan
Date of teaching
Unit 4: MY NEIGHBOURHOOD
Lesson 7: Looking back & Project
* Warm-up
Video: Hanoi Old Quarter
I. Looking back:
Task 1: Write the name for each picture.
Task 2: Put the following adjectives in the correct column.
Task 3: Write their comparative form in the table below.
Task 4: Complete the sentences comparing the pictures.
II. Project:
MY MAP
* Homework

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To revise the vocabu- - Teacher shows a short video about travelling around Hanoi Old Quar- T-Ss 5 mins
laries related to the ter.
topic. * Video link: https://www.youtube.com/watch?v=KfsV2GDlGV8&t=21s
- Teacher asks students to take note as many words about places as
possible.
- Teacher calls some students to go to the board and rewrite the
words.
- Teacher checks the words and does correction if it’s necessary.
- Lead-in: “This is the last lesson of Unit 4, I want you to revise the topic
My neighbourhood by doing some more exercises.”

225
Looking back To help students Task 1: Write the name for each picture. 16 mins
revise the vocabulary - Teacher encourages students to complete the task individually.
about places in the - Students exchange their textbooks to compare their answers to- S
neighbourhood. gether.
- Teacher gives feedback to the whole class.
Answer key: Ss-Ss
1. temple
2. railway station
3. square
4. art gallery
5. cathedral T-Ss

To help students Task 2: Put the following adjectives in the correct column.
revise the - Teacher encourages students to complete the task individually.
vocabularies about - Students exchange their textbooks to discuss the reasons why they
long and short are choosing the appropriate words/ phrases.
adjectives. - Teacher gives feedback as a class discussion.
Answer key:
1. One syllable: fast/ hot/ large/ quiet
2. Two syllables: heavy/ noisy
3. Three syllables:
expensive/ beautiful/ exciting
S
Task 3: Write their comparative forms in the table below.
- Teacher encourages students to complete the task individually.
- Student exchange their textbooks to discuss the reasons why they are Ss-Ss
choosing the appropriate words/phrases.
- Teacher gives feedback as a class discussion.
Answer key:
226
 faster
more beautiful
noisier
more expensive
hotter
more exciting
quieter
heavier
larger

To help students to Task 4: Complete the sentences comparing the pictures.

make sentences using - Students work individually. S
the comparative form. - Teacher asks students to look for clues in each sentence to decide
which word to fill the blank.
- Teacher asks students to swap their answers and check. Ss-Ss
- Teacher checks their answers as a class.
To help students Answer key:
revise the use of some/ 1. noisier
any in context. 2. more modern
3. more expensive
4. more peaceful
Project To allow students to This is to introduce students to another way of practising asking for and T-Ss 20 mins
apply what they have giving directions to the places in their neighbourhood.
learnt (vocabularies
and grammar) into ACTIVITY 1
practice through - Have each student draw a map of their neighbourhood with the S
a project. names of at least ten places on their map.
- Teacher may have students prepare their maps at home.

227
 ACTIVITY 2
Ask students to work in pairs, taking turns to ask for and give directions Pair work
to the places on their maps. Go around and offer help if necessary. If T-Ss
there is time, have some pairs practise in front of the whole class.

Consolidation To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins
students have learnt in
the lesson.

Homework To apply what they Prepare for the next lesson: Unit 5 – Lesson 1: Getting started. Ss 1 min
have learnt into
practice through a
project.
* Source of pictures: Internet

228