UNIT 5: NATURAL WONDERS OF VIET NAM

Lesson 1: Getting started – Geography Club!

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

1. Knowledge
- Get an overview about the topic Natural wonders of Viet Nam
- Use vocabulary and structures to describe wonders of Viet Nam

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

3. Personal qualities
- Develop self-study skills
- Develop their love for nature and some natural wonders of the country
II. Materials
- Grade 6 textbook, Unit 5, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Meaning Pronunciation
1. scenery (noun) the natural features of an area /ˈsiːnəri/
2. natural (adj) not made by human /ˈnætʃərəl/
3. wonder (noun) something that fills you with surprise and admiration /ˈwʌndə/

4. amazing (adj) very good /əˈmeɪzɪŋ/

5. island (noun) a piece of land that is completely surrounded by water /ˈaɪlənd/

Anticipated difficulty Solution

Students may not have travelled and have no idea of any Prepare some short videos of Ha Long Bay, Ganh Da Dia,
natural wonders of Viet Nam. Son Doong Cave and other wonders of Viet Nam to show
them.
 *Suggested video link:
https://youtu.be/og_1u8RFmuI
Board Plan
Date of teaching
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 1: Getting started
* Warm-up

I. Vocabulary:
1. scenery (noun): [picture]
2. natural (adj): [antonym] man-made
3. wonders (noun): [picture]
4. amazing (adj): [synonym] very good
5. island (noun): [picture]
II. Practice:
Task 1: Listen and read. (p. 48)
Task 2: Complete the following sentences with the words from the box. (p. 49)
Task 3: Listen and repeat the words, then label the pictures. (p. 49)
Task 4: QUIZ: Work in groups. Choose the correct answer to each of the questions. (p. 49)
* Homework
Procedure:

Stage Stage aim Procedure Interaction Time

Warm-up - To set the context Guess what's behind the boxes. T-Ss 5 mins
for the listening and
reading text.
- To introduce the
topic of natural
wonders of Viet Nam.

- Teacher shows the colourful boxes on the screen,

asks students to look closely, raise their hands to say
aloud what they can see
behind the boxes.
- Teacher removes the boxes one by one and asks
students to guess what is
behind the boxes after each box has been removed
until students can tell the teacher what it is.

Lead-in To lead in the topic of - Teacher draws students’ attention to the picture in T-Ss 2 mins
 natural wonders of the textbook and asks them questions about the
Viet Nam. picture.
Who are they?
What are they looking at?
What are they talking about?
Suggested answers:
They are Alice, Elena and Nick.
They are looking at some photos/ pictures.
They are talking about
attractive places in Viet Nam.

Presentation To present the word VOCABULARY: T-Ss 5 mins

(Vocab meanings, ways of - Teacher introduces the vocabulary by:
pre-teaching) pronouncing them showing the pictures illustrating the words;
and forms. providing the synonyms or antonyms of the words;
providing the definitions of the words.
scenery (noun): [picture]
natural (adj): [antonym] man-made
wonder (noun): [picture]
amazing (adj): [synonym] very good
island (noun): [picture]
 scenery

wonder

island
Practice To practise using the Task 1: Listen and read. (p.48) 5 mins
targeted language - Teacher sets the context for the listening and T-Ss
and the background reading text by asking students some questions:
knowledge of natural What places can you see in the photos on the table?
wonders.

Why are they attractive?

etc.
- Teacher encourages students to give their answers,
To help but do not tell them whether their answers are
students correct or in correct.
identify the - Teacher plays the recording, asks students
T-Ss
location of the places underline the words they have learnt in the
mentioned in the vocabulary part.
conversation. - Teacher plays the recording more than once if
necessary. Students listen and read.
- Teacher nominates some pairs of students to read
T-Ss
the dialogue aloud.
 - Teacher has students say the words in the text that
they have underlined.

Task 2: Complete the following sentences with the

To help words from the box. (p. 49)
students - Teacher tells students to read the text again in
focus on the use of order to find the words to complete the sentences Ss
lexical items to independently.
describe the places. - Teacher allows students to share their answers T-Ss
before discussing as a class.
- Teacher nominates students to give answers and
corrects them if necessary.
Answer key:
1. amazing
2. islands
3. scenery
4. natural
5. wonders

Task 3: Listen and repeat the words, then label the

pictures. (p. 49)
 To help students - Teacher asks students to look at the words in the
visualize some lexical box, listen and repeat.
items related to the - Teacher has students match the pictures with the T-Ss
topic. appropriate words independently.
- Teacher allows students to share their answers
before discussing as a class.
- Teacher asks students to give answers and corrects
them if necessary.
Answer key:
a. 6. desert
b. 8. island
c. 5. cave
d. 2. river
e. 3. waterfall
f. 1. mountain
g. 4. forest
h. 7. beach

Production To give students a fun Task 4: QUIZ Work in groups. Choose the correct 5 mins
time revising what answer to each of the questions. (p. 49) T-Ss
they have learnt so - Teacher divides the class into groups of four or five
 far in the lesson and and provides each group with a set of A and B signs.
responding the - Teacher gives students time to read the quiz Group work
questions about carefully and choose the correct answers.
natural wonders. - Then, teacher lets students randomly select a
number on the screen to choose the question.
- Students raise the correct signs of A or B for
answering and say the answer aloud. The quickest
group gets 5 points for each correct answer. At the
end of the activity, 3 groups having the highest
points are the winners.
Consolidatio To consolidate what Teacher asks students to talk about what they have T-Ss 2 mins
n students have learnt learnt in the lesson.
in the lesson.

Homework To review and use the Go to the internet and search for the information on T-Ss 1 min
your favourite natural wonder in Viet Nam and
language of lexical prepare a small talk between 1-2 minutes about it.
items related to
natural wonders.
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 2: A closer look 1
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Use lexical items related to the topic of natural wonders of Viet Nam
- Use the vocabularies and structures to talk about famous natural places
- Identify and pronounce the sounds /t/ and /d/

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 ready to make share ideas among classmates
- Develop self-study skills
II. Materials
- Grade 6 textbook, Unit 5, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures and posters.
- sachmem.vn

Language analysis
Form Meaning Pronunciation
1. plaster (n) a small piece of sticky cloth or plastic used to cover a cut in the skin /ˈplɑːstər/
2. sleeping bag a large bag for sleeping in outside /ˈsliːpɪŋ bæɡ/
(nph)
3. backpack (n) a large bag used to carry things on your back when going camping or /ˈbækpæk/
walking
4. compass (n) a device for finding direction with a needle that can move easily /ˈkʌmpəs/
5. suncream (n) a substance that is put on the skin to protect it from being burned by the /ˈsʌn kriːm/
Sun
6. scissors (n) a device used for cutting materials such as paper, cloth, and hair, consisting /ˈsɪzəz/
of two sharp blades that are joined in the middle, and two handles with
holes to put fingers through
 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 Play the recording as many times necessary.
and co-operating skills. Encourage students to work in pairs, in groups so that
they can help each other.
Provide feedback and help if necessary.
3. Some students will excessively talk in the class. Define expectations in explicit detail.
Have excessively talkative students practise.
Continue to define expectations in small chunks (before
every activity).

Board Plan
Date of teaching
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 2: A closer look 1
* Warm-up
Name the travel items
I. Vocabulary:
1. plaster (n)
2. sleeping bag (nph)
3. backpack (n)
4. compass (n)
5. suncream (n)
6. scissors (n)
Task 1: Write a word under each picture. Practise saying the word.
Task 2: Complete the following sentences. Use the words in 1.
Task 3: Now put the items in order of usefulness. Number 1 is the most useful, number 6 is the least useful on holiday.
II. Pronunciation:
Task 4: Listen and repeat the words.
Task 5: Listen and repeat. Pay attention to the bold-typed parts of the words.
III. Production:
* Whispering game
* Homework

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To activate students’ * Name the things needed for going camping: 5 mins
prior knowledge and - Teacher asks students to work in groups of 6.
vocabulary related to - Teacher sets the context: “Next week, we are going T-Ss
the topic, the targeted camping in the forest. What should we bring?”
vocabulary and its - Teacher give all groups 3 minutes to write down as Ss-Ss
pronunciation. many things as possible.
- Teacher goes around the class to provide help (if
necessary).
- The group with the most correct answers will be the
winner.
Suggested answer:
- tent
- sleeping bag
- compass
- suncream
- mobile phone
- food
- water
…
Lead in To lead in the lesson Teacher leads students into the lesson by telling them T-Ss 2 mins
 about vocabulary and that: “In today lesson, we are going to learn more
pronunciation. travel items and two sounds /t/ and /d/.”
Presentation To introduce six travel VOCABULARY 5 mins
(Vocab items using pictures. Teacher introduces the vocabulary by providing the T-Ss
pre-teaching) pictures of the words:
1. plaster (n): [picture]
2. sleeping bag (nph): [picture]
3. backpack (n): [picture]
4. compass (n): [picture]
5. suncream (n): [picture]
6. scissors (n): [picture]
Practice To manipulate forms Task 1: Write a word under each picture. Practise 15 mins
(spelling and saying the words. (p. 50)
pronunciation) of six - Teacher asks students to write the suitable word
travel items. under each picture in 2 minutes.
- Students do the task. T-Ss
- Teacher calls some students to give their answers.
- Teacher gives feedback and corrections (if
necessary).
Answer key: S
1. plaster T-Ss
2. suncream
3. sleeping bag
4. scissors
5. backpack
6. compass

To provide restricted Task 2: Complete the following sentences. Use the

practice in using travel words in 1. (p. 50)
items in context. - Teacher asks students to work in pairs and use the
words in task 1 to complete the sentences. Students
work in pairs and do the task.
 - Teacher calls some pairs to share their answers with Pair work
the whole class. Teacher gives feedback and
corrections (if necessary).
Answer key:
1. compass T-Ss
2. suncream
3. sleeping bag
4. backpack
5. plaster
To give students Task 3: Now put the items in order of usefulness.
authentic practice in Number 1 is the most useful, number 6 is the least
using six travel items. useful on holiday. (p. 50)
- Teacher asks students to work in groups of three. Group work
- Teacher gives students 3 minutes to discuss and put
the item in the order of usefulness.
- Teacher asks students to share their answers as a
whole class. Teacher gives corrections (if necessary). T-Ss
Presentation To help students to PRONUNCIATION 5 mins
(Pre-teach identify how to - Teacher introduces two sounds /t/ and /d/ to T-Ss
the sounds pronounce the students and lets them watch a video about how to
/t/ and sounds /t/ and /d/. pronounce these two sounds.
/d/) - Teacher asks students to give some words they know
containing these sounds.
Suggested answers:
/t/: plaster, tower, letter, desert, want
/d/: need, island, guide, holiday, pagoda
Practice To help students Task 4: Listen and repeat the words. (p. 51) 5 mins
identify and practise - Teacher asks students to listen to the recording for
the /t/ and /d/ sounds. the first time. T-Ss
- Teacher asks students to listen and repeat the words
for the second time. T-Ss

To help students Task 5: Listen and repeat. Pay attention to the bold-
practise the sounds /t/ typed parts of the words. (p. 51)
and /d/ in sentences. - Teacher plays the recording for students to listen and
asks students to repeat the sentences after they listen
(with attention to the bold-typed parts of the words).
- Teacher calls some students randomly to read the
sentences and gives correction (if necessary).
T-Ss
 Production To give students * Game: Whispering Group work 5 mins
chance to apply what - Teacher divides the class into 4 big groups and asks
they have learnt. students to stand in four lines.
- The member in the last place will make a sentence
containing at least a word and a sound they have
learnt; then, whisper the sentence to the next
member of the group.
- They will continue until the member in the first place
and this member will say the sentence aloud.
- The fastest group with the correct sentence will win
the game.
Suggested sentences:
1. I must bring a plaster when going camping.
2. I want to visit a famous desert in the world.
3. He lives in a quiet island.
Consolidation To consolidate what Teacher asks students to talk about what they have T-Ss 2 mins
students have learnt in learnt in the lesson.
the lesson.
Homework To revise what they Find 5 more words with the sound /t/ and 5 more T-Ss 1 min
have learnt. words with the sound /d/. Write them down and
practise pronouncing the words.
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 3: A closer look 2
Countable & uncountable nouns
Modal verbs: must and musn’t

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

1. Knowledge
- Use countable nouns and uncountable nouns
- Use quantifiers some, many, much, a few, a little with countable nouns and
uncountable nouns
- Use “must” and “mustn’t” to make classroom rules

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

3. Personal qualities
 - Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 5, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and set of word cards
- sachmem.vn

Language analysis
Form Meaning
- some, many, a few + countable noun - Countable nouns are for the people and things we can count using
numbers. Countable nouns can be
singular: a rock, an island ..., or plural: rocks, islands ...
- some, much, a little + uncoutable nouns - Uncountable nouns are for the things that we cannot count with
numbers. They usually do not have a plural form: cream, chocolate ...
- subject + must + base form We use must to say that something is very necessary or very important.
E.g. I must walk the dog when I get home.
E.g. You must answer all of the questions.

- subject + mustn’t + base form We use mustn't to say that doing something is not
allowed.
E.g. Students mustn't take mobile phones into the exam room.

Anticipated difficulties Solutions

1. Students may be confused because some Show and explain by illustrating with pictures or short videos when
English uncountable nouns are countable in native people using uncountable nouns.
Vietnamese, and vice versa. *Suggested video link
https://www.youtube.com/watch?v=tjPoypKI11g
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).
Board Plan
Date of teaching
Unit 5: NATURAL WONDERS OF VIET NAM
Lesson 3: A closer look 2
* Warm-up
Game: Unscrambled words
I. Grammar:
1. uncountable nouns don't have a plural form: cream, chocolate...
countable nouns can be singular: a rock, an island..., or plural: rocks,
islands...
2. some/ many/ a few + countable nouns
some/ much/ a little + uncountable nouns
3. subject + must + base form
subject + mustn’t + base form
II. Practice:
Task 1: Is the underlined noun countable or uncountable?
Task 2: Choose the correct option for each sentence.
Task 3: Fill each blank with must or mustn’t.
Task 4: Making classroom rules.
* Homework:
Exercise 3 (p. 52)
Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To put students into * Game: Unscrambled words 4 mins
English mode: - Teacher divides the class into groups of 3-6 T-Ss
attentive, interested students.
and ready to - Teacher delivers a set of unscrambled words of Group work
participate; and to which some are countable nouns and some are
prepare the class for uncountable nouns to each group.
a new topic. - Students will have to work in groups to solve the
quiz.
- The group with more correct words will be the
winner.
Answer key:
1. cream 5. juice
2. rock 6. butter
3. island 7. backpack
4. rice 8. plaster
Lead-in To get students - Teacher writes on the board 2 words: T-Ss 3 mins
 interested and find “Countable” and “Uncountable”.
out what they have - Teacher draws students’ attention to the words
already known. finished in the game and ask them whether they
know the types of these words.
- Teacher gives them the word cards and requires
students to identify the category of each word.
- Teacher provides or confirms the answers and
lead in the grammar focus of the lesson:
“The words “cream, rice, juice, butter” are
uncountable nouns.
The words “rock, island, backpack,
plaster” are countable nouns.
Today we are going to learn more about
countable and uncountable nouns.”
Presentation To elicit/ show the 1. Countable and Uncountable Nouns: 6 mins
1 students when and Task 1: Is the underlined noun
how uncountable countable or uncountable? Write C (countable)
and countable nouns or U (uncountable). (p. 51)
are used in - Teacher has students complete the underlining T-Ss
sentences as well as activity individually.
when and how the - Teacher then asks students to swap their Ss-Ss
quantifiers are used. textbooks to check their
classmates’ answers.
Answer key:
1–C
2–U
3–U
4–C
5–U
- Teacher draws students’ attention to the T-Ss
underlined words and confirm the use of
countable and uncountable nouns “Countable
nouns are for the people and things we can count
using numbers. Countable nouns can be
singular. Uncountable nouns are for the things
that we cannot count with numbers. They usually
do not have a plural form.”
- Teacher then asks students to give some more
examples of uncountable nouns that they know.
- Teacher reminds students of the definition of
countable nouns.
“Countable nouns are for the people and things
we can count using numbers”. Some English
uncountable nouns are countable in Vietnamese.
(E.g. advice, furniture…)

2. Some, many, much, a few, a little:

- Teacher gives students handouts of quantifiers T-Ss
and their usages.
- Teacher has students work in groups of 4 to T-Ss
match the the quantifiers with their usages.
Answer key:
QUANTIFIERS USE 5 mins
1. many countable nouns,
usually in negative
statements and
questions
2. much uncountable nouns,
usually in negative
statements and
questions
3. a few countable nouns,
 means ‘some’
4. a little uncountable nouns,
means ‘some’
5. some countable nouns,
uncountable nouns
- Teacher then asks students to exchange their
handout to check their classmates’ answers. Ss-Ss

Controlled To check if students Task 2: Choose the correct option for each T-Ss 5 mins
Practice 1 can use countable, sentence. (p. 52)
uncountable nouns - Teacher has students work on the exercise
and quantifiers individually before they compare the answers
correctly. with each other.
- Teacher gives feedback as a class discussion.
Answer key:
1. A
2. B
3. A
4. B
 5. A
Presentation To elicit/ show the - Students are asked to watch a video concerning T-Ss 5 mins
2 students when must school rules and answer the question “What
and mustn't are used school rules are there in the video?
and how to make a *Video link:
sentence with these http://learnenglishkids.britishcouncil.org/gramma
modals. r-videos/school-rules
- Teacher provides each pair of students with a Ss-Ss
copy of the script and the students watch the
video a second time checking on the script and
highlighting the word(s) before each school rule.
- After watching the video, teacher elicits and
discusses what rules students could understand in
the video.
- This will allow the students to begin to identify
the language item without a grammar
explanation.
- After gathering answers from
students, teacher briefly summarizes the language
item:
 “We use must to say that something is very
necessary or very important.”
“We use mustn’t to say that doing something is
not allowed.”
- Teacher asks students to write the form of this T-Ss
targeted grammar into their notebook and make
up from 1 to 2 sentences according to their
understading.
- Teacher calls out 1 – 2 students to read aloud T-Ss 2 mins
their answers and check immediately in class.
Controlled To give written Task 4: Fill each blank with must or mustn’t. (p. 5 mins
Practice 2 consolidation of the 52)
grammar and to use - Teacher has students work on the exercise T-Ss
the grammar individually before they compare answers with
correctly. each other.
- Teacher gives feedback as a class discussion.
Answer key:
1. must
2. musn’t
3. must
 4. mustn’t
5. must
Freer Practice To give students Task 5. Write some more rules for you and your 8 mins
2 speaking practice to classmates at school. (p. 52)
use must and - Teacher divides the class into groups of 6 T-Ss
mustn’t correctly to students.
make a set of rules in - Teacher assigns the roles for each member by
school. asking quetions:
+ Who's leader?
+ Who are rules makers / idea thinkers?
+ Who's a note taker?
+ Who's a presenter?
- Teacher asks students to work in group and
make at least 3 classroom rules in 3 minutes.
- After that, the presenter of each team goes to
the board and present their rules. Ss-Ss
- The other teams listen and give comments on
their friends’ ideas.
- Teacher gives complement or good mark to the
group with suitable rules after getting
 suggestions/ comments from the class.
Recap To consolidate what Teacher asks students to talk about what they T-Ss 1 min
students have learnt have learnt in the lesson.
in the lesson.

Homework To reactivate the Teacher shows the QR code and link of Kahoot T-Ss 1 min
knowledge that and asks students play the games as many times
students have as they can to remember the words/ phrases and
gained. modal verbs they have learned in the lessons.
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 4: Communication
I. Objectives
By the end of this lesson, students will be able to gain:

1. Knowledge
- Make and accept appointments
- Have knowledge about a travel guide
- Use must and mustn’t to talk about what to prepare for a trip

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 ready to make and share ideas among classmates
- Develop self-study skills
II. Materials
- Grade 6 textbook, Unit 5, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge about the necessary Provide students with information they do not know.
things they must bring and what to prepare for a trip.
2. Students may have underdeveloped reading, - Encourage students to work in pairs, in groups so that they
speaking and co-operating skills. 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

Date of teaching
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 4: Communication
* Warm-up
GAME: Pass the ball
I. Everyday English:
Task 1: Listen and read the conversation, paying attention to the highlighted parts.
Making and accepting appointments
⮚ Making appointments:
Let’s + V.
How about …?
⮚ Accepting appointments:
That’s fine.
Sure.
Task 2: Work in pairs. Make a short conversation, following the example.
II. A tour guide:
Task 3: Read the travel guide entry.
Task 4: Make a list of the things you must bring to the Himalayas. Then add things you mustn’t bring.
Task 5: Role-play. Tell what to prepare for the trip to the Himalayas and give
reasons.
* Homework
Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To review must and GAME: Pass the ball 3 mins
mustn’t. Teacher plays the music. When music’s on, students T-Ss
pass the ball as fast as they can. When music’s off, the Ss-Ss
student holding the ball has to make a sentence with
must/ mustn’t.
Lead-in To lead in the lesson - Teacher sets the scene. T-Ss 2 mins
about vocabulary and “They are Duong and Steven. Steven wants Duong to
pronunciation. go picnic with him this Sunday.
What structures can he use?
If Duong agrees, what does he say?”
- Students give their answers.
- Teacher leads students into the lesson by telling
about what they are going to learn: “We are going to
learn how to make and accept
appointments”.
 * EVERYDAY ENGLISH
Presentation To introduce how to * Making and accepting appointments 10 mins
make and accept Task 1: Listen and read the short conversation, paying
appointments. attention to the highlighted parts.
- Teacher asks students to listen and read the short T-Ss
conversation, paying attention to the highlighted
parts.
- Teacher writes down highlighted parts on the board
and asks students which is used to make
appointments and which is used to accepting
appointments.
- Teacher calls some students to share their opinions.
Teacher gives more explanations and elicit the form.
⮚ Making appointments:
Let’s + V.
How about …?
⮚ Accepting appointments:
That’s fine.
Sure.
Practice To practise making Task 2: Work in pairs. Make a short conversation, 7 mins
 and accepting following the example in Task 1. (p. 53)
appointments. - Teacher asks students to work in pairs and make a Pair work
short conversation, following the example.
- Teacher models with a volunteer. T-S
- Students do the task in pairs. Ss
Teacher calls some pairs to make a conversation in
front of the class.
- Teacher gives feedback and corrections (if necessary) T-Ss
* A TOUR GUIDE
Pre-Reading To help students set 3 mins
the scene.
T-Ss

- Teacher shows the picture and ask students some

questions:
“Next week, I am going mountain climbing. Can you
guess where I am going to? (Himalayas)
Before we go, what should we read? (A tour guide)
What information can you read in a tour guide?”
 While- To help students have Task 3: Read the travel guide entry. (p. 53) 7 mins
Reading knowledge about a Teacher asks students to read the travel guide entry to T-Ss
travel guide. check their guess and sets the time limit for reading
task for 2 minutes.

Task 4: Make a list of the things you must bring to the

Himalayas. Then add things you mustn’t bring. (p. 53)
In group of 3, students write as many things they must Group work
and mustn’t bring to the Himalayas as they can in 2
minutes.
Teacher calls some groups to give their answers and
checks.
Post-Reading To help students talk Task 5: Role-play being a tour guide and a tourist. Tell 10 mins
about what to prepare your partner what to prepare for their trip to the
for a trip. Himalayas, and give reasons.
- Teacher divide the class into 2 main group. One is a Group work
tour guide and one is a tourist.
- The tourist prepares the questions and the tour guide
prepare the information in 2 minutes.
- Students work in pairs. Make a conversation.
 - Teacher calls some pairs to talk in front of the class. T-Ss
- Teacher asks students to peer check and then gives
feedback.
Consolidation To consolidate what Teacher asks students to talk about what they have T-Ss 2 mins
students have learnt learnt in the lesson.
in the lesson.

Homework To prepare for the Choose a natural attraction in your city and find out T-Ss 1 min
next lesson: Skills 1. the information about it (interesting things about the
place as well as what they must and mustn’t do there).

UNIT 5: NATURAL WONDERS OF VIET NAM

Lesson 5: Skills 1

I. Objectives
By the end of this lesson, students will be able to gain:
 1. Knowledge
- Develop reading skill for general and specific information about the topic
- Use the lexical items related to the topic ‘things in nature’ and ‘travel items’
- Use what they have learnt to talk about a famous place, and what people must/ mustn’t do there

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

3. Personal qualities
- Be ready to make and share ideas among classmates
- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 5, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
 Form Meaning Pronunciation
1. tourist attraction (n) a place that people visit for pleasure and interest, usually while
/ˈtʊə.rɪst əˈtrækʃən/
they are on holiday
2. wonder (n) kỳ quan /ˈwʌndər/
3. popular (adj) liked, enjoyed, or supported by many people /ˈpɒpjələr/
4. landscape (n) everything you can see when you look across a large area of land, /ˈlændskeɪp/
especially in the country
5. slope (n) a surface that rises at an angle, esp. a hill or mountain, or the /sləʊp/
angle at which something rises
6. sand dune (n) a hill of sand made by the wind on the coast or in a desert /ˈsænd ˌdjuːn/

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical Provide students with the meaning and pronunciation of words.
items.
2. Students may have underdeveloped reading, - Let students read the text again (if needed).
speaking and co-operating 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 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
Date of teaching
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 5: Skills 1
* Warm-up
Discussion
Task 1: Look at the pictures and make predictions about the reading. Then read and check your ideas.
I. Reading:
* Vocabulary:
1. tourist attraction (n)
2. wonder (n)
3. popular (adj)
4. landscape (n)
5. slope (n)
6. sand dune (n)
Task 2: Complete the sentences, using the words from the box.
Task 3: Read the text and answer the following questions.
II. Speaking:
Task 4: Work in pairs. Make notes. Add your own ideas. Tell your partner about the place.
Task 5: Some foreign visitors are visiting your city/ town/ area. Tell them some
interesting things about the place; what they must do or mustn’t do there.
* Homework

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To introduce the * Set the scene 2 mins
topic of reading. - Teacher sets the scene: “Next month, I am going T-Ss
travelling. Guess where I will visit.”
- Let’s students guess the places by opening the boxes
one by one. The pictures are hidden behind the boxes.

Ss
- Teacher shows the pictures on the screen.
- Teacher leads in the lesson by asking questions:
Have you ever been to these places?
Today, let’s see what they have.
* Discussing: 3 mins
Task 1: Look at the pictures and make predictions T-Ss
about the reading. Then read and check your ideas.
(p. 54)
- Teacher asks students to close the book.
- Teacher shows the pictures of the places and asks
students to answer the questions:
1. What are the places?
2. What do you know about these places?
 T-Ss

- Teacher invites some students to share their

discussion in front of the class.
- Teacher asks students to open the book. Read the
text and check their ideas.
Pre-Reading To provide * VOCABULARY 5 mins
(Vocab students with Teacher introduces the vocabulary by: T-Ss
pre-teaching) some lexical items ●providing the synonyms or
before reading the antonyms of the words.
text. ●providing the pictures of the words.
●providing the definition of the words.
●providing the meaning by
translating.
1. tourist attraction (n): a place that people visit for
pleasure and interest, usually while they are on
holiday
2. wonder (n): [meaning] kỳ quan 2 mins
3. popular (adj): [synonym] well-known, common
4. landscape (n): [picture]
5. slope (n): [picture]
6. sand dune (nph): [picture]

landscape
 slope

sand dune
Task 2. Complete the sentences, using the words
from the box.
To check (p. 54)
students - Teacher asks students to do Exercise 2 individually,
understanding of in 3 minutes.
using - After 3 minutes, teacher lets students swap their S
correct lexical answers with their partners.
 items about the - Check the answers. Ss-Ss
topic. Answer key:
1. islands
2. wonder
3. desert
4. Remember
5. visit
While- To develop reading Task 3: Read the text and answer the following 7 mins
Reading skill for general questions. (p. 54)
and specific - Teacher asks students to go through the questions (1 T-Ss
information. – 5) to make sure that they understand them and
know what information is being asked.
- Students underline the key word(s) in each question Ss
to locate the answer in the reading text.
- Teacher asks students to work individually to answer T-Ss
the questions. Teacher checks the answers.
Answer key:
1. Ha Long Bay is in Quang Ninh.
2. You can enjoy great seafood and join in exciting
activities.
3. No, there isn’t. It’s like a desert, not a real desert.
 4. You can have a picnic in Mui Ne by the beach.
5. The best time to visit the Mui Ne Sand Dunes is
early morning or late afternoon.

Post- To check students’ Task 4: Work in pairs. Make notes about one of the S-S 4 mins
Reading reading places in the reading. You can add your own ideas.
comprehension (p. 54)
and prepare for - Teacher asks students to work in groups of 3 and
the next part. make notes about one place in the reading.

- Compare the notes with other groups.

- Teacher asks students to tell their partner about the
place by looking at the notes.
Example:
Ha Long Bay has a lot of interesting islands. It ….
- Teacher goes around and offers help if needed.
- Students share their ideas with the whole class.
Pre-Speaking To help students Task 5: Some foreign visitors are visiting your city/ 5 mins
form the ideas for town/ area. You are their tour guide. Tell them some
their speaking. interesting things about the place as well as what
they must and mustn’t do there.
- Teacher asks students to work in groups of 6. Group work
+ Leader?
+ Idea thinkers?
+ Presenters?
+ Drawers?
- Teacher asks students to choose a famous place in
their city or area.
- Teacher asks students to discuss and make notes of
the information they want to share with the class.
- Teacher asks students to refer to the questions as
suggestions for their notes or they can do it in their
own way.
+ Where is it?
+ What does it have?
+ Are there any interesting things here?
+ What must they do or mustn’t do there?
- Teacher goes around and offers help if needed.
While-Speaking To help students - Teacher asks students to practise presenting in their T-Ss 10 mins
use what they have groups.
learnt so far to talk - Teacher makes sure that students speak in full
about a sentences.
famous place. - Then, teacher invites some groups to go to the board
and share their preparation with the whole class.

Post- To help students - Teacher allows students to give comments for their T-Ss 4 mins
Speaking improve next time. friends and vote for the most interesting and Ss-Ss
informative presentation.
- Teacher gives feedback and comments.
Consolidation To consolidate Teacher asks students to talk about what they have T-Ss 2 mins
what students learnt in the lesson.
have learnt in the
lesson.
Homework To prepare for the Teacher asks students to search for information about T-Ss 1 min
next lesson: Skills Phu Quoc Island.
2.
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 6: Skills 2
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Listen for specific information about a natural wonder
- Write a paragraph about a natural wonder.

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

3. Personal qualities
- Develop self-study skills

II. Materials
- Grade 6 textbook, Unit 5, Skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and jumbled word cards
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge and experiences Prepare some hand-outs in which key language of describing
about the topic. tourist attractions.
2. Students may have underdeveloped listening, - Play the recording many times if any necessary.
writing and co-operating skills. - Encourage students to work in pairs, in groups so that they
can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every
activity).

Board Plan
 Date of teaching
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 6: Skills 2
Warm-up:
* Game: Hidden picture
I. Listening:
Task 1: Work in groups. Discuss and answer the question.
Task 2: Listen and tick True or False.
II. Writing:
Task 3: Fill each blank in the network with the information about a travel
attraction you know.
Work in pairs. Talk about a travel attraction you know, using the filled network in task 3.
Task 4: Write a paragraph of about 50 words about a travel attraction you know. Use the information in Task 3.
* Homework:
Rewrite the paragraph in your notebook.

Procedure
 Stage Stage aim Procedure Interaction Time
Warm-up To introduce about * Game: Hidden picture 2 mins
the destination in the - Teacher shows the slide with the picture that was hidden. T-Ss
talk. - Teacher gradually unhides the picture while having the
class guess the name of the destination.

Suggested answers:
Phu Quoc Island
Lead-in To lead in the Teacher draws students’ attention to Phu Quoc island. T-Ss 1 min
listening task. “Today we are going to listen to a talk about a famous
natural wonder of Viet Nam. It’s Phu Quoc Island.”

Pre- To help students Task 1: Work in groups. Discuss and answer the question. 4 mins
Listening brainstorm about the (p. 55)
 destination in the talk. 1. Teacher asks students to work in groups of four to T-Ss
answer the question: Group work
“What do you know about Phu Quoc Island?”
2. Teacher asks students to talk in
Vietnamese (sometimes) if they do not have enough
vocabulary in English.
3. Teacher asks students to share what they have
discussed to see what they know about Phu Quoc Island.
Suggested answers:
1. Phu Quoc is a beautiful island in Viet Nam.
2. Tourists can enjoy many entertaining activities such as
visiting the night market, sightseeing, visiting the
Safari,...
3. The food in here is delicious and unique.
While- To help students Task 2: Listen and tick True or False. (p. 55) 10 mins
Listening develop listening skill * True – False prediction:
for specific - Teacher asks students to go through the statements (1 –
information (T / F). 5) to make sure that they understand and know what
information they have to catch for the answers. T-Ss
- Students underline the keyword(s) in each statement and
 guess whether they are True or False
individually. S
* Listen and decide True or False:
- Teacher plays the recording once or twice. Teacher asks
students to listen and tick the answers.
- Teacher asks students to compare their answers with the T-Ss
prediction made previously.
- Teacher calls on some students to read aloud their Ss-Ss
answers and correct the false one(s). Teacher checks
students answers as a class. T-Ss
Answer key:
1. T
2. F (It has beautiful beaches and green forest.)
3. T
4. F (Sailing and fishing are popular water sports.)
5. T

Pre- To help students talk Task 3: Fill each blank in the 10 mins
Writing about a travel network with the information about a travel attraction
attraction they know you know. (p. 55)
and collect - Teacher models the task by summarizing the information T-Ss
information for their of the talk with a student using the questions in the
later writing. network below:

Suggested answers:
Teacher: What is the name of the
attraction?
Student: It’s Phu Quoc island.
Teacher: Where is it?
Student: It’s in Kien Giang.
Teacher: How can you go there?
Student: You can fly to the island because it has an
international airport.
 Teacher: What can you do there?
Student: I can visit the fishing villages, the national parks,
beautiful beaches, temples, pagodas, etc. I can enjoy some
water sports like sailing and fishing or buy interesting
things at the night market.
Teacher: What is special about it?
Student: It’s one of the most famous natural wonders of
Viet Nam and thousands of tourists visit it every year.
- Teacher asks students to choose a travel attraction they T-Ss
know and individually brainstorm about that place using
the network in Task 3. (p. 55)
- Teacher goes round and help if needed.
- Teacher asks students to work in groups of four to Group work
introduce about their chosen places using the filled
network.
- Teacher asks 1-2 students to stand up and talk about T-Ss
their chosen place then give them comments.
While-Writing To teach students Task 4: Write a paragraph of about 50 words about a 12 mins
how to write a travel attraction you know. Use the information in Task 3.
paragraph of about 50
words about a travel (p. 55) T-Ss
attraction they know. - Teacher shows the picture in Task 4 and explains to
students that they should begin the paragraph with a topic
sentence.

What are you

writing about? Other
information

- Teacher asks students to use ideas they have S

brainstormed to write a paragraph of about 50 words
about a travel attraction they know.
- Teacher asks students to refer to the Reading passages in
Skills 1 if needed.
 - Teacher goes round and help if needed.
Post-Writing To peer check, cross - Teacher asks students to exchange their notebooks to Ss-Ss 3 mins
check and final check check their friends’ writing.
students’ writing. - Teacher then gives feedback as a class discussion.
T-Ss
Consolidation To consolidate what Teacher asks students to talk about what they have learnt T-Ss 2 mins
students have learnt in the lesson.
in the lesson.

Homework To allow students Rewrite the paraghraph in your notebook. T-Ss 1 min
finalize their
paragraph after being
checked by friends
and the teacher.
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 7: Looking back & Project
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- review language use and skills student have learned in Unit 5;
- apply what they have learnt (vocabulary and grammar) into practice through a project.

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 3, Skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and jumbled word cards
- sachmem.vn

Anticipated difficulties Solutions

1. Students may have underdeveloped speaking, - Encourage students to work in pairs, in groups so that they can
writing and co-operating skills when doing help each other.
project. - Provide feedback and help if necessary.
2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small chunks (before every
activity).

Board Plan
 Date of teaching
UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 7: Looking back & Project
* Warm-up:
Brainstorming: things in nature and travel items
I. Looking back:
Task 1: Write the name for each picture.
Task 2: Matching.
Task 3: Write the words.
Task 4: Find the mistakes.
Task 5: Complete the dialogue, using must/ mustn’t.
II. Project:
Dream destination
* Homework

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To revise the vocabulary * Brainstorming: 5 mins
related to the topic and - Teacher divides the class into 2 big teams A and T-Ss
lead in the next part of B.
the lesson. - Then, teacher asks students to work in groups
of 6.
- Write 2 main phrases on the board.

- One team (team A) finds all the words related

to things in nature. Another team (team B) finds Group work
all the travel items they know.
 - Teacher asks students to make a web map in 2
minutes, try to add as many words as possible.
- The fastest group with the most correct
answers is the winner.
Suggested answers:
o Things in nature: desert, forest,
mountain, lake, river, valley, cave,
island, beach…
o Travel items: lighter, scissors, sleeping bag,
compass, plastic, backpack…
Looking back To help students Task 1: Write the name for each picture. (p. 56) 16 mins
revise the vocabulary - Teacher encourages students to complete the S
items they have learnt in task individually.
the unit. - Teacher asks students to swap their books with Ss-Ss
their partners.
- Teacher shows the answer and check. T-Ss
Answer key:
1. waterfall
2. cave
3. desert
4. river
5. beach
6. island

Task 2: Match the name of a natural

wonder on column A with a word
indicating it in column B.
- Teacher asks students to work in pairs. T-Ss
- Teacher monitors the activity and lets them do
it in 2 minutes.
- Teacher lets each pair answer.
Teacher checks the answers with the whole
class.
Answer key:
1. d
2. c
3. a
4. e
5. f
6. b
Task 3: Write the words under the
pictures. (p. 56)
- Teacher asks students to do this exercise T-Ss
individually.
- Teacher lets students compare their
answers in pairs before checking as a class. S-S
Answer key:
1. scissors
2. sleeping bag
3. compass
4. backpack
5. plaster

Task 4: Find the mistake in each sentence and

correct it. (p. 56)
- Teacher asks students to work
independently. T-Ss
- Teacher asks students to read the sentences
carefully and correct the mistakes. T-Ss
- Students complete the task and discuss the
answers.
 - Teacher gives feedback as a class discussion. S-S
Answer key
1. is 🡪 are T-Ss
2. are 🡪 is
3. instrument 🡪 instruments
4. are 🡪 is
5. luggages 🡪 luggage

Task 5: Complete the dialogue, using must/

To help students revise mustn’t. (p. 56)
the use of must/ mustn’t - Teacher lets students to work in pairs and
in context. complete the activity. S-S
- Teacher asks students to stand up and make a
role play. T-Ss
- Teacher checks the answers with the whole
class.
Answer key:
1. must
2. must
3. mustn’t
4. must
 5. mustn’t
Project To allow students to * DREAM DESTINATION: 20 mins
apply what they have (Making a poster/ travel brochure)
learnt - Teacher sets the context: T-Ss
(vocabulary and + Teacher will be a tourist who is looking for a
grammar) into dream destination to go on holiday.
practice through + Students will be the travel agents who have to
a project. suggest the tourist by providing their travel
brochure (poster).
- Teacher divides the class into groups of 6. Each Group work
group will act as a travel agency.
- Teacher asks “the travel agencies” to
discuss and choose an interesting place they
would like to visit (in Viet Nam or in the world).
- Teacher asks them to look for necessary
information for the visit, basically by discussing
the suggested questions.
What is the natural wonder?
Where is it?
How can you go there?
 What is it special about?
What can you do there?
…
- Students summarise the information and
design A0 posters about the places they would
like to promote.
- Teacher asks the class to listen to the reports
and ask questions if they would like to.
- Students will critically evaluate all the posters, T-Ss
then give 1 vote for the most attractive poster/
place.
- Teacher gives comments and feedback to all
groups and awards special prize to the group
who has the most votes.
Consolidation To consolidate what Teacher asks students to talk about what they T-Ss 3 mins
students have learnt in have learnt in the lesson and how they feel
the lesson. about their project.
 Homework To prepare for the next Prepare for the next lesson: Unit 6 – T-Ss 1 min
lesson. Getting started.

* Source of pictures: Internet