Giáo án môn Tiếng Anh Lớp 6 - Unit 4 đến unit 12

Date of planning:	 
Date of teaching: 
Period 	
Unit 4: MY NEIGHBOURHOOD
SKILLS 2
I/ Objectives: 
By the end of this lesson, Ss will be able to: 
1. Knowledge:
- Listen for specific information about good things and bad things in the neighborhood.
- Write about what they like or dislike about their neighborhood.
-Vocabulary: heavy traffic, sunny weather
- Grammar: + like and dislike
2. Skill: Listening, writing
3. Attitude: Give directions to different places and showing the direction, like and dislike
4. Competence: Develop such competences as: teamwork/cooperation, problem-solving & creativity. 
II/ Preparation:
- Teacher: lesson plane, book, color chalks, pictures, cassette and tape,map, sub boards
- Students: books, notebooks, pen, ruler
III/ Procedures :
Teacher and students’ activities
Content
Activity 1: Warm-up(5’) (PRE – LISTENING) 
Aims: -This activity helps students to revise the last knowledge and elicit to the listening task of the lesson
Step 1: In the previous lesson, you already practised asking for and giving directions
- Now, let’s play ‘Lucky numbers’ to check how good you are at giving directions.
- You are divided into 2 teams. The members of each team take turns to choose the number from 1 to 8. If you get a Lucky Number, you’ll get one point without having to give the answer. If you get a picture, look at it carefully and give the suitable instruction.
Step 2: work in group
Step 3: you get a picture, look at it carefully and give the suitable instruction.
Step 4: T gives the key.
Pictures 
Activity 2: Presentation (10’)
WHILE-LISTENING (1) 
- Aims:This activity focuses students on developing their listening skills: listen to the conversation between a stranger and Duy’s dad for specific information to fill in the blanks.
Step 1: Listen to the conversation between a stranger and Duy’s dad. Fill in the blanks and choose the correct places from the list below. Write from A to F on the map in 10 minutes.
Step 2: Form of learning:Work individuals 
- First Ss predict words and phrases that can be filled in the blank.
- Ss listen to the recording, check their prediction
- Ss listen again, they can share the answers
- T goes around the class to provide help.
Step 3: -2 students give the answers on the board, listen once more to check.
- 1student write from A to F on the map
Step 4:T corrects ss’ answer
I. Listening 
1. Listen to the conversation ......
1. the end 
 2. right
 3. lower secondary school 
4. Le Duan Street 
5. second right 
2. Listen to the conversation and choose the correct places. Write the correct letters A –F on the map.
A 
C
F
D
Activity 3: Practice (10’)
Aims: This activity helps ss have ideas before writing
Step 1: Tick ( v ) What do you like and dislike about their neighbourhood about 2 minutes then make note about the things you like and dislike in your neighbourhood about 8 minutes.
Step 2: Work individuals.T goes around the class to provide help.
- Ss tick what they like and don’t like about their neighbourhood and share their answers with their partner
-They can count how many things they have in common
Step 3: Some students talk to the class
Step 4: T corrects ss’ answer
3. Tick (V) what you like or don't like about a neighborhood. 
1. sandy beaches
2. heavy traffic
3. many modern building and offices
4. peaceful streets
5. good restaurants and cafes
6. sunny weather
7. busy and crowded streets
8. many shops and markets
4. Make notes about your neighbourhood.
Like
Dislike
- nice and fresh weather
- friendly people
- good food
- narrow streets
- not many shops, no supermarkets, no parks
Activity 3: Practice (15’) WRITING 
- Aims:This activity focuses students on developing their writing skills to write a paragraph about their neighbourhood
Step 1:Write a paragraph about yourneighbourhood saying what you like or dislike about living there in 15 minutes
Step 2: : Work in pair
- Ss refer back to Khang’s blog as a model
- Write the first draft. Then write the final version T goes around to observe. 
Step 3: Some ss write on the big sized pieces of paper or sub-boards and stick their finished writings on the board.
Step 4:Other ss and teacher give comments. 
5. Write a paragraph about your neighbourhood saying what you like or dislike about living there. Use the information in 4, and Khang's blog as a model.
I’d like to tell you some good things and some bad things about living in my neibourhood. I like it because it has beautiful parks, lakes, stadiums. There are many shops, restaurants, café and markets. The streets are wide and clean, there are many buildings and offices but its not very crowded and busyễ There are many puclic transportations: bus, metro, train... I dislike one thing about it. The people here are not very friendly. They don't greet when they meet each other on the streets. 
Cosolidation.(4’)
- T asks students to repeat how to listen
- T use the paragraph to repeat how to write Homework.(1’)
- Write a paragraph about your neighborhood saying what you like or dislike about living there.
- Prepare next lesson
+ Look up new words
+ Review last grammar
Reflection .............
******************************
Date of planning: 
Date of teaching: 
 Period 
UNIT 4: MY NEIGHBOURHOOD
 Lesson 7: Looking back and project
I. Objectives. 
By the end of the lesson, students will be able to: 
1. Knowledge
- Review lexical items related to the topic”my neighborhood”
- Review grammatical strutures” Comparative Adjectives”
2.Skills: 
3.Attitudes: have a positive attitude about the neighbourhood.
4. Competence: communication, self-study
II. Preparation
1. Teacher’s preparation - Teaching plan, book and exercise book, tape and casettle
2. Students’ preparation:Vocabulary
III. Procedures::
Teacher’s and students’ activities
Content of activities
1. Warm up( 5’)
 Aim: to get ss involve in the lesson.
- name the correct word for each picture.
- Ask sts to read the words 
- Have sts make comparison using the words above.
2. Practice( 22’)
 Aim: to pratise lexical items related to the topic”my neighborhood”; grammatical strutures” Comparative Adjectives”.
Activity 1.
- Tell the sts to look at the pictures in the book.
- Tell Ss to write the words in their notebooks individually and then check with their partners. 
- Then correct the mistakes. 
- Let them repeat the words. Check their pronunciation. 
Activity 2.
- Ask Ss to read the sentences carefully and complete them with the adjectives they have learnt in Unit 4. 
- Remind them that the words, phrases and sentences before and after the blanks will provide the context for them to choose the correct adjectives.
- Ask sts to do the exercise in groups of 4.
- Call some sts to write the answer on the board.
Grammar:
Activity 3
- For these exercises, ask Ss to do them individually first.
- Then they can check their answers with a partner so they can use that information in their Now you an . Statement
- Call some sts to read each kind of adjective: one syllable , two syllables , three syllables.
Activity 4
- Ask sts to repeat the form of comparative adjective
- Have sts change the adj into comparative.
- Call sts to write the answer on the board.
- ask sts to make sentences with the adj 
Activity 5
- T: show the pictures in the book and ask sts about the things in them
? How is the picture on the left different from the picture on the right? 
? Do the same with the other pictures
- Ask sts to choose the adj and use the comparative form of the adjs to complete the sentences in groups.
- Call some sts to give their answers 
- Call sts to read the sentences again.
3. Production( 15’)
 Aim: to use target language in a meaningful context.
Activity 6.
- Ask Ss to read the questions and answers once or twice (they can read them aloud). 
- Then match them if there is time, have them write all sentences in their notebooks.
- Call some pairs to read the dialogue before the class.
Project 
What is your ideal neighborhood?
- Ask Ss to look at the pictures of two neighborhoods in the Student’s Book and point out the typical features of them. T may show the class some pictures of different neighborhoods if possible.
- Ask Ss to work in groups to discuss their ideal neighborhood, using the pictures and their imagination. Each St should make notes of the features of his/ her ideal neighborhood. - Ask Ss to use the ideas from their notes to write a paragraph about their ideal neighborhood. Ss can complete the project as homework if the time is not enough. If they complete the project in class, T may display all or some of the leaflets on the wall / notice board. Other Ss and T give comments. Ss edit and revise their writing as homework
- T: repeat comparative adj with long and short adj
- Ask sts to tell the class about some famous places.
- remember the way to ask for direction and the way to show the direction.
- Do again the exercises in the exercise book
- Prepare the new lesson
4. Consolidation(2’): 2-3 ss summarize what they have learnt.
5. Homework( 1’)
Ss revise the lesson and prepare for the next one.
1. Warm up
1, Beach 
2. apartment
3. city
4. bus stop
5. park
2. Practice
Key: 1. statue 2. railway station 
 3. park 4. temple 
 5. memorial 6. cathedral
Key: 1 noisy 2. narrow 
 3. historic 4. inconvenient 
 5. cheaper/ more expensive
One syllable
Two syllables
Three or more syllables
fast
happy
exciting
hot
noisy
expensive
large 
quiet 
convenient 
heavy 
difficult 
polluted 
Adjectives
Comparative form
fast
faster
convenient 
more convenient 
noisy 
noisier 
difficult 
more difficult 
heavy 
heavier 
expensive 
more expensive 
happy
happier
hot 
hotter 
polluted 
more polluted
exciting 
more exciting 
large 
larger 
quiet 
quieter
5. 1. noisier than 
 2. more modern than 
 3. more convenient than 
 4. more beautiful than 
 5. more expensive than 
Key: a - c d- e f- g h – b
The cues:
where it is 
what it has
how the people/ the streets / the weather/ .is / are ?
the enviroment
the food
Reflection .............
******************************
 UNIT 5: NATURAL WONDERS OF THE WORLD
Getting started
Date of planning: 
Date of teaching: 
Period : 34
I. Objectives 
By the end of this lesson, students will be able to : 
1. Knowledge : 
 SS know about the topic “ Natural wonders of the world”
 -Vocabulary: nature , natural , wonder , wrong , right , introduce , incredible, desert , waterfall , forest , valley , cave , island , beach.
 - Structures:
 Superlative adj, requests and offer sentences
 Superlative Adjectives 
 2. Skills : Drilling listening, speaking and reading mainly.
 3. Attitude: To educate ss good ways to understand much about traditional crafts in almost 
 4. Competence: - capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, group work,pairwork, individualwork
III. Preparation 
T : Teaching plan, sub -board, pictures, cassette 
SS: Textbook ,notebook . 
III. Procedures : 
Teacher and students' activities
Content
 Activity1 : Warm up ( 5 minutes ) 
 Aims - To get SS involve in the lesson 
To introduce the topic 
 Step1: ( what , where , who , which ) individually 
 SS work independently .
Step2 : T: ask SS some questions 
? Do you often go on holiday in summer?
Which places do you like to go to ? 
Did you go to Ha Long Bay ? Hue ? Hoi An ? ..
What did you see there ? 
How was it? 
Ss: answer the questions.
Step 3 ( 2 minutes ) 
T: Show the picture of Ha long Bay and ask sts :
Look at the picture and tell me Where it is . 
How is it ? 
Ss: answer the questions.
Step 4 : ( 3 minutes ) 
T: Ask Ss to describe what they can see. Ask Ss if they know the places, e.g. What can you see in this picture? Where is it? Do you know this place?
T: Explain the new words 
T : Ha Long Bay is the natural wonder of the world
T: What does “ natural” mean? 
wonder. 
Activity 2 : Presentation ( 15 ’ ) 
Step 1: Ask SS to discuss in group in 2 minutes 
Ss: do the request.
Ss: work independently. 
T: Allow them to share answers before discussing in groups or as a class.
Step2 : Tell Ss to refer back to the conversation to find the phrases. 
 Ss: work together to write the correct sentences . 
- Ensure they add appropriate punctuation, eg. capital letters, question marks . 
T goes around the class to provide 
 Step 3 : Practice saying the phrases together. Focus on the rising intonation at the end of these questions (T can raise his/ her hand as the intonation rises to illustrate the point to Ss. Have them follow along with the actions.) 
- Draw a character on the board. Then draw a speech bubble with the first phrase in it i.e. ‘Can you spell that please?’ Brainstorm ideas for where this might be said with Ss. Then ask Ss to repeat the activity by drawing their own character saying phrase 2 of 3 in an appropriate location. Ss can share their ideas with a partner before feeding back to the class.
T: Use the example to practice a conversation with Ss. 
- Then ask Ss to develop a role -play around their ideas. - Support with suggestions. 
- More able Ss can try to extend the conversation. Ask to perform for the class.
SS write the answer on the board 
Show the answer on the board 
Step4 : Ss compare their answers in pairs before giving 
their answers to T:
-T asks Ss to perform before the class . 
Activity 3 : Practice ( 20 ) 
 Step 1 T - Is just listen and repeat - so the audio should be:
T : Ask sts to listen and repeat the words
Ss: do the request.
Step 2 
T: Ask Ss to label the pictures with the correct words. 
Ss: work in pairs. 
T: Show picture cards of the vocabulary. Elicit Ss’ answers. Then provide the correct words.
Step 3 : T correct mistakes . 
Write the anwser on the board . 
Step 4 : look back at the conversation in Getting Started and try to find the vocabulary used.
T : ask SS to work in pairs in 1 minute to find the words 
T explain these words in getting started 
4. Consolidation ( 3 ) 
T: Call sts to read the dialogue again .
- Make some example using “ Can you / can I ..?
- Show the picture of activity 3 and ask sts to read the name of the place.
Ss: do the request.
5. Homework ( 2 ) 
- Step1: Practice reading the dialogue.
- Step2: Write new words then learn them by heart.
- Ste3: Copy the exercise into notebooks. 
- Step4: Prepare A CLOSER LOOK 1
- Step5: Prepare some picture in the next lesson 
* New words 
nature ( n ): tự nhiên
natural : ( a ).tự nhiên, thiên nhiên
wonder : kỳ quan
incredible :(a ) khó tin , phi thường
EX: Ha Long Bay is the natural wonder of the world.
Ha Long Bay looks incredible.
Waterfall : thác nước
island : hòn đảo
valley : thung lũng
 forest : rừng 
Cave hang động
Desert : xa mạc
Key: 
1. Vy is 
2. She went to the wrong room. 
3. Uluru 
4. Australia
5. An island
Key: 
1. Can you spell that, please? 
2. Can you repeat that, please? 
3. Can I come in?
mountain 2. river 3. waterfall 
4. forest 5. cave 6. desert 
7. lake 8. beach 9 island 
10. valley
Key: 
1. mountain 2. river 3. waterfall 
4. forest 5. cave 6. desert. 
7. lake 8. beach 9. island 
10. valley
Reflection 
UNIT 5: NATURAL WONDERS OF THE WORLD
A closer look 1
Date of planning: 
Date of teaching: 
Period 35
I. Objectives 
By the end of this lesson, students can: 
Knowledge : Use some vocabularies and structures to talk about travel items to class 
Vocabularies : raincoat , umbrella , backpack , painkillers , sun cream 
- Grammatical structures : 
	Use comperative and superlative adjectives to describe things in nature . 
 2. Skills : Drilling listening, speaking and reading mainly.
 3. Attitude: To educate ss good ways to understand much about natural wonders of the world .
 4. Competence: - capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, group work,pairwork, individualwork .
II . PREPARATION: 
Teacher: sub -board, pictures, cassette 
Students: Pictures, textbooks .
III . Procedures
Teacher and students' activities
Content
1. Warm up ( 5’ ) 
T : Introduction 
Step 1 : Bring some travel items to class, e.g. raincoat, umbrella, backpack.
Step 2 : Discuss some of the places in the previous activity, e.g. desert, mountain, beach. 
Step 3 : Ask whether the places are hot/ cold, wet/ dry, etc. Show the objects. Ask Ss if the object fits the place “Do I need a backpack in the desert? Why do you think so? 
 Step 4 : Brainstorm some other things you might need in each place.
Ss: do the request.
2. Presentation ( 10 )
Step 1 : 
T: Practice saying the vocabulary with Ss.
Ask SS to read new words .
Step 3 
- Ask Ss to touch the correct picture as they say the word Alternatively, create a mime for each word with Ss, e.g. make a cutting gesture with two fingers for scissors, mime pulling on walking boots .
Step 3 :Ss do the request.
T: Read and act out the sentences for Ss. 
- Elicit ideas for sentence 1. 
Ss: to complete the remaining sentences . 
- Check their ideas at the end.
T: Remind Ss that in the introduction they thought about useful things for a beach, desert, mountain. 
- Tell Ss they are going on a beach holiday and they need to order the items from very useful (no.1) to not very useful (No.8)./ Allow pairs to work together to form their list. 
- Ask pairs to join other groups and compare their lists. Encourage more able Ss to give reasons for their choices.
Ss: do the request.
3.Practice ( 15 ) 
Step 1 : T ask Ss to listen to the tape for the first time .
SS to number the words in the order they hear them Ask Ss to compare their answer with a partner 
 Play the recording the second time 
Step2 : Remind Ss that in the introduction they thought about useful things for a beach, desert, mountain. 
- Tell Ss they are going on a beach holiday and they need to order the items from very useful (no.1) to not very useful (No.8)./ Allow pairs to work together to form their list. 
- Ask pairs to join other groups and compare their lists. Encourage more able Ss to give reasons for their choices.
Ss: do the request.
Activity 4. 
Ss: Practice sounding out the sounds/ t/ and/ st/ together . 
T: Emphasize that/ s/ is a long sound/ st/ is a long sound with a’ stop’.
- Play the recording once and ask Ss to number the words in the order the hear them. Allow Ss to compare their answers. Then play the recording the second time. Discuss the answers as a class. 
Activity 5
T: Play the recording again. 
Pause after each word and ask Ss to repeat.
Ss: do the request.
Activity 6.
T: Play the recording of the sentences. 
Ask Ss to listen carefully and raise their hands when they hear the /t/of / st/ sounds. 
Alternatively, divide the class into a/t/ group and they listen and respond to their own sound.
Ss: do the request.
4. Consolidation
T: Show the picture in activity 1 and ask sts to read the name of the thing in the picture
- Have sts listen again the sound /s/ and / st/ 
5. Homework
Ss: Do the exercise again in the exercise book 
- Learn new words by heart
I . Vocabulary 
1. painkillers : thuốc giảm đau 2. scissors : kéo 
 3. plaster : băng dán
4. sun cream : kem chống nắng 5. sleeping bag : túi ngủ
6. walking boots : đôi ủng 
7. backpack : ba lô
8. compass
Key: 
1. compass 2. sun cream 3. painkillers 
4. backpack 5. plaster
best boat coast lost boot 
 desert plaster forest
II. Pronunciation 
/ t / and / st / 
1. Swimming in the sea in summer is the best
2. Ha Long bay has the nicest scenery in Viet Nam 
3. The Amazon rain forest is in Brazil
4. one day, I want to see Ayres Rock
5. The Sahara is the hottest desert in the world
6. I want to explore the coast by boat
Reflection 
Date of planning: 
Date of teaching: 
Period 36
UNIT 5: NATURAL WONDERS OF THE WORLD
Lesson 3: A closer look 2
I. Objectives 
By the end of this lesson, students will be able to: 
1. Knowledge: Ss know and use about 
- Vocabulary: lexical items related to the topic.
- Grammar: 
 + Superlatives of short adjectives to describe things in nature. 
 + Modal verb: must - is an order
2. Skills:
	- Develop Ss’ listening and writing skills
3. Attitude: 
- Have Ss positive attitude about the co-operation.
4. Competence:
	- Develop such competence as: cooperation, seft- studying, problem solving, creativety. 
II. Preparation
Teacher: Teaching plan, book and exercise book, sub -board, pictures, cassette 
Students: Book and exercise book , pictures.
III/ Procedures :
Teacher and students’ activities
Content
Activity 1: Warm up: (5’)
*Objective: - To get Ss involve in the lesson.
 - To introduce the topic.
Step 1: Now I give you some pictures and and you look at the pictures and give the name of places for the pictures then match the pictures with the right words
-Asks Ss to look at Vy’s quiz and guess if they are T or F . 
- Ss work in pairs, in 3 minutes.
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 6Ss read out loud the answers, 1S – 1 sentence.
Step 4: T confirms and gives comments by playing the recording and asks Ss to check their answers 
-Lead to the content of the lesson.
key: 
P1: mountain P2: lake
P3: waterfall P4: desert
key: 
1. T 2. T 3. F 
4. T 5. T 6. T 
GRAMMAR 1- Superlative of short adjectives
Activity 2: Presentation-1 (5’)
Aims: To present superlative of short adjectives 
Task 3. Underline all the words ending in - est in the quiz
Step 1: 
- T gives the task to Ss: look back at Vy’s sentences, find and underline all the examples of – est in part 1 
- Work in pairs 
- Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 3 Ss write the answers on the board. 1S – 2 sentences
- Have the rest read their answers aloud.
Step 4: T confirms and gives comments 
key
1. the highest 2. the largest
3. the longest 4. the widest
5. the hottest
Activity 3: Practice 1 (8’)
Aims: To practice recognizing the comparative or the superlative adjectives.
Task 4. Complete the table with the comparatives and superlative
Step 1: T asks Ss to:
 - look at the board and complete the table
 - Work in individually 
 - Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help
Step 3: Ss report the task
2 Ss show the answers on the board
Ss can give the explanation if necessary
Step 4: T confirms
T gives comments/ explanation and the key.
Task 5: Complete the passage
Step 1: T asks Ss to:
 - look at the passage and complete the passage
 - Work in individually 
 - Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help
Step 3: Ss report the task
2 Ss show the answers on the board
Ss can give the explanation if necessary
Step 4: T confirms
T gives comments/ explanation and gives the key.
Key: Page 51
good better best 
bad worse worst 
tall taller tallest 
long longer longest 
wide wider widest 
large larger largest 
hot hotter hottest 
Key: Page 52
1. hottest 2. hotter 3. coldest 
4. coldest 5. colder 6. biggest 
7. highest 8. smaller 
Activity 4: Production-1 (5’)
Aims: To use target language in a meaningful context
Task 6: 6. Write the names of some famous places
 Step 1: - T gives the task to Ss by demonstrating the activity. 
+Prepare the slips of paper beforehand for the groups . Alternatively dictate the names of the places and allow Ss to write them on blank slips. 
+ Demonstrate the activity with a St. 
+ Turn the slips face down, take one, and make a sentence about it. Allow the St to do the same. 
Work in groups
Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 3 Ss write their sentences on the board.
Other Ss give feedback.
Step 4: T confirms, gives comments and the key.
1.Bai Dinh Pagoda
2. The Nile river
3. Russia
GRAMMAR 2- Modal verb: must
Activity 2: Presentation 2 (5’)
Aims: To present about modal verb : must 
Step 1: - Have ss read the information in the grammar box. 
- Have Ss explain the form and T explains how to use " must"
 + must - is an order . After " must" we use Vinfinitive ( without to)
give some situations:
* Lan is late for school today.
* The lights are red.
* She has an exam today.
work in groups
Time: 2 minutes
Step 2: Ss do the task. T goes around the class to check learning.
Step 3: Representatives of each group answers orally as a class.
Step 4: T gives comments.
* Grammar : Modal verb : must
+ Form:
 S + must / mustn't + V- infinitive.
Ex: 
+ You must go to school on time
+ You mustn't talk in class.
S1: You must go to school on time
S2: You must stop / You mustn't go straight ahead.
Activity 3: Practice 2 (7’) 
Task 1- Exercise 7
Aims: To practice using modal verb: must.
Step 1: T gives the task to ss :
Underline the forms of must
Ss do this exercise individually.
Time: 1 minute
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: Ss report the task
Write the answer on the board.
Compare the answers with their classmates.
Step 4: T gives the key.
Task 2: 
Exercise 8 – Look at the classroom rules below. Write some more rules for you and your classmates.
Aims: To practice using modal verbs must, focus on the meaning of the words in the context.
Step 1: T gives the task to ss:
Complete each sentence using the correct form of modal verb in 8.
Work pairs
Time: 4 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 3 Ss write the answer on the board.
Step 4: T gives the correction.
Key: 
1. We must arrive on time
2. We mustn't pick flowers in the school garden
3. You must throw the trash in the trash can
4. We mustn't play soccer on the street.
Activity 4: Production 2 (10’)
Aims: To use target language in a meaningful context.
Task 1: Make your own classroom rules
 Step 1: T gives the task to ss 
 - Work in 4 groups.
Time: 5 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 3 Ss write the answer on the board.
Step 4: T gives the correction. 
Suggestions: 
1.You mustn’t talk in class.
2.You mustn’t eat junk food in class.
3.You must do homework before class.
4.You must wear uniform when going to school.
5.You mustn’t say bad words in class.
6.You must respect others.
Consolidation (2’): 
Ss sum/report/ 
Homework:
Learn the form of superlative comparison and modal verb – must
Reflection:
Date of planning: 
Date of teaching: 
Period 37
UNIT 5: NATURAL WONDERS OF THE WORLD
Lesson 4: Communication
I. Objectives 
By the end of this lesson, students will be able to: 
1. Knowledge: Ss know and use about 
- Vocabulary: lexical items related to the topic (tent, torch, sun hat, waterproof coat, map, mobile phone)
- Grammar: 
 + Modal verb: must - is an order (review)
2. Skills:
	- Develop Ss’ reading and speaking skills
3. Attitude: 
- Have Ss positive attitude about the co-operation.
4. Competence:
	- Develop such competence as: cooperation, seft- studying, problem solving, creativety. 
II. Preparation
Teacher: Teaching plan, book and exercise book, sub -board, pictures, cassette 
Students: Book and exercise book , pictures.
III/ Procedures :
Teacher and students’ activities
Content
Activity 1: Warm up: (5’)
*Objective: - To get Ss involve in the lesson.
 - To introduce the topic.
Step 1: - Now look at the pictures and discuss the questions 
Where is it? ; 
What’s the weather like here?/ 
What are the people doing? 
4. What things are they carrying ?
 - Ss work in groups, in 3 minutes.
Step 2: Ss do the task. T goes around the class to provide help.
Step 3:The representative of each group read out loud the answers.
Step 4: T confirms and gives comments. 
-Lead to the content of the lesson.
key: 
P1: It is Himalayas mountain range 
P2: It’s cold.
P3: They are climbing the mountain
P4: They are carrying......
Activity 2: Presentation-1 (5’)
Aims: + Read a brochure for tourist information and talk about and give travel advice. 
Step 1: - T explains new words by show pictures of the extra vocabulary.
- Ask Ss to decide whether the objects are useful for going to The Himalayas
T: Ask Ss to read the text quickly and check their ideas . 
- Work individually. 
- Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: some Ss give the answers.
Step 4: T confirms and gives comments 
1 . Read the travel guide entry
* Extra vocabulary
- tent (n) lều , trại
- torch (n) ngọn đuốc
- waterproof coat (n) áo mưa
Activity 3: Practice 1 (8’)
Aims: + Use must and mustn’t to give orders. 
Task 2. Complete the table. Then add things you must/ mustn’t
Step 1: T asks Ss to use information in the text and their own ideas to fill in the "must" and" mustn’t" columns 
 - Work in groups
 - Time: 3 minutes
Step 2: Ss do the task. T goes around the class to provide help
Step 3: Ss report the task
Ss show the answers on the board
Ss can give the explanation if necessary
Step 4: T confirms
T gives comments/ explanation and the key.
2. Complete the table. Then add things you must/ mustn’t
 must
 mustn't
Compass ; paint skills
Backpack; sun hat
warm clothes
walking boots
 mobile phone
 short or T- shirt
 travel alone
Activity 4: Production-1 (5’)
Aims: To use target language in a meaningful context
Task 3: Role- play being a tour guide and a tourist.....
 Step 1: - T gives the task to Ss by demonstrating the activity with a S and then ask them to role play. 
Work in pairs
Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 2 pairs .
Other Ss give feedback.
Step 4: T c