UNIT 5: NATURAL WONDERS OF VIET NAM

Lesson 1: Getting started – Geography Club!

Lesson aim(s)
By the end of the lesson, students will be able to:
- identify the lexical items related to the topic Natural wonders of Viet Nam;
- use the vocabulary and structures to describe wonders of Viet Nam.

Language analysis
Form Meaning Pronunciation
1. scenery (noun) the nautural features of an area /ˈsiːnəri/
2. natural (adj) not made by human /ˈnætʃərəl/
3. wonders (noun) something that fills you with surprise /ˈwʌndəs/
and admiration
4. amazing (adj) very good /əˈmeɪzɪŋ/
5. island (noun) a piece of land that is completely /ˈaɪlənd/
surrounded by water

Materials (referenced)
- Grade 6 textbook, Unit 5, Getting started
- Pictures and maps
- sachmem.vn

Anticipated difficulty Solution

Prepare some short videos of Ha Long
Students may not travel and have no
Bay, Ganh Da Dia, Son Doong Cave and
idea of any natural wonders of Viet
other wonders of Viet Nam to show
Nam.
them.

233
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

234
 Stage Stage aim Procedure Interaction Time
Warm-up - To set the Guess what's behind the T-Ss 5
context for boxes. mins
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
hand to say what they
can see behind the
boxes aloud.
- 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.  
- The team who is the
last one will lose the
game.
Lead in To lead in the - Teacher draws T-Ss 2
topic of natural students’ attention to mins
wonders of the picture in the
Viet Nam. textbook and asks them
questions about the
picture.
1. Who are they?
2. What are they looking
at?

235
 3. What are they talking
about?
Suggested answers:
1. They are Alice, Elena
and Nick.
2. They are looking at
some photos/ pictures.
3. They are talking about
attractive places in Viet
Nam.
Presentation * VOCABULARY: T-Ss 5
(Vocab- Teacher introduces the mins
pre-teach) vocabulary by:
- showing the pictures
illustrating the words;
- providing the synonym
or antonym of the
words;
- providing the definition
of the words.
1. scenery (noun):
[picture]
2. natural (adj):
[antonym] man-made
3. wonders (noun):
[picture]
4. amazing (adj):
[synonym] very good
5. island (noun): [picture]

scenery

236
 wonder

island
Practice - To practice Task 1: Listen and read. 15
the targeted (p. 48) mins
language and - Teacher sets the T-Ss
the context for the listening
background and reading text by
knowledge of asking students some
things in questions:
nature. o What places can you
recognize from the
photos on their tables?

o Why are they

attractive? etc.
- To help - Teacher encourages
students students to give their
identify the answers, but do not
location of confirm whether their
the places answers are right or
mentioned in wrong.

237
 - Teacher plays the T-Ss
the
recording, asks
conversation.
students underline the
words they have
learned in the
vocabulary part.
- Teacher plays the T-Ss
recording more than
once if necessary.
- Students listen and Ss
read.
- Teacher nominates T-Ss
- To help
some pairs of students
students
to read the dialogue
focus on the
aloud.
use of lexical
- Teacher has students
items to
say the words in the
describe the
text that they have
places.
underlined.

Task 2: Complete the

following sentences with
the words from the box.
(p. 49)
- Teacher tells students T-Ss
to read the text again in
order to find the words
to complete the
sentences
independently.
- To help
- Teacher allows students
students
to share their answers
visualize
before discussing as a
some lexical
class.
items related
- Teacher nominates
to the topic.
students to give
answers and corrects
them if necessary.

238
 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)
- Teacher asks students T-Ss
to look at the words in
the box, listen and
repeat.
- Teacher has students
match the pictures with
the 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. desert
b. island
c. cave
d. river
e. waterfall
f. mountain
g. forest
h. beach
Production To give Task 4: QUIZ 15
students a fun Work in groups. Choose mins
time revising the correct answer to
239
 what they have each of the questions. (p.
learnt so far in 49)
the lesson and - Teacher divides the T-Ss
more quickly class into groups of four Group
response the or five and provides work
questions each group with a set of
about natural A and B signs.
wonders. - Teacher gives students
time to read the quiz
carefully and choose
the correct answers.
- Then, teacher lets
students randomly
select a number on the
screen to choose the
question.
- Students raise the
correct signs of A or B
choose the answer 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 high points
are the winners.
Consolidation To consolidate Teacher asks students to T-Ss 2
what students talk about what they mins
have learnt in have learnt in the lesson.
the lesson.
Homework To review and Go to the Internet and T-Ss 1
use the search for the min
language of information on your
lexical items favourite natural wonder
related to in Viet Nam and prepare
natural a small talk between 1-2

240
wonders. minutes about it.

241
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 2: A closer look 1
Lesson aim(s)
By the end of the lesson, students will be able to:
- use the lexical items related to the topic Natural wonders of Viet Nam;
- use the vocabularies and structures to talk about famous natural places;
- pronounce and recognize the sounds /t/ and /d/.

Language analysis
Form Meaning Pronunciation
1. plaster (n) a small piece of sticky cloth or plastic used /ˈplɑːstər/
to cover a cut in the skin
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 /ˈbækpæk/
back when going camping or walking
4. compass (n) a device for finding direction with a needle /ˈkʌmpəs/
that can move easily
5. suncream (n) a substance that is put on the skin to /ˈsʌn kriːm/
protect it from being burned by the Sun
6. scissors (n) a device used for cutting materials such as /ˈsɪzəz/
paper, cloth, and hair, consisting of two
sharp blades that are joined in the middle,
and two handles with holes to put fingers
through

Materials (referenced)
- Grade 6 textbook, Unit 5, A closer look 1
- Pictures and CDs
- sachmem.vn

242
Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of some lexical items.
2. Students may have - Play the recording as many times
underdeveloped listening, necessary.
speaking and co-operating - Encourage students to work in pairs, in
skills. groups so that they can help each other.
- Provide feedback and help if necessary.
3. Some students will - Define expectations in explicit detail.
excessively talk in the class. - 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 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. (p. 50)
Task 2: Complete the following sentences. Use the words in 1. (p. 50)
Task 3: Now put the items in order of usefulness. Number 1 is the most useful,
number 6 is the least useful on holiday. (p. 50)
II. Pronunciation:
Task 4: Listen and repeat the words. (p. 51)
Task 5: Listen and repeat. Pay attention to the bold-typed parts of the words.
(p. 51)
III. Production:
* Whispering game
* Homework
243
 Stage Stage aim Procedure Interaction Time
Warm-up To activate * Names the things 5
students’ prior needed for going mins
knowledge and camping:
vocabulary - Teacher asks students T-Ss
related to the to work in groups of 6.
topic, the - Teacher sets the
targeted context: “Next week,
vocabulary and we are going camping
its in the forest. What
pronunciation. should we bring?”
- Teacher give all groups
3 minutes to write as
many things as
possible.
- Teacher goes around
the class to provide
help (if necessary).
- The group with the Ss-Ss
most correct answers
will be the winner.
Suggested answer:
tent
sleeping bag
compass
suncream
mobile phone
food
water
…
Lead in To lead in the Teacher leads students T-Ss 2
lesson about into the lesson by telling mins
vocabulary and them that: “In today
pronunciation. lesson, we are going to
learn more travel items
and two sounds /t/
and /d/.”

244
Presentation To teach VOCABULARY 5
(Vocab- students some Teacher introduces the T-Ss mins
pre-teach) adjectives vocabulary by:
describing a - Providing the pictures
city. 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]

plaster

suncream

245
 sleeping bag

scissors

backpack

compass
Practice To teach Task 1: Write a word 15
students some under each picture. mins
adjectives Practise saying the
describing a words. (p. 50)

246
city. - Teacher asks students T-Ss
to write the suitable
word under each
picture in 2 minutes.
- Students do the task. S
- Teacher calls some T-Ss
students to give their
answers.
- Teacher gives feedback
and corrections (if
necessary).
Answer key:
1. plaster
2. suncream
3. sleeping bag
4. scissors
5. backpack
6. compass

To help Task 2: Complete the

students use sentences with the
the adjectives words in task 1. (p. 50)
in Task 1 in a - Teacher asks students Pair work
context. 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 Ss-Ss
pairs to share their
answers with the whole
class.
- Teacher gives feedback
and corrections (if T-Ss
necessary).
Answer key:
1. compass

247
 2. suncream
3. sleeping bag
4. backpack
5. plaster

Task 3: Now put the

To teach items in order of
students some usefulness. Number 1 is
words/ phrases the most useful, number
related to a 6 is the least useful on
city. holiday. (p. 50)
- Teacher asks students
to work in groups of T-Ss
three.
- Teacher gives students
3 minutes to discuss Ss-Ss
and put the item in the
order of usefulness.
- Teacher asks students
to share their answers
as a whole class.
- Teacher gives
corrections (if T-Ss
necessary).
Presentation To help PRONUNCIATION 5
(Pre-teach students to - Teacher introduces 2 T-Ss mins
the sounds identify how to sounds /t/ and /d/ to
/t/ and pronounce the students and lets them
/d/.) sounds /t/ watch a video about
and /d/. how to pronounce
these two sounds.
- Teacher asks students
to give some words
they know containing
these sounds.
Suggested answers:
- /t/: plaster, tower,
letter, desert, want
248
 - /d/: need, island, guide,
holiday, pagoda
Practice To help Task 4: Listen and repeat 5
students the words. (p. 51) mins
identify and - Teacher asks students T-Ss
practise the /t/ listen to the recording
and /d/ sounds. for the first time.
- Teacher asks students T-Ss
to listen and repeat the
words for the second
time.

To help Task 5: Listen and

students repeat. Pay attention to
practice the the bold-typed parts of
sounds /t/ the words. (p. 51)
and /d/ in - Teacher plays the T-Ss
sentences. recording for students
to listen and asks
students to repeat the
sentences after they
listen.
- Teacher calls some
students randomly to
read the sentences and
gives correction (if
necessary).
Production To give * Game: Whispering Group 5
students - Teacher divides the work mins
chance to apply class into 4 big groups
what they have and asks students to
learnt. 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;

249
 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 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 Teacher asks students to T-Ss 2
what students talk about what they mins
have learnt in have learnt in the lesson.
the lesson.
Homework To revise what Find 5 more words with T-Ss 1
they have the sound /t/ and 5 more min
learnt. words with the
sound /d/. Write them
down and practice
pronouncing the words.

250
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 3: A closer look 2
Countable & uncountable nouns
Modal verbs: must and musn’t

Lesson aim(s)
By the end of the lesson, students will be better able to:
- use countable nouns and uncountable nouns;
- use quantifiers some, many, much, a few, a little with countable nouns and
countable nouns;
- use “must” and “mustn’t” to make classroom rules.

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

Materials (referenced)
- Grade 6 textbook, Unit 5, A closer look 2
- Pictures, sets of word cards,…
- sachmem.vn

251
 Anticipated difficulties Solutions
1. Students may be confused Show and explain by illustrating by
because some English uncountable pictures or short videos when native
nouns are countable in people using uncountable nouns.
Vietnamese, and vice versa.
(E.g. rice)
2. Some students will excessively talk - Define expectation in explicit detail.
in the class. - 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 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?
Write C (countable) or U (uncountable). (p. 51)
Task 2: Choose the correct option for each sentence. (p. 52)
Task 3: Fill each blank with must or mustn’t. (p. 52)
Task 4: Making classroom rules.
* Homework:
Exercise 3 (p. 52)

252
 Stage Stage aim Procedure Interactio Time
n
Warm-up To put * Game: Unscrambled 4
students words mins
into English - Teacher divides the class T-Ss
mode; into groups of 3-6
attentive,  students.
interested - Teacher delivers a set of
and ready to unscrambled words
participate which are some
and prime countable and
the class for uncountable nouns to
a new topic. each group.
- Students will have to Ss-Ss
work in groups to solve
the quiz.
- The group with more
correct sentences 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 - Teacher writes on the T-Ss 3
students board 2 phrases mins
interested “Countable and
and find out Uncountable”.
what they - Teacher draws students’
have attention to the words
already finished in the game and
known. ask them whether they
know the types of these
words.
- Teacher gives them the
word cards and requires
students to identify the

253
 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 1 To elicit/ 1. Countable and 6
show the Uncountable nouns: mins
students Task 1: Is the underlined
when and noun countable or
how the uncountable? Write C
uncountable (countable) or U
and (uncountable). (p. 51)
countable - Teacher has students T-Ss
nouns are complete the underlined
used in activity individually.
sentences - Teacher then asks Ss-Ss
as well as students to swap their
when and textbooks to check their
how the classmates’ answers.
quantifiers Answer key:
are used. 1–C
2–U
3–U
4–C
5–U
- Teacher draws students’ T-Ss
attention to the
underlined words and
254
 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.” T-Ss
- Teacher then asks
students to give some
more examples of
uncountable nouns that
they know.
- Teacher reminds
students to 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. rice)
5
2. Some, many, much, mins
a few, a little: T-Ss
- Teacher gives students a
handout of each
definition of each
quantifiers. Ss-Ss

255
 - Teacher has students
work in groups of 4 to
match the words in
column A with
definitions in column B.
Answer key:
QUANTIFIERS USE
1. many countable
nouns,
usually in
negative
statements T-Ss
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.
Controlled To check if Task 2: Choose the correct T-Ss 5
practice 1 students option for each sentence. mins
can use (p. 52)
256
 countable, - Teacher has students
uncountable work on the exercise
nouns and individually before they
quantifiers compare answers with
correctly. each other.
- Teacher gives feedback
as a class discussion.
Answer key:
1. A
2. B
3. A
4. B
5. A
Presentation 2 To elicit/ - Students are asked to T-Ss
show the watch a video
students concerning school rules,
when must during which they will
and mustn't have to identify any
are used school rules they have
and how to already mentioned in the
make a Warm-up activity.
sentence - Teacher provides each Ss-Ss 3
with these pair of students with a mins
modals. 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 students
have understood,
including the school
rules they recognised
from their warm-up
activity.
257
 - This will allow the
students to begin to
identify the language
item without a grammar
explanation.
Link:
http://learnenglishkids.bri
tishcouncil.org/grammar-
videos/school-rules 2
- After gathering answers mins
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 T-Ss
not allowed.”
- Teacher asks students to
write the form of this
targeted grammar into
their notebook and make
up from 1 to 2 sentences
according to their
understading. T-Ss
- Teacher calls out 1 – 2
students to read aloud
their answers and check
immediately in class.
Controlled To give Task 4: Fill each blank 5
Practice 2 written with must or mustn’t. (p. mins
consolidation 52) T-Ss
of the - Teacher has students
grammar and work on the exercise
to use the individually before they
grammar compare answers with
258
 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 Task 5. Write some more 10
2 students rules for you and your mins
speaking classmates at school.
practice to (p. 52)
use - Teacher divides the class T-Ss
correctly into groups of 6
grammar students.
with must - Teacher assigns the roles
and mustn’t for each member by
to make a asking quetions:
set of rules + Who's leader?
to follow in + Who are rules makers /
school. Idea thinkers?
+ Who's a note taker?
+ Who's a presenter?
- Teacher asks students to Ss-Ss
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 about
their rules.
- The other teams listen
and give comments on
their friends’ ideas.
- Teacher gives
complement or good
259
 mark to the group with
suitable rules after
getting suggestions/
comments from the
class.
Recap To Teacher asks students to T-Ss 1
consolidate talk about what they have min
what learnt in the lesson.
students
have learnt
in the
lesson.
Homework Reactivate Do Exercise 3, write the T-Ss 1
the answers on your min
knowledge notebooks.
that
students
have gained
in the
Kahoot
game.

260
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 4: Communication
Lesson aim(s)
By the end of the lesson, students will be able to:
- make and accept appointments;
- have knowledge about a travel guide;
- use must and mustn’t to talk about what to prepare for a trip.

Language analysis

Materials (referenced)
- Grade 6 textbook, Unit 5, Communication
- Pictures
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge Provide students with information
about the necessary things must about the knowledge they do not
bring and what to prepare for a know.
trip.
2. Students may have - Encourage students to work in pairs,
underdeveloped reading, speaking in groups so that they can help each
and co-operating skills. other.
- Provide feedback and help if
necessary.
3. Some students will excessively talk - Define expectation in explicit detail.
in the class. - Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

261
Board Plan

Date of teaching
Unit 5: Natural wonders of the world
Lesson 4: Communication
* Warm-up
GAME: Pass the ball
I. Everyday English:
Task 1: Listen and read the short 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. (p. 53)
II. A tour guide:
Task 3: Read the travel guide entry. (p. 53)
Task 4: Make a list of the things you must bring to the Himalayas. Then add
things you mustn’t bring. (p. 53)
Task 5: Role-play being a tour guide and a tourist. Tell your partner what to
prepare for their trip to the Himalayas and give reasons.
* Homework

Stage Stage aim Procedure Interaction Time

Warm-up To review must GAME: Pass the ball 3
and mustn’t. - Teacher plays the T-Ss mins
music. When music’s Ss-Ss
on, students pass the
ball as fast as they can.
When music’s off, the
student taking the ball
has to make a sentence
with must/ mustn’t.
Lead in To lead in the - Teacher sets the scene. T-Ss 2

262
 lesson about - They are Duong and mins
vocabulary and Steven. Steven wants
pronunciation. Duong to 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 * Making and accepting 10
make and appointments mins
accept Task 1: Listen and read
appointments. the short conversation,
paying attention to the
highlighted parts.
- Teacher asks students T-Ss
listen and read the
short conversation,
paying attention to the
highlighted parts.
- Teacher writes down
highlighted parts on the
board and asks
students what they are
used to, which is used
to make appointments
and which is used to
accepting
appointments.

263
 - 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 practice Task 2: Work in pairs. 7
making and Make a short mins
accepting conversation, following
appointments. the example in Task 1.
(p. 53)
- Teacher asks students Pair work
to work in pairs and
make a short
conversation, following
the example.
- Teacher models with a
volunteer.
- Students do the task in Ss-Ss
pairs.
- Teacher calls some
pairs to make a
conversation in front of
the class.
- Teacher gives feedback T-Ss
and corrections (if
necessary).

* A TOUR GUIDE

264
Pre-Reading To help 3
students set mins
the scene.

- Teacher shows the T-Ss

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 Task 3: Read the travel 7
Reading students have guide entry. (p. 53) mins
knowledge Teacher asks students to T-Ss
about a travel read the travel guide
guide. entry to 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 Group
write as many things work
they must and mustn’t
bring to the Himalayas
as they can in 2
minutes.
- Teacher calls some

265
 groups to give their
answers and checks.
Post-Reading To help Task 5: Role-play being a Group 10
students talk tour guide and a tourist. work mins
about what to Tell your partner what to
prepare for a prepare for their trip to
trip the Himalayas, and give
reasons.
- Teacher divide the class
into 2 main group. One
is a 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 pair.
Make a conversation.
- Teacher calls some
pairs to talk in front of
the class.
- Peer check and then
teacher gives feedback.
Consolidation To consolidate Teacher asks students to T-Ss 2
what students talk about what they mins
have learnt in have learnt in the lesson.
the lesson.
Homework To prepare for Choose a natural T-Ss 1
the next attraction in your city and min
lesson: Skills 1. find out the information
about it (interesting
things about the place as
well as what they must
and mustn’t do there).

266
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 5: Skills 1
Lesson aim(s)
By the end of the lesson, students will be able to:
- 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.

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

Materials (referenced)
- Grade 6 textbook, Unit 5, Skills 1
- Pictures, sets of words, games, audio
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of words.
2. Students may have - Let students read the text a gain
267
 underdeveloped reading, (if needed).
speaking and co-operating - Create a comfortable and encouraging
skills. 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 - Define expectation in explicit detail.
talk in the class. - 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 5: Skills 1
* Warm-up
Discussion
Task 1: Before you read, 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. (p. 54)
Task 3: Read the text and answer the following questions. (p. 54)
II. Speaking:
Task 4: Work in pairs. Make notes. Add your own ideas. (p. 54)
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.
(p. 54)
* Homework

Stage Stage aim Procedure Interaction Time

268
Warm-up To introduce * Set the scene 2
the topic of - Teacher sets the T-Ss mins
reading. scene: “Next month,
I am going
travelling. Guess
where I will visit.”
- Let’s students guess Ss
the places by
opening the boxes
one by one. The
pictures are hidden
behind the boxes.

- Teacher shows the

pictures on the
screen. 3
- Teacher leads in the mins
lesson by asking
questions:
“Have you ever been
to these places?”
“Today, let’s see what
do they have.”

* Discussing:
Task 1: Look at the
pictures and make
predictions about the
reading. (p. 54)
- Teacher asks T-Ss
students to close
the book.
- Teacher shows the
pictures of the
places and asks
269
 students to answer
the questions:
1. What are the
places?
2. What do you know
about these places?

- Teacher invites
some students to T-Ss
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
(Pre-teach students with - Teacher introduces T-students mins
vocabulary) some lexical the vocabulary by:
items before ● Providing the
reading the synonym or
text. antonym of the
words.
● Providing the
pictures of the
words.
● Providing the
270
 definition of the
words. 2
● Providing the mins
meaning by
translating.
1. tourist attraction
(n): a place that
people visit for
pleasure and interest,
usually while they are
on holiday
2. popular (adj) =
well-known, common
3. wonder (n): kỳ
quan

sand dunes

landscape

slope

271
 Task 2. Complete the
sentences, using the
words from the box.
(p. 54)
To check - Teacher askes
students students to do
understandin Exercise 2
g of using individually, in 3
correct minutes. S
lexical items - After 3 minutes,
about the teacher lets
topic. students swap their
answers with their
partner. Ss-Ss
- Check the answers.
Answer key:
1. islands
2. wonder
3. desert
4. Remember
5. visit
While-Reading To develop Task 3: Read the text 8
reading skill and answer the mins
for general following questions.
and specific (p. 54)
information. - Teacher asks T-Ss
students to go
through the
questions (1 – 5) to
make sure that they
understand them
and know what
information is being
asked.
- Students underline Ss
the key word(s) in
each question to
locate the answer in

272
 the reading text.
- Teacher asks T-Ss
students to work
individually to
answer 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-Reading To check Task 4: Work in pairs. S-S 5
students’ Make notes about mins
reading one of the places in
comprehensi the reading. You can
on and add your own ideas.
prepare for (p. 54)
the next part. - Teacher asks
students to work in
groups of 3 and
make notes about
one place in the
reading.

273
 - 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 Task 5: Some foreign 7
students visitors are visiting mins
form the your city/ town/
ideas for area. You are their
their tour guide. Tell them
speaking. some interesting
things about the
place as well as what
they must and
mustn’t do there.
- Teacher askes Group work
students to work in
groups of 6.
+ Leader?
+ Idea thinkers?
+ Presenters?
+ Drawers?
- Teacher asks
students to choose a
274
 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- To help - Teacher asks T-Ss 15
Speaking students use students to practice mins
what they presenting in their
have learnt groups.
so far to talk - Teacher makes sure
about a that students speak
famous in full sentences.
place. - Then, teacher
invites some groups
to go to the board
and share their
preparation with the
whole class.

275
Post-Speaking To help - Teacher allows T-Ss 5
students students to give Ss-Ss mins
improve next comments for their
time. friends and vote for
the most interesting
and informative
presentation.
- Teacher gives
feedback and
comments.
Consolidation To Teacher asks students T-Ss 2
consolidate to talk about what mins
what they have learnt in
students the lesson.
have learnt in
the lesson.
Homework To prepare Teacher asks students T-Ss 1 min
for the next to search for
lesson: Skills information about
2. Phu Quoc Island.

276
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 6: Skills 2
Lesson aim(s)
By the end of the lesson, students will be able to:
- listening for specific information about a natural wonder;
- writing a paragraph about a natural wonder.

Materials (referenced)
- Grade 6 textbook, Unit 5, Skills 2
- Pictures
- sachmem.vn

Anticipated difficulties Solutions

1. Students may lack knowledge and Prepare some hand-outs in which key
experiences about the topic. language of the key language of
describing tourist attractions.
2. Students may have - Play the recording many times if any
underdeveloped listening, writing 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 - Define expectation in explicit detail.
in the class. - Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

277
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. (p. 55)
Task 2: Listen and tick True or False. (p. 55)
II. Writing:
Task 3: Fill each blank in the network with the information about a travel
attraction you know. (p. 55)
Work in pairs. Talk about a travel attraction you know, using the filled network
in task 3. (p. 55)
Task 4: Write a paragraph about 50 words about a travel attraction you know.
Use the information in Task 3. (p. 55)
* Homework:
Rewrite the paragraph in your notebook.

Stage Stage aim Procedure Interaction Time

Warm-up To introduce * Game: Hidden picture 2
about the - Teacher sticks show the mins
destination in slide with the picture
the talk. that was hidden.
- Teacher gradually unhide T-Ss
the picture while having
the class to guess the
name of the destination.

Suggested answers:
278
 1. Phu Quoc Island
Lead in To lead in the Teacher draws students’ T-Ss 1
listening task. attention to Phu Quoc min
island.
“Today we are going to
listen to a talk about a
famous natural wonder of
Viet Nam. It’s Phu Quoc
Island.”
Pre-Listening To help Task 1: Work in groups. 4
students Discuss and answer the mins
brainstorm question. (p. 55)
about 1. Teacher asks students to T-Ss
destination in work in groups of four to
the talk. answer the question:
“What do you know about
Phu Quoc Island?”
2. Teacher asks students to Group
talk in Vietnamese work
(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.

279
 While- To help Task 2: Listen and tick 10
Listening students True or False. (p. 55) mins
develop * True – False prediction:
listening skill - Teacher asks students to T-Ss
for specific go through the
information statements (1 – 5) to
(T / F). make sure that they
understand and know
what information they
have to catch for the
answers.
- Students underline the S
key word(s) in each
statement and guess
whether they are True or
False individually.
* Listen and decide True
or False:
- Teacher plays the
recording once or twice.
- Teacher asks students to S
listen and tick the
answers.
- Teacher asks students to Ss-Ss
compare their answers
with the prediction made
previously.
- Teacher calls on some T-Ss
students to read aloud
their answers and correct
the false one(s).
- Teacher checks students
answers as a class.
Answer key:
1. T
2. F (It has beautiful
beaches and green
forest.)

280
 3. T
4. F (Sailing and fishing are
popular water sports.)
5. T
Pre-Writing To help Task 3: Fill each blank in 10
students talk the network with the mins
about a travel information about a travel
attraction attraction you know.
they know (p. 55)
and collect - Teacher models the task T-Ss
information by summarizing the
for their later information of the talk
writing. with a student using the
questions in the 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
281
 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 S
choose a travel attraction
they 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 Group
work in groups of four to work
introduce about their
chosen places using the
filled network.
- Teacher asks 1-2 T-Ss
students to stand up and
talk about their chosen
place then give them
comments.
While-Writing To teach Task 4: Write a paragraph 12
students how about 50 words about a mins
to write a travel attraction you
paragraph know. Use the
282
 about 50 information in Task 3.
words about (p. 55)
a travel - Teacher shows the T-Ss
attraction picture in Task 4 and
they know. explains to students that
they should begin the
paragraph with a topic
sentence for

Other
information

- Teacher asks students to S

use ideas they have
brainstormed to write a
paragraph 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 - Teacher asks students to Ss-Ss 3

check, cross exchange their textbooks mins
check and to check their friends’
final check writing.
students’ - Teacher then gives T-Ss

283
 writing. feedback as a class
discussion.
Consolidation To Teacher asks students to T-Ss 2
consolidate talk about what they have mins
what learnt in the lesson.
students have
learnt in the
lesson.
Homework To allow Rewrite the paraghraph in 1
students your notebook. min
finalize their
paragraph
after being
checked by
friends and
the teacher.

284
 UNIT 5: NATURAL WONDERS OF VIET NAM
Lesson 7: Looking back & Project
Lesson aim(s)
By the end of the lesson, students will be able to:
- review language use and skills student have learned in Unit 5;
- apply what they have learnt (vocabulary and grammar) into practice through
a project.

Materials (referenced)
- Grade 6 textbook, Unit 5, Looking back & Project
- Pictures, A0 paper
- sachmem.vn

Anticipated difficulties Solutions

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

285
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. (p. 56)
Task 2: Matching. (p. 56)
Task 3: Write the words. (p. 56)
Task 4: Find the mistakes. (p. 56)
Task 5: Complete the dialogue, using must/ mustn’t. (p. 56)
II. Project:
Dream destination (p. 57)
* Homework

Stage Stage aim Procedure Interaction Time

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

286
 Group
- One team (team A) finds work
all the words related to
things in nature. Another
team (team B) finds 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 Task 1: Write the name for 16
students each picture. (p. 56) mins
revise the - Teacher encourages S
vocabulary students to complete the
items they task individually.
have learnt in - Teacher asks students to S-Ss
the unit. swap their books with
their partners.

287
 - Teacher shows the
answer and check. T-Ss
Answer key:
1. waterfall
2. cave
3. desert
4. lake
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 lets them do it in Ss-Ss
2 minutes.
- Teacher lets each pair
answer. Ss-Ss
- Teacher checks the
answers with the whole T-Ss
class.
Answer key:
1. d
2. c
3. a
4. e
5. f
6. b

Task 3: Write the words

To help under the pictures. (p. 56)
students - Teacher asks students to
revise the use do this exercise S
of must/ individually.
mustn’t in

288
context. - Teacher lets students
compare their answers in T-Ss
pairs before checking as
a class.
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.
- Students complete the
task and discuss about S-S
the answers.
- Teacher gives feedback
as a class discussion. T-Ss
ANSWER KEY:
1. is  are
2. are  is
3. instrument 
instruments
4. are  is
5. luggages  luggage

Task 5: Complete the

dialogue, using must /
mustn’t. (p. 56)
- Teacher lets students to
work in pairs and

289
 complete the activity.
- Teacher asks students to S-S
stand up and make a role
play.
- Teacher checks the T-Ss
answers with the whole
class.
Answer key:
1. must
2. must
3. mustn’t
4. must
5. mustn’t
Project To allow * DREAM DESTINATION: 20
students to (Making a poster/ travel mins
apply what brochure)
they have - Teacher sets the context: T-Ss
learnt + Teacher will be a tourist
(vocabulary who is looking for a
and grammar) dream destination to go
into practice on holiday.
through + Students will be the
a project. travel agents who have
to suggest the tourist by
providing their travel
brochure (poster).
- Teacher divides the class Group
into groups of 6. Each 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
290
 information for the visit,
basically by discussing
the suggested questions.
What the natural wonder
is?
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 size posters about the
places they would like to
promote.
- Teacher asks the class to T-Ss
listen to the reports and
ask questions if they
would like to.
- Students will critically
evaluate all the posters,
then give 1 vote for the
most attractive poster/
place.
- Teacher gives comments
and feedback to all
groups and awards
special prize the group
which has the most
votes.
Consolidation To Teacher asks students to T-Ss 3
consolidate talk about what they have mins
what learnt in the lesson and
students have how they feel with their
learnt in the project.
lesson.

291
 Homework To prepare Prepare for the next T-Ss 1
for the next lesson: Unit 6 – Getting min
lesson. started.

* Pictures’ source: From Internet

292