Giao an Av lop 6 HK1-2

Giaùo aùn Anh vaên 6 Trang 1

LESSON PLANPERIOD 1: GIÔÙI THIEÄU

INTRODUCING SUBJECT AND HOW TO LEARNI. Giôùi thieäu moân hoïc:

- Taàm quan troïng cuûa moân hoïc.II. Giôùi thieäu chöông trình:

- Phaân tieát theo ñôn vò baøi: 3 tieát/1tuaàn5 hoaëc 6 tieát/ 1 baøi

- Giôùi thieäu caáu truùc saùch: A, B- Phaàn daáu “*” coù theå boû qua.

III. Höôùng daãn caùch hoïc Tieáng Anh:- Hoïc töø trong ngöõ caûnh- Hoïc ngöõ phaùp + ngöõ aâm loàng trong baøi.

IV. Moät soá saùch qui ñònh ñoái vôùi hoïc sinh hoïc moân Tieáng Anh- Saùch giaùo khoa : 1 quyeån baøi hoïc vaø 1 baøi taäp- Vôû : 1 quyeån baøi hoïc vaø 1 baøi taäp

(Hai quyeån duøng rieâng bieät khoâng laãn loän giöõa BH vaø BT)- Chuaån bò saün giaáy kieåm tra (5’ – 15’) ñoät xuaát.- Kieåm tra 1 tieát theo phaân phoái cuûa chöông trình vaø coù baùo

tröôùc- Ñeán lôùp phaûi hoïc thuoäc baøi cuõ + chuaån bò baøi môùi theo yeâu

caàu cuûa giaùo vieân.- Tích cöïc phaùt trieån xaây döïng baøi.- Mang ñuû duïng cuï hoïc taäp- Khi ñöôïc kieåm tra baøi phaûi noùi lôùn, roõ vaø maïnh daïn.

V. Moät soá meänh leänh baèng tieáng Anh caàn ñöôïc giôùi thieäu trong tieát ñaàu:

- Practice with a partner.- Work in pair.- Complete the dialogue.- Write the letters of dialogue in the order to hear.

Bieân soaïn : Trần Văn Mỹ Tröôøng THCS Cẩm Sôn ,Cai Lâậy Tiền Giang


UNIT 1: GREETINGSSECTIONS: A + B + C

PERIODS

OBJECTIVES LANGUAGE CONTENS TECHNIQUES

1 Introducing subject and how to learn.

Giôùi thieäu moân hoïc, chöông trình, höôùng daãn caùch hoïc, moät soá qui ñònh ñoái vôùi hoïc sinh vaø moät soá meänh leänh baèng Tieáng Anh.

2(A1,2,3,4)

- Greeting people, introducing oneseft (review) - Developing listening and speaking skills.

- Grammar: to be (present simple tense) with the first, and the third person (singular).

- Role play.- Brainstorming.

3(A5,6,7)

- Greeting people, introducing oneself (review) - Asking how people are.- Developing listening, speaking and writing skills.

- Grammar: to be (present simple tense) with the first, and the third person (singular).- Vocabulary: words relating to greeting, introducing oneself and asking how people are.

- Role play.- Questions and answers.- Brainstorming.

4(B1,2,3,4)

- Greeting people (review)- Asking how people are.- Saying goodbye.- Developing listening and speaking skills.

- Grammar: to be (present simple tense) with the first person (plural).- Vocabulary: words relating to greeting and asking how people are.


5(C1,2,3,4)

- Greeting people introducing others.- Saying how old is.- Counting from one to twenty.- Developing listening and

- Grammar: to be (present simple tense) (review).- Vocabulary: words relating to greeting, introducing others and numbers.




speaking skills.



UNIT 1: GREETINGSSECTION A: HELLO

PERIOD 2 (A1, A2, A3, A4)I/ OBJECTIVES:- Greeting people, introducing oneself.- Developing listening and speaking skills.II. LANGUAGE CONTENTS:- Grammar: To be (present simple tense) with the first and the third person (singular)- Vocabulary: words relating to greeting and introducing oneself.III. TECHNIQUES:- Role play.- Brainstorming.IV. TEACHING AIDS:- Pictures, cassette + tape.V. PROCEDURES: Presentation of the new lesson.

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE

A1

A2

A3

A4

* Warm up 5’

* BrainstormingTell me what you say when you meet your friends.

* Presentation 5’

Asks students to look at the picture and listen to the tape.Explains using of “Hello” and “Hi”

* Practice A1A210’

Students listen and repeat after the tape (class split in haft to play 2 roles)Pair workCorrects

A3A4

15’

Using pictures of Lan, Nga, Ba and Nam to introduce the structures:I am + name and my name is + nameContraptions: I am = I’m My name is = My name’sStudents look at the pictures and introduce. Then write her or his name under the picture.Teacher asks students to introduce themselves before class.Corrects.


Giaùo aùn Anh vaên 6 Trang 5Consolidation: (7’)Review using of “Hi/Hello” and the present simple tense of Be.I am = I’ am (the first person – singular)My name is = My name’s (the third person – singular)Complete the following sentence:1/ I …………………………Minh. 2/ My name…………………3/ ………………am. 4/…………name……………XuanHomework: (3’)- Say “Hello/Hi” to your classmates- Using the structure I am ………………………/ My name is……………………………to introduce.- Do exercises A1/A2 page 4 (workbook)



UNIT 1: GREETINGSSECTION A: HELLO

PERIOD 2 (A5, A6, A7, A8)I/ OBJECTIVES:- Greeting people, introducing oneself (review)- Asking how people are - Developing listening speaking skills.II. LANGUAGE CONTENTS:- Grammar: To be (present simple tense) with the first, the second and the third person (singular)- Vocabulary: words relating to greeting, introducing oneself and asking how people are.III. TECHNIQUES:- Role play.- Question – answers.- Brainstorming.IV. TEACHING AIDS:- Pictures, cassette + tape.V. PROCEDURES: 1. Review: (5’)Two students greet others and introduce.Students 1 does exercise A1 page 4 and student 2 does exercise A2.2. New lesson: (40’) – Skill development.


A5A6A7A8

Warm up 5’

* BrainstormingTell me what you do when you see your friends.

Presentation 5’

Using the picture to introduce the situation of the dialogue.Explaining the usage of “How are you?”“I’m fine, thanks. And you?”

Practice A5

13’

Student listens and repeats after the tape.New words: How (adv) You (pro) Are (v-be) Fine (adj) Thanks = thank youPair work:Using 2 pictures of Miss Hoa & Mr Hung/Nam & Nga to practice with a partner.Explaining : Miss (n)



Mr (n)Teacher asks students to practice, using their real names.Some pairs perform before class.Correcting.

A7A87’

Teacher asks students to complete the dialogue and write them in their exercise book.Some pair read the dialogue before class.Correcting.

Practice A7A8

Nam: Hello, Lan How are you?Lan: Hi, I’m fine thanks. And you?Nam: Fine, thanksTeacher asks students to see “Remember” and write them in their notebooks.

3. Consolidation: 5’- Review asking how people are.- The present simple tense of Be.- You are = you’re (the second person) – singular.4. Homework: (5’)- Making similar conversations in A5.- Do exercise A3/A4 page 5 (workbook.



UNIT 1: GREETINGSSECTION A: GOOD MORNINGPERIOD 4 (B1, B2, B3, B4)

I/ OBJECTIVES:- Greeting people (review)- Asking how people are - Saying goodbye- Developing listening and speaking skills.II. LANGUAGE CONTENTS:- Grammar: To be (present simple tense) with the first person (plural)- Vocabulary: words relating to greeting and asking how people are.III. TECHNIQUES:- Role play.- Question – answers.- Brainstorming.IV. TEACHING AIDS:- Pictures, cassette + tape.V. PROCEDURES: 1. Review: (5’)

Two students greet others and introduce.Students 1 does exercise A1 page 4 and student 2 does exercise A2.

2. New lesson: (40’) – Skill development.


B1B2B3B4

Warm up5’

* BrainstormingUsing 5 pictures and asking students to guess to time of these pictures.

Presentation 5’

Using the 5 pictures to introduce the situation.

Practice B1B2

10’

Students listen and repeat after the tape.New words:Good morning (from 6 AM to 12 AM)Good afternoon (from 12AM to 6PM)Good evening (after 6PM)Bye.Distinguish:Informal: Hello/HiFormal : Good morning Good afternoon Good evening



Using 4 pictures of B2 to practice with a partner. (pair work)Teacher gives situations, students practice.Correcting.

B35’

Students listen and repeat after the tape. (A&B)Teacher explains: We are = We’reStudents practice the dialogue. (pair work)

PracticeB4

5’

Students read to dialogue again to get information.Teacher asks students to complete the dialogue.Some students read the dialogue.Correcting Then write it in their exercise books.

3. Consolidation: (5’)- Review greeting people (formal) and saying goodbye.- The present simple tense of Be.We are = We’re (The first person) – plural* Complete these following sentences:1/ I ………………………Hoa.2/ How ………………………………you?3/ We ………………………fine, thanks.4/ My name …………………………Nam4. Homework: (5’)- Make a similar conversation in B3.- Do exercise B1 page 6 (workbook)



UNIT 1: GREETINGSSECTION A: HOW ARE YOU?PERIOD 5 (C1, C2, C3, C4)

I/ OBJECTIVES:- Greeting people, introducing others.- Saying how old one is.- Counting from one to twenty.- Developing listening and speaking skills.II. LANGUAGE CONTENTS:- Grammar: To be (present simple tense) (Review)- Vocabulary: words relating to greeting, introducing others and numbers.III. TECHNIQUES:- Role play.- Question – answers.- Brainstorming.IV. TEACHING AIDS:- Pictures, cassette + tape.V. PROCEDURES: 1. Review: (5’)

1.1/ Two students complete the dialogue.Ba: ……………………………………………, Miss Hoa.Miss Hoa: ………………………………, Ba. How ……………………………?Ba: I ……………………………………, …………………………………And

…………………?Miss Hoa: …………………………………………,

…………………………………………Student’s 1 plays role of BaStudents 2 play rote of Miss Hoa.1.2/ Match the words in the box with the pictures:

2. New lesson (40’) – Skill development:


C1C2C3C4

Warm up 5’

* BrainstormingTeacher asks some students about their age. (Vietnamese)

Presentation2’

Introducing about the numbers. (1 to 20)

Practice C1C2

Students listen and repeat a after the tape.

From 1 to 5


Good morning – Good aftenoon – Good evening – Good night – Good bye


C3 From 6 to 10 From 11 to 15 From 16 to 20

New words: 1 to 20Students practice to count even numbers:2, 4, 6, 8…And practice to count odd numbers: 1, 3, 5, 7…Students practice in group or pairs. (one chooses any number and other answers)

C3C4

13’

Teacher introduces the situation of picture 1.Students listen and repeat after the tape.Explain structure: “This is + name” and “How old are you?”Teacher introduces the situation of picture 2.Students listen and repeat after the tape.Students practice in groups. (3 students in real situation)Corrects.Students ask and answer about their age in pairs.Some pairs perform before class.Corrects.

3. Consolidation: (5’)- Review numbers from 1 to 20 by playing bingo (C5)- Ask and answer about their age:How old are you?I’m …………………………………4. Homework: 1/ Ask and answer about the age

2/ Do exercises C1, C2 page 7 & 8 (workbook)



UNIT 2: AT SCHOOLSECTIONS: A + B + C

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES1A1, A2, A3

Students can understand some commands and use them.

- Imperative- Words relating commands.

- Commands (affirmative)

2 B1, B2

- Students learn how to ask and answer about the places where people live as well as one’s name.

- Present simple tense.- Words relating to places.

- Role play- Questions – Answers.

3B3, B4, B5

- Students lean how to spell there name and alphabets.- Practice of asking and answering names, places, ages…

- Present simple tense (review)- Words relating to names, ages, places and alphabets.

- Role play.- Question – Answers.

4C1

- Students will be able to introduce things and ask answer the name of objects/ persons.

- Yes/No questions.- This/That …- Words relating to school things.

- Role play.- Question – Answers.

5C2

- Identifying objective in school.- Developing lasting and speaking skills.

- Words relating to school things.

- Showing real objects.- Repetition drills.

6C3

- Asking and answering about school things.- Developing speaking and writing skills.

- What is this?- What is that?- Words relating to school things (review)

- Questions – Answers.



UNIT 2: AT SCHOOLSECTIONS A: Come in

PERIOD 1 (A1, A2)I. OBJECTIVES:- Students can understand some commands and use them.II. LANGUAGE CONTENTS:- Vocabulary: Coming, sit down, stand up, open, close, book, your.- Structures: Open your book

Close your bookIII. TECHNIQUES:- Playing game- Command and actionIV. TEACHING AIDS:- Gesture, cassette + tapeV. PROCEDURES: 1/ The previous lesson: asking about age and numbers.2/ The new lesson:SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCEA1 1. Pre-

listening and repeating

- Teacher introduces commands and new words by acting.- Students listen.- Teacher commands and new words by acting.- Students learn some new words and structures.I. New words:- Coming (v), sit down (v), stand up (v), open (v), close (v), (using action)- book (n) (using real object)- your (adj)II. Structures:- Open your book- Close your book- Come in- Sit down- Stand up

2. While listening and repeating.A2

- Teacher plays the tape once.- Students listen and repeat (the books are closed) - Teacher plays the tape again.- Students listen and repeat (the books are closed) - Teacher has students read aloud



the commands.

3. Post-listening and repeating.

- Teacher has students play game “Simon says”. Ex: Simon says: “Sit down”- Students play game- Then teacher explains how to do exercise A2 and check student’s answers.Answer key:

a. Open the bookb. Sit downc. Come ind. Close your booke. Stand up

3. Consolidation: Practicing in pair with command sentences.4. Home work:- Learn by heart the commands.- Do exercises: 1, 2 page 10, 11 in the workbook.



UNIT 2: AT SCHOOLSECTIONS B: Where do you like?

PERIOD 2 (B1,B2)I. OBJECTIVES:- Students learn how to ask and answer about the place where people live as well as one’s name.II. LANGUAGE CONTENTS:- Vocabulary: What, where, live, street.- Structures: + What your name?

My name’s ……………………………………………+ Where do you live?I live on …………………………………………Street.I live in a city.

III. TECHNIQUES:- Questions - Answers- Role playIV. TEACHING AIDS:- Flashcards, cassette + tapeV. PROCEDURES: 1/ The previous lesson: Commands: sit down, stand up.2/ The new lesson:SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCEB1 1. Pre-

listening and

repeating

- Teacher introduces the situation for using questions.Where do you live?What’s your name?- Students listen.- Teacher teaches some words by using flashcards with addresses.- Students learn the new words and structures.I/ New words:What, where, live(n), street (n)II/ Structures:+ What your name?My name’s ………………………………+ Where do you live?I live on ……………………………………Street.I live in a city.

2. While-listening

and

- Teacher plays the tape once.- Students listen and repeat (the books are opened)



repeating. - teacher plays the tape again.- Students listen and repeat (the books are closed)

3. Post – listening

and repeating

B2

- Teacher has students practice the dialogue.- Students practice the dialogue by rolling play.- Teacher has students work in pairs using questions:+ What your name?+ Where do you live?+ How old are you?

- Checks some pairs- Teacher plays the tape.- Students listen ands repeat.

3. Consolidation: Question and answer with the structures above4. Homework:



UNIT 2: AT SCHOOLSECTIONS B: Where do you like?

PERIOD 2 (B3, B4, B5)I. OBJECTIVES:- Students learn how to spell their names and alphabets. Students practice asking and answering names, places, ages, … II. LANGUAGE CONTENTS:- Vocabulary: how, spell, it alphabets.- Structures: + How do you spell your names?

L – A - NHow do you spell it?

III. TECHNIQUES:- Singing.- Questions - Answers- Role playIV. TEACHING AIDS:- Alphabet cards, cassette + tapeV. PROCEDURES: 1/ The previous lesson: asking and answering where everyone lives.2/ The new lesson:SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCE

B3

1. Pre-listening

and repeating

- Teacher uses flashcards to read aloud the alphabets. (using 5 flashcards a d and then continuing.- Students listen and repeat.

2. While-listening

and repeating.

- Teacher plays the tape 3 times.- Students listen and repeat. (the books are opened).

3. Post – listening

and repeating

- Teacher uses the flashcards of alphabets (not order)- Students look at them and read aloud.- Teacher teaches students “ABC” song.

Warm upB4

4. Prelistenin

- Teacher asks questions about the students in the class. What’s your name? How old are you?- Students listen answers the questions.- Teacher introduces the situation of conversation by using flashcard.



g and repeating.

5. While listening

and repeating

6. Post listening

and repeating.

- Students listen.- Teacher teaches some words and structures.- Students learn some words and structures. I/ New words: How, spell (v), it (pro).II/ Structures:How do you spell your name?L – A – NHow do you spell it?- Teacher plays the table one.- Students look at the books, listen and repeat.- Teachers play the table again.- Students listen and repeat (the books are opened)Teacher has some students spell their names. - Students spell their names.- Teacher has students work in pair and checking some pairs.- Students work in pair and checking some pairs.- Students work in pairs, using the question in B5a. What your name?b. How old are you?c. Where do you live?d. How do you spell your name?- Teacher has students write their answers in the exercise books.- Students write answers in their exercise books.

3. Consolidation: Question and answer with the structures “How do you spell your name?”4. Homework: - Learn by heart alphabets.

- Do exercises: 3,4,5,6 pages 12, 13 in workbook.



UNIT 2: AT SCHOOLSECTIONS C: My school

PERIOD 4 (C1)I. OBJECTIVES:- Helping students is able to introduce things and ask & answer objects/ person.- Listening presentation.II. LANGUAGE CONTENTS:- Grammar: - Yes/No questions

- This/That is a / a …- Vocabulary: words relating to school things.III. TECHNIQUES:- Questions - Answers- Role playIV. TEACHING AIDS:- Real objects, worksheet, cassette + tapeV. PROCEDURES: 1/ The previous lesson: 2/ The new lesson:SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCE

C1

1. Pre-listening Warm up

- Using picture (page 26), asking students to look as it and answer the questions:What can you see?Where are they?(in Vietnamese)- Ss: - pupils/students, trees, flag. - at school.- Introducing new lesson.

Presentation.

- T: we’ll listen a conversation between two boy friends (Ba & Nam) (books closed)- Ss: Listen & recognize family words or can repeat sentence by sentence. (one)- New words: Students (n), school (n), class (n), classroom (n), teacher (n).- Explaining new words (using real objects)- Ss: Listen & repeat new words.(chorally individually)

Practice * Controlled practice:(Books opened)- Asking two students to play the roles of Nam and Ba.



Ss: work in pairs.* Further practice:- Asking students to listen to the tape (2nd time)- Then work in pairs. (practice the structures:This/ That is………………Is this/ That ……………?)- Ss work in pairs.- Correcting.

3. Consolidation: - Saying “we want to introduce objects/ persons”, we use: This/ That ………- Ss: This (near distance) is

That (far distance) is- That is = That’s- This is (no contraction)- Pointing to a real object.Ss ask and answer using Yes/No – Question raises the voice.Follow up activate:- Ss ask and answer about real objects around the classroom.Ex: Is this a desk?

Yes.Is that a classroom?No.

- Correcting.4. Homework: - Do C2 (p.15) in the exercise book- Prepare C2 page 28.




PERIOD 5 (C2)I. OBJECTIVES:- Identifying objects in school.- Developing speaking & writing skill.II. LANGUAGE CONTENTS:- Grammar: - This/That is a / an … (review)- Vocabulary: words relating to school things.III. TECHNIQUES:- Brainstorming.- Work argument.IV. TEACHING AIDS:- Real objects, flash cards, picture, cassette + tapeV. PROCEDURES: 1/ The previous lesson: Answer the questions: What’s this/that?

Is this/that a/ an …?2/ The new lesson:


C1Warm up T says: This is a desk; that’s a class.

What did I say? (Vietnamese) introduce things.

Presentation

Practice

(Books close)T introduces new words.New words: words relating to school things.a mT shows a sere of pictures or real objects and introduces new words for students try to remember.Ss arrange pictures to the right flash card.(Book opened)This is a door.That’s an eraserSs check the list of new words & then listen and repeat after the tape.*Controlled practice: Ss take turn to repeat the words relating to school things.Reminding of indefinite article.Ss brainstorming & withdraw the



rule for themselves.- a: before a consonant.- an : before a vowel (u,e,o,e,i)Reading the letter and students say the word & converse.Ex: T(a) Ss: a doorT (j) Ss : an eraserFurther practice:2 students: one takes a certain object picture, other says it in English (pair work).

3. Consolidation: Ss group work- a group shows a real object/picture and asks:Is this/ that a/ an ………? Yes.No This/That is a / an……4. Homework:- Do C1 (P.14) What is this in English?- Prepare C3/P.29




PERIOD 6 (C3)I. OBJECTIVES:- Asking and answering about school things.- Developing speaking & writing skills.II. LANGUAGE CONTENTS:- Grammar: - What is this/that?

It’s a / an…- Vocabulary: words relating to school things (review)III. TECHNIQUES:- Role play.- Questions & Answers.IV. TEACHING AIDS:- Real objects, picture.V. PROCEDURES: 1/ The previous lesson: Showing some pictures/ objects Ss write on the board.Asking one student to say some words and the other to write.2/ The new lesson:


C3Warm up * Question & Answers:

T ask students to answer the question:“Is this a pencil?” (open)Ss: NoT: What’s this?Ss: this is a pen* Brainstorming:T: what’s the usage of “what…?”(in Vietnamese)

Presentation

Practice

- What: Wh-question word* There is a question mark at the end of the sentence.* Being used to ask the things in English. 1 thing: What is this / that?It is a window (thing not a person)* Controlled practice:Working in pairs: (Question & Answers)- Reminding of things around the classroom. (desk, classroom, board…)



* Further practice: (review)This/That is a / an thing.Is this a pen? – NoWhat’s this? – It’s a pencil.

Remember T gives an exercise to review structures:- What is this/that?It is a / an thing.This is / That is a / an…This is/ That is my …

3/ Consolidation:- Ss arrange these words into the right sentences:1. What/this/is/?2. my /is/that/deck3. is/ an/ it/ eraser.4. Homework:- Do C3 (P.15, 16)- Prepare Unit 3 – Section A.



UNIT 3: AT HOMESECTIONS: A + B + C

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES.1A1, A2

Students can identify objects in the house & ask and answer things around the house.- Developing listening presentation & speaking, writing skills

Grammar:What is this/ that ? It’s a / an … (review)What are these /those? They’re + pl. noun.- Vocabulary:Things around the house.

- Question and answers.- Role play.- Picture drill

2A3, A4

- Students will be able ask & answer about the person and family.- developing listening skill and reading comprehension.

- Grammar:Possessive adj: her, his, my, your.How many people are there in the family?There are + number Who’s this/ that?This/ That is + name- Vocabulary:Father, mother, sister, brother.

- Role play.- Question & answers- True/false prediction.

3B1, B2

- Students can ask and answer about cardinal numbers. Know to use countable plural nouns & singular nouns.- Developing listening, speaking and writing skills.

- Grammar: How many ………are there?There is one.There are two- Vocabulary:Bench, stool, numbers: 1 100

- Work arrangement- Questions & answers.- Game :Bingo

4B3, B4, B5

Students can ask & answer about the quantity.- Developing listening, speaking and writing skills.

- Grammar: (review)How many ……… are there?There is/ There are ……

- Questions & answers.- Work arrangement.- Substitution drill.

5C1, C2, C4

- Ss learn how to tell about their family (members, age, jobs)- Developing: listening, reading writing skills.

- Grammar:+ How many + plural N + are there …? (review)+ What do/does + S + do?S is/are + job+ possessive adjectives.

- Vocabulary: Words relating to jobs.

- Story telling- Question and answers.- Gap-fill


Giaùo aùn Anh vaên 6 Trang 26Grammar practice

Review: Unit 1 3 - Grammar:+ To be (am/is/are) in three forms) + commands.+ Wh-question:What, who, how, how old, how forms.+ Cardinal numbers+ singular plural nouns.

- Graph fill- Role play- Questions and answers.- A picture quiz.



UNIT 3: AT HOMESECTIONS A: My house

PERIOD 1 (A1, A2)I. OBJECTIVES:- Students can identify objects in the house, ask and answer things around the house- Developing listening presentation & speaking, writing skills.II. LANGUAGE CONTENTS:- Grammar: - What is this/that?

- It’s a / an…(review)- What are these/ those?- They’re + plural noun.

- Vocabulary: things around the house III. TECHNIQUES:- Role play.- Questions & Answers.IV. TEACHING AIDS:- Real objects, picture, flash cards, cassette + tape.V. PROCEDURES: 1/ The previous lesson: Teacher point things around the classroom and students introduce the name of them.2/ The new lesson:


A1, A2Warm up * Question & Answers:

T gives question: “What’s this/that?”Ss: “it’s a / an …” T reminds the usage of “this” and “that”I thing: this (near) that (far)* T introduces new lesson by showing 2 things (or more) then asking students to make question (T doesn’t need to correct)

Presentation

- Questions & Answer:T uses pictures of things around the house to explain new words by using:“This is a / an …” (Let the students ask “What’s this?”)T answers: “It’s a / an …”Vocabulary: words relating to things in a house. Ex: an armchairStudents listen & then give some



examples.This (plural) these (near)That (plural) those (far)

for two things (or more): N + sEx: chairs, stools, couches …

Practice * Controlled practice: (A1)T uses flash cards or showing things for Ss to say the Structure they have just learned: This is a / an …* Further Practice: (A2)Ss work in pair: look at the picture (P.31) careful, read the samples & note the differences between 2 structures:- Singular: is this/ that, a/an; It- Plural: are, these/those; they (N+s)Structures:What’s this/that? – It’s a/an …What are these/those? – They’re …- Ss come to the front of the class (asks & answers).- T corrects.

3. Consolidation: Group works: A&BOne of members in group A: Draws a picture of thing on the board (like: “a chair”) and ask group B:Is it being table? (review)B answers: No, it isn’t.A asks: What’s this?B answers: its chair. T: right and so group B’ll get 1 mark, and then asks Ss to change the role.4/ Homework: - Learn by heart new words.

- Do exercises in the work book (A1, 2 – Page 17, 18, 19)- Prepare Unit 3 – Section A (A3, A4)



UNIT 3: AT HOMESECTIONS A: My house

PERIOD 2(A3, A3)I. OBJECTIVES:- Students will be able to ask and answer about the members in the family.- Developing listening skill and reading comprehension.II. LANGUAGE CONTENTS:- Grammar: - Possessive adjectives: her, his, my, your

- How many people are there in the family?- There are + (cardinal numbers)

- Vocabulary: father, mother, sister, brother.III. TECHNIQUES:- Role play.- Questions & Answers.IV. TEACHING AIDS:- Picture, worksheet.V. PROCEDURES: 1/ The previous lesson: Ask & answer the name of objects around the house (picture and class things)2/ The new lesson:SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCEA3, A4 Warm up

Pre-listening A3

* Question & Answers:T uses picture of a family with 4 members and asking “How many people ……?” (guessing the relationship) T explain new words, using: “This is …” - New words: father, mother, his, people (plural N)Ss listen & repeat then copy down new words.* Task 1: Listen to the tape & recognize the possessive adjectives (from paragraph 2 to paragraph 4)This is …………………father.………………………………name’s Hoa……………………………name’s NgaI’m ………………………brother.How many people are there in ……………family?

While- listening

- T corrects task 1* Possessive adjectives:I myYou your



He hisShe her- Books closed* Task 2: True/false perdition:1/ There are 4 people in the family T2/ Ba is 13 years old F3/ his sisters is Lan. T4/ Nga is his mother. She’s a teacher T

Post-Listening A4

Ss open their books & correct.SS read A3 in silence & answer questions from a to e.Ss work in pair, find the answer, and then speak aloud for other to correct.* Answers:a. Her name’s Nga.b. His name’s Hac. He’s Ba. He’s 12d. This is Lan. She’s 15.e. There are four people.Ss: copy on their exercise books.

3/ Consolidation:T reminds the structure.- Who’s this/that? This/ That is ……………- How many people are there in the family? There are + (cardinal numbers) Follow up activity: Fill in each square the name, job, and relationship of one person.Diagram:

4/ Homework:- Do exercise in the work book (A3,A4 – Page 19,20)- Prepare section B.


Father, Ha, teacher (mother), (Nga), (teacher)

(sister, (Lan), (15), (student) (Ba), (Lan’s brother), (12), (student)


UNIT 3: AT HOMESECTIONS B: Numbers

PERIOD 3 (B1, B2)I. OBJECTIVES:- Students can ask and answer about cardinal numbers, know how to use countable plural nouns & singular nouns.- Developing listening, speaking and writing skills.II. LANGUAGE CONTENTS:- Grammar:

How many ……are there?There is oneThere are two

- Vocabulary: bench, stool, numbers (110)III. TECHNIQUES:- Work arrangement.- Questions & Answers.- Game: BingoIV. TEACHING AIDS:- Numbers, picture or real things around the classroom.V. PROCEDURES: 1/ The previous lesson: 1.1Change into plural form:

a. This is an eraser.b. What’s that?

1.2Answer these questions:a. How many people are there in your family?b. What’s your sister’s name?

2/ The new lesson:


B1, B2Warm upPre-listening

* Question & Answers:T uses pictures of house things and asking question to review number from 1 to 20.T: What is there in the picture?Ss: ……………………………………………………T: how many?Ss: …………………………………………………… T leads in new lesson: NumbersNew words: Words relating to the number.



Notes: some special new words (chorally individually) – Books closed.* Task 1: Listen to the tape and recognized how to read numbers: 21, 33, 44, 55, 62.

While – listening

Ss write on the board numbers.T explains there’s a hyphen between 2 numbers.21: twenty-one33: thirty-three44: forty-four55: fifty-five62: sixty-twoSs listen and repeat after the tape again.

Post-listening

B2

* Task 2: T has Ss count in turns even numbers, old numbers or count every 3 numbers.Ex: 1, 3, 5, 7 …………………: old numbers. 2, 4, 6, 8 …………………: even numbers. 3, 6, 9, 12…………………: every 3 numbers.* Practice: count the items in the classroom.Work groups: draw the rule or the differences between plural noun & singular noun.Ex: one door Two doors.T notes the pronunciation.Ex: students, benches, chairs.T asks students to look at the picture (p.36) to count the items then read aloud the answer T corrects.

3/ Consolidation: T reviews some words relating to special numbers.10-11-12-20-3-13-30-4-14-40-5-15-50Follow up activates:

- Count items in their real classroom.- Game “Bingo”

6 11 35 641 13 29 72



* Rule: One who ticks 4 numbers first is the winner.4/ Homework:- Do B1 (P.21)- Prepare B3, 4, 5 (Unit 3)



UNIT 3: AT HOMESECTIONS B: NumbersPERIOD 4 (B3, B4, B5)

I. OBJECTIVES:- Students can ask and answer the quantity- Developing listening, speaking and writing skills.II. LANGUAGE CONTENTS:- Grammar:

How many …… are there?There is …………There are …………

- Vocabulary: words relating to the items in the living room.III. TECHNIQUES:- Work arrangement.- Substitution drill.- Questions & Answers.IV. TEACHING AIDS:- Real things (lamp, telephone)- Picture (things around the house)- Work sheet.V. PROCEDURES: 1/ The previous lesson:

- Write some words relating to number and things around the house.- Ask & answer about the age.

2/ The new lesson:


B3 + B4 + B5

Warm up * Question & answers:T shows the picture in the book (page 36)Ss look at again especial door, window. T reads the sample:- How many doors are there? There is 1.- How many windows are there? There are 2.T asks “What is the same & differences between 2 samples The usage.

PresentationB3

How many + Plural nouns + are there?These is oneThere are + numbers (more than 2)

Practice * Controlled practice: B3- Ask and answer about the quantity



B4 of item a in B2 (Substitution drill)* Further Practice:Pair work: ask and answer about the quantity of items in their real classroom.Ex: Pupils (42, 43, ………45)Window (2, 4, ………)Boards (1, 2, ………)Tables/ benches (12, 14, … 18)

B5 Practice: count items in the living room.Ss work in pairs, ask & answer then perform in front of the class.T corrects.Notes: “people”: plural noun no “s” at the final sound.- Final sounds:Ex: bookcases; couches; books

3/ Consolidation:- How many ………………are there?- There is ……………………/There are …………* Game: Nougats & crosses (like “cero” in Vietnamese)

Door Clock CouchBench Bookcase StoolBook Pen people

Ss work in 2 groups; make sentences with the appropriate words. If one who gets 3 in a row (across, down, or diagonally) will win.4/ Home work: Do B4 (P.22) + Prepare section C.



UNIT 3: AT HOMESECTIONS C: Families

PERIOD 5 (C1, C2)I. OBJECTIVES:- Students learn how to tell about family (members, age, and job)- Developing listening, reading and writing skills.II. LANGUAGE CONTENTS:- Grammar: How many + plural N + are there ……? (review)What do/does + S + do?S + is/are + job- Vocabulary: words relating to jobs, possessive adjectives. III. TECHNIQUES:- Story-telling- Gap fill- Questions & Answers.IV. TEACHING AIDS:- Diagram , picture, cassette + tape.V. PROCEDURES: 1/ The previous lesson: Making questions for the underlined words.1.1My name’s Linh1.2She’s fifteen.1.3There are four people in my family.2/ The new lesson:SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCE

C1Warm upPre-reading

* Question & Answers:T uses pictureSs look at the picture & answer the question, then guess the relationship.T: How many people are there?Ss: ……………………………………………………T: How old are you?Ss: ……………………………………………………- Books closed.- Task 1:Listen to the tape & fill in the gap. T asks the students to guess about jobs (3), (5), (6).There are …………(1)…………people



in my family: my father, my brother, my mother, and ………(2)…………. This is my father’s. He’s 40. He’s an …………(3) this is my mother. She’s ……………(4)…………She’s a ………………(5)……………My brother is 8. He’s a ……………(6)……………Ss listen and repeat new words.* New words: words relating to jobs.T explains the structure asking about the jobs.

While – reading

T notes possessive adjectives.Ss listen and copy down possessive adjectives.I my You yourHe hisShe herWe our They theirSs draw the rule for themselves after listen & repeat once.- Books opened.Task 2: Students read the text in silence & answer question from a to h (p.38)* Answera. There are 4 people.b. He is 40.c. He’s an engineer.d. She’s 35.e. She’s a teacher.f. He’s 8g. He’s a student.h. They are in their living room.

Post – reading

T guides students to make diagram about their family.Diagram:

Practice

C2

Talk about Song’s family: There are four people in Song’s family.This is his father. His name’s Mr.


Father Mother

Sister/ brother Meï


Kien. He’s 42. He’s a doctor.Ss base on the previous questions do the same with his mother, his sister and himself.

3/ Consolidation:- T asks Ss to writer the possessive adjectives having in the paragraph C1 T corrects.4/ Home work:- Talk about student’s family Prepare: Grammar practice.



UNIT 4: BIG OR SMALL?SECTIONS: A + B + C (6 PERIODS)

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES

1A1 + A2

- Students learn how to ask & answer about places.- Students learn how to use the possessive case and some adjectives.- Developing listening and writing skills.

Grammar:- Phong’s school is small – It is small.- Where is Phong’s school? – It is …- Is it ……?- Yes, it is./ No, it isn’t.Vocabulary: words relating to this topic.

- Questions & answers- Brainstorm

2A3+A4

- Students learn how to ask & answer about places, quantities.- Developing listening and reading skills.

Grammar:- How many …? (review)- There is/ are.- “Or” questionVocabulary: words relating to

- Questions & answers.- Silent reading

3B1 + B2

- Students learn how to ask and answer about grade, class.- Sts can describe their school.- Students learn how to use ordinal numbers.- Developing listening, reading and writing skills.

Grammar:- Which grade are you in?- I’m in grade 6- Which class are you in?- Which floor is your classroom on?- It’s on the second floor.- How many floors does Phong’s school have?Vocabulary: words relating to

- Role play- Gap fill

4B3 + B4

- Students learn how to use ordinal numbers.- Developing listening and speaking skills.

Grammar: - Review the structures they have learnt.- Distinguish the cardinal numbers.Vocabulary: 1st …………10st

First ………tenth

- Role play - Gap fill

5C1C2C3

- Student learns how to ask and answer about the time.- Developing listening, speaking and writing skills

Grammar: - The simple present tense with ordinary verbs.- Structure.What do you do every morning?Vocabulary: words relating to daily activities.

- Chain game Substitution drills.- Story telling.

6C4 + C5C6 + C7

- Students learn how to ask and answer about the time.- Developing listening, speaking and writing

- Grammar: - What time is it? – It’s …- What time do you get up? I get up at - He/ She gets up at …

- Questions & answers - Grid- Regalia drill.



skills. Vocabulary: words relating to the time.



UNIT 4: BIG OR SMALL?PERIOD 1: SECTION A: WHERE IS YOUR SCHOOL? (A1 + A2)

I. OBJECTIVES:- Students learn how to ask and answer about places.- Students learn how to use the possessive and some adjectives.- Developing listening and writing skills.II. LANGUAGE CONTENTS:- Grammar:

- Phong’s school is small- It’s small- Where is Phong’s school?- It’s ……- Is it ……?- Yes, it is. / No, it isn’t.

- Vocabulary: words relating to A1, A2.III. TECHNIQUES:

- Questions & answers, blackboard drill, comprehension questions.- Brainstorm, crossword puzzle, find someone who.

IV. TEACHING AIDS:- Picture, cassette player.V. PROCEDURES: 1/ The previous lesson: Teacher asks students to ask and answer about:

- How many boards are there?- What does he/ she do?- How old is he / she do?- Students can introduce their family- Write some new works.

2/ The new lesson:


C1Warm up

Presentation

- Questions & answers:T: where is your house? S: …T: where is your school? S:…T: Today we learn about places.T introduces 2 pictures in the textbook (p44) and compare themT has S listen to the tape (first time)Listen againIntroduce the new words and new structure. * New words:Room/ classroom/ country/city/big/ small/ in/ on/ or* Structures:



- Phong’s school..- Where is Phong’s school?- Is it …? Yes, it isNo, it isn’t- Listen and repeat after the tape (twice)T asks S to look at picture on text book again and retell the content.- S work in pair’s to do exercise A2 by asking and answering about Phong’s and Thu’s school.- S change the roles to ask and answer continuously, some Sts write the answer continuously, some Sts write the answers on the board => T corrects if there are any mistakes.- T can give some pictures and ask S to describe the picture.- T asks Sts to change their papers to correct and calls some Sts read aloud what their friends describe in papers.- T corrects the student’s mistakes.

3. Consolidation:T asks Sts to describe their school or their house.4. Homework:- Practice describing places (school, house)- Do exercises in workbook.- Prepare the next lesson: A3, A4.



UNIT 4: BIG OR SMALL?PERIOD 2: A3, A4

I. OBJECTIVES:- Students learn how to ask and answer about places, quantities- Developing listening and writing skills.II. LANGUAGE CONTENTS:- Grammar:

- How many…? There is/are … (review)- “Or” questions.

- Vocabulary: words relating to A3,A4III. TECHNIQUES:

- Questions & answers, comprehension questions, silent reading.IV. TEACHING AIDS:- Picture, cassette player, colored chalk…V. PROCEDURES: 1/ The previous lesson: Teacher asks students to write some new words and then describe their school or their house.2/ The new lesson:SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCEA3 Pre-reading

While reading

Post reading

Remember

Practice Controlled.

- Elicit the topic and teach new words (if there are any)- Questions – answers- Where is Phong’s school?- Is it small?- Now read the text silently ands answer the questions below. Ss read the text and do required.- T checks the student’s answers.- T gives correct answers.Review the structure:How many …? – There is/ are…T explains the “or” question and answer it.Group work: students practice asking and answering questions in group.- T asks – Ss answer – T corrects their answer it.- Ss write the correct answers in their notebooks.- T gives some more exercise to emphasize “possessive case” and structure with “How many?”- SS do as directed – T corrects mistakes.

3/ Consolidation:


Giaùo aùn Anh vaên 6 Trang 444/ Homework: Practice talking about school (classroom, student,…)(T guides Ss to write some sentence to describe their school).

UNIT 4: BIG OR SMALL?PERIOD 3: SECTION B: MY CLASS (B1 + B2)

I. OBJECTIVES:- Students learn how to ask and answer about grade, class.- Students can describe about their school.- Students learn how to use ordinal numbers.- Developing listening, reading and writing skills.II. LANGUAGE CONTENTS:- Grammar:

- How many …?- I’m in grade 6/ class 6A.- Which floor is your classroom on?- It’s on the second floor?- How many floors does Phong’s school have?

- Vocabulary: words relating to B1, B2, B3.III. TECHNIQUES:

- Role play.- Gap fills.

IV. TEACHING AIDS:- Picture, cassette player, chart, …V. PROCEDURES: 1/ The previous lesson: 2/ The new lesson:


B1 Warm up

Presentation

T guides Ss how to ask and answer about grade and class.Today we talk about the grade/ class which you are in.- T point to the picture and introduces the situation.- T plays the tape so that Ss listen and repeat.- Help them grasp some new words.- New words: grade/ floor/What about you?- Structures:- Which grade/ class are you in?- I’m in grade …/ class…- How many floors does Phong’s school have?- Which floors is your classroom on?Listen and repeat after the tape.



- Ss work in pair to practice the dialogue.- T asks them to change the roles.- T guides Ss to read the dialogue silently to get information.- And Ss can give their real grade/ class/ classroom’s floor in the blanks.- T guides Ss to write some sentences about them.Ex: I’m in grade 6, class 6A2- T calls some Ss to read their sentences in front of the class.- T corrects the mistakes.

3. Consolidation:Questions & answers4. Homework:- Practice the dialogue at home.- Tell your friends which grade / class you are in.- Prepare the next lesson.



UNIT 4: BIG OR SMALL?PERIOD 4: B3 + B4 + B5

I. OBJECTIVES:- Students learn how to use ordinal number.- Developing listening and writing skills.II. LANGUAGE CONTENTS:- Grammar: - distinguish difference between ordinal number and cardinal number.III. TECHNIQUES:

- Role play- Gap fill

IV. TEACHING AIDS:- Picture, chart, colored chalks …V. PROCEDURES: 1/ The previous lesson: Teacher asks St to write some words and answer the questions about their school class.2/ The new lesson:


B4

B5

B6

Warm up

Presentation

PracticeControlled Practice

T uses picture of school which has many floors.Asks Ss to count and identify Phong’s classroom. ( It’s on the 2nd floor) Introduce ordinal numbers.T point to the ordinal numbers and introduces themT points the tape so that the students repeat.- 1st: first, 2nd: second, 3rd: third, … 10th: tenth.- Ss listen and repeat after the tape.T asks some Sts to repeat.- T asks Ss to complete the open dialogue with their words.- Calls some pairs of Ss to present in front of class.- T listens and corrects their mistakes (if yes).

3. Consolidation:Teacher show the numbers, students read.4. Homework:Learn by heart the ordinal numbers.Make your own dialogue about your school, class.Prepare the next lesson.



UNIT 4: BIG OR SMALL?PERIOD 5: SECTION C: GETTING READY FOR SCHOOL

(C1+C2+C3)I. OBJECTIVES:- Students learn how to ask and answer about daily activities.- Developing listening, speaking and writing skills.II. LANGUAGE CONTENTS:- Grammar:

- The simple present with ordinary verbs.- Structure: What do you do every morning?

- Vocabulary: words relating to daily activities.III. TECHNIQUES:

- Chain game- Substitution drill- Story – telling.

IV. TEACHING AIDS:- Picture, cassette player, cassette.V. PROCEDURES: 1/ The previous lesson: Students read and write the ordinal numbers.2/ The new lesson:


C1

C2

C3

Warm up

Presentation

PracticeControlled

Practice

Further

- Questions & answers:T: What do you every morning?S: VietnameseT uses picture to explain the new words (get dressed, get up, brush, wash face, tooth, teeth, …)Grammar:- The simple present tense of ordinary verbs.- Ps listen ands repeat after tape (twice)T asks Ss to distinguish form of verb for S: I >< S: Ba => S + V; S + V + s/es.T asks Ss to practice with a partner (asking and answering about what they do every morning)T corrects their mistakes (if there are any)Ss use their own words to write some sentences about Ba, begin with: Every morning…- Some Ss write on blackboard.- T corrects their sentences.

3. Consolidation:


Giaùo aùn Anh vaên 6 Trang 48- Question & answers.4. Homework: - Write some sentences (3-5) about that you do every morning.

- Prepare the next lesion.UNIT 4: BIG OR SMALL?

PERIOD 6: C4 + C5 + C6 + C7

I. OBJECTIVES:- Students learn how to ask and answer about the time.- Developing listening, speaking and writing skills.II. LANGUAGE CONTENTS:- Grammar:

- What time is it? - It’s …- I get up at …- What time does he/ she get up? - She/ he get up at…

- Vocabulary: words relating to the timeIII. TECHNIQUES:

- Questions & answers, Regalia Drill, Gird.IV. TEACHING AIDS:- Picture, cassette player, chalk …V. PROCEDURES: 1/ The previous lesson:

- Question & answers.2/ The new lesson:


C4

C5

Skill developme

nt (speaking)

C6

Presentation

Presentation

Practice controlled

Rereading while

T asks Ss to look at picture on PG 50 and guess what they are talking about.Ss: (hoûi giôø). T plays the tape and asks Ss to listen ands repeat.T shows each picture and asks Ss to listen to the tape to know how to tell the time.- Plays the cassette again and asks Ss to repeat.- Ss work in pairs by asking and answering about the time of each picture.- Asks them to change the roles.T asks Ss to retell what Ba does every morning In C6 we know exactly what time Ba does every morning. T asks Ss to listen to him/ her. Ss read silently.



+ Introduce preposition “at” before time T help Ss write the answers for the following questions:- What time do you get up?- What time do you go to school?- What time do you have breakfast?- T calls Ss to go to the board and write down their sentences.- T corrects their mistakes (if there are any)

3. Consolidation:4. Homework: Practice asking and answering about time. Prepare the lesion.



UNIT 5: THINGS I DOSECTIONS: A + B + C (6 PERIODS)GRAMMAR PRACTICE (1 PERIOD)

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES1A1A2A3

- Helping students to talk about their daily activities and ask whether they do the activities or not.- Developing listening skill

Grammar:- The simple present tense- Wh-question with “WHAT” Vocabulary:Words relating to daily activities

- Role play- Question & answers.

2A4A5A6

- Asking and answering about the daily activities.- Developing listening skill.

Grammar:- Yes- No question- Wh- questionVocabulary: words relating to activities after school

- Role play- Question & answers.

3B1

- Helping students to talk about their routine and other’s routine.- Asking about the time they do daily activities.- Developing reading skill.

Grammar:- The simple present tense (review)- TimeVocabulary:Words relating to everyday routine.

- Story telling.

4B2B3

- Asking students to find out the information to fill in the table.- Developing reading comprehension.

Grammar:- Time (review)- Wh-questions (What time …?)Vocabulary: start, finish, lunch, classes.

- Graph filling.

5C1C2

- Helping students know the seven days of the week, the subjects.- Developing listening skill

Grammar:- Simple present tense- Wh questions time.Vocabulary: words relating to daily activities.

- Questions and answers.

6C3

- Helping students to ask answer about the time table when they have the subjects.- Developing listening skill

Grammar:- Review Wh-question (When?)- Yes – No question,Don’t = do + notDoesn’t = does + not

- Questions & answers.- Gap filling.



UNIT 5: THINGS I DOPERIOD 1: SECTION A: MY DAY (A1 + A2 + A3)

I. OBJECTIVES:- Helping students to talk about their daily activities and ask whether they do the activities or not.- Developing listening skills.II. LANGUAGE CONTENTS:- Grammar: - The simple present tense, Wh-question (What)- Vocabulary: words relating to daily activities.III. TECHNIQUES:- Role play- Questions & answers.IV. TEACHING AIDS:Cassette play, cassette, picture, gestures, flashcards.V. PROCEDURES:1. The previous lesson:2. The new lesson:

SECTIONS

STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE

A1

A2

A3

Remember

Warm – up

*Practice

Grammar

- Question & answers:What do you do every morning?St: listen- answer (individually)- Role play:+ Show them the picture and tell them that Nga does.+ Sts look at the pictures and repeat what Nga does.+ Play the table and repeat what Nga does every day.+ St: listen and repeat.+ Explain how to conjugate the verb in the simple present tense.+ Ss: listen to the teacher’s explanation.- Sts learn the new words:(n): thing day(adj): very(v): play game do you homework+ Teacher shows them o write the verbs when the subject is the 3rd person singular.+ Ss: Notice how to conjugate a verb in the simple present tense.- Question & answers- Let students practice in pairs and in



groups - St practice as the teacher’s request- Some pairs perform before class.+ Write the answers in their notebooks.

- Pair work:+ T: show them the picture and describe the activities and introduce new words: watch, listen to music, do the house work, read, after.+ St: Look at the picture:- Listen and repeat after the tape.+ Let them practice in pairs (pair work)+ One st reads sentence, the other reports those sentences (change the roles)+ T: correct the pronunciation of the final sounds.+ The simple present tense of to play:I/ You/ We/ They playHe/ She/ It plays.

3. Consolidation:Ask him/ her to play the role of Nga and tell the class what he/she does every day.4. Homework:Learn by heart new words.Prepare A4, A5 and A6



UNIT 5: THINGS I DOPERIOD 2: A4 + A5 + A6

I. OBJECTIVES:- Students know how to ask and answer about daily activities.- Developing listening skills.II. LANGUAGE CONTENTS:- Grammar: - Yes – No question, Wh- question (What…?)- Vocabulary: words relating to activities after school.III. TECHNIQUES:- Role play- Questions & answers.IV. TEACHING AIDS:Cassette play, cassette, picture, gestures, flashcards.V. PROCEDURES:1. The previous lesson:2. The new lesson:

SECTIONS


A46’

A5

12’

Warm – up

*Practice controlled

Presentation

- Question & answers:+ I listen to music after school.+ What do you do after school?St: Answer teacher’s question.- Questions & answers+ Let s ask and answer the questions (a, d)+ St: work in pair (chorally)+ Call some pairs to practice before the class.+ Ask st to write the answers in their notebooks.+ St: practice as the teacher’s requests.- Role plays:+ Teacher plays the tape once (without stopping)+ St: listen (book closed)+ Teacher plays the tape again (sentences by sentences)+ St: listen and repeat.

+ Teacher introduces new words and structure.+ St: Learn the new words: play soccer, play volleyball.+ Teacher teaches the structure:



(Girls play soccer? Do …?)* Do girls play soccer?- Yes, they do. / No, they don’t.(Nga plays volleyball?)* Does Nga play volleyball?- Yes, she does. / No, she doesn’t+ Let them read the dialogue again.+ St: Copy new words and structure.+ Have students practice in pairs.+ Call some pairs to practice in front of the class.+ Let them do some more further practice “Yes – No”- Let st. listen to the cassette and call some st. to answer (play the tape again sentences by sentences)- St: listen to the tape and answer the questions (using: Yes, I do; No, I don’t)- Let st. practice in pairs and in group (If have time)- The simple present tense:+ Negative:I / You / We / They don’t playHe / She doesn’t play+ Interrogative:Do I/ you/ we/ they play?Does he/ she play?+ Yes – No, question:

+ Pair work (do practice on “Yes – No” question)

3. Consolidation:4. Homework: Have them do some homework (workbook from page 44-46)


Do you play soccer?Yes, I do.No, I don’tI don’t play soccer.


UNIT 5: THINGS I DOPERIOD 3: Section B: MY ROUTINE (B1)

I. OBJECTIVES:- Helping students to talk about their routine and other routine.- Asking about the time they do daily activities.- Developing listening skills.II. LANGUAGE CONTENTS:- Grammar: - The simple present tense (review), time.- Vocabulary: words relating to every day routine.III. TECHNIQUES:- Story telling.IV. TEACHING AIDS:Cassette play, cassette, picture, gestures, flashcards.V. PROCEDURES:1. The previous lesson:Teachers call a student and check the spelling and meaning of the words in the previous lesson: play soccer, play volleyball then asks him/her to make sentences.2. The new lesson:

Section B: MY ROUTINE (B1)SECTIONS STEPS TECHNIQUES & CONTENT DRAWING

EXPERIENCEB1

Remember

Consolidation12’

Warm upPre-

reading

10’

While – reading

10’

Post-reading

5’

- Structure (Review):

Follow – up

Activities

- Elicit the topic- Let st look at the pictures and guess the content of the text.- St observe- Questions & answers:+ Use the question: “What does Ba do every day? What time …?”+ St: try to answer the question of teacher and learn the new words:(n) routine, shower, lunch, dinner, bed(v) take a shower, eat breakfast, have lunch, go home, go to bed.A big breakfast: moät böõa an thònh soaïn.A quarter (time: 15’) = ¼Classes: caùc tieát hoïcHalf (time: 30’) = ½From… to … : töø … ñeán …- T: play the cassette.- St: read the text (silently)- T: read the text again.- St: listen and repeat (chorally). (individually)



- T: Evaluates the sts’ speed of reading.- St: Repeat it with accuracy in pronunciation.T: call some students read aloud the text before the class to correct their pronunciation.+ The simple present tense:I/ We/ You/ They get upHe/ She get up.+ Explain the expression of time: at … o’clock.+ St: copy the notes in their notebooks.Notes:Ten o’clock A quarter to ten = nine forty fiveA quarter past ten = ten fifteenHaft past ten = ten thirtyTeacher has students read 4 sentences, using the expression of time.St: Do the task

4. Homework:- Learn by heart new words- Rewrite 5 sentences, using the correct verb tense and expression of time.- Prepare the next lesson.



UNIT 5: THINGS I DOPERIOD 2: SECTION B: MY ROUTINE (B2 + B3)

I. OBJECTIVES:- Ask st to find out information to fill in the table.- Developing reading comprehension.II. LANGUAGE CONTENTS:- Grammar: - Time (Review, Wh- question (What time…?)- Vocabulary: start, finish III. TECHNIQUES: gap fillingIV. TEACHING AIDS: flashcards.V. PROCEDURES:1. The previous lesson:2. The new lesson:

SECTIONS STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE

B2

B3

3Consolidation

Warm up

Activity 1

Activity 2

- Question & answers:+ I get up at 5:00What do you get up?+ Ss: Try to answer teacher’s questions.- Gap filling+ Advise st to fill the table with the information they get from their friends.+ Call students read aloud his / her answer before the class check whether they finish their work correctly or not.+ Explain some more if necessary.+ St: do as the teacher’s requests.- Questions & answers/ pairs work+ Ask st to use the above table B2 to answer the questions.+ Let them work in pairs, talk to another about their routine.+ St: practice in pairs.+ Help them when necessary.- Ask about the knowledge the St have learnt:I / We/ You/ They go/ get/ eatHe/ She goes/ get eats.- Choose two students, and then practice with them.- St: write the numbers in their notebooks.


Giaùo aùn Anh vaên 6 Trang 584. Homework: - Do some exercises in the workbook from page 47 to 49- Prepare the next lesson.



UNIT 5: THINGS I DOPERIOD 5: SECTION C: CLASSES (C1 + C2)

I. OBJECTIVES:- Helping st know the seven days of the week.- Developing listening skills and speaking skills.II. LANGUAGE CONTENTS:- Grammar: - The simple present tense (Review), Wh – question (What …?; When …?)- Vocabulary: words relating to the seven days, the subjects.III. TECHNIQUES:- Questions & answers.IV. TEACHING AIDS:Cassette play, cassette, picture, gestures, flashcards.V. PROCEDURES:1. The previous lesson:2. The new lesson:


C1

C2

Warm up

Presentation

Practice controlled

Further practice

Practice

- Elicit: Use the pictures to introduce the subjects.- Introduce the new words by using the pictures.- St: listen and repeat (book closed) new words.(n) time table, today, English, Math, Literature, History, and Geography.- Look at the pictures and tell the name of the subjects (play the tape)- St: listen and repeat (chorally/ individually)- Advise students to tell the time when they study the subjects.We have English at 7:00We have Math at 7:50”Do they have Math at 7:50?”- Let them practice saying the time the student work on these subjects.- St: Substitute the subject and make complete sentences.- Say the day of the weeks and let st repeat.- St: say the seven days of the week as the teacher’s request.- Give students the days of the week in incorrect order then ask them to


Giaùo aùn Anh vaên 6 Trang 603Consolidation

Follow-up activity

rearrange them.- St: Rearrange as the teacher’s request.- Ask about the knowledge the St have learnt.- Ask st to say the days of week.

4. Homework: - Learn by heart new words and prepare the next lesson./.



UNIT 5: THINGS I DOPERIOD 6: C3

I. OBJECTIVES:- Helping students ask and answer about time table when they have the subjects.- Developing listening and speaking skills.II. LANGUAGE CONTENTS:- Grammar: - Wh – questions (When…?)III. TECHNIQUES:- Questions & answers.IV. TEACHING AIDS:Cassette recorder + cassette tape.V. PROCEDURES:1. The previous lesson:2. The new lesson:

SECTIONS


C2

Remember

Warm up

Practice controlled

Free practice

Elicit: Use question – answer+ I have math on Monday.When do you have math?- Introduce the dialogue- Let St listen to the cassette twice.- St: listen (book closed), listen and repeat.- Introduce new structure:When do we have English?We have it on Tuesday and Thursday.- Let them practice the dialogue in pairs.- Ask st using the questions:What do you have on … ?When do you have …?- St: Practice in pairs.- Let them say their time table (and correct them)- Recite the days of a week and give questions relating to the lesson.- St: do the task.

3. Consolidation:Teacher asks students to list 7 days of the week.4. Homework: - Do exercise in the workbook from page 51 to 52.

- Prepare the next lesson : Unit 7.



UNIT 6: PLACESSECTIONS: A + B + C (6 PERIODS)

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES1A1 + A2

Describe simply what is near their houses

Grammar:- There is…- There are…Vocabulary: lake, hotel, river, park, rice, paddy, tree, flower, yard, near, here.

- Listening- Questions and answer- Role play.

2A3A4A5

- Read the descriptions and listen to other descriptions.

- Vocabulary: town, villagePractice - Listening

- Writing- Role play

3B1 + B2

- Describe the street and the neighborhood where they live.

Vocabulary: restaurant, bookstore, stadium, hospital, temple, factory, museum, store, next to, in, on, with, work (v).

- Listening- Reading

4B3 + B4

The student can hear and write words in B3

Grammar:Where + do/ does + S + V?

- Listening- Writing- Pair work

5C1C2

Describe the surroundings of their houses

Vocabulary: well, mountain, in front of, behind, to left, to the right

- Listening- Reading- Ask & answers- Role plays

6C3 + C4

Descriptions about the places and the location

Grammar:In front of … there is/ there are …Vocabulary: drugstore, toy store, movie, theatre, bakery, store, opposite.

- Listening- Reading- Group work- Pair works.



UNIT 6: PLACESPERIOD 1: SECTION A: OUR HOUSE (A1 + A2)

I. OBJECTIVES:- Student can describe simply what is/ are near their houses.II. LANGUAGE CONTENTS:1. Structure:- There is a hotel near the lake.- There are trees and flowers in the park- Our house has a yard.2. Vocabulary:(nouns) lake, river, park, paddy, tree, rice, yard, flower.(preposition) near(adverb) here(adjective) beautifulIII. TECHNIQUES:- Listening- Questions & answers.- Role plays.IV. TEACHING AIDS:Cassette player, cassette, pictures of place (Thuy’s house, rice paddy, river, park …)V. PROCEDURES:1. The previous lesson:Teacher calls students to say their lesson: they ask and answer the questions about them.- Do you have English to day?- Do you have history on Monday?- Do you have math on Tuesday and Friday?- What do you have on Thursday?- When do you have geography?2. The new lesson:


A1Listen & read

Warm up

Pre- listening/ reading

+ Question – answersT: Where do you live?S: I live in (a house)…T: Elicit on the content of the unit. Ask question about the surrounding of their houses.S: Listen to the teacher’s introduction carefully (book closed)- Answer the teacher’s question.T: Describe your own house and tell them what there are around your house.



A.2 Practice

10’

Remember consolidation: 6’

* While – listening/ reading

* Post – listening/ reading

* practice

Structures

* Follow up

activity.

- Let them look at the pictures. Introduce new works by pictures.S: Look at the pictures shown by the teacher and learn the new words: lake, hotel, river, park, rice paddy, tree, flower, yard, near, here, beautiful.- Copy down new words.T: play the cassette twiceS: Listen and reread the two passages by themselves (book opened)- Read the text silently.T: ask question to check their comprehension.- Begin question with “How, What, Where…”- Ask question in the books and let them answer.S: try to ask questions with question words and then answer according to the main ideas in the book.T: Let them practice in pairs or in small groups.S: Practice in pairs and in small groups.T: correct them+ Questions & answers:T: show students some new pictures.- Say some models (Review grammar)What is that? - It is a rice paddy.What are those? - They are trees.S: listen to the teacher’s question and look at the pictures shown. Then answer.What is that? - It is ……What are those? - They are ……- Working in pairs (chorally)T: Correct themT: Teach new structure:There is a rice paddy near our houseThere are trees and flowers in the park.+ Role playT: ask some students to look at the picture (p62) using new structure to describe the location of the house.S: Try to make new sentences to



describe the other house using: “There is … near…”

4. Homework: (2 minutes) Learn by heart new words and do exercise A1, A2, A3 in workbook.

UNIT 6: PLACESPERIOD 2: SECTION A: OUR HOUSE (A3 + A4 + A5)

I. OBJECTIVES:Read the description and listen to other descriptions.II. LANGUAGE CONTENTS:Vocabulary: (n) town, village.III. TECHNIQUES:- Listening- Writing.- Role plays.IV. TEACHING AIDS:Cassette player, cassette, pictures of place (Thuy’s house, rice paddy, river, park …)V. PROCEDURES:1. The previous lesson:Teacher asks students to say and write words in previous their lesson: flower, lake, river… and then ask them to make sentences with: There is …/ There are…2. The new lesson:


A.3Practice12’

*Warm up + Questions – answersT: I live in a house. My house has a yard. It is near a rice paddy.Where is a house?What is near your house?S: Answer teacher’s question

* Write Comprise

the sentences

+ Writing T: Ask students to look at the picture and find out the new words and write down.S: make new sentences to describe the other house using: “There is … near”T: Call some students to read aloud the text.S: Try to make new sentences ands write down. (on the blackboard).T: Correct themS: Correct and copy down in their notebooks.



Our house has a yardIt is near a rice paddy.There is a hotel near the takeThere is a river and a parkThere are trees and flowers in the park.

A4 Listen 10’

* Pre- listening

T: ask students to read the words in the table (a-c)- Tell them how to do this task (book closed)

* While listening

T: Play the cassette once (without stopping)S: listenT: playing the tape again (stopping the tape after each sentence)S: Do the task (book opened)

* Post – listening

T: ask students to give their answers.S: Give answersT: correct the mistakes(answer in teacher’s book)

A.5 Write sentences

10’

* Practice + Listening – WritingT: Let them look at the pictures and read example sentence, and say the new words and clearly.S: Listen and repeatT: Let them copy the sentences in the exercise notebook t describe what is near one’s house.- Read their sentences aloud.T: Checks whether their sentences are right or wrong.

4.Remember3Consolidation

5’

* Follow - up

Activity

+ Role playT: Ask students to make new sentences like modelWe like in a house.I have a brother.Our house has a yard- Ask 2 students read aloud and write down their sentences (on the blackboard).S: Do the task.

5. Homework: (3 minutes) Do some more exercisesa/ Anagrams:ouseh ……………… ityc …………………… ownt …………… illagev ……………………akel ………………icer ddypa …………………… ardy…………… oolchs ……………………Bieân soaïn : Trần Văn Mỹ Tröôøng THCS Cẩm Sôn ,Cai Lâậy Tiền Giang

Giaùo aùn Anh vaên 6 Trang 67b/ Match up:

Keys to exercises:1/ Anagrams: house, city, town, village, lake rice paddy, yard, school.2/ Match up: a-3, b-2 c-1 d-4


a. How old are you? 1. There is a hotel near my house.b. Where do you live? 2. I live in a big city.c. What’s near your house? 3. I’m twelve years old.d. What do you do? 4. I’m a student.


UNIT 6: PLACESPERIOD 3: SECTION B: OUR HOUSE (B1 + B2)

I. OBJECTIVES:Students learn how to describe the streets and the neighborhood where live.II. LANGUAGE CONTENTS:Vocabulary: (prep) next to, in, on

(n) restaurant, bookstore, stadium, hospital, temple, factory, museum, store.III. TECHNIQUES:- Listening- ReadingIV. TEACHING AIDS:Cassette player, cassette, pictures of 8 buildings/ constructions (restaurant, bookstore…)V. PROCEDURES:1. The previous lesson:Teacher calls some pupils to say and write about their lessons:Look at the picture and complete the sentences:a. There is ………in the house.b. There …… near the house.c. ………………high trees near ……d. ……………a river ……………trees.e. ………………park …………………the river.f. …………many trees and flowers in ………………g. …………………a school near ……………h. …………………in a school yard.2. The new lesson:


B1Listen & read

Presentation20’

*Warm up

Pre-listening / reading

While – listening/ reading

T: Elicit on the content/ introduce the situation of the text.S: listen (book closed)

T: Use picture to introduce new words about places.S: Listen to the teacher and look at the pictures, then say new words: restaurant, bookstore, stadium, hospital, temple, factory, museum, store, next to, in, on.T: ask students to locate Minh’shouse in the picture (p.65) while listening & reading.

T: play the cassette twice



B2 Read B1 again. Then complete the sentences.

* Post-listening / reading

* Practice controlled

S: listen- Listen to the tape again (book opened).T: Let them read the passage by themselves.St: Read the passageT: Explain the meanings of the prepositions of places: “near, in, next to, on”- Ask students to read 6 statements (a-f)- Ask students to read the text.Again (silently) and decide if these statements are TRUE or FALSE.S: Read and do the talk.T: Correct the talk (True or False)Key:a/F b/T c/F d/ T e/ F f/ FT: ask students to say where Minh’s house is.S: Do the talkAnswer: Minh’s house is between the store and the restaurant.+ ReadingT: ask students to read the text again, then review the sentences in their notebooks.St: Read the text again and complete the sentences, then write in the notebooks.T: ask some of them to reread the answers.St: Work in pairT: Correct errors.Key:a/ city b/ restaurant, bookstore, templec/ hospital d/ house, store e/ factory

3. Consolidation: (6 minutes)Teacher asks students to look at the picture (p.65) using preposition next to, on, near to describe the location of the buildings/ house in the picture (teacher can call 2 of them)4. Homework: (2 minutes)- Learn by heart new words and do excises B1 (p.62) in the WORKBOOK.- Prepare the next lesson.



UNIT 6: PLACESPERIOD 4: SECTION B: IN THE CITY (B3 + B4)

I. OBJECTIVES:The students can hear and write words in B3II. LANGUAGE CONTENTS:Grammar & structure:WHERE …? (with auxiliary verb DOES)- Minh lives in the city.- There is a restaurant on the street.- Their house is next to a store.+ Vocabulary: words relating to the places.III. TECHNIQUES:- Listening-Writing - Pair works.IV. TEACHING AIDS:Cassette player, cassette, pictures of 8 buildings/ constructions (restaurant, bookstore…)V. PROCEDURES:1. Classroom procedures: greetings – checking attendance.2. The new lesson: (7 minutes)Teacher calls students to say and write words in the old their lessons: next to, restaurant, bookstore…3. New lesson:


B3 Listen Practice12’

* Warm up

Pre-listening

*While – listening

*Post – listening

T: Elicit on the content of the unit.

+ Listening – writingT: Say words by words, then let students repeat.St: Listen to the teacher (book closed)T: Ask some of them say the words by themselves.St: Repeat after the teacher.

T: Let them listen to the cassette and write the words they hear in their notebooks.St: Listen and write the words in the notebooks (book opened)T: Ask students to give their answers.St: Give answers.T: Correct errors.Key:



B.4 Play with words

6’

B.5 Remember4Consolidation18’

* Practice controlled

Structures

Follow-up activity

a/ museum b/ bookstore c/ riverd/ sheet+ Group workT: Let them to look at the book and listen to the tape.St: Listen and repeat.T: Ask some students to red aloud clearly, emphasize the main stressed syllables.St: Read aloudT: Explain the meanings of the prepositions of places “near, in next to, on”There is a bookstore near his house.His home is next a toyshopHe live on Nguyen Hue streetT: Teach new structureWHERE…?St: Listen to the teacher’s explanation and take notes, then memorize.Structure:

Where does he work?- He works (in the factory)Where does he live?- He lives (in the city)

Notes:Where + do/does + S + V + inf …?

T: Have them task notes and memorize.

+ Pair workSt: Do the exercise Fill in the blanks with appropriate preposition:1. I live ……………a big city.2. His father works ………a hospital.3. My house is ………… to a bookshop.4. ………………the street, there is a restaurant and a bookstore.5. …………………the neighborhood, there is a factory and a stadium.T: Having some pairs of students to ask and answer questions with WHEREWhere do you live?Where does your mother work …?

5. Homework: (2 minutes)Bieân soaïn : Trần Văn Mỹ Tröôøng THCS Cẩm Sôn ,Cai Lâậy Tiền Giang

Giaùo aùn Anh vaên 6 Trang 72- Have them do the exercise on page 63 in the WORKBOOK - Prepare the next lesson.



UNIT 6: PLACESPERIOD 5: SECTION C: AROUND THE HOUSE (C1+C2)

I. OBJECTIVES:The students can describe the surroundings of their houses.II. LANGUAGE CONTENTS:+ Structure:There is …/ There are… (review)In front of … there is / are …+ Vocabulary:(n) well, mountains.(prep) in front of, behind, to the right, to the left.III. TECHNIQUES:- Listening- Reading- Ask and answers- Role playsIV. TEACHING AIDS:Cassette player, cassette, pictures of houses.V. PROCEDURES:1. The previous lesson: (7 minutes)Teacher calls some pupils to say and write about their lessons:Look at the picture and complete the sentences.a. Minh and his family live in the …b. On the street there is a …, a … and a …c. His mother works in a …d. Minh’s … is next to a …e. His father works in a …2. The new lesson:


C1 Listen & read

PRESENTATION

20’

C.2

10’

Warm upPre-

listening/ reading

While- listening/ reading

T: introduce the situation of the text St: Listen (book closed)T: Say new words and let them repeat.S: Learning new words: well, mountains, in front of, behind, to the left, to the right.T: Point the things and ask them to tell the names of the things around.S: Tell the names of the things in the picture as the teacher’s points.- Copy new words.T: Read the text clearly and slowly.



Remember 4Consolidation6’

Post – listening/ reading

Practice

* Follow up activity

Play the tape.S: Listen to the teacher and the tape.T: Ask them to read by themselves.Let some students read aloud.S: Read the text (book opened)T: ask questions and let them answer.S: Answer the questions.Practice in pairs.

T: Let students copy the text and answer the question in their notebooks.S: Copy the text in notebooks and write the questions, then answer.

T: Let them do some more free practice.St: Do some more free practice try to describe one’s own house, use the prepositions or prepositional phrases.Ask your part some more questions about his/ her house.

+ Listen & writeT: Let students listen to the cassette and find the right picture (p.69)S: Listen to the tape and try to find out which picture is Ba’s, Lan’s or Tuan’s house.

+ Ask – AnswerT: Let some of them ask and answer about location of the house.S: Do the task.

4. Homework (2 minutes):- Learn by heart new words and do exercises C1 on page 63, 64 in the WORKBOOK- Prepare the next lesson.



UNIT 6: PLACESPERIOD 6: SECTION C: AROUND THE HOUSE (C3 + C4 + C6)

I. OBJECTIVES:The students can understand all the descriptions about the places and the location.II. LANGUAGE CONTENTS:+ Vocabulary:(n) drugstore, toy store, movie theater, bakery, police station, photocopy store.(Prep) oppositeIII. TECHNIQUES:- Listening- Reading- Group work, pair works.IV. TEACHING AIDS:Cassette player, cassette, pictures of houses/ constructions (restaurant, bookstore…)V. PROCEDURES:1. The previous lesson: (7 minutes)Call some pupils to say and write about their lesson:Fill in the blanks:a/ m_ _ nt _ in b/ w_n c/ b_h_nd d/ fr_n_ e/ ch_ _ d_ _ nf/ l _ f g/ f_ow_rs h/ r_gh_ i/w_er_ j/ _o_se2. The new lesson:


C.3 Listen & readPresentation

18’

C.4

10’

Warm up

Pre-listening/ reading

While – listening/ readingPractice controlled

T: Introduce the situation of the text.St: Listen (book closed)T: Use pictures to show the students the stores and the offices.- Say the new words and let them repeat.St: Repeat new words:Drugstore, toy store, movie, theater, bakery, police station, photocopy store, opposite.T: Point the picture and ask them to tell the names of the stores or offices.St: Practice (role plays)- Look at the picture ands says the names of the stores offices in the pictures.- Copy the new words (book opened)T: play the tapeSt: Listen and read (silently)T: Introduce new preposition



RememberConsolidation8’

Post-listening/ reading

Further

Practice

*Follow up activity

“between, opposite”- Ask some of them to read the text aloud.St: Read the text aloud (book opened) - Pay attention to the prepositions in the text.T: Let them practice in pairs or in small groups St: Practice (work in pairs)

+ Ask & answers:T: Let students practice in small groups. Use question word Where …? Be sure to ask them to use correct prepositions in the answers.St: Try to ask your partner as many question as possibleT: Let them practice with their partners about their own houses.St: Do some more further practice- Practice with your class-mates (chorally)T: Reeexplain prepositional phrases “in front of, next to, to the right of, to the left of” and prepositions “between, opposite”St: Try to use new prepositions to describe the position.Where is the movie theater?It’s opposite the police station.It’s opposite the bakery. What is it?It’s the toystore.T: Use a picture in which there are many stores and offices, describe the position of the places, then ask them to tell “What is it?”St: Practice in pairs (chorally)T: Have them take notes and learn by heart.St: Take note and learn by heart.Notes:Where is the movie theater?It’s opposite the restaurant.Where is the police station?It’s between the bookstore and the bank.Where are the trees?



They behind the house.Which is ba’s house?It’s the house between the bank and the bookstore.- Repeat the prepositions and copy in the notebooks.

4. Homework (2minutes): - Do the exercises C2, C3 in the WORKBOOK page 64, 65



GRAMMAR PRACTICE 2 (1 PERIOD)= = = * = = =

I. OBJECTIVES:- Revision helps the students understand unit 4 and unit 5 better.- Developing listening, speaking reading and writing skills.

II. LANGUAGE CONTENTS:+ Grammar:

- The present simple tense- Time - Adjectives- Question words.

+ Vocabulary: store (n), help (v)

III. TECHNIQUES:- Question & answers- Gap filling

IV. TEACHING AIDS:- Pictures- Colored chalk- Flash cards

V. PROCEDURES:

1. The previous lesson: Teacher asks some students to talk about the subjects and their time table.

2. The new lesson:

GRAMMAR PRACTICE




1/ page 60 Warm – up

Activity 1

Activity 2

- Teacher guides students to review grammar of unit 4 and unit 5+ Gap filling.- T: Review the grammar1. The present simple tense of ordinary verbs:a. Affirmative form : (+)I / You/ We/ They/ + VHe/ She/ It + V + S/ESb. Negative form: (-)I / You/ We/ They/ + do not + VHe/ She/ It + does not + Vc. Interrogative form: (?) Do I / You/ We/ They/ + V?Does He/ She/ It + does not + V?2. The present simple tense of “To have”:a. Affirmative form : (+)I / You/ We/ They/ + haveHe/ She/ It + hasb. Negative form: (-)I / You/ We/ They/ + do not + haveHe/ She/ It + does not + havec. Interrogative form: (?)Do I / You/ We/ They/ + have?Does He/ She/ It + have?- T: Let them fill the table at page 60 and 7/61- Students to the task.T: Correct them

* Question & answers:T: Review how to tell the timeS: Work in pairs- What is it? - It’s …………T: Review adjective “big”S: Answer the question, using: “Yes – No”

4 + 5 + 6 / page 61

Activity 3 T: Review question words: where, how many, what time, when, which + N …S: Answer the questions (in pairs) and fill in the blacks 4/61T: Call some pairs to practice 5 + 6 /



61 in front of the class and correct them.

3.Consolidation 7 / page 61

Follow up Activity

- Teacher asks students to perform their roles in front of class.- Students review the sentences, using the correct tense of verbs and then read the complete sentences aloud.

4. Homework: - Questions & answers in pairs- Prepare the 45-minute test.



UNIT 7: YOUR HOUSESECTIONS: A + B + C (6 PERIODS)

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES1A1 + A2

Describe the house and surroundings where they live.

Grammar:- Yes / No – Question.- Indent finite article a, an.Vocabulary: words relating to places and layouts

- Listening. Speaking.- Ask and answer- Role play.- Silent reading.

2A3A4A5

- Match descriptions with objectives.- Identify places and their layouts

Grammar: Review- What is …?- What are …?- Is there …?- Are there …?Vocabulary: words relating to places and layouts

- Role play- Ask and answer- Listening

3B1

- Describe objectives - Identify play and their layouts

Grammar:- Do/ Does + S + V?- Yes/ No + S + V …Vocabulary: words relating to places and layouts.

- Listening and speaking.- Ask and answer- Role play.

4B2 + B3

Match description, with object.

Review - Reading- Writing - Speaking

5C1C2

Transportation Grammar:How……? By car (Questions & answers about transportations)Vocabulary: words relating to transportation.

- Listening- Reading- Questions & answers- Role plays

6C3 + C4

Talk about habitual actions

Grammar: reviewVocabulary: review

- Listening- Silent reading- Role play- Questions & answers.- Writing.



UNIT 7: YOUR HOUSEPERIOD 1: SECTION A: IS YOUR HOUSE BIG? (A1 + A2)

I. OBJECTIVES:- Describe the house and the surroundings where they live.- Developing listening and speaking skills.II. LANGUAGE CONTENTS:- Grammar: - Yes – No, questions

- Article: A; AnIII. TECHNIQUES:- Listening, speaking.- Questions & answers.- Role play - Silent reading (Intensive reading)IV. TEACHING AIDS:Pictures, cassette recorder and tape.V. PROCEDURES:1. The previous lesson: - Grammar: exercise- New words: Photocopy store, bakery, movie theater, grub store, police station (exercise)2. The new lesson:


A115’

Skill development (speaking)

A2

Warm up

Presentation

Practice:+ Controlled+ Further

Pre-reading

- Questions & answers:Is your house big?- Teacher uses a picture of a house and ask the students:+ Is it big?+ Is there a yard?- Questions & answers:+ Is there a …?+ Are there any …?- Teach vocabulary: a well (n) (picture)- Function of “Yes-No question”: ask for information.

Ss listen to the cassette- Substitution: things around the house (suggested by Ss)- Pair work (asking about the other’s house)- Question & answers+ Do you write letter?+ Do you like this picture? (Point to



Remember

3Consolidation

10’

While-reading

Post-reading

Structures

Follow-up activity

the picture)- Teach vocabularies:+ to write+ a garden, friend, photo*Task 1: Listen for gist. Listen and describe the surrounding house.- Correct task 1 after the first listening.- Reading for details.*Task 2: - Match the questions with answers (a-D, b-A, c-E, d-B, e-C)Predicted problem: Some Ss can’t recognize the position -> peer and self correction.- Pair work: Ss ask and answer about the house and surroundings where they live.

- Yes – No question- What do you use Yes – No question for?- To get information.- Role play:Lan and Hoa classmates. Lan is a new member of class 6A. Hoa doesn’t know Lan house. So she asks Lan about the surroundings where Lan lives.

Role LanAnswer:Yes – NoDescribe her house

Role HoaMake questions:Is there a …?Is your house big/ nice

- Teacher asks two Ss to perform their roles in front of class.

3. Homework: - Write 5 things surrounding your house.- Describe some objects in your house.- Prepare the next lesson.



UNIT 7: YOUR HOUSEPERIOD 2: A3 + A4 + A5

I. OBJECTIVES:- Match description with objectives.- Identify places and their layout.II. LANGUAGE CONTENTS:- Grammar: - Review

- What is … ?- What are …?- Is there …?- Are there …?

- Vocabulary: words relating places and layouts.III. TECHNIQUES:- Listening, speaking.- Ask & answers.- Role play IV. TEACHING AIDS:Pictures, cassette player, colored chalk, flash cards.V. PROCEDURES:1. The previous lesson: Teacher checks students the spelling and the words they learned.Question & answers.2. The new lesson:


A3

Skill Development(speaking)

A4 + A5

Warm up

Practice+ Control+ Further

Give instruction

Students practicePre-

T: Show a ruler and ask: What’s this?S: It’s a rulerT: Point to a picture and ask: What is that? And say: It’s a hotel.T: What are those? S: They’re stores.T: Teach the new words. S: Listen

- Ask & answer- Substitution: words relating to places and layouts.- Pair work (ask about places)T: Use examples to guides students how to do the exercises.* Are there any trees? - Yes, there are.* Is it to the right of the house? – No, it isn’t.- Pair work: Students ask & answer to choose the right house.



Remember

3Consolidation

listening while –listening

Post listening structure.

Follow up activity

T: ask S to describe three houses.Ss give picture which they choose.Predicted problem: some student doesn’t give they right picture. Play the cassette again. Help Ss to choose the house describe in tape.

Ss work in group: describe the house which they like p.74.

What is ……? It’s …………What are ………? They’re …………Role playSs work in pair and practice speaking using role cards.

Role card AEm caàn mua nhaø. Baïn em coù saün moät soá maãu nhaø, em hoûi baïn em nhöõng ñaëc ñieåm xung quanh nhaø.

Role card BEm laø ngöôøi moâi giôùi nhaø. Em ñaõ choïn moät soá maãu nhaø gaàn vôùi yeâu caàu cuûa baïn, haõy traû lôøi caâu hoûi cuûa baïn veà caùc ñaëc ñieåm nhaø em ñaõ choïn.

Teacher gets feedback by asking two pairs to perform before class.

4. Home work:- Write something around your house.- Prepare the next lesson.



UNIT 7: YOUR HOUSEPERIOD 4: B2 + B3 + B4

I. OBJECTIVES:- Match description with objectives.

II. LANGUAGE CONTENTS:- Grammar: - Do/ Does + S + V …?

Yes/ No, S + V- Vocabulary: Review.

III. TECHNIQUES:- Reading - Writing- Listening

IV. TEACHING AIDS:Pictures, cassette player, colored chalk, flash cards.

V. PROCEDURES:1. The previous lesson:

Teacher checks students the spelling and the words they learned.Question & answers.

2. The new lesson:

UNIT 7: YOUR HOUSEPERIOD 4: B2 + B3 + B4


B2


Skill development(Writing)

Warm up

PresentationPre-writing

While writing

Where does Ba live? BrainstormingIs it noisy?Teacher writes Ss’ suggested word on the board Chi’s house.In the country treesQuiet flowersPaddy field a riverTeacher asks Ss if there are difficult or new words and explains them if there are any.Ss write sentences about Chi’s housePair workPredicted problem: Some students can’t write.Teacher help them to write



B3

ConsolidationRememberB4

Post-writing

Pre-listeningWhile listeningPost-listeningStructure

Follow up activity

Pair work: Help the other to correct mistakes.Teacher asks two pupils to write their sentences on the board.Teacher corrects their mistakes if there are any.

Teacher asks Ss to guess.Task 10:Correct task 1Techs the right columnCorrect mistakesYes/ No question

* Game: find someone who’s mare your house.LayoutsBankPost officeSupermarketMarketClinicPark

4. Home work: - Write three sentences about your friend’s house- Prepare the next lesson.



UNIT 7: YOUR HOUSEPERIOD 5: SECTION C: ON THE MOVE (C1 + C2)

I. OBJECTIVES:- The students learn (about) the means of transportation.II. LANGUAGE CONTENTS:- Grammar: - How …? By car.

(Asking about transportation)- Vocabulary: words relating to transportation.III. TECHNIQUES:

- Role play- Questions & answers.- Listening

IV. TEACHING AIDS:Pictures, cassette player, cassette, pictures, gestures, flashcards.V. PROCEDURES:1. The previous lesson: 2. The new lesson:

SECTIONS STEPS TECHNIQUES & CONTENT DRAWING EXPERIENC

EC1 + C2


Remember

Warm up

- Presentation

Pre-listening

While-listening

Post-listening

Introduce the title “On the move” Translate into Vietnamese.Give the question “How do you go to school?”Introduce some transport by using some pictures.Teacher the vocabulary: bike, motorbike, bus, car, train, plane, work (v), travel (v)Function of: “How …?”

Pair work:Task 1: Listen and match name with the mean of transport.Correct task 1 after the first listening.Listen again (2nd time) and write the mean of transport.Predicted problem: students fail to take notes Let them listen the 3rd time.

Pair work: students ask and answer the questions about the means of transport.

Questions and answers:


Giaùo aùn Anh vaên 6 Trang 894Consolation

Structures

Follow-up activity

What information do you need to answer questions with “How” How : means of transportationGroup work of 4 students Ask your group mates questions and fill in the worksheet with the information about what mean that person uses.Names Means of

transport

Individual work:Use the information above and write sentences about your three group classmates.Ex: …………………goes to school by ……………

4. Homework: write 6 means of transport.



UNIT 7: YOUR HOUSEPERIOD 6: (C4 + C5)

I. OBJECTIVES:- Task about habitual actions.II. LANGUAGE CONTENTS:- Grammar: - Review- Vocabulary: ReviewIII. TECHNIQUES: Role play, Questions & answers, Listening, Silent readingIV. TEACHING AIDS:Pictures, cassette player recorder and tape.V. PROCEDURES:1. The previous lesson: 2. The new lesson:


EC3

Skill development speaking

C4

Skill development

Remember 3Consolidation

Warm up

Presentation

Practice controlledPre-reading

While-reading

Post-reading

StructuresFollow up activity

Questions & answers:How do you go to school?T point to the picture:* What is this? – It’s a bus* How do they travel?Suggested answer : - By busTeaching vocabulary: walk, travel (review)Students listen to the cassette.Substitution: write short answer.Pair work:Questions & answersReview of the vocabularyTask 1: true – false. Reading for gistCorrect task 1 after the first listeningRead or details. Task 2Answers the questions.Pair work: Ss ask and answer about the habitHow …?Find some one who …Pair work (asking about the other’s house)Activities NameGet up at half past fiveTake a showerLeave house at haft past sixHave lunch at 10 o’clock


Giaùo aùn Anh vaên 6 Trang 914. Homework: - Write some of your activities.

- Prepare unit 8.



UNIT 8: OUT AND ABOUTSECTIONS: A + B + C + Grammar practice

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES1A1, A2, A3

- To describe on – going activities.- To identify means of transportation (review)

Grammar:- The present progressive tense.- “wh” questions with present progressive tense.Vocabulary:- Video games, businessman, wait for, ride, drive.

- Listening- Questions-Answers- Role play- Speaking

2A4, 5, 6

- To describe on going activities.- To identify means of transportation.(review)

- Grammar: review- Vocabulary: words relating mean of transportation (review)

- Listening- Questions-Answers- Role play- Reading

3B4

- To describe on going activities (to the third person)

- Grammar: can, can’t- Vocabulary: words relating to road signs.


4B2

- To describe on going activities (to the third person)

- Grammar: review- Vocabulary: review


5C1, 2

- To identify road signs.

- Grammar: can, can’t- Vocabulary: words relating to road signs.


6C3, 4, 5

- To identify road signs

- Grammar: must, mustn’t - Listening- Questions-Answers- Role play- Reading

7Grammar practice

- To consolidation from Units: 6, 7, 8

* Grammar:- Preposition of position.- Where, which , what- Adjectives.- Indefinite articles: a, an-Adverbial phrases: by bike, by car …- Present progressive tense.- Can, can’t, Must, mustn’t.



* Vocabulary: Words relating to locations, surrounding, places and transportation, actions, activities, road signs.



UNIT 8: OUT AND ABOUTSECTION A: What are you doing?

PERIOD 1 (A1, A2, A3)

I. OBJECTIVES:- To describe on – going activities.- To identify means of transportation. (review)II. LANGUAGE CONTENTS:- Grammar:

The present progressive tense.“wh” questions with present progressive tense.

- Vocabulary: Video games, businessman, wait for, ride, drive.III. TECHNIQUES: Role play, Questions & answers, Listening, SpeakingIV. TEACHING AIDS:Pictures (enlarged from picture in the text book, P.82)Cassette recorder + tape.V. PROCEDURES:1. The previous lesson:

2. The new lesson:


EA1 1. Pre-


Warm up

* Brainstorming:T says: - I go to school every day.- I am going to school nowNotice: “I go ……” for every day.“ I’m going ………” for now, at the moment.T gives the pictures and asks the students if there are any new words.Ex: - video games (picture)

- Wait for …… (picture “f” and gesture)

- Travel (picture “e” and gesture)T plays the tape twice, and then asks the students to repeat after the tape at the second.

2. While – listening & repeating.

T plays the tape twice, and then asks the students to repeat after the tape at the second.

A2 + A3 3. Post – listening & repeating.

- Question & answers.- Role playT asks the students to read the



sentences in the book (page 82) T reads the questions (A2, P.83) and asks the questions:- What are you doing?- What is she doing?- What are they doing?(Ss write down the answers after answering)

* Remember: The structure of “present progressive”3. Consolidation: subject + am/is/are + V-ing.4. Homework: Do the exercise A1, 2, 3 (p.72, 73) in the workbook.



UNIT 8: OUT AND ABOUTSECTION A: What are you doing?

PERIOD 1 (A4, A5, A6)

I. OBJECTIVES:- To describe on – going activities.- To identify means of transportation. (review)II. LANGUAGE CONTENTS:- Grammar: review- Vocabulary: Words relating means of transportation (review)III. TECHNIQUES: Role play, Questions & answers, Listening, ReadingIV. TEACHING AIDS:Cassette recorder + tape.V. PROCEDURES:1. The previous lesson:

2. The new lesson:


EA4 1. Pre-

listening Warm up

2.While – listening

3.Post – listening

T reminds students about the usage of present progressive tense. Then, asks the students to look at the pictures (p.84)

Ss listen to the tape and number the picture as they hear.T plays the tape and asks Ss to look at the pictures in the text book (A4, P.84) and number the pictures they hear.

T checks Ss answers.

T asks two students to read the questions and the answers, then notice the use of “Who, What, Where, How… (A6, P.85)”- Who’s that? It’s Lan.- What does she do? She’s a student.- ……………………New word: businessman (explain in Vietnamese)

T asks the students to read and then ask and answer about the people in the



pictures. (A6, P85)

T asks the students to work in pairs.- Who is this/ that?- What does he/ she do?- How does she/ he travel to school?* T corrects Ss’ answers.

* Remember: The structure of “present progressive”3/ Consolidation: Notice Ss to remember the structure and the use of present progressive tense.4/ Homework: Do the exercises A3, A4 in the workbook.



UNIT 8: OUT AND ABOUTSECTION B: A truck driver

PERIOD 3 (B1)

I. OBJECTIVES:- To describe on – going activities. (to the third person)II. LANGUAGE CONTENTS:- Grammar: Present progressive (review)- Vocabulary: (review)III. TECHNIQUES: Role play, Questions & answers, Listening, ReadingIV. TEACHING AIDS:Pictures (in the text book and enlarged some from the text book ,page 86)Cassette recorder + tape.V. PROCEDURES:1. The previous lesson:

2. The new lesson:


EB1 1. Pre-


Warm up

2. While listening & reading

3. Post listening & reading

* Asks Ss to look at the pictures on page 86 and asks the students to guess the story and say in Vietnamese.* Guides to look at the and asks students the meaning of the new words:Ex: truck-driver, farm, footstall, farmer, load, unload (pictures and gesture)

Play the tape twice and guides to listen each parts.

* Asks one students to read the questions (a f) page 87 and the others answer.* Corrects.

* Remember: Notice the new words.3/ Consolidation: “wh” question with present progressive.4/ Homework: Do exercise B1, B2 in the workbook.



UNIT 8: OUT AND ABOUTSECTION B: A truck driver

PERIOD 4 (B2)

I. OBJECTIVES:- To describe on – going activities. (to the third person)II. LANGUAGE CONTENTS:- Grammar: (review)- Vocabulary: (review)III. TECHNIQUES: Role play, Questions & answers, Listening, ReadingIV. TEACHING AIDS:Cassette recorder + tape.V. PROCEDURES:1. The previous lesson:

2. The new lesson:


EB4 1. Pre-

listening and repeating Warm up

2. While listening & reading

3. Post listening & reading

* Teacher asks a student:- What are you doing?- Are you watching TV?

* Then asks students to listen to the tape about the dialogue between Ba and Lan.

* Asks the two students to read the dialogue (page 87)* Playing in pairs, the students ask and answer the questions.* T corrects.

* Remember: Notice the new words.3/ Consolidation: “wh” question with present progressive.4/ Homework: Do exercise B3, B4 page 74 in the workbook.



UNIT 8: OUT AND ABOUTSECTION C: Road signs

PERIOD 5 (C1, C2)I. OBJECTIVES:- To identify road signs.II. LANGUAGE CONTENTS:- Grammar: can, can’t.- Vocabulary: Words relating road signs.III. TECHNIQUES: Listening, SpeakingIV. TEACHING AIDS:Pictures (the traffic signs)Cassette recorder + tape.V. PROCEDURES:1. The previous lesson: 2. The new lesson: SECTIONS STEPS TECHNIQUES & CONTENT DRAWING

EXPERIENCE

C1

C2

Warm up

Presentation

3. Post-listening & repeating

Warm up

Presentation

* In Vietnamese, asks students if they notice and know about the traffic signs. Then, shows them the pictures of traffic sign.

* Asks students to read the dialogue after listening to the tape and introduces the man’s mistakes in the street.“The man is going into the street and the sign says: “One way”.* Guides to read the road signs and T show out the pictures.T asks Ss to give the meaning of each. T corrects.Remember: park (v), one way (n).

* T uses 2 road signs (“Park” and “No parking” in C1 to introduce to point of grammar “can” and “Can’t”.

* T asks Ss to guess the meaning of 4 road signs in C2T corrects and gives the right meaning.

* Remember: Grammar: Can: You can tune left.Can’t: You can’t turn right.Vocabulary: go a head (v), ride a motorbike, turn left, turn

right


Giaùo aùn Anh vaên 6 Trang 1013/ Consolidation: T uses seven road signs in C1 and C2 to ask Ss to fill “can” or “can’t”4/ Homework: Learn the name and the sign of the road signs.



UNIT 8: OUT AND ABOUTSECTION C: Road signsPERIOD 6 (C3, C4, C5)

I. OBJECTIVES:- To identify road signs.II. LANGUAGE CONTENTS:- Grammar: must, mustn’t - Vocabulary: ReviewIII. TECHNIQUES: Listening, SpeakingIV. TEACHING AIDS:Pictures .Cassette recorder + tape.V. PROCEDURES:1. The previous lesson: 2. The new lesson:


E

C3

C4

Warm up

Presentation

Practice

T tell the students (in Vietnamese):Going in the streets, we have to obey the traffic rules. So, according to the road – signs, we must do something and mustn’t do something.Then, plays the tape and asks students to listen and notice what we must do and what we mustn’t” do.

* Plays the tape and explains the use of “must-mustn’t”.* Asks the students to find down the new words and explain the meaning:- dangerous, accident, discipline, warn, interjection, straight, no right – turn.(gestures and explains in Vietnamese)

Plays the cassettes and asks the Ss to look at the book and number the sign they hear.

* Remember: Read and notice part C, page 91.3. Consolidation: To learn the new words and notice the use of “can-can’t” do something.4. Homework: Do the exercise C2, page 75 in the workbooks.



UNIT 8: GRAMMAR PRACTICEPERIOD 7

I. OBJECTIVES:- To consolidate from units: 6, 7, 8II. LANGUAGE CONTENTS:- Grammar: Preposition of position.

- Where, which, what.- Adjectives.- Indefinite phrases: a, an.- Adverbial phrases: by bike, by car, …- Present progressive tense: Can, Can’t; Must, mustn’t.

- Vocabulary: Words relating to locations, surrounding, places and transportation, actions, activities road signs.III. TECHNIQUES: Listening, SpeakingIV. TEACHING AIDS: the text book.V. PROCEDURES:1. The previous lesson: 2. The new lesson:


E1

2

3

4

* Teacher asks some Ss about the structure and the use of present simple tense.- Notice the 3rd person in singular.- Notice “infinitive” form after do/ does/ don’t/ doesn’t.* Asks Ss to do exercises 1 a, b, c then corrects.* T asks some Ss about the structure and the use of present progressive tense.- Notice the form of “to be” * Asks Ss to do the exercise 2 (ag) and then, corrects.* Asks one students to read loudly the words. Ask the meaning of the words.*Asks students to complete the exercise and corrects.* Remind the use of the question words:What, Why, Who, Where, … and then, asks to do exercise 4.

* Remember: Remember all the structures and new words from Unit 6, 7, 8.3. Consolidation: To review Unit 6, 7, 84. Homework: Do the “Test yourself” page 81. (workbook)



LESSON PLANUNIT 9: THE BODY

Period: A1 + 2I/ OBJECTIVES:

- Nouns to talk about parts of the body.- Develop speaking skill.

II/ LANGUAGE CONTENTS:- Grammar: - This/ That (review)- Vocabulary: words relating to parts of the body.

III. TECHNIQUES:- Question & answer- Match- Blackboard drill

IV/ TEACHING AIDS:- Pictures, flash cards, cassette recorder + tape.

V. PROCEDURES:1/ The previous lesson:

- Grammar: present progressive + present simple tense.- Vocabulary: the road signs.

2/ The new lesson:

SECTION

STEPS TECHNIQUES & CONTENT DRAWING EXPERIENC

EA1 + 2 Warm

upTeacher shows student a picture of the bodyQuestion – answerWhat is the picture about? Parts of the body.



ENGLISH 6UNIT 9: THE BODY

PERIOD OBJECTIVES LANGUAGE CONTENTS

TECHNIQUES

1A1 A2

Nouns to talk about parts of the bodyDevelop speaking skill

Words relating to parts of the body This/ that (Review)These / those

Question & answer

MatchBlackboard drill

2A3 A5

Adjectives to describe

Physical AppearanceDevelop listening skill & speaking skill

Some adjectives relating to physical appearance.

Match Question & answer Listen and draw

3B1

Face vocabulary(Nouns and Adjectives) to describe

Faces

Words relating to faces

Question & answer crossword puzzle

4B2 B3

Adjectives of color to describe features

What color…? Question & answer

5B4 B6

Further practice in body vocabulary to describe people Develop listening skill

Words relating to describe people

Question & answerMatchRub out and remember



Presentation

A1Pre-teach

- Teacher speaks parts of the body in English- Plays the tape once- Teachers vocabularyHis

HeadChest

His

ShouldersArmsHandsLegsFeet/ a foot

His

Fingerstoes

* Students listen to the tape + repeat* Rub out and remember* Teacher labels the P of B picture as pre teaching.Uses techniques* Rub out and remember the labels.* Gets students to re-label the picture* Teacher reads the imperative, beginning with “Simon says …”, students will do it * Simon Says:- Simon says touch your headSimon says touch your chestSimon says touch your feetTouch your shoulders!Simon says touch your shouldersSimon says touch your legsTouch your head!Touch your shoulders!* Simon says touch your head left hand fingersTouch your left foot!Simon says touch your left foot Right footTouch your head!Touch your toes!Simon says touch your toes.



A2

Consolidation

Picture drill (A1 / p.96)

- Teacher explains the practice asking and answering, noticing the use of “his”- Teacher points each part of the body and asks, students answer.T: What’s that?S: That’s his headT: What are those?S: Those are his shoulders.- Students work in pairs- Teacher chooses some pairs to perform in front of the class.

- Students lock at the picture and use the words to describe the parts of the body.

* Homework:- Learn : vocabulary and structures- Do A1 + 2 / P.13 workbook- Prepare A3 + 4 + 5 + 6



PERIOD 2: A3 + 4 + 5I/ OBJECTIVES:

- Adjectives to describe physical appearance- Develop listening & speaking skill

II/ LANGUAGE CONTENTS:- Grammar: Structure S + be + adjective- Vocabulary: some adjectives reading to physical appearance

III/ TECHNIQUES:- Question & answer- Match - Listen and draw

IV/ TEACHING AIDS:- Pictures, flash cards, cassette recorder + tape

V/ PROCEDURES:1/ The previous lesson:- Students ask and answer about the parts of the body (using structure

“What is/ are…? This/ That is… These / Those are …)- Vocabulary part of the body.2/ The new lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE

A3

A4

Warm up

PresentationPre-teach

Practice controlled

- Teacher shows 2 pictures (fat & thin) asks students to describe 2 people (in Vietnamese)Now, we learn how to describe a person- Teacher uses the pictures to introduce new words:Tall # shortFat # thinHeavy # light- Plays the tape twice, students listen and repeat - Helps students write the structure.

* Game: nougats and CrossesStudents make sentencesShe’s tall …

Nougats and CrossesTall Big Fat

Small Thin ShortQuit Light Heavy

- T shows the pictures and asks the


S + be + adjective


A4

A5

Further Practice

Pre-listening /reading

While listening/ reading

Post listening / reading

ConsolidationStructure

student to make sentences, using new adjectives - T/F repetition drill A4/p.98* Teacher : Students- Picture a) She’s thin _ She’s tall _ repeat_ repeat.- Picture b) He’s thin _ He’s short. He’s fat_silent_repeat_repeat.- Picture c) He’s small. He’s tall. He’s heavy _silent_repeat_repeat- Picture d) She’s thin. She’s tall. She’s short. She’s fat_silent_silent_repeat_repeat.

Predict- A4/p.98- Students fill in the adjectives for the people in the picture a) – d)- Students listen to the tape and write the order (1, 2, 3, 4, 5) of the people describe.- Teacher corrects them

Gird (with answer key)

Talk? Short? Fat? Thin?

a (thin, tall) (4)b (short, fat) (3)c (tall, fat) (2)d (Short, fat) (1)

Teacher uses two pictures to introduce two people: Chi and Tuan. Chi is a gymnast and Tuan is a weightlifting- Teacher new words:Gymnast _ weight lifter strong # weak- Plays the tape twice, student listen- Calls some students to read the text and correct their pronunciation.- T/F exercise about ChiChi is shortShe is thinShe is weak- Review the structure S + be + adj- Students describe their friends- Do exercise A4 in workbook



- Homework:+ Write 6 sentences to the describe the people in your family.+ Learn vocabulary and structures+ Do A3 in workbook+ Prepare B1.



UNIT 9PERIOD : 3 _ B1

SECTION B: FACESI/ OBJECTIVES:

- Identifying and describing facial features- Develop speaking and listening skills.

II/ LANGUAGE CONTENTS:- Grammar: Structure S + have/has + (a/an) + adjective + N- Vocabulary: words relating to faces.

III/ TECHNIQUES:

IV/ TEACHING AIDS:- Pictures, flash cards, cassette recorder + tape

V/ PROCEDURES:1/ The previous lesson:- I give pictures or 4 people, ask 2 pupils to describe them.- Checks vocabulary.2/ The new lesson:

Unit 9: The BodySection B _ Face B1


B1 Warm up

Presentation

Practice controlled

Further

Pre-listening /reading

While

- T shows the students a picture of the body.- Students say part of it.- T uses that picture to introduce the new lesson: faces.

- T. techs’ new words: hair, eye (s), nose, moth, ear (s), lip (s), tooth teeth (using picture)

- Students listen to the tape (2) and repeat - Teacher models with a student“What is this? / What are those?It is a ………………/ They are ……………”- Pair work- Some pairs perform before class.Questions – Answers.- T. draws quickly 2 faces on the board (round-oval) (hair: long-short). Are they different?



listening/ reading

Post listening / reading

Repeat the new words Describe

- T. teachers new words: round, oval, full # thin, long # short (using pictures)

- Students listen and repeat after the tape.- T. explains the structure: He has a round face She has full lips

- T. shows 6 large size pictures (p.100) and asks student to label them - T. gives 1 picture and asks students to choose “T” or “F”

Their friends (using S + have/has + adj + N)

* Homework:- Learn vocabulary and structure- Do A1 + A2 in workbook- Write sentences to describe your father, mother, sister, brother …- Prepare B2 + 3


S + have/has + (a/an) + adj + N

He has an oval faceHe has thin lipsHe has short hair


UNIT 9PERIOD 4

SECTION B: FACES (B2 + 3)I/ OBJECTIVES:

- Learn the color to describe a person or thing.- Practicing speaking and listening skills.

II/ LANGUAGE CONTENTS:- Grammar: What color ………………………? It/ They are ……………………- Vocabulary: adjectives or colors

III/ TECHNIQUES:- Questions & answer- Role play

IV/ TEACHING AIDS:- Pictures, flash cards, cassette recorder + tape, colored pencils.

V/ PROCEDURES:1/ The previous lesson:- T gives a picture of a girl with long hair, a round face and full lips. Has

students ask and answer about the parts of the and describe her face.2/ The new lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENC

EB1 Warm up

Presentation

Practice

* Question - answers- We have learnt how to describe a person’s face. How do we know a person is a Vietnamese or American? (Using Vietnamese).- Today we learn about colors.

- T. uses colored pencils or paper to teach new words: black # white, gray/ grey, red, orange, yellow, green, blue, brown, pupils.-T. plays the tape. Students listen repeat- T. points the objects in class. Students give their colors.- T.explains the structure of “What colour …?”


What color is her hair? V S

It is blackS V AdjWhat color are her eyes?

V SThey are brownS V Adj


controlled

Free

Repeat the new words Describe

- T. asks, students answer using atoll.- Pair works (practicing asking and answering what colour …? (Picture in p.101)- Some pairs perform before class

- Students ask and answer about the colour of their own things.

Question-answers- What do you say to ask about colours in singular, in plural?“What color is …? It is + adj of colors are They are- Pair work: ask and answer about colours of eyes and hair.

* Homework:- Learn vocabulary and structure- Make + sentences (asking and answering) with the structure “What colour …?”- Prepare B4 + 5



LESSON PLANUNIT 9: THE BODY

PERIOD 5_SECTION B: FACES (B4 + 5 + 6)I/ OBJECTIVES:

- Consolidating structures used to describe a person.- Developing listening, speaking, reading and writing skills.

II/ LANGUAGE CONTENTS:- Grammar: + consolidating

S + be + adjS + have/has + adj + NWhat colour+ OR. Question (new)

III/ TECHNIQUES:- Questions & answer

IV/ TEACHING AIDS:- Pictures, cassette recorder + tape.

V/ PROCEDURES:1/ The previous lesson:- Students ask and answer about the colours.2/ The new lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENC

EB4

B5

Pre.listening/ reading


Post listening/ reading

Practice

- T. reintroduces Chi’s picture (p.98)- Students talk about her.

- T. plays the tape twice. Students listening.- Review the structure S + has/have + adj + N- Asks some students to read the text.- Students do exercise True-False

1. Miss Chi is tall2. Her face is round3. She has short black hair4. Her eyes aren’t brown5. She has a small nose6. Her lips are full and her

teeth are small.

- T. guides students how to do the task- Students work in pair



Free

Pre.listening

While.listening

Post.listening

- Some pair perform before the class - Students ask and answer about their friends- Students look at the four people and describe them- T.explaints the listening task- Plays the tape twice/ three times Students listen and do the task- T.asks students to give their answers.- Corrects student’s answers. 1. c 3.d 2. a 4.b- Review the structures* What colour …?* S + be + adj* S + have/ has + adj + N- T.shows 2 pictures: one man and one woman. Students write the sentences to describe them, using the above structures.

Homework:- Learn vocabulary and structures- Do exercise B3 + 4 + 5 in work book- Write 4 sentences to describe your mother/ father/ friend- Prepare U.10 A1 + 2 +3



UNIT 10: STAYING HEALTHY

PERIODS

OBJECTIVES LANGUAGE CONTENTS

TECHNIQUES

1A1 + 2 + 3

- Talking about how we feel, using adj of physical state.- Developing listening & speaking skills

- Some adjectives relating physical state

- Match - Question –

answer- Picture real

2(A3 ; A4) A6

Reading a dialogue to recognize polite offers and requests with “What would you like? “and” I’d like some/ a ………/ to …………

- What would you like?- How do you feel?- I’d like some / to inf.

- Role play- Predict dialogue

3B3 + B5

Uncountable and plural food and drink nouns, polite requests “I’d like some …” and polite offers “what would you like?”- Developing listening and speaking and writing skills.

Words relating to food and drinks

- Find someone who- Chain- Crossword puzzle- Rub out and remember.

4B1 + 2 + 3

- Some / any with there is/ there are, positive, negative & yes/no questions to talk about food & drinks.- Developing listening and speaking skills.

- What is there to drink/ eat?- There is some …- Are there any …?- There aren’t any …- Words relating to food & drink

- Match - Question & answer- Role play.

5C1 C5

- Speaking about favorite food & drink to contrast: would you like …? Developing speaking skill

- Words relating to vegetables & drinks- What is your favorite food?- What are these/ those?

- Match - Question & answer- Role play



UNIT 10: STAYING HEALTHYSECTION A: HOW DO YOU FEEL?

PERIOD 1: A1; A2; A5I/ OBJECTIVES:

- Talking about how we feel, using adjectives of physical state.- Developing listening and speaking skills

II/ CONTENTS:1. Language areas:

- Vocabulary: Some adjectives relating to physical state.- Grammar and structures: How do/ does + S + feel? S + be/feel + Adj2. Language skills: listening and speaking3. Teaching aids: Tape & pictures4. Techniques: ask & answer questions; role play; match; real picture5. Procedures:b. Review old lesson:a. Look at 4 pictures on page 102. Choose the right flash card and stick behind them.b. Write sentences to describe for each picture.


A1 Warm up

Presentation

Remember

T. introduces the situation of the statements

T. show pictures & plays the cassette recorder.Ss listen to the tape; look at the pictures & predict the meaning of the words through match.

AB

1. Thirsty2. full3. hungry4. hot 5. cold6. tired

a. laïnh b. noùngc. ñoùid. khaùte. meätf. no

T. corrects & gives meaning of the



A2

A5

Presentation

Practice

Remember

Presentation

Consolidation

Home work

questions: How do you feel? Express the feeling.

1. Some adj relating to physical states: hot; cold; hungry; full; tired; thirsty.2. Express the feeling:How do you fell? I am/ fell + Adj

T asks Ss to work in pairs to describe the people in picture with: How do you fell?

Ss do as directedT. asks some pairs to practice in front of the class.How do/does + S + fell? S + be/ fell + Adj

T explains the request of the exercise: doing the exercises by listening & match the name with the right picture.Ss listen to tape & look at the pictures (in 1st time)Ss check their answer in 2nd time.Some Ss give their answer in front of the class.T corrects and gives the key.Huong d; Ba f; Phuong b; Nhan a1. T. asks Ss about their feeling2. T. uses some pictures, ask Ss

to look at & practice in pair about their feeling of people in the picture.

3. Ss look at pictures, choose right flash cards & stick behind them.

1. Learn vocabulary & grammar

2. Do exercises in work book.

3. Think about food & drink which Ss use when



they’re hungry or thirsty.



UNIT 10: STAYING HEALTHYPERIOD 2: A3; A4; A6

I/ OBJECTIVES:- Ss read a dialogue to recognize polite offer & request with “What would

you like?” I’d like some/ toII/ CONTENTS:1. Language areas:Structures: What would you like? I’d like some/ to inf

How do you feel? (Review)2. Language skills: listening and speaking skills3. Teaching aids: Tape & pictures4. Techniques: Role plays; predict dialogue5. Procedures:a. Review old lesson:

1. Some pairs of Ss practice: ask & answer about there feeling.2. Write on the black board what they say & write some adj relating to

physical state.b. New lesson:


A2 Warm up

Presentation

Controlled practice

Further practice

Remember

T introduces the situation of the dialogueSs listen to TT. Plays the cassette recorder careful, notice the structuresT. pretence vocabulary & structures: what would you like? I’d like some; juice; noodles; a drink Ss listen 7 repeat the dialogue.

T has some pairs of Ss play the role of Lan; Nam; & Ba.

Ss practice: asking & answering about their feeling, using polite offer & requestOrange juice; a drink; noodlesWant = would like = likeWhat would you like? I’d like some/ a/ to inf

A4 Warm up

Presentation

T asks some Ss about their feelingsT asks some Ss to practice asking & answering about Nam, Lan, BaSs do as directed, using structures:



A6Controlled practice

Further practice

Remember

How do you feel?What would you like?Some pairs of Ss practice in front of the classT checks & corrects.Ss practice about their real feeling, using polite offer & request.

T asks Ss to listen the tape twice, and repeat with groups Ss do as directed

T guides Ss to use the cue words to make a new dialogue with their partner

What do you want? I want some/ a/ to infWhat does he/ she want? He/ She wants …

- Do exercises in work book- Learn vocabulary & grammar- Think about food & drink you

eat & drink every day (côm, nöôùc, rau)



UNIT 10: STAYING HEALTHYPERIOD 3:

SECTION B: FOOD AND DRINKI/ OBJECTIVES:

- Uncountable & plural food & drink nouns, polite requests: I’d like some … & polite offers “What would you like?”

- Developing listening, speaking & writing skillsII/ LANGUAGE CONTENTS:1. Language areas:Words relating to food & drinks2. Language skills: 3. Teaching aids: Tape & pictures, real things.4. Techniques: find someone who; crossword puzzled, rub out & remember.5. Procedures:


B4

B5

Warm up

Presentation

Practice

Remember

Pre listening

While listening

Post listening

- T asks some Ss about their feelings & about their need of food or drink.

- T. shows the menu & read some more woks in itSs repeatT plays the tapeSs listen to the tape & repeatSs practice the dialogue on the sample & the menuT encourages Ss to ask some more new food & drinkSs do as directedChicken (n)Fish (n)Bread (n)T gives the picturesSs say the make of food & drinkT can give the demand of the exercisesSs listen to the tape twice

T asks Ss to give the key. Ss listen the tape again & check their answers: Nhan c; f Tuan: a; f Huonh : e; g Mai: b; hDo B4 (work book page 90)Think about the situation of selling &



Homework buying at the food store.

UNIT 10: STAYING HEALTHYPERIOD 4: B1; B2; B3

I/ OBJECTIVES:- Some / any with there is/ are; positive & negative.- Yes/ no questions to talk about food & drink.- Developing listening & speaking skills

II/ CONTENTS:1. Language areas:Structures: What is there to drink / eat?

There is someAre there any --?There aren’t any

Vocabulary: words relating to food & drink2. Language skills: listening and speaking skills3. Teaching aids: Tape & pictures, real things4. Techniques: word square; question & answer; mapped dialogue5. Procedures:a. Review old lesson: Checking dictationb. New lesson:


B1 Warm up

Presentation

Practice

Remember

T. shows pictures or real things to explain the meaning of words.Ss listen & look at things shown by T.T plays the tape.Ss give the meaning of the new words.T checks & correctsT asks Ss to practice in front of the classSs work in pairs with “what would you like? I’d like…Apple (n) orange (n)Banana (n) water (n) milk (n) meat (n) vegetable (n)

B2 Presentation

PracticeFurther practice

T. introduces the situation & new words Ss listen to the tape & repeatSome pairs practice in front the classT. shows the picture of food &



B3Remember

Presentation

Practice

Consolidation

Homework

drinks.Ss practice asking & answering with “What’s there for lunch/ dinner? There is …T. corrects if there any mistakes.1. What’s there for …? There is some …2. Is/ are there any …? Yes, there is/ are some … No, there is/ are not any …

T gives the request: read the dialogue, ask & answer with “Is there any …?; Are they any …?”T notes: countable and uncountable nouns.Some pairs of Ss practice in front of the classT checks & correctsGap fill with some / a / an / any

Do exercises in workbookThink of some kinds of vegetables you like best



UNIT 10: STAYING HEALTHYSECTION C: MY FAVORITE FOOD

PERIOD 5: C1; C2; C3; C4; C5I/ OBJECTIVES:

- Speaking about favorite food & drink to contrast “would you like --? With “Do you like…?”

- Developing listening & speaking skillsII/ CONTENTS:1. Language areas:Structures: What’s your favorite food?

What are these/ those? (Review)Vocabulary: words relating to vegetable & drink2. Language skills: listening and speaking skills3. Teaching aids: Tape & pictures4. Techniques: match; question & answer; role plays; chain games5. Procedures:a. Review old lesson: Check new wordsb. New lesson:


C1 Warm up

Presentation

Remember

Presentation

Practice

Remember

Presentation

T. asks Ss to tell the name of food or drink they knowT writes them on the black board.Ss sails & add some moreT. introduces the new pictures & tries to answer correctly.Ss look at the pictures & try to answer correctlySs work in pairs. Using with: What are these? They are…What are those They are …New words: carrot; tomato; lettuce, potato; bean; pea; cabbage; onion

T lets Ss listen to the tape, & repeat new words.Ss work in pairs on the sample: asking & answering about the state of their own food.Ss do as directedT corrects the mistakes.Favorite (adj); vegetables (n); like (v).

T. uses the same method of part C1



Remember

Consolidation

Homework

to introduce the name of the drinkSs listen to the tape & repeat.Ss do as directed

Ss work in pairs: ask 7 answer their own drink of state.T. asks some pairs of Ss to practice in front of the class.Do you like?What do you like?

T asks Ss to practice with structures in section C.

Do exercises in work bookPrepare what you buy at the market (food & drink)



UNIT 11: WHAT DO YOU EAT? (FORM: 6)SECTIONS: A, B

PERIODS OBJECTIVES LANGUAGE CONTENTS

TECHNIQUES

1A1

- Quantifiers (a kilo of …ete) and containers (a bottle of … eat) to talk about things people buy at the store.

Vocabulary relating to A1 structure:A bottle/ packet/ box of can/ bar/ tubeA kilo of …, haft a kilo of…, a dozen…

- Role play- Ask and

answer

2(A2, A3)

Listening for specific information about quantities for food shopping

Vocabulary relating to A2, A3StructureCan I help you? I would like …How much …?

- Role play- Matching- Question and answer

3A4

To talk about quantities for hopping

Vocabulary relating to A4Structure (review)How much …?How many …?What do you want/ need?

- Reading - Writing

4B1 + 2 + 3

Further practice in offers and requests for Food and Drink using some, a, an

Vocabulary relating to B1, B2, B3StructureWhat would you like for …?

-Writing-Role play- Ask and answers- Listening

5B4, B5

Talking about prices for food and drink with: “How much is it?”

Vocabulary relating to B4, B5 StructureHow much is …?

- Listening- Ask and answers

6(grammar practice)

Further practice in like and dislike (simple present tense), count ability, adjectives, question words. presents progressive, simple present, quantifiers

Review: simple present tense, a an some many adj Question wordsContrast: present progressive tenses.

Gap fillingQuestion and answer



UNIT 11: WHAT DO YOU EAT?Period 1: SECTION A: AT THE STORE (A1)

I/ OBJECTIVES:Help student know how to communicate when buy food everydayTalk about the quantifiersII/ LANGUAGE CONTENTS:

Grammar: a bottle/ a packet/ a boxA can/ a kilo/ a dozen of

Half kilo

Vocabulary: words relating to A.1III/ TECHNIQUES:

- Role plays- Ask and answers

IV/ TEACHING AIDS:Cassette player, cassette, picture, flashcards.V/ PROCEDURES:

1. The previous lesson:2. The new lesson: AT THE STORE (A1)


A1 1. Pre-listening and repeating

Warm up

2. WhileListening and repeating

3. Post Listening and repeating

Teacher asks Ss to look at the picture on page 114 and asks a studentWhere’s Mrs. Vui studentAnswer the questionGuides to look at the picture and asks students the meaning of new words and structuresEx: bottle, cooking oilA bottle of cooking oilA packet of tea-a box of chocolateA kilo of ricePlays the tape twice and asks Ss to listen ands repeat

Asks the students to tape role plays with new words.I corrects

Remember: notice the new words3. Consolidation: practicing with containers4. Homework: do the exercises A1, A2, A3, A4 in the workbook.



UNIT 11: WHAT DO YOU EAT?Period 1: SECTION A: AT THE STORE (A2 – A3)

I/ OBJECTIVES:Listening for specific information about quantities for food shoppingII/ LANGUAGE CONTENTS:Grammar: structure how much – do you want? How many _ do you want?

Can help you? I would like …Vocabulary: relating to A.2, A3III/ TECHNIQUES:

- Listening - Role plays- Matching- Ask and answers

IV/ TEACHING AIDS:- Pictures, cassette recorder and tapeV/ PROCEDURES:

5. The previous lesson:6. The new lesson: AT THE STORE (A2 – A3)


A2

A3

1. Pre-listening and repeating

Warm up

2. WhileListening and repeating

3. Post Listening and repeating

Teacher asks Ss to look at the picture on page 116 and asks a studentWhere’s Ba student (or what does he want?)Students answer the question

Guides to look at the picture and asks students the meaning of new words and structuresEx: beef (n), gram (n)How much – do you want?How many – do you want?Explains how to use how many and how much Ss listen to the tape twice then ask the students to repeat after the tape.

Role play



1. Prelistening and matching.2. While Listening and matching3. Post listening and matching

I ask the students to read the questions in the book (page 116) then ask the students answer these questions.I correctsI explains the meaning of five pictures (review the old words)Plays the tape twice and asks the student to match the names of the people with the thing they want.I correct.

_Remember:Notice the new words and structures3. Consolidation:

How much (uncountable noun) do you want?How many (countable noun)

4. Homework: Do the exercises A5 in the work book.



UNIT 11: WHAT DO YOU EAT?Period 3: SECTION A (AA)

I/ OBJECTIVES:Talk about the quantities for shoppingII/ LANGUAGE CONTENTS:Grammar: (review) how much ? What do you want/ need?

How many ?Vocabulary: reviewIII/ TECHNIQUES:

- Role plays- Reading and writing

IV/ TEACHING AIDS: PicturesV/ PROCEDURES:

1. The previous lesson:2. The new lesson: AT THE STORE (A4)


A4 Prereading

While reading

Post reading

I asks a studentDo you go shopping?What do you want when go shopping?Students answer these questionRead the dialogue on page 117 and write down the list Nam want to buy for her mother

Asks the students to write the list on the boardCorrectsAsks the students to write the shopping list in their exercise book

- Remember:3/ Consolidation write a shopping list you usually buy for your family.4/ Homework:



UNIT 11: WHAT DO YOU EAT?Period 4: SECTION B: AT THE CANTEEN (B1, B2, B3)

I/ OBJECTIVES:Student know how to parties in offers and requests for food and drink.II/ LANGUAGE CONTENTS:Grammar: (structure) what would you like for …?Vocabulary: relating to B1, B2, B3III/ TECHNIQUES:

- Writing role play Listening ask and answerIV/ TEACHING AIDS:- Pictures, cassette recorder and tapeV/ PROCEDURES:

1. The previous lesson: old words relating to A1, A2, A3 ask and answer some questions2. The new lesson: AT THE CANTEEN (B1, B2, B3)


B1

B2, B3

Pre-listening and writingWarm up

WhileListening and writing Post listening and writing Prelistening

While Listening

Ask and answer

I asks students to look at the pictures on page119 then asks some students to speak loudly the old wordsI review the old wordsPlay the cassette twice and asks the students to write the letter of each picture and the word in the students exercise books.Asks some students write some pictures and words on the black boardI correctsAsks the students to look at the dialogue on page 120 for silent reading.I plays the cassette twice and asks the students to listen toRole play (some students)- I guides the students how know to use the structure “what would you like for …?”- I give some examples- What would you like for your breakfast?I’d like (some rice and some orange juice)Asks the student for praising new



structureI

Remember : note the new structure3. Consolidation answer the question of new structure4. Homework: do exercise B1 in workbook.



UNIT 11: WHAT DO YOU EAT?Period 5: SECTION B: AT THE CANTEEN (B4 – B5)

I/ OBJECTIVES:Students know how to talk about price for food and drinkII/ LANGUAGE CONTENTS:Grammar: (structure) How much is …………………?Vocabulary: (review)III/ TECHNIQUES:

- Listening + reading - Answer the question.

IV/ TEACHING AIDS:- Pictures, cassette, flashcardV/ PROCEDURES:

1. The previous lesson: Asks and answer some questions about offers and requests for food and drink

2. The new lesson: AT THE CANTEEN


B4

B5

Pre-listening Warm up

WhileListening Post Listening

While Listening Post listening and reading

I asks the students to look at the picture in exercise B1 on page 199

Number the food as the students hear.

I ask the students to read loudly the number of each picture.I corrects I use the picture on page 121 to introduce the content of listening then uses the flashcard of the menu’s pictureAsks the students to read silently the reading on page 120Asks the students to note the price of food and drinkAsks the students to ask and answer the question with structure “How much is …?” I give an example.How much is fried rice?It’s 2.500ñI correct.

- Remember: note the structure “How much is …?”3. Consolidation answers the question of new structure.4. Homework does exercise B1 in workbook.



GRAMMAR PRACTICE (1 PERIOD)

III. OBJECTIVES

Revision help the students understand UNIT 9, UNIT 10 and UNIT 11 better.

Developing reading, speaking and writing skills.

IV. LANGUAGE CONTENTS

Grammar:

- Contrast present simple tense and present progressive tense

- Question words

- Adjective

- a/an ; some/any

Vocabulary: (review)

V. TECHNIQUES:

- Question and answer

- Gap filling

TEACHING AIDS

- Pictures

- Colored chalk

- Flash card

PROCEDURES

1. The previous lesson:

- Teacher asks some students to ask answer the questions with structure

“How much is …?”

2. The new lesson: GRAMMAR PRACTICE


1/page 122

Warm up

Teacher Guides The Students To Review The Grammar Of Verb LikeGap fillingTeacher reviews the grammar the present simple tense of ordinary verb for example to like.A) Affirmative Form (+)I / You / We / They + LikeShe / He / It + LikesB) Negative Form (-)



2

3

4/123

5/123

Activity 2

Activity 3

I/ You / We / They + do not + LikeShe/ He/ It + does not + LikeC) Interrogative form (?):Do I/ You/ We/ They + Like?Do She/ He / It + Like?

Questions and answer with gap filling

T: Review how to use a/an; some/anyS: work in pairsT: correctsTeacher review some adjectives and their positions in a sentenceSome adjectives: tall; fat; heavy; weak; hungry; hot; full; shortStudent : gap fillingTeachers correctsT: reviews the questions words: who; what; how (much) whereS: Asks the students to fill in the blanks with question words then answers the questions (in pair)T: calls some students to practice 4/123 in front of the class and corrects them Teacher guides to the students the contrast between the present simple and present progressive tenseAsks the students to read the item 5 silently then fill in the blanks.Calls some students to read loudly then corrects.

3. Consolidation: Teacher asks students to review the sentences, using the correct tense of verb then read the complete sentences aloud.

4. Homework:- Questions and answers in pairs- Prepaid the new lesson.



UNIT 12: SPORTS AND PASTIMES


TECHNIQUES

1A1 + 2

- Further practice in present progressive to talk about what people are doing.- Developing listening and speaking skills

- Present progressive (review)- Vocabulary: words relating to sports and pastimes.

Brainstorming ElicitingQuestions and answers

2A3 ; A4; A5

- Helping students understand and use “Which …?” questions with sports vocabulary and the simple tense.- Developing reading and writing skills

- “Which …?” questions with sports vocabulary- Simple present tense- Vocabulary: words relating to sports

Questions and answersRole play Substitution drills

3B1 + B2 + B3 + B4

- Helping students understand and use the structure “What do you in your free time?”- Developing listening and speaking skills

- “What do/ does + S + do in one’s free time?”- Vocabulary: words relating o sports.

Question and answers Substitution drills

4B5

- Helping students talk about frequency of activities.- Developing listening and reading skills

- “How often …?” questions and answers: “one/ twice/ three times … a week”. To talk about frequency of activities.- Vocabulary: words relating to study and interments.

Matching

5C1 + C2 + C3 + C4

Further practice in “How often …?” with adverbs of frequency to talk about frequency of activities.- Developing reading and writing skills

- “How often …?” questions and answers, using adverbs of frequency.- Vocabulary: words relating to study and entertainments.

Question and answers.Role play

6C5 + C6

- Helping students understand the

Simple present with adverbs of frequency

Question and answers



details and get further practice in the simple present tense with adverbs of frequency- Developing reading skill

Vocabulary: words relating to the reading

Guessing from the context.

UNIT 12: SPORTS AND PASTIMESPeriod 1: (A1 + A2)

I/ OBJECTIVES:- Talking about sporting activities and pastimes- Developing listening and reading skills

II/ LANGUAGE CONTENTS:Grammar: The simple present continues (review)Vocabulary: words relating to sports and pastimes.III/ TECHNIQUES:

- Brainstorming - Eliciting- Questions and answers

IV/ TEACHING AIDS:- Pictures, colored chalk, flash cards, regalia, a cassette recorder and tapes.V/ PROCEDURES:


A1 Warm up

Presentation

T asks the students some questions to lead in the new lesson and elicits some answers to introduce the new lesson.What do you do to keep healthy? Have a good diet play sports.

T plays the cassette once without stopping. The Sts listen and read silently (books closed)T plays the cassette again. The students listen and repeat (books opened)T plays the cassette once again, sentence by sentence.The Sts listen and repeat sentence by sentence.T presents some new words:Swim (v) swimming (picture)Skips (v) skipping (action)Jog (v) Jogging (picture)



A2

Practice

Further practice

Consolidation

Badminton (n): (action)Table tennis (n): (picture)To do aerobics: (picture)To plays soccer/ badminton/ volleyball/ tennis/ table tennisSts copy the new words in their notebooksT reviews the simple present continuous.T asks the Sts to use flashcards with provided cues to make sentences using the simple present continuous and to write their sentences below the appropriate pictures on the board.1. Mr. Quang / jog2. They / play/ soccer3. She/ do/ aerobics

T asks Sts to practice in pairs using the questions in A2 to asks and answer using the pictures in A1.T shows some pictures and asks some pairs of Sts to come to the to the front to practice asking and answering. The Sts do the exercise and write their questions and answers below the pictures on the board.

T makes some gestures and asks the Sts: What am I doing? You are playing football…………T asks some Sts to make some gestures and to make some questions. The Sts answer them.What’s she / he doing? She / He are doing acrylics. He is going/ skipping/ …T writes the remember on the board and asks the Sts to copy them in their notebooks.Remember:What are you doing now? I’m skipping.



What are she/ he doing now? She/ He’s doing aerobics.What are they doing now? They’re playing soccer.

Homework: Do the exercises A1, A2/ p.103-104 in the workbook.



UNIT 12: SPORTS AND PASTIMESPeriod 1: (A3 + A4 + A5)

I/ OBJECTIVES:- Talking about sporting activities and pastimes- Helping students understand and use “Which…?”- Developing listening, speaking, reading and writing skills.

II/ LANGUAGE CONTENTS:Grammar: The simple present tense – “Which …?”Vocabulary: words relating to sports and pastimes.III/ TECHNIQUES:

- Substitution drill- Role play- Questions and answers

IV/ TEACHING AIDS:- Pictures, colored chalk, flash cards, a cassette recorder and tapes.V/ PROCEDURES:


A3

A4

Warm up

Presentation

Practice

Further practice

Pre-reading

T asks the Sts some questionsDo you like / plays sports?Do you play soccer?

T plays the cassette once without stopping. The Sts listen (book closed)T plays the cassette again, sentence by sentence.The Sts listen and repeat sentence by sentence.T explains briefly the meaning of WHICH and introduces the question WHICH SPORTS DO YOU LIKE? WHICH + NOUN …?

T asks Sts to practice in pairs using the question with WHICH to ask and answer using the pictures in A3.

T asks the Sts to add the missing verbs:1. I ………………………… table tennis2. She …………………… aerobics3. She ………………………………



A5

While reading

Post reading

Consolidation

rope.4. They ………………………………….. soccer

T introduces the context and gives the True / False exercise:1. Lan plays table tennis.2. Lan and Nam like sports.3. Nam plays soccerT plays the cassette. The Sts listen to the tape, do silent reading and do the exercise.T corrects the exercise.

The Sts read the text again and answer the question in pairs.The Sts compare their answers in pairs.T gives the correct answers.

The Sts work in pairs, ask their partners: Which do you play? And write their answers in their notebooks.

T reviews the question with WHICH using regalia:T: I like sports. I play soccer. Which sports do you play? / Which sports does she/ he play?

S: I play badminton/ tennis/ …She/ He plays table tennis/ does aerobics/ …T asks the Sts to write the remember in their notebooks:Which sports do you play? I play soccer.Which sports does she play? She plays badminton.

Homework: T asks the Sts to write about the sports they play.



UNIT 12: SPORTS AND PASTIMESPeriod 3: B1 + B2 + B3 + B4

I/ OBJECTIVES:- Talking about free time.- Developing listening and speaking skills.

II/ LANGUAGE CONTENTS:Grammar: The simple present tense and the structure “What do you do in your free time?”Vocabulary: words relating to free timeIII/ TECHNIQUES:

- Brainstorming- Eliciting- Questions and answers



B1 + B2

B3

Warm up

Presentation

Practice

Further practice

T asks the Sts some questions using WHICH:Which sports do you play? I play …Which sports does she. He likes? She / he plays …

T plays the cassette once without stopping. The Sts listen (books closed)T plays the cassette again. The Sts listen (books opened)T plays the cassette again, sentence by sentenceThe Sts listen and repeat sentence by sentenceT explains some new words and phrases:Free (a)Free time (n)Go to the movies (v): (picture)Movie (n)Go fishing (v): (picture)Sts copy the new words in their notebooks

T shows some pictures from B1



B4

Warm up

Practice

Consolidation

Warm up

Pre-listening

While reading

Post reading

and asks the Sts to match the suitable flashcards.

T asks Ss to practice with a partner. The Sts ask and answer the question:What do you do in your free time?T shows the pictures (in B1), points to them and asks the Sts to listen and repeat after the tape.

T asks the Sts to practice with a partner. The Sts ask and answer about the pictures in exercise B1

T reviews the Sts the questions and answers mentioned above and ask the Sts to write them in their notebooks:What do you do in your free time? I readWhat does she/ he do in her? His free time?” She/ He listen to music.

T asks some Sts to interview the others using the question “What do you do in your free time?”Then the interviewers report their result to the rest of the class:Nam listens to musicHoa watches TV.Minh goes fishing

T asks the Sts to look at the pictures and to say the activities/T explains the listening task

T plays the tape three times. The Sts listen and do the task.The Sts compare their answers in pairs.



T plays the tape once again to correct the answers.T asks the Sts to write the sentences on the board.



UNIT 12: SPORTS AND PASTIMESPeriod 4: B5 + B6

I/ OBJECTIVES:- Talking about free time. - Helping students talk about their frequency of activities- Developing listening and reading skills.

II/ LANGUAGE CONTENTS:Grammar:

- The simple present tense with HOW OFTEN, ONCE/ TWICE/ THREE TIMES A WEEK.

Vocabulary: words relating to free time.III/ TECHNIQUES:

- MatchingIV/ TEACHING AIDS:- Pictures, colored chalk, flash cards, a cassette recorder and tapes.V/ PROCEDURES:


B5 Warm up

Presentation

Practice

T introduces the context.

T plays the cassette once without stopping. The Sts listen (books closed)T plays the cassettes again, sentence by sentenceThe Ss listen and repeat sentence by sentenceT explains some new words and phrases:Often (adv) = many timesOnce (adv) = one timeTwice (adv) = two timesWeek (n)Once/ twice/ three times a week (exp)T explains the structure HOW OFTENHow often (exp) = how many times* How often does he/ she read? She/ He reads once/ twice/ three times a week.Sts copy the new words in their notebooks.

T asks the Sts to look at Ly’s diary



Further practice

Consolidation

and explain its pictures to the Sts.T asks the Sts to work in pairs to ask and answer questions about Ly’s activities.T asks some pairs to the front to practice.

T asks the Sts to work in pair to talk about their dairy.

T review the Sts the question HOW OFTEN and asks the Sts to write the remember in their notebooks:How often does he/ she read? She / He reads once / twice/ three times a week.

- Homework: do the exercise B5 / p.105-106 in the workbook



UNIT 12: SPORTS AND PASTIMESPeriod 5: C1 + C2 + C3 + C4

I/ OBJECTIVES:- Further practice in “How often …?” with adverbs of frequency of

activities.- Developing listening, speaking, reading and writing skills.

II/ LANGUAGE CONTENTS:Grammar: The simple present tense (everyday habits)Vocabulary: words relating to study and entertainments.III/ TECHNIQUES:

- Role play- Questions and answers.



C1

C2

Warm up

Presentation

T asks some Sts to ask and answer, using the question “how often …?”

T introduces another way to answer the question using adverbs of frequency.T plays the cassette one without stopping. The Sts listen (books colored)T plays the cassette again. The Sts listen and repeatT presents some adverbs of frequency:T gets the Ss to pay attention to the position of the adverbs.

T introduces the context.T plays the cassette once without stopping.The Sts listen (books closed)T plays the cassette again. The Sts listen (books opened)T plays the cassette again, sentence by sentence.The Sts listen and repeat sentence by sentence.T presents some new words:



Practice

Further practice

Consolidation

Picnic (n): (picture)Kite (n): (picture)Fly (v)To fly kites: (picture)Camp (n): (picture)To go camping (picture)Tent (n): (picture)T asks the Sts to work in pairs to ask and answer questions using. How often and adverbs of frequency.T asks some pairs to the front to practice

T asks the Sts to write sentences about them in their notebooks.

T writes some adverbs on the board and asks the Sts to pick out the frequency adverbs.

T writes some adverbs on the board and asks the Sts to pick out the frequency adverbs.Fast, sometimes, right, now, always, late, newer, left, often, soon, usually.

- Homework:+ Review their answers in their notebooks.+ Do exercise C1, C2, C3/ p.106-107 in the workbook.



UNIT 12: SPORTS AND PASTIMESPeriod 6: C5 + C6 + C7

I/ OBJECTIVES:- Helping students understand the details and get further practice on

simple present tense with adverbs of frequency- Developing listening and reading skills.

II/ LANGUAGE CONTENTS:Grammar: The simple present tense (everyday habits)Vocabulary: words relating to the reading.III/ TECHNIQUES:

- Brainstorming.- Eliciting.- Questions and answers

IV/ TEACHING AIDS:- Pictures, colored chalk, flash cards, a cassette recorder and tapes, sheets.V/ PROCEDURES:


C5 ConsolidationWarm – up

Activity

T asks some Sts to interview each other. Each student asks 5 questions using C4. The interviewee answers the questions using each frequency adverb once, c. g …, I am never late for school/ I always help my mother.

T introduces the contextT asks the Sts to look at the pictures and say the activities.T explains the listening task.T plays the cassette three times. The Sts listen and do the task.The Sts compare their answers in pairs.T plays the cassette once again to correct the answers.

T introduces the context.T gives True/ False exercise”1. Minh is walking in the mountain.2. He usually goes walking with two friends.3. They sometimes camp



overnight.T plays the cassette. The Sts listen and do the exercise (books opened)T presents some new words:Boots (n): (picture)Weekend (n) = Saturday and SundayWarm (adj) # cold, hot, coolStove (n): (picture)

The Sts do silent reading and answer the question in pairs.The sts compare their answers in pairs.T asks some pairs to ask and answers the questions.T corrects the answers.

Fill inT writes the text C6 on a sheet and removes all the frequency adverbs.T shows the sheet. The Sts work with books closed to fill in the blank.

Scrambled wordsT writes these scrambled spellings of frequency adverbs on the board:Tfneo, uuaysll, enrev, yswala, esmsmitoeThe Sts work in pair to in scramble them T reviews and asks the Sts to write the remember C7 in their notebooks.

Homework:+ Rewrite the answers in their notebooks+ Do the exercise C4/ p.107 in the workbook.



UNIT 13: ACTIVITIES AND THE SEASONS


TECHNIQUES

1A1 + 2

- Asking and talking about the the seasons and the weather.- Developing listening and speaking skills

- Vocabulary: words relating to seasons and weather.- Structure: + What’s the weather like (in the summer)? + It’s hot (in the summer)

- Matching pre-teach questions and answers, picture drill.Substitution drill.

2A3 ; A4

- Talking about your favorite weather- Contrasting: “What is the weather like?” with “What’s the weather like?”- Developing listening, speaking, and reading skills.

- Vocabulary: words relating to.- Structures: + What do you do when it’s (hot)?Does he+ I like (hot) weather She like+ “When” clauses in positive statements.

-Picture drill:-Model sentences -Example exchange.-Mapped dialogue-Questions and answer.

3B1

-Further practice in adverbs of frequency, simple present, sports vocabulary, seasons.-Developing listening, speaking skills

-Reviewing adverbs of frequency, season, simple present of ordinary verbs.-Words relating to sports

-Pre-teach-Matching-Example exchange

4B2

-Talking and writing about things you do in the different seasons.-Developing speaking and writing skills.

-Adverbs of frequency in further practice.-Using the present simple tense to write about activities in different seasons.

-Role play-Question and answers-Transformation writing

“What’s the weather like today?”Ask and answer about the weather.Learn new words and do A1, 2, 3 (work book p. 198-199)



LESSON PLAN 6UNIT 13: ACTIVITIES AND THE SEASONS

SECTION A: THE WEATHER AND SEASONS.Period 80: (A3 + A4)

I/ OBJECTIVES:- Talking about your favorite weather- Contrasting “What is the weather like?” with “What’s the weather like?”- Developing listening, speaking, and reading skills.

II/ LANGUAGE CONTENTS:Vocabulary: words relating to:Structures:

+ What do you do when it’s (hot)?Does he

+ I like (hot) weather.She likes

+ “When” clauses in positive statements.III/ TECHNIQUES:

- Pictures drill- Model sentences- Example exchange- Mapped dialogue- Questions and answer.

IV/ TEACHING AIDS:- Pictures in the text book.- Cassette recorder, tape.

V/ TIME: 45 minutes.VI/ PROCEDURES:

SECTION


A 3 + A 4

Warm up Asking the question: “What’s the weather like in summer?” and asking what weather students like.

Presentation

Using pictures to talk about their or one’s favorite weather.+ Questions and answer:What weather do you like? I like hot/ cold weather.What weather does she like? she likes cold weather.+ Function of “What weather …?” to ask question about one’s favorite weather.



+ What do you do when it’s hot/cold? does he do When it’s hot, I go swimming. When it’s cold, he plays soccer.+ Teaching vacabulary: go swimming, go jogging, go fishing.+ Function is “When” clause in positive statements.

PracticeControlled

Further

+ Students listen to the tape and repeat.+ Substitution: one’s favorite weather and “What do you do when it’s …”+ Reviewing the present simple tense in the questions and answers.+Pair work: using pictures to ask ad answer the new structure.

Remember Consolidation

Structures

Follow up activity

Question & answers:+ What weather ……? I like ……+ What do you do when ……? When …………………… I …………………Pair – work:+ Asking and answering what weather they like, encourage them to answer quickly.+ Telling the structure beginning with “when”

- Homework:+ Learning the new words and structures+ Asking and answering about what weather they like.+ Do exercise A4 (workbook page 110)+ Prepare for section B




SECTION B: ACTIVITIES IN SEASONSPeriod 81: B1

I/ OBJECTIVES:- Further practice in adverbs of frequency, simple present, sports

vocabulary, seasons.- Developing listening, speaking skills.

II/ LANGUAGE CONTENTS:- Reviewing adverbs of frequency, seasons, simple present of ordinary

verbs.- Words relating to sports.

III/ TECHNIQUES:- Matching.- Example exchange

IV/ TEACHING AIDS:- Pictures are sports.- Cassette recorder, tape.

V/ PROCEDURES:


B1 Warm up -Telling sports activates which students play in the seasons.

Presentation

-Using pictures to talk about the sports activities in each season and use the adverbs of frequency.-Teaching vocabulary: activity, sailing, basketball, sail.- function of adverbs frequency and position of them.

PracticeControlled

Further

+ Students listen to the tape and repeat.+ Substitution: Sports activities in each season.We often play volleyball in the spring.- Reviewing the present simple tense with adverbs of frequency.- Look at the pictures to talk about what sports someone play in the seasons.

RememberConsolidation

Structures S + Adv of frequency + V + in the summer/ winter/ fall/ spring.Telling about the new structures freely.



Homework:- Learn the new words and structures.- Do exercises - Prepare B2.




SECTION B: ACTIVITIES IN SEASONSPeriod 82: B2

I/ OBJECTIVES:- Talking and writing about things you do in the different seasons.- Developing speaking and writing skills.

II/ LANGUAGE CONTENTS:- Adverbs of frequency in further practice.- Using the present simple tense to write about activities in different

seasons.III/ TECHNIQUES:

- Role play- Questions and answer.- Transformation writing.

IV/ PROCEDURES – SKILL DEVELOPMENT:


B2 Warm up Asking and answering the questions about the weather and the seasons.+ What’s the weather like today?+ What weather do you like?+ What do you do in spring?

Presentation

-Using the picture to make the form of dialogue.-Pupils can do activities of the different seasons as spring, summer, fall, winter.

Practice ControlledFurther

-Substitution: seasons and activities (suggested by students)-Pair-works (using flashcards to finish the sentences in the dialogue).-Guiding the students to write the dialogue about themselves, beginning with In the spring, I …………

Consolidation

Structures -Reminding the structures: What do you do in the …………?- (answering)-Asking and answering about activities of seasons.-Correcting them.

Homework:-Reread the form of dialogue.-Prepare the next period: Unit 14 (A1, 2, 3)



UNIT 14: MAKING PLANS

PERIODS

OBJECTIVES LANGUAGE CONTENTS

TECHNIQUES

1A1 + 2 +3

- “Going to” future, positive statements and “Wh” questions, to talk about vacation plan.- Developing listening, speaking, writing skills.

- Words relating to vacation place.- Grammar: “be going to”, “Wh” question.

- Pre teal- Questions and avers.- Model sentences-Word cue drill

A4, A5 -Reading a tend about vacation plans to understand the details and practice “going to” future and sequencing words: first, then, want, after that, finally.- Developing listening, speaking, reading, writing skills.

- Making free time to vocation and place.- Grammar: “be going to” (review)- “Wh” questions.

- Guiding game- Matching- Grids-Board drill- Transformation writing

B1, B2, 3, 4

- Further listening practice with “going to” to talk about plans for the near future.-Developing listening, speaking, reading, writing skills.

-Making free time plans.- Asking and answering with “e going to”

-Finding friends-Board drill- Example exchange- Predict dialogue-Questions and answers.

B5, 6 -Further listening and reading practice with “going to” - Developing listening and reading skills.

-Practice with “be going to” and advert of time.

- Survey- Barnstorm-Lucky numbers-Predict

C1, 2 -Making suggestions with “let’s …” and responding. Further practice in “want to (do) …?”-Developing listening and reading skills.

-Making suggestions:Let’s ………Why don’t ………What about ………-Want to + infinite

-Comperhensirs questions.- Model sentences-Practice drill- Mapped dialogue

Grammar Practice

Further practice in present simple, adverbs of frequenaf, present progenies, “going to” future the weather.

-Review tenses: present simple, present progenies, “going to” future.-Review adverbs of frequenaf, the weather.

-Survey- Write it up- Slap the board- Weights and crones-Word cue drill



-Words relating to sport the weather, seasons, vacation place.

- Gap fill- Questions and answers.



LESSON PLAN UNIT 14: MAKING PLANS

A/ Vacation destinations (period 1 A1, 2, 3):I/ OBJECTIVES:

- The student learn how to speak and write about their summer vacation ask – answer about their vacation plans.

II/ LANGUAGE CONTENTS:1. Grammar: be going to + inf …

How long ………………?2. Vocabulary:

(v) to visit, to stay(n) Vacation, destination plan, citadel, bay, beach.

III/ TECHNIQUES:- Role play, chain game.- Questions and answer.

IV/ TEACHING AIDS:- Pictures of beautiful in Ha Long Bay, Hue, …- Cassette recorder, tape.

V/ TIME: 45 minutes.VI/ PROCEDURES – SKILL DEVELOPMENT:a. Review:- Teacher has students work in pair and practice speaking.- The students ask and answer some activities in latch season:What do you do in the ……?b. New lesson:


A1 Warm up Introducing the beautiful places in Ha Noi, Hue, HCM city, … and asking the students the places they are going to visit.

Pre-listening

-Introducing the dialogue.Teaching some new words (using situation)+ Summer vacation (n)+ Visit (v)+ To stay (v) with (some one) using picture citadel (n)

While listening

Playing the tape twice students listen and repeat.

Post-listening

Teaching new structure I’m going to visit HaNoi this

summer. Be going to + bare inf.



How along are you going stay Pairs work: practicing the dialoged in pairs.

A 2 Practice -Students practice asking and answering in pairs.- Students practice in fontal the class and write their answer on the board and their notebook.- T. corrects errors’.

A 3 -Guiding students to make new dialogue after reading A 3 (in pairs)- Correcting errors’.

Consolidation

They ask and answer about their summer vacation plans.

Homework:- Learn new works by heat- D exercise: A1, A2 (page 114 in workbook)




Section A: Vacation destinations (period 2 A4, A5):I/ OBJECTIVES:

- Reading a test about vacation plans to understand the details and practice going to future and sequencing words: first, then, next, after, finally.

- Developing listening, reading and speaking skills.II/ LANGUAGE CONTENTS:1. Grammar: be going to + bare inf …

Where + be + s + going to…?What + be + S + going to …?How long + be + s + going to …?

2. Vocabulary: (v) see(adv) first, then, next, finally.

III/ TECHNIQUES:- Role play, chain game.- Questions and answer.

IV/ TEACHING AIDS:- Pictures of Ha Long Bay, Hue, HCM city …

V/ PROCEDURES :a. Review : (5)Asking students to look at the picture of Ha Long Bay or Hue or HCM city. Asking and answer about their summer vacation with structure.* Be going to + bare inf* What? Where? How long?b. New lesson: (40’)


A 4 Pre-listening and reading

8’

Introducing the situation of the text Phuong and Mai are going on Vacation this summer: Where are they going? Where are they going to stay? Where else are they going?(can introduce Vietnamese)

Pre-teaming some new words- first (adv)- then (adv)- next (adv)- see (v)

While-listening and reading

-Playing the tape once (close the book)- Playing it twice (part of the text)- The students review “going to”



future in questions with: what? Where? How long? - Asking students to read the text silently.

Post list-ending and reading

-Asking some students to read aloud and correcting their pronunciation.

5’Practice

-Guiding students to make a table of notes about the five different places Phöông and Mai are going to visit.(teacher makes a table of notes then student write in it)Time Plac

eStay with

How along

Activities

FirstThenNextAfterThatFinally

- Asking students to look at the table of notes and answering about their plan- Correcting errors.

A 6 Consolidation4’

-Asking some pair of students to ask and answer about their vacation plans using:What? Where? How along?

Homework:- Learn new words by heart- Practice question and answer: where? What? How long?




Section B: Free time plans (Period 3: B1, 2, 3)I/ OBJECTIVES:

- Further listening practice with “going to” to talk about plans for the near future.

- Developing listening, reading, writing and speaking skills.II/ LANGUAGE CONTENTS:1. Grammar: review “future” be going to + bare inf …2. Vocabulary: weekend, Jurassic Pard, I don’t know

What about you? III/ TECHNIQUES:

- Role play, chain game.- Questions and answer.

IV/ TEACHING AIDS:- Cassette recorder + tape- Some picture of sports.

V/ PROCEDURES:a. Review : (5)Students talk about where they are going to visit and how long they stay there.b. New lesson: (40’)


B1 Warm-up -You go to school in the morning (or afternoon) then in the afternoon what are you going to do?Ex: play badminton, listen music-Giving free time plans- Teacher introduces the dialogue]

While – listening and repairing

-Playing the text once (book close)- Playing the text twice (stopping the tape after each sentence)-Reviewing structure Be going to + bare inf-The students give some sentences with structure: Be going to …

Post-listening and repeating

-Pair work - Reading these statements, they give answer true or false.T: Lan’s going to do her homework tonightF: She’s going to visit their grandmotherF: Tuan’s going to play table tennis.


Giaùo aùn Anh vaên 6 Trang 166B2 5’

Explaining the exercise-Students do this exercise in pairs.-Correcting errors.

B310’ Pre-

listening and reading

Introducing the content of the dialogue-Nga and Ba talk about what they are going to do on the weekend.-Teaching some new words:* Weekend (n), I don’t know …

While-listening and reading

-Playing the tape once (book closed)- playing the tape twice (stopping)-Students repeat.

Post-listening and reading

-Making some questions to check student understands.1. What’s Ba going to do on weekend?2. What’s she going to see?

-practice in pair- Correcting errors.

B45’

-Asking the students:What are you going to do on weekend?- Students answer: ……- Students answer: ……1. On Saturday morning, I’m going …2. On Saturday afternoon, I’m going …3. On Saturday evening, I’m going …- The students write them in their exercises books.

Homework:- Learnt new words by heart- Ask and answer with : be going to …- Do exercise B1 page 115 ( in workbook)



UNIT 14: MAKING PLANSSection B: Free time plans (Period 4: B5-6)

I/ OBJECTIVES:- Further listening and reading practice with “going to”, and the way to

talk about other people’s plans.- Developing listening and reading.

II/ LANGUAGE CONTENTS:1. Grammar: Practice with “be going to” …

2. Vocabulary: picnic, camera, photo, food (n)Drink, take (v)

III/ TECHNIQUES:- Survey- Brainstorm- Lucky number.

IV/ TEACHING AIDS:- Cassette recorder + tape, pictures.

V/ PROCEDURES:a. The previous lesson:- Yeâu caàu 2 hoct sinh ñoái thoaïi vôùi nhau, noùi veà keá hoaïch cuûa mình trong thôøi gian raõnh ( duøng tonight – tomorrow or at the weekend)- Check some vocabularies. b. New lesson: (40’)


B5 Pre-listening/ reading

While-listening/ reading.


-Using pictures to introduce the situation.-Students: listen-Reviewing the words and teaching new words-Repeating these words: picnic, camera, photo, food, drink, take.- Giving some questions:What are they going to do?Who is going to take photos?-Asking students to listen and answer- Playing the tape once- Correcting task 1 after the first listening.Nam ……… camera take some photosTuan …… some foodMinh …… some drink-Playing the tape again



- Listening and reading- Pair work: students ask and answer questions about Nam, Tuan, Minh

B6(listen)

* Pre-listening

* While-listening

* Post-listening

* Structure

*Follow-up activity:

- Using picture to introduce the situation and helping students to know the names of people in the text and what are they going to do/ bring/- Listening-Looking at the pictures and telling what those things are.- Playing the tape once – listening- Playing the tape again- Correcting* Vui… a tent and some food* Lan … a ball * Ly … camera and tape some photos.* Nga and Mai … some drinks.* To camp in SaPa.- Pair work: students ask and answer questions about their free time plans (Vui, Ly,…)- Question – answer with … be going to + infWhat …?Who …?Where …?- Group work of 3 students.Asking and answering questions with: be going to + infWhat about you? – I don’t know

Homework:a) Baøi taäp: Döïa vaøo baøi hoïc ñaõ hoïc ôû treân, em haõy vieát caâu hoûi vaø traû lôøi ( ôû phaàn 5 & 6 /145)Hoï döï ñònh laøm gì – ôû ñaâu – ñi ñaâu – Hoï ñem theo vaät duïng gì?b) Baøi hoïc:Hoïc töø môùi – caáu truùc : be going to + infinitiveCuïm töø: on the weekend – tonight, tomorrow.



UNIT 14: MAKING PLANSSection C: Suggestions (Period 5: C1-2)

I/ OBJECTIVES:- Making suggestions with “Let’s …” and responding. Further practice in

“want to (do)…”- Developing listening and reading skills.

II/ LANGUAGE CONTENTS:1. Grammar: Structure – making suggestions:

* Let’s …* Why don’t …?* What about …?* Want to + infinitive

2. Vocabulary: pagoda, minibus (n)Walk (v), good ideaFar-hot

III/ TECHNIQUES:- Comprehension questions.- Picture drill- Mapped dialogue- Model sentences.

IV/ TEACHING AIDS:- Cassette recorder + tape, pictures.- Picture (from picture in the text book page 147/148)

V/ PROCEDURES :a. The previous lesson:- Yeâu caàu 3 hoïc sinh traû lôøi caâu hoûi (theo yù cuûa mình) sau ñoù vieát treân baûng+ What are you going to do tomorrow? (P1)+ What are you going to do tonight (P2)+ What are you going to do on the weekend? (P3)- Check vocabularies.b. The new lesson:


C1 (listen & read then practice in group)

Pre-listening/ reading

Warm up

-Introducing the situation of the text- Pre-teaching some new words (using picture): travel, pagoda, minibus, walk - Asking students to name some beautiful places in VN: Hue, Ha Long Bay, …



UNIT 14: MAKING PLANSSection C: Suggestions – Grammar practice

Period 6: C3I/ OBJECTIVES:

- Making suggestion with “Let’s …”- Exercises in work book.- Further practice in present Simple-adverbs of frequency Present progressive “going to”. Further the weather.

II/ LANGUAGE CONTENTS:1. Grammar: Structure, making suggestions:

+ Let’s …+ Why don’t you …+ What about …?

- Review tenses: present simple- present progressive “going to” future- Review adverbs of frequency- Words relating to the weather, seasons, variation places.

III/ TECHNIQUES:- Survey- Model sentences- Picture drill- Write it up- Slap the board- Nougats and crosses- Word cue drill- Gap fill- Question and answer

IV/ TEACHING AIDS:- Picture (from picture in the book page 148)

V/ PROCEDURES:a. The previous lesson: 4 hoïc sinh ñoùng vai troø vaø ñoïc laïi baøi dialogue – traû lôøi caâu hoûi

1. Ba: What does Nam want to do? (going to Hue)2. Lan: What does Nga want to do? (going to Huong pagoda)3. Nga: What does Lan want to go in the vacation (go camping)4. Nam : How do you want to travel? (by minibus)

Vieát caâu traû lôøi.b. The new lesson:




C2While-listening/ reading.


-Playing the tape twice- Listening-reading the dialogue- Teaching the structure:* Let’s = Let us (chuùng ta haõy …)Ex: Let’s go camping * What about …? (coøn veà döï ñònh …)Ex: What about going to Hue?* Why don’t we …? (taïi sao khoâng)Ex: Why don’t we go to Huong pagoda?* Pair work: ask students practicing the dialogue.- Reading the questions page 148 and answers.- Two students (ask and answer) and write the board.- Asking students to ask and answer, using:* What + be going to + infinitive?* What + do/does + S + want …? S + want (s) + to infinitive* Let’s …* Why don’t …?* What about …?- Working in pair (making similar conversations to those in C1/147-using students’ real activities)Ex: + What are we going to do on the weekend? (in the vacation)+ Let’s go camping in Vung Tau+ Why don’t we go to Dam Sen Park+ That’s a good idea+ How are we going to travel?+ Let’s go by bus.

Homework:1. Baøi taäp:Em haõy vieát veà döï ñònh cuûa kyø nghæ heø saép tôùi (Em ñi ñaâu? Baèng phöông tieän gì?)- Ñeà nghò 2. Baøi hoïc:


Giaùo aùn Anh vaên 6 Trang 172a) Ñoïc baøi ñoái thoaïi 5 laàn, naém yù chính cuûa caùc nhaân vaätb) Hieåu baøi ñoái thoaïi vaø traû lôøi caâu hoûi.




C3. Look at the picture & make suggestions about them

ExercisesGrammar practices1) Present

simple

2) Adverb of Frequency

3) Present progressive

4) Future “going to”

Weather

Revision

-Asking students to look at the picture (p.148) using: Let’s … Why don’t …? What about …?a) Go to the beachb) Visit museumc) Play volleyballd) Takes some photose) Play badmintonf) Go camping- Work in pairA: What are we going to do this weekend?B: Let’s go to the beachC: I don’t have moneyA: Why don’t we go camping in the park?C: How are we going to travel?B: Let’s go by busA: Great- Do exercises in workbook (p.116/C)

- Asking students to retell the formation of present Simple- The Auxiliary Verbs: do/ does (-) & (?)

S + V (s – es)(-) S + don’t/ doesn’t + bare

inf(?) Do/ Does + S + bare infi?

-Practice : complete the dialogue-Explaining how to do this exercises- Listening and answering- Working in pair-Reviewing the present progressive

S + be + V-ing

- Complete the dialogue (p.151)- Asking the question “What are you going to do on the weekend”-Emphasizing the structure “going … to”-Completing the idea (p.152)



Future plans

Remember consolidation

Structure

Grammar

- Emphasizing the question: What is the weather like …?- Asking students make question and answer- Using “going to…”- Pair work (p.153)-Making suggests:* Let’s …* What about …?* Why don’t we …?- Simple present – present progressive adverb of frequency _ future “going to …”

Homework:1. Baøi taäp:a) Do exercise workbook page 122b) Choïn ñoäng töø trong ngoaëc cho ñuùng thì:- Marie (play) aerobics every day- They always (go) swimming-Ngoc (watch) TV at the moment- We (go) HaNoi on the weekend2. Baøi hoïc:a) Hoïc thuoäc caùc ñieåm vaên phaïm cuûa caùc thì ñaõ hoïc.b) Oân laïi töø vöïng.



UNIT 15: COUNTRIES – SECTION: A, B, CPERIOD

SOBJECTIVES LANGUAGE CONTENTS TECHNIQUE

S

1A1 + 2 +3

- Countries, nationalities and languages vocabulary to talk about where people are from.- Developing listening, presentation, speaking skills.

*Grammar:+ Where are you from? is he, she+ I’m from …He, she is+ Which language do/ does + S + speak? S + speak/ speaks …*Vocabulary: words relating to countries, nationalities and languages.

- Question- Answers- Role play

2A4, A5, A6

- Writing a postcard about being on vacation- Developing reading comprehension and writing skills

*Grammar: (Review)What’s …… name?How old ……?Where …… from?Which school ……?Which grade ……?* Vocabulary: a postcard, be on vacation, wet, a lot of = many, interesting places.

- Question-answers- Groups work

3B1, B2

- Comparing places using comparative and superlative adjectives of syllable.- Developing listening and speaking skills.

* Grammar: (review)1. (+er): small -> smaller -> the smallest (small, tall, cold)2. (Double last letter + er): big -> bigger -> the biggest (big, wet, hot)* Vocabulary: Words relating to comparatives and superlative.

- Pair work

4B3, 4

-Reading facts about famous places in the world and practicing comparatives- Developing listening skill and reading comprehension.

* Grammar:(review)Comparative, superlative* Vocabulary: long, high, thick, population, Sears Tower, PETRONAS Twin Towers, the Great Wall, metro, kilometer.

- Questions and answers.

5C1, C2

-“Lots of …” as a quantifier with geography vocabulary to describe Vietnam.- Developing listening and reading skills.

* Grammar:- We have lots of/ many …- We have much/ lots/ a lot of …* Vocabulary: forest, desert, great, like, lots of.

-Questions – answers- Gap filling.

6C3

Reading a text about the world’s great Rivers and Mountains to skim for

* Grammar : (review)Comparative, superlative* Vocabulary: flow to, sea,

- Questions – Answers- True/ False



details and get further practice in comparatives and superlatives

Tibet, North Africa. prediction.



UNIT 15: COUNTRIESPeriod 1 (A1, 2, 3) WE ARE THE WORLD

I/ OBJECTIVES:Student learn about other countries and their Capitals, how to use their names, nationalities and languages exactly.Developing listening, presentation, speaking skills.

II/ LANGUAGE CONTENTS:1. Grammar: Where are you from?

is he is she

I’m from ……He’s ; She’s

+ Which language do/does + S + speaks… S + speak/ speaks ……

2. Vocabulary: Words relating to countries, nationalities and languages.III/ TECHNIQUES:

- Role play- Question and answer

IV/ TEACHING AIDS:- Book, map, pictures, cassette.

V/ TIMES: 45 minutesV/ PROCEDURES - SKILL DEVELOPMENT:

SECTION


A1,2,3 Warm up5’

Presentation25’A1 listen and repeat

Students play “nougats and crosses”Group O Group X

Play want cookVisit watch seeStay go walk

T: writes on the board: world : theá giôùiS: Write downT: RepeatS: Repeat after the teacherT: How many countries are there in the world?S: (expected) There are about 200 countries in the world.T: Can you tell me the names of the countries you’ve known?S: VN, Japan, U.S.A …T: Write on the board: VN. Japan, U.



S.A, Cananda, France, China, Great Britain; Repeat.S: Repeat after the teacher.

Whole class Pairs A student

T lets S listen to the cassette and repeat (A1/154)S: Listen to the cassette, then repeatT: introduces oneself and others, using the following structures:- Where are you from?- I’m from …

A 2 listen and read

S: Listen and write-downT: Look at the picture and play the roles of Laura, Marie, Lee, John, Yoko, Susan, Bruce, Minh.S: listen and write down their notebooksT: Introduces Wh-Question- Where is Laura from?- She is from Canada.S: Notice the new structure given by the teacherT: Let students listen to the cassette and repeat.- Which languages do you speak?- I speak VietnameseS: Listen and write down their notebooks.

Which language do/does + S + speak? S + speak/ speaks …

T: asks them to repeat the structureS: repeat (whole class)T: Look at your book (A3/155), listen to the cassette twice and repeat chorally, then individually.T: CountriesNationalities and languages to talk about where people are from.

Practice10’

Introduce yourselfMy name is LanI am from VNI speak Vietnamese


Where + be + S + from?S + be + from …


Consolidation + Homework 5’

S: Introduce themselvesT: Introduce: Question and answer about nationalizesS: What’s your nationality?- I am VietnameseT asks them to repeat S: repeat (whole class)Name Country National

ityLanguage

a.b.c.d.

Vietnam Vietnamese

Vietnamese



UNIT 15: COUNTRIESPeriod 2: A 4, 5, 6

I/ OBJECTIVES:- Writing a postcard about being on vacation- Developing reading comprehension and writing skills.

II/ LANGUAGE CONTENTS:1. Grammar: (review)

What’s …………name?How old …………………?Where ………………from?Which school ……………?Which grade ………………?

2. Vocabulary: a postcard, be on vacation, wet, a lot of = many, interesting places.III/ TECHNIQUES:

- Groups work.- Question and answer

IV/ TEACHING AIDS:- Book, color chalks, pictures, cassette.

V/ TIMES: 45 minutesV/ PROCEDURES - SKILL DEVELOPMENT:


A4 Practice A 4/156Warm up 5’PresentationPre-listening25’

Questions – answers

S: Listen to the tape + repeatT: Writes the table on the boardA: Who’s that?B: That’s (name)A: Where’s he/ she from?B: He/ she’s from … (country)A: What’s his/ her nationality?A: He/ She’s … (nationality )S: copy the table in their notebooks and complete the sentences. Pay attention to each question.T: Call a student, practice with her / him a modelS: Listen to the other students dialogue, practice with the partners.T: Calls some other pairs of students to practice before the class and correct the mistakes if



there are any.A 5 Pre-Teaching a postcard, to (be) on

vacation, wet, a lot of = many, interesting places.T: Shows them some postcards.S: Look at the postcards shown by the teacher.T: Read the postcards aloudS: Reads the postcard T: Mention the situation when the writer writes the postcard.S: Listen to the teacher’s emphasisT: asks questions to ehcit the content of the postcards.S: Try to answer the questions about the content of the postcards.

Duøng cho hoïc sinh gioûi

Matching T: Help student to write their our postcards. Explain how a postcard is written.S: Work in teams to put the words into three columns.Country

City Interesting place

JapanVNThe USAChinaAustraliaFrance

TokyoHueNew YorkBeijing SydneyParis

Mount FujiyamaThe CitadelThe statue of libertyThe Great WallBonding beachThe Eiffel Tower.


Board Drill S: Use the Grid as cuesExample ExchangeA: Where are you?B: I’m in Japan. I’m visiting TokyoA: What are you going to do tomorrow?B: I’m going to visit Mount Fujiyama


A 5/ 156Group 1 Postcard from Japan 2 from VN 3 from the USA 4 from China 5 from Australia 6 from FranceEach group copies their postcards



on to a poster and illustrates it. S move around the classroom and read the different postcards from around the world.

A 6

Consolidation10’

Structures

Follow up Activity

Tell them to practice asking and answering the following questions and write a short report 6/157S: Practice in pairs

- Where are you from?I’m from VN- Which language do you

speak?- He speaks Vietnamese

Do exercises as directedHomework: (5’) Has them do exercise on page 124, 125, 126 in the work book.



UNIT 15: COUNTRIESPeriod 3: (B1, B2)

I/ OBJECTIVES:- Comparing places using comparative and superlative adjectives of

syllable.- Developing listening and speaking skills.

II/ LANGUAGE CONTENTS:1. Grammar: (+er) : small smaller the smallest (small, tall, cold)

(Double last letter + er) big bigger the biggest2. Vocabulary: words relating to comparative and superlative.III/ TECHNIQUES:

- Pair workIV/ TEACHING AIDS:

- Pictures, cassette.V/ TIMES: 45 minutesV/ PROCEDURES - SKILL DEVELOPMENT:

SECTION STEPS TECHNIQUES & CONTENTB1, 2 Revision

Pre-listening

T: introduces game: “Slap the board”S: play game : “slap the board”

T: Asks them to look at the picturesS: Look at their books. Notice the different of thing presented.T: Chooses three students who have different height and ask them to stand before the class. Asks students to observe and rill about each one.S: 3 chosen students stand in front of the class, others looks look at them and tell the teacher about the appearance of each one.

While-listening

T: write the words on the board and asks them to repeatA big buildingA bigger buildingThe bigger buildingS: Repeat T: Listen to the tape three times (B1/158)


Building

City Yard

BoxHouse Tree

Hotel


S: Listen & repeatT: Give the structureShort adj + er -> comparativeThe + short adj + est -> superlative

Ex: large largestNotes: Comparative from of short adjectives:

Short adjective + er-Superlative form, the definite article THE is written before the adjective.

Post – listening

Further practice

Ex: A: Hanoi is bigger than Da NangB: But HCM city is the biggerT: Introduces new words: CapitalT: Hanoi is the capital of VN. Each country has only one CapitalS: (expected) capital: Thuû ÑoâT: Listen and repeatS: Write downT: Noughts and crossesHanoi Hue SapaHCM City Danang Hoi AnHai Phong Can Tho Dalat

Ex: A: Ha Noi is bigger than …… (name of own town) or B: (name of own town) ……… is wetter than Hue.

B2/152 Revision

Reading

Let students listen to the tape (twice)S: listen, repeat and answers the questionName of cities

Small

Smaller

Smallest

Biggest

Mexico vTokyo vLondon vHa Noi v

T: Is HN bigger than HCM City?S: No, HCM city is bigger than HNT: Which is the biggest London or Tokyo?T: Tells them about the population of these citiesS: Mexico : 13,6 millionLondon: 6,3 millionTokyo: 12 millionHa Noi: 2,6 milion



HCM city: 3,5 millionT: Make a chart and give the numbers of the population in some cities, then ask students to compare the population in these cities.

While-reading

S: read (Whole class)13,6: Thirteen point six6,3: Six point three2,6 : Two point six3,5: Three point five

Consolidation10’

Post – reading

T: Find mistakes- Mexico city is the biggest city in the world - Mexico city has a population of 13,6 millionT: Asks them questions (yes-no) to check their vocabulary and reading comprehension.S: Listen to the teacher and answer the questions, then practice asking Wh question: WhichT: Explains how to make questions with Which to ask about choice Mention how to pronounce.- Ask some models and let them answer. - Let them practice in pairs

Homework: (5’) Write these sentences1. Which/ bigger/ Tokyo/ London2. Tokyo/ bigger/ London3. Tokyo/ 12 million4. London/ 6.3 million



UNIT 15: COUNTRIESPeriod 4: B3, B4

I/ OBJECTIVES:- Reading facts about famous places in the world and practicing

comparatives. Developing listening skill and reading comprehension.II/ LANGUAGE CONTENTS:1. Grammar: (review) comparative, superlative2. Vocabulary: long, high, thick, population, Sears Tower, The Great Wall, metro, kilometer.III/ TECHNIQUES:

- Question - answersIV/ TEACHING AIDS:

- Pictures, cassette.V/ TIMES: 45 minutesV/ PROCEDURES - SKILL DEVELOPMENT:

SECTION STEPS TECHNIQUES & CONTENTB3 + 4 Steps

Warm up5’

Play game “lucky numbers”1 2 3 45 6 7 89 10 11 12

Lucky numbers: 2, 5, 8, 10, 121: smallest 7: tall3: bigger 9: building4: milion 10: house6: The capital

1. My city is the smallest in the country2. the dog is bigger than the cat3. My city has a population of 1.0 million

B3 + B4160

Presentation25’

Asks students to name some tall buildings they know in VN as well as in other countries.S: Name some tall building in VN and in other countries.T: Lets them listen to the cassette without looking at the book.S: Listen to the teacher than answer the questions.T: Asks them some questions about the names of the buildings, the height the places where they are, then mark it on the boardS: Look at the picture shown by the teacher and do as directedSears Tower – Chicago USA 442 highPetronas Twin Towers – Kualalumpur Malaysia



452 high.Show them some more pictures of the tall buildings and let them make the comparison.

B4/161 Pre-listening

While – listening

Question – answersT: Shows them a picture of the Great Wall of China, asks them some questions about it (the country, the area, where it locates)S: Look at the picture of the Great Wall of China and answer the question of the teacher.T: let’s them listen to the cassette, then read the passage.S: Listen to the cassette. Read the passage.Explain the new words if necessaryT: Lets them practice in pairs, ask and answer the questions.S: Listen to the teacher’s explanation.

Post-listening

Practice in pairs. Ask partner as many questions as possible

Consolidation: (10’) Question – Answers (countries)Home work: (5’) work book /129



UNIT 15: NATURAL FEATURES (C1, C2)

I/ OBJECTIVES:- “Lot’s of…” as a quantifier with Geography vocabulary to describe VN.

Developing listening and reading skills.II/ LANGUAGE CONTENTS:1. Grammar: We have lot of/ manyWe have much/ lots/ a lot of …2. Vocabulary: Forrest, desert, great, like, lots of.III/ TECHNIQUES:

- Question – answers; gap fillingIV/ TEACHING AIDS:

- Pictures, book, co lour chalk.V/ TIMES: 45 minutesV/ PROCEDURES - SKILL DEVELOPMENT:

SECTION STEPS TECHNIQUES & CONTENTWarm up 5’ T: Introduces “Chain game”

Ex: A: In my country, there are rivers, mountains B: In my country, there are rivers, mountains, lakes …

B3 + B4160

Presentation25’ Pre-listening/ reading

T: forest: It’s a place where there are many trees and animalsS: forest: röøngT: desert: It’s a place where there is dry and sandyS: desert: sa maïcT: beach: It’s a place where is sandy and beside the sea S: beach: bôø bieånT: Ex: Beach of Nha Trang Beach of Sam SonRepeatS: Repeat (Whole class)

- Pairs- 1 students

T: Shows them a map of VN, introducing some interesting places such as Dalat, Vung Tau, Hue, Sapa.

While-listening/reading

S: Look at the map of VN and listen to teacher’s introductionT: Shows them pictures in which there are: mountain, rive, forest, beach” to define the meanings of each item.S: Listen to the cassette and repeat chorally



T: Shows them a picture of a desert and ask them of they know why there isn’t a desert in VNS: Look at the picture of a desert and answer the question key:“Because we have lots of rain/ the country is very green, we have big forests, lots of lakes and rives.T asks some more questions to make sure students all know the meanings of the geographical words.

Post listening/ reading

T: Complete the passage and write in your exercises book /164 Call 1 or 2 Ss go on the boardS: (expected)a. Mountains e. forestsb. rives f. beachc. lakes g. desertsd. rainT introduces “lost of”S: Listen and write down in their notebooks.Lot of = many MuchLots of + plural countable nouns uncountable nounsex: We have lots of beach we have lost of rainT “True / false repetition drill”S: (expected)

- In VN there are lots of rives- In VN there are many deserts- In VN there are much rain- In VN there are a lots of rain

Consolidation 10’

T: Why can we say VN is beautiful country?S: Because VN has many forests, beautiful beaches, great rivers …

Homework 5’

Learn by heartWe have many/ lot of beachesWe have much/ lots of rainWorkbook p.130



UNIT 15: NATURAL FEATURES (C3, C4)

I/ OBJECTIVES:- Reading a text about the world’s great Rivers and Mountains to know

some details and get further practice in comparative and superlative.II/ LANGUAGE CONTENTS:1. Grammar: (review) comparative2. Vocabulary: flow to, sea, Tibet, North AfricaIII/ TECHNIQUES:

- Question – answers; True - FalseIV/ TEACHING AIDS:

- Pictures, book, color, cassetteV/ TIMES: 45 minutesV/ PROCEDURES - SKILL DEVELOPMENT:

SECTION STEPS TECHNIQUES & CONTENTRevision 5’ Slap the board

C3/165 PresentationPre-listening/reading

T: Introduces some rivesS: Listen to the teacher’s introduction. Note where the three rives and the two mountains are. Truy to tell something about these rivers and mountains.T: Read River, Mekong Rives, the Nile River, Phanxipang mountain, Mount Everest mountain.


Introduces new words Flow to: ChaõyStart: baét ñaàuNorth Africa: Baéc PhiMediterranean Sea: Bieån Ñòa Trung HaûiS: Write new words into their notebooksQuestions – answer T/F1. Phanxipang is the highest mountain in the

world2. The Red River is longer the Mekong River3. The Nile River is the longest river in the

world4. Phanxipang mountain is higher than

Mount Everest mountain.T: Lets them listen to the cassette while looking at the books to get the information about these


Beautiful

Green

Beaches

Lakes

Rives

Fields

Mountains


rivers and mountains.S: ListenT: Let them read the passage by themselves in a few minutes.T: Asks questions to check their comprehensionS: Listen to the teacher and try to answer his question.1. F The highest mountain in the worls is Mount Everest2. F The Mekong is longer than the Red River3. T4. F Moun Everest Mountain is higher than Phanxipang Mountain* Answer:a. The MK river d. The mediterranean Seab. China Mount e. Mount Everestc. The Nile River f. PhanxipangT: 6.437S: The Nile River is 6.437 kilometers longT: 8.848 …

Consolidation 10’

Post-listening/ reading C1/164

Use structure

Ex: A : Does VN have any mountains? B: Yes, it does- Pairs

Homework (5’): Learn structureWork book p.130


Does VN have any ……?Yes, it does.No, it doesn’t


LESSON PLAN: ENGLISH 6UNIT 16: MAN AND THE ENVIRONMENT

SECTION: A, BPERIOD

SOBJECTIVES LANGUAGE CONTENTS TECHNIQUE

S

1A1 + 3

- Countable and uncountable quantifiers: a lot, a little, a few to talk about food.- Developing listening, speaking and writing skills

* Grammar:+ How much …?There’s some A lot of ( lots of) A little + How many …?There are some …… A lot of (lots of) A few* Vocabulary: a little, a few

-Picture drill

2A 2

- Reading a text about farming and getting further practice in a lot, a little, a few.- Developing listening and reading comprehension

*Grammar: (Review)SomeA lot of + countable nounA fewSomeA lot of + uncountable nounA little* Vocabulary: animal, buffalo, cow, plow, pull a cart, grow, produce.

- Question-answers

3A 4, A 5

-Reading a text about the environment to understand ideas in teams of cause and effect: “why”, “because”.- Developing listening, reading comprehension and speaking skills.

* Grammar:- Why …?- Because …* Vocabulary: land, cut down, burn, destroy, plants, in danger.

- Question and answers

4B1

-Reading a text about pollution for vocabulary and to understand ideas- Developing listening, reading comprehension and speaking, writing skills.

* Grammar:(review)The present continuous tense.* Vocabulary: environment, ocean, sea, air, trash, pollute, waste, power, coal, oil, gas.

- Questions and answers.- Write it – up

5B2, B3

- Should and shouldn’t for giving advice about protecting the environment.- Developing listening and reading skills.

* Grammar:imperative* Vocabulary: words relating to this topic

- Picture drill- Matching



6B4, B5, B6

- Further practice in should and shouldn’t for giving advice about environment.- Developing listening, speaking and writing skills

* Grammar:Should Shouldn’t + V* Vocabulary: words relating to this topic

- Rub out and remember dialogue- Picture drill.

UNIT 16: MAIN AND THE ENVIRONMENTPERIOD (A1, A3): ANIMALS AND PLANTS

I/ OBJECTIVES:- Countable and uncountable quantifiers: a lot, a little, a few to talk about

food.- Developing listening, speaking and writing skills

II/ LANGUAGE CONTENTS:1. Grammar: How much ……?

There’s some ……A lot ofA little

How many ……?There are some……

A lot of (lots of)A few

2. Vocabulary: a little, a fewIII/ TECHNIQUES: Picture drillIV/ TEACHING AIDS: Pictures, book, cassette.V/ TIMES: 45 minutesV/ PROCEDURES - SKILL DEVELOPMENT:

SECTION

STEPS TECHNIQUES & CONTENT

Warm up5’

T: Uses pictures and some real things as chalk, pens, books water to identify the meanings and usage of the quantifiers, some, a few, a little, a lot of.S look at what the teacher shows and notice the meanings as well as the usage of quantifiers some, a few, a little, a lot ofT: listen and repeat: some rice … then have them take note.


Egg

Apple

Potato

CarrotsOran

geOnions

Countable noun


Pre-reading15’

T look at pictures A1/166Ss look at p.166T “Matching”SsT: Explain:Rice uncountable nounEgg countable nounS listen and write nounModel sentences:How much rice is there?There’s someA lot of = (lots of) + riceA littleHow many eggs are there?There are someA lot of / lots of + eggsA fewT: Listen to the tape (A1/166)S: Repeat (whole class) 1 student

A3/167 While reading10’

Post reading

T: Explain the purpose of the practice, showing them the pictures and introduce the new word “green” = green tableS: Listen to the teacher and notice the word greens = greenT: Let them listen to the cassette and say the correct quantifiers before the nouns indicating farm products.Sulston attentively. Try to use the correct quantifiers and requested.T: Have them write the whole sentences in their notebookS: Do as the teacher requested. Say the quantifiers and the words loudly.1. There a lot of potatoes.2. There are some tomatoes


Water

Milk

MeetRice

Fruit

Uncountable noun


3. There are a lot of onions 4. There are few vegetables5. There is little rice6. There are some flowers.

Consolidation10’

“Chain” game“What’s for dinner?”Ex:a/ There’s a little riceb/ There’s a little rice and some tomatoesc/ There’s a little rice and some tomatoes and a few egger.d/ etc …

Homework: (5’) Learn by heart structures Workbook 132



UNIT 16: MAIN AND THE ENVIRONMENTPERIOD (A2): ANIMALS AND PLANTS

I/ OBJECTIVES:- Reading a text about farming and getting further practice in a lot, a little,

a few- Developing listening and reading comprehension.

II/ LANGUAGE CONTENTS:1. Grammar: (review)

Some SomeA lot of + countable noun A lot of +

uncountable nowA few A little

2. Vocabulary: Animals, buffalo, cow, plow, pull a cart, grow, produce.III/ TECHNIQUES: Question – Answers IV/ TEACHING AIDS:V/ TIMES: 45 minutesV/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENTA2/166-167

Revision 5’

Nougats and crosses

A done eggs 2 potatoes ½ a glass of milk½ kilo onions 100g rice 4 likos

vegetables1 kilo fruit 2 tomatoes 2 flowers

Rereading10’Pre-teachVocabulary

On the farma) Animalsa buffaloa cow

b) work(to) flow(to) pull a cart(to) grow(to) produce

Networks:

S: predict 6 things Mr. Hai has on his farm and 5


chicken

Fruit

Rice Vegeta

bles

A cow

Buffalo

paddy

Pull a cartplow

milkeggs

grow

produce

On the

farm

animals

fields


things he producesMr. Hai has ………Mr. Hai produces ……

While reading 15’

Ss check their predictionsMr. Hai has …1. paddy fields2. a small (vegetables) field3. Fruit trees4. Buffalo5. Cows6. ChickensMr. Hai produces ……1. Rice 2. Vegetables 3. Fruit 4. Milk 5. EggsT: Look at the picture – who’s this?S: It’s Mr HaiT: What does he do?S: He’s a farmerT: What do farmers produce?S: (expected) produce: saûn xuaátThey produce rice, milk, fruit …T: introduces new wordsBuffalo, cow, to pull a cart, to grow, to plow, girds (with answer key)

Mr. H has/grows/ produces …

A lot

Some

A few

A little

Paddy fields vRice v Vegetables vFruit trees v Fruit v Animals v Buffalo v Cow v Milk v Chicken vEggs v

Post-listening10’Board drill

Use the grid above for cues for the drillEx: exchangesA: How many (paddy fields) does Mr. H (have)?B: SomeA: How much (rice) does Mr. H (produce)?



B: a lotT: Listen to the tapeS: ListenT: Make questions p.167S: a) –He produces lot rice. b) ………

Consolidation

5’ S: Try retell the story, using the details written on the boardT: Asks questions to check their comprehensionS: Read the passage again and practice asking and answering is pairsT: Give the key answers and retell the usage of “some, a lot of, a few, a little”

Homework (5’): Learn new words prepare A4, 5 (Workbook P133)Remarks/ marks.



UNIT 16: MAIN AND THE ENVIRONMENTPERIOD 3: A4, A5

I/ OBJECTIVES:- Reading a text about the environment to understand ideas in terms of

clause and effect: “Why”, “Because”. Developing listening, reading comprehension and speaking skills.

- Developing listening and reading comprehension.II/ LANGUAGE CONTENTS:1. Grammar: Why ……?

Because ………2. Vocabulary: land, cut down, burn, destroy, plants in danger.III/ TECHNIQUES: Question – Answers; picture storyIV/ TEACHING AIDS: book, pictures, cassetteV/ TIMES: 45 minutesV/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENTA4, 5 Revision

5’Matching:

The population

The world

To grow

Food

RöøngTroàng Caùnh ñoàngDaân soáCon vaätNoâng daânThöùc aênTheá giôùi

Forest

Farmer

Fields

Animals

Pre-reading 10’

Pre- teachT: Introduces new words

S: Look at the boardT: Hanoi’s population is growing. What does “grow” mean?S: Grow: taêng leânT: Cut down: (use picture)Burn: (use picture)S: Cut down: ñoán haïBurn: ñoát chaùyT: Write the board (Explain in Vietnemese)More, to destroy, Asians, to be in danger- RepeatS: Repeat (whole class)

A4/168 While – reading

T: Asks them to listen to the tapeS: Listen 3 times



15’

ComprehensionQuestions

Post reading

T: Calls some pupils repeatS: Repeat

T: Retells the content of the above passage, asking some questions as models and asks students to practice questions with “Why …?” and answer with “Because…”S: listen to the teachers then practice in pair asking Wh “because …”T: Use pictures to show students the race animals which are in danger, ask students to repeat their names.Look at the pictures and notice the names of race animals in Asia which are in dangerT: Snow leopardGiant camelGiant pandaElephantOrang – utanPairs workQuestion – Answers

Remember consolidation 10’

Structure

Follow –up activity

Wh-question

S: write the question and answers in the notebookQuestionA)B) (168)C)Answers

a- Because the population of the world is growing

b- Because they need more fieldsc- Because people are destroying their home

and environment.

Homework 5: Workbook from P.130-131Do exercises as requested



UNIT 16: MAIN AND THE ENVIRONMENTPERIOD 3: A4, A5

I/ OBJECTIVES:- Reading a text about pollution for vocabulary and to understand ideas.

Developing listening, reading comprehension and speaking skills.II/ LANGUAGE CONTENTS:1. Grammar: (review) The present continuous tense 2. Vocabulary: environment, ocean, sea, air, trash, pollute, waste, power, coal, oil, gasIII/ TECHNIQUES: Question – Answers; Write it - upIV/ TEACHING AIDS: book, pictures, cassette.V/ TIMES: 45 minutesV/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENTB1/169 Revisio

n5’

Slap the board

Pre-reading10’

Pre-teach vocabularyT: Introduce the word “environment” by writing it on the boardS: Listen to the teacher and look at the board, notice the spelling of “environment”. Give them some more new wordsS: Tell the teacher the words you know relating to the environment as much as possible.

T: point B1/169 – They are trash. Trash pollutes our environmentS: (expected)


tree animal

burn

destory

produce land

Cut down

danger

water air land

forests animals

environment


Trash:Pollute:T: What do we do with trash?S: answer (Vietnamese)T: Pollute : söï oâ nhieãmCollect: thu nhaëtSave: tieát kòeâmKeep off: traùnh khoûiPre-questions-predict.What are we destroying?What are we wasting?What are we polluting?

While-reading10’

T lets them listen to the cassette, them repeat.S: Listen to the cassette and repeat the sentences chorally, then individually.T: Asks them to reread the passage carefully, then practice asking and answering the questions.S: Repeat the passage carefully, then practice asking and answering the questions.T: Has them copy the passage, the questions and correct Questionsa, b, c, d (p.170)Answers:a) Because people are destroying the forestsb) Gazes are polluting the airc) People are polluting the aird) Because they’re burning too much coal, oil

and gaze.

Post-reading 10’

Write it upS: use the predict Pre Questions to make a list of “Don’t”T: gives the first two as an exampleEx: (From “what are we destroying?”)Forests -> Don’t destroy the forests(From “What are we wasting?”)Water -> Don’t waste water.Don’t destroy our environmentDon’t destroy the forestsDon’t destroy the plantsDon’t waste waterDon’t waste powerDon’t pollute the airDon’t pollute the landDon’t pollute the rivers



Don’t pollute the oceansConsolidation (5’): Write about environment, can we help the environment?Homework (5’): Prepare period 5 (B2, B3)



UNIT 16: MAIN AND THE ENVIRONMENTPERIOD 5: B2, B3

I/ OBJECTIVES:- Should and shouldn’t for giving advice about protecting the environment- Developing listening and reading skills.

II/ LANGUAGE CONTENTS:1. Grammar: Imperative2. Vocabulary: words relating to this topicIII/ TECHNIQUES: Picture drill, matchingIV/ TEACHING AIDS: book, pictures, cassetteV/ TIMES: 45 minutesV/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENTB2 10’P170-171

Revision5’

Noughts and crossesT: Elicits the verbs destroy, waste, pollute, produce.Ex: S: Don’t (produce trash)

Plants Water The airPower Wild

animalsThe oceans

Forests Coal TrashPresentation

Guess from contextS work out meaning of the new verbs from the pictures and fill in the Vietnamese meaningsTo throw, pick, damage, keep off, save, collectMatchingAnswer key

a) pictureb)c)d)

cfah

e) picturef)g)h)

ebgd

Ex: We should collect paperWe shouldn’t (damage trees)Noughts and crosses:A: We shouldn’t (pollute the rives)

DamageDestroyThrow

SavePolluteCut down

WasteCollectpick

T: Lets student read over one, give the meanings of the new words.S: Read over one, listen to the teacher and notice the meanings of the new words



T: Has students listen to the cassette, then repeat sentences by sentence, then practice.S: Listen to the cassette and repeat chorally, then individuallyT: has them copy and memorize it S: copy and memorize

Consolidation 10’

Exercises B2/170RULESABCDEFGH

SIGNScfadebgd

T asks them to listen to the tapePairs work, group work.

Homework: (5’) Prepare B4, 5, 6



UNIT 16: MAIN AND THE ENVIRONMENTPERIOD 6: B4, 5, 6

I/ OBJECTIVES:- Further practice in should and shouldn’t for giving advice about

environment.- Developing listening, speaking and writing skills.

II/ LANGUAGE CONTENTS:1. Grammar: should Shouldn’t + V2. Vocabulary: words relating to this topicIII/ TECHNIQUES: Rub out and remember dialogue

Picture drillIV/ TEACHING AIDS: book, cassetteV/ TIMES: 45 minutesV/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENTWarm up 5’

“Matching”Collect trash on The streetsDon’t pick WaterDon’t throw The grassSave FlowersKeep off Paper

Pre teach A trash can = waste basket (to) leave ……… (to) put a bagReview the previous lesson by asking students what they should or shouldn’t doS: Listen to the teacher and try to answer the questionsT: Has students do some sentence transformation using “should” or “shouldn’t” to rewrite the imperative sentences. Let them write in the notebooksS: do the sentence transformation, then review in the notebooks T: Let them listen to the cassette and repeat S: Listen and repeatT: Has them practice in pairsS: Practice in pairs

B517210’

Word cue drillWater – waste/ savePower – waste/ savePaper – burn/ collectTrash – leave / put it the trash canTree – damage/ grow



Bottles – throw/ collectFlowers – pick / leaveEx: A: We shouldn’t waste water B: That’s right, we should save itA: We shouldn’t damage treesB: That’s right, we should grow them

Further practice

T: Let them practice in pairs, use to make a dialogue telling what they should or shouldn’t doS : Practice in pairs, make similar dialogue with these above, using should or shouldn’tEx: We should save water We shouldn’t waste it

B6172-173

Pre-reading10’

T: Writes on the board+ Waste paper notebooks, book, newspaper+ Old plastic new thingsS: Recycle : taùi söû duïngT: Writes on the boardScrap metal: kim loaïi pheá thaûiOld plastic: nhöïa cuõFactory: nhaø maùyS listen & read (whole class)

While – reading

Post-reading

T: Asks them to listen to the tapeS: listen (B6/172)T: Asks some students to repeatExercises

TWe collectWaste foodEmpty bottles and cansWaste paper, scrap metal and oil plastic

S (expected)What forFeed to pigsRecyclerecycle

Pair works

Consolidation 5’

Question-AnswersStructure:Save waterWe should save waterDon’t waste waterWe shouldn’t waste it- Too much

Homework (5’):Learn new words, structures by heart.Prepare grammar practice (174-175)


Giao an Av lop 6 HK1-2

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