Giao an tieng anh 6 ca nam

- Ask the S to learn new words and structures by heart.. -Ask the S to learn new words and structures by heart.. - Write modal sentences - Listen to the tape What are there in your scho

Period 1: Introduction English 6

I Objectives:

After this lesson, the Ss will be able to :

- Understand about learning program of English 6

- Prepare carefully for this subject such as : an English book, a workbook, a notebookand some objects of learning

- Be interested in learning this subject

- Introduce about an English book as

well as its program

- There are 16 units in English

program connected with 6 main topics:

6, The world around us.

- There are 4 skills such as listening,

speaking, reading, writing that are

mixed in exercises the S have to

practice all of them in English program

class 6

- Language focus appears after 3

units that is used for the S to practice

grammar, vocabulary as well as 4

skills

3 Consolidation.

- Ask the s to sum up all of the

knowledge about English 6

- Feedback

4 Homework.

- Ask the S to prepare a book, a

notebook and objects of learning for

the next lesson

- pay much attention

- Introduce oneself and others.

- Say how old one is

- Say how old others aer

- Count to twenty

B- Contents.

- What are these? They’re

- What are those?

- Review “ to be” and imperatives

* New words : Objects in the house

a lamp, armchair, television, stereo, clock, telephone,

bookself (pictures)

* Checking up: “ Slap the board”

- Ask the S to give out the similarity and difference

between “ this / These” and “ That / Those”.

- Work in groups

- Read and coppy

- Work in groups Objects at school

- Ask the s to give examples for them.

- Ex : This is a book That is a table.

- Have the S to change these sentences into the ones

with plural nouns

- Ex : These are books Those are tables.

- Give notes about changing singular into plural

+ Common: singulal noun + s = plural noun‘s’ = plural noun ’

+ Special ways: nouns finifhing as: o, s, x, sh, ch add ‘s’ = plural noun

es’

Ex: a box => boxes couch => couches.

- Have the S give questions about objects:

+ What is this? - This/ It is + a/ an + a noun.

+ What is that? - That / It is + a/ an + a noun.

- Ask the S to change those sentences into plural form

- Form: What are these? - These / They are + a

- Have the S repeat in chorus

-Read one by one

- Get the S to work in pair

-Have the S do ex in the book: Complete the sentences

with the words provided

a What / this ? – Teaching process a table .b What / these ? windows

c What / that ? – Teaching process a lamp d What / those ? – Teaching process books.

- Feedback

4 Production.

- Hang on the extraboard with some pictures of objects

in their house

- Get the S to play “ slap the board” game

- Have the S practice asking and answer about objects in

the pictures

Ex: What is this? - This is a telephone

5 Homework.

- Ask the S to learn new words and structures by heart

- Ask the S to write a passage using “ this / that” to

introduce objects in their house

- Give examples

- Listen and coppy

- Give structures

- Change sentences into plural form

- Listen to the tape

- Complete the sentences

- Play the game

- Ask and answer

E – Teaching process Teaching process.

1 Warm up “Nought and Crosses”

couche

s a clock a table

a stereo a televison telephones

a lamp a bookself an armchair

2 Presentation.

a Vocabulary:

father, mother, brother, sister (pictures) who

(translatation)

* Checking up: “ Matching”

* Grammar: Introduce about possessive: my, your, his , her

with 4 sentences

a, This is her father This is his book That is my book

That is your book.

- Ask the s to give the form for these sentences

- Feedback: This / That is + pos + noun

- Guide the S how to use the pos: to show one’s possession

- Have the S to look at the photo of a family

- Ask the Ss to say about number of members in the photo

- Guide the Ss how to ask and answer about number

- Form: - How many + Noun(plural) are there?

- There are + noun ( plural)

-There is + noun ( single).

-Give note about plural noun

-Ask the S to practice with that structure

3 Practice.

-Have the S listen to the tape twice ( Ex 3 on the tape 32 in

the book.)

-Ask the S to pratice about the content provided in the tape

+ Who is that/ this ? – Teaching process This/ That is

- Work in groups

- Coppy

- Go to the Bb to match

+ What is his/ her name ? – Teaching process His/ Her name is

+ How old is she/ he? – Teaching process He / She is years old.

- Get the S to practice asking about themselves

- Get the S to recall an adverb” too” or “ so”.

- Have the S to introduce about people in the class who have

the same things

Ex: This is my book That is my book, too.

- Ex 4 on the tape 33: Hang on the pictures on the board

- Ask the s to say about their jobs follow Ba’ introduction in

ex 3 using possessive “ his’ and “ her”

- Ask the S to answer the questions follow the request in ex

( work in pair)

* Feedback

a Her name is Nga b His name is Ha

c That’s Ba d This is Lan

- He is 12 years old - She is 15 years old

e There are 4 people in the family

4 Production.

-Ex 5* on the tape 33: Ask the s to introduce their family with

their photo of their family

- Get the S to work in pairs to ask about themselves

- Feedback

5 Homework.

-Ask the S to learn new words and structures by heart

- Ask the S to write a passage to introduce about their family

- Guide the S to do ex in the workbook

- Prepare the next lesson

- Say about the jobs

By the end of the lesson, Ss will be able to:

- Use numbers from 1 to 100

- Pronunciate: /s/ , / iz/, / z/ for plural nouns

- Count objects in the class, schoolbag, house

E – Teaching process Teaching process.

1 Warm up (numbers)

- Fifty (50) - Ninety (90) Realia

- Sixty (60) - One hundred (100)

+ Common: singular noun + s = plural noun‘s’ = plural noun ’

+ Special ways: nouns finifhing as: o, s, x, sh, ch add ‘s’ = plural noun es’

Ex: a box => boxes couch => couches.

- Hang on the board with singular nouns: watch, bench, shirt,

house

- Ask the S to change them into plural nouns

-Introduce how to sound es“ ” and s“ ” after plural noun

+ es / iz/.

+ s / s / when s “ ” “ ” – Teaching process sau ©m v« thanh: k, f, t

+ s / z / - sau ©m h÷u thanh.( the last)“ ”

- Have the S to repeat in chorus

- Ask the s to read turn by turn

- Ask the S to make up sentences with structures“There is are ”

.3 Practice.

- Ask the S to listen to the tape of ex 1 on the page 35 twice

- Ask the S to read numbers again turn by turn

- Give a board of numbers

a, 19 b, 35 c, 50, d, 67, e, 98

-Ask the s to find out numbers after being asked about them

with letters

Ex: Which is number fifty ? “ ” – Teaching process number of c “ ”

- Have the S to do ex 2 on the page 36: Count the items in the

classroom using There is / are “ ”

- Feedback.

4 Production.

- Hang on the picture of objects, people

- Ask the s to look at the board and read the request of ex

- Ask the S to practice in pair to ask and answer about the

items in the picture

- Ask the S to make up dialogues for each picture

Ex: + How many teachers are there in the picture?

- Practice in pairs

- Make up dialogues

- Ask the S to pronunciate “es”.

- Prepare the next lesson

Ngµy 8 th¸ng 10 n¨m 2007

Period 6 th : THERE IS …… / THERE ARE ………

I Objectives:

By the end of the lesson, Ss will be able to ask and answer about number of objects and people.

S1: There are 4 windows

S2:There are 4 windows and 10 desks

S3:

2 Presentation.

* Presentation Text:

B3 P37

- Give model sentences:

+ How many doors are there?

S1: How many {armchairs] are there ?

S2: There are [six]

4 Production.

-Devide the class into 4 groups, and choose 4 students from 4

groups to ask their members

lamps

tables TV’s desk

swindowsHoa 3

- Play game

- Listen carefully

- Coppy

- Listen to the tape

- Ask and answer about the numbers

of objects

- Play game

- Ask the S to learn again the structures and do ex.

- Prepare the next lesson

Ngµy 20 th¸ng 10 n¨m 2007

Period 7 th : at home

I Objectives:

By the end of the lesson, Ss will be able introduce about members in their family

( names, jobs, ages, )

B- Contents.

1 Grammar:

- Structure: “What do/ does S do ? “ – Teaching process “ S + be + a/ an noun of job.”

- Review “ to be” and imperatives

Have the S to play game :” Networds” topic: Your introduction

about your family

* Checking up: “ Jumble words.”

b.Grammar: The way to ask and answer about one’s job

+What do/ does S do? – Teaching process S + be + a/ an + noun.

- Ask the S to make up sentences with this structure

- Feedback

3 Practice:

- Have the S listen to the tape of ex 1 twice

- Have the S read follow the tape

- Have the S compare their answer with the content of the text

- Give the correct answer: + c, b, a + b, c, a + b, a

- Have the S work in pair with structure of asking about one’s

job

- Hang on some pictures of jobs

- Ask the S to practice with them

- Have the s play “ Lucky number” to answer the questions

- Feedback

a, There are 4people in her family.

b, Her father is forty.

c, He is an engineer.

- Get the S to look at the tree of family

- Ask the S to work in pair to ask about the members of that

tre of family

- Explain new work : doctor, nurse, him.

- Get the S to work in apair to write about Song’s family

- Ask the S to read their introduction about Song’s family

- Feedback

4 Production.

- Get the S to work individually to introduce their families

- Give more new words: a farmer, a housewife

- Have some S inttroduce their family before class

5 Homework.

- Ask the S to learn new words and structures by heart

- Ask the S to write a passage to introduce about their family

- Prepare the next lesson

- Introduce the family

6: REMARK:

………

Ngµy 15 th¸ng 10 n¨m 2007 Period 18 : th Grammar practice. I Objectives: By the end of the lesson, Ss will be able to elicit all of the grammar from Unit 1 to unit 3 and make use of their life fluently and exactly B- Contents 1 Grammar: - Structure: to ask about job, place of birth, of living, about numbers, one’s name, one’s health

- Contractions - Review “ to be” and imperatives - This/These and That/ Those - Adverb: too/ so 2 Vocabulary. - Question words./Occupations C- Teaching aids. - A book, objects of teaching, cards, posters, pictures D- Teaching method. - Community, technique E – Teaching process Teaching process 1 Warm up ( Revision) “Chatting” a What is your name? b How old are you? c How do you spell your name? d What is this ? e What is that? f What are these? g What are those? h Who is this? i Who is that? j How many students are there in the classroom? 2 Practice. - Ask the S to do ex 1,2 : Give extra board and pieces of papers - Have the S play game: Matching - Feedback: a am,am / are / is / are b am,is / is / is / are / are. - Write structure to ask about age: - How old be S? - S be +cardinal number + years old. - Get the S to complete the sentences with to be - Feed back: a, are/ am b is/ is c Is/ isn t ’ d Are/ aren t.’ - Answer the questions a My name is…………

b I am………

c ………

d It is a/an………

e It is a/an …………

f They are ………

g They are ………

h This is ………

i That is ………

j There are ………

- Do ex 1,2

- Copy

- Complete the sentences

- Ex 4: p40 “Simon Says”

- Feedback: in/ down / your / your/ up.

- Have the S repeat how to ask and answer about

number

- Feedback:

+How many + plural nouns + are there in +

aplace?

+There is + a/ an + singular noun

+There are + plural noun.

- Have the S look at the book and answer the

questions

- Give keys:

a, There is a / one desk.

b, There are 3 books.

c, There are 2 students.

- Ask the S to give question words

+ For object: What.

+ For people: Who.

+ For place: Where

- Ask the S to practice what they have just

completed

- Have the S read numbers from 1 to 100

a, Have the s write the words for the numbers

Ex: 5 – Teaching process five ; 8- eight

b,Write numbers for the words:

Ex: 54 – Teaching process fifty-four ; 97 – Teaching process ninety- seven

- Have the S work in pair to have greetings

- Get the S to use “ This/ These” and “ That/

Those “ to introduce objects in the picture.

1 chair 2 book 3 eraser 4 ruler

5 door 6 clock 7 board 8 window.

3 Production.

- Devide the class into 4 groups

- Give them papers

- Have them write a tree of their family

- Call on some S to introduce their family

through the tree of family

- Remark and feedback

4 Homework.

- Ask the S to do exercises again

- Ask the s to do ex in workbooks

- Prepare for the Test

- Play the game

- Ask and answer

- Write numbers for the words

- Introduce objects in the picture

5 REMARK:

………

………

………

………

………

test on english Time: 45 minuites Full name : Class : 6

Marks Teacher s remarks’ Questions I Choose the best answer for each following sentence. 1 does Mr Hai work ? – Teaching process He works in a hospital A How B When C Where D How many 2 How many are there in the class ? A desk B board C armchairs D students 3 Mr Hoang lives Hai Ba Trung street, Hanoi capital A on/ in B on / on C in/ on D at/ in 4 is your father ? - He is a doctor A What B Who C How D How old II Find out a mistake for each sentences and correct it. 5 He is a engineer =>

6 There is four people in my family =>

7 What does you do? .=>

8 How many benchs are there in your class? .=>

III.Write in letters the following numbers: 9 11 ,12 , 17 , 20 , 32 ,

10 44 ,51 , 88 ,96 ,100

IV Choose a sentence in column B to be suitable for each sentence in column A.

A B Your answers

11 How are you? a This is my father, Mr.Tuan 11-

12 Who is this? b There are 4 people 12-

13 How many students are c I’m fine, thanks 13-

there in your family? d They are my books and pens 14-

14 Where do you live? e They are my friends in my class 15-

15 What are those? f I live on Tran Hung Dao street, in Da Nang city

V Write a paragraph about your family Use these prompts.( your name, your adress, numbers of the members in your family,their names, their jobs, their ages, what about you ).

Keys: I - 1.C 2 D 3 A 4 A I I- 5.an 6 are 7 do 8 benches III-9 11- eleven 12- twelve 17- seventeen 20- twenty 32- thiry- two 10 44- forty-four 51- fifty-one 88- eighty-eight 96- ninty- six 100- one hundred IV- 11- c 12- a 13- b 14- f 15- d V- At least, they write 5 sentences about their family following the requests Marks: From question I to question IV : 0,5 points for each right answer = 7,5 points Writing test: 0,5 point for each right sentence = 2,5 pionts Sum up = 10 points

Ngµy th¸ng n¨m 2006

Unit 4: Big or small

A- Objectives.

After this lesson, the S can:

- Describe location and size of school

- Describe location of objects

- Identify possession

- Spell words

- Describe everyday activities

- Ask for and say the times

B- Contents.

1- Grammar.

- Adjectives

- Possessive : ‘s’ = plural nouns

- “To have” in the present simple time

- Community, technique, adroitnesses

E – Teaching process Teaching process

Ngµy 22 th¸ng 10 n¨m 2007

Unit 4: Big or small

Period 20 : Part A: th Where is your school? – Ex 1,2.

A- Objectives.

After this lesson, the S can:

- Describe location and size of school

B- Contents.

1- Grammar.

- Possessive : ‘s’ = plural nouns.

- Community, technique, adroitnesses

E – Teaching process Teaching process

- Hang on the pictures of ex 1on the page 44

- Get the S to remark about the sizes of those schools

and where they are located

- Ask the S to say st about their school

2 Presentation.

a New words:

small >< big (adj) (realia)

in the country (example)

in the city (example)

* Checking up:

“What and where”

b Grammar: Introduce about possessive pronoun: ‘s’ = plural nouns

- It is used to express person’s [possession

Modal sentences:

+ This is Phong’s school

+This is Thu’s school

- Ask Ss to give some more examples

3 Practice.

- Ask the S to listen to the tape of ex 1 on the page 44

in the book

- Get the S to repeat the content of the text in chorus

- Call on some s to read again one by one

- Correct their way of pronunciation

- Ask the S to do ex 2 on the page 44

- Ask Ss to ask and answer the questions in pairs

- Hang on an extra board and ask the S to fill in the

blanks with the following information

School Size of school Where

- Look at the pictures and remark about the sizes of school

- Read and copy

- Go to the Bb to write new words

- Give some examples

- Listen to the tape and repeat inchorus

- Read individually

- Do ex 2

- Ask and answer

- Copy in the notebooks

- Go to the BB and fill in the table

2 ms Phong s school’ small country in the

Thu s school’ big in the city

- Ask the s to learn new words by heart

- Ask the S to do ex in their work books

- Prepare the next lesson

- Introduce about Binh Minh school

Unit 4: Big or small

Period 21 : Part A: st Where is your school? – Ex 3,4.

- Community, technique, adroitnesses

E– Teaching process Teaching process.

Time

7 ms 1 Warm up: “Bingo”

-T elicits & lists numbers on the board: T reads:

8 ms

23 ms

5 ms

2 ms

2.Pre-reading:

Set the sence:

This is passage which talk about Phong’s school and

Thu’s school

* Open prediction:

Ss guess what these numbers are about, to do with

school

400, 900, 8, 20

Eg: students, teachers, desks, windows, …

3 While-reading: - Read aloud - Ask the S to read and check their prediction - Answer the questions * Comprehension question: “Lucky numbers” 1 2(LN) 3 4 5 (LN) 6 7(LN) 8 9(LN) 10(LN) 11 12 Questions: Answer key: 1 Where is Phong’s school? 1 in the country 2 How many classrooms are there? 2 8

3 How many students are there? 3 400

4 Where is Thu’s school? 4 in the city 5 Is it small? 5 No, it isn’t

6 How many classrooms are there? 6 20

7 How many students are there? 7 900

4 Post- reading: - Ask Ss to answer the questions of ex 4 5 Homework. - Ask the S to write a paragraph about their school - Ask the S to do ex in their work books - Prepare the next lesson -Listen carefully -Predict numbers - Listen to the teacher - Read and check the prediction - Play game - Copy in the notebook - Answer the questions a It is in the… b there are … c there are … REMARK: ………

………

………

………

Ngµy 23 th¸ng 11 n¨m 2007 Unit 4:

Period 32 : Part A: nd – Ex 1,2,3.

A- Objectives After this lesson, the S can:

- Continue to describe school, especially their class

- Describe location of their class

B- Contents.

1- Grammar Number How many ? – Teaching process There are

- Adjectives

- Which grade be S in ? – Teaching process S be in grade + cardinal number

- “To have” in the present simple time

2- Vocabulary Ordinal numbers to tenth.

- Ask the S to repeat in chorus

- Call on some S to read agian one by one

- Correct their pronunciation

- Check: Jumble words

- Grammar: The way about location

+ Which grade/ class be S in?

+ S be in the + ordinal number + floor / class.

- Ask the S to make up the sentences with that structrure

- Introduce “ to have” anf the way to devide it

- I, you, we, they : have

- He, she, it , Hai, my father : has.

- Ask s to make up sentences with “have” Ex: I have a

book She has a ruler.

- Ask the S to find out sentences that have to have

- Feedback

3 Practice.

- Ask the S to listen to the tape twice

- Call on some s to give the informations they have just

listened

- Remark and give the correct information for the text

- Play game

- Read and copy

- Read in chorus

- Write modal sentences

- Listen to the tape

What are there

in your school?

- Ask the S to write a paragraph about themselves.

- Call on some S to read their passages before the class

- Error hunter

4 Production.

- Hang on an extra board which has informations about

some students

- Ask the S to play game: Nought and crosses

- Call on some s to play

grade 6 second How many

Which first big

- Feedback

5 Homework.

- Ask the s to learn new words by heart

- Learn and make up 10 sentences with ‘s’ = plural nounto have’

- Ask the S to write a paragraph about the location of their

classrooms, about their grade

- Ask the S to do ex in their work books

Unit 4: Big or small

Period 23 : Part B: rd My class? – Ex 4,5,6,7

- Community, technique, adroitnesses

E – Teaching process Teaching process

Time

1 Warm up:

- Bingo topic : Describe their school, grade and

classroom

- Feedback

2 Presentation.

- Netword four

ten ninth

- Introduce ordinal numbers :

+ Ordinal form: cardinal number + th = ordinal

number: fourth, fifth, sixth, seventh, eighth, tenth.

+ Give notes: first, second, third, fifth, ninth.

+ Guide the S how to abbreviate ordinal numbers For

example: first: 1 st , second 2 nd, third : 3 rd

- Read aloud

- Ask the S to repeat in chorus

- Call on some S to read agian one by one

- Correct their pronunciation

- Check: Pelmanism

3 Practice.

- Have the S listen to the tape twice

- Get the S to repeat in chorus

- Call on some students to read again turn by turn

- Have the S work in pairs to ask about their class

+ Which class are you in ?

+ I am in

+ Where is your classroom ?

+ It s on the floor.’

- Monitor and correct

- Hang on an extra board with the mapble dialogue of

ex 5 in the book

- Ask the s to play a guessing game

- Ask the s to work in group to find out the suitable words to fill in the blanks in the mable dialogue

- Call on 4 students from 4 groups to give out their answers

- Have the S play a chain game for “ to have”

- Get the S to play toungers twister for the ordinal numbers

- Monitor and correct

5 Homework.

- Ask the S to learn ordinal numbers by heart

- Ask the S to make up 2 dialogues using the ordinal

ordinal numbers

numbers and “ to have”

- Ask the S to do exerciases in their workbooks

- Prepare the next lesson

Ngµy 30 th¸ng 10 n¨m 2007

Unit 4: Big or small

Period 23 : Part C: th Getting ready for school – Ex 1,2,3,4.

A- Objectives.

By the end of the lesson, Ss will be able to talk about habitual actions

B- Contents.

1- Grammar

- Review the present simple time

- Structure to describe daily activites at home

2- Vocabulary.

- Everyday actions

C- Teaching aids.

- Book, cassette, tape, cards, poster, pictures, objects of teaching

D- Teaching method.

- Community, technique, adroitnesses

E – Teaching process Teaching process

Time Teacher s activities’ Students activities’

- Ask Ss to listen to the tape twice

- Teacher reads once

- Call some students to read aloud before class

* Word Cue Drill

1 …… up Example Exchange

2 …… dressed

3 …… Teeth S1: What do you do every morning?

4 …… face S2: I get up

5 …… breakfast S1: What do you do {then}?

6 …… school S2: ………

- Ask Ssto write 5 sentences about Ba Begin with:

Every morning, Ba gets up He ………

4 Further Practice:

- Answer T’s questions

- Read and copy

- Listen and copy

- Listen to the tapeAnd teacher

Röa mÆt

get upbrushhave

gets upbrusheshas

5 ms

1 m

* Chain Game:

S1: I get up

S2: I get up and I brush my teeth

S3: I get up, brush my teeth and I get dreesed

Unit 4: Big or small

Period 25 : Part C: th Getting ready for school – Ex 4,56,7.

A- Objectives.

After this lesson, the S can:

- Descrbe the time connected with daily activites

B- Contents.

1- Grammar:

- Review the present simple time

- Structure to describe daily activites at home

- What time is it? – Teaching process It is + time

- Community, technique, adroitnesses

E – Teaching process Teaching process

Time Teacher s activities’ Students activities’

5 ms 1 Warm up:- Matching: Your daily activites at home - Match and write

- New words: what time, late

- Check: Rub out and remember

- Grammar:

- Introduce how to say about time:

Model:

What time is it?

+ Giờ đúng: It’s ten o’clock (10.00)

+ Giờ hơn: It’s eleven fifty (11.50)

It’s half past three (3.30)

- Ask Ss to give some examples

3 Practice.

- Have the S listen to the tape twice and close the

book

- Have the S write the time they while they are

listening to the tape

- Monitor and correct

- Read aloud

- Get the s to repeat in chorus

- Call on some s to read again one by one

- Give out a clock and ask the s to ask and answer

about time with their daily activities

- Monitor corrects

4 Production.

- Have some pieces of papers

- Have the S practice with above contents

- Monitor and correct

5 Homework.

- Ask the S to learn new words and structure by heart

- Ask the S to write out a timtable for their daily

activities at home follow this example and write a

passage about their timetable:

Time 6.00 6.05 6.15 6.30 Work get up wash

face get dressed have breakfa

st

- Ask the S to do ex in their worbook

- Prepare the next lesson

numbers

- Read and copy

- Listen and copy

- Give some examples

- Listen to the tape

- Listen and write the time

7.45

go to school breakfast

After this lesson, the S can:

- Describe everyday routines

- Continue to ask for and say the time

- Continue to describe school timetatbles

B- Contents.

1- Grammar

- Adverbs of time

- Present simple time

- Structures of everyday activites

- Community, technique, adroitnesses

E – Teaching process Teaching process

Ngµy 3 th¸ng 11 n¨m 2007

Unit 5: Things I do

Period 25 : Part A : th My day- Ex 1, 2.

- Community, technique, adroitnesses.

E – Teaching process Teaching process

Time Teacher s activities’ Students activities’

a Pre teach vocabulary:

Everyday (adv) (translation)

Play game (explanation)

- Have the S listen to the tape twice.(A1)

- Get the S to repeat in chorus

- Call on some S to read again one by one

- Ask the S to ask and answer the questions after

reading ex 1 on the page 53 (A2)

a She gets up at six

b She goes to school

c She plays game

d She does her homework

- Play game

- Read and copy

- Go to the board and slap

- Listen and copy

- Listen to the tape

10 ms

2 ms

4.Production:

*Survey:

Name Get up Have

breakfast Play games Do your homework

Every morning, Dung gets up at six fifteen He has

breakfast at six thirty ………

5 Homework.

- Ask the S to write a passage about their daily

activities after school

- Ask the S to do ex in their worbook

- Prepare the next lesson

- Ask and answer

- Write a passage with cue words

- Present simple time – Teaching process ‘s’ = plural nounWH’ question

- Structures of everyday activites

- Community, technique, adroitnesses

E – Teaching process Teaching process

Time Teacher’s activities Students’activities

5 ms 1 Warm up Brainstormings Play games Go to school

- Play game.

- Hang on the picture of ex 2 on the page 53 so that

they discuss about it

- Get the S to listen to the tape twice

- Ask the S to repeat in chorus

- Get Ss to practice the dialogue with a partner

S1: What do you do after school?

- Ask Ss to write the answers in the exercise book

- Call some to read answers before class

- Hang on an extra board with a game

“Nought and Cross”

school Nam/ play / soccer Hieu/ play/ volleyball

- Monitor and correct

5 Homework.

- Ask the S to learn new words and structure by heart

- Ask the S to write a passage about their routine after

school

- Read and copy

- Listen , read andcopy

- Give examples

- Listen to the tape

- Practice the dialogue

- Write the answer

- Read the answer

- Play game

- Prepare the next lesson.

Period 27th: A5,6 MY DAY

I: Objectives:

Ngµy 10 th¸ng 11 n¨m 2007

Unit 5: Things I do

Period 28 : Part B : th My routine - Ex 1,2,3 A- Objectives.

By the end of the lesson, Ss will be able to:

- Describe everyday routines

- Continue to ask for and say the time

- Continue to describe school timetatbles

- Community, technique, adroitnesses

E – Teaching process Teaching process

Time Teacher s activities’ Students activities’

- (to) take a shower.

- (to) eat beakfast.

- (to) have lunch/ dinner.

school

television

breakfast volleyball

- Read aloud once.

- Ask Ss to read in wishper and then check their

- Ask Ss to complete the last column in the B2 table

and then do B3 a, and b, with a partner

5 Homework:

- Ask Ss to learn new word by heart

- Write the answers in Ex3 in the notebook

- Listen carefully

- Check the prediction

- Complete the last column

After this lesson, the S can:

- Describe everyday routines

- Continue to ask for and say the time

- Continue to describe school timetatbles

- Book, cassette, tape, cards, pictures, objects of teaching.

D- Teaching method.

- Community, technique, adroitnesses

E – Teaching process Teaching process

Time

1 Warm up

- Have the S play “ Networds”

Read books have classes

+ What time is it? – Teaching process It is + time.

- Ask the S to review how to ask about the activites connected the time

+ What time do / does S + V + O ? – Teaching process S + V (s, es) + O + at + time.

- Hang on the extra board with exercices

+ Combine the phrase in columnA to be suitable

with one in column B.

Column A Column B

1 twenty to two a 12.00

2 a quarter past eleven b 6.30

3 half past six c 1.40 pm

- What time do you/ does someone .?

- I / He / She at + time.

1.get up

2.lucky number

3.go to school 4.have

luch 5.have

classes

6.lucky number

7.go home 8.do

housewor k

9

Take a showe

10.do homewor k

11.Luckynumbe r

12.Go to bed Your

timetable

- Call on some S to read their passages before the class.

- Game: Error hunter

5.Home work.

- Ask the S to learn the second way to say about time

- Ask the S to write their passages again the notebooks

- Ask the S to do ex in the work book

- Prepare the next lesson

D- Teaching method.

- Community, technique, adroitnesses

E – Teaching process Teaching process

1 Warm up “Chatting”

- Have the S play chatting game with time : 7.00 ;

8.20 ; 915 ; 10.30 ; 11.45.

- Ex: What time is it? / What time does your class

start ?

2 Presentation

Pre teach: Ordering Vocabulary

A timetable First we have literature Then we haveEnglish geography At eight forty we have Math English and then we have math At Literature ten fifteen we have history This is ourHistory timetable on Monday

Geography

1-literature 2- geography 3- English 4- math 5- history 6- MondayPresentation Text: Model sentences:

C1 p58 What do you have today? (?)

I don’t have my timetable (-)

- Ask Ss to listen to the tape

- Read aloud

- Ask the s to repeat in chorus

- Call some pairs to read before class

Period 32th: A1,2,3 OUR HOUSE

I: By the end of the lesson Ss will be able to read the text about where Thuy lives to

understand the details and practice country vocabulary

II: Teaching aids:

Cassette, extra board.

A park (n) * Checking up:

Trees (n) “What and where’

Flowers (n)

*Open prediction:

What is there near Thuy’s house?

Ss.write 3 things in their books

2 While reading:

A1 p 62

- Ask Ss to check their predictions

- Ask Ss to listen to the tape twice

- T read once more

+Matching:

- Ss read the text again, guess the meaning of

these words from context and match

e She lives in a house near a lake

f There is a rice paddy near the house

3 Post reading:

- Read and copy

- Checking

- Predicting

- Listen to the tape

- Check the prediction

- Reading the text

- Play game

- Copy

- Practice in pairs

1 m

Picture drill:

(P62 or P63 )

Example Exchange

A: What’s that? A: What are those?

B: It’s a river B: They are trees

*Write

A3 P63

- Ask Ss to complete the sentences

- Call some Ss read their answers

Feedback:

Our house has a yard It is near a rice paddy

There is a hotel near the lake

There is a river and a park

There are trees and flowers in the park

- Let Ss listen to the tape twice.

- Ask Ss to read individually

- Get Ss to check their prediction

- Call Ss to read their answers

- Ask Ss to read letters in the table B3 P67

- Let Ss listen to the tape twice

- Get Ss to write the words you hear in the

- Ask Ss to learn newwords by heart

- Making up the sentences with prepositions

- Listen and copy

- Match

- Predict T/F

-Listen to the tape

-Read the passage

-Check the prediction

-Read their answers

-Complete the sentences

-Read the answers

-Read letters

-Listen to the tape

-Write the words

-Read their answer aloud

Prepositions and “Where is /are…” questions.

III Teaching aids:

Cassette, tape, extra board

- Ask ss to listen to the tape

- Call some Ss to read aloud