Lesson plan - English 6 - second tẻm

Teaching aids: - Teacher: picture cues, teacher’s book, lesson plan -Ask ss to give possessive adjectives: Network -T gives the correct answer his 3.. adj - Elicit form from ss: - Elic

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I Aims & objectives:

-Helping ss to practise talking about parts of the body

- Vocabulary: To introduce to ss some vocabulary: the chest, the head, the shoulder, the arm, the finger, the hand, the leg, the feet, the toe

- Skill: + Target skill : speaking

+ Other skills : Reading, writing, listening

- Main teaching points: To introduce to ss how to use nouns to talk about parts of the body

- By the end of the lesson ss will be able to understand and practice asking and answering about the parts of the body fluently and correctly

II Teaching aids:

- Teacher: picture cues, teacher’s book, lesson plan

-Ask ss to give possessive adjectives: Network

-T gives the correct answer his

3 New lesson:(36’)

b Set the sence : (2’)

-T draws parts of the body and elicits words from ss by asking : What is this? What are these? It’s……/ They are…

T notes down new words on the pictures Check understanding: R0+ R

When you want to know parts of the body How can you ask and how can you answer?

his chest his head his shoulders

his hands his fingers his legs

his toes

What are these? They are his handsWhat is this ? It’s his head

Possessive adjs

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c New target item: (1’)

Ask ss to look at the picture & elicit sentences from ss

What are these sentences into Vnamese?

What does the question begin with? “ What”

What comes after ”What”? to beWhat comes after “ to be”? this / that / these / thoseThe answers: What comes after” it / they ‘’?‘be”

What comes after ” to be ”? N/ Ns-Elicit form from ss

- Elicit use from ss: Ask & answer about sth-Elicit intonation from ss: Falling tune

-Run through picture cues, model the first picture cue, follow steps: T-Wc, Wc-T, open-pair, close pair

T introduces to ss how to practice “ Simon says” clearly

_Monitor, take notes & correct directlyAsk ss to practice asking & answering about things in the classroom

-Monitor, take notes & correct indirectly

T gives instructions clearly-Monitor, take notes & correct indirectly

Form: What is this / that? It is + a/an+NWhat are these/ those? They are + Ns

Picture drill: A1( p 96)

Eg : What’s that ? That is his head

Eg : Simon says: touch your head

Gap fill: Poster

We have… toes toes

We eat with… toes… toes

4 Summary: ( 2’)

Repeat the main structure

5.Homework: (2’)

Learn vocabulary & structure by heart

Do exercises A1,2 ( p83)- Prepair unit 9-A3-4

-Helping ss to practise describing physical appearance

- Vocabulary: To introduce to ss some vocabulary: Adjs: short, tall, heavy, light,fat,thin, weak,strong

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- Main teaching points: To introduce to ss how to use adjs to describe physical appearance

- By the end of the lesson ss will be able to understand vocabulary and structure deeply & clearly

- Teacher: word cues, teacher’s book, lesson plan

- SS : textbook, schoolthings

III Procedures:

1 Check up:(3’ )

Ask one ss to write vocabulary

Ask two ss to practice asking and answering about things in the classroom

2 Lead in: (2)

Ask ss to repeat the verb to be with correct S

Today you’ll learn unit 9 It tells us how to decribe someone

antonym situation

Check understanding: Ro & R -Ask ss to look at the picture & elicit situation from ss

Who is this? It’s Nam You want to know his appearance howcan you ask and answer?

- Elicit sentences from ss:

What are these sentences into V Namese?

The answer: What comes after “be” ? adj

- Elicit form from ss:

- Elicit use from ss: To describe one’s physical appearance

- Ask ss to listen to carefully & give intonation: falling tune

- Run through word cues, model the first cue T-Wc, Wc-T, open pair, close pair

short ( adj) thÊptall: (adj) caoheavy: ( adj) nÆng light( adj) nhÑfat( adj) bÐothin (adj) gÇyweak(adj) yÕu strong(adj) khoÎ

How is Nam? He is tallForm: S + to be + adj

Word cues: Lan/ shortThey / thin She/ weak

He / heavy Minh and nam / tall

We / fat

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b.Less controlled practice:

( 7’)

3.3 Production(8’)

Ask ss to write word cues

- Monitor, take notes & correct directly

To ask ss to describe ss’ members’ physical appearance

- Monitor, take notes & correct indirectly

4 Summary: ( 2’)

5.Homework ( 2’)

Learn vocabulary and structure by heart

Do exercises A3-4 (p 84) – Prepare Unit 9 B1

-Helping ss to practise describing faces

- Vocabulary: To introduce to ss some vocabulary: eye, ear, lip, teeth, hair, nose

- Main teaching points: To introduce to ss how to use adjs to describe faces

- By the end of the lesson ss will be able to understand vocabulary and structure deeply & clearly

III Procedures:

1 Check up:(3’ )

Ask two ss to describe their friend’s physical appearance

2 Lead in: (2)

Pelmanism: Give instructions clearly

Today you’ll learn unit 9 It tells us how to describe one’s faces

3 New lesson: (36’)

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3.1 Presentation: ( 11’)

a Pre teach vocabulary:

(4’)

to the others How can you describe?

- Elicit sentences from ss:

What comes after “be” ? adjSecond sentence: What comes after “ S “? has/ haveWhat comes before “ face “? adj

- Elicit use from ss: To describe one’s face

- Run through word cues, model the first cue T-Wc, Wc-T, open pair, close pair

Ask ss to write word cues

To ask ss to describe their classmates

- Monitor, take notes & correct directlyAsk ss to listen to the teacher carefully and draw

an eye: m¾t

an ear: taithe lip: m«i

a tooth: r¨ngthe hair: tãcthe nose: mòithe mouth: miÖngHer face is round Her eyes are round and black.her lips are full Her nose is small Her face is round or She has a round face

Form: S + be + adj

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

Word cues: She / oval / face

He / black / hairMinh / brown / eyesLan/ short / hairThey / full / lips

4 Summary: ( 2’)

5.Homework ( 2’)

Do exercises B1 (p 85) – Prepare Unit 9 B2-3

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-Helping ss to practise asking and answering about color

- Vocabulary: To introduce to ss some vocabulary: adjs of color: red, grey, black, blue, brown, white, yellow, green, purple, orange

- Main teaching points: To introduce to ss how to use adjs of color to describe feature

- By the end of the lesson ss will be able to ask and answer about the colors fluently and correctly

III Procedures:

1 Check up:(3’ )

Ask one ss to write vocabulary short round

Ask one ss to describe a classmate

2 Lead in: (2)

Ask ss to give adjs they have learnt

Today you’ll learn unit 9 part B2-3 It tells us how to ask and answer about colors

d Concept check: ( 4’)

Elict words from ss realia antonym explanation realia

explanation translation example realia translation Check understanding: Ro & R

-Ask ss to look at the picture and elicit sentences from ss Who is this? It’s Hoa And who is this? It’s Mai

What are they talking about? A new dollElicit sentences from ss

black: (adj) màu đenwhite: (adj) màu trắnggrey: (adj) màu xámred: (adj) màu đỏ blue: (adj) màu xanh da trờibrown: (adj) màu nâuyellow: (adj) màu vàngorange: (adj) màu da campurple: (adj) màu tíaHoa Mai

Hoa: I have a new dollMai: What color is her hair?

Hoa:It’s blackMai: What color are her eyes?

Hoa: They are brownadjs

doll

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- Elicit use from ss: Ask and answer about colors?

- Run through picture cues, model the first picture cue T-Wc, Wc-T, open pair, close pair

Ask ss to practice asking and answering about the colors of things in class

Ask ss to complete picture cues

To ask ss to write a paragraph to describe one of their classmates

Form: What color + be + s? S + be + adj

4 Summary: ( 2’)

5.Homework ( 2’)

Do exercises B2-3 (p 85,86) – Prepare Unit 9 B4-5

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Date of planning:

Date of teaching:

Period 59: Unit 9: The body

Lesson 5: B4-5

-Helping ss to read for details of the text

- Vocabulary: To introduce to ss some vocabulary: full, long, oval,

- Skill: + Target skill : Reading

+ Other skills : speaking, writing, listening

- Main teaching points: Futher practice in body vocabulary to describe people

- By the end of the lesson ss will be able to understand the content of the text deeply and describe body build fluently and correctly

- Teacher: posters, teacher’s book, lesson plan

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III Procedures:

1 Check up:(3’ )

Ask one ss to write cocabulary

Ask one ss to write form: ask & and answer about colors

Elicit qs & answers from ss Miss Chi is a teacher She teaches

in a school in HN Do you know her? No, I don’t Now I’d like you to look at the poster for the missing words ( her features) Give ss 3 minutes to predict

Ask ss to compare with their partners after finishing predictionAsk ss to open the textbook B4 page 101, read silently & check their prdictions

T gives the correct answersAsk ss to practice in pairs, monitor, take notes and give the correct answer

Ask ss to listen write the letters of the pictures in their exercise book

T gives instructions clearly: Ask ss to practice in group of four

Ask the tutor to go to the board & write it up

T monitors, takes notes & correct indirectly

oval (adj) hình trái xoanfull: ( adj) đầy, đầy đặnlong: ( adj) dài

B5: a-1, b-3, c-2, d-4

my partner my mum my dad my brother/

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Learn vocabulary by heart –Complete writing

Prepare Unit 10: A1-2-5

-Helping ss to practise asking and answering how someone feels

- Vocabulary: To introduce to ss some vocabulary: hungry, thirsty, full, hot, cold, tired

- Main teaching points: Talking about how we feel using adjectives of physical state

- By the end of the lesson ss will be able to understand vocab, ask and answer about one’s feelings

III Procedures:

1 Check up:(3’ )

Ask one ss to retell the content of part B4

Elict words from ss situation antonym explanation antonym

explanation situationCheck understanding: Ro & R -Ask ss to look at the picture and elicit sentences from ss Who is this? It’s Lan

hungry: ( adj) đóifull: (adj) nohot: (adj) nóngcold: (adj) lạnhthirsty: (adj) kháttired: (adj) mệt mỏi

Lan How is Lan?

glass of water

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What is this? It’s a glass of water

Elicit sentences from ssWhat are these sentences into Viet namese?

What does the question begin with? How Feel or to feel? feel

The answer: What comes after “ be /feel(s) “? Adj

- Elicit use from ss: Ask and answer about one’s feel?

Ask ss to complete picture cuesAsk ss to listen to carefully & match the right names with the pictures

T gives the correct answers

To ask ss to write sentences Change: I-> He / She

She is thirsty

= How does Lan feel?

She feels thirstyForm: How + be + S ? S + be + adjHow + do/does + S + feel? S + feel/s + adj

A1 Transformation writingEg: He is hungry

4 Summary: ( 2’)

5.Homework ( 2’)

Do exercises A1,2(p 87) – Prepare Unit 10 A3-4-6

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Date of planning:

Date of teaching:

Period 61: Unit 10: Staying healthy

Lesson 2: A3-4-6

-Helping ss to read for details of the text

- Vocabulary: To introduce to ss some vocabulary: orange juice, noodles, (to) want, would like, (to) like

- Skill: + Target skill : Reading

+ Other skills : speaking, writing, listening

- Main teaching points: Reading a dialogue to recognize polite offers and request with “ What would you like?”

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And I’d like some /a…to”

- By the end of the lesson ss will be able to understand the content of the text deeply and practice structures fluently and correctly

- Teacher: posters, teacher’s book, lesson plan

III Procedures:

1 Check up:(3’ )

Ask one ss to write cocabulary

Ask one ss to write form: ask & and answer about one’s feel

Now look at the poster It’s about Nam and Lan’s conservation

I’d like you to think and predict for the missing words Give ss

3 minutes to predictAsk ss to compare with their partners after finishing predictionAsk ss to open the textbook A3 page 105, read silently & check their prdictions

T gives the correct answersAsk ss to read the dialodue again & match the key words to people

Give the correct answer

T gives instructions clearly: Ask ss to practice in pairs Practice Asking & answering according to model part A6.T monitors,

orange juice: níc cam Ðpsome noodles: mú

(to) like: thÝch(to) want: muèn

= would like muèn Nam LanNam: How do you feel?

Lan: I’m…and …

Nam: What would you like?

Lan: I’d like some…What about you?Nam: I’m… I’d like some…

tiredthirstyfullhungrynoodles

a drink/orange juice

to sit downKeys: Lan: hot, thirsty,a drink/orange

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takes notes & correct indirectly juice/full

Nam: hunry, noodlesBa: tired, to sit down

4.Summary: (2’)

Retell the main content of the text

5 Homework: (2’)

Learn vocabulary by heart –Complete writing dialogues

Do exercises A3,4( 88) -Prepare Unit 10: B4-5

-Helping ss to practise structure “ What would you like? I’d like… ”

- Vocabulary: To introduce to ss some vocabulary: the chicken, fish meat,rice, fruit, milk, menue

- Main teaching points:Uncountable and plural food and drink nouns, polite requests” I’d like some…”and polite offers” What would you like?”

- By the end of the lesson ss will be able to understand vocab & structure deeply & clearly

III Procedures:

1 Check up:(3’ )

Ask one ss to retell the content of part A3

the chicken: gµ, thÞt gµthe fish: c¸

the rice: g¹o, c¬m the meat: thÞt

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-Ask ss to look at the picture and elicit sentences from ss Who is this? It’s Mai And who is this? It’s Nam

Where are they? They are in the restaurantElicit sentences from ss

What comes after “ I’d like “? N ( sth)

- Elicit use from ss: Polite offers what some one would like

To ask ss to practice chain game.Give instructions clearly

the fruit: hoa quả

the milk: sữathe menu: thực đơn

Mai: NamMai: What would you like,Nam?

Nam: I’d like some fishNam: What would you like ? Mai: I’d like some chickenForm: What would you like?

I’d like+ a/an/some/N(s )/uncPicture cues: B4,5( 110, 111)Eg: What would you like? I’d like some fish

Eg: S1: I’d like some fish S2: I’d like some fish & some vegetables S3: … toes… toes… toes… toes… toes… toes… toes… toes… toes… toes… toes… toes… toes… toes… toes and some orange juice

4 Summary: ( 2’)

5.Homework ( 2’)

Do exercises B3-4(p 92) – Prepare Unit 10 B1-2-3

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-Helping ss to practise structure : Yes / No questions

- Vocabulary: To introduce to ss some vocabulary: an apple, an orange, a banana, some water

- Main teaching points: some/ any with there is /there are,positive, negative and Y/N questions to talk about Food and Drink

III Procedures:

1 Check up:(3’ )

Ask one ss to write form : A polite request about what some one would like

2 Lead in: (2)

Net works: Give instructions clearly and elicit words from ss:

meat noodles milk orange juice

Elict words from ss realia translation example situation

Check understanding: Ro & R

What are they talking about? Food and drinkElicit sentences from ss

What comes after “ some”? unc/NsWhat comes after “ any”? unc/Ns

an apple qu¶ t¸o

an orange qu¶ cam

a banana qu¶ chuèithe water nuícMai: NamMai: What’s for lunch?

Nam: There is some meat and some riceMai: Are there any noodles ?

Nam: No, there aren’t any noodles.Form: There is /are + some +unc/NsThere is not/are not+ any + unc / NsAre /Is there + any + Ns / Unc?

Picture cues:

Eg: Is there any water? Yes, there is Food

Drink

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Rising tune ( interrogative form)

Ask ss to complete picture cuesMonitor, take notes & correct directly

- T gives the correct answers

To ask ss to write a paragraph describe sth in their house using : There is / there are.Give instructions clearly

4 Summary: ( 2’)

5.Homework ( 2’)

Do exercises B1-2 (p89) – Prepare Unit 10 C1-2-3-4

-Helping ss to practise speaking about favorite Food and Drink

- Vocabulary: To introduce to ss some vocabulary: favorite, food, drink, some, carrots, beans, peas, iced tea

- Main teaching points: Speaking about favorite Food and Drink to contrast “ Would you like…?” with “ Do you like…?”

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III Procedures:

1 Check up:(3’ )

Ask one ss to write form : How to use some and any

2 Lead in: (2)

Net works: Give instructions clearly and elicit words from ss:

meat noodles milk orange juice

Elict words from ss explanation example example realia translation realia situation

picture Check understanding: Ro & R

What are they talking about? Their favorite food and drinkElicit sentences from ss

What comes before “ S”? Do/ Does / Would What is “ like”? bare V

- Elicit use from ss: Yes / No question with “like” and a politerequest

favorite(adj) a thíchthe food thức ăn, thực phẩmthe drink đồ uống

a carrot củ cà rốt

a bean hạt đậu, đỗ

a pea đậu, đỗ hạt trònthe iced tea trà đá

a banana quả chuối

Mai: Do you like milk?

Nam: Yes, I doMai: Would you like beef?

Nam: Yes, please

Form: Do / Does + S + like? Yes, S + do / does( No, S + don’t / doesn’t)

Would + S + like?Yes, please( No, thank you)

Word cues: beans/ V peas/ VIced tea / X oranges XCarrots / V milk / VRice / X orange juice / X Food

Drink

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- T gives the correct answers

T gives instructions clearly Ask ss to practice group of threeAfter finishing the survey Ask the tutor to retell about their friends

ThuyHoaEg: Do you like chicken? Yes, I do

4 Summary: ( 2’)

5.Homework ( 2’)

Do exercises C1—3-4 (p91- 92) – Prepare Unit 11 A1

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Lesson 5: C1-2-3

-Helping ss to practise structure: Let’s…./ Why don’t we… ? / What/ How about………… ?

- Vocabulary: To introduce to ss some vocabulary: a pagoda, a minibus, very

- Main teaching points:To introduce to ss how to use structure: Let’s…./ Why don’t we… ? / What How about………… ? and responding Futher practice in want to do…

III Procedures:

1 Check up:(3’ )

Ask one ss to retell the content of part B5-6 go camping

Elict words from ss: picture explanation synoym Check understanding: Ro & R

-Ask ss to look at the picture and elicit sentences from ss Who is this? It’s Mai And who is this? It’Minh

What are they talking about? Suggestions for summer vacations

Elicit sentences from ssWhat are these sentences into V Namese?

a pagoda: chïa

a minibus: xe buýt nhávery: ( adv) rÊt

Mai: MinhWho is this? It’s MaiAnd who is this? It’s MinhMai: Let’s go campingMinh: No, I don’t want to

Mai: Why don’t we go to Sam Son beach?Minh: It’s too far

What about visiting H C M’s Mauselum?Minh: That’s a good idea

Suggestions for summer vacation

free time free time

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- Elicit use from ss: Polite requests

- Monitor, take notes & correct directlyAsk ss to practice in pairs.Give instructions clearly( suggest their friends should do sth )

Form: Let’s + bare V… toes

What about+ Ving… toes… toes… toes… toes ?

Why don’t we + bareV… toes… toes… toes ?

Yes, let’s / No, I don’t want to / That’s a good idea

Picture cues: C3 a-> f ( p.148, 149)Eg: Let’s go to the beach

That’s a good idea

4 Summary: ( 2’)

5.Homework ( 2’)

Do exercises Part C– Prepare Grammar practice

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Date of planning:

Date of teaching:

Period 89: Grammar practice

-To give ss further practice in simple present tense,adverbs of frequency, present progressive tense, near future, the weather

- Vocabulary: To help ss revise vocabulary in doing exercises

- Skill: + Target skill : Speaking

+ Other skills : reading, writing, listening

- Main teaching points: To help ss to revise and improve further practice in simple present tense, adverbs of frequency, present progressive

tense, near future, the weather

- By the end of the lesson ss will be able to improve their knowledge & skills of doing exercises

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