unit 1 greetings tiếng anh 6 sách cũ nguyễn hoài đông thư viện giáo án điện tử

- Copy in their notebooks - Read the dialogue aloud - Ss:- Listen and Repeat - Play the role to practice - Introduce the new structures. - Model 2 cues , the whole class repeats,[r]

(1)

Week : Period :

INTRODUCTION I/Mục tiêu:

1.Kiến thức:

- Nắm kiến thức tối thiểu tương đối hệ thống Tiếng Anh thực hành hịện đại phù hợp với lứa tuổi

- Có hiểu biết ban đầu văn hoá số nước sử dụng Tiếng Anh 2 Kỹ năng:

- Kỹ nghe: Nghe hiểu Tiếng Anh sử dụng lớp học hiểu chủ điểm giao tiếp Tiếng Anh lớp học

- Kỹ nói: Thực yêu cầu giao tiếp hàng ngày Tiếng Anh, diễn đạt nội dung giao tiếp đơn giản hàng ngày có liên quan đến chủ điểm nội dung ngơn ngữ học chương trình

- Kỹ đọc : đọc hiểu nộI dung đoạn văn ngắn (150 từ ) đơn giản chủ điểm học chương trình

- Kỹ viết : Viết có hướng dẫn đoạn văn mô tả báo cáo tường thuật hoạt động cá nhân lớp học khn khổ chủ điểm chương trình viết phục vụ nhu cầu giao tiếp cá nhân xã hộI đơn giản

3 Thái độ tình cảm:

- Có thái độ tình cảm đắn Đất nước, Con người, Nền văn hố ngơn ngữ học nhờ phát triển tình cảm tốt đẹp ngơn ngữ văn hoá dân tộc

4 Năng lực:

- Xây dựng phát triển ý thức lực làm việc cộng đồng thông qua hoạt động rèn luyện ngôn ngữ

- Bước đầu có nhu cầu biết cách tự học để nắm sử dụng tiếng nước học tập đời sống

II Chuẩn bị:

1.Giáo viên: Sách giáo khoa, sách tập, đĩa nghe, … 2 Học sinh: Sách giáo khoa, sách tập, ghi, … III/Tiến trình:

Hoạt động giáo viên Hoạt động học sinh 1.Khởi động: 8’

Mục tiêu: thu hút ý học sinh gây ấn tượng tốt với em môn học giáo viên mới.

-Hướng dẫn học sinh tham gia trò chơi “Thầy bảo ”

2 Hoạt động 1: Giới thiệu môn (15’)

Mục tiêu: giới thiệu nội dung môn học, cấu trúc sách giáo khoa.

-Giáo viên giới thiệu sơ lược nội dung môn học với nội dung sau đây:

Chương trình mơn tiếng Anh cấp THCS nhằm hình thành phát triển cho học sinh kiến thức, kĩ Tiếng Anh phẩm chất trí tuệ cần thiết để tiếp tục học lên vào đời sống lao động

-Tham gia tập thể

(2)

Tiếng Anh sách thứ sách bốn biên soạn theo quan điểm quan đỉểm chủ điểm

Sách Tiếng Anh gồm 16 đơn vị, đơn vị thực tiết Mỗi đơn vị biên soạn theo chủ điểm định chủ đỉểm gần gũi, sát thực với mục đích, nhu cầu, sở thích đời sống hàng ngày học sinh Kết luận: nhắc lại tầm quan trọng môn học 3.Hoạt động 2:Hướng dẫn cách học (15’) Mục tiêu: giới thiệu phương pháp học từ vựng, mẫu câu.

Qua phần giới thiệu chi tiết môn học ,các em cần nắm bắt số dẫn cách học dây:

+ Sách: Bao gồm sách giáo khoa Tiếng Anh + sách tập Tiếng Anh

(workbook)

+ Phương pháp học: Học theo “phương pháp giao tiếp” theo trình tự “Nghe –Nói – Đọc – Viết” Cố gắng phát âm âm điệu lặp lại Khi nói đồng cá nhân ( nói to – tự nhiên)

Nghe - Nói hai kỹ Các kỹ khác hướng để biết Đọc Viết

Kết luận: nhấn mạnh tầm quan trọng việc phát âm rõ ràng.

4 Cũng cố, dặn dò: (7’)

Mục tiêu: điểm lại nội dung cấu trúc sách phương pháp học

-Giáo viên tóm tắt lại nội dung buổi học, tiếp nhận trả lời ý kiến học sinh

Kết luận: nhắc nhở học sinh soạn mới.

-Đặt câu hỏi (nếu có)

Draw experience:

Week : Period :

(3)

Section A - HELLO (1, 2, 3, 4) I/Objectives

1/Knowledge, skill and attitude:

- By the end of the lesson, students will be able to greet and get acquainted with one another and Introduce their name

- Focus on listening, speaking and writing skill - Teach Ss to polite with others

2/ Competencies: Develop the cooperative competence. II/Preperation

-Teacher’s : teacher’s book, textbook, realia,… - Students’: notebook, textbook,…

III/ Procedures

Contents Teacher’s & students’ activities 1 Warm up : 7’

Aim: to get SS’ attention Hello song Hello , hello, hello

Hello, I am Linda Hello , hello, hello Hello, I am Linda 2/ Presentation: 20’

Aim: to teach new words and structures * New words:

- hi: (trans) - hello: (trans) - is/ am (v), (exp ) - name (n)

* Structures:

I am = I’m + tên My name is = My name’s + tên Inference: to remind “I’m = My name’s”

Practice: 10’

Aim: to practice speaking the dialogue. I am Lan/ I am Nga

My name is Ba/ My name is Nam Ex1: Hoa: Hi, I am Hoa

Nga: Hi, I am Nga

Ex2: Hung: Hello, My name is Hung Nam: Hello, My name is Nam Inference: to remind “’m = am; ‘s = is” Consolidation:8’

Aim: to further practice speaking the structures.

* A4

Introduce SS the song and the content Then sing model

SS: Listen and repeat

Have some SS sing the song again Then give comment

-T introduces vocabulary

* Note : “Hi” & “Hello” is used to greet in friendly manner between friends, relatives

T: read word by word - Ss:- listen & repeat

- read in chorus - read individual - copy down

-Ask Ss to observe the dialogues in A3 then give structures ( ways to introduce one’s name)

- Have Ss listen and repeat the sentences -T gives modal dialogues Then T reads Ss repeat

-Ss role play reading the dialogues

(4)

I’m ( Ba ) / My name’s (Ba)

Inference: to remind SS prepare next lesson.

Week : Period :

(5)

- By the end of the lesson, Ss will be able to use “How are you?” to greet each other - Focus on listening, speaking and writing skill

- Teach Ss to be polite with others and respect the elder ones 2/ Competencies: Develop the cooperative competence. II/Preperation

III/ Procedures

Contents Teacher’s & students’ activities 1/ Warm up: 5’

Aim: to check SS’ background. * Jumbled words

- mena = name - llohe = hello - ma = am - ym = my 2/Presentation: 15’

Aim: to teach new words and structure. -fine (adj.): (trans)

-are (v) : (exp.) -thanks = thank you: (exp.) -Miss (exp.)/(realia)

-Mrs (exp.)/realia) -Mr (exp.)/realia)

STRUCTURES Hỏi thăm sức khoẻ’ How are you?

I’m fine, thank you And you?

Inference: to notice “ I’m fine = Fine” 3/ Practice: 15’

Aim: to practice speking the structures in textbook.

Ba: Hi, Lan Lan: Hello, Ba Ba: How are you?

Lan: I’m fine, thanks And you? Ba: Fine, thanks

Inference: to notice “thank you = thanks”

4/ Consolidation: 10’

Aim: to further practice the structure Nam: Hello, Lan How are you? Lan: Hi I’m fine, thanks.

Inference: to remind SS prepare next lesson.

- Divide the class into two teams - Ask Ss from each team to go to the board and write down the correct words

- Explain some new words -Ss listen and guess the meaning .T: read word by word

- Ss:- listen & repeat - read in chorus - read individual - copy down

-Have Ss look at the dialogue Then give structure

-Ss look at the picture of Ạ5 Then listen and repeat

-Have Ss look at the pictures of A6 and make similar dialogues

- Modal with one or two students - Ss practice in pairs

-Call on some pairs to present in front of the class

Give feedback

-Have Ss work in pair to complete A7 Then call some pairs to present

Give feedback

(6)

Nguyễn Việt Khái, ngày …Tháng … Năm … Nguyễn Việt Khái, ngày …Tháng … Năm …

TỔ TRƯỞNG BAN GIÁM HIỆU

Week : Period :

UNIT 1: GREETINGS

Section B - GOOD MORNING (B1, 2, 3, 4) I/Objectives

(7)

- Focus on listening, speaking and writing skill - Teach Ss to Teach Ss to be respect elder people

2/ Competencies: Develop the comunicative competence. II/Preperation

III/ Procedures

Contents Teacher’s & students’ activities 1/ Warm up : 8’

Aim: to check SS’ background. *Picture drill

Good morning Good afternoon Good evening Good night

2/ Presentation: 20’ Aim: to teach new words - good morning (picture ) - good afternoon (picture) - good evening (picture) - good night (picture) - good bye (picture)

- we (explanation) we are = we’re

- you are = you’re (explanation) - children (realia )

*Checking: R & R - Presentation dialogue

Inference: to distinguish the phrases with hi/hello.

3/ Practice:10’

Aim: to practice speaking and writing a Pictures drill (B2)

Ex: S1 Good morning S2: Good morning b.Written practice (B4/16) Lan: Good afternoon ,Nga Nga: (1) Lan: How are you?

Nga: (2) (3) ?

Lan: Fine thanks Nga: Good bye Lan: (4)

* Key: Good afternoon, Nga

-Ask Ss to say greeting when you meet other people

-Stick pictures of B2 on the board - Have Ss guess the time in each picture

-Give feedback

- Present some new words by using pictures or explanation

- Read aloud - Ss repeat

- Ss: read in chorus read individually

- Read the dialogue of B3/15 - Ss listen and repeat

-Let Ss role play reading the dialogue -Ask Ss to look at the pictures and practice speaking in pairs

-Have SS look at the picture Then listen and repeat

-Let Ss complete the dialogue of B4/16 into notebooks by writing

-Call some pairs to read their dialogue -Correct & give answer key:

(8)

I’m fine thank you And you?

Bye/Good bye

Inference: to remind SS the structures with “How”

4/ Consolidation: 7’

Aim: to further practice the usage of the phrases

Good morning – good evening – good afternoon – goodnight

Inference: to remind SS prepare next lesson

some tables - Read aloud - Ss repeat

- Stick pictures of B1 on the board again Let Ss write the correct words

Week : Period :

Section C: HOW OLD ARE YOU? (C1, 2) I/Objectives

- By the end of the lesson, Ss will be able to count from one to twenty - Focus on listening, speaking and writing skill

- Teach Ss to learn studiously

(9)

II/Preperation

III/ Procedures

Contents Teacher’s and Students’ activities 1/ Warm up : 7’

Aim: to get SS’ attention and background. Number song

2/Presentation: 20’

Aim: to teach SS numbers to twenty. Numbers frome one to twenty

Inference: to distinguish “12-20; – 15”

3/Practice: 10’

Aim: to practice count from 1-20 Numbers frome one to twenty

Eleven, twenty, fifteen, thirteen, twelve, eight, seventeen, nineteen, four, sixteen. Inference: to remind 12, 20, 11, 13 4 Consolidation: 8’

Aim: to recheck the numbers jumpled words

-levene = eleven -tenenine = nineteen -Fevi = five - twynte = twenty - theertin = thirteen - lvetwe = twelve - seteenven = seventeen - gheit = eight Inference: to remind SS prepare next lesson

Sing a song

-Introduce the numbers by using tables or students in class to count

- Read aloud

- Ss:- listen & repeat - read in chorus - read individual - copy down

- Have Ss count from one to twenty in pair Call some pair to present in front of the class

Give feedback

-Show Ss some flash card and have them speak aloud

-Have Ss work in pair to the jumpled words

- Ask some pairs to show the result and give feedback

-Have Ss listen and repeat

(10)

Week : Period :

Section C: HOW OLD ARE YOU? (C3, 4) I/Objectives

- By the end of the lesson, Ss will be able to ask and answer for the age - Focus on listening, speaking and writing skill

- Teach Ss to respect others

2/ Competencies: Develop the comunicative competence. II/Preperation

(11)

- Students’: notebook, textbook,… III/ Procedures

Contents Teacher’s and Students’ activities 1/ Warm up : 8’

Aim: to recheck SS’ background of numbers. Number song

2/Presentation:15’

Aim: to teach new words and structure about age.

a.New words - How old - Year-old b Structure:

How old are you?

=> I’m eleven years old

Inference: to distinguish “ How old are you ? – How are you?”

3/Practice:15’

Aim: to practice speaking structures. A: Hello, Miss Hoa This is Lan B: Hello, Lan How old are you? C: I’m eleven

A: Hi, Ba This is Phong

B: Hi, Phong How old are you? C: I’m twelve

No Name Class Age

1

How old are you?

=> I’m eleven years old

Inference: to remind the numbers 4 Consolidation: 7’

Aim: to recheck the structure How old are you?

=> I’m eleven years old

Inference: to remind SS prepare next lesson

Sing a song

-Have Ss look at the pictures C3 Give setting

- Introduce new words and structure - Ss:- listen & repeat

- read in chorus - read individual - copy down

- Read modal the dialouges - Ss: listen & repeat

- Have some Ss role play the dialouges Give feedback

- Have Ss to comple the table with the structure

-Call some Ss to show the table

-Call some Ss to ask and answer about their age

Give feedback

(12)

Nguyễn Việt Khái, ngày …Tháng … Năm … Nguyễn Việt Khái, ngày …Tháng … Năm …

Week : Period :

UNIT 2: AT SCHOOL Section: A - COME IN (A1,2 ) I/Objectives

-By the end of the lesson, Ss will be able to use classroom imperative to understand teacher’s commands

- Focus on listening, speaking skill

- Pay attention to the command of teacher and parents 2/ Competencies: Develop the communicative competence. II/Preperation

-Teacher’s : flash cards, pictures, realia,… - Students’: notebook, textbook,…

(13)

Teacher’s and Students’ activities

- Introduce the rules of the game and how to play

-Read new words aloud - Ss repeat

-Ss read individually - Read the text aloud - Ss : Repeat

Read in Chorus Read individual

-Ask Ss to look at the pictures /21 and match each picture with the correct word or phrase word ( work individually)

-Give answer key

- Give the formation of imperative

-T mimes: (open your book, sit down, stand up, come in, close your book)

-Guide Ss to play the game -T: stand up Ss don’t do

-T: Simon says stand up Ss

Contents

Game: Simon say ( Vietnamese) Simon say:

- Đứng lên - Ngồi xuống - Giữ im lặng - Lắc đầu - Gật đầu

a. Pre teach vocabulary: - come: (v) (pict )

-sit down >< stand up: (v) (action) -book: (n) (realia)

-open your book: (act) close your book: (act)

*Checking: Rub out and remember b.Presentation text: A 1/ 20

.Matching

a Open your book b Sit down

c Come in

d Close your book e Stand up

*Structure: Imperative From: V + O /A Ex: Open your book

Mine Drill : Students say: +Open your book +Sit down

-etc

Simon says 3/Practice

Aim: To emphasize vocabularies and structures

Inference : Place of “Please” and the ways to write.

2/Presentation.

Aim: To teach Vocabularies and structures.

Inference : polite communication with “please”

(14)

-Let Ss make the dialogue by using the mapped dialogue

*Put the correct word in the brackets a .down, please

b Please your book c .notebook, please d .up, please

e Please in Draw experience:

Week : Period :

UNIT 2: AT SCHOOL

Section B - WHERE DO YOU LIVE ?(1, 3) I/Objectives

-By the end of this period, the students will be able to questions and answers to talk about the places they live and say the alphabet

- Focus on listening, speaking skill

- Ask and answer politely with other people

2/ Competencies: Develop the communicative competence. II/Preperation

III/ Procedures

Teacher’s &students’ activities Content 4/ Production:

Aim: To recheck the Vocabularies and structures

(15)

- Have Ss play game “ Hang man “ with words : sit down , stand up, open your book, …

-Have Ss look at the picture Ask them what it talks about

- Introduce some new words Ex: We live in Viet Nam

Ex: We live in Buon Ma Thuot City - Read new words alouds

- Ss: - Repeat in chorus - Read individual

- Copy in their notebooks - Read the dialogue aloud - Ss:- Listen and Repeat - Play the role to practice - Introduce the new structures

- Model cues , the whole class repeats, then ask some students to repeat

individually

- Make sure the students remember the exchange, then ask a new student / give a new cue

- Let all students work in pairs, one asks , the other answers

-Introduce the English alphabet -Introduce Ss to sing a song

* Hang man

1 (to) live (example) a house (picture / draw) a street ( picture ) a city (example) What (trans ) Where(trans.) How(trans.)

* Check Vo What & Where Presentation Dialogue ( B1 – P.23)

* Model sentences: A: Where you live?

B: I live on Tran Phu Street

in a house/ a city/ Vietnam

* Word cue drill

a house a city BMT

City Le Duan Street Le Loi street Hue Example Exchange:

S1: Where you live? S2 : I live on Le Loi Street ABC song

4/

Production :

Aim: To recheck Vocabularies , structures and English alphabet

Inference : To distinguish “in, on, at” and some letters

3/

Practice:

Aim: To To emphasize Vocabularies, structures and introduce English alphabet

Inference : Distinguish “h, s, f, z”

2/

Presentation :

Aim: To introduce Vocabularies and structures

Inference : To notice the usage of “in, on, at”

1/

Warm up :

(16)

- Have each student asks and fills in information about three others -Resing the song

D Production * Survey

Name Street City

ABC Songs Draw experience:

Week : Period :

UNIT 2: AT SCHOOL

Section B - WHERE DO YOU LIVE? (4,5) I/Objectives

- By the end of this period, the students will be able to spell their name - Focus on listening, speaking and writing skill

- Ask and answer politely with other people 2/ Competencies: Develop the presentation competence. II/Preperation

(17)

Teacher’s &students’ activities Content

- Sing a song

- Ss: listen and sing

- Introduce new words

Turn on the tape ( times ) –B - Ss listen & repeat

- Read individual

T: correct the mistakes - Have Ss play game - Read the dialogue aloud - Ss:- Listen and Repeat - Introduce the new structures -Explain the way to use questions: - Note the way to read “spell-it” and What’s_ your

- Have Ss play the role to practice

- Model cues , the whole class repeats, then ask some students to repeat

individually

- Divide the class into teams; introduce Ss how to play and the rules

- Write 10 numbers on the board ,

* Sing “ The A, B, C” song

1, Pre- teach (to) spell ( trans )

a, b, c, d, e, f, g, h, I, j, k, l, m, n o, p, k, r, s, t, u, v, w, x, y, z * Check Vo Shark attack Presentation Dialogue ( B4 – P.25)

* Model sentences: A: What’s you name? B: My name’s Lan A: How you spell it? B: L – A – N , Lan

Minh – Nga – Hue Ngan – Huynh – Lam Example Exchange: S1: What’s you name? S2 : My name ‘s Minh S1: How you spell it ? S2 : M-I-N-H, Minh *Lucky number

1 5 10 What’s your name?

4 Where you live?

6 How you spell your name? How old are you ?

10 Spell from A to Z Draw experience:

1/

Warm up :

2/

Presentation :

Aim: To introduce Vocabularies , structures and English alphabet

Inference : To spell correctly

3/

Practice :

Inference : To spell correctly

4/

Production :

(18)

Nguyễn Việt Khái, ngày … Tháng … Năm … Nguyễn Việt Khái, ngày … Tháng … Năm

Week : Period : 10

UNIT 2: AT SCHOOL

Lesson - Section C - MY SCHOOL ( ) I/Objectives

-By the end of this period, the students will be able to learn how to say what things are and use This /That positive statements and Y/N questions to talk about people and things at school

- Focus on listening, speaking and writing skill - Ask and answer politely with other people

2/ Competencies: Develop the communication competence. II/Preperation

III/ Procedures

(19)

- Give the ball for the first student (S1) S1 says A – B – C ,then gives the ball for S2 S2 says D , then gives S3 , The student who says Z , will win the game and get mark , and then continues to say A – B, ………

Note: Each student can say 1,2 or letters

- Show the picture to talk about subject “ School”

- Introduce new words

- Read new words aloud s - Ss: - Repeat

- Read in chorus - Read individual

- Ask Ss practice vocabulary and revise “ How you spell it?”

- Read the dialogue aloud - Ss:- Listen

- Repeat

- Introduce the new structures

-Explain the different between “ this and that”

- Read the dialogue aloud - Ss: Listen

- Show the pictures from P 26 to 27 - Have Ss play the role to practice

- Model cues, the who le class repeats, then ask some students to repeat

individually

* First to say Z !

1, Pre- teach

1 a student (realia) a teacher (realia) a class (realia) a classroom (realia) a desk (realia)

* Check Vo: Word cue drill Ex: T: write on the board: S1: What is this in English? S2 : ( a student)

S1: How you spell it?

S2: ( S –T – U – D – E - N – T ) Presentation

( C1 – P.27-27) * Model sentences: This is my desk That’s school Is this your class?

that teacher? – Yes,it is - No , it isn’t

* Picture drill

*Example Exchange: S1: Is this your ( school)? S2 : No, it isn’t

D Production

Aim: To recheck Vocabularies , structures

Inference : To notice “this-is”

C Practice

Aim: To emphasize Vocabularies , structures

Inference : To notice “this-is”

B Presentation

Aim: To introduce Vocabularies , structures

Inference : To notice pronounciation

A Warm up .

(20)

- Let all students work in pairs, one asks, the other answers

- Point to real things in and around the classroom

Ss: Work in open-pairs

*Example Exchange: S1:Is this your ( school)? S2 : Yes, it is

Week : Period : 11

UNIT 2: AT SCHOOL

Lesson - Section C - MY SCHOOL ( 2, ) I/Objectives

- By the end of this period, the students will be able to learn how to use “What’s this / that?” “It’s a/an …………” to talk about things in the classroom

- Focus on listening, speaking and writing skill - Ask and answer politely with other people

III/ Procedures

Teacher’s &students’ activities Content

- Divide the class into groups * Chain game A Warm up .

(21)

T: says the first sentence

Group : Say the second sentence Group : Say the second sentence Group 1: ………

The group which says more sentences will win the game

T: Use this dialogue to elicit and practice spelling vocabulary

- Show the picture to show the new words,( Using the same as dialogue buid)

- Read new words aloud s - Ss: - Repeat

- Read in chorus - Read individual - Show the picture and ask Ss: Answer

- Explain the way to use these structures - Give examples

- Show real things in class and model a sentence

- Have Ss practice in pairs

- Call some pairs to present in front of the class

- Stick the poster on the board

- Ask Ss to find 10 words about things in class in the word square

- Get Ss to work in pairs to find the words

- Divide the class into teams, Ss from each team go to the board and circle the words they have found then write them down the column of their team

-The team which has more words will win

T: I’m a student

S1 : I’m a student I’m twelve years old S2 : I’m a student I’m twelve years old I’m (Lan)

* Dialogue build Class: What is this? Teacher : It’s a door

Class: How you spell it? Teacher: D – O – O – R

* Picture drill to Pre- teach Vocabulary ( C2 – P 28 )

a door , a window , a board , a clock , a waste basket , a school bag, a pencil, a pen , a ruler , an eraser

* Check Vo : What and where

* Model sentences: T: What is this ? Ss : It’s a door

=> What is this/ that? It’s + a/an + …

1 Speaking : Wordsquare

W P E N S C E X

O E D D C L R D

D N E O H O A R

N C S O O C S A

I I K R O K E O

W L R U L E R B

Answer: ˆˆ pen(s) , ruler window , board

pencil, pen, desk, door, school, clock, eraser

* Lucky numbers

1 10 B Presentation

Inference : To notice the way to answer the structure.

C Practice

Inference : To notice “It’s-a/an …”

D Production

(22)

the game

- Divide the class into teams

- Write 10 numbers on the board , give them the game’s instruction

3,7,9 are lucky numbers How you spell ‘DESK’?

2 How you spell ‘CLASSROOM’? How you spell ‘CLOCK’?

5 How you spell ‘PENCIL’? How you spell ‘RULER’? How you spell ‘ERASER’? 10 How you spell ‘WINDOW’? Draw experience:

Week : Period : 12

UNIT 3: AT HOME

Lesson 1- Section A : MY HOUSE (1,2) I/Objectives

- By the end of the lesson, teacher help students to say what things are, ask and answer about things in the house

- Focus on listening, speaking and writing skill - Protect things at home at at school

III/ Procedures

Teacher and sts’ activities Contents

T : show something in class and ask Questions : What is that / this ? A.Warm up :

(23)

Sts : look at and answer

- Use pictures to present new words - Read the new words

Ss:- listen & repeat - read in chorus - read individual

- Play the tape again and let Ss repeat Ss : - Repeat after teacher

- Listen and copy down

- Repeat (chorus) ,then work in pairs T : explain new structures, how to use the plural form of verb “ be “ and “ noun “ to practice the plural from

Ss : copy down

- practice in pairs to ask and answer about things in the pictures

T :asks Ss to practice asking and

answering the questions about things in the picture

Sts : practice in pairs

T: reminds Ss the way to ask about things Sts : ask and answer

- It’s a window - It’s a pen - It’s a ruler

-1 Listen and repeat :

{ Vocabulary :

- living-room ( n ) - telephone ( n ) - lamp ( n ) - bookshelf ( n ) - armchair ( n ) - couch ( n ) - table ( n ) - television ( n ) - stereo ( n ) - chair ( n ) - stool ( n )

* Check Vo: Rub out and remember { Structure :

* What is this / that ? – It’s a / an…… is  are

this  these that  those it  they

* What are these / those ? They are + plural noun Ex : What are these ?

They are stools What are those ? They are armchairs

2 Practice with a partner : a What are these ?

They are stools b What is this ? It’s a table c What is that ? It’s a clock

B Presentation

Inference : To notice compound nouns

C Practice :

Inference : To distinguish the answer for singular and plural questions.

D Production

(24)

Nguyễn Việt Khái, ngày … Tháng … Năm … Nguyễn Việt Khái, ngày … Tháng … Năm …

Week : Period : 13

UNIT 3: AT HOME

Lesson 2- Section A : MY HOUSE (3,4,5) I/Objectives

- By the end of the lesson, students will be able to talk about the relationship in the family

- Focus on listening, speaking and writing skill - Respect older people

2/ Competencies: Develop the solving competence. II/Preperation

III/ Procedures

T :Use method “ Noughts and crosses”

Sts : as directed

  

  

  

A Warm up (7’) :

Aim: To make Ss happy with new lesson

B Presentation (18’) :

(25)

T: use pictures of family and tell them about the relationship in a family and then present new words

- read the new words Ss : - Repeat after teacher - Listen and copy down - Read individual

-Play the tape again and let Ss repeat - Repeat (chorus) then work in

pairs

T: give some possessive adjectives Ss : listen and copy down

T : explain the questions to ask Who this is / How many people…

Sts : copy down

T :ask Ss to practice asking and answering the questions about name, people, age

Sts : practice in pairs

Have Ss answer the question about themselves

 Vocabulary :

- family ( n) - father ( n ) - mother ( n ) - brother ( n ) - sister ( n ) - people ( n ) - she ( pron ) - he ( pron ) - his - her Possessive adjectives :

I  my He  his She  her You  your

E.g : My book ; his name ; her ruler

 Structure :

1.Who is that ? / Who is that ?

That’ s / this is ……… It’s + name Ex : Who is this ?

This is Hoa

2 How many people are there in your family? There are + number + people

Ex : How many people are there in your family ? - There are five people

3.S + to be + noun ( ngheà ) Ex : She is a teacher

* Answer the questions (A4) : a Her name is Nga

b His name is Ha

c That is Ba He is twelve d This is Lan She is fifteen

Answer the questions (A4) a. Her name’s Nga

b. His name’s Ha

c. He’s Ba He’s twelve years old d. She’ Lan She’s fifteen years old

Answer the questions (A5) Draw experience:

C Practice (15):

Aim: To check Vocabularies , structures

Inference : To notice short form of TOBE

D Consolidation ( 5’) :

(26)

Week : Date of preparation: September 15th Period : 14 Date of teaching :

UNIT 3: AT HOME

Lesson 3- Section B : NUMBERS(1,2,3,4,5 ) I/Objectives

- By the end of the lesson, students will be able to ask about quantity of things and how to use singular nouns and plural nouns

- Focus on listening, speaking and writing skill - Respect older people

2/ Competencies: Develop the solving competence. II/Preperation

III/ Procedures

T : Let Ss play “ Bingo “ with cardinal numbers from 1-20 Sts : play as the direction

T: Introduce the cardinal numbers from one to one hundred

2 5 7 9 13

4 6 8 10 14

15 16 17 18 19

1 Listen and repeat the numbers:

 Vocabulary : A.Warm up (8’) :

Aim: To recheck ordinal numbers

(27)

- Mention the difference between 1-10 and 1-10 – 20 and the main stressed syllables of the numbers

T: let Ss listen to the cassette, repeat and count by themselves

Ss: as directed

T : explain how to form the plural nouns

Ss: listen and copy down

T: show the picture and let Ss count things in it

Sts : count

- Remind the question with How many

Ss : listen and copy down

-Have Ss lidten and repeat Then practice with the partner

-Have Ss count the items in the picture Then write the number

-T calls some Ss to give the answer and have feedback

T: give some single nouns and get Ss to change into plural nouns

Ss : their task

- 30 thirty - 40 forty - 50 fifty - 60 sixty

- 70 seventy - 80 eighty

- 90 ninety - 100 one hundred

 Structure :

Ex : a door  doors a chair  two chairs Ex : a bench  benches a couch  six couches Ex : a shelf  three shelves

Ex : a family  families

1 door table students board books erase window chair check desks ruler benches

 Structure :

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

There is one A3 + A4

A5

Bus  buses Leaf  leaves Dish  dishes Stool  stools Draw experience:

C Practice (15’) :

Inference : To notice “There is/ There are”

D Consolidation (5’) :

(28)

Week : Date of preparation: September 15th Period : 15 Date of teaching :

UNIT 3: AT HOME

Lesson 4- Section C : FAMILIES( ) I/Objectives

- By the end of the lesson, students will be able to tell about their families members of their families and their occupation

- Focus on listening, speaking and writing skill - Respect others’ occupation

2/ Competencies: Develop the communicative competence. II/Preperation

III/ Procedures

- Gets Ss to make sentences by the word given

Ss : make sentences

- Introduce the situation of the text and give guiding questions then let Ss

* Writing

1 many / students / How / there / are ? Are / There / forty-five

2 many / desks / How / are / there ? Eight / there / are

* Questions :

1 How many people are there in this family? A.Warm up (8’) :

Aim: To recheck last lesson

(29)

to listen to the tape Ss : listen

- Play the tape again and let Ss to repeat after the tape

Ss : listen and repeat

T: give meaning of the word and the question

Ss : listen and copy

- Ask Ss to ask and answer the questions

Ss : practice ( pair work )

After asking and answering, T gives the correct answers

Ss : check and copy down

-Have Ss answer the question Give feedback then

2 How old is his mother ?

 Vocabulary :

- engineer ( picture) : -doctor (picture) - nurse ( picture)

 Structure :

What does he ? – He is a/an + Noun Ex : what does he ? – He is an engineer

Where + be + S ? – S + be + place Ex : Where is he ? – He is in the living room

* Answer :

a There are four people b He is forty

c He is an engineer d She is thirty-five e She is a teacher f Her brother is eight g He is a student

h They are in the living-room

How many people are there in your family? How old is your father?

What does he do? Draw experience:

Nguyễn Việt Khái, ngày … Tháng … Năm … Nguyễn Việt Khái, ngày … Tháng … Năm …

C Practice :(17’) :

Aim: To check Vocabularies , structures

Inference : To notice the replacement of pronoun.

D Consolidation (17’) :

(30)