Giao an Tieng Anh 6 ca nam 3 cot

- Playing the tape (twice) - Asking students to make the dialogue like this, using some food and drink in the menu - Correcting mistakes. - working in pairs[r]

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Unit 1: GREETINGS

Section A: HELLO

Period: ( A1,2,3,4 )

I Objectives:

By the end of the lesson, students will be able to - greet people

- introduce their own names

II Language contents: 1 Structure:

- My name is … (My name’s …) - I am … (I’m …)

2 Vocabulary:

- Hello - Hi - I - name

III Techniques:

- Role - plays - Game

IV Teaching aids:

- Textbook, board, chalks, magnets - Pictures

- Cassette, tape

V Time: 45 minutes

VI Procedures:

Steps Teacher’s activities Students’ activities

Warm-up - Ask students to look at the picture in the book at page 10 and describes the content of the picture

- Ask students some questions in Vietnam about saying to or greeting people when they meet a new person

(2)

- Ask students how to introduce themselves when they meet a new person

A1

Presentation

A2 Practice

- Ask students to listen to the tape “Hello” , “Hi”

- Ask students to listen again then repeat - Ask students to practice and work in pairs - Ask some pairs to say greetings before the class

- Correct their pronunciation

* NEW WORDS:

- hello (interj) [hə'lou]  formal style

- hi (interj) [hai]  informal style

- classmate (n) ['klɑ:smeit]

- Listen to the tape - Listen again and repeat

- Work in pairs

A3

Presentation

Practice

Controlled

- Tell students two ways to introduce their names :

* NEW STRUCTURE:

I am + name

My name is + name

- Give the brief form of these ways: I’m + name

My name’s + name

- Ask students to listen to the tape and then repeat

- Ask some students to play role Lan, Nga, Ba, Nam before the class

- Write these structures on their notebooks

- Listen to the tape - Repeat in chorus

- Play role

(3)

Further practice

- Ask students to practice with a group of four - Ask them to introduce their names one by one

* NEW WORDS:

- name (n) [neim]

My name is Nam - Work in groups

Consolidation - Recall students how to greet people

- Use question: “What’s your name?” to help students remember two ways to answer.

- Game: MY NAME

Procedures:

- Ask students to write theirs name on a paper - Disorder these paper and give them to students

- Ask one student read aloud the name on the paper

- The student whose name is announced stands up and read his paper

- Let the game go on till the end of the period

- Answer T’s questions

- Play game - Follow T’s instructions

HOMEWORK:

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Section A: HELLO

Period: ( A5,6,7 )

I Objectives:

By the end of the lesson, students will be able to - greet another

- ask how people are - express one’s gratitude

- How are you?

- I’m fine, thanks / I’m fine, thank you - And you?

2 Vocabulary:

- fine (a) - Mr (n) - Miss (n)

III Techniques:

IV Teaching aids:

- Cassette, tape

VI Procedures:

Warm-up - Game: Throw And Catch

Procedure:

- Use a small soft ball and throw it to students

(5)

- Ask students that receive the ball to say:

Hello / Hi

I’m + name / My name’s + name.

then throw it to another person and go on - Ask students it as quickly as they can If somebody can’t it quickly being the loser - Ask the loser to sing a song

A5

Presentation

- Stick the picture on the board - Introduce the dialogue

- Ask students to listen to the tape - Teach new words and structure

* NEW WORDS:

- how (adv) [hau] - fine (a): [fain]

- thanks (interj) ['θæηks]

* NEW STRUCTURE: How are you?

- I’m fine, thanks. - I’m fine, thank you.

- Ask students to listen to tape again with pauses after two sentences and repeat - Ask students to practice reading the dialogue in pairs

- Ask some pairs to perform before the class - Correct their pronunciation

- Listen to the tape - Write new words and structure on their notebooks

- Listen to the tape - Repeat in chorus - Work in pairs

A6 Practice

* NEW WORDS:

- Mr (n) ['mistə] ]  formal style

- Miss (n) ['miz] ]  formal style

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- Ask students to look at two pictures on their books at page 12 and read people‘s names in pictures

- Ask students to make the similar dialogues as part with people in part in pairs

- Read names of people in pictures

- Make the similar dialogues in pairs

A7 Practice

- Ask students to look at the dialogue in part at page 13 then complete it

- Ask students to compare with their partners - Ask some students to read their answers before the class

- Check their errors

- Ask these students to write their answers on the board and the others write them on their notebooks

- Complete part at page 13

- Compare with their partners

- Write answers Consolidation - Ask students to fill in the blanks

Hoa: ……… My ……… is Hoa

Nga: ……… ……… am Nga How are ……… ? Hoa: I’m ………, thanks

……… you? Nga: I’m fine,

………

- Fill in the blanks

Suggested keys:

Hoa: Hi, Nga My name is Hoa

Nga: Hello, Hoa I am Nga How are you? Hoa: I’m fine, thanks

And you?

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HOMEWORK:

- Learn new words and new structure

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Section B: GOOD MORNING

Period: 3

I Objectives:

By the end of the lesson, students will be able to - greet in different time of the day

- say good bye

II Language contents: * Vocabulary:

- Good morning - Good afternoon - Good evening

- Good night - Good bye - Bye

III Techniques:

- Cassette, tape

VI Procedures:

Warm-up - Ask students to tell the ways of greeting - Stick pictures on the board and ask students to guess what part of the day it is

- Say “Hello”, “Hi”

- Watch pictures and guessing

B1

Presentation

- Ask students to listen to the tape and guess what part of the day it is

- Call some students say their guesses - Correct their answers

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* NEW WORDS:

- morning (n) ['mɔ:niη]

 Good morning: 12 am

- afternoon (n) ['ɑ:ftənu:n]

 Good afternoon: 12 pm  pm

- evening (n) [i':vniη]

 Good evening: pm  12 pm

- night (n) [nait]

 Good night

- Good bye - Bye [bai]

- Write new words on their notebooks

B2 Practice

- Ask students to listen again and repeat - Ask some students to read before the class - Give them different situations and ask them to practice

- Ask students to practice with their partners - Ask some pairs to perform before the class - Correct their pronunciation

- Listen to the tape again

- Repeat in chorus

- Work in pairs B3

Practice

- Ask students to listen to the dialogue in B3 twice

- Ask students to repeat in chorus

- Ask students to practice the dialogue in pairs

- Listen to the tape - Repeat in chorus - Work in pairs

B4 Practice Consolidation

- Ask students to complete the dialogue at page 16

- Ask students to compare with their partners - Ask some students to read their answers before the class

- Complete part at page 16

- Compare with their partners

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- Check their errors

- Ask these students to write their answers on the board and the others write them on their notebooks

- Game: Pelmanism

Procedures:

- Make some cards having two faces like this:

- Let ss choose one card, they will see the number and say it

Suggested keys:

Lan: Good afternoon Nga

Nga: Good afternoon, Lan

Lan: How are you? Nga: I am fine, thanks

And you? Lan: Fine, thanks Nga: Goodbye Lan: Bye

HOMEWORK:

- Learn new words

- Do exercises from to at page (6,7) in workbook

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Section C: HOW OLD ARE YOU?

Period: 4 (C1,2)

I Objectives:

By the end of the lesson, students will be able to - count to twenty

One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

III Techniques:

- Game

- Cassette, tape

VI Procedures:

Warm-up - Ask students to look at the picture on page 17

- Ask students to count how many students are in the picture

- Saying: “Four students”

- Answer T’s question

C1

Presentation

- Ask students to listen to the tape and repeat - Write numbers from one to twenty on the board

- Read these numbers and asking students repeat

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C2 Practice

- Game: “Rub Out And Remember”

Procedures:

- Erase some numbers and ask students to recall

- Ask students rewrite some erased numbers - Ask a pair to go to the board

+ The first says in English

+ The second writes them on the board - Ask students to practice counting from one to twenty

- Play game

- Work in pair

Consolidation - Game: “Slap The Board”

Procedures:

- Write some numbers on the board

- Ask the representative of each group to go to the board

- Say numbers and students have to slap the numbers on the board

- Choose the fastest to be the winner - Ask students to count from one to twenty again

- Game: Lucky numbers

Procedures:

- T writes some numbers and choose two lucky ones

- Ask ss to choose one number, if it is not a lucky number, T gives a question to ss

- Play game

- Count from one to twenty again

HOMEWORK:

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Section C: HOW OLD ARE YOU?

Period: 5 (C3,4)

I Objectives:

By the end of the lesson, students will be able to - introduce the others

- say how old one is

- This is Phong - How old are you? - I’m twelve

2 Vocabulary:

- this - year(s) old

III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

Warm-up - Game: “Jumbled Words”

Procedures:

- Give each group a worksheet like this: wlete 

- Play game

Suggested keys:

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2 tefinfn 

3 nelvee 

4 rteehint 

5 eefturo 

6 itehg 

7 netwyt 

8 etnvesne 

- Ask each groups rearrange these words into right words

- Choose the fastest to be the winner

2 fifteen eleven thirteen fourteen eight twenty seventeen

C3

Presentation

- Ask some students about their ages in Vietnamese

- Ask students to listen to the tape twice with pauses and then repeat

- Ask some students to play roles and perform before the class

- Teach students how to introduce the others - Write the structure:

This is + name

on the board

- Give some examples: Ex: This is Dung

This is Hoa

- Ask students to practice in groups

- Ask some students to performs before the class

- Teach students how to ask one’s age - Write the structure:

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How old are you? I’m + number.

on the board

- Give some examples: Ex: How old are you?

I’m eleven

- Ask students to work in pairs and use this structure

HOMEWORK:

- Learn new structure

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Unit 2: AT SCHOOL

Section A: COME IN

Period: 1

I Objectives:

By the end of the lesson, students will be able to - use some simple imperative sentences

- give and obey orders

- come (v)  come in - open (v) - close (v)

- sit (v)  sit down - book (n) - say (v)

- stand (v)  stand up III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

Warm-up - Review old lesson by asking some students

- Use some questions in Unit + Hi, Nam

+ Good morning + My name is Nga + How are you?

- Do as T asks

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Presentation page 20 and guess what the teacher requests - Ask students to listen to the tape twice - Ask some students to repeat the imperatives sentences

- Use gestures to help students find the meaning of these sentences

- Write the new words on the board

VOCABULARY:

- come (v)  come in

- open (v) - close (v)

- sit (v)  sit down

- book (n) - say (v)

- stand (v)  stand up

- Ask students read them and checking their pronunciation

- Ask students to play the game “Rub out and remember” with the imperatives sentences on the board

Procedure:

- T will erase one word one by one - Ss have to remember them

- After that, T will ask one student to recall them

and as T asks

- Listen to the tape - Guess the meaning

- Write news words on the notebooks

- Play game “Rub out and remember”

A2 Practice

- Ask students to listen and with the imperatives sentences:

+ Stand up + Sit down

- Listen and as T asks

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+ Open your book + Close your book

- Ask students to in groups

- Ask students to look at the pictures and exercises in A2 on page 21

- Asking some students to stand up and take turns to play role before the class

- Ask students to play game “Simon says” in A3 on page 22

Procedures:

- When T says “Simon says, stand up.”, all students have to ask the request

- But T just says “Stand up”, students needn’t as he says

- T uses some imperatives sentences to that game

Suggested keys:

a Open your book b Sit down

c Come in

d Close your book e Stand up

- Play game “Simon says”

HOMEWORK:

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Section B: WHERE DO YOU LIVE?

Period: (B1,B2,B3)

I Objectives:

By the end of the lesson, students will be able to

- ask and answer about the name

- ask and answer about address, accommodation

- read the alphabet

II Language contents: 1 Vocabulary:

what where street (n)

house (n) city (n) live (v)

2 Grammar:

+ Where you live?

- I live on … street + How old are you?

- I am years old

III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

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with the words: come in , sit down, stand up , open your book…

Procedures:

- T draws some short lines on the board

- T gives some clues such as how many letters and asks students to guess the word

- If students doesn’t say correct the word, the teacher will erase one line and go on

- Students have eight chances to guess

“Hangman”

B1

Presentation

- Ask students to look at the pictures on page 23 and guess it is a city or a countryside - Explain and state that this is a city ( because there are manly trees and building in the pictures.)

- Ask students to tell what people often say when they first meet each other

- Ask students to listen to the tape to know how to ask and answer about the name and address in English

- Open the tape three times with pauses - Ask students to repeat in chorus - Write new words on the board

VOCABULARY:

- live (v) - street (v) - what - where - house (n) - city (n)

- Look at the picture and guess

- Say these sentences in Vietnamese

- Listen to the tape

- Repeat

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STRUCTURES:

+ Where you live? - I live on street + How old are you? - I am years old

Practice - Ask students to practice these structures - Ask students to make a survey according to this form:

Name Street City

- Ask students to use these structures: + What’s your name?

+ Where you live? + How old are you?

- Call some students to perform before the class

- Correcting their errors ( if they have )

- Practice new structures

- Take a survey with other students

- Show their surveys in front of the class

Presentation - Give a question: “In Vietnam, it has 29 but in England, it has only 26.”

- Introduce the alphabet

- Ask students to listen to the alphabet - Ask students to repeat in chorus

- Note on some difficult letters: G, H, J, U, W , X, Y, Z, E, I

- Try to guess

KEY: the alphabet

Practice - Ask students to play the game “Slap the board”

Procedure:

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- T draws some circles like this

- T asks some students to go to the board - T says letters and student have to slap the circle

HOMEWORK:

- Learn new structure and words

- Learn by heart the alphabet

A E

E Y

W G

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Section B: WHERE DO YOU LIVE?

Period: (B4, B5)

I Objectives:

By the end of the lesson, students will be able to - ask someone to spell the name or words

spell (v)

2 Grammar:

- How you spell it?

III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

Warm-up - Show a game “Shark attack” to help student

to remember old lesson Procedures:

- T draws some small lines like this: _ _ _ _ _ (eight) _ _ _ _ (city)

_ _ (street)

- T asks students try to guess the word by using

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the alphabet

Presentation - Ask students to look at the pictures in B4 on page 25 and introducing the situation

- Ask students to listen to the tape

- Call some pairs to perform before class - Notice the ways to spell

- Do as T asks

Practice - Ask students to spell their names in pairs - Ask some pairs to spell their names before class

- Ask students to ask and answer the questions in B5 on page 25 in pairs

- Ask some pairs to ask and answer before class

- Some students go to the board and write their answers

- Work in pairs

Consolidation - Show a game “Noughts and crosses” Procedures:

- T draws a table like this:

book come sit

name live open

student old spell

- T divides class into some small groups - These groups have to make sentences with the words on the table

- Each right sentence will get “O”, each wrong sentence will get “X”

- What groups having “O” will be the winner

- Play game

HOMEWORK:

- Learn new words and new structure

(25)

(26)

Section C: MY SCHOOL

Period: (C1)

I Objectives:

- identify objects and people

- teacher (n) - student (n) - class (n)

- classroom (n) - desk (n) - school (n)

- my - your

2 Grammar: - This is my + N

- That is my + N

- Is that your + N? Yes / No

III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

Warm-up - Ask students to sing the English alphabet song

- Ask students to spell name of some famous

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people or soccer players

Presentation - Ask students to look at the pictures on page 26

- Ask students about the pictures - Introduce the new words

VOCABULARY:

- school (n) - teacher (n) - student (n) - class (n) - classroom (n) - desk (n)

- Ask students to read them in chorus

- Write new words on notebooks

Practice - Show a game

Game: “Jumbled Words”

Procedures:

- T jumbles the order of new words - T asks students to rearrange them loshoc

2 keds omrslcosa tnutdes ecrahet

- Play game in groups

Suggested keys:

1 school desk classroom student teacher Presentation - Ask students to look at C1 on page 26

- Ask students to notice the way to introduce school and friend

- Ask student to illicit the structure

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STRUCTURE:

+ This is + That is

- Distinct the differences between “This” and

“That”.“This” is used when talking about something in a short distance “That” is used when talking about something in a long distance

- Ask students to listen to the tape - Ask students to repeat in chorus - Give an examples:

+ This is a student + That is a student

- Change these sentences into interrogative form

+ This is a student

 Is this a student?

+ That is a student

 Is that a student?

- Let students know how to answer “Yes” or “No”

- Listen to the tape - Repeat

- Write the example on notebooks

Practice - Ask students to listen to the tape at page 26-27 and repeat

- Ask students to use the structures to practice asking and answering

- Ask some students to practice asking and answering before class

- Listen and repeat

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“This is a desk This is a student.”

- Ask student to recall the structure

HOMEWORK:

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Section C: MY SCHOOL

Period: (C2,3)

I Objectives:

- identify objects and people

- school - board - ruler - eraser - pen

- pencil - door - window - waste basket - window

2 Grammar: - What is that?

- What is this?

 It’s a/an … || That is … || This is … III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

Warm-up - Show a game: “Chain game”

- Begin the game with sentence: “I’m a student.”

- Play the game

Presentation - Ask students to look at the picture C2 on pages 28, 29

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- Ask students to listen twice and repeat one sentence by one

- Ask some students to repeat the new words - Ask students to find same things in the class then call them in English

- Write these words on the board

VOCABULARY:

- door (n) - window (n) - board (n) - clock (n)

- waste basket (n) - school bag (n) - pencil (n) - pen (n) - ruler (n) - eraser (n) - school (n)

- Ask students to play the game “Rub Out and Remember”

- Introduce the structures:

STRUCTURES

+ What is this ? + What is that?

 It’s a/an

- Notice the usage of a / an :

a + consonant E.g.: a book , a pen

an + vowel (o, a, i, u, e) E.g.: an eraser

- Listen to the tape - Repeat new words - Do as T asks

- Play game

- Write new structure on their notebooks

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picture C2

- Ask some pairs to ask and answer before the class

- Correct their pronunciation mistake - Summarize the content of the lesson

What’s this? - This is………… What’s that? - That is ………

HOMEWORK:

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Unit 3: AT HOME

Section A: MY HOUSE

Period: (A1, 2)

I Objectives:

- identify objects in a house

- ask and answer about household

- use “Wh-“ question

House, living room, telephone, armchair, table, lamp, bookshelf, television, stereo, table, couch, chair, stool

2 Grammar: - What are these?

- What are those?

- They’re…

III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

Warm-up - Review old lesson

- Use things on students’ desks and ask them to

(34)

make up questions and answer them + What is this? - It’s

+ What is that? - It’s

Presentation - Teach new words:

VOCABULARY:

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

- Use one pen and speak: “This is a pen.” - Use pens and speak: “These are pens / two pens.”

- Ask students to tell the differences between “This is ” and “These are ”

- Give the usage of This is / That is and

These are / Those are …

- Ask students to notice the singular and plural nouns and ask them to change some words : + pen  pens

+ book  books

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+ window  windows

- Note : add “es” after nouns ended by: o, s, x, ch, sh”

Ex: box  boxes

couch  couches

- Ask students to look at the pictures in A2 on page 31 and use:

“What are these?”- They are armchairs What are those? - They are stools” - Ask students to ask and answer in pairs, using the form:

+ What is this/that? It is + What are these/those? They are

- Ask students to listen to A1 twice - Get students read in chorus

- Look at the pictures in A2 on page 31

- Work in pairs

- Listen to the tape - Repeat

Practice - Have them read silently

- Notice the new words : a telephone, a lamp ,a bookshelf

- Ask students to practice asking and answering the picture A1,2

- Ask some pairs to before the class - Give some cues and ask them to practice : E.g.: + What/this? || It/ table

+What / these? || They /window + What / that? || It / lamp - Go around and correct their answers - Ask students to write the answers on their books

- Read the text silently

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Consolidation - Ask students to play role to ask and answer + What is this? - It’s a table

+ What is that? - It’s a window + What are these? - They’re stools + What are those? - They’re armchairs - Distinct questions and answers

- Explain the difference between this - these and that - those

- Give more other example to illustrate

- Do ask T ask

HOMEWORK:

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Unit 3: AT HOME

Section A: MY HOUSE

Period: (A3, 4)

I Objectives:

- ask for and give personal information

- describe the family

- ask for and give numbers

father - teacher – mother – too – sister – brother - family

2 Grammar:

- Who is this / that ? – This is…

- How many people are there… ? There are … people

- He is a teacher

- She is a teacher, too

III Techniques:

- Role-plays - Game

- Cassette, tape

VI Procedures:

Warm-up - Review old lesson

- Ask students to play the game:

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“Noughts and Crosses”

Presentation - Show a picture of Ba’s family and introduce each person

“This is his father. This is his mother. This is his sister.” - Teach new words:

VOCABULARY

- father (n) - teacher (n) - mother (n) - too (n) - sister (n) - brother (n) - family (n) - people (n)

- Give out the possessive pronouns I  My

You - Your

She  her

He  His

- Give some examples + This is mybook

+ That is herpen

- Ask students to listen to A3 twice and repeat - Ask students to tell about Ba's family and use the question :

+ Who are they ?

- Have them practice in pairs

- Do as T asks

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- Give some examples to introduce “too” + Mrs Hoa is a teacher

+ Mr Trung is a teacher ,too

- Ask students to make up sentences using “too”

- Ask students to look at the picture and ask in Vietnamese

- Use the structure “How many people are there? There are people

- Introduce the structure:

STRUCTURE:

How many + plural nouns+ are there? There are

Practice - Look at the picture on page 33

- Ask student: “Who are they ?”

- Ask students to practice asking and answering one by one

- Correct the mistakes

- Do as T asks - Work in pairs

Suggested keys

a) Her name’s Nga b) His name is Ha c) That is Ba

He is twelve years old

d) This is Lan

She is fifteen years old

e) There are people in his family

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- Ask students to use the questions above to ask and answer about their partners’ families

- Ask some pairs to perform before the class

- Work in pairs

HOMEWORK:

- Lean new words an structure

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Unit 3: AT HOME

Section B: NUMBERS

Period: 3 (B1, 2)

I. Objectives:

After this lesson, students will be able to

- use singular / plural nouns in English

II Language contents 1 Vocabulary:

bench , numbers ( => 100) , bookcase

2 Structure :

+ How many + Noun (plural) ………… are there ? + There is one.|| There are two

III Techniques: - Game

IV Teaching aids

- Textbook, board, chalks, magnets - Pictures, real objects

- Cassette, tape

V Time : 45’

VI Procedures:

Sections Teacher’s activities Students’ activities

Warm-up - Ask students to play the game “Bingo” from

1 to 20

- Play game B1:

Presentation

- Ask students to look at B1 - Ask students to listen twice - Notice some numbers : Thirteen  Thirty

Fourteen  Forty

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Fifteen  Fifty

Sixteen  Sixty

Seventeen  Seventy

Eighteen  Eighty

Nineteen  Ninety

- Have students to read in chorus

- Have some students to read before the class - Play the tape twice

- Play the tape again ( with pauses)

- Point at the number on the board and ask students to read the words

- Read ( individual)

B2 Practice - Use the picture of the book

- Ask students to count the furniture in the picture, then write the number in the square in front of the noun

- Before doing this exercise teacher must explain some plural nouns

Procedure:

- Ask students to use There is /There are to make up sentences

- Ask students to tell differences between singular and plural nouns

Singular noun => plural noun

- Adding ‘s / es’ behind noun a door => doors

b students => students c bench => benches

- Add ‘es’ when the last letter ending in : O, CH, SH, S, X

Ex: box => boxes

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couch => couches

- Notice the pronunciation /s/ , /z/ , /iz/ after plural nouns

- Ask students to give the answers - Correct mistakes

- Ask students to B2 in pairs

- Ask students to make up sentences using given words :

1 / How / teacher/ our class? There / one

2 / How / tables / your class? There / Twenty

3 / How / clock / our class? There / one

- Ask students to in pairs

- Ask some pairs to before the class

- Work in pair - Perform before class

Conclusion - Ask students to play the game “Slap the board” with the numbers

10 90 50 20 60

80 70 30 40 100

- Play game

Homework: - Learn by heart new words and numbers and structures

Unit 3: AT HOME

Section B: NUMBERS

Period: 4 (3, 4, 5)

I. Objectives:

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- use singular / plural nouns in English

II Language contents 1 Vocabulary:

bench , numbers ( => 100) , bookcase

2 Structure :

+ How many + Noun (plural) ………… are there ? + There is one.|| There are two

III Techniques: - Game

IV Teaching aids

- Textbook, board, chalks, magnets - Pictures, real objects

- Cassette, tape

V Time : 45’

VI Procedures:

Warm up: - Ask students to play the game “Chain

game” E.g.:

A: In our classroom ,there are students B: In our classroom, there are students ,windows…

C: …

- Play game

B3

Presentation

- Review the question:

How many are there? There is + singular noun There are + plural nouns

E.g.: How many books are there on the table?

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- Ask students to listen to B3 on page 37 twice

- Ask students to repeat in chorus

- Listen and repeat

B Practice

B5 Practice

- Ask students work in pair and practice Q & A

- Call some pairs to ask and answer Q&A - Ask some students to ask and answer about things on their table

- Ask students to B5 in pairs - Have some pairs to ask and answer before the class

- Ask students to play the game “Lucky numbers”

1

- The lucky numbers are: 3,4,8 Question:

1 Count the lamps in your classroom Make a question with “ How many ” How many boys are there in your class? Count the chairs in your classroom How many teachers are there in your classroom?

- Work in pair - Practice structure “How many”

Further practice

- Ask students to divide in to groups

- Have each group to ask and answer about the other one

+ How many girls are there in your group? + How many table are there in your group?

(46)

- Ask students to make up sentences about things in their family

Consolidation - Recall structure:

“How many … are there? There is…

There are…

- Listen and remember

Homework:

(47)

Unit 4: BIG OR SMALL

Section A: WHERE IS YOUR SCHOOL ?

Period: 1 (A1, 2) I. Objectives:

After this lesson, students will be able to:

- describe location and size of school

- identify possession

II Language content: 1.Vocabulary:

(a)big, small ; (n): room, country, hundred, classroom, city, class (prep): in, on ; ( conj): or

2 Structure :

-Where is your school? => It is in the city

- Is your school is / (or) small? => Phong’s school is small -How many students are there in Thu’s school?

=>There are forty-five students in the class

III Techniques:

- Group work

- Cassette, tape, pictures, magnets

IV Time : 45’

V Teaching steps

Sections Teacher’s activities Students, activities

Warm up - Call some students to check the old structure:

“How many … are there? There is…

There are…

- Do as T asks

Presentation - Ask students to look at the two pictures in A1 on page 44

- Ask students to describe two schools , which is

(48)

bigger?

- Introduce the lesson: Using two pictures having two schools , one is in the countryside, one is in the city

- Ask students to look at them and compare them in Vietnamese

- Ask students to look at the two pictures in A1 on page 44 again then ask one student

“Is it your school?”

- Point the boy and ask:

“Is it this boy’s school?”

- Write on the board:

It’s Phong’s school

- Ask students to repeat

- Ask some students to read again - Take something on the desk and speak E.g.:

+ It’s Lan’s pen + It’s Lien’s eraser.

- Write them on the board - Ask students to read carefully

- Explain how to use possessive case “’s” - Ask some students to introduce things on their desk

- Introduce the words “big “ and “small”

E.g.: Lien’s house is big Hung’s house is small.

- Introduce the words “city” and "country” E.g.:

My school is in the city

Minh’s school is in the country - Teach new words

question

- Use Vietnamese to make a comparison

- Answer T’s question:

“No, it isn’t.” “ Yes, it is.”

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VOCABULARY:

- city > country(n) - in the country - in the city

- small (adj) < big ( a) - Phong’s school

- Play the tape twice ( the 1st time without

stopping , the 2nd with pause)

- Call two students to read aloud

- Correct mistakes when students read the text

- Read the new words

- Listen to the tape and repeat

Practice - Guide students to read questions and explain the questions

* STRUCTURES

1 Descriptive adjective : + big / small S + Be + Adj Ex: My house is big

S + + a / an + adj + Noun Ex: It is a big school + question ( Yes – No)

Be + S + Adj ? Ex: Is your house big ? Possessive case “’s” Name’s + N

E.g.: Mary’s house

- Ask students work in pairs and exercise on page 44

- Ask some pairs to ask and answer these questions

- Correct them if necessary

- Do exercise on page 44

Answer:

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country d No, it isn’t

Further practice

- Ask students to use their own words to ask and answer about their school (guide students to make the questions and the answers)

Questions

a “Is your school small” b “Where is your school?”

Answer

a Yes, it is / No, it isn’t

b It is in the country / My school is in the city

Consolidation - Ask students to talk about Phong’s and Thu’s school, using the pictures

-Correct mistakes

- Do as T asks + This is Thu + This is her school + Thu’s school is big

+ It is in the city

HOMEWORK:

- Learn new structure and vocabulary

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Section A: WHERE IS YOUR SCHOOL ?

Period: 2 (A3, 4) I. Objectives:

- ask and answer about location and size of school

- identify possession

- ask and answer about quantity

II Language content:

* Structures :

+ Is your school in the country or in the city?

III Techniques:

- Group work

IV Time : 45’

Warm up - Use pictures in A1 and ask:

1.Where is Phong’s school? Is Thu’s school in the country?

Answers

1 It is in the country No, it isn’t It’s in the city

Presentation - Ask students to recall the question about quality in the Unit

- Read the text in A3 on page 45 and ask students to read in chorus

- Ask some students to read before the class - Give some questions and ask them to answer them

How many + N + are there?

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1/ Is Phong’s school in the country? 2/ Is it small?

3/ Where is Thu’s school? 4/ Is it big ?

- Ask sis work in groups to answer them - Call some groups to show their answers - Correct the answers

2 Yes, it is It is in the city Yes, it is - Work in groups

Practice - Ask students to ask and answer the questions in A3

- Teach new structure:

Is your school in the city or in the country? It is in the city.

- Ask students to practice asking and answering about their schools in A4 - Ask some pairs to before the class

Answers

1.There are eight classrooms 2.There are four hundred students in the school

3 There are twenty classrooms

4 There are nine hundred students in the school

Answer:

a It’s in the country b there are ……… c there are………… Consolidation - Ask students to use the questions “ where,

how many, Is it………?”, practicing with a partner A6

- Do as T ask

Homework:

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Section B: MY CLASS

Period: 3 I. Objectives:

- ask and answer class

- describe size of school

- use ordinal numbers to tenth

Grade, floor, first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth

2 Structures :

+ Which grade / class are you in ? => I’m in grade / class 6A + Where is your classroom? => It’s on the second floor

+ How many floors does Phong’s school have? => It has…

III Techniques:

- Group work,

- Rode play

IV Time : 45’

Warm-up - Talk about Phong’s school and Thu’s school ( using pictures)

- Use a picture to introduce the situation, ask students about the picture

How many floors are there?

There are four floors

Presentation - Teach some new words

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the words “ floor, first, second, third,….” )

VOCABULARY:

- (n) : floor, grade - (a): first, second

- Ask students to read all new words - Teach new structures

STRUCTURE

WH- Question : Which

+ Which grade / class + be +S + in ? => S + be + in grade / class …

E.g.:

- I’m in grade / class 6A - He is in grade 6/class 6A + Whereis your classroom?

- It’s on the second floor

+ How many floors does your school have? => It has… floors

- Play the tape twice ( 1st times without

stopping , 2nd one with pauses)

- Ask students to work in pairs

- Call some pairs to perform before class - Correct mistakes of pronunciation

- Repeat after the T (choral/ individual)

- Listen to the tape - Work in pairs and practice the dialogue

Practice - Ask students to complete the table by using information from B1 and from themselves - Call some students to write individually in their books

- Call some pairs to ask and answer to complete the table

- Correct mistakes

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Presentation B4

- Teach ordinal numbers to tenth * Ordinal numbers:

first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.

- Play the tape about ordinal numbers ( twice) - Ask students to listen and repeat

- Listen to the tape and repeat

Practice B5 - Ask students to read the open dialogue of B5 on page 48

- Ask students to complete the dialogue with suitable words

- Call some students to work in pairs about the dialogue

- Do as T asks - Work in pairs

Answers:

small – does – has – are – am- is – on Consolidation - Ask students to remind some structures they

have been learnt

- Do as T asks

Homework:

- Learnt by heart new words and structures

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Section C: GETTING READY FOR SCHOOL

Period: 4 (C1, 2, 3) I. Objectives:

After this lesson, students will be able to describe every day activities

+ getting ready for school, get up, get dressed, brush…teeth, wash … face + have breakfast, go to school

+ every morning, then

2 Structures :

+ What you every morning? => I get up Then I … + What does Ba every morning ? => He gets up Then …

III Techniques:

- Group work, pair work

- Rode play

IV Time : 45’

Warm-up - Ask students to ask and answer about their school

- Introduce the situation: Use the picture to introduce Ba’s activities every morning

- Do as T asks

Presentation - Teach new words ( using picture) - getting ready for school

- get up - get dressed

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- brush…teeth - wash … face - have breakfast - go to school - every morning - then

- Read these new words and ask students to repeat

- Ask students to listen to the tape and repeat - Teach new structures ( ask and answer about everyday activities)

STRUCTURES

+ What + do / does + S + every morning? => S + V

Ex: I get up She gets up

=> The simple present tense

- Read new words - Listen to the tape

Practice - Ask students to practice with a partner - Explain the way to practice

- Correct mistakes

- Ask students to talk about Ba’s every day activities

- Ask students to write Bas’ activities

beginning with “ Every morning … ? ( Noting

- Work in pairs + “What you every morning” + I get up Then I ………

- Change the roles - Play the roles in front of the class - Do as T asks (individual)

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personal Ba => He )

- Ask students to give the answer - Correct mistakes

Consolidation - Ask students to ask and answer their every morning activities

- Work in pairs

Homework:

(59)

Unit :BIG OR SMALL ?

Section C:GETTING READY FOR SCHOOL

Period: 5 (C4, 5, 6, 7)

I. Objectives:

After this lesson, student will be able to say the time

II Language content” 1.Vocabulary:

+ time, be late for, half

2 Structures:

+ What time is it ? => It is seven o’clock

+ What time you get up? => I get up at six o’clock

III Techniques:

- Rode play

IV Time : 45’

Warm up: - Ask students to talk about Ba’s activities every morning

- Introduce the situation: Using the picture

- Do as T asks

Presentation - Teach new words

Vocabulary:

+ time + be late for + half

(60)

Structures

+ What time is it ? => It’s one o’clock => It’s ten ten => It’s half past six

- Ask students to listen to C4 on page 50 - Ask students to read in chorus

- Ask some pairs to read aloud the dialogues - Ask students to talk about the clocks of the pictures on C5

- Ask students to ask and answer about the picture of the book

- Ask students to listen to C5 and repeat

- Listen to the tape - Repeat after the tape

- Talk about the clock - Listen to the tape

Practice C6

C7

- Ask students to read the text silently - Ask students to talk about Ba’s activities - Explain the new structures

* Structure

+ What time + / does + S + V?

=> S + V + at + time

- Ask students to read the questions of the book and correct the answers

- Ask students to practice with a partner - Ask students to give the answers - Correct mistakes

- Do as T asks

Answers

a I get up at……… b I have breakfast at c I go to school at … Consolidation - Ask students to practice asking about the time

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Homework:

- Learnt by heart new words and structures

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Unit 5: THINGS I DO

Section A:MY DAY

Period: 1 (A1, 2, 3, 4)

I. Objectives:

After this lesson, student will be able to

- talk about everyday activities

- ask and answer about everyday activities

(a): Every => every day

(verb phrase):play games , homework, housework, listen to music, watch, read

2 Structures

+ Reviewing the present simple tense of ordinary verbs + What does Nga everyday?

III Techniques:

IV Time : 45’

Warm up: - Ask students to practice speaking about the time

- Set up the scene : using the pictures of the book

- Ask students look at them and tell about Nga’s everyday activities

- Do as T asks

Presentation - Teach new words ( using pictures), then write them on the board

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- Ask students to look at the pictures and talk about Nga’s activities

- Introduce the picture one by one then give out the new words and phrases

Vocabulary:

- every => every day - play games

- homework - housework - listen to music - watch

- read - after

- Call students to read all the new words and phrases

- Play the tape (twice )

- Play the tape again with pauses

- Remind students the present simple tense (ask some questions)

- Ask students to take notes “ goes and does” - Ask students to read the text

- Ask students to read the text aloud in front of the class

Practice - Introduce the questions of the book

- Ask students to practice “ask and answer” about Nga’s activities

- Asking students to practice in the front of the

Answer:

a Every day, Nga gets up at

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class

- Asking other students to remark the answers - Correcting mistakes

goes to school c Every afternoon, Nga plays games d Every evening, Nga does her homework Presentation - Ask ss about the things they usually after

school

- Set the scene: Show the pictures and ask them “What Ba, Lan, Nam and Thu usually after school?”

- Ask ss to talk about their activities after school

- Playing the tape twice without stopping - Play the tape again with pauses

- Ask students to practice with a partner (one is Ba, one is the teller)

- Do as T asks

- Listen to the tape - Practice reading Practice - Teach new structures: Wh-questions ( asking

about the activities after school)

Structures

Wh-question with “What”

+ What you after school?

=> After school, I…

- Ask students work in pairs to answer questions at A4

- Call some pairs to ask and answer questions - Correct mistakes if necessary

Answer:

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4 After school, Nam listens to music

Homework:

- Learn by heart new words and structures

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Section A:MY DAY

Period: 2 (A5, 6)

I. Objectives:

After this lesson, student will be able to ask and answer about everyday activities

+ play volleyball, play sport, play soccer, boy, girl

2 Structures

+ Do you play sports? - Yes, I / No, I don’t

III Techniques:

IV Time : 45’

Warm up: - Ask students to practice about activities - Setting up the scene: use the pictures of the book and ask students

1 What they ?

- Do as T asks

Answer:

1 They play games Presentation - Teach some new words ( using pictures)

Vocabulary:

+ play volleyball + play sport + play soccer + boy

+ girl

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* Structures: Yes-No question

+ Do + S + V?

- Yes, S + / No, S + don’t + Does + S + V?

- Yes, S + does / No, S + doesn’t

- Introduce to Ss the content of the dialogue between Ba and Lan

- Ask ss to listen to the tape

- Ask them to practice the dialogue with each other in pairs

- Call some pairs of ss to practice the dialogue before the class

- Listen to the tape - Practice the dialogues

Practice - Ask students to read the questions

- Ask students to answer the questions ( work in pairs)

- Check their answers

- Work in individual

Consolidation - Ask ss to recall the structure

Homework:

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Section B:MY ROUTINE

Period:

I. Objectives:

+ talk about their daily activities

+ ask and answer about the daily activities

+ ask and answer about the time of the daily activities II Language content”

1.Vocabulary:

+take a shower, eat, study, go to bed + lunch, dinner

2 Structures

+ I go to school at ( a) quarter to seven

+ What time does Ba get up? => He gets up at seven o’clock + What time you get up? => I get up at ………

III Techniques:

IV Time : 45’

Warm up - Ask students to talk about every day activities - Do as T asks Presentation - Set up a scene: ask students some questions

“What time you get up?” “What time you go to school?”

- Explain the second way to tell the time - Ask students to talk about the pictures (use

Answer:

- I get up at 5:30 => I get up at half past five

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Vietnamese)

- Teach new words:

Vocabulary:

+ take a shower + eat

+ study + go to bed + lunch + dinner + star

+ finish = end

Structures

+ What time you get up? => I get up at six o’clock + What time does she get up? => She gets up at six o’clock + I get up at half past six + I get up at a quarter past six - I get up at a quarter to seven

* I have classes from seven to a quarter past eleven

* I / we / you / they / eat

He / she eats

- Ask students to read the text silently - Ask students some questions

1 What does Ba every morning? What time does Ba get up?

- Ask some students to read the text aloud

=> I go to school at quarter to seven - Write new words and structure on their notebooks

- Read the text silently

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- Correct mistakes about pronunciation Practice - Ask students to work in pairs

- Ask students to look at the table and explain the way to complete it by using Ba’s

information

- Ask students to read the answer - Correct mistakes

- Ask students to complete the column about themselves

- Ask students to read the answer

- Ask students to read through the questions and demonstrate with one student

E.g.:

T: What time does Ba get up? S: Ba gets up at six o’clock

- Ask students to practice these structures in pairs about themselves

- Work in pairs - Fill in the table Answer:

Action Ba

get up 6.00

go to school 6:45 classes start 7:00

classes end 11:15

have lunch 11.30

go home 5.00

go to bed 10.00

- Practice with teacher - Work in pairs

- Write a paragraph about themselves

Homework:

- Do exercises B1, B2, B3, B4 on the pages 47, 48, 49, 50

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Period: 4 (C1, 2)

I. Objectives:

- tell days of the week

- describe school timetables

timetable, science, math, literature, history, geography

2 Structures

+ I don’t have my timetable

+ What we have today? => We have English

III Techniques:

IV Time : 45’

Warm up - Ask students about the time to things - Ask students to ask and answer about the time

- Do as T asks

Presentation - Ask some questions about some subjects

which they are interested in learning at school

Ex: Which subjects you like to study at

school ?.

Talk about your timetable of some days - Ask ss to look at the pictures and set the

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scene

- Introduce to ss the name of some subjects which they are studying at school

- Give out the meaning of them then ask ss to read after

- Teach new words:

Vocabulary:

+ timetable + science + math + literature + history + geography + English

- Repeat all words and have them repeat individual turn by turn

- Play the tape (twice) without stopping - Play the tape again ( with pauses)

- Write new words on the notebooks

- Read new words - Listen to the tape Practice - Introduce to ss the structure:

Structures

* Negative

+ I don’t have my timetable

+ she doesn’t have her timetable - What we have today?

=> We have English => We have math…… - We / I have math at 7.50

- Ask a student to give out their timetable of

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some days

- Ask them: “Which subjects you have today?”

- Ask them to practice asking and answering in pairs

- Call some pairs to perform before the class - Give feedback

- Work in pairs

Presentation - Ask ss to look at the part then set the scene: - Introduce to ss the days of the week

Days of a week

+ Monday + Tuesday + Wednesday + Thursday + Friday + Saturday + Sunday

- Read all first, then ask ss to read after in chorus ( twice )

- Help them to read again - Call ss to practice individual

- Write days of a week on the notebooks

- Repeat

Practice - Use the calendar to ask ss to talk about the

days of the week (Maybe teacher give out the days of the week by Vietnamese and ask ss to translate in to English)

- Do as T asks

Consolidation - Ask students to pay attention to some new structures

Answer:

(74)

What we have today? => We have math

Homework:

(75)

Section B:CLASSES

Period: 4 (C3, 4)

I. Objectives:

+ talk about the days in week

+ say the name of some subjects, and the timetable + ask and answer about these subjects with “When” II Language content”

1.Vocabulary:

timetable, science, math, literature, history, geography

2 Structures

+ When we have history? => We have it on Tuesday and Thursday

III Techniques:

IV Time : 45’

Warm up - Ask ss some questions about their subjects

which they are leaning

Ex: How many subjects you study at school?

- Use a calendar to introduce days of week

Presentation - Introduce to Ss the situation of the dialogue

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“Nga has history on Tuesday and Thursday”

- Teaching new structures

Structure:

+ When we have history? => We have it on……and…… + When does Nga has have history? => She has it on………and………

- Ask students to practice about subjects and time of them

+ What you have on……… ? + When you have………?

- Ask ss to listen to the tape ( twice ) - Have ss practice the dialogue in pairs

- Write new structure on the notebooks

- Practice new structure

- Listen to the tape Practice the dialogue in pairs

Practice - Ask students to complete the table (give student a timetable of a student in other class and ask student B, who doesn’t know that student, asks some questions to fill in the table)

- Ask some students to practice the dialogue in front of the class

- Work in pairs

Consolidation - Ask students to pay attention new structures - Ask students to recall days of a week

Answer:

- When we have history?

=> we have it on……… - Days of a week

Homework:

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(78)

Unit 6: PLACES

Section A: OUR HOUSE Period: 1 (A1, 2, 3)

I. Objectives:

After this lesson, student will be able to:

- describe the places, the location and the surrounding where they live

(n): lake, hotel, park, rice, day, near, tree, river, yard, flower

2 Structures

+ This is a hotel near the lake

+ There are trees and flowers in the park

III Techniques:

IV Time : 45’

Warm up - Talk about surrounding where

teacher lives

- Ask students to talk about their houses’ surrounding by using Vietnamese

- Do as T asks

Presentation - Use the picture of Thuy’s house and introduce the text

- Play the tape twice

- Play the tape again with pauses - Explain the structure

- Listen and repeat after the text (choral-individual)

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Structure:

1 Definite Article

* “THE” + Noun ( S / ES) There is a lake near a park

- Ask students to read the text

- Ask students to read the text in front of the class

- Ask students to read the questions of books and try to answer

- Ask students to correct the answer

* Answer

a Thuy is twelve years old b She’s a students

c Her brother’s name is Minh d He is twenty (years old) e Thuy lives in a house ( near the lake)

f There is a river, a hotel, a park and a rice paddy near the house

Practice - Ask students to use the questions “ What is that ? / What are those ?” , to ask about things / places of the

pictures in A1

- The exercise will help students to consolidate the new words

- After practicing with structures :

This is / That is / These are / Those are Asking students to describe the pictures of books with “ There is ………near (somebody)’s house” ( give name of the pictures)

- Working in pairs ( one asks and one answer)

- Doing as directed

Presentation - Ask students to talk about the pictures

- Ask students to replace the pictures by the words

-Ask students to read the sentences in front of the class aloud

- Ask students to correct mistakes

- Do as directed in the workbooks

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Consolidation - Consolidate the structures

- Ask students to use them to describe the surrounding where they live

- Doing as directed

Homework:

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Unit 6: PLACES

Section A: OUR HOUSE Period: 2 (A4, 5)

I. Objectives:

After this lesson, student will be able to:

- describe the places, the location and the surrounding where they live

+(n): town, village

2 Structures

+ There is a hotel near our house

+ There are trees and flowers in the park

III Techniques:

IV Time : 45’ V Teaching steps

Warm up - Ask some questions :

“Where they live?”

Answer:

 I live on Nguyen Xien street

 I live in a town

Presentation - Teach new words (use simple English and pictures)

- Stick a wall chart on the board about Thuy’s house and

construction (Write the words you hear in your exercise book) river country

- Look at - Listen

- Do as directed

- House – hotel(√) - school- village

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park rice paddy

hotel yard

village

lake

* New words

- town (n) - village (n)

- Play the tape (twice) - The first (without stopping) - The second ( with pauses) - Play the tape again

- Ask students to read the whole sentences they hear

1 There is a …… Near the …………

2 They live in the ……… The ………is on the … - Correcting mistakes

- rice paddy - river (√) -lake

- Listening - Do as directed

- Saying the words they hear ( individual)

- Other students correct the mistakes

Practice - Ask students to look at the pictures and read the example in the text book - Ask students to give the words of the pictures

-Ask students to tell about their house’s surrounding with the words of the pictures

- Ask students to read aloud in front of the class

- Correct mistakes

- Do as directed

- Do as directed a hotel b trees

c river d lake

e school f rice paddy - Do as directed

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- Play the tape ( twice)

- Ask students to read the sentences they hear

- Listen

- Read ( choral- individual) Consolidation - Ask students to use the structures : “

There is …………/ There are…./” to write the sentences depicting about the surrounding where they live -Correct mistakes

- Do as directed

Homework:

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Unit 6: PLACES

Section B: IN THE CITY

Period: 3

I. Objectives:

- The students learn how to describe the location and the surrounding where they live

+ Preposition of place: next to, in, on, near

+ (n) : restaurant => name of the buildings or constructions located at a place , bookstore, stadium, hospital, temple, factory, museum, store

2 Structures

+ Where………? ( with auxiliary verb Does ) + Revision : Prep + noun ( place)

There is / are

Function : to talk about location

III Techniques:

- Cassette , pictures, tape, magnets

V Time : 45’

VI Teaching steps

A Classroom procedure

1 Greeting

2 Checking attendance

B Oral test:

- Asking students to talk about Thuy’s house

C New lesson: Unit : B – IN THE CITY. ( B1-B2-B3)

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Presentation - Introducing the situation of the text (using a picture of Minh’s house)

- Pre-teaching some new words

( using picture and example)

- Asking students to locate Minh’s house in the picture (P6) while listening and reading

- Listening and looking at the board

-Learn new words

* New words

- a store (n) - a restaurant (n) - a book store ( n) - a temple (n) - next to ( prep) - in (prep) - on (prep) - village

While-listening * While-listening

- Playing the tape (twice) - The first (without stopping) - The second ( with pauses) - Teaching other new words ( using picture & example)

- Listening , reading and locating Minh’s house

* New words

- a hospital (n) - a factory ( n) - a museum (n) - a stadium (n)

- neighborhood (n) => in the neighborhood

- work (v)

(86)

- Teaching new structure

*Where ……… ? =>

- Asking students to read statements ( a => f)

- Asking students to read the text again ( silently) and decide if these statement are

True or False

* Structure

Where does he work? => he works ( in the factory)

Where does he live? => he lives ( in the city)

- Reading and doing the task

Post-listening * Post-listening

- Correcting the task ( True / False) ( answer in Teacher’s book)

- Asking students to say where Minh’s house is

- Answer

=> Minh’s house is between the store and the restaurant

B2.

Comprehension check

- Asking students to read over incompletes

- Asking students to the task in pairs

-Asking students from any pairs to read their sentences aloud

- Correcting mistakes

- Reading

- Working in pairs - ( correct answers => teacher’s book)

B3.Listen Practice Pre-listening

* Pre-listening

- Asking students to read the word in the table (a=>d) - Telling them how to this

(87)

task

While-listening * While-listening

- Playing the tape once ( without stopping) - Playing the tape again ( stopping the tape after each sentence)

- Listening - Doing the task

- Asking students to give their answers

- Giving answers ( Answer in Teacher’s book)

Remember Consolidation

-Asking two students to look at picture ( P 65), using prepositions Next to , On to describe the location of the houses in the picture

- Having some pairs of students to ask and answer questions with – Where

Ex : Where you live? Where does your father work?

- Doing as directed

Homework:

- Learning by heart new words and structures

(88)

Unit 6: PLACES

Section C: AROUND THE HOUSE

Period: 4 (C1,2)

I. Objectives:

- The students will be able to describe what there are around their house and get reading and listening comprehension the same description

+ look at - a big yard

+ in front of ( prep) - a tall tree

+ behind ( prep) - mountain (n)

+ to the left of (prep) - well (n)

+ to the right of (prep)

2 Structures

+ In front of ……….there are / is……… + Which is Ba’s house?

III Method and teaching aids

- Communicative method

- Teaching aids: cassette , pictures

IV Time : 45’

(89)

1 Greeting

B Oral test:

- Asking students to write the questions Minh lives in the city

2 Minh and his family live in the city Minh’s father works in the factory There are five people in his family

C New lesson: Unit : C – AROUND THE HOUSE. ( C1-C2)

Sections Teacher’s activities Students’ activities B1 Listen & repeat.

Then ask and answer the questions

Presentation

* Pre-listening / Reading

- Warm- up : drawing a picture of a house Then describe surrounding the house

- Teaching some new words ( using picture)

- Reading new words

- Looking at -Listening

- Listening, reading and writing

* New words

- a big yard - the tall tree - mountain ( n) - well (n)

* Preposition of place

- Behind - In front of - To the right of - To the left of - Between

(90)

( choral-individual)

While-listening * While-listening / reading

- Before listening, asking students to tell something about the picture of the book - Explaining structures

-Playing the tape (twice) - The first time without pauses, the second time with stopping

- Asking students repeating after the tape

- Asking students to open their books, then read the text again and find the information to answer the questions of the books

- Calling some pair to practice - Asking students to write the answer on the board

- Explaining the structures

* Wh-question

Ba’s house Which is Lan’s (house)

- Repeating after the teacher ( choral-individual) - Doing as directed

- Listening and writing

* Structure * Revision:

There is / are ………… In front of …….there is / are…

-Listening

- Repeating after the tape ( choral-individual) - Doing as directed

( working in pairs / groups) - Working in pairs

- Correcting the mistakes

* Writing Answer

a The yard is in the front of the house

b the tall tree are behind the house

(91)

Tuan’s ( house)

d The well is to the left of the house

e The flowers are to the right of the house

f The house is between the well and the flowers

-Playing the tape again to correct the answers

C2.Listen & find the right picture Then write about the three houses in your exercise book

Comprehension check

- Asking students to at the pictures and find the differences of the pictures - Calling students to talk about the differences of the pairs of pictures

- Explaining the way to the exercise ( listening exercise ) - Playing the tape ( twice) - Playing the tape again with pauses and asking students to find which Ba’s / Lan’s / Tuan’s / house

-Asking students to write the sentences to describe the correct houses

- Looking at

- Listening

- Listening and doing the listening exercise

- Then students read aloud the answers

other students correct - Writing

* Answer

a A b B c B

a Ba lives in a beautiful house There are a lot of flowers in front of the house

b There are tall trees to the right of Lan’s house

(92)

the left of the house and there are some flowers to the right

Consolidation -Asking two students to describe the surrounding of their houses

-Correcting mistakes

- Doing as directed

Homework:

- Asking students to learn by heart new words and structures - Doing exercise C1 on page 63+62

Unit 6: PLACES

Unit 6: PLACES

Section C: AROUND THE HOUSE

Period: 5 (C3, 4, 5)

I. Objectives:

- The students will be able to describe what there are around their house

+ opposite (prep)

+ (n):photocopy store, restaurant, police station, bakery, toy story, movie theatre, drugstore

(93)

+ Revision

IV Time : 45’

1 Greeting

B Oral test:

- Asking students to describe the surrounding of the house in the picture

C New lesson: Unit : C – AROUND THE HOUSE ( cont)

Sections Teacher’s activities Students’ activities C3 Listen &

repeat Presentation

* Pre-listening

- Warm- up : Using a picture of the book , and talking

something about the picture - Pre-teaching some new words ( using picture or simple English)

- Listening and looking at the picture

- Listening, reading and writing

* New words

- photo store (n) - bakery (n)

- movie theater (n) - drugstore (n) - restaurant (n) - police station (n) - toy story (n) - opposite ( prep)

While-listening * While-listening

(94)

picture and describe the position of the stories in the picture

- Playing the tape (twice) - Playing the tape again with pauses

- After listening, asking students to ask and answer about the pictures

Ex: Where is bakery?

=> It’s opposite the book store

- Listening

- Listening and repeating after the tape ( choral – individual)

- Working in pairs - Other students correct the mistakes

- Correcting errors about the pronunciation

C4 Practice with a partner

Comprehension check

a.

- Asking students to practice with a partner about the positions of the stores in the pictures in exercise C3 + Example:

Where is the

………? => It’s opposite the………

=> It’s between the……and the…

- Can demonstrate with a students

T: Where is the photocopy

- Working in pairs

- Reading aloud in front of the class

- Writing them on the board

(95)

store?

S: It’s next to the bakery

b Playing a guessing game

- Explaining the way to play the game

- According to exercise C3 a student will describe a place in the picture Other student will ask a guessing question “ What is it?”

- Can with a student Ex: It’s opposite the movie theater What is it?

S: It’s the police station T: Yes, that’s right

- Correcting errors if there are some

- Listening

- Doing as directed

-Playing the game in front of the class ( in pairs)

C5 Ask and answer questions about your house with a partner

Practice

- Asking students to read through the questions

- Asking students to answer the question about their house with a partner

- Reading

- Working in pairs

C6 Remember Consolidation

-Asking students to describe about the surrounding of their house ( in front of, behind, next to, opposite…)

- Reviewing some structures

- Doing as directed

Homework:

(96)

Unit 7: YOUR HOUSE

Section A: IS YOUR HOUSE BIG?

Period: 1+ (A1, 2, 3)

I. Objectives:

- The students learn to describe their houses and surroundings their houses

+(n):bank

2 Structures

+ What is this? => It’s a ………

+ What are those ? => They’re a………

- Teaching aids: cassette , pictures and worksheets

IV Time : 45’

1 Greeting

B Oral test:

- Asking students to ask and answer about their houses

C New lesson: Unit : A – IS YOUR HOUSE BIG ?

1 Listen Then practice with a

partner.

- Ask ss to look at the picture then introduce them the content of the dialogue between Minh and Hoa

- Read the dialogue first then ask ss to read

- Do as T asks

(97)

2 Listen and read Then match the question and the answer.

after in chorus

- Have ss practice the dialogue in pairs - Introduce them the questions pattern: Is there a/an ? Are there any ?

- Ask them some questions

- Ask Ss to practice asking and answering about their house in pairs

- Give feedback

- Ask ss to look at the picture in page (73) then describe it

- Have ss read the letter

- Read the questions from a to e and ask Ss to match with the suitable answers

- Ask them to work individual

- Ask some pairs of Ss to give their key before the class ( one reads the question and other reads the answer )

- Work in pair

- Do as T asks - Read the letter

- Work in pairs

A3 Practice with a partner

Comprehension

Ask Ss some questions about their house and the place around their house Ex:

+ Is your house big ? + Is it beautiful ?

+ Is there a yard in front your house ? + Are there any flowers ?

- Give the correct answer on the board

(98)

- Using some picture in A3 to review some words and teacher some new words

+ school + restaurant

+ flower + hospital

+ + police station

- Guiding to read new words

* New words

- bank (n) - post office (n) - supermarket (n)

a/- Asking students to look at two pictures to practice with a partner

- Choosing a picture and asking students to practice in front of the class

- Correcting errors

- Working in pairs - Working in pairs

b/- Asking students to describe the places where they live

- Asking students to make a dialogue about surrounding their houses

-Correcting mistakes

- Doing as directed - working in pairs

A4 Look at the picture Choose one of the houses

Comprehension check

- Asking students one of the houses Don’t tell your partner which house Asking questions to find which house your partner chooses

- Using the example to guide the way to practice

- Asking student to work in pairs - Correcting errors if there are some Ex: Are there any trees?

Are they behind the house?

Is there a lake? Is it in front of the house?

- Doing as directed

- Working in pairs

A5 Listen to this description which house is it ?

Practice

- Asking students to look at the picture in section A4

- Playing the tape ( twice) and asking students to choose the house which the tape are talking about

- Calling a students to read the answer

(99)

- There are some mountains behind the house There are some trees to the right There’s a lake to the left

- Other students correct errors

- Doing as directed - Answer:

a………

A6 play with words

- Asking students to ask the text and playing the tape ( twice)

- Asking students to repeat after the tape

- Doing as directed - Listening to the tape

- Repeating after the tape (

choral-individual)

A7 Remember consolidation

- Asking students to describe the surrounding of their houses

- Correcting errors

(100)

Section B: TOWN OR COUNTRY

Period: 3

I. Objectives:

- The students learn how to describe the service in the city or in the country

-(n): apartment, zoo, block, town, supermarket, village, clinic -(a): noisy, quiet,

2 Structures

+ Review all structures

- Near the apartment , there is a market, ………… - There is / there are

IV Time : 45’

1 Greeting

B Oral test:

- Using a picture and asking students to describe it

C New lesson: Unit : B – TOWN OR COUNTRY

Sections Teacher’s activities Students’ activities B1.Listen and

read Then choose the correct answer

* Pre-listening

- Warm- up : using some pictures and asking students to give some words about them

- bank

(101)

Presentation - Introducing the situation: Using pictures to introduce the town

- listening - Teaching some new words

- Calling students to repeat new words

- Listening and writing

* New words

- a apartment (n) - a clinic (n) - a paddy field (n) - a zoo (n)

- market (n)

- quiet (adj) # noisy (adj) - Repeating after teacher ( choral-individual)

While-listening * While -listening

- Playing the tape (twice) - Playing the tape ( again with pauses)

- Listening

- Listening to the tape and repeating after the tape ( choral – individual)

- Asking students to read the text - Asking students to answer the questions

- Correcting errors

- Reading ( silent) and answering the questions - Working in pairs * Answers

a Yes, he does b No, he doesn’t c Yes, it is

d No, she doesn’t e No, there aren’t f Yes, it is

B2.Read about Ba Then write sentenceabout

- Asking students to read a paragraph about Ba

- Asking students to write a

(102)

Chi’s house

Comprehension Checking

paragraph like that

- Asking students to read it - Correcting errors

* Chi lives in Ba’s house in the country Near her house, there aren’t any stores It is very quiet

A3 Listen Then complete the table

Practice

- Asking students to look at the table in A3

- Guiding the way to exercise Playing the tape about Minh, Tuan, Nga During listening, they’ll write check (√) if they hear any the words in the table And they will write cross ( x) in the words which don’t appear in the listening

* Listening

a Minh lives in an apartment in the city

b Tuan lives in a house in a town c Nga lives in a house in the city - Playing the tape ( once)

- playing the tape ( again) - Asking students to read the answers

- Doing as directed - Listening

- Listening to the tape - Doing as directed

- Listening

- Doing as directed - Reading the answers - other students correct them

A4 Remember consolidation

- Asking students to use Yes-No question to ask some questions about their places

+ Do you live in town? + Do you live in the country? + Is it quiet ?

+ Is it noisy ?

- Working in pairs

(103)

(104)

Section C: ON THE MOVE

Period: 4 ( C1-C2-C3)

I. Objectives:

- The students learn how to talk about the means of transport and daily activities

-(n): bike/ bicycle, bus, motorbike, train, plane -(v): travel, walk

2 Structures

- I go to school by bus - I travel to school by bus? - How you go to school ? travel to school ?

- how does she go to school ? he travel to school ? - he goes to school by…………

she travels to school by………

IV Time : 45’

1 Greeting

2 Greeting and checking attendance

B Oral test:

- Asking students to talk about their houses or places around their houses

(105)

Sections Teacher’s activities Students’ activities C1.Listen How

do you go to school?

Presentation

* Pre-listening

- Warm- up : Introducing the title of section by Vietnamese : On The Move : - Asking students a question and then explain “ How you go to school?”

- Saying “Today’s lesson is the mean’s of transport”

- Listening

- Listening and answering in Vietnamese

- Using some pictures to teach new words

- Calling students to give Vietnamese equivalent

- Asking students to repeat the new words after teacher

* New words

- bike (n) = bicycle - motorbike (n) - bus (n)

- Car (n) - train (n) - plane - walk (v) - travel (v) - Repeating

While-listening * while -listening

- Explaining the structures the way to ask about the means of transport: How =>

- Listening

- Listening to the tape and repeating after the tape ( choral – individual)

- Teaching new structure -

How

- Asking students to play the

* Structure

(106)

person in the picture: Lien, Thu, …

- Then asking them ‘How you go to school?’

- Asking students to talk about themselves

- Correcting errors

does she to ………? he * Answer

I go / travel……… … by bus He / she / travels …… (car) I walk to

……… He walks to school … - Doing as directed ( individual)

- Answering the question “ I go to school by bike / I walk to school…… )

- How do Lien go to school?

- Correcting the

pronunciation of new words and structures

- Listening & practicing

B2.Read about Ba Then write sentence about Chi’s house

Comprehension Checking

- Asking students to read a paragraph about Ba

- Asking students to write a paragraph like that

- Asking students to read it - Correcting mistakes

- Reading (individual) - Doing as directed

* Chi lives in a house in the country Near her house, there aren’t any stores It is very quiet

C2 Listen.

Comprehension check

- Asking students to look at the books

-Playing the tape, then asking students to repeating after the

- Doing as directed

(107)

tape

- Asking student to practice with a partner about the question with

“ How”

- Asking other students to correct mistakes

- Working in pairs ( changing the roles) How does Miss Hoa travel to work?

She walks to school

2 How does Mr Kim travel to work?

He travel to work by train How does Mrs Dung travel to work?

She travels to work by car - Listening to the tape - Doing as directed

C3 Listen and write short answers Practice

- Explaining the way to exercise “ listening and writing the means of transport”

- Before listening , asking students to talk about some means of transport which they have learnt

- Playing the tape ( twice) a Ba goes to work by motorbike

b Lan often travels to Hanoi by plane

c Nam sometimes goes to downtown by bus

d Nga goes to school by bike

- Listening

- Doing as directed

- Listening and writing the means of transport which the person go

(108)

e Tuan always goes to school by bus

f Mrs Huong goes to central VM by train

h Miss Chi is a teacher She usually walks to her school - Correcting mistakes

h walk

Consolidation - Asking students to ask and answer about some picture in C1

- “ How you go to school?”

- Doing as directed

Homework:

(109)

Section C: ON THE MOVE.

Period: 5 (C4, 5)

I. Objectives:

- The students learn to talk about everyday activities and habitual actions

-(v): leave

2 Structures

- Review the old structures in section C

IV Time : 45’

1 Greeting

B Oral test:

- Asking students some question about their layout

C New lesson: Unit : C – ON THE MOVE ( C4-C5 )

Sections Teacher’s activities Students’ activities C Listen and read

Presentation

* Pre-Listening & Reading

- Warm- up : Asking

students a question “ How you after school?”

- Using a picture to introduce the situation of the text “

- Answering

(110)

This is Hoang He is talking about his everyday activities” -Asking students to read through the text

- Doing as directed - Teaching new words

- Repeating words after teacher

* New words

- leave (v) # come back

While-listening & reading

* while –listening & reading

- Asking students to read the text again ( look at the books ) and find the information for the answers - Asking some students about the questions

- Asking students to work in pairs

- Listening

- Listening and repeating after the tape ( choral – individual)

- Reading silent

- Answering

- Practicing with their partner

( change the roles)

- Other listen to the answers and correct mistakes

- Correcting the mistakes of the pronunciation of new words and structures

- Writing the answer on the board (individual)

* Answer

a Hoang get up at half past five

b He goes to school at half past six

(111)

e classes start at seven f They end at half past eleven

C5 Play with words

Comprehension check

- Playing the tape

-Asking students to listen to the tape and repeating after the tape

- Asking student to practice with a partner about the question with

“ How”

- Asking other students to correct mistakes

- Listening

- Repeating after the tape ( choral- individual)

Practice - Asking students to answer the questions in C5

- Asking other students to listen and correct errors - Correcting mistakes

- Answering the questions - Practicing with their partner ( one asks and one answers, then change the roles)

- Students work in pairs about some questions they have learnt in the previous lessons

*Question

1 What time you get up ?

2 What time you go to school?

3 What time classes start / end ?

(112)

5 What time you have lunch?

C6 Remember consolidation

- Asking students about some structures they have learnt

- Students can work in pairs - How you go /

travel….?

+ I go / travel by ……… - he goes / travels by ………

Homework:

(113)

Unit 8: OUR AND ABOUT

Section A: WHAT ARE YOU DOING ?

Period: 1 + 2 I. Objectives:

- After finishing the lesson, students will be able to : + describe on going activities

+ Ask and answer about on going activities

II Content

1.Vocabulary:

- (n): video games, businessman, plane

- ( v) : drive, ride, wait for Structures

* Present progressive

Example: I am playing video games

* “Wh-questions” of present progressive tense - What are you doing?

- What is he / she doing? -Where is he / she doing ? Language skills: four skills

IV Time : 45’

1 Greeting

B Oral test:

- Asking students to ask and answer the question with the structure + “ How + / does + S + go / travel + …………?

(114)

- Asking them to write the structure on the board

C New lesson: Unit : A – WHAT ARE YOU DOING ?

A1.Listen & repeat Presentation

* Presentation

- Asking students to answer the question

“ How you go to school ?”

- I go to school by bike - I go by motor bike - I go on foot

- Listening and answering by Vietnamese “

- Teaching new words ( pictures) “ She is riding her bike”

“ He is driving his car”

“ They are waiting for a train” “ He is playing video games”

( Asking students to look at picture and to give the meaning of new words)

* New words

- ride (v) - drive (v) - wait for(v) - video games (n)

- Teaching structures : Asking students to answer in Vietnamese + “ What is he doing?”

+ “ Right, he is playing games” “ Today we study present progressive tense”

+ “ What verb you call ‘ am / is / are’?”

+ “ What verb you call ‘play’?” + “ What is the formation of the present progressive tense?” + “ Which subject is ‘ am’

- He is playing video games

- To Be

- Ordinary verb

* Structures

(115)

followed by ?”

+ “ What about ‘is’ ?” + “ And ‘are’?”

happening at the time of speaking

* Affirmative ( + ) am

S + is + V-ing are

Controlled practice

* Controlled practice

- Asking students to repeating after the tape

- Asking some students to make sentences and the other talk about their friends

- Doing as directed

Further Practice * Further practice

-Hanging some pictures on the board and asking them to talk about people in those pictures

A2.Ask and answer questions about all the people in the pictures and about you

* Presentation

- Teaching structure : Asking students to answer the questions + “ what does she do?”

+ “ What kind of questions is this?”

+ “ Right today we continue to study “ Wh-question” with present progressive tense “ What is she doing ?”

+ “ What is this structure?” + “ What is the answer?”

- She does homework -Wh-question

- Asking and answer what someone is doing

What + Be + S + doing ? S + Be + V-ing

(116)

1 what is he doing? What is she doing ? What are they doing ? What are you doing ?

- Asking them to ask and answer again ( work in pairs)

- Asking them to perform in front of the class ( pairs )

-He is playing video games - She is riding her bike - They’re waiting for a train - I’m reading my homework - I’m doing my homework

A3 Answer Then write the answers in your exercise book

* Further practice (A3)

- Asking them to work in pairs ( asking and answer pictures on page 83)

1 What are you doing ? What is she doing ? What is he doing ? What are they doing ?

- I’m doing my homework - She is riding her bike - He is driving his car - They are waiting for a bus

A4 Listen and answer the picture as you hear

Practice

* Presentation

- Asking students to describe action of people in the pictures

a he is riding a bike b He is driving a car

- Asking student to listen to the tape once

- Asking them to listen and number ( the 2nd time)

- Asking them to listen again and give the answer ( the 3rd time)

- Listening

-1 b c 3.d 4.a

5.c - 6.e

A6 Read then ask and answer questions with” Who, What,

* Presentation

- Asking students to answer the questions

(117)

Where, how” + “ What does she do?” + “ What is she doing?” - Teaching new words

- “ This is Mr Ha He isn’t a teacher He’s a businessman” / biz…… /

- She is a student

- She is learning English

* New words

- businessman (n)

Presentation and Comprehension check

- Teach structures

+ “ What are you doing?” + “what you call ‘What’ ? + “ What tense is this sentence?” + “ Right” We learn “

Wh-question” with present progressive tense What is the structure?” + “What is the structure of the answer ?”

Structure

What

Where + Be + S + V-ing

Who How

- Answer: S + Be + V-ing

- Using Lan’s picture and asking students to answer questions + “ Who is that ?”

+ “ What does she do?” + “ Where is she going?” + “ How is she traveling?” - Asking students to look at pictures at page 85 and to repeat after the tape

- Asking them to ask and to answer these pictures like example ( work in pairs)

- Pointing to these pictures and asking them to answer questions - Asking some pairs of students to

- That is Lan - She is a student - She is going to school - She is traveling by bike - Reading

- Speaking

(118)

perform in front the class He’s a businessman - Where is he going ? He is going to Hanoi - How is he traveling ? He is traveling by plane

* Further Practice.

- Hanging three pictures on the board , asking them to ask and answer again with closed books ( Working in pairs)

- Asking some pairs of students to perform in front of the class

Homework:

(119)

Unit 8: OUR AND ABOUT

Section B: A TRUCK DRIVER

Period: 3 I. Aims

- After finishing the lesson, students will be able to : + describe on going activities of the third person

+ ask and answer about on going activities of the 3rd person

II Language content : 1.Vocabulary:

- (n) : truck, driver, farm, farmer, foodstall, vegetables - ( v) : arrive (at), take, load, unload

2 Structures

* Present progressive tense ( cont)

- Communicative approach

- Teaching aids: cassette player + tape , pictures

IV Time : 45’

1 Greeting

B Oral test:

1 The first pair of students

- Asking them to look at pictures , to ask and to answer with the structure “ What someone is doing?”

2 The 2nd pairs of students

(120)

- Asking them to write the structure of Wh-question with present progressive tense

C New lesson: Unit : B – A TRUCK DRIVER

Sections Teacher’s activities Students’ activities B1 Listen & read

Then ask and answer the question

Presentation

* Presentation

- Asking students to answer some questions

“ Who is this”

“ What does she ?” “ What is she doing

- This is Anh - She is a student

- She’s learning English - Teaching new words ( using

pictures on page 86) - “ This is a truck” / ………/

- “ I’m a teacher Mr Quang is a truck driver”

- “ He is going to a farm” - “ This is a farmer”

- “ Mr Quang is arriving at the farm”

- “ A farmer is waiting for him”

- “ These are vegetable” - “ They are loading the truck with vegetables”

- “ What is ‘load’ antonym with ?”

( answer in Vietnamese) - / ……… /

- “ I’m taking a book”

New Words

(121)

- “ This is a foodstall / ……… / - Asking them to answer questions

1 “What does he / Mr Quang do?”

2 “ Where is he going at five?” “ Who is waiting for him?” “ Where is he taking the vegetables?”

5 “ what is he doing at 7:00 ?” “ Where is he eating?” - Asking them to ask and to answer questions on page 87 ( work in pairs)

- Asking them to listen to the tape and to give answer

* Answer

- He is a truck driver - He is going to a farm - A farmer is waiting for him

- He is taking the vegetable to the market - He is eating his breakfast at 7:30

- He is eating at a foodstall

- Asking them to ask and to answer questions on page 87 ( work in pairs)

- Asking them to listen to the tape and to give answer

* Speaking

* Further practice

- asking them to read and to answer the True (T)-False (F)

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the market

3 He is eating his lunch He is eating at home

5 He is at the foodstall at 7:00

B2 Listen and repeat then answer the questions

Presentation & Comprehension Check

* Presentation.

- Asking one student to answer the question

“ What are you doing?”

- Asking him / her to write the answer on the board

- Teaching new word + “Is it right or wrong?” + “ What’s wrong?”

+ “ Right, go to the board and correct it”

+ “ I’m copying it”

- I’m studying English - I’m studying English

- wrong - Studying

* New words

- correct (v) - copy (v) - Teaching structures

+“ What is the formation of present progressive tense with “ affirmative” ?

+“ What is the structure of “ interrogative”

+ “What is the answer if we agree? “ If disagree”

* Structure + S + be + V-ing

=> put “to be” before subject

( ?) Be + S + V-ing ? Yes , S + be No, S + be + not

* Controlled Practice

- Asking them to read silently - Asking them to answer questions

1 “ What is Ba doing?”

- Reading

* Answers

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2 “ Is he doing his math?” “ Is he copying Nam’s work?”

4 “ What is Tuan doing?” “ Are Nga are Huong working?”

- Asking them to ask and to answer questions on page 87 ( work in pairs)

- Asking them to listen to the tape and answer questions - Asking some pairs of to perform in front of the class

homework Yes, he is No, he isn’t

4 He is playing soccer No, they aren’t

* Further practice

- Asking them to ask and answer about their partner or their classmates ( work in pairs)

Ex: Are you doing your math?

- No, I am

- What are An and Nam doing?

- They are studying English, too

Home work

- Do exercises B3-B4 on page 74 ( workbook)

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Section C: ROAD SIGNS

Period: 4 + 5

I. Objectives:

- After finishing the lesson, students will be able to : + talk about means of transportation simply

+ say that they can or can’t something + say that they must or mustn’t something

II Language Content 1.Vocabulary:

- (n) : traffic, traffic light, discipline, sign, job, intersection, policeman, man, one way, care

- (v):can – cannot, must- mustn’t, park , turn, warn, mean, slow down, go ahead, cross - (adv) :fast, ahead, straight

- ( conj): if

2 Structures

* Modal Verbs : Can / must III Method and teaching aids

- Communicate approach

IV Time : 45’

1 Greeting

B Oral test:

- Hanging two pictures “ Lan is doing the housework and Nam’s listening to music” on the board

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- Asking them to write questions and answer on the board - Asking them to write the structure of the questions + answer

- Asking both of them to answer the question “ Are you doing your math ?”

C New lesson: Unit : C – A TRUCK DRIVER

C Listen and read

Presentation

* Pre-Listening & Reading

-Asking one student to answer the questions “ What you do?” - “ What I do?”

-“ What does he do?”

- I’m a student - You are a teacher - He is a policeman ( answer in Vietnamese) - Teaching new words ( pictures)

+ “ Right He is a policeman.” + “ This is a man”

+ “ He is going into that street” - Asking students to guess the meaning of road signs

+ “I’m taking some signs” + “ My job is a teacher”

+ He is a policeman When it’s rainy , he is out the street When it’s sunny, he is ,too How is job?”

* New words

- policeman (n) - man ( n) - go into (v) - one way (n) - can (v) cannot = can’t - park (v)

- some => something - job (n)

-difficult(adj)

- Teaching structures

- Asking students “ What does this road sing mean?”

“ What is the verb of this sentence?” - “ Right What about ‘ can’ ? Today we study a kind of new verb modal

-You can park here - Park

* Structure

- Modal verb: Can

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verb ‘can’

- Asking them to give the structure (+) S + can + V (inf) (-) S + cannot + V (inf)

- Asking the to read silently

- pointing to the road signs and asking “ What does the sign say?”

- Reading

- This sign says “ one way” - This sign says

you can park here can’t - Asking t to ask and answer the

meaning of the road signs (work in pairs)

- Speaking

* Further practice

- Asking students to answer true (T) or false (F)

1 This sign says

“ You can’t park here”

2 This sign says “ You can park here?

3 This sign says

One way

1 F

2 T

3 F

C2.Practice *Presentation

- Teaching new words: asking students

* New words

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to give the meaning of the road signs in Vietnamese ( pictures on pages (89 + 90)

- turn left - turn right - ahead ( adv) - go ahead

- Asking students to add “ can” or “can’t” for sentences on page 89 + 90

- Asking students to ask and to answer what the road signs mean

- writing

- speaking

* Further practice

- Write sentences on the board and asking them to put the road signs correctly

1 you can park here you can’t park here you can go ahead you can’t turn right you can turn left

- Doing as directed

1 b e a d c

C3 listen and read

* Presentation

- Asking students to answer the question

“ What does the signs say?” - you must park here

- Teaching new words ( Using pictures on page 90)

- Pointing at the intersection and asking them to say in Vietnamese - “ What must we when there is an intersection ahead ?”

- “ What is “slow down” antonym with ?”

* New words

- intersection (n) - must (v)

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- “ How is riding a bike fast?” - “ Right, it’s dangerous and can happen accident ”

- “so, we must have discipline”

-“ Road signs help us” - “ They warn us”

- “ What does this sign say?” - “ We must stop we mustn’t go straight ahead.”

- discipline (n) - warn (v) - stop (v) - straight (adv)

- Teaching structures

+ “ What you call ‘can’?” -“ Right,” “must” mean?” - And “ mustn’t ?”

- “So, what does “ must describe”? - “ What is the formation of

affirmative / negative / interrogative?

* Teaching structure Modal verb : “Must”

=> describe the obligation ( + ) S + must + V ( inf) ( -) S + must not + V ( inf ) ( ? ) Must + S + V ( inf) ?

- Asking them to read silently - Asking each student to read one sentence and to translate into Vietnamese

- Asking them to ask and answer the following sentences ( working in pairs)

1 Are there any accidents on out roads?

2 What must we do?

- Yes, there are

- We must have discipline

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- Asking them to add “ must” or “ mustn’t”

1 We _ ride our bikes fast

2 We are students We _ have school discipline

3 This sign says “ No, right turn” We _ turn right We be late for school

- mustn’t

- must

- mustn’t - mustn’t C4 Listen Practice & Comprehensio n check * Presentation

- Asking students to explain the road signs ( a => h)

- Asking them to listen to the tape once ( no pause)

- Asking them to listen the 2nd time

( with pause)

- Asking them to listen the 3rd time to

check

- asking them to correct on the board

1.c d h a g b f e

* Further Practice

- Asking the to ask and to answer road signs again with the question “ What does the signs say?”

( Hanging them on the board)

- Correcting if there are any

- Speaking

C5 Play with words

Practice

- Teaching new words using pictures + “ What is he doing”?

+ “ Crossing the road, we must be

* New words

- Cross

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careful Look to the left Look to the left Look to the right “ What you after that?”

+ “ Right If there is no traffic, cross the road”

- Asking them to give the meaning of these sentences

- Careful ( adj)

=> Ex: We must be careful - if ( conj)

- traffic (n) - traffic light (n) - Doing as directed

* Homework

- Learn by heart road signs, modal verbs “ can”, “ must” - Do exercise C1-C2 on page 75

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Period : GRAMMAR PRACTICE

I Objectives

- The students can review and practice the grammar which they have been learnt before

II Content

1.Vocabulary: - Revision Structures

- The simple present tense - The present progressive tense - Preposition

- Question words: What , where , who , how - Modal verb: Can / Must

3 Language skills: Listening speaking and reading skills

IV Time : 45’

V Teaching steps / Procedures A Classroom procedure

1 Greeting

B Oral test:

-Asking students about on going activities

C New lesson: Unit : GRAMMAR PRACTICE

Sections Teacher’s activities Students’ activities 1 Present simple

tense

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present tense of ordinary verbs

* Affirmative form =>

* Structures

S ( I, You, We, They, plural noun) + V ( bare Inf)

S + (He, She, It, singular noun) + V ( e /es)

* Note: Verb ending in : O, X, CH, SH + ES

* Negative form S + don’t / doesn’t _ V ( bare Inf)

* Interrogative form

- Asking students to part

- Correcting mistakes ( correcting answers in teacher’s book)

- Do + S (plural) + V ( bare Inf) ?

- Does + S ( singular) + V (bare inf)

- Doing as directed

Present

progressive tense

- Asking students to say about the structure of the present progressive tense

- Asking students to fill in the blank

- Correcting mistakes ( correcting answer in teacher’s book)

* Structure

- Aff form: S + be + V-ing

- Neg.form: S + be + not +

V-ing

- Int form: Be + S + V-ing ?

- Doing as directed

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blanks

- Correct errors - Filling in the blanks with

the appropriate prepositions

4 Question words _ Asking students to fill in the blanks, using question words : What, where, who, how

- Doing as directed

5 Contrast present simple and present progressive tense

- Asking students to fill in the blanks with the correct form of the verbs

- Correcting errors ( correcting answer in teacher’s book)

- Filling in the blanks

6 Must & Must not / Mustn’t

-Asking students to remind modal verb “ Must” and to fill in the blanks

- Correcting errors ( correcting answer in teacher’s book)

- Asking students to ask and to answer what the road signs mean

- Filling in the blanks

7 Can & cannot/ Can’t

- Asking students to remind Modal verb – Can – and to fill in the blanks

- Correcting mistakes ( correcting answer in teacher’s book)

- Doing as directed

* Homework

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Unit 9: THE BODY

Section A: PART OF THE BODY

Period: 1

I Objectives

- The students will have ability to know the name of the parts of the body and describe the appearance

II Knowledge

1.Vocabulary:

- (n) : head, shoulder(s), arm(s), hand(s), finger(s), chest, leg(s), foot (feet), toe(s)

- (adj): big, tall, fat, heavy, strong, small, short, then, light, weak Structures

- He’s fat - He’s tall

3 Pronunciation: vocabulary and structures

IV Time : 45’

1 Greeting

B Oral test:

- Call students to write the correct form of verbs Minh ( ride) his bike everyday

2 They ( walk) to school now

* Fill in the blanks with : can / can’t ( using pictures) You _ turn left

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3 You go ahead

C New lesson: Unit : A- PARTS OF THE BODY

Sections Teacher’s activities Students’ activities 1 Listen & repeat

Presentation

* Pre-listening

* Presentation - Using a picture to describe the parts of the body

- Teaching some new words

( using the structure : This is…… , that is…… , these are………… , those are……….,

“ There are five fingers on each hand

“ walk in bare feet:

- Listening - Take note

* New words

- a head (n)

- shoulders (n) / ………… /

- arm (n)

- hand (n) / hænd /

- finger(n) / fiŋg∂r/

-chest (n) / test /

- leg (n) / leg /

- foot (n) /

…………./

- feet (n) /

………/

- toe (n) /

………… /

* While –speaking Controlled practiced

* While –speaking * Controlled practice

- Playing the tape twice ( without pauses)

- Playing the tape again ( with pauses)

- Reminding Wh-questions

- Listening

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“ What’s this / that?” “ What are these / those ?” - Asking students “ What’s this?”

“ What are these?”

- Answering “ It’s a head” - They’re hands

A2 Practice with a partner

Comprehension check

* Further Practice

- Asking students to look at the picture on the board and to practice with a partner ( using Wh- questions) - Calling some pairs to perform in front of the class

- Working in pairs

- Speaking

-Other students listen to then correct the mistakes after the some students perform

A3 Listen & repeat Presentation

* Presentation -Pre-listening

- Using a picture and asking students “ Now, look at this picture Is she tall? Today, we learn some descriptive adjectives”

- Teaching some new words ( using pictures) + “ he is tall”

+ “ She is thin” + “He is fat” + “ he is heavy” + “ She is light”

- Answer “ Yes, she is”

* New words

- tall (a) /………/

- short (a) /…………/

- thin (a) /………./

- He is fat => fat => / ………./

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……… / - light (a) / ………/

- Before listening, ask students to talk about the positions of descriptive adjectives

“ How many positions does adjective have?” - Playing the tape twice ( without pauses)

- playing the tape again ( with pauses)

- Correcting errors

- Answering : It is two -She is tall

S Adj

She is a tall girl Adj N - Listening

- Repeat after the tape ( choral-individual)

Post-listening * Further practice

- Using some picture and asking students to describe the persons in the pictures - Asking students to listen to the tape then choose the right picture

- Before listening, asking students to describe about the pictures

- Playing the tape once - Playing the tape again ( with pauses)

- Asking students to choose which picture

tape transcript

- Speaking

1.She’s thin He’s fat He’s tall She’s fat

* Listening

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1 She’s a short girl She’s fat

2, He’s a fat man He’s tall He’s a short man He’s fat

4 She’s a thin woman She’s tall

Consolidation -Asking students to describe their classmates, their numbers of the family

* Homework

- Learn by heart new words

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Section A: PART OF THE BODY

Period: 2

I Objectives

- The students will have ability to know / describe the appearance

- (n) : gymnastic – weight lifter - (adj): strong- weak

2 Structures

- S + be + a / an + adj + noun

IV Time : 45’

1 Greeting

B Oral test:

- Asking students to describe some pictures and give some names parts of the body

C New lesson: Unit : A- PARTS OF THE BODY. ( cont)

Sections Teacher’s activities Students’ activities A5 Listen & repeat

Presentation

* Pre-listening

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A5

-“ Look at this picture She is tall, she is thin and light - “And look at this man He is short He’s fat.”

- Listening

- Teaching some new words * New words

- gymnastic (n) / /

……… /

- weak (a) /

………… /

- weight lighter /

……… /

- strong (a) /

………… /

* While-listening Controlled practice

* Comprehension check

- Asking students to answer to answer some questions about Chi and Tuan

*Questions

1 What does Chi do? Is Tuan a weigh lifter? Is Chi tall or short? Is Tuan heavy?

- Listening

- Listening and repeating after the tape ( choral-individual)

* Answering

1 She is a gymnast Yes, he is

3 Chi is tall Yes, he is

* Post-listening * Post-listening * Further Practice

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students to practice with a partner about the questions of Chi and Tuan

- Calling some pairs of students to perform in front of the class

- speaking

A6 Practice with a partner

*Pre-listening

* Presentation / Pre-listening

-Asking students some questions about Chi “ Who is that?” “ Who does she do?” “ Is she short?”

“ Right Now listen to the tape”

- Answering ( no book) - That is Chi

- She is a gymnast

- No, she isn’t She is tall

* While-listening * While-listening * Controlled practice

- Playing the tape (twice) - Playing the tape again ( with pauses )

- Asking students to work in pairs about the dialogue A6 - Asking some pairs of students to perform in front of the class

- Listening

- Listening and repeating after the tape ( choral / individual)

- Speaking

* Post-listening * Further practice

-Asking students to prepare a dialogue about Tuan - Asking them to work in

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pairs then to perform in front of the class

* Consolidation - Asking students to describe the appearance, names parts of the body ( using adjectives)

* Homework

- Learn by heart new words and structures - Do exercises A4

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Section C: FACE

Period: 3

I Objectives

- The students will have ability to know the names of the parts of the head, to know colors, describe face and physical appearance

II Knowledge

1.Vocabulary:

- (n) :hair, eye(s), ear(s), nose, lip(s), mouth, tooth ( teeth)

- (adj): round, oval, full, thin, long, short, black, yellow, while, green, gray, blue, red, brown, orange, purple

2 Structures

- What color is your hair? => It is black

- What color are your eyes? => They’re brown

3 Pronunciation: vocabulary and structures Skills: reading, speaking skills

IV Time : 45’

1 Greeting

B Oral test:

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C New lesson: Unit : B - FACES ( cont)

A5 Listen & repeat

Presentation

* Pre-listening

- Using a picture to describe the parts of the head ( using the structure : This is … / That is……

There are……/ Those are ……)

- Listening

- Teaching some new words

- “She has big eyes”

-Reading new words and calling some students to repeat

* New words

- hair (n) - ear (n) - nose (n) - mouth (n) - lip (n) - tooth (n) - teeth (n) - round (a) - oval (a) - full (a) - thin (a) - long (a)

- Asking students to talk about the pictures

- Listening

- Listening and repeating after the tape ( choral-individual)

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- Asking students to describe about face and physical

appearance of their classmates

- speaking

* Pre-listening

B2 Listen & repeat Colors

Presentation

* Presentation / Pre-listening

-Teaching some new words ( using some color paper)

* New words

- black (a) - white (a) - gray (a) - red (a) - orange (a) - yellow (a) - green (a) - blue (a) - brown (a) - purple (a)

* While-listening * While-listening * Controlled practice

- Playing the tape (twice) - Playing the tape again ( with pauses )

- Listening and repeating after the tape ( choral / individual)

* Post-listening * Further practice

-Pointing some pictures and asking students to say the color of the furniture

- Correcting errors

- Doing as directed

* A3 Practice with a partner

Comprehension check & practice

* Presentation

- Teaching new structures “ What color is your hair? It’s black.”

“ What color are your eye? They are brown.”

“ What color => which

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question is it ?

- Asking students about the color of some real objects in the classroom

“ What color is the board?” “ What color are the chairs?” - Asking students to work in pairs

- Calling some pairs of students to perform in front of the class - correcting errors

* Structure

- Wh-question about color

Which color is + S ? Are It’s + color

They are - Answer

=> It’s blue

=> They’re brown - Working in pairs - Speaking

* Consolidation - Asking students to work in pairs , talking about the color of the parts of the head

* Homework

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Unit 9: THE BODY Section B: FACE

Period: 4 + 5

I Objectives

- The students will have ability to know colors, and describe face and physical appearance

1 Structures

-She has long black hair

IV Time : 45’

1 Greeting

B Oral test:

- Asking students to talk the parts of the head - Asking some questions about some pictures “ What color is her hair?”

C New lesson: Unit : B - FACES ( cont)

Sections Teacher’s activities Students’ activities * Pre-listening

Listen & read

Presentation

* Presentation * Pre-listening

- Using a picture and ask students some questions “ Is Miss Chi tall?”

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2 “ Does she have a short hair?”

3.“Is her nose small or big?”

=> No, she doesn’t => It’s small - Teaching some new structures * Structures

- She has long black hair

=> Adjective

S + V long + black + N short

* While-listening * Controlled practice

- playing the tape twice ( without pauses)

- playing the tape again ( with pauses)

- Asking students to read the text silently

- Listening

- Listening and repeating after the tape ( choral-individual) - Reading

- Asking students to students to answer the questions about the text

- Asking students correcting mistakes

- Practicing with a partner a Miss Chi’s hair is long b It is black

c They are brown d It’s small e They are full

* Pre-listening B5 Listen

Comprehension check

-Asking students to look at the pictures in the text books

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- Asking them to describe the pictures

- Playing the tape again and check the answer

- Listening then writing the letters of the pictures in their workbooks

1.c - a - d - 4b

* tape transcript

1.He has short hair He has a round face He has a big nose He has full lips

2 He has short hair He has an oval face He has a small nose He has thin lips

3 She has long hair She has an oval face She has a big nose She has a thin lips

4 She has long hair She has a round face She has a small nose She has full lips

B6 Play with words practice

- Playing the tape (twice) - Listening and repeating after the tape (choral)

Consolidation - Giving some pictures on the board asking students to describe the pictures

- Doing as directed

* Homework

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Unit 10: STAYING HEALTHY

Section A: HOW DO YOU FEEL?

Period: 1

I Objectives

- The students will have ability to tell their feelings

- (a): hungry, thirsty, full, hot, cold, tired - (v): feel

2 Structures

- How you feel?

IV Time : 45’

1 Greeting

B Oral test:

- Giving some pictures about persons and asking students to describe them - Asking other students to describe their classmates

C New lesson: Unit : B - FACES ( cont)

Sections Teacher’s activities Students’ activities A Listen & repeat

* Pre-listening

Presentation

* Presentation- Pre-listening

- Warm-up: Saying about her feeling “ Today is hot I’ hot and I’m thirsty.” “ Today we

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learn some adjectives about feeling.”

- Teaching some new words by using pictures

“ I’m hungry” “ I’m thirsty” - “ They are full” - “ He is hot” - “ She’s cold” - He’s tired”

- Asking students to give the words’ meaning

Listening and writing

* New words

- hungry (a) - Thirsty (a) - full (a) - hot (a) - cold (a) - tired (a)

- Teaching some new structures * Structures

- She has long black hair

=> Adjective

S + V long + black + N short

- Asking students to translate these sentences into

Vietnamese

- Using some pictures and asking students to look at them and to say their feelings

- Listening

- Listening and repeating after the tape ( choral-individual) - Doing as directed

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- Asking students to say about their feelings

- Asking students to write it on the board

* Pre-listening A2 Work with a partner Describe the people in the picture

Comprehension check & practice

- Teaching new words * New words

- feel (v)

- Teaching new structure - Writing the structure on the board

- Asking students to answer the question “ How you feel?” - Writing the structure on the board

- Playing the tape twice

=> How you feel ? - Take note

- Answering “I’m hot” * Structure

- How you feel ? I’m hot cold - How does she he feel ? He hot

She is cold

- Listening and repeating after the tape ( choral)

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pictures

“ How does he feel?” “ How does she feel?”

- Asking them to perform in front of the class

- Correcting errors

question

- “ He’s hungry” - “ She’s thirsty” - working in pairs

* Further practice

-Asking students to practice with a partner about their feelings

“ How you feel ?”

- Working in pairs

( one asks and one answers) “ I’m thirsty”

Consolidation -Asking some students to go to the board and asking them about “ How you feel?”

- Doing as directed

* Homework

- Learn by heart new words and structures - Do exercises A1 on page 87

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Section A: HOW DO YOU FEEL?

Period: 2

I Objectives

- The students will have ability to tell what they want or need

- (n): juice, noodles, a drink

- (v): want, need, would like, What would you like? , I’d like

2 Structures

- What would you like? I’d like some orange juice - What you want? I want a hot drink

- What does he want ? she

He wants a cold drink She

IV Time : 45’

1 Greeting

B Oral test:

- Asking students about their feelings

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Sections Teacher’s activities Students’ activities * Pre-listening

A3 Listen & repeat What would you like?

Presentation

- Warm-up: Asking students about their feelings

“ How you feel?”

“ Right You’re thirsty You’d like a glass of water.”

- Answering + “ I’m thirsty”

- Teaching some new words “ What would you like?”

I’d like a drink “ I’d like noodles”

- Then teaching new structures

Listening and writing

* New words

- Would like (v) - What would you like => I’d like

- a drink (n) - noodles (n) - What about you? - Teaching some new structures * Structures

What would you like? I would like + …………

I’d like

- Would like => Polite request - Would you like noodles? Yes, I would

No, I wouldn’t

- Asking students to read the dialogue silently before listening - Playing the tape twice

- Playing the tape again

- Reading

- Listening ( no book)

- Listening & repeating after the tape ( choral)

- Doing as directed

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- Correcting errors

( two persons play the roles of Nam and Lan one more in Ba’s role )

( change the role)

- Asking students to make a dialogue the same as one ofA3 by using their real situation - Correcting mistakes

- Doing as directed

- Performing in front of the class ( working in pairs / groups)

A4 Ask and answer about Nam, Lan and Ba

Comprehension check & practice

- Asking students to translate the dialogue of A3 into Vietnamese – Asking them some questions about Nam, Lan and Ba

1 How does Lan feel? What would she like? How does Nam feel? What would you like? How does Ba feel? Would he like noodles? - Asking students to work in pairs about these questions - Asking them to perform in front of the class

- Doing as directed - Answering ( individual) - “She’s hot and thirsty” - “ She’d some orange juice” - “ He’s hungry”

- “He’d like some noodle” - “ He’s tired”

- “ No, he wouldn’t” - Working in pairs

( one asks and one answers)

A5 Listen and match the names with the right pictures

Practice

- Asking students to look at the picture and to tell their feelings - Asking some questions about the pictures

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1 Is he hungry?

2 Is she thirsty? What would she like?

- Correcting them right / or wrong

- Playing the tape ( twice) - Asking them to tell the answers

- Correcting them

=> Yes, he is

=> Yes, she is She’d like a drink

- Listening * Answers Phuong –b Nhan – a Ba-f Huong - d

* Tape transcript

-Nhan is hungry He’d like noodles

- Phuong is thirsty She’d like a drink

- Ba is full - Huong is cold

A6 Listen and

repeat Then practice with a partner

Practice

* Presentation

- Warm-up: Asking some students some questions about A6

“ How does she feel?” “ What would she like?”

- Answering => She’s cold

=> She’d like a hot drink -Teaching new words

+ What you want / need ?

* New words

- want (v) - need (v)

Teaching new structures * Structure

-What does + S + want? - S + want / wants + …………

(160)

- Playing the tape ( twice) - Using the cues on page 107, asking students to work in pairs

- Listening and repeating after the tape ( choral-individual) - Working in pairs

* Further practice

-Asking students to practice in pairs

- Working in pairs ( using their own words)

Consolidation -Asking some students to tell the structures which they’ve learnt

- Doing as directed

* Homework

- Learn by heart new words and structures - Do exercises A1 on page 87

(161)

Section B: FOOD AND DRINK

Period: 3

I Objectives

- The students will have ability to know food and drink , to use some / any

1.Vocabulary:

- (n): apple, orange, banana, water, rice, milk, meat, vegetables Structures

- Is there any meat? Yes, there is some (meat) No, there isn’t any (milk) - Are there any noodles? Yes, there are some ( noodle) No, there aren’t (noodle)

- What is there to drink / eat ?

3 Pronunciation: Vocabulary and structures Skills: All four skills

IV Time : 45’

1 Greeting

B Oral test:

- Calling students to write some new words

(162)

+ How you feel ? + What would you like?

C New lesson: Unit 10 : Section B : FOOD AND DRINK

B1 Listen & repeat. * Pre-listening

Presentation

- Warm-up:

- Using some pictures to introduce the situation ( some pictures of textbook , apple, orange, banana, ……)

- Listening

- Teaching some new words ( using pictures and real objects)

- Playing the tape ( twice)

writing

* New words

- a banana (n) - water (n) - rice (n) - milk (n) - meat (n)

* While-listening Practice with a partner

practice

* While-listening

- Playing the tape about the dialogue in the textbook “ What would you like?” I’d like an apple

- Teaching some new structures - Asking a students “ What would you like?”

- Taking note

* Structures

would like = want - What would you like?

(163)

……… He

She

* Post- listening

- Asking students to use the food and drink in B1 (a) and asking them to practice with a partner

- Asking in pairs

+ “What would you like?” “ I’d like an orange.”

B2 Listen & repeat Then practice in pairs

Comprehension check

* Pre-listening

- Warm up:

- Using some pictures about meat, rice and vegetables to introduce the situation of the dialogue

- Saying “ I have meat, rice and vegetables for lunch.” Then teacher asks a student “ What’s for lunch?”

- Listening

- Teaching some new words * New words

- noodles (n) - fruit (n) - some - any

-Teaching new structures - Listening and taking note

* Structures

1 Asking about meals

What’s for lunch / breakfast / dinner?

2 Countable nouns

(164)

Yes, there are some………. No, there aren’t any………. 3 Uncountable noun.

Is there any meat / milk ?

Yes, there is some…… No, there isn’t any…… 4 Some / Any

- “Some” : in affirmative sentence

- “ Any”: in negative or interrogative sentences

5 What’s there to drink / eat ?

* While- listening * While- listening

- Playing the tape (twice) - Dividing class into two groups and asking students to play the roles

-Listening and repeating after the tape ( choral)

- Doing as directed (changing the roles)

* Post-listening * Post-listening

-Asking students to practice about the dialogue ( working in pairs)

- Working in pairs

* Further practice

- Asking students to make the dialogue about their meals - Correcting mistakes

- Doing as directed

Consolidation -Giving the exercise Filling in the blanks with some / any

- Doing exercises in exercise notebooks

* Homework

(165)

- Practice the dialogue in B2

(166)

Section B: FOOD AND DRINK

Period: 4

I Objectives

- The students will have ability to know food and drink

- (n): menu, chicken, fish, bread, orange juice

2 Structures

-Review some old structures

IV Time : 45’

1 Greeting

B Oral test:

- Asking students to write about some new words

- Asking students “What would you like” “ What’s for lunch?”

C New lesson: Unit 10 : Section B : FOOD AND DRINK

B3.Ask & answer Comprehension check

- Warm-up:

- Using some pictures to review the old structures

“ Using a picture about orange,

(167)

apple but there aren’t any noodles And asking students

“ Are there any noodles? “ No, there aren’t any noodles”

B4 Listen and repeat Then practice the dialogue with a partner

- Giving some pictures on the board and asking students to work in pairs

* Free Practice

- Giving the menu with some food and drink, then teaching some new words

- Asking students to read these new word

- Playing the tape (twice) - Asking students to make the dialogue like this, using some food and drink in the menu - Correcting mistakes

- working in pairs

* New words

- chicken (n) - fish(n) -bread (n)

- orange juice (n)

- Listening and repeating ( choral)

- Working in pair

B5 Listen and match the name of the people with what they would like

*Pre- listening - Warm up

- Using some picture and asking them to talk about the food and drink in the pictures - Then explaining the way to listening exercise

- Doing as directed ( individual)

1 meat fish

3 chicken fruit

5 rice milk

7 orange juice

* While-listening * While-listening

- Playing the tape (twice) - Asking students to tell about the answers

- Listening and taking notes

* Answers

(168)

- Tuan (d) - Huong (g) - Mai (h)

* Post- listening

- Asking students to listen again and check the answers + Nhan would like some chicken and some rice

+ Tuan would like some meat and some vegetables

+ Huong would like some fruit and some milk

+ Mai would like some fish and an orange juice

Consolidation -Giving more exercises - Doing exercises in exercise notebooks

* Homework

- Learn by heart new words - Do exercise of the teacher - Prepare C1-C2-C3

Section C: MY FAVORITE FOOD

Period: 5 I Objectives

(169)

- have / know some names of food and drink - talk about favorite food / drink, use verb “Like”

- (n): carrot, tomato, lettuce, potato, bean, pea, cabbage, onion, lemonade, iced coffee, soda

- (v): like -(a): favorite

2 Structures

-What’s your favorite food / drink? - S + like / likes

- Teaching aids: cassette , pictures , flash cards

IV Time : 45’

1 Greeting

B Oral test:

- Asking students to write new words - Asking students to make questions + Is there any………? + Are there any………? ( answering with –Yes / No)

C New lesson: Unit 10: Section C : MY FAVORITE FOOD

C1.Listen & repeat Practice with a partner

* Pre-listening

- Warm-up: Teacher says

(170)

Presentation orange juice, but my favorite drink is milk.”

- Teaching some new words ( using pictures or real objects) - Writing new word on the board and asking the Vietnamese equivalent

* New words

- carrot (n) - tomato (n) - lettuce (n) - potato (n) - bean (n) - pea (n) - cabbage (n) - onion (n) - iced coffee - soda

* while-listening * while-listening

- Playing the tape (twice)

-After listening, asking students to practice with a partner ( using the structure “ What are these?)

-Listening and repeating ( choral / individual) - Working in pairs

* Post-listening

- Checking students’

knowledge on the meaning of these words in Vietnamese

C2 Listen & repeat Then practice with a partner

Comprehension

* Pre-listening

-Warm up: Teacher says “I like fish Nay’s favorite food is fish” Then asking students “ What’s your favorite food?”

-Teaching new structures -Taking note

* Structures

(171)

drink

My favorite food is ………

Drink I like ………

* While-listening * While-listening

- Guiding students to listen to the tape ( twice)

- Asking students to play the roles

- Listening and repeating ( choral)

- Asking in pairs

* Post-listening * Post-listening

- Asking students about the questions

“ What’s your favorite food?” “ What’s your favorite drink?”

- Answering

“ My favorite food is fish” “My favorite drink is milk”

C3 Listen & repeat Practice

- Asking students to listen and repeat some food and drink Then giving some the

Vietnamese meanings of these words

- Doing as directed ( individual)

C4 Practice in pairs Practice

- Playing the tape ( twice) - Asking students to practice in pairs about the dialogue

- Asking students to use some food and drink in C3 to make a new dialogue

- Correcting errors

- Asking and listening ( choral)

- Working in pairs

C5 Remember Consolidation

* revision the structures

(172)

- I don’t like……… - She doesn’t like…………

* Homework

- Learn by heart new words and structures - Do exercise C on pages 91-92

(173)

Unit 11: WHAT DO YOU EAT ?

Section A: WHAT DO YOU EAT ?

Period: 1

I Objectives

- The students learn the way to talk about their needs

- (n): a bottle of cooking oil, a packet of tea, a box of chocolate, a kilo of rice, gram, a can of pea, a bar of soap, a tube of toothpaste

2 Structures

- Can I help you?

* Function: asking some need

- Teaching aids: cassette , pictures of food and real objects

IV Time : 45’

1 Greeting

B Oral test:

- Asking some questions about the previous lesson: What you like?

2 What is your favorite food / drinks?

C New lesson: Unit 11: A1 - MY FAVORITE FOOD

(174)

A1.

a Listen & repeat.

Presentation

* pre-teaching/ Presentation

- Warm-up: Introducing the situation of the dialogue - Pre-teaching new words ( using pictures and real objects

- Listening

- Learning new words and write down

* New words

- A lot of cooking Here you are

* while-listening * while-listening and repeating

- Playing the tape once - Playing the tape

( stopping after each sentence or question)

- Listening - Listening

- Teaching new structures Can I help you

* Structure

Can I help you?

Post listening * Post-listening and repeating

- Asking some students to practice the dialogue again -Correcting mistakes

- Working in pairs - Making dialogue

A1

b Practice

* Pre-teaching and repeating

- Pre-teaching new words using real objects or pictures

- Listening

- Listening new words

* New words

- a bottle - a can - a packet - a bar

- box - a tube of

- 200 grams of……… - a dozen

- eggs - peas

- soap - toothpaste

* while-listening & repeating

(175)

- Playing the tape twice ( stopping the tape after each sentence / each noun phrase)

* Post-listening & repeating

- Having students practice the dialogue using these words - Correcting mistakes

- Practicing the dialogue

* Remember - Showing the picture and asking the students to re-practice the dialogue

- Giving some pairs of students any real objects or pictures and have them ask and answer about someone need - Correcting mistakes

- Doing as directed

* Homework

- Asking students to practice the dialogue again - Learn by heart new words and structures - Having the prepare for the next time

Section A: AT THE STORE

(176)

I Objectives

- The students learn how to buy something at the store

- (n): coca, cookie + Ex: half a kilo

+ Is there anything else?

2 Structures

-How much……… you want? - How many……… you want?

+ Function: Asking about quantity and weight

- Teaching aids: cassette, pictures of food and real objects

IV Time : 45’

1 Greeting

B Oral test:

- Asking students some things sold at the store

C New lesson: Unit 11: A2 - AT THE STORE

A2.Listen & repeat Presentation

- Pre-teaching and repeating -Introducing the situation of the dialogue

- Introducing the word “ salesgirl” and comparing it with “storekeeper”

- Listening

- Learning new words

(177)

-salesgirl (n) - how many - how much - cookies(n) - coca (n)

- Listening and repeating

Post-listening * Post-listening and repeating

- Asking students to listen and answer questions

- Correcting students’ answers

- Asking students to complete the dialogue of exercise ( Page 94 in workbook) - Asking students to work in pairs

- Completing the dialogue

- Working in pairs

Practice - Asking students to read and then complete the conversation of the exercise (page-94 in workbook)

- Having some pairs of students make the conversations

- Reading - completing

- Making the conversation

Consolidation - Having some pairs of students using the pictures or real things ask and answer with “ How many / How much”

- Doing as directed

* Homework

(178)

Section A: AT THE STORE

Period: 3 I Objectives

- The students learn how to buy something at the store

(179)

2 Structures

-How much + Noun

- How many

+ Function: Asking about quality and weight

- Communicative approach - Teaching aids: cassette, pictures

IV Time : 45’

1 Greeting

B Oral test:

- Asking some things of previous lesson

C New lesson: Unit 11: A3 –A4

Sections Teacher’s activities Students’ activities A3 Listen

Presentation

* Pre-listening

- Introducing the task

- Guiding students how to the task

- Helping students to realize the things in the pictures

- Listening

- Realizing the things

While-listening - Playing the tape once - Playing the tape again

( stopping after each sentence)

- Listening

- Listening and matching people’s name with the things they want

-Teaching new structure * Structure

(180)

- How many + N (count) + / does + S + V?

- Asking some students for checking

- Playing the tape one more time

-Listening and checking their answers

- Asking students to read the exercise (page93-workbook) - Having them talk about their favorite with given words

- Reading the exercise - Choosing their favorite

A4 Read Practice

- Asking students to read dialogue once and to write the shopping list

- Checking some students and correcting mistakes

- Having some pairs of students practice the dialogue

- Reading

- Writing the shopping list

- Working in pairs

Consolidation - Having students make the same dialogue with their own shopping list

- Making the dialogue

* Homework

(181)

Section B: AT THE CANTEEN.

Period : 4 (B1-B2-B3)

I Objectives

- The students will be able to tell the price of things

- Noun of food and drink

2 Structures

-How much is ………? => It is………

+ Function: Asking and telling thing’s price

IV Time : 45’

1 Greeting

B Oral test:

- Asking some questions about previous lesson

C New lesson: Unit 11:B - B1-B2-B3

Sections Teacher’s activities Students’ activities B2 Listen &

repeat

Presentation

* Pre-listening and repeating

- Introducing the situation of the dialogue

- Pre-teaching new words : How

- Listening

(182)

much………?

While-listening While-listening & repeating

- Playing the tape once - Playing the tape ( stopping after each question or sentence)

- Teaching new structure “ How much

is………?”

- Asking students to practice the dialogue in pairs

* New structure How much is

……….? It

is……… - Working in pairs

Post-listening Post-listening & repeating

- Correcting errors - Working in pairs

B3 Ask and answer

Comprehension check

- Asking students to this task in pairs

- Working in pairs

B1 Practice - Asking students to review words of food and drink they have learned

- Telling how to this task - Checking and correcting mistakes

- Listening -Reviewing

- Telling the name of food - Doing the task

Consolidation - Asking students to look at picture (page 119) to practice asking and answering about the things’ price

- Practicing

- Asking and answering the things’ price again

* Homework

- Doing exercise ( page-95 / workbook)

- Learn by heart structure and new words

(183)

Section B: AT THE CANTEEN

Period: 5

(184)

- The students will be able to tell something’s price

- Noun of food and drink

2 Structures

-How much is ………? => It is………

+ Function: Asking and answering about something’s price

IV Time : 45’

1 Greeting

B Oral test:

- Asking some questions and things of previous lesson

C New lesson: Unit 11: B – AT THE CANTEEN (B4-B5)

Sections Teacher’s activities Students’ activities B5.Listen & read.

Presentation

* Pre-listening & reading

- Introducing the situation of the text

- Pre-teaching some new words through real objects or pictures

- Listening

- Listening new words

- Teaching new words * New words

(185)

While-listening & reading

* while- listening & reading

- Playing the tape twice - Asking students to ask and answer about the price of things

- Listening

Post-listening - Post-listening & reading how to this task

-Asking and answering

B4 Listen

- Guiding students how to this task

- Asking students for checking - Correcting mistakes

- Listening - Listening

- Doing as directed

Practice - Asking students to write six true sentences about the canteen at their school

- Having some read structures and then write their sentences on the board

- Writing

- Reading and writing

Consolidation - Having some pairs of students ask and answer about school things’ price

- Doing as the teacher’s guidance

* Homework:

- Doing exercises &4 on page 95-96 in workbook

(186)

GRAMMR PRACTICE I Objectives

- The students review some grammar knowledge of old units

II Knowledge

1.Vocabulary:

- Descriptive adjective - Adjective of sense - Nouns of parts of body - Nouns of food and drink

(187)

-Question words: Where, What, How, Who - Indefinite articles: a / an

- Indefinite adjective: some / any

- Present simple and present progressive tenses Language skills: Listening, speaking, reading, writing

- Teaching aids: pictures of food, pictures of people

IV Time : 45’

1 Greeting

B New lesson: GRAMMAR PRACTICE

Presentation * warm up:

- Introducing the situation of the grammar practice part of Unit 11

- Reminding students of old structures

- Listening

- Remembering the present simple and present progressive tenses, indefinite article and adjectives

1. – Asking students to complete the questions or answer by using the present simple tense

- Correcting the exercise

2 Having students to use a correct article or adjective for

- Using the present simple tense to complete the questions or answers

(188)

each statement or question - Correcting mistakes

3 Asking students to finish incomplete statements

- Correcting mistakes Having some pairs of students ask and answer after filling in the questions

5 Telling students how to this kind of exercise

- Noticing spelling of V-ing - Correcting mistakes

- Copying the correction - Reading aloud each pairs of statements after finishing them

- Writing them on the board - Filling in the questions by suitable question words -Practice asking and answering

- Listening

- Using the present

progressive tense to complete the sentences

- Writing correct sentences

Consolidation - Showing pictures, asking students to make sentences ( using the present simple or present progressive tenses) - Asking students to look at the pictures to describe people in the picture

* Homework

(189)

Unit 12: SPORTS AND PASTIMES

Section A: WHAT ARE THEY DOING?

Period: 1 ( A1-A2-A3)

I Objectives

- The students know some names of sports

- Name of sports ( badminton, table tennis…)

2 Structures

- Which sports…………?

+ Function: To ask someone which sport he or she and other people often play

(190)

- Teaching aids: cassette, pictures , cards

IV Time : 45’

1 Greeting

B Oral test:

- Asking some structures of grammar practice

C New lesson: Unit 12: A – WHAT ARE THEY DOING ? (A1-A2-A3)

A1 Listen & read

Presentation

- Warm up: Introducing some activities that are in progress - Reminding the students some words and knowledge of present progressive tense

- Listening and answering teacher’s questions

- Reviewing: soccer, tennis, volleyball

* Structure

Am / Are / Is + V-ing

* While-listening & reading

* While-listening & reading

-Listening - Teaching new words

( asking students to guess activities in pictures)

- Having them read statements in book

- * New words

- (v): jog, skip, swim

- (n): aerobics, badminton , table tennis

Post-listening & reading

* Post-listening & reading

- Dividing students into small groups, giving each group ten pictures and cards containing

- Reading

- Listening to the tape,

(191)

sentences describing activities to the suit pictures

A3 Listen & repeat Practice

* Pre-listening & repeating

- Helping students to review present simple tense

- Explaining new Wh-question: * Which sport…………?

- Giving the function of this structure: to ask someone which sports he or she and other people play

- Showing picture and asking students which sports they play - Asking students “ Which sports you play?”

- Drawing the structure * structure

I We

S You + V They

Nam and Lan He

S She + V It / Nam

Which sports you plays? I play soccer

- Answering

* Post-listening * Post-listening & repeating

- Requiring the students to work in pairs

( asking and answering to get the sports they play)

- Listening and repeating after the tape

- Doing the task

Consolidation - Choosing representatives using gesture to describe the sports and dividing the others into two teams

- First: members of two teams ask:

(192)

use their gesture to describe the sports

- Each team guess and the representatives will answer “ Yes, we do” or “No, we don’t”

- The team that make more right guess will win the game

* Homework: - Asking students to copy homework down in their notebooks and explaining them their task

Unit 12 : SPORTS AND PASTIMES

Period : A – WHAT ARE THEY DOING?

( A4-A5-A6 )

I Objectives

- The students can talk and write about the sport they or people around them often play

II Knowledge

1.Vocabulary:

- Name of sports and leisure activities

2 Grammar: - Revision:

+ Present simple tense

+ Which sports………? Pronunciation: vocabulary and structure

4 Skills: all four skills

(193)

- Teaching aids: cassette, pictures

IV Time : 45’

1 Greeting

B Oral test:

- Asking about the previous lesson

C New lesson: Unit 12: A – WHAT ARE THEY DOING ? (A4-A5-A6)

A4 Read & answer

Presentation

* Pre-reading & answering

- warm up: - Introducing Nam and Lan

- Widening the structure -Which sports………? ( using singular subjects)

- Listening

Which sport does she play She swims and does aerobics

While-reading & answering

* While-reading & answering

- Asking students to read passages about these characters ( silently)

- Having them ask and answer questions in book

- Reading silently

Post-reading & answering

* Post-reading & answering

- Requiring some pairs to show the questions and answers - Correcting mistakes

- Having students make some more questions about Nam and Lan

- Following teacher’s direction

(194)

Comprehension check - Asking students to interview each other which sports they play

- Working in pairs

* While-writing * While-writing

- Writing

* Post-writing * Post-writing

- Correcting errors

- Guiding students to the exercises A3-A4 in book

A6 Remember - Asking students to ask and answer following the examples Which sports you play? I play soccer

2 What are you doing now? I’m playing soccer

- Doing the task

* Homework

(195)

Grade:6 Date:

Lesson Plan

Period :Section B -B4-B5-B6

I Objectives

- The students can make question with “How often” and answer

II Knowledge

1.Vocabulary:

-(adv): once, twice, three times a week

2 Grammar: - Present simple tense (revision)

- How often………? ( new grammar) Pronunciation: structures

4 Skills: all four skills

IV Time : 45’

1 Greeting

B Oral test:

- Asking about the previous lesson

(196)

Sections Teacher’s activities Students’ activities B4 Listen

Presentation

* Pre-listening

- Warm up:

- Reviewing some nouns of activities

- Asking students to look at the pictures in book and give the activities

- Listening - Doing the task - Activities a watching T.V b listening to music c going fishing

d going to the movies e playing games f reading book

* While-listening * While-listening & reading

- Having them listen to the tape and match the names of people with the right pictures

- Giving the correction

- Asking students to repeat the statements they have heard from the tape

- Doing the task

- Copying the correction - Repeating

B5 Listen & read

Comprehension check

- Leading in:

- Introducing the situation in which the adverbs of frequency exist / providing students with some adverbs

- Explaining new structures: How

often………?

- Listening

* Adverbs

- once - twice

- three times a week

* Structure

(197)

Three times a week * Function: to ask about frequency

* While-listening & reading

* While-listening & reading

- Asking students to listen to the tape and to play role in the dialogue

- Making some questions about Ly, introducing pictures of Ly’s diary

- Listening and playing roles

- Answering:

- Looking at these pictures about Ly’s activities in a week

Post-listening & reading

* Post-listening & reading

- Requiring them to give their own diaries

- Giving their own diaries - Interviewing each other about these activities, using the question “ How

often………….?”

B6 Remember - Having them pronounce the questions “ How

often………?” in this period and adverbs : once, twice, three times a week, …

- Giving some names and information about them

- pronouncing

- Working in pairs, making question with “ How often” and answering

* Homework

(198)

Lesson Plan

Period 4:Section C – HOW OFTEN ?

( C1-C2-C3 ) I Objectives

- The students learn some adverbs of frequency as always, often, … and use them to answer the question “ How often”

II Knowledge

1.Vocabulary:

- (adverbs of frequency) : always, often, usually sometimes, never, …… - (n) : picnic, kite, tent, camp

-(v) : fly

2 Grammar: - Revision:

+ How often……… ?

3 Pronunciation: structures Skills: all four skills

IV Time : 45’

(199)

1 Greeting

B Oral test:

-Some things of previous lesson

C New lesson: Unit 12: C – HOW OFTEN (C1-C2-C3)

Sections Teacher’s activities Students’ activities C1 Listen & repeat

Presentation

* Pre-listening & repeating

- Warm up: introducing the situation which has a connection with adverbs of frequency

- Helping students to master the meanings and the position of these words

- Listening

- Adverbs : always, usually, often, sometimes, and never

While-listening & repeating

* While-listening & repeating

- Playing the tape - Having some students pronounce these adverbs ( individually)

- Listening and repeating ( word by word) ( choral)

Post-listening * Post-listening & repeating

- Correcting their pronunciation

- Grouping students into two teams

- Providing each team with five cards of signals

- Sticking cards adverbs to the correct signals

- The team that finishes the task first will be the winner

C2 Listen & read * Pre-listening & reading

- Leading in: Introducing the activities of Ba and Lan

- Providing students with new words

- Listening

(200)

-Verb : fly

While listening & reading

* While listening & reading

- Playing the tape

- Requiring them to listen and read the text silently

- Listening and reading silently

Post-listening & Reading

Post-listening & reading

- Having them making a diary of Ba and Lan, based on the content of passage they have just listened

C3 Ask & answer * Pre-asking & answering

- Leading in - Listening

While-asking & answering

* Post-listening and repeating

-Having students ask and answer about these characters’ activities following the

example in their books

Post-asking & answering

* Post –asking & answering

- Some pairs show the task to the class

Consolidation - Asking them to pronounce adverbs of frequency

- Showing some pictures to the class

- Pronouncing

- Looking at these pictures and give the suitable adverbs

Homework

- Learn by heart structures - Prepare the next time

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