giao an anh van 6

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE C3 Warm up * Question & Answers: T ask students to answer the question:.. “Is this a pencil?” (open) Ss: No.[r]

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PERIOD 1: GIỚI THIỆU

INTRODUCING SUBJECT AND HOW TO LEARN I Giới thiệu môn học:

- Tầm quan trọng môn học

II Giới thiệu chương trình:

- Phân tiết theo đơn vị bài: tiết/1tuần tiết/ - Giới thiệu cấu trúc sách: A, B

- Phần dấu “*” bỏ qua

III Hướng dẫn cách học Tiếng Anh:

- Học từ ngữ cảnh

- Học ngữ pháp + ngữ âm lồng

IV Một số sách qui định học sinh học môn Tiếng Anh

- Sách giáo khoa : học tập - Vở : học tập (Hai dùng riêng biệt không lẫn lộn BH BT)

- Chuẩn bị sẵn giấy kiểm tra (5’ – 15’) đột xuất

- Kiểm tra tiết theo phân phối chương trình có báo trước

- Đến lớp phải học thuộc cũ + chuẩn bị theo yêu cầu giáo viên - Tích cực phát triển xây dựng

- Mang đủ dụng cụ học tập

- Khi kiểm tra phải nói lớn, rõ mạnh dạn

V Một số mệnh lệnh tiếng Anh cần giới thiệu tiết đầu:

- Practice with a partner - Work in pair

- Complete the dialogue

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UNIT 1: GREETINGS SECTIONS: A + B + C

PERIODS OBJECTIVES LANGUAGE CONTENS TECHNIQUES

1 Introducing subject

and how to learn Giới thiệu mơn học, chương trình, hướng dẫn cách học, số qui định học sinh số mệnh lệnh Tiếng Anh

2

(A1,2,3,4) - Greeting people, introducing oneseft (review)

- Developing listening and speaking skills

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

- Role play - Brainstorming

3

(A5,6,7)

- Greeting people, introducing oneself (review)

- Asking how people are

- Developing listening, speaking and writing skills

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

- Vocabulary: words relating to greeting, introducing oneself and asking how people are

- Role play - Questions and answers

- Brainstorming

4

(B1,2,3,4)

- Greeting people (review)

- Asking how people are

- Saying goodbye - Developing listening and speaking skills

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

- Brainstorming

5

(C1,2,3,4)

- Greeting people introducing others - Saying how old is - Counting from one to twenty

- Grammar: to be (present simple tense) (review)

- Vocabulary: words relating to greeting, introducing others and numbers

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SECTION A: HELLO PERIOD (A1, A2, A3, A4) I/ OBJECTIVES:

- Greeting people, introducing oneself - Developing listening and speaking skills

II LANGUAGE CONTENTS:

- Grammar: To be (present simple tense) with the first and the third person (singular) - Vocabulary: words relating to greeting and introducing oneself

III TECHNIQUES:

- Role play - Brainstorming

IV TEACHING AIDS:

- Pictures, cassette + tape

V PROCEDURES: Presentation of the new lesson

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

EXPERIENCE

A1

A2

A3

A4

* Warm up

5’ * BrainstormingTell me what you say when you meet your friends

*

Presentation 5’

Asks students to look at the picture and listen to the tape

Explains using of “Hello” and “Hi” * Practice

A1 A2 10’

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

Corrects A3

A4 15’

Using pictures of Lan, Nga, Ba and Nam to introduce the structures: I am + name and my name is + name Contraptions: I am = I’m

My name is = My name’s Students look at the pictures and introduce Then write her or his name under the picture

Teacher asks students to introduce themselves before class

(4)

Consolidation: (7’)

Review using of “Hi/Hello” and the present simple tense of Be I am = I’ am (the first person – singular)

My name is = My name’s (the third person – singular)

Complete the following sentence:

1/ I ………Minh 2/ My name………3/ ………am 4/…………name………Xuan Homework: (3’)

- Say “Hello/Hi” to your classmates

(5)

SECTION A: HELLO PERIOD (A5, A6, A7, A8) I/ OBJECTIVES:

- Greeting people, introducing oneself (review) - Asking how people are

- Developing listening speaking skills

II LANGUAGE CONTENTS:

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

- Vocabulary: words relating to greeting, introducing oneself and asking how people are

III TECHNIQUES:

- Role play

- Question – answers - Brainstorming

V PROCEDURES:

1 Review: (5’)

Two students greet others and introduce

Students does exercise A1 page and student does exercise A2

2 New lesson: (40’) – Skill development

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE A5

A6 A7 A8

Warm up

5’ * BrainstormingTell me what you when you see your friends

Presentation

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

Practice A5 13’

Student listens and repeats after the tape New words: How (adv)

You (pro) Are (v-be) Fine (adj)

Thanks = thank you Pair work:

Using pictures of Miss Hoa & Mr Hung/Nam & Nga to practice with a partner

Explaining : Miss (n) Mr (n)

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their real names

Some pairs perform before class Correcting

A7 A8 7’

Teacher asks students to complete the dialogue and write them in their exercise book

Some pair read the dialogue before class Correcting

Practice A7 A8

Nam: Hello, Lan How are you? Lan: Hi, I’m fine thanks And you?

Nam: Fine, thanks

Teacher asks students to see “Remember” and write them in their notebooks

3 Consolidation: 5’

- Review asking how people are - The present simple tense of Be

- You are = you’re (the second person) – singular

4 Homework: (5’)

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SECTION A: GOOD MORNING PERIOD (B1, B2, B3, B4) I/ OBJECTIVES:

- Greeting people (review) - Asking how people are - Saying goodbye

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

III TECHNIQUES:

- Role play

V PROCEDURES:

1 Review: (5’)

Two students greet others and introduce

Students does exercise A1 page and student does exercise A2

2 New lesson: (40’) – Skill development

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE B1

B2 B3 B4

Warm up

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

Presentation 5’

Using the pictures to introduce the situation

Practice B1 B2

10’

Students listen and repeat after the tape New words:

Good morning (from AM to 12 AM) Good afternoon (from 12AM to 6PM) Good evening (after 6PM)

Bye

Distinguish: Informal: Hello/Hi Formal : Good morning Good afternoon Good evening

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Teacher gives situations, students practice Correcting

B3 5’

Students listen and repeat after the tape (A&B)

Teacher explains: We are = We’re

Students practice the dialogue (pair work) Practice

B4 5’

Students read to dialogue again to get information

Teacher asks students to complete the dialogue

Some students read the dialogue Correcting

Then write it in their exercise books Consolidation: (5’)

- Review greeting people (formal) and saying goodbye - The present simple tense of Be

We are = We’re (The first person) – plural * Complete these following sentences: 1/ I ………Hoa

2/ How ………you? 3/ We ………fine, thanks 4/ My name ………Nam Homework: (5’)

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SECTION A: HOW ARE YOU? PERIOD (C1, C2, C3, C4) I/ OBJECTIVES:

- Greeting people, introducing others - Saying how old one is

- Counting from one to twenty

- Grammar: To be (present simple tense) (Review)

- Vocabulary: words relating to greeting, introducing others and numbers

III TECHNIQUES:

- Role play

V PROCEDURES:

1 Review: (5’)

1.1/ Two students complete the dialogue Ba: ………, Miss Hoa

Miss Hoa: ………, Ba How ………? Ba: I ………, ………And ………? Miss Hoa: ………, ……… Student’s plays role of Ba

Students play rote of Miss Hoa

1.2/ Match the words in the box with the pictures:

2 New lesson (40’) – Skill development:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE C1

C2 C3 C4

Warm up

5’ * BrainstormingTeacher asks some students about their age (Vietnamese)

Presentation

2’ Introducing about the numbers (1 to 20) Practice

C1 C2 C3

Students listen and repeat a after the tape  From to

 From to 10  From 11 to 15  From 16 to 20

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New words: to 20

Students practice to count even numbers: 2, 4, 6, 8…

And practice to count odd numbers: 1, 3, 5, 7…

Students practice in group or pairs (one chooses any number and other answers) C3

C4

13’

Teacher introduces the situation of picture Students listen and repeat after the tape Explain structure: “This is + name” and “How old are you?”

Teacher introduces the situation of picture Students listen and repeat after the tape Students practice in groups (3 students in real situation)

Corrects

Students ask and answer about their age in pairs

Some pairs perform before class Corrects

3 Consolidation: (5’)

- Review numbers from to 20 by playing bingo (C5) - Ask and answer about their age:

How old are you? I’m ………

4 Homework: 1/ Ask and answer about the age

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SECTIONS: A + B + C

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES

A1, A2, A3 Students can understand some commands and use them

- Imperative

- Words relating commands - Commands (affirmative)

B1, B2

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

- Present simple tense - Words relating to places

- Role play - Questions – Answers

3

B3, B4, B5 - Students lean how to spell there name and alphabets

- Practice of asking and answering names, places, ages…

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

- Role play

- Question – Answers

4 C1

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

- Yes/No questions - This/That …

- Words relating to school things

- Role play

- Question – Answers

C2

- Identifying objective in school

- Developing lasting and speaking skills

- Words relating to school things - Showing real objects

- Repetition drills

C3 - Asking and answeringabout school things - Developing speaking and writing skills

- What is this? - What is that?

- Words relating to school things (review)

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UNIT 2: AT SCHOOL

SECTIONS A: Come in PERIOD (A1, A2)

I OBJECTIVES:

- Students can understand some commands and use them

- Vocabulary: Coming, sit down, stand up, open, close, book, your - Structures: Open your book

Close your book

III TECHNIQUES:

- Playing game

- Command and action

- Gesture, cassette + tape

V PROCEDURES:

1/ The previous lesson: asking about age and numbers

2/ The new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE A1

Pre-listening and repeating

- Teacher introduces commands and new words by acting

- Students listen

- Teacher commands and new words by acting

- Students learn some new words and structures

I New words:

- Coming (v), sit down (v), stand up (v), open (v), close (v), (using action)

- book (n) (using real object) - your (adj)

II Structures: - Open your book - Close your book - Come in

- Sit down - Stand up While

listening and repeating A2

- Teacher plays the tape once

- Students listen and repeat (the books are closed)

- Teacher plays the tape again

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3 Post-listening and repeating

- Teacher has students play game “Simon says” Ex: Simon says: “Sit down”

- Students play game

- Then teacher explains how to exercise A2 and check student’s answers

Answer key:

a Open the book b Sit down c Come in

d Close your book e Stand up

3 Consolidation: Practicing in pair with command sentences

4 Home work:

- Learn by heart the commands

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SECTIONS B: Where you like? PERIOD (B1,B2)

I OBJECTIVES:

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

- Vocabulary: What, where, live, street - Structures: + What your name?

My name’s ……… + Where you live?

I live on ………Street I live in a city

III TECHNIQUES:

- Questions - Answers - Role play

- Flashcards, cassette + tape

V PROCEDURES: 1/ The previous lesson:

Commands: sit down, stand up

2/ The new lesson:

Pre-listening and repeating

- Teacher introduces the situation for using questions

Where you live? What’s your name? - Students listen

- Teacher teaches some words by using flashcards with addresses

- Students learn the new words and structures

I/ New words:

What, where, live(n), street (n) II/ Structures:

+ What your name?

My name’s ……… + Where you live?

I live on ………Street I live in a city

2 While-listening and

repeating

- Teacher plays the tape once

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3 Post – listening and

repeating

B2

- Teacher has students practice the dialogue - Students practice the dialogue by rolling play

- Teacher has students work in pairs using questions:

+ What your name? + Where you live? + How old are you?

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SECTIONS B: Where you like? PERIOD (B3, B4, B5)

I OBJECTIVES:

- Students learn how to spell their names and alphabets Students practice asking and answering names, places, ages, …

- Vocabulary: how, spell, it alphabets

- Structures: + How you spell your names? L – A - N

How you spell it?

III TECHNIQUES:

- Singing

- Alphabet cards, cassette + tape

V PROCEDURES:

1/ The previous lesson: asking and answering where everyone lives

2/ The new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE

B3

1 Pre-listening and

repeating

- Teacher uses flashcards to read aloud the alphabets (using flashcards a  d and then continuing

- Students listen and repeat

While-listening and repeating

- Teacher plays the tape times

- Students listen and repeat (the books are opened)

3 Post – listening and

repeating

- Teacher uses the flashcards of alphabets (not order)

- Students look at them and read aloud - Teacher teaches students “ABC” song Warm up

B4

4 Prelistening

and repeating

- Teacher asks questions about the students in the class

What’s your name? How old are you?

- Students listen answers the questions - Teacher introduces the situation of conversation by using flashcard - Students listen

- Teacher teaches some words and structures

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5 While listening and

repeating

6 Post listening and

repeating

II/ Structures:

How you spell your name? L – A – N

How you spell it?

- Teacher plays the table one

- Students look at the books, listen and repeat

- Teachers play the table again

- Students listen and repeat (the books are opened)

Teacher has some students spell their names

- Students spell their names

- Teacher has students work in pair and checking some pairs

- Students work in pair and checking some pairs

- Students work in pairs, using the question in B5

a What your name? b How old are you? c Where you live?

d How you spell your name?

- Teacher has students write their answers in the exercise books

- Students write answers in their exercise books

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

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SECTIONS C: My school PERIOD (C1)

I OBJECTIVES:

- Helping students is able to introduce things and ask & answer objects/ person - Listening presentation

- Grammar: - Yes/No questions - This/That is a / a …

- Vocabulary: words relating to school things

III TECHNIQUES:

- Real objects, worksheet, cassette + tape

V PROCEDURES: 1/ The previous lesson: 2/ The new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE

C1

1 Pre-listening Warm up

- Using picture (page 26), asking students to look as it and answer the questions:

What can you see? Where are they? (in Vietnamese)

- Ss: - pupils/students, trees, flag - at school

- Introducing new lesson

Presentation - T: we’ll listen a conversation between two boy friends (Ba & Nam) (books closed) - Ss: Listen & recognize family words or can repeat sentence by sentence (one) - New words:

Students (n), school (n), class (n), classroom (n), teacher (n)

- Explaining new words (using real objects) - Ss: Listen & repeat new words

(chorally  individually) Practice * Controlled practice:

(Books opened)

- Asking two students to play the roles of Nam and Ba

Ss: work in pairs * Further practice:

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- Then work in pairs (practice the structures:

This/ That is……… Is this/ That ………?) - Ss work in pairs - Correcting Consolidation:

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

That (far distance) is - That is = That’s

- This is (no contraction) - Pointing to a real object

Ss ask and answer using Yes/No – Question  raises the voice Follow up activate:

- Ss ask and answer about real objects around the classroom Ex: Is this a desk?

Yes

Is that a classroom? No

- Correcting Homework:

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I OBJECTIVES:

- Identifying objects in school

- Developing speaking & writing skill

- Grammar: - This/That is a / an … (review) - Vocabulary: words relating to school things

III TECHNIQUES:

- Brainstorming - Work argument

- Real objects, flash cards, picture, cassette + tape

Answer the questions: What’s this/that? Is this/that a/ an …?

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



What did I say? (Vietnamese)



introduce things Presentation

Practice

(Books close)

T introduces new words

New words: words relating to school things a m

T shows a sere of pictures or real objects and introduces new words for students try to remember

Ss arrange pictures to the right flash card (Book opened)

This is a door That’s an eraser

Ss check the list of new words & then listen and repeat after the tape

*Controlled practice:

Ss take turn to repeat the words relating to school things

Reminding of indefinite article

Ss brainstorming & withdraw the rule for themselves

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Reading the letter and students say the word & converse

Ex: T(a)  Ss: a door T (j)  Ss : an eraser Further practice:

2 students: one takes a certain object picture, other says it in English (pair work) Consolidation: Ss group work

- a group shows a real object/picture and asks: Is this/ that a/ an ………?



Yes

No This/That is a / an…… Homework:

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I OBJECTIVES:

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

- Grammar: - What is this/that? It’s a / an…

- Vocabulary: words relating to school things (review)

III TECHNIQUES:

- Role play

- Questions & Answers

- Real objects, picture

Showing some pictures/ objects  Ss write on the board Asking one student to say some words and the other to write

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE C3 Warm up * Question & Answers:T ask students to answer the question:

“Is this a pencil?” (open) Ss: No

T: What’s this? Ss: this is a pen * Brainstorming:

T: what’s the usage of “what…?” (in Vietnamese)

Presentation

Practice

- What: Wh-question word

* There is a question mark at the end of the sentence

* Being used to ask the things in English



thing: What is this / that?

It is a window (thing not a person) * Controlled practice:

Working in pairs: (Question & Answers) - Reminding of things around the classroom (desk, classroom, board…)

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Remember T gives an exercise to review structures: - What is this/that?

It is a / an thing This is / That is a / an… This is/ That is my … 3/ Consolidation:

- Ss arrange these words into the right sentences: What/this/is/?

2 my /is/that/deck is/ an/ it/ eraser Homework: - Do C3 (P.15, 16)

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UNIT 3: AT HOME SECTIONS: A + B + C

A1, A2

Students can identify objects in the house & ask and answer things around the house

- Developing listening presentation & speaking, writing skills

Grammar:

What is this/ that ?  It’s a / an … (review)

What are these /those?  They’re + pl noun

- Vocabulary:

Things around the house

- Question and answers - Role play - Picture drill

2

A3, A4 - Students will be able ask & answer about the person and family

- developing listening skill and reading

comprehension

- Grammar:

Possessive adj: her, his, my, your How many people are there in the family?

There are + number  Who’s this/ that?

This/ That is + name - Vocabulary:

Father, mother, sister, brother

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

3

B1, B2 - Students can ask and answer about cardinal numbers Know to use countable plural nouns & singular nouns

- Grammar:

How many ………are there? There is one

There are two - Vocabulary:

Bench, stool, numbers: 1 100

- Work arrangement - Questions & answers - Game :Bingo

B3, B4, B5 Students can ask & answer about the quantity - Developing listening, speaking and writing skills

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

- Questions & answers - Work arrangement - Substitution drill

C1, C2, C4

- Ss learn how to tell about their family (members, age, jobs)

- Developing: listening, reading writing skills

- Grammar:

+ How many + plural N + are there …? (review)

+ What do/does + S + do? S is/are + job

+ possessive adjectives - Vocabulary: Words relating to jobs

- Story telling - Question and answers - Gap-fill

Grammar

practice Review: Unit  - Grammar:+ To be (am/is/are) in three forms) + commands

(25)

What, who, how, how old, how forms

+ Cardinal numbers + singular plural nouns

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UNIT 3: AT HOME

SECTIONS A: My house PERIOD (A1, A2)

I OBJECTIVES:

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

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

III TECHNIQUES:

- Role play

- Real objects, picture, flash cards, cassette + tape

Teacher point things around the classroom and students introduce the name of them

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE A1, A2

Warm up * Question & Answers:

T gives question: “What’s this/that?” Ss: “it’s a / an …”



T reminds the usage of “this” and “that” I thing: this (near) that (far)

* T introduces new lesson by showing things (or more) then asking students to make question (T doesn’t need to correct) Presentation - Questions & Answer:

T uses pictures of things around the house to explain new words by using:

“This is a / an …” (Let the students ask “What’s this?”)

T answers: “It’s a / an …”

Vocabulary: words relating to things in a house Ex: an armchair

Students listen & then give some examples This  (plural) these (near)

That  (plural) those (far)

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T uses flash cards or showing things for Ss to say the Structure they have just learned: This is a / an …

* Further Practice: (A2)

Ss work in pair: look at the picture (P.31) careful, read the samples & note the differences between structures: - Singular: is this/ that, a/an; It - Plural: are, these/those; they (N+s) Structures:

What’s this/that? – It’s a/an … What are these/those? – They’re …

- Ss come to the front of the class (asks & answers)

- T corrects Consolidation: Group works: A&B

One of members in group A: Draws a picture of thing on the board (like: “a chair”) and ask group B:

Is it being table? (review) B answers: No, it isn’t A asks: What’s this? B answers: its chair



T: right and so group B’ll get mark, and then asks Ss to change the role 4/ Homework: - Learn by heart new words

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UNIT 3: AT HOME

SECTIONS A: My house PERIOD 2(A3, A3)

I OBJECTIVES:

- Students will be able to ask and answer about the members in the family - Developing listening skill and reading comprehension

- Grammar: - Possessive adjectives: her, his, my, your - How many people are there in the family? - There are + (cardinal numbers)

- Vocabulary: father, mother, sister, brother

III TECHNIQUES:

- Role play

- Picture, worksheet

Ask & answer the name of objects around the house (picture and class things)

2/ The new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE A3, A4 Warm up

Pre-listening A3

* Question & Answers:

T uses picture of a family with members and asking “How many people ……?” (guessing the relationship)



T explain new words, using: “This is …” - New words: father, mother, his, people (plural N)

Ss listen & repeat then copy down new words

* Task 1: Listen to the tape & recognize the possessive adjectives (from paragraph to paragraph 4)

This is ………father ………name’s Hoa ………name’s Nga I’m ………brother

How many people are there in ……… family?

While-

listening - T corrects task 1* Possessive adjectives: I  my

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- Books closed

* Task 2: True/false perdition:

1/ There are people in the family  T 2/ Ba is 13 years old  F

3/ his sisters is Lan  T

4/ Nga is his mother She’s a teacher T

Post-Listening A4

Ss open their books & correct

SS read A3 in silence & answer questions from a to e

Ss work in pair, find the answer, and then speak aloud for other to correct

* Answers:

a Her name’s Nga b His name’s Ha c He’s Ba He’s 12 d This is Lan She’s 15 e There are four people

Ss: copy on their exercise books 3/ Consolidation:

T reminds the structure - Who’s this/that?



This/ That is ………

- How many people are there in the family?



There are + (cardinal numbers)

Follow up activity: Fill in each square the name, job, and relationship of one person Diagram:

4/ Homework:

- Do exercise in the work book (A3,A4 – Page 19,20) - Prepare section B

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

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UNIT 3: AT HOME

SECTIONS B: Numbers PERIOD (B1, B2)

I OBJECTIVES:

- Students can ask and answer about cardinal numbers, know how to use countable plural nouns & singular nouns

- Grammar:

How many ……are there? There is one

There are two

- Vocabulary: bench, stool, numbers (110)

III TECHNIQUES:

- Work arrangement - Questions & Answers - Game: Bingo

- Numbers, picture or real things around the classroom

1.1 Change into plural form: a This is an eraser b What’s that?

1.2 Answer these questions:

a How many people are there in your family? b What’s your sister’s name?

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE B1, B2 Warm up

Pre-listening

* Question & Answers:

T uses pictures of house things and asking question to review number from to 20 T: What is there in the picture?

Ss: ……… T: how many?

Ss: ………



T leads in new lesson: Numbers

New words: Words relating to the number Notes: some special new words (chorally  individually) – Books closed

* Task 1: Listen to the tape and recognized how to read numbers: 21, 33, 44, 55, 62

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numbers 21: twenty-one 33: thirty-three 44: forty-four 55: fifty-five 62: sixty-two

Ss listen and repeat after the tape again

Post-listening

B2

* Task 2: T has Ss count in turns even numbers, old numbers or count every numbers

Ex: 1, 3, 5, ………: old numbers 2, 4, 6, ………: even numbers 3, 6, 9, 12………: every numbers * Practice: count the items in the classroom Work groups: draw the rule or the differences between plural noun & singular noun

Ex: one door Two doors

T notes the pronunciation

Ex: students, benches, chairs

T asks students to look at the picture (p.36) to count the items then read aloud the answer  T corrects

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

Follow up activates:

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

6 11 35 64

1 13 29 72

* Rule: One who ticks numbers first is the winner 4/ Homework:

- Do B1 (P.21)

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UNIT 3: AT HOME

SECTIONS B: Numbers PERIOD (B3, B4, B5)

I OBJECTIVES:

- Students can ask and answer the quantity

- Grammar:

How many …… are there? There is …………

There are …………

- Vocabulary: words relating to the items in the living room

III TECHNIQUES:

- Work arrangement - Substitution drill - Questions & Answers

- Real things (lamp, telephone) - Picture (things around the house) - Work sheet

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

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE B3 + B4 + B5 Warm up * Question & answers:

T shows the picture in the book (page 36) Ss look at again especial door, window T reads the sample:

- How many doors are there? There is - How many windows are there? There are

T asks “What is the same & differences between samples  The usage

Presentation B3

How many + Plural nouns + are there? These is one

There are + numbers (more than 2) Practice

B4

* Controlled practice: B3

- Ask and answer about the quantity of item a in B2 (Substitution drill)

* Further Practice:

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Ex: Pupils (42, 43, ………45) Window (2, 4, ………) Boards (1, 2, ………)

Tables/ benches (12, 14, … 18)

B5 Practice: count items in the living room Ss work in pairs, ask & answer then perform in front of the class

T corrects

Notes: “people”: plural noun  no “s” at the final sound

- Final sounds:

Ex: bookcases; couches; books 3/ Consolidation:

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

* Game: Nougats & crosses (like “cero” in Vietnamese)

Door Clock Couch

Bench Bookcase Stool

Book Pen people

Ss work in groups; make sentences with the appropriate words If one who gets in a row (across, down, or diagonally) will win

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UNIT 3: AT HOME

SECTIONS C: Families PERIOD (C1, C2)

I OBJECTIVES:

- Students learn how to tell about family (members, age, and job) - Developing listening, reading and writing skills

- Grammar:

How many + plural N + are there ……? (review) What do/does + S + do?

S + is/are + job

- Vocabulary: words relating to jobs, possessive adjectives

III TECHNIQUES:

- Story-telling - Gap fill

- Diagram , picture, cassette + tape

Making questions for the underlined words 1.1 My name’s Linh

1.2 She’s fifteen

1.3 There are four people in my family

2/ The new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE C1 Warm upPre-reading * Question & Answers:T uses picture

Ss look at the picture & answer the question, then guess the relationship

T: How many people are there? Ss: ……… T: How old are you?

Ss: ……… - Books closed

- Task 1:

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* New words: words relating to jobs

T explains the structure asking about the jobs While –

reading T notes possessive adjectives.Ss listen and copy down possessive adjectives I  my

You  your He  his She  her We  our They  their

Ss draw the rule for themselves after listen & repeat once

- Books opened

Task 2: Students read the text in silence & answer question from a to h (p.38)

* Answer

a There are people b He is 40

c He’s an engineer d She’s 35

e She’s a teacher f He’s

g He’s a student

h They are in their living room Post –

reading

T guides students to make diagram about their family

Diagram:

Practice C2

Talk about Song’s family:

There are four people in Song’s family This is his father His name’s Mr Kien He’s 42 He’s a doctor

Ss base on the previous questions  the same with his mother, his sister and himself

3/ Consolidation:

- T asks Ss to writer the possessive adjectives having in the paragraph C1  T corrects 4/ Home work:

- Talk about student’s family Prepare: Grammar practice

Father Mother

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

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUE S

1

A1 + A2 - Students learn how to ask &answer about places - Students learn how to use the possessive case and some adjectives

- Developing listening and writing skills

Grammar:

- Phong’s school is small – It is small - Where is Phong’s school? – It is … - Is it ……?

- Yes, it is./ No, it isn’t

Vocabulary: words relating to this topic

- Questions & answers - Brainstorm

2

A3+A4 - Students learn how to ask &answer about places, quantities

- Developing listening and reading skills

Grammar:

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

- “Or” question

Vocabulary: words relating to

- Questions & answers - Silent reading

B1 + B2 - Students learn how to ask and answer about grade, class

- Sts can describe their school

- Students learn how to use ordinal numbers

- Developing listening, reading and writing skills

Grammar:

- Which grade are you in? - I’m in grade

- Which class are you in?

- Which floor is your classroom on? - It’s on the second floor

- How many floors does Phong’s school have?

Vocabulary: words relating to

- Role play - Gap fill

4

B3 + B4 - Students learn how to use ordinal numbers - Developing listening and speaking skills

Grammar: - Review the structures they have learnt

- Distinguish the cardinal numbers Vocabulary: 1st …………10st

First ………tenth

5 C1 C2 C3

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

Grammar: - The simple present tense with ordinary verbs

- Structure

What you every morning? Vocabulary: words relating to daily activities

- Chain game Substitution drills

- Story telling

C4 + C5 C6 + C7

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

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

Vocabulary: words relating to the time

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PERIOD 1: SECTION A: WHERE IS YOUR SCHOOL? (A1 + A2) I OBJECTIVES:

- Students learn how to ask and answer about places

- Students learn how to use the possessive and some adjectives - Developing listening and writing skills

- Grammar:

- Phong’s school is small - It’s small

- Where is Phong’s school? - It’s ……

- Is it ……?

- Yes, it is / No, it isn’t - Vocabulary: words relating to A1, A2

III TECHNIQUES:

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

- Picture, cassette player

Teacher asks students to ask and answer about: - How many boards are there?

- What does he/ she do? - How old is he / she do?

- Students can introduce their family - Write some new works

Warm up Presentation

- Questions & answers: T: where is your house?  S: … T: where is your school?  S:… T: Today we learn about places

T introduces pictures in the textbook (p44) and compare them

T has S listen to the tape (first time) Listen again

Introduce the new words and new structure * New words:

Room/ classroom/ country/city/big/ small/ in/ on/ or

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- Phong’s school

- Where is Phong’s school? - Is it …?



Yes, it is No, it isn’t

- Listen and repeat after the tape (twice) T asks S to look at picture on text book again and retell the content

- S work in pair’s to exercise A2 by asking and answering about Phong’s and Thu’s school

- S change the roles to ask and answer continuously, some Sts write the answer continuously, some Sts write the answers on the board => T corrects if there are any mistakes

- T can give some pictures and ask S to describe the picture

- T asks Sts to change their papers to correct and calls some Sts read aloud what their friends describe in papers

- T corrects the student’s mistakes Consolidation:

T asks Sts to describe their school or their house Homework:

- Practice describing places (school, house) - Do exercises in workbook

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PERIOD 2: A3, A4 I OBJECTIVES:

- Students learn how to ask and answer about places, quantities - Developing listening and writing skills

- Grammar:

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

- Vocabulary: words relating to A3,A4

III TECHNIQUES:

- Questions & answers, comprehension questions, silent reading

- Picture, cassette player, colored chalk…

Teacher asks students to write some new words and then describe their school or their house

2/ The new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE A3 Pre-reading

While reading Post reading Remember Practice Controlled

- Elicit the topic and teach new words (if there are any)

- Questions – answers - Where is Phong’s school? - Is it small?

- Now read the text silently ands answer the questions below



Ss read the text and required - T checks the student’s answers - T gives correct answers

Review the structure:

How many …? – There is/ are…

T explains the “or” question and answer it Group work: students practice asking and answering questions in group

- T asks – Ss answer – T corrects their answer it - Ss write the correct answers in their notebooks - T gives some more exercise to emphasize “possessive case” and structure with “How many?”

- SS as directed – T corrects mistakes 3/ Consolidation:

4/ Homework: Practice talking about school (classroom, student,…) (T guides Ss to write some sentence to describe their school)

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PERIOD 3: SECTION B: MY CLASS (B1 + B2) I OBJECTIVES:

- Students learn how to ask and answer about grade, class - Students can describe about their school

- Students learn how to use ordinal numbers - Developing listening, reading and writing skills

- Grammar:

- How many …?

- I’m in grade 6/ class 6A

- Which floor is your classroom on? - It’s on the second floor?

- How many floors does Phong’s school have? - Vocabulary: words relating to B1, B2, B3

III TECHNIQUES:

- Role play - Gap fills

- Picture, cassette player, chart, …

V PROCEDURES: 1/ The previous lesson: 2/ The new lesson:

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING EXPERIENCE B1 Warm up

Presentation

T guides Ss how to ask and answer about grade and class

Today we talk about the grade/ class which you are in

- T point to the picture and introduces the situation

- T plays the tape so that Ss listen and repeat

- Help them grasp some new words - New words: grade/ floor/

What about you? - Structures:

- Which grade/ class are you in? - I’m in grade …/ class…

- How many floors does Phong’s school have?

- Which floors is your classroom on? Listen and repeat after the tape

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get information

- And Ss can give their real grade/ class/ classroom’s floor in the blanks

- T guides Ss to write some sentences about them

Ex: I’m in grade 6, class 6A2

- T calls some Ss to read their sentences in front of the class

- T corrects the mistakes Consolidation:

Questions & answers Homework:

- Practice the dialogue at home

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

- Students learn how to use ordinal number - Developing listening and writing skills

- Grammar: - distinguish difference between ordinal number and cardinal number

III TECHNIQUES:

- Picture, chart, colored chalks …

Teacher asks St to write some words and answer the questions about their school class

B5

B6

Practice Controlled Practice

T uses picture of school which has many floors Asks Ss to count and identify Phong’s classroom ( It’s on the 2nd floor)



Introduce ordinal numbers

T point to the ordinal numbers and introduces them

T points the tape so that the students repeat - 1st: first, 2nd: second, 3rd: third, … 10th: tenth.

- Ss listen and repeat after the tape T asks some Sts to repeat

- T asks Ss to complete the open dialogue with their words

- Calls some pairs of Ss to present in front of class

- T listens and corrects their mistakes (if yes) Consolidation:

Teacher show the numbers, students read Homework:

Learn by heart the ordinal numbers

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PERIOD 5: SECTION C: GETTING READY FOR SCHOOL (C1+C2+C3) I OBJECTIVES:

- Students learn how to ask and answer about daily activities - Developing listening, speaking and writing skills

- Grammar:

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

III TECHNIQUES:

- Chain game - Substitution drill - Story – telling

- Picture, cassette player, cassette

Students read and write the ordinal numbers

C2

C3

Practice Controlled Practice Further

- Questions & answers:

T: What you every morning? S: Vietnamese

T uses picture to explain the new words (get dressed, get up, brush, wash face, tooth, teeth, …)

Grammar:

- The simple present tense of ordinary verbs - Ps listen ands repeat after tape (twice)

T asks Ss to distinguish form of verb for S: I >< S: Ba => S + V; S + V + s/es

T asks Ss to practice with a partner (asking and answering about what they every morning) T corrects their mistakes (if there are any) Ss use their own words to write some sentences about Ba, begin with: Every morning…

- Some Ss write on blackboard - T corrects their sentences Consolidation:

- Question & answers

4 Homework: - Write some sentences (3-5) about that you every morning - Prepare the next lesion

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PERIOD 6: C4 + C5 + C6 + C7 I OBJECTIVES:

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

- Grammar:

- What time is it? - It’s … - I get up at …

- What time does he/ she get up? - She/ he get up at… - Vocabulary: words relating to the time

III TECHNIQUES:

- Questions & answers, Regalia Drill, Gird

- Picture, cassette player, chalk …

C5 Skill development

(speaking)

C6

Presentation Presentation

Practice controlled Rereading while

T asks Ss to look at picture on PG 50 and guess what they are talking about

Ss: (hỏi giờ) T plays the tape and asks Ss to listen ands repeat

T shows each picture and asks Ss to listen to the tape to know how to tell the time

- Plays the cassette again and asks Ss to repeat

- Ss work in pairs by asking and answering about the time of each picture

- Asks them to change the roles T asks Ss to retell what Ba does every morning  In C6 we know exactly what time Ba does every morning T asks Ss to listen to him/ her

Ss read silently

+ Introduce preposition “at” before time T help Ss write the answers for the following questions:

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- T corrects their mistakes (if there are any) Consolidation:

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UNIT 5: THINGS I DO

SECTIONS: A + B + C (6 PERIODS) GRAMMAR PRACTICE (1 PERIOD)

A1 A2 A3

- Helping students to talk about their daily activities and ask whether they the activities or not

- Developing listening skill

Grammar:

- The simple present tense - Wh-question with “WHAT” Vocabulary:

Words relating to daily activities

- Role play - Question & answers

A4 A5 A6

- Asking and answering about the daily activities

Grammar:

- Yes- No question - Wh- question

Vocabulary: words relating to activities after school

- Role play - Question & answers

B1

- Helping students to talk about their routine and other’s routine

- Asking about the time they daily activities

- Developing reading skill

Grammar:

- The simple present tense (review)

- Time Vocabulary:

Words relating to everyday routine

- Story telling

4 B2 B3

- Asking students to find out the information to fill in the table

- Developing reading comprehension

Grammar: - Time (review)

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

- Graph filling

5 C1 C2

- Helping students know the seven days of the week, the subjects

Grammar:

- Simple present tense - Wh questions time

Vocabulary: words relating to daily activities

- Questions and answers

6

C3 - Helping students to ask answer about the time table when they have the subjects - Developing listening skill

Grammar:

- Review Wh-question (When?) - Yes – No question,

Don’t = + not Doesn’t = does + not

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PERIOD 1: SECTION A: MY DAY (A1 + A2 + A3) I OBJECTIVES:

- Helping students to talk about their daily activities and ask whether they the activities or not

- Developing listening skills

- Grammar: - The simple present tense, Wh-question (What) - Vocabulary: words relating to daily activities

III TECHNIQUES:

- Role play

- Questions & answers

Cassette play, cassette, picture, gestures, flashcards

V PROCEDURES: 1 The previous lesson: 2 The new lesson:

SECTIONS STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE

A1

A2

A3

Remember

Warm – up

*Practice

Grammar

- Question & answers:

What you every morning? St: listen- answer (individually) - Role play:

+ Show them the picture and tell them that Nga does

+ Sts look at the pictures and repeat what Nga does

+ Play the table and repeat what Nga does every day

+ St: listen and repeat

+ Explain how to conjugate the verb in the simple present tense

+ Ss: listen to the teacher’s explanation - Sts learn the new words:

(n): thing day (adj): very

(v): play game you homework

+ Teacher shows them o write the verbs when the subject is the 3rd person singular.

+ Ss: Notice how to conjugate a verb in the simple present tense

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- Some pairs perform before class + Write the answers in their notebooks - Pair work:

+ T: show them the picture and describe the activities and introduce new words: watch, listen to music, the house work, read, after + St: Look at the picture:

- Listen and repeat after the tape + Let them practice in pairs (pair work) + One st reads sentence, the other reports those sentences (change the roles)

+ T: correct the pronunciation of the final sounds

+ The simple present tense of to play: I/ You/ We/ They  play

He/ She/ It  plays Consolidation:

Ask him/ her to play the role of Nga and tell the class what he/she does every day Homework:

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PERIOD 2: A4 + A5 + A6 I OBJECTIVES:

- Students know how to ask and answer about daily activities - Developing listening skills

- Grammar: - Yes – No question, Wh- question (What…?) - Vocabulary: words relating to activities after school

III TECHNIQUES:

- Role play

A4 6’

A5 12’

Warm – up

*Practice controlled

Presentation

- Question & answers:

+ I listen to music after school + What you after school? St: Answer teacher’s question - Questions & answers

+ Let s ask and answer the questions (a, d) + St: work in pair (chorally)

+ Call some pairs to practice before the class + Ask st to write the answers in their

notebooks

+ St: practice as the teacher’s requests - Role plays:

+ Teacher plays the tape once (without stopping)

+ St: listen (book closed)

+ Teacher plays the tape again (sentences by sentences)

+ St: listen and repeat

+ Teacher introduces new words and structure

+ St: Learn the new words: play soccer, play volleyball

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- Yes, they / No, they don’t (Nga plays volleyball?)

* Does Nga play volleyball? - Yes, she does / No, she doesn’t + Let them read the dialogue again + St: Copy new words and structure + Have students practice in pairs

+ Call some pairs to practice in front of the class

+ Let them some more further practice “Yes – No”

- Let st listen to the cassette and call some st to answer (play the tape again sentences by sentences)

- St: listen to the tape and answer the questions (using: Yes, I do; No, I don’t)

- Let st practice in pairs and in group (If have time)

- The simple present tense: + Negative:

I / You / We / They don’t play He / She doesn’t play

+ Interrogative:

Do I/ you/ we/ they play? Does he/ she play? + Yes – No, question:

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

3 Consolidation:

4 Homework: Have them some homework (workbook from page 44-46) Do you play soccer?

Yes, I No, I don’t

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PERIOD 3: Section B: MY ROUTINE (B1) I OBJECTIVES:

- Helping students to talk about their routine and other routine - Asking about the time they daily activities

- Developing listening skills

- Grammar: - The simple present tense (review), time - Vocabulary: words relating to every day routine

III TECHNIQUES:

- Story telling

V PROCEDURES: 1 The previous lesson:

Teachers call a student and check the spelling and meaning of the words in the previous lesson: play soccer, play volleyball then asks him/her to make sentences

2 The new lesson:

Section B: MY ROUTINE (B1)

B1

Remember

Consolidatio n 12’

Warm up Pre-reading

10’ While – reading

10’

Post-reading 5’ - Structure

(Review): Follow – up

Activities

- Elicit the topic

- Let st look at the pictures and guess the content of the text

- St observe

- Questions & answers:

+ Use the question: “What does Ba every day? What time …?”

+ St: try to answer the question of teacher and learn the new words:

(n) routine, shower, lunch, dinner, bed (v) take a shower, eat breakfast, have lunch, go home, go to bed

A big breakfast: bữa an thịnh soạn A quarter (time: 15’) = ¼

Classes: tiết học Half (time: 30’) = ½ From… to … : từ … đến … - T: play the cassette - St: read the text (silently) - T: read the text again

- St: listen and repeat (chorally) (individually)

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T: call some students read aloud the text before the class to correct their pronunciation + The simple present tense:

I/ We/ You/ They get up He/ She get up

+ Explain the expression of time: at … o’clock

+ St: copy the notes in their notebooks Notes:

Ten o’clock

A quarter to ten = nine forty five A quarter past ten = ten fifteen Haft past ten = ten thirty

Teacher has students read sentences, using the expression of time

St: Do the task Homework:

- Learn by heart new words

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PERIOD 2: SECTION B: MY ROUTINE (B2 + B3) I OBJECTIVES:

- Ask st to find out information to fill in the table - Developing reading comprehension

- Grammar: - Time (Review, Wh- question (What time…?) - Vocabulary: start, finish

III TECHNIQUES: gap filling

IV TEACHING AIDS: flashcards

B2

B3

3

Consolidatio n

Warm up

Activity

- Question & answers: + I get up at 5:00 What you get up?

+ Ss: Try to answer teacher’s questions - Gap filling

+ Advise st to fill the table with the information they get from their friends + Call students read aloud his / her answer before the class check whether they finish their work correctly or not

+ Explain some more if necessary + St: as the teacher’s requests - Questions & answers/ pairs work

+ Ask st to use the above table B2 to answer the questions

+ Let them work in pairs, talk to another about their routine

+ St: practice in pairs

+ Help them when necessary

- Ask about the knowledge the St have learnt: I / We/ You/ They go/ get/ eat

He/ She goes/ get eats

- Choose two students, and then practice with them

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UNIT 5: THINGS I DO

PERIOD 5: SECTION C: CLASSES (C1 + C2) I OBJECTIVES:

- Helping st know the seven days of the week - Developing listening skills and speaking skills

- Grammar: - The simple present tense (Review), Wh – question (What …?; When …?) - Vocabulary: words relating to the seven days, the subjects

III TECHNIQUES:

C1

C2

Practice controlled

Further practice Practice

- Elicit: Use the pictures to introduce the subjects

- Introduce the new words by using the pictures

- St: listen and repeat (book closed) new words

(n) time table, today, English, Math, Literature, History, and Geography

- Look at the pictures and tell the name of the subjects (play the tape)

- St: listen and repeat (chorally/ individually) - Advise students to tell the time when they study the subjects

We have English at 7:00 We have Math at 7:50” Do they have Math at 7:50?”

- Let them practice saying the time the student work on these subjects

- St: Substitute the subject and make complete sentences

- Say the day of the weeks and let st repeat - St: say the seven days of the week as the teacher’s request

- Give students the days of the week in incorrect order then ask them to rearrange them

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Consolidatio n

activity - Ask st to say the days of week

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UNIT 5: THINGS I DO PERIOD 6: C3 I OBJECTIVES:

- Helping students ask and answer about time table when they have the subjects - Developing listening and speaking skills

- Grammar: - Wh – questions (When…?)

III TECHNIQUES:

Cassette recorder + cassette tape

C2

Remember

Warm up

Practice controlled

Free practice

Elicit: Use question – answer + I have math on Monday When you have math? - Introduce the dialogue

- Let St listen to the cassette twice

- St: listen (book closed), listen and repeat - Introduce new structure:

When we have English?

We have it on Tuesday and Thursday - Let them practice the dialogue in pairs - Ask st using the questions:

What you have on … ? When you have …? - St: Practice in pairs

- Let them say their time table (and correct them)

- Recite the days of a week and give questions relating to the lesson

- St: the task Consolidation:

Teacher asks students to list days of the week

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SECTIONS: A + B + C (6 PERIODS)

A1 + A2

Describe simply what is near their houses

Grammar: - There is… - There are…

Vocabulary: lake, hotel, river, park, rice, paddy, tree, flower, yard, near, here

- Listening - Questions and answer

- Role play

A3 A4 A5

- Read the descriptions and listen to other descriptions

- Vocabulary: town, village

Practice - Listening

- Writing - Role play

B1 + B2

- Describe the street and the neighborhood where they live

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

- Listening - Reading

B3 + B4 The student can hear and write words in B3 Grammar:Where + do/ does + S + V? - Listening- Writing - Pair work

C1 C2

Describe the surroundings of their houses

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

- Ask & answers - Role plays

C3 + C4 Descriptions about the places and the location Grammar:In front of … there is/ there are … Vocabulary: drugstore, toy store, movie, theatre, bakery, store, opposite

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UNIT 6: PLACES

PERIOD 1: SECTION A: OUR HOUSE (A1 + A2) I OBJECTIVES:

- Student can describe simply what is/ are near their houses

1 Structure:

- There is a hotel near the lake

- There are trees and flowers in the park - Our house has a yard

2 Vocabulary:

(nouns) lake, river, park, paddy, tree, rice, yard, flower (preposition) near

(adverb) here (adjective) beautiful

III TECHNIQUES:

- Listening

- Questions & answers - Role plays

Cassette player, cassette, pictures of place (Thuy’s house, rice paddy, river, park …)

Teacher calls students to say their lesson: they ask and answer the questions about them - Do you have English to day?

- Do you have history on Monday?

- Do you have math on Tuesday and Friday? - What you have on Thursday?

- When you have geography?

A1

Listen & read

Warm up

Pre-listening/

reading

+ Question – answers T: Where you live? S: I live in (a house)…

T: Elicit on the content of the unit Ask question about the surrounding of their houses

S: Listen to the teacher’s introduction carefully (book closed)

- Answer the teacher’s question

T: Describe your own house and tell them what there are around your house

(59)

A.2 Practice

10’

Remember consolidation: 6’

* While – listening/ reading

* Post – listening/

reading * practice

Structures * Follow up

activity

and learn the new words: lake, hotel, river, park, rice paddy, tree, flower, yard, near, here, beautiful

- Copy down new words T: play the cassette twice

S: Listen and reread the two passages by themselves (book opened)

- Read the text silently

T: ask question to check their comprehension - Begin question with “How, What, Where…” - Ask question in the books and let them answer

S: try to ask questions with question words and then answer according to the main ideas in the book

T: Let them practice in pairs or in small groups

S: Practice in pairs and in small groups T: correct them

+ Questions & answers:

T: show students some new pictures - Say some models (Review grammar)

What is that? - It is a rice paddy. What are those? - They are trees.

S: listen to the teacher’s question and look at the pictures shown Then answer

What is that? - It is …… What are those? - They are ……

- Working in pairs (chorally) T: Correct them

T: Teach new structure:

There is a rice paddy near our house There are trees and flowers in the park.

+ Role play

T: ask some students to look at the picture (p62) using new structure to describe the location of the house

S: Try to make new sentences to describe the other house using: “There is … near…”

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

UNIT 6: PLACES

(60)

Read the description and listen to other descriptions

Vocabulary: (n) town, village

III TECHNIQUES:

- Listening - Writing - Role plays

Cassette player, cassette, pictures of place (Thuy’s house, rice paddy, river, park …)

Teacher asks students to say and write words in previous their lesson: flower, lake, river… and then ask them to make sentences with: There is …/ There are…

A.3 Practice 12’

*Warm up + Questions – answers

T: I live in a house My house has a yard It is near a rice paddy

Where is a house?

What is near your house? S: Answer teacher’s question * Write

Comprise the sentences

+ Writing

T: Ask students to look at the picture and find out the new words and write down

S: make new sentences to describe the other house using: “There is … near”

T: Call some students to read aloud the text S: Try to make new sentences ands write down (on the blackboard)

T: Correct them

S: Correct and copy down in their notebooks

Our house has a yard It is near a rice paddy. There is a hotel near the take There is a river and a park

There are trees and flowers in the park.

A4 Listen 10’

* Pre-listening

T: ask students to read the words in the table (a-c)

- Tell them how to this task (book closed) * While

listening

T: Play the cassette once (without stopping) S: listen

T: playing the tape again (stopping the tape after each sentence)

(61)

listening S: Give answers T: correct the mistakes (answer in teacher’s book) A.5

Write sentences

10’

* Practice + Listening – Writing

T: Let them look at the pictures and read example sentence, and say the new words and clearly

S: Listen and repeat

T: Let them copy the sentences in the exercise notebook t describe what is near one’s house - Read their sentences aloud

T: Checks whether their sentences are right or wrong

4.Remember

Consolidation 5’

* Follow - up

Activity + Role playT: Ask students to make new sentences like model

We like in a house. I have a brother. Our house has a yard

- Ask students read aloud and write down their sentences (on the blackboard)

S: Do the task Homework: (3 minutes) Do some more exercises a/ Anagrams:

ouseh ……… ityc ……… ownt ……… illagev ……… akel ………icer ddypa ……… ardy……… oolchs ………

b/ Match up:

Keys to exercises:

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

a How old are you? There is a hotel near my house b Where you live? I live in a big city

(62)

UNIT 6: PLACES

PERIOD 3: SECTION B: OUR HOUSE (B1 + B2) I OBJECTIVES:

Students learn how to describe the streets and the neighborhood where live

Vocabulary: (prep) next to, in, on

(n) restaurant, bookstore, stadium, hospital, temple, factory, museum, store

III TECHNIQUES:

Cassette player, cassette, pictures of buildings/ constructions (restaurant, bookstore…)

Teacher calls some pupils to say and write about their lessons: Look at the picture and complete the sentences:

a There is ………in the house b There …… near the house c ………high trees near …… d ………a river ………trees e ………park ………the river

f …………many trees and flowers in ……… g ………a school near ………

h ………in a school yard

B1

Listen & read

Presentation 20’

*Warm up

Pre-listening / reading

While – listening/

reading

T: Elicit on the content/ introduce the situation of the text

S: listen (book closed)

T: Use picture to introduce new words about places

S: Listen to the teacher and look at the pictures, then say new words: restaurant, bookstore, stadium, hospital, temple, factory, museum, store, next to, in, on.

T: ask students to locate Minh’shouse in the picture (p.65) while listening & reading T: play the cassette twice

S: listen

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B2 Read B1 again Then complete the sentences

* Post-listening /

reading

* Practice controlled

T: Explain the meanings of the prepositions of places: “near, in, next to, on”

- Ask students to read statements (a-f) - Ask students to read the text

Again (silently) and decide if these statements are TRUE or FALSE

S: Read and the talk

T: Correct the talk (True or False)

Key:

a/F b/T c/F d/ T e/ F f/ F

T: ask students to say where Minh’s house is S: Do the talk

Answer: Minh’s house is between the store and the restaurant.

+ Reading

T: ask students to read the text again, then review the sentences in their notebooks St: Read the text again and complete the sentences, then write in the notebooks T: ask some of them to reread the answers St: Work in pair

T: Correct errors Key:

a/ city b/ restaurant, bookstore, temple c/ hospital d/ house, store e/ factory Consolidation: (6 minutes)

Teacher asks students to look at the picture (p.65) using preposition next to, on, near to describe the location of the buildings/ house in the picture (teacher can call of them)

4 Homework: (2 minutes)

(64)

UNIT 6: PLACES

PERIOD 4: SECTION B: IN THE CITY (B3 + B4) I OBJECTIVES:

The students can hear and write words in B3

Grammar & structure:

WHERE …? (with auxiliary verb DOES) - Minh lives in the city

- There is a restaurant on the street - Their house is next to a store

+ Vocabulary: words relating to the places

III TECHNIQUES:

- Listening -Writing - Pair works

Cassette player, cassette, pictures of buildings/ constructions (restaurant, bookstore…)

V PROCEDURES:

1 Classroom procedures: greetings – checking attendance

2 The new lesson: (7 minutes)

Teacher calls students to say and write words in the old their lessons: next to, restaurant, bookstore…

3 New lesson:

SECTIONS STEPS TECHNIQUES & CONTENT DRAWING

EXPERIENCE

B3 Listen Practice 12’

* Warm up Pre-listening

*While – listening

*Post – listening

T: Elicit on the content of the unit + Listening – writing

T: Say words by words, then let students repeat St: Listen to the teacher (book closed)

T: Ask some of them say the words by themselves St: Repeat after the teacher

T: Let them listen to the cassette and write the words they hear in their notebooks

St: Listen and write the words in the notebooks (book opened)

T: Ask students to give their answers St: Give answers

T: Correct errors

Key:

a/ museum b/ bookstore c/ river d/ sheet

(65)

B.4 Play with words

6’

B.5

Remember

Consolidation 18’

* Practice controlled

Structures

Follow-up activity

tape

St: Listen and repeat

T: Ask some students to red aloud clearly, emphasize the main stressed syllables St: Read aloud

T: Explain the meanings of the prepositions of places “near, in next to, on”

There is a bookstore near his house. His home is next a toyshop

He live on Nguyen Hue street

T: Teach new structure WHERE…?

St: Listen to the teacher’s explanation and take notes, then memorize

Structure:

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

Where + do/does + S + V + inf …? T: Have them task notes and memorize + Pair work

St: Do the exercise

Fill in the blanks with appropriate preposition: I live ………a big city

2 His father works ………a hospital My house is ………… to a bookshop

4 ………the street, there is a restaurant and a bookstore

5 ………the neighborhood, there is a factory and a stadium

T: Having some pairs of students to ask and answer questions with WHERE

Where you live?

Where does your mother work …?

5 Homework: (2 minutes)

(66)

UNIT 6: PLACES

PERIOD 5: SECTION C: AROUND THE HOUSE (C1+C2) I OBJECTIVES:

The students can describe the surroundings of their houses

+ Structure:

There is …/ There are… (review) In front of … there is / are … + Vocabulary:

(n) well, mountains

(prep) in front of, behind, to the right, to the left

III TECHNIQUES:

- Ask and answers - Role plays

Cassette player, cassette, pictures of houses

V PROCEDURES:

1 The previous lesson: (7 minutes)

Teacher calls some pupils to say and write about their lessons: Look at the picture and complete the sentences

a Minh and his family live in the … b On the street there is a …, a … and a … c His mother works in a …

d Minh’s … is next to a … e His father works in a …

C1 Listen & read PRESENTATIO N

20’

C.2

Warm up Pre-listening/

reading

While-listening/

reading

T: introduce the situation of the text St: Listen (book closed)

T: Say new words and let them repeat S: Learning new words: well, mountains, in front of, behind, to the left, to the right.

T: Point the things and ask them to tell the names of the things around

S: Tell the names of the things in the picture as the teacher’s points

- Copy new words

T: Read the text clearly and slowly Play the tape

(67)

Remember

Consolidation 6’

Post – listening/

reading

Practice

* Follow up activity

S: Read the text (book opened) T: ask questions and let them answer S: Answer the questions

Practice in pairs

T: Let students copy the text and answer the question in their notebooks

S: Copy the text in notebooks and write the questions, then answer

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

+ Listen & write

T: Let students listen to the cassette and find the right picture (p.69)

S: Listen to the tape and try to find out which picture is Ba’s, Lan’s or Tuan’s house

+ Ask – Answer

T: Let some of them ask and answer about location of the house

S: Do the task Homework (2 minutes):

(68)

UNIT 6: PLACES

PERIOD 6: SECTION C: AROUND THE HOUSE (C3 + C4 + C6) I OBJECTIVES:

The students can understand all the descriptions about the places and the location

+ Vocabulary:

(n) drugstore, toy store, movie theater, bakery, police station, photocopy store (Prep) opposite

III TECHNIQUES:

- Group work, pair works

Cassette player, cassette, pictures of houses/ constructions (restaurant, bookstore…)

V PROCEDURES:

1 The previous lesson: (7 minutes)

Call some pupils to say and write about their lesson: Fill in the blanks:

a/ m_ _ nt _ in b/ w_n c/ b_h_nd d/ fr_n_ e/ ch_ _ d_ _ n f/ l _ f g/ f_ow_rs h/ r_gh_ i/w_er_ j/ _o_se

C.3 Listen & read

Presentation 18’

C.4 10’

Warm up Pre-listening/ reading

While – listening/ reading Practice controlled

Post-T: Introduce the situation of the text St: Listen (book closed)

T: Use pictures to show the students the stores and the offices

- Say the new words and let them repeat St: Repeat new words:

Drugstore, toy store, movie, theater, bakery, police station, photocopy store, opposite.

T: Point the picture and ask them to tell the names of the stores or offices

St: Practice (role plays)

- Look at the picture ands says the names of the stores offices in the pictures

- Copy the new words (book opened) T: play the tape

St: Listen and read (silently)

T: Introduce new preposition “between, opposite”

- Ask some of them to read the text aloud St: Read the text aloud (book opened)

(69)

Remember Consolidation 8’

reading

Further Practice

*Follow up activity

groups

St: Practice (work in pairs) + Ask & answers:

T: Let students practice in small groups Use question word Where …? Be sure to ask them to use correct prepositions in the answers St: Try to ask your partner as many question as possible

T: Let them practice with their partners about their own houses

St: Do some more further practice

- Practice with your class-mates (chorally) T: Reeexplain prepositional phrases “in front of, next to, to the right of, to the left of” and prepositions “between, opposite”

St: Try to use new prepositions to describe the position

Where is the movie theater? It’s opposite the police station. It’s opposite the bakery What is it? It’s the toystore.

T: Use a picture in which there are many stores and offices, describe the position of the places, then ask them to tell “What is it?” St: Practice in pairs (chorally)

T: Have them take notes and learn by heart St: Take note and learn by heart

Notes:

Where is the movie theater? It’s opposite the restaurant. Where is the police station?

It’s between the bookstore and the bank. Where are the trees?

They behind the house. Which is ba’s house?

It’s the house between the bank and the bookstore.

- Repeat the prepositions and copy in the notebooks

(70)

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

I OBJECTIVES:

- Revision helps the students understand unit and unit better - Developing listening, speaking reading and writing skills

+ Grammar:

- The present simple tense - Time

- Adjectives - Question words

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

III TECHNIQUES:

- Question & answers - Gap filling

- Pictures - Colored chalk - Flash cards

Teacher asks some students to talk about the subjects and their time table

(71)

EXPERIENCE

1/ page 60 Warm – up

Activity

- Teacher guides students to review grammar of unit and unit

+ Gap filling

- T: Review the grammar

1 The present simple tense of ordinary verbs: a Affirmative form : (+)

I / You/ We/ They/ + V He/ She/ It + V + S/ES b Negative form: (-)

I / You/ We/ They/ + not + V He/ She/ It + does not + V c Interrogative form: (?) Do I / You/ We/ They/ + V?

Does He/ She/ It + does not + V? The present simple tense of “To have”: a Affirmative form : (+)

I / You/ We/ They/ + have He/ She/ It + has b Negative form: (-)

I / You/ We/ They/ + not + have He/ She/ It + does not + have c Interrogative form: (?)

Do I / You/ We/ They/ + have? Does He/ She/ It + have?

- T: Let them fill the table at page 60 and 7/61 - Students to the task

T: Correct them

* Question & answers:

T: Review how to tell the time S: Work in pairs

- What is it? - It’s ………… T: Review adjective “big”

S: Answer the question, using: “Yes – No” + + /

page 61

Activity T: Review question words: where, how many, what time, when, which + N …

S: Answer the questions (in pairs) and fill in the blacks 4/61

T: Call some pairs to practice + / 61 in front of the class and correct them

3

Consolidation / page 61

Follow up

(72)

correct tense of verbs and then read the complete sentences aloud

4 Homework:

(73)

SECTIONS: A + B + C (6 PERIODS)

A1 + A2

Describe the house and surroundings where they live

Grammar:

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

- Listening Speaking

- Ask and answer - Role play - Silent reading

A3 A4 A5

- Match descriptions with objectives

- Identify places and their layouts

Grammar: Review - What is …? - What are …? - Is there …? - Are there …?

Vocabulary: words relating to places and layouts

- Role play - Ask and answer - Listening

3 B1

- Describe objectives - Identify play and their layouts

Grammar:

- Do/ Does + S + V? - Yes/ No + S + V …

Vocabulary: words relating to places and layouts

- Listening and speaking

- Ask and answer - Role play

B2 + B3

Match description, with object

Review - Reading

- Writing - Speaking C1 C2 Transportation Grammar: How……? 

By car (Questions & answers about transportations)

Vocabulary: words relating to transportation

- Listening - Reading - Questions & answers - Role plays

C3 + C4

Talk about habitual actions

Grammar: review Vocabulary: review

(74)

UNIT 7: YOUR HOUSE

PERIOD 1: SECTION A: IS YOUR HOUSE BIG? (A1 + A2) I OBJECTIVES:

- Describe the house and the surroundings where they live - Developing listening and speaking skills

- Grammar: - Yes – No, questions

- Article: A; An

III TECHNIQUES:

- Listening, speaking - Questions & answers - Role play

- Silent reading (Intensive reading)

Pictures, cassette recorder and tape

- Grammar: exercise

- New words: Photocopy store, bakery, movie theater, grub store, police station (exercise)

A1 15’

Skill

development (speaking)

A2

Warm up

Presentation

Practice: + Controlled + Further Pre-reading

- Questions & answers: Is your house big?

- Teacher uses a picture of a house and ask the students:

+ Is it big?

+ Is there a yard? - Questions & answers: + Is there a …?

+ Are there any …?

- Teach vocabulary: a well (n) (picture) - Function of “Yes-No question”: ask for information

Ss listen to the cassette

- Substitution: things around the house (suggested by Ss)

- Pair work (asking about the other’s house) - Question & answers

+ Do you write letter?

+ Do you like this picture? (Point to the picture)

(75)

Remember

Consolidation 10’

While-reading

Post-reading Structures Follow-up activity

+ a garden, friend, photo

*Task 1: Listen for gist Listen and describe the surrounding house

- Correct task after the first listening - Reading for details

*Task 2:

- Match the questions with answers (a-D, b-A, c-E, d-B, e-C)

Predicted problem: Some Ss can’t recognize the position -> peer and self correction - Pair work: Ss ask and answer about the house and surroundings where they live - Yes – No question

- What you use Yes – No question for? - To get information

- Role play:

Lan and Hoa classmates Lan is a new member of class 6A Hoa doesn’t know Lan house So she asks Lan about the surroundings where Lan lives

Role Lan Answer: Yes – No

Describe her house

Role Hoa Make questions: Is there a …?

Is your house big/ nice

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

(76)

UNIT 7: YOUR HOUSE PERIOD 2: A3 + A4 + A5 I OBJECTIVES:

- Match description with objectives - Identify places and their layout

- Grammar: - Review - What is … ? - What are …? - Is there …? - Are there …?

- Vocabulary: words relating places and layouts

III TECHNIQUES:

- Listening, speaking - Ask & answers - Role play

Pictures, cassette player, colored chalk, flash cards

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

A3

Skill

Development (speaking)

A4 + A5

Warm up

Practice + Control + Further

Give instruction Students practice

T: Show a ruler and ask: What’s this? S: It’s a ruler

T: Point to a picture and ask: What is that? And say: It’s a hotel

T: What are those?  S: They’re stores T: Teach the new words S: Listen - Ask & answer

- Substitution: words relating to places and layouts

- Pair work (ask about places)

T: Use examples to guides students how to the exercises

* Are there any trees? - Yes, there are * Is it to the right of the house? – No, it isn’t - Pair work: Students ask & answer to choose the right house

(77)

Remember

Consolidation

listening while – listening Post listening structure Follow up activity

they right picture Play the cassette again Help Ss to choose the house describe in tape Ss work in group: describe the house which they like p.74

What is ……? It’s ………… What are ………? They’re ………… Role play

Ss work in pair and practice speaking using role cards

Role card A Em cần mua nhà Bạn em có sẵn số mẫu nhà, em hỏi bạn em đặc điểm xung quanh nhà

Role card B Em người môi giới nhà Em chọn số mẫu nhà gần với yêu cầu bạn, trả lời câu hỏi bạn đặc điểm nhà em chọn

Teacher gets feedback by asking two pairs to perform before class

4 Home work:

(78)

UNIT 7: YOUR HOUSE PERIOD 4: B2 + B3 + B4 I OBJECTIVES:

- Match description with objectives

- Grammar: - Do/ Does + S + V …?



Yes/ No, S + V - Vocabulary: Review

III TECHNIQUES:

- Reading - Writing - Listening

Pictures, cassette player, colored chalk, flash cards

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

UNIT 7: YOUR HOUSE PERIOD 4: B2 + B3 + B4

B2 Skill

Skill

development (Writing)

Warm up Presentation Pre-writing

While writing

Where does Ba live? Brainstorming Is it noisy?

Teacher writes Ss’ suggested word on the board Chi’s house

In the country trees Quiet flowers Paddy field a river

Teacher asks Ss if there are difficult or new words and explains them if there are any Ss write sentences about Chi’s house Pair work

(79)

B3

Consolidation Remember B4

Post-writing Pre-listening While listening Post-listening Structure Follow up activity

Teacher asks two pupils to write their sentences on the board

Teacher corrects their mistakes if there are any

Teacher asks Ss to guess Task 10:

Correct task

Techs the right column Correct mistakes Yes/ No question

* Game: find someone who’s mare your house

Layouts Bank Post office Supermarket Market Clinic Park

(80)

UNIT 7: YOUR HOUSE

PERIOD 5: SECTION C: ON THE MOVE (C1 + C2) I OBJECTIVES:

- The students learn (about) the means of transportation

- Grammar: - How …?  By car

(Asking about transportation) - Vocabulary: words relating to transportation

III TECHNIQUES:

- Role play

- Questions & answers - Listening

Pictures, cassette player, cassette, pictures, gestures, flashcards

EXPERIENCE

C1 + C2

Skill

Remember

Warm up -

Presentation

Pre-listening

While-listening Post-listening

Structures

Introduce the title “On the move”  Translate into Vietnamese

Give the question “How you go to school?” Introduce some transport by using some pictures Teacher the vocabulary: bike, motorbike, bus, car, train, plane, work (v), travel (v)

Function of: “How …?” Pair work:

Task 1: Listen and match name with the mean of transport

Correct task after the first listening

Listen again (2nd time) and write the mean of

transport

Predicted problem: students fail to take notes  Let them listen the 3rd time.

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

Questions and answers:

What information you need to answer questions with “How”

(81)

Follow-up activity

Ask your group mates questions and fill in the worksheet with the information about what mean that person uses

Names Means of transport

Individual work:

Use the information above and write sentences about your three group classmates

Ex: ………goes to school by ………

(82)

UNIT 7: YOUR HOUSE PERIOD 6: (C4 + C5) I OBJECTIVES:

- Task about habitual actions

- Grammar: - Review - Vocabulary: Review

III TECHNIQUES: Role play, Questions & answers, Listening, Silent reading

Pictures, cassette player recorder and tape

EXPERIENCE

C3

Skill

development speaking C4 Skill

development Remember

Consolidation

Warm up

Presentation

Practice controlled Pre-reading While-reading Post-reading Structures Follow up activity

Questions & answers: How you go to school? T point to the picture: * What is this? – It’s a bus * How they travel? Suggested answer : - By bus

Teaching vocabulary: walk, travel (review) Students listen to the cassette

Substitution: write short answer Pair work:

Questions & answers Review of the vocabulary

Task 1: true – false Reading for gist Correct task after the first listening Read or details Task

Answers the questions

Pair work: Ss ask and answer about the habit How …?

Find some one who …

Pair work (asking about the other’s house)

Activities Name

Get up at half past five Take a shower

Leave house at haft past six Have lunch at 10 o’clock Homework: - Write some of your activities

(83)

SECTIONS: A + B + C + Grammar practice

A1, A2, A3 - To describe on – going activities - To identify means of transportation (review)

Grammar:

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

Vocabulary:

- Video games, businessman, wait for, ride, drive

- Listening

- Questions-Answers - Role play

- Speaking

2 A4, 5,

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

- Grammar: review

- Vocabulary: words relating mean of transportation (review)

- Listening

- Reading

B4

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

- Grammar: can, can’t

- Vocabulary: words relating to road signs

- Listening

- Reading

B2 - To describe on going activities (to the third person)

- Grammar: review

- Vocabulary: review - Listening- Questions-Answers - Role play

- Reading

C1, - To identify road signs - Grammar: can, can’t- Vocabulary: words relating to road signs

- Listening

- Reading

C3, 4,

- To identify road signs

- Grammar: must, mustn’t - Listening

- Reading

Grammar practice

- To consolidation

from Units: 6, 7, * Grammar:- Preposition of position - Where, which , what - Adjectives

- Indefinite articles: a, an

-Adverbial phrases: by bike, by car … - Present progressive tense

(84)

UNIT 8: OUT AND ABOUT SECTION A: What are you doing?

PERIOD (A1, A2, A3) I OBJECTIVES:

- To describe on – going activities

- To identify means of transportation (review)

- Grammar:

The present progressive tense

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

III TECHNIQUES: Role play, Questions & answers, Listening, Speaking

Pictures (enlarged from picture in the text book, P.82) Cassette recorder + tape

EXPERIENCE

A1 Pre- listening and repeating Warm up

* Brainstorming: T says:

- I go to school every day - I am going to school now Notice: “I go ……” for every day

“ I’m going ………” for now, at the moment

T gives the pictures and asks the students if there are any new words

Ex: - video games (picture)

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

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

2 While – listening & repeating

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

A2 + A3 Post – listening & repeating

- Question & answers - Role play

T asks the students to read the sentences in the book (page 82)

(85)

- What is she doing? - What are they doing?

(Ss write down the answers after answering) * Remember: The structure of “present progressive”

3 Consolidation: subject + am/is/are + V-ing

(86)

UNIT 8: OUT AND ABOUT SECTION A: What are you doing?

PERIOD (A4, A5, A6) I OBJECTIVES:

- To describe on – going activities

- To identify means of transportation (review)

- Grammar: review

- Vocabulary: Words relating means of transportation (review)

III TECHNIQUES: Role play, Questions & answers, Listening, Reading

Cassette recorder + tape

EXPERIENCE

A4 Pre- listening Warm up 2.While – listening

3.Post – listening

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

Ss listen to the tape and number the picture as they hear

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

T checks Ss answers

T asks two students to read the questions and the answers, then notice the use of “Who, What, Where, How… (A6, P.85)”

- Who’s that? It’s Lan

- What does she do? She’s a student - ………

New word: businessman (explain in Vietnamese) T asks the students to read and then ask and answer about the people in the pictures (A6, P85)

(87)

- What does he/ she do?

- How does she/ he travel to school? * T corrects Ss’ answers

* Remember: The structure of “present progressive”

(88)

UNIT 8: OUT AND ABOUT SECTION B: A truck driver

PERIOD (B1) I OBJECTIVES:

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

- Grammar: Present progressive (review) - Vocabulary: (review)

Pictures (in the text book and enlarged some from the text book ,page 86) Cassette recorder + tape

EXPERIENCE

B1 Pre- listening and repeating Warm up

2 While listening & reading Post listening & reading

* Asks Ss to look at the pictures on page 86 and asks the students to guess the story and say in Vietnamese

* Guides to look at the and asks students the meaning of the new words:

Ex: truck-driver, farm, footstall, farmer, load, unload (pictures and gesture)

Play the tape twice and guides to listen each parts

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

* Corrects * Remember: Notice the new words

(89)

SECTION B: A truck driver PERIOD (B2)

I OBJECTIVES:

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

- Grammar: (review) - Vocabulary: (review)

EXPERIENCE

B4 Pre- listening and repeating Warm up While listening & reading Post listening & reading

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

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

* Asks the two students to read the dialogue (page 87)

* Playing in pairs, the students ask and answer the questions

* T corrects * Remember: Notice the new words

(90)

UNIT 8: OUT AND ABOUT SECTION C: Road signs

PERIOD (C1, C2) I OBJECTIVES:

- Grammar: can, can’t

- Vocabulary: Words relating road signs

III TECHNIQUES: Listening, Speaking

Pictures (the traffic signs) Cassette recorder + tape

V PROCEDURES: 1 The previous lesson: The new lesson:

EXPERIENCE

C1

C2

Warm up

Presentation

3 Post-listening & repeating Warm up

Presentation

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

* Asks students to read the dialogue after listening to the tape and introduces the man’s mistakes in the street

“The man is going into the street and the sign says: “One way”

* Guides to read the road signs and T show out the pictures

T asks Ss to give the meaning of each T corrects Remember: park (v), one way (n)

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

* T asks Ss to guess the meaning of road signs in C2

T corrects and gives the right meaning * Remember: Grammar: Can: You can tune left

Can’t: You can’t turn right

(91)

SECTION C: Road signs PERIOD (C3, C4, C5) I OBJECTIVES:

- Grammar: must, mustn’t - Vocabulary: Review

Pictures

EXPERIENCE

C3

C4

Warm up

Presentation

Practice

T tell the students (in Vietnamese):

Going in the streets, we have to obey the traffic rules So, according to the road – signs, we must something and mustn’t something

Then, plays the tape and asks students to listen and notice what we must and what we mustn’t”

* Plays the tape and explains the use of “must-mustn’t”

* Asks the students to find down the new words and explain the meaning:

- dangerous, accident, discipline, warn, interjection, straight, no right – turn (gestures and explains in Vietnamese)

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

* Remember: Read and notice part C, page 91

(92)

UNIT 8: GRAMMAR PRACTICE PERIOD 7

I OBJECTIVES:

- To consolidate from units: 6, 7,

- Grammar: Preposition of position - Where, which, what - Adjectives

- Indefinite phrases: a, an

- Adverbial phrases: by bike, by car, …

- Present progressive tense: Can, Can’t; Must, mustn’t

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

IV TEACHING AIDS: the text book

EXPERIENCE

1

2

3

4

* Teacher asks some Ss about the structure and the use of present simple tense

- Notice the 3rd person in singular.

- Notice “infinitive” form after do/ does/ don’t/ doesn’t

* Asks Ss to exercises a, b, c then corrects * T asks some Ss about the structure and the use of present progressive tense

- Notice the form of “to be”

* Asks Ss to the exercise (ag) and then, corrects

* Asks one students to read loudly the words Ask the meaning of the words

*Asks students to complete the exercise and corrects

* Remind the use of the question words:

What, Why, Who, Where, … and then, asks to exercise

* Remember: Remember all the structures and new words from Unit 6, 7, Consolidation: To review Unit 6, 7,

4 Homework: Do the “Test yourself” page 81 (workbook)

(93)

UNIT 9: THE BODY Period: A1 + 2 I/ OBJECTIVES:

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

II/ LANGUAGE CONTENTS:

- Grammar: - This/ That (review)

- Vocabulary: words relating to parts of the body

III TECHNIQUES:

- Question & answer - Match

- Blackboard drill

IV/ TEACHING AIDS:

- Pictures, flash cards, cassette recorder + tape

V PROCEDURES:

1/ The previous lesson:

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

2/ The new lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE

A1 + Warm up Teacher shows student a picture of the body Question – answer

What is the picture about?



(94)

ENGLISH 6 UNIT 9: THE BODY

PERIOD OBJECTIVES LANGUAGE

CONTENTS

TECHNIQUES

1 A1  A2

Nouns to talk about parts of the body

Develop speaking skill

Words relating to parts of the body

This/ that (Review) These / those

Question & answer Match

Blackboard drill

A3  A5 Adjectives to describe Physical Appearance Develop listening skill & speaking skill

Some adjectives relating to physical appearance

Match

Question & answer Listen and draw

3

B1 Face vocabulary(Nouns and Adjectives) to describe

Faces

Words relating to faces Question & answer crossword puzzle

4

B2  B3 Adjectives of color to describe features What color…? Question & answer

B4  B6

Further practice in body vocabulary to describe people

Develop listening skill

Words relating to describe people

Question & answer Match

(95)

A1 Pre-teach

- Plays the tape once - Teachers vocabulary

His Head

Chest His ShouldersArms Hands Legs Feet/ a foot

His Fingers toes

* Students listen to the tape + repeat * Rub out and remember

* Teacher labels the P of B picture as pre teaching

Uses techniques

* Rub out and remember the labels * Gets students to re-label the picture

* Teacher reads the imperative, beginning with “Simon says …”, students will it

* Simon Says:

- Simon says touch your head Simon says touch your chest Simon says touch your feet Touch your shoulders!

Simon says touch your shoulders Simon says touch your legs Touch your head!

Touch your shoulders!

* Simon says touch your head left hand fingers Touch your left foot!

Simon says touch your left foot Right foot Touch your head!

Touch your toes!

(96)

A2

Consolidation

Picture drill

(A1 / p.96) - Teacher explains the practice asking and answering, noticing the use of “his” - Teacher points each part of the body and asks, students answer

T: What’s that? S: That’s his head T: What are those?

S: Those are his shoulders - Students work in pairs

- Teacher chooses some pairs to perform in front of the class

- Students lock at the picture and use the words to describe the parts of the body * Homework:

- Learn : vocabulary and structures - Do A1 + / P.13 workbook

(97)

PERIOD 2: A3 + + 5

I/ OBJECTIVES:

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

II/ LANGUAGE CONTENTS:

- Grammar: Structure S + be + adjective

- Vocabulary: some adjectives reading to physical appearance III/ TECHNIQUES:

- Question & answer - Match

- Listen and draw IV/ TEACHING AIDS:

- Pictures, flash cards, cassette recorder + tape V/ PROCEDURES:

- Students ask and answer about the parts of the body (using structure “What is/ are…?  This/ That is… These / Those are …)

- Vocabulary  part of the body 2/ The new lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE A3

A4

Warm up Presentation Pre-teach

Practice controlled

- Teacher shows pictures (fat & thin) asks students to describe people (in Vietnamese) Now, we learn how to describe a person - Teacher uses the pictures to introduce new words:

Tall # short Fat # thin Heavy # light

- Plays the tape twice, students listen and repeat

- Helps students write the structure * Game: nougats and Crosses Students make sentences She’s tall …

Nougats and Crosses

Tall Big Fat

Small Thin Short Quit Light Heavy - T shows the pictures and asks the student to make sentences, using new adjectives

(98)

A4

A5

Further Practice

Pre-listening /reading While listening/ reading Post listening / reading Consolidatio n

Structure

* Teacher : Students

- Picture a) She’s thin _ She’s tall _ repeat_ repeat

- Picture b) He’s thin _ He’s short He’s fat_silent_repeat_repeat

- Picture c) He’s small He’s tall He’s heavy _silent_repeat_repeat

- Picture d) She’s thin She’s tall She’s short She’s fat_silent_silent_repeat_repeat

Predict - A4/p.98

- Students fill in the adjectives for the people in the picture a) – d)

- Students listen to the tape and write the order (1, 2, 3, 4, 5) of the people describe - Teacher corrects them

Gird (with answer key) Talk? Short? Fat? Thin?

a (thin, tall) (4) b (short, fat) (3) c (tall, fat) (2) d (Short, fat) (1) Teacher uses two pictures to introduce two people: Chi and Tuan Chi is a gymnast and Tuan is a weightlifting

- Teacher new words:

Gymnast _ weight lifter strong # weak - Plays the tape twice, student listen - Calls some students to read the text and correct their pronunciation

- T/F exercise about Chi Chi is short

She is thin She is weak

- Review the structure S + be + adj - Students describe their friends - Do exercise A4 in workbook - Homework:

+ Write sentences to the describe the people in your family + Learn vocabulary and structures

(99)

UNIT 9 PERIOD : _ B1 SECTION B: FACES

I/ OBJECTIVES:

- Identifying and describing facial features - Develop speaking and listening skills II/ LANGUAGE CONTENTS:

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

III/ TECHNIQUES: IV/ TEACHING AIDS:

- Pictures, flash cards, cassette recorder + tape V/ PROCEDURES:

- I give pictures or people, ask pupils to describe them - Checks vocabulary

2/ The new lesson:

Unit 9: The Body Section B _ Face B1

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B1 Warm up

Presentation

Practice controlled Further Pre-listening /reading

- T shows the students a picture of the body - Students say part of it

- T uses that picture to introduce the new lesson: faces

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

- Students listen to the tape (2) and repeat - Teacher models with a student

“What is this? / What are those? It is a ………/ They are ………” - Pair work

- Some pairs perform before class Questions – Answers

- T draws quickly faces on the board (round-oval) (hair: long-short) Are they different?

(100)

While listening/ reading

Post listening / reading

Repeat the new words Describe

thin, long # short (using pictures)

- Students listen and repeat after the tape - T explains the structure:

He has a round face She has full lips

- T shows large size pictures (p.100) and asks student to label them

- T gives picture and asks students to choose “T” or “F”

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

- Learn vocabulary and structure - Do A1 + A2 in workbook

- Write sentences to describe your father, mother, sister, brother … - Prepare B2 +

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

(101)

UNIT 9 PERIOD 4

SECTION B: FACES (B2 + 3)

I/ OBJECTIVES:

- Learn the color to describe a person or thing - Practicing speaking and listening skills II/ LANGUAGE CONTENTS:

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

III/ TECHNIQUES:

- Questions & answer - Role play

IV/ TEACHING AIDS:

- Pictures, flash cards, cassette recorder + tape, colored pencils V/ PROCEDURES:

- T gives a picture of a girl with long hair, a round face and full lips Has students ask and answer about the parts of the and describe her face

2/ The new lesson:

Presentation

Practice

* Question - answers

- We have learnt how to describe a person’s face How we know a person is a

Vietnamese or American? (Using Vietnamese)

- Today we learn about colors

- T uses colored pencils or paper to teach new words: black # white, gray/ grey, red, orange, yellow, green, blue, brown, pupils

-T plays the tape Students listen repeat - T points the objects in class Students give their colors

- T.explains the structure of “What colour …?”

What color is her hair? V S It is black

S V Adj

What color are her eyes? V S They are brown

(102)

controlled

Free

Repeat the new words Describe

- T asks, students answer using atoll

- Pair works (practicing asking and answering what colour …? (Picture in p.101)

- Some pairs perform before class

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

Question-answers

- What you say to ask about colours in singular, in plural?

“What color is …? It is + adj of colors are They are

- Pair work: ask and answer about colours of eyes and hair

* Homework:

- Learn vocabulary and structure

(103)

LESSON PLAN UNIT 9: THE BODY

PERIOD 5_SECTION B: FACES (B4 + + 6)

I/ OBJECTIVES:

- Consolidating structures used to describe a person

- Developing listening, speaking, reading and writing skills II/ LANGUAGE CONTENTS:

- Grammar: + consolidating S + be + adj

S + have/has + adj + N What colour

+ OR Question (new) III/ TECHNIQUES:

- Questions & answer IV/ TEACHING AIDS:

- Pictures, cassette recorder + tape V/ PROCEDURES:

- Students ask and answer about the colours 2/ The new lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B4

B5

Pre.listening/ reading While listening/ reading Post listening/ reading

Practice

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

- T plays the tape twice Students listening - Review the structure

S + has/have + adj + N

- Asks some students to read the text - Students exercise True-False

1 Miss Chi is tall Her face is round She has short black hair Her eyes aren’t brown She has a small nose

6 Her lips are full and her teeth are small

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

(104)

Free

Pre.listening While.listeni ng

Post.listenin g

friends

- Students look at the four people and describe them

- T.explaints the listening task - Plays the tape twice/ three times Students listen and the task

- T.asks students to give their answers - Corrects student’s answers

c 3.d a 4.b - Review the structures * What colour …? * S + be + adj

* S + have/ has + adj + N

- T.shows pictures: one man and one woman Students write the sentences to describe them, using the above structures

 Homework:

- Learn vocabulary and structures - Do exercise B3 + + in work book

(105)

UNIT 10: STAYING HEALTHY

PERIODS OBJECTIVES LANGUAGE

CONTENTS

TECHNIQUES

1

A1 + +

- Talking about how we feel, using adj of physical state

- Developing listening & speaking skills

- Some adjectives relating physical state

- Match - Question –

answer

- Picture real

(A3 ; A4) A6

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

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

- Role play - Predict dialogue

3

B3 + B5

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

Words relating to food and drinks

- Find someone who - Chain

- Crossword puzzle - Rub out and remember

4

B1 + +

- Some / any with there is/ there are, positive,

negative & yes/no questions to talk about food & drinks

- What is there to drink/ eat?

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

- Match

- Question & answer - Role play

5 C1  C5

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

Developing speaking skill

- Words relating to vegetables & drinks - What is your favorite food?

- What are these/ those?

- Match

(106)

UNIT 10: STAYING HEALTHY SECTION A: HOW DO YOU FEEL?

PERIOD 1: A1; A2; A5

I/ OBJECTIVES:

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

II/ CONTENTS:

1 Language areas:

- Vocabulary: Some adjectives relating to physical state

- Grammar and structures: How do/ does + S + feel?  S + be/feel + Adj Language skills: listening and speaking

3 Teaching aids: Tape & pictures

4 Techniques: ask & answer questions; role play; match; real picture Procedures:

b Review old lesson:

a Look at pictures on page 102 Choose the right flash card and stick behind them b Write sentences to describe for each picture

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE A1 Warm up

Presentation

Remember

T introduces the situation of the statements T show pictures & plays the cassette recorder

Ss listen to the tape; look at the pictures & predict the meaning of the words through match

A B

1 Thirsty full hungry hot cold tired a lạnh

b nóng c đói d khát e mệt f no

(107)

A5

Presentation Practice Remember

Presentation

Consolidation

Home work

cold; hungry; full; tired; thirsty Express the feeling:

How you fell?



I am/ fell + Adj

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

T asks some pairs to practice in front of the class

How do/does + S + fell?



S + be/ fell + Adj

T explains the request of the exercise: doing the exercises by listening & match the name with the right picture

Ss listen to tape & look at the pictures (in 1st

time)

Ss check their answer in 2nd time.

Some Ss give their answer in front of the class

T corrects and gives the key Huong d; Ba f; Phuong b; Nhan a T asks Ss about their feeling

2 T uses some pictures, ask Ss to look at & practice in pair about their feeling of people in the picture

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

1 Learn vocabulary & grammar Do exercises in work book Think about food & drink which

(108)

UNIT 10: STAYING HEALTHY PERIOD 2: A3; A4; A6

I/ OBJECTIVES:

- Ss read a dialogue to recognize polite offer & request with “What would you like?” I’d like some/ to

II/ CONTENTS: Language areas:

Structures: What would you like?  I’d like some/ to inf How you feel? (Review)

2 Language skills: listening and speaking skills Teaching aids: Tape & pictures

4 Techniques: Role plays; predict dialogue Procedures:

a Review old lesson:

1 Some pairs of Ss practice: ask & answer about there feeling

2 Write on the black board what they say & write some adj relating to physical state

b New lesson:

Presentation

Controlled practice Further practice Remember

T introduces the situation of the dialogue Ss listen to T

T Plays the cassette recorder careful, notice the structures

T pretence vocabulary & structures: what would you like?  I’d like some; juice; noodles; a drink

Ss listen repeat the dialogue

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

Ss practice: asking & answering about their feeling, using polite offer & request

Orange juice; a drink; noodles Want = would like = like

What would you like?  I’d like some/ a/ to inf A4 Warm up

Presentation

T asks some Ss about their feelings T asks some Ss to practice asking & answering about Nam, Lan, Ba

Ss as directed, using structures: How you feel?

What would you like?

(109)

A6

Controlled practice Further practice Remember

Ss practice about their real feeling, using polite offer & request

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

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

What you want?



I want some/ a/ to inf What does he/ she want?



He/ She wants …

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

(110)

UNIT 10: STAYING HEALTHY PERIOD 3:

SECTION B: FOOD AND DRINK

I/ OBJECTIVES:

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

- Developing listening, speaking & writing skills II/ LANGUAGE CONTENTS:

1 Language areas:

Words relating to food & drinks Language skills:

3 Teaching aids: Tape & pictures, real things

4 Techniques: find someone who; crossword puzzled, rub out & remember Procedures:

B5

Practice

Remember

Pre listening While listening Post listening Homework

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

- T shows the menu & read some more woks in it

Ss repeat

T plays the tape

Ss listen to the tape & repeat

Ss practice the dialogue on the sample & the menu

T encourages Ss to ask some more new food & drink

Ss as directed Chicken (n) Fish (n) Bread (n)

T gives the pictures

Ss say the make of food & drink

T can give the demand of the exercises Ss listen to the tape twice

T asks Ss to give the key Ss listen the tape again & check their answers: Nhan c; f Tuan: a; f Huonh : e; g Mai: b; h

Do B4 (work book page 90)

(111)

UNIT 10: STAYING HEALTHY PERIOD 4: B1; B2; B3

I/ OBJECTIVES:

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

1 Language areas:

Structures: What is there to drink / eat? There is some

Are there any ? There aren’t any

Vocabulary: words relating to food & drink Language skills: listening and speaking skills Teaching aids: Tape & pictures, real things

4 Techniques: word square; question & answer; mapped dialogue Procedures:

a Review old lesson: Checking dictation

b New lesson:

Presentation

Practice

Remember

T shows pictures or real things to explain the meaning of words

Ss listen & look at things shown by T T plays the tape

Ss give the meaning of the new words T checks & corrects

T asks Ss to practice in front of the class Ss work in pairs with “what would you like?  I’d like…

Apple (n) orange (n)

Banana (n) water (n) milk (n) meat (n) vegetable (n)

B2 Presentation Practice Further practice

T introduces the situation & new words Ss listen to the tape & repeat

Some pairs practice in front the class T shows the picture of food & drinks

Ss practice asking & answering with “What’s there for lunch/ dinner?



There is …

(112)

B3 Remember

Presentation

Practice Consolidation Homework



Yes, there is/ are some …



No, there is/ are not any …

T gives the request: read the dialogue, ask & answer with “Is there any …?; Are they any …?”

T notes: countable and uncountable nouns Some pairs of Ss practice in front of the class T checks & corrects

Gap fill with some / a / an / any Do exercises in workbook

(113)

UNIT 10: STAYING HEALTHY SECTION C: MY FAVORITE FOOD

PERIOD 5: C1; C2; C3; C4; C5

I/ OBJECTIVES:

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

- Developing listening & speaking skills II/ CONTENTS:

1 Language areas:

Structures: What’s your favorite food?

What are these/ those? (Review) Vocabulary: words relating to vegetable & drink Language skills: listening and speaking skills Teaching aids: Tape & pictures

4 Techniques: match; question & answer; role plays; chain games Procedures:

a Review old lesson: Check new words

b New lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE C1 Warm up

Presentation

Remember Presentation Practice Remember Presentation

T asks Ss to tell the name of food or drink they know

T writes them on the black board Ss sails & add some more

T introduces the new pictures & tries to answer correctly

Ss look at the pictures & try to answer correctly

Ss work in pairs Using with: What are these?



They are…

What are those  They are …

New words: carrot; tomato; lettuce, potato; bean; pea; cabbage; onion

T lets Ss listen to the tape, & repeat new words

Ss work in pairs on the sample: asking & answering about the state of their own food Ss as directed

T corrects the mistakes

(114)

Remember Consolidation Homework

Ss listen to the tape & repeat Ss as directed

Ss work in pairs: ask answer their own drink of state

T asks some pairs of Ss to practice in front of the class

Do you like? What you like?

T asks Ss to practice with structures in section C

Do exercises in work book

(115)

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

CONTENTS

TECHNIQUES

1 A1

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

Vocabulary relating to A1 structure:

A bottle/ packet/ box of can/ bar/ tube

A kilo of …, haft a kilo of…, a dozen…

- Role play - Ask and

answer

2

(A2, A3)

Listening for specific information about quantities for food shopping

Vocabulary relating to A2, A3

Structure

Can I help you? I would like …

How much …?

- Role play - Matching - Question and answer

3 A4

To talk about quantities for hopping

Vocabulary relating to A4

Structure (review) How much …? How many …? What you want/ need?

- Reading - Writing

4

B1 + +

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

Vocabulary relating to B1, B2, B3

Structure

What would you like for …?

-Writing -Role play

- Ask and answers - Listening

5 B4, B5

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

Vocabulary relating to B4, B5

Structure

How much is …?

- Listening

- Ask and answers

(grammar practice)

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

(116)

UNIT 11: WHAT DO YOU EAT?

Period 1: SECTION A: AT THE STORE (A1)

I/ OBJECTIVES:

Help student know how to communicate when buy food everyday Talk about the quantifiers

Grammar: a bottle/ a packet/ a box

A can/ a kilo/ a dozen of Half kilo

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

- Role plays - Ask and answers IV/ TEACHING AIDS:

Cassette player, cassette, picture, flashcards V/ PROCEDURES:

1 The previous lesson:

2 The new lesson: AT THE STORE (A1)

Pre-listening and repeating Warm up

2 While Listening and repeating Post

Listening and repeating

Teacher asks Ss to look at the picture on page 114 and asks a student

Where’s Mrs Vui student Answer the question

Guides to look at the picture and asks students the meaning of new words and structures

Ex: bottle, cooking oil A bottle of cooking oil

A packet of tea-a box of chocolate A kilo of rice

Plays the tape twice and asks Ss to listen ands repeat

Asks the students to tape role plays with new words

I corrects  Remember: notice the new words

3 Consolidation: practicing with containers

(117)

Period 1: SECTION A: AT THE STORE (A2 – A3)

I/ OBJECTIVES:

Listening for specific information about quantities for food shopping II/ LANGUAGE CONTENTS:

Grammar: structure how much – you want? How many _ you want? Can help you? I would like … Vocabulary: relating to A.2, A3

III/ TECHNIQUES: - Listening - Role plays - Matching

- Ask and answers IV/ TEACHING AIDS:

- Pictures, cassette recorder and tape V/ PROCEDURES:

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

A3

1 Pre-listening and repeating

Warm up

2 While Listening and repeating Post

Listening and repeating

Teacher asks Ss to look at the picture on page 116 and asks a student

Where’s Ba student (or what does he want?) Students answer the question

Guides to look at the picture and asks students the meaning of new words and structures

Ex: beef (n), gram (n) How much – you want? How many – you want?

Explains how to use how many and how much

Ss listen to the tape twice then ask the students to repeat after the tape

Role play

(118)

1 Prelistening and matching While Listening and matching Post listening and matching

I corrects

I explains the meaning of five pictures (review the old words)

Plays the tape twice and asks the student to match the names of the people with the thing they want

I correct

_Remember:

Notice the new words and structures Consolidation:

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

(119)

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

I/ OBJECTIVES:

Talk about the quantities for shopping II/ LANGUAGE CONTENTS:

Grammar: (review) how much ? What you want/ need? How many ?

Vocabulary: review III/ TECHNIQUES:

- Role plays

- Reading and writing IV/ TEACHING AIDS: Pictures V/ PROCEDURES:

2 The new lesson: AT THE STORE (A4)

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE A4 Prereading

While reading

Post reading

I asks a student Do you go shopping?

What you want when go shopping? Students answer these question

Read the dialogue on page 117 and write down the list Nam want to buy for her mother Asks the students to write the list on the board Corrects

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

- Remember:

(120)

Period 4: SECTION B: AT THE CANTEEN (B1, B2, B3)

I/ OBJECTIVES:

Student know how to parties in offers and requests for food and drink II/ LANGUAGE CONTENTS:

Grammar: (structure) what would you like for …? Vocabulary: relating to B1, B2, B3

III/ TECHNIQUES:

- Writing role play Listening ask and answer IV/ TEACHING AIDS:

- Pictures, cassette recorder and tape V/ PROCEDURES:

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

B2, B3

Pre-listening and writing Warm up While

Listening and writing Post listening and writing

Prelistening While Listening Ask and answer

I asks students to look at the pictures on page

119 then asks some students to speak loudly the old words

I review the old words

Play the cassette twice and asks the students to write the letter of each picture and the word in the students exercise books

Asks some students write some pictures and words on the black board

I corrects

Asks the students to look at the dialogue on page 120 for silent reading

I plays the cassette twice and asks the students to listen to

Role play (some students)

- I guides the students how know to use the structure “what would you like for …?” - I give some examples

- What would you like for your breakfast? I’d like (some rice and some orange juice) Asks the student for praising new structure I

 Remember : note the new structure

(121)

Period 5: SECTION B: AT THE CANTEEN (B4 – B5)

I/ OBJECTIVES:

Students know how to talk about price for food and drink II/ LANGUAGE CONTENTS:

Grammar: (structure) How much is ………? Vocabulary: (review)

III/ TECHNIQUES:

- Listening + reading - Answer the question IV/ TEACHING AIDS: - Pictures, cassette, flashcard V/ PROCEDURES:

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

2 The new lesson: AT THE CANTEEN

B5

Pre-listening Warm up While Listening Post Listening

While Listening Post listening and reading

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

Number the food as the students hear I ask the students to read loudly the number of each picture

I corrects

I use the picture on page 121 to introduce the content of listening then uses the flashcard of the menu’s picture Asks the students to read silently the reading on page 120

Asks the students to note the price of food and drink

Asks the students to ask and answer the question with structure “How much is …?” I give an example

How much is fried rice? It’s 2.500ñ

I correct

(122)

GRAMMAR PRACTICE (1 PERIOD)

III OBJECTIVES

Revision help the students understand UNIT 9, UNIT 10 and UNIT 11 better Developing reading, speaking and writing skills

IV LANGUAGE CONTENTS Grammar:

- Contrast present simple tense and present progressive tense - Question words

- Adjective - a/an ; some/any Vocabulary: (review) V TECHNIQUES:

- Question and answer - Gap filling

TEACHING AIDS - Pictures - Colored chalk - Flash card PROCEDURES

- Teacher asks some students to ask answer the questions with structure “How much is …?”

2 The new lesson: GRAMMAR PRACTICE

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE 1/page 122 Warm up Teacher Guides The Students To Review The

Grammar Of Verb Like Gap filling

Teacher reviews the grammar the present simple tense of ordinary verb for example to like

(123)

2

3

4/123

5/123

Activity

She/ He/ It + does not + Like C) Interrogative form (?):

Do I/ You/ We/ They + Like? Do She/ He / It + Like?

 Questions and answer with gap filling T: Review how to use a/an; some/any

S: work in pairs T: corrects

Teacher review some adjectives and their positions in a sentence

Some adjectives: tall; fat; heavy; weak; hungry; hot; full; short

Student : gap filling Teachers corrects

T: reviews the questions words: who; what; how (much) where

S: Asks the students to fill in the blanks with question words then answers the questions (in pair)

T: calls some students to practice 4/123 in front of the class and corrects them

Teacher guides to the students the contrast between the present simple and present progressive tense

Asks the students to read the item silently then fill in the blanks

Calls some students to read loudly then corrects

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

4 Homework:

(124)

UNIT 12: SPORTS AND PASTIMES

CONTENTS

TECHNIQUES

1 A1 +

- Further practice in present progressive to talk about what people are doing

- Present progressive (review)

- Vocabulary: words relating to sports and pastimes Brainstorming Eliciting Questions and answers

A3 ; A4; A5

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

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

Questions and answers Role play

Substitution drills

3

B1 + B2 + B3 + B4

- Helping students understand and use the structure “What you in your free time?”

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

Question and answers

Substitution drills

4 B5

- Helping students talk about frequency of activities

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

Matching

5

C1 + C2 + C3 + C4

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

- “How often …?” questions and answers, using adverbs of frequency

- Vocabulary: words relating to study and entertainments

Question and answers Role play

6

C5 + C6 - Helping students understand the details and get further practice in the simple present tense with adverbs of frequency - Developing reading skill

Simple present with adverbs of frequency Vocabulary: words relating to the reading

Question and answers

(125)

UNIT 12: SPORTS AND PASTIMES Period 1: (A1 + A2)

I/ OBJECTIVES:

- Talking about sporting activities and pastimes - Developing listening and reading skills II/ LANGUAGE CONTENTS:

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

- Brainstorming - Eliciting

- Questions and answers IV/ TEACHING AIDS:

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

Presentation

Practice

T asks the students some questions to lead in the new lesson and elicits some answers to introduce the new lesson

What you to keep healthy?



Have a good diet play sports

T plays the cassette once without stopping The Sts listen and read silently (books closed)

T plays the cassette again The students listen and repeat (books opened)

T plays the cassette once again, sentence by sentence

The Sts listen and repeat sentence by sentence

T presents some new words: Swim (v)  swimming (picture) Skips (v)  skipping (action) Jog (v)  Jogging (picture) Badminton (n): (action) Table tennis (n): (picture) To aerobics: (picture)

To plays soccer/ badminton/ volleyball/ tennis/ table tennis

(126)

A2 Further practice

Consolidation

provided cues to make sentences using the simple present continuous and to write their sentences below the appropriate pictures on the board

1 Mr Quang / jog They / play/ soccer She/ do/ aerobics

T asks Sts to practice in pairs using the questions in A2 to asks and answer using the pictures in A1

T shows some pictures and asks some pairs of Sts to come to the to the front to practice asking and answering The Sts the exercise and write their questions and answers below the pictures on the board T makes some gestures and asks the Sts: What am I doing?  You are playing football …………

T asks some Sts to make some gestures and to make some questions The Sts answer them

What’s she / he doing?



She / He are doing acrylics



He is going/ skipping/ …

T writes the remember on the board and asks the Sts to copy them in their

notebooks Remember:

What are you doing now?



I’m skipping

What are she/ he doing now?



She/ He’s doing aerobics What are they doing now?



They’re playing soccer

(127)

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

I/ OBJECTIVES:

- Talking about sporting activities and pastimes - Helping students understand and use “Which…?”

- Developing listening, speaking, reading and writing skills II/ LANGUAGE CONTENTS:

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

- Substitution drill - Role play

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

A4

Warm up

Presentation

Practice Further practice

Pre-reading

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

T plays the cassette once without stopping The Sts listen (book closed)

T plays the cassette again, sentence by sentence

T explains briefly the meaning of WHICH and introduces the question WHICH SPORTS DO YOU LIKE?  WHICH + NOUN …?

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

T asks the Sts to add the missing verbs: I ……… table tennis

2 She ……… aerobics She ……… rope They ……… soccer

(128)

A5

While reading

Post reading

Consolidation

1 Lan plays table tennis Lan and Nam like sports Nam plays soccer

T plays the cassette The Sts listen to the tape, silent reading and the exercise T corrects the exercise

The Sts read the text again and answer the question in pairs

The Sts compare their answers in pairs T gives the correct answers

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

T reviews the question with WHICH using regalia:

T: I like sports I play soccer Which sports you play? / Which sports does she/ he play?



S: I play badminton/ tennis/ …

She/ He plays table tennis/ does aerobics/ … T asks the Sts to write the remember in their notebooks:

Which sports you play?



I play soccer

Which sports does she play?



She plays badminton

(129)

UNIT 12: SPORTS AND PASTIMES Period 3: B1 + B2 + B3 + B4

I/ OBJECTIVES:

- Talking about free time

- Developing listening and speaking skills II/ LANGUAGE CONTENTS:

Grammar: The simple present tense and the structure “What you in your free time?” Vocabulary: words relating to free time

III/ TECHNIQUES: - Brainstorming - Eliciting

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B1 + B2

B3

Warm up

Presentation

Practice Further practice

T asks the Sts some questions using WHICH:

Which sports you play?



I play …

Which sports does she He likes?



She / he plays …

T plays the cassette once without stopping The Sts listen (books closed) T plays the cassette again The Sts listen (books opened)

T explains some new words and phrases: Free (a)

Free time (n)

Go to the movies (v): (picture) Movie (n)

Go fishing (v): (picture)

Sts copy the new words in their notebooks

(130)

B4

Warm up Practice Consolidation

Warm up

Pre-listening

While reading

Post reading

T asks Ss to practice with a partner The Sts ask and answer the question:

What you in your free time? T shows the pictures (in B1), points to them and asks the Sts to listen and repeat after the tape

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

T reviews the Sts the questions and answers mentioned above and ask the Sts to write them in their notebooks:

What you in your free time?



I read

What does she/ he in her? His free time?”



She/ He listen to music

T asks some Sts to interview the others using the question “What you in your free time?”

Then the interviewers report their result to the rest of the class:

Nam listens to music Hoa watches TV Minh goes fishing

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

T explains the listening task

T plays the tape three times The Sts listen and the task

The Sts compare their answers in pairs T plays the tape once again to correct the answers

(131)

UNIT 12: SPORTS AND PASTIMES Period 4: B5 + B6

I/ OBJECTIVES:

- Talking about free time

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

II/ LANGUAGE CONTENTS: Grammar:

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

Vocabulary: words relating to free time III/ TECHNIQUES:

- Matching IV/ TEACHING AIDS:

Presentation

Practice

T introduces the context

T plays the cassette once without stopping The Sts listen (books closed)

T plays the cassettes again, sentence by sentence

The Ss listen and repeat sentence by sentence

T explains some new words and phrases: Often (adv) = many times

Once (adv) = one time Twice (adv) = two times Week (n)

Once/ twice/ three times a week (exp) T explains the structure HOW OFTEN How often (exp) = how many times * How often does he/ she read?



She/ He reads once/ twice/ three times a week

Sts copy the new words in their notebooks T asks the Sts to look at Ly’s diary and explain its pictures to the Sts

(132)

Further practice Consolidation

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

T review the Sts the question HOW OFTEN and asks the Sts to write the remember in their notebooks:

How often does he/ she read?



She / He reads once / twice/ three times a week

(133)

UNIT 12: SPORTS AND PASTIMES Period 5: C1 + C2 + C3 + C4

I/ OBJECTIVES:

- Further practice in “How often …?” with adverbs of frequency of activities - Developing listening, speaking, reading and writing skills

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

- Role play

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE C1

C2

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

T introduces another way to answer the question using adverbs of frequency T plays the cassette one without stopping The Sts listen (books colored)

T plays the cassette again The Sts listen and repeat

T presents some adverbs of frequency: T gets the Ss to pay attention to the position of the adverbs

T plays the cassette once without stopping The Sts listen (books closed)

T plays the cassette again The Sts listen (books opened)

T presents some new words: Picnic (n): (picture)

Kite (n): (picture) Fly (v)

(134)

Practice

Further practice

Consolidation

To go camping (picture) Tent (n): (picture)

T asks the Sts to work in pairs to ask and answer questions using How often and adverbs of frequency

T asks some pairs to the front to practice T asks the Sts to write sentences about them in their notebooks

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

- Homework:

+ Review their answers in their notebooks

(135)

UNIT 12: SPORTS AND PASTIMES Period 6: C5 + C6 + C7

I/ OBJECTIVES:

- Helping students understand the details and get further practice on simple present tense with adverbs of frequency

- Developing listening and reading skills II/ LANGUAGE CONTENTS:

Grammar: The simple present tense (everyday habits) Vocabulary: words relating to the reading

III/ TECHNIQUES: - Brainstorming - Eliciting

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

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE C5 Consolidation

Warm – up

Activity

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

T asks the Sts to look at the pictures and say the activities

T explains the listening task

T plays the cassette three times The Sts listen and the task

The Sts compare their answers in pairs T plays the cassette once again to correct the answers

T introduces the context T gives True/ False exercise” Minh is walking in the mountain

2 He usually goes walking with two friends They sometimes camp overnight

T plays the cassette The Sts listen and the exercise (books opened)

(136)

Weekend (n) = Saturday and Sunday Warm (adj) # cold, hot, cool

Stove (n): (picture)

The Sts silent reading and answer the question in pairs

The sts compare their answers in pairs T asks some pairs to ask and answers the questions

T corrects the answers Fill in

T writes the text C6 on a sheet and removes all the frequency adverbs

T shows the sheet The Sts work with books closed to fill in the blank

Scrambled words

T writes these scrambled spellings of frequency adverbs on the board:

Tfneo, uuaysll, enrev, yswala, esmsmitoe The Sts work in pair to in scramble them T reviews and asks the Sts to write the remember C7 in their notebooks Homework:

(137)

UNIT 13: ACTIVITIES AND THE SEASONS

CONTENTS

TECHNIQUES

1 A1 +

- Asking and talking about the the seasons and the weather

- Vocabulary: words relating to seasons and weather

- Structure: + What’s the weather like (in the summer)?

+ It’s hot (in the summer)

- Matching pre-teach questions and

answers, picture drill Substitution drill

2 A3 ; A4

- Talking about your favorite weather

- Contrasting: “What is the weather like?” with “What’s the weather like?”

- Developing listening, speaking, and reading skills

- Vocabulary: words relating to

- Structures:

+ What you when it’s (hot)?

Does he

+ I like (hot) weather She like

+ “When” clauses in positive statements -Picture drill: -Model sentences -Example exchange -Mapped dialogue -Questions and answer B1

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

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

-Pre-teach -Matching

-Example exchange

4 B2

-Talking and writing about things you in the different seasons

-Developing speaking and writing skills

-Adverbs of frequency in further practice

-Using the present simple tense to write about activities in different seasons -Role play -Question and answers -Transformation writing

“What’s the weather like today?” Ask and answer about the weather

(138)

LESSON PLAN 6

UNIT 13: ACTIVITIES AND THE SEASONS SECTION A: THE WEATHER AND SEASONS.

Period 80: (A3 + A4)

I/ OBJECTIVES:

- Talking about your favorite weather

- Contrasting “What is the weather like?” with “What’s the weather like?” - Developing listening, speaking, and reading skills

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

+ What you when it’s (hot)? Does he

+ I like (hot) weather She likes

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

- Pictures drill - Model sentences - Example exchange - Mapped dialogue - Questions and answer IV/ TEACHING AIDS:

- Pictures in the text book - Cassette recorder, tape V/ TIME: 45 minutes

VI/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE A + A Warm up Asking the question: “What’s the weather like

in summer?” and asking what weather students like

Presentation Using pictures to talk about their or one’s favorite weather

+ Questions and answer:

What weather you like?  I like hot/ cold weather

What weather does she like?  she likes cold weather

(139)



When it’s hot, I go swimming



When it’s cold, he plays soccer

+ Teaching vacabulary: go swimming, go jogging, go fishing

+ Function is “When” clause in positive statements

Practice Controlled Further

+ Students listen to the tape and repeat + Substitution: one’s favorite weather and “What you when it’s …”

+ Reviewing the present simple tense in the questions and answers

+Pair work: using pictures to ask ad answer the new structure

Remembe r

Consolida tion

Structures

Follow up activity

Question & answers: + What weather ……?



I like ……

+ What you when ……?



When ……… I ……… Pair – work:

+ Asking and answering what weather they like, encourage them to answer quickly + Telling the structure beginning with “when” - Homework:

+ Learning the new words and structures

+ Asking and answering about what weather they like + Do exercise A4 (workbook page 110)

(140)

LESSON PLAN 6

UNIT 13: ACTIVITIES AND THE SEASONS SECTION B: ACTIVITIES IN SEASONS

Period 81: B1

I/ OBJECTIVES:

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

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

III/ TECHNIQUES: - Matching

- Example exchange IV/ TEACHING AIDS:

- Pictures are sports - Cassette recorder, tape V/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B1 Warm up -Telling sports activates which students play in

the seasons

Presentation -Using pictures to talk about the sports activities in each season and use the adverbs of frequency -Teaching vocabulary: activity, sailing,

basketball, sail

- function of adverbs frequency and position of them

+ Students listen to the tape and repeat

+ Substitution: Sports activities in each season We often play volleyball in the spring

- Reviewing the present simple tense with adverbs of frequency

- Look at the pictures to talk about what sports someone play in the seasons

Remember Consolidati on

Structures S + Adv of frequency + V + in the summer/ winter/ fall/ spring

Telling about the new structures freely Homework:

(141)

LESSON PLAN 6

UNIT 13: ACTIVITIES AND THE SEASONS SECTION B: ACTIVITIES IN SEASONS

Period 82: B2

I/ OBJECTIVES:

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

- Adverbs of frequency in further practice

- Using the present simple tense to write about activities in different seasons III/ TECHNIQUES:

- Role play

- Questions and answer - Transformation writing

IV/ PROCEDURES – SKILL DEVELOPMENT:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B2 Warm up Asking and answering the questions about the

weather and the seasons

+ What’s the weather like today? + What weather you like? + What you in spring?

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

-Substitution: seasons and activities (suggested by students)

-Pair-works (using flashcards to finish the sentences in the dialogue)

-Guiding the students to write the dialogue about themselves, beginning with In the spring, I …………

Consolidat

ion Structures -Reminding the structures: What you in the …………? - (answering)

-Asking and answering about activities of seasons

-Correcting them Homework:

-Reread the form of dialogue

(142)

UNIT 14: MAKING PLANS

PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES

1

A1 + +3

- “Going to” future, positive statements and “Wh” questions, to talk about vacation plan

- Developing listening, speaking, writing skills

- Words relating to vacation place

- Grammar: “be going to”, “Wh” question

- Pre teal

- Questions and avers

- Model sentences -Word cue drill A4, A5 -Reading a tend about

vacation plans to understand the details and practice “going to” future and

sequencing words: first, then, want, after that, finally - Developing listening, speaking, reading, writing skills

- Making free time to vocation and place

- Grammar: “be going to” (review)

- “Wh” questions

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

B1, B2, 3,

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

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

-Finding friends -Board drill - Example exchange

- Predict dialogue -Questions and answers

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

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

- Survey - Barnstorm -Lucky numbers -Predict

C1, -Making suggestions with “let’s …” and responding Further practice in “want to (do) …?”

-Developing listening and reading skills

-Making suggestions: Let’s ………

Why don’t ……… What about ……… -Want to + infinite

-Comperhensirs questions

- Model sentences -Practice drill - Mapped dialogue Grammar

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

-Review tenses: present simple, present progenies, “going to” future

-Review adverbs of frequenaf, the weather -Words relating to sport the weather, seasons, vacation place

-Survey - Write it up - Slap the board - Weights and crones

-Word cue drill - Gap fill

(143)

LESSON PLAN

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

I/ OBJECTIVES:

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

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

How long ………? Vocabulary:

(v) to visit, to stay

(n) Vacation, destination plan, citadel, bay, beach III/ TECHNIQUES:

- Role play, chain game - Questions and answer IV/ TEACHING AIDS:

- Pictures of beautiful in Ha Long Bay, Hue, … - Cassette recorder, tape

V/ TIME: 45 minutes

VI/ PROCEDURES – SKILL DEVELOPMENT: a Review:

- Teacher has students work in pair and practice speaking - The students ask and answer some activities in latch season: What you in the ……?

b New lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE A1 Warm up Introducing the beautiful places in Ha Noi,

Hue, HCM city, … and asking the students the places they are going to visit

Pre-listening -Introducing the dialogue

Teaching some new words (using situation) + Summer vacation (n)

+ Visit (v)

+ To stay (v) with (some one) using picture  citadel (n)

While

listening Playing the tape twice students listen and repeat Post-listening Teaching new structure

 I’m going to visit HaNoi this summer



Be going to + bare inf

 How along are you going stay



(144)

A Practice -Students practice asking and answering in pairs

- Students practice in fontal the class and write their answer on the board and their notebook

- T corrects errors’

A -Guiding students to make new dialogue after reading A (in pairs)

- Correcting errors’

Consolidation They ask and answer about their summer vacation plans

 Homework:

- Learn new works by heat

(145)

LESSON PLAN

Section A: Vacation destinations (period A4, A5):

I/ OBJECTIVES:

- Reading a test about vacation plans to understand the details and practice going to future and sequencing words: first, then, next, after, finally

- Developing listening, reading and speaking skills II/ LANGUAGE CONTENTS:

1 Grammar: be going to + bare inf … Where + be + s + going to…? What + be + S + going to …? How long + be + s + going to …? Vocabulary:

(v) see

(adv) first, then, next, finally III/ TECHNIQUES:

- Pictures of Ha Long Bay, Hue, HCM city … V/ PROCEDURES :

a Review : (5)

Asking students to look at the picture of Ha Long Bay or Hue or HCM city Asking and answer about their summer vacation with structure

* Be going to + bare inf * What? Where? How long? b New lesson: (40’)

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE A Pre-listening

and reading 8’

Introducing the situation of the text Phuong and Mai are going on Vacation this summer: Where are they going? Where are they going to stay? Where else are they going? (can introduce Vietnamese)

 Pre-teaming some new words - first (adv)

- then (adv) - next (adv) - see (v) While-listening

(146)

Post list-ending

and reading -Asking some students to read aloud and correcting their pronunciation 5’

Practice -Guiding students to make a table of notes about the five different places Phương and Mai are going to visit

(teacher makes a table of notes then student write in it)

Time Place Stay with

How along

Activities First

Then Next After That Finally

- Asking students to look at the table of notes and answering about their plan - Correcting errors

A Consolidation

4’ -Asking some pair of students to ask and answer about their vacation plans using: What? Where? How along?

 Homework:

- Learn new words by heart

(147)

LESSON PLAN

Section B: Free time plans (Period 3: B1, 2, 3)

I/ OBJECTIVES:

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

1 Grammar: review “future” be going to + bare inf … Vocabulary: weekend, Jurassic Pard, I don’t know

What about you? III/ TECHNIQUES:

- Cassette recorder + tape - Some picture of sports V/ PROCEDURES:

a Review : (5)

Students talk about where they are going to visit and how long they stay there b New lesson: (40’)

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B1 Warm-up -You go to school in the morning (or afternoon)

then in the afternoon what are you going to do? Ex: play badminton, listen music

-Giving free time plans

- Teacher introduces the dialogue] While –

listening and repairing

-Playing the text once (book close)

- Playing the text twice (stopping the tape after each sentence)

-Reviewing structure Be going to + bare inf

-The students give some sentences with structure: Be going to …

Post-listening

and repeating -Pair work - Reading these statements, they give answer true or false

T: Lan’s going to her homework tonight F: She’s going to visit their grandmother F: Tuan’s going to play table tennis B2

(148)

B3

10’ Pre-listening and reading

Introducing the content of the dialogue

-Nga and Ba talk about what they are going to on the weekend

-Teaching some new words: * Weekend (n), I don’t know …

While-listening and reading

-Playing the tape once (book closed) - playing the tape twice (stopping) -Students repeat

Post-listening and reading

-Making some questions to check student understands

1 What’s Ba going to on weekend? What’s she going to see?

-practice in pair - Correcting errors B4

5’

-Asking the students:

What are you going to on weekend? - Students answer: ……

- Students answer: ……

1 On Saturday morning, I’m going … On Saturday afternoon, I’m going … On Saturday evening, I’m going …

- The students write them in their exercises books

 Homework:

- Learnt new words by heart

(149)

Section B: Free time plans (Period 4: B5-6)

I/ OBJECTIVES:

- Further listening and reading practice with “going to”, and the way to talk about other people’s plans

- Developing listening and reading II/ LANGUAGE CONTENTS:

1 Grammar: Practice with “be going to” …

2 Vocabulary: picnic, camera, photo, food (n) Drink, take (v) III/ TECHNIQUES:

- Survey - Brainstorm - Lucky number IV/ TEACHING AIDS:

- Cassette recorder + tape, pictures V/ PROCEDURES:

a The previous lesson:

- Yêu cầu hoct sinh đối thoại với nhau, nói kế hoạch thời gian rãnh ( dùng tonight – tomorrow or at the weekend)

- Check some vocabularies b New lesson: (40’)

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B5 Pre-listening/

reading

While-listening/ reading

Post-listening/ reading

-Using pictures to introduce the situation -Students: listen

-Reviewing the words and teaching new words

-Repeating these words: picnic, camera, photo, food, drink, take

- Giving some questions: What are they going to do? Who is going to take photos?

-Asking students to listen and answer - Playing the tape once

- Correcting task after the first listening Nam ……… camera  take some photos Tuan …… some food

Minh …… some drink -Playing the tape again - Listening and reading

(150)

B6

(listen) * Pre-listening

* While-listening

* Post-listening

* Structure

*Follow-up activity:

- Using picture to introduce the situation and helping students to know the names of people in the text and what are they going to do/ bring/

- Listening

-Looking at the pictures and telling what those things are

- Playing the tape once – listening - Playing the tape again

- Correcting

* Vui…  a tent and some food * Lan …  a ball

* Ly …  camera and tape some photos * Nga and Mai …  some drinks

* To camp in SaPa

- Pair work: students ask and answer

questions about their free time plans (Vui, Ly, …)

- Question – answer with … be going to + inf What …?

Who …? Where …?

- Group work of students

Asking and answering questions with: be going to + inf

What about you? – I don’t know Homework:

a) Bài tập:

Dựa vào học học trên, em viết câu hỏi trả lời ( phần & /145) Họ dự định làm – đâu – đâu – Họ đem theo vật dụng gì?

b) Bài học:

Học từ – cấu trúc : be going to + infinitive

(151)

Section C: Suggestions (Period 5: C1-2)

I/ OBJECTIVES:

- Making suggestions with “Let’s …” and responding Further practice in “want to (do)…” - Developing listening and reading skills

1 Grammar: Structure – making suggestions: * Let’s …

* Why don’t …? * What about …? * Want to + infinitive Vocabulary: pagoda, minibus (n)

Walk (v), good idea Far-hot

III/ TECHNIQUES:

- Comprehension questions - Picture drill

- Mapped dialogue - Model sentences IV/ TEACHING AIDS:

- Cassette recorder + tape, pictures

- Picture (from picture in the text book page 147/148) V/ PROCEDURES :

a The previous lesson:

- Yêu cầu học sinh trả lời câu hỏi (theo ý mình) sau viết bảng + What are you going to tomorrow? (P1)

+ What are you going to tonight (P2)

+ What are you going to on the weekend? (P3) - Check vocabularies

b The new lesson:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE C1 (listen

& read then practice in group)

Pre-listening/ reading Warm up

(152)

Section C: Suggestions – Grammar practice Period 6: C3

I/ OBJECTIVES:

- Making suggestion with “Let’s …” - Exercises in work book

- Further practice in present Simple-adverbs of frequency Present progressive “going to” Further the weather

1 Grammar: Structure, making suggestions: + Let’s …

+ Why don’t you … + What about …?

- Review tenses: present simple- present progressive “going to” future - Review adverbs of frequency

- Words relating to the weather, seasons, variation places III/ TECHNIQUES:

- Survey

- Model sentences - Picture drill - Write it up - Slap the board - Nougats and crosses - Word cue drill - Gap fill

- Question and answer IV/ TEACHING AIDS:

- Picture (from picture in the book page 148) V/ PROCEDURES:

a The previous lesson: học sinh đóng vai trò đọc lại dialogue – trả lời câu hỏi Ba: What does Nam want to do? (going to Hue)

2 Lan: What does Nga want to do? (going to Huong pagoda) Nga: What does Lan want to go in the vacation (go camping) Nam : How you want to travel? (by minibus)

(153)

EXPERIENCE C2

While-listening/ reading

Post-listening/ reading

-Playing the tape twice

- Listening-reading the dialogue - Teaching the structure:

* Let’s = Let us (chúng ta …) Ex: Let’s go camping

* What about …? (còn dự định …) Ex: What about going to Hue? * Why don’t we …? (tại không) Ex: Why don’t we go to Huong pagoda? * Pair work: ask students practicing the dialogue

- Reading the questions page 148 and answers

- Two students (ask and answer) and write the board

- Asking students to ask and answer, using: * What + be going to + infinitive?

* What + do/does + S + want …?



S + want (s) + to infinitive * Let’s …

* Why don’t …? * What about …?

- Working in pair (making similar conversations to those in C1/147-using students’ real activities)

Ex:

+ What are we going to on the weekend? (in the vacation) + Let’s go camping in Vung Tau + Why don’t we go to Dam Sen Park + That’s a good idea

+ How are we going to travel? + Let’s go by bus

Homework: Baøi taäp:

Em viết dự định kỳ nghỉ hè tới (Em đâu? Bằng phương tiện gì?)- Đề nghị Bài học:

(154)

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE C3 Look at

the picture & make

suggestions about them

Exercises Grammar practices 1)

Present simple

2) Adverb of Frequency 3) Present progressive 4) Future “going to” Weather

Revision

-Asking students to look at the picture (p.148) using: Let’s …

Why don’t …? What about …? a) Go to the beach b) Visit museum c) Play volleyball d) Takes some photos e) Play badminton f) Go camping - Work in pair

A: What are we going to this weekend? B: Let’s go to the beach

C: I don’t have money

A: Why don’t we go camping in the park? C: How are we going to travel?

B: Let’s go by bus A: Great

- Do exercises in workbook (p.116/C) - Asking students to retell the formation of present Simple

- The Auxiliary Verbs: do/ does (-) & (?) S + V (s – es)

(-) S + don’t/ doesn’t + bare inf (?) Do/ Does + S + bare infi? -Practice : complete the dialogue

-Explaining how to this exercises - Listening and answering

- Working in pair

-Reviewing the present progressive S + be + V-ing

- Complete the dialogue (p.151)

- Asking the question “What are you going to on the weekend”

-Emphasizing the structure “going … to” -Completing the idea (p.152)

- Emphasizing the question: What is the weather like …?

- Asking students make question and answer - Using “going to…”

(155)

Future plans Remember consolidation

Structure Grammar

* Let’s …

* What about …? * Why don’t we …?

- Simple present – present progressive adverb of frequency _ future “going to …”

Homework: Bài tập:

a) Do exercise workbook page 122

b) Chọn động từ ngoặc cho thì: - Marie (play) aerobics every day

- They always (go) swimming -Ngoc (watch) TV at the moment - We (go) HaNoi on the weekend Baøi hoïc:

(156)

UNIT 15: COUNTRIES – SECTION: A, B, C

1

A1 + +3

- Countries, nationalities and languages vocabulary to talk about where people are from - Developing listening, presentation, speaking skills

*Grammar:

+ Where are you from? is he, she

+ I’m from … He, she is

+ Which language do/ does + S + speak?



S + speak/ speaks …

*Vocabulary: words relating to countries, nationalities and languages

- Question- Answers - Role play

2

A4, A5, A6

- Writing a postcard about being on vacation

- Developing reading comprehension and writing skills

*Grammar: (Review) What’s …… name? How old ……? Where …… from? Which school ……? Which grade ……?

* Vocabulary: a postcard, be on vacation, wet, a lot of = many, interesting places

- Question-answers - Groups work

3

B1, B2 - Comparing places using comparative and superlative adjectives of syllable

* Grammar: (review)

1 (+er): small -> smaller -> the smallest (small, tall, cold)

2 (Double last letter + er): big -> bigger -> the biggest (big, wet, hot) * Vocabulary: Words relating to comparatives and superlative

- Pair work

4

B3, -Reading facts about famous places in the world and practicing comparatives - Developing listening skill and reading comprehension

* Grammar:(review) Comparative, superlative * Vocabulary: long, high, thick,

population, Sears Tower, PETRONAS Twin Towers, the Great Wall, metro, kilometer

5 C1, C2

-“Lots of …” as a quantifier with geography vocabulary to describe Vietnam

* Grammar:

- We have lots of/ many … - We have much/ lots/ a lot of … * Vocabulary: forest, desert, great, like, lots of

-Questions – answers - Gap filling

C3 Reading a text about the world’s great Rivers and Mountains to skim for details and get further practice in comparatives and superlatives

* Grammar : (review) Comparative, superlative

* Vocabulary: flow to, sea, Tibet, North Africa

(157)

UNIT 15: COUNTRIES

Period (A1, 2, 3) WE ARE THE WORLD

I/ OBJECTIVES:

Student learn about other countries and their Capitals, how to use their names, nationalities and languages exactly

Developing listening, presentation, speaking skills II/ LANGUAGE CONTENTS:

1 Grammar: Where are you from? is he

is she I’m from …… He’s ; She’s

+ Which language do/does + S + speaks…



S + speak/ speaks ……

2 Vocabulary: Words relating to countries, nationalities and languages III/ TECHNIQUES:

- Role play

- Book, map, pictures, cassette V/ TIMES: 45 minutes

V/ PROCEDURES - SKILL DEVELOPMENT:

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE

A1,2,3 Warm up 5’

Presentation 25’

A1 listen and repeat

Students play “nougats and crosses” Group O Group X

Play want cook Visit watch see Stay go walk T: writes on the board: world : giới S: Write down

T: Repeat

S: Repeat after the teacher

T: How many countries are there in the world?

S: (expected) There are about 200 countries in the world

T: Can you tell me the names of the countries you’ve known?

S: VN, Japan, U.S.A …

T: Write on the board: VN Japan, U S.A, Cananda, France, China, Great Britain; Repeat

(158)

 Whole class  Pairs  A student

T lets S listen to the cassette and repeat (A1/154)

S: Listen to the cassette, then repeat T: introduces oneself and others, using the following structures:

- Where are you from? - I’m from …

A listen and read

S: Listen and write-down

T: Look at the picture and play the roles of Laura, Marie, Lee, John, Yoko, Susan, Bruce, Minh

S: listen and write down their notebooks T: Introduces Wh-Question

- Where is Laura from? - She is from Canada

S: Notice the new structure given by the teacher

T: Let students listen to the cassette and repeat

- Which languages you speak? - I speak Vietnamese

S: Listen and write down their notebooks Which language do/does + S + speak?



S + speak/ speaks …

T: asks them to repeat the structure S: repeat (whole class)

T: Look at your book (A3/155), listen to the cassette twice and repeat chorally, then individually

T: Countries

Nationalities and languages to talk about where people are from

Practice 10’

Introduce yourself My name is Lan I am from VN I speak Vietnamese S: Introduce themselves

T: Introduce: Question and answer about nationalizes

S: What’s your nationality? - I am Vietnamese

(159)

n +

Homework 5’

S: repeat (whole class)

Name Country Nationalit y

Language a

Lan b c d

Vietnam Vietname se

(160)

Period 2: A 4, 5, 6

I/ OBJECTIVES:

- Writing a postcard about being on vacation

- Developing reading comprehension and writing skills II/ LANGUAGE CONTENTS:

1 Grammar: (review) What’s …………name? How old ………? Where ………from? Which school ………? Which grade ………?

2 Vocabulary: a postcard, be on vacation, wet, a lot of = many, interesting places III/ TECHNIQUES:

- Groups work

- Book, color chalks, pictures, cassette V/ TIMES: 45 minutes

SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE A4 Practice

A 4/156 Warm up 5’ Presentation Pre-listening 25’

Questions – answers

S: Listen to the tape + repeat T: Writes the table on the board A: Who’s that?

B: That’s (name)

A: Where’s he/ she from? B: He/ she’s from … (country) A: What’s his/ her nationality? A: He/ She’s … (nationality )

S: copy the table in their notebooks and complete the sentences Pay attention to each question

T: Call a student, practice with her / him a model

S: Listen to the other students dialogue, practice with the partners

T: Calls some other pairs of students to practice before the class and correct the mistakes if there are any

(161)

T: Shows them some postcards

S: Look at the postcards shown by the teacher

T: Read the postcards aloud S: Reads the postcard

T: Mention the situation when the writer writes the postcard

S: Listen to the teacher’s emphasis

T: asks questions to ehcit the content of the postcards

S: Try to answer the questions about the content of the postcards

Duøng cho học sinh giỏi

Matching T: Help student to write their our postcards Explain how a postcard is written

S: Work in teams to put the words into three columns

Country City Interesting place Japan VN The USA China Australia France Tokyo Hue New York Beijing Sydney Paris Mount Fujiyama The Citadel The statue of liberty

The Great Wall Bonding beach The Eiffel Tower Duøng cho

học sinh giỏi

Board Drill S: Use the Grid as cues Example Exchange A: Where are you?

B: I’m in Japan I’m visiting Tokyo A: What are you going to tomorrow? B: I’m going to visit Mount Fujiyama Dùng cho

học sinh giỏi

A 5/ 156

Group Postcard from Japan from VN

from the USA from China from Australia from France

Each group copies their postcards on to a poster and illustrates it S move around the classroom and read the different postcards from around the world

A

Consolidat Structures

(162)

ion 10’

Follow up Activity

S: Practice in pairs

- Where are you from? I’m from VN

- Which language you speak? - He speaks Vietnamese

Do exercises as directed

(163)

Period 3: (B1, B2)

I/ OBJECTIVES:

- Comparing places using comparative and superlative adjectives of syllable - Developing listening and speaking skills

1 Grammar: (+er) : small  smaller  the smallest (small, tall, cold) (Double last letter + er) big  bigger  the biggest Vocabulary: words relating to comparative and superlative III/ TECHNIQUES:

- Pair work IV/ TEACHING AIDS:

- Pictures, cassette V/ TIMES: 45 minutes

SECTION STEPS TECHNIQUES & CONTENT B1, Revision

Pre-listening

T: introduces game: “Slap the board” S: play game : “slap the board”

T: Asks them to look at the pictures

S: Look at their books Notice the different of thing presented

T: Chooses three students who have different height and ask them to stand before the class Asks students to observe and rill about each one

S: chosen students stand in front of the class, others looks look at them and tell the teacher about the appearance of each one

While-listening

T: write the words on the board and asks them to repeat A big building

A bigger building The bigger building S: Repeat

T: Listen to the tape three times (B1/158) S: Listen & repeat

T: Give the structure

Building City Yard Box House

Tree

(164)

Short adj + er -> comparative The + short adj + est -> superlative Ex: large  largest

Notes: Comparative from of short adjectives: Short adjective + er

-Superlative form, the definite article THE is written before the adjective

Post – listening Further practice

Ex:

A: Hanoi is bigger than Da Nang B: But HCM city is the bigger T: Introduces new words: Capital

T: Hanoi is the capital of VN Each country has only one Capital

S: (expected) capital: Thủ Đô T: Listen and repeat

S: Write down

T: Noughts and crosses

Hanoi Hue Sapa HCM City Danang Hoi An Hai Phong Can Tho Dalat

Ex: A: Ha Noi is bigger than …… (name of own town) or B: (name of own town) ……… is wetter than Hue B2/152 Revision

Reading

Let students listen to the tape (twice) S: listen, repeat and answers the question

Name of cities

Small Smaller Smallest Biggest

Mexico v

Tokyo v

London v

Ha Noi v

T: Is HN bigger than HCM City? S: No, HCM city is bigger than HN

T: Which is the biggest London or Tokyo?

T: Tells them about the population of these cities S: Mexico : 13,6 million

London: 6,3 million Tokyo: 12 million Ha Noi: 2,6 milion HCM city: 3,5 million

T: Make a chart and give the numbers of the population in some cities, then ask students to compare the

(165)

6,3: Six point three 2,6 : Two point six 3,5: Three point five Consolidation

10’

Post – reading

T: Find mistakes

- Mexico city is the biggest city in the world - Mexico city has a population of 13,6 million T: Asks them questions (yes-no) to check their vocabulary and reading comprehension

S: Listen to the teacher and answer the questions, then practice asking Wh question: Which

T: Explains how to make questions with Which to ask about choice Mention how to pronounce

- Ask some models and let them answer - Let them practice in pairs

Homework: (5’) Write these sentences Which/ bigger/ Tokyo/ London Tokyo/ bigger/ London

(166)

Period 4: B3, B4

I/ OBJECTIVES:

- Reading facts about famous places in the world and practicing comparatives Developing listening skill and reading comprehension

1 Grammar: (review) comparative, superlative

2 Vocabulary: long, high, thick, population, Sears Tower, The Great Wall, metro, kilometer III/ TECHNIQUES:

- Question - answers IV/ TEACHING AIDS:

- Pictures, cassette V/ TIMES: 45 minutes

SECTION STEPS TECHNIQUES & CONTENT B3 + Steps

Warm up 5’

Play game “lucky numbers”

1

5

9 10 11 12

Lucky numbers: 2, 5, 8, 10, 12 1: smallest 7: tall 3: bigger 9: building 4: milion 10: house 6: The capital

1 My city is the smallest in the country the dog is bigger than the cat

3 My city has a population of 1.0 million B3 + B4

160 Presentation25’ Asks students to name some tall buildings they know in VN as well as in other countries S: Name some tall building in VN and in other countries T: Lets them listen to the cassette without looking at the book

S: Listen to the teacher than answer the questions T: Asks them some questions about the names of the buildings, the height the places where they are, then mark it on the board

S: Look at the picture shown by the teacher and as directed

Sears Tower – Chicago USA 442 high

(167)

While – listening

T: Shows them a picture of the Great Wall of China, asks them some questions about it (the country, the area, where it locates)

S: Look at the picture of the Great Wall of China and answer the question of the teacher

T: let’s them listen to the cassette, then read the passage S: Listen to the cassette Read the passage

Explain the new words if necessary

T: Lets them practice in pairs, ask and answer the questions

S: Listen to the teacher’s explanation

Post-listening Practice in pairs Ask partner as many questions as possible Consolidation: (10’) Question – Answers (countries)

(168)

UNIT 15: NATURAL FEATURES (C1, C2)

I/ OBJECTIVES:

- “Lot’s of…” as a quantifier with Geography vocabulary to describe VN Developing listening and reading skills

II/ LANGUAGE CONTENTS: Grammar:

We have lot of/ many

We have much/ lots/ a lot of …

2 Vocabulary: Forrest, desert, great, like, lots of III/ TECHNIQUES:

- Question – answers; gap filling IV/ TEACHING AIDS:

- Pictures, book, co lour chalk V/ TIMES: 45 minutes

SECTION STEPS TECHNIQUES & CONTENT Warm up 5’ T: Introduces “Chain game”

Ex: A: In my country, there are rivers, mountains

B: In my country, there are rivers, mountains, lakes … B3 + B4

160

Presentation 25’

Pre-listening/ reading

T: forest: It’s a place where there are many trees and animals

S: forest: rừng

T: desert: It’s a place where there is dry and sandy S: desert: sa maïc

T: beach: It’s a place where is sandy and beside the sea S: beach: bờ biển

T: Ex: Beach of Nha Trang Beach of Sam Son Repeat

S: Repeat (Whole class) - Pairs

- students

T: Shows them a map of VN, introducing some interesting places such as Dalat, Vung Tau, Hue, Sapa

While-listening/read ing

S: Look at the map of VN and listen to teacher’s introduction

T: Shows them pictures in which there are: mountain, rive, forest, beach” to define the meanings of each item

S: Listen to the cassette and repeat chorally

T: Shows them a picture of a desert and ask them of they know why there isn’t a desert in VN

(169)

we have big forests, lots of lakes and rives

T asks some more questions to make sure students all know the meanings of the geographical words

Post listening/ reading

T: Complete the passage and write in your exercises book / 164

Call or Ss go on the board S: (expected)

a Mountains e forests b rives f beach c lakes g deserts d rain

T introduces “lost of”

S: Listen and write down in their notebooks Lot of = many

Much

Lots of + plural countable nouns uncountable nouns ex: We have lots of beach

we have lost of rain

T “True / false repetition drill” S: (expected)

- In VN there are lots of rives - In VN there are many deserts - In VN there are much rain - In VN there are a lots of rain Consolidation

10’ T: Why can we say VN is beautiful country?S: Because VN has many forests, beautiful beaches, great rivers …

Homework 5’ Learn by heart

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UNIT 15: NATURAL FEATURES (C3, C4)

I/ OBJECTIVES:

- Reading a text about the world’s great Rivers and Mountains to know some details and get further practice in comparative and superlative

II/ LANGUAGE CONTENTS: Grammar: (review) comparative

2 Vocabulary: flow to, sea, Tibet, North Africa III/ TECHNIQUES:

- Question – answers; True - False IV/ TEACHING AIDS:

- Pictures, book, color, cassette V/ TIMES: 45 minutes

SECTION STEPS TECHNIQUES & CONTENT Revision 5’ Slap the board

C3/165 Presentation

Pre-listening/read ing

T: Introduces some rives

S: Listen to the teacher’s introduction Note where the three rives and the two mountains are Truy to tell something about these rivers and mountains

T: Read River, Mekong Rives, the Nile River, Phanxipang mountain, Mount Everest mountain

While listening/ reading

Introduces new words Flow to: Chaõy

Start: bắt đầu

North Africa: Baéc Phi

Mediterranean Sea: Biển Địa Trung Hải S: Write new words into their notebooks Questions – answer T/F

1 Phanxipang is the highest mountain in the world The Red River is longer the Mekong River The Nile River is the longest river in the world Phanxipang mountain is higher than Mount Everest

mountain

T: Lets them listen to the cassette while looking at the books to get the information about these rivers and mountains

S: Listen Beautif ul

Gre en Beac

hes

Lak es

Riv es Fiel ds

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minutes

T: Asks questions to check their comprehension S: Listen to the teacher and try to answer his question F The highest mountain in the worls is Mount Everest F The Mekong is longer than the Red River

3 T

4 F Moun Everest Mountain is higher than Phanxipang Mountain

* Answer:

a The MK river d The mediterranean Sea b China Mount e Mount Everest

c The Nile River f Phanxipang T: 6.437

S: The Nile River is 6.437 kilometers long T: 8.848 …

Consolidat ion 10’

Post-listening/ reading C1/164

Use structure

Ex: A : Does VN have any mountains? B: Yes, it does

- Pairs Homework (5’): Learn structure

Work book p.130

Does VN have any ……? Yes, it does

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LESSON PLAN: ENGLISH 6

UNIT 16: MAN AND THE ENVIRONMENT SECTION: A, B

1 A1 +

- Countable and uncountable quantifiers: a lot, a little, a few to talk about food

* Grammar: + How much …? There’s some

A lot of ( lots of) A little

+ How many …? There are some …… A lot of (lots of) A few

* Vocabulary: a little, a few

-Picture drill

2

A - Reading a text about farming and getting further practice in a lot, a little, a few

- Developing listening and reading comprehension

*Grammar: (Review) Some

A lot of + countable noun A few

Some

A lot of + uncountable noun A little

* Vocabulary: animal, buffalo, cow, plow, pull a cart, grow, produce

- Question-answers

3

A 4, A

-Reading a text about the

environment to understand ideas in teams of cause and effect: “why”, “because”

- Developing listening, reading comprehension and speaking skills

* Grammar: - Why …? - Because …

* Vocabulary: land, cut down, burn, destroy, plants, in danger

- Question and answers

4

B1 -Reading a text about pollution for vocabulary and to understand ideas - Developing listening, reading comprehension and speaking, writing skills

* Grammar:(review)

The present continuous tense * Vocabulary: environment, ocean, sea, air, trash, pollute, waste, power, coal, oil, gas

- Write it – up

B2, B3 - Should and shouldn’t for giving advice about protecting the environment

* Grammar: imperative

* Vocabulary: words relating to this topic

- Picture drill - Matching

6

B4, B5, B6

- Further practice in should and shouldn’t for giving advice about environment

* Grammar: Should Shouldn’t + V

* Vocabulary: words relating to this topic

(173)

UNIT 16: MAIN AND THE ENVIRONMENT PERIOD (A1, A3): ANIMALS AND PLANTS

I/ OBJECTIVES:

- Countable and uncountable quantifiers: a lot, a little, a few to talk about food - Developing listening, speaking and writing skills

II/ LANGUAGE CONTENTS: Grammar: How much ……?

There’s some …… A lot of A little How many ……? There are some……

A lot of (lots of) A few

2 Vocabulary: a little, a few III/ TECHNIQUES: Picture drill

IV/ TEACHING AIDS: Pictures, book, cassette V/ TIMES: 45 minutes

SECTION STEPS TECHNIQUES & CONTENT Warm up

5’ T: Uses pictures and some real things as chalk, pens, books water to identify the meanings and usage of the quantifiers, some, a few, a little, a lot of

S look at what the teacher shows and notice the meanings as well as the usage of quantifiers some, a few, a little, a lot of T: listen and repeat: some rice … then have them take note

Egg

Apple Potato

Carrots Orang

e

Onion s Countable

noun

Water Milk

Meet Rice

Fruit Uncountable

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Pre-reading 15’

T look at pictures A1/166 Ss look at p.166

T “Matching” Ss

T: Explain:

Rice  uncountable noun Egg  countable noun S listen and write noun Model sentences: How much rice is there? There’s some

A lot of = (lots of) + rice A little

How many eggs are there? There are some

A lot of / lots of + eggs A few

T: Listen to the tape (A1/166) S: Repeat (whole class) student A3/167 While

reading 10’

Post reading

T: Explain the purpose of the practice, showing them the pictures and introduce the new word “green” = green table S: Listen to the teacher and notice the word greens = green T: Let them listen to the cassette and say the correct quantifiers before the nouns indicating farm products

Sulston attentively Try to use the correct quantifiers and requested

T: Have them write the whole sentences in their notebook S: Do as the teacher requested Say the quantifiers and the words loudly

1 There a lot of potatoes There are some tomatoes There are a lot of onions There are few vegetables There is little rice

6 There are some flowers Consolida

tion 10’

“Chain” game “What’s for dinner?” Ex:

a/ There’s a little rice

b/ There’s a little rice and some tomatoes

c/ There’s a little rice and some tomatoes and a few egger d/ etc …

(175)

UNIT 16: MAIN AND THE ENVIRONMENT PERIOD (A2): ANIMALS AND PLANTS

I/ OBJECTIVES:

- Reading a text about farming and getting further practice in a lot, a little, a few - Developing listening and reading comprehension

II/ LANGUAGE CONTENTS: Grammar: (review)

Some Some

A lot of + countable noun A lot of + uncountable now

A few A little

2 Vocabulary: Animals, buffalo, cow, plow, pull a cart, grow, produce III/ TECHNIQUES: Question – Answers

IV/ TEACHING AIDS: V/ TIMES: 45 minutes V/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENT A2/166-167 Revision 5’ Nougats and crosses

A done eggs potatoes ½ a glass of milk ½ kilo onions 100g rice likos vegetables kilo fruit tomatoes flowers

Rereading 10’

Pre-teach Vocabulary

On the farm

a) Animals a buffalo a cow

b) work (to) flow (to) pull a cart (to) grow (to) produce

Networks:

S: predict things Mr Hai has on his farm and things he produces

Mr Hai has ………

Fruit Rice Vegetabl es

A cow Buffalo

paddy Pull a cart plow

milk

eggs grow

produce

On the farm

animal s

fields

(176)

Mr Hai produces …… While

reading 15’

Ss check their predictions Mr Hai has …

1 paddy fields

2 a small (vegetables) field Fruit trees

4 Buffalo Cows Chickens

Mr Hai produces ……

1 Rice Vegetables Fruit Milk Eggs T: Look at the picture – who’s this?

S: It’s Mr Hai

T: What does he do? S: He’s a farmer

T: What farmers produce? S: (expected) produce: sản xuất They produce rice, milk, fruit … T: introduces new words

Buffalo, cow, to pull a cart, to grow, to plow, girds (with answer key)

Mr H has/grows/ produces …

A lot Some A few A little

Paddy fields v

Rice v

Vegetables v

Fruit trees v

Fruit v

Animals v

Buffalo v

Cow v

Milk v

Chicken v

Eggs v

Post-listening 10’

Board drill

Use the grid above for cues for the drill Ex: exchanges

A: How many (paddy fields) does Mr H (have)? B: Some

A: How much (rice) does Mr H (produce)? B: a lot

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S: a) –He produces lot rice b) ………

Consolidatio

n 5’ S: Try retell the story, using the details written on the boardT: Asks questions to check their comprehension S: Read the passage again and practice asking and answering is pairs

T: Give the key answers and retell the usage of “some, a lot of, a few, a little”

(178)

UNIT 16: MAIN AND THE ENVIRONMENT PERIOD 3: A4, A5

I/ OBJECTIVES:

- Reading a text about the environment to understand ideas in terms of clause and effect: “Why”, “Because” Developing listening, reading comprehension and speaking skills - Developing listening and reading comprehension

II/ LANGUAGE CONTENTS: Grammar: Why ……?

Because ………

2 Vocabulary: land, cut down, burn, destroy, plants in danger III/ TECHNIQUES: Question – Answers; picture story

IV/ TEACHING AIDS: book, pictures, cassette V/ TIMES: 45 minutes

V/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENT A4, Revision

5’

Matching:

The population The world To grow Food

Rừng Trồng Cánh đồng Dân số Con vật Nông dân Thức ăn Thế giới

Forest Farmer Fields Animals

Pre-reading 10’

Pre- teach

T: Introduces new words S: Look at the board

T: Hanoi’s population is growing What does “grow” mean? S: Grow: tăng lên

T: Cut down: (use picture) Burn: (use picture)

S: Cut down: đốn hạ Burn: đốt cháy

T: Write the board (Explain in Vietnemese) More, to destroy, Asians, to be in danger - Repeat

S: Repeat (whole class) A4/168 While –

reading 15’

T: Asks them to listen to the tape S: Listen times

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nsion Questions

Post reading

T: Retells the content of the above passage, asking some questions as models and asks students to practice questions with “Why …?” and answer with “Because…”

S: listen to the teachers then practice in pair asking Wh “because …”

T: Use pictures to show students the race animals which are in danger, ask students to repeat their names

Look at the pictures and notice the names of race animals in Asia which are in danger

T: Snow leopard Giant camel Giant panda Elephant Orang – utan Pairs work

Question – Answers Remembe

r

consolidati on 10’

Structure Follow – up activity

Wh-question

S: write the question and answers in the notebook Question

A)

B) (168) C)

Answers

a- Because the population of the world is growing b- Because they need more fields

c- Because people are destroying their home and environment

(180)

UNIT 16: MAIN AND THE ENVIRONMENT PERIOD 3: A4, A5

I/ OBJECTIVES:

- Reading a text about pollution for vocabulary and to understand ideas Developing listening, reading comprehension and speaking skills

1 Grammar: (review) The present continuous tense

2 Vocabulary: environment, ocean, sea, air, trash, pollute, waste, power, coal, oil, gas III/ TECHNIQUES: Question – Answers; Write it - up

IV/ TEACHING AIDS: book, pictures, cassette V/ TIMES: 45 minutes

V/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENT B1/169 Revision

5’

Slap the board

Pre-reading 10’

Pre-teach vocabulary

T: Introduce the word “environment” by writing it on the board S: Listen to the teacher and look at the board, notice the spelling of “environment” Give them some more new words S: Tell the teacher the words you know relating to the environment as much as possible

T: point B1/169 – They are trash Trash pollutes our environment

S: (expected) Trash:

Pollute:

tree animal burn

destor y

produc

e land

Cut down danger

water air land

forests

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S: answer (Vietnamese) T: Pollute : ô nhiễm Collect: thu nhặt Save: tiết kịêm Keep off: tránh khỏi Pre-questions-predict What are we destroying? What are we wasting? What are we polluting?

While-reading 10’

T lets them listen to the cassette, them repeat

S: Listen to the cassette and repeat the sentences chorally, then individually

T: Asks them to reread the passage carefully, then practice asking and answering the questions

S: Repeat the passage carefully, then practice asking and answering the questions

T: Has them copy the passage, the questions and correct Questions

a, b, c, d (p.170) Answers:

a) Because people are destroying the forests b) Gazes are polluting the air

c) People are polluting the air

d) Because they’re burning too much coal, oil and gaze

Post-reading 10’

Write it up

S: use the predict Pre Questions to make a list of “Don’t” T: gives the first two as an example

Ex: (From “what are we destroying?”) Forests -> Don’t destroy the forests (From “What are we wasting?”) Water -> Don’t waste water Don’t destroy our environment Don’t destroy the forests Don’t destroy the plants Don’t waste water Don’t waste power Don’t pollute the air Don’t pollute the land Don’t pollute the rivers Don’t pollute the oceans

(182)

UNIT 16: MAIN AND THE ENVIRONMENT PERIOD 5: B2, B3

I/ OBJECTIVES:

- Should and shouldn’t for giving advice about protecting the environment - Developing listening and reading skills

II/ LANGUAGE CONTENTS: Grammar: Imperative

2 Vocabulary: words relating to this topic III/ TECHNIQUES: Picture drill, matching IV/ TEACHING AIDS: book, pictures, cassette V/ TIMES: 45 minutes

V/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENT B2 10’

P170-171

Revision 5’

Noughts and crosses

T: Elicits the verbs destroy, waste, pollute, produce Ex: S: Don’t (produce trash)

Plants Water The air Power Wild animals The oceans Forests Coal Trash Presentation Guess from context

S work out meaning of the new verbs from the pictures and fill in the Vietnamese meanings

To throw, pick, damage, keep off, save, collect Matching

Answer key a) picture b)

c) d)

c f a h

e) picture f)

g) h)

e b g d Ex: We should collect paper

We shouldn’t (damage trees) Noughts and crosses:

A: We shouldn’t (pollute the rives) Damage

Destroy Throw

Save Pollute Cut down

Waste Collect pick

T: Lets student read over one, give the meanings of the new words

S: Read over one, listen to the teacher and notice the meanings of the new words

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S: Listen to the cassette and repeat chorally, then individually

T: has them copy and memorize it S: copy and memorize

Consolidat

ion 10’ Exercises B2/170RULES A B C D E F G H

SIGNS c f a d e b g d T asks them to listen to the tape Pairs work, group work

(184)

UNIT 16: MAIN AND THE ENVIRONMENT PERIOD 6: B4, 5, 6

I/ OBJECTIVES:

- Further practice in should and shouldn’t for giving advice about environment - Developing listening, speaking and writing skills

II/ LANGUAGE CONTENTS: Grammar: should

Shouldn’t + V

2 Vocabulary: words relating to this topic

III/ TECHNIQUES: Rub out and remember dialogue Picture drill

IV/ TEACHING AIDS: book, cassette V/ TIMES: 45 minutes

V/ PROCEDURES:

SECTION STEPS TECHNIQUES & CONTENT Warm up 5’ “Matching”

Collect trash on The streets Don’t pick Water Don’t throw The grass Save Flowers Keep off Paper

Pre teach A trash can = waste basket (to) leave ……… (to) put a bag Review the previous lesson by asking students what they should or shouldn’t

S: Listen to the teacher and try to answer the questions T: Has students some sentence transformation using “should” or “shouldn’t” to rewrite the imperative sentences Let them write in the notebooks

S: the sentence transformation, then review in the notebooks

T: Let them listen to the cassette and repeat S: Listen and repeat

T: Has them practice in pairs S: Practice in pairs

B5 172 10’

Word cue drill Water – waste/ save Power – waste/ save Paper – burn/ collect

Trash – leave / put it the trash can Tree – damage/ grow

Bottles – throw/ collect Flowers – pick / leave

(185)

A: We shouldn’t damage trees

B: That’s right, we should grow them Further

practice T: Let them practice in pairs, use to make a dialogue telling what they should or shouldn’t S : Practice in pairs, make similar dialogue with these above, using should or shouldn’t

Ex: We should save water We shouldn’t waste it B6

172-173 Pre-reading10’ T: Writes on the board+ Waste paper recycle notebooks, book, newspaper + Old plastic recycle new things

S: Recycle : tái sử dụng T: Writes on the board

Scrap metal: kim loại phế thải Old plastic: nhựa cũ

Factory: nhà máy

S listen & read (whole class) While –

reading

Post-reading

T: Asks them to listen to the tape S: listen (B6/172)

T: Asks some students to repeat Exercises

T

We collect Waste food

Empty bottles and cans Waste paper, scrap metal and oil plastic

S (expected) What for Feed to pigs Recycle recycle Pair works

Consolidati on 5’

Question-Answers Structure:

Save water

We should save water Don’t waste water We shouldn’t waste it - Too much

Homework (5’):

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