Anticipated problems: - Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead.. Teacher and students’ activities 1.Warm [r]
Preparing date: 26/8/2017 Teaching date: 6A: … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS Getting started I Objectives By the end of the lesson, Ss will be able to talk about community service and volunteer work Knowledge: - Vocabulary: the lexical items related to the topic “My friends” - Grammar Structures:Verbs be and have for descriptions The Present continuous for future Skill: speaking , writing, listening and reading Attitude: Ss will be able to talk about community service and volunteer work Competence: To develop ss’ abilities of communicating II Preparation Teaching plan , projector , handout for sts - A CD, and a CD player III Anticipated problems: - Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead IV Procedures * Management * Checking the old lesson Teacher and students’ activities 1.Warm up (5’) To start the lesson, write ‘Green Summer Campaign’, ‘working for the community’, and ‘having a beach holiday’ on the board Ask Ss to guess which two phrases connect to each other Once Ss have found the answer, follow-up by asking them why they think ‘green summer’ relates to ‘working for the community’, and what activities a person can If T has some volunteer Contents 1- Listen and read a Read the conversation again and tick T (true) or F (False) 1.T T T F T b Read the conversation again Answer experience, he/she can share with the class Presentation (15’) LISTEN AND READ Ex1: Ask Ss to open their books to the picture T can ask Ss prediction questions about the picture - What can you see in the picture? - Who you think they are? - What are they talking about? Ss answer the questions as a class T presents some new words T plays the recording and has Ss follow along After the first listening, T asks Ss to recall in formation from the listening - Global Citizen is …… (the name of the radio programme) - Hai Ba Trung School/is… (the school where Mai and Phuc go to) - Be a Buddy is …… (the organisation that Mai is from) - Go Green is ………(the organisation that Phuc is from) a Ss work individually to answer the questions Ss compare their answer with a partner and then discuss as a class T goes through each statement and asks Ss how the text in the dialogue supports their answers After the discussion T writes the correct answers on the board (Teacher may explain the differences between an environmental non-profit orgamosation and an environmental business) b Have Ss look at where the phrase’ make a difference’ is located in the dialogue (People donate books and clothes to homeless children, and that makes a difference) Ask the following questions Make a difference : not the same It plants trees It’s a non-profit organization Look at the words in the box Can you put them in the right groups ? Look out! There are many words that are both verbs and nouns, e.g volunteer, plant, help, benefit… Fill the gaps with the words in the box volunteer homeless people donates community service make a difference 4.Describe the pictures with the verbs in donate plant help clean recycle Ss to think about how books and clothes can help to better the children’s lives If needed, explain to Ss that’ make a difference’ means doing something good, especially to improve a situation Then ask Ss to think of a community garden in their neighborhood Have Ss discuss the last two questions in pairs Then T elicits answers as a class Ex2 Ss work individually to the task then compare their answers with a partner Tell Ss they can put some words in more than one column T writes correct answers on the board 3.Practice (15’) Look out! Draw Ss’ attention to the box Ask Ss to identify the words in exercise which can be both nouns and verbs, or verbs and adjectives, Ask Ss if they can add more examples of the words they know Ex3:Ss complete the exercise individually then T checks the answers as a class Ex4:T may tell Ss to look at the list of the verbs Ss have already got from exercise Have Ss complete the exercise in pairs or individually Ex5:T draws the word webs on the board Have Ss work in groups to complete the word webs in 4-5 minutes on a sheetof paper at their tables Encourage Ss to think of as many words as possible When time is up, swap the sheets among groups to check each other’s answers Together with the class T elicits answers to complete the word webs on the board Then ask each group to count how many (correct) words their friends’ group has The group who has the most Create word webs donate: books, blood, money, clothes, toys, etc Help: children, street people, old people, the poor, etc Clean: streets, lakes, rivers, beaches, etc Provide: food, attention, life skills, education, houses, help, books, etc Game: Vocabulary Ping Pong A: provide B: food A: homeless people B: help correct words is the winner Production – Low level (8’) Game: Vocabulary Ping Pong Model the game with a student first, then have the class play the game as instructed Production – Low level (2’) Do exercises in the Workbook Prepare: A closer look V Remark: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… VI Drawing sentences Exercise 1: Đọc câu sau chọn câu trả lời đúng: I (catch/catches) robbers My dad is a driver He always (wear/wears) a white coat They never (drink/drinks) beer Lucy (go/goes) window shopping seven times a month She (have/has) a pen Mary and Marcus (cut/cuts) people’s hair Mark usually (watch/watches) TV before going to bed Maria is a teacher She (teach/teaches) students Preparing date: 27/8/2017 Teaching date: 6A: … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS A closer look I Objectives: By the end of this lesson, students can Knowledge: - pronounce correctly the sounds /b/ and /p/ in isolation and in context; use vocabulary and structures about body parts and appearance 1.1 Vocabulary: the vocabulary about body parts and appearance 1.2 Structures: Verbs be and have for descriptions The Present continuous for future Skill: listening, speaking and reading Attitude: Ss will be able to talk about community service and volunteer work Competence: To develop ss’ abilities of communicating II Preparation: Course book, CD player, flash cards III Anticipated problems: - Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead - Communicative approach IV Procedures * Management * Checking the old lesson Teacher and students’ activities Warm up (5’) - Teacher hangs the picture of the body and gives some word - Teacher asks some students to match the words with the picture ( face/ eyes/ ears/ nose ) Presentation (15’) - Teacher explains new words by picture of the body Contents * Vocabulary: Appearances - face (n) - ear (n) - eye (n) -Allow Ss to work together Point our the irregular plurals using the ‘Watch out!’ Play the recording as many times as required to support Ss pronunciation Finally review and test Ss’ comprehension by asking them to respond to imperative sentences, e.g ‘Touch your elbow’ Watch out! -Ask Ss what they notice about these irregular plurals - they contain double vowels - nose (n) - arm (n) - head (n) - knee (n) - mouth (n) - tail (n) - cheek (n) Listen, check and repeat the words Practice (15’) - Explain that some words go together, e.g long + hair, but some don’t, e.g round + knee - Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches - Ask Ss to complete the word webs in their book -Teaccher gives two words which have sound / b/ and /p/ Eg: + book + pen -Teacher explains how to read these sounds - Have Ss practice the / p/ and / b/ sounds together -Tell them they should hear the (voiced )/ b/ sounds but not the (voiceless)/p/sound -Play the recordingand askSs to listenand repeat -Play the recording as many times as necessary -Have Ss practice reading the word pairs first Then ask them to the task while listening to the recording Create word webs -Ask Ss to listen while T plays the recording Clap or use an instrument like a tambourine to help Ss understand the rhythm - Play the recording again and ask Ss to chant along Provide further practice by dividing the class into two groups - Have groups sing alternate lines - Review descriptions Stick some pictures of Tape script: We often play badminton in the afternoon Are you singing in that band ? Her ponytail is so cute! He has a brown nose Let’s have another picnic this weekend! * long/ short: legs, arms, tail, hair * big/ small: head, hands, ears, feet, eyes, nose * black / blonde/ curly/ straight: hair, fur * chubby: face, cheeks * round/ long: face Pronunciation: / b/ and/ p/ Listen and repeat: - picnic, patient - black, biscuits, blonde, black, big Listen and circle the words you hear play band ponytail brown picnic pretty people from magazines on the board Call out a description, e.g They have short black hair She has brown eyes - Have pupils touch the appropriate picture while repeating the sentence Next, point to pictures and form sentences, e.g ‘Does she have long black hair? - Point out that or does is added to the start of questions “do you have long hair?’, and the end of answers, “yes, I do” - Ss make the sentences individually - They can discuss their answers with a partner before discussing with the class She’s got such a pretty daughter Grammar: Have for descriptions In page 52, part “ grammar” 6.Make sentence Does the girl have short hair? - No, she doesn’t Does Harry potter have big eyes? The dog has a long tail And you, you have a round face? Yes, I do/ No, I don’t 7.Listen and match Phuc: c Use questions to elicit vocabulary about the pictures to help Ss predict the content of the recording - Play the recording and ask Ss to match the picture to the people - Discuss the answers, and ask Ss to recall parts of the recording that helped them the matching -Ask Ss to fill in the gaps by recalling the recording and using the information in the grammar input box Play the recording to allow Ss to check their answers Production – Low level (8’) - Repeat how to read sound /b/,/ /p/ - Have for descriptions S: I have a round face Lan has long hair Production – High level (2’) - Give examples with / b/, /p/ - Learn grammar “Have for descriptions” V Remark: Duong: a Mai: b Tape script: Hi, my name’s Phuc My best friend has a round face and short hair He isn’t very tall but he is kind and funny I like him because he often makes me laugh Hello, I’m Duong My best friend is Lucas He has a brown nose He is friendly! I like him because he’s always beside me Hi, my name’s Mai My best friend has short curly hair She is kind She writes poems for me, and she always listens to my stories Write is/ has Listen again and check has is has has is is ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… VI Drawing sentences Viết câu từ gợi ý sau Câu hoàn thành I/student → I am a student I/doctor We/hairdressers Teach/English Has/radio Wear/blue hat Linda/astronaut Watches/TV Preparing date: 28/8/2017 Teaching date: 6A: … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS A closer look I Objectives By the end of this lesson, students can: Knowledge + Read for specific and general information in texts including advertisements and e - mails + Understand the text to answer the questions or answer T or F + Speaking : Make their English camp schedule -Vocabulary: kid, sporty, ghost story, scary, treasure, hunt - Grammar: The present continuous for future Skill: listening and reading Atitude: Ss will be able to talk about community service and volunteer work Competence: To develop ss’ abilities of communicating II Preparation - Teaching plan, book and exercise book, III Anticipated problems: - Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead - Communicative approach IV Procedures * Management * Checking the old lesson Teacher ask some questions: + Do you usually contact with your friends? + Do you write a letter or e- mail? + What you write the e-mail about? * New lesson: Teacher and students’ activities Warm up (5’) - Play the alphabet game with Ss Call each letter of the alphabet and Ss try to recall a verb beginning with each letter, e g A - act, ask, B-bring, buy… Presentation (15’) - Ask Ss to recall what happened in the conversation in Getting Started - T can ask Ss to focus on the verbs that were used - Play the recording and ask Ss to listen and follow the conversation on the page - Play the recording again and ask Ss to circle all the verbs - Use the grammar box to help T explain that some-ing verbs describe actions happening now, and some describe plans for the future Point out contextual clues, such as use of adverbs of time E.g: This evening/ Tomorrow - Point our that some verbs lose their finnal’e’ when - ing is added E.g: coming, leaving, riding, taking… - Ss fill in the table with sentences from the conversation Contents *Grammar : The present continuous for future Listen again to part of the conversation + They are coming over + I am going to the judo club + We are working on our school project *The present continuous for future: be + Ving We can use the present continuous to talk about future plants Eg: + I am playing soccer tomorrow + She is going to Ha noi this evneing + They aren't coming tonight They are busy Complete the table Actions now Plans for future They’re Example: coming over +This evening, We are working on our school project - Ask Ss to feedback with reasons for their choices - Ask Ss to complete the sentences individually Remind them to pay attention to the ‘be’ verb and to the spelling of verbs ending in ‘e’ such as ‘ take’ - Discuss any difficulties before Ss attempt +I’m going to the judo club with my brother +I’m visiting my grandma and grandpa Write sentences about Mai's plans for next week Use the present continuous for future is taking is visiting isn’t going is having - Ss write N for actions happening now, and F for future plans Write N and F - Ask Ss to prepare for the activity by first writing the days Monday to Sunday, and N N F writing activities next to each, they F F N should add the three activities listed in 5: organising a party, working on a project, going swimming - They should leave some days free to arrange new plans - Practise the model conversation with the class Then ask pupils to mingle and make arrangements with their classmates Afterwards feedback by asking Ss to tell the class about their plans, Eg: "On Thursday, I am going swimming with Nguyet, Phuong and Huong " Production – Low level (8’) - Repeat the present continuous for future - Ss make sentences Production – High level (2’) - Learn new words by heart the present continuous for future - Make sentences with the present continuous for future - Do exercise 5: Games in textbook V Remark: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… VI Drawing sentences IV Procedures * Management * Checking the old lesson * New lesson: Teacher and students’ activities Contents Warm up(5’) Ss: open their books, show the pictures of the five friends in the magazine T: asks some questions: + What is her name? + When is her birthday? Ss: look at the pictures to answer Presentation (10’) T: asks to discuss the friends with the class: + Where are they from? + What are their names? Read this page from4 teen magazine + What are they doing on the weekend? Picture 1: Ss: answer the questions - Her name is ADIA - She's from Yobe, Nigeria - Her birthday is on May the fifteenth - She is helping her parents in the field on Saturday She is singing at her village's choir club ( Students answer other parts) Practice (20’) T: tell the class they will be introduced to some new verbs and explains name of Find the star sign of each friend to find star signs out about their personality + Aries : Bạch dương + Taurus : Kim ngưu + Gemini: Song tử + Cancer: cự giải + Leo: Sư tử + Virgo: xử nữ + Libra: thiên bình + Scorpio: thần nông + Sagittarius: nhân mã + Capricorn: ma kết + Aquarius: bảo bình + Pisces: song ngư Ss: find the star signs of the five friends in Teen Adia ( 15/ 5) : Taurus ( patient, reliable, hard - working) Vinh ( 2/ 12) : Sagittarius ( independent, freedom- loving, confident) John ( 26/ 2) : Pisces ( kind, helpful, creative) Tom ( 19/ 1) : Capricorn ( careful, hard working, serious) T: ask them to look at the adjectives of Noriko (21/ 8): Virgo ( careful, helpful, personalities in the star signs and compare hard - working.) them with what they read about the five friends in Ss: review the star sign descriptions for their own signs and tick adjectives they Look for your star sign Do you agree agree with, and cross ones they disagree with the description? with T: allow them to share their thoughts with a partner - Play a line - up game Ss: have to arrange themselves in order of birthdays T: support them by reviewing months and dates and giving a question and answer they can use : + When’s your birthday? It’s on ………… Think about your friends' T: pair Ss and ask them to read out their personalities What star signs you partner’s star sign think they are? Find out if you are correct Production – Low level (8’) T: asks students to introduce themselves : name, age job and what they like doing on the weekend Ss: answer Eg: My name is I am eleven years old I am a student On the weekend, I usually Production – High level (2’) Ss: Write sentences with the present continuous for future + I am going to the zoo next Sunday + She is playing soccer this afternoon Ss: Prepare skill + Look up the new word and answer the questions in part 1,2 V Remark: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… VI Drawing sentences I Chia động từ ngoặc Hiện Tại Tiếp Diễn: They (meet) their teacher at the moment We (visit ) _the museum at the moment John (not read) a book now What you (do) tonight? Silvia (not listen) to music at the moment Maria (sit) next to Paul right now Is/ am/ are He _is always (make) making noisy at night Where are your husband (be) ? My children (be) _ upstairs now They (play) games 10 Look! The bus (come) Preparing date: 30/8/2017 Teaching date: 6A: … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS Skills I Objectives By the end of this lesson, students can: Knowledge: + Read for specific and general information in texts including advertisements and e - mails + Understand the text to answer the questions or answer T or F + Speaking : Make their English camp schedule -Vocabulary: kid, sporty, ghost story, scary, treasure, hunt - Grammar: The present continuous for future Skill: speaking and reading Attitude: Ss will be able to talk about community service and volunteer work Competence: To develop ss’ abilities of speaking and reading II Preparation - Teaching plan, book and exercise book, III Anticipated problems: - Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead - Communicative approach IV Procedures * Management (1’) * Checking the old lesson (4’) T: ask some questions: + Do you usually contact with your friends? + Do you write a letter or e- mail? + What you write the e-mail about? * New lesson: Teacher and students’ activities Warm up: (5’) T: asks some questions: + What you in summer? + Do you like going to the picnic? + Do you camp? + Where you camp? + What you bring when you go camping? Ss: answer the questions Presentation (15’) T: Show the class three pictures of objects that they might use at camp E.g, torch, backpack, hiking shoes T: Ask the class to guess when you might use all three objects Ss: open their books and check their guesses T: discuss with Ss the features of advertisements: title , short texts, eye - Contents I Reading Vocabulary - superb (a): tuyệt vời - last (v): kéo dài - attach (v): dán (nhãn) catching contact details, etc T: Tell Ss this advertisement is about the Superb Summer Camp Ss: look at it for minutes and try to remember as much as they can T: ask the class to cover the page and tell T what they remember * Eg: +The camp is for children of what age? +What did you see in the pictures? +Where the camp be? +What can you at the camp? +When does it happen? Go through the contents of the advertisement with the class Ss: answer T: ask Ss choose the best answer in part Practice (20’) T: discuss with Ss the features of e - mails: format, greetings, endings T: tell Ss the e - mail is written by a boy at the camp Ss: discuss how he might feel T: ask Ss to recall times they’ve spent away from home Ss: quickly read to check their predictions and to find the answer to the questions Ss: underline parts of the e - mail that helped them with the answers T: Set a strict time limit to ensure Ss read quickly for information Accept any reasonable answers Ss: read the text to find out new words T: explain them T: Read the sentences together with Ss Set a - campfire: đêm lửu trại - treasure: châu báu, điều quý giá - butter: bơ - yet: chưa Read the advertisment for the Superb Summer Camp and choose the best answer b c a Read the text quickly Then aswer the questions An e- mail A stay at Superb Summer Camp Yes, he is Read the text again and write T or F *New words: -kid ( a ): nói đùa, ( n ) đứa trẻ, nít -sporty ( adv ) dáng thể thao, khỏe mạnh - ghost story - scary ( a ) đáng sợ , rùng rợn - treasure (n ) kho báu, ( v ) đánh giá cao - hunt ( v ) săn bắt, (v ) tìm kiếm longer time limit for them to re - read the text and answer T or F Ss: note where they found the information that helped them complete the activity Ss: Work in pairs, Ss can compare answers before discussing them as a class T: Encourage Ss to support their answers T: Ask Ss to make their English camp schedule then ask them to report their results to class Ss: Do the request F (he’s writing to his parents.) F (He has 3.) T F(He hopes it isn’t too scary) F (They’re having a campfire and telling stories) F ( They’re visiting a milk farm.) F (They speak English only.) II Speaking Make your own E camp schedule Morning T: Go back to the advertisement and elaborate the activities listed with Ss Ss: Brainstorm ideas onto the board E.g +What kind of games you think there are at the camp? +How about art and music activities? +And leadership programmers? - Pair Ss and ask them to use the ideas they brainstormed to fill in their own schedule Ensure pairs don’t see each other’s schedule T: ask Ss to sit back to back and give each St a fixed amount of time to speak Ss: report to the class about their partner’s schedule Production – Low level (8’) T: ask students retell own E camp schedule Ss: Do the request Production – High level (2’) Ss: Read the e-mail again and write an email to his/ her friend about a camping with friends - Prepare skill V Remark: Day one Day two Day three 5.Take turns Afternoon ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… VI Drawing sentences He always (borrow) _me money and never (give) _back While I (do) my housework, my husband (read) _ books He ( not paint) his pictures at the moment We ( not plant) the herbs in the garden at present They ( make) _ the artificial flowers of silk now? Your father ( repair) your motorbike at the moment Look! The man ( take) the children to the cinema Listen! The teacher ( explain) a new lesson to us Ba ( study) Math very hard now 10 We ( have) dinner in a restaurant right now Preparing date: 1/9/2017 Teaching date: 6A: … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS Skills I Objectives By the end of this lesson, students can: Knowledge + Listen for specific ideas + Write an entry for a magazine using notes -Vocabulary: riding a bike, hiking, - Grammar: The present continuous for future Skill: listening and writing Attitude: Ss will be able to talk about community service and volunteer work Competence: To develop ss’ abilities of listening and writing II Preparation - Teaching plan, book and exercise book, III Anticipated problems: - Some ss may write the answers directly in the textbook, so the teacher reminds them to write in their notebooks instead - Communicative approach IV Procedures * Management * Checking the old lesson * New lesson: Teacher and students’ activities Warm up (5’) - Ss: Discuss the features of magazine pages - headlines, boxed text , colorful, lots of pictures Presentation (15’) Vocabulary Present some new words -Ss repeat and copy them -Check ROR Ask Ss to see the photos first Then point at the words in the box and ask them to the matching - Play recording for checking and practicing reading the words T: Ask ss what they see in the photos first Then point at the words in the box and ask them to the matching T: Play the recording for checking and practicing reading the words Ss: refer to the contents of the advertisement Contents Vocabulary - hike : bộ đường dài - ski: trượt tuyết - research (v): nghiên cứu - draft (v): viết nháp - check (v): kiểm tra - introduce (v): giới thiệu Listening What you see in the photos? Choose the words in the box to fill the table Then listen and check T: give Ss time to decide which activities are more likely to happen at the camp and which are not And ask them to explain why they think so Practice (15’) T: Have Ss brainstorm the things that Mr Lee plans for camp Ss: reread the advertisement for ideas They can also refer to the list in Play the recording T: Ask Ss to listen the first time and play the recording again and allow Ss: fill in the table as they listen and share their answers before playing the recording a final time to allow pairs to check their answers Tape script: Phuc’s parents: ….So how was the first day? Mr Lee: It was good Today we had a bike ride to the mountains and visited a Dao people village Phuc’s parents: Interesting … How about tomorrow? Are you going somewhere? Mr Lee: Oh yes, tomorrow morning we’re having a treasure hunt In the afternoon we’re visiting a milk farm to see how milk and butter are made After that we’re opening the public speaking class The kids are talking about their favorite country in the world Phuc’s parents: That’s fun! And on the third day? Mr lee: Oh, that’s something special There’s the world Foods Festival at the camp in the morning when the kids compete for prizes That’s our “Kids Cook” Contest They’re cooking their own unique dish And in the afternoon we’re having a big party by the pool! Phuc’s parents: Really? Sounds great! T: tell the class that three letters can help them to write better Which activities you think may/ may not happen at the Superb Summer Camp Key: - Activities that may happen at the Superb Summer Camp: a, b, d, e, f, g, i - Activities that may not happen: c, h (because the camp is in Ba Vi Mountains) Listen to Mr Lee Day two Day Three Morning Doing a treasure hunt Taking part in the “Kid Cook” Contest Afternoon Visiting a milk farm Having a pool party ... … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS A closer look I Objectives: By the end of this lesson, students can Knowledge: - pronounce... … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS A closer look I Objectives By the end of this lesson, students can: Knowledge + Read... … /… /…… 6B: … /… /…… Period / week : Phê duyệt BGH Ngày …tháng…năm 201… Nguyễn Thị Nhung UNIT 3: MY FRIENDS Communication I Objectives By the end of this lesson, students can: Knowledge: + Know