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GIÁO ÁN TIẾNG ANH CẢ NĂM THÍ ĐIỂM

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Ths Nguyễn Thanh Tú eBook Collection

DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

GIÁO ÁN TIẾNG ANH 6 CẢ NĂM THÍ ĐIỂM 3 CỘT Teacher’s Activities / Ss’ Activities / Content (WORD DOC) WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

7Week: 01 Period: 01

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 1: MY NEW SCHOOL Lesson 1: Getting Started - A special day I. Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit. II. Language Focus: 1. Vocabulary:the items related to the school. 2. Structures: The present simple and the present continuous tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Write the title on the board ‘A special day’. Explain the meaning of ‘special’ and ask Ss to guess what the picture might show or what the conversation might be about. - Let Ss open their books and check their answers. - Ask Ss questions about the picture.

- Whole class

- Play the recording

- Listen and read

- Ask Ss to read the dialogue again and decide they are true or false. - Allow Ss to share answers before discussing as a class. - Tell Ss to refer back to the conversation to find the expressions.

Content * Presentation: Guess what the picture might show or what the conversation might be about.

- What is Phong doing? - Who are Vy and Phong? - Why is it a special day? 1. Listen and read

- Individual work

* Practice: a. Are these sentences true or false? Key: 1. T 2. T 3. F 4. T 5. F

b. Find these expressions in the conversation. Check what they mean Key: 1. Used to express surprise (negative). 2. ‘You’ll find out.’ 3. Used to invite sb in. 4. Used to say ‘yes’ / ‘alright’.

Note

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- Practice saying them together.

- Whole class

- Ask Ss to role-plays the short conversations in pairs before creating short role-plays. - Ask Ss to extend the conversations.

- Pair-work

c. Create short role-plays with the expressions. Then practice them.

2. Listen and read the poem. - Play the recording. - Whole class - Let Ss read the poem in the right intonation and rhythm and check their understanding of the poem. - Ask Ss to write a poem about - Pair-work their partner, then read them poem aloud.

- Ask Ss to match the words with the school things. - Play the recording.

- Pair-work - Listen and repeat

- Let Ss to practice saying the names of school things. - Allow Ss to check their answer in groups. - Tell Ss to look around the class. - Individual Ask what they see around them/ work what they have. - Let Ss to practice the words, and make up the sentences with the words it there is time.

Example: Khanh is going to back to school today. His friends are going back to school, too. His new school year starts today. He’s got a new bike. His friends are on their way. … 3. Match the words with the school things. Then listen and repeat. Key: 1–b 2–e 3–j 4–d 5–c 6–i 7–f 8–a 9–g 10 – h * Production: 4. What other things do you have in your class? Example: Table, desk, noticeboard, picture, flowers… *Homework: - Write the items related to school in the book. - Prepare next lesson (A closer look 1)

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Week: 01 Period: 02

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 1: MY NEW SCHOOL Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds / / and / / in isolation and in context. II. Language Focus: 1. Vocabulary: the subjects in the school. 2. Structures: o The present simple. o The combinations: to study, to have, to do, to play + Noun. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Ask students to name some subjects they learn.

- Play the recording. - Play it again and pause for Ss to repeat each word. - Correct their pronunciation.

Ss’ Activities - Whole class

* Warm-up: Subjects: Math, music, English, …

- Listen - Listen and repeat

* Presentation: Vocabylary 1. Listen and repeat the words physics exercise English vocabulary history football homework lessons judo music school lunch science

- Ask Ss to put the words in 1 into - Pair-work groups. - Explain to Ss which words go with each verb.

- Ask Ss to write on the board, then check their answers.

Content

- Individual work

* Practice: 2. Work in pairs. Put the words in 1 into groups. Key: play football, music do homework, judo, exercise have school lunch, lessons Physics, English, history, study vocabulary, science. 3. Put one of these words in each blank. Key: 1. Homework 2. Football 3. Lessons 4. Judo

Note

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- Ask Ss to write sentences about themselves in their notebooks, using the combinations above.

- Pair-work

- Ask Ss to practice the sounds / / and / / . Play the recording and ask Ss to listen and repeat.

- Listen and repeat.

- Play the recording twice. - Let Ss check their answers in groups. - Call some Ss to write their answers on the board. - Correct the mistakes.

- Play the recording twice. - Help them to recognize two sounds. - Ask ss to underline them in the sentences.

- Individual work.

- Listen and repeat - Individual work

5. science 4. Write sentences about yourself using the combinations above. Example: I/We have English lessons on Tuesday and Thursday. … Pronunciation / / and / / 5. Listen and repeat. Pay attention to the sounds / / and / / 6. Listen to the words and put them into two groups. Key: / / / / rode some don’t Monday hope month homework come post one * Production: 7. Listen and repeat. Underline the sounds / / and / / you hear. Key: 1. They are going to open a new library. 2. I’m coming home from school. 3. His brother eats lunch in the school canteen. 4. The new school year starts next month. 5. My brother is doing his homework. 6. He goes to the judo club every Sunday. *Homework: - Learn vocabulary by heart. - Prepare next lesson (A closer look 2)

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Period: 03 Date of planning: ……/……/…… Date of teaching: ……/……/……

Week: 01

UNIT 1: MY NEW SCHOOL Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use the present simple and the present continuous. II. Language Focus: Structures: o The present simple and present continuous tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Have Ss to play a game.

Ss’ Activities - Group work

Content * Warm-up: Nought and Crosse: play like listen do make watch

Note

read visit cook

Ex: She often plays chess after school.

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- Ask Ss to give the rule and use of the present simple and the present continuous tense themselves. - Let them study the grammar box. - Give more examples if necessary.

- Listen - Listen and repeat

* Presentation: Grammar The present simple Positive: I/ you/ we/ they + V (work, stydy) He/ she /it + V-s/ V-es. (works, studies) Negative: I/ you/ we/ they + don’t / do not + V He/ she /it + doesn’t/ does not + V Questions and short answer: Do I/ you/ we/ they + V? Yes, I/ you/ we/ they do. No, I/ you/ we/ they don’t. Does He/ she /it + V? Yes, He/ she /it + does. No, He/ she /it + doesn’t.

- Let Ss to do the task individually. - Correct their answers.

- Individual work

- Allow Ss to write the sentences in their notebooks, referring to the interview. - Call 1 or 2 Ss to write on the board, check their answers sentence by sentence.

- Pair-work

- Ask Ss to take turns to ask questions and give answers. - Go around and correct their mistakes or give help when necessary.

- Pair-work

* Practice: 1. Write the correct form of the verbs. Key: 1. Has 2. Do you have 3. .Love 4. Does Vy walk5. Ride 6. Teaches 7. Doesn’t play 8. Reads 8. Go 9. Do 2. Correct the sentences according to the information in (1) above. Key: 1. Duy lives near here. 2. Duy likes/loves his new school. 3. Vy and Duy ride to school. 4. Mr Quang teaches Duy English. 5. At break time, Phong reads in the library. 3. Make questions then interview your partner. Key: 1. Do you ride your bike to school? 2. Do you read in the library at the break time? 3. Do you like your new school? 4. So your friends go to school with

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- Ask Ss to refer to the conversation in Getting started. Focus on the verbs used in the present continuous. - Ask Ss to listen and follow the conversation on page 6. (twice). - Ask Ss to underline the present continuous form.

- Individual work.

- Have Ss study the example first. - Ask Ss to give the correct form of the verbs. - Ask Ss to say why to use the tense in each sentence.

- Ask Ss to choose the correct tense of the verbs. - Ask Ss to discuss any common errors and provide further practice if necessary.

- Group-work

- Ask Ss to underline things that often happen or are fixed. Then underline things that are happening now.

- Group-work

you? 5. So you do your homework after school? 4. Fill and underline the present continuous form. The present continuous:

5. Complete the sentences with the correct form of the verbs. Key: 1. Am not playing 2. Are studying 3. Aren’t doing 4. Am having 5. Are riding 6. Choose the correct tense of the verbs. Key: 1. Are having 2. Wears 3. Starts 4. Is watching 5. Are skipping * Production: 7. Read Vy’s email to her friend. Key:

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- Help Ss to compare Vy’s first week with their individually. - Correct the mistakes

- Individual work

Compare Vy’s first week with yours. Ex: • Both Vy and I are having an interesting first week. • I wear my uniform everyday, but Vy wears her uniform only on Mondays and Saturday. *Homework: - Prepare next lesson (Communication)

Experiments: Week: 02 Period: 04 Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 1: MY NEW SCHOOL Lesson 4: Communication I. Objectives: By the end of this lesson, students can use appropriate questions when making new friends at a new school. II. Language Focus: 1. Vocabulary: pocket money, remember, share, help, classmate. 2. Structures: The present simple tense. III. Method: Communicative approach

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IV. Teaching ads: Course book, CD player, pieces of paper. V. Procedures: Teacher’s Activities - Have Ss guess the meaning of the vocabulary. - Tell Ss that this vocabulary will appear in the task that follow.

Ss’ Activities - Whole class

Content * Presentation: Guess the meaning of the vocabulary: - pocket money - remember - share - help - classmate

- Ask Ss how they often make - Answer friends, what they often say when they first meet a new friends, what questions they often ask, etc.

- Ask Ss to read and tick the questions. - Allow Ss to discuss in groups. - Ask Ss why or why not they ticked this or that question. - Allow Ss some time to write questions on a piece of paper, share them with the class or group.

- Group-work

- Ask Ss to give the qualities of a good friend in class (adjectives). They can give as many words as possible.

- Whole class

- Divide class into groups of 4 or 5. Ss take turns to interview the other members, using the questions.

- Group-work

* Practice: 1. Game: Making friend. Read and tick the questions you think are suitable to ask a new friends at school.

2. There is a quiz for students in the new school newsletter. Read the questions. Example: - Friendly - Generous - Helpful - Cheerful - Humorous - Kind - Reserved - …

Note

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- Encourage Ss to give nice sentences about friendship

- Choose some Ss to present to the class about their good friends and why they are good friends. (avoid talking about someone who is considered “not a good friend”).

Example: “Friends are forever” …

- Whole class

* Production: Present to the class about your good friends and why they are good friends.

*Homework: - Learn new vocabulary and questions to make friends. - Prepare next lesson : (Skill 1)

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Week: 02 Period: 05

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 1: MY NEW SCHOOL Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can read and talk about school activities, subjects, and what Ss do at school. II. Language Focus: 1. Vocabulary: boarding, surrounded, international, creative 2. Structures: The present simple tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pieces of paper. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask the class to look at the three pictures first. - Encourage Ss to give their ideas (as many sentences as possible).

- Whole class

- Ask Ss to read the three passages quikly and check their ideas. Set a strict time limit to ensure Ss read quickly for information.

- Individual work

- Ask Ss to read the passages again, then find the words in the passages. - Help them to give the meaning of the words, or explanations, or examples, or Vietnamese equivalent. - Tell Ss to pay attention to the context of the words

- Pair-work

- Set a longer time limit for Ss to reread the text and complete the

- Individual work

Content * Presentation: Look at the picture. What do they tell you about the school? (pictures on page 22) Reading 1. Read the text quickly to check your ideas

* Practice: 2. Now find these words in the text. What do they mean? - It is a boarding school. That means many Ss study and live there. - The school is surrounded by mountains and green fields. - … international school … for Ss from year 1 to year 2, Ss learn English with foreign teachers… (inter + national) - Some creative students do drawings and paintings in the art club. 2. Now read the text again and complete these sentences.

Note

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sentences. - Ask Ss to note where they found the information that help them complete the sentences. - Have Ss to compare their answer. - Allow Ss to read in chorus once. Then call some individuals to read aloud to the class. Check their pronunciation and intonation.

- Ask Ss to refer back the three schools. Give the background of the schools. - Ask Ss to complete the table in their notebooks.

Key: -

- Individual work

- Divide the class into groups of 4 - Group-work or 5, let them discuss their answers to the questions, and give reasons. - Ask some Ss to talk to the class, then the class give their comments on their friends’ content, pronunciation, fluency, language, body language, etc.

Boarding Vinabrita Australia Mountains English speaking teachers.

Speaking 4. Which school would you like to go to? Why? First complete the table. Then discuss with your friends. Background of the school: PLC Sydney: an international school for girls from kindergarten to year 12 in Sydney, Australia. An Lac Lower Secondary School: a small school in a mountainous region in Son Dong Dist, Bac Giang Province. Vinabrita School: an international school for from year 1 to year 12 in Ha Noi. * Production: Discuss: - Which school (among the three above) would you like to go? Why?

*Homework: - Practice speaking more. - Prepare next lesson : (Skill 2)

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Week: 02 Period: 06 Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 1: MY NEW SCHOOL Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get information about school activities and write a webpage for their school, using correct punctuation. II. Language Focus: 1. Vocabulary:webpage, punctuation. 2. Structures: The present simple and present continuous tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, poster. V. Procedures: Teacher’s Activities - Ask Ss to refer back to the reading : PLC Sydney and answer.

- Play the recording. Ask Ss to listen only the first time. Then play the recording again and allow Ss to choose the correct answers as they listen. - Allow Ss share their answers before listening to the recording a final time to check.

- Tell the class the importance of punctuation marks. Allow some time for the Ss to study the writing tip. Explain to Ss the new words and punctuation marks. - Ask Ss to correct the

Ss’ Activities - Whole class

- Individual work

Content * Presentation: Questions: - Give the full name of the PLC Sydney School. - Do you like PLC Sydney school? Why? Why not? * Practice: Listening 1. Susie is a student at PLC Sydney. Listen and choose the correct answer. Key: 1. A 2. A 3. B 4. B 5. A

- Whole class

Writing A webpage for school Writing Tip – good punctuation.

- Individual

2. Can you correct the punctuation

Note

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punctuation in the sentences in their notebooks. - Call 5 Ss to write the 5 sentences on the board. - Let the class comment and check. - Give correction.

work

3. Can you correct the passage? Write the correct version. Key: Hi, I’m Phong and I’m from Ho Chi Minh City. I wear my uniform to school every day. My favourite teacher is Mr Trung. He teaches me science. 4. Create a webpage for your school.

- Play the recording twice. Let Ss write the words in the correct places.

- Allow Ss to refer back to the reading for useful language, and note interesting expressions and language on the board. - Show a webpage to inspire Ss. - Tell Ss to write a draft first, trying to answer all the questions. - Ask Ss to write a paragraph of about 80 words about their school. - Choose some Ss to present to the class about theirwriting. - Tell Ss to pay attention to punctuation, structure elements, linking words, etc. - Give correction.

in these sentences? Key: 1. School starts on the 5thSeptember. 2. Does he live in Ha Noi? 3. I’m excited about the firstday of school. 4. Are you doing your homework? 5. We’re having an English lesson in class.

- Whole class

* Production: Present to the class about their writing.

*Homework: - Write a paragraph in your notebook. - Prepare next lesson : (Looking back)

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Week: 03 Period: 07

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 1: MY NEW SCHOOL Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review all what they have learnt in this unit. II. Language Focus: 1. Vocabulary: webpage, punctuation. 2. Structures: The present simple and present continuous tense. Verb (study, have, do, play) + Noun III. Method: Communicative approach IV. Teaching ads: Course book, CD player, poster. V. Procedures: Teacher’s Activities

Ss’ Activiti es

- Tell Ss to write the words in their notebooks. Then T corrects the mistakes. - Let Ss repeat the words. - Check their pronunciat

Individ ual work

- Play the recording twice. Let Ss write the words in the

Individ ual work

Repeat

Individ

Content * Presentation: Vocabulary 1. Write words that match the pictures. Key: 1. Dictionary 2. Uniform 3. Pencil sharpener 4. Notebook 5. Compass 6. Calculator 2. Match the words in A with the ones in B * Practice: 3. Listen. Then write down the words you hear in the correct places. Key:

Not e

correct places. - Give correction. Individ ual work - Ask Ss to - Park do these work exercises (4, 5, 6) in individuall y first. Then they can check their answers with a partner before discussing the answers as a class. - Tell Ss to keep a record of their original Individ answers so ual they can work use that informatio n in their Now you can… statements.

- Play: sport, badminton, music. - Do: morning exercise, homework. - Study: new words, geography. - Have: English lessons, a new book. Grammar 4. Complete the sentences with the present simple. Key: 1. Comes 2. Don’t 3. Walks 4. Do 5. Teaches 6. Play 5. Complete the sentences with the present continuous. Key: 1. are doing 2. Are riding 3. is … studying 4. is having 5. am walking 6. is teaching 6. Complete the text with the correct form of the verbs in brackets. Key:

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1. live 2. is 3. has 4. is walking 5. go 6. Study 7. are working 8. loves - Ask Ss to read the questions and answers once or twice, then match them. - Have Ss write all the sentences in their notebooks.

- Ask Ss - Pair work in work pairs and role play the questions and answers. - Ask Ss to complete the selfassessment . Identify and difficulties and weak areas and provide further practice.

Communica tion 7. Match the questions with the correct answers. Key: b–g d –f e –a h –c

* Production: 8. Now role play the questions and answers. Finished! Now you can…

*Homework: - Show more examples of the different types of school if possible. - Prepare next lesson : (Unit 2: My Home Lesson 1: Getting Started)

Experiments: ..................................................................................... .....................................................................................

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Week: 03 Period: 08 Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 2: MY HOME Lesson 1: Getting Started - A look inside I. Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My home”. 2. Structures: There is / There isn’t There are / There aren’t Prepositions of place. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to guess what the picture might show or what the conversation might be about. - Ask Ss questions about the picture. - Ask Ss to share any recent experiences of chatting online. - Ask Ss to talk a bit about the place where you live.

- T-Whole class

- Play the recording - Ask Ss to give the answers without reading the conversation again. - Ask Ss to read the conversation and check their answers. Confirm the correct answers.

Content * Presentation: Guess what the picture might show or what the conversation might be about. Ex: - What are Nick and Mi doing? (talking on Skype; Skype = a system that allows you to make telephone calls using your computer and the internet). - Talk a bit about the place where you live.

* Practice: - Listen and read 1. Listen and read - Individual a. Which family members does Mi work talk about? Key: Grandparents Dad Mum Brother Uncle Aunt Cousin

Note

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- Have Ss work independently. Allow them to share answers before discussing as class. - Ask Ss to write the correct answers on the board. - Ask Ss if they know the prepositions in the box. - Have Ss do exercise 2 in pairs. - Ask for Ss’ answers.

- Individual work

- Ask Ss to write the sentences individually, then share the sentences with a friend. - Call on some Ss to write their answer on the board. - Check the sentences with the whole class.

- Individual work

- Ask Ss to look at the picture of the room and do exercise individually. - Have Ss share their answers before giving the answer. - Confirm the correct answers.

- Individual work

- Ask Ss to look at the picture and answer the questions. - Correct their answers

- Pair-work

b. Read the conversation again. Complete the sentences. Key: 1. TV; sofa 2. Town house 3. sitting on the sofa 4. noisy 5. three 2. Match the prepositions with the pictures. Key: A. on B. next to C. behind D. in E. in front of F. between G. under 3. Write a sentence to describe each picture in 2. Key: A. The dog is on the chair B. The dog is next to the bowl. C. The cat is behind the TV. D. The cat is in the wardrobe. E. The dog is in front of the kennel. F. The cat is between the lamp and the sofa. G. The cat is under the table. 4. Write true of false for each sentence. Correct the false ones. Key: 1. F (The dog is between the bookshelf and the bed). 2. T 3. F (The clock is between the pictures). 4. F (The cat is in front of the kennel). 5. F (The cap is next to the pillow). 6. T * Production: 5. Look at the picture again. Answer the questions. Key: 1. They are on the desk. 2. They are on the floor. 3. Yes, it is. 4. No, they aren’t. 5. It’s behind the bookshelf. 6. No, it isn’t. *Homework:

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- Write the answer in your notebook. - Prepare next lesson (A closer look 1) Date of planning: ……/……/…… Date of teaching: ……/……/……

Week: 03 Period: 09

UNIT 2: MY HOME Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds /z/, /s/ and /iz/ in isolation and in context. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My home”. 2. Structures: There is / There isn’t There are / There aren’t Prepositions of place. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Have Ss quickly match the room - Individual with its name. work - Explain the meaning of “hall”. - Quickly check the answers.

Content * Presentation: Vocabulary 1. Name the rooms of the house. kitchen hall bedroom bathroom living room attic

Note

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- Ask Ss to work in pairs to do - Pair-work this activity. - Write the name of the room on the board, in different places. Call on Ss from different pairs to go to the board and write the name of the furniture under these rooms. - Ask Ss to comment.

- Play the recording. - Ask Ss to listen and repeat the words. - Ask for more words for each group. - Model this activity with a Ss. - Ask Ss to work in pairs. - Call some pairs to practice in front of the class.

- Listen and repeat.

- Have Ss to read out the words first. - Play the recording for Ss to listen and repeat the words. - Pay attention to the sound: /z/, /s/ and /iz/ - Ask Ss to put the words in the correct column while they listen. - Have Ss comment on the way to pronounce –s/-es at the end of the words. Quickly explain the rules.

- T-Whole class

- Pair-work

* Practice: 2. Name the things in each room in 1 Key: Living Lamp, sofa, picture, room table. Bed, lamp, picture, Bedroom chest of drawers. Bridge, cupboard, Kitchen cooker, table, dishwasher, chair. Hall Picture 3. Listen and repeat the words. Can you add more words to the list. (page 34)

4. Think of a room. In pairs, ask and answer questions to guess the room. Example: A: What’s in the room? B: A sofa and a television. A: Is it the living room? B: Yes. Pronunciation /z/, /s/ and /iz/ 5. Listen and repeat the words. Lamp posters sinks Fridge tables toilets Beds wardrobes 6. Listen again and put the words in the correct column. /z/ /s/ /iz/ Posters Lamps Fridges Tables Sinks Wardrobes Toilets Beds - Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/...) and any vowel sounds. - Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /g/, /k/, /f/, /θ/). - Final –es is pronounced /iz/ after

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- Ask Ss to do this exercise individually first then compare their answers with a partner. Check Ss’answers. - Ask Ss to explain their answers.

- Play the recording for Ss to repeat each line of the conversation. - Ask Ss to practice in pair.

- Individual work

- Pair-work

voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/). 7. Read the conversation below. Underline the final s/es in the words and write /z/, /s/ or /iz/. /z/: things, pictures /s/: lights, chopsticks /iz/: dishes, vases

* Production: 8. Listen to the conversation and repeat. Pay attention to /z/, /s/ and /iz/ at the end of the words. Then practice the conversation with a partner. *Homework: - Learn vocabulary by heart. - Prepare next lesson (A closer look 2)

Week: 04 Period: 10

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 2: MY HOME Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use There is/ There isn’t/ There are/ There aren’t correctly and appropriately. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My home”. 2. Structures: There is / There isn’t There are / There aren’t III. Method: Communicative approach

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IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities - Have Ss to play a game.

- Ask Ss to look at the pictures of the two rooms in the grammar. Ask Ss what the second room doesn’t have. - Ask Ss to use the There is/ There are structure to make sentences. - Elicit the forms (positive, negative, questions and short answers) from the Ss. - Have Ss a closer look at the grammar box, especially the example.

- Ask Ss to do exercise 1 and 2 quickly then give the answers to T.

Ss’ Activities - Group work

- T-Whole class

- Individual work

- Have Ss to write the sentences - Individual work individually then go to the board to write their sentences.

Content * Warm-up: Nought and Crosse: cupboard sinks bedroom posters bathroom window

Note

lamp kitchen wall

Ex: The cupboard is in the kitchen. * Presentation: Grammar There is / There isn’t There are / There aren’t Positive: Singular: There’s (is) a picture on the wall. Plural: There are two lamps in the room. Negative: Singular: There isn’t a picture on the wall. Plural: There aren’t two lamps in the room. Questions and short answer: Singular: - Is there a picture on the wall? - Yes, there is. / No, there isn’t. Plural: - Are there two lamps in the room? - Yes, there are. / No, there aren’t. * Practice: 1. Write is or are. 2. Make the sentences in 1 negative. Key: 1. is/ isn’t 2. Are/ aren’t 3. are/ aren’t 4. Is/ isn’t 5. are/ aren’t 3. Write positive and negative sentences. Key: 1. There is/ isn’t a TV next to/ on the table.

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- Ask Ss to look at the picture and complete the description. - Confirm the correct answers and write them on the board.

- Pair-work

- Have Ss do this exercise individually, then give their answers.

- Individual work

- Pair - work

- Model the conversation with a Ss before Ss do this in pairs. - Call some pairs act out he conversation in front of the whole group.

- Pair - work

2. There is/ isn’t a brown dog in the kitchen. 3. There is/ isn’t a boy in front of the cupboard. 4. There is/ isn’t a bath in the bathroom. 5. There are/ aren’t lamps in the bedroom. 4. Write is / isn’t / are / aren’t in each blank to describe the kitchen in Mi’s house. Key: 1. is 2. is 3. are 4. are 5. aren’t 6. isn’t 5. Complete the questions. Key: 1. Is there a fridge in your kitchen? 2. Is there a TV in your bedroom? 3. Are there four chairs in your living room? 4. Is there a desk next to your bed? 5. Are there two sinks in your bathroom? 6. In pairs, ask and answer the questions in 5. Report your partner’s answer to the class. * Production: 7. Work in pair. Ask your partner about his/ her room or the room he/ she likes best in the house. *Homework: - Prepare next lesson (Communication)

Week: 04 Period: 11

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 2: MY HOME Lesson 4: Communication I. Objectives: By the end of this lesson, students can use ask about and describe houses, rooms and furniture. II. Language Focus: 1. Vocabulary:town house, country house, villa, stilt house, apartment. 2. Structures: There is / There isn’t

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There are / There aren’t III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities

Ss’ Activities

- Have Ss look at extra vocabulary.

- Whole class

- Ask Ss to look at the picture and complete the sentences.

- Pair-work

Content Note * Presentation: Extra vocabulary: o Town house o Country house o Villa o Stilt house o Apartment 1. Look at the picture of Mi’s grandparents’ house and complete the sentences. Key: 1. country 2. Are 3. Is 4. are 5. On 6. Next to 7. on 8. is * Practice:

- Model the way do do this exercise with a St. - Ask Ss in each pairs not to look at each other’s picture and to make similar conversations. - Ask Ss to note down the differences between the two houses. - Ask some pairs to act out the conversation. - Ask other pairs listen and add more differences if there are any.

- Pair-work

- Give Ss 5 – 7 minutes to draw a simple plan of their house. - Have Ss work in pairs to tell each other about their house. - Ask Ss to note down the differences between their houses.

- Individual work - Pair -work

2. Find the differences between the two houses. Example: A: Nick lives in a country house. Where does Mi live? B: Mi lives in a town house. Suggested questions: A: How many rooms are there in Mi’s house? B: There are six rooms. What about Nick’s house? How many room are there…?

3. Draw a simple plan of your house. Tell your partner about your house.

* Production:

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- Call on some Ss to describe their - Whole class friend’s house to the class. - Let Ss present the differences between their house and their friend’s. - Ask Ss listen and give comments.

4. Describe your friend’s house to the class.

*Homework: - Write a paragraph to describe your house in your notebook. - Prepare next lesson : (Skill 1)

Experiments: ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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Week: 04 Period: 12

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 2: MY HOME Lesson 5: Skill 1 A room at the Crazy House Hotel, Da Lat I. Objectives: By the end of this lesson, students can read for specific information about rooms and houses; describe houses, rooms and furniture. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My home”. 2. Structures: There is / There isn’t There are / There aren’t Prepositions of place. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask the class to look at the “Study skills –Reading”. - Explain any words that Ss do not know.

- Whole class

- Ask Ss to quickly look at the text and answer the questions. - Confirm the answers to questions 1 and 2. Answers to question 3 are open.

- Answer

- Ask Ss to quickly read the text and check their ideas from 1.

- Ask Ss to read the text in detail to answer the questions. - Set a strict time limit to ensure Ss read quickly for information. - Have Ss compare their answer

- Individual work

Content Note * Presentation: Study skills – Reading Prediction - Predicting makes reading easy. - Before reading, look at the picture, design and title. - Decide what is the topic of the text. - Think about what you know about the topic. Reading 1. Answer the questions Key: 1. It’s an email. 2. The title is “A room at the Crazy House Hotel, Da Lat” The topic is Nick’s weekend at the Crazy House Hotel. * Practice: 3. Read the text again and answer the questions. Key: 1. No, he isn’t. 2. There are ten rooms. 3. Because there’s a big tiger on the

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before giving the answers. - Ask Ss to give evidence when giving the answers. - Ask Ss to do exercise 4. Then compare their answers. - Correct their answers.

- Have each St create a new room for the hotel and draw a plan of the room.

- Ask Ss to show the plan to a partner. Then ask Ss to describe their room in pair. - Ask other Ss to listen and vote for the best plan.

wall. 4. It’s under the bed. - Individual work

- Individual work

- Pair -work

4. Are these things in the room? Key: o A window o A lamp o A tiger o A chelf o A desk Speaking 5. Create a new room for the hotel. Draw a plan of the room.

* Production: 6. Show your plan to your partner then describe the room to other Ss in the class.

*Homework: - Prepare the next lesson : (Skill 2)

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Week: 05 Period: 13

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 2: MY HOME Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get information about rooms and houses; write an e-mail to a friend. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My home”. 2. Structures: There is / There isn’t There are / There aren’t Prepositions of place. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, a large-sized piece of paper. V. Procedures: Teacher’s Activities - Ask Ss to took at the plan of the room and furniture on page 23; Ask them to put the furniture in the place they like.

- Play the recording. Ask Ss to draw the furniture in the correct place as they listen. - Allow Ss share their answers before listening to the recording a final time to check. - Correct their answer. - Ask Ss to describe Nick’ parents’ room again.

- Ask Ss to read the Writing tips box. Explain anything Ss do not understand. - Ask them several questions. - Copy a sample of an e-mail and show Ss each part.

Ss’ Activities - Group-work

- Individual work

- Whole class

- Answer

Content * Presentation: Look at the picture. Put the furniture in the place you like. The room at a hotel. Furniture: fireplace, wardrobe, table, bed, shelf, stool, sofa. * Practice: Listening 1. Listen and draw the furniture in the correct place.

Writing An e-mail to a friend Writing Tip – How to write an e-mail to a friend. - Questions: a. How many parts are there in an email to your friend?

Note

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b. What are they? c. What should you remember when writing each part? - Ask Ss to look at Nick’s email on page 22 and identify the parts in the email. - Check and confirm the correct answer. - Use this e-mail as a model to teach the e-mail parts. - Ask Ss to do this exercise in pairs. - Write the email on a large-sized piece of paper and ask Ss to go to the board to do this exercise. - Correct their answers.

- Individual work.

- Ask Ss to close their books. Tell Ss that in this writing section, they will follow the writing process. Write the three letters P, D and C on the board and ask them to guess what these letters stand for. - Have Ss open their book to check their guess. Explain the process of writing again. Ask Ss to look at the plan of the room they created in the previous lesson.

- T whole class

2. Read Nick’s e-mail again. Identify the subject, greeting, introduction, body and conclusion of the e-mail.

3. Read the e-mail below and correct it. Write the correct version in the provided.

- Ask Ss to write their e-mail - Individual individually. Ask one St to write work the e-mail on the board. Other Ss and T comment on the e-mail. - Collect some e-mail to correct at home.

4. Write an e-mail to Nick. Tell him about your idea for the new room of the Crazy House Hotel.

* Production: Write an email to Nick

*Homework: - Write your e-mail in your notebook. - Prepare next lesson : (Looking back)

Experiments:

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Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 2: MY HOME Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review all what they have learnt in this unit. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My home”. 2. Structures: There is / There isn’t There are / There aren’t Prepositions of place. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

Ss’ Activitie s

- Tell Ss to write the words in their notebooks. Then T corrects the mistakes. - Let Ss repeat the words. - Check their pronunciati

Individu al work

- Ask Ss to look at the pictures and do

Individu al work

- Repeat

Individu al work

Content * Presentation: Vocabulary 1. Put The words into the correct groups. Do you want to add any words to each group? Key: - Type of building: villa, * Practice: Grammar 2. Make sentences. Use appropriate prepositions of

Not e

exercise individuall y. - Ask some Ss to write the sentences on the board. - Correct Ss’ answers.

- Ask Ss to do exercise 3 individuall y. - Have Ss compare their answers with a partner. - Check their answers. - Ask Ss to do exercise 4 individuall y. - Have Ss compare their answers

Individu al work - Pairwork

places. Key: 1. The boy is on the table. 2. The dog is in front of the kennel. 3. The cat is between the bookshelf and the sofa. 4. The cat is behind the computer. 5. The girl is in the armchair. 6. The boy is next to the armchair.

3. Look at the picture and complete the sentences. Key: 1. There is 2. There are 3. There is 4. There aren’t 5. There is - Group6. There work aren’t 4. Turn the sentences in 3 into questions. Key:

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with a partner. - Ask some Ss to write the sentences on the board. - Correct their answers.

- Model a way to ask and answer with a student, then divide Ss into groups. - Ask Ss to take turns to draw a cat in the house in the book. Other Ss ask questions to find the cat. - Go around and obverse Ss working.

1. Is there a clock on the wall. 2. Are there books on the bookshelf ? 3. Is there a desk next to the bookshelf ? 4. Are there two posters on the wall? 5. Is there a laptop and a lamp on the desk? 6. Are there three small plants in the corner? 5. Write six sentences to describe your bedroom. Communicati on 6.Take turns to draw a cat in the house below. Other students ask questions to find the cat. Example: A: Where is the cat? B: Is it on the bed?

- Ask Ss to complete Individu the selfal work assessment. Identify any difficulties and weak areas and provide further practice.

A: No, it isn’t. C: Is it under the table? A: Yes, it is. * Production: Complete the selfassessment. Finished! Now you can…

*Homework: - Prepare next lesson : (Unit 3: My Friends Lesson 1: Getting Started)

Experiments: ..................................................................................... .....................................................................................

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Week: 05 Period: 15 Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 3: MY FRIENDS Lesson 1: Getting Started - A surprise guess I. Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My friends”. 2. Structures: Verbs be and have for descriptions. The Present continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

Write the Unit title on the board “A surprise guess”. Explain the meaning of “surprise”. - Ask Ss to guess what the picture might show or what the conversation might be about. - Ask Ss questions about the picture. - Ask Ss to share any recent experiences of going on a picnic.

- T-Whole class

- Play the recording (twice) - Ask Ss to read the conversation and check their answers. Confirm the correct answers. - Ask Ss to put a suitable word in each blank. - Tell Ss to refer back to the conversation to find the phrases. Practice saying them together.

Content * Presentation: Guess what the picture might show or what the conversation might be about. Ex: - What is Phuc doing? - What are they eating and drinking?

Share your recent experiences of going on a picnic. * Practice: - Listen and read 1. Listen and read - Individual a. Put a suitable word in each blank. work Key: 1. picnic 2. Likes 3. friendly 4. Mai and Chau 5. glasses; long black hair 6. working on their school project. b. Polite requests and suggestions. Put the words in the correct order. Key:

Note

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- Ask Ss to pay attention to intonation when asking questions. - Ask Ss to role-play the short conversation before demonstrating for the class. - Encourage Ss to extend the conversation.

- Individual work

- Demonstrate the game to the class first. - Ask Ss to play in pairs. Monitor for any errors in stress or intonation and discuss after Ss have finished playing the game.

- Pair-work

- Have Ss practice the Adjectives. - Ask Ss to write the correct adjectives in the gaps. Tell Ss they will only need 5 of the 10 adjectives to complete this activity. - Play the recording to allow Ss to check their answers. - Tell Ss look back at 3. Ask what word comes after the name. Make some more sentences about the class and write tem on the board. Underline the forms of “be”. - Ask Ss to complete the sentences.

- Individual work

- Ask Ss to look at the picture and answer the questions. - Correct their answers

- Pair-work

- Individual work

- Group-work

Making and responding to a request: 1. Can you pass the biscuits for me, please? 2. Yes, sure. Making and responding to a suggestion: 1. Would you like to sit down? 2. Oh, sorry. We can’t. 2. Game: Lucky numbers 1. pass the pen 2. play outside 3. move the chair 4. listen to music 5. turn on the lights. 6. have a picnic. Adjectives for personality 3. Choose the adjectives in the box to complete the sentences. Key: 1. create 2. Kind 3. confident 4. Talkative 5. clever

4. Complete the sentences Key: 1. am 2. Is 3. Isn’t 4. aren’t 5. Is 6. Are

* Production: 5.Game: Friendship Flowers In groups of four, each member writes in the flowers petal two adjectives for personalities which you like about the others. Compare and discuss which two words best describe each person. *Homework: - Practice the conversation. - Prepare the next lesson (A closer look 1)

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Week: 06 Period: 16

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 3: MY FRIENDS Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds /b/ and /p/ in isolation and in context; use vocabulary and structures about body parts and appearance. II. Language Focus: 1. Vocabulary:the vocabulary about body parts and appearance. 2. Structures: Verbs be and have for descriptions. The Present continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, flash cards. V. Procedures: Teacher’s Activities

- Ask Ss to match the words they know. - Allow Ss to work together. Point out the irregular using the “watch out” box. Play the recording as many times as required to support Ss pronunciation. - Review and test Ss’ comprehension by asking them to respond to imperative sentences. - Explain that some words go together, but some don’t. - 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 books.

Ss’ Activities

- Individual work

- Play the recording. - Ask Ss to listen and repeat the words.

- Listen and repeat.

- Have Ss practice reading the words first. - Play the recording for Ss to

- Pair-work

Content * Presentation: Vocabulary Appearances 1. Match the words with the pictures on the cover page of 4Teen magazine. Watch out! Eye – eyes Tooth – teeth Hand – hands Foot -feet * Practice: 2. Create word webs. Key: - Long/short: legs, arms, tail, hair. - Big/small: head, ears, feet, eyes, nose. - Black/blonde/curly/straight: hair, fur. - Chubby: face, cheeks. - Round/long: face. Pronunciation /b/ and /p/ 3. Listen and repeat (page 28) Picnic biscuit blonde black big patient 4. Listen and circle the words you hear. Key:

Note

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listen and do the task. - Ask Ss to listen while T play the - T-Whole class recording. - Ask Ss to chant along. Provide - Group-work further practice by dividing the class into 2 groups. Have groups sing alternate lines. - T whole class - Stick some pictures of people from magazines on the board. Call out a description, and have Ss touch the appropriate picture while repeating the sentence. Next, point to pictures and form sentences. Point out that do or does is added to the start of questions and the end of answers.

1. play 2. band 3. Ponytail 4. brown 5. Picnic 6. pretty 5. Listen. The practice the chant. Notice the rhythm.

- Ask Ss to do this exercise individually first then compare their answers with a partner. - Check Ss’answers.

- Individual work

- Ask Ss to match the pictures to the people. Discuss the answers, and ask Ss to recall parts of the recording that help them to do the matching.

- Individual work

- 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.

- Pair-work

6. Look at the cover page of 4Teen magazine and make the sentences. Key: 1. – Does the girl have short hair? - No, she doesn’t. 2. Does Harry Potter have big eyes? 3. The dog has a long tail. 4. - And you, do you have a round face? - Yes, I do / No, I don’t. 7. Phuc, Duong and d Mai are talking about their best friends. Listen and match. Key: Phuc: c Duong: a Mai: b * Production: 8. What are the missing words? Write is or has.. Listen again and check your answers 1. has 2. Is 3. Has 4. Is 5. Has 6 is *Homework: - Learn vocabulary by heart. - Prepare the next lesson (A closer look 2)

Grammar

Have for descriptions

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Week: 06 Period: 17

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 3: MY FRIENDS Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use the present continuous to talk about future plans and arrangements. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My friends”. 2. Structures: Verbs be and have for descriptions. The Present continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities - Organizing - Have ss play alphabet games - T calls each letter of the alphabet - Ask Ss to try to recall a verb beginning with each letter

Ss’ Activities - T-Whole class

Content * Warm-up: Alphabet game Eg: A- act, ask B- buy, bring ....

Note

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- Play the recording and ask Ss - Individual to listen and follow the work conversation on the page. Play the recoding again and ask Ss to circle all the verbs. - Use grammar box to describe actions happening now, and some describe plans for the future. Point out contextual clues, such as use of adverbs of time.

- Ask Ss to fill in the table with sentences from the conversation. - Ask them to feedback with reasons for their choices.

- Pair-work

- Ask Ss to complete the sentences individually. Remind them to pay attention to the “be” verb and to the spelling of verbs ending. Discuss any difficulties before Ss attempt 4. - Ask Ss to write N for actions happening now, and F for future plans.

- Individual work

- Have Ss prepare for activity by first writing the days Monday to Sunday, and writing activities next to each – they should add the three activities listed in 5: organizing a party, working on a project, going swimming. They should leave

- T-Whole class

- Individual work

* Presentation: Grammar The Present continuous for future. 1. Listen again to part of the conversation.

2. Now, underline the present continuous in the conversation. Write them in the table. Actions now Plans for future They’re coming Example: This over. evening, we are working on our school project. * Practice: 3. Write sentences about Mai’s plans for next week . use the present continuous for future. Example: She’s finishing her homework. (finish) Key: 1. is talking 2. isn’t going 3. is visiting 4. is having 4. Sort them out! Write N for Now and F for future. Key: 1. N 2. F 3. N 4. F 5. F 6. N * Production: 5. Game: Would you like to come to my party? Choose the day of the week that you plan to : - Have a party. - Prepare for the class project. - Go swimming.

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some days free to arrange new plans. - Practice the model conversation with the class. Then ask Ss to mingle and make arrangements with their classmates. Afterward feedback by asking Ss to tell the class about their plans.

Example: Nhung’s week Mon Tue Web Thu Fri Sat Sun

*Homework: - Practice more by using The present continuous for future. - Prepare next lesson (Communication) Experiments: ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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Week: 06 Period: 18

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 3: MY FRIENDS Lesson 4: Communication I. Objectives: By the end of this lesson, students can read for specific and general information in texts. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My friends”. 2. Structures: Verbs be and have for descriptions. The Present continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Have Ss look at extra vocabulary.

Ss’ Activities - Whole class

Content * Presentation: Extra vocabulary: o Choir o Firework competition o Greyhound racing o Field trip o Temple o Volunteer o Independent o Curious o Freedom-loving o Responsible o Reliable * Practice:

- Show the picture of the five friends in the magazine. Discuss the friends with class: where they are come from, what their name might be, what might they like to do, etc. - Can bring a map or a global to show where they are from. - Tell the class they will be introduced to some new verbs. - Ask Ss to the star signs of the five friends in 4Teen magazine.

- Pair-work

1. Read the passage form 4Teen magazine.

- T-Whole class

2. Find the star sign of each friend to find out about their personality. Do you think the description is correct?

Note

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- Ask Ss to look at the adjectives of personalities in the star sign and compare them with what they read about the five friends in 1. - Have Ss review the star sign description for their own signs. Ask Ss to tick adjectives they agree with. - Allow them to share their thoughts with a partner. - Have Ss play a line-up game. - Ask Ss to arrange themselves in order of birthdays. Support them by reviewing months and dates and giving a question and answer they can use: When’s your birthday?

- Individual work

3. Look at the star sign. Do you agree with the description?

- Pair -work

- Whole class

* Production: 4. Think about your friends’ personalities. What star signs do you think they are? Find out if you are correct! Play a line-up game

*Homework: - Write a paragraph to describe your friend in your notebook. - Prepare the next lesson : (Skill 1)

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Week: 07 Period: 19

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 3: MY FRIENDS Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can use read for specific and general information in texts including advertisements and emails. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My friends”. 2. Structures: Verbs be and have for descriptions. The Present continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities

Ss’ Activities

- Show the class three objects/pictures of objects that you might use at camp, e.g. torch, backpack, hiking shoes. - Ask the class to guess when you might use all three objects. Then have Ss open their books and check their guesses.

- T-Whole class

Content * Presentation: Prediction What objects you might use at camp.

- Discuss with Ss the features of - Answer advertisements: title, short-texts, eyes-catching, contact details, etc.

- Tell Ss this advertisement is about the Superb Summer Camp. Ask Ss to look at it for 2 minutes and try to remember as much as they can. Then ask the class to cover the page and tell T what they remember.

- Individual work

* Practice: Reading 1. Read the advertisement for the Superb Summer Camp and choose the best answer. - The camp is for children of what age? - What did you see in the pictures? - Where will the camp be? - What can you do at the camp? - When does it happen? Key: 1. b 2. c 3. a

Note

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- Ask Ss to read and find the answers to the questions. Ss can underline parts of the email that help them with the answers. Set a strict time limit to ensure Ss read quickly for information. Accept any reasonable answers. - Set a longer time limit for Ss to read the text and answer T or F. Encourage Ss to support their answers.

- Individual work

- Ask Ss to make their own English camp schedule then ask them to report their results to class.

- Individual work

- Go back to the advertisement and elaborate the activities listed with Ss. Brainstorm ideas onto the board. Ask Ss to use the ideas they brainstormed to fill in their own schedule. - Give each Ss a fixed amount of time to speak. Ss can report to the class about their partner’ schedule.

- Pair -work

2. Read the text quickly. Then answer the questions. Key: 1. an e-mail 2. A stay at the Superb Summer Camp. 3. Yes, he is. 3. Read the text again and write True or False. Key: 1. F 2. F 3. T 4. T 5. F 6. F 7. F Speaking 4. Make your own English camp schedule. Morning Afternoon Day 1 Day 2 Day 3 * Production: 5. Take turn. Tell your partner about it. Listen and fill in the schedule. Morning

Afternoon

Day 1 Day 2 Day 3

*Homework: - Write a schedule for yourself. - Prepare the next lesson: (Skill 2)

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...............................................................................................................................................................

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Week: 07 Period: 20

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT3: MY FRIENDS Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen for specific ideasand write an entry for a magazine using notes. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My friends”. 2. Structures: Verbs be and have for descriptions. The Present continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player V. Procedures: Teacher’s Activities - Ask Ss to see the photos first. Then point at the words in the box and ask them to do the matching. - Play recording for checking and practicing reading the words.

- Ask Ss to refer to the contents of the advertisement. Give Ss time to decide which activities are like more likely to happen at the camp and which are not. Ask them to explain why they think so.

Ss’ Activities - Individual work

- Individual work

Content * Presentation: Listening 1. What do you see in the photos? Choose the words in the box to fill the table. Then listen and check. Key:

* Practice: 2. Which activities do 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)

Note

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- Have Ss brainstorm the things that Mr. Lee plans for camp. - Play the recording. Ask Ss to listen the first time. Then play the recording again and follow Ss to fill in the table as they listen. Ss can share their answer before playing recoding a final time to allow pairs to check their answers.

- T-Whole class - Pair-work

- Tell the class three letters can help them to write better. Introduce the rubric: Write a magazine entry. Write about your friends. Then write about your plans.

- Encourage Ss not to refer - Individual back to the unit. Instead work they can use what they have learnt during the unit to help them answer the questions. That will help Ss see how for they progressed, and which areas need further practice.

3. Listen to Mr Lee, the camp leader, talking on the phone with Phuc’s parents. What are they doing on Day Two and Day Three at the camp? Morning Afternoon Day two Day three

Writing Study skills Research, draft, check.

* Production: 4. Write for 4Teen magazine about your plans this weekend with your friends. - Introduce yourself. - Describe your friends. - Describe your plans.

*Homework: - Write your plans in your notebook. - Prepare the next lesson : (Looking back)

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...............................................................................................................................................................

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Week: 07 Period: 21

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 3: MY FRIENDS Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review all what they have learnt in this unit. II. Language Focus: 1. Vocabulary:the lexical items related to the topic “My friends”. 2. Structures: Verbs be and have for descriptions. The Present Continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities - Ask Ss to write the correct words on the faces. - Have Ss check their answers with a partner.

Ss’ Activities - Individual work

Content * Presentation: Vocabulary 1. Write the correct words in the faces Creative Confident

- Explain that Haiku is a traditional form of Japanese poetry. Ask Ss to work in groups of three to exchange their poems.

- Group-work

- Ask Ss to choose a nember of group and write a short description of him/her. Demonstrate the activity with the class, with Ss choral reading Group & A’s roles.

- Group-work

- Elicit the language being practiced in this activity. Ask Ss

- Individual work

boring

funny

hard-working kind

clever

talkative

sporty

shy

patient

serious

2. Make your own Haiku. Write a three line Haiku poem to describe yourself.

* Practice: Grammar 3. Game: Who’s who? Example: A: He’s tall. He has glasses. He’s creative too. He isn’t shy. B: Is it Minh? A: Yes! / No, try again. 4. Complete the dialogue. Key:

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to complete the conversations individually. As in !, Ss can share answers with a partner, but they should record their original answers to guide their selfassessment.

A: are – doing B: meeting – are going A: am playing B: am watching

* Production: - Divide Ss into pairs of As and Bs. Allow Ss to complete the communication activity. Ask Pairs to join other pairs forming groups of 4. - As and Bs can share what they leant about their partners’ schedules before discussing with the class.

- Pair-work

Communication 5. Student A looks at the schedule on this page. Student B looks at the schedule on the next page. Example: A: What are you doing tomorrow? B: I’m playing football with my friends. or I’m not doing anything.

*Homework: - Prepare next lesson : (Unit 3: My Friends Lesson 1: Getting Started) Experiments: ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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Week: 08 Period: 22, 23

Date of planning: ……/……/…… Date of teaching: ……/……/……

REVIEW 1 I. Objectives: By the end of this lesson, students can revise the language they have studied and the skills they have practiced since Unit 1. II. Language Focus: 1. Vocabulary: revise the vocabulary they have learnt since Unit 1. 2. Structures: The present simple and the present continuous tense. There is / There isn’t There are / There aren’t. Prepositions of place. Verbs be and have for descriptions. The Present Continuous for future. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ecilit the rules of pronouncing the final –s/-es if needed. - Ask Ss to do the exercise individually.

- Individual work

- Pair-work

- Organize this as a game. Ask Ss to do this in pairs. The pairs that find the most words will go to the board and write the answers.

- Individual work

- Have Ss do this exercise individually and then share their answers with a partner. - Check Ss’ answers.

- Ask Ss to do in pairs. This can be done as a small Content competition.

- T-whole class

Note

- Quickly check Ss’ answers. - Individual work If time allows, ask Ss to think of some other words and make sentences.

- Individual work - Elicit the use of the present and the present continuous. Call one st do this exercise on the board. Other Ss also do this. - Check Ss’ answers. - Ask them for explanation.

- Individual work

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- Ask Ss to read the text carefully and pay attention to the hints. Ask Ss to do this individually and compare their answers with a partner. - Check Ss’ answer and ask them to explain the negative forms in their answers. - At the same time, ask one pair to go to the board and does this exercise. - Check Ss’ answers.

- Pair-work

- Ask Ss to do this in pair. After checking their answers, ask one or two pairs to act out - Individual work the conversation.

- Ask Ss to do this exercise individually and check their answers with a partner before giving their answers to the T to confirms the correct answers.

- Individual work

- Group-work

- Have Ss work in groups. One interviews the other two what they like and dislike about the school and the reason why. - Summaries Ss’ ideas. - Play the recording once for Ss to listen. Play the

recording again for Ss to check their answers. 7. Complete the description with the Announce theof answer to Ss. correct form the verbs “be” or “have”. Key: 1. is 2. isn’t 3. doesn’t have - 4. Ask is Ss5.tohas quickly 6. areread 7. the is 8. Is questions. Ask Ss to listen to the recording again and answer 8. Readthe thequestions. sentences and draw the -furniture Ask Ss toincompare the righttheir place. answers before giving T their answers. Everyday English Number the lines the dialogue in -9.Elicit the parts of anofe-mail. - Group-work order.in groups to -the Askcorrect Ss to work Key: do this exercise. 6 - –1–7–2–3–5–8–4

Reading 1. Choose A, B or C for each blank in the e-mail. Key: 1. A 2. C 3. C 4. B 5. A 6. B Experiments: 2. Read the text and answer the ..................................................................................... questions. ..................................................................................... Key: ..................................................................................... 1. It’s in a quiet place not for from the city center. 2. They are hard-working and serious. 3. They are helpful and friendly. 4. There are five clubs. 5. Because it’s a good school.

- Individual work.

Speaking 3. Interview two classmates. Ask them what they like and dislike about your school and the reasons why.

- Individual work

Listening 4. An and Mi are talking on the phone. Listen and circle the parts of the house you hear. Key: Kitchen garden

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Week: 09 Period: 25 Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 4: MY NEIGHBOURHOOD Lesson 1: Getting Started–Lost in the old town! I. Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My neighborhood”. 2. Structures: Comparative adjectives. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

Ss’ Activities

Write the Unit title on the board “Lost in the old town!”. Explain the meaning of “surprise”. - Ask Ss to guess what the picture might show or what the conversation might be about. - Ask Ss questions about the picture.

- T-Whole class

- Play the recording (twice) - Ask Ss to read the conversation and check their answers. Confirm the correct answers. - Ask Ss to read and put the action in order. - Tell Ss to refer back to the conversation to find the phrases. Practice saying them together.

Content * Presentation: Guess what the picture might show or what the conversation might be about. Ex: - Where are Nick, Khang and Phong? - What might be happening to them? What are they doing?

* Practice: - Listen and read 1. Listen and read - Individual a. Read and put the action in order. work Key: 2–5–3–4–1–6

- First, model the role-play with a - Pair-work

b. Making suggestions. Key: 1. a. Where shall we go first? b. Let’s go to “Chua Cau”. 2. a. Shall we go there first? b. Ok, sure. 3. a. Shall we go by bicycle? b. No, let’s walk there. 2. Work in pairs. Role-play making

Note

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more able St. Then ask pairs to role-play the short conversations before demonstrating for the class.

suggestions.

- Have Ss quickly match each place (in the picture) with its name. Then play it again , pausing after each item and asking them to repeat chorally and individually. Correct their pronunciation.

- Pair-work

3. Match the places below with the pictures. Then listen, check and repeat the words. Key: 1. E 2. H 3. F 4. C 5. G 6. A 7. B 8. D

- First, model this activity with a more able St. Ask Ss to work in pairs . Call some pairs to practice in front of the class.

- Pair-work

4. Think about where you live. Work in pairs. Ask and answer questions about it. Example: A: Is there a theatre in your neighborhood? B: Yes, there is. / No, there isn’t.

- Have Ss quickly match - Individual instruction with the diagram. work Check their answers. If Ss do not understand the sentences, use the diagrams to work the meaning out from the context.

- Ask Ss to give their partner the directions to one of the places on the map, and they try to guess. Then swap.

- Pair-work

5. Match the instructions in the box with the pictures. Key: 1. Go straight on. 2. Turn left at the traffic lights. 3. Go past the bus stop. 4. Take the first turning on the left. 5. Go to the end of the road. 6. Go along the street. 7. Cross the street. * Production: 6.Game Example: A: Go straight. Take the second turning on the left. It’s on your right. B: Is that the art gallery? A: Yes, it is./ No, try again. *Homework: - Practice giving directions to your house. - Prepare the next lesson (A closer look 1)

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Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 4: MY NEIGHTBOURHOOD Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds /i:/ and /i/ in isolation and in context; use vocabulary related to the topic “My neighborhood”. II. Language Focus: 1. Vocabulary: the vocabulary related to the topic “My neighborhood”. 2. Structures: Comparative adjectives. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, flash cards. V. Procedures: Teacher’s Activities

Ss’ Activities

- Practice saying the adjectives with Ss. Use some examples to work the meaning out of the context. With difficult adjectives T may translate them or ask Ss to translate. Then ask Ss to write the correct adjectives in the blanks. Play the recording as many times as required to allow Ss to check their answers and support their pronunciation.

- T-whole class

- Explain that some words go together, but some don’t. - 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 books.

- Individual work

- Play the recording. - Ask Ss to listen and repeat the

- Listen and repeat.

Content * Presentation: Vocabulary 1. Fill in each blank with one word from the box. Listen, check and repeat the words. Exciting cheap historic sleepy expensive convenient peaceful police noisy friendly

* Practice: 2. Now match the adjective s from the box in 1 with their opposites below. Key: - boring – exciting - historic – modern - noisy – quiet/ peaceful - convenient – inconvenient - fantastic – terrible 3. Work in pairs. Ask and answer

Note

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words. - Have Ss practice reading the words first. - Play the recording for Ss to listen and do the task. - Ask Ss to listen while T play the recording. - Ask Ss to chant along. Provide further practice by dividing the class into 2 groups. Have groups sing alternate lines. - Stick some pictures of people from magazines on the board. Call out a description, and have Ss touch the appropriate picture while repeating the sentence. Next, point to pictures and form sentences. Point out that do or does is added to the start of questions and the end of answers.

- Pair-work

- Ask Ss to do this exercise individually first then compare their answers with a partner. - Check Ss’ answers.

- Individual work

- Ask Ss to listen while T plays the recording. 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.

- T-Whole class - Group-work

- T whole class

- Group-work

questions about your neighborhood. Use the words in 1 and 2 to help you. Example: A: Is our neighborhood polluted? B: No, it isn’t. A: Is it peaceful? B: Yes, it is. Pronunciation /i:/ and /i/ 4. Listen and repeat the words. Pay attention the sound /i:/ and /i/ Key: /i:/ /i/ Cheap, sleep, Historic, peaceful, exciting, convenient, expensive, police. noisy, friendly.

5. Listen to the sentences and circle the words you hear. Key: 1. Living 2. Heat 3. Seats 4. Sheep 5. Tins 6. Mill 7. Teams 8. Chip * Production: 6. Listen and practice the chant. Notice the sounds /i:/ and /i/. MY NEIGHBOURHOOD (page 40)

*Homework: - Learn vocabulary by heart. - Prepare the next lesson (A closer look 2)

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Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 4: MY NEIGHBOURHOOD Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use adjectives to compare things. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My neighbourhood”. 2. Structures: Comparative adjectives. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

- Choose 2 Ss of very different height and ask them to stand up. Ask the class a question. - Focus Ss’ attention on comparative forms by giving examples. - Explain that comparative adjectives are constructed in several different ways in English and that some of those ways are presented in the box. Explain the simplest ways to identify the number of syllables in an English word and give further example or practice if necessary.

Ss’ Activities

- T-whole class

Content * Presentation: Grammar Comparative Adjectives - Who is taller? - Example: This ruler/ desk is long. But that ruler/ desk is longer.

- Ask Ss to read the instructions. Tell Ss what they should do. - Have Ss compare their answers in pairs before checking with the whole class.

- Pair -work

- Use Ss use the example to show

- Individual

* Practice: 1.Complete the following sentences with the comparative form of the adjectives in brackets. Key: 2. taller 3. Bigger 4. noisier 5. cheaper 2. Now complete the following

Note

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what Ss should do. Ask them to pay attention to the syllables in each adjective and look back at the grammar box if necessary.

work

sentences with the comparative form of the adjectives in brackets. Key: 2. more beautiful 3. more convenient 4. more interesting 5. more expensive.

- Ask Ss to read and complete the sentences individually. Remind them to pay attention to the number of the syllables in each adjectives.

- Individual work

3. Read and complete Vy’s letter to her friend. Key: 1. Drier 2. Smaller 3. Older 4. Wider 5. more delicious 6. Older 6. Cheaper

- Elicit the contrast between the things in the two neighborhoods and the adjectives that can be used to describe them. - Correct. - Tell Ss how to form a question - Individual and pay attention to the number work of the syllables in each adjectives. - Check their answers.

- Model with a St. Ask Ss to work in pairs. Call some pairs to practice in front of the class. - Ask Ss to think ot the places - Pair-work they’ve been to. Model with a more able Ss and then have them work in pairs while T goes around the class and monitors. - Ask a few pairs with the most imaginative ideas to report them to the class.

4. Look at the pictures of Yen Binh neighbourhood and Long son neighbourhood. Now write about the differences. 5. Complete the following sentences with the comparative form of the adjectives in brackets. Key: 2. More expensive 3. More comfortable 4. More historic 5. Narrower 6. Work in pair. Ask and answer questions. * Production: 7. Work in pairs. Ask and answer questions about the places that you know. Use the comparative form of the adjectives in the box. Example: A: Is Hue busier than Da Nang? B: No, it isn’t. *Homework: - Write 3 sentences using comparative adjectives. - Prepare the next lesson ( Skill 1)

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Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 4: MY NEIGHBOURHOOD Lesson 4: Communication City tours! I. Objectives: By the end of this lesson, students can talk about different places and show directions to these in a neighborhood. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My friends”. 2. Structures: Comparative adjectives. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Have Ss look at extra vocabulary.

Ss’ Activities - Whole class

- Ask Ss if they know about Hoi An. Allow 20 – 30 seconds for Ss to think. - Have Ss brainstorm about Hoi AN.

Content * Presentation: Extra vocabulary: o First o Then o After that o Finally - What do you know about Hoi An? - Anything you can remember about it.

* Practice: - Playing the recording. Ask Ss to listen only. Then play the recording again and allow Ss to fill in the gaps as they listen. - Ask Ss to share their answers in pairs, before playing the recording a final time to allow the pairs to check their answers. - Ask Ss to read the audio guide

- T-Whole class

- Individual

1. Nick is listening to an audio guide to Hoi An. Listen and fill in the gaps. Key: 1. 2. 3. 4. 5.

Historic Convenient Straight Second Left

Note

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again, paying attention to the use of the connective works.

work

- Individual - Ask Ss to read the brief information about London and Ho work Chi Minh city and look carefully at the two simplified maps of the two cities. - Remind Ss of the expressions they can use to give directions; have Sss refer to the expressions in the dialogue and 5 of getting started. - Pair-work - Haves Ss prepare their audio guide individually and then share it with a partner. - Have Ss practice presenting their audio guide in pairs. - Call some Ss to present their audio guide to the whole class. - After each St has finished his/ her audio guide, ask for some comments from the other Ss. - Make comments and any mistakes if there are any.

- Whole class

6. Right 7. Second 8. Next to

2. Choose one of the cities below. Create an audio guide for your city. Remember to: - include some comparisons with other cities. - give directions to different places.

* Production: 3. Present your guide to your class.

*Homework: - Write your audio guide in your notebook. - Prepare the next lesson : (Skill 1)

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Week: 10 Period: 29

Date of planning: ……/……/…… Date of teaching: ……/……/……

SỬA BÀI KIỂM TRA 1 TIẾT

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Week: 10 Period: 30

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 4: MY NEIGHBOURHOOD Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can use read for specific and general information about good things and bad things in a neighborhood. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My neighborhood”. 2. Structures: Comparative adjectives. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Ask Ss to look at the picture of Khang’s neighborhood. And ask them some questions.

Ss’ Activities - T-Whole class

- Individual - Ask Ss to scan the passage to work find where the words suburbs, backyard… are in the passage. - Ask Ss to note where they found the information that help them to answer the questions. - Pair - work - Have ss compare their answers in pairs.

- Ask Ss to scan the passage again - Individual work and find the information to

Content * Presentation: Questions: 1. Where do you think Khang’s neighborhood is? 2. What do you think about it? 3. Do you like living there? Why? Why not? * Practice: Reading 1. Find these words in Khang’s blog. What do they mean? 2. Read Khang’s blog. Then answer the questions. Key: 1. It is in the suburbs of Da Nang City. 2. Because it has beautiful parks and sandy beaches and fine weather. 3. They are very friendly. 4. Because there’re many modern buildings and offices in the city. 3. Read Khang’s blog again and fill in the table with the information.

Note

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complete the table. - Ask Ss to note where they found the information that help them to answer the questions. - Pair – work - Have ss compare their answers in pairs.

- Pair – work - Remind Ss of expressions they can use to give directions. - Model this activity with a more able St and then have Ss work in pairs. - Call some pairs to talk before the whole class, then invite some comments from other Ss.

Key: Like: - It’s great for outdoor activities. - There’s almost everything here - The food is very good. - People are incredibly friendly. Dislike: - the street are busy, crowded, and noisy during the day. Speaking 4. In pairs, ask and answer questions about how to get to the places on the map. Example: (page 44)

* Production: - Note some common errors and - Pair -work discuss them with the whole class. - select some pairs to act out their dialogue in front of the class. - give feedback - Give comments on strengths and correct a few errors in the target language.

5. Work in pairs. Ask and answer the question about the way to get to the places in your town, village/ near your school.

*Homework: - Prepare the next lesson: (Skill 2)

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Week: 11 Period: 33

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 4: MY NEIGHBOURHOOD Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get the information about directionsto some places in a neighbourhood and write about what they like or dislike about their neighboorhood. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My neighborhood”. 2. Structures: Comparative adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player V. Procedures: Teacher’s Activities - Ask Ss to read Study Skills – Listening carefully. Then apply these tips to doing Listening exercises. - Play the recording and ask Ss to write down the words or phrases in the blanks. - Play the recording again for Ss to check the answers.

Ss’ Activities - T whole class

- Ask Ss to read the rubric and - Pair-work study the map carefully. Ask them to work in pairs to discuss how to get to the places numbered 1 – 4. - Play the recording and have Ss choose the correct answers as they listen. - Call on some Ss to write their answers to the board. - Play the recording again for Ss

Content * Presentation: Listening Study Skills – Listening

1. Listen to the conversation between a strager and Duy’s Dad. Fill in the blanks with the words you hear. Key: 1. The end 2. Right 3. Lower secondary school 4. Le Duan street 5. Second right * Practice: 2. Listen the conversation again. Choose the correct places from the list below. Write thecorrect letters AF on the map. A.supermarket B. restaurant C. secondary school D. art gallery E. Pho 99 F. Quynh Cafe

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to check their answers. Pause at the sentences that include the information Ss need for their answers.

Key: 1. A 2. C 3. F 4. D

-Ask Ss to tick what they like and - Individual don’t like abou their work neighbourhood. Ask them tocount how many things they have in common with their partners.

- Ask Ss to make notes on what they like and dislike about their neighbourhood. - Ask them to share their notes with their partners. - Read out the notes from some more able Ss to the whole class.

- Individual work

- Ask Ss to refer back to the reading for useful language and ideas, and write some useful expressions and language on the board. - Ask them to write the first draft. Then have them write their final version.

- Individual work

-Pair-work

Writing 3. Tick ( ) what you like or don’t like about a neighbourhood. • Sandy beaches • Heavy traffic • Many modern buildings and offices • Peaceful street • Good restaurants and cafes • Sunny weather • Busy and crowded streets • Many shops, and markets 4. Make notes about your neighbourhood. Think about the things you like/ dislike about it. LIKE

DISLIKE

* Production: 5. Write a paragraph about your neighbourhood saying what you like or dislike about living there. Use theinformation in 4, and Khang’s blog as a model.

*Homework: - Write your paragraph in your book. - Prepare the next lesson : (Looking back)

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............................................................................................................................................................... Week: 12 Period: 34

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 4: MY NEIGHBOURHOOD Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review all what they have learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “My neighborhood”. 2. Structures: Comparative adjectives. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Ss’ Activities Activiti es

Content

* Presentation: Vocabulary - Ask Ss 1. Write the to write Individ correct word for the words ual each picture. in their work Key: notebook - Pair1. statue 2. individual work Railway station ly and then 3. park check 4. temple with their 5. memorial partners. 6. cathedral Correct Individ the ual 2. Fill in each gap mistakes. work with a suitable * Practice: Grammar 3. Put the - Ask Ss to work Individ following individual ual adjectives in the ly to put work correct column.

No te

the following adjectives in the correct column. - Check and confirm the correct answers.

Key:

Individ ual work - Pairwork

- Ask Ss to match the name of a nature - Pairwonder in work column A with a word in column B. - Ask Ss to check their answers with a partner before discussing their answers as a class.

One syllable Fast, hot, large Two syllables Happy, noisy, quite, heavy Three or more syllables Exciting, expensive, convinient, difficult, polluted 4. Match the name of a nature wonder in column A with a word in column B. Key: Faster Happi More er conveni Hotte r ent Noisier More More pollut difficult ed Heavier More More exciti expensi ng ve Large r Quiet er 5. Complete the sentences

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-Ask Ss to complete the sentences comparin g the pictures. Use comparati ve form of the adjectives given.

- Ask Ss to read the questions and answers twice. Then match them. - Have them write all sentences in their notebooks .

- Ask Ss to roleplay the questions and

comparing the pictures. Use comparative form of the adjectives below. Key: 1. Noisier than 2. More modern than 3. More convenient than 4. More beautiful than 5. More expensive than * Production: Individ Communication 6. Match the ual questions with the work correct answers. Key: a–c d–e f–g h–b - Pair7. Role-play the work questions and answers.

answers *Homework: - Do “project”. - Prepare next lesson : (Unit 5: Natural Wonders Of The World - Lesson 1: Getting Started)

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Week: 11 Period: 33 Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 1: Getting Started – Geography club I. Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to “things in nature” and “travel item”. 2. Structures: Superlatives if short adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Show some pictures of nature wonders. - Ask Ss questions about the picture. - Ask Ss to share any recent experiences of going on a picnic.

- T-Whole class

- Ask Ss to work individualtly. Allow them to share answers before discussing in groups or as a class.

- Individual work

- Tell Ss to refer back to the conversation to find the phrases. Ask Ss to write the sentences. Ensure they add approritate punctuation.

- Group-work

Content * Presentation: Describe the pictures. Ex: - What can you see in this picture? - Where is it? - Do you know this place?

* Practice: 1. Listen and read a. Answer the following questions. Key: 1. Vy is 2. She went to wrong room. 3. Uluru 4. Australia. 5. An island. b. Put the words in the correct order. Key: 1. Can you spell that, please? 2. can you repeat that, please? 3. Can I come in?

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- Practice saying the phrase together. - Use the example to practice a - Pair-work conversation with Ss. Then ask Ss to develop a role-play around their ideas. Support with suggestions. More able Ss can try to extend the conversation. - Ask pairs to perform for the class.

- Play the recording. Ask Ss to listen and repeat the words.

- Individual work

- Ask Ss to label the pictures with the correct words. Ss can work in pairs. - Show picture cards of the vocabulary. Elicit Ss’ answers. Then provide the correct words.

- Pair -work

- Ask Ss to look back the converssation in Getting Started and try to find the vocabulary used.

- Group-work

c. Brainstorm situations when people use these sentences. Then role-play the situations with a partner. Example: A: Hi, Can I order a cheese and meat pizza, please? B: Sure. What’s your name, please? A: It’s Nick. B: Can you spell that, please? A: Yes, it’s N-I-C-K. 2. Listen and repeat the following words. 1. mountain 2. River 3. waterfall 4. Forest 5. cave 6. Desert 7. lake 8. Beach 9. island 10. valley 3. Now label the pictures. Key: 1. mountain 2. river 3. waterfall 4. forest 5. cave 6. desert 7. lake 8. beach 9. island 10. valley

* Production: 4. Read the conversation in 1 again. Tick the words you can find.

*Homework: - Learn Vocabulary. - Practice the conversation. - Prepare the next lesson (A closer look 1) Experiments:

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Week: 11 Period: 34

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds /t/ and /st/ in isolation and in context; use vocabulary related to “travel item”. II. Language Focus: 1. Vocabulary: the lexical items related to “things in nature” and “travel item”. 2. Structures: Superlatives if short adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player, flash cards. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to match the words they know. - Practice saying the vocabulary with Ss. Ask Ss to touch the correct pictures as they say the word. Alternatively, create a mime for each word with Ss.

- Individual work - T-whole class

- Read and act out the sentences. - Elicit ideas for sentence 1. Then allow Ss to complete the remaining sentences. - Check their ideas at the end.

- Individual work

- Remind Ss that in the introduction they thought about useful things for beach, desert, muontain. Tell Ss they are going to a beach holiday and they need to order the items form very useful to not very useful. - allow Ss to work in pairs to form their list. - Ask pairs to join other groups

- Pair-work

Content * Presentation: Vocabulary Travel items 1. Match the words with the pictures then practice saying the following items. Key: 1. painkillers 2. Scissors 3. plaster 4. Sun cream 5. sleeping bag 6. Walking boots. 7. Backpack 6. compass. * Practice: 2. Complete the following sentences. Key: 1. Compass 2. Suncream 3. Painkillers 4. Backpack 5. Plaster. 3. Now put the items in orders. Number 1 is most usefull on holiday. Number 8 is the least usefull.

Note

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and compare their lists. Encourage more able Ss to give reasons tor their choices. Pronunciation /b/ and /p/

- Play the recording. - Individual - Ask Ss to listen and number the work words in the order they hear them. - Allow Ss to compare their answers. - Play the recording the second time. Discuss the answers as a class. - Play the recording again. Pause - T whole class after each word and ask Ss to repeat.

- Play the recording of the sentences. Ask Ss to listen carefully and raise their hands when they hear the /t/ or /st/ sounds. - Alternatively, divide the class into a /t/ group and a /st/ group and they listen and respond to their own sound. - Play the recording again. Pause after each sentence and ask Ss to repeat.

- Group-work

4. Listen and number the words you hear. Best boat coast lost boot desert plaster forest

5. Listen again and repeat the words.

* Production: 6. Listen and repeat. Pay attention to the bold-typed parts of the words.

*Homework: - Learn vocabulary by heart. - Prepare the next lesson (A closer look 2)

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Week: 11 Period: 35

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use comparative and superlative adjectives to describe things in nature. II. Language Focus: 1. Vocabulary: the lexical items related to “things in nature” and “travel item”. 2. Structures: Superlatives if short adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities - Show some pictures about some places in the world.

Ss’ Activities - T-Whole class

- Choose more able Ss to act as - Individual Vy, and read the sentences to the work class. - Ask Ss to stick T or F in the box provided.

- Play the recording and allow Ss to check their answers.

- Individual work

- Ask Ss to look back at Vy’s sentences, find and underline all the examples of –est.

- Individual work

- Ask Ss to complete the table - Individual individually. Dis cuss their work answers at the end - Ask Ss to complete the passage with the correct words. Pairs can practice role-playing the completed passage.

Content * Warm-up: Where is it? (Ss’ answer) * Presentation: Grammar Comparative and superlative adjectives 1. Vy is giving a quiz about wonders of the world. Read the sentences and guess if they are true or false. Key: 1. T 2. T 3. F 4. T 5. T 6. T 2. Listen to Vy giving the answers to the quiz. Check your guesses. * Practice: 3. Underline all the words ending in est in the quiz. (Watch out) 4. Complete the table with the comparatives and superlatives. 5. Now Vy is taking about other amazing places. Complete the passage. Key:

Note

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1. hottest 3. Coldest 5. Colder 7. Highest - Prepare the slips of paper beforehand for the groups. Alternatively dictate the names of the places and allow Ss to write them on blank slips.

- Group – work

- Ask Ss to read Vy’s note and - Individual find the uses of “must”. Refer Ss work back to the grammar table if necessary. Discuss the uses of “must”. - Ask Ss to complete the - Pair - work sentences. Ss can share their ideas in pairs. Discuss answers as a class. As an extension, Ss can act out the sentences, one acting as a teacher, one acting as a student.

2. Hotter 4. Coldest 6. Biggest 8. Smaller

6. Cut up some pieces of paper. Write the names of some famous places on them. Work in group and make sentences about the places.

7. Vy is giving Mai some feedback. Read and underline the forms of must.

* Production: 8. Look at the classroom rules below. Write some more rules for you and your classmate. Example: 1. We must arrive on time. 2. We mustn’t pick flowers in the school garden. … *Homework: - Practice more by using the comparatives and superlatives. - Prepare next lesson (Communication)

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Week: 12 Period: 36

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 4: Communication I. Objectives: By the end of this lesson, students can use must and mustn’t to give orders and talk about and give travel advices. II. Language Focus: 1. Vocabulary: the lexical items related to “things in nature” and “travel item”. 2. Structures: Superlatives if short adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Have Ss look at extra vocabulary.

Ss’ Activities - Whole class

Content * Presentation: Extra vocabulary: o Tent o Torch o Sun hat o Waterproof coat o Map o Mobile phone * Practice:

- Show the picture of Mount - T-Whole class Everest. - Ask Ss to look at the picture of Mount Everest and show picture of extra vocabulary. Ask Ss to decide whether the objects are useful for going to Mount Everest, e.g. Must we take a torch to Mount Everest? - Ask Ss to read quickly and check their ideas. - Ask Ss to read the text again and ask some follow-up questions.

1. Read the travel guide entry. - Must we take a torch to Mount Everest? - What is a mountain range? - What do you think diverse mean? - Have you had any unforgettable experiences? …

- Ask Ss to use information in the text and their own ideas to fill the must and mustn’t columns.

2. Now make a list of the things you must take to the Himalayas. Then add things you mustn’t take.

- Individual work

Note

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- Create your own list and demonstrate the activity with a more able St. - Swap roles. Then ask the class to complete the role-play.

- Pair-work

- Ask the class to complete the role-play. Ask pairs to demonstrate for the class.

- Whole class

3. Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to Himalayas. Try to give reasons. * Production: 4. Perform your role-play for the class.

*Homework: - Write 4 sentences with must and mustn’t. - Prepare the next lesson : (Skill 1)

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Week: 12 Period: 37

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can use read a brochure for tourist information and talk about and give travel advice. II. Language Focus: 1. 1. Vocabulary: the lexical items related to “things in nature” and “travel item”. 2. Structures: Superlatives if short adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Ask Ss to compare the text in Communication and Skill 1. Encourage them to think of the purposes of the texts and where they might see them.

Ss’ Activities - T-Whole class

- Ask Ss to read the text quickly - Individual to answer the questions and check work their ideas from the introduction. - Discuss the Study Skill with Ss.

- Ask Ss to find the four words in the passage and underline them, then check their meaning. - Ask Ss to read the sentences then write True or False. Refer them back to the text for the answers.

Content * Presentation: Introduction (Ss’ answers)

* Practice: Reading 1. Before you read, look at the pictures below and make predictions about the text. Then read and check your ideas. - Where is the passage from? - What is it about? - What do you know about the subjects? 2. Find these words in the passage in 1, then check their meaning.

- Individual work

3. Read the following sentences. Then tick true or false. Key: 1. T 2. F 3. T 4. F 5. T

Note

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- Ask Ss to read the passage again - Individual and answer the questions. work

- Discuss with Ss which things they find interesting about Ha Long Bay and Hue. Brainstorm ideas on the board. - Ask Ss to close the books. Ask Ss to tell their partner about the place.

- Pair – work

- Group -work

Show a picture of your town. Tell - Pair -work the class they are visiting it. Review interesting features of your town with Ss. Then ask Ss to suggest some advice.

4. Make your own English camp schedule. Key: 1. Ha Long Bay is in Quang Ninh Province. 2. You must take a boat ride. 3. A visit to the Imperial City more important. 4. Because people travel there just for the food. Speaking 5. Make notes about one of the places in the brochure. Use the information in the text and your own ideas. 6. Tell your partner about the place. Ha Long Bay and Hue * Production: 7. Your friends are visiting your town. Think about what they must and mustn’t do while they are here. Role-play the conversation in groups. Things they must do/bring: … Things they mustn’t do/bring: … *Homework: - Prepare the next lesson: (Skill 2)

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Week: 12 Period: 38

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get the information about travel plans and write a travel guide entry about an interesting place. II. Language Focus: 1. Vocabulary: the lexical items related to “things in nature” and “travel item”. 2. Structures: Superlatives if short adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to recall the 2 places in the brochure in skill 1. Ask Ss which one they think Nick’s family will choose as their holiday destination. Ask Ss to explain their choose. - Play the recording for the answer.

- T whole class

- Read through the questions with Ss and support with any difficulties before they attempt to answer. Play the recording again. - Correct.

- Individual work

- Choose Ss to show their places to the class. Ask some questions

Content Note * Presentation: Listening 1. Nick’s family are in the travel agent’s. they want to go on vacation. They are choosing a place from the brochure above. Which place do they choose?

* Practice: 2. Listen again and answer the following questions. Key: 5. Ha Long Bay, Hue, Mui Ne or Nha Trang. 6. Can we see a picture of the hotel in Mui Ne? 7. Mui Ne is cheaper but I think Ha Long Bay is more interesting. 8. Yes, he is. Writing 3. Write a travel guide about a place you know.

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to prepare the class for the activity.

- Ask Ss to make notes about their - Individual chosen places. work - Ask Ss to use the Travel Guide in Communication as their model. - Correct.

Questions: - What nature wonders are there? - What things can do there? - What thngs we must do? … * Production: 4. In notes, fill each blank in the network with the information about the place. Then use these notes to write a short paragraph about it. - Research. - Draft - Check *Homework: - Write a travel guide in your notebook. - Prepare the next lesson : (Looking back)

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Week: 13 Period: 39

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review all what they have learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to “things in nature” and “travel item”. 2. Structures: Superlatives if short adjectives. Modal verb: must III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

Ss’ Activitie s

- Ask Ss to label Individu things al work nature they can see in the picture.

Individu al work - Ask Ss to work - Ask Ss to work Individu

Content * Presentation: Vocabulary: things in nature 1. Label the things nature you can see in this picture. Key: 1. mountain 2. Waterfall 3. forest 4. Cave 5. desert 6. Lake * Practice: Grammar 3. Fill the gaps in the

Not e

individuall y to complete the sentences

al work

- Pairwork

- Ask Ss to work in pairs and match the name of a natural wonder in column A with a word/ phrase in column B. Monitor the activity and offer help to Ss when necessary.

- Ask Ss to practice the conversati on in pair. Drow Ss’ attention to the questions and answers for the informatio

following sentences. Key: 1. hottest 2. longest 3. highest 4. largest 5. best 4. Match the name of a nature wonder in column A with a word in column B. Key: 1-d 2-c 3-a 4-e 5-b 5.Work in pairs and practice the conversation below. Discuss all the nature wonders in 4 and any related information you know.

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n about Mount Everest and Loch Lomond. Then ask them to discuss all the natural wonders in 4. - Ask them to provide any related informatio n they know about these natural wonders.

- Do “project” on page 56. - Prepare next lesson : (Unit 6: Our Tet Holiday Lesson 1: Getting Started)

* Production: - Divide Ss - Pairinto group work A and B. Allow them to complete their part of the dialogue. Then Ss act out the dialogue. Choose pairs to demonstrat e for the class. T can encourage them to include mimes and actions.

Communicati on 6. Complete the dialogue. Key: 1. Must 2. Must 3. Must 4. Must

*Homework:

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Week: Period: Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 6: OUR TET HOLIDAY Lesson 1: Getting Started – Happy new year! I. Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to “Tet”: things, activities and practices. 2. Structures: Will to express intentions. Should/ shouldn’t for advice. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities - Write the word TET on the board and ask St to give any words they know relating to the topic. Allow Ss to give a Vietnamese word and ask other Ss in the class if they know the equivalent in English.

- Ask Ss to answer the questions. - Introduce some new words or revise the ones already learnt to prepare Ss well for listening such as celebrate, decorate and fireworks. Then play the recording. - Ask Ss to work individually. Ideally ask them the questions without referring to the listening. - Ask them to explain why they think a statement is false and they can correct it.

Ss’ Activities

Content * Presentation:

- T-Whole class TET HOLIDAY

* Practice: 1. Listen and read - Answer Questions: - Listen and read − What will they talk about? − When is Tet this year? − What do you do at Tet?

- Individual work

2. Are those following statements true or false according to the conversation in 1? Tick the correct column. Key: 1. F 2. F

Note

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3. F 4. T 5. T

- Ask Ss to do the task in pairs. Tell Ss to refer back to the conversation to find the information. - Ask them if the information given is true and if they can add anything.

- Individual work

- Let Ss do the matching independently as the vocabulary is quite simple and some of them will be familiar to them like School ground, books, swimming pool, etc.

- Individual work

- Ask Ss to answer the question by referring to the pictures. Picture 4 might get different answers from Ss in the south where it’s very hot and Ss in the north where Tet is usually the coldest time of the year. - Ask Ss to write down three things or activities you like best about Tet. - Have them compare their list with members of their group. Report the result to the class.

- Pair-work

- Group-work

3. Find the information in 1 and fill in the blanks. Key: 1. This year we will have Tet at the end of January. 2. We decorate our house. 3. We buy flowers and plants. 4. We shouldn’t burn fireworks. 5. We eat great food and get lucky money during Tet. 6. Tet is a time for family gatherings. 4. Write the words/ phrases in the box under the appropriate pictures. Key: 1. b 5. h 2. a 6. g 3. c 7. f 4. e 8. d 5. Look at the pictures again. Which pictures do you think are related to Tet? Key: About Tet: 1 2 3 7 8

* Production: 6. Game Write down three things or activities you like best about Tet.

*Homework: - Learn Vocabulary. - Practice the conversation. - Prepare the next lesson (A closer look 1)

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Week: 12

UNIT 6: OUR TET HOLIDAY Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds /t/ and /st/ in isolation and in context; use vocabulary related to “travel item”. II. Language Focus: 1. Vocabulary: the lexical items related to “Tet”: things, activities and practices. 2. Structures: Will to express intentions. Should/ shouldn’t for advice. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, flash cards. V. Procedures: Teacher’s Activities

- Play the recording. Ask Ss to listen carefully and repeat the words first, then divide them into smaller and smaller groups. - Observe and make sure that every St is speaking.

Ss’ Activities

- Listen and repeat

- Ask Ss to work in groups of 3. - Ask Ss to look at the pictures first and see if they know the words. Then ask them to do the matching.

- Group-work

- Write a verb on the board and

- T whole class

Content * Presentation: Vocabulary Things and activities for Tet 1. Listen and repeat the words in the box. a. Wish g. Flower b. Fireworks h. Relative c. Furniture i. Pagoda d. Present j. Calendar e. Shopping k. Special food f. Free * Practice: 2. Work in groups. Label the pictures with the words in 1. Key: 1. a 7. h 8. e 2. i 3. d 9. k 4. j 10. c 5. f 11. a 6. g 3. Match the verbs with the suitable

Note

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ask Ss to match the verb with as many as nouns as they can find. - Check that Ss understand the meanings of the words and let them match. - Ask them to work independently - Individual first and check with their partners. work Sometime more than one answer is possible.

nouns. Key: 1. cook special food 2. go to the pagoda 3. give lucky money 4. visit relative 5. clean the furniture 6. decorate our house 7. plant trees 8. make a wish 9. hang a calendar 10. watch fireworks 11. do the shopping 12. buy peach blossoms.

- Have Ss write the phrases you have formed in 3.

- T whole class

4. Write the phrases you have formed in 3. The first one is an example.

- Ask Ss to practice the sound /ʃ/ and /s/ together. - Play the recording and ask Ss to listen carefully first and repeat. Ask them to write the words in two appropriate boxes. Check if they do this correctly.

- Listen and repeat

- Ask Ss to look at the sentences and underline the words they think contain the sounds /ʃ/ and /s/. Play the recording and ask them to tick to the columns.

- Individual work

- Allow Ss to practice reading the - Group-work poem among themselves. - Ask for some volunteers to stand up and read the poem aloud.

Pronunciation /ʃ/ and /s/ 5. Listen and repeat the words. Which words have the sound /ʃ/ and which words have the sound /s/? Key: /ʃ/ /s/ She, shopping, Blossoms, should, wish, summer, rice, rubbish. celebrate, school, special, spring.

6.Listen to the sentences and tick which has /ʃ/ and which has /s/ Key: /ʃ/: 2, 3, 5 /s/: 1, 4, 6, 7 * Production: 7. Listen and practice reading the short poem. Pay attention to the sounds /ʃ/ and /s/

*Homework: - Learn vocabulary by heart. - Prepare the next lesson

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(A closer look 2)

Week: Period: Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 6: OUR TET HOLIDAY Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can identify and practice the language of intentions (with will) and advice (with should). II. Language Focus: 1. Vocabulary: the lexical items related to “Tet”: things, activities and practices. 2. Structures: Will to express intentions. Should/ shouldn’t for advice. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

- Use the pictures to practice the target language of should and shouldn’t in more familiar situations. Ask Ss to complete the four sentences. Make sure that they combine “should” and the verb correctly.

Ss’ Activities

- Individual work

- Ask Ss to look at the four signs - Individual in the studio and let them work complete the sentences. - Draw their attention to the fact that it is a TV studio where people are working. - Go around and see if they write the sentences correctly.

Content * Presentation: Grammar Should and shouldn’t 1. Look at the pictures and complete the sentences with should or shouldn’t. Key: 1. Shouldn’t 2. Should 3. Shouldn’t 4. Should * Practice: 2. At the TV studio, Phong sees these signs. Complete the sentences with should or shouldn’t. Key: 1. Should 2. Shouldn’t 3. Should 4. Shouldn’t Remember:

Note

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We use should for things that are good to do. We use shouldn’t for things that bad to do. - Ask Ss to tick or cross the - Individual activities. The phrases illustrated work by pictures make their meanings clear.

3. Now look at these Tet activities. Tick the activities children should do at Tet. Cross the activities they shouldn’t. Key: Should Shouldn’t 1 2 3 4 5 7 6 8

- Ask Ss to write the sentences by referring to the activities 3. - Go around and check for any spelling or grammar mistakes.

4. Use the activities in 3, write down the sentences. 1. We should behave well. 2. We shouldn’t eat lots of sweets. 3. We should plant trees. 4. We shouldn’t break things. 5. We should go out with friends. 6. We shouldn’t fight. 7. We shouldn’t play cards all night.

- Pair-work

- Before reading. Have them - Individual revise some words Ss have work learnt in the previous activities like “go shopping”, “New year celebration” etc. Then ask Ss to read the letter. - Ask ss to use the information - Pair-work from the letter and write the sentences in two columns. - Go around and see if they write the sentences correctly.

Grammar Will and won’t (will not) 1. Read Phong’s letter to Tom.

2. Use the information in the letter and write full sentences in the two columns. Key: 1. My father will repaint our house. 2. I will go shopping with Mum. 3. We will buy red envelopes. 4. I will help my parents cook banh chung. 5. I’ll write again soon.

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6. We won’t buy fireworks. 7. We won’t buy banh chung.

- Emphasise that Ss write the TRUE sentences of what Phong wll/ won’t do at Tet. Remind Ss of the kind of words they have to add in order to complete the sentences.

- Pair - work

* Production: 3. Phong is thinking about his Tet. Write sentences about what he will and won’t do. Key: 1. Phong will visit his relatives. 2. He will get some lucky money. 3. He will go out. 4. He won’t study. Phong won’t give a present. *Homework: - Practice more the language of intentions (with will) and advice (with should). - Prepare next lesson (Communication)

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Week: Period:

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 6: OUR TET HOLIDAY Lesson 4: Communication I. Objectives: By the end of this lesson, students can get to know New Year practices in some other countries. II. Language Focus: 1. Vocabulary: the lexical items related to “Tet”: things, activities and practices. 2. Structures: Will to express intentions. Should/ shouldn’t for advice. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Show Ss the flags of five countries and ask them if them know the names of the countries, where they are and what else they know about these countries. - Ask them to do the matching of flags and countries.

Ss’ Activities - Individual work

- Make 8 hats with the flags at the - T-Whole class front . Call 8 Ss and ask them to wear the hats. - Divide the class into 4 groups and see which group can call out the right names the most quickly. - Let Ss look at the pictures, - Pair-work discuss and make a guess about which country the pictures are about. - Ask them to match the pictures with the four groups of people.

Content Note * Presentation: 1. Match the flags with the countries. Then match the countries with their nationalities. Key: 1. Holland 5. Thailand 2. Japan 6. Vietnam 3. The USA 7. Scotland 4. Australia 8. Korea * Practice: 2. Game. Prepare pictures of flags. Walk around and meet people. Tell them where you are from. They will tell you your nationalities.

3. People at different countries celebrate New Year differently. Match the four groups of people with the pictures. Key: 1. The Scottish, Scotland. 2. The Thai, Thailand. 3. The H’Mong, Vietnam. 4. The Japanese, Japan.

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- Help Ss by drawing their attention to some details from the reading and referring to the pictures provided in 3. - Ask them to underline the verbs and objects of some practices.

- Pair-work

- Don’t let Ss do this task before they spot the words/ phrases as they are used in the sentence and encourage them to use the context to guess the meanings of the word/ phrase.

- Have ss work in pairs and do this activitie.

4. Read the four paragraphs below. Use the pictures in 3 to help you decide which group of people celebrates New Year that day. Key: 1. H’Mong 2. Thai 3. Japanese 4. Scottish 5. Find and check the meanings of some new words as they are used in the text by matching them with the definitions. Key: a. The covers of a rooster, chicken or bird. b. An adult male chicken. c. Take away. d. The first person to enter your home after New Year’s Eve.

- Group-work

* Production: 6. Group work Each Ss choose two facts from the four paragraphs he/she is most interested in. write them down and take turns to read them aloud to his/ her group. The group decides which group of people he / she talking about. *Homework: - Prepare the next lesson : (Skill 1)

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Week: 13 Period: 39 Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 6: OUR TET HOLIDAY Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can get to know New Year practices in some other countries. II. Language Focus: 1. Vocabulary: the lexical items related to “Tet”: things, activities and practices. 2. Structures: Will to express intentions. Should/ shouldn’t for advice. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to look at the pictures of children and the names of the countries first to have some ideas about which countries they are going to read about.

- T-Whole class

Content * Presentation: Questions: - What is his/ her name? - Where is he/ she from?

- Ask Ss to read the text. Allow them to read a second time and underline some words they don’t know.

- Individual work

* Practice: Reading 1. Children in different countries are talking about their New Year. Read the passages. (Page 64)

- Ask Ss to do this task individually. - Let Ss look back at the passages as many times as they would like to. - Check with the whole class.

- Individual work

2. Say who the following statement refer to. Number 1 is an example. A. Russ B. Wu C. Mai Key: 1. C 5. C 2. A 6. B 3. B 7. C 4. A

- Ask Ss not to look back at the passages and see how many

- Pair-work

3. Test your memory! Tick the things which appear in the passages, and

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Giáo án Tiếng Anh 6

questions they answer right.

cross the ones which don’t. Key: Appear Don’t appear a c b h d j e f g i

- Revise what Ss have learnt in 1, both vocabulary and practices. Encourage Ss to give more activities than ones provided in the passages.

- Pair-work

- Turn this into a free activities for Ss to talk about New Year beliefs both in their country and in others. Ask them to write two popular beliefs you know about the New Year and tell your partners. Get Ss to talk.

- Group-work

- Have Ss discuss with their friends what they should or shouldn’t do at Tet.

- Pair -work

Speaking 4. The following practices and beliefs are from the passages in 1. Talk to your friends and say which one(s) you will do or won’t do this New Year. Example: 1. I won’t go to the Time Square to welcome the New Year. 5. Work in groups. Write two popular beliefs you know about the New Year and tell your partners.

* Production: 6. Look at the list. Discuss with your friends what you should or shouldn’t do at Tet. Example: A: We should make a wish. B: I agree. But we shouldn’t get up early. … *Homework: - Prepare the next lesson: (Skill 2)

Giáo án Tiếng Anh 6

Week:

UNIT 6: OUR TET HOLIDAY Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get the information about Tet activities and write an email to friend about their Tet holiday. II. Language Focus: 1. Vocabulary: the lexical items related to “Tet”: things, activities and practices. 2. Structures: Will to express intentions. Should/ shouldn’t for advice. III. Method: Communicative approach IV. Teaching ads: Course book, CD player V. Procedures: Teacher’s Activities

Ss’ Activities

- Let Ss look at the list and read - T whole class them aloud. Make sure they pronounce the words correctly. This will help them recognize the key words in the listening. - Play the tape three times and ask them which words from the lists they can hear.

- This activity can be done only after one has been successfully completed. - Ask Ss to look carefully at the list things Mai and her mother will buy. Then look at the list of people as a guide so that they will focus on these people for the listening.

- Individual work

Content * Presentation: Listening 1. Mai and her mother are going shopping for Tet. Listen and tick the things they will buy. Key: 1. peach blossoms 3. new clothes 4. a tie 5. sweets 7. chocolate biscuits * Practice: 2. Listen again and write the names of things they will buy for the people in column A. Key: 1. Clothes 2. A tie 3. Some sweets

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Giáo án Tiếng Anh 6

* Production: - Ask Ss to write an e-mail to a friend about their Tet holiday

- Individual work

Writing 3. Now write an e-mail mail to a friend about your Tet holiday. Include what you will and won’t do. Also include things people should and shouldn’t do. Use your notes from Speaking and the rest of the unit to help you.

*Homework: - Write the e-mail mail into your notebook. - Prepare the next lesson : (Looking back)

................................................................ ................................................................................................ ............................................................... ................................................................ ................................................................................................ ............................................................... ................................................................ ................................................................................................ ............................................................... ................................................................ ................................................................................................ ............................................................... ................................................................ ................................................................................................ ............................................................... ................................................................ ................................................................................................ ............................................................... ................................................................ ................................................................................................ ............................................................... ................................................................ ................................................................................................ ...............................................................

Giáo án Tiếng Anh 6

Giáo án Tiếng Anh 100 6

Week: Period:

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 6: OUR TET HOLIDAY Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review all what they have learnt in this unit. II. Language Focus: 1. Vocabulary: the lexical items related to “Tet”: things, activities and practices. 2. Structures: Will to express intentions. Should/ shouldn’t for advice. III. Method: Communicative approach IV. Teaching aids: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to draw line to match the actions on the left with the things on the right.

- Individual work

- Ask Ss to play a game. This game is for Ss to revise the Tet vocabulary, not only in meaning but also in pronunciation. It also trans Ss’ memory and quick reactions.

- Individual work

- Show Ss a picture of New year in Thailand and ask if they could still remember anything about New Year Festival in Thailand. - Ask them questions: when is

- Pair-work

Content * Presentation: Vocabulary 1. Draw line to match the actions on the left with the things on the right. Key: 1. j 7. h 2. e 8. g 3. d 9. a 4. c 10. k 5. i 11. b 6. f 12. l * Practice: 2. Game: “About or Not about Tet?” Five volunteer stand in front of the class. They take turn to read aloud each phrase from the list. The quickest student with the right answer gets one point for one right answer. The student with the highest score wins. Grammar 3. Phong is visiting Thailand at their New Year Festival. Look at the list of what he will or will not do. Then write out complete sentences. Key:

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Giáo án Tiếng Anh 6

Will Phong will travel by plane. Phong will wear shorts and a T-shirt. Phong will get wet. Phong will throw water at others. Phong will watch the elephants. Won’t Phong won’t stay at home. Phong won’t eat banh chung. Phong won’t go to school. Phong won’t get lucky money. Phong won’t wait for the first footer.

New Year Festival in Thailand?, What is the weather like?... - Ask them to look at the list and make up sentences of what Phong will or won’t do in Thailand.

- Ask Ss to look at the summary first and see how much they can fill in before the listening. - Play the recording and check if Ss get the right answer.

- Individual work

- Ask Ss to rearrange the words in - Pair-work each sentence to make New Year wishes and greetings.

4. Tom is asking Phong what children in Vietnam should or shouldn’t do at Tet. Listen and fill in the summary with should or shouldn’t. Key: 1. Should 4. Shouldn’t 2. Should 5. Shouldn’t 3. Should 6. Should * Production: Communication 5. Rearrange the words in each sentence to make New Year wishes and greetings. Key: 1. I wish you a Happy New Year. 2. Have a great year with your studies. 3. I wish you success in your career. 4. I wish you a joyful year. *Homework: - Do “project” on page 67. - Prepare next lesson : Review 2 (Unit 4 - 5 – 6)

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UNIT 7: TELEVISION Lesson 1: GETTING STARTED: What’s on today? I. Objectives: By the end of this Unit, students can use some vocabularies and structures to talk about some famous children’s programs. II. Language Focus: 1. Vocabulary: the items related to television. 2. Structures: The present simple tense.

III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities Ss’ Activities

Content * Warm-up:

- Ask Ss to look at the picture and answer somequestions about the picture

- Write the title on the board and explain the meaning of “what’s on” and ask Ss to guess what the picture might show or what the conversation might be about.

- Whole class

- Listen - Listen and repeat

- Ask Ss to share any recent experiences of their watching TV - More explains new words and structures in listen and read. -Play the recording. Ss listen and read.

-Who are they? What are they doing? Can you guess what they are talking about? ( Introduce) Are they talking about their famous TV programmes?

* Presentation: Vocabulary *To be on (TV) * program Laughing out loud/ cartoon *clip * channel * awful * intelligent *cool *stupid * TV schedule Structures * conjunctions: and, but Eg: Tom is stupid, but funny

* Practice: Activity 3 : 1a Ss work independently. Allow them to share answers before discussing as a class. Write the correct answers on the board -Confirm the correct answers.

- Pair-work

1a Answer the questions 1- Laughing out loud 2- VTV3 3-No, they aren’t 4- Because he is awful. 5- Tom is stupid, but funny

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Giáo án Tiếng Anh 6 Activity 4 :1b -Let Ss to find the adjectives from the conversation describing each character - Get feedback Activity 5 : 1c - T supplements the list of adjectives -Ask Ss if they know a program they have watched and comment on it by using an adjective by making yes no questions (cartoon, movie, game show who is millionaire, discovery) Activity 6 -Let Ss listen and repeat these new words in the box. Teacher explains new words - Ask SS to work in group of four , look at the pictures and match it with the correct words. - Get feedback. Then ask them to write the correct words under the pictures Activity 7 -Ask ss to read the sentences carefully. They can ask teacher which words they don’t know. - Ask them to do this exercise individually. They try to find the suitable words to complete the sentences -Ss share their answers with a partner before giving T the answers. -Confirm the correct answers.

1b Mr Bean: funny ,awful Tom : stupid, funny Jerry : intelligent

- Individual work

- Pair-work

- Listen and repeat.

1c:Make Yes No questions with these adjectives - Is News program popular? - Yes, it is - Is News program funny? - No, it isn’t 2-Write the words under the pictures 1- National television 2- News program 3- Local television 4- comedy 5- game show 6- animal program 3- Find the suitable words to complete the sentences 1- national 2- comedy 3- channels 4- competition 5- Cartoons 6- educational

- Individual work.

* Production: Activity 8 -Ask Ss to work in group of four. They will discuss which two things they like and which two things they don’t like about television. - Get feedback and correct.

- Group-work

5- Discuss and make a list likes Dislikes *Many interesting Bad for eyes programmes Less active/ * Educational passive * Entertaining

*Homework: - Learn vocabulary by heart. - Prepare next lesson (A closer look 1)

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UNIT 7: TELEVISION Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds /θ/ and /ð/ in isolation and in context. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Television”. 2. Structures:The present simple tense III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities - Listen and repeat these new words in the box. Remind them these words in G S deals with the names of the channels or programs….. while the latter deals with the jobs of the people working on television - Ask SS to work in pairs and match the words with the right pictures.

Ss’ Activities - Individual work

Content * Presentation: Vocabulary 1. Name the rooms of the house. newsreader TV schedule MC TV viewer remote control weatherman

* Practice: - Let Ss work in pairsto do this activity. They will review the words they have learned as well as they can learn how to identify a word from its description - Get feedback and ask other Ss to comment.

-Ask Ss to listen to the words very carefully. Let them focus on the /θ/ and /ð/ sounds and distinguish between them -Then play the recording for them to listen and repeat the words. - Play the recording every words many times for ss to recognize it -Ask Ss to put the words in the correct column while they listen -Ss compare their answers in pairs before T checks their answers with the whole class. -Have Ss comment on the way to pronounce

- Pair-work

2.Choose the right words 1 - weatherman 2- newsreader 3 - Remote control 4 - MC 5 - Volume button 6 - TV viewer

Pronunciation /θ/ and /ð/ - Listen and repeat.

- Pair-work

/θ/ Theater, earth, Thanksgiving, both, through

/ð/ There, them. Neither, weatherman, than, feather

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Giáo án Tiếng Anh 6 - Ask Ss to give more examples -Play the recording for Ss to repeat the tongue twister. - Then ask them to practise reading it quickly and correctly

- Have Ss play a game what is it. T prepare some flashcards. Then divide class into 6 groups. - Every group try to define the words in their flashcards for the ss in other groups to guess and write on their sub board - The group has more right words will win

- T-Whole class

- Group-work

* Production: 3. Game

What is it?

*Homework: - Learn vocabulary by heart. - Prepare next lesson (A closer look 2)

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UNIT 7: TELEVISION Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use Wh-questions correctly and appropriately. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Television”. 2. Structures: Wh-questions: When, what, where, who, how often. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities - Have Ss to play a game.

Activity 1 -Ask Ss to read the conversation and underline the question words - T can refer Ss to the answers in order to see the function of each question word.

Activity 2 : - Let Ss look at the answer in order to choose the correct question word. -Play the recording. Let Ss look at the conversations as they listen and check their answers. Activity 3 : -Let Ss to to practise the question words in a longer and more complete conversation. - T should ask Ss to refer to the answers in order to find the question word. Note: Ss might find it difficult to complete the question:______of them are there? Suggest they look at the word ‘series’, which means ‘many’ and the answers

Ss’ Activities - Group work

- T-Whole class

Content * Warm-up: Nought and Crosse: MC weather TV viewer newsreader TV programme

-Pair-work

watch listen what

* Presentation: Grammar I- WH - QUESTIONS Question words : Who, what, where, when, why, which, how Exercise 1 : Read the conversation and underline the question words What- Where

- Individual work

Note

- How long

* Practice: Exercise 2 : Complete the conversations Then listen and check How often, What Who When, Where

Exercise 3 : Complete the conversations Then listen and check What What How many Why? What time/ when

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Giáo án Tiếng Anh 6 ‘there are ten of them already’. . Activity 4 : - T explains the meaning and how to use the how to use the conjunctions correctly

-Guide Ss, telling them that if they want to find the correct conjunctions for each statement, they have to read the statements carefully and decide what the relationship between the two ideas is. Also discuss punctuation. Explain to Ss that there is always comma with so and although.

Activity 5 : -Ask Ss to work in pairs to complete the activity - get feedback- ask ss to read the completed sentences in front of the class -This task is more demanding as Ss have to decide what question word is to be used and how to form the question. Ask Ss to underline the key information the question is asking for, e.g.: the name, the programme -->the question word is ‘What’. Ss can then make the questions.

-T-whole class.

- Individual work

- Pair - work

- Group - work

II- CONJUNCTIONS : are used to connect words and ideas :BUT, AND, OR, BECAUSE, ALTHOUGH Eg1 : She is tallandcute. Adj + Conj + Adj Shestayed at home becauseshewas ill S +V + conj + S + V Main clause subordinated clause *Because she was ill ,she stayed at home Subordinated clause , Main clause She was ill , so she stayed at home Main clause Subordinated clause Exercise 4 : Use the conjunctions to complete the sentences 1- and 2- but 3- Although 4- because 5- so Exercise 5 : Match 1- c 2- a 3- e 4- b 5- d * Production: 6. How much do you know about TV in Vietnam? What is the name of the national TV channel? How many hours does it broadcast? …

*Homework: - Prepare next lesson (Communication)

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UNIT 7: TELEVISION Lesson 4: Communication I. Objectives: • By the end of this lesson, students can Ask and talk about a favorite TV programmes. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Television”. 2. Structures: The present simple tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Have Ss look at extra vocabulary.

Ss’ Activities - Whole class

-Ask Ss to repeat the name of some - Pair-work countries. - Then ask them to look at the Facts and complete the sentences in pairs

Content * Presentation: Extra vocabulary: o Clumsy o Cute o Mini-series o Entertain Complete the Facts 1. Japan 2. Viet Nam 4. The USA 5. Finland 6. Britain

Note

3. Iceland

* Practice: Discussion -Ask Ss to work in group of four to discuss in order to find how they fell and what they think about television. - Get feed back – Let them talk freely -Ask SS to read the reading carefully - Let them to use it as a model for their talk about their favorite programme later. - ask them if they want to change any of their previous answers in - Asks SS to reads the again then tick the correct programme - explains the relationship between

- Group-work

2- Do you agree with following statements Yes, I do/ No, I don’t

3. How much do you know? a. Read about two famous TV programmes for children.

b, Tick the correct programme

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Giáo án Tiếng Anh 6 education and educational; small children and Kids

-Ask SS to work in group of four. They read the two programmes again then tell which one they prefer and why . - then ask SS to speak in front of the class

- Individual work

- Group-work

both programmes 2- programme Let’s learn 3- programme Hello Fatty 4- programme Let’s learn 5- programme Hello Fatty 6- programme Let’s learn

* Production: 4. Work in groups Read about the two programmes again. Tell your group which one you prefer and why? *Homework: - Write a paragraph to describe a programe you prefer in your notebook. - Prepare next lesson : (Skill 1)

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UNIT 7: TELEVISION Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can read a TV schedule and descriptions of famous children’s programmes for specific informationand talk about a favorite TV programme.

II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Television”. 2. Structures: The present simple tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities Activity 1: -Tell Ss to read the schedule for Around the World. Explain any words that Ss do not know.

Ss’ Activities - Whole class

Vocabulary

o o o o o o o o o o o o o o

- Ask Ss some simple questions to explore content of the schedule. - Give the meaning of the words, explanations and examples (Vietnamese equivalent)

Activity 2: - Have Ss read the text quickly again . Then ask them to work in pair to ask and answer the questions. - Give the meaning of the words, explanations and examples (Vietnamese equivalent) - Ask ss to play the game LUCKY NUMBER to check their understanding.

Content * Presentation:

- Individual work

the Pacific Jupiter Wheelbarrow Parrot instructor Skating rink Wicked race documentary to discover system the Planet universe content

* Practice: Reading 2 -Answer the questions 1- Wheelbarrow Races 2- The Parrot instructor 3- Yes, we can. 4- A documentary about the colourful living world in the Pacific. 5- No, it isn’t.

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Giáo án Tiếng Anh 6 Activity 3: SS work individually -Ask Ss to reread the text as well as the information about the people below so as to choose the best programme for - Individual each work -Ss can compare answers before discussing them as a class. T also asks Ss to give evidence.

Activity 4: -T explains the task. And divide ss into groups of six -Then allows SS 3 minutes to choose the programme they prefer and prepare for their speaking (they should explain why they like it.) - Get feedback and the group leaders can tell about their most favorite TV programmes – T write the name of the programme on the board as well as the number of SS who like them

- Group -work

3- Choose the best programme for each person. 1- Phong : Science 2- Bob : Comedy 3- Nga: Game Show 4- Minh: Sports 5- Linh : Animals

* Production: Speaking 4. Tell your group about your favourite TV programme. Your talk should include the following information.

*Homework: - Prepare the next lesson : (Skill 2)

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UNIT 7: TELEVISION Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen for specific information from a recommended TV schedule. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Television”. 2. Structures: The present simple tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, a large-sized piece of paper. V. Procedures: Teacher’s Activities

Ss’ Activities

Activity 1: Before starting this lesson, ask Ss to read the schedule in 2 minutes. Explain any words that Ss do not know. Then ask some SS to read aloud - Have Ss repeat new words and give their meanings - Ask Ss to focus on the information they need -Ss Listen and tick then share their answers before T plays the recording a final time to allow pairs to check their answers.

- T-Whole class

Activity 2: - Ask SS to read the sentences – try to answer by remembering what they have heard before.

-Ask Ss to listen again and take notes about the time . Then try to tick True or false statements .

- Individual work

- Pair-work.

Content * Presentation: Vocabulary: * spotted squirrel * giraffe * habit

* Practice: Listening 1 Listen and tick *Music – channel 1 *Cartoon- channel 2 * Film - channel 3 * Home and garden - channel 2 * Our Heritage - channel 3 2 Listen and tick statements 1-5 with true or false 1- F 2- T 3- F

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Giáo án Tiếng Anh 6 4- T 5- F

-Ask Ss to read the questionnaire and choose the most appropriate answers for him /her. - Check and confirm the correct answer . - T helps Ss organize their ideas for writing. - Then ask them to look at the suggested structure for the writing. - Ask them to work in group of four to write a short descriptions of the TVwatching habits

- Individual work

* Production: Writing 3. What are your TV-watching habits I enjoy watching TV. I often spend four hours a day watching TV. I often watch TV when I have free time for entertaining or sometimes when I am eating .I usually watch cartoons or some game shows. I often turn off the TV when I am not watching it. I think I have good watching habits. I never forget to prepare my lessons or do my homework before watching TV.

*Homework: - Write your description in your notebook. - Prepare next lesson : (Looking back)

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UNIT 7: TELEVISION Lesson 7: Looking Back I. Objectives: By the end of this Unit, students can remember and use what they have learnt during the unit to help them to do each exercise so that Ss can use that information to complete the selfassessment box at the end of the unit

II. Language Focus: 1. Vocabulary:the lexical items related to the topic “Television”. 2. Structures: Question words. Conjuntion. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities Activity 1: -Ss do this activity individually. They will revise the taught vocabulary about different jobs in TV , TV programmes and different kinds of film -Then compare their answers with a partner. -Ask one St to write his/ her answer on the board. Activity 2: -Ask Ss to work in groups to use the words in the box to fill the text below in a contextualized situations -T checks their answers

Ss’ Activities - Individual work

Content * Presentation: Vocabulary EX 1- Put the words into the correct columns people programme Kinds of films Newsread er

- Pair work

Note

Cartoon

Documentary

Game show

romance

Weathergi Animals rl Home& garden EX 2- Use the words in the box to fill the text below 1- national 2- viewers 3- & o’clock news 4- Comedies 5- relax 6- game shows 7- educational 8- writers Writer

- Group-work

* Practice: Grammar Activity 3 -Ask Ss to Ss work independently. They look at the answers and decide which question word is to be used. - Ask them to check their answers with a partner before discussing their answers Activity 4

- Individual work

- Pair-work

EX 3- Use a question word to make a suitable question 1.How many 2- What 4- Who 3- Why 5- When

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Giáo án Tiếng Anh 6 -Ask Ss to use the conjunction provided to connect the sentences individually.

Activity 5. -Before starting this lesson, ask Ss to read all the sentences. Explain any words that Ss do not know. -Then ask some SS recognize a logical order of the flow ideas. - Ask Ss to work in pairs to rearrange the order of the sentences to have s complete conversation about a TV programme.

-Ask Ss to focus on the information they need to make a conversation based on the sample in 5. - Ask Ss to recommend an interesting TV programme to their friends Finished! Ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice.

EX 4: Use the conjunction provided to connect the sentences 1- …… and ……… . 2- ……… because ……… . 3- ……… but ………. 4- Although ……… , ……… . 5- ……… , so ……… .

Communication EX 5 - Rearrange the order of the sentences to have s complete conversation about a TV programme

- Pair-work

- Pair work

A- C- B- D- F- H- G- E- I- K

* Production: 6. Make a conversation based on the example in 5. Finished! Now you can…

*Homework: - Prepare next lesson : (Unit 8: Sports and Games Lesson 1: Getting Started) Experiments: ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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UNIT 8: SPORTS AND GAMES Lesson 1: Getting Started – At the gym I. Objectives: By the end of this lesson, students canuse some vocabularies and structures to talk about some activities, sport(s), game(s) they do in their spare time. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Sports and Games”. 2. Structures: Go, play, do + N/V-ing III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities Activity 1 - Ask Ss to answer

Ss’ Activities - T-Whole class

Content * Presentation: Guess what the picture might show or what the conversation might be about. Ex: * What sports and games do you like to play / to watch on their spare time? * What do you do on their spare time? * Who do you see in the picture? * Where are they? * What are they talking about?

- Then ask them to look at the picture and answer what it shows or what might Duong and Mai talk about.

* Practice: Activity 3 : 1a -Let Ss work independently to answer the questions. -Then, T ask them to discuss in groups (they may refer to the conversation). -T checks their answer and gives explanations if necessary Activity 4 :1b -Ask Ss to to find the phrases in the conversation -Practice saying them together (play the recording again if necessary). Explain the meanings (or give synonyms/ Vietnamese equivalent) to the Ss, then give some examples. Activity 5 : 1c c. Ask Ss to practice the short

- Individual work

- Pair work

1a Answer the questions 1. Duong can play table tennis and do karate 2. Mai is (going to learn karate) 3. Because the equipment (there) is modern and the people are friendly 4. Duong played with Duy and won (for the first time) 5. At the karate club 1b- Some Colloquial expressions 1. Wow: used to express surprise 2. Congratulation: used to congratulate Sd/ to tell Sb that you are pleased about their success 3. Great: used to show admiration 4. See you: used when you say goodbye

1c: Make a dialogue with the expressions. Then practice them.

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Giáo án Tiếng Anh 6 conversation in pairs before creating their short role-plays. Activity 6 - Play the recording. Let Ss listen and repeat. Check and correct their pronunciation. Give them the meaning of the words. Vietnam. Activity 7 -Ask Ss to write the correct words in spaces. -Let Ss check their answer ( in groups) Activity 8 -Ask Ss to work in pairs and put the words in the correct group. - Get feedback and correct. Activity 9 - Ask some Ss to write their answer on the board. Then let the class comment and give them the correct answer. T may call some Ss to read the sentences - Let Ss Encourage Ss who finish early thinking of more questions they could be on the quiz (they can share with the class later). Some groups may report their results to the class. T may want to find out how sporty the class is by writing the results on the board.

- Pair-work

2-Listen and repeat.

- Individual work

3- Name these sports and games 1. Cycling 2. Table tennis 3. Running 4. Swimming 5. Chess 6. Skiing

- Individual work

- Pair-work

4- Put the words in correct groups Play chess, table tennis, volleyball, tennis Do boxing, aerobics, karate Go fishing, cycling, swimming, running, skiing 5- Supply the correct verbs forms 1. do 2. is watching 3. goes 4. likes 5. played

* Production: 6. Ask your partner these questions to find out how sporty they are. Work in pairs asking and answering the questions.

*Homework: - Practice the conversation. - Prepare the next lesson (A closer look 1)

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UNIT 8: SPORTS AND GAMES Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can pronounce correctly the sounds /eə/ and /iə/in isolation and in context; use vocabulary and structures about the topic “Sports and Games”. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Sports and Games”. 2. Structures: Go, play, do + N/V-ing III. Method: Communicative approach IV. Teaching ads: Course book, CD player, flash cards. V. Procedures: Teacher’s Activities

- Ask Ss to listen and repeat the words.

Ss’ Activities

- T-Whole class

Content * Presentation: Vocabulary Appearances 1. Listen and repeat these words. • a ball • sports shoes • a boat • a skateboard • goggles • a racket • skis • a bicycle * Practice:

Activity 2: - Ask Ss individually to put the words in 1 under the right pictures. Then check their answers. -Explain the meanings to them if necessary. Activity 3: -Tell Ss to do the tasks independently first. - Call some Ss to write their answer on the board, then check the answer as a class

- Individual work

2.Write the words under the pictures 1. a bicycle 2. a ball 3. sports shoes 4. skis 5. a boat 6. a racquet 7. a skateboard 8. Goggles 3. Match – What sports are these things for?

- Individual work

PRONUNCIATION /eə/ and /iə / Activity 4: -Let Ss practise the sounds /eə/ and /iə/ - T-Whole class together. -Ask Ss to observe T for the

1. c 5. g

2. d 6. h

3. a 7. b

4. e 8. f

Pronunciation /eə/ and /iə/ 4. Listen and repeat (page 28)

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Giáo án Tiếng Anh 6 correct pronunciation of these two sounds - Play the recording and ask Ss to listen and repeat. Play the recording as many times as necessary. Activity 5: - Allow Ss to work individually. Then let them check their answers in groups. T may call some Ss to write their answer on the board. Correct their mistakes. Let them read together as a class once or twice

- T whole class

5. Which word has /eə/ and /iə/

- Individual work

1.A 4. A

2. C 5. B

3. B 6.A

* Production: - Play the recording. Let Ss repeat sentence by sentence. Help them recognize the two sounds, then underline the words in the sentences. - Play the recording again if necessary.

- Individual work

6- Listen and choose the right words 1. fair 2. hear 3. idea 4. square 5. nearly 6. cheered

*Homework: - Learn vocabulary by heart. - Prepare the next lesson (A closer look 2)

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UNIT 8: SPORTS AND GAMES Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use the Past simple, use the Imperatives to tell Sb to do Sth or to give a direct order.

II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Sports and Games”. 2. Structures: The Past simple tense. Imperatives. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, pictures. V. Procedures: Teacher’s Activities

Ss’ Activities

Content * Presentation: Grammar

Activity 1 -Have Ss review the simple past tenses : the usages, the formation of regular or Irregular verbs

Activity 2 : -Ask Ss to work in pairs to give the answers. - T observes/helps when necessary and corrects Ss’ mistakes. Activity 3 : - Ask Ss to do the task individually. T corrects their answer and may call on some Ss separately to say their answer for the class. T gives explanation

- Individual work

Simple past tense * We use the simple past tense to talk about the past actions * Formation: REGULAR VERBS (+) S + V- ED (-) S+ didn’t + V (BI) (?) Did + S+ V (BI) ? IRREGULAR VERBS (+) S + V( column 2) (-) S+ didn’t + V (BI) (?) Did + S+ V (BI) ? Be - was/ were do - did Have - has go - went Win - won sit - sat Eat - ate take -took Exercise 1 : complete the sentences with did, was or were

- Pair-work 1. were 3. was – did – was 2. was 4. did – were – did –was Exercise 2 : Write the correct form of the verbs to complete the conversations 1. was 2. didn’t do 3. sat 4. watched 5. went 6. had 7. did 8. visited 9. ate

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Giáo án Tiếng Anh 6 if necessary. - Then call some pairs to read the conversation with the correct verbs forms. Correct their pronunciation and intonation Activity 4 : -Ss take turns asking and answering about their last weekend. Some more able Ss can report to the class about one of their friends Activity 5: -T can ask Ss to give the rule for using each of the tenses they have learnt (the present simple, present continuous, and past simple). - T writes Ss’ rules down on the board. Then T tell Ss that they are going to learn one more tense, the imperatives. Activity 6: -Ask Ss to work independently, writing down the answers - Then ask them to check and the sentences aloud ( group works) - Teacher goes around and correct the mistakes

- Ask Ss to work in pairs . Take turn telling friends what to do or not to do at the gym - T gives examples. Then ask SS to give some more.

10. scored

- Pair-work

* Practice: 3. Ask and answer questions about last week.

- Individual work

Imperatives We use Imperatives to tell someone to do something or to give a direct order Positive : V (BI) + ….. Chew it. Negative: Don’t+ V (BI)+ … Don’t swallow it.

- Individual work

- Pair-work

4. Write sentences to tell your friends what to do or not to do Take your umbrella Please don’t litter Please hurry up. …don’t train too hard. Put on you coat

* Production: 5. Tell friends what to do or not to do at the gym Put on your trainers= training shoes Don’t litter. Don’t eat or drink at the gym

*Homework: Prepare next lesson (Communication)

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UNIT 8: SPORTS AND GAMES Lesson 4: Communication I. Objectives: By the end of this lesson, students can talk about famous sport events or famous sportspeople. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Sports and Games”. 2. Structures: The Present simple tense. III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities -Ask Ss to work in pairs and find the answers to the quizzes. - Then get feedback and give the correct answers

Ss’ Activities - Pair-work

Content * Presentation: 1- Answer the questions 1- There are 22 players. 2- It lasts 90 minutes. 3- They are held every 4 years. 4- No, there weren’t.( 2004, 2008, 2012) 5- A marathon is 42.195 kilometers long 6- they were held in Olympia in Ancient Greece) 7- Boxing does

* Practice: - T Explains the difficult questions -Ask Ss to ask answer the questions in pairs - Get feed back – Let them talk freely

- Pair-work

2. Interview your partner. 1) What sports /games do you play in your freetime? 2) What sports /games do you do at school? 3) Which sports / games do you like to watching on TV? 4) Do you think you are fit? Would you like to get fitter? 5) Is there any sport / game you’d like to learn to play well? 6) Can you name three famous sportspersons?

Note

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* Production: - Let Ss think about one of their favorite sportspeople. Try to draw a picture of him or her. Then talk about his/ her name; the sport he/ she play; his/her achievements/ why you like him/ her -Ask SS to work in group of four. They try to talk about their character to your friends - Ask SS to present in front of the class

- Group work

3- Think about one of their favorite sportspeople then draw and talk him or her to their groups

*Homework: - Write a paragraph to describe a sportsman in your notebook. - Prepare the next lesson : (Skill 1)

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UNIT 8: SPORTS AND GAMES Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can read for specific information about famous sportspeople; talk about the activities/ sport(s)/ game(s) they do in their free time.

II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Sports and Games”. 2. Structures: Go, play, do + N/V-ing III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities - Have SS see some picture of some famous football players in Vietnam -Tell Ss to work in pairs to discuss the questions - Get feed back - Have Ss read the text quickly . Then ask them to work in pair to check their idea in 1 - Give the meaning of the words, explanations and examples (Vietnamese equivalent)

Ss’ Activities - Pair-work

Content * Presentation: Discuss the questions: - Do you know Pele, The King of Football? What is special about him? - Where does he come from? - What other things do you know about him?

* Practice: Reading - Have Ss read the text quickly again . Then ask them to work in pair to ask and answer the questions. - Ask ss to play the game LUCKY NUMBER to check their understanding. 1,2,3 - LN,4,5- LN, 6- Do you like him? Why or Why not?

- Group work

2. Answer the questions 1- He was born on 21st October 1940 2- People called him “ The king of football” because he is such a good football player. 3- He became Football Player of the century in 1999 4- He scored 1,281 goals in total. 5- Yes, he is. 6- Do you like him? Why or Why not?

Speaking

Note

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-T explains the task. -Then allows SS 3 minutes to read the table and tick the right column - Let them work in groups of four , ask and answer questions - What kind of sports/ games do you do most often? Why? - Get feedback and the group leaders can tell about their most favorite sports/ games – T write the name of sports/ games on the board as well as the number of SS who like them - Ask SS to work in their groups again. They will discuss their answers to the questions.

- Group - work

Tell the group about your favourite sports/ games - How often do you go / do / play………………………? - What kind of sports/ games do you do most often? Why?

- Ask and answer the questions (p.22)

- Pair-work * Production: - Let each student answer the question

- Individual work

What is the most interesting thing you learnt from your discussion?

*Homework: - Prepare the next lesson: (Skill 2)

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UNIT 8: SPORTS AND GAMES Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get information about the sport(s)/ game(s) people play; write a paragraph about the sport(s)/ game(s) they like.

Ss’ Activities - Individual work

How many people? What are their names? Are they talking about their hobbies?

Content * Presentation: Listening 1. Listen and answer - 4 people - Hai, Alice, Bill and Trung - Yes, they are

- Get feedback

* Practice: - Ask SS to read the sentences – try to answer by remembering what they have heard before. -Ask Ss to listen again and take notes about the time . Then try to tick True or false statements - Get feedback -Ask SS to listen to the passages carefully again. Then fill in the blank to complete the sentences. - Share their answers with their partners - Listen again and check

- Individual work

2. Listen and tick statements 1-5 with true or false 1- F 2- T 3- T 4- F 5- T

3. Listen and fill in the blank to complete the sentences 1- club 2- play 3- watching 4- Bill 5- goes

* Production:

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Writing -Ask Ss to read the questionnaire and - Group - work choose the most appropriate answers for him /her. - Ask Ss to refer to the old lessons and find out necessary language as must as possible. Take note interesting expressions and language. - Check and confirm the correct answer . - T helps Ss organize their ideas for writing. - Then ask them to write their drafts. - Ask SS in groups 2,5,7 to write on sub board and the rest SS to write in their notebooks a paragraph of about 80120 words about the sport/ game they like. Tell them to pay attention to punctuation, structural elements, linking words .. - Correct the writing of the groups, then give comments to the class

Write a paragraph of about 80- 120 words about the sport/ game they like. Nowadays, football becomes the most popular sport game in the world. Many people like playing football or watching a football match on TV and especially on the stadium. IT is a team games. A football match lasts about ninety minutes. It is divided into two halves. Each half lasts forty- five minutes, there is a fifteen- minute break between two halves. There are two teams and each teams has a goal keeper and ten players .Players from each team try to keep the ball with their feet or heads and kick the ball to the goal of the other team. It doesn’t need special equipment. If we want to play soccer, we only need a ball and our trainers.

*Homework: - Write your writing in your notebook. - Prepare the next lesson : (Looking back)

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UNIT 8: SPORTS AND GAMES Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can remember and use what they have learnt during the unit to help them to do each exercise so that Ss can use that information to complete the selfassessment box at the end of the unit.

II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Sports and Games”. 2. Structures: Go, play, do + N/V-ing III. Method: Communicative approach IV. Teaching ads: Course book, CD player. V. Procedures: Teacher’s Activities Activity 1: -Ss do this activity individually. -Then compare their answers with a partner before public correcting -Ask one St to read all the words correctly Activity 2: -Ask Ss to repeat the words. Then check their pronunciation. - Ask Ss to works in pairs and discuss the name of the game or sport the four words belong to -T checks their answers

Ss’ Activities - Individual work

- Pair-work

Content * Presentation: Vocabulary EX 1- find one odd word or phrase 1- C

2-A

4- C

5- B

3- D

EX 2- write the name of the game or sport the four words belong to -breaststroke -serve -court 1-cycling 2-football 3- boxing 4-table tennis

5basketball

* Practice: Grammar Activity 3 -Ask Ss to work independently. They write their answers in the notebooks - Ask them to check their answers with a partner before discussing their answers Activity 4 - Ask Ss to work in pairs to finish the sentences in these situations - Check Ss’ answers. Ask some Ss read their answers before the class.

- Individual work

- Pair – work

EX 3- Supply the correct verb tenses 1.are 2- took 3- started 4- are playing 5- Did you do – cycled- watched

EX 4: What do you say in these situations …… making noise Go out ….. Don’t feed…..

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Giáo án Tiếng Anh 6 Stand in line, boys! Don’t tease the dog. Activity 5 --Ask Ss to work independently first .Ask SS to fill in the blank with the words to complete the passage. - Let them to check their answers with their partners - Have SS to read the passage the ask the read sentence by sentence.

- Individual work

EX 5 - fill in the blank with the words to complete the passage. 1- play 2- hear 3- games 4- sports 5- famous

- Pair-work

Communication EX 6 – Match the questions to the answers

1- a

2-e

4- c

5- d

3- b

*Homework: - Do “Project”. - Prepare next lesson : (Unit 9: Cities of the world Lesson 1: Getting Started)

UNIT 9: CITIES OF THE WORLD Lesson 1: Getting Started – What nice photos! I. Objectives: By the end of the lesson sts can; use the lexical items related to the topic ‘Cities of the World’; use the vocabulary and structures to describe cities and landmarks. II. Language contents: 1. Vocabulary: the lexical items related to the topic “Cities of the world”.

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Giáo án Tiếng Anh 6 2. Grammar: The present perfect tense III. Methods: Communicative approach IV. Teaching aids: Text book, picture, tape, cassette, board, chalk. V. Procedures: Teacher’s activities I.Warm-up:(5’) - Have sts write these verbs in to past form Go; play; do; speak; write; read Visit; watch; be; take; start; eat have

Students’ activities

- Go to the board and write Go- went; Play – played Do – did; speak -spoke write – wrote; read - read Visit - visited watch – watched be – was/were take- took; start - started eat II. Presentation – ate; have - had - Ask ss to look at the picture and answer - Listen and answer -They are cities of the world the questions ?What are they? -They are Sydney, Big Ben…… - Listen and answer ?Do you know which cities they are ? - Ask ss to listen and answer 1. T True or False ? 1. The photos are nice 2. F 3. F 2. Rio de Janeiro isn’t an exciting city 3. Sydney isn’t so hot 4. T 5. F 4. The beaches in Sydney are the cleanest and the most beautiful. 5. There aren’t also modern buildings, like this egg- shaped building III. Practice - Ask sts look at exercise 2. - Have sts reread the dialogue and do exercise 2. - Look at the exercise 2 - Allow sts to share answers before reread the dialogue and do discussing as a class exercise 2. - Ask sts to support their answer - Share answers before - Have sts look at the map discussing as a class - Ask ss - Support their answer ?How many continents are there in the - Look at the map world? - Listen and answer ?What are they? - There are 6 - Ask ss to look at the pictures and - Asia, Africa, Australia, names the continents Antarctica, America, Europe, - Ask them to translation these names in - Look at the pictures and names the continents Vietnamese IV. Further- practise - Translation these names in - Write ‘Asia, Viet nam, Hue, Ha Noi, Vietnamese Thong Nhat Palace’ on the board. - Look at the board

Contents Go- went; Play – played Do – did; speak –spoke; write – wrote; read - read Visit - visited watch – watched be – was/were; eat – ate; have - had take- took; start – started; Unit 9: CITIES OF THE WORLD 1. Listen and read. * Vocabulary: - exciting(a) [ik'saitiη]: lý thú - clean(a) [kli:n]:sạch - bad(a) [bæd] : xấu - beautiful(a) ['bju:tiful]:đẹp - modern(a) ['mɔdən]:hiện đại - eggs-shaped(a)[eg-∫eipt]: hình bầu dục * Answer key: 1. The photos are nice 2. Rio de Janeiro isn’t an exciting city 3. Sydney isn’t so hot 4. The beaches in Sydney are the cleanest and the most beautiful. 5. There aren’t also modern buildings, like this egg- shaped building 1 2 3 4 5 T F F T F 2. Read the conversation again. Then write True/ False 1. F (They are looking at photos on the computer.) 2. F (Tom has been to most of the cities.) 3. T 4. F (There are modern buildings in London as well.) 5. F(Tom has never been to New York. The photo is from his brother.) 3. Name the continents 1. Asia 2. Europe 3. Africa

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Giáo án Tiếng Anh 6 - Ask sts ? Which is the continent? ? Which is the country/ city/ capital? ? Which is the place of interest? - Ask ss to read all words and match V. Production - Have sts play a game “ Around the world” - Divide sts into 2 big groups - Give sts more questions in addition to those in the book ? Which continent is it in? ? What is its capital? ? What are its major cities? ? What is it famous for? VI. Homework: - Learn by heart new words. - Prepare A closer look 1.

- Answer - Asia,Africa - Sweden/ Nha Trang/ Ha Noi - Ben Thanh market - Read all words then work in pairs to match the words to the names of the places - Play a game

4. North America 5. South America 6. Australia 7. Antarctica 4. Match the words in the blue box to the names of the places. * Vocabulary: - continent (n)['kɔntinənt]: lục địa, châu âu a. continent: Asia,Africa b. Country: Sweden, the USA c. City: Nha Trang, Amsterdam, Liverpool, Ha Noi d. capital: Amsterdam, Ha Noi e. Place of interest: Ben Thanh market, the Louvre 5. Game: “Around the world” *Homework

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Week: 25 Period: 70 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 9: CITIES OF THE WORLD Lesson 2: A Closer Look 1 I. Objective: By the end of the lesson sts can pronounce the souds /əʊ/ and /ai/ correctly in isolation and in context; use the lexical items related to the topic “ ‘Cities of the World’. II. Language contents: 1. Vocabulary: the lexical items related to the topic “Cities of the world”. 2. Grammar: The Past Simple III. Methods: Communicative approach IV. Teaching aids: Text book, picture, tape, cassette, board, chalk. V. Procedures:

Teacher’s activities I. Warm-up:(5’) - Ask ss some questions. ? Do you remember about Mai and Tom? ? Which cities did Mai and Tom talk about at the begining of the unit? ? How did Tom describe the three cities? ? What did he talk about?

? Which adjectives did he use? - Introduce the lesson. II. Presentation:(10’) - Ask ss to read all the words and work in groups to do matching in 1. - Ask ss to go to the board and match. - Have other sts check.

Students’ activities

Contents

- Listen and answer. - Yes/ no - Rio de Janeiro, Sydney, and new York - Rio de Janeiro is exciting, it’s very hot. Sydney isn’t so hot, the beaches in Sydney are clean and beautiful. London has bad weather, there are also modern buildings. - The weather, the beaches and the buildings. - exciting, hot, clean, beautiful, bad, modern - Listen and write. - Read all the words and match the words in A with their opposites in B.

Unit 9: (Continued) Lesson1: A closer look 1 * VOCABULARY

1. Match the words in A with their opposites in B. Some words may have

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Giáo án Tiếng Anh 6 - Ask sts to read the words again. - Give feedback. - If have time ask sts to use the adjectives to describe the three cities that Mai and Tom talked about. III. Practice:(15’) - Ask sts look all the words and guide ss how to do exercise ? Which words can you use to describe “city” ? Food? People? Building? Weather? - Have sts work in groups. - Tell them can use the words in 1encourage sts to add other adjectives. - Give feedback. - Point out that some adjs can’t go with particular nouns. We can not say Ex: long/ short city Rainy people - Have practise the /əʊ/ and /ai/sound together in 3. - Model the two sounds with cold and sky. - Let sts see how the sounds are formed. - Ask sts to give words that have these two sounds. - Play the recording and ask sts to listen and fill in the suitable column. - Play the recording again and have sts give the answer. IV. Further- practise: 14’ - Ask ss to listen and repeat * GRAMMAR - Ask ss to look at all the pictures. - Give example - Ask sts to work individually to complete the fact sheet, using one of the pictures provided - Have sts work in pairs compare the answer. - Ask them to discuss whether they agree with each other’s answers (if thye don’t not agree the answers, encourage them to give reasons.

- Go to the board and match. - Check - Read again - Write - Use the adj to describe the three that Mai and Tom talked about. - Listen and remember listen and answer Beautiful, old… Delicious,cheap.. Beautiful… Modern, historic... Cold, hot….. - Work in groups. - use the words in 1to add other adjectives. - Takenote. - Listen and note.

- Read all the sentences - Listen - See how the sounds are formed. - Give words that have these two sounds. - Listen and fill in the suitable column. -

Give the answer

more than one opposite. 1. old – new 2. dangerous – safe 3. quiet – noisy 4. dry – wet 5. boring – exciting 6. clean – dirty 7. historic – modern 8. cheap – expensive 9. cold – hot Ex: - The beaches in Sydney are clean and beautiful. - London has bad weather. 2. Created the webs 1. City: beautiful,peaceful, exciting, modern, big, poluuted, safe,…. 2. People: nice, friendly, unfriendly, open, noisy, interesting,… 3. Food: delicious, awful, good, tasty,…. 4. Weather: bad, rainy, hot, cold, wet,… 5. Building: old, modern, tall, new,…

* PRONUNCIATION /əʊ/ and /ai/ 3. Listen and write the words you hear in the appropriate column. Then read the words aloud. /əʊ/ /ai/ Cold Sky Snow Exciting Old High Clothes Fine Hold Flight 4. Listen and repeat

- Write and repeat.

- Read all the sentences - Look at all the pictures. - Listen and write - Work individually to complete the fact sheet, using one of the pictures provided work individually to complete

* GRAMMAR Comparative a. Short adjectives Lan is taller than Hoa This book is thiner than that book b. Long adj She is more beautiful than her sister Car is more comfortable than bus - Superlative

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Giáo án Tiếng Anh 6 Don’t give corrective feedback at this stage) - Have sts ask and answer questions about the fact using Most + adjectives. - Encourage sts to expand the fact sheet by adding information like: Ex:The most famous woman in Britain The most well-known novel/ movie. The most famous footballer/ actor/ actress. The most popular sports,… - Ask sts to remember how the comparatives of long adjectives are formed. - Write the form of the suparlatives of long adjectives on the board. V. Homework: (1’) - Practise the soud /əʊ/ and /ai/ - Prepare A closer look 2.

the fact sheet, using one of the pictures provided - Work in pairs compare the answer. - Discuss whether they agree with each other’s answers - Look at their earlier answer. - Ask and answer questions about the fact using most + adjectives. Ex: Sydney is the most exciting city. There are the most beautiful beaches. - Remember how the comparatives of long adjectives are formed. - Write the form of the suparlatives of long adjectives S + the + most + adj There are the most beautiful beaches. - Find the superlatives in the text in 6

a. Long adj The red bag is the most expensive than the black bag Hoa is the most beautiful in her class 5. Complete the fact sheet by choosing one picture. Compare your fact sheet with a classmate. Do you agree with his/ her answer? * Key: 1. London 2. Oxford University 3. Shakespear 4. fish and chips 5. tea 5. watching TV 6. Read this article about Britain. Then, look at your fact sheet. Did you have correct answers?*Homework - Practise the soud /əʊ/ and /ai/ - Prepare A closer look 2.

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Week: 25 Period: 71

Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 9: CITIES OF THE WORLD

Lesson 3: A Closer Look 2 I. Objective: By the end of the lesson sts can pronounce the souds /əʊ/ and /ai/ correctly in isolation and in context; use the lexical items related to the topic “ ‘Cities of the World’. II. Language contents: 1. Vocabulary: the lexical items related to the topic “Cities of the world”. 2. Grammar: The Past Simple III. Methods: Communicative approach IV. Teaching aids: Text book, picture, tape, cassette, board, chalk. V. Procedures:

Teacher’s activities I. Warm-up:(5’) - Check vocabulary in A closer look 1 - Ask ss to go to the board and write the adjectives. - Check and have them repeat these words II. Presentation:(10’) - Ask sts to recall what Tom told Mai about in the conversation in Getting started. - Ask sts to underline all the verbs in the present perfect tense. - Use the Grammar box to help you explain that present perfect is used to show that one has had or has never had this experience. - Provide the form of the present perfect. - Notice the past particple. - Ask sts to look for the original verb of the past participles in the conversation. - Notice the use of “never” and “ever”.

Students’ activities

Contents

- Go to the board and Unit 9: (Continued) write Lesson 3: A closer look 2 1. Listen again to part of the conversation. Pay - Check and repeat attention to the present perfect. * GRAMMAR: Go watch See be - Recall what Tom told Do take Mai about in the Speak start conversation in Getting Write eat started. read have - Underline all the Visit take verbs in the present * The present perfect tense. perfect tense. Use : We use the present perfect to describe - Read the Grammar our experiences box Formation: S + has/have + past participle Ex: (+) I have seen that movie ten times - Write She has watched TV for 30 minutes (-) I haven’t seen that movie - Listen and remember She hasn’t watched TV - Look for the original (?) Have you ever seen that movie? verb of the past Has she gone to HN? participles in the conversation.

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Giáo án Tiếng Anh 6 - Have sts play a game: Write the list of verbs on the board. Divided sts into two groups and get them to the board and write the past participles of the verbs. - Check and give mark for each team - Have them repeat the verbs III. Practice:(18’) - Ask ss to read all the sentences and work in pairs to do exercise - Ask ss to give the answer - Ask ss to read all the sentences and work in pairs to do exercise - Ask ss to give the answer

IV. Further- practise: 5’ - Ask ss to look at the picture and answer ? Can you tell me what he does in the picture?

- Listen and remember - Play a game - Go to the board and write the past participles of verbs. - Listen - Repeat. - Read all the sentences - Go to the board and write the answer - Read all the sentences - Go to the board and write the answer - Look at the picture and answer - reading book - having breakfast - getting good grade - playing football

- Ask ss to tell what Tom has done this week - Ask ss to give the answer - Listen and answer - Use all the question in 5 to ask ss to find out one thing that everyone has done and one thing no one has done

2. Put the verbs in the brackets in to the present perfect. 1. has been 2. has been 3. has visited 4. has been 5. hasn’t been 3. Put the verbs in the brackets in the correct for 1. have you seen….I have seen… 2. go 3. have never been 4. clean 5. takes 6. has eaten 4. Look at Tom’s webpage. Tell a partner what has he done this week 1. He has read a book. 2. He has eaten “pho”. 3. He has played football. 4. He has got an A+. 5. He has washed his dog. 5. Class survey

*Homework - Complete the exercises into notebooks - Prepare Communication.

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UNIT 9: CITIES OF THE WORLD Lesson 4: Communication I. Objectives: By the end of this lesson, students will able to identify landmarks in cities around the world and compare features of cities around the world. II. Language contents: 1. Vocabulary: the lexical items related to the topic “Cities of the world”. 2. Grammar:Comparatives of adjectives, Possessive case III. Methods: Communicative approach IV. Teaching aids: Text book, picture, tape, cassette, board, chalk. V. Procedures:

Teacher’s activities I. Warm up (5’) - Have sts play “Matching” A B Design Di sản VHTG Symbol Thiết kế Landmark Biểu tượng Danh thắng Creature S V, tạo vật UNESCO World Heritage II. Presentation: (10’) - Teach vocabulary. - Have sts read chorus. - Show the pictures of the five landmarks and ask sts ? What are they? - If sts don’t know their names in English, allow sts to use Vietnamese. ? What do you know about them? 1. Is Merlion in Singapore? 2. Where is Big Ben? 3. Was the Temple of Literature built in 1070? 4. Where is Sydney Opera House? 5. Is Eiffel Tower in Paris? - Give the English names and ask sts to match them with the photos

- Ask students to work in pairs and

Sts’ activities - Play “matching” game.

Contents Unit 9: (continued) Lesson 4: Communication. - Answer: A Design Symbol Landmark Creature UNESCO World Heritage

- Listen and write - Read - Look at the pictures and answer They are Big Ben, Eiffel tower, Sydney Opera House… Yes/ It’s in England Yes It’s in Australia Yes - Work in pairs and match. - Listen and match

B Thiết kế Biểu tượng Danh thắng S V, tạo vật Di sản VHTG

* Vocabulary: - design [di'zain](v): Thiết kế - Symbol (n) - Landmark ['lændmɑ:k](n): Danh thắng - Creature ['kri:t∫ə](n): Sinh vật - UNESCO[ju:`neskou] World Heritage (n): (United Nations Educational, Scientific and Cultural Organization): tổ chức GD, KH và VH của Liên hợp quốc. 1. Match the words in the box with the landmarks. Which cities are they in? What do you know about them? a. Merlion [mə:liən] b. Big Ben c. The Temple of Literature

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match. III. Practice:(18’) - Ask ss to look at part 2. Then introduce new words.

- Ask ss to read new words. - Ask ss to work in pairs and match words with the meaning - Ask ss to read the texts in the book and guess which landmark from 1 they are. - Have ss some ss read and give answer. - Ask ss to read the texts again and then do exercise: write true or false. - Ask some students to give answer. IV. Further- practise: 5’ - Ask ss to to play game. ( each group thinks of a city, a country, or a landmark and give clues to other guess. Example: A: It’s a city. It’s very hot and crowded. B: Is it Tokyo? A: No, it’s not. It’s in South America. The people there love football. B: Is it Rio de Janeiro? A: Yes, it is! V. Homework(1’)

d. Sydney Opera House e. Eiffel Tower[`tauə] - Work in pairs 2. Read about the landmarks. Can you guess which landmark from 1 they are? - describe [dis'kraib](v):miêu tả - head[hed](n): cái đầu - Listen and repeat which landmark from 1 they are? then write 1. Big Ben 2. Sydney Opera House - Read individual. - Work in pairs and 3. Temple of Literature 4. Eiffel match words with 5. Merlion

the meaning. - Work in pairs and read. - Read and give answer. - Read the texts again and do exercise. - Give answer.

- Play game in group thinks of a city, a country, or a landmark and give clues to other guess.

Ask ss to write home work

Listen and write

3. Write true (T) or false (F) 1. F (The Bell in the tower is the largest bell ever made in England). 2. F (It was designed by a Danish architect) 3. T 4. F (It is the most visited land mark in the world) 5. T 6. F (It has a lion’s head and a fish’s body) 4. Think of a city, a country, or a landmark. Give clues. Example: A: It’s a city. It’s very hot and crowded. B: Is it Tokyo? A: No, it’s not. It’s in South America. The people there love football. B: Is it Rio de Janeiro? A: Yes, it is! *Homework - Learn by heart all the new words. - Do exercises (in workbook). Prepare skills 1.

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UNIT 9: CITIES OF THE WORLD Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students will able to read for specific and general information in texts, including postcards, use the present perfect to talk about experiences. II. Language contents: 1. Vocabulary: the lexical items related to the topic “Cities of the world”. 2. Grammar:Comparatives of adjectives, Possessive case III. Methods: Communicative approach IV. Teaching aids: Text book, picture, tape, cassette, board, chalk. V. Procedures:

Teacher’s activities I. Warm up (5’) - Have sts look at the postcard in 1 in the book. - Ask some questions. 1. What is the picture on the postcard of? 2. What do you think is written on this postcard? 3. What is the purpose of writing and sending postcards while you are on holiday? II. Presentation: (10’) - Teach vocabulary. - Have sts read chorus. - Have sts look at the questions in 2 and underline the key words in the quetsions

Sts’ activities - look at the postcard in the book. - Answer 1. Stockholm, Sweden. 2. about his/ her stay in city. 3. to tell our family or friends that we have a good time - Listen and write - Read - Look at the questions and underline the key words in the quetsions - Work in pairs - Takenote

- Ask sts to read the paragraph and answer the questions - Check and correct III. Practice:(18’) - Ask ss to read the texts again and then do exercise 3

- read the texts again and then do exercise 3 - Work in pairs and match the heading withb the text. - Call their attention to

Contents Unit 9: (continued) Lesson 5: Skills 1. * READING: Love from Sweden. 1. Look at the postcard. - Answer: 1. The photo is of Stockholm, Sweden. 2. The sender writer about his/ her stay in the city. 3. We send postcards to tell our family or friends that we are having a good time, but we still miss them amd want to send some photos of the place where we are so that, although they cannot be with us there they can still see how beautiful it is. * Vocabulary: - perfect ['pə:fikt](a): hoàn toàn, đầy đủ - palace ['pælis](n): cung điện - amazing [ə'meiziη](a): ngạc nhiên - rent [rent](v): thuê - discover [dis'kʌvə](v): khám phá - postcard ['poustkɑ:d](n): bưu thiếp 2. Read the postcard and answer the questions. 1. Mai is in Stockholm. 2. She is there with her family (mum, Dad and

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- Ask sts to match the heading with the text.

- Call their attention to how a postcard is organized.

- Check and correct IV. Further- practise: 6’ - Ask ss to look at the questions in 4 and choose one city they’ve learn and then answer - Ask them to work in groups sts can not use full sentence. - Have them practise in a class.

how a postcard is organized. - Takenote - Read and choose the city they want - work in groups sts can not use full sentence. - Give answer. - Use the notes to work in pairs and tell each other about the city they choose in 5 - Speak in full sentences.

her brother Phuc) 3. The weather has been perfect. It is sunny. 4. mai is staying in a hotel. 5. She has visited the Royal palace and had ‘fika’ in a café in the Old Town. 6. ‘Fika’ (a Sweden word) means a leisure break when one drinks tea/ coffee and perhaps has some biscuits with friends and family. 7. She will cycle to discover the city. 8. Mai is feeling happy. She used the words such as “fantastic”, “perfect”, “amazing”, “too beautiful for words”. 3. Read the text again and amtch the heading with the numbers. 1. i 2. c 3. h 4. b 5. d 6. g 7. f 8. e 9. A

- Ask sts to use the notes to work in pairs and tell each other about the city they choose in 5. - Make sure they speak in full sentences.

* SPEAKING. 4. Choose a city. Imagine you have just arrived in that city and want to tell your friends about it. Make notes below. 5. In pairs, use your notes to tell your partner about your city. Then, listen and write down notes about your partner’s city in the space below.

*Homework - Learn by heart all the new words. - Do exercises (in workbook). Prepare skills 2.

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UNIT 9: CITIES OF THE WORLD Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students will able to listen for specific details including facts and figures; write a holiday postcard. II. Language contents: 1. Vocabulary: the lexical items related to the topic “Cities of the world”. 2. Grammar: Exclamation sentence. III. Methods: Communicative approach IV. Teaching aids: Text book, picture, tape, cassette, board, chalk. V. Procedures:

Teacher’s activities I. Warm up (5’) - Ask ss to look at the pictures in 1 and tell what they see ? What do you see in picture 1?

? Do you know about Nobel and the Nobel Prize? ? Can you talk this in Vietnamese? - Play the recording and ask them to listen. ? How Nobel Prizes are awarded every year in Stockholm? II. Presentation: (10’) - Ask ss to read all the sentences in 2 and guess T or F - Explain the new words - Ask ss to listen to the stereo again and answer true or false

- Have sts correct the false sentences.

- Check and corect.

Sts’ activities P1: Royal Palace P2: Nobel Prize P3: museum, café, restaurants, shops,.. P4: island - Yes/ no - Yes/ no

Contents Unit 9: (Contunued) Lesson 6: Skills 2 1. Look at the pictures. What do you see? * Vocabulary: - award[ə'wɔ:d](v): thưởng, tặng (n): phần thưởng

- Listen to the recording -

2. Listen and write True or False? - Read all the sentences * Vocabulary: and guess T or F - prize [praiz] (n): giải, giải thưởng - Listen and write - Nobel peace prize (n): giải Nobel hòa bình - Listen to the sterio - present ['preznt] (a): hiện diện again and give the [pri'zent](v): đặt ra answer - prime [praim] (n): đầu tiên read all the sentences (a): ưu tú, xuất sắc - Listen to the stereo - minister ['ministə] (n): Bộ trưởng again correct the false 1. T sentences. 2. F (The oldest, not the biggest, part of - Takenote Stockholm is the Old Town) 3. F (Today, the Old Town is a place with

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Giáo án Tiếng Anh 6 III. Practice:(10’) - Ask ss to read all the sentences in 3 - Explain to sts that this time they need to listen for the exact details in the recording. - Ask them to identify the kind of information they have to find out: years, amount of money, number of people, date,…

- Play the recording - Ask ss to listen to the stereo again and give the answer - Check and corect. IV. Further- practise: 14’ - Write 5 Ws and 1H on the board - Ask sts to give examples Ex: How is the Stockholm? What is the weather like? - Ask ss to read all the words in 4 and put them in the correct order to make sentences - Ask sts to use the notes they have made in Speaking 4 to write a postcard to their family or friends: - Ask ss Have you ever been to Ha Long bay? If you have never been to , let imagine and write a post card Follow these questions Who do you write the post card for? When did you arrive? Who are you with ? Where are you staying? What have you done? What are you doing tomorrow? How are you feeling?

- Read all the sentences cafes, restaurants, shops and museum) in 3 4. F (All Nobel prizes, exept for the Nobel - Listen Peace Prize, are awarded in Stockholm) 5. F (It is presented by the Swedish ['swi:di∫] King)Vua Thụy Điển. - Identify the kind of 3. Listen again to the talk and fill in the information they have gaps. to find out: years, * Vocabulary: amount of money, - cover ['kʌvə] (v): che, phủ, bao gồm number of people, - prizewinner (n): người được giải date,… - consist [kən'sist] (v): gồm có - Listen - diploma [di'ploumə](n): văn bằng, chứng - Listen again and fill in chỉ, bằng TN the gaps - medal ['medl] (n): huân chương - Takenote - crown [kraun] (n):vòng hoa, mũ niệm 1. 14 - Who/ What/ When/ 2. 700 Where/ Why/ How 3. 3,000 - Give examples 4. 10 December 5. 10 million - Read all the words - Make sentences Writing - Listen 4. Rearrange the words to make sentences. 1. Stockholm is fantastic! 2. We’re in Da Lat! - Answer 3. We’re having a good time here! 4. I love Disneyland! 5. You must come! 6. I wish you were here! 5. Write a postcard . Use the notes about the city you have chosen in speaking 4, page 28

Home work - Complete the exercise 5 into notebooks - Prepare Looking back.

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UNIT 9: CITIES OF THE WORLD Lesson 7: Looking back I. Objectives: By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 9. II. Language contents: 1. Vocabulary: the lexical items related to the topic “Cities of the world”. 2. Grammar: Review III. Methods: Communicative approach IV. Teaching aids: Text book, picture, tape, cassette, board, chalk. V. Procedures:

Teacher’s activities I. Warm up (5’) - Ask ss some free questions - Ask ss to go to the board and complete the sentences 1. She ( watch) Tv for haft an hour 2. They ( not go) to HCM city yet 3. You ever ( play ) that game?

II. Presentation: (10’) VOCABULARY 1. Choose the best options - Ask ss to read all the sentences and choose the best answer GRAMMAR 2. Put the verb in the brackets into the present perfect . - Ask ss to read the dialogue in pairs then put the verb in the brackets into the present perfect

Ss’ activities - Listen and answer - Go to the board and complete the sentences

- Read all the sentences and choose the best answer

- Work in pairs 1. Have…eaten 2. Have…been ….? 3. have been…. 4. have been 5.Have…visited? 6. have seen

- Try to answer III. Practice:(10’) 3. In pairs, complete this fact sheet about

- Yes, I do

Language contents 1. She has watched Tv for haft an hour 2. They have not gone to HCM city yet 3. Have you ever played that game? Unit 9: (Continued) Lesson 6: Looking back 1. Choose the best options 1 2 3 4 a,b a,c a,c a,b

5 b,c

GRAMMAR 2. Put the verb in the brackets into the present perfect . 1. Have…..eaten…. 2. Have……been ….? 3. have been…. 4. have been 5. Have….visited…..? 6. have seen

3. In pairs, complete this fact sheet about Viet Nam. COUNTRY: VIET NAM

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Giáo án Tiếng Anh 6 Viet Nam. - Ask ss some questions about Viet Nam Do you like our country? Which is the biggest city in Viet Nam? Which is the oldest university in Viet Nam? Who is the most popular Vietnamese writer? What is the most popular food in Viet Nam? What is the most popular drink in Viet Nam? What is the most common activity in Viet Nam? IV. Further- practise: 14’ 4. Using the information from your fact sheet , write a short paragraph (7-8 sentences) about Viet Nam. - Ask ss to use the information from 3 to write a short paragraph about Viet Nam

- tea, coffee - watching TV

Biggest city: HCM city Oldest university: Quoc Tu Giam, Thang Long – Ha Noi (1076) Most popular Vietnamese writer: Nguyen Du, Nam Cao Most popular food: spring roll(nem), noodles(phở) Most popular drink: tea, coffee Most common activity: watching TV, football

- write a short paragraph about Viet Nam

4. Using the information from your fact sheet , write a short paragraph (7-8 sentences) about Viet Nam.

- HCM city - Quoc Tu Giam - Nam Cao - nem

COMMUNICATION 5. Game: Yes I have V. Home work(1’) - Complete the exercises into notebooks - Prepare Review

COMMUNICATION 5. Game: Yes I have

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UNIT 10: OUR HOUSES IN THE FUTURE Lesson 1: Getting Started – My future house I. Objectives: By the end of this lesson, students can know more about types of houses, modern appliances and how they can help us. II. Language Focus: 1. Vocabulary: the lexical items related to “Our houses in the future”. 2. Structures: Will + V for the future and might + V for future possibility III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

-T writes the unit title on the board. Ask - T-Whole class SS: T introduces some words about appliances and furniture for students ( washing machine, dishwasher, wireless T.V, help SO with St, solar energy) -T Shows the picture of Getting started, asks : - More explains new words and structures in listen and read. -T asks Ss to look through the conversation then listen and read after the tape once - SS work in pairs, practice the dialogue again. -Play the recording. Ss listen and repeat.

Content * Presentation: * Do you live in a house or in an apartment? * What appliances are there in your houses? * What furniture does your house have? * What does a washing machine, a dish washer, a T.V help you? * Who are they? ( Nick and Phong) * What is Phong doing? (drawing a picture) * What is his picture of? ( of a UFO) * This UFO is his future house. What is there around the house? * Nick and Phong are talking about his future house. What tense do they use in the conversation?

* Practice: 1a- Complete the table - Ask Ss to complete the table individually, then work in groups to find out correct answers - T gets feedback, then correct.

- Individual work

Type of house Location Surrounding Number of rooms Appliances in the room

- SS work in pairs, complete the sentences - T gets feedback and correct.

- Pair-work

UFO In the mountains Many tall old trees 20 A wireless T.V

1b. Complete the sentences 1. mountains 2. many tall old trees

Note

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- T asks SS to read the words about some types of houses then lets Ss match the words with correct pictures. - Get feedbackand correct. Introduce some more new words ( space houseboat, motor home, skyscraper) - T asks Ss to work in pairs to find out some adjectives that can be used to describe the houses. - T gets feedback and asks the other to give their ideas. - T asks: - SS work in pairs, ask and answer these questions about the pictures. - T calls some SS to perform before class. - Read the phrases Where will your future be? Tick the place where you want your future house to be located. - SS do it individually- then practice asking and answering the question. - T calls some pairs to perform before class

- Have Ss to play a game.

3. 20 4 . wireless T.V 2- Matching 1- c 2. a 3. e

4. b

5.d

- Individual work

- Pair –work

3- What adjs can you think of to describe the houses in 2 *What do you think about the space houseboat? * I think they are beautiful……… *Which house do you like best? *I like the palace *Why? * Because it’s big 4. Tick the place where you want your future house to be located

- Individual work

- Group-work

* Production: 5. Game OUTSIDE MY WINDOW

*Homework: - Practice the conversation. - Prepare the next lesson (A closer look 1)

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UNIT 10: OUR HOUSES IN THE FUTURE Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can Pronounce correctly the sounds /dr/ and /tr/in isolation and in context; Use the lexical items related to the topic “our houses in the future”

II. Language Focus: 1. Vocabulary: the lexical items related to “Our houses in the future”. 2. Structures: Will + V for the future and might + V for future possibility III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities Activity 1: Exercise 1 - T explains how to do this task. Then ask Ss individually to put the words into correct columns - Get feedback and correct - Ask Ss to give more words about appliances.

Ss’ Activities

- Individual work

Content * Presentation: Vocabulary Exercise 1: Put the appliances into the appropriate columns Living room -Wireless T.V Bedroom -Wireless T.V -Hi-tech robot kitchen -Modern fridge -Automatic dishwasher bathroom -automatic washing machine

* Practice: Activity 2: Exercise 2 *What can the appliances do? Match the appliances in A with the things they can do in B. - Ss work ind. Then write the sentences on the board. -Get feedback and correct Activity 3: Exercise 3 - T asks SS to look at the exercise 2 again then asks: *What does a wireless T.V do? *It helps us watch T.V programmes from space. -T introduces the structure with HELP “HELP SO DO/ TO DO St” - T lets SS to read the sample, then ask them to work in pairs to practice the

- Individual work

Exercise 2 : Matching 1.c 2. d 3. b 4.e

- Pair-work

Exercise 3: Sample: What does a wireless T.V do? It helps us watch T.V programmes from space.

5. a

Note

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Giáo án Tiếng Anh 6 conversation again. - Call some SS to perform before class PRONUNCIATION /dr/ and /tr/ Activity 4: -Let Ss practise the sounds /dr/ , /tr/ together. Model the two sounds with try and dry - Play the recording and ask Ss to listen and repeat the chants sentence by sentence. - SS write the words in columns. Check their answers in groups. - T calls some SS to write the answers on the board.

- Individual work

Pronunciation /dr/ and /tr/ 4- Listen and write the words with sounds /dr/ and /tr/ in the correct column /dr/ /tr/ Dry, drops, drip, Countryside, travel, dripping train, tractor, track

- T whole class * Production: - Ask Ss to say the words in the table again - Ask Ss to SS add some more words

- individual work

5- Add some more words: /dr/ /tr/ Drive, drink, dry, Tree, truck, true, drank,… trick….

*Homework: - Learn vocabulary by heart. - Prepare the next lesson (A closer look 2)

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UNIT 10: OUR HOUSES IN FUTURE Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use will for the future and Modal verb MIGHT for a unsure possibility in the future

II. Language Focus: 1. Vocabulary: the lexical items related to “Our houses in the future”. 2. Structures: Will + V for the future and might + V for future possibility III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities -- T asks SS to look at the picture of Getting started and asks: * What is Phong doing? * What will his future house look like? * Will it be in space? - SS answer - T introduces the grammar today: will for the future

Ss’ Activities - T-Whole class

Content

Note

* Warm-up: Grammar The simple future tense We use WIL + VBI to talk about actions we think are likely happen in the fiture Eg:1/ Phong’s house will look like a UFO 2/ It will not be in space 3/ Will it be beautiful? – Yes, it will * Formation: (+)

REGULAR VERBS S + will +V(BI)

(-)

S+ will not= won’t+ V(BI)

(?)

Will + S + V (BI) ? Yes, S + will/ No, S + won’t

* Practice: Activity 1 - T asks SS to do exercise 1 individually. - T gets feedback and corrects

Activity 2 : - T asks Ss to work individually to

- Individual work

Exercise 1 complete the conversation with will or won’t 1. will 2. won’t 3. will 4. will 6. will 7. will 8. won’t 9. will

Exercise 2 : match the words in A with correct nouns in B

5. will 10. won’t

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Giáo án Tiếng Anh 6 match the words in A with the nouns in B - T gets feedback and corrects

Activity 3 : - T shows some appliances ( fridge, robots, wireless T.V, dishwasher, washing machine) on the board, then asks: What will the hi-tech fridge do in the future? What won’t it do? It will keep food longer, cook meals. It won’t surf the net - SS make similar dialogues Activity 4 : - T introduces the grammar 2 “Modal verb MIGHT” by giving some examples Do you think the robots in the future will talk to you? Yes/ No Are you sure? You are not sure, so you must say: The robots might talk to us The robot mightn’t talk to us. T explains the form and the usage of modal verb might - T plays the tape, SS listen and read two poems.

- Individual work

1d 5b

2f 6h

3a 7e

4g 8c

Exercise 3: What will the appliances do in the future? What won’t they do?

- Individual work

Exercise 4 : Decide True or false 2T 3F 4F

* Production: - SS work in groups ask and answer the questions - Call some SS to perform before class

- Group - work

Exercise 5: Work in groups, think about what you might do or have in the future. Share your ideas with your classmates

*Homework: - Practice more. - Prepare next lesson (Communication)

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UNIT 10: OUR HOUSES IN THE FUTURE Lesson 4: Communication I. Objectives: By the end of this lesson, students can make an interview, ask and answer about their future house.

Ss’ Activities

Activity 1: Play a game - Group-work - T stick 6 pieces of paper on which the phrases are written on the board: - Ask SS to look at the instructions in b, explain SS how to play the game. T divides the class into 2 groups, 3 members of each groups take turns going to the board and turning over each piece of paper and read the phrase in it. After that he finds the appropriate phrase on the circle in b in textbook. Finally he/ she makes a sentence with it using won’t or might as in the example - The group which has more points will win.

Content * Presentation: 1. Game Go to school, take pictures with our cameras, have telephones at home, go on holiday to the beach, watch new films in the cinema, send postcards to friends. *In the future we won’t go on holiday to the beach but we might go on holiday on the moon

* Practice: Activity 2: - T asks SS to read the questions below then tick “yes” or “no”

- Ask Ss to work in pairs. Use the questions in a to interview your partner.

- T-Whole class

2- CLASS SURVEY a. Read the questions below. Tick “Yes” or “No”

- pair-work

b. Work in pairs. Use the questions in a to interview your partner.

* Production: - Ask SS to make similar dialogues, using the questions in a. Then try to tell their interviews.

- Pair-work

c. Tell the class about your interview.

Note

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Giáo án Tiếng Anh 6 - T calls some pairs to perform before class

*Homework: - Prepare the next lesson : (Skill 1)

............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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UNIT 10: OUR HOUSES IN FUTURE Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can read for specific information about future houses and appliances; Talk about houses in the future(type, location, surroundings, appliances)

Ss’ Activities

Activity 1: - SS look at the picture and discuss with a partner. - T calls some SS to give their answers

- T-Whole class

Content * Presentation: 1 –Look at the picture and discuss with a partner What type of house do you think it is? Where do you think the house is? What can you see around the house? What can you see in the house?

* Practice: Reading Activity 2: : - SS read the text quickly then check their ideas. - T sets a strict time limit to ensure that SS will read quickly for the main information. Activity 3: SS work individually -Ask Ss to reread the text again and match the phrases in A with correct ones in B Activity 4: - T sets a longer time limit for SS to reread the text. T asks SS to note and underline where they find the information that helps them answer the questions. SS compare the answers with his/ her partner before discussing them as a class

- Individual work

- Pair-work

2- Quickly read the text. Check your idea from 1 3. Match the phrases in A with correct ones in B 1+ a, e, c ,h 2+b,d,f,g 4. Read the text and ask and answer the questions

1. On the ocean 2. There will be a swimming pool in front and a large flower garden behind the house. 3. No 4. They will do the housework ( clean the floor, cook meals, wash clothes, water the flowers and feed the dogs and cats)

Note

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Giáo án Tiếng Anh 6 - T calls some SS to answer the questions. - SS work in pairs to ask and answer the questions again

Activity 5: - SS draw a picture of their future house, then describe their houses with their partners. Their partners will draw the house they describe. Finally, they compare their pictures. Activity 6: - SS work in groups. Draw the appliances in their future bedrooms and talk about them to the group - T gets feedback – Let some SS to talk in front of the class

- Pair -work

* Production: Speaking 5. Draw a picture of your future house, then describe the houses with your partners. Your partners will draw the house you describe.

- Group-work

6. Work in groups. Draw the appliances in your future bedrooms and talk about them to the group

*Homework: - Prepare the next lesson: (Skill 2)

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UNIT 10: OUR HOUSES IN THE FUTURE Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get information about dream houses; Write about a dream house(type, location, surroundings, rooms, appliances)

II. Language Focus: 1. Vocabulary: the lexical items related to “Our houses in the future”. 2. Structures: Will + V for the future and might + V for future possibility III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities - Ask SS to look at the title of exercise 1, then ask: * What will you listen a conversation or a passage? * What information must you notice? * Which house Nick would prefer, and which house Linda would prefer - Play the recording once - SS listen and give their answer

Ss’ Activities - T whole class

Content * Presentation: Listening Exercise 1: Listen to Nick and Linda talking about their dream houses. Which house would each prefer. Linda: picture 3 Nick: picture 2

* Practice: Activity 2: - Ask SS to look at the title of exercise 1, then ask: *What information must you notice? * Read 7 phrases then decide what is important to Nick and what is important to Linda. - Let SS read the 7 phrases and explain new words ( view, cable T.V) - Play the recording once - SS listen and give their answer - Get feedback and correct if necessary

Activity 3: -Ask SS to work in pairs. Discuss about their dream houses using the suggested ideas Activity 4: - Ss fill in the table , using the

- Individual work

Exercise 2: Listen again. What is important to Nick? What is important to Linda?. Linda 3. sea view 4, swimming pool 5. garden 7. quiet

Nick 1. park view 2. city view 6. cable T.V

Writing WRITE ABOUT YOUR DREAM HOUSE Exercise 3: Work in pairs. Discuss the following ideas about your dream house. Exercise 4: Fill in the table about your dream house.

Note

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Giáo án Tiếng Anh 6 information they have discussed.

- Pair-work

- Individual work * Production: - Allow SS time to write about their dream houses, using the suggested ideas/ information in 3 and 4. Remind SS to use Will + VBI and might + VBI .

- Individual work

Exercise 5: Write about your dream house

- Show some writings on the board, then the class can give their comments. *Homework: - Write about your dream house

in your notebook. - Prepare the next lesson : (Looking back)

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UNIT 10: OUR HOUSES IN THE FUTURE Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can remember and use what they have learnt during the unit to help them to do each exercise so that Ss can use that information to complete the selfassessment box at the end of the unit.

-Ask SS to write the words that match the pictures and compare their answers with a partner. - Some SS read the words aloud, T checks their answers.

-Ask Ss to work in groups to complete the table. - Get feedbacks and correct if necessary

Ss’ Activities

- Individual work

- Group-work

Content * Presentation: Vocabulary: things in nature EX 1- Write the correct words under pictures robot automatic dishwasher wireless T.V automatic washing machine modern fridge smart clock EX 2- Think about what the appliances will do in the future. 1. robot Clean our houses, wash the dishes, feed the animals, cook meals 2. Automatic Wash and dry clothes, washing iron clothes machine 3. wireless T.V Help us surf the internet, watch programmes from space, tell the time… 4. super car Can go on ground, on water and can fly 5. Smart clock Can tell the time, help us to listen to music, wake us up

* Practice: Grammar Activity 3 -Ask Ss to do the exercise individually. Then SS check their answers with their

- Individual work

EX 3- Complete the sentences with WILL/ WON’T 1. won’t 2. will 3. will

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Giáo án Tiếng Anh 6 partner - Get feedbacks and correct if necessary Activity 4 - Ask Ss to do the exercise individually. Then SS check their answers with their partner - Get feedbacks and correct if necessary

4. won’t

- Individual work

5. will

6. won’t

EX 4- Complete the sentences with MIGHT/ MIGHTN’T 1. 2. 3. 4. 5. might might might might might might not noy

* Production: Activity 5. -Ask Ss to work in pairs- ask and answer about the information in 2 - Call some pairs to perform before class. - Correct if necessary.

Communication - Pair-work

EX 5-Ask and answer the questions using the information in 2 Sample: A: will robots clean your house in the future? B: Yes, they will Finished! Now you can………

*Homework: - Do “project” on page 90. - Prepare next lesson : (Unit 11: Our Greener World Lesson 1: Getting Started)

UNIT 11: OUR GREENER WORLD Lesson 1: Getting Started – Let’s “go green”! I. Objectives: By the end of this lesson, students can use vocabulary and structure to talk about tips on how to “go green”. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Our greener world”. 2. Structures: Conditional sentences – type 1 III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

Content

Note

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Giáo án Tiếng Anh 6

- Ask Ss to look at the picture and answer the questions. - Quickly write Ss’ answers to question 3 on the board. - Play the recording. - Ask Ss if their guesses on the board are correct.

- Ask Ss to work independently. - Allow them to share answers before discussing as class.

- Answer.

- Listen and read

- Individual work

- Write the correct answers on the board.

- Pair-work - Ask Ss to give their answers without reading the conversation again. Then ask them to read the conversation and check their answers. - Confirm the correct answers. - T asks SS to read the conversation again to find the expressions. - Ask Ss to guess the meaning of each expression. Explain the meaning if necessary.

- Individual work

- Have Ss work in pairs to put a suitable expression in each blank and then practice the conversation. - Check Ss’ answers by asking some pairs to act out the conversation. - Ask Ss to so this exercise individually then compare their answers with a classmate.

- Pair –work

- Play the recording for Ss to listen, check and repeat their answers.

* Presentation: *Questions: 1. Who are they? 2. Where are they? 3. What might they be talking about?

- Individual work

- Listen and repeat.

* Practice: 1a- Read the conversation again and complete the following sentences. Use no more than three words in each blank. Key: 1. on a picnic 2. reusable; natural 3. the check-out 4. a reusable 5. cycling 1b. Base on the ideas in the conversation, match the first half of the sentence in column A with its second half in column B. Key: 1. b 2. c 3.a 1c. Find the expressions in the conversation. Check what they mean. Key: 1. I understand. 2. Used to introduce a new subject for consideration or to give further information. 3. Used to say ‘no’ or ‘not’ strongly. 1d. Fill each blank with a suitable expression. Key: 1. I see 2. Not at all 3. By the way 2- There are a lot of environmental problems today. Write each problem in the box under the picture. Key: 1. soil pollution 2. deforestation 3. water pollution 4. noise pollution 5. air pollution 3. Now, listen, check and repeat the answers.

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Giáo án Tiếng Anh 6 Watch out! To express effects we can use the structures ‘to make sth/sb do sth’ or ‘to cause sth’. - Ask Ss to match the causes in Column A with the effects in column B. - Pair-work

- Have Ss to work in group of six and follow the steps to play the game.

- Group-work

4. Match the causes in Column A with the effects in column B. Key: 1. b 2. d 3. e 4.c 5.a * Production: 5. Game Which group is the winner? *Homework: - Practice the conversation. - Prepare the next lesson closer look 1)

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UNIT 11: OUR GREENER WORLD Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can Pronounce correctly the sounds / :/ and / /in isolation and in context; Use the lexical items related to the topic “Our greener world”. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Our greener world”. 2. Structures: Conditional sentences – type 1 III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Have Ss read the information in the table and draw a line from a symbol in column A to matching word in column B and meaning in column C. Ss work in pairs to compare their answers before giving T the answers.

- Pair-work

- Have Ss work in pairs to do this activity. - Call on Ss from different pairs to go to the board and write the words.

- Pair-work

- Ask Ss to work in pairs and put the words from 2 in appropriate groups. Draw the table on the board and call three Ss to go to the board and write their answers. - One word can belong to more than one group.

- Play the recording for ss to listen to the song. Play the recording again for Ss to sing along. Ask some Ss to sing

- Individual work

- T whole class

Content * Presentation: Vocabulary 1. The three Rs stand for Reduce – Reuse – Recycle. Draw a line from a symbol in column A to the matching word in column B, and meaning in column C. Reduce – Reuse - Recycle • Reduce: using something less. • Reuse: using something again. • Recycle: Creating new products from used materials. * Practice: 2. Write a word in the box under each picture. Key: 1. rubbish 6. noise 2. plastic bags 7. paper 3. glass 8. bulb 4. plastic bottle 9. water 5. can 10. clothes 3. Put the words from 2 into groups. One word can belong to more than one group. Key: REDUCE Rubbish, plastic bag, noise, plastic bottle, paper, water. REUSE Plastic bag, glass, plastic bottle, can, paper, bulb, water, clothes. RECYCLE Rubbish, plastic bag, glass, plastic bottle, can, paper, bulb. 4. Listen to the “Three Rs’ Song. Then sing along.

Note

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GiĂĄo ĂĄn Tiáşżng Anh 6 the song. - Have Ss read out the words first. Then play the recording for them to listen and repeat the words. Play the recording as many time as necessary.

- T whole class

- Play the recording again. Ask Ss to put the words in the correct column while they listen. - Individual work

Pronunciation / :/ and / / 5. Listen and repeat. Pay attention to how the understand part is pronounced. Fast hard bag plastic glass apple dance answer activity afternoon 6. Listen again and put the words in the correct column. Key: / :/: last, staff, half / /: fan, hand, understand, tap, can 7. Read the conversation. Write / :/ or / / below wach underline letter.

- Have Ss do this exercise individually first. - Then compare their answers with a partner. Play the recording and pause after each word which has the underlined for Ss to check their answers. Ask them to practice the conversation in pairs.

- Individual work - Pair -work - Pair -work

* Production: 8. Listen to the conversation and check your answers. Practice the conversation with a classmate.

*Homework: - Learn vocabulary by heart. - Prepare the next lesson (A closer look 2)

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UNIT 11: OUR GREENER WORLD Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use conditional sentences – type 1 correctly and appropriately. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Our greener world”. 2. Structures: Conditional sentences – type 1 III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to read the conversation again. Draw their attention to the two conditional sentences – type 1. Elicit the form from Ss. Have ss look at the Grammar box and explain. - Give some examples.

- T-Whole class

- Ask Ss to do this activity quickly the give the answers to T. - Write their answers on the board and confirm the correct answers.

- Individual work

- Have Ss do this exercise individually, then compare their - Individual work answers with a classmate. Call on some Ss to read out the sentences. - Have Ss to do this activity in pairs. - Ask Ss to write their sentences on the - Pair work board. - Ask for feedback form other Ss. - Confirm the correct answers.

- Have Ss do this exercise individually, then compare their answers with a classmate.

Content * Warm-up: Grammar Conditional sentences – type 1 1. Listen again to part of the conversation from Getting Started. Pay attention to the conditional sentences. Ex: - If you use less paper, you will save a lot of trees. * Practice: 2. Write the correct form of the verb in brackets. Key: 1. is; will plant 2. recycle; help 3. will save; don’t waste 4. will have; use 5. isn’t/ is not; will be 3. Match an if-clause in column A with a suitable main clause in column B. Key: 1. c 2. e 3. b 4. a 5.d 4. Combine each pair of sentences below to make a conditional sentence – type 1. Key: 1. If we pollute the air, we will have breathing problems. 2. If people pollute the water, a lot of fish will die. 3. If we cut down trees in the forest, there will be more floods. 4. If the soil is polluted, the plants will die. 5. If there is noise pollution, people and animals will have hearing problems. 5. Use your own ideas to complete the

Note

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Giáo án Tiếng Anh 6 - Call on some Ss to write their answers on the board. - Ask other for comments. - Correct any mistakes. - Give them the suggested sentences.

- Individual work

- Divide class into groups (A and B) and give each Ss a trip of paper. Ss from group A write an if-clause. Ss from B write the main clause.

- Group - work

sentences below. Share your sentences with a classmate do you have the same sentences. Key: 1. If you walk to school, you will have reduce air pollution. 2. If you use recycle paper, you will save trees. 3. If the Earth becomes hotter, the sea level will rise. 4. If parents teach their children about the three Rs, children will help the environment. 5. If you want to save a lot of electricity, you will have to turn off all the lights before going out.

* Production: 6. Fun matching.

A *Homework: - Practice more. - Prepare next lesson (Communication)

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UNIT 11: OUR GREENER WORLD Lesson 4: Communication I. Objectives: By the end of this lesson, students can talk about ways to ‘go green’. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Our greener world”. 2. Structures: Conditional sentences – type 1 III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Review the grammar points that may be used in this lesson. Some grammar points are: conditional sentences – type 1 and questions to ask about frequency (How often…) - Go through the extra vocabulary with ss.

- T whole class

- Have Ss read the questions quickly and make sure that they know what to do. - Ask Ss to answer the questions individually, then turn to page 53 to check their answers and count the points. - Ask some Ss to speak out the points they received.

- Individual work

- Pair-work - Ask Ss to work in pairs. One is the interviewer and the other is the interviewee. - Ask Ss to do the interview in about 7 minutes and to note down their friends’ answers. - The interviewer then share their answers with their friends and find out how many different answers they have. - Call some Ss report the results of their interview to the class.

- Ask SS to work in groups. - Give each group a large piece of

- Group-work

Content * Presentation: Grammar points: • Conditional sentences – type 1. • Questions to ask about frequency. Extra vocabulary: • Do a survey • Recycling bin • Wrap • Be in need • Breeze • Invite * Practice: 1. The 3Rs Club in your school is doing a survey on how ‘green’ the students are. Help them answer the following questions. SURVEY How ‘Green’ Are You?

2. Interview a classmate. Compare his/ her answers with yours. How many different answers have you got? - Report your classmate’s answers to the class.

* Production: 3. Work in groups. Think of two more questions to add to the survey.

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Giáo án Tiếng Anh 6 paper. Ss have to write two more questions on this paper. When time is up, ask the groups to stick their questions on the board or on the wall. Read the questions out aloud. - Ask Ss for comments on the questions. Give feedback on the questions. Finally, the class votes for the best questions.

- Share your group’s questions with the class. Vote for the best questions.

*Homework: - Prepare the next lesson : (Skill 1)

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UNIT 11: OUR GREENER WORLD Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can read for specific information about tips on how to be ‘green’. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Our greener world”. 2. Structures: Conditional sentences – type 1 III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

Content

Note

- Tell Ss they are going to read some tips that can help them to become ‘green’.

- Group-work

* Presentation: Read the 3Rs club poster about tips to become ‘green’. (Page 54)

- Ask SS to read the tips quickly and locate the words/ phrases in the text.

- Individual work

* Practice: 1. Find these words or phrases in the text and underline them. charity reusable

swap creative

Recycling bin - Ask Ss to do this exercise individually and then compare their answers with a classmate. - Ask for Ss’ answers. Confirm the correct answers. - Ask Ss to give some examples with the words/ phrases.

- Individual work 2. Match the words with their meanings. Key: • Creative: unique and interesting. • Charity: giving things to people in need. • Swap: give something to a person and receive something from him. • Reusable: can be used again. • Recycling bins: containers for things that can be recycled. - Pair-work

- Have Ss read the tips again to answer the questions. - Set a strict time limit to ensure Ss read quickly for information. - Ask ss to compare their answers before giving the answers to T. - Ask them to give evidence when giving the answers.

- Group-work

3. Answer the questions. Key: 1. Recycling bins 2. Give them to charity or swap them with your friends or cousins. 3. Refillable ones. 4. Turn the tap off when brushing your teeth or washing the dishes. 5. Reusable water bottles. 4. Work in groups. Do you think you can follow the tips for

167

Giáo án Tiếng Anh 6 - Ask Ss to work in groups and discuss the questions. - Ask SS to work in groups and find creative ways to reuse the items indicated in the book.

‘going green’?

- Group-work

* Production: 5. The last tip tells you to find creative ways to reuse items before throwing them away. Can you think of any creative ways to reuse? a) Old envelopes? b) Used water bottles? c) Used books?

*Homework: - Prepare the next lesson : (Skill 1)

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Giáo án Tiếng Anh 6 UNIT 11: OUR GREENER WORLD Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get specific information about ways to make the school a “green’ place. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Our greener world”. 2. Structures: Conditional sentences – type 1 III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities Ss’ Activities Content Note * Presentation: - Tell Ss that the 3Rs Club is looking for - T whole class Listening A new president wanted. a new president. Quickly elicit the necessary qualities of the club president • Are you creative? from Ss and write them on the board. • Do you want our school to be a - Have Ss read the advertisement for ‘green’ place? this position. • What will you do if you become the - Ask them what they will do if they president? become the club president. • Raise your voice and become our president!!

- Have Ss guess the word/number to fill in each blank and write on the board. - Play the recording and ask Ss to listen to check their guess. - Ask for Ss’ answers and write them on the board next to their guesses.

- Ask Ss to read the statement in exercise 2 and write T or F at the end of each statement without listening to the recording. - Have ss compare their answers in pairs before giving T the answers. - Ask Ss work in pairs and interview each other to find out the three things they will do if they become club president. Ask Ss to take notes about each other’s ideas. Ask Ss to expand the idea and giving examples. If time allows, have some Ss present their friend’s ideas or write the ideas on the board.

- Individual work

* Practice: 1. Listen to two Ss talking about what they will do if they become the president. Put the words or a number in each blank to complete the table. Key: 1. 6A 5. 6E 2. Recycling 6. Bus 3. Saving lights 7. Gardening 4. Book 8. Uniform

- Pair-work

2. Write T (true) or F (false) Key: 4. F 1. T 2. F 5. T 3. T

- Pair-work

Writing 3. Interview a classmate. Ask him or her what three things he or she will do are if he or she becomes the president of the 3Rs club. Take notes below. Name: …………………… Idea 1: …………………… Idea 2: ……………………

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Giáo án Tiếng Anh 6

- Ask Ss to write their paragraph individually based on the suggestions in the book.

- Individual work

* Production: 4. Write about your classmate’s idea in 3. Do you think your classmate will be a good club president. • His/her name and class. • Idea 1 + explanation/examples • Idea 1 + explanation/examples • Idea 1 + explanation/examples • Will he/she be a good club president? *Homework: - Write your paragraph into your notebook. - Prepare the next lesson : (Looking back)

........................................................................................................................................................................................... ........................................................................................................................................................................................... ........................................................................................................................................................................................... ........................................................................................................................................................................................... ........................................................................................................................................................................................... ........................................................................................................................................................................................... ........................................................................................................................................................................................... ...........................................................................................................................................................................................

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Giáo án Tiếng Anh 6 UNIT 11: OUR GREENER WORLD Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 11. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Our greener world”. 2. Structures: Conditional sentences – type 1 III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

- Ask SS to do this activity individually then compare their answers with a partner. - Ask three Ss to go to the board, each writing a word web on the board. Elicit other words from Ss to add to the webs. - Follow the example in the book, ask Ss to work in pairs to ask and answer questions about the 3Rs. - Call on some pairs to act out their dialogues. Comment on Ss’ performance. - Ask SS to do this activity individually then compare their answers with a partner.

Ss’ Activities

Content

- Pair-work

* Presentation: Vocabulary 1. Add more words to the word webs below. Key: • Reduce: water, gas, paper, rubbish, electricity. • Reuse: envelope, can, light bulb, bottle, plastic bag. • Recycle: can, book, plastic box, plastic bag, newspaper.

- Individual work

2. In pairs, ask and answer questions about 3Rs. Example: A: Can we reduce water use? B: Yes, we can. A: How? B: Don’t take a bath.

- Individual work - Pair-work

-Ask Ss to do the exercise individually. Then SS check their answers with their partner - Get feedbacks and correct if necessary

- Individual work

- Ask Ss to do the exercise individually. Then SS check

- Individual work

Note

3a. Complete the words or phrases. Key: 1. Deforestation 2. Air pollution 3. Water pollution 4. Noise pollution 5. Soil pollution 3b. Matching Key: 1. b 2. e 3. a 4. c * Practice: Grammar 4. Write the correct form of each verb in brackets. Key: 1. Is; will rise 4. Don’t have; will 2. Rises; will disappear be 3. Reduce; will have 5. Are; will be 5. Combine each pair of sentences below to make a conditional sentence –

171

Giáo án Tiếng Anh 6 their answers with their partner - Ask some Ss to write their answers on the board. Give feedback.

-Ask Ss to work in groups of four. One student interviews the other three group members and notes down their answers. Ask some Ss to report the results to the class.

type 1. Key: 1. If Ss recycle and use recycled materials, they will save energy. 2. If we use the car all the time, we will make the air dirty. 3. You will save electricity if you turn off your computer when you don’t use it. 4. People will stop using so much energy if they want to save the environment. 5. If you see a used can on the road, what will you do? * Production: Communication 6. Work in groups. Interview three classmates and note down their answers. Share their answers with the class.

- Group-work

Finished! Now you can………

*Homework: - Do “project” on page 57. - Prepare next lesson : (Unit 12: Robots Lesson 1: Getting Started)

UNIT 12: ROBOTS Lesson 1: Getting Started – Robots and their work I. Objectives: By the end of this lesson, students can know some vocabulary and structure to talk about the topic ‘robots’. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Robots”. 2. Structures: Could for past ability. Will be able to for future ability. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities - Ask Ss to look at the picture and answer the questions. - Write Ss’ answers to question 3 on the board.

Ss’ Activities - Answer.

Content * Presentation: *Questions: 1. Where are Nick and Phong? 2. What might be happening to them? 3. What are they going?

Note

172

Giáo án Tiếng Anh 6 - Play the recording. - Ask Ss if their guesses on the board are correct.

- Listen and read

- Ask Ss to work independently. - Allow them to share answers before discussing as class. - Write the correct answers on the board.

- Individual work

4. Have you have been to an exhibition? 5. Where and when? 6. What did you see? * Practice: 1a- Read the conversation again. Answer the following questions. Key: 1. They could only do very simple things. 2. Yes, they can. 3. They will be able to do many things like humans. 4. No, they won’t.

- Pair-work - Ask Ss to give their answers without reading the conversation again. Then ask them to read the conversation and check their answers. - Confirm the correct answers.

- T asks SS to quickly match each activity with its picture. - Play the recording for Ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually. - Demonstrate the game to the class first. Ask a more able S to help you. Then Ss play in groups.

1b. find the four types of robots in the conversation. Write them under the correct pictures below. Key: 1. Teaching robots 2. Worker robots 3. Doctor robots 4. Home robots - Individual work 2. Match the activities with the pictures. Then listen, check and repeat the phrases. Key: 1. a 2. d 3.a 4. b - Group-work 3. Game: Miming Example: A: What am I doing? B: You’re doing the dishes. A: Yes, that’s right. / No, try again. - Pair-work

- Have Ss work in pairs to do this activity.

- Ask Ss to go around the class asking the questions. - When Ss finished the survey, ask Ss to report the results.

4. Look at the pictures. Tell your partner what you can or can’t so now. Example: - I can play the guitar… Can you think more?

- T whole class

* Production: 5. Class survey • Can you play table tennis? • Can you do karate? • Can you play chess? • Can you so judo? • Can you play badminton? • Can you play computer game? *Homework: - Practice the conversation. - Prepare the next lesson

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Giáo án Tiếng Anh 6 closer look 1)

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Giáo án Tiếng Anh 6

UNIT 12: ROBOTS Lesson 2: A Closer Look 1 I. Objectives: By the end of this lesson, students can Pronounce correctly the sounds / / and / / in isolation and in context; Use the lexical items related to the topic “Robots”. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Robots”. 2. Structures: Could for past ability. Will be able to for future ability. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

- Have Ss quickly match the verb in column A with column B. then play the recording for Ss check their answers. Ask them to listen and repeat. - Correct their pronunciation.

- Ask Ss to write another word/ phrase for each verb.

Ss’ Activities

- T whole class

- Pair-work

- Ask Ss to study Grammar Box. Draw Ss’ attention to the form and use of could by analyzing the examples to illustrate.

- T whole class

- Have Ss do the grammar exercise exercise individually. Tell Ss refer to the form and use of could in the Grammar Box if they have any difficulty.

- Individual work

- Pair-work - First, model this activity with a more able student. Remind Ss that they only use the information from the table in 4 to ask and answer about what the famous robot Ongaku could or couldn’t

Content * Presentation: Vocabulary 1. Match the verbs in column A to the words/ phrases in column B. Then listen, check and repeat the words/ phrases. Key: 1. c 4. e 2. a 5. d 3. b 2. Write another word/ phrase for each verb. * Practice: Grammar Could Example: • She could swim at the age of 7. • He couldn’t read until he was 6. • Could you ride a bike when you were in Year 5? 3. Put the words in the correct order. Key: 1. Mary could do sums at the age of 7. 2. Could you read and write when you were 6? 3. Robots could lift heavy things some years ago. 4. Robots couldn’t move easily until recent years. 4. Read the conversation about the famous robot Ongaku. Ask and answer questions about what it could/ couldn’t do two years ago. Example: A: Could Ongaku lift heavy thing two years

Note

175

Giáo án Tiếng Anh 6 do two years ago. - Write 2 examples of what he/ she could/ couldn’t do when at primary school on the board. Ask them to write.

- Individual work

- Model the sound / / and / /first and let Ss see how the sounds are formed. Ask Ss to practice the sounds together. - Ask them to put the words in the correct column.

- Individual work

ago? B: Yes, it could. 5. Write three things you could do and three things you couldn’t do when you were in primary school. Share your sentences with your partner. / Pronunciation / / and / 6. Listen and repeat. Pay attention to the sound / / and / /. Then in pairs put the words in the correct column.

/ / voice boy toy noisy boil

- Pair-work

- Individual work - Ask Ss to listen while T play the recording. Play the recording again and ask Ss to circle the words they hear. Ask ss to check their answers.

- Ask Ss to listen while T play the recording. Play the recording again and ask Ss to chant along.

/ / down house around flower shout

7. Listen to the sentences. Circle the word you hear. Key: 1. Oil 2. Cow 3. Ouch! 4. Bow

- Pair -work

* Production: 8. Listen and practice the chant. Notice the sound / / and / / *Homework: - Learn vocabulary by heart. - Prepare the next lesson (A closer look 2)

UNIT 12: ROBOTS Lesson 3: A Closer Look 2 I. Objectives: By the end of this lesson, students can use will be able to for future ability and could for past ability. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Robots”. 2. Structures: Could for past ability. Will be able to for future ability. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures:

176

Giáo án Tiếng Anh 6 Teacher’s Activities

Ss’ Activities

- Ask Ss to study the Grammar Box. Draw Ss’ attention to the form and use of will be able to by analyzing the examples in the Grammar Box. - Remind Ss that will be able to is used to talk about ability in the future. Then ask Ss to give some more examples.

- T-Whole class

- Ask Ss to read the instructions. Use the example to make Ss clear about what they should do. Ask Ss to do the grammar exercise individually. - Have Ss compare their answers in pairs before checking with the whole class.

- Individual work

- Pair-work

- Ask Ss to read the instructions. Use the example to make Ss clear about what they should do. - Ask Ss to work individually and share their sentences with their partners. Call some Ss to say their sentences in front of the class. - First model this activity with a more able student. Remind Ss to ask and answer questions about the activities in 2. Have Ss work in pairs. - Ask Ss to read and complete the sentences individually. Have them look back the Grammar Boxes if necessary.

- Individual work

- Ask Ss to read the instructions. Explain to make Ss clear about what they should do. - Have Ss compare their answers in pairs before checking with the whole class.

Content * Warm-up: Grammar Will be able to We use Will be able to talk about ability in the future. Example: • She will be able to ride a bike next year. • He won’t be able to read or write until he is 6. • Will robots be able to talk to people in the future? * Practice: 1. Put the words in the correct order. Key: 1. In 2030, robots will be able to do many things like humans. 2. Will robots be able to talk to us then? 3. Robots won’t be able to play football. 4. Will robots be able to recognize our face? 2. Will you be good at English when you are in Year 8? Example: A: I will/ won’t be able to read an English book when you are in Year 8? B: Yes, I will./ No, I won’t.

- Pair-work

3. Work in pairs. Ask and answer the questions about the activities in 2. Tell the class about your partner.

- Individual work

4. Fill the gaps with can, can’t, could, couldn’t, will be able to or won’t be able to. Key: 1. couldn’t 2. will be able to 3. could; can’t 4. won’t be able to 5. can

- Pair-work

5. Complete the sentences. Use will be able, can, could, and the verbs from the box. Key: 1. will be able to recognize 2. can make 3. could do 4. can guard * Production:

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Giáo án Tiếng Anh 6 - First model this activity with a more able student. Ask Ss to look at the information from the table below and tell your partner what Kitty could do in the past, can do now and will be able to do in the future.

- Pair-work

6. Look at the information from the table below and tell your partner what Kitty could do in the past, can do now and will be able to do in the future. Example: In the past, Kitty could lift heavy things. Now, it can lift heavy things… *Homework: - Practice more. - Prepare next lesson (Communication)

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UNIT 12: ROBOTS Lesson 4: Communication I. Objectives: By the end of this lesson, students can talk about what robots can do. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Robots”. 2. Structures: Could for past ability. Will be able to for future ability. III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Before Ss open their books, ask them some questions.

- T whole class

- Have Ss read the interview and ask them to look carefully at the pictures of three robots and guess the missing word for each gap in the interview. - Play the recording and allow Ss to fill in the gaps as they listen. - Ask Ss to share their answers in pairs.

- T whole class

- Pair-work

- Ask Ss to move around and ask different classmates what skills they want their robots to have. Remind them to write the names of the people they interview and note the answers in table 2. - When Ss have finished the interview, have Ss practice reporting the results of their interviews in pairs.

- Choose some Ss to report the results of the interviews in front of the class. After each student has finished his/ her report, invite some comments from other Ss.

- T whole class

Content * Presentation: Questions: • What skills would you like a robot to have? • And what skills do the two robots Ongaku and Kitty have? * Practice: 1. Listen to the radio program form 4Teen News. Then fill in each gap with the word you hear. Welcome to ‘Technology and you’. Today we ask our friends around the world to tell is about their robots. Key: 1. words 2. shoes 3. first 4. school 5. water 2. Interview three people about what skills they want their robots to have. Note their answers in the table below. (Page 63)

- Pair-work

- What abilities does he/ she want his/ her robots to have?

- T whole class

* Production: 3. Report your results to the class.

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Giáo án Tiếng Anh 6 Then make comments and correct any common errors.

*Homework: - Prepare the next lesson : (Skill 1)

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UNIT 12: ROBOTS Lesson 5: Skill 1 I. Objectives: By the end of this lesson, students can talk and read for specific information about types of robots and their abilities or skills. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Robots”. 2. Structures: Could for past ability. Will be able to for future ability III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to look at the picture of robot show. And ask them some questions.

- Group-work

- Ask SS to scan the passage and underline the words in the box. Help Ss work out the meanings of

- Individual work

- Individual work - Ask Ss to read the text again and answer the questions. Ask them to note where they found the information that helped them to answer the questions. - Ask Ss to compare their answers with a classmate before discussing them as a class.

- Pair-work

Content * Presentation: Questions: 1. Where do you think the robot show is? 2. What types of robots are there in the show? 3. Would you like to go to the robot show? 4. Why? Why not? * Practice: 1. Find these words or phrases in the text below. What so they mean? space robots

apart from

types

space stations planet

2. Read the news report on the international robot show. Then answer the questions. Key: 1. A robot show 2. Young people are interested in home robots. 3. The children like to see them. 4. There are worker robots, doctor robots, and space robots.

- Pair-work - Ask Ss to scan the passage again and find the detailed information to complete the table. Ask Ss to note where they found the information that helped them to answer the questions. - Confirm Ss’ answers ans give feedback.

3. Read the text again and fill the table below. Key: Home robots: cook, make tea or coffee, lean the house, and do the washing. Teaching robots: help children study, teach them English, literature, and other subjects; help children improve their

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Giáo án Tiếng Anh 6 English pronunciation. Worker robots: build houses, buildings. Doctor robots: help sick people Space robots: build space stations on the Moon and other planets.

- Brainstorm ideas for additional everyday activities that a robot can help with. Ask Ss to write what they think each type of robot will able to do in the future. - Ask SS to work in groups and take turns talking about types of robots and what they will be able to do in the future.

- Individual work

- Group-work

4. Write what you think each type of robot will able to do in the future.

* Production: 5. Work in groups. take turns talking about types of robots and what they will be able to do in the future. Can you think of other types of robots?

*Homework: - Prepare the next lesson : (Skill 2)

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UNIT 12: ROBOTS Lesson 6: Skill 2 I. Objectives: By the end of this lesson, students can listen to get specific information about different options of what robots will be able to do in the future. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Robots”. 2. Structures: Could for past ability. Will be able to for future ability III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask Ss to tick which statements about robots they agree or disagree with and then allow them to share with their partners. T may ask Ss to count how many things they have in common with their partners.

- T whole class

- Ask Ss to read the instructions carefully and remind them to remember the names of people in the conversation they are going to hear. - Play the recording and ask Ss to write down the names. - Play the recording again for Ss to check their answers.

- Individual work

- Ask Ss to study statements carefully. Play the recording again and have Ss choose the correct answers as they listen. - Play the recording again for Ss to check their answers.

- Pair-work

- Ask Ss to work independently and complete the paragraph with the phrases or sentences from the box. - Confirm the Ss’ answers.

- Individual work

Content * Presentation: Listening 1. Do you agree or disagree with these statements? (page 65)

* Practice: 2. Phong, Vy, Mi and Duy are working in group. They are discussing what robots will be able to do in the future. Listen to their conversation and find out which person says that. Key: 1. Vy 4. Phong 2. Duy 5. Mi 3. Mi 3. Listen again. Tick which statements are true or false. Key: 3. T 1. F 2. T 4. F Writing 4. Complete the paragraph with the phrases or sentences from the box. Key: 1. b 3. c 2. a 4. d

Note

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Giáo án Tiếng Anh 6

- Ask Ss to write their paragraph individually based on the suggestions in the book.

- Individual work

* Production: 5. Write a paragraph to support the idea that robots will be very useful in the future. You can use some of these ideas, or your own. Example: I agree with the idea that in the future robots will be very useful to us. Firstly, ……………… …………………………………………… ………………………. For these reason, I think that robots will be useful in our future.

*Homework: - Write your paragraph into your notebook. - Prepare the next lesson : (Looking back)

UNIT 12: ROBOTS Lesson 7: Looking Back I. Objectives: By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 12. II. Language Focus: 1. Vocabulary: the lexical items related to the topic “Robots”. 2. Structures: Could for past ability. Will be able to for future ability III. Method: Communicative approach IV. Teaching ads: Course book, CD player, picture. V. Procedures: Teacher’s Activities

Ss’ Activities

- Ask SS to write the words in their notebooks individually. - Correct the exercise as a class. Let Ss repeat the phrases.

- Individual work

- Ask Ss to fill in the gaps with the verbs form the box.

- Individual work

Content * Presentation: Vocabulary 1. Write the correct words to combine the phrases. Key: 1. cut 4. laundry 2. lift 5. do 3. tea 2. Fill in the gaps with the verbs form the box. Key: 1. guard 3. understand 2. make 4. recognize

Not e

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Giáo án Tiếng Anh 6

-Ask Ss to do the exercise individually. Then SS check their answers with their partner - Get feedbacks and correct if necessary

- Individual work

- Ask Ss to do the exercise individually. Then SS check their answers with their partner - Ask some Ss to write their answers on the board. Give feedback.

- Individual work

- Ask Ss to write what they could do when you were 10, what they can do now, and what they will be able to do after they finish Year 6. - Ask them to ask and answer questions with a partner.

- Have Ss read the questions and answers once or twice. Then ask them to match the questions with the correct answers.

* Practice: Grammar 3. Read and complete the interview about home robots with will be able to or won’t be able to. Key: 1. Will be able to 2. Won’t be able to 3. Will be able to 4. Will (home robots) be able to 5. Won’t be able to 4. Make questions with these words. What are the positive and negative answers to these questions. Key: 1. Will robots be able to make coffee in the future? – Yes, they will/ No, they won’t. 2. Could he ride a bike when he was in Year 6? – Yes, he could/ No, he couldn’t. 3. Can you do the dishes? – Yes, I can/ No, I can’t. 5. Write what you could do when you were 10, what you can do now, and what you will be able to do after you finish Year 6.

- Pair-work Example: A: Could you swim when you were ten? B: Yes, I could.

- Individual work

* Production: Communication 6. Match the questions with the correct answers. Key: 1. c 2. d 3. a Finished! Now you can………

*Homework: - Do “project” on page 57. - Prepare next lesson : (Review 4)

4. b

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