GIÁO ÁN TIẾNG ANH LỚP 6 FRIENDS PLUS THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2021-2022 (HK1)

Week : 01

Date of preparing:

Period: 01

INTRODUCTION

Date of teaching:

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to: -know something about England.

-understand somethingabout English and have the effective ways to learn it.

2. Qualities:

-Having improved their knowledge and understanding of the English language.

-Having developed their own reading, writing, speaking and listening skills.

-Having developing their ability to use English in the classroom and for other professional contexts.

-Having become more fluent and confident in their use of English.

3.Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1.Teacher: textbook,lessonplan, TV

2.Students: students books, notebooks

III./. TEACHING METHODS

Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1.Check –up: During the lesson

2.New lesson:

Teacher’s and Students’ activities

Contents ACTIVITY 1: WARM-UP

v Aims: Break the ice and make the students feel a lot more enthused and comfortable about learning.

v Contents: Students play game.

v Products: Students can learn three things about their new friend.

v Organization:

DẠYKÈMQUYNHƠNOFFICIAL

-Teacher have students write three things about themselves on a piece of paper. Then have them crumble up the paper to resemble a snowball. Let the students have a snowball fight for about one minute. After that, everyone grabs one of the snowballs and has to try and find the person who wrote on it. Once they find their partner, they have to bring that person up in front of the class and explain what they learned about their new friend with the three facts written on the piece of paper.

BREAKING THE ICE: Snowball fight.

ACTIVITY 2: KNOWLEDGE FORMATION

v Aims: Students can learn something about England.

v Contents: Introduce England.

v Products: Students’ understanding.

v Organization:

-Teacherasks students some questions about England:

? What do you know about England?

-Students work in groups to talk about England in Vietnamese.

1. England: is a country that is part of the United Kingdom .It shares land borders with Wales to its west and Scotland to its north. The Irish Sea lies northwest of England and the Celtic Sea to the southwest. England is separated from continental Europe by the North Sea to the east and the English Channel to the south. The country covers five-eighths of the island of Great Britain , which lies in the North Atlantic, and includes over 100 smaller islands, such as the Isles of Scilly and the Isle of Wight.

-Teacher calls out some students to answer the questions.

-Students answer.

-Teacher gives students something about England and English.

ACTIVITY 3: PRACTICE

v Aims: Students can understand something about English 6 –Friends plus books.

v Contents: Students work in groups to study about English 6 –Friends plus books.

v Products: Students know clearly about Studentbook& Workbook.

v Organization:

-Teacher has students to openand see briefly the student book and workbook. Then ask: ? “What do the student book and work book contain?”

-Students work in groups to do the task.

- Teacher checks the answer with class. Then, teacher introducesthe English 6 –Friends plus: Student book and Workbook.

-Students listen carefully.

2. The English 6 –Friendsplus:

-The Student Book contains:

• a Starter unit to revise basic vocabulary and grammar.

• eight teaching units; each unit has two vocabulary sections, two or more grammar presentations, and two listening and reading sections. There is practice of the four skills throughout. Each unit has a whole page devoted to speaking skills and a whole page devoted to writing skills.

•four Progress Review after every two units with self assessments and I can ... statement and eight CLIL and Culture sections which provide revision of all the language studied up to that point in the book, as well as additional cultural information.

• twenty pages of English6 -Friends Plus Options which include: –eight Extra listening and speaking pages to give further practice in these skills. –eight Puzzles and Games pages to revise language studied. –four Song pages which provide a further opportunity for consolidation.

• a Reference section which include.

-The Workbook contains:

• six pages of additional practice for each of the Student Book units. This comprises exercises for vocabulary, grammar, reading and writing at three levels of difficulty.

DẠYKÈMQUYNHƠNOFFICIAL

• four pages of Cumulative review which provide revision of all the language and skills studied up to a particular point in the Student Book.

ACTIVITY 4:PRODUCTION

v Aims: Students canuse the knowledge which they have learntto find the way to learn English well.

• a Reference section which includes: additional Language focus practice exercises for each grammar point; aKey phrases section with Key phrases from the Student Book; an Irregular verbs list, and Everyday English phrases.

3. How to learn English well.

v Contents: Students write sentences about their waysin individual. Then, tell the class about them.

v Products: Six sentences about students’ ways to learn English.

v Organization:

-Teacher asks students work in pairs to find 6 ways to learn English well.

-Students work in pairs to do the task.

-Teacher calls out some students to answer. Check the answer with class. Add more information.

ACTIVITY 5. HOMEWORK

- Prepare new lesson .

-English is used all over the world in every aspect of life.

-It’s the international language of every fields: communication, trade, economic, cooperation......

-English is not too difficult but it requires your working hard.

-Focusing on vocabulary you come across. Write sentence with the new words to understand more

-Review the lesson everyday.

-Practise English everyday

DẠYKÈMQUYNHƠNOFFICIAL

Week : Date of preparing:

Period: Date of teaching:

PROGRESS REVIEW 1

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able torevise the language they have studied from Unit 1.

2. Skills: Reading, listening, writing, speaking.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1.Teacher: textbook,lessonplan, TV

2.Students: students books, notebooks

III./. TEACHING METHODS

Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1.Check –up: During the lesson

2.New lesson:

Teacher’s and Students’ activities Contents

ACTIVITY 1: WARM-UP

v Aims: Student can revise their knowledge.

v Contents: Students do the exercises individually.

v Products: Students’ answer.

v Organization:

-Teacher allows students have time to do the exercises from 1 to 7.

-Students do the task individually.

ACTIVITY 2: KNOWLEDGE FORMATION

v Aims: Revise about the language they have studied in Unit 1.

v Contents: Students work in individual.

v Products: The knowledge they have studied in Unit 1.

v Organization:

-Teacher reminds the knowledge to students.

-Students listen carefully and copy down into their notebooks.

I. Theory

1. Vocabulary

- Places in a town or city restaurant, school, park, etc.

2. Language focus

-Is there … ?, Are there … ?.

-How many … ?

-Comparative adjectives.

-Position of adjectives and Compound sentences

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 3: PRACTICE

II. Exercises

v Aims: Help students understand their knowledge deeply.

v Contents: Students work in pairs.

v Products:

v Organization:

-Teacher asks students to exchange the answers with partner.

-Students share their thinkingand check the answerswith their partner.

-Teachers check the answersagainwith class.

VOCABULARY: Places in a town or city

1.Complete the words in the text.

Suggested answers

1. restaurant

2.café

3.sports centre

4.park

5.hotel

6.cinema

7.theatre

8.school

READING:A description of a cruise ship

2.Choose the correct answers.

Suggested answers

1.b, library

2.a,chefs

3.c,exciting

4.a,cabins

5.c,fantastic

6.a,swimming pools

LANGUAGE FOCUS: Is there … ?, Are there … ?, How many … ?

3.Write questions and short answers.

Suggested answers

1.Is there a big cinema in your area? No, there isn’t.

2.Are there any interesting monuments in this town? Yes, there are.

3.Is there a quietpark near the station? Yes, there is.

4.Are there any small shops in that street? No, there aren’t.

5.How many cafés are there near here? There are three.

6.How many students are there in Anna’s class? There are thirty.

VOCABULARY AND LISTENING: Comparing places

DẠYKÈMQUYNHƠNOFFICIAL

4.Lucy is a new student at a school. Listen to Lucy talking to her teacher. Match the places in A with the adjectives in B.

Suggested answers

1.e,noisy

2.a,quiet

3.f,modern

4.b,pretty

5.c,dangerous

6,d,clean

LANGUAGE FOCUS: Comparative adjectives

5.Choose the correct words and write them on thelines.

Suggested answers

1.b,than

2.a, better

3.b,friendlier

ACTIVITY 4:PRODUCTION

v Aims: Teacher helps students consolidate the lesson.

v Contents: Students work in individually.

v Products: Students’ comprehension.

v Organization:

-Teacher summary the lesson for students.

-Students listen carefully.

4.c,more

5.a,bigger

6.c,cleaner

SPEAKING: Asking and saying where places are

6.Put the dialogue in the correct order. number the sentences.

Suggested answers

a–5 b–4 c–1 d–6 e–3 f–2

WRITING: A description of a town or city

7.order the words to make sentences.

Suggested answers

1.Norwich is a very interesting city.

2.It’s in the east of England.

3.It’s got a population of about 200,000.

4.My favourite place is the castle.

5.There are some fantastic shops.

6.There’s a good market too.

ACTIVITY 5. HOMEWORK

-Prepare new lesson

7.It’s only thirty-five kilometres from the sea.

8.It’s an exciting place.

DẠYKÈMQUYNHƠNOFFICIAL

Week : Date of preparing:

Period: Date of teaching:

PROGRESS REVIEW 1 (Cont’)

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to revise the language they have studied from Unit 2.

2. Skills: Reading, listening, writing, speaking.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1. Teacher: textbook, lesson plan, TV

2. Students: students books, notebooks

III./. TEACHING METHODS

Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./. PROCEDURE

1. Check –up: During the lesson

2. New lesson:

Teacher’s and Students’ activities Contents

ACTIVITY 1: WARM-UP

v Aims: Student can revise their knowledge.

v Contents: Students do the exercises individually.

v Products: Students’ answer.

v Organization:

-Teacher allows students have time to do the exercises from 8to 15.

-Students do the task individually.

ACTIVITY 2: KNOWLEDGE FORMATION

v Aims: Revise about the language they have studied in Unit 2.

v Contents: Students work in individual.

v Products: The knowledge they have studied in Unit 2.

v Organization:

-Teacher reminds the knowledge to students.

-Students listen carefully and copy down into their notebooks.

ACTIVITY 3: PRACTICE

I. Theory

1. Vocabulary

- Daily routines,get up, have classes, study, etc.

2. Language focus

-Adverbs of frequency.

-Present simple: affirmative and negative.

-Present simple: questions; Simple sentences

-“Also”

DẠYKÈMQUYNHƠNOFFICIAL

II. Exercises

v Aims: Help students understand their knowledge deeply.

VOCABULARY: Daily routines

8.Complete the sentences with the words.

v Contents: Students work in pairs.

v Products:

v Organization:

-Teacher asks students to exchange the answers with partner.

-Students share their thinking and check the answers with their partner.

-Teachers check the answers again with class.

Suggested answers

1.get

2.have

3.brush; wash

4.go

5.chat

6.help

7.study

8.relax; watch

READING: My family

9.Complete the words in the text.

Suggested answers

1.brothers

2.mother

3.aunt

4.father

5.grandmother

6.grandfather

LANGUAGE FOCUS: Present simple:

af f irmative and negative

10.Make the negative sentences affirmative and the affirmative sentences negative.

Suggested answers

1.I like cooking.

2.We play football every afternoon.

3.She washes the car.

4.They don’t help with the housework.

5.My brother doesn’t study in the evenings.

6.You don’t play video games

VOCABULARY AND LISTENING: Special days

11.Listen and draw lines from names 1–6 to people a–f in the picture.

Suggested answers

1.Dad –e

2.Emma–c

3.Grace–d

4.Holly–b

5.Mum–f

6.Richard–a

DẠYKÈMQUYNHƠNOFFICIAL

LANGUAGE FOCUS: Present simple: questions

12.Read the email and write the questions.

Suggested answers

1.What time do you get up?

2.do you have a big breakfast?

3.Does she help at home?

4.does Anna study a lot?

5.When do they get home from work?

6.Do your parents watch TV in the evening?

SPEAKING: Making plans and suggestions

13.Complete the dialogue with the phrases.

Suggested answers

1.What’s on?

2.What do you want

3.I’m not really interested

4.I like the sound

5.what about

ACTIVITY 4: PRODUCTION

v Aims: Teacher helps students consolidate the lesson.

v Contents: Students work in individually.

v Products: Students’ comprehension.

v Organization:

-Teacher summary the lesson for students.

-Students listen carefully.

6.Let’sgo

WRITING: A special day

14. Complete the text with the words. There are five extra words.

Suggested answers

1. day

2. streets

3.play

4.also

5.like

15. Choose the best title for the text. Tick

ACTIVITY 5. HOMEWORK

-Prepare for the Mid term I –test.

one box.

Suggested answers

A special day in the USA *

DẠYKÈMQUYNHƠNOFFICIAL

Week : Date of preparing:

Period: Date of teaching:

PROGRESS REVIEW 2

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able torevise the language they have studied from Unit 3.

2. Skills: Reading, listening, writing, speaking.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1.Teacher: textbook,lessonplan, TV

2.Students: students books, notebooks

III./. TEACHING METHODS

Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1.Check –up: During the lesson

2.New lesson:

Teacher’s and Students’ activities Contents

ACTIVITY 1: WARM-UP

v Aims: Student can revise their knowledge.

v Contents: Students do the exercises individually.

v Products: Students’ answer.

v Organization:

-Teacher allows students have time to do the exercises from 1 to 8.

-Students do the task individually.

ACTIVITY 2: KNOWLEDGE FORMATION

v Aims: Revise about the language they have studied in Unit 3.

v Contents: Students work in individual.

v Products: The knowledge they have studied in Unit 3.

v Organization:

-Teacher reminds the knowledge to students.

-Students listen carefully and copy down into their notebooks.

ACTIVITY 3: PRACTICE

I. Theory

1. Vocabulary

-Animals:camel, butterfly, snake, etc.

2. Language focus

-Superlative adjectives.

-can for ability; might

-Questions with How … ?

-Giving examples.

II. Exercises

VOCABULARY:

Animals

DẠYKÈMQUYNHƠNOFFICIAL

1. Complete the words in the sentences. Suggested answers

v Aims: Help students understand their knowledge deeply.

1.rabbit

2.frog

v Contents: Students work in pairs.

v Products:

v Organization:

-Teacher asks students to exchange the answers with partner.

-Students share their thinkingand check the answerswith their partner.

-Teachers check the answersagainwith class.

3.octopus

4.camel

5.butterfly

6.fish

READING: The ugliest animals?

2.Choose the correct words and complete the text.

Suggested answers

1.a,rarest

2.c,beautiful

3.b,ugly

4.c,dull

5. b,colourful

6.a,more common

LANGUAGE FOCUS: Superlative adjectives

3. Complete the sentences with a superlative adjective.

Suggested answers

1.the quietest

2.the biggest

3.the most interesting

4.the worst

5.the ugliest

6.the most beautiful

7.the most common

8.the best

VOCABULARY AND LISTENING: Amazing animals

4. Listen to the radio programme about polar

Suggested answers 1.False

DẠYKÈMQUYNHƠNOFFICIAL

LANGUAGE FOCUS: can for ability; Questions with How … ?

5. Write questions and short answers with can.

Suggested answers

1.Can Freddie swim? No, he can’t.

2.Can Anna and Kate swim? Yes, they can.

3.Can Freddie speak French? Yes, he can.

4.Can Anna and Kate speak French? No, they can’t.

5.Can Freddie play basketball? No, he can’t.

6.Can Anna and Kate play basketball? Yes, they can.

6.Complete the questions with How and one of the words.

Suggested answers

1.How far

2.How tall

3.How fast

4.How heavy

5.How many

ACTIVITY 4:PRODUCTION

v Aims: Teacher helps students consolidate the lesson.

v Contents: Students work in individually.

v Products: Students’ comprehension.

v Organization:

-Teacher summary the lesson for students.

-Students listen carefully.

6.How rare

SPEAKING: Asking for permission

7.Complete the dialogue with the words. There are five extra words.

Suggested answers

1.OK

2.afraid

3.but

4.I

5.can

6.Thanks

WRITING: Animals in danger

8.Order the words to make sentences.

Suggested answers

1.live in the mountains of China.

2.can weigh up to 160 kilos.

3.panda is now in danger.

4.one of the rarest creatures in the world.

ACTIVITY

5. HOMEWORK

-Prepare new lesson

5.worst problem is human activity like farming.

6.can get information from websites such as Save the Panda!

DẠYKÈMQUYNHƠNOFFICIAL

Week : Date of preparing: Period: Date of teaching:

PROGRESS REVIEW 2 (Cont’)

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to revise the language they have studied from Unit 4.

2. Skills: Reading, listening, writing, speaking.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1. Teacher: textbook, lesson plan, TV

2. Students: students books, notebooks

III./. TEACHING METHODS

Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./. PROCEDURE

1. Check –up: During the lesson

2. New lesson:

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP

v Aims: Student can revise their knowledge.

v Contents: Students do the exercises individually.

v Products: Students’ answer.

v Organization:

-Teacher allows students have time to do the exercises from 9to 16.

-Students do the task individually.

ACTIVITY 2: KNOWLEDGE FORMATION

v Aims: Revise about the language they have studied in Unit 4.

v Contents: Students work in individual.

v Products: The knowledge they have studied in Unit 4.

v Organization:

-Teacher reminds the knowledge to students.

-Students listen carefully and copy down into their notebooks.

I. Theory

1. Vocabulary

-School subjects:maths, English, history, etc.

-Verbs: Studying a language

2. Language focus

-Present continuous: affirmative and negative.

-Present continuous: questions.

-Present continuous and present simple.

-“So”

II. Exercises

VOCABULARY: School subjects

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 3: PRACTICE

v Aims: Help students understand their knowledge deeply.

9.Look at the photos. Complete the sentences with school subjects or school words.

v Contents: Students work in pairs.

v Products:

v Organization:

-Teacher asks students to exchange the answers with partner.

-Students share their thinking and check the answers with their partner.

-Teachers check the answers again with class.

Suggested answers

1.science

2.notebook

3.geography

4.maths

5.History

6.ICT

READING: Schools project

10. Choose the correct word.

Suggested answers

1.c,boat

2.a,boarding

3.b,private

4.a,primary

5.c,secondary

LANGUAGE FOCUS: Present continuous: af f irmative and negative

11.Write affirmative or negative sentences using the present continuous.

Suggested answers

1.I’m studying two languages.

2.The students aren’t wearing school uniforms.

3.He’s chatting to his best friend.

4.She isn’t running for the school bus.

5.We’re having a break from the lesson.

6.I’m not learning a musical instrument.

VOCABULARY AND LISTENING:

Verbs: Studying a language

12. Listen to Jack talking about his learning strategies and tick ( ✔) the correct boxes.

Suggested answers

1 P write vocabulary in a notebook

2 P repeat new words

3 P practise pronunciation

4 O check words in a dictionary

5 O ask questions in class

6 P read comics

7 g listen to songs

8 O concentrate at home

DẠYKÈMQUYNHƠNOFFICIAL

LANGUAGE FOCUS:

Present continuous: questions

13.Order the words to make questions.

Suggested answers

1.Are those students having a break?

2.Are we learning these new words?

3.Is Eva making some notes?

4.Why are you running to school?

5.Where are those animalsgoing?

6.What is Robert doing now?

14. Complete the sentences using the present continuous or present simple form of the verbs.

Suggested answers

1.swims

2.’re revising

3.Do; like

4.don’t live

5.Is; doing

6.goes

7.isn’t listening

ACTIVITY 4: PRODUCTION

v Aims: Teacher helps students consolidate the lesson.

v Contents: Students work in individually.

v Products: Students’ comprehension.

v Organization:

-Teacher summary the lesson for students.

-Students listen carefully.

SPEAKING: Asking for help when you’re studying

15. Read the dialogue and choose the best answer. Write a letter (A–D) for each answer.

Suggested answers

1.B, What are you doing?

2.C,How do you say ‘car’ in French?

3.D,Can you say that again, please?

4.A,How do you spell that?

WRITING: An email about your school

16.Complete the text with the words. There are five extra words.

Suggested answers

1.happy

2.big

3.so

4.finish

ACTIVITY 5. HOMEWORK

-Prepare for the End of term I -test.

5.break

6.compulsory

7. optional

DẠYKÈMQUYNHƠNOFFICIAL

Week : 04

Period: 10

Date of preparing:

Date of teaching:

UNIT 1: TOWNS AND CITIES

Lesson 1: Vocabulary

Places in a town or city

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to: - get some more knowledge about places in a town or city.

- develop students’ speaking and listening skills.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION:

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS: Communicative approach,group Ss and T’s activities,play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE:

1. Check – up : during the lesson

2. New lesson

Teacher’s and students’ activities

ACTIVITY 1: WARM-UP

❖ Aims: Students can talk about places in a town or city.

❖ Contents: Students apply their knowledge to the situations, then work in groups to answer the questions.

❖ Products: Students find out the clear picture behind the numbers.

❖ Organization:

- Teacher divides class into 2 groups.

- There are 12 numbers about places on the screen.There is a hidden picture behind these numbers. Each group will choose a pair of number. With one correct pair, you will get 1 point.

- The group has the most correctanswerswill be the winner.

- After revealing the picture, teacher asks students a question:

? “What is the hidden picture about?”

- Students answer “LONDON CITY.”

Contents

➔ The hidden picture is “LONDON CITY.”

DẠYKÈMQUYNHƠNOFFICIAL

Game “GREEN BAMBOO”

- Teacher calls out some students to answer the question.

? “What famous place are there in your town or city?”

 THINK! What famous places are there in your town or city?

- Students answer in their own.

- Teacher leads in the new lesson.

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Teacher presents new words related to places in a town or city.

❖ Contents: Students listen and repeat new words individual/pairs/groups.

❖ Products: Students can understand the meaning of new words.

❖ Organization:

- Teacher shows new words and uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat.

- Students listen to the teacher and repeat the words.

- Students copy down these words into their notebooks.

- Check -up : Matching

 New words

- bridge (n) : cây cầu

- monument (n) :đài kỷ niệm

- flat (n) : căn hộ

- office building (n) : cao ốc văn phòng

- square (n) : bãi, quảng trường

- shopping centre (n) : trung tâm mua sắm

ACTIVITY 3: PRACTICE

❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given.

❖ Contents: Students work in individual/pairs/groupsto complete the tasks.

❖ Products: Students’ answers

❖ Organization Exercise 1:

- Teachergives studentstime to complete the task. (Students can discuss in groups, pairs or work individually).

- Students listen and check their answers.

- sports centre (n) : trung tâm thể thao

- clean (adj) >< dirty (adj)

- dangerous (adj) >< safe (adj)

- friendly (adj): behaving in a pleasant, kind way towards someone

- modern (adj) >< old (adj)

- noisy (adj) >< quiet (adj)

- pretty (adj)

Ex: That's a pretty hat you're wearing

1. Match the words in the box with places 1-14 on the map of London below. There are 6 extra words, listen and check.

Suggested answers

DẠYKÈMQUYNHƠNOFFICIAL

Exercise 2:

-TeacherplaysthevideooraudioforStudents to watch or listen and note down the places that are mentioned.

2. Watch or listen. Which places from exercise 1 do the people mention?

- Students listen and note down the places.

- Teacher plays the video / audio again and checks students’ answers.

Exercise 3:

-Teacher allows students time to read the gapped sentences.

- Teacher plays the video / audio again for students to complete the sentences. -Teacher checks answers with the class.

Exercise 4:

- Teacher asks students to work in pairs and talk about the places in their town / city.

- Teachersuggests some phrasesto introduce about places and focus on the grammar points.

Suggested answers: café, cinema, restaurant, sports centre, park, library, bridge, monument, bus station, shop.

3. Watch or listen again and complete the sentences.

Suggested answers

1 .theatre 2. parks 3. bridge 4. café 5. shops

4. USE IT! Work in pairs. Talk about places in your town or city.

GRAMMAR:

 There is + a /an + singular Noun

 There are + plural Noun

Ex: There is a cinema

There are two cinemas

 There are + SOME + plural Noun

 There are + NOT + ANY + plural Noun (= there aren’t)

Ex: There are some restaurants. There aren’t any restaurants.

Suggested answers

-There are some café and restaurants serving food all over the world.

-There are some cinemas or theatres for you to relax after a hard-working day.

ACTIVITY 4. PRODUCTION

❖ Aims: Students can write the sentences about their places in town or city.

❖ Contents: Students work in groups.

❖ Products: Student’s opinions

❖ Organization:

- Teacher asks students to work in groups and discuss about the good and bad things in their town / city.

- Teacher gives students time to discuss in group and write down their opinions.

Finish? What are the good and bad things about your town or city? Write sentences.

Suggested answers

Good things

- a lot of entertainment facilities such as cinemas, theatres,

…

Bad things

- air pollution

- noise pollution

- traffic jam in rush hour.

…….

DẠYKÈMQUYNHƠNOFFICIAL

- Teacher calls out some students to present their opinion in front of class.

- trying new types of food.

ACTIVITY 5. HOMEWORK

-Learn by heart all the new words.

-Prepare for next lesson – Reading: find out some information about a cruise ship.

* Feedback:

Week : 04

Period: 11

- earning more money.

Date of preparing:

Date of teaching:

UNIT 1: TOWNS AND CITIES

Lesson 2: Reading

A description of a cruise ship I./. OBJECTIVES

DẠYKÈMQUYNHƠNOFFICIAL

1. Knowledge: By the end of the lesson, students will be able to:

- know how to answer specific questions about the text.

- find out more about a cruise ship.

- use vocabulary items related to the issue of passage.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION:

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS: Communicative approach,group Ss and T’s activities,play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE:

1. Check – up : during the lesson

2. New lesson:

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP

❖ Aims: Studentscan predict the content of a text from photo.

❖ Contents: Students work individual/ groups

❖ Products: Students’ answers

❖ Organization:

- Teacher explains the game

- Students have to answer all questions to find the key word.

Game: What is it?

Questions:

1. This is a place where people can eat and drink.

2. People usually stay in this place when they are on vacation.

3. Where you can borrow and read books.

4. Place where you can play sport.

- Teacher shows the picture and leads in the lesson “This is a very special ship; This is a cruise ship.”

➔ The key word is “SHIP”.

 THINK! Where do you think is a good place for a holiday? Why?

 New words

- cruise ship (n) : tàu du lịch

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 2 : KNOWLEDGE FORMATION

- fantastic (adj)

Ex: This is a fantastic hotel.

❖ Aims: Teacher presents new words related to a cruise ship

❖ Contents: Students listen and repeat new words individual/pairs/groups.

❖ Products: Students can understand the meaning of new words.

❖ Organization:

-Teacher introduces some new words

“Before reading, there are some new words in the text.”

- Teacher uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat.

- Students listen to the teacher and repeat the words.

- Students copy down these words into their notebooks.

- Check-up: What and where

ACTIVITY 3: PRACTICE

❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given as well as develop reading skill

❖ Contents: Students work individual/ pairs/ groups.

❖ Products: Students’ answers

❖ Organization

Pre-reading

Exercise 1:

- Teacher has students work in groups and discuss some facts of the cruise ship. After discussing,studentshave to write “TRUE” or “FALSE”.

- Students will put their answers on the boards.

While-reading

- Teacher has students open their books to page 16.

- Teacher asks students to read the Skills strategy before doing exercise.

Exercise 2:

- Teacherread through the questions with the class and make sure students understand

- comfortable (adj)

Ex: This soft bed is very comfortable.

- cabin (n): buồng hàng khách

- passenger (n)

Ex: There are many passengers on the ship.

- chef (n): a person who cooks.

- swimming pool (n)

- climbing wall (n) – show picture.

 Guessing game

a) There is a library and a school on the ship. (FALSE)

b) There are some swimming pools on the ship. (TRUE)

c) There is one café and one restaurant on the ship. (TRUE)

 Skill Strategy.

How to answer specific questions about a text:

- First, identify the key word in the question.

- Next, scan the text for the key word

- Finally, you can find the correct answer in the sentence that has the key word.

2. Read the Skills Strategy. Then read and listen to the text and answer the questions.

Suggested answers

1. Oasis of the Seas

2. More than 2,000 people work on the ship

DẠYKÈMQUYNHƠNOFFICIAL

everything, then asks them to underline all the key words.

3. There are 250 chefs.

4. Yes, it is

- Teacher plays the recording and point out that students need to read and listen to find the specific information.

- Students listen and read the text silently.

- Teacher plays the recording again if necessary.

- Teacher has students reread the text and underline sentencesthatthey find the correct answers.

- Teacher invites some students to write their answers and check their work

- Teacher goes back to Guessing game and gives the correct answers.

Exercise 3:

Optional activity

- Teacher writes the numbers on the board: 50; 12.000; 6,360

- Studentsscan the textas quickly aspossible to find out what the numbers prefer to.

- Teacher points out that some of the numbers may be written as words in the text. (with stronger classes, teacher sets a time limit to make the activity competitive.)

- Students show the answers

- Teacher gives feedback.

ACTIVITY 4. PRODUCTION

❖ Aims: Teacherhelpsstudentsconsolidate the lesson

❖ Contents: Students work individual

❖ Products: Students’ comprehension

❖ Organization: Post-reading

Exercise 4:

- Teacher gives the question:

? “Is the Oasis of the Seas a good place for a holiday? Why/ Why not?”.

- Teacher walks around to monitor the class and offers help.

- Students work in groups, they may ask for help if necessary.

- Teacher invites two or three students to answer the questions.

- Teacher gives feedback.

5. There’s a climbing wall in the sports area.

Optional activity. Reading 50; 12.000; 6,360

Suggested answers

- 50: the number of real trees on the ship

- 12.000: the number of plants on the ship

- 6.360: the number of passengers

4.USE IT! Work in pairs. Is the Oasis of the Seas a good place for a holiday? Why / Why not?

( Students’ own answers )

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 5. HOMEWORK

- Learn by heart all the new words.

- Do exercises (in workbook).

- Prepare new lesson

* Feedback:

Week :

Date of preparing: Period:

Date of teaching:

UNIT 1: TOWNS AND CITIES

Lesson 3: Language focus

 Is there…?/Are there …?/ How many…?

 Definite and zero article

I./. OBJECTIVES

1. Knowledge: By the end of the lesson,studentswill be able to ask and answer questionsabout places.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

DẠYKÈMQUYNHƠNOFFICIAL

II./. PREPARATION:

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS: Communicative approach,group Ss and T’s activities,play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE:

1. Check – up: during the lesson

2. New lesson:

Teacher’s and Students’ activities

ACTIVITY 1: WARM-UP

❖ Aims: Teacherelicitsthe last information from students about the Oasis of the Sea, then leads in the new lesson.

❖ Contents: Students work in groups

❖ Products: Students’ sentences

❖ Organization:

- Teacher divides class into 2 groups. One group is “noughts” (O) and the other is “crosses” (X). There are 9 words and numbers about the Oasis of the Sea in the table and students have to use structure “there is/ are…..” to make sentences.

- 2 groups take turns to select the boxes and make sentences with those words. The group makes the correct sentence will get an (O) or (X).

- The group that has 3 O or X on a horizontal, vertical, or diagonal row will be the winner.

- Teacher elicit ideas and write sentences with There is…/There are…on the board, then lead in new lesson.

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Help studentsrevise the structures: There is/are …

❖ Contents: Students work individual

❖ Products: Students’ answers

❖ Organization:

Contents

Game : NOUGHTS AND CROSSES

library 2000 swimming pools

250 school climbing wall

park 20 6360

Ex: There is a library on the ship. There isn’t a school on the ship.

1. Complete the questions. Then choose the correct answers.

Suggested answers

1. Is – b

2. Are – a

3. Are – b

 GRAMMAR. Review

1. THERE IS (= THERE’S)

(+) : There is + a /an + singular Noun

Ex: There is a pen on the desk.

(-) : There is + NOT + a/an + singular Noun

Ex: There is not a buffalo in the rice field

(?)Is there + a/an + singular Noun ?

➔ Yes, there is / no, there isn’t

Ex: Is there an eraser in your school bag?

DẠYKÈMQUYNHƠNOFFICIAL

➔ No, there is not.

Note : “a” : before a consonant

“an” : before a vowel

2. THERE ARE (=THERE’RE)

(+) There are + plural Noun

Exercise 1:

- Teacher asks students to complete the sentences in 1 minute.

- Teacher checks students’ answers.

- Teacher reminds students how to use “There is…/ There are…”

Ex: There are three apples in the picnic basket.

(-) There are + not + ANY + plural noun

(= there aren’t)

Ex: There aren’t any books on the desk.

(?)Are there + ANY + plural noun?

➔ Yes, there are. / no, there aren’t

Ex: Are there any swimming pools on the ship?

➔ Yes, there are.

Ask and answer about the quantity

(?) How many + plural Noun + are there…..?

(+) There is/ are …

Ex: How many chefs are there on the ship? There are 50 chefs.

ACTIVITY 3: PRACTICE

❖ Aims: Help students apply the structures they have learnt to do the tasks given.

❖ Contents: Students work in pairs/groups

❖ Products: Students’ answers

❖ Organization

Exercise 2:

- Students choose the correct words to complete the rules then compare their answers in pairs.

- Teacher checks grammar with the class.

Exercise 3:

- Teacher asks students make questions, then compare their questions in pairs.

- Teacher callssome studentsto answer these questions.

- Students answer in their own.

Exercise 4:

- Teacher asks students to complete the questions then compare with their partners.

2. Choose the correct words in the Rules.

Suggested answers

1. any

2. singular nouns

3. plural nouns

4. plural nouns

3. Match 1-6 with a-f to make questions. Then write answers about your city/ town.

Suggested answers

1c – 2f – 3e – 4a – 5b – 6d

4. Complete the questions with “Is there…?/ Are there…?” and “how many….”

Suggested answers

1. Are there 4. Are there

2. Is there 5. How many

3. How many

DẠYKÈMQUYNHƠNOFFICIAL

Exercise 5:

5. Choose the correct words in Rules.

- Teacher asksstudentsto complete the rules, then compare answers in pairs.

- Teacher calls some students read aloud the Rules Exercise 6:

- Teacher asks students to read the sentences and decide if they need the definite or zero article.

- Students compare the answers with partners.

- Teacher checks students’ answers.

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate the structures: Is there/Are there/How many …?

❖ Contents: Students work in groups

❖ Products: Students’ presentation

❖ Organization:

- Teacher asks students to work in groups. (5- 6 students/ groups)

- Each group will design their dream amusement park. Then, 2 members will go to the front and the other groups will ask them some questions about their amusement park by using “Is there…/Are there…; How many…?”.

- Teacher gives feedbacks to the presentation.

- Students write their own description, then compare with partners

- Teacher asks some fastest students to present their amusement park in front of the class, and encourage other students to ask question about each park and say which one they prefer and why.

ACTIVITY 5. HOMEWORK

- Learn by heart all structures.

- Prepare the next lesson

Suggested answers

The – no article

 GRAMMAR: DEFINITE AND ZERO ARTICLE

We use THE to talk about a particular thing.

We use ZERO ARTICLE to talk about things in general.

6. Complete the sentences with the or ⏀

Suggested answers 1.The

7. USE IT! Work in groups. Ask and answer about an amusement park in your town / city. Use Is there … ?, Are there … ? and How many

Finish? (Students’ own description)

DẠYKÈMQUYNHƠNOFFICIAL

Week :

Period:

Date of preparing:

Date of teaching:

UNIT 1. TOWNS AND CITIES

Lesson 4: Vocabulary and Listening

Comparing places and things

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to:

- understand people comparing places and things.

- develop students’ listening skills.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION:

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS: Communicative approach,group Ss and T’s activities,play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE:

1. Check – up: during the lesson

2. New lesson:

DẠYKÈMQUYNHƠNOFFICIAL

Teacher’s and Students’ activities Contents

ACTIVITY 1: WARM-UP

Game: “OPEN, SESAME!” (exercise 1 / p.18)

❖ Aims: Help students identify, understand people comparing places and things

❖ Contents: Students work in groups

❖ Products: Students’ answers

❖ Organization:

Exercise 1:

- Teacher divides class into 2 groups, and explain the rule : There are 12 pictures and adjectives on the screen. Each group will choose a picture and its opposite word to make a complete pair. With one correct pair, you will get 1 point. The group has the most correct answers will be the winner.

- Teacher asks students a question: ? “Do you like modern or old places? Why?”

- Students answer in their own.

- Teacher leads in the lesson

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Help students apply the vocabularies to make sentences.

❖ Contents: Studentswork individual/pairs

❖ Products: Students’ answers

❖ Organization:

Pre-listening

Exercise 2:

- Students write sentences for the adjectives then compare their sentences in pairs.

- Teacher asks some students to read their sentences to class and asks the class to correct any mistakes.

ACTIVITY 3: PRACTICE

❖ Aims: Help students improve their listening skill and apply the knowledge they have learnt to do the tasks given.

❖ Contents: Students work in pairs/groups

❖ Products: Students’ answers

❖ Organization

While-listening

Exercise 3:

- Teacher allows students time to read the introduction and the topics in the box.

 THINK! Do you like modern or old places? Why?

2. Write sentences for the adjectives in exercise 1.

Suggested answers

The Vietnamese people are friendly. The school yard is noisy at break time. It’s not safe to go out at night.

3. Listen to four street interviews in a radio programme. What do people talk about? Choose four topics from the box and match them to the people.

Suggested answers

1. Emma – the park

2. Lukas – buses and bikes

3. Dwayne – New York

DẠYKÈMQUYNHƠNOFFICIAL

- Teacher plays the audio 3 times and asks students to listen and find out which topics the people talk about.

4. Chloe and Harriet – restaurants

- Teacher checks students’ answers.

Exercise 4:

- Teacher allows students time to read the sentence.

- Teacher points out that in the fourth interview, Students will have to listen very carefully to know who is speaking, Harriet or Chloe.

- Teacher plays the audio again.

Optional activity:

- Teachers asks students to answer some questions

- Students work in pairs and discuss the answers.

- Teacher checks students’ answers.

4. Listen again and write True or False. Correct the false sentences.

Suggested answers

1. True

2. True

3. False (He thinks bikes are more dangerous)

4. True

5. False (Harriet thinks that Luigi’s pizzas are bigger)

6. True

Optional activity: Listening. Answer the questions.

1. Who does Emma meet at the shopping centre?

2. What does Lukas say about the price of the buses?

3. Where is Dwayne from?

4. What does Harriet agree with Chloe about?

Suggested answers

1. Her friends

2. They are expensive.

Post-listening

Exercise 5:

- Students write their sentences.

- Teacher asks students to read their sentences to the class.

- Students answer in their own.

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate the lesson

❖ Contents: Students work in groups

❖ Products: Students’ opinion

❖ Organization:

- Teacher asks students to work in groups and discuss about which place they like and dislike.

- Teacher gives students time to discuss in group and write down their opinions.

- Teacher calls out some students to present their opinion in front of class.

ACTIVITY 5. HOMEWORK

- Learn by heart all the new words.

3. New York

The pizzas in Gino’s are better, and the people are friendlier.

5. Think of three places that you like in your town / city and three places that you don’t like. Write sentences and say why you like or dislike them.

(Students’ own answer )

6. USE IT! Work in groups. Compare your sentences in exercise 5. Which places does your group like and dislike? Compare with other groups.

(Students’ own answer )

DẠYKÈMQUYNHƠNOFFICIAL

- Do exercises (in workbook).

- Prepare new lesson

* Feedback:...................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ...........................................................................................................................................................

Week :

Period:

Date of preparing:

Date of teaching:

UNIT 1. TOWNS AND CITIES

Lesson 5: Language focus

Comparative adjectives

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to compare things using comparative adjectives.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION:

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS

Communicative approach,group Ss and T’s activities,play asa character,teachingmethodswith game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1.Check – up: during the lesson

2.New lesson:

Teacher’s and Students’ activities

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 1: WARM-UP

❖ Aims: Help students identify and understand the situation of comparing things using comparative adjectives

❖ Contents: Students work individual

❖ Products: Students’ comparison

❖ Organization:

- Teacher shows the pictures and writes on the board the names of two cities that students know, then asks what they think the differences between the two cities.

- Students answer on their own

- Teacher elicits some examples of comparative adjectives and write them on the board.

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Help students identify, understand how to use comparative adjectives

❖ Contents: Students pay attention to the structures and work individual.

❖ Products: Students understand the structures.

❖ Organization:

- Teacher explains the grammar to students.

- Students copy down to their notebooks.

Hà Nội Hồ Chí Minh City

Ex. Hà Nội is smaller than Hồ Chí Minh City

 GRAMMAR: COMPARATIVE ADJECTIVES

1) Short adjectives (1-syllable adjectives)

S1 + V + Adj-ER+ THAN+ S2

Ex: Bikes are slower than cars.

2) Long adjectives (2 or more syllable adjectives)

S1 + V + MORE + ADJ + THAN + S2

Ex: French is more difficult than English.

 Some special cases good → better well (healthy) → better bad → worse far → farther/further

Note:

- With some 2-syllable adjectives, we can use

“-er” OR “more”: quiet → quieter / more quiet clever → cleverer / more clever narrow → narrower / more narrow simple → simpler / more simple

- If the adjective ends in -e, we add -r. (safe → safer)

- Final -y changes to -ier. (pretty → prettier)

Exercise 1:

- Teacher asks students to complete the table.

- Students work themselves ( with weaker classes, students may work in pairs)

- Teacher checks the answers.

ACTIVITY 3: PRACTICE

❖ Aims: Help students apply the knowledge they have learnt to do the tasks given.

❖ Contents: Students work in individual/pairs/groups

- One – syllable adjective endings with vowel and one consonant, we double the consonant. (big → bigger)

1. Write the comparative form of the adjectives in the table.

Suggested answers

cleaner – slower – nicer – safer – friendlier – prettier

– bigger – hotter

DẠYKÈMQUYNHƠNOFFICIAL

❖ Products: Students’ answers

❖ Organization

Exercise 2:

2. Write sentences using the correct comparative form of the adjectives in brackets. How do you say “than” in your language?

- Teacher readsoutthe example and elicit another example from the class.

- Teacher elicits how students say than in their own language.

- Students write the sentences using the comparative form and compare the answer with their partners.

- Teacher checks students’ answers.

Exercise 3:

- Teacher plays the audio once for students to listen.

- Teacher plays the audio again, pausing for students to repeat individually and chorally.

Exercise 4:

- Teacher gives students time to read the introduction.

- Teacher models pronunciation of star and cinemas, where their bold parts are different.

Exercise 5:

- Teacher gives students time to practice in pairs about some of the things in the box by using comparative adjectives and the Key Phrases.

- Teacher calls some pairs to practice in front of the class and gives feedback.

- Teacher asks students to make their puzzle sentences individual then swap with another fast finisher to guess the answers, then asks them to read their puzzle to the class.

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate the way the use comparative adjectives to compare things.

❖ Contents: Students work individual/pairs

❖ Products: Students’ comparison

Suggested answers

1. It’s more expensive here than in my country.

2. The weather today is worse than it was yesterday.

3. Why is this class quieter than the other class?

4. Are the buildings in New York more modern than the buildings in Oxford?

5. This house is prettier than that house.

 PRONUNCIATION

3. Listen and repeat the example

Suggested answers

1d – 2d – 3c – 4d

4. Read City of the Sea again. You may discover some letters pronounced differently in different words. Now indicate the word whose bold part differs from the other three in pronunciation.

Suggested answers

1. d (cinemas)

2. d (cinema)

3. a (trees)

4. d (answer)

5. USE IT! Work in pairs. Compare your opinions about some of the things in the box. Use the Key Phrases and comparative adjectives.

Ex. Student 1: Ithink Hội An is prettier than Hà Nội. Student 2: Really? Ithink Hà Nội is prettier …

Finish? Make puzzle sentences about objects or places using comparative adjectives. Ex. It’s faster than a car, but slower than a plane. (a train)

DẠYKÈMQUYNHƠNOFFICIAL

❖ Organization:

- Teacher shows some pairs of pictures on the screen.

- Each student will choose the number and make sentences about objects or places using comparative adjectives.

ACTIVITY 5. HOMEWORK

- Learn by heart the structures.

- Make sentencesaboutyour family using comparative adjectives.

- Prepare for next lesson – Speaking

* Feedback:......................................................................................................................................

Week :

Period:

Date of preparing:

Date of teaching:

UNIT 1. TOWNS AND CITIES

Lesson 6: Speaking

Asking and saying where places are

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to: - ask and say where places are.

- develop students’ speaking skill.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION:

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS

Communicative approach,group Ss and T’s activities,play asa character,teachingmethodswith game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1. Check – up: during the lesson

2. New lesson:

Teacher’s and Students’ activities

ACTIVITY 1: WARM-UP

❖ Aims: Help students brainstorm and lead in new lesson

Contents

Game “GUESSING GAME!”

* Given words: Bus station,

DẠYKÈMQUYNHƠNOFFICIAL

(Students’ own answer)

❖ Contents: Students play the game and use language materials simply. Students work in individual

❖ Products: Students’ performance

Police station, School, Hospital, Store ..

❖ Organization:

- Teacher invites one student to come to in frontofthe class.He/She hasto use phrasesor give examplesto explain the wordsthatgiven by teacher.

- Teacher invites some students to answer.

- Teacher gives a question before beginning the lesson:

? “ You are a tourist in a new town. Where do you look for information and direction?”

- Students answer in their own.

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Help students pay attention to the content of the dialogue

❖ Contents: Students complete the dialogue with the phrases in the box in individual

❖ Products: Students’ word-filling

❖ Organization:

Pre-speaking

Exercise 1:

- Teachergives studentstime to read through the gapped dialogue.

-Teacherplaysthe videooraudioforstudents to watch or listen and complete the dialogue.

- Teacherplaysthe video again forstudentsto check their answers.

- Teacher checks their answer with the class, then ask the questions to the class and elicit the answers.

 THINK! You are a tourist in a new town. Where do you look for information and directions?

(Students’ own answers.)

1. Complete the dialogue with the phrases in the box. Then watch or listen and check. Are Chris and the woman from the same town?

Suggested answers

1. Are we near

2. the bus station

3. any shops

4. five minutes

ACTIVITY 3: PRACTICE

❖ Aims: Help students ask and say where places are as well as develop speaking skill

❖ Contents: Students work in pairs/groups

❖ Products: Students’ performance

❖ Organization

While-speaking

Exercise 2:

2. Watch or listen again. Then practice the dialogue in pairs.

(Students’ own answers.)

DẠYKÈMQUYNHƠNOFFICIAL

- Teacher plays the audio or video again and tell students to listen carefully for the pronunciation and intonation. Teacher could pause after some of the sentences and questions for students to repeat.

3. Read the study strategy and follow the instructions.

Study strategy

Learning the Key Phrases

- Students work in pairs to practise the dialogue.

Exercise 3:

- Teacher reads the study strategy with the class then read through the key phrases.

-Teacherasksstudentsto findthe key phrases in the dialogue and checktheirunderstanding.

- Students practice the key phrases in pairs. (With weaker classes, when they close their books, write some key words on the board to help them remember the phrases Ex Excuse, near, far )

- Teacher sees who managed to remember all the phrases.

Optional activity:

- Teacher asks students to close their books and write these gapped sentences on the board.

- Students work in pairs to complete the sentences with the correct prepositions.

- Teacher checks answers with the class

Exercise 4:

- Teacherasks two confidentstudentsto read out the example mini dialogue.

- Students work in pairs to practice more mini dialogues (With weaker classes, allow students time to prepare the dialogues before they practise. With stronger classes, students can go straight into the spoken practice.)

- Teacher asks some pairs to perform one of their dialogues for the class.

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate the way to ask and say where places are

❖ Contents: Students work in groups to play the game

❖ Products: Students’ conversation

❖ Organization:

It’s a good idea to practise the Key Phrases, so that you can remember them.

• Practise the Key Phrases with a partner.

• Close your book and try to write them. How many can you remember?

Key phrases

Asking and saying where places are

A : Excuse me. Are we near the … here?

B : Yes, look, we’re here.

A : How far is it / the … from here?

B : It’s about … minutes on foot / by bus.

A : Thanks for your help.

B : You’re welcome. (Students’ own answers.)

Optional activity: Language focus Fill in the gaps with suitable prepositions

1 How far is the school here?

2 It’s about ten minutes foot.

3 Are there any shops here?

4 It’s five minutes bus.

5 Thanks your help.

Suggested answers

1 from 2 on 3 around 4 by 5 for

4. Work in pairs. Practice the dialogue with How far..? and place from 1 to 4.

Example.

Student 1: Excuse me, how far is the bus station fromhere?(Whatis thedistancebetweenhere and the bus station?)

Student 2: It’s about ten minutes on foot.

Student 1: Thanks for your help.

Student 2: You’re welcome.

5. USE IT – Work in pairs. Look at the situation and prepare a new dialogue. Use the dialogue in exercise 1 to help you.

DẠYKÈMQUYNHƠNOFFICIAL

Post-speaking Exercise 5:

- Students work in pairs to prepare a new dialogue. (With stronger classes, you could teach some more phrases for giving directions. Ex. Turn left / right, Go straight on.)

- Students swap roles and practice again.

ACTIVITY 5. HOMEWORK

- Learn by heart all the structures

- Do exercises (in workbook).

- Prepare new lesson

Example:

A: How far is it from here to the park?

B1: Sorry I don’t know.

B2: (must prepare the answer before): It’s about 10 minutes on foot.

Week : Date of preparing:

Period: Date of teaching:

UNIT 1. TOWNS AND CITIES

Lesson 7: Writing

A description of a town or city

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to: - write a description of a town or city that they like. - develop students’ writing skill.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS

Communicative approach,group Ss and T’s activities,play asa character,teachingmethodswith game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1. Check – up: during the lesson

2. New lesson:

Teacher’s and Students’ activities

Contents

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 1: WARM-UP

❖ Aims: Help students brainstorm of what they are going to study

❖ Contents: Students observe the pictures/video clip and work in groups

❖ Products: Students’ answers

❖ Organization:

- Teacher divides class into groups.

- Teacher shows series of pictures of places in Ho Chi Minh city (or a video clip).

- Students watch it and write down as many places as they can.

- Teacher invites some group to show their works.

- Teacher leads in the lesson “Today, we’re studying about how to write a description of a town or a city.”

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Help students have an idea of writing description of a town or a city

❖ Contents: Students work individual to check the meaning of given words

❖ Products: Students can understand the meaning of given words

❖ Organization:

Pre-writing

- Teacher asks students to use their dictionaries to check the meanings of the words in the box.

- Teacher asks the question to the class and elicit answers from individual students.

- Teacher asks more questions about the student’s own town or city, ? “What’s your favourite place? Which parts do you never visit? Why?”

- Students answer in their own.

Exercise 1:

- Students read the description of Hồ Chí Minh City and answer the questions, then compare their answers in pairs.

- Teacher checks answers with the class.

ACTIVITY 3: PRACTICE

 THINK! Check the meanings of the words in the box. Which has your town or city got?

1. Read the description of Hồ Chí Minh City. Which word in the THINK! Exercise are in the text?

Suggested answers

1. building

2. amusement park

3. shopping mall

DẠYKÈMQUYNHƠNOFFICIAL

❖ Aims: Help student how to write a description of a town or city that they like as well as develop writing skill

2. Complete the Key Phrases with words from the text.

Suggested answers

❖ Contents: Students work in pairs and groups

❖ Products: Students’ answers

❖ Organization

While-writing

Exercise 2:

- Students complete the key phrases. Check answers and check that students understand all the phrases.

Exercise 3:

- Teacher asks students to focus on the phrases in blue in the text and elicit which are adjectives.

- Students read the sentencesand choose the correct words.

- Teacher check answers with the class and check that students understand really, very and quite

Exercise 4:

- Teacher gives students two examples of compound sentences, one of which is the combination with “and” and the other with “but”. Make students pay attention to “similar clauses” and “opposite clauses”.

- Students work individually to combine the two sentencesand volunteerto show them on the board.

- Teacher corrects the mistakes if students fail to do any sentences.

Optional activity

- Teacher asks students to close their books and dictate these sentences to the class

- Teacher checks answers by writing the sentences on the board. Ask students to check their spelling carefully. Point out the double l in really and the silent t in castle Remind students that they need to pay attention to spelling when they write

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate how to write descriptions about a town or a city

❖ Contents: Students work in groups

❖ Products: Students’ descriptions

1. south/ Việt Nam

2. 9,000,000 (Nine million)

3. modern/ really friendly

4. many good amusement parks, shopping malls/ buildings

5. sometimes visit Vũng Tàu, Phan Thiết and Đà

Lạt, …/ Hồ Chí Minh City is more interesting

 Language point: Position of adjectives

3. Look at the phrases in blue in the text. Then underline the correct words.

4. Compound sentences. Look at the underlined sentences in the text. Then circle the correct words.

Suggested answers

1. similar

2. opposite

3. Hội An Town is an old town, and it’s got a population of about 152,160.

4. Mr Nam sometimes stays in Hà Nội, but he lives in Hồ Chí Minh City.

Optional activity: Writing

1 The zoo is really interesting.

2 There are some quite nice shops.

3 There’s a very old castle.

4 The people are really friendly.

5. USE IT! Follow the steps in the writing guide

DẠYKÈMQUYNHƠNOFFICIAL

❖ Organization: Exercise 5:

- Teacher reads the task with the class.

- Students answer the questions and plan their description.

- Teacher reads through the paragraph structures with the class.

- Students write their descriptions. (This can be set for homework. )

- Teacher reminds students to check their grammar and spelling carefully.

ACTIVITY 5. HOMEWORK

- Do exercises (in workbook).

- Prepare new lesson

Week :

Period:

(Students’ own answers)

Date of preparing:

Date of teaching:

UNIT 1. TOWNS AND CITIES

Lesson 8: CLIL. Geography

Reading a map

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to:

- ask and answer questions about maps.

- develop students’ skills.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS

Communicative approach,group Ss and T’s activities,play asa character,teachingmethodswith game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1.Check – up: during the lesson

2.New lesson:

Teacher’s and Students’ activities

ACTIVITY 1: WARM-UP

❖ Aims: Help students brainstorm of what they are going to study

Contents

Game “DRAWING GAME”

Suggestion: trees river

DẠYKÈMQUYNHƠNOFFICIAL

❖ Contents: Students work individual to draw picture as requested while others will guess what picture is

❖ Products: Students’ drawing and guessing

mountain street train station map,…

❖ Organization:

- Teacher invites one student to be a player. Teacher gives him/her a word and he/she has to draw to explain that word.

- Teacher invites some students to answer and leads in the lesson.

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Help students understand the idea of a map as well as some symbols used on a map

❖ Contents: Students work individual to match the words with the symbols

❖ Products:

❖ Organization:

- Teacher asks students to close their books, then write the word map on the board and elicit the meaning.

- Teacher asks students:

? “ What information we can find on maps?”

(place, information, direction ,…)

? “When do you use maps, and what kinds of maps do you want to use?”

(find place, information ,…/paper, online, …)

- Teacher elicits some ideas.

- Teacher tells students they are going to practice reading maps in English.

Exercise 1:

- Students work in pairs to check the meanings of the words and match them with the symbols.

- Students read the text and check their answers.

- Teacher checks answers with the class and make sure that students understand all the words.

- Teacher models and drills pronunciation if necessary.

1. Check the meanings of the words in the box and match them with symbols 1–6. Read the text and check your answers.

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 3: PRACTICE

❖ Aims: Help students ask and answer about a map and develop four skills

❖ Contents: Students work in pairs and groups

❖ Products: Students’ performance

❖ Organization

Exercise 2:

- Students read and listen to the text again.

- Teacher elicits what other symbols are mentioned in the text.

2. Read and listen to the text. What other symbols are on a map?

Suggested answers

A black circle on a railway is a train station. A red area is a city or town.

Exercise 3:

- Students work in pairs to look at map-A and choose the correctwords. Check answers with the class.

3. Look at map A and choose the correct words.

Exercise 4:

- Students look at map B individually and answer the questions, then compare their answers in pairs.

- Teacher checks answers with the class.

Suggested answers

1 1:50,000

2 paths

3 hill

4 156

5 road

6 train station

4. Look at part of the guide map of Bà Nà Hills

Mountain Resort and answer the questions.

Suggested answers

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate how to read a map

1 There are 4 cable car stations.

2 Yes, we can.

❖ Contents: Students work in groups to draw a map

❖ Products: Students’ map drawing

❖ Organization: Exercise 5:

- Teacher puts students into pairs to draw their maps. Monitor and help while they are working and encourage them to add a range of features and symbols.

- Put pairstogetherinto groups offour to ask and answer about their maps.

- Ask some groups to show one of their maps to the class and describe the features on it.

Optional activity:

- For homework, ask students to draw a small section of map or find one online and print it out. Ask them to write a brief description of their map on a separate sheet of paper. Tell them they can use the text in exercise 2 as a model. Tell students not to puttheir name on the map or the description.

- In the next lesson, put students into groups of four and ask them to put their four maps and descriptions together and jumble them up. Then ask them to swap with another group. Students work in their groups to read the descriptions and match them with the maps. Ask each group in turn to present one of the maps to the class and give a description of it.

- Teacher asks students to work in groups and draw a map.

- Teacher gives students some places that they can draw, for example: school, favorite park, favorite shopping mall, our town, village, …

- Teacher gives students deadline.

ACTIVITY 5. HOMEWORK

- Draw a map

- Do exercises (in workbook).

- Prepare new lesson

3 The cable car from Debay station to Morin station.

5. USE IT! Work in pairs. Draw a map of a place you know or an imaginary place. Then take turns asking and answering about your map.

Optional activity: Speaking

DẠYKÈMQUYNHƠNOFFICIAL

PROJECT – DRAW A MAP

Week :

Period:

Date of preparing:

Date of teaching:

UNIT 1. TOWNS AND CITIES

Lesson 9: Options

Puzzles and games

I./. OBJECTIVES

1. Knowledge: By the end of the lesson, students will be able to:

- revise all lessons in Unit 1.

- develop students’ skills.

2. Skills: Speaking, listening, reading, writing.

3. Attitude: Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language……

II./. PREPARATION

1. Teacher: book, planning, TV

2. Students: books, notebooks

III./. TEACHING METHODS

Communicative approach,group Ss and T’s activities,play asa character,teachingmethodswith game, teaching methods by visual, teaching methods by practicing, discussion group, technical present….

IV./.PROCEDURE

1. Check – up: during the lesson

2. New lesson:

Teacher’s and Students’ activities

ACTIVITY 1: WARM-UP

❖ Aims: Help studentswarm-up and lead in the new lesson

❖ Contents: Students work individual to play the game

❖ Products: Students’ guessing

❖ Organization:

- Teacher invites 1 student to come to in front of the class. He/She has to use phrases or give examples to explain the words that given by teacher.

- Teacher invites some students to answer.

Contents

Game “GUESSING GAME!”

* Given words: London, cruise, map, station, …

DẠYKÈMQUYNHƠNOFFICIAL

ACTIVITY 2 : KNOWLEDGE FORMATION

❖ Aims: Help students revise some vocabularies related to places in a town or city

❖ Contents: Students work in pairs to complete the puzzle

❖ Products: Students can find the mystery word

❖ Organization:

Exercise 1:

- Students complete the puzzles and find the mystery word.

- Students could work in pairs for this, and you could do it as a race to make it fun.

- Check answers with the class.

1. Complete the puzzle with places in a town. What is the mystery word in grey?

ACTIVITY 3: PRACTICE

❖ Aims: Students can use their knowledge which they have learnt to do the tasks given as well as develop skills

❖ Contents: Students work in pairs and groups to do the tasks

❖ Products: Students’ answers

❖ Organization

Exercise 2:

- Read out the instructions and check that students understand the game.

- Invite a confident student to come to the board and write the first letter of each word in their sentence.

- Other students guess the sentence.

- Students could also play this game in small groups.

Exercise 3:

- Put students into pairs and ask them to decide which of them is Student A and which is Student B.

- Refer them to theirmap and ask them to use a piece of paper to cover their partner’s map. If possible, students should sit back-to-back for this activity so that they can’t see their partner’s map.

Answers

1. Market; 2. Square; 3. Café; 4. Library; 5. Cinema; 6. theatre Mystery word: RESTAURANT

2. GUESS THE SENTENCE. Follow the instructions.

Example T– – – –  i–  a  b– –  s– – – – – – –  c – – – – –  i– m–  c – – –(There is a big shopping centre in my city.)

( Students’ own answers.)

3. SPOT THE DIFFERENCE. Work in pairs. Student A looks at map A. Student B looks at map B. Ask and answer questions to find six differences.

DẠYKÈMQUYNHƠNOFFICIAL

- Students ask and answer questions to find six differencesbetween theirmaps.Ask them to make a note of the differences.

- Check answers with the class.

Exercise 4:

- Studentsunscramble the letters and find the adjectives for describing a place.

- Students could work in pairs for this, and you could do it as a race.

- Check answers with the class.

- As an extension, ask students to write the opposites of the adjectives.

Answers

1. There’s a cinema on map A, but a theatre on map B.

2. There’s a train station on map A, but a bus stop on map B.

3. There’s a shopping centre on map A, but a sports centre on map B.

4. There are two restaurants on map A, but only one on map B.

5. There are two cafés on map A, but three on map B.

6. There isn’t a monument in the park on map A, but there is on map B.

4. Find the adjectives in the puzzles

Exercise 5:

- Read out the instructions and check that students understand the game.

- Students write their comparative forms in the bingo table.

- Choose a confident student to be the game leaderortake on this role yourself. The game leader calls out the comparative forms in a random order. The first student to hear and tick off all their words is the winner.

- Students could also play this game in small groups.

- Teacher could repeat the game by brainstorming twelve other adjectives that students know, e.g. good, bad, boring, intelligent, tall, short, new, happy, interesting, nice, fast, slow

5. COMPARATIVES BINGO. Work in groups

DẠYKÈMQUYNHƠNOFFICIAL

- Write the adjectives on the board.

- Studentschoose six adjectivesand write the comparative forms,then play the game again.

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate the knowledge which they have learnt

❖ Contents: Students work in groups and write down the opinions

❖ Products: Students’ opinions

❖ Organization:

- Teacher asks students to work in groups and discuss what they learned in Unit 1.

- Teacher gives students time to discuss in group and write down their opinions.

- Teacher calls out some students to present their opinion in front of class.

ACTIVITY 5. HOMEWORK

- Learn by heart all the new words.

- Do exercises (in workbook).

- Prepare new lesson

DẠYKÈMQUYNHƠNOFFICIAL

(Students’ own answers.)