GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CÔNG VĂN 5512 (BÀI 1-10) THEO CÁC HOẠT ĐỘNG VỚI CÁC NHIỆM VỤ by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS

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GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CÔNG VĂN 5512 (BÀI 1-10) THEO CÁC HOẠT ĐỘNG VỚI CÁC NHIỆM VỤ HỌC TẬP (2 CỘT) NĂM HỌC 2021-2022 WORD VERSION | 2022 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

Date :………….. Week : Period 1:

UNIT 1: MY NEW SCHOOL Lesson 1: GETTING STARTED

I. OBJECTIVES: By the end of the lesson, students will be able to: - have an overview about the topic “My new school” - use the vocabulary to talk about school things. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: places lexical items : subject (n), uniform (n), calculator (n)… * Grammar: The simple present. 2. Skills: Listening, speaking and reading 3. Attitude: To teach SS to work hard, love their school and friends. 4. Competences: - Listening and reading to get information about the first day at school of a student. - Communication, self-learning capability, creative capacity, ability to use of language…… III. MATERIALS - Grade 6 textbook, Unit 1, Getting started - smart TV and cards, visual aids - sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: -To activate students’ knowledge on the topic of the unit. * Content: write names of school things. And lead in the new lesson * Products: - Students write names of school things on the group board and how to play the game “netwwork” * Organization of implementation Teacher’s and Ss’activities Content *Warm up: Team work Warm up: * Network: T -Ss - Teacher divides class into 2 teams and asks pen students to write school things everyday. - Students write down on the groupboard and stick it on the board. school -The team who has more correct words is the things winner. * Chatting - Teacher asks Ss to set the context for the listening and reading text: - In order to know about Phong, Vy and Duy's special day. Let’s come to Unit 1 Lesson 1

-What is a special day? -Why is it special for you?

- What makes -you remember the most? 2. Presentation (5’) * Aim: To prepare students with vocabulary related to the topic My New School; * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. Students know how to to play the game “what and where” * Organization of implementation Teacher’s and Ss’activities Content Pre teach vocabulary - T-Ss - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually

- Copy all the words * Checking vocab: < what and where>

* Vocabulary - calculator (n):máy tính - wear (v): mặc, đội - 'uniform (n): bộ đồng phục - smart (adj): bảnh bao, nhanh trí - 'compass(n): com pa,la bàn - put on (phr v): mặc vào - 'heavy (adj): nặng

3. Practice (30’) Task 1: (5’) * Aims: To set the context for the introductory; To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt. * Content: Listen and read the conversation, answer some questions. * Products: Students read and understand the meaning of the text. Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sences: T-Ss Look at the picture on page 6 Answer the questions: a) Who are they? a) They are Phong, his Mum, Vy and Duy. b) What is Phong doing? b) He is having breakfast. c)Who are Vy and Duy? c) They are Phong's schoolmates. d)Why is it a special day for them? d) Because it is their fisrt day of the new school - We are going to listen and read a dialogue about Phong, Vy and Duy's special day. Task 1: T-Ss - Teacher plays the recording twice. - Students listen and read. - Teacher checks students’ prediction. - Teacher calls 3 students to read the

Task 1: Listen and read.

conversation aloud. Task 2: (7’) * Aims: To have students get specific information of the text. * Content:. Read the conversation again and tick (✔) T (True) or F (False). * Products: Ss say the answers aloud ( pair work) * Organization of implementation Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss - Teacher tells students to read the conversation Task 2: Read the conversation again and tick ( again and work independently to find the ✔) T (True) or F (False). answers. Remind students to underline the information and correct the false statements. Answer key: - Teacher has students pair compare before 1. T checking with the whole class. 2. F (Duy is Vy’s friend) - Teacher calls some students to give the 3. T answers. 4. T 5. F ( Phong isn’t wearing a shool uniform) Task 3:(5’) * Aims: To check students understanding of the conversation and help students use the words in context * Content:. Read the conversation again and fill in the blanks (work independently) * Products: Student’s correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Write one word from the box in each gap. - Teacher has students read the conversation again, work independently to put a suitable Answer key: word from the box to fill in the gap. 1. wear - Teacher calls one student to share his/her 2. has answer on the board. 3. go - Teacher asks students to look at the board, 4. uniforms check their mate’s answer. 5. subjects Task 4:(7’) * Aims: To revise some words and learn some more words indicating school things * Content:. Matching the words with the pictures (work in groups) * Products: Students’ answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Match the words with the school things. Then listen and repeat. - Teacher divides the class into 2 teams. - Teacher put two sets of cards, one includes pictures of school things and the other

includes their names. Members from two teams take turns and matchs the names with the correct pictures as fast as possible. The team matched faster and correctly is the winner.

Task 5:(6’) * Aims: To check students’ vocabulary and improve group work skill * Content:. Write names of the things around the class . * Products: Students’ answers in your notebook ( Students share with the whole class ) * Organization of implementation Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss - Students work in groups of four to look around the class and write down things they can see in the class. - Students may ask teacher if they don’t know the names of the items. - Students share with the whole class.

Content Task 5: Write names of the things you can see around the class in your notebook Chairs, tables, clock, school bags, board, books, pen, flower pot, pencil,….

3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about school things and Read and understand content of the conversation * Products: Say aloud some words they remember from the lesson. * Organization of implementation Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Vocab about school things. have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently 4. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Do exercises in the workbook. - Think of activities students can do at school - Prepare lesson 2 ( A closer look 1). *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week : UNIT 1: MY NEW SCHOOL Period : Lesson 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - use the combinations: to study, to have, to do, to play + N; - pronounce correctly the sounds /ɑː/ and /ʌ/. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: School lexical items and practising the sound /ɑː/ and /ʌ/ * Grammar: The simple present. 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to work hard, love their school and friends 4. Competences: Listening and reading to get information about the first day at school of a student. - Communication, self-learning capability, creative capacity, ability to use of language…… III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 1, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: -To activate students’ knowledge on the topic of the unit. - To set the context for the listening and reading part. * Content: Game : Kim’s game( about school things) * Products: Ss write words exactly on the board. * Organization of implementation Teacher’s and Ss’activities Content - Look at the picture on page 8 in 20 seconds and try to remember as many words as possible. - Teacher divides the class into two teams. - Ss go to the board and write the words - Teacher gets feedback -> Today we are going to learn some more combinations about school.

* Kim's game: - school bag - calculator - compass. ……..

2. Presentation (5’) * Aim: To enrich students’ vocabulary to talk about activities at school. * Content: Vocabulary about school * Products: Read and understand the maning of words * Organization of implementation: Teacher’s and Ss’activities Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually - Copy all the words

Content

* Vocabulary - science (n) : môn khoa học - exercise (n/v): bài tập, tập luyện - history (n) : lịch sử - lesson (n): bài học - school lunch: bữa trưa ở trường

* Checking vocab: < Matching> 3. Practice (30’) Task 1: (5’) * Aims: To revise / introduce the names of school subjects, and some nouns related to school and school activities. * Content: Listen and repeat the words. * Products: Students read words exactly aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Listen and repeat the words. - Teacher asks students to listen and repeat the words. - Teacher calls some students to read the words aloud. Task2: (7’) * Aims: To teach Ss how to combine a verb and a noun to talk about school activities. * Content: Put the words in the correct columns. (V with N) * Products: Ss say the correct answers ( pair work). * Organization of implementation Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Work in pairs. Put the words in Task 1 in the correct columns. *Answer key: - Teacher asks students to work in pairs and use the words in Task 1 to put into the correct columns. play do - Students work in pairs and do the task. football homework - Teacher calls some pairs to share their music exercise

answers with the whole class. - Teacher gives feedback and corrections (if necessary). - Teacher explains which nouns go with each verb to make meaningful names of activities. - Teacher asks students to work in groups of four and add as many words into each column as possible.

have school lunch lessons

study English history science

Task 3:(5’) * Aims: To help students use the vocabulary in context. * Content: Fill in the blanks with a suitable word * Products: Student’s correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Put the words in the blanks. - Teacher asks students to work independently and put a suitable word in Answer key: 1. homework each blank. 2. football - Teacher allows students to share their 3. lessons answers before discussing as a class. - Teacher asks some students to share the 4. exercise 5.science answers and gives feedback. Task 4:(7’) * Aims: To teach Ss how to pronounce the sounds /ɑː/ and /ʌ/ and practise pronouncing these sounds in words correctly. * Content: Understand and how to pronounce the sounds /ɑː/ and /ʌ/. * Products: Students pronounce words exactly . * Organization of implementation: Teacher’s and Ss’activities Content * Presentation * PRONUNCIATION (Pre-teach the sounds /ɑː/ and /ʌ/) - Teacher introduces 2 sounds /ɑː/ and /ʌ/ Suggested answers: to students and lets them watch a video - /ɑː/: car, start, after, party about how to pronounce these two - /ʌ/: cut, one, country sounds. - T gives some words and show how to pronounce these two sounds. Task 4: Listen and repeat. Pay attention to the sounds /ɑː/ and /ʌ/. Task 4:T-Ss, Ss-Ss Key: - Teacher asks students to listen and + /ɑː/: smart, art, carton, class. repeat. + / ʌ /: subject, study, monday, compass - Students work independently.

Task 5:(6’) * Aims: To help students practise the sounds /ɑː/ and /ʌ/ in sentences * Content: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/. * Products: Students’ answers in your notebook ( Students share with the whole class ) * Organization of implementation Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss Before listening, teacher let students discuss in pairs and find the words with the sounds /ɑː/ and /ʌ/. - Teacher plays the recording for students to check and repeat the sentences. -Have them work in pairs to compare their answers. Check Ss'answers.

- Play the recording again. Let Ss listen and repeat sentence by sentence, paying attention to the underlined words.

Content Task 5: Listen and repeat. Underline the words with the sounds /ɑː/ and /ʌ/.

Key+ Audio script: 1 . My brother has a new compass. 2.

. Our classroom is large.

They look smart on their first day at school.

The art lesson starts at nine o'clock.

. He goes out to have lunch every Sunday.

3. Production (5’) * Aim: To give students a chance to apply what they have learnt. * Content: Game : write sentences including 2 features: school activities and one of the sounds /ɑː/ or /ʌ/. * Products: Students read aloud their sentences. * Organization of implementation Teacher’s and Ss’ activities Content - Teacher asks groups to write sentences including 2 features: school activities and * Game: Who is faster? one of the sounds /ɑː/ or /ʌ/. - Ss Work in groups - (e.g: I usually play basketball with my brother.) - Teacher asks each group to hand in their - I often use compass to do Math exercise. paper and checks, the group with more correct sentences is the winner. - Teacher invites the winner to read aloud their sentences. 4. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content Learn by heart all the new words. - Rewrite the sentences into notebooks.

Find 3 more school activities that have the sound /ɑː/ or /ʌ/. - Prepare lesson 3 ( A closer look 2).. *- Evaluation: ………………………………………………………………………………………………… …………………………………………………………………………………………………

Date :………….. Week : Period : I. OBJECTIVES:

UNIT 1: MY NEW SCHOOL Lesson 3: A closer look 2

By the end of the lesson, students will be able to use the present simple tense.

II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: School lexical items * Grammar: The simple present and adverbs of frequency 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to work hard, love their school and friends 4. Competences: Know how to use the present simple. Students will developed speaking and co-operating skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 1, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To activate students’ prior knowledge related to the targeted grammar of present simple tense and to increase students’ interest. * Content: Game: Sentence puzzling ( with the simple present) * Products: Students complete the perfect sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Sentence puzzling - Teacher divides the class into 4 groups. - Teacher delivers a set of word cards which are jumbled sentences in present simple to Suggested sentences: each group. 1. Peter lives near his school. - Students will have to work in groups to

create as many correct sentences from the word cards as possible. - The group with the most correct sentences will be the winner.

2. We

3. They have 4. We always

the same school.

new look

subjects. smart in our uniforms

2. Presentation (10’) * Aim: To help students know and understand the use of the present simple tense. * Content: Introduce the present simple tense. * Products: Understand and know how to use the present simple tense * Organization of implementation Teacher’s and Ss’activities Content - Lead in :Teacher draws students’ attention to the form of the sentences * Model sentences: created in the game and asks them 1. Peter lives near his school. whether they know the target tense.2. We go to the same school. - Elicit the present simple tense - Teacher provides or confirms the answers and leads in the grammar focus of the lesson: - Teacher gives students some time to study the grammar box.

1. THE PRESENT SIMPLE TENSE * Form: + Positive: S + Vinf/ V(s/es) + … . + Negative: S + don’t/ doesn’t + Vinf + … . + Interrogative: Do/ Does + S + Vinf + … ? ->Yes, S + do/does. No, S + don’t/ doesn’t.

3. Practice (20’) Task 1: (5’) * Aims: To introduce the targeted grammar of the present simple tense..(10’) * Content: Choose the correct answer A, B or C * Products: Students say the key aloud * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Choose the correct answer A, B or C Task 1:T –Ss : Ss- Ss Answer key: - Teacher has students work 1. A independently, look at the form and do 2. C Exercise 1 – page 9. 3. B - Teacher lets students work in pairs and 4. A exchange the answers before checking 5. C with the whole class (explain each sentence if necessary).

- Have Ss read the Remember! box. Direct their attention to the present

The present simple verbs with he / she / it need an s / es.

simple tense form for third person singular Task2: (5’) * Aims: To help students know and understand the use of the present simple tense. * Content: Write the correct form of the verbs. * Products: students’ correct answers on the board. * Organization of implementation : Teacher’s and Ss’activities Content Task 2: Write the correct form of the verbs Task 2: T - Ss, Ss - Ss - Teacher asks students to work Answer key: independently. 1. has - Teacher calls 1 or 2 students to write 2. Do you have their answers on the board, checks their 3. like answers sentence by sentence. 4. Does Vy walk 5. ride 6. go Task 3:(5’) * Aims: To help Ss revise some adverbs of frequency they already learnt. * Content: Put the words in the blanks * Products: Student read sentences aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Put the words in the blanks. 2. ADVERBS OF FREQUENCY - Elicit adverbs of frequency * Model sentences: - Tell Ss to look at the two examples carefully.Then ask them about the - We often ride our bicycles to school. position of the adverbs of frequency, They don’t often go to the cinema and the meaning of those.Tell them to recall all the adverbs of frequency they *( always, usually, sometimes, rarely, never) * Note: We usually place the adverb of frequency know. before the main verb Task 3 : Fill the blanks with sometimes, usually or never. * Answer key: - Teacher shows the graph and lets 2. usually students fill in the blanks with suitable adverbs of frequency: sometimes, usually 3. sometimes 5. never or never (Exercise 3 – page 10) * Write a sentence with one of these adverbs. - Teacher lets students work in groups of 1. I always do my homework aftert school four to make 5 sentences using the 5 2. He usually watches TV in the morning adverbs of frequency above. ……………………………………………….. - Teacher calls some groups to read aloud the answers and gives feedback. Task 3 : T –Ss ; Ss- Ss

Task 4:(7’) * Aims: To give students opportunities to use the present simple tense with adverbs of frequency correctly in context. * Content: Choose the correct answer A or B to complete each sentence. * Products: Students’ answers in their notebooks ( Students share with the whole class ) * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss - Ss Task 4: Choose the correct answer A or B to complete each sentence. - Teacher has students complete Answer key: Exercise 4 – page 10 independently. 1. B 2. A Teacher then asks students to exchange 3. A 4. B their textbooks to check their friends’ 5. A answers. 4:Production (7’) * Aims: - To help students distinguish and use correctly the present simple tense. - To improve cooperative skill. * Content: Make questions then interview your partner. * Products: Role play ( ask and answer correctly) * Organization of implementation: Teacher’s and Ss’activities

Content

Task 5: Work in pairs. Make questions then interview your partner. 10 pts: you/ like/ your new school - Teacher has students work on the Ex. 20 pts: 5, p. 10 in pairs. - Teacher checks the answers by playing Q1: you/ often/ ride your bicycle/ to school a game. Teacher divides students into 2 Q2: you/ sometimes/ study in the school library Q3: your friends/ always/ go to school/ with you teams, 2 students in each team choose Q4: you/ usually/ do homework/ after school a set of questions (which are the 30 pts: How often/ your mother/ pick you up/ questions 1-5 in school Ex. 5, p. 10). Teacher may add more * Answer key: questions if necessary) then interview each other. The team with higher score 1. Do you like your new school? 2. Do you often ride your bicycle to school? is the winner. 3. Do you sometimes study in the school library? 4. Do your friends usually go to school with you? 5. Do you usually do your homework after school? How often does your mother pick you up from school? Task 5: T - Ss, Ss - Ss

5. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content of the lesson * Products: Students say what they have learnt in the lesson * Organization of implementation

Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content -The simple present - adverbs of frequency

4. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Make 5 sentences in the present simple tense, using adverbs of frequency. - Prepare lesson 4 ( communication)

*- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………….

Date :………….. Week : UNIT 1: MY NEW SCHOOL Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - know how to introduce someone; - ask appropriate questions when making friends at school; - know what good qualities a good friend should have. II. LANGUAGE ANALYSIS 1.Knowledge: - Talk about school activities, subjects, their friends and know how to introduce someone; * Vocab: School lexical items * Grammar: The simple present. 2. Skills: Speaking , reading and writing 3. Attitude: To teach SS to work hard, love their school and friends 4. Competences : develop their language skills, as well as learn about Vietnamese culture and other cultures. III. MATERIALS

* Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 1, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic.. * Content: Students to talk about what he/she does everyday ; some questions about making friends * Products: Student s presents in front of the class; students’ correct answers. * Organization of implementation: Teacher’s and Ss’activities Content * Game: : Chatting * Warm up Team work - Teacher gets 2 students to talk about what he/she - Hello, I am..... Everyday I..... does everyday - Teacher makes remarks and give the two students - Whole class listen, find out mistakes (if any) marks. 1/ How do you often make friends ? * Interviewing: 2/. What do you often say when you first meet a T: Pretends to be a new classmate; new friends ? lets ss ask questions to make friend 3. What questions do you often make ? Ss: Ask questions. T: Comments on the student's questions then leads into new lesson: "We will learn what to ask a new friend". 2. Presentation (10’) * EVERYDAY ENGLISH * Aim: - To prepare students with vocabulary related to the topic My New School; - To introduce the structure of introducing someone. * Content: some new words about related to the lesson. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content - Pre teach vocabulary 1. VOCABULARY: - Teacher use different techniques to teach - share (v) : chia sẻ - classmate (n): bạn cùng lớp vocab (pictures, situation, realia) - keep (v): giữ, giữ gìn - Repeat in chorus and individually - secret (n) : bí mật - Copy all the words * Checking vocab: < rub out and remmeber> - Pre structure

2. SENTENCE STRUCTURE:

INTRODUCING SOMEONE Task 1:T –Ss : Ss- Ss - Teacher lets students listen and read the dialogue, asks them what the characters say when they first meet someone. - Teacher calls some students to share their opinions. - Teacher gives more explanations and writes down the structure of introducing someone.

Task 1: Listen and read the dialogue. This is … . Nice to meet/ see you. Nice to meet/ see you, too

3. Practice (25’) Task 2: (5’) * Aims: To practice the structure of introducing someone. * Content: Practise introducing a friend to someone. * Products: role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: Work in groups. Practise introducing a friend Task 2:T –Ss : Ss- Ss to someone. - Teacher asks students to work in groups Example: of four, introducing themselves to the group members, using structures above. Thien: Huy, this is Huong, my new friend. - Teacher calls some students to introduce Huy: Hi, Huong . Nice to meet you. Huong: Hi, Huy. Nice to meet you, too. their new friends to the whole class. - Teacher gives feedback and corrections (if necessary). Task3: (5’) NEW FRIENDS AT SCHOOL * Aims: To identify questions people should ask when making new friendsat school. * Content: Read and tick the questions you think are suitable to ask a new friend at school. * Products: Discuss the questions in groups and tick the suitable questions. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Read and tick the questions you think are suitable to ask a new friend at school. - Ask Ss to read and tickthe questions 1. Are you from around here? individually.Then let them discuss the 2. Do you like music? questions in groups 4 . What is your favourite subject at school? 6.

Do you play football?

How do you go to school every day?

- T asks them to add 2 more questions to the list. - Teacher checks with the whole class.

* Suggested answer: 1. What’s your name? 2. Where do you live? 3. Do you like EL? 4. What’s your telephone number?

Task 4:(3’) * Aims: - To identify qualities of a good friend -To help Ss revise yes / no questions with the present simple * Content:. Friendship quiz. ( some questions about a good friend) * Products: Students’ correct answers. (work independently) * Organization of implementation: Teacher’s and Ss’activities Content - Students work independently and do the quiz in Ex. 4, p. 11

Task 4: Friendship quiz. E.g. friendly, generous,helpful, cheerful, etc.)

4. Production (5’) * Aims: To apply the knowledge they have learnt in this lesson. * Content: interview the others, use the questions “ How is a good friend?” * Products: Students ask and answer exactly ( group work ) * Organization of implementation: Teacher’s and Ss’activities Content Task 5: Work in groups. Take turns to interview the Task 4: T - Ss, Ss - Ss others, use the questions above. - Teacher ask students to move to places of classmates they haven’t got aquainted yet, form a new group and interview the (e.g. Friends are forever.) new mates, then give feedback on their mates. - Teacher calls some groups to make models 5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what

Content - some new words

- Introducing someone - How is a good friend.? 6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation they have learnt in the lesson.

Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Write down the results and feedback of the previous interviews. - Prepare lesson 5 ( skills 1)

*- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week : UNIT 1: MY NEW SCHOOL Period : Lesson 5 : Skills1 I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for general and specific information about schools; - talk about different types of school; - talk about things they like and don’t like at school and the reasons for that. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: boarding school (n) playground (n) international (adj),…. * Grammar: The simple present. 2. Skills: Speaking , reading 3. Attitude: To teach SS to work hard, love their school and friends.

4. Competences : develop their language skills, Ask and answer questions about school .activities B. Preparation: III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 1, skills 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic of reading. * Content: Game : chatting ( some questions about the school). * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Chatting - Teachers asks students some questions 1. What’s the name of your school? 2. Is your shool big or small? about Ss’ school. 3. How many students and teachers are there? - Students answer the questions 4. Do you like your new school? Why or why not? - And then lead in the new lesson. 2. Pre- reading (10’) * Aim: - To prepare students with vocabulary related to the lesson - To lead in the reading skills. * Content: Some vocabularies related the lesson. * Products: Read and understand the meaning of the words. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : * VOCABULARY: - Pre teach vocabulary - a green field (n): đồng lúa - Teacher use different techniques to teach - a mountain (n) : ngọn núi vocab (pictures, situation, realia) - computer room (n) : phòng máy tính - Join (v) : tham gia - Repeat in chorus and individually - International (adj) : quốc tế - Copy all the words - Art club (n) : câu lạc bộ mĩ thuật * Checking vocab: < what and where> - Pre-Reading - Teacher leads students into the lesson by showing pictures of 3 schools

I - Reading 1. What can you see in these pictures? 2. Are these schools in the same place? 3. Which school do you think is in Viet Nam?

Sunrise, An Son and Dream and asks them some questions

Suggested answers: 1. I can see three different schools. 2. No, they aren’t. 3. The second school. 3. While reading (15’) Task 1: (3’)

* Aims: - To develop reading skill for general information. - To help students understand activate their knowledge of the topic. * Content: Read the passages and Match. * Products: Read and say the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 1: Look at the picture and quickly read the - Teacher asks students to open the book, passages. Match 1-3 with A-C. Answer key: read through the text and do Ex. 1 – p. 1. C - a boarding school in Sydney 12. 2. A - a school in Bac Giang - Teacher calls some students to give the 3. B - . an international school answer, explain which sentence give them the information. Task 2: (5’) * Aims: To help Ss develop their reading skill for specific information (scanning). * Content: Read the passages again and complete the sentences. * Products: Stusents’ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss – Ss (Pair work) Task 2: Read the passages again and complete the sentences. - Teacher asks students to read through the sentences, predict what information/ * Answer key: 1. boarding what types of words they have to fill in 2. Sydney the blanks. 3. mountains and green fields - Teacher lets students work 4. Dream School independently and find the correct 5. English-speaking teachers answer. - Teacher lets students pair compare before checking with the whole class. Task 3:(5’) * Aims: - To identify different features of each school. * Content: Answer the questions. * Products: Students’ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: Answer the questions. - Teacher asks students to read the

Suggested answers: 1. Sunrise is a boarding school. 2. An Son School is in Bac Giang. 3. Yes, there is. 4. They join many interesting clubs.

questions and underline key words, reminds them to focus on the types of information they have to find (What/ Where/ Which school…). - Teacher asks students to work in pairs and find the answer. Teacher calls a student to write his/her answer on the board, then check sentence by sentence with class

4. Pre- speaking (5’) * Aims: To help Ss prepare ideas for the speaking activity; * Content: Ask and answer about the school they like and say the reason. * Products: Students ask and answer fluently in groups . * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss II. Speaking Task 4: Which school in Exercise 1 would you like to go to? Why/ Why not? Complete the table. - Teacher asks students to work Name Reasons you like it Reasons you don’t independently and complete the table. of like it - Teacher goes around and offers help if school needed. Sunrise

I can practise English with other students.

An Son

Dream

It’s a boarding school, so I can’t go home everyday.

It is in beautiful place, so it has a good view.

It is quite small and very remote, so it isn’t convenient to travel.

I can learn English with English-speaking teachers and join many interesting clubs.

It’s an international school, so it may be expensive.

5. While-Speaking (6’) * Aims: To provide an opportunity for Ss to practise making their choice of the type of school they would like to go to, and give reasons. * Content: Discuss your choice with your friends. * Products: Role play and practice in front of the class. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss - Ss - Teacher tells students to work in groups of four

Content Task 5: Discuss your choice with your friends. * Which school (among the three above) would you like to

go? Why? - and share the answer, reminds them to take note the information from other Example: members. A: Which school would you like to go to? - Teacher invites some students to share B: I'd like to go to Dream School. their A: Why? preparation and makes sure they speak in B: Because I'd like to paint in the art club. full sentences. Students share their ideas with the whole class. 6. Post-Reading and Speaking (3’) * Aim:- To help students improve next time. - Check students’ understanding about the reading passage. * Content: comments and vote for the most interesting and informative presentation. * Products: Students present about their favorite school in front of the class. * Organization of implementation: Teacher’s and Ss’ activities T - Ss, Ss - Ss - Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation. Teacher gives feedback and comments.

Content Ss’ presentation Ex: Among the three shools above I would you like to……

7. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: - Teacher asks students to talk about what they have learnt in the lesson.

- Some new words - read and understand some information about 3 schools.

- Present thier choice of the type of school they would like to go to, and give reasons. 8. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to write down their opinion about a school in their books. - Teacher asks students to search for

- Write down your opinion about a school in their books. - Prepare for the next lesson: Unit 1-Skills 2.

information about their school. *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week : UNIT 1: MY NEW SCHOOL Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My new school; - listen for specific information about school activities; write a passage about their new school. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: foreign language (n) ,helpful ( adj), favourite (adj), friendly (adj), biology (n) * Grammar: The present simple 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to work hard, love their school and friends 4. Competences: Know how to use the present simple. Students will developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 1, Skills 2 - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: - Check students’ knowledge related the previous lesson. - To introduce the topic of listening. * Content: Game: Network ( my new school) * Products: Ss write word on the board. * Organization of implementation Teacher’s and Ss’activities Content * Warm up (Individual work) * Game: Network T -Ss - T guides students to play game about “ My new school” My new

school

teacher

- Ss write word on the board.

* suggested anser: - teacher, friends, subjects, shool things,… 1. Presentation vocabulary (7’) * Aim: - To enrich students’ vocabulary - To lead in the listening tasks. * Content: Some vocab about school. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : * Vocabulary: - forei gn language(n): ngôn ngữ nước ngoài - Pre teach vocabulary - Teacher use different techniques to teach - helpful ( adj): hay giúp đỡ - favouri te(adj): yêuthích vocab (pictures, situation, realia) - Repeat in chorus and individually - friendly (adj): thân thiện - Copy all the words - biology (n): sinh học * Checking vocab: < what and where> Lead in: T-Ss And then T leads students in the listening tasks. Do you know Palmer ? *Set the sence: - PALMER: is the name of a school in - Teacher draws students’ attention to America. word PALMER – the name of a school in America, lets them know they are going to - Janet : a student from Palmer school. listen to Janet, a student from Palmer school. 2. Pre -listening (5’) Task 1: (5’) * Aims: To help students brainstorm and have an overview about what they are going to listen to. * Content: Guess the answer to the following questions. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss ( pair work) Task 1: Guess the answer to the following questions. 1. Do you think the students there wear uniforms? - Teacher lets students work in pairs and discuss the questions. Encourage them to 2. Do they learn Vietnamese as a foreign language? speak English and feel free to make guesses. Suggested answers: - -Teacher plays the recording once.

Students listen to check their guesses.

1. Yes, they do. Yes, they do. 3. While -listening (7’)

* Aims: To help students develop listening skill for specific information. * Content: Listen and choose the correct answer . * Products: Students’ correct answers. * Organization of implementation Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen again and choose the correct -Teacher asks students to read the answer A or B. * Read and find the key words statements, underline the key words, reminds them to pay attention to keywords while listening. * Listen and choose the correct answer Answer key: 1. A 2. B - Teacher plays the recording. 3. B - Teacher asks students to listen and 4. A choose the answers. 5. A - Teacher asks students to compare their Audio script: answer with the partner. Hi. My name’s Janet. I’m eleven years old. I’m now in - Teacher calls on some students to write their answers on the board, then play the year 6 at Palmer School. I like it here. recording once again and check with the My classmates are friendly. The teachers at my school class. are nice and very helpful, and my favourite teacher is Mrs. Smith. She teaches us maths. I have two hours to study Vietnamese every week. I usually do my homework in the library. We wear our uniforms every day, but today we aren’t. We’re going to have a biology lesson on a farm.

4. Post- listening (5’) * Aims:. To check students’ understanding of the listening part. * Content: Summarize the information of the listening part. * Products: Ss summarize the information in the listening part before the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss( work group) * Summarize the information of the listening - Students work in groups of four. part. - Teacher asks students to summarize the information in the listening part and talk about it. - Teacher helps if necessary.

5. Pre-Writing (5’)

* Aims: To help students have information about their school. To help students write simple sentences for the next writing passage. * Content: Write the answers to the questions about your school. * Products: Students’ correct answers in their notebooks. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss (pair work) Teacher asks students to work Task 3: Write the answers to the following independently to answer the questions. questions about your school. - Teacher encourages students to write in 1. What is the name of your school? full sentences and tells them that their  It’s Nguyen Trai Secondary school sentences must be grammatically and logically correct with the right choice of 2. Where is your school?  It’s in Mo Duc District, Quang Ngai city words and correct punctuation. - Teacher allows students to look back the 3. How many classes does your school have?  It has 16 classes reading passages. 4. What do students do at your school? - Teacher asks students to pair compare  They learn many subjects and play games at their answers. breaktime - Teacher invites one or two students to write their answers on the board and gives ……. feedback as models. While-Writing (5’) * Aim: To let students learn and help each other write a complete passage about their school. * Content: Write a paragraph of 40-50 words about your school. * Products: Students’ perfect writing on the posters. * Organization of implementation Teacher’s and Ss’activities Content Task 4:Use the answer in Task 3 to write a - Teacher asks students to work in groups of four, gives them a large piece of paper paragraph of 40-50 words about your school. and asks them to write the full paragraph You can refer to the reading passages to help you into the paper in 6 minutes. - Teacher asks students to pay attention to * Students’ writing punctuation, structures, word choice, linking words, etc. Post-Writing (3’) * Aim: To cross check and final check students’ writing. * Content: Cross check students’ writing * Products: Students check the others’ writing carefully . * Organization of implementation: Teacher’s and Ss’ activities

Content

- Teacher has the groups swap and give feedback on each other’s writing. - Teacher then gives feedback on one writing as a model..

* Sample paragraph: My school is Giang Son School. It is in the centre of my village. It has 12 classes with over 500 students. We study many subjects: maths, history, science, and of course, English. We often play games during break time.My teachers are friendly, and my friends are helpful. I like my school.

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Say aloud what they have just learnt in front of the class. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Some new words. - Listen a passage about Janet’s school in America. - write a paragraph about your school. * Homework (2) * Aim: To revise the knowledge that students have gained in this lesson. - To allow students finalize their versions after being checked by friends and teacher. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to write down the paragraph in their books. - Teacher asks students to prepare the new lesson.

- Rewrite the paragraph in the notebooks. - Prepare for the project.

Date :………….. Week : UNIT 1: MY NEW SCHOOL Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students can: - review the vocabulary and grammar of Unit 1; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: revise words of unit 1 * Grammar: The present simple , adverbs of frequency. 2. Skills: Speaking , reading and writing. 3. Attitude: To teach SS to work hard, love their school and friends 4. Competences: Use the present simple and adverbs of frequency more effectively; Students will be developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 1, Looking back and project - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (3’) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson. * Content: Game: * Brainstorming ( new school) * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game: * Brainstorming T -Ss * Suggested anwser: - Teacher divides the board, and divides the - teacher, friends, subjects, school things,… class into 2 teams. - Members of each team take turns and write as many school things as possible in 2 minutes. The group having more correct answers is the winner Task 1 (5’) (vocabulary)

* Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Look at the pictures. Write the correct words in the gaps. * Products: Students write corr ectwords on the board. ( say the correct answers aloud) * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Look at the pictures. Write the correct - Teacher encourages students to complete words in the gaps. Answer key: the task individually. 1. uniform - Students exchange their textbooks with 2. pencil sharpener their partners. 3. notebook - Teacher gives feedback as a class 4. compass discussion. 5. calculator 6. ruler Task 2: (5’) (vocabulary)

* Aims: To help students revise the combination: to study, to have, to do, to play + N. * Content: Match the words in A with the words/ phrases in B. * Products: Students’ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss ( individual work Task 2: Match the words in A with the words/ and pair work) phrases in B. - Teacher encourages students to complete the task individually. - Students exchange their textbooks with their partners. - Teacher gives feedback as a class discussion.

Answer key: 1. e 2. d 3. b 4. a 5. c

- Teacher encourages students to provide more school activities.

Task 3. + Task4 (10’) (Grammar) * Aims: To help students revise the present simple tense. * Content: Complete the sentences with the present simple. * Products: Write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Complete the sentences with the present simple. - Teacher has students complete the task Answer key: individually. 1. comes - Students exchange their textbooks and 2. don’t give feedback to each other.

- Teacher gives feedback as a class discussion.

3. walks 4. do 5. teaches

Task 4:T-Ss, Ss-Ss - Students work in pairs. - Teacher asks students to read the sentences carefully and give the answers. - Students complete the task and discuss the answers. - Teacher gives feedback as a class discussion

Task 4: Complete the text with the correct form of the verbs in bracket * Answer key: 1. is 2. has 3. walks 4. study 5. likes

Task 5: (5’) * Aims: To help students revise the postion of adverbs of frequency in context. * Content: Put the adverb in brackets in the correct place in each sentence * Products: Students write correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: Put the adverb in brackets in the Task 5:T-Ss, Ss-Ss correct place in each sentence. - Students work in pairs. Answer key: - Students complete the task and discuss 1. I always remember to do my homework. the answers. 2. Nick usually gets good marks in exams. - Teacher gives feedback as a class 3. We do not often see a rabbit in town. discussion. 4. I rarely read in bed at night. 5. Do yousometimes sing in the shower?

5. Project (5’) * My dream school * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Make project “My dream school” * Products: Students’ answers on the posters. . * Organization of implementation: Teacher’s and Ss’activities Content Project: T - Ss, Ss – Ss (group work) * My dream school - Teacher sets the context of a School Convention that will be occurred right now in the classroom. - Teacher divides students into 4 big groups. Each group will act as a representative of a school, come to the convention to introduce and enroll new students.

- Teacher lets the groups discuss and summarise the information and design A0 size posters about their school. - Teacher asks the class to listen to the reports and ask questions if they would like to. - Students will critically evaluate all the posters, then give 1 vote for the most attractive poster. - Teacher gives comments and feedback to all 4 posters and awards special prize to the group which has the most votes. - Ss can complete the project as homework if you are short of time.

Model writing: My dream school is located in Quang Ngai city. It’s new and modern. The school has a big schoolyard with many tall trees. It has a computer room music room, a library , a canteen and swimming pool… The classroom is very large with air conditional and fans. There is a big garden behind the school so that the students plant many kinds of tree, flowers, and vegetables there.

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize what students have learnt in the lesson. * Products: Say aloud what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - revise vocabulary in unit 1. - Sounds la:/ and/A/; - The present simple; - Adverbs of frequency. - Make a project about your school.

* Homework (2) * Aim: To revise the knowledge that students have gained in Unit1 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Unit 2 –Lesson 1. Getting started.

Date :………….. UNIT 2: MY HOUSE Lesson 1: Getting started – A look inside I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - ask and answer about where someone lives. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: town house (n), country house (n), flat (n),…. * Grammar: possessive case and prepositions of place 2. Skills: Listening, speaking and reading 3. Attitude: To teach SS to be hard- working and love their house . 4. Competences: - Co-operation, selfstudy, using language to do exercises III. MATERIALS - Grade 6 textbook, Unit 2, Getting started - smart TV and cards, visual aids - sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To introduce the topic and To lead in the topic of My house. * Content: Game: Pelmanism * Products: Work in groups ( choose the number; say the correct answers aloud) * Organization of implementation Teacher’s and Ss’activities Content Warm up: Team work

* Game: Pelmanism TYPES OF

HOUSE :

Teacher divides class into 2 teams and asks students to choose a pair of number. - If students choose the correct number and picture, They get 2 marks. -The team who has more correct words is the winner. Villa

* T - SS Lead in: These are types of house T asks Ss some questions. Ss answer - T Introduces the topic of the lesson.

1. How is your house? 2. Is your house big or small? 3. How many rooms are there in your house? 2. Presentation (5’)

* Aim: To prepare students with vocabulary related to the topic My house; * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually

Content

* Vocabulary - flat (n) : căn hộ - country house (phr. n): nhà ở quê - town house (phr. n) : nhà ở phố - behind (prep) : Ở đằng sau - cousin (n): anh, chị, em họ - move (v): di chuyển

- Copy all the words * Checking vocab: < matching> Task 1: (5’) Listen and read: * Aims: To set the context for the listening and reading text. * Content: Listen and read the dialogue. * Products: Students read and understand the content of the dialogue. Students know how to role play * Organization of implementation Teacher’s and Ss’activities Content * Set the sences: T-Ss * Chatting 1. What are Nick and Mi doing? - Teacher draws students’ attention to the 2. What might they talk about? pictures in the textbook and asks them some Suggested answers: questions about the pictures. 1. They are talking to / discussing with each other through the Internet. (Students’answers) * Now we are going to listen a conversation between Nick and Mi Task 1: Listen and read. Task 1: T-Ss - Teacher plays the recording, asks students to + They are talking about their houses. underline the words related to the topic My + Mi is describing their new flat which her family house. (Teacher may check the meaning of

some words if necessary.) Teacher can play the recording more than once. Students listen and read. Teacher can invite some pairs of students to read aloud. Then, teacher confirms the correct answer:

was moving to.

2. Practice (10’) Task 2 * Aims: To help Ss understand the text. * Content: Read and Tick the correct answers. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Tick the correct answers. “Which family members does Mi talk about?” - Teacher asks students “Which family Answer key: members does Mi talk about?” without reading the conversation again. - Then, teacher tells them to read it again individually and check their answers. - Teacher allows students to share their answers before discussing as a class and encourages them to give evidence. - Teacher calls some students to check. Task 3:(5’) * Aims: To help Ss further underst and the text. * Content: Complete the sentences. * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences. - Teacher asks students to work independently * Answer key: to fill each blank with the word from the 1. sister conversation. 2. TV - Teacher allows students to share their answers 3. town before discussing as a class. 4. country - Teacher calls some students to check. Teacher 5. three confirms the right answers and writes on the board. Production:(5’) Task 4: (3’) * Aims: To develop students’ knowledge of the vocabulary about types of house.

* Content: Complete the word web: Types of house. (work in groups) * Products: Students’ answers on the posters . * Organization of implementation: Teacher’s and Ss’activities Content Task 4: Complete the word web: Types of Task 4:T-Ss, Ss-Ss house. - Teacher divides the class into two teams, then * Game: Networking writes the topic “Types of house” on the board * Suggested answers: and gives them two minutes to discuss. - After that time, a student from each team one by one runs to the board and writes one word. - The team which has more correct answers is the winner. -

Task 5:(5’) * Aims: To help students practise asking and answering about where they live. * Content: Take survey and report. * Products: Students take survey and present in front of the class. * Organization of implementation: Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss - Teacher asks students to work in groups of 4 or 6 to take turns to ask and answer about where they live. - Teacher can model with one student. - Teacher moves around to observe and offer help when needed. - By the end of the activity, one student from each group can stand up and report to the class.

Content Task 5: Survey Suggested answers: In my group, Linh lives in a flat, Lan and Huong live in a country house, etc….

* Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week: Period :

Unit 2: My house Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - use the vocabulary and structures to talk about the names of rooms and furniture pieces in the house; - pronounce and recognize the sounds /s/ and /z/. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: house lexical items and practising the sound /s/ and /z/. * Grammar: simple present. 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to be hard- working, love, keep and treasure their house . 4. Competences: - Co-operation, selfstudy, using language to do exercises III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 2, A closer look 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: -To activate students’ knowledge on the topic of the unit and vocabulary related to the topic, the targeted vocabulary and its pronunciation * Content: Chit chatting ( make some questions) * Products: Students answer the questions exactly .

* Organization of implementation: Teacher’s and Ss’activities

Content * Chit chatting 1. How many rooms are there in your house? 2. What are they? 3. What is there in each room?

- T ask students some questions - Ss answer

- T leads in the lesson about vocabulary and pronunciation that “In today lesson, we are going to learn more words to describes rooms and furniture and two sounds /s/ and /z/.” 2. Presentation (7’) * Aim: To revise and teach the names of rooms in the house. * Content: Some vocab in the lesson * Products: Read and understand the meaning of the words. * Organization of implementation: Teacher’s and Ss’activities * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually - Copy all the words

Content

* Vocabulary - hall (n): hội trường, phòng lớn - chest of drawers (n): ngăn kéo tủ - sink (n): bồn rửa - dishwasher (n): máy rửa chén - cupboard (n): tư đựng bình ly - poster (n): tấm áp phích - ceiling fan (n) : quạt trần - light (n): đèn diện

* Checking vocab: < Matching> 2. Practice (10’) Task 1: (5’) * Aims: To revise / teach the names of furniture pieces. * Content: Name the things in each room in Ex. 1. * Products: practice in pairs and name the correct things. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Name the things in each room in Ex. 1. - Teacher asks students to work in pairs to Suggested answers: do this activity. - Bedroom: lamp, picture, chest of drawers - Teacher writes the names of the rooms on the board in different places, then calls on - Living room: lamp, sofa, picture students from different pairs to go to the - Hall: picture board and write the name of the furniture - Kitchen: fridge, cupboard, dishwasher, sink under these rooms. - Bathroom: shower, sink, toilet - Remind students that one piece of furniture Other words: chair, fan, air conditioner, cooker,

can belong to more than one room. - Teacher asks other students to comment and asks them if they can add some more things to each room. -

etc.

Task2: (5’) * Aims: To help Ss practise asking and answering about the furniture in a room * Content: Guessing game (ask and answer about the furniture in a room) * Products: Ss ask and answer( pair work) in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Guessing game - Teacher models this activity with a student. Example: - Teacher asks students to work in pairs: one Ss 1: What’s in your room? student thinks of a room in his / her house; Ss 2: A lamp and a chest of drawers. the other asks questions to guess the room. Ss 1: Is it the bedroom? - Teacher calls some pairs to practise in front Ss 2: Yes. of the class. - Teacher comments on their performance. PRONUNCIATION (5’) Presentation (Pre-teach the sounds /s/ and /z/ ) * Aims: To help students identify how to pronounce the final sounds /s/ and /z/ at the end of the words. * Content: pronounce the final sounds /s/ and /z/ at the end of the words. * Products: know how to pronounce the final sounds /s/ and /z/ ( repeat and repeat the words) * Organization of implementation: Teacher’s and Ss’activities Content * Rules: - Teacher introduces 2 sounds s/ and /z/ to students and lets them listen and repeat the + Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /k/, /f/, /θ/). words in Ex. 4 (p. 18). + Final –s is pronounced /z/ after voiced sounds (/b/, - Teacher has students comment on how to /d/, /g/, /n/, /m/, /l/, etc.) and any vowel sounds. pronounce these two sounds at the end of Suggested answers: the words. - /s/: cats, lamps, books, months - Teacher quickly explains the rules: /z/: beds, dogs, cans, rooms, videos, cookers, bees - Teacher asks students to give some words they know containing these sounds. Practice (10’) Task 3:(5’) * Aims: To help students practise pronouncing these sounds in words. * Content: Listen and write the words in the correct column. * Products: Students pronounce words exactly and write the words in the correct column. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to read and listen Task 3: Listen and write the words in the correct

again the words, then put them in the correct column. Then listen and repeat. column. Answer key: - Students work individually. /s/ /z/ - Teacher plays the recording for students to lamps, sinks, flats, cupboards, sofas, listen, repeat and check their answers. toilets, kitchens, rooms Task 4:(5’) * Aims: To help students pronounce the final sounds /s/ and /z/ correctly in context. * Content: Listen to the conversation. Underline the final “s” in the words * Products: Students listen and underline exactly the final “s” in the words (pair work) * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Listen to the conversation. Underline the final “s” in the words and put them into the - Have students quickly read the conversation and underline the final “s” in correct column. (p. 18) the words. Now play the recording for students to listen to the conversation and Answer key: write /s/ or /z/ under each “s” that they /s/: chopsticks, lamps have underlined. /z/: bowls, things, homes - Tell them to put the words with the final “s” in the correct column according to the sound of “s”. - Ss work in pairs to compare their answers. Check students’ answers. Ask them to explain their answers. - Play the recording again for students to repeat each line of the conversation. - Ask students to work in pairs to practice the conversation. 3. Production (5’) * Aim: To give students chance to apply what they have learnt. * Content:. Whispering ( say the full sentence) * Products: Practice reading the sentences in groups. * Organization of implementation: Teacher’s and Ss’ activities - Teacher divides the class into 4 big groups and asks students to stand in four lines. - The member in the last place will make a sentence containing at least a word and a sound they have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud. - The fastest group will win the game.

Content * Game: Whispering * Suggested sentences: 1. There are two bedrooms in my house. 2. My living room has a TV, two lamps, some pictures and a sofa. 3. The toilets in my school are clean.

4. Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content. * Products: Some students volunteer ( summarize the lesson briefly). * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocabulary about the things in room and house they have learnt in the lesson how to pronounce the sound /s/ and /z/. 5. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words. - Find 5 more words with the sound /s/ and 5 more words with the sound /z/. - Prepare lesson 3 ( A closer look 2)..

*- Evaluation: ………………………………………………………………………………………………… …………………………………………………………………………………………………

Date :………….. Week : UNIT 2: MY HOUSE Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to know how to use the possessive case and prepositions of place correctly. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: School lexical items * Grammar: Possessive case and prepositions of place 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to work hard, love their house . 4. Competences: Know how to use possessive case and prepositions of place . Students will developed speaking and co-operating skills. III. MATERIALS * Preparation:

1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 2, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of possessive case, preposition of place and to increase students interest. * Content: Game: Memory game * Products: look at pictures, remember and answer the questions. * Organization of implementation: Teacher’s and Ss’activities Content * Game: Memory game * Warm up (group work) - Teacher divides the class into 4 groups. - Teacher tells students the rules of the game: + Students have to study the picture of 3 people (Jack, Polly and Greg) and try to remember the things belonging to each person in 30 seconds without writing down in their notebooks. + After 30 seconds, teacher shows the things of Jack, Polly and Greg and a member of each team has to answer quickly the question “Whose is it?” + The group with more correct sentences will be the winner.

Answer keys: 1. Whose ball is it? - It’s Jack’s ball.

2. Whose T-shirt is it? – It’s Greg‘s T-shirt.

3. Whose bike is it? - It’s Greg’s bike Lead in Teacher says: “This lesson today is going to tell you one way to express the possessive and how to use the preposition of place correctly.”

4. Whose sock is it? – It’s Polly’s sock.

1. Presentation (5’) * Aim: To introduce students the form of possessive case. * Content: Learn about the possessive case.

* Products: understand and know how to use the form of possessive case. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher draws students’ attention to the words in the answers from the Warm-up THE POSSESSIVE CASE ( Dạng sở hữu cách) “Greg ‘s T- shirt, Jack’s ball, Polly’s sock” and asks them whether they know the meanings of these words.  We use “ ’s ” to show possession. - Teacher provides or confirms the answers and lead in the grammar focus of the lesson:  name’s + noun Ex: Polly’s sock. - Teacher writes the form of the possessive  singular noun’s + noun case on the board: Ex: teacher’s book. 2. Practice (10’) Task 1: (5’) * Aims: To help students identify the correct form of possessive case. * Content: Choose the correct answer. * Products: Students write the correct key on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Choose the correct answer. - Teacher asks students to do the exercise * Answer key: individually and then compare their 1. grandmother’s answers with a classmate. 2. sister’s 3. cousin’s - Check the answers as a class. 4. Nam’s 5. An’s Teacher confirms the correct answers Task2: (5’) * Aims: To help students practise forming the correct form of possessive case. * Content: Complete the sentences with the correct possessive forms. * Products: Students write the correct key on the board. * Organization of implementation Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the correct possessive forms. - Teacher has students do this exercise *Answer key: individually and calls on two students to 1. Mi’s 2. teacher’s write their answers on the board. - Teacher draws all students’ attention to the 3. Nick’s 4. father’s 5. brother’s board and checks the answers together. - Teacher confirms the correct answers. 3. Presentation (5’) PREPOSITIONS OF PLACE * Aims: To help students identify different prepositions of place and use them correctly to describe where people or things are. * Content: Learn about prepositions of place.

* Products: understand prepositions of place. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss-Ss PREPOSITIONS OF PLACE - Teacher asks students what prepositions ( Giới từ chỉ nơi chốn) of place they know. Encourage students to  We use prepositions of place to describe say as many as possible where people or things are. - Have them look at the Remember box to see if the prepositions they have mentioned are the same. Teacher confirms how to use prepositions of place

Task 3:(7’) * Aims: To help students practice using prepositions of place correctly to describe where people or things are. * Content: Write the correct preposition in the box under each picture. ( Game: Lucky number) * Products: Students say the full sentences aloud. (team work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Write the correct preposition in the box under each picture. - Teacher divides the class into 2 teams. + Game: Lucky number - Each team chooses the number they like, Answer key: then tries to make the sentencecorrectly. 1. on 2. next to - The team which chooses a lucky number 3. behind 4. in will get two points without answering any 5. in front of 6. between questions. 7. under - The team which has more points will be the 1. The dog is on the chair. 2. The dog is next to the armchair. winner. 3. The cat is behind the TV. 4. The cat is in the wardrobe. 5. The dog is in front of the kennel / doghouse. 6. The cat is between the lamp and the armchair. 7. The cat is under the table. Task 4(5’) Task 4: Decide True or False statements. - Teacher has students look at the picture of Answer key: the room and asks them to describe the 1. T room briefly, then has them read each 2. F (The school bag is under the table.) sentence, look at the picture and decide if 3. F (The clock is between the two pictures.) each sentence is true or false. If it is false, 4. T ask them to correct it. 5. F (The cap is on the pillow.) - Teacher has students do this exercise

individually before they share their answers with a partner. - Ask some students to read out their answers. - Teacher confirms the correct ones. 4:Production (7’) * Aims: - To help students practise asking and answering about the position of things. * Content: Game: Memory challenge ( ask and answer about the position of things) * Products: Ask and answer in pairs * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss * Memory challenge - Teacher has students work in pairs to play Example: the game Memory challenge. A: Where are the books? - Students look at the picture in Exercise 4 B: They’re on the table. for 30 seconds and then cover it. - They ask and answer questions about the position of the things in the picture. - Teacher invites some pairs to perform in front of the class. 5. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Some students raise their hands and say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Possessive case - Prepositions of place - Make sentences about them

4. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do exercises in the workbook. - Prepare lesson 4 ( communication)

Date :………….. Week : UNIT 2: MY HOUSE Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - learn how to give suggestions; - practise using some grammar points and vocabulary related to the topic. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: house lexical items * Grammar: The simple present. Giving suggestions: How about + V-ing? Let’s + V. 2. Skills: Speaking , reading and writing 3. Attitude: To teach SS to work hard, love their house 4. Competences : develop their language skills, as well as communication, summarizing abilities,… III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 2, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the lesson and to lead in the lesson. * Content: * Pictures describing * Products: Some students stand in front of the class to describe about the house . * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: * Pictures describing - Teacher shows the picture of Nam’s house and asks students to describe as many things in the picture as possible. - Students give their answers. - Teacher checks the answers.

Suggested answers: - This is Nam’s house. - There are 4 rooms  Lead in in his house. Teacher leads students into the lesson by telling - In the living room, there is a lamp, a picture, a what they are going to learn: “We are going to table and a sofa. learn how to give suggestions and practice - In the kitchen, there is a fridge, a dishwasher describing a house”. and a sink. …. 2. Presentation (10’) * EVERYDAY ENGLISH Task 1: (5’) * Aim: To introduce two ways to give suggestions. *

* Content: Learn about two ways to give suggestions. * Products: Understand how to give suggestions. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read a dialogue. * Giving suggestions: - Pre structure + Structure: - Teacher plays the recording for students to listen and read the dialogue between Elena and  How about + V-ing?  Let’s + V. her mum at the same time. - Teacher asks students to pay attention to the highlighted sentences. - Teacher elicits the structures to give suggestions from students. - Teacher has students practise the dialogue in pairs. Call some pairs to practise the dialogue in front of the class.

Audio script: Elena: My bedroom isn't nice. Mum: How about putting apicture on the wall? Elena:Great idea, Mum. Mum: Let's go to the department store to buy one.

3. Practice (5’) Task 2: (5’) * Aims: To help students practise giving suggestions. * Content: Make similar dialogues. * Products: Role play and practise in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Make similar dialogues.

- Teacher give students some situations to * Suggested answers: practice: 1/ A: The kitchen is dirty and messy. Situation 1: You want to clean B: How about cleaning it and rearranging things? something in your home. A: Great idea, Elena. Situation 2: You want to do some B: Let’s do it right now. activities at the weekend with your friend. 2/ A: I am so bored. Situation 3: You want to buy some new B: How about going to the cinema this weekend? school things A: Great idea! - Teacher asks students to work in pairs. …… - Teacher moves around to observe and provide help. - Teacher calls some pairs to practise in front of the class, then comments on their performance. 4. Presentation (5’) * LIVING PLACES Task 3: (5’) * Aims: To give students a sample of a house description To help students practise using some grammar points and vocabulary related to the topic

* Content: Complete the sentences. * Products: Work in pairs and give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Complete the sentences. - Teacher has students look at the picture and try describing Mi’s grandparents’ country house. - Teacher encourages students to say full sentences. - Then ask students to work in pairs to complete the given sentences. - Teacher moves around to observe and provide help. - After that, teacher invites students to Answer key: share their answers. 1. country 2. are 3. Is 4. chairs - Teacher confirms the correct answers.

5. on

Practice (5’) Task 4:(5’) * Aims: To help students practise asking and answering about the differences between two houses. * Content: Find the differences between the two houses. * Products: prastice in pairs. ( Ask and answer correctly). * Organization of implementation: Teacher’s and Ss’activities Content

Task 4: T - Ss, Ss – Ss - Have Ss work in pairs to find the differences betwen the two houses. - Before Ss do t his activity, model the way to do this with a stu dent.

Task 4: Find the differences between the two houses.

T: Nick lives in a country house. Where does Mi live? Ss:: She lives in a town house. - T (look at Nick's house): T: How many rooms are there in Mi's house? Ss: There are six rooms. - Student (look at Mi's house): What about in Nick's house? After some minutes, the pair which has the How many rooms are there? etc. most differences will be the winner. - Ask some pairs to act out the conversation. Other pairs listen and add more differences if there are any. 4. Production (5’) * Aims: To help students practise describing their house * Content: Draw a simple picture of your house. * Products: Students’ drawing and description * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: Drawing a simple picture of your house. house and their friend’s. Other students and teacher - Teacher gives students 5 – 7 minutes to listen and give draw a simple picture of their house, then asks students work in pairs to tell *Model writing each other about their house. If time allows, teacher can ask them to note down the differences between their houses. - Teacher calls some students to describe their friend’s house to the class. - Students may also present the differences between their house and their friend’s. Other students and teacher listen and give This is my house . It is a small house in the country. There comments. The group with higher scores are 5 rooms in my house such as living room, bathroom, will win the game. dining room, my room and my parent’s room. There is a sofa, a coffee table and two stools in the living room. There are six chairs and a table, and a fridge in the dining room. The kitchen is big and fully equipped. There is a bed , a table, a chair and a bookshelf in the bedroom. There is a sink and a toilet in the bathroom….. I love my house..

5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson.

* Content: Summarize the content in the lesson . * Products: Some students say aloud what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - Giving suggestions: How about + V-ing? Let’s + V. they have learnt in the lesson. - Draw and describe their friend’s house to the class. 6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Write down the results and feedback of the previous interviews. - Prepare lesson 5 ( skills 1)

Date :………….. Week : UNIT 2: MY HOUSE Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - understand the description of a room at the Crazy House Hotel in Da Lat; describe one room (in their imagination) in that hotel. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: strange (adj), shape (n) ,mess (adj) ,…. * Grammar: The simple present. 2. Skills: Speaking , reading 3. Attitude: To teach SS to work hard, love their house. 4. Competences : Co-operation, selfstudy, friend.develop their language skills,

B. Preparation: III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 2, skills 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic of reading * Content: Chatting ( make some questions about type of houses) * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Chatting - Teachers have students look at some 1. What type of house is this? Country house, town house, villa, stilt, flat pictures and asks students some questions 2. How are these houses? about houses They are strange (crazy) houses. - Students answer the questions - And then lead in the new lesson. Lead in (2’) * Aim: To lead in the lesson about Skills 1. * Content: Look at the picture and answer the questions. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content I/ READING SKILL: - T - Ss Task 1: - Teacher asks students to read the PREDICTING “Reading skill” box and explains any words that Ss do not know. Teacher tells students that predicting is an important reading skill that can help them have a general understanding of the text. * Set the scene: -Teacher tells students to quickly look at the text, the pictures and answer the questions. Answer key: - Teacher asks for students’ answers. 1. It’s an email. - Then teacher tells them to read the text 2. The text is about Nick’s room at the Crazy House quickly to check their prediction. Hotel. - After that, teacher confirms the correct answers.

2. Pre- reading (5’) * Aim: To provide students with some lexical items before reading the text again. * Content: Learn some vocab related in the lesson. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities

Content

T –Ss : - Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, …..) - Repeat in chorus and individually - Copy all the words

* VOCABULARY: - strange (adj) = crazy : kì lạ, lạ thường - shape (n) : hình dạng - mess (adj) : lộn xộn, bừa bộn

* Checking vocab: < Rub out and remmember> 3. While reading (10’)

* Aims:

Task 2: (3’) To help students develop their reading skill for specific information (scanning).

* Content: Read the text and answer the questions * Products: Students write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Read the text and answer the questions. (Ex. Teacher lets students look at Ex. 2 on2,p.p.2222) -. and tells them how to do this kind of exercise: Answer key: + Read the questions. 1. He’s in Da Lat with his parents. + Underline the key words. 2. There are ten rooms. + Locate the key words in the text. 3. Because there’s a big tiger on the wall. + Read that part and answering the 4. It’s under the bed. questions. - Teacher has students read the text in detail to answer the questions and tells them to underline parts of the email that help them with the answers. - Teacher tells them to compare their answers in pairs before giving the answers to teacher. - Teacher asks them to give evidence when giving the answers Task 3: (5’) * Aims: To help students further develop their reading skill for specific information (scanning).

* Content: Circle the things in the Tiger Room. * Products: Students say the correct key aloud. * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Circle the things in the Tiger Room. (Ex. 3, p. 22) - Teacher asks students to read through the words given and then locate them in . * Answer key: the text. If they find a similar word in the text, they should circle it in the list. a window a lamp - Teacher has students compare their a wardrobe answers. a desk - Teacher checks and confirms the correct answers Post-Reading(5’) Task 4: * Aims: To check students’ reading comprehension * Content: Retelling the text. * Products: A student retells the text fluently. * Organization of implementation: Teacher’s and Ss’activities Content - Ask students what to include when they Task 3: Retelling • Name of the room want to describe a room in the hotel. • Reason for the name Here are some things: • Position of things in the room - Ss Write these points on the board and retell “Tiger room” to their partner 4. Pre- speaking (5’) * Aims: To help Ss prepare ideas for the speaking activity; * Content: Create a new room for the hotel. * Products: Student draw a plan for the room clearly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss II. Speaking Task 4: Create a new room for the hotel. Draw a - Teacher tells each student to create a new room for the hotel and draw a plan plan for the room. (Ex. 4, p.22) for the room. - Teacher sets a time limit for students to - Why is the room called the … room? (Dog / Cat / Horse / Dolphin (cá heo)/ do it. - Where is your bed? - Teacher asks students to give the room (under the window / next to the door / in the corner / in a name and bear in mind the the middle of the room / …) organisation of the room including the - What are there in your room? things in the room and their position. Have them note down quickly these ideas (a TV / a fridge / air-conditioner / a piano, …)

- How is your room? (big / bri ght with alot of wi ndows / cool / clean / di rty / messy / ti dy / ni ce/ …

5. While-Speaking (6’) * Aims: To provide an opportunity for students to practise describing the hotel room they have designed. * Content: Describe your plan. * Products: Some students describe their plans in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: Describe your plan. (Ex. 5, p. 22) - Have students work in pairs and show the plan to their partner. Ask students to take turns to describe their rooms. - Remind them to focus on the three points on the board. Move around to observe and offer help. Call on some students to show their plan to the whole class and describe it. Other students and the teacher listen and vote for the best plan EX: This is the Dolphin Room. There’s a big Dolphin at the door. There’s a table and a sofa in the middle of the room ...

6. Post Speaking (3’) * Aim:- To help students improve next time. * Content: Listen a description and vote the most interesting and informative presentation * Products: Students comment and give opinions clearly. * Organization of implementation: Teacher’s and Ss’ activities

Content

T - Ss, Ss - Ss Example: This is the Shark Room. There's a big shark at the door. - Have students give comments on their friends and vote for the most interesting There's a table and a sofa in the middle of the room. and informative presentation. - Teacher gives feedback and comments. 7. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content briefly.

* Products: Some students say aloud what theyhave learnt in the lesson. * Organization of implementation: - Teacher asks students to talk about what they have learnt in the lesson.

- Some new words - Read email about a crazy room.

- Create a room and describe it 8. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook. * Organization of implementation: - Draw a room and describe it - Teacher asks students to complete their picture and write down - Prepare for the next lesson: Unit 2-Skills 2. description in their books. - Teacher asks students to prepare the new lesson *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week : UNIT 2: MY HOUSE Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My house; - listen to get information about rooms and houses; - write an e-mail to a friend. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words * Grammar: The present simple. 2. Skills: Listening, speaking , reading and writing . 3. Attitude: To teach SS to work hard, love their house. 4. Competences: Co-operation, selfstudy; Students will developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , …

- Grade 6 textbook, Unit 2, Skills 2 - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Check –up (5’) * Aim: To revise the content of the previous lesson and to introduce the new lesson. * Content: Describe your house. * Products: Two students describe their houses in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Individual work) * Describe your house. - T calls some students and asks them to Hello every body. Today I want to talk about describe their house. my house……. - Lead in - Teacher introduces students the content of the lesson today: “You have just talked about your house. In the listening lesson today, we are going to listen to Mai talking about her house.” 1. Pre-Listening (10’) - Task 1: (7’) * Aim: To prepare students for the listening text. * Content: Name the pieces of furniture. * Products: Students to read the correct words out loud. * Organization of implementation: Teacher’s and Ss’activities Content - Ask students to look at the pieces of Task 1: Name the pieces of furniture. furniture and parts of the house and name them. * Answer key: 1. bookshelf - Call on some students to read the words 2. sofa out loud. - Ask some students to write the words on 3. desk 4. clock the board. 5. window

- Have students guess if these things are mentioned in the listening text. If they say yes for a thing, put a tick next to the

*Answer key: Things mentioned in the listening text: bookshelf, desk, clock, window.

word. - Play the recording once for students to check their guesses. - Teacher confirms the correct answers for their prediction. 3. While -listening (5’) * Aims: To help students develop listening skill for specific information. * Content: Listen and tick True or False . * Products: Students say T or F aloud. * Organization of implementation : Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - - Have students look at the sentences in this activity. Ask them how to do it. Give them some strategies to do the exercise (e.g. reading the sentences, underlining the key words, listening to the text paying attention to the key words, deciding if each sentence is true or false). - Play the recording twice for students to do Exercise 2. For a better class, ask students to take notes of the information to explain why a sentence is false. - Have students share their answers in pairs. - Invite some pairs to give their answers and confirm the correct ones. - Play the recording again if needed, stopping at the place where students find it difficult to hear. - For a better class, ask students to correct the false sentences.

Content Task 2: True or False statements. (Ex. 2, p. 23) * *Answer key: 1. F (There are three people.) 2. F (There are six rooms.) 3. T 4. T 5. F (She reads books.) * Audio script: My name’s Mai. I live in a town house in Ha Noi. I live with my parents. There are six rooms in our house: a living room, a kitchen, two bedrooms, and two bathrooms. I love our living room best because it’s bright. It’s next to the kitchen. I have my own bedroom. It’s small but beautiful. There’s a bed, a desk, a chair, and a bookshelf. It also has a big window and a clock on the wall. I often read books in my bedroom.

4. Post- listening (5’) * Aims: To develop students’ speaking skill, using the available information and their background knowledge. * Content: Summarize the information of the listening part. * Products: A student Summarize briefly about the information of the listening part. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss( work group) * Summarize the information of the listening part. - Students work in groups of four. Example: - Teacher asks students to summarize the

information in the listening part and talk about it. - Teacher helps if necessary.

Mai lives in a town house in Ha Noi. she lives with her parents. There are six rooms in her house: a living room,……

5. Pre-Writing (5’) * Aims: To help students identify the form of an email. * Content: Necessary parts of an email * Products: Understand and identify the form of an email exactly. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Necessary parts of an email - Show this sample email on the slide / on the board or give each student a handout 1. How many parts are there in the email? (5 parts) with this sample. 2. What is the subject of the email? Where can you find it? (My house – We can find it in the “Subject line”) - Ask them several questions: 3. What does An write about in the first paragraph of the email? (The introduction) 4. What does An write about in the second paragraph? (The subject(s) of the email) * How to write email to friend? 1. In the subject line, write briefly, what the email is about. 2. Begin the email with a greeting (Dear/Hi/Hello). 3. The introduction is the first paragraph. Ask about his/her health, thank him/her for the previous email or write the reasons for the email, etc. 4. In the body, write the subject(s) of the email. Write each subject in a new paragraph. 5. The conclusion is the last paragraph. Say goodbye, ask your friend to write back, etc. 6. While-Writing (5’) * Aim: To help students brainstorm ideas for their email. * Content: Answer the questions. * Products: Students’ correct answers in their notebooks. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: Answer the questions. (Ex. 3, p. 23) - Tell students that now they are going to focus on the body of the email only. * Suggested answer. - Tell them that answering the guiding questions is one way to help them 1. I live in a small house in the countryside brainstorm as well as organise ideas for

their writing. - Have students answer the questions individually, encouraging them to write the answers in full sentences. - Move around to offer help. - Invite some students to share their answers to the class. Comment on their answers.

2. There are 5 rooms in my house. Living room, two bedrooms,…. 3. I like the living room best because I can watch TV with my parents and my younger sister.

7. Post-Writing (3’) * Aim: To help Ss practise writing an email to their friend telling about their house. * Content: Write an email to their friend telling about their house * Products: Students’ email stick on the board. (team work) * Organization of implementation: Teacher’s and Ss’ activities

Content * Sample email:

- Ask students to write the body of their email individually. - Ask one or two students to write their email on the board. - Ask Ss to look at the email and comment. - T feedbacks and gives mark.

From: Huong@fastmail.com To: Mira@quickmail.com Subject: My house. Hi Mira, Thank for your email. Now, I’ll tell you about my house. I live with my parents and younger brother in a town house. It's big. There are six rooms: a living room, a kitchen, two bedrooms and two bathrooms. I like the living room best because I can watch TV with my parents and younger brother together. What about you? Where do you live? Tell me in your next e-mail. Best wishes,

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize some main content in the lesson. * Products: Students say what they have just learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - listen to the passage describing Mai's house they have learnt in the lesson. - write email. * Homework (2) * Aim: To review the knowledge that students have gained in this lesson. - To allow students finalize their versions after being checked by friends and teacher.

* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: - Teacher asks students to write down the email in their books. - Teacher asks students to prepare the new lesson.

- Rewrite the email - Prepare “ Looking back and project”

Date :………….. Week : UNIT 2: MY HOUSE Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 2; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words of unit 2. * Grammar: The possessive case and Prepositions of place. 2. Skills: Speaking , reading and writing. 3. Attitude: To teach SS to work hard, love their house. 4. Competences: Use The possessive case and Prepositions of place correctly ; Students will be developed some skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit2 , Looking back and project - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit. * Content: Kim’s game ( pictures about types of house and kinds of rooms) * Products: Ss write the name of the pictures on the board. (team work) * Organization of implementation: Teacher’s and Ss’activities Content

* Warm up (Team work) T -Ss - Teacher divides class into 2 teams. - Teacher asks students to look at the pictures on the screen and asks them to memorise the pictures in 1 minute. - Teacher hides the pictures and asks Ss write the name of the pictures. The team who has more correct answers is the winner.

* Game: Kim’s game * suggested answer: - town house, country house, stilt house, villa, living room, bedroom, bathroom, kitchen, dining room, ….

VOCABULARY 1. Task 1 (5’) * Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Put the words into the correct group * Products: Students write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Put the words into the correct group. Add a new word to each group. - Have Ss do this activity individually then compare their answers with their Types of house Rooms Furniture partners. flat ,town chest of - Ask for Ss' answers or ask one student house, living drawers, sink, to write his/ her answer on the board. fridge, country house room, - Confirm the correct answers. dishwasher, bedroom, bathroom, cupboard, kitchen, Task 2: (5’) grammar * Aims: To help Ss revise the possessive case. * Content: Complete the second sentence with the correct possessive form. * Products: Some students write correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss - Ss Task 2: Complete the second sentence with the correct possessive form. (Ex. 2, p. 24) Answer key: . Have students say how to form the 1. teacher’s possessive form with proper names and 2. brother’s singular nouns. 3. Elena’s - Ask students to do the exercise 4. grandfather’s individually and then exchange their 5. Vy’s answers with a classmate. - Call on some students to write their answers on the board. Other Ss give comments. - Confirm the correct answers.

Task 3. (5’) * Aims: To help students revise the prepositions of place. * Content: Make sentences using prepositions of place. * Products: Students write the full sentences on the board. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Make sentences using prepositions of place. (Ex. 3, p. 24) * Answer key: - Ask students to say the prepositions of 1. The cat is on the table. place they have learnt. - Have students look at the pictures and do 2. The dog is in front of the kennel / doghouse. 3. The cat is between the bookshelf and the sofa. this exercise individually. Ask some 4. The cat is behind the computer. students to write the sentences on the 5. The girl is on the sofa. board. 6. The boy is next to the sofa. - Check students’ answers. + T can have Ss play a game : Lucky number Task 4: (5’) * Aims: To help Ss revise describing their favourite room using the prepositions of place. * Content: Write three sentences to describe your favourite room * Products: Students write the full sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Write three sentences to describe your favourite room. (Ex. 4, p. 24) - Ask one student what room in the house is his / her favourite. - Encourage him / her to say one or two sentences about it. - Have students write three sentences to describe their favourite room. - Remind students to use prepositions of place. - Students share their sentences with their Ex: partners. - There’s a big bed next to the door. - Some students are asked to write their - There is a clock on the wall. sentences on the board. - There are books on the bookshelf. - Teacher and other students give feedback. 5. Project (5’) * * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Take survey. * Products: Students’ painting

* Organization of implementation: Teacher’s and Ss’activities Project: T - Ss, Ss – Ss (group work) - Students work in groups. One student in each group asks other group members question

Content * ACTIVITY 1 - Survey: “Which one would you like to live in? Why?”

- Ss fill the information in the following table. - This student then summarises their group members’ answers and reports the result to the whole class.

* ACTIVITY 2 - Have Ss work in groups to draw their own strange house. Ask them to Students’ painting practise describing their house in groups before telling the class about their house.The class votes for the best strange house. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content. * Products: A student says what she/ he has just learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - revise vocabulary in unit 2 - revise the possessive case and the prepositions they have learnt in the lesson. of place - Draw a strange house. * Homework (2’) * Aim: To revise the knowledge that students have gained in Unit2 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Unit 3 –Lesson 1. Getting started.

Date :………….. UNIT 3: MY FRIENDS Lesson 1: Getting started I. OBJECTIVES: By the end of the lesson, students will be able to: - use lexical items about body parts and appearance; describe people’s appearance. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: glasses (n), cheek (n), foot/feet (n), buiscuit (n), magazine (n),… * Grammar: Verbs be and have, the present contunious. 2. Skills: Listening, speaking and reading 3. Attitude: To teach SS to be hard- working, love their school and friends.. 4. Competences: - Co-operation, selfstudy, using language to do exercise III. MATERIALS - Grade 6 textbook, Unit 3, Getting started - smart TV and cards, visual aids - sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To revise old lesson and to introduce the new lesson * Content: Listen an EL song and fill in the blanks * Products: Students say words aloud (indepently) * Organization of implementation: Teacher’s and Ss’activities Content Game: Listen an EL song and fill in the * Warm up: T – SS ( Individual work) blanks MY ROOM AND MY FRIEND - Teacher plays the song on speakers. Inside my beautiful room. I have a bed and a - Teacher asks Ss look at the song and listen (1)……… carefully; and then fill in the blanks. And a mirror. I have many (2)……… . - Ss go to the board and write words And they (3)………come. We(4)………, we - T feedbacks and give marks - T plays the song again and asks whole class sing a

play, we have(5)……... In my room, In my room. Me and my friend in my room.

song together. * Suggested answer: 1. wardrobe 2. Friend 2. Often 4.eat 5. fun Lead in: T asks Ss some questions to lead in the new lesson Ss answer - T introduces the topic of the lesson. Today we are going to learn about “My friend”

1.Do you have a lot of friends? Yes / No 2. What can you do with your friends? - We can eat and drink together - We can play some games, - we sing some songs

2. Presentation (5’) * Aim: To prepare students with vocabulary related to the topic My friend; * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content UNIT 3: MY FRIEND Lesson1 : Getting started * Vocabulary * Pre teach vocabulary - Teacher use different techniques to teach - picnic (n) : dã ngoại vocab (pictures, situation, realia) - biscuit (n): bánh quy - Follow the seven steps of teaching vacab. - pass (v) : đưa qua, chuyển qua - Repeat in chorus and individually - glasses (n): cặp mắt kính - Magazine (n): Tạp chí - Copy all the words

- surprise (adj): ngạc nhiên

* Checking vocab: < what and where> Practice: (20’) Task 1 (5’) * Aims: To set the context for the introductory text; To introduce the topic of the unit. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1. Listen and read * Set the sences: T-Ss 1. What are Phong and Nam doing? - Teacher draws students’ attention to the 2.What is Phong favourite magazine? pictures in the textbook and asks them some

questions about the pictures.

* Now we are going to listen a conversation between Phong, Nam and Mai , Chau - Teacher plays the recording, asks students to underline the words they have learnt in the vocabulary part. - Teacher can play the recording more than once. - Students listen and read.

3. Who do Phong and Nam see? 4. Where are the two girls going? * Suggested answers: 1. They are having a picnic. 2. It’s … 3. They see … They are going to …

Task 2 (5’) * Aims: To help Ss deeply understand th e text. * Content: Listen to the conversations again and fill in the blanks * Products: Student write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Task 2: T-Ss, Ss-Ss, T-Ss - Students work in pairs. - Teacher asks students to share their answers before discussing as a class. - Teacher asks students to explain where they can find the answer

Content Task 2: Listen to the conversations again and fill in the blanks * Answer key: 1. picnic 2. favourite magazine 3. Mai and Chau 4. glasses; long black hair 5. are going to

Task 3:(5’) * Aims: To revise and provide Ss with some vocabulary related to parts of the body. * Content: Label the body parts with the words in the box. * Products: Stick the right stickers with the body part on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Label the body parts with the words in the box. - Teacher has students go to the board to stick the right stickers with the body part names to * Answer key: the right place on the picture. 1. eye 6. foot 2. nose - Students work independently to do Ex. 3 7. arm 3. shoulder 8. mouth - Teacher asks students to give out more names 4. hand 9. cheek of body parts that they have known. 5. leg 10. hair - T has Ss read all words in chorus * Another words for body parts: ear, head, eyebrow, finger, butt, chest,... Task 4:(5’) * Aims: To revise and provide Ss with some vocabulary to describe part s of the body

* Content: Complete the word webs. * Products: Students’ correct answers on the posters ( work group) * Organization of implementation: Teacher’s and Ss’activities Content Task 4: Work in groups. Complete the word - Students can work in groups to complete this webs. Answer key: task. 1. Long/short: hair, arms, legs, fingers, … - Teacher introduces examples and structures Ex: She has long hair. for students to make sentences to describe a 2. Big/small: nose, eye, hand, feet, mouth, … friend. Ex: She has big eyes. 3. Hair: blonde, curly, wavy, straight, short, long, dark, … Ex: He has short curly hair

Production:(5’) Task 5: (3’) * Aims: To help Ss practise using words for body parts and appearance through a guessing game. * Content: Game: Describe and guess.(work in groups) * Products: Practise in groups . * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 5: Game: Describe and guess. * Suggested answers: Work in groups, take turns to describe a classmate. Other group members guess who - She has glasses, she has long black hair. he/she is. - Is she Mai? - No, she isn’t. She has a small nose. - Is she Lan? Yes, she is. …. 3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about school things and Read and understand content of the conversation * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - some new words have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently 4. Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words.

new lesson.

- Read the dialogue again. - Prepare lesson 2 ( A closer look 1).

Date :………….. Week: Period :

UNIT 3: MY FRIENDS Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use vocabulary and structures about body parts, appearance and personality; pronounce correctly the sound /p/ and /b/ in isolation and in context. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: friend lexical items and practising the sound /p/ and /b/ * Grammar: Verbs be and have, the present contunious 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to be hard- working, love their friends. 4. Competences: - Co-operation, selfstudy, using language to do exercises III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 3, A closer look 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To review on people’s body parts, recall students vocabulary. * Content: Game : Network (write words for body parts and words to describe parts of the body) * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Networking : - Teacher divides the class into two teams, then writes the topic “words for body parts words to ” on the board and gives them two minutes to words for describe discuss. body parts parts of the - After that time, a student from each team one by one runs to the board and writes one word.

- The team which has more correct answers is the winner.

* Suggested answer. 1. eyes, nose, hair, head…. 2. long, short, fat, slim

- Lead in : Today we are going to learn some personality adjectives; 2. Presentation (7’) * Aim: To teach Ss some personality adjectives; * Content: Some vocabularies about personality. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss UNIT 3: MY FRIENDS * Pre teach vocabulary Lesson 2 : A closer look 1 - Teacher use different techniques to teach * Vocabulary - confident (adj): tự tin vocab (pictures, situation, …..) - caring (adj):quan tâm, lo lắng - Repeat in chorus and individually - active (adj): năng động - Copy all the words - careful (adj): cẩn thận - creative (adj): sáng tạo - shy (adj): e thẹn, nhút nhát - kind (adj): tốt bụng - clever (adj): thông minh * Checking vocab: < Matching> 2. Practice (10’) Task 1: (5’) * Aims: To teach Ss some personality adjectives; To give Ss practice with these adjectives. * Content: Match the adjectives to the pictures * Products: Students write the correct key on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Match the adjectives to the pictures Answer key: - Students work in pairs to match the words 1. c (caring) with the correct pictures: 2. e (active) - Teacher can help students by describing the 3. d (hard-working) pictures. 4. a (funny) - Check and confirm the correct answers 5. b (confident) Task2: (5’) * Aims: To practice the targeted language (adjectives) and the background knowledge. * Content: Use the adjectives in the box to complete the sentences. * Products: Ss say the correct answers ( pair work)

* Organization of implementation: Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - Teacher asks students to work individually. - Ss find the correct adjectives to fill the blank in each sentence. - Then discuss with a partner. - Teacher checks and corrects (if needed

Content Task 2: Use the adjectives in the box to complete the sentences. Pay attention to the highlighted words/phrases Answer key: 1. creative 2. kind 3. friendly 4. careful 5. clever Task 3: (5’) * Aims: To provide Ss with freer practice with personality adjectives.

* Content: Game: Why do I love my friends? * Products: Ss say perfect sentences aloud ( group work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Game: Why do I love my friends? * Suggested answer: - Have Ss work in groups and play the 1. I love Trang because she is kind, creative and game. funny. 2. I love Minh because he is smart, caring and - Students work in groups. friendly. - Teacher asks students to write at least 2-3 3. … personalities to describe each members. Teacher asks students to read out, beginning with I love … because he/she is …, … and PRONUNCIATION (/b/ and /p/. ) Task 4: (5’) * Aims:

To help students identify how to pronounce the sounds /b/ and /p/. To help Ss practise pronouncing these sounds correctly in words.

* Content: Pronunciation: /b/ and /p/. Listen and repeat. Circle the words you hear * Products: Read and know how to pronounce the sounds /b/ and /p/; * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION Task 4: Pronunciation: /b/ and /p/. Listen and repeat. Circle the words you hear. - Teacher has students listen to the recordings and stops to let students repeat each word. - Students work independently to circle the words they have listened.

=> Answer: 1. pig

2. pear

3. buy

4. rope

Task 5:(5’) * Aims: To help Ss pronounce the sounds /b/ and / p / in context. * Content: Listen and Practice the chant. * Products: Whole class practise the chant exactly. * Organization of implementation: Teacher’s and Ss’activities Task 5 :T-Ss,

Content Task 5: Listen. Practice the chant.

- Ask Ss to listen while T plays the recording. Clap or use an instrument like a tambourine to help Ss notice the rhyme. - Play the recording again and ask Ss to chant along. - Tell them to pay attention to the words that have the sounds /b/ and /p/ and the rhyme 3. Production (5’) * Aim: To recognise the targeted vacabulary and sounds. * Content:. Game ( revise words about personalities,…) * Products: Students plays in groups. * Organization of implementation: Teacher’s and Ss’ activities - Teacher explains the rules: - Students plays on groups.

Content * Game: “Up and down” • Round 1: Teacher says 1-15 personalities that students have learnt in the lesson. Students stand up for the positive ones, sit down for the negative ones. • Round 2: Teacher says 1-15 words containing the sound /b/ and /p/. Students stand up for the ones with the “b” sound, sit down for “p” sound.

4. Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab about personalities and how to pronounce the sounds /b/ and / p / * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocabulary about personalities and how to they have learnt in the lesson pronounce the sound /s/ and /z/. 5. Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook

* Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words. - Prepare lesson 3 ( A closer look 2)..

Date :………….. Week : UNIT 3: MY FRIENDS Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the present continuous to talk about things happening now; ask about appearance and personality. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: friends lexical items * Grammar: the present continuous; revise the present simple 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to work hard, love their friends. 4. Competences: Students know how to use the present continuous and students will developed speaking and co-operating skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 3, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES)

* Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of present continuous and to increase students interest. * Content: * Game: Chatting ( some questions related the introduction in the new lesson) * Products: Students look at the picture and answer the questions correctly. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Chatting - T - Ss - T has students look at some pictures and asks them some questions. - Students look at the P, listen and and answer the questions. - T feedback and lead in the new lesson. 1.What are these boys doing? -They are playing football.

2. What is this girl doing? Lead in -. She is watching TV. - Teacher says: “This lesson today we are going to use the present continuous to talk about things happening now; ” 1. Presentation (8’) * Aim: To introduce targeted grammar of present continuous. * Content: * Grammar : The present continuous. * Products: Understand and how to use the present continuous. * Organization of implementation: Teacher’s and Ss’activities Content UNIT 3: MY FRIENDS Lesson 3 : A closer look 2 * Grammar : The present continuous * Pre – grammar. - T -- Ss (Thì hiện tại tiếp diễn)

- Teacher draws students’ attention to the form of the sentences from chatting and ask them whether they know the target tense. - Teacher provides or confirms the answers and lead in the grammar focus of the lesson:

+ We use the present continuous for actions happening now. Example: - She’s talking. - They’re not talking. * Form: S + am/ is/ are + V-ing + We can use the present continuous with now, at present, or at the moment. Example:

- I’m doing my homework at present. - A: Are you reading now? B: Yes, I am

- T explains the usage and the form. - Ss listen and copy down.

2. Practice (18’) Task 1 + Task 2 (8’) * Aims: To help students get to know the use of present continuous. To help Ss practise with the correct form of the present continuous. * Content: practice the present continuous. * Products: Students write the correct answers key on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Put the verbs in the brackets in the Task 1:T –Ss : Ss- Ss present continuous. - Teacher has students complete Ex. 1 +2 * Answer key: (p. 29). 1. is reading - Teacher then asks students to exchange 2. are playing their textbooks to check their friends’ 3. isn’t making answers. 4. am going - T reminds Ss to pay attention 5. are; talking to the subject of each sentence. - Some Ss read aloud their answers. – T checks and confirms the correct ones. - T ssks Ss to look at the pictures and briefly describe what the person is / people are doing. - T asks ss to write sentences, using positive or negative present continuous verbs. Ss write sentences and compare their answers. T invites some Ss to write their answers on the board.

Task 2. Look at the pictures. Write sentences like the example. Use positive or negative present continous verbs * Answer key: 1. Nam and Ba are not / aren’t eating ice cream. 2. Lan and Trang are taking photos. 3. Ha is / Ha’s writing a letter. 4. Duong and Hung are not / aren’t playing badminton. 5. Phong is not / isn’t drawing a picture.

- T checks and confirms the correct ones. Task 3: (7’) * Aims: To give students opportunities to use present continuous correctly in context. * Content: Look at the pictures. Ask and answer * Products: Work in pairs. Play a game : lucky number ( Ask and answer correctly) * Organization of implementation Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 3: Work in pairs. Look at the pictures. - Teacher has students work by playing game Ask and answer : Lucky number.

-. 1 3 2 4 Answer key: 1. Is your friend swimming? – Yes, he is. 5 7 6 8 2. Are they listening to music? – No, they aren’t. (They’re / They are having a - Class is divided into 2 groups. picnic.) - Teacher prepares 7 numbers which includes 3. Is Mi playing the piano? – No, she isn’t. 5 questions in the textbook, and 2 lucky (She’s / She is doing karate.) numbers. 4. Are they learning English? - Each team takes turns and chooses a – Yes, they are. number and answers the question behind 5. Are your friends cycling to school? the number. If the team answers the – No, they aren’t. (They’re / They are walking question correctly, they will get 1 point. If to school.) the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

Task 4: (3’) * Aims: To help Ss practise using the present continuous. * Content: Mime game * Products: Ask and answer in groups correctly. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss-Ss Task 4: Mime game: * Characters. Take tums to mime different actions. Others guess what you are doing.

Example: A: Are you dancing? B: No, I'm not. - Have Ss play the game in groups. Move C: Are you looking for something? around to observe and provide help if needed. B: Yes, l am - Make sure Ss use English when they play the game. 4:Production (5’) * Aims: To help students distinguish and use correctly present simple and present continuous. * Content: Put the verbs in brackets in the present simple or present continuous * Products: Know signals of 2 tenses. And write their correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities T - Ss, Ss – Ss - Have Ss read the Remember! box in the book. - Ask Ss to give the form and usage of the

Content

* signals of the present simple (every day, every afternoon, always, usually, etc.) * signals of the present continuous (now, at the

present simple. moment, at present, etc.). - Ask them about the signals used with the Task 5. Put the verbs in brackets in the present present simple and the present continuous simple or present continuous. => Answer: - Ask Ss to do this exercise individually and then compare their answers with a classmate. 1. doesn't walk/ cycles 2. is he playing - Invite some Ss to write their answers on the 3. Does.... study 4. am writing 5. isn't doing/ is reading board. Confirm the correct answers. 5. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Grammar: the present continuous - revise the present simple - distinguish between present simple and present continuous 4. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do exercises in the workbook. - Prepare lesson 4 ( communication)

………………………………………………………………………………………………… …………………………………………………………………………………………………. Date :………….. Week : UNIT 3: MY FRIENDS Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to:

- ask and answer about people’s appearance and personalities; practice to talk about people’s appearance and personalities. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: friends lexical items * Grammar: The present continuous. 2. Skills: Speaking , reading and writing 3. Attitude: To teach SS to work hard, love their friends 4. Competences : develop their language skills, as well as communication, summarizing abilities,… III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 3, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES)

1.Warm-up (5’) * Aim: To revise some about appearance and personality and to introduce the lesson and to lead in the lesson. * Content: game- pelmanism ( some adj about appearance and personality). * Products: Play a game in groups. ( choose correct words) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: Pelmanism - Teacher divides the class into 2 teams. Ex: - Teacher put 12 sets of numbers, one includes word and the meaning of words. Kind - Members from two teams choose the pair of number . - The group with the most correct word will be the winner Tốt bụng

 Lead in These are some adj about appearance and personalities and today we are going to learn: “How to ask and answer about people’s appearance and personalities”.

2. Presentation (10’) * EVERYDAY ENGLISH

Task 1: (5’) * Aim: To introduce question to ask about people appearance and personalities. * Content: Listen and read the dialogue. * Products: Role play and practise. * Organization of implementation: Teacher’s and Ss’activities Task 1:T –Ss - Play the recording for students to listen and read the dialogue between Linda and Mi at the same time.

Audio script: Linda: What does your best friend look like?

- Ask students to pay attention to the highlighted questions.

Mi: She's short with long black hair. She has bright brown eyes.

- Have students practise the dialogue in pairs.  Call some pairs to practise the dialogue in front of the class.

- Elicit the structure : - T has Ss copy down the notes:

Content Task 1: Listen and read the dialogue between Linda and Mi. Payattention to the highlighted questions.

Linda:What's she like? Mi: She's very kind and creative. * Notes: - to ask about appearance (What does your best friend look like? - to ask about personality (What's she like?)

3. Practice (5’) Task 2: (5’) * Aims: To practice talking about appearance and personalities. * Content: To make similar dialogues. * Products: Role play and practise in front of the class * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work with a classmate. Ask him / her about his / her best friend. Remember to use the - Ask Ss to work in pairs to two questions highlighted in 1. make similar dialogues about their best friend, using the Tuan: What does your best friend look like? questions learnt. Hoa : She’s (He’s)…………………………. She(he) has bright brown eyes. Call on some pairs to practise Tuan: What’s she like? in front of the class. Hoa : She’s( He’s)……………………………… -

Task 3: (5’) * Aims: To provide Ss with some input and set the scene for other activities. * Content: Read the text about Vinh and John and find some adj to describe them * Products: Read and understand the content of the text; say some adj aloud. * Organization of implementation: Teacher’s and Ss’activities Task 3: T - Ss, Ss – Ss . Introduce the two friends Vinh and John to Ss. - Ask them to read about the students and discuss with their classmates to choose one or two adjectives to describe them. - Tell Ssto underline the words that help them decide which adjectives to use for each friend.

Content Task 3: Read about these students in 4Teen magazine. Use one or two adjectives to describe them. * Suggested answers: -

Vinh: clever, hard-working

John: creative, kind

4. Production (8’) Task 4:(5’) Date of birth and personality * Aims: To introduce the concept of star sign to Ss. * Content: Read the descriptions about date of birth and personality * Product: Work in pairs and guess personality depend on his/ her birthday. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Read the descriptions in pairs and find out if they match your friend’s personalities - Teacher tell students that each person has a star sign, depending on his / her birthday, and the star sign may decide a person’s personality. - - Ask students to read the descriptions and check if they match the friends in Ex. 3. Students can refer to the answers to Activity 3 that have been written on the board. Then teacher asks students to work in pairs and compare the descriptions.

Task(5’) * Aims: To help students get used to talking about people’s appearance and personalities * Content: Share your opinion within a group * Products: Students write perfect sentences on the posters . * Organization of implementation:

Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: : Discussion: Read the descriptions in Ex. 4. Share your opinion within a group - Students work in groups and read the descriptions in 4. They write down their My birthday is … ideas to complete the three sentences in It’s true that … the book. It isn’t true that … - Students work in groups to share their answers. - Teacher invites some students to share their opinion with the class. 5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson * Products: Say aloud what students have learnt . * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - ask and answer about people’ appearance and they have learnt in the lesson. personalities. - guess personality depend on date of birth. 6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and - revise the old lesson. prepare the new lesson. - Prepare lesson 5 ( skills 1) *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week : UNIT 3: MY FRIENDS Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - read for specific information about friends and summer camps; talk about friends and summer camps. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: superb (adj); perfect (adj) ; leadership (n ); field trip (n);…. * Grammar: The simple present. 2. Skills: Speaking , reading 3. Attitude: To teach SS to work hard, love their friends. 4. Competences : Co-operation, selfstudy, friend.develop their language skills, B. Preparation: III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 3, skills 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To introduce the topic of reading and To lead in the lesson about Skills 1. * Content: Chatting: some questions about going camping. * Products: Students answer the questions individually. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Chatting - Teachers asks students some questions 1. Do you like to go camping? 2. Where do you like to camp? about go camping. 3. Who do you like to go with? - Students answer the questions 4. What things will you bring? 5. What skills do you need to have? And then lead in the new lesson.

- T asks Ss look at the advertisement above and answer the questions. - Ss answer individually.

Task 1: Lead in questions: Look at the advertisement, discuss in pairs and answer. 1. Who is the superb summer camp for? 2. What can people do at this summer camp? * Suggested answers: 1. It’s for kids between 10 and 15 years old. 2. They can play sports and games, draw pictures,

play music, learn life skills, go on field trips, etc. 2. Presentation (5’) * Aim:. To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities

Content

T –Ss : - Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, …..) - Repeat in chorus and individually - Copy all the words

* VOCABULARY: - superb (adj) : tuyệt vời - perfect (adj) : hoàn hảo - sporty (adj) : yêu thể thao - leadership (n): sự lãnh đạo - ield trip (n) : chuyến đi thực địa

* Checking vocab: < Rub out and remmember 3. While -reading (10’) Task 2: (3’) * Aims: To practice the targeted language (adjectives) and the background knowledge. * Content: Read the email and decide the sentences T or F * Products: Students work in pairs and say the correct key. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: : Read the email and decide the sentences T or F. - Ask students how to do the exercise. Instruct them to do the exercise if needed Answer key: 1. F (They speak English only.) (e.g. reading the sentences, underlining the key words, locating the key words in 2. F (He has three.) 3. F (Jimmy likes taking photos.) the text, deciding whether the sentences 4. T are true or false). 5. T - Teacher ask students to note where they found the information that helped them complete the activity. - Have students work in pairs and compare their answers before having them discuss as a class 4. Post-Reading + pre - speaking Task 3: (5’) * Aims: To help Ss explain how the Superb Summer Camp is suitable for certain students. * Content: Read the text about the three students and do the task.

* Products: Students’ correct answers on the posters. (team work) * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in groups. Read about the three students below. Is the Super Summer Camp - Have Ss lookat the advertisement for suitable for all of them? Why / Why not? the Superb Summer Camp again and underline the requirements for the * Suggested answers: students if they want to join the camp 1. The camp is suitable for her because it suits her age (e.g. between 10 and 15 years old; all in and she can use English. She can also practise her English, etc.) and the types of activity creativity at the camp. students can do at the camp. 2. The camp does not seem to suit An. He may be too - Teacher asks students to read the old for the camp and he can’t speak English. information about the three students Mi, 3. The camp suits Vy. It suits her age and it can help An and Vy. her improve her English. - Instruct students to underline the features of each student and compare these with the information stated in the advertisement. - Teacher asks them to work in groups and decide if the Superb Summer Camp is suitable for these students and explain why. Invite students from different groups to share their answers. 5. production (3’) Task 4: * Aims: To help Ss explain how the Superb Summer Camp suits them. To provide an opportunity for students to practise speaking. * Content: Do you want to go to this kind of camp? Why / Why not? * Products: Students’ answers ( give personal opinion) * Organization of implementation: Teacher’s and Ss’activities Content Task 4: Think about yourself. Do you want to go - Teacher has students think about to this kind of camp? Why / Why not? themselves and decide if the camp suits them. Encourage them to give the reasons Example: I want to go to this camp because I can speak English there. for their answers. => Answer: I want to go to this camp because I'm - Teacher asks students to work in groups and share their opinions. Move around to good at English and I love sports observe and provide help if needed. - Call on some Ss to share their answers. 7. Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarize what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in front of the class. * Organization of implementation:

Teacher’s and Ss’activities - Teacher asks students to talk about what they have learnt in the lesson.

Content

- some vocab - read the advertisement about the Superb Summer Camp -………. 8. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - learn by heart vocab. lesson - Prepare for the next lesson: Unit 3-Skills 2. *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week : UNIT 3: MY FRIENDS Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - listen for specific information about best friends; write a diary entry about best friends. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words * Grammar: The present continuous. 2. Skills: Listening, speaking , reading and writing 3. Attitude: To teach SS to work hard, love their friends 4. Competences: Co-operation, selfstudy; Students will developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 3, Skills 2 - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm –up (5’) * Aim: To review the vocabulary.

* Content: Game ( Jumbled words) * Products: Students go to the board and rearrange words. * Organization of implementation: Teacher’s and Ss’activities Content * Game: Jumbled words * Warm up (Individual work) LFIEDRNY - Teacher sticks some jumbled words onto the TACIEV board. - Students raise hands to answer. TOFCNDITEN UNFNY - Ss go to the board and write words - T feedbacks . RCUFEAL * Answer key: 1. ACTIVE 2. FRIENDLY 3. FUNNY 4. CAREFUL 5. CONFIDENT 1. Pre-Listening (5’) Task 1: (5’) * Aim: To help students recall knowledge of present continuous. * Content: Look at the pictures. Guess the activity. * Products: Students say their prediction aloud . (individual work) * Organization of implementation: Teacher’s and Ss’activities Content - Have Ss look at the pictures and answer Task 1: Look at the pictures. Guess the the question. Elicit the answers from Ss. activity. Check as a class discussion. * Answer key: - Teacher plays the recording. Students a. They are talking. listen and check their predictions. b. They are playing football. c. They are walking 3. While -listening ( 10’) Task 2 (5’) * Aims: To develop students listening skills. * Content: Listen and find out who is Lan and Chi. * Products: Note down to describe the two girls. Underline keywords ( work indepently) * Organization of implementation: Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - Teacher asks students to look at the pictures and note down some descriptions about the 2 girls. Teacher asks students to underline the keywords  Tell students to pay attention to the key words while listening

Content Task 2: Work in pairs. Note down to describe the two girls. Underline keywords. Listen and find out who is Lan and Chi. *Descriptions

Teacher plays the recording. Teacher asks students to listen and choose the answers. Teacher asks students to compare their answers with the prediction made previously. Teacher checks students’ answers as a class.

* Listen and decide who is Lan and Chi * Answer key: Lan is the girl wearing a red and white jacket and a red cap. Chi is the girl wearing a white T-shirt and a blue skirt.

Task 3: (5’) * Aims: To help students develop listening skill for specific information (gap-filling).. * Content: Listen again and fill in the blanks. * Products: Work in pair and write the correct answers key on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss( work group) Task 3: Listen again and fill in the blanks. * Answer key: - Teacher asks students to read the 1. 6A questions carefully and determine what 2. black; mouth information they need to fill the gaps 3. friendly (numbers, words). 4. big - Teacher plays the recording for students 5. kind to fill the gaps. * Audio script: - Teacher asks them to swap their answers in pairs before checking their answers as a Mi: My best friend is Quyen. She studies with me in class 6A. She’s tall and slim. She has short black class.

hair and a small mouth. She’s very active and friendly. She likes playing sports and has many friends. Look, she’s playing football over there! Minh: Chi is my best friend. We’re in class 6B. She’s short with long black hair and a big nose. I like her because she’s kind to me. She helps me with my English. She’s also hard-working. She always does her homework before class. Look, she’s going to the library.

4. Post-Listening (3’) * Aims: To develop students’ speaking skill, using the available information and their background knowledge. * Content: Talk about your friends. * Products: Say 2 words about appearance and personalities of the other 2 members in groups. * Organization of implementation: Teacher’s and Ss’activities Content * Talk about your friends: - T – Ss ; Ss- Ss - Students work in groups of 3. (e.g. name, appearance, personality and the - Teacher asks students to say 2 words about appearance and personalities of the reason why they like him/ her). other 2 members and ask them if they

think it is true about them. - -Students can add more information based on their background knowledge. Teacher goes around and helps if needed. 5. Pre-Writing (5’) * Aims: To help students talk about a friend. * Content: Ask and answer about your best friend. * Products: Work in pairs ( ask and answer) * Organization of implementation: Teacher’s and Ss’activities Content * Task 4: Work in pairs. Ask and answer - T-Ss, Ss-Ss about your best friend. - Teacher asks students to work in pairs. Example: - Teacher asks students to take short notes 1. His name is Huy of the answers for later use. - Teacher goes around and helps if needed 2. He is tall and sporty 3. He likes playing soccer and drawing 4. I like him because he is kind, he always helps friends. Besides, he is careful, when I get sick, he buys medicine for me While-Writing (5’) * Aim: To teach students how to write a diary entry about a friend. * Content: Write a diary entry about your best friend. Cross check. * Products: Students’ writing and cross check. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Write a diary entry about your best friend. Cross check. - Ask students to write the diary entry * Model writing. individually. My best friend is Lan. She studies with me in class - Ask one or two students to write their 6A. She’s tall and slim. She has short black hair and entry on the board. a small mouth. She’s very active and friendly. She - Other students and teacher comment on likes playing sports and has many friends. I like the entries on the board. being with her. I hope that in the future we’ll still be best friends.

Post-Writing (3’) * Aim: To peer check, cross check and final check students’ writing * Content:. Cross check students’ writing * Products: Students’ writing on the posters. * Organization of implementation: Teacher’s and Ss’ activities

Content

- T-Ss, Ss-Ss - Teacher asks students to exchange their textbooks to check their friends’ writing. Teacher then gives feedback as a class discussion.

* Cross check students’ writing

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says what she/ he has learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen a passage about Mi and Minh talk about their best friends - Write a diary entry about your best friend.

* Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation - Teacher asks students to rewrite their writing in their books. - Teacher asks students to prepare the new lesson.

- Rewrite the writing in the notebook. - Prepare “ Looking back and project”

Date :………….. Week : UNIT 3: MY FRIEND Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 3; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words of unit 3 * Grammar: The present simple and present continuous. 2. Skills: Speaking , reading and writing. 3. Attitude: To teach SS to work hard, love their friends.

4. Competences: Use The present simple and present continuous. Students will developed some skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 3 , Looking back and project - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit. * Content: Game Brainstorming( some adj about appearance and personalities) * Products: Write correct words on the board ( team work) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game: * Brainstorming: - T -Ss * Suggested answers: - Teacher divides the board, and divides the - Appearance: tall, short, beautiful, smart, … class into 2 big groups. Personalities: confident, careful, clever, funny, … - Each group will be assigned a category: APPEARANCE & PERSONALITIES - Teacher asks students to brainstorm all adjectives related to people’s appearance and personalities. - The group having the most suitable answers is the winner. * VOCABULARY 1. Task 1 (5’) * Aim:To help students revise the adjectives describing people. * Content: Choose the best options to complete the sentences. * Products: Students say the correct key aloud ( individual work). * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Task 1: Choose the best options to - Teacher encourages students to complete complete the sentences. (Ex. 1, p. 34) * Answer key: the task individually. 1. B - Students exchange their textbook to 2. A discuss the reasons why they are 3. C choosing the appropriate adjectives. 4. A - Teacher gives feedback as a class 5. C discussion Task 2: (5’)

* Aims: To help Ss revise the possessive case. * Content: Answer questions about your classmates.( game: lucky number) * Products: Students ask and answer in groups by playing game. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss – Ss Task 2: Answer questions about your classmates. - Teacher divides the class into 2 groups. - Teacher asks students to choose the number Game: Lucky Numbers. (Ex 2, p. 34) and answer the questions quickly in 3 1 2 3 seconds. - If students choose the lucky number, they 4 5 6 don’t have to answer 1. Who has long hair in your class? 2. Who has a small nose? 3. Who has a round face? 4. Does the classmate next to you have long hair? 5. Does the classmate next to you have big eyes? 6. LUCKY NUMBER * GRAMMAR Task 3. (5’) * Aims: To help students revise present tenses in context * Content: Put the verbs in the brackets in correct forms. * Products: Students’ correct answers on the board. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Put the verbs in the brackets in correct forms. (Ex. 3-4, p. 34) * Answer key: - Teacher has students complete the task Ex. 3: individually. 1. are running - Students exchange their textbooks to 2. are talking discuss the reasons about their choices. 3. are not talking / aren’t talking - Students should record their original 4. are drawing answers to guide their self-assessment later. 5. is not teaching / isn’t teaching - Teacher gives feedback as a class Ex. 4: 1. are you doing; am writing / ’m writing discussion Ex. 4: 1. are you doing; am writing / ’m writing 2. cycles; don’t cycle; walk 3. Is he doing; is reading / ’s reading

5. Project (5’) * * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: make project “My class yearbook” * Products: Students’ answers on the posters * Organization of implementation: Teacher’s and Ss’activities Content * My class yearbook: - Teacher sets the context and asks students to bring a photo of his/her friend to class. - Teacher asks students to write a draft (using the clues) - Teacher checks and sets time for students to make a year-book page. - Teacher gives comments and feedback. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - revise vocabulary and grammar in unit 3 - Teacher asks students to talk about what - make Project: “My class yearbook” they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 3 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Review 1.

Week : Period:

Date: REVIEW 1

Lesson 1: Language I. OBJECTIVES: By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Review vocabulary , Pronunciation in Units 1-3 * Grammar: Grammar in Units 1 - 3 2. Skills: Reading , speaking and Writing 3. Attitude: To teach Ss life skills and love their school, friends,… 4. Competences: Ss can join teamwork or social activities; Talking about activities friends often do together. III. MATERIALS - Grade 6 textbook, Review ( language) - Projector/ pictures and cards sachmem.vn IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To revise the language that students have learnt in Units 1+2+3. * Content: Memory game: finish chart which summarizes the language that students have learnt in Units 1, 2, 3 * Products: Students’ correct answer key on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game: Memory game - T -Ss - Teacher draws/sticks an unfinished chart which summarizes the language that students have learnt in Units 1, 2, 3 on the board. - Teacher divides the class into 2 teams and asks students to run in a relay to complete the chart:

* Suggested answer: - The team with the most correct answers will be the winner.

* Practice (35’) PRONUNCIATION Task 1 * Aim: To help students review the pronunciation of the sounds learnt in Units 1-2-3: /ɑ:/ and /ʌ/; /s/ and /z/ correctly. * Content: Choose the word whose underlined part is pronounced diﬀerently * Products: Students say the correct answer key. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Choose the word whose underlined part is pronounced diﬀerently. - Teacher elicits the rules of pronouncing . final -s if needed. * Answer key: - Students do this exercise individually 1. C then share their answers with their 2. A partners. - Teacher gives feedback and confirms the 3. B 4. A answers 5. B Task 2: (5’)

* Aims: To help students review the pronunciation of the sounds /b/ and /p/ in words. * Content: Write the names of school things and furniture in the house which begin with /b/ and /p/. * Products: The correct words on the board * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss – Ss Task 2: Write the names of school things and furniture in the house which begin with - Teacher organizes this task as a game. - Students do this task in pairs. The pair that /b/ and /p/. finds the most words will go to the board * Suggested answers: and write their answers. /b/ - Other pairs may want to add more words. book, bag, bed… Write other words on the board. /p/ - Teacher gives feedback and confirms the

answers.

pen, pencil, picture, poste…

Task 3. VOCABULARY * Aims: To help students review the word groups used with “play, have, do” and “study”. * Content: Complete the words. * Products: The correct words on the board (individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Complete the words. * Answer key: - Teacher has students do this task 1. English 2. homework individually and then share their answers 3. lunch 4. sports with their partners. 5. badminton - Teacher calls one or two students to write  play: sports, badminton their answers on the board.  have: lunch - Teacher checks and confirms the correct  do: homework ones.  study: English Task 4. * Aims: To help students review the personality adjectives, the words related to body parts, rooms and types of house. * Content: Solve the crossword puzzle. * Products: Say the correct answer aloud. (team work) * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss - Teacher sticks the crossword puzzle on the board. - Teacher divides the class into 2 teams and asks students to run in a relay to complete the crossword puzzle. - The team with the most correct answers will be the winner.

Content Task 4: Solve the crossword puzzle. * Answer key:

Task 5 * GRAMMAR * Aims: To help students review grammar elements taught in Units 1-2-3: prepositions of place, possessive case and present continuous. * Content: : Look at the picture of a classroom. Choose the best answer A, B, or C. * Products: Students’ correct choice. * Organization of implementation:

Teacher’s and Ss’activities Content Task 5: Look at the picture of a classroom. Task 5: T - Ss, Ss – Ss Choose the best answer A, B, or C. - Teacher has students look at the picture of a classroom and complete the sentences.

- Students compare their answers with a classmate. - Teacher checks and confirms the correct answers.

* Answer key: 1. B 2. A

3. A

4. B

5. C

Task 6: * Aims: To help Ss review the use of the present simp le and the present continuous. * Content: : Complete the sentences with the present simple or the present continuous form of the verbs in brackets. * Products: Write the answers correctly on the board./ say the answers aloud * Organization of implementation: Teacher’s and Ss’activities Task 6: T - Ss, Ss – Ss

Content Task 6: Complete the sentences with the present simple or the present continuous - Teacher elicits form and usage of the form of the verbs in brackets. present simple and the present continuous. Answer key: 1. is / ’s raining - Teacher asks students to do the exercise 2. do you have individually before calling one or two students to write their answers on the board. 3. Is she studying - Teacher checks students’ answers and asks 4. likes 5. is not / isn’t cooking; them for explanation if necessary is reading * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - vocabulary and grammar in the lesson - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in the lesson and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation:

Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Do exercise in workbook. - Prepare for the next lesson: Review (SKILLS).

Week : Period:

REVIEW 1 (UNITS 1+2+3) Lesson 2: Skills

I. OBJECTIVES: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised from Unit 1 to Unit 3. + Practice doing some exercises in Skills. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Review vocabulary , Pronunciation in Units 1-3 * Grammar: Grammar in Units 1 - 3 2. Skills: Reading , speaking and Writing

Date:

3. Attitude: Know the importance of revision and need to study harder. 4. Competences: - Doing exercises on pronounciation, vocabulary, grammar and everyday English. III. MATERIALS - Grade 6 textbook, Review ( skills ). - Projector/ pictures and cards sachmem.vn IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To increase students’ interest and lead them into the lesson. * Content: Ask some questions about penpal. * Products: Students’ correct answers * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Chatting - T -Ss 1. Do you have any pen pals? - Teacher asks students some questions to lead 2. How do you communicate with your pen pal? them into the lesson: 3. Do you often write emails to your pen pal? - Teacher lead in the reading part of the lesson. * Practice (35’) I. READING Task 1 * Aim: To help students practise reading for specific information. * Content: Choose A, B, or C for each blank in the email below. * Products: The correct answers from Ss. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Choose A, B, or C for each blank in - Students do these exercises individually. the email below. -. -Students check their answers with their Answer key: partners before they give the answers to 1. A teacher. 2. C - Teacher confirms the correct answers 3. C 4. B 5. B

Task 2: * Aims: To help students practise reading for general information. * Content: Read the text and answer the questions. * Products: The correct answers from Ss. ( individual work) * Organization of implementation: Teacher’s and Ss’activities - T –Ss ; Ss – Ss - Students do these exercises individually. - Students check their answers with their partners before they give the answers to teacher. - Teacher confirms the correct answers

Content Task 2: Read the text and answer the questions. -. *Answer key: 1. It’s in a quiet place not far from the city center. 2. They are hard-working and kind. 3. They are helpful and friendly. 4. There are five clubs. 5. Because it’s a good school.

II. SPEAKING Task 3 * Aims: To help students practise asking and answering about what they like and dislike about their school and the reasons why. * Content: Interview two of your classmates about what they like and dislike about your school. Report their answers. * Products: students’ ideas in goups * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Interview two of your classmates about what they like and dislike about your - Teacher has students work in groups of school. Report their answers. three. One interviews the other two about what they like and dislike about their school and the reasons why. - Teacher tells students to write their group - Example: members’ answers in their notebooks and Nam: report them to the class. + He likes the friendly teachers and helpful - Teacher summarizes students’ ideas. friends. + They help him a lot with school work. - The school yard is quite small, so he can’t play many games with friends.

III. LISTENING Task 4. * Aims: To help students review listening for specific information. * Content: Listen and fill each blank with one word. * Products: students’ correct answers . * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss - Teacher has students read the sentences. -Teacher plays the recording for the first time. -Teacher asks students to listen and complete the sentences. Ask for their answers and writes them on the board. -Teacher plays the recording the second time for students to check their answers. -Teacher checks students’ answers. -Teacher plays the recording the last time if necessary, stopping at diﬀerent places where students got the wrong answers.

Content Task 4: An and Mi are talking on the phone. Listen and fill each blank with one word. Answer key: 1. home 2. plants 3. living 4. sleeping 5. TV * Audio script: An: Why is it so quiet, Mi? Are you home alone? Mi: No. Everybody is here, but they are in diﬀerent rooms. An: Where’s your mum? Is she cooking in the kitchen?

IV. WRITING Task 5 * Aims: To help students complete a guided paragraph of 40-45 words about a student’s family member. * Content: Write an email of about 50 words to your friend. Tell him/ her about a family member. * Products: Students’ perfect writing. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss

Content Task 5: Write an email of about 50 words to your friend. Tell him/ her about a family - Teacher elicits the parts of an email. member. Use these questions as cues. Example: - Teacher asks students to discuss and answer 1. My mom. the questions in pairs. 2. She is 40 years old. - Teacher then has them write their emails 3. She's tall and beautiful with long black hair. individually. 4. She is caring because she always takes good - Teacher asks one student to write the email care of me. She prepares food and uniform for on the board. me to go to school every morning. She's also kind because she usually helps the neighbours - Other students and teacher comment on whenever they get trouble. the email on the board.

- Teacher then collects some emails to give feedback at home.

Hi Hoa, Thanks for your email. Now I’ll tell you about my mother. She is 40 years old. She's tall and beautiful with long black hair. She is caring because she always takes good care of me. She prepares food and uniform for me to go to school every morning. She's also kind because she usually helps the neighbours whenever they get trouble. Write me soon and tell me about a member in your family. Best,

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - 4 skills - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in the lesson and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to revise old lesson - revise the old lesson. and to do exercise in workbook. - Do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson. - Prepare for the next lesson: Unit 4 – lesson1 *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………….

Date :………….. Week: Period:

UNIT 4: MY NEIGHBOURHOOD Lesson 1: Getting started – Lost in the old town!

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My neighbourhood -use the vocabularies and structures to talk about different places and show directions to these. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: places lexical items : neighbourhood (n), to be/get lost 2. Skills: listening, speaking and reading 3. Attitude: positive about your neighbourhood , love their neighbourhood 4. Competences: Ss can join teamwork, SS can have life skills ,Ss know how to learn English right II. MATERIALS - Grade 6 textbook, Unit 4, Getting started - Projector/ pictures and cards sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: - to activate students’knowledge on the topic of the unit -to set the context for the listen and read part * Content: Listen an EL song and fill in the blanks * Products: Students say words aloud (indepently) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: T – SS ( Individual work) Warm up: Team work - T - Ss * Chitchatting: “Do you know where it is?” “Have you ever been to Hoi An?” Teacher shows some images of Hoi An on the “Do you remember anything special in Hoi screen and asks students some open questions An?”

Teacher sets the context for the listening and reading text: Write the title on the board My neighbourhood.

Today we are going to travel around Hoi An; before we start the lesson, let’s get some vocabulary first.

2. Presentation (5’) * Aim: Aim: to introduce new vocabulary * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities - T - Ss. * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually

Content

* Vocabulary -. neighbourhood (n): /ˈneɪbəhʊd:vùng lân cận - to be/get lost: /tuˈbɪ/ /get lost/: bị lạc - Cross the road : băng qua đường - Go / keep straight: đi thẳng - Turn right / left: rẽ phải/ trái

- Copy all the words

* Checking vocab: < Rub out and remmember> Practice: (20’) Task 1 (5’) * Aims: To have students know the topic . * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation. Students know how to role play. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read - Set the context for the listening and reading. - T has Ss look at the picture and answer some - What are Nick, Phong and Khang doing? questions. - What might be happening to them? -T can also ask Ss to share any recent experiences of being lost . - Have you ever got lost? Elicit answers, but do not confirm whether their -Where and when? How did you feel then? answers are right or wrong. - What did you do? - Ask Ss to talk a bit about the place where Nick, Phong and Khang are standing. -Teacher plays the recording twice.

- Students listen and read. - Teacher checks students’ prediction. - Teacher calls 3 students to read the conversation aloud.

* Role play.

Task 2 (7’) * Aims: To practice the targeted language and the background knowledge of my neighbourhood. * Content: Read the conversation again and put the actions in order. * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Task 2: T-Ss, Ss-Ss - Teacher tells students to read the conversation again and work independently to find the answers. Remind students to underline the information and correct the false statements. - Teacher has students pair compare before checking with the whole class. - Teacher calls some students to give the answers.

Content Task 2: Read the conversation again and put the actions in order. Answer key: 1. b 2. c 3. d 4. e 5. d

Task 3:(5’) * Aims: To help students know how to use let’s and shall to make suggestions. * Content: How to make suggestions. * Products: Understand and know how to make suggestions. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: How to make suggestions. Task 3:T-Ss, Ss-Ss Teacher asks students to look at the photos and * Answer key: 1. Let’s go to Chua Cau! the text in order to find the answers. 2. Shall we go there first? - Students work independently. - Teacher allows students to share their answers 3. First cross the road, and then turn left. 4. Fine, let’s go. before discussing as a class. 5. Let’s ask her. Model sentences: Making suggestions Model sentences: Making suggestions - Shall we go there first? Teacher asks: - Let’s go to Chua Cau - Where do Phong, Nick and Khang go first? OK, sure. Who suggests going there? What does he say? Do Nick and Khang agree? What do they say? * We can use “Shall we +V1” and “Let’s + V1” to make suggestion Teacher writes model sentences

Task 4 (7’) * Aims: To help students know how to give directions through the conversation * Content: Read the conversation, find and underline the following directions. * Products: The correct answers from Ss. (individual work) * Organization of implementation: Teacher’s and Ss’activities - Have students quickly match each direction with the diagram. Check their answers as a class. If students do not understand the phrases, use the diagrams to work the meaning out from the context. - If it is a weaker class, ask for translation to make sure they understand. -With a stronger class, teacher may wish to ask some additional questions, e.g. Can you tell me the way to the post office near here?, etc.

Content Task 4: Read the conversation, find and underline the following directions. + Answer keys: - Cross the road, turn left, go straight, take the second turning on the left, turn right. * Match these directions with the diagrams below.

Answer key: 1. B, 2. A, 3. C, 4. E, 5. D Production:(5’) Task 5: (5’) * Aims: To help Ss practise giving directions. * Content: Game- Find places * Products: Practise in groups in font of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Ss-Ss Task 5: Game- Find places - Demonstrate the game with a more able student. Ask students to play the game in pairs. In a weaker class, work together with students first: asking about one or two different places on the map and eliciting the answers. Then when they know exactly what to do, ask them to work in pairs. -Students work in groups of four to look around the class and write down things they can see in EX: the class. -Students may ask teacher if they don’t know A: Go straight. Take the first turning on the right.

the names of the items. -Students share with the whole class.

It’s on your right. B: Is that the cinema? A: Yes, it is.

…. 3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson.. * Content:. Summarise briefly the main content in the lesson. * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - some new words have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently 4. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week: Period :

UNIT 4: MY NEIGHBOURHOOD Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic My neighbourhood; - use the vocabulary and structures to talk about and describe places in a neighbourhood; pronounce and recognize the sounds /i/ and /i:/. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the topic ‘My neighbourhood’ * Grammar: the sounds /i/ and /i:/. 2. Skills: Listening, writing and speaking 3. Attitude: To teach Ss to work hard, love their neighbourhood. 4. Competences: Talking and describing about a neighbourhood; - Co-operation, selfstudy, using language to do exercises. III. MATERIALS

* Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 4, A closer look 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation. * Content: Game: Network ( places) * Products: Students write words on the board. (Team work) * Organization of implementation: Teacher’s and Ss’activities Content Game: Network school - Teacher divides the class into two teams, then writes the topic “places” on the board and gives them two minutes to discuss. places - After that time, a student from each team one by one runs to the board and writes one word. * Suggested answer: - The team which has more correct answers is - market, cinema, bank, supermarket, temple, zoo, bookstore the winner. - T leads in the lesson : “ Now we are going to some vocab about places…” 2. Presentation (7’) (Vocab- pre-teach) * Aim: To teach students some places and adjectives describing ones in a neighbourhood. * Content: Some vocab related to the lesson. * Products: read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content * Vocabulary - T - Ss - square (n) : quảng trường * Pre teach vocabulary - Teacher use different techniques to teach - cathedral (n): thánh đường vocab (pictures, situation, …..) - railway station (n) : nha ga - Repeat in chorus and individually - crowded (adj) : đông đúc - Copy all the words - peaceful (adj) : yên bình - modern (adj) : hiện đại - boring (adj): buồn chán * Checking vocab: < Matching>

2. Practice (10’) Task 1: (5’) * Aims: To help students name places in a neighbourhood. * Content: Match the places with the pictures. Then listen, check and repeat the words. * Products: The correct key from Ss . * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Match the places below with the pictures. - Teacher asks students to match the places Then listen, check and repeat the words. Answer key: with the pictures. 1. C - Students do the task. 2. E - Teacher asks students to swap their books 3. D and mark in pairs. - Teacher plays the recording (Track 24) for 4. A students to listen and check their partner’s 5. B answers. - Teacher plays the recording again with a pause after each item and asks them to repeat the words/ phrases chorally and individually. Task2: (5’) * Aims: To help students practice asking and answering about places in a neighbourhood. * Content: Ask and answer questions about where you live. * Products: Work in pairs to ask and answer questions in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Ask and answer questions about where you - Ss works in pairs live. Example: - Teacher asks students to work in pairs to ask and answer questions about where they A: Is there a square in your neighbourhood? B: Yes, there is. / No, there isn’t live. Remind them that they can use the places in 1 or any places they want to ask. - Teacher calls some pairs to practice in front of the class. - Teacher gives feedback and corrections (if necessary). Task 3: (5’) * Aims: To revise the adjective students learnt in primary school and help them practice asking and answering about places in a neighbourhood. * Content: Ask and answer about your neighbourhood * Products: Ask and answer questions in front of the class. ( group work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Ask and answer about your neighbourhood

- Ss work in groups. - Teacher models this activity with a more able student and remind students that they can use adjectives in the box or other adjectives they know to talk about their village, town, city. - Students work with their partners. - Teacher calls some pairs to practice in front of class - Teacher may ask other students to give comments.

You can use the adjectives below. Example : A: Is your neighbourhood quiet? B: Yes, it is. / No, it isn’t

* PRONUNCIATION (Pre-teach the sounds /i/ and /i:/) * Aims: To help students to identify how to pronounce the sounds /i/ and /i:/. * Content: PRONUNCIATION * Sounds /i/ and /i:/ * Products: Read and know how to pronounce the Sounds /i/ and /i:/ Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION - Teacher introduces 2 sounds /i/ and /i:/ to * Sounds /i/ and /i:/ students and lets them watch a video about how to pronounce these two sounds and asks them to identify which sound is longer + Example: - /i/: chip, tin, ship, … and which one is shorter. - Teacher asks students to give some words - /i:/: cheap, teen, sheep, … they know containing these sounds. * Practice Task 4:(5’) * Aims: To help students identify and practice the /i/ and /i:/ sounds. * Content: Listen and repeat the words. Pay attention to the sounds /i/ and /i:/. * Products: Whole class practice the sound /i/ and /i:/. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 :T-Ss, Task 4: Listen and repeat the words. Pay - Teacher asks students to practice the sound attention to the sounds /i/ and /i:/. * Answer key: /i/ and /i/ together. - Teacher plays the recording and ask /i/ students to repeat noisy, exciting, expensive, friendly - Teacher gets students to work in pairs and put the words in the correct column while /i:/ they listen and call some pairs to write their clean, peaceful, convenient, cheap answers on the board before checking their answers with the whole class Task 5: (5’) * Aims: To help students practice the sounds /i/ and /i:/ in sentences.

* Content: Listen and practice the chant. Notice the sounds /i/ and /i:/. * Products: Whole class practise the chant . * Organization of implementation: Teacher’s and Ss’ activities Content Task 5: Listen and practice the chant. Notice the - Teacher asks students to listen while sounds /i/ and /i:/. teacher plays the recording. - Teacher plays the recording again and ask students to chant along. - Teacher provides further practice by dividing the class into 2 groups. - Teacher has groups sing alternate lines. 3. Production (5’) * Aim: To give students chance to apply and make challenging what they have learnt with more difficult task. * Content: * Game:Tongue Twister * Products: Students plays on groups. * Organization of implementation: - Teacher shows the Tongue Twister and asks students to practice in groups of 4. - Students practice in groups. - Teacher calls the representative from each group to say the sentences in front of the class. - Teacher asks each group to vote for the group which has the best pronunciation.

* Game:Tongue Twister 1. He took a chilly dip six feet deep in the sea. He says it keeps him fit. 2. He thinks he's slick in his sleek wheels meeting and greeting the elite.

4. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the sounds /i/ and /i:/. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocabulary and how to pronounce the sound /i/ they have learnt in the lesson and /i:/. 5. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words. - Prepare lesson 3 ( A closer look 2)..

Date :………….. Week : UNIT 4: MY NEIGHBOURHOOD Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students can understand and use comparative adjectives to make sentences, dialogues. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the topic ‘My neighbourhood’ * Grammar: : Comparative adjectives. 2. Skills: Listening, writing and speaking 3. Attitude: To teach Ss to work hard, love their neighbourhood. 4. Competences: - Co-operation, selfstudy, using comparative adjectives to make sentences, dialogues. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 4, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of comparison. * Content: * Game: Crossword * Products: Ss play game in groups and find correct words. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Crossword

- T - Ss - Teacher divides the class into 2 groups. - Teacher prepares the ppt for the crosswords, students take turn to answer the words - The one can get the key word wins the game. - Teacher asks students how the understand the key word COMPARISON

CLEVER BUS–STOP TEMPLE PEACEFUL CATHEDRAL SQUARE NOISY EXPENSIVE B ORING MODERN

Lead in - Teacher says: “This lesson today we are going to use comparative adjectives” 1. Presentation (7’) * Aim: To introduce targeted grammar of comparison. * Content: Comparative adjectives * Products: understand and how to use comparative adjectives * Organization of implementation: Teacher’s and Ss’activities Content * Grammar : Comparative adjectives * Pre – grammar. - T - Ss Who’s taller ? Tom or Mary. - Teacher draws students’ attention to the Tom is taller than Mary form of the sentences from chatting and ask them whether they know the target tense.

- Teacher provides or confirms the answers and lead in the grammar focus of the lesson:

- T explains the usage and the form. - Ss listen and copy down.

- A house in a city is more expensive than a house in the countryside. • Form: - Short Adj: S + be + adj-ER + than + S’. - Long Adj: S + be + MORE + adj + than + S’. • Use: + We can use comparative adjectives to compare two people or things. + Sign: “than” 2. Practice (20’)

Task 1 + Task 2 (8’) * Aims: To help students practise using comparative adjectives. To help students practise forming the correct comparative form of adjectives. * Content: Complete the sentences with comparative form of the adjectives. * Products: Students write correct the answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Task 1: Complete the sentences with Complete the sentences with comparative comparative form of the adjectives. form of the adjectives. * Answer key: - Ask students to do the exercise individually 1. taller 2. noisier and then compare their answers with a 3. bigger classmate. Check the answers as a class. 4. more peaceful Confirm the correct answers. 5. more exciting ( Or Teacher can have students work by Task 2: playing game : Lucky number.) Complete the letter using the correct form of the words. Task 2: Ss-Ss Complete the letter using the correct form Answer key: 1. hotter of the words. - Ask students to read and complete the letter 2. smaller individually. Remind them to pay attention 3. older 4. wider to the number of the syllables in each 5. more delicious adjective. Have students compare their answers in pairs cheaper before checking with the whole class. Confirm the correct answers Production (8’) Task 3: (5’) * Aims: To help Ss practise using comparative adjectives. * Content: Compare two neighbourhoods using the given adjectives * Products: Students’ correct sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 3: Compare two neighbourhoods using - Ask Ss to look at the pictures of the two the given adjectives. neighbourhoods. --> Suggested answer: - Elicit the contrast between the things in the two neighbourhoods and ask them to use the 1. Binh Minh is more crowded than Long Son. 2. Long Son is more boring than Binh Minh. adjectives in the box to describe the m. - Ask Ss to write sente nces, comparing the 3. Long Son is quieter than Binh Minh. two neighbourhoods. 4. Long Son is more peaceful than Binh Minh. Have Ss compare their sentences in pairs 5. Binh Minh is more modern than Long Son. before showi ng some of their sente nces to ……. the whole class. - Ask other Ss to give comments and correct any mistakes if possible.

Task 4: (3’) * Aims: To give Ss further practice on using comparative adjectives. * Content: Compare life in the city with life in the country. * Products: Ss work in groups to ask and answer in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss-Ss Task 4: Work in groups and compare life in - Teacher use the Power Point screen to the city with life in the country. show the two pictures and asks students to work in groups to talk about the differences. - Encourage the students to use the adjectives in the textbook first and then they can broaden by adding more adjectives to Example: describe. A: Is the life in the city noisier than the life in the countryside? B: Yes, it is. A: Is the life in the countryside more modern than the life in the city? B: No, it isn't. 5. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Grammar: Comparative adjectives - form and usage.

Content - Do exercises in the workbook. - Prepare lesson 4 ( communication)

Date :………….. Week : UNIT 4: MY NEIGHBOURHOOD Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - ask for and giving directions in a neighbourhood; - listen for sequence and for details; - create an audio guide for Ho Chi Minh City. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to city fact file of some cities. * Grammar: Comparative, giving instructions. 2. Skills: Listening, writing and speaking 3. Attitude: To teach Ss to work hard, love their neighbourhood. 4. Competences : develop their language skills, as well as communication, summarizing ; Giving directions abilities,… III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 4, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic; To lead in the lesson about vocabulary and pronunciation * Content: * Products: * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: Guessing game - T - Ss - Teacher divides the class into 2 groups and let them play a small game: Guessing game => Hoi An, HCM city. - Teacher gives 3 pictures related to Hoi An (one by one) and asks “Which city is this?”, students guess the name of the place and explain their

guess.

- Have you ever been to Hoi An? - What do you know about this place? - Lead in: * Suggested answers: Yes, I have. - Teacher leads students into the lesson by I think Hoi An is an ancient town, it has Ong asking students some questions: pagoda, Hoa Nhap workshop,…  Today we are going to listen to a guide to Hoi An. 2. Presentation ( 5’) * EVERYDAY ENGLISH Asking for and giving diredions Task 1: (5’) * Aim: To introduce ways to ask for and give directions in English. * Content: Listening and expressing the strutures of giving directions * Products: Role play and practice in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss Task 1: Listening and expressing the strutures of giving directions. - Teacher plays the recording for students to listen and read the dialogue between A and B 1. Could you tell me the way to …? at the same time. 2. Where’s the nearest …? - Ask students to pay attention to the sentences and phrases used to ask for and 1. go along 2. on your left/ right give directions. 3. take the first turning -Teacher elicits the structures for directions - Teachers elicit the phrases to give directions Audio script: from student. A: Excuse me. Could you tell me the way to the cinema, please? B: Go along this street. It’s on your left. A: Excuse me. Where’s the nearest post office, please? B: Go out of the station. Take the first turning on the right.

3. Practice (20’) Task 2: (5’) * Aims: To practice asking for and giving directions. * Content: practice the phrases and structures of asking for and giving directions. * Products: Some pairs to practise in front of the class.

* Organization of implementation: Teacher’s and Ss’activities Task 2:T –Ss : Ss- Ss - Teacher asks students to work in pairs and take turns to practice the dialogue. - Students do the task in pairs. - Teacher calls some pairs to practise in front of the class. - Teacher gives feedback and corrections (if necessary).

Content Task 2: Work in pairs. Have students practice the phrases and structures of asking for and giving directions. (p. 61)

Task 3: (5’) * Aims: To apply the knowledge about asking and giving directions in a neighbourhood * Content: Make similar conversations to ask for and give directions to places near your school. * Products: Some pairs to practice in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in pairs. Make similar conversations to ask for and give directions to places near your . - Teacher asks students to work in pairs to school. Example: make similar conversations, using the structures and phrases for asking for and A: Excuse me. Could you tell me the way to Song Ve giving directions. market please? - Encourage them to practice asking for (B: Go straight and then take the second turning on the and giving directions to some places right. near their school. - Move around to observe and provide help. - Call some pairs to practice in front of the class. - Comment on their performance. 4. Production (8’) * An audio guide to a place Task 4:(5’) * Aims: To help students get used to some famous landmarks in big cities. * Content: listening to an audio guide to Hoi An. Listen and fill in the blanks * Product: Write the correct name under the pictures of the pictures.(individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Nick is listening to an audio guide to Hoi An. Listen and fill in the blanks. (p. 43) - Teacher shows 4 pictures of 4 places mentioned in the recording. Students give the order of their names (individually). a) Café 96

- The whole class share their ideas. - Teacher writes some students’ ideas on the board to check later. -Teacher asks students to work in pairs, read the names in the boxes (make sure that they pronounce the names correctly) and write the correct name under the pictures of the pictures. -Students share the answer with the whole class. - Teacher checks and elicits from students any information they know about the pictures.

b) Hoa Nhap Workshop

c) Museum of Sa Huynh Culture

d) Quan Cong Temple

- Ss run through the passage of Ex3 / P43 - T play Track 37, students fill in the gaps (individually). - Students compare with a partner, then check together.

* Fill in the gaps Answer key: 1. straight 2. second 3. next to 4. near

Task(5’) * Aims: To help students practice creating an audio guide for Ho Chi Minh City. * Content: Look at the map below and create an audio guide for District 1 of Ho Chi Minh City. * Products: Ss give directions to places on the map (group work) * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: Look at the map below and create an audio guide for District 1 of Ho Chi Minh City. (p. 43) - Ask students to read the instructions carefully - Remind them of the expressions they can use to give directions. - Ss work in groups - Group 1: Thong Nhat Palace - Group 2: Sai Gon Notre Dame Cathedral - Group 3: Ho Chi Minh city Museum - Group 4: Ton Duc Thang mMuseum

Use “first, after that, and finally” to link the direction Example: Let’s start our tour in Ho Chi Min City. We are in Hai Ba Trung now. First, go to………… 5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson * Products: Say aloud what they have learnt in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - Asking for and giving diredions - Listen to an audio guide to a place and create an they have learnt in the lesson. audio guide for District 1 of Ho Chi Minh City 6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the new lesson.

- Learn by heart the structures about asking and giving directions -Do exercise C, D / P29,30,31,32-WB - To prepare for the next lesson: Unit 4 My neighbourhood / Skills 1.

Date :………….. Week : MY NEIGHBOURHOOD Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for general and specific information; - identify different features of a place; use what they have learnt to talk about a city. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to city fact file of some cities * Grammar: Making suggestions. 2. Skills: Reading and speaking 3. Attitude: To teach Ss to work hard, love their neighbourhood. 4. Competences: Co-operation, selfstudy, friend.develop their language skills; Asking for and giving directions neighbourhood. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 4, skills 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and To lead in the lesson about Skills 1. * Content: Play a game : Mattching * Products: Match correctly and fast ( team work) * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Mattching - Teacher divides the class into 2 teams. - Teacher shows the screen, includes words 1. Go straight on a.Nó ở bên phải của bạn 2. Turn left at b. Đi thẳng in EL and words in Vietnamese. the traffic lights. c. Đi đến cuối con đường - Members from two teams take turns and 3. Go past the bus stop. d. Rẽ trái ở cột đèn giao matchs as fast as possible. 4. Take the first turning thông on the left. - The team matched faster and correctly is e. Rẽ trái ở chổ rẽ đầu tiên 5. Go to the end of f. Băng qua tram xe buýt the winner. the road. 6. Go along the street 7. It’s on your right

g. Đi dọc theo con đường

2. Presentation (7’) * Aim:. To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities

Content

T –Ss :

* VOCABULARY - suburb (n), /ˈsʌbɜːb/: khu ngoại ô (note: usually plural) (Synonym: the countryside) in the suburb of….. - Pre teach vocabulary - outdoor activity, /ˈaʊtˌdɔːr/ /ækˈtɪvəti/: hoạt động - Teacher use different techniques to teach vocab (pictures, situation, explaination…..) ngoài trời (example: play football, go camping, go fishing… where can do these activities?) - Repeat in chorus and individually - backyard (n), /ˌbækˈjɑːrd/: sân sau (explaination: - Copy all the words the yard behind the house) - dislike (v), /dɪˈslaɪk/: không thích (antonym: like, love…) - incredibly (adv), /ɪnˈkredəbəl/: cực kỳ, một cách đáng kinh ngạc (synonym: very, extremely) * Checking vocab: - crowded (a), /ˈkraʊdɪd/ explanation *Checking: what and where 3. Pre -reading (5’) * Aims: To lead in the lesson about Skills 1. * Content: Some questions about Khang’s neighbourhood * Products: answer the questions correctly. ( individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss 1. Where do you think Khang’s neighbourhood is? - Teacher leads students into the lesson by 2. What do you think about it? 3. What are there in the neighbourhood? asking students some questions: 4. Do you like living there? Why?/ Why not? - Ss look at the pictures of Khang's neighbourhood and answer the questions  You’re going to read Khang’s blog. Suggested answers: - T gives feedback 3. In the countryside. 4. I think Khang’s neighbourhood is very nice and peaceful. 5. There are a lot of trees, markets,... Yes, I do. Because it is very peaceful. 4. While-Reading (10’) Task 1 + Task 2 * Aims: To develop reading skill for general and specific information.

* Content: Read Khang’s blog. find the meaning of words in the * Products: Students’ explaination about the meaning of words clearly. * Organization of implementation : Teacher’s and Ss’activities Content - Teacher asks students to read the blog Task 1: Read Khang’s blog. Look at the words in and underline the words in the box the box, then find them in the text and underline them. What do they mean? individually. - Then let them try to guess the meaning. - Students read the text and answer the questions. - Students can compare their answers before discussing them as classwork.

Task 2: Read Khang’s blog again and fill the table with the information. Like Dislike - It’s great for outdoor - The streets are activities. busy, crowded, and - There’s almost noisy during the day. everything here. - Most houses have a backyard and a front yard. - People are incredibly friendly. - The food is very good. Task 3: * Aims: To help Ss develop their reading skill for specific information (scanning). * Content: Read Khang’s blog again. Then answer the questions. * Products: Students say the answers correctly. * Organization of implementation : Task 3: T - Ss, Ss – Ss - Teacher asks students to go through the questions (1 – 4) to make sure that they understand them and know what information is being asked. - Ss has students answer the questions by playing game : Lucky number

Task 3: Read Khang’s blog again. Then answer the questions. * Answer key: 1. It is in the suburb of Da Nang. 2. Because it has beautiful parks, sandy beaches and fine weather. 3. They are very friendly. 4. Because they are busy and crowded. 5+6 : LN 5. Pre-Speaking Task 4: * Aims: To help students form the ideas for their speaking * Content: Make notes about your neighbourhood. Think about what you like/ dislike about it. * Products: Make notes of the information and share with the class. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to work in groups Task 4: Make notes about your neighbourhood. Think about what you like/ dislike about it.

and allows each group to think what they like/ dislike in their neighbourhood. - Teacher asks students to discuss and make notes of the information they want to share with the class. - Teacher goes around and offers help if needed.

Example: LIKES -delicious and cheap food - nice and friendly people - fresh air

DISLIKES - crowed streets - polluted environment.

6. While-Speaking * Aims: To help student use what they have learnt so far to talk about their neighbourhood * Content: Work in pairs. Ask and answer about what you like and dislike about your neighbourhood. * Products: Role play in front of the class. * Organization of implementation: Teacher’s and Ss’activities -Teacher invites some students to share their preparation and makes sure they speak in full sentences. - Students share their ideas with the whole class.

Content Task 5: Work in pairs. Ask and answer about what you like and dislike about your neighbourhood. Example: A: Where do you live? B: I live in the centre of Quang Ngai city. A: What do you like about it? B: The weather is fine. The people are friendly and the food is good. A: What do you dislike about it? (B: The streets are busy and crowded.

7. Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarise what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - 2 skills ( talk about their neighbourhood) they have learnt in the lesson. 8. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new lesson

- Do Ex inWB - Prepare: Skills 2 (Write a paraggraph about

your neighbourhood saying what you like or dislike *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :…………..

Week : Period :

UNIT 4: MY NEIGHBOURHOOD Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, students will be able to: - listen for specific information about one’s neighbourhood; write a paragraph about one’s neighbourhood. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to city fact file of some cities * Grammar: Simple present tense, giving instructions 2. Skills: Writing and listening 3. Attitude: To teach Ss to work hard, love their neighbourhood. 4. Competences: Co-operation, selfstudy; Students will developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 4, Skills 2 - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm –up (5’) * Aim: To introduce about the destination in the listening * Content: Watch a Short video: Introduce busy life in Ho Chi Minh City * Products: Answer the questions correctly. * Organization of implementation: Teacher’s and Ss’activities Content

* Warm up (Individual work)

* Short video: Introduce busy life in Ho Chi Minh City

- Before starting this lesson, ask students about the content of the previous lesson. Teacher may ask students to describe Khang’s neighbourhood again. - Teacher shows a picture and asks students where it is.  Lead in

*Suggested answers: Ho Chi Minh City - “Do you remember Khang? - “Where does he live?” (Da Nang).

- Teacher draws students’ attention to the conservation. - Today we are going to meet Khang again. He is talking with his friend Vy. Let’s see what they are talking about.” 1. Pre-Listening (5’)

Task 1: (5’) * Aim: To help students brainstorm about destination in the talk. * Content: Read some statements True or False Prediction. * Products: Ss say True or False aloud ( workindividually) * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to go through the Task 1: True or False Prediction. statements (1 – 5) to make sure that they 1. Vy lives in the center of Ho Chi Minh City. understand them and know what 2. There is a big market near her house. 3. The streets are narrow. information they have to catch for the answers. 4. The schools are far-away. - Students underline the key word(s) in each statement and guess whether they are 5. There are some factories near her True or False individually. neighbourhood. 3. While -listening ( 10’) Task 2 (5’) * Aims: To help students develop listening skill for specific information (T / F). * Content: Listen and check. * Products: Some students to read aloud their answers and correct the false sentences correctly * Organization of implementation: Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - Teacher plays the recording once or twice.

Content Task 2: Listen and check. Answer key: 1. F (Vy lives in the suburbs of HCMC.) 2. T

- Teacher asks students to listen and tick the answers. - Teacher asks students to compare their answers with the prediction made previously. - Teacher calls on some students to read aloud their answers and correct the false one(s). - Teacher checks students’ answers as a class. Lead-in I know that you can remember main content of the listening after doing Task 2. With the third listening, let’s get some detail words for me…

3. F (The streets are wide.) 4. T 5. T

- What does Vy like and dislike about HCMC

Post-Listening Task 3: (5’) * Aims: To help students develop their skill of listening for specific information * Content: Listen again and fill in the blanks. * Products: the correct answers on the board. ( pair work) * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss( work group) Task 3: Listen again and fill in the blanks. - Ask students to study the phrases with the * Answer key: 1. art gallery blanks carefully. Students may work in 2. wide pairs to discuss the answers from the 3. friendly information they have listened. 4. far - Play the recording again and have 5. crowded students write the answers as they listen. Students can share their answers with their partners. - With a weaker class, teacher may play the recording many times until students have * Audio script: Khang: Where do you live, Vy? written down all their answers. Call some Vy: I live in the suburbs of Ho Chi Minh City. students to write their answers on the Khang: What do you like about it? Vy: There are many things I like about it. There's a board. big market near my house. There are also many - Play the recording again for students to shops, restaurants and art galleries here. The streets check the answers. Teacher may pause at are wide. The people here are helpful and friendly the sentences that include the information Khang: What do you dislike about it? Vy: The schools are too faraway. There are also students need for their answers. - If there is time, invite one or two students some factories near here, so the air isn't very clean and the streets are noisy and crowded. to briefly describe Vy’s neighbourhood, focusing on what she likes and dislikes

about it. 4. Pre -writing (5’) * Aims: To provide Ss some ideas for the next writing activity. * Content: Tick (✓) what you like or dislike about a neighbourhood. * Products: share the answers with their partners. * Organization of implementation: Teacher’s and Ss’activities Content - Ask Ss to tick what they like and don't like about their neighbourhood, and then 3. Tick (✓ ✓) what you like or dislike about a ask them to share their answers with their neighbourhood. partners. Likes Dislikes -Ss count how many things they have in common with their partners. 1. sandy beaches X 2. heavy traffic

3 many modern buildings and offices

4. peaceful streets

5. good restaurants and café

6. sunny weather

7. helpful and friendly people

8. many shops and markets

5. While-Writing (5’) * Aims: To help Ss practise writi ng a paragraph about their neighbourhood. * Content: Write a paragraph of about your neighbourhood saying what you like and dislike about it. * Products: Write the first draft individually * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss * Task 4: Write a paragraph of about your -Teacher reminds students that the first neighbourhood saying what you like and dislike about it. Use Khang's blog as a model. important thing is always to think about what they are going to write. Students can * Make notes about your neighbourhood. use the ideas they have ticked in 3. Think about the things you like/ dislike about it. Teacher asks students to brainstorm for the ideas and the language necessary for - It’s great for outdoor - The weather is too writing. activities. wet in rainy season. - Ask Ss to write the first draft individually. - People are kind and - The streets are slope friendly. down and old. - Next ask Ss to work in pairs doing peer -The food is delicious ….. corrections.Then have them write their ----final version. -T may display all or some of the

Ss'writings on the wall/ notice board. Tand other Ss give comments. -Ss edit and revise their writing as homework. If time is limited,T may ask Ss to write the final version at home. 6. Post-Writing (5’) * Aim: To peer check, cross check and final check students’ writing. * Content: Students’ writing and cross check * Products: gives feedback as a class discussion. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Students’ writing and cross check. - Teacher asks students to exchange their * Model writing. My neighbourhood is peaceful and the weather textbooks to check their friends’ writing. is sunny and fine. - Teacher then gives feedback as a class People are friendly and kind. The food is fresh discussion. and delicous Every house has a backyard and a frontyard. However , there is one thong I dislike about it. The roads are narrow .But I still love my neighbourhood very much . * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says what she/ he has learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen a passage about Vy’s neighbourhood. - Write a paragraph of about your neighbourhood saying what you like and dislike about it

- Rewrite the writing in the notebook. - Prepare “ Looking back and project”

Date :………….. Week :

UNIT 4: MY NEIGHBOURHOOD

Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 4; apply what they have learnt (vocabularies and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to city fact file of some cities * Grammar: Making suggestions, giving instructions, comparative 2. Skills: Speaking and writing 3. Attitude: To teach Ss to work hard, love their neighbourhood. 4. Competences: Comparing things and people.and Students will be developed some skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit4 , Looking back and project - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Check- up (5’) * Aim: To revise the vocabularies and structure about comparative related to the topic. * Content: Check –up the old lesson “Write 7 adjectivesyou have just learned - Make a sentence with a comparative adjective” * Products: complete the task on the board correctly. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Check –up: - T –Ss. ? - Write 7 adjectivesyou have just learned - T calls some SS go to the board to check - Make a sentence with a comparative the old knowledge. adjective - Ss go to the board to complete the task. _ T feedbacks and gives marks.

+ Lead in : This is the last lesson of Unit 4, I want you to revise the topic My neighbourhood by doing some more exercises. * VOCABULARY 1. Task 1 (5’) * Aim: To help students revise the vocabulary about places in the neighbourhood.. * Content: Write the name for each picture. * Products: Students say the correct key aloud ( individual work, group work,…). * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Write the name for each picture. - Teacher encourages students to complete * Answer key: 1. temple the task individually. 2. railway station - Students exchange their textbooks to 3. square compare their answers together. 4. art gallery - Teacher gives feedback to the whole 5. cathedral class. * GRAMMAR (15’) 2. Task 2+ Task 3 (8’)

* Aims: To help students to make sentences using the comparative form. * Content: Put the following adjectives in the correct column. * Products: Complete the sentences on the board correctly. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss – Ss Task 2: Put the following adjectives in the correct column. - Teacher encourages students to complete * Answer key: the task individually. 1. syllable: fast/ hot/ large/ quiet - Students exchange their textbooks to 2. syllables: heavy/ noisy discuss the reasons why they are choosing 3. syllables: expensive/ beautiful/ exciting the appropriate words/ phrases. - Teacher gives feedback as a class discussion. Task 3: Write their comparative form in the table below. * Answer key: faster Task 3: T - Ss, Ss – Ss more beautiful noisier - Teacher encourages students to complete more expensive the task individually. hotter - Student exchange their textbooks to discuss more exciting the reasons why they are choosing the quieter appropriate words/phrases. heavier

- Teacher gives feedback as a class discussion. Task 4: T - Ss, Ss – Ss T asks Ss Complete the sentences by playing game : Lucky number. - Class is divided into 2 groups. - Teacher prepares 6 numbers which includes 4 questions about Complete the sentences comparing the pictures.and 2 lucky numbers. - Each team takes turns and chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. - If the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

larger

Task 4: ( 7’) Complete the sentences comparing the pictures. * Answer key: Game : Lucky number 1. noisier 2. more modern 3. more expensive 4.more peaceful

3 . Production(3’): * Aims: To give Ss further practice on using comparative adjectives. * Content: Rewrite the sentences using the words in brackets. * Products: Complete the sentences on the board correctly. * Organization of implementation: - T asks students work indepently. .- SS sewrite the sentences using the words in brackets. - Ss complete the sentences in the book. - Teacher invites some students to complete on the board . - T comments and give marks.

* Rewrite the sentences using the words in brackets. 1. Quang is lazier than Ha. (HARD-WORKING) 2. A city is noisier than a village. (PEACEFUL) 3. There’s a post office on one side of my house and a café on the other. (BETWEEN) 4. Please tell me something about your neighbourhood. (CAN) 5. Oranges are cheaper than apples. (EXPENSIVE)

4. Project (5’) * * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: * PROJECT: MY MAP * Products: Students’ project on the posters. * Organization of implementation: Teacher’s and Ss’activities - Have each student draw a map of their neighbourhood with the names of at least ten places on their map.

Content * PROJECT: MY MAP - ACTIVITY 1 Draw a map of a neighbourhood. Write

- Teacher may have students prepare their maps at home.

- Ask students to work in pairs, taking turns to ask for and give directions to the places on their maps. Go around and offer help if necessary. If there is time, have some pairs practise in front of the whole class.

names of at least five places on your map.

ACTIVITY 2 Work in pairs. Take turns to ask for and give directions to the places on the map.

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content revise vocabulary and grammar in unit 4 - Teacher asks students to talk about what - make Project: “My map” they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 4 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Unit 5 ( Getting started)

Date :………….. Week: Period:

UNIT 5: NATURAL WONDERS OF VIET NAM Lesson 1: Getting started – Geography Club!

I. OBJECTIVES: By the end of the lesson, students will be able to: - identify the lexical items related to the topic Natural wonders of Viet Nam; - use the vocabulary and structures to describe wonders of Viet Nam. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: words related to the topic “things in nature” . * Grammar: Making suggestions - superlatives of short adjectives. 2. Skills: Speaking, writing, listening and reading. 3. Attitude: : Educate Ss to love and conserve the nature. 4. Competences: - Describing natural wonders in the world. II. MATERIALS - Grade 6 textbook, Unit 5, Getting started - Projector/ pictures and cards - sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: - to activate students’knowledge on the topic of the unit To lead in the topic of natural wonders of Viet Nam. * Content: Look at the pictures and write the name of them. * Products: Students write correct name on the board. * Organization of implementation:

Teacher’s and Ss’activities * Warm up: T – SS ( Individual work) - T - Ss Teacher divides the class into two teams and asks Ss to look at the pictures about famous places and and write the name of them.

Content * Game: Famous places in the world Look at the pictures and write the name of them.

- The team which has more correct will be the winner. - Lead in : Today we are going to learn about “natural wonders of the world”

2. Presentation (5’) * Aim: to introduce new vocabulary * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities - T - Ss. * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually

Content

* Vocabulary 1. scenery (n): 2. natural (adj): 3. forest (n): 4. amazing (adj): 5. island (n): 6. deser t(n): 7. waterfall (n):

- Copy all the words

* Checking vocab: < what and where> Practice: (20’) Task 1 (5’) * Aims: To practice the targeted language and the background knowledge of things in nature. * Content: Listen and read the conversation * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read Teacher draws students’ attention to the picture in the textbook and asks them questions about 1. Who are they? the picture. 2. What are they looking at? - Tell Ss that Alice, Elena, Nick and Tommy 3. What are they talking about?

are in the Geography Club, talking about 4. natural wonders of Viet Nam such as Ganh Da Suggested answers: Dia and Ha Long Bay, and that they are going to 1. They are Alice, Elena and Nick. listen to their talk. 2. They are looking at some photos/ pictures. - Play the recording two or three times, or more They are talking about attractive places in Viet if necessary for Ss to listen and read along. Nam. - Have Ss underline the words related to the topic of the unit while they are listening and * Role play. reading. - Call on some pairs of Ss to read the conversation aloud. Task 2 (7’) * Aims: - To help Ssunderstand the conversati on better ; - To help Ss practise using words to describe things in nature. * Content: Complete the following sentences with the words from the box. * Products: Student write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss Task 2: Complete the following sentences with the words from the box. (p. 49) - Teacher tells students to read the text again in * Answer key: 1. amazing order to find the words to complete the 2. islands sentences independently. - Teacher allows students to share their answers 3. scenery 4. natural before discussing as a class. 5. wonders - Teacher nominates students to give answers and corrects them if necessary.

Task 3:(5’) * Aims: To help Ss revise and learn more nouns for things in nature through pictures and listening exercise. * Content: Listen and repeat the words, then label the pictures * Products: Ss give correct answers . * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to look at the words in the box, listen and repeat. - Teacher has students match the pictures with the appropriate words independently. - Teacher allows students to share their answers before discussing as a class. - Teacher asks students to give answers and corrects them if necessary.

Content Task 3: Listen and repeat the words, then label the pictures. (p. 49) * Answer key: a. desert b. island c. cave d. river e. waterfall f. mountain g. forest

h. beach Production:(5’) Task 4: (5’) * Aims: To give students a fun time revising what they have learnt so far in the lesson and more quickly response the questions about natural wonders. * Content: QUIZ. Choose the correct answer to each of the questions * Products: Practise in groups and give correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Ss-Ss Task 4: QUIZ - Teacher divides the class into groups of four Work in groups. Choose the correct answer to or five and provides each group with a set of A each of the questions. (p. 49) and B signs. 1. Which is an island in Viet Nam? - Teacher gives students time to read the quiz - A. Con Dao. carefully and choose the correct answers. 2. Where is Mount Fansipan? -Then, teacher lets students randomly select a - A. In Lao Cai. number on the screen to choose the question. 3. Which of the following is a national park? - B. Cat Tien Park. - Students raise the correct signs of A or B 4. Which of the following wonders is a cave? choose the answer and say the answer aloud. - B. Phong Nha. - The quickest group gets 5 points for each 5. Which is a natural wonder in Australia? correct answer. – B. The Great Barrier Reef. - At the end of the activity, 3 groups having the high points are the winners. …. 3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content what students have learnt in the lesson. * Products: Some Ss say aloud in front of the class * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Some new words have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently 4. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1).

Week: Period :

Date :………….. UNIT 5: NATURAL WONDERS OF VIET NAM Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Natural wonders of Viet Nam; - use the vocabularies and structures to talk about famous natural places; pronounce and recognize the sounds /t/ and /d/. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: words related to the topic “things in nature” and “travel items” * Grammar: Sounds: /s/ and /st/ 2. Skills: Listening and writing 3. Attitude: To teach SS to love travelling. 4. Competences: Knowing the necessary items for travelling; - Co-operation, selfstudy, using language to do exercises. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 5, A closer look 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation * Content: Choose correct words and pictures on the board * Products: Students choose correct words and pictures on the board.( team work) * Organization of implementation: Teacher’s and Ss’activities Content

- T - Ss - Teacher divides the class into 2 teams. - Teacher put 12 sets of numbers, one includes pictures and the ame of picturess. - Members from two teams choose the pair of number . - The group with the most correct word will be the winner - T leads in the lesson : These are natural wonders. If you visit these places, What will you bring? - ”“ Now we are going to some vocab about travel items”

* Game: * PELMANISM Example:

cave

2. Presentation (7’) (Vocab- pre-teach) * Aim: To teach students some places and adjectives describing ones in a neighbourhood. * Content: Some vocab about travelling items. * Products: read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Vocabulary -plaster (n): miếng dán, gạc y tế * Pre teach vocabulary - Teacher use different techniques to teach - sleeping bag (n): túi ngủ vocab (pictures, situation, explaination …..) - backpack (n): ba lô - Repeat in chorus and individually - compass (n): la bàn - Copy all the words - suncream (n): kem chống nắng - scissors (n): cái kéo * Checking vocab: < Rub out and remmember> 2. Practice (10’) Task 1: (5’) * Aims: To revise/ teach the names of travel items. * Content: Write a word under each picture. Practise saying the words. * Products: Students give answers correctly and whole class Practise saying the words. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Write a word under each picture. -Teacher asks students to write the suitable Practise saying the words. * Answer key: word under each picture in 2 minutes. 1. plaster - Students do the task. 2. suncream -Teacher calls some students to give their 3. sleeping bag answers. 4. scissors -Teacher gives feedback and corrections (if

necessary).

5. backpack 6. compass Task2: (5’) * Aims: To help Ss practise using the travel items in 1 in context.

* Content: Complete the sentences with the words in task 1. * Products: Ss say the answers ( pair work)correctly aloud * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the words in - Teacher asks students to work in pairs and task 1. (p. 50) * Answer key: use the words in task 1 to complete the 1. compass sentences. 2. suncream - Students work in pairs and do the task. 3. sleeping bag - Teacher calls some pairs to share their 4. backpack answers with the whole class. - Teacher gives feedback and corrections (if 5. plaster necessary). Task 3: (5’) * Aims: To teach students some words/ phrases related to travelling items * Content: Put the items in order of usefulness. Number 1 is the most useful, number 6 is the least useful on holiday. * Products: Students share their answers as a whole class and give comments * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Now put the items in order of usefulness. - Teacher asks students to work in groups of Number 1 is the most useful, number 6 is the least useful on holiday. (p. 50) three. - Teacher gives students 3 minutes to discuss and put the item in the order of usefulness. * Example: - Teacher asks students to share their 1. backpack 2. sun cream 3. plaster answers as a whole class. 4. scissors 5. compass 6. sleeping bag - Teacher gives corrections (if necessary). * PRONUNCIATION (Pre-teach the sounds /i/ and /i:/) * Aims: To help students to identify how to pronounce the sounds /t/ and /d/. * Content: PRONUNCIATION Sounds /t/ and /d/ * Products: Read and know how to pronounce the sounds * Organization of implementation: Teacher’s and Ss’activities Content

Task 4:T-Ss, Ss-Ss - Teacher introduces 2 sounds /t/ and /d/ to students and lets them watch a video about how to pronounce these two sounds. - Teacher asks students to give some words they know containing these sounds.

PRONUNCIATION * Sounds /t/ and /d/ * Suggested answers: /t/: plaster, tower, letter, desert, want /d/: need, island, guide, holiday, pagoda * Practice

Task 4:(5’) * Aims: To help students identify and practise the /t/ and /d/ sounds. * Content: Listen and repeat the words with sounds /t/ and /d/ * Products: Ss pronounce words correctly. * Organization of implementation: Teacher’s and Ss’activities Task 4 :T-Ss, - Teacher asks students listen to the recording for the first time. - Teacher asks students to listen and repeat the words for the second time.

Content Task 4: Listen and repeat the words. (p. 51) /t/ mountain waterfall desert plaster

/d/ wonder island guide holiday

Task 5: (5’) * Aims: To help students practice the sounds /t/ and /d/ in sentences. * Content: Listen and repeat. Pay attention to the bold-typed parts of the words * Products: Whole class practise reading. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher plays the recording for students to Task 5: Listen and repeat. Pay attention to the bold-typed parts of the words. (p. 51) listen and asks students to repeat the sentences after they listen. - Teacher calls some students randomly to 1- Where's my hat? - Oh, it's on your head. read the sentences and gives correction (if 2. Where do they stay on their holiday? necessary).. 3. I need some meat for my cat. 4. The Sahara is a very hot desert. 5. I want to explore the island by boat. 3. Production (5’) * Aim: To give students chance to apply what they have learnt. * Content: Game: Whispering * Products: Students plays on groups. * Organization of implementation: - Teacher divides the class into 4 big groups and asks students to stand in four lines.

* Game: Whispering * Suggested sentences:

- The member in the last place will make a sentence containing at least a word and a sound they have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud. - The fastest group will win the game.

1. I must bring a plaster when going camping. 2. I want to visit a famous desert in the world. 3. He lives in a quiet island.

4. Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the sounds /t/ and /d/. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocabulary and how to pronounce the sound /t/ they have learnt in the lesson and /d/. 5. Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words. - Find 5 more words with the sound /t/ and 5 more words with the sound /d/. - Prepare lesson 3 ( A closer look 2)..

Date :………….. Week :

UNIT 5: NATURAL WONDERS OF VIET NAM

Period :

Lesson 3: A closer look 2 Countable & uncountable nouns Modal verbs: must and musn’t

I. OBJECTIVES: By the end of the lesson, students will be better able to: - use countable nouns and uncountable nouns; - use quantifiers some, many, much, a few, a little with countable nouns and countable nouns; - use “must” and “mustn’t” to make classroom rules. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the lesson. * Grammar: Countable & uncountable nouns; Modal verbs: must and musn’t 2. Skills: Listening ,writing and reading 3. Attitude: To teach SS to work hard and love travelling. 4. Competences: Know how to use countable nouns and uncountable nouns; use quantifiers some, many, much, a few, a little and use “must” and “mustn’t” . III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 5, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES: (STAGES) * Warm-up (5’) * Aim: To put students into English mode; attentive, interested and ready to participate and prime the class for a new topic. * Content: Game: Unscrambled words * Products: Ss write words in correct group. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Unscrambled words - T - Ss - Teacher divides the class into groups of 3-6 1. cream 5. juice students. 2. rock 6. butter - Teacher delivers a set of unscrambled words 3. island 7.backpack which are some countable and uncountable 4. rice 8. plaster nouns to each group. * Answer key: - Students will have to work in groups to solve The words “cream, rice, juice, butter” are the quiz. uncountable nouns. - The group with more correct sentences will be The words “rock, island, backpack, the winner. plaster” are countable nouns. - Teacher provides or confirms the answers and

lead in the grammar focus of the lesson: - Lead in Today we are going to learn more about countable and uncountable nouns. 1. Presentation 1 (10’) * Aim: To elicit/ show the students when and how the uncountable and countable nouns are used in sentences as well as when and how the quantifiers are used. * Content: Grammar: Countable and Uncountable nouns: * Products: Understand ans know how to use Countable and Uncountable nouns. * Organization of implementation: Teacher’s and Ss’activities Content * Pre – grammar. * GRAMMAR: - T - Ss 1/ Countable and Uncountable nouns: - Teacher draws students’ attention to the - “Countable nouns are for the people and things underlined words and confirm the use of we can count using numbers. Countable nouns countable and uncountable nouns can be singular." - “Uncountable nouns are for the things that we cannot count with numbers. They usually do not have a plural form.” -Teacher then asks students to give some more examples of uncountable nouns that 1. uncountable nouns don't have a plural form: they know. cream, chocolate,... - Teacher reminds students to the “definition 2. countable nouns can be singular: a rock, an of countable nouns” island ..., or plural: rocks, islands... - T explains the usage and the form. - Ss listen and copy down. Task 1: - T - Ss - Teacher has students complete the underlined activity individually. - Teacher then asks students to swap their textbooks to check their classmates’ answers.

Task 1: Is the underlined noun countable or uncountable? Write C (countable) or U (uncountable). (p. 51) Answer key: 1–C 2–U 3–U 4–C 5–U

Controlled practice 1 Task 2 (5 ’) * Aims: To check if students can use countable, uncountable nouns and quantifiers correctly. * Content: Choose the correct option for each sentence. * Products: Students say the correct keys aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Task 2: Choose the correct option for each sentence. (p. 52) - Teacher has students work on the exercise Answer key: individually before they compare answers 1. A with each other. 2. B - Teacher gives feedback as a class

discussion.

3. A 4. B 5. A

Presentation 2 (5)’ * Aims: To help how to use and practise “a, any, some, much, or many ”with countable and uncountable nouns in context. * Content: Grammar: Some, many, much, a few, a little: * Products: Understand and know how to use Some, many, much, a few, a little: * Organization of implementation: Teacher’s and Ss’activities Content

- Teacher gives students a handout of each definition of each quantifiers. - Teacher has students work in groups of 4 to match the words in column A with definitions in column B.

Teacher then asks students to exchange their handout to check their classmates’ answers - T explains the usage and the form. - Ss listen and copy down.

2/ Some, many, much, a few, a little: * Answer key: How to use: Some, many, much, a few, a little: QUANTIFIERS USE 1. many countable nouns, usually in negative statements and questions 2. much uncountable nouns, usually in negative statements and questions 3. a few countable nouns, means ‘some’ 4. a little uncountable nouns, means ‘some’ 5. some countable nouns, uncountable nouns

* Controlled practice 2 Task 3: Fill each blank with a, any, some, much, or many.

- Ss work in pairs. Tell them to read the sentences carefully and find the right words to complete the sentences. - Check the answers as a class

Key: 1. Many 2. Any 3. Much 4 . some

5. a

Presentation 3 * Aims: To elicit/ show the students when must and mustn't are used and how to make a sentence with these modals. * Content: Grammar: Modal verb: must / mustn’t * Products: Understand and know how to use must / mustn’t * Organization of implementation: Teacher’s and Ss’activities Content T - Ss - Ask Ss to recall the conversation from GETTING STARTED: Alice - the leader

3/ Modal verb: must / mustn’t + Form: . subject + must + base form subject + mustn’t + base form

of the Geography Club tells Elena: But remember you must always be on time. + Usage: Alternatively,T may ask Ss such questions: - We use must to say that something is very Are you sometimes late for class?What does necessary or very important. your teacher say? - We use mustn’t to say that doing something is not allowed. Then encourage Ss to answer, using must I mustn't. For a weaker class,T may call on some Ss to give the Vietnamese equivalent of must I mustn't. Tell Ss to study the Remember! box, then give the rules of the modal verb must I mustn't.T may give some examples to clarify the use of must I mustn't to Ss. Task 4: (5’) * Aims: To help Ss practise using must / mustn't in context. * Content: Fill each blank with must or mustn't. * Products: Say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss-Ss - Task 4: Fill each blank with must or mustn't. - - Teacher has students work on the * Answer key: exercise individually before they compare 1. must answers with each other. 2. musn’t 3. must - Teacher gives feedback as a class 4. mustn’t discussion. 5. must Freer Practice 2 Task 5 ( 5’) * Aims: Togive Ss m o re practice on using must or mustn't in the real context of their classroom. * Content: Read the classroom rules below. Write some more rules for you and your classmates * Products: Read their sentences in front of the class. * Organization of implementation: Teacher’s and Ss’ activities - Ask Ss to study sentence 1 (positive), and sentence 2 (negative). Then ask them to think of the classroom rules (what they must do and what they mustn't do) and complete the sentences 3 and 4, and write their own sentences for 5. - Ss can share their ideas in pairs, and give as many sentences as possible. - Call on some Ss to read their sentences in

Content 1. Read the classroom rules below. Write some more rules for you and your classmates. 1. We must arrive school on time. 2. We mustn't get out of class before breaktime. 3. We must raise our hands when we want to ask questions in classroom. 4. We musn't gossip in class. 5. We must be gentle with each other.

front of the class. Discuss answers as a class.

6. We mustn't eat during lesson.

5. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content + Grammar: countable nouns and uncountable nouns; - quantifiers some, many, much, a few, a little - “must” and “mustn’t” + form and usage. 4. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do exercises in the workbook. - Prepare lesson 4 ( communication)

Date :………….. Week : UNIT 5: NATURAL WONDERS OF VIET NAM Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - make and accept appointments; - have knowledge about a travel guide; - use must and mustn’t to talk about what to prepare for a trip. II. LANGUAGE ANALYSIS 1. Knowledge:

* Vocab: lexical items related to the lesson. * Grammar: Making and accepting appointments. 2. Skills: Reading and speaking 3. Attitude: To teach SS to work hard and love travelling. 4. Competences : develop reading, speaking and co-operating skills. summarizing ; III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 5, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To review must and mustn’t. To lead in the lesson about vocabulary and pronunciation. * Content: * GAME: Pass the ball (make a sentence with must/ mustn’t) * Products: Ss play in group and say a sentence with must/ mustn’t aloud * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * GAME: Pass the ball - T – Ss - Teacher plays the music. When music’s on, students pass the ball as fast as they can. - When music’s off, the student taking the ball has to make a sentence with must/ mustn’t.

- Lead in: - Teacher sets the scene. - They are Duong and Steven. Steven wants Duong to go picnic with him this Sunday. What structures can he use? If Duong agrees, what does he say? - Students give their answers. Teacher leads students into the lesson by telling about what they are going to learn: “We are going to learn how to make and accept appointments 2. Presentation ( 5’) * EVERYDAY ENGLISH * Making and accepting appointments

Task 1: (5’) * Aim: To introduce how to make and accept appointmen * Content: Listen and read the short conversation, paying attention how to make and accept appointments * Products: Understand and know how to make and accept appointments; * Organization of implementation: Teacher’s and Ss’activities Task 1:T –Ss - Teacher asks students listen and read the short conversation, paying attention to the highlighted parts. - Teacher writes down highlighted parts on the board and asks students what they are used to, which is used to make appointments and which is used to accepting appointments. - Teacher calls some students to share their opinions. - Teacher gives more explanations and elicit the form.

Content Task 1: Listen and read the short conversation, paying attention to the highlighted parts.  Making appointments: Let’s + V. How about …?  Accepting appointments: That’s fine. Sure.

3. Practice (20’) Task 2: (5’) * Aims: To practice making and accepting appointments. * Content: Make a short conversation, following the example in Task 1. * Products: Some pairs to make a conversation in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Make a short conversation, following the example in Task 1. - Teacher asks students to work in pairs - Example: and make a short conversation, following Huy: Nam, let's go to the supermarket this Sunday the example. morning. - Teacher models with a volunteer. Nam: That's great. What time can we meet? - Students do the task in pairs. Huy: How about 8 o'clock? - Teacher calls some pairs to make a Nam: Sure, I'll meet you at that time. conversation in front of the class. - Teacher gives feedback and corrections (if necessary).

Pre-Reading * A TOUR GUIDE * Aims: To help students set the scene. * Content: * Chatting: Look at the picture and answer the question. * Products: Ss say the answers aloud. * Organization of implementation: Teacher’s and Ss’activities Task 3: T - Ss, - Teacher shows the picture and ask students some questions: Next week, I am going mountain climbing. Can you guess where I am going to? (Himalayas) Before we go, what should we read? A tour guide What information can you read in a tour guide?

Content * Chatting: Look at the picture and answer the question.

-Can you guess where I am going to? (Himalayas)

While-Reading (8’) Task 3:(5’) * Aims: To help students have knowledge about a travel guide. * Content: Read the travel guide entry, Make a list of the things you must bring to the Himalayas. * Product: Read and understand the text; calls some groups to give their correct answers * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T – Ss. Task 3: Read the travel guide entry. (p. 53) Teacher asks students to read the travel guide entry to check their guess and sets the time limit for reading task for 2 minutes. Task 4: T - Ss, Ss – Ss

Task 4: Make a list of the things you must bring to the Himalayas. Then add things you mustn’t bring. (p. 53) MUST

- In group of 3, students write as many things they must and mustn’t bring to the Himalayas as they can in 2 minutes. Teacher calls some groups to give their answers and checks.

- compass - sleeping bag - plaster - packback - waterproof coat Post-Reading Task(5’)

MUSTN’T - bicycle - shorts - T-shirt

* Aims: To help students talk about what to prepare for a trip * Content: Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to the Himalayas, and give reasons * Products: Role –play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss - Teacher divide the class into 2 main group. One is a tour guide and one is a tourist. - The tourist prepares the questions and the tour guide prepare the information in 2 minutes. - Students work in pair. Make a conversation. - Teacher calls some pairs to talk in front of the class. - Peer check and then teacher gives feedback

Content Task 5: Role-play being a tour guide and a tourist. Tell your partner what to prepare for their trip to the Himalayas, and give reasons. Example: A: I'd like to go to the Himalayas next month. B: OK. I think you must bring a waterproof coat. It's cold and rainy there! A: Yes. Anything else? B: You must bring a sleeping bag so that you can stay here overnight. You must also bring a compass in case you are lost. A: Is there anything I mustn’t bring? B: Well, you mustn’t bring bicycle because you can’t ride it here and it’s very cold, so you mustn’t bring shorts or T- shirt. A: Thanks a lot.

5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Ss say aloud what they have just learnt . * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - Making and accepting appointments - Read the travel guide they have learnt in the lesson. - Make a list of the things you must or mustn’t when traveling. 6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the new lesson.

- Learn by heart the structures about making and accepting appointments. - To prepare for the next lesson: Unit 4 My

neighbourhood / Skills 1. *- Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………

Date :………….. Week : NATURAL WONDERS OF VIET NAM Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for general and specific information about the topic; - use the lexical items related to the topic ‘things in nature’ and ‘travel items’; use what they have learnt to talk about a famous place, and what people must/ mustn’t do there. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: lexical items related to the lesson. * Grammar: Modal Verb: must in advice 2. Skills: Reading and speaking 3. Attitude: To teach SS to work hard and love travelling.. 4. Competences: develop reading, speaking and co-operating skills; Talk and give travel advice III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 5, skills 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To introduce the topic of reading.

* Content: Game: Hidden picture. * Products: Students’ answers. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss Game: Hidden picture. * Set the scene. - Teacher sets the scene: “Next month, I am going travelling. Guess where I will visit.” - Let’s students guess the places by opening the boxes one by one. The pictures are hidden behind the boxes. - Teacher shows the pictures on the screen. - Teacher leads in the lesson by asking questions:

- Have you ever been to these places?” “Today, let’s see what do they have.”

Content

T –Ss : - Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, explaination…..) - Repeat in chorus and individually - Copy all the words

* VOCABULARY - tourist attraction (n) : điểm thu hút khách du lịch - popular (adj): phổ biến - landscape (n) : phong cảnh - slope (n) : dôc, sườn - sand dune (n) : cồn cát

* Checking vocab:

*Checking: Matching 3. Pre -reading (5’) * Discussing: Task 1:

* Aims: To activate Ss' knowledge of the topic in the reading text. * Content: Look at the pictures and answer some questions. * Products: Ss say the answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss . * Discussing: Task 1: Look at the pictures and make predictions - Teacher asks students to close the book. - Teacher shows the pictures of the places about the reading. (p. 54) 1. What are the places? and asks students to answer the

questions:

2. What do you know about these places?

- Teacher invites some students to share their discussion in front of the class. - Teacher asks students to open the book. Read the text and check their ideas.

4. While-Reading (5’) Task 2 * Aims: To check students understanding of using correct lexical items about the topic. * Content: Complete the sentences, using the words from the box. * Products: students swap their answers with their partner and say the correct answers. * Organization of implementation : Teacher’s and Ss’activities - Teacher askes students to do Exercise 2 individually, in 3 minutes. After 3 minutes, teacher lets students swap their answers with their partner. Check the answers.

Content Task 2. Complete the sentences, using the words from the box. (p. 54) * Answer key: 1. islands 2. wonder 3. desert 4. Remember 5. visit

5. While-Reading (5’) Task 3: * Aims: To develop reading skill for general and specific information. * Content: Read the text and answer the questions. * Products: Students play game by answering the questions correctly. * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Read the text and answer the following questions. (p. 54) - T has Ss anser the questions by playing game : Lucky number. Class is divided into * Answer key: 1. Ha Long Bay is in Quang Ninh. 2 groups. 2. You can enjoy great seafood and join in exciting - Teacher prepares 7 numbers which activities. includes 5 questions about their school, 3. No, there isn’t. It’s like a desert, not a real desert. and 2 lucky numbers. 4. You can have a picnic in Mui Ne by the beach. - Each team takes turns and chooses a number and answers the question behind 5. The best time to visit the Mui Ne Sand Dunes is

the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

early morning or late afternoon.

5. Post reading (5’) + Pre -speaking Task 4 * Aims: To check students’ reading comprehension and prepare for the next part. * Content: Make notes about one of the places in the reading * Products: Students’ answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss -Teacher asks students to work in groups of 3 and make notes about one place in the reading.

Content Task 4: Work in pairs. Make notes about one of the places in the reading. You can add your own ideas. (p. 54)

Ha Long Bay - Compare the notes with other groups. Teacher asks students to tell their partner about the place by looking at the notes.

- Teacher goes around and offers help if needed. - Students share their ideas with the whole class.

Mui Ne

- interesting islands - many islands and caves - beautiful beaches - great seafood - exciting activities

- a beautiful places - amazing landscapes - different colour - like a desert - many activities

* Example: Ha Long Bay has a lot of interesting islands. It also has many caves and beautiful beaches. You can enjoy great seafood here and take part in exciting activities.

6. While –Speaking (5’) Task 5: * Aims: To help students form the ideas for their speaking. * Content: Some foreign visitors are visiting your city/ town/ area. You are their tour guide. Tell them some interesting things about the place as well as what they must and mustn’t do there. * Products: Students’ idea in groups and share with the class. * Organization of implementation: Teacher’s and Ss’activities

Content

T - Ss, Ss – Ss Teacher askes students to work in groups of 5. + Leader? + Idea thinkers? + Presenters? + Drawers?

Task 5: Some foreign visitors are visiting your city/ town/ area. You are their tour guide. Tell them some interesting things about the place as well as what they must and mustn’t do there. + Where is it? + What does it have? + Are there any interesting things here? + What must they do or mustn’t do there?

- Teacher asks students to choose a famous place in their city or area. * Example: - Teacher asks students to discuss and - You must wear sun scream when you're in My Khe make notes of the information they want beach to share with the class. - You must go to the My Khe beach in late afternoon - Teacher asks students to refer to the - You mustn't litter on the beach. questions as suggestions for their notes or - You mustn't swim alone they can do it in their own way. - Teacher goes around and offers help if needed. 7. Post-Speaking (3’) * Aims: To help students use what they have learnt so far to talk about a famous place To help students improve next time. * Content: Students Tell some interesting things about the place as well as what they must and mustn’t do there. * Products: Some students share their preparation with the whole class. * Organization of implementation:

Teacher’s and Ss’activities Content - Teacher asks students to practice presenting in their groups. * Students’ presentation - Teacher makes sure that students speak in full sentences. - Then, teacher invites some groups to go to the board and share their preparation with the whole class. - - Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments. 7. Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarise what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in font of the class. * Organization of implementation:

Teacher’s and Ss’activities Content - Teacher asks students to talk about what - 2 skills ( talk about some famous places ) they have learnt in the lesson. 8. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new lesson

- Do Ex inWB - Practice speaking a place you like. - Prepare: Skills 2

Date :………….. Week : UNIT 5: NATURAL WONDERS OF VIET NAM Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - listening for specific information about a natural wonder; - writing a paragraph about a natural wonder.. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: words related to the topic “things in nature” and “travel items” * Grammar: Making suggestions, superlatives. 2. Skills: Listening and writing 3. Attitude: To teach SS to work hard and love travelling. 4. Competences: Co-operation, selfstudy; Students will be developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , …

- Grade 6 textbook, Unit 5, Skills 2 - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm –up (5’) * Aim: To help Ss know some famous places To introduce about the destination in the talk. * Content: Look at the pictures and name the places in the pictures * Products: Ss say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game : Look at the pictures and name the places in - T - Ss the pictures - Teacher encourages students to complete the task individually. - Teacher asks students to name the places in

the pictures. - Teacher shows the answer and check.

* Answer key: 1. Ha Long Bay 2. Hue 3. Ha Noi 4. Mui Ne 5. Vung tau 6. Sa Pa

 Lead in: - T shows a picture on the screen and asks Guess the name of the destination.

Today we are going to listen to a talk about

Phu Quoc Island a famous natural wonder of Viet Nam. It’s Phu Quoc Island. 1. Pre-Listening (5’) Task 1: (5’) * Aim: To help students brainstorm about destination in the talk. * Content: Discuss and answer the question. * Products: Students’ answers on the posters. * Organization of implementation: Teacher’s and Ss’activities

Content

- Teacher asks students to work in groups of four to answer the question: “What do you know about Phu Quoc Island?” - Teacher asks students to talk in Vietnamese (sometimes) if they do not have enough vocabulary in English. - Teacher asks students to share what they have discussed to see what they know about Phu Quoc Island. - Play the recording one or two times for Ss to check their answers.

Task 1: Work in groups. Discuss and answer the question. (p. 55) “What do you know about Phu Quoc Island?” * Suggested answers: - a beautiful island in Viet Nam. - the night market, - The food is delicious - In Kien Giang province * Listen to the talk and check your answers.

3. While -listening ( 10’) Task 2 (5’) * Aims: To help students develop listening skill for specific information (T / F). * Content: Listen and tick True or False. * Products: Listen, understand and say the answer correctly. * Organization of implementation: Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - Teacher plays the recording once or twice. - Teacher asks students to listen and tick the answers. - Teacher asks students to compare their answers with the prediction made previously. - Teacher calls on some students to read aloud their answers and correct the false one(s). - Teacher checks students’ answers as a class.

Content Task 2: Listen and tick True or False. * True – False prediction: Answer key: 1. T 2. F (It has beautiful beaches and green forest.) 3. T 4. F (Sailing and fishing are popular water sports.) 5. T

Post-Listening Task 3: (5’) * Aims: To help students develop their skill of listening for specific information * Content: Listen again and fill in the blanks. * Products: Play game in groups and say the correct answer . * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss( work group) EX: Listen again and fill in the blanks. - Ask students to study the phrases with the * Game: Lucky number 1. Phu Quoc has beautiful ……….. and green blanks carefully. Students may work in forests.

pairs to discuss the answers from the information they have listened. Play the recording again and have students write the answers as they listen. T can have SS fill in the blanks by playing game : Lucky number. Class is divided into 2 groups. Teacher prepares 7 numbers which includes 5 questions about their school, and 2 lucky numbers. Each team takes turns and chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

2. It also has………………, hotels, and bars 3. Phu Quoc has an international…………… 4. Tourists can visit fishing villages, national parks, ……………and temples 5. Sailing and fishing are …………water sports * Audio script: Phu Quoc is a very beautiful island in Viet Nam. It is in Kien Giang. It has beautiful beaches and green forests. It also has resorts, hotels, and bars. The people here are friendly. Phu Quoc has an international airport, and travelling there is easy. Tourists can visit fishing villages, national parks, pagodas and temples. They also like to eat the seafood here. It is delicious. Sailing and fishing are popular water sports. You can buy interesting things at the markets on the island.

4. Pre -writing (5’) Task 3: * Aims: To help students talk about a travel attraction they know and collect information for their later writing. * Content: Fill each blank in the network with the information about a travel attraction you know. * Products: Ss fill the information exactly and present in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: Fill each blank in the network with the information about a travel attraction you – T - Ss, Ss-Ss -Teacher models the task by summarizing the information of the talk with a student using the questions in the network below:

- Teacher asks students to choose a travel attraction they know and individually brainstorm about that place using the network in Task 3. - Teacher goes round and help if needed. Teacher asks students to work in groups of four to introduce about their chosen places using the filled network. - Teacher asks 1-2 students to stand up and

know. * Suggested answers: T: What is the name of the attraction? Ss: It’s Phu Quoc island T: Where is it? Ss: It’s in Kien Giang T: How can you go there? Ss: You can fly to the island because it has an international airport. T: What can you do there? Ss: I can visit the fishing villages, the national parks,

talk about their chosen place then give them beautiful beaches, temples, pagodas, etc. I can enjoy some water sports like Sailing and fishing or buy comments. interesting things at the night market. T: What is special about it? Ss: It’s one of the most famous natural wonders of Viet Nam and thousands of tourists visit it every year.

5. While-Writing (5’) * Aims: To teach students how to write a paragraph about 50 words about a travel attraction they know. * Content: Write a paragraph about 50 words about a travel attraction you know * Products: Students’ perfect writing on the posters. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 4: Write a paragraph about 50 words - Teacher shows the picture in Task 4 and about a travel attraction you know. Use the explains to students that they should begin information in Task 3. the paragraph with a topic sentence for

- Teacher asks students to use ideas they have brainstormed to write a paragraph about 50 words about a travel attraction they know. - Teacher goes round and help if needed. * Example: I am writing about Ly Son island. It is a beautiful island in Quang Ngai province. And it’s not far from here . You can go there by ship . It is a pristine island with exotic seafood. Ly Son island is famous for its friendliness, long beautiful beaches, and being “the kingdom of garlic.” There you can enjoy great Vietnamese seafood; Especially King crab. You can go diving and swimming. You can join exciting activities. I think, you should have a visit to Ly Son.

6. Post-Writing (5’) * Aim: To peer check, cross check and final check students’ writing. * Content: Cross check students’ writing. * Products: Students’ writing and cross check. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Students’ writing and cross check. - Teacher asks students to exchange their * Model writing: I am writing about Ha Long Bay. textbooks to check their friends’ writing. It is in Quang Ninh province. It’s very far from here - Teacher then gives feedback as a class

- about 500 kilomiters, so you can go there by bus or

discussion.

by train. Ha long Bay has many caves and islands. Tuan Chau is the biggest island in Ha Long Bay. You must take a boat ride around the islands. There you can enjoy great Vietnamese seafood. You can watch traditional dance. You can join exciting activities. Ha Long Bay is Vietnam’s most beautiful natural wonder.

Content - listening for specific information about a natural wonder; - writing a paragraph about a natural wonder.. * Homework (2’) * Aim: To revise knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation - Teacher asks students to rewrite their writing in their books. - Teacher asks students to prepare the new lesson.

- Rewrite the writing in the notebook. - Prepare “ Looking back and project”

Date :………….. Week : UNIT 5: NATURAL WONDERS OF VIET NAM Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review language use and skills student have learned in Unit 5; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge:

* Vocabulary: words related to the topic “things in nature” and “travel items” * Grammar: revise the use of must /mustn't and countable and uncountable nouns 2. Skills: Listening and writing 3. Attitude: To teach SS to work hard and love travelling. 4. Competences: Ss will be developed speaking, writing and co-operating skills when doing project. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 5 , Looking back and project - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Check- up (5’) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson. * Content: Game : Brainstorming ( things in nature and travel items) * Products: Students work group and write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) T can have Ss listen to an EL song * Game : Brainstorming: - T –Ss.

- Teacher divides the class into 2 big teams A and B. - Then, teacher asks students to work in groups of 6. - Write 2 main words on the board.

- One team (team A) finds all the words related to things in nature. Another team (team B) finds all the travel items they know. - Teacher asks students to make a web map in 2 minutes, try to add as many words as possible. - The fastest group with the most correct answers is the winner.

* Suggested answers: + Things in nature: desert, forest, mountain, lake, river, valley, cave, island, beach,… + Travel items: lighter, scissors, sleeping bag, compass, plastic, backpack,….

* VOCABULARY Task 1,2,3 (12’) * Aim: To help students revise the vocabulary items they have learnt in the unit. * Content: Write the name for each picture * Products: Ss say the correct words aloud for each picture. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Task 1: Write the name for each picture. * Answer key: - T –Ss : - Teacher encourages students to complete 1. waterfall 2. cave the task individually. 3. desert - Teacher asks students to swap their 4. lake books with their partners. 5. beach Teacher shows the answer and check 6. island Task 2: - T –Ss : - Teacher asks students to work in pairs. - Teacher monitors the activity lets them do it in 2 minutes. - Teacher lets each pair answer. - Teacher checks the answers with the whole class. Task 3: - T –Ss : - Teacher asks students to do this exercise individually. - Teacher lets students compare their answers in pairs before checking as a class.

Task 2: Match the name of a natural wonder on column A with a word indicating it in column B. Answer key: 1. d 2. c 3. a 4. e 5. f 6. b Task 3: Write the words under the pictures. Answer key: 1. scissors 2. sleeping bag 3. compass 4. backpack 5. plaster

* GRAMMAR (10’) Task 4+ Task 5

* Aims: To help Ss revise the use of countable and uncountable nouns in sentences. Tohelp Ss revise the use of must /mustn't in context. * Content: Find the mistake in each sentence and correct it. * Products: Students read the sentences carefully and correct the mistakes. * Organization of implementation: Teacher’s and Ss’activities Content - Task 4: Task 4: Find the mistake in each sentence T –Ss ; Ss – Ss and correct it. (p. 56) * ANSWER KEY: - Teacher asks students to work

independently. - Teacher asks students to read the sentences carefully and correct the mistakes. - Students complete the task and discuss about the answers. - Teacher gives feedback as a class discussion.

1. is / are 2. are / is 3. instrument instruments 4. are / is 5. luggages / luggage

Task 5: Complete the dialogue, using must / mustn’t. (p. 56) * Answer key: Task5: 1. must T - Ss, Ss – Ss 2. must - Teacher lets students to work in pairs and 3. mustn’t complete the activity. - Teacher asks students to stand up and make 4. must 5. mustn’t a role play. - Teacher checks the answers with the whole class. 3 . Production(3’): * Aims: To give Ss further practice on using countable and uncountable nouns and mustn’t * Content: Rewrite the sentences using the words in brackets. * Products: Students’ full sentences on the board. * Organization of implementation: - T - Ss, Ss – Ss - T asks students work indepently. .- SS sewrite the sentences using the words in brackets. - Ss complete the sentences in the book. - Teacher invites some students to complete on the board . - T comments and give marks.

* Rewrite the sentences using the words in brackets. 1. There are some chairs and a table in the kitchen. We have…………………………………. . 2. Not many people can understand his lecture.  Only……………………………………. ( some / a few people can understand his lecture) 3.It is wrong of us to throw rubbish. We mustn’t ………………………….. 4.It is necessary for us to be present at the class discussion on Saturday.  We must …………………………….. 5.The tour guide tells us not to throw rubbish.  The tour guide says that we………………… .

4. Project (5’) * * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: PROJECT: DREAM DESTINATION * Products: Students’ perfect project. * Organization of implementation: Teacher’s and Ss’activities

Content * PROJECT: DREAM DESTINATION T - Ss, Ss – Ss 1. In groups, make a poster about a natural wonder you would like to visit. In the poster, draw / print a picture of the place. Then give - Teacher sets the context: + Teacher will be a tourist who is looking for some information about the place: • what the natural wonder is a dream destination to go on holiday. • where it is + Students will be the travel agents who have • how you can go there to suggest the tourist by providing their • what it is special about travel brochure (poster). • what you can do there - Teacher divides the class into groups of 6. … Each group will act as a travel agency. 2. Introduce the attraction to your class - Teacher asks “the travel agencies” to discuss and choose an interesting place they would like to visit (in Viet Nam or in the world). - Teacher asks them to look for necessary information for the visit, basically by discussing the suggested questions. - Students summarise the information and design A0 size posters about the places they would like to promote. - Teacher asks the class to listen to the reports and ask questions if they would like to. - Students will critically evaluate all the posters, then give 1 vote for the most attractive poster/ place. Teacher gives comments and feedback to all groups and awards special prize the group which has the most votes * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to talk about what

Content - revise vocabulary and grammar in unit 5

- make Project: “DREAM DESTINATION ” ” * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 5 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: they have learnt in the lesson.

Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Unit 6 ( Getting started)

Date :………….. Week: Period:

UNIT 6: OUR TET HOLIDAY Lesson 1: Getting started - Happy New Year!

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to “Tet”; - use the vocabulary and structures to describe things and activities at Tet. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Things and activities at Tet * Grammar: Use should/shouldn’t for advice. 2. Skills: Listening and reading 3. Attitude: : To teach SS to work hard and love our Tet holiday. 4. Competences: Talking about how to prepare for Tet; Ss will be developed listening, speaking and co-operating skills. II. MATERIALS - Grade 6 textbook, Unit 6, Getting started - Projector/ pictures and cards - sachmem.vn IV. PROCEDURES : (STAGES) 1. Warm-up (5’) - * Aim: To set the context for the listening and reading text. To introduce the topic of the unit. * Content: Network – say activities about at tet * Products: Say activities about at tet aloud (individual work) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: Network T – SS ( Individual work) - Teacher writes the word TET on the board and TET ask students to give any words relating to the topic. - Teacher may allow students to give a Vietnamese - decorate houses word and asks other students in the class if they - eat special food know the equivalent in English. - Teacher writes on the corner of the board a list of - new clothes - get lucky money the words which students cannot translate into - visit relatives English and asks them to keep a record for later ……… reference when the unit finishes. - Teacher lets students open their books and starts the lesson. 1. What are there in the picture?

+ Lead in 2. What do you think about when talking about Tet? - Teacher draws students’ attention to the picture in * Suggested answers: the textbook and asks them questions about the 1. There is a peach blossom / cherry blossom picture: tree with red envelopes. 2. Lucky money, new clothes,… 2. Presentation (5’) * Pre teach vocabulary * Aim: to introduce new vocabulary * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content * Pre teach vocabulary - T - Ss. * Vocabulary - celebrate (v) : kỉ niệm - Teacher use different techniques to teach - decorate (v) : trang trí vocab (pictures, situation, realia) - family gathering (N. phr.): sum họp gia đình - Follow the seven steps of teaching vacab. - lucky money (N. phr.): tiền lì xì - Repeat in chorus and individually - peach flowers (n) : hoa đào - Copy all the words

* Checking vocab: < Rub out and remember> 3. Practice: (20’) Task 1 (5’)

* Aims: To help students get the main idea of the text. To help students scan the text for the information to fill the blanks. * Content: Listen and read the dialouge * Products: Students read and understand the meaning of the dialogue. Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read - Teacher asks students to look at the title of the 1. What do you think they are talking about? 2. When is Tet? conversation and the picture. 3. Is it a holiday? - Teacher asks students some brainstorming 4. What do we do at Tet? questions like: Suggested answers: - Teacher encourages students to give their 1. They are talking about Tet/ New Year. answers, but does not confirm whether their 2. It’s in January/ February. answers are right or wrong. - Teacher plays the recording twice for students 3. Yes, it is. 4. We clean our houses, decorate them, meet to listen and read along. relatives,… - Teacher has students underline the words that are related to the topic of the unit while they

are listening and reading. - Teacher invites some pairs of students to read the dialogue aloud. - Teacher has students say the words in the text that they think are related to the topic Tet. - Teacher quickly writes the words on one part of the board.

* Role play.

Task 2 (3’) * Aims: To help Ss get the main idea of the text. * Content: Choose the correct key : What are Linda and Phong talking about? * Products: Students say correct key aloud . * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss Task 2. What are Linda and Phong talking - Teacher asks students what exactly Phong and about? (p. 59) Linda are talking about. * Answer key: B - Teacher lets them read the three options carefully and see the difference among them. - Teacher confirms the correct answer. (They are talking about Tet in Viet Nam.) Task 3:(5’) * Aims: To help Ss scan the text for the information to fill the blanks. * Content: Complete the sentences about Tet * Products: Students’ correct answer on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T-Ss, Ss-Ss Task 3: Complete the sentences about Tet with - Teacher asks students to work independently the information from the conversation in 1. . to fill each blank with the word(s) from the * Answer key: conversation. 1. January 2. houses -Teacher may instruct them how to do the 3. gatherings exercise and model with the first sentence 4. lucky money 5. break - Allow Ss to share answers before discussing as a class. Write the correct answers on the board. Task 4: (5’) * Aims: To develop Ss' knowledge of the vocabulary relating to Tet. * Content: Match the words/ phrases in the box with the pictures. * Products: Students match the words and pictures exactly on the board. * Organization of implementation: Teacher’s and Ss’activities Task 4: T-Ss, Ss-Ss

Content Task 4: Match the words/ phrases in the box

- Teacher lets students look at the pictures first to see if they know the English words for them. - Teacher then allows students to read the words / phrases in the box and do the matching. - Teacher checks the answers as a class.

with the pictures. * Answer key: 1. b 2. a 3. c 4. d

4. Production:(5’) * Aims: To allow students’ opportunities to recognize what is related to Tet through a fun game. * Content: Game – Is it about Tet? * Products: Students pratise in groups. * Organization of implementation: Teacher’s and Ss’activities Task 5 :T-Ss, Ss-Ss - Teacher allows students some time to read the instruction and the example. - Teacher demonstrates the game by saying a word/ phrase aloud and ask students if it’s about Tet or not. - Teacher lets students write down two things/ activities. - Teacher goes round and helps if needed. - Teacher divides the class into 2 or 4 teams and lets them compete each other. The teams can play Rock – Paper – Scissors to decide which team goes first. Which team gets more correct words is the winner.

Content Task 5: Game – Is it about Tet? (p. 59) Example 1:

Student: banh chung Class: It’s about Tet. Student: flying a kite. Class: It’s not about Tet.

3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:.summarize the content of the lesson. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Some new words have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently 4. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content

- T reminds Ss to do homework and prepare the new lesson.

- Learn by heart all the new words. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1).

Date :………….. Week: Period :

UNIT 6: OUR TET HOLIDAY Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - extend and practice vocabulary related to "Tet": things, activities and practices; - pronounce and recognize the sounds /s/ and /∫/. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Things and activities at Tet * Grammar: Use should/shouldn’t for advice. 2. Skills: Listening , speaking and reading 3. Attitude: : To teach SS to work hard and love our Tet holiday. 4. Competences: Know pronounce and recognize the sounds /s/ and /∫/. how to ; Ss will be developed listening, speaking . III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 6, A closer look 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabularies and its pronunciation * Content: Game: NETWORK ( write things for Tet) * Products: Students write correct answers on the board. (team work) * Organization of implementation: Teacher’s and Ss’activities Content

- T - Ss

* Game: NETWORK

- Teacher divides the class into two teams, then writes the topic “Tet holiday” on the board and gives them two minutes to discuss. - After that time, a student from each team one by one runs to the board and writes one word. - The team which has more correct answers is the winner.

Things for Tet

* Suggested answer:

- Flowers - great food - house decoration - new clothes ..... 2. Presentation (7’) (Vocab- pre-teach) * Aim: To enrich students’ vocabulary with the topic “Tet” * Content: Some vocabularies about Tet * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Vocabulary - visit relatives: thăm họ hang bà con * Pre teach vocabulary - Teacher use different techniques to teach - watch fireworks : xem pháo hoa vocab (pictures, situation, explaination …..) - give lucky money : nhận tiền lì xì - Repeat in chorus and individually - make a wish: làm điều ước - Copy all the words - clean the furniture : lau chùi đồ đạc * Checking vocab: < What and where>

2. Practice (10’)

Task 1: (5’) * Aims: To revise/ teach the words/ phrases related to Tet. * Content: Write the words/phrases in the box under the pictures. * Products: Ss say the correct answer. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Write the words/phrases in the box under - Allow Ss to look at the pictures and see the pictures. if they know the words I phrases in the * Answer key box. 1 fireworks - Ask them to write the words I phrases in 2. special food the box under the pictures. 3. fun Check the answers as a class. 4. wish

5. furniture Task 2: (5’) * Aims: To teach students how to combine a verb with a noun to talk about Tet activities. * Content: Match the verbs with the nouns. * Products: Ss say the correct answers ( pair work) * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Match the verbs with the nouns. - Explain to Ss that some verbs and nouns *Answer key: go together and some don't: 1. f (have fun) e.g. plant / decorate +a tree, 2. e (visit relatives) but not cook+ a tree. 3. d (give lucky money) - Write a verb on the board 4. a (make a wish) (e.g. read) and ask Ss to match the verb with as many 5. c (clean the furniture) 6. b (watch fireworks) nouns as they can find - Ask Ss to look at the verbs in the Verbs box first and see what nouns in the Nouns box they can go with. - Allow Ss to do the matching independently.Then pair Ss and allow them to share with their partner. Check the answers as a class. Practice Task 3: (5’) * Aims: To revise the words learnt in context. * Content: Complete the sentences with the words in the box. * Products: Ss read their correct sentences aloud . * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences with the words in -Teacher asks students to work the box. (p. 60) independently or in pairs. * Answer key: - Teacher encourages them to read the 1. celebrate sentences carefully and look for clues so that 2. peach they can choose the right word to complete 3. clean each sentence. 4. shopping E.g. In sentence 1, we need a verb after 5. food the subject we. We have two verbs in the box, clean and celebrate. Only celebrate can go with Tet. So the correct word is celebrate. - Teacher checks the answers as a class. - Teacher may call on some students to read the sentences aloud.

* PRONUNCIATION (Pre-teach the sounds /s/ and /∫/ * Aims: To help students to identify how to pronounce the sounds /s/ and /∫/ * Content: PRONUNCIATION : Sounds /s/ and /∫/ * Products: Read and know how to pronounce the sounds /s/ and /∫/. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION - Teacher introduces 2 sounds /s/ and /∫/ to students and lets them watch a video about * Sounds /s/ and /∫/ * Suggested answers: how to pronounce these two sounds. /s/: see, sun, say, swim,… - Teacher asks students to give some words /∫/: show, should, shower, wash,… containing these sounds. * Practice Task 4:(5’) * Aims: To help students identify how to pronounce the sounds /s/ and /∫/ and practise pronouncing these sounds in words. * Content: Listen and repeat the words * Products: Students pronounce words exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 :T-Ss, Task 4: Listen and repeat the words. (p. 60) - Teacher may write two Vietnamese words *Audio script: on the board first, e.g. xách and sách. - Teacher asks students to say the words shopping special aloud and draw their attention to the difference in the pronunciation of x and s. spring wish - Teacher writes the words see and she under rice celebrate the words xách and sách and read aloud the four words. - Teacher lets students elicit the difference in the two sounds /s/ and /∫/ in English. - Teacher has some students read out the words first. Then play the recording and ask students to listen and repeat. - Teacher plays the recording as many times as necessary. - Teacher calls on some students to check. Task 5: (5’) * Aims: To help students pronounce the sounds /s/ and /∫/ correctly in context. * Content: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the underlined words. * Products: Whole class practice reading the poem exactly.

* Organization of implementation: Teacher’s and Ss’ activities Task 5 :T-Ss,

Content Task 5: Listen and repeat the poem. Pay attention to the sounds /s/ and /ʃ/ in the underlined words. - Teacher plays the recording for students to * Audio script: listen to the poem. Then play the recording Spring is coming! again for them to listen and repeat. Tet is coming! - Teacher asks students some time to practise She sells peach flowers. reading the poem among themselves. Her cheeks shine. - Ask them to pay attention to the underlined Her eyes smile. words with the /s/ and /∫/ sounds. Her smile is shy. - Go around and correct pronunciation if needed. She sells peach flowers - Teacher asks for some volunteers to stand up and read the poem aloud. 3. Production (5’) * Aim: To give students chance to apply what they have learnt. * Content: game - Sentence race * Products: Students pratise in groups. * Organization of implementation: - Teacher divides the class into 4 big teams. - All the teams have to produce the longest sentence that contains the most /s/ and /∫/ sounds in 5 minutes. Then, each team takes turn to present their sentence, which team has the longest sentence that has the most /s/ and /∫/ sounds wins.

* Game: Sentence race * Suggested sentences: The tongue twister: Seashells - She sells sea shells by the sea shore. - The shells she sells are surely seashells. - So if she sells shells on the seashore. - I'm sure she sells seashore shells.

4. Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the sounds /s/ and /∫/ * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocabulary and how to pronounce the /s/ and /∫/ they have learnt in the lesson 5. Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare

Content - Learn by heart all the new words.

the new lesson.

- Find 5 new words that haven’t been mentioned in the lesson with the sound /s/ and /∫/. - Prepare lesson 3 ( A closer look 2)..

Date :………….. Week : Period :

UNIT 6: OUR TET HOLIDAY Lesson 3: A closer look 2 should / shouldn’t & some / any

I. OBJECTIVES: By the end of the lesson, students will be able to: - use should and shouldn’t to make advice; - use some and any to talk about quantity. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: vocabulary related to Tet * Grammar:should and shouldn’t ; some and any 2. Skills: Listening and reading 3. Attitude: : To teach SS to work hard and love our Tet holiday. 4. Competences: -giving advice. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 6, A closer look 2 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, ….

IV. PROCEDURES: (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar and to increase students interest. * Content: Game: Pelmanism ( words and the meaning of words.) * Products: Students’ correct choice. (team work) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Pelmanism - T – Ss EX 1. Fireworks  8. Pháo hoa - Teacher divides the class into 2 teams. - Teacher put 12 sets of numbers, one includes word and the meaning of words. - Members from two teams choose the pair of number . - The group with the most correct word will be the winner - Lead in : These are activities at Tet. Today we are going to learn about the things we should or shouldn’t do 1. Presentation 1 (10’) * Aim: To teach some vocab related the lesson. To introduce targeted grammar of “should / shouldn’t” and “some / any”. * Content: Some vocab and grammar : Should / shouldn’t for advice * Products: read and understand the meaning of words; know how to use Should / shouldn’t * Organization of implementation: Teacher’s and Ss’activities Content

* Pre – vocab - T - Ss - Teacher use different techniques to teach vocab (pictures, situation, explaination …..) - Repeat in chorus and individually - Copy all the words

* Vocabulary: - behave (v): cư xử - plant (n, v): trồng cây, cây cảnh - fight (v): đánh nhau - break (v): làm bể, làm vỡ * Checking vocab: < Rub out and remmember>

* Pre –teach grammar

- T asks Ss to look at the picture and comment. - T set the scene. - T writes the sentences on the board. answers on the board. - T checks the meaning, use and form of the structure

I. GRAMMAR 1: + Should / shouldn’t for advice 1. Model sentences: - Nam, you shouldn’t wet the floor. - You should take your raincoat off first. * Note: - Form: should(n’t) + bare-inf.. - Meaning: should: nên, shouldn’t : không nên - Use: express advice

Practice Task 1 (5 ’) * Aims: To give students more opportunities to practise the use of should / shouldn’t in real context. * Content: Look at the signs at the library and complete the sentences with should or shouldn’t. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Task 1: Look at the signs at the library and complete the sentences with should or - Teacher writes the word LIBRARY on the shouldn’t. (p. 61) board and asks students to say what they * Answer key: should/ shouldn’t do when they are in a 1. should library. 2. shouldn’t - Teacher then asks students to look at the 3. should four signs in the library and lets them 4. shouldn’t complete the sentences. - Teacher asks them to swap their answers with a partner. - Teacher calls students to read aloud the sentences and checks their answers as a class. - If there is still time, teacher asks students to We use should for things that are good to do. refer to the notes of In the classroom on the We use shouldn’t for things that are not good to do board and practise saying the sentences with should/ shouldn’t. - Teacher asks students to look at Remember! box and allow them one minute

to memorise it. Task 2 (5)’ * Aims: To help Ss see what activity is good / not good to be done at Tet. * Content: Tick the activities children should do at Tet and cross the ones they shouldn’t. * Products: Students tick in the textbook and share the partner. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Task 2: Tick the activities children should do at - Teacher asks students to look at the pictures Tet and cross the ones they shouldn’t. Suggested answer: and read the phrases under the pictures. 1.  2. × 3.  4. × 5.  6.  - Teacher then ticks (it’s good) or cross (it’s 7. × 8. × not good) each picture. The pictures help make the meanings of the phrases clear. - Teacher checks the answers as a class. Task 3 (5’) * Aims: To help Ss form sentences using should / shouldn't. * Content: Look at the activities . Take turns to say what you think children should/ shouldn't do. * Products: Ss play a game and say the correct sentences. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 :T –Ss ; Ss- Ss Task 3: Work in pairs. Look at the activities in - This activity allows students to produce 2. Take turns to say what you think children sentences with the target language of should / should/ shouldn't do. shouldn’t, using the prompts in Task 2. * Playing game : Lucky number * Answer Key: - Teacher asks students to do the task by 1. Children should plant trees. playing game: Lucky number. 2. Children shouldn't break things. - T devides the class into 2 teams - Teacher prepares 7 numbers which includes 3. Children should go out with friends. 5 questions about their school, and 2 lucky 4-. Children should make a wish. 5. Children shouldn't fight. numbers. 6. Children should help with housework. - Each team takes turns and chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number.

Presentation. GRAMMAR 2. * Aims: To introduce targeted grammar of “some / any”. * Content: Grammar: Some / any for amount * Products:. Undertand and know how to use some/ any * Organization of implementation: Teacher’s and Ss’activities

Content

* T-Ss, * Pre –teach grammar - Ask Ss to read the Remember! box. - Tell them to pay attention to the phrases in bold in the sentences to see how some and any are used differently (positive, negative, and question). - Remind them that some and any can be used with bothcountable/ uncountable nouns. When they go with countable nouns, the nouns are always in plural.

* Some / any for amount * Some/ any : một vài, một ít 1. Model sentences: (+) My mother bought some fruits. (+) I need some milk for the cake. (-) I can’t answer any questions. (?) Do you have any sugar?

* Note: - Some : Dùng trong câu khẳng định. - Any : Dùng trong câu phủ định và câu hỏi. * Ngoại lệ câu mời : Would you like some tea?

Practice 2 Task 4 ( 5’) * Aims: To give Ss some controlled practice on the use of some / any. * Content: Complete the sentences with some and any. * Products: Students’ correct answers. * Organization of implementation: - Teacher applies the rules in the box. - Teacher asks students to look for clues (+ or - / ? sentences) and decides whether to use some or any. - Check their answers as a class and explain the choice.

Content Task 4: Complete the sentences with some and any. * Answer key: 1. some, some 2. any, any 3. any, some

Production Task 4 ( 5’) * Aims: To give students much freer practice with some/ any in real context. * Content: Game – What’s there in the fridge? * Products: Students say the correct sentences aloud. * Organization of implementation: Teacher’s and Ss’ activities - Teacher divides the class into 4 groups. - Teacher asks students to look at the fridge and read the example. - Teacher draws students’ attention to the change of the verb be in the use with some or any (in the examples).

Content Task 5: Game – What’s there in the fridge? * Suggested answers: 1. There are some eggs (in the fridge). 2. There is some fruit juice. There are some packs of fruit juice. 3. There are not any apples. 4. There is not any bread.

-Teacher reads out loud the things in the fridge, and also the things that aren’t in the fridge (to practice negative form). - The team which raise their hands the fastest will get the chance to answer. - Each correct answer gets 10 points.  The team with the most points in the winner

5. There are some bananas. 6. There is some cheese

Consolidation (3’): * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation:

Teacher asks students to talk about what they have learnt in the lesson.

* Grammar: + Should / shouldn’t for advice + Some / any for amount

Content - Do exercises in the workbook. - Prepare lesson 4 ( communication)

Date :………….. Week : UNIT 6: OUR TET HOLIDAY Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - introduce New Year’s wishes; - introduce students to some New Year’s practices in other countries. II. LANGUAGE ANALYSIS * Vocabulary: vocabulary related to Tet. * Grammar: Saying New Year's wishes. 2. Skills: Speaking and reading 3. Attitude: : To teach SS to work hard and love our Tet holiday 4. Competences : develop reading, speaking and co-operating skills. summarizing , know how to say New Year's wishes to your friends,….. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 6, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic. * Content: Game: Matching ( flags and the names of the countries). - * Products: Ss match flags and know the names of the countries correctly . * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: Matching - T – Ss - Teacher shows students the flags of five A. Romania 1. countries and asks them if they know the names of the countries. 2. B. Switzerland - Teacher divides the class into 2 teams. - Teacher shows the flags of five countries and the names of the countries - Members from two teams take turns and match 3. C. Japan the names with the correct pictures as fast as possible. - The team matched faster and correctly is the D .Thailand 4. winner.

E. Spain

* Suggested answers: 1- C ; 2- D ; 3- A; 4- E; 5- B.

- Lead in: - Teacher asks students how people in different countries celebrate their New Year. - Teacher asks students how people wish others on New Year holiday. - Teacher sums up some common wishes. 2. Presentation ( 5’) * EVERYDAY ENGLISH Saying New Year’s wishes.

Task 1: (5’) * Aim: 1. Presentation 1 (10’) * Aim: To teach some vocab related the lesson. To introduce New Year’s wishes. * Content: Some vocab related to the lesson. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content * Vocabulary: * Pre- teach Vocab. - T - Ss - Japan (n): Nhật - Teacher use different techniques to teach vocab (pictures, situation, explaination …..) - Spain (n): Tây Ban Nha - Repeat in chorus and individually - Switzerland (n): Thụy Sĩ - Copy all the words

- rice cakes (n): bánh gạo

- bathe (v): * Checking Vocab : Rub out and remmember

Task 1 - Teacher turns on the audio, students listen and read the New Year’s wish.  Students come up with the patterns: Teacher asks students can they add some more wishes.

t ắm

- ice hole (n): hố băng. - throw water ( phrv): ném nước, tạt nước Task 1: Listen and read the New Year’s wish. + Wishing you joy & laughter...from January to December! * Note: Wishing you/ I wish you + noun/ noun phrase.

* Some common wishes on New Year holiday, - Happy New Year - Wish you healthy and successful . - Best wishes for the new year.

3. Practice (20’) Task 2: (5’) * Aims: To practice saying New Year’s wishes. * Content: Practise saying New Year’s wishes to your friends * Products: some students say the wishes aloud. In front of the class. * Organization of implementation: Teacher’s and Ss’activities Task 2:T –Ss : Ss- Ss - Students work in groups and say New Year’s wishes. - Teacher calls on some students to say the wishes aloud.

Content Task 2: Practise saying New Year’s wishes to your friends, using the suggestions below or creating your own. * Suggested answer. -I wish / Wishing you happy days all the year round. - I wish / Wishing you good health and happiness. - I wish / Wishing you success in your work and a happy New Year. - I wish / Wishing you success in your study and laughter all the year round. - I wish / Wishing you a year full of joy and success. -I wish / Wishing you love and care from everybody around you.

4. Pre – reading (5’) * NEW YEAR PRACTICES IN THE WORLD * Aims: Introduce some New Year’s practices to students. * Content: Match the sentences with the pictures. Then match them with the countries * Products: Students’correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T – Ss Task 3: Match the sentences with the pictures. Then match them with the countries. - Teacher lets students read sentences * Answer key: first. - Teacher explains new words if they 1 - b- the USA don’t know. (hole, throw water) 2 - c - the Russia - Teacher asks students to look at the pictures and do the matching. 3 - a - Japan - Teacher checks their answers as a class. 4 - d - Thailand - Teacher then moves on to the next part, asks students if they know which country each practice is from. - Teacher asks students to look at the names of the countries and do the matching. - Teacher checks answer as a class. While-Reading (8’)

Task 4:(5’) * Aims: To help students have knowledge about a travel guide. * Content: Read how people in diﬀerent countries celebrate their New Year. Then match the countries with the activities. * Product: Students say the correct answer key . * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T – Ss. Task 4: Read how people in diﬀerent countries celebrate their New Year. Then match the countries - Teacher allows students some time to with the activities. read the New Year’s practices in five countries and do the matching. - Teacher checks their answers as a class, => Answer: 2- a 3- e 4- c 5- d asks students to read aloud the sentences 1- b that support their answers. 6. Post-Reading Task 5 (5’) * Aims: To help Ss talk about New Year's practices around the world. * Content: Each student chooses one activity and The group says which country he/ she is talking about. * Products: Student describe the activities exactly. ( group work) * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss

Content Task 5: Work in groups. Each student chooses one activity from 4. Take turns to say them aloud. The - Teacher asks students to underline all the group says which country he/ she is talking about. * Example: activities they find in the passages.  - They throw water on other people. Students memorize the key words to - It's Thailand. help them talk. - Teacher calls on students and ask them 1/ They put 12 grapes in the mouth. to describe the activities they have - It’s Spain. chosen to the group. 2/ They ring bells 108 times. - The group/ The class gives the name of - It’s Japan the country. 3/ They throw coins into a river. - It’s Romania. 5. Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson * Products: Ss say aloud what they have learnt . * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - vocabulary related to Tet - saying New Year’s wishes. they have learnt in the lesson.

6. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Revise the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the new lesson.

- Choose a New Year celebration in the world and find out the information about it. - To prepare for the next lesson: Unit 6 Skills 1.

Date :………….. UNIT 6: OUR TET HOLIDAY Week : Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for specific information; - express judgement about the what children should/shouldn’t do at Tet. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: lexical items related to the lesson. * Grammar: should /shouldn’t + V 2. Skills: Reading and speaking 3. Attitude: To teach SS to work hard and love Tet holiday; undestand something should /shouldn’t do at Tet holiday. 4. Competences: develop reading, speaking and co-operating skills; Talk about activities at Tet. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 5, skills 1 - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES)

1. Warm-up (5’) * Aim: To help students be excited in class. To revise the old knowledge. * Content: Listen an English song ; matching contries with their activities. * Products: Students say the answers correctly. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss:. * Warm-up : Listen an English song - Have SS listen an EL song * Matching - Teacher divides the class into 2 teams. - Teacher asks Ss match the names of countries with theactivities. - . Members from two teams take turns and matchs the names with the correct activites as fast as possible. The team matched faster and correctly is the winner.

Countries

Activities

1. Japan 2. Spain 3. Switzerland 4. Romania 5. Thailand

a. put 12 grapes in the mouth b. ring bells 108 times c. throw coins into a river d. throw water on other people e. drop ice cream on the floor

1 – b: 2 – a: 3 – e:

4 – c:

5 – d:

2. Pre- reading (7’) Pre – teach vocab * Aim: To provide students with some lexical items before reading the text. To let students find out the meanings of these lexical items themselves based on provided context. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities * VOCABULARY T –Ss :

- Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, explaination…..) - Repeat in chorus and individually - Copy all the words

Content

- cheer (v) : reo hò - strike midnight (v) : điểm nữa đêm - light up (phrv) :chiếu sáng - custom (n) : phong tục - enough (determiner) : đủ - salt (n): muối - cry sound (phrn): tiếng khóc, tiếng kêu - poor (adj): nghèo

*Checking: What and where * Checking vocab: Pre- reading (5’)

* Aims: To introduce the topic of reading. * Content: chatting ( some questions) * Products: Ss anwer the questions correctly. * Organization of implementation: Teacher’s and Ss’activities T –Ss - T has look at the pictures and asks Ss some questions. - T asks Ss match 3 names of children with 3 pictures of countries. - And then lead in reading part.

Content *Children in different countries are talking about their New Year. 1. What is his/ her name? 2. Where is he/ she from? * Matching: Name with pictures

While – reading (10’) * Aims: To develop reading skill for specific information. To help Ss broaden and deepen their knowledge about New Years. * Content: Read the passages and decide who says sentences 1 – 5. * Products: Ss say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss Task 1:Read the passages and decide who says sentences 1 – 5. (p. 64) - Teacher reminds students on how to scan a * Scanning: 1. Know what you are looking for. (read the questions text. and underline key words in each question) 2. Identify the key words in text and move quickly - Teacher asks students to work individually. - After the time is over, teacher asks students to compare their answers together, and discuss with each other if they don’t have the same answers. - Teacher checks the answers in the whole class and asks for students’ explanation.

3. Read the rest of the text. (when you find key words, read the surrounding words to check your answers) * Answer key: 1. C 2. A

3. B

Task 2(5’) * Aims: To check students’ reading comprehension. * Content: Test your memory – grab the words game. * Products: Work in groups and give the correct answers. * Organization of implementation : Teacher’s and Ss’activities

Content

4. C

5. D

T –Ss - This job can be done ideally by asking Ss not to look back at the passages and see how many questions they answer correctly. - T may turn it into a competition between groups. Then have them refer to the passages and check their answers. - Check their answers as a class.

Task 2 * Test your memory – grab the words game. + The things appear in the passages: a, b, c, e, f, g + The things don't appear in the passages: d, h

5. post -reading (5’) * Aims: To check students’ reading comprehension * Content: : Answer some questions: GAME: LUCKY NUMBER * Products: Answer the questionss exactly by playing game,. * Organization of implementation : Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss EX: Answer some questions: GAME: LUCKY NUMBER - T asks Ss to answer some questions by 1.Who does Russ often go to Times Square to welcome playing game : lucky number the New Year? 2. What do everybody do when the clock strikes - Class is divided into 2 groups. midnight in the USA? - Teacher prepares 8 numbers which 3. What does Wu do On New Year’s Day? includes 6 questions about their school, 4. Does Wu go out and have a day full of fun ? and 2 lucky numbers. 5. Where does Mai learn some customs about Tet from? - Each team takes turns and chooses a 6. Are cats lucky animals in Viet Nam? number and answers the question behind * Answer key: the number If the team answers the 1. with his parents . question correctly, they will get 1 point. 2. Everybody cheers and sings. - If the team chooses the lucky number, they 3. dress beautifully and go to his grandparents’ get 1 point without answering the question houses. and may choose another number. 4. Yes, he does.. - The team which has more points will be 5. Her parents. the winner. 6. No. they aren’t . (Dogs are lucky animals.) Pre –speaking (5’) Task 3 * Aims: To help Ss talk about what they have read. * Content: discuss what they do/ don't do during Tet. * Products: Students write (or say) the perfect sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Task 3: T - Ss, Ss – Ss - Ask Ss to work in groups to discuss what they do/ don't do during Tet. - Call on some Ss to report the results of their group to the class.

Content Task 3: Work in groups. These are some activities from the reading passages in 1. Tell your group if you do them during Tet. * Example:

- Encourage Ss to extract more activities from the passages in 1 than the ones listed in 3, or provide more activities and see if Ss do t hem .

- I always watch fireworks on New Year's Eve. - I don’t sing when the New Year comes. - I always get lucky money at Tet. - I usually go out and have fun with my friends. - I always dress beautifully at Tet.

6. While –Speaking (5’) * DISCUSSION Task 4 * Aims: To help Ss express their own ideas on what children should / shouldn 't do at Tet. * Content: Read the list and discuss what you should or shouldn’t do at Tet * Products: Students’ idea on the posters and discuss in groups. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 4: Work in groups. Read the list and discuss what you should or shouldn’t do at Tet. - Teacher draws students’ attention to the example provied, and asks 2 students to - break things - play games all night make a wish - invite friends home model the conversation. - dress beautifully - ask for lucky money - Teacher tells students that to form an - say "Have fun!" to friends - play loud music opinion using should/ shouldn’t, students - help decorate our houses have to decide whether each activity is Example: good. - Teacher asks students to work in groups of A: We should dress beautifully at Tet. B: I agree. Should we ask for lucky money? 4 to talk in their groups and encourages C: No, we shouldn't. them to use the languages from the example. A: We should help decorate our houses. - Teacher goes around the class and offers B: I agree. Should we play games all night? help if needed. C: No, we shouldn't. -Teacher calls students to share their opinions with the class. 7. Post-Speaking (3’) * Aims: To provide students to use their own knowledge and the knowledge they have gained in the lesson today to talk in groups in a less controlled way * Content: Questions: “What the children in the USA should or shouldn’t do during the New Year?” * Products: Students’ opinion are reported in front of the class * Organization of implementation: Teacher’s and Ss’activities - T - Ss, Ss – Ss - Teacher asks students whether they still remember Russ from the USA, and asks Ss to discuss freely in pair: - Teacher encourages students to freely

Content * Questions: - “What the children in the USA should or shouldn’t do during the New Year?”

express their opinion. - Teacher calls some students to report their opinion to the whole class. + Note: There is no right or wrong for this question. Students can make guesses based on what they know. 7. Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarize what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in font of the class. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - 2 skills ( Talk about what children do/ don't do or should/ shouldn't do at Tet)

8. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new lesson

- Do Ex in WB - Prepare: Skills 2

Date :………….. Week : Period :

UNIT 6: OUR TET HOLIDAY Lesson 6: Skills 2

I. OBJECTIVES: By the end of the lesson, students will be able to: - listen for specific information about preparations for Tet; - write an email about what people should/ shouldn’t do at Tet. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocabulary: vocabulary related to Tet * Grammar: Present simple, should/ shouldn't

2. Skills: Listening and writing (reading, speaking) 3. Attitude: To teach SS to work hard , love our Tet holiday; undestand something should /shouldn’t do at Tet holiday. 4. Competences: Know how to use should/ shouldn’t ; Students will developed listening and writing skills. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 6, Skills 2 - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: - Check students’ knowledge related the previous lesson - To introduce the topic of listening. * Content: Watch a clip and write activities about Tet * Products: Students' answers on the posters * Organization of implementation Teacher’s and Ss’activities Content * Warm up ( Team work) * Memorising game: Watch a clip and write activities about Tet T -Ss - Teacher divides class into 2 teams. - Teacher asks students to look at the TV, shows * suggested anwser: - watching fireworks - going to the pagoda the screen and asks them to memorise - buying flowers - gathering family activities about Tet in the clip in 2 minutes. - buying new clothes - getting lucky money - making Chung cake - eating special food - The team who write activities more correctly -… is the winner. - Ss write activities on the posters. 2. Pre -listening (5’) * Aim: To help students brainstorm ideas about Tet preparation and introduces the topic of listening. * Content: Question about Tet preparation’ * Products: Students say answers correctly. * Organization of implementation Teacher’s and Ss’activities - T asks Ss a question about preparing for Tet. - Ss answer question individually - T feedbacks and introduces the topic of listening.

Content * Question: - How does your family prepare for Tet? * Suggested answers: S1: Buy new clothes Clean the house

+Lead in: Now we are going to listen to Nguyen’s letter to his pen-friend – Tom about how his family prepares for Tet.

S2:

Decorate the house Cook chung cake. S3: ……………………….

2. While -listening (10’) Task 1: (5’) - * Aims: To help students develop listening skill for specific information. - To help students develop listening skill for specific information (short-answer question). - To help students combine listening and writing at the same time. * Content: Listen and tick the things you hear (work individually) * Products: Students tick answers correctly * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Listen and tick the things you hear. Task 1:T –Ss : Ss- Ss ( individual work) - Teacher asks students to read aloud the list (p. 65) of words, makes sure students produce * Answer key: them correctly. This would help them old things, peach flowers, new clothes, wishes recognize the key words when they are doing the listening. - Teacher plays the recording one or two times (depending on students’ levels). - Teacher lets students work individually. - Teacher asks students to compare their answers in pairs. - Teacher checks the answers as a class. Task 2 (7’) * Aims: To help students develop listening skill for specific information (short-answer question). - To help students combine listening and writing at the same time. * Content: Listen again and answer the questions in one or two words by playing game : Who’s faster ? * Products: say ( write) the correct answers. * Organization of implementation Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen again and answer the questions - Have Ss read the questions first to in one or two words. (p. 65) determine what information is needed to answer the questions. Game: Lucky apple - Remind them that only the key word(s) is/are used for the answers. - Play the recording. Have Ss listen and write their answers by playing game: - Who’s faster?

- Teacher prepares 7 numbers which includes 5 questions in task 2, and 2 lucky numbers. - The student who raises his / her hand the fastest gets to choose a number and answers the question behind the number. If the student answers the question correctly, they will get 1 point. If the team chooses the lucky apple, they get 1 point without answering the question and may choose another apple.

- Have Ss copy down the answers.

* Suggested answer. - Apple 1 : Q 2 – (Their) house - Apple 2: Lucky apple - Apple 3: Q3 – Red - Apple 4: Q1 – old things - Apple 5: Lucky apple - Apple 6: Q4 – his father - Apple 7: Q5 – anything 4. Post- listening (5’)

* Aims: To test students’ memory for the listening text in a creative way; to check students’ listening comprehension * Content: Summarize the information of the listening part. * Products: Students’ summarization about some main information of the listening part * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss( work group) * Summarize the information of the listening - Students work in groups of four. part. - Teacher asks students to summarize the information in the listening part and talk AUDIO SCRIPT about it. Tet is coming and I'm very happy. We do a lot of - Teacher helps if necessary. things beforeTet. We throw some old things away. We clean and decorate our homes. My mother goes shopping and buys food, red envelopes, and peach flowers. She also buys new clothes for us.My father makes banh chung and cooks them on an open fire. He says that I should make some wishes at Tet, and I shouldn't break anything. It brings bad luck.

5. Pre-Writing (5’) * Aims: To help Ss brainstorm ideas for their email and to review Tet vocabulary. * Content: list of four things that you think children should and shouldn’t do at Tet * Products: Students’ answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss ( work in groups) Task 3: Work in groups. Discuss and make a

list of four things that you think children - Teacher divides students into groups of should and shouldn’t do at Tet. (p. 65) four to discuss and make a list of the things they think children should/shouldn’t => Eg: 1. Children should visit relatives with parents do at Tet. 2. Children should wear beautifful clothes - Teacher guides students to write short 3. Children shouldn't break things phrases/ notes instead of full sentences 4. Children shouldn't play card all night here. ……………………………… - Teacher walks around and observes students’ performances. If students come up with any new activities or things, teacher writes it on the board for other students to see and discuss. 6. While-Writing (5’) * Aim: To help students complete an email talking about what people should/ shouldn’t do at Tet. * Content: Complete the email * Products: Students’ writing. (individual work) * Organization of implementation Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss ( work individually) Task 4: Complete the email, using your ideas in 3. (p. 65) Dear Tom, - Teacher asks students to read what has Tet is coming. I will tell you more about our Tet. been written in the incomplete email, and At Tet, we should visit relatives with parents. We ask students to decide what will come in should, wear beautifful clothes too. But between the sentences. we shouldn't break things. We shouldn't play - Teacher lets students do this task cards all night, either. individually. Teacher walks around the class and offers Please write and tell me about your New Year celebration. help if needed. Yours, Nguyen 7. Post-Writing (3’) * Aim: To cross check and final check students’ writing. * Content:. Share your writing with the class * Products: Students’s perfect writing * Organization of implementation: Teacher’s and Ss’ activities - Task 4: T - Ss, Ss – Ss - Teacher asks students to exchange their textbooks to check their friends’ writing. - Teacher then calls one or two students to share their writing with the class. Teacher gives feedback.

Content Share your writing with the class

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson.

* Content: talk about what they have learnt in the lesson. * Products: Students’s answers. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen for specific information about preparations for Tet; - Write an email about what people should/ shouldn’t do at Tet.

* Homework (2’) - Aim: To revise the knowledge and rewrite their writing in the notebooks. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbooks and workbooks * Organization of implementation - Teacher asks students to write down the paragraph in their notebooks. - Teacher asks students to prepare the new lesson.

Rewrite your writing. Do the exercises in workbook. Prepare LOOKING BACK AND PROJECT..

* Evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………….

Date :………….. Week : UNIT 6: OUR TET HOLIDAY. Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 6; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: vocabulary related to Tet * Grammar: should/ shouldn't + V 2. Skills: Reading, speaking and writing 3. Attitude: : To teach SS to work hard and undestand something should /shouldn’t do at Tet.

4. Competences: Ss will be developed speaking, writing and co-operating skills when doing project. III. MATERIALS * Preparation: 1. Teacher: Text books , pictures, planning , … - Grade 6 textbook, Unit 6, Looking back and project - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. IV. PROCEDURES : (STAGES) * Check- up (5’) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson. * Content: Look at the pictures and Write Activities you should do/ shouldn’t do at Tet * Products: Students’ perfect sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Warm up : Look at the pictures and Write - T –Ss ; Ss - Ss Activities you should do/ shouldn’t do at Tet - Teacher divides the class into 2 big * Suggested answers: groups. -You should cook Chung cake. Teacher asks students to ook at the pictures - You shouldn’t eat a lot of sweets. and Write Activities you should do/ - You should watch fireworks. shouldn’t do at Tet ……………….. The group having the most suitable and correct answers is the winner.

* VOCABULARY Task 1,2 (10’) * Aim: Task 1: To help students revise the vocabulary about things and activities at Tet. Task 2: To help students revise the vocabulary about Tet in context. * Content: Match the verbs on the left with the nouns on the right. * Products: Ss say the correct answers key aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Task 1: Match the verbs on the left with the nouns on the right. - T –Ss : * Answer key: - Teacher encourages students to 1. D 2. C 3. E complete the task individually. 4. A 5. B 6. F - Students exchange their textbooks to compare their answers together. - Teacher gives feedback to the whole Task 2: Complete the sentences with the class. words/phrases in the box. (p. 66) * Answer key: Task 2: 1. lucky money - T –Ss :

- Teacher encourages students to complete the task individually. - Student exchange their textbooks to discuss the reasons why they are choosing the appropriate words/phrases. - Teacher gives feedback as a class discussion.

2. cleaning 3. Banh Chung 4. peach 5. gathering

* GRAMMAR (10’) Task 3+ Task 4 * Aims: Task 3- To help students revise the use of should/ shouldn’t in context; to let students learn how to behave well at other people’s houses. Task 4 - To help students revise the use of some/ any in context. * Content: Tick () the things a child should do and cross (x) the things he/ she shouldn’t when visiting someone’s house at Tet * Products: students write the perfect sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content - Task 3: T - Ss Task 3: Tick () the things a child should do - Teacher highlights the new situation of and cross (x) the things he/ she shouldn’t when visiting someone else’s house, a popular visiting someone’s house at Tet. Then write sentences using should/ shouldn’t. (p. 66) activity for children at Tet. * Suggested answers: - Teacher has students read the phrases 1. He/she shouldn’t enter a room without asking first, tick or crosses each one as they for permission. wish. - Teacher lets students write the sentences 2. He/she should ask to use the toilet. 3. He/she should ask to take things for a shelf. individually. 4. He/she shouldn’t make a lot of noise. - Teacher calls on some students to say 5. He/she should ask for some water if he/she the sentences aloud and sees if others feels thirsty. agree. - Teacher checks their answers as a class. - Teacher asks if students can suggest any other behaviours with should/shouldn’t. Task4 : T - Ss, Ss – Ss - Students work individually. - Teacher asks students to look for clues in each sentence to decide which word to fill the blank. - Teacher asks students to swap their answers and check. - Teacher checks their answers as a class.

Task 4: Read the passage and fill the blanks with some or any. (p. 66) * Answer key: 1. some 2. Some 3. any 4. any 5. Some 6. any

3 . Production(3’): * Aims: To give Ss further practice on using should/ shouldn’t ; any /some…

* Content: Rewrite the sentences using the words in brackets. * Products: Ss play game in groups and complete the correct sentences on the board. * Organization of implementation: - T - Ss, Ss – Ss

* Rewrite the sentences using the words in brackets. 1. It’s good if children help their parents with the - T divides the class into 2 teams. - SS sewrite the sentences using the words housework. → Children should………………………… in brackets. 2. It’s not a good idea when you eat a lot of sweets - Ss has Ss play a game : Lucky number and candies. - Teacher prepares 6 numbers which → You shouldn’t……………………… includes 4 questions about their school, 3. I’m not happy when children lie to their and 2 lucky numbers. parents. - Each team takes turns and chooses a → Children shouldn’t……………… number and Rewrite the sentences. 4. She doesn’t have any new books in the bag - If the team writes correctly, they will → There get 1 point. If the team chooses the lucky …………………………………………................. number, they get 1 point without . answering the question and may choose another number. - T comments and give marks. 4. Project (5’) * * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Make * PROJECT “I WISH” * Products: Students’ project on the posters. * Organization of implementation: Teacher’s and Ss’activities T - Ss, Ss – Ss

Content * PROJECT I WISH

- Teacher sets the context that Tet is coming, and encourages students to think about their wishes. - Teacher asks students to get a small piece of paper. (Paper in different colours can give the tree a bright atmosphere.) - Teacher reminds students not to write their names on the paper. - Teacher draws students’ attention to some wishes on the trees as examples. - Teacher allows students 3-5 minutes to write their wishes. - Teacher let students come up and hang their wishes on the tree. - - When everybody is ready, call on some

* Example: - I want to pass all of my exams. - I want to have a new bike - I want to make a lot of good friends.

students to come and pick a random piece of paper, and read the wish aloud. The class can guess whose wish it is. In the end, ask students to make a list of wishes they are most interested in so that they can share with their family when they return home. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - revise vocabulary related to Tet - Grammar: should/ shouldn't + V

* Homework (2’) Aim: To revise the knowledge that students have gained in Unit 6 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Write 5 sentences to tell about the most useful things on Tet holiday - Prepare UNIT 7

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

Week : 19 Period :

UNIT 7: TELEVISION Lesson 1: GETTING STARTED - What’s on today?

I. OBJECTIVES: By the end of the lesson, students will be able to: use the lexical items related to the topic television programmes for children; use the vocabulary and structures to talk about famous children’s programmes II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: use the words related to the topic “Television” talent (n), programme (n), animated (adj), prefer (v), character (n), educational (adj) * Grammar: Wh-question words to make questions; conjunctions to connect clauses in compound sentences; 2. Competence: Ss listen , read and understand the conversation between Phong and Hung; then answer the questions; talk about someone’s favorite programmes 3. Quality/ behavior: Ss will be more aware of spending time watching TV, and choose the best programme for yourself; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. TEACHING AIDS: 1. Teacher: - Grade 6 textbook, planning (Unit 7, Getting started) - smart TV and cards, visual aids - sachmem.vn 2. Students: Text books, notebooks, posters, … 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: - To create a friendly and active atmosphere in th e class before the lesson; To give the teacher and Ss a chance to introduce themselves; -To lead into the new unit. * Content: Write words related Television. And lead in the new lesson * Products: Students write words corectly on the group board * Organization of implementation: Teacher’s and Ss’activities Content *Warm up: T –Ss (Team work) Warm up: * Spider web completion: - Teacher draws a spider web on the board with the word TELEVISION in the middle.

- Teacher divides class into 2 teams and asks students to write words they know relating to the topic. - Students write down on the groupboard and stick it on the board. -The team who has more correct words is the winner. - Teacher writes down the answers on the board.

channel

...

TV show TELEVISION cartoon

news

1. Do you like watching TV? Why/Why not? 2. How many hours a day do you watch TV? * Lead in: Teacher draws students’ 3. What channel do you like best? attention to the title of the conversation and * Suggested answers: the picture in the textbook and asks them 1. Yes, I do. I love watching TV because it’s fun. questions : 2. I spend about thirty minutes/ one hour a day watching TV. 3. I like Cartoon Network/ VTV3/ VTV1. * Presentation (7’) * Aim: To introduce the vocabulary appearing in the text. * Content: Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. Students know how to to play the game “what and where” * Organization of implementation Teacher’s and Ss’activities Content Pre teach vocabulary - T-Ss - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually - Copy all the words

* Vocabulary - talent (for) (n) : tài năng - programme (n) :chương trình - animated (adj) : hoạt hình - prefer (v) : thích hơn - character (n) : nhân vật - educational (adj) : mang tính giáo dục

* Checking vocab: < what and where> * Checking vocab: < what and where>

* Practice (25’) Task 1 * Aims: To set the context for the introductory text; To practice the targeted language and the background knowledge of the topic Television. * Content: Listen and read the conversation, answer some questions.

* Products: Students read and understand the meaning of the text. Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sences: * Answer the questions: T-Ss a) They are Phong and Hung Look at the picture and the dialogue b) They are talking about TV shows. a) Who are they in the dialogue? (They are talking about their favourite TV b) What do you think they are talking programmes ) about? Task 1: T-Ss Task 1: Listen and read. - Teacher plays the recording twice. - Students listen and read. - Teacher checks students’ prediction. - Teacher calls 3 students to read the conversation aloud. Task 2 * Aims: To help Ss focus on the topic of the lesson. * Content:. Read the conversation again and choose the correct answer A, B, or C. * Products: Ss choose the answers corectly ( pair work) * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Choose the correct answer A, B, or C. - Teacher asks students to read the questions carefully and choose the correct * Answer key: answers. Encourage them not to look back 1. C 2. A at the conversation first. 3. A - Teacher allows students to share their 4. A answers before discussing as a class. - Teacher checks their answers as a class and shows students where to find the answer in the conversation. Task 3 * Aims: To help Ss learn the names of some TV programmes. * Content:. Read the conversation again and match the names with suitable descriptions. * Products: Student’s choose the correct answers . (work independently) * Organization of implementation: Teacher’s and Ss’activities Task 3: T - Ss - Teacher encourages students to do the task without looking back at the conversation. If they cannot, let them read the conversation again to find the answers.

Content Task 3: Read the conversation again and match the names with suitable descriptions. * Answer key: 1. c 2. a

3. e

4. b

5. d

- Students work independently. - Teacher allows students to share their answers before discussing as a class. Teacher checks the answers as a class and asks if any students have watched these programmes Task 4 * Aims: To help Ss focus on the use of adjectives to describe TV programmes and characters. * Content: write the adjectives in the conversation which describe the programmes and characters. * Products: Students write correct the adjectives words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Find and write the adjectives in the - Teacher guides students to look back at conversation which describe the programmes and the conversation and find where the names characters. of the programmes/ characters appear. The * Answer key: answers they need are around. interesting - Students can work in pairs to complete wonderful this task. clever - Teacher calls a student to write the educational answers on the board. - Teacher asks if other students have other answers and checks as a class. * Production Task 5:(5’) * Aims: To help Ss talk about what TV programme(s) they like. * Content: Game – Find someone who…( talk about their favourite programme ) * Products: Students ask and answer in font of the class ( Students present in front of the class ) * Organization of implementation: Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss - Teacher gives each student a copy of the worksheet (Appendix 1). - Teacher goes through how to construct “Do you like…?” questions and short answers “Yes, I do. / No, I don’t.” with the class. - Students use the prompts on their worksheet to ask questions to their classmates in 3 minutes. - When a classmate answers “Yes, I do.”, the student writes their names in the “Name” column next to the item. - When a student finishes, ask him/her to

Content Task 5: Game – Find someone who… * Example: A: Do you like sports programmes on TV? B: Yes, I do. / No, I don’t. “Do you like …?” * Model answer: Ask other students 1. …like sports programmes on TV. Question: Do you like sports programmes on TV? 2. … like music talent shows. 3. … like animated films. 4. … like cartoons. 5. … like English programmes.

Name(s) …Hung…

…Lan… …Binh… …Khoi… …Hoa…

e.g. Hung likes sports programmes on TV. Lan likes

say “Bingo”. Three fastest students will present their findings and get marks for their presentation. - Now present your information about five students to the whole class.

music talent shows. Binh likes animated films and Khoi likes cartoons. Hoa likes English programmes.

3. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about the topic Television and Read and understand content of the conversation * Products: Say aloud some words they remember from the lesson. * Organization of implementation Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Vocab about television programme. they have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently 4.. Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Learn all the new words by heart. the new lesson. - Do exercises in the workbook. - Talk about your favourite programme - Prepare lesson 2 ( A closer look 1). *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

Week : UNIT 7: TELEVISION Period : Lesson 2: A closer look 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Television; - use the vocabulary and structures to talk about TV programmes; - pronounce and recognize the sounds /θ/ and /ð/. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: comedy (n), viewer (n), performer (n), popular (adj), live (adj), boring (adj) + Pronounciation: the sounds /θ/ and /ð/. * Grammar: Wh-question words ; conjunctions to connect clauses in compound sentences 2. Competences: Students pronounce correctly the sounds /θ/ and /ð/ in isolation and in context; Students know some words/phrases, adjectives to describe television programmes and characters to describe TV programmes. 3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself. Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 7, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic. To lead in the lesson about vocabulary and pronunciation. * Content: Game : Matching(match the names of TV programmes with suitable pictures) * Products: Ss match words and pictures exactly on the goupboard. * Organization of implementation: Teacher’s and Ss’activities Content * Matching - Teacher divides students into 4 groups and * SET OF PICTURES:

delivers a set of 6 pictures about famous TV programmes for children. - Teacher asks students to work in groups and match the names of TV programmes with suitable pictures. - The fastest group will say “Bingo” and stick their work on board. - Teacher checks the answers and gives a small gift to the winning group. + Lead in: Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about TV programmes.

Talent shows

The Voice Kids

Animated films

* Presentation (5’) * Aim: To teach students some nouns and adjectives to talk about TV programmes. * Content: Vocabulary about TV programmes. * Products: Read and pronounce correctly and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually - Copy all the words

* Vocabulary - comedy (n): [picture] - viewer (n): [picture] - performer (n): [picture] - popular (adj) [definition] - live (adj) [definition] - boring (adj) [antonym] interesting

* Checking vocab: < Matching>

* Checking vocab: < Matching> *Practice (20’)

Task 1 * Aims: To teach students some words/phrases related to television. * Content: Write the words/phrases in the box next to the definition. * Products: Students give their answers exactly . * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Write the words/phrases in the box Task 1: T-Ss - Teacher asks students to read the next to the definition. words/phrases in the box first and see if * Answer key: they can remember some of them from the 1. character previous lesson. 2. educational programme - Teacher reminds students of the

words/phrases they do not remember. - Students read the definition and do the task. - Teacher calls some students to give their answers. - Teacher gives feedback and corrections (if necessary).

3. comedy 4. talent show 5. viewer

Task2 * Aims: To give students further practice on how to use some words/phrases in context. * Content: Complete the sentences with the words/phrases in the box. * Products: Ss say the correct answers ( pair work). * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the words/phrases in the box. - Teacher asks students to work in pairs and * Answer key: use the words/phrases in the box to 1. channel complete the sentences. 2. character - Students work in pairs and do the task. 3. animated films - Teacher calls some pairs to share their 4. game show answers with the whole class. 5. comedies - Teacher gives feedback and corrections (if 6. viewers necessary). Task 3 * Aims: To teach students more adjectives to describe television programmes and characters * Content: Complete the sentences with the adjectives in the box. * Products: Student’s say correct answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Complete the sentences with the - Teacher asks students to use the given adjectives in the box. adjectives to complete the sentences. Answer key: - Students work independently. 1. popular - Teacher allows students to share their 2. boring answers before discussing as a class. 3. cute - Teacher asks some students to share the 4. live answers and gives corrections (if necessary). 5. funny 6. educational * PRONUNCIATION (10’) * Aims: To help students have concept and identify the sound /θ/ and /ð/. * Content: Understand and know how to pronounce the sounds /θ/ and /ð/. * Products: Students pronounce words exactly . * Organization of implementation: Teacher’s and Ss’activities Content

* Presentation T-Ss - Teacher introduces 2 sounds /θ/ and /ð/ to students and lets them watch a video about how to pronounce these two sounds. - Teacher asks students to give some words they know containing these sounds.

* PRONUNCIATION * Suggested answers: - /θ/: think, thank, throw, theatre, third. - /ð/: this, that, these, those, there, father.

Task 4 * Aims: To help students identify and practise the /θ/ and /ð/ sounds. * Content: Listen and repeat. Underline the words with the sounds /θ/ and /ð/. * Products: Students read the words exactly (work individually) * Organization of implementation: Teacher’s and Ss’activities Task 4:T-Ss, Ss-Ss

- Teacher asks students to read the words first as they are familiar with students. - Teacher plays the recording and asks students to listen carefully and check if they have pronounced them correctly. - Teacher plays the recording again. Students listen and repeat. - Teacher calls some students to read the words individually.

Content Task 4: Listen and repeat the words.

* Audio script: /θ/: theatre, earth, anything, both, through /ð/: there,them, neither,weather,than

Task 5 * Aims: To help students pronounce the sounds /θ/ and /ð/ correctly in context. * Content: Tongue Twister. Take turns to read the sentences quickly and correctly. * Products: Students read the words exactly (work individually) * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: Tongue Twister. Take turns to read the - Teacher allows students to work in pairs sentences quickly and correctly. and practice reading the tongue twister: 1. They are thinking about the weatherthere. 2. The new theatre opens on Thursdaythe t hird. slowly at first, then faster and faster. - Teacher asks some students to read the - Tongue Twister aloud. * Production (3’) * Aim: To give students a chance to apply what they have learnt. * Content: Game: Tongue Twister Race. * Products: Students read aloud their sentences. * Organization of implementation:

Teacher’s and Ss’ activities - T-Ss, Ss-Ss - Teacher writes two tongue twisters on the board and first practices the tongue twister with the students. - Teacher lets students practice in pairs, then asks students to line up in two teams. - Teacher lets the first team say the first tongue twister, one student at a time and see how long it takes them to say the tongue twister correctly as a team. After, write the total time taken on the board. - Now the second team says the second tongue twister, one student at a time as quickly as they can. - The team who says the tongue twister quicker wins.

Content * Game: Tongue Twister Race.

* Tongue Twister sentences

1. The first thing that they think of is this. 2. These things finish sooner than you think

* Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Revise Vocabulary and find 5 more words with /θ/ and 5 more words with /ð/. * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn all the new words by heart. - Do exercises in the workbook. - Find 5 more words with /θ/ and 5 more words with /ð/. - Prepare lesson 3 ( A closer look 2)..

*- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - know how to use Wh-questions and conjunctions in compound sentences: and, but, so correctly. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “television” * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Know how to use some question words and conjunctions correctly; Talk about a favourite TV programme; identifying types of TV programmes in the world. 3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. MATERIALS * Preparation: 1. Teacher: - Text books , pictures, planning (Unit 7, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’)

* Aim: To activate and anticipate students’ knowledge of the questions they are familiar with To introduce targeted grammar of Wh-questions. * Content: Game: Netwworking “Question words” * Products: Students words correctly on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Networking * Game: Netwworking - Teacher divides the class into two teams, What then writes “question words” on the board and gives them two minutes to discuss. - After that time, a student from each team one Question words by one runs to the board and writes one word. - The team which has more correct answers is the winner. * Suggested answer: - Who , what, where, when, why, which, how,… Lead in:Teacher draws students’ attention to the question words they are going to learn in the lesson: when, how many, how often, what, where, who and why and informs students of conjunctions: but, so, and. * Presentation (15’) I. Wh-questions: Task 1+ 2 * Aim: To remind students of the questions they are familiar with. To help students identify the functions of different question words. * Content: Read the conversation and underline the question words; Read the conversation and underline the question words. * Products: Understand and know how to use different question words. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Read the conversation and underline the question words. - Teacher has students complete the task * Answer key: individually. What are you doing tomorrow? Where is it? - Teacher checks the answers as a class. How long is it on? Task 2: Match each question word with the information it needs.

Task 2: - Teacher allows students to do the matching in pairs. - Teacher checks their answers as a class. - Teacher explains if students have any difficulty understanding how to use the question words.

* Answer key: When – time How many – number How often – repetition What – thing Where – place Who – people Why – reason II. Conjunctions: but, so, and

II. Conjunctions: but, so, and * Aim: Help Ss know the meanings as well as the use of the three conjunctions: and, but, so. * Content: Explain the way to use and give example. * Products: Understand and know how to use three conjunctions: and, but, so.

Teacher’s and Ss’activities Teacher writes the example in the Remember! Box (page 10) on the board and circles the conjunction in the sentence. Teacher underlines the clauses before and after the conjunction. Teacher draws students’ attention that conjunctions are used to connect two clauses into a compound sentence. Teacher introduces the focused conjunctions: but, so, and.

Content * Conjunctions: but, so, and We use conjunctions to combine two clauses into acompound sentence.

- “and”: is used for addition. - “but” is used for the contrast. - “so” is used for the result * Exam p les: + I like watching cartoons, but my brother likes

+ watching sports.I enjoy sports, so I spend a lot of time outdoors. + I'm helping decorate the house, and my brother is busy cooking.

- Teacher asks students to work in groups of 4 and make 3 compound sentences using three target conjunctions.

* Suggested answers: + It is still painful, so I go to see a doctor. + She is tall, but her sister is short. +I like music, and I like watching TV, too. * Practice (15’)

Task 3 * Aims: To give students more practice with question words. * Content: Use the question words in the box to complete the conversations. * Products: Ss say the correct words.

* Organization of implementation: Teacher’s and Ss’activities Task 3:T –Ss : Ss- Ss - Teacher has students work on the exercise individually before they compare answers with each other. - Teacher plays the recording and asks students to listen and check their answers. Also remind students to pay attention to the tune of the wh-questions (falling at the end). - Teacher gives feedback as a class discussion.

Content Task 3: Use the question words in the box to complete the conversations. Then listen and check your answers. * Answer key: 1. How often, What 2. Who 3. When, Where

Task4 * Aims: To help students identify the meaning and the position of a conjunction * Content: Match the beginnings with the endings. * Products: Students’ read the complete sentences out loud. * Organization of implementation : Teacher’s and Ss’activities Content Task 4: Match the beginnings with the Task 4: T - Ss, Ss - Ss endings. - Teacher has students work in pairs. - Teacher asks students to read the clauses * Answer key: 1. c in the beginning column carefully and 2. a find clues in the endings column for 3. e matching 4. b - Teacher checks students’ answers as a 5. d class. - Teacher calls some students to read the complete sentences out loud.

* Production (5’) * Aims: To give Ss some practice in using conjunctions. * Content: Game : Who’s faster. “Use and, but or so to complete the sentences.” * Products: Students play game and say the correct answers. * Organization of implementation: Teacher’s and Ss’activities

- Teacher uses Exercise 5 (p. 10) to create questions in the game. * Game: Who’s faster ?

Content Game: Who’s faster ?

- Teacher prepares 7 numbers which includes 5 questions about using and, but or so to complete the sentences , and 2 lucky numbers. - Each Ss chooses a number and answers the question behind the number. If the student answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question

* Answer key: 1. so 2. but 3. so 4. but 5. and

Teacher’s and Ss’activities

Content

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise the main grammar points of the lesson. * Products: Students say what they have learnt in the lesson * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson. - Say a question word and ask Ss to respond by making a question with it.

Content Summarise the main grammar points of the lesson. + Question words + Conjunctions

* Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Make 5 sentences in the present simple tense, using adverbs of frequency. - Prepare lesson 4 ( communication)

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - ask for and give information about TV programmes; - recognise and have knowledge about some famous TV programmes in some countries. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “television” * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Know how to use some question words and conjunctions correctly; Talk about a favourite TV programme; identifying types of TV programmes in the world. 3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. MATERIALS * Preparation:

1. Teacher: - Grade 6 textbook, Planning (Unit 7 communication) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ knowledge of forming questions to ask for information about a TV programme. * Content: Making some questions about a TV programme. * Products: Students make the questions exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Question forming: * Warm up Team work - Teacher draws a spider web on the board with the What.... word TV PROGRAMME in the middle and Why... ... question words in branches. TV PROGRAMME - Teacher asks students to form the questions to ask How What for information about a TV programme using the often... time... given question words. - Students give their answers. * Suggested answer: - Teacher writes down the answers on the board. 1. What’s your favourite TV programme? 2. Why do you like it? 3. What time is it on? 4. How often do you watch it?

+ Lead in To lead in the lesson about communication - Teacher leads students into the lesson by telling them that they are going to learn how to ask for and give information about TV programmes and some famous programmes in other countries. * Presentation (10’) * EVERYDAY ENGLISH * Aim: To introduce a sample conversation about a TV programme.

* Content: some new words about related to the lesson. * Products: Read and understand the meaning of words; role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read the conversation. Pay attention to the highlighted words. - Teacher plays the recording and asks students to look at the conversation and read it while listening. * Audio script:

- Ask Ss to read the conversation as an example.

Tell Ss that they can use what, what time, why, etc. to ask about TV programmes.

A:What's your favourite TV programme? B:The animal programme. A:Why do you like it? B:Because I can see the animals in their real life.

*Practice (25’) Task 2 * Aims: To practice asking for and giving information about TV programmes. * Content: Make a similar conversation about your favourite TV programme. * Products: role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: Work in pairs. Make a similar Task 2:T –Ss : Ss- Ss - Teacher asks students to work in pairs and make conversation about your favourite TV a similar conversation about their favourite TV programme. * Suggested answers: programme. Encourage students to add the A: What’s your favourite TV programme? questions in Warm-up in their conversation. B: The sports programme. - Students do the task in pairs. A: Why do you like it? - Teacher calls some pairs to act out their B: Because I am a big fan of sports. conversations in front of the class. A: What time is it on? - Teacher checks and corrects if needed. B: It’s on at 7:30 p.m. on VTV3. A: How often do you watch it? B: I watch it every weekend. Task3 * TV programmes * Aims: To allow students to explore some interesting facts about TV in other countries. * Content: Discuss and complete the facts with the countries in the box. * Products: Students complete the sentences exactly. ( workin groups) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in groups. Discuss and complete the facts with the countries in the - Teacher asks students to work in groups and box. help one another find the answers/make * Answer key: guesses. 1. Japan - Teacher calls some students for the answers. 2. Vietnam - Teacher reminds students of the correct way to 3. Iceland give their answers/make guesses. 4. the USA E.g. Pokemon cartoons are from Japan. (They * Note: know the answer.) + Pokemon cartoons: Japanese television animation - We think Pokemon cartoons are from Japan. series, typically aimed at adults as well as children. + Iceland: Before 1981, there was no TV in July; (They make a guess.)

- Teacher confirms the answers with the whole class

before 1986, there was no TV on Thursday. It comes from the opinion that you could do without TV once a week! Spend it with your family. Spend it outdoors. + Discovery Channel: an American pay television network. It creates the highest quality content and remains one of the most dynamic media companies in the world.

Task 4 * Aims: To introduce to students some TV programmes for children. * Content: Read about two TV programmes and tick the correct programme in the table. * Products: Ss give their answers and checks as a class.(work independently) * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss - Ss Task 4: Read about two TV programmes and tick the correct programme in the table. - Teacher asks students to read the passages and * Answer key: do the task. Remind them that some facts may 1. Both programmes refer to both programmes. 2. Let’s Learn Students do the task individually. 3. Hello Fatty Teacher calls some students to give their answers 4. Let’s Learn 5. Hello Fatty and checks as a class. * Production (5’) * Aims: To allow students an opportunity to practice with the information from the TV programmes in Task 4. * Content: Tell your group which programme in Task 4 you prefer and why. * Products: Each group shares their answers with the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: Work in groups. Tell your group - Teacher asks students to work in groups of four, which programme in Task 4 you prefer and why. read the two programmes again, then tell their * Example: friends which one they prefer and why. I like Let's learn because it's funny and I can gain - Teacher calls some students to speak in front of knowledge from it. the class. - Teacher asks other students to give comments and gives more feedback if needed. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson.

* Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Practice asking and answering about some famous TV programmes in some countries and their favourite TV programmes. * Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities

Content - Do EX in the workbook. - Prepare lesson 5 ( skills 1)

- T reminds Ss to do homework and prepare the new lesson. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 5 : Skills1 I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Television; - read for specific information about television; talk about one’s favourite TV program, the reasons for that. II. LANGUAGE ANALYSIS

1. Knowledge:

* Vocab: compete (v), plant (n), comedy, race (n),.. * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Talk about their favourite TV programme; work in group to talk about two things you like and don’t like about TV program. 3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. MATERIALS 1. Teacher: - Grade 6 textbook, planning ( Unit 7, skills 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To create a friendly and active atmosphere in the class before the lesson. To lead in the topic of the reading text. * Content: * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content * Play a game : * Guessing game: TV channels - T- Ss - Teacher shows some pictures which illustrate the logos of some famous TV channels. These logos are missing some parts or in the reversed position. - Students have to guess the name of the TV channels. - Teacher provides feedback and confirms the answers: + Lead in: * Discovery Channel; Disney Channel; Cartoon Network, -To lead in the text about TV guides. football channel, Quang Ngai television, - Teacher asks students questions to lead in the reading text: -1/Among these five channels, which one do you like best? I like …… best because I……………… 2/ What about you? Do you often read the TV guide before watching TV? ………………………………………. * Pre- reading (7’) * Aim: - To prepare students with vocabulary related to the lesson ; To lead in the reading skills.

* Content: Some vocabularies related the lesson. * Products: Read and understand the meaning of the words. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : * VOCABULARY: - Pre teach vocabulary - compete (v) : tranh tài cạnh tranh - Teacher use different techniques to teach - plant (n): cây cảnh, thực vật vocab (pictures, situation, realia) - comedy (n): phim hài - race (n): Cuộc đua - Repeat in chorus and individually - Copy all the words * Checking vocab: < Rub out and remember * Checking vocab: <R &R> * While reading (15’) Task 1 * Aims: To teach students how to read a TV guide. * Content: Read the first two columns of the TV guide and answer the questions. * Products: Read and answer the questions exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 1: Read the first two columns of the TV guide - Teacher asks students to have a quick look at and answer the questions. the TV guide and answer questions like: 1. What information do you see? (the time, the name of - This task should be done carefully as it helps the programme and its content) do Task 2. 2. What information comes first? What comes next? - Teacher explains to students so that they can 3. What do you look at when you are choosing a distinguish the name of the programme (e.g. programme to watch? Sports) and the name of the specific event / show/ film, etc. on that programme (e.g. The * Answer key: Pig Race). 1. (It’s) Cuc Phuong Forest. - Teacher allows students some time to read 2. Yes, it is. the TV guide and answer the questions. 3. It’s on at 10.30. - Teacher checks their answers as a class. 4. No, we can’t. 5. (It’s about) dolphins.

Task 2 * Aims: To show students how to find a suitable TV programme for a person. * Content: Write the programmes that these people may choose to watch. * Products: Stusents’ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss – Ss Task 2: Read the TV guide in Task 1 and write the programmes that these people may choose to watch. Teacher asks students to read the information * Answer key:

about each person carefully, underline the key 1. Phong: Children are Always Right word(s) showing what each person likes in 2. Bob: The Fox Teacher order to help them find the answer. 3. Nga: Cuc Phuong Forest Teacher allows students some time to do the 4. Minh: The Pig Race task individually. 5. Linh: The Dolphins Teacher asks some students to share their answers before checking as a class. * Pre- speaking (5’) Task 3 * Aims: To allow students to talk about what they have done in Reading Task 2. * Content: Work in groups. Share your table in Task 2 with your group and see if they agree with you. * Products: Some students demonstrate fluently it in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in groups. Share your table in Task 2 with your group and see if they agree with you. - Teacher lets students work in groups and * Example: share their answers in Task 2 to the groups. A: I think the best programme for Phong is the game - Teacher encourages other students to say if show "Children are always right". they agree or disagree with the answers and explain their partners’ choice. B: I agree. He wants to know more about pets. - Teacher calls some students to demonstrate it in front of the class. * While-Speaking (6’) * Aims: To teach students how to talk about their favourite TV programmes. * Content: Tell your group about your favourite TV programme. * Products: Some students present their answers to the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Work in groups. Tell your group about - Teacher asks students to read the instructions your favourite TV programme. carefully and allow them some time to prepare their answers. - Teacher tells students the suggested structure can help them arrange their ideas. - Teacher lets students share their answers in groups before calling some students to present their answers to the class. - Teacher corrects later if they make any mistakes.

* Suggestions: - My favourite programme is... - It’s on ... - It’s about ... - I like it because it ... * Post-Reading and Speaking (5’)

* Aim: To help students improve next time. * Content: Discuss your choice with your friends. * Products: Some students present in front of fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Discuss your choice with your friends. - Teacher allows students to give comments for * Students ’ presentation their friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments. * Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities

Content - Teacher asks students to talk about what they + words/phrases/ sentences describing television have learnt in the lesson. + talk about a TV programme you like. *Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook.

Content - Do exercise in workbook. - Prepare for the next lesson: Skills 2.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week :

UNIT 7: TELEVISION

Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - listen to get specific information from a recommended TV schedule; - write a short guided passage about one’s watching TV habits. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise words related the topic “Television” * Grammar: Use conjunctions (but, and, because …) and question words (where, who, why,… ) 2. Competences: Talk about their favourite TV programme; work in group to talk about two things you like and don’t like about TV program. 3. Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. MATERIALS 1. Teacher: - Text books , pictures, planning ( Unit 7, Skills 2) - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: - To create a friendly and active atmosphere in the class before the lesson; -To lead in the topic of the listening tasks. * Content: Game: Kim’s game * Products: Ss write the name of TV programs on the posters. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Play a game : Kim’s game T -Ss - Teacher shows some pictures of TV programmes. - Teacher asks students to look carefully at them for about thirty seconds. Then take the pictures away and ask them to call out what they can remember. Lead in:

- Teacher asks students some questions to lead in the listening tasks: + What programme did you watch last night? + What was it about? + What did you like about it?

+ What didn’t you like about it? + Why did you like/dislike it?

* Pre-Listening (2’) * Aim: - To draw students’ attention to the keyword of the listening task * Content: Read the programmes in the table. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities - T –Ss : - Teacher allows students some time to read the programmes in the table. - Teacher asks them to focus only on the information they need:

Content * Read the programmes in the table.

the channel.

“We are going to read a schedule of some programmes on TV. First, I would like you to read it, underline the important key words (“the channel”), then listen to tick which channel it belongs to.”

* While -listening (10’) Task 1 * Aims: To help students develop their listening skill for specific information. * Content: Listen and tick the correct channel for each programme. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 : Listen and tick the correct channel for Task 1:T –Ss : Ss- Ss each programme. - Teacher plays the recording.

- Students listen and tick. - Teacher checks their answers as a class.

*Answer key:

Programme Green Summer My Childhood Harry Potter English and Fun

Channel 1 Channel 2 Channel 3    

Task 2 * Aims: To help students develop listening skill for specific information. (T/F) * Content: Listen again and tick T (True) or F (False).. * Products: Students say T or F exactly. * Organization of implementation:

Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - This activity requires students to listen more carefully for details. - Teacher allows students some time to read the statements first and see if they can answer any of them based on the previous listening. - Teacher draws students’ attention to the fact that almost all the questions start with the names of the programmes. They are signals that the answers are coming. - Teacher plays the recording. - Students listen and tick. - Teacher checks their answers as a class. If students have difficulty in catching the information, determine their answers, pause the recording after each sentence where the information appears.

Content Task 2: Listen again and tick T (True) or F (False). => Answer: 1. T 2. F ( a boy and his dog) 3. T 4. F ( 9 o'clock) *Audio script:

Here are some interesting TV programmes for you. Green Summer, a music programme, is on Channel 1. It starts at eight o’clock. My Childhood is on Channel 2. It’s the story of a country boy and his dog Billy. On Channel 3, you will watch Harry Potter at 8.30. Children all over the world love this film. If you like to learn English, you can go to English and Fun on Channel 1. It’s at nine o’clock. We hope you can choose a programme for yourself. Enjoy and have a great time.

* Post- listening (5’) * Aims: To summarize the key information in the listening tasks. * Content: Summarize the information of the listening part. * Products: Ss summarize the information in the listening part before the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss( work group) * Summarize the information of the listening part. - Students work in groups of four. - Teacher asks students to summarize the information in the listening part and talk about it. - Teacher helps if necessary.

* Pre-Writing (5’) * Aims: To guide and prepare students with information for their writing in Task 4. * Content: Read the questions and circle the right answers for yourself * Products: Students’ answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 3: Read the questions and circle the right answers for yourself. - Students have to answer a questionnaire about TV-watching habits. - Teacher lets students read the questions and 1. How much do you like watching TV? A. A lot B. So so. C. Not much. tick the most appropriate answers for

themselves. - Teacher asks them to think of a TV programme they like and write the answer to Question 5. - T can have Ss ask and answer in front of the class

2. How many hours a day do you watch TV? A. 1 hour. B. 2-3 hours. C. Less than one hour. 3. When do you watch TV the most? A. In the morning B. In the afternoon. C. Inthe evening. 4. Do you watch TV when you are eating? A. Always. B. Sometimes. C. Never. 5. What TV programme do you watch the most? A. cartoon B. Sports. C. cience

* While-Writing (5’) * Aim: To guide students how to write a paragraph about TV-watching habits. * Content: Write a paragraph of 40-50 words about your school. * Products: Students’ perfect writing on the posters. * Organization of implementation Teacher’s and Ss’activities Content Task 4: Write a paragraph of about 50 words - Teacher lets students work individually. - Teacher asks them to refer to the questions about your TV-viewing habits. Use your answers in Task 3. and their answers in 3 while they are * Sample answer: writing. These questions are a very good +I like watching TV, about one hour a day. I only guide of how to form a sentence and what watch TV in the evening. During the day, I go to information they need to complete the school. On Saturday and Sunday, I watch more. sentence. Sometimes I watch TV when I’m eating, but I never - Teacher tells students that the information watch TV when I’m studying. I watch Da Vinci most. It in the questions in Task 3 has been has interesting educational programmes for children. arranged in a logical order and they can organise their writing by referring to their + I like watching TV a lot. I usually spend 2-3 hours on watching TV. I often watch TV in the evening. I somtimes answers one after another. watch TV when I'm eating. I watch Cartoon the most - Teacher goes round and oﬀer help if because it’s funny and interesting. needed. - If time allows, ask some students to share their writing with the class. If not, collect some students’ writings to correct at home. * Post-Writing (3’) * Aim: To peer check, cross check and final check students’ writing. * Content: Cross check students’ writing * Products: Students check the others’ writing carefully . * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to exchange their textbooks to check their friends’ writing. - Teacher then gives feedback as a class discussion.

Content + Exchange their textbooks to check their friends’ writing.

* Consolidation (2’)

* Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Say aloud what they have just learnt in front of the class. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen and tick the correct channel for each programme. - Write a paragraph of about your TV-viewing habits. * Homework (2) * Aim: To revise the knowledge that students have gained in this lesson. - To allow students finalize their versions after being checked by friends and teacher. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to write down the - Rewrite the paragraph in the notebooks. paragraph in their books. - Prepare Looking back and project. - Teacher asks students to prepare the new lesson. * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 7: TELEVISION Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Television; - pronounce correctly the sounds /ð/ and /θ/ in isolation and in context; - use conjunctions (and, but, because) and question words (where, who, why..); - ask and answer about a favourite TV programme; - read a TV schedule and descriptions of famous children’s programmes for specific information; - listen for specific information from a recommended TV schedule; - write a short guided passage about one’s TV watching habits. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: revise words of unit 7 * Grammar: conjunctions (and, but, because) and question words (where, who, why..); 2. Competence: revise the use of conjunctions and question words , develope speaking, writing and co-operating skills when doing projects. 3. Quality/ behavior: Ss will be more aware of spending time watching TV, and choose the best programme for yourself ;The awareness about importance of learning English. Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working III. MATERIALS 1. Teacher: - Text books , pictures, planning (Unit 7, Looking back and project) - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (3’) - * Aim: To activate students’ prior knowledge and vocabulary related to the topic. To revise the vocabulary about television and lead in the lesson. * Content: Game: * Products: Students write correct words on the board. * Organization of implementation:

Teacher’s and Ss’activities * Warm up (Team work) T -Ss - Teacher asks students some questions to lead in the lesson: “Last lesson, we learnt so many TV programmes, now I would like to ask you a few questions about them.

Content * Game: Mini-talk + What is your favourite TV programme? + Can you tell me what it is about? + Could you give me some adjectives to describe it?”

VOCABULARY (10’) Task 1 * Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Put the words in the box in the correct column. * Products: Students write correct words on the board. ( say the correct answers aloud) * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Put the words in the box in the correct column. Add more words if you can. - Teacher asks students to do the task * Answer key: individually. - Teacher allows students some time to read Programmes Adjectives the list of the words and write them in the sports educational correct place in the table. wildlife interesting - Teacher lets students swap their answers English in a popular for double check. Minute funny - Teacher calls on some students to read animated aloud their answers before checking them films as a class.

Task 2 * Aims: To help students revise the vocabulary about television in context. * Content: Use the words in the box to complete the text. * Products: Students’ correct answers on the board ( say the correct answers exactly) * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Use the words in the box to complete the text. - Teacher asks students to do the task * Answer key: individually. 1. viewers - Teacher lets students swap their answers 2. animal for double check. 3. sports - Teacher calls on some students to read aloud their answers before checking them 4. funny 5. educational as a class. * GRAMMAR (10’) Task 3 + Task 4

* Aims: To help students revise the use of question words. To help students revise the use of conjunctions * Content: Complete each question with a suitable question word; Use the conjunctions provided to connect the sentences. * Products: Write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: Complete each question with a suitable Task 3: T - Ss, Ss - Ss question word. - Teacher asks students to look at the * Answer key: answers and underline the missing 1. How many information from the questions so that 2. What they can decide which question words to 3. Why be used. 4. Who - Teacher goes round and oﬀer help if 5. How much needed. - Teacher checks their answers as a class Task 4:T-Ss, Ss-Ss - Teacher asks students to read the two sentences in each question and use the conjunctions provided to connect them. - Mind that in most sentences, the conjunctions are used to replace the stop mark and connect the two sentences. - Teacher checks their answers as a class.

Task 4: Use the conjunctions provided to connect the sentences. * Answer key:

1. Ocean Life is on at 7.30, and Laughing out Loud comes next at 8.00. 2. I liked The Seven Kitties very much, so I watched it many times. 3. BBC One is a British Channel, but VTV6 is a Vietnamese Channel. 4. Along the Coast is a famous TV series, but I don’t like it. 5. I have a lot of homework tonight, so I can’t watch Eight Feet Below.

* PROJECT Task 5: (5’) * Aims: To introduce to students a new way of learning and practising their learnt language outside the class. * Content: Make a project about “ How important is TV to you?” * Products: Students report the results to the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: How important is TV to you? - Teacher divides students into groups of four or five and instructs them on what they have to do. - Teacher encourages them to reach further @ Notes: out of the classroom (interviewing their * This project introduces to students a new way of parents, siblings, neighbours, etc.). learning and practising their learnt language - Teacher asks students to share their outside the class. findings with the class. If there is time, teacher can use the results of the project for * Teacher organises the activity in a way that students will be able to go out and ask questions the class discussion to see how much TV to find out how important TV is to their friends, watching is enough/ good/bad and the role

of TV for children.

to take notes of the answers, and to report the results to other people (their classmates).

Teacher’s and Ss’activities - Teacher asks students to talk about what

they have learnt in the lesson.

Content - revise vocabulary in unit 7. - revise conjunctions (and, but, because) and question words (where, who, why..); - Make a project about “ How important is TV to you?”

* Homework (2’) * Aim: To revise the knowledge that students have gained in Unit7 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Do exercise in workbook. - Complete the project - Prepare for the next lesson: Unit 8 –Lesson 1. Getting started.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

UNIT 8: SPORTS AND GAMES Lesson 1: Getting started – A look inside I. OBJECTIVES: By the end of the lesson, students will be able to: - have an overview about the topic Sports and games; - use the vocabulary and talk about sports and games. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: gym (n); equipment (n); karate (n), breaktime (n) * Grammar: “The past simple tense” and “Imperatives”. 2. Competence: Capacity to solve problems creatively, physical ability and aesthetic ability; use English to talking about sports and games in the world. Specialized capacity; capacity to use language. 3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports. Ss participate actively in the lesson. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 8, Getting started) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) 1. Warm-up (5’) * Aim: To set the context for the listening and reading text. To introduce the topic of the unit. * Content: Write the names of sports and games. * Products: Ss write words on the posters. ( team work) * Organization of implementation: Teacher’s and Ss’activities Content Warm up: * Game: Listen a song and write the names

T-Ss, Ss- Ss of sports and games - Teacher has students watch a video and asks students to say the name of games and sports again. - And then Teacher leads in the new lesson. - Teacher lets students open their books and starts the lesson. * Answer key: Boxing fishing karate Cycling Tennis Skiing

- T Introduces the topic of the lesson.

Aerobics Chess table tennis swimming Volleyball running …

* Presentation (7’) * Pre- teaching vocab * Aim: To prepare students with vocabulary. * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: - T-Ss * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually

* Vocabulary - gym (n): phòng tập thể dục - equipment (n): dụng cụ, thiết bị - karate (n): Môn võ karate - breaktime (n): giờ giải lao

- Copy all the words *Checking vocab: < Rub out and remmember> * Checking vocab: < Rub out and remmember>

*Practice: 20’ Task 1: * Aims: To have student know the topic. * Content: Listen and read the dialogue. * Products: Students read and understand the content of the dialogue. Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sences: T-Ss * Chatting 1. Who are they in the dialogue? - Teacher draws students’ attention to the 2. What might they talk about? pictures in the textbook and asks them some Suggested answers: questions about the pictures. 1. They are Duong and Mai 2. They are talking about some sports * Now we are going to listen a conversation (Students’answers) between Duong and Mai

Task 1: Listen and read. Task 1: T-Ss - Teacher plays the recording twice. - Students listen and read. - Teacher checks students’ prediction. - Teacher calls some students to role play the conversation . Task 2 * Aims:To have students get specific information of the text and understand the conversation better. * Content: Put ONE word from the conversation in each gap. * Products: Students say the correct words aloud. * Organization of implementation:

Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss Task 2: Put ONE word from the conversation in each gap. - Teacher asks students to do this activity * Answer key: independently, reminds them of the ways to 1. fit do the activity if needed. Students may refer back to the conversation for the context of the 2. gym 3. table tennis words they need to fill the gaps. - Teacher allows students to share their answers 4. Club 5. cycle before discussing in pairs or as a class. - Teacher writes the correct answers on the board. - Teacher explains the meanings of some words if necessary. Students practise saying the sentences together. Task 3 * Aims: To help students revise/ learn some sports and games through pictures. * Content: Name these sports and games, using the words from the box. * Products: Ss write the correct words under the pictures * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Name these sports and games, using - Teacher divides the class into groups of fours, the words from the box. prepares each group 2 sets of cards, one *Play a game: Pelmanism includes pictures of sports and games and the * Answer key: other includes their names. 1. cycling - Students work in groups and label the pictures 2. aerobics with the correct words given. 3. table tennis - The group matches faster and correctly is the 4. swimming winner. 5. chess - Teacher checks with the whole class, asks 6. volleyball them for the meanings of the words. Provide them with the meanings of the words they don’t know. Teacher may also ask them if they play

these sports and games or if people in Viet Nam * Notes: play them. - A sport: an activity that you do for pleasure - Teacher helps students differentiate between a and that needs physical exercise. sport and a game: - A game: an activity or a sport with rules in which people or teams compete against each -Teacher may ask students to give the names of other. some sports and some games they know through a game: * Suggested answers: -Teacher divides the class into 2 teams, gives Sports: running, cycling, mountain climbing, ... each team a chalk, and asks member from each Games: chess, football, card games, computer team to come to the board and write names of games, ... some sports and some games in about 2 minutes. * Production:(5’) Task 4: * Aims: To help students practice speaking and learn about how sporty they are. * Content: Ask your partner some questions to find out how sporty they are. * Products: Ask and answer in the groups and then report their results to the class. . * Organization of implementation: Teacher’s and Ss’activities Content Task 4: Work in pairs. Ask your partner these Task 4:T-Ss, Ss-Ss questions to find out how sporty they are. - Teacher lets students work in pairs (or in groups) to ask and answer the questions. -Some pairs (or groups) may report their results to the class. (In their groups, how many students with answers “A”, how many with answers “B” and who is the sportiest in their groups.)

1. Can you swim? A. Yes. B. No. 2. Do you play outdoors every day? A Yes. B. No 3. Do you usually do morning exercise? A. Yes. B. No. 4. What do you usually do at break ume at school? A, Play in the schootyard. B. Sit in the classroom. 5. What do you think of sports and garnes? A. Very good B. Not useful

If your answers to the questionsare mostly "A", you are sporty.If they are mostly "B", do more sport and try to be more active

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:Read and understand content of the conversation. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they

Content - Vocab about sports and games

have learnt in the lesson. - Ss work indepently

- Read and understand content of the conversation

* Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook. * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week: Period :

UNIT 8: SPORTS AND GAMES Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Sports and games; - pronounce correctly the sounds /e/ and /æ/. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: racket (n); goggles (n); competition (n); champion (n); marathon (n); * Grammar: “The past simple tense” and “Imperatives”; practising the sound /e/ and /æ/. 2. Competence: Talking about sports and games in the world; pronounce the sounds /e/ and /æ/.correctly; 3. Quality: To teach SS to love sports and encourage them to take part in sports; Ss participate actively in the lesson. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES)

* Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic. * Content: Write all the sports and games they have learnt. (know) * Products: Students answer the questions exactly . * Organization of implementation: Teacher’s and Ss’activities Content *Brainstorming T - Ss football - Teacher divides the class into two teams. One member from each team, in turns, comes to the board and lists all the sports and games they Sports games have learnt. - The team with more correct answers in two minutes is the winner. * Answer key: Boxing fishing karate Cycling Tennis Skiing

chess

Aerobics Chess table tennis swimming Volleyball running …

* Presentation (7’) * Aim: To enrich students’ vocabulary. * Content: Some vocab in the lesson. * Products: Read and understand the meaning of the words. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * Vocabulary * Pre teach vocabulary - racket (n): vợt cầu lông - Teacher use different techniques to teach vocab ( providing explanations of the words; - goggles (n): kính bơi, kính bảo hộ showing picture illustrating the words.) - competition (n): cuộc thi, cuộc tranh tài - champion (n) ['t∫æmpjən]: người vô địch, nhà quán - Follow the seven steps of teaching vacab. quân - Repeat in chorus and individually - marathon (n): cuộc chạy đua maratông ( đường dài) - Copy all the words - congratulations (n): lời chúc mừng, lời khen ngợi * Checking vocab: < what and where>

* Checking vocab: < what and where> * Practice (15’)

Task 1: * Aims: To revise/ teach the names of some equipment to be used in some sports/ games. * Content: Write the right words under the pictures. * Products: SS write their answer on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T - Ss Task 1:Write the right words under the pictures.

- Teacher asks students to look at the pictures and see if they can write the words under the pictures. - Teacher lets students work individually, tells them to put the words and phrases given under the right pictures. - Teacher calls a student to come and write their answer on the board. The rest of the class may pair compare. - Teacher checks the answer with the whole class and explains the meanings to them if necessary. If there is enough time, let ss give examples.

* Answer key: 1. ball 2. sports shoes 3. boat 4. racket 5. goggles

Task 2 * Aims: To revise/ teach the names of some sports/ games and the equipment to be used with them * Content: Match each thing in column A with a sport in column B. * Products: Ss say the answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss Task 2: What sports are these things for? Match each thing in column A with a sport in column B. -Teacher tells students to do the task independently first, then calls on some * For example: students to write their answers on the board, – table tennis – bats then checks their answers as a class. – running – sports shoes – chess – chessboard + chessmen / chess pieces ... - Teacher checks with the whole class, asks * Answer key: students to give more names of sports and 1. c equipment to be used with them. 2. d 3. a 4. b 5. e Task3 * Aims: To give students practice on how to use words related to sports/ games in context. * Content: Fill each blank with the words from the box. * Products: Ss say the answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss Task 3: Fill each blank with the words from the - Teacher has students read the sentences and box. fill the blanks with the words given, then * Answer key: read the sentences carefully and look for 1. competition clues so that they can choose the right words 2. champion to complete the sentences. 3. congratulations - Teacher calls one student to write the 4. sporty words on the board, then gives correction. 5. marathon -For stronger students, teacher asks them to

make sentences with the words. - Other students and teacher give comments. * PRONUNCIATION (5’) Presentation (Pre-teach the sounds /e/ and /æ/) * Aims: To help students have concept and identify the sounds /e/ and /æ/. * Content: pronounce these two sounds /e/ and /æ/. * Products: know how to pronounce two sounds /e/ and /æ/. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * PRONUNCIATION - Teacher introduces 2 sounds /e/ and /æ/ to /e/ and /æ/ students and lets them watch a video about how to pronounce these two sounds. * Suggested answers: - Teacher asks students to give some words - /e/: get, elephant, pet,… they know containing these sounds. - /æ/: racket, hat, cat,… - Teacher draws students attention to the letters containing the sounds and helps them identify the sounds. Practice (10’) Task 4 * Aims: To help students identify and practise the /e/ and /æ/ sounds.

* Content: Listen and repeat * Products: Students pronounce words exactly . * Organization of implementation: Teacher’s and Ss’activities Content T - Ss Task 4: Listen and repeat. Pay attention to the - Teacher asks students listen and repeat. sound /e/ and /æ/. - Students work in individually. Task 5: * Aims: To help students practise the sounds /e/ and /æ/ in sentences. * Content: Listen and repeat. Underline the words with the sound /e/ and /æ/. * Products: Ss underline the words with the sound /e/ and /æ/ exactly. * Organization of implementation: Teacher’s and Ss’activities Task 5:T-Ss, Ss-Ss - Before listening, teacher lets students discuss in pairs and find the words with the sound /e/ and /æ/. - Teacher plays the recording for students to check and repeat the sentences

Content Task 5: Listen and repeat. Underline the words with the sound /e/ and /æ/. * Answer key: 1. They cannot take part in this contest. 2. They began the match very late. 3. Please get the racket for me. 4. We play chess every Saturday.

5. My grandpa is old, but he’s active. * Production (5’) * Aim: To give students chance to apply what they have learnt. * Content: * Game: Who is faster?. write sentences including 2 features: sports and games and one of the sounds /e/ or /æ/. * Products: Writing and reading the sentences in groups. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher divides students into groups of four, gives each group a piece of paper, ask * Game: Who is faster? them to write sentences including 2 E.g. My favourite sport is table tennis. features: sports and games and one of the sounds /e/ or /æ/. - Teacher asks each group to hand in their paper and checks, the group with more correct sentences is the winner. - Teacher invites the winner to read aloud their sentences * Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content. * Products: Some students volunteer ( summarize the lesson briefly). * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Some vocab in the lesson they have learnt in the lesson - how to pronounce these two sounds /e/ or /æ/. * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words. - Rewrite the sentences into notebooks. - Find 3 more sports or games that have the sound /e/ or /æ/. - Prepare lesson 3 ( A closer look 2)..

* Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 8 : SPORTS AND GAMES Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to use the past simple tense and imperatives. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: vocab related the topic “sports and games” * Grammar: the Past simple tense and imperatives. 2. Competence: Know the uses the simple past tense and use imperatives to tell Sb to do Sth or to give a direct order. 3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports; To teach SS to obey the law strictly. Ss participate actively in the lesson. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 2)

- Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge related to the targeted grammar of past simple tense and to increase students’ interest. * Content: * Products: look at pictures, remember and answer the questions. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Pelmanism - Teacher divides the class into groups of fours, prepares each group 2 sets of cards, one includes activities in infinitive forms and the other includes those of past simple form. - Students work in groups and match the card with infinitive form with its correct past simple form. The group matches faster and correctly is the winner.

watch TV play computer games have lunch drink water teach English learn French go to school do homework be at hom

watched TV played computer games had lunch drank water taught English learnt French went to school did homework was/were at hom

Lead in - Teacher draws students’ attention to the form of

the verbs in the game and asks them whether they know the target tense * Presentation (7’) * Aim: To help students know and understand the use of past simple tense. * Content: the usage and the form of The past simple tense * Products: understand and know how to use the form of The past simple tense * Organization of implementation: Teacher’s and Ss’activities Content 1. The past simple tense - T –Ss To verb To be - * Elicit past simple tense Positive S + Ved + … . S + was/ were + … . - Teacher provides or confirms the answers Negative S + didn’t + Vinf + … S + wasn’t/ weren’t + and leads in the grammar focus of the lesson: - Teacher asks students to give the rules and lets them study the grammar box. -T

can give more examples if necessary

. Interrogative Did + S + Vinf + … ? Answer Yes, S + did. No, S + didn’t.

… Was/ Were + S + … . Yes, S + was/were. No, S + wasn’t/ weren’t. W/H + did + S + Vinf W/H + was/were + S + +…? ...?

W/H questions * Notes: There are regular and irregular verbs in past simple tense.

* Adverbs of time are used with the past simple are: yesterday, 2 weeks/ 3 months… ago, last week/ month/ year/

* Practice (15’) Task 1: * Aims: To help students practise with the correct form of the past simple. * Content: Choose the correct answer A, B or C. * Products: Students choose correct answer. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss , Ss - Ss Task 1: Choose the correct answer A, B or C. * Answer key: - Teacher lets students do the task 1. C individually and then compares their 2. B answers in pairs. - Teacher tells students that when they do the 3. C 4. A multiple choice questions, they should first 5. B read the sentences (stems) and the options carefully. After that they should choose the answer that they think is correct by eliminating each clearly wrong answer. Then they get the most possibly correct answer. - Teacher checks and confirms students’ answers. Task 2 * Aims: To help students practise using the past simple in context. * Content: Write the correct form of the verbs. * Products: Students write the correct form of the verbs on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Write the correct form of the verbs. * Answer key: - Teacher lets students do the task 1. went individually, asks them to read the 2. had conversation first, so that they understand 3. did you do the context to use the verbs given in the 4. visited correct form. 5. ate - Teacher may call on some students 6. scored separately to read out their answers and corrects their answers if they’re wrong, gives explanation if necessary. - Teacher then calls some pairs to read the conversation with the correct verb form, corrects their pronunciation and intonation if necessary. Task 3

* Aims: To help students practise using the past simple in real situation. * Content: Learn about prepositions of place. * Products: understand prepositions of place. * Organization of implementation: Teacher’s and Ss’activities * T-Ss, Ss-Ss - Teacher divides the class into groups of 4, then lets students take turns to ask and answer questions about their last weekend. - Teacher encourages them to give as many sentences as possible, tell them to use all the three forms (affirmative, negative, and questions). - Some more able students can report to the class about one of their friends’ last weekend.

Content Task 3: Look at each picture and choose the correct answer.

* Presentation (5’)

Imperatives * Aims: To help students know and understand the use of imperatives. * Content: Listen and copy down how to use imperatives: * Products: Ss use imperatives to tell someone to do something or to give direct order exactly. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * Imperatives - Teacher sets context to lead in the lesson: • Do more exercise. there is an obese kid, let’s tell the kids what • Don’t spend much time on computer games. to do/ what not to do to stay fit and healthy by using imperatives. Positive V Negative Don’t + V - Teacher asks students to give the rules and when to use imperatives: use imperatives to tell someone to do something or to give direct order. * Practice ( 8’) Task 4: * Aims: To help students know and understand the use of imperatives. * Content: Look at each picture and choose the correct answer. * Products: Ss say the correct answer aloud. * Organization of implementation: - Teacher tells students to work in pairs, gives Task 4: Look at each picture and choose the correct answer. them about 2 – 3 minutes to do the task. * Answer key: - Teacher goes round, observes the class and 1. Don’t park gives help if necessary. - Teacher calls on some students to read their 2. Close 3. Tidy up answers, then checks their answers as a

class.

4. Don’t use 5. Try Task 5

* Aims: To help students practise using imperatives to tell someone to do something in real context. * Content: Tell your friends what to do and what not to do at the gym. * Products: Ss read aloud their answer and check with the whole class. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 5: Tell your friends what to do and what not - Teacher lets students work in groups of four, to do at the gym. gives each group a piece of paper, asks them Some possible sentences: to take turns to tell their friends what to do • Pay your fee first. and what not to do at the gym and write • Put on your trainers / sports shoes. down the answer in the paper in 3 minutes. • Listen to the instructor carefully. - Teacher gives help and lets them give as • Don’t litter. many sentences as possible. • Don’t eat or drink at the gym. - Teacher calls some groups to read aloud • ... their answer and check with the whole class. *Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Some students raise their hands and say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - The Past simple tense and imperatives.

* Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Make 3 sentences about yourself, using the past simple. - Give 3 orders or tell your friends to do an activity/ everyday routine. - Prepare lesson 4- Communication.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 8 : SPORTS AND GAMES Lesson 3: A closer look 2

Week : Period : I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Sports and games;

- express and respond to congratulations; - talk about sports and games that they like. II. LANGUAGE ANALYSIS 1.Knowledge: * Vocab: vocab related the topic “sports and games” * Grammar: The Past simple tense and imperatives. 2. Competence: Know the uses some words to express and respond to congratulations; talk about sports and games that they like. 3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports; III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (7’) * Aim: To activate students’ prior knowledge and to increase students’ interest. * Content: Complete the sentences ( play game: Lucky number) * Products: Discuss and anwer the Questions exactly (Work in groups) * Organization of implementation: Teacher’s and Ss’activities Content * Warm up : Game - Lucky numbers * Game - Lucky numbers T –Ss : Ss- Ss - Class is divided into 2 teams. Suggested question: - Teacher prepares 7 numbers which includes 5 1. Lucky number questions about their school, and 2 lucky 2. Complete the following imperative: numbers. ….. watch TV more than 3 hours a day. It’s bad for your eyes. - Each team takes turns, chooses a number and Answer key: Don’t answers the question behind the number. If the 3. Complete the question. team answers the question correctly, they will get ….. you have dinner with your parents yesterday? Answer key: Did 1 point. If the team chooses the lucky number, 4. Look at the picture and complete the sentence: they get 1 point without answering the question and get another turn. played badminton

+ Lead in To lead in the lesson about communication - Teacher leads students into the lesson by repeating the answer in question 7 of the game (I won in the EL speaking contest last Monday.) and asks students how will they respond in such

5. Lucky number 6. Look at the picture and complete the sentence:

Listen

7. Translate the following sentence into English: Tôi chiến thắng trong cuộc thi nói tiếng anh thuws2

situation.

tuần trước key: I won in the ELspeaking contest last Monday.

* Presentation (7’) * EVERYDAY ENGLISH Expressing and responding to congratulations. * Aim: To introduce the structure of expressing and responding to congratulations. * Content: Listen and read the short conversation below, paying attention to the highlighted parts. * Products: Ss understand the structure of expressing and responding to congratulations; Role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read the short conversation below, paying attention to the - Teachers lets students listen and read the dialogue, asks them what the characters say when highlighted parts. they hear good news from other people. Duong: Last week I played table tennis - Teacher calls some students to share their with Duy, and I won for the first time. opinions. Mai: Congratulations! - Teacher gives more explanations and writes Duong: Thank you, Mai. Mai: So you’re our class champion now. down the structure of expressing and responding to congratulations * Congratulations. * Thank you. *Practice (15’) Task 2 * Aims: To practice the structure of expressing and responding to congratulations. * Content: Make a similar conversation and work in pairs ( Role play) * Products: Role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2:Work in pairs. Student A has won a prize in the school’s singing contest/sports - Teacher allows students to work in pairs, competition. Student B congratulates practice the situation, using structures above. him/her. Make a similar dialogue. Remember - Teacher calls some pairs to present their to use the highlighted sentences in Task 1. answers. Then change roles. Teacher gives feedback and corrections (if Nga : Last week I won the first prize of necessary). my school’s singing contest. Hoa : Congratulations! Nga : Thank you, Minh.

* THE SPORTS/GAMES YOU LIKE Task 3 * Aims: To have students revise/learn some knowledge of sports/games; To help students communicate through a quiz about sports/ games. * Content: Work in pairs. Do the quiz.

* Products: Students answer the questions exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3 : Work in pairs. Do the quiz. * Answer key: - Teacher asks students to work in pairs and find 1. There are usually 22 players (11 on each side). 2. It normally lasts 90 minutes (divided into two the answers to the quizzes. halves). - Teacher checks and gives the correct answers.

3. They take place every four years. 4. A marathon is 42.195 kilometres long (26 miles and 385 yards). 5. They took place in Olympia (in Ancient Greece) (in 776 BC).

* Production (10’) Task 4 * Aims: To help students ask and answer questions about themselves concerning the field of sports/ games. * Content: Interview your partners about sports / games do you play in your free time. * Products: Ask and answer the questions in front of the class fluently and exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss - Ss Task 4. Work in groups. Interview your partners using the following questions. You - Teacher divides the class into groups of 5 or 6. - Teacher appoints one student to be the may ask for more information. interviewer, others the interviewees, then gives * Give example: students plenty of time to ask and answer A: What sports / games do you play in your free time? questions. Encourage them to talk and raise as B: In my free time I play badminton and chess. many questions as possible. A: Do you play them well? - Teacher goes round the class and gives support B: I’m good at badminton, but I’m not good at chess. A: When and how often do you play them? if necessary. B: I play badminton at the weekend and I play chess in the - After a fixed amount of time, choose the evening. interviewer of some groups to present to the class. A: Which sport / game do you like watching on TV? B: I like watching football matches on TV. - Teacher and other students listen and make ………. comments. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Practice the structure of expressing and responding to congratulations; - talk about sports and games that they like.

* Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities

Content - Do EX in the workbook. - Prepare lesson 4 ( communication)

- T reminds Ss to do homework and prepare the new lesson. *-Evaluation: ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 8 : SPORTS AND GAMES Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Sports and games; - express and respond to congratulations; - talk about sports and games that they like. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “ Sports and games” * Grammar: The Past simple tense and imperatives. 2. Competence: Know the uses some words to express and respond to congratulations; Help Ss learn some knowledge of sports/ games and communicate through a quiz about sports/ games. 3. Quality/ behavior : To teach SS to love sports and encourage them to take part in sports; III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and to increase students’ interest. To lead in the lesson about vocabulary and pronunciation. * Content: play game: Lucky numbers * Products: Students complete sentences exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss * Game: Lucky numbers * Warm up - Class is divided into 2 teams. * Suggested question: - Teacher prepares 7 numbers which includes 5 2. Complete the following imperative: questions about their school, and 2 lucky ….. watch TV more than3 hours a day. It’s bad for your eyes. 3. Complete the question: numbers. ...you have dinner with your parents yesterday? - Each team takes turns, chooses a number and 4,6: Look at the picture and complete the sentence: answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the 4. Jane ….. with her brother last weekend. 6. …….to the instructor at the gym. question and get another turn. 7. Translate the following sentence into English: Tôi chiến thắng trong cuộc thi nói tiếng AnhThứ Hai tuần trước.

 Lead in Eg: I won in the EL speaking contest last Teacher leads students into the lesson by repeating Monday. the answer in question 7 of the game and asks students how will they respond in such situation. * Presentation (10’) * EVERYDAY ENGLISH Expressing and responding to congratulations. * Aim: To introduce the structure of expressing and responding to congratulations. * Content: Listen and read the short conversation below, paying attention to the highlighted parts. * Products: Ss understand and know the way to express and respond to congratulations. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Listen and read the short conversation below, paying attention to the - Teachers lets students listen and read the highlighted parts. dialogue, asks them what the characters say

when they hear good news from other people. - Teacher calls some students to share their opinions. - Teacher gives more explanations and writes down the structure of expressing and responding to congratulations.

Duong: Last week I played table tennis with Duy, and I won for the first time. Mai: Congratulations! Duong: Thank you, Mai. Mai: So you’re our class champion now.

*Practice (25’) Task 2 * Aims: To practice the structure of expressing and responding to congratulations. * Content: Work in pairs. Make a similar dialogue * Products: Some pairs role play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Student A has won a prize in the school’s singing contest/sports - Teacher allows students to work in pairs, competition. Student B congratulates practice the situation, using structures above. him/her. Make a similar dialogue. Remember - Teacher calls some pairs to present their to use the highlighted sentences in Task 1. answers. Then change roles. Teacher gives feedback and corrections (if necessary). * THE SPORTS/GAMES YOU LIKE Task3 * Aims: To have students revise/learn some knowledge of sports/games; To help students communicate through a quiz about sports/ games. * Content: Work in pairs. Do the quiz. * Products: Students ask and answer the Qs exactly. * Organization of implementation:

Teacher’s and Ss’activities Task 3: T - Ss, Ss – Ss - Teacher asks students to work in pairs and find the answers to the quizzes. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Teacher checks and gives the correct answers

Content Task 3: QUIZ. Work in pairs. Do the quiz. * Answer key: 1. There are usually 22 players (11 on each side). 2. It normally lasts 90 minutes (divided into two halves). 3. They take place every four years. 4. A marathon is 42.195 kilometres long (26 miles and 385 yards). 5. They took place in Olympia (in Ancient Greece) (in 776 BC).

* Production (5’) * Aims: To help students ask and answer questions about themselves concerning the field of sports/ games. * Content: Interview your partners questions about themselves concerning the field of sports/ games. * Products: Somes report their interviews to the class confidently and fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 4: Work in groups. Interview your partners using the following questions. You - Teacher divides the class into groups of 5 or 6. may ask for more information. - Teacher appoints one student to be the interviewer, others the interviewees, then gives 1. What sports / games do you play in your free students plenty of time to ask and answer time? questions. Do you play them well? When and how often do you - Encourage them to talk and raise as many play them? questions as possible. 2. Which sport/ game do you likewatching on - Teacher goes round the class and gives support TV? if necessary. 3. Did you join any clubs? 4. If you don't play sport, what do youoften do in - Choose the interviewer of some groups to your spare time? present to the class. - Teacher and other students listen and make comments. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they - express and respond to congratulations; - talk about sports and games that they like. have learnt in the lesson. * Homework (2’)

* Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities

Content - Do EX in the workbook. - Prepare lesson 5 ( skills 1)

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : Period :

UNIT 8 : SPORTS AND GAMES Lesson 5 : Skills 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for general and specific information about Pelé; - talk about famous sports people. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: career (n); goal (n) ; score (v); * Grammar: the Past simple tense and imperatives. 2. Compentece: Ss can ask and answer questions about famous sports stars; Students may have developed reading, speaking and co-operating skills. 3. Quality/ behavior : To teach SS to be hard- working ; To teach SS to love sports and encourage them to take part in sports. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8, Skill 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To introduce the topic of reading and also revise the previous lesson. * Content: play a game: Lucky number ( complete the sentences or answer the questions) * Products: Ss work in groups and join the game actively. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Lucky numbers - Class is divided into 2 teams. - Teacher prepares 7 numbers which includes 5 * Suggested question: questions about their school, and 2 lucky 1. Lucky number 2. Complete the following imperative: numbers.

- Each team takes turns, chooses a number and ….. watch TV more than 3 hours a day. It’s bad for answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and get another turn.

your eyes. Answer key: Don’t 3. Complete the question: ….. you have dinner with your parents yesterday? Answer key: Did 4. Look at the picture and complete the sentence: Jane ….. with her brother last weekend. Answer key: played badminton 5. Lucky number 6. Look at the picture and answer the questions Who is this man? Answer key: Quang Hai ……………

* Presentation (12’) Pre-reading Task 1: * Aim: To activate students’ knowledge of the topic of the reading text. * Content: Look at the picture and answer the questions. * Products: Students answers the questions in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content I/ READING SKILL: - T - Ss Task 1: Work in pair, discuss the questions. - Teacher leads students into the lesson by showing the picture of Pelé, and lets students 1. Who is this man 2. What do you know about Pele? know they are going to read a conversation 3. What is special about him? about him. - Teacher has students work in pairs and discuss the questions about Pelé. It is not important whether they know much or little information about Pelé as long as they concentrate and talk with each other. (Vocab – pre-teach) * Aim: To provide students with some lexical items before reading the text again. * Content: Learn some vocab related in the lesson. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities T –Ss : - Pre teach vocabulary - Teacher introduces the vocabulary by providing definitions of the words - Repeat in chorus and individually - Copy all the words * Checking vocab: < Rub out and

Content * VOCABULARY: - career (n): nghề nghiệp, sự nghiệp - goal (n): khung thành, bàn thắng - score (v, n)): điểm, ghi bàn - take part in: Tham gia * Checking vocab: < Rub out and remmember>

remmember> * While reading (10’) Task 2 * Aims: To develop reading skill for general information (skimming). * Content: Read the dialogue quickly to check your ideas in Task 1. * Products: Ss check their ideas in Task 1 and give any piece of information they can remember . * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Read the dialogue quickly to check your ideas in Task 1. - Teacher tells students to read the text * Example: quickly and check their ideas in Task 1. • ... best footballer - Teacher sets a strict time limit to ensure that • ... from Brazil students read quickly for information. • ... won the World Cup - Teacher encourages students to give any • ... the King of Football piece of information they can remember (and it is not so important if they cannot say • ... any true information as long as they speak English). Task 3 * Aims: To help students develop their reading skill for specific information (scanning); To help students broaden and deepen their knowledge of the famous football star Pelé. * Content: Read the text again and answer the questions. * Products: Ss answer the questions correctly . * Organization of implementation : Teacher’s and Ss’activities Content Task 3: Read the text again and answer the Task 3: T - Ss, Ss – Ss questions. - Teacher asks students to read in chorus the * Answer key: new and difficult words/phrases in the 1. Pelé was born in 1940. dialogue, then checks with students the 2. His father did. / His father taught him. meanings of the new words. Explain to them 3. He scored 1,281 goals in total. if necessary. - Teacher asks students to find the key words 4. (He became Football Player of the Century) in 1999. in each question, then find the information 5. They call him “The King of Football”. in the dialogue to answer the questions. - Teacher confirms the correct answers to the class.

* Pre-Speaking Task 4: * Aims: To help students form the ideas for their speaking. * Content: Read the following facts about two famous sportspeople. * Products: Read and know facts about two famous sportspeople. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss II. SPEAKING SKILLS

- Students work by themselves and read the fact files of two famous sportspeople. Teacher may ask them whether they know these sportspeople, and what else they know about them. - Teacher explains any new words to students if necessary, makes sure students understand everything and they can use these facts to prepare for the next speaking activity.

Task 4: Read the following facts about two famous sportspeople. + Hoang Giang - No. 1sportsman inshooting Born: 1978 in Viet Nam 1995: finished sports school 1996: took part in a shooting competition 2001: won a gold medal for shooting + Jenny Green - one of the bestfemale golfers in history Born: 1972 in Greenland 1987: became a member of localgolf club 1994: took part in a female golftournament 2002: became the female golfchampion

* While- speaking (5’) * Aims: To help students practise speaking about a famous sportsperson. * Content: Choose one sportsperson in Task 4. Talk about him/her. * Products: Ss talk about the sportsperson they have chosen in front of the class . * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Choose one sportsperson in Task 4. Talk - Teacher has students work in groups of four, about him/her. Use the following cues. - His/ Her name lets them take turns to talk about the The sport he / she plays sportsperson they have chosen. - Why he / she is famous - Teacher lets students have freedom to -You like him/ her or not choose what information to mention. (They - Explain why can skip some points, or add some of their => Answer: own.) - While students are talking, teacher goes round the class and monitors, remembers not - His name is Hoang Giang, he was born in 1978 in Viet to stop them in order to correct their mistakes. Nam. He plays shooting. He is famous for being No.1 sportsman in shooting. In 1996, he took part in a When the talking time is over, teacher collects shooting competition. In 2001, he won a medal for common errors and discusses them with the shooting whole class. - Her name is Jenny Green. She was born in 1972 in Greenland. She plays golf. She is famous for being one of the best female golfers in history. In 1987, she became a member of local golf club. In 1994, she took part in a female golf tournament and in 2002, she became the female golf champion.

* Post-Reading and Speaking (5’) * Aims: To check students’ understanding and develop their speaking skill. * Content: Role-play an interview. * Products: Ask and answer some questions in front of the class. * Organization of implementation: Teacher’s and Ss’activities

Content

T - Ss, Ss – Ss - Students work in pairs. One student is an interviewer and the other is a famous sportsperson. Students role-play an interview. - Teacher and students can brainstorm possible interview questions before the activity. Teacher calls some pairs and gives feedback.

* Example: Ti: Hello, Teo Teo : Hi, Ti Ti: …………………

* Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content briefly. * Products: Some students say aloud what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content T - Ss, - Read the text about Pele’ - Teacher asks students to talk about what - Talk about the famous sportsperson . they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to write down their

opinion about a famous sportsperson.

Content - Learn by heart vocab. - Read the text again - write about a famous sportsperson.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 UNIT 8 : SPORTS AND GAMES Lesson 6: Skills 2

Week : Period : I. OBJECTIVES: By the end of the lesson, students will be able to: - Use the lexical items related to the topic Sports and games; - Listen for general and specific information about people’s favourite sports; - Write a passage about your favourite sport. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: Review some words related the lesson. * Grammar: go, play, do + N/V-ing 2. Competence: Students will developed listening and writing skills; Listen and understand specific information about people’s favourite sports; Write a passage about your favourite sport. 3. Quality/behavior: The love of learning English. To teach Ss to love sports and encourage them to take part in sports. Having the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8 – skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Check –up (5’)

* Aim: Check students’ vocabulary from previous lessons; To introduce the topic of listening. * Content: Game “Choose the number”- say the name of sport which each person play. * Products: Ss join the game actively and answer the question exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up : T - Ss, Ss - Ss * Game: Choose a number and answer the Qs - Who is she/he? - What sport does he (she) play? - Teacher divides the class into 2 teams. - Each team takes turns to spin the wheel. Under each number is picture of a famous sportsperson. If the team gives the correct name of sport which the person play, they’ll Example: get one point. (1. Football (David Beckham) - The team with more points is the winner. * Pre-Listening (5’) Task 1: * Aim: - To activate students’ knowledge of the topic of the listening text; - To help students develop their skill of listening for general information. * Content: Listen to the passages. Who are they about? * Products: Listen and answer the question correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 1: Listen to the passages. Who are they - Teacher plays the recording once only, about? asks students to listen and say who are * Answer key: mentioned in the passages. The listening passages are about Hai and Alice. - Teacher confirms the correct answer as a class. * While -listening (10’) Task 2 * Aims: To develop students’ skill of listening for specific information (scanning). * Content: Listen and tick () T (True) or F (False) for each sentence. * Products: Students say T or F exactly and gives explanations to their choice. * Organization of implementation : Teacher’s and Ss’activities Task 2: T - Ss, Ss - Ss - Teacher asks students to read the sentences carefully and find the key words. - Teacher plays the recording again, tells students that while they listen, they have

Content Task 2: Listen to the passages again. Then tick () T (True) or F (False) for each sentence. * Answer key: 1. F 2. T 3. T

to write down T or F for each sentence. - Teacher calls on some ss to read the answers and gives explanations to their choice. - Teacher confirms the correct answers as a class.

4. T 5. F

Task 3 * Aims: To develop students’ skill of listening for specific information (scanning), and identify the exact words to fill the blanks * Content: Listen again and fill each blank * Products: Ss write correct words on the posters. * Organization of implementation : Teacher’s and Ss’activities Task 3: T - Ss, Ss - Ss

Content Task 3: Listen again and fill each blank with a word to complete each sentence. * Play a game: The big wheel game. - Teacher asks students to read the * Answer key: sentences and find the key words. 1. volleyball - Teacher plays the recording the third 2. three time (or more if needed). Tell students that they have to identify the exact words 3. Alice 4. chess in the listening passages to fill the blanks, and that the words must be *Audio script: correctly spelled. - Students can share their answers in pairs Hello. My name’s Hai. I love sport. I play volleyball at school and I often go cycling with my dad at the before listening to the recording a final weekend. But my favourite sport is karate. I practise it time to check the answers as a class. three times a week. It makes me strong and confident. - T can have SS play a game: The big - My name’s Alice. I’m twelve years old. I don’t like wheel game:

doing sport very much, but I like watching sport on TV. My hobby is playing chess. My friend and I play chess every Saturday. I sometimes play computer games, too. I hope to create a new computer game one day.

* Post- listening (3’) * Aims: To check students’ understanding of the listening part. * Content: Summarize the information in the listening part. * Products: Ss summarize the main information of the listening part briefly. * Organization of implementation: - T-Ss, Ss-Ss( work group) - Students work in groups of four. - Teacher asks students to summarize the information in the listening part and talk about it. - Teacher helps if necessary.

* Summarize the information of the listening part. Love sport Hai

……

Alice

doesn’t like sport ….

* Pre-Writing (5’) * Aims: To help students brainstorm ideas for their writing. * Content: Talk about the sport/ game you like. * Products: Ss write down the important and interesting things in their notebooks. * Organization of implementation: Teacher’s and Ss’activities Content - Task 4: - T-Ss, Ss-Ss Task 4: Work in pairs. Talk about the sport/ - Teacher has students work in pairs and game you like. Use the following questions as cues. talk about the sport/game they like. They can use the cues given or their own ideas. - What is the name of the sport/ game? - Teacher asks them to note down the - How many players are there? important and interesting things in their notebooks. - How often do you play it? - Teacher goes round and gives help if - What equipment does it need? necessary, then calls on some students to - Why do you like it? read their notes in front of the class. * Suggested answer. - Teacher and other students listen and - Badminton make comments. - 2 players - I play it three times a week - 2 racquets and 1 shuttlecock

* While-Writing (7’) * Aim: To help students practise writing a paragraph about the sport/ game they like. * Content: Write a paragraph of 40-50 words about the sport/ game you talked about in Task 4 * Products: Students’ writings in their notebooks. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: - T-Ss, Ss-Ss Task 5: Write a paragraph of 40-50 words about the sport/ game you talked about in Task - Teacher asks students to write a 4. You can also refer to the listening passages. paragraph about the sport/ game they talk about in Task 4. Allow students to * Example writing refer to the listening passages and other Badminton is my favorite sport. I play badminton after sections for useful language for writing. school. There are two players: my friend and me. I play - Teacher tells students to write a draft badminton three times a week. To play badminton, I need first, based on the ideas they have talked two racquets and one shuttlecock. …. about in Task 4. - Tell them to pay special attention to punctuation, structural elements, linking words, etc. - If there is enough time, teacher may collect some students’ writings and mark them, then give comments to the class. Remember to tell them how to improve their writings. * Post-Writing (5’) * Aim: To cross check and final check students’ writing. * Content: Swap and give feedback on each other’s writing.

* Products: Ss give feedback on each other’s writing clearly * Organization of implementation: Teacher’s and Ss’ activities -T-Ss, Ss-Ss - Teacher has the groups swap and give feedback on each other’s writing. - Teacher then gives feedback on one writing as a model.

Content * Students’ writing.

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Ss talk about what they have learnt in the lesson. * Products: Ss summarize what they have learnt in the lesson briefly * Organization of implementation:

Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen a passage about 2 students ( Hai and Alice) -Write about the sport/ game you like. * Homework (2’) * Aim: To review the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbooks and workbooks. * Organization of implementation: - Teacher asks students to write down the - Rewrite the passage. email in their books. - Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 8 : SPORTS AND GAMES Lesson 7: Looking back and project

Week : Period : I. OBJECTIVES: By the end of the lesson, students can: - review the vocabulary and grammar of Unit 8; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words of unit 8. * Grammar: : The Past simple tense and imperatives. 2. Competences: Revise words related the lesson and The Past simple tense and imperatives to do exercise perfectly, develope speaking, writing and co-operating skills when doing projects. 3. Quality/ behavior : To teach SS to work hard, To teach Ss to love sports and encourage them to take part in sports. Having the good attitude to working in groups, individual work, pairwork, cooperative learning and working. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 8 – Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn

2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) 1.Warm-up (7’) * Aim: To revise what students have learnt in Unit 8 and lead in the next part of the lesson. * Content: Complete the mind map. * Products: Ss fill the missing words correctly and fastly in the map. * Organization of implementation: Teacher’s and Ss’activities * Warm up (Team work) T –Ss, Ss - Ss - Teacher divides the class into groups of four, gives each group a mind map, asks them to fill the missing words in the map. - Ss complete the mind map on the posters. - The fastest group giving out the correct answer is the winner.

Content * Mind map

* Answer key: 1. Sports and games 2. Vocabulary 3. Grammar 4. The past simple 5. Imperatives

VOCABULARY (10’) Task 1 * Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Find one odd word/ phrase in each question. * Products: Students read the correct answers aloud . * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Find one odd word/ phrase in each question. - Students do this task individually. * Answer key: - Teacher calls on some students to read the 1. C answers aloud and then confirms the correct 2. A answers as a class. 3. C -Let the whole class read the words/phrases 4. B correctly. 5. B

Task 2 * Aims: To help students revise the combination of the verbs play, do and go with names of different sports/ games. * Content: Put the correct form of the verbs play, do or go in the blanks. * Products: Some students write correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss - Ss Task 2: Put the correct form of the verbs play, do or go in the blanks. - Teacher tells students that in English sports and games may go after one of three verbs: * Answer key: 1. do play, do and go. Students have to remember these combinations and use them 2. is playing 3. goes correctly in different contexts. - Teacher allows students time to do the task 4. went 5. played individually. 6. are doing - Teacher calls some students to write the answers on the board, then lets the class comment, and gives them the correct answers. - Teacher may call some students to read the sentences. * Grammar (20’) Task 3 * Aims: To help students revise the use of the past simple tense in context. * Content: Put the verbs in brackets in the correct form. * Products: Ss write correct answer on the board. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Put the verbs in brackets in the correct form. - Teacher lets students work in pairs and put * Answer key: the verbs in brackets in the correct form of 1. took 2. started the past simple. 3. didn’t like - Teacher tells students to pay attention to 4. did you do, cycled, watched the point of time given in the sentences. Teacher checks answers as a class Task 4 * Aims: To help students revise the use of imperatives (positive and negative) in different situations. * Content: Use imperatives (positive and negative) in the situations. * Products: Students use of imperatives (positive and negative) in different situations exactly and read the sentences aloud. * Organization of implementation: Teacher’s and Ss’activities Content

Task 4:T-Ss, Ss-Ss - Teacher gives students some time to work by themselves, asks them to revise how to use imperatives (positive and negative) in these situations. - Teacher calls some students to read their sentences. - Teacher lets other students give comments, then confirms the correct sentences.

Task 4: What do you say in these situations? Answer key: 1. Please stop making noise. 2. Go out to play with your friends. 3. Don’t feed the animals. 4. Stand in line, boys! 5. Don’t touch the dog.

Task 5 * Aims: To help students revise what sports and games are. * Content: Fill each blank with ONE word to complete the passage * Products: * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: Fill each blank with ONE word to - Teacher gives students some time to work complete the passage. individually. * Answer key: 1. play - Teacher calls some students to read their 2. hear sentences. 3. favourite - Teacher lets other ss give comments, then 4. sports confirms the correct sentences. 5. famous * Project (2’) * Aims: - To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. - To help students practise writing about a traditional game (what it needs and its rules). * Content: Making the project “Choose one of the following sports/games and write about it” * Products: Students’ project. * Organization of implementation: Teacher’s and Ss’activities Project: T - Ss, Ss – Ss (group work)

Content Task 6: Read the passage about the game Blind man’s bluff. - Teacher has students practice the project Task 7: Choose one of the following themselves at home sports/games (or one of your own) and write about it. ( Students practice the project themselves at home) * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content. * Products: A student says what she/ he has just learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities

Content

- revise vocabulary and grammar in unit 8 - T - Ss - talk or write a sport ( a game) you like - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in Unit 8 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook * Products: Students’ textbooks and workbooks * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Unit 9 –Lesson 1. Getting started

* Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 UNIT 9: CITIES OF THE WORLD Lesson 1: Getting Started – What nice photos! I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Cities of the World; - use the vocabulary and structures to describe cities and landmarks. II. LANGUAGE ANALYSIS 1. Knowledge:

* Vocabulary: rainy (adj); crowded (adj); beautiful (adj); interesting (adj); exciting (adj) * Grammar: Expressing exclamations with What,… 2. Competence: use the vocabulary and structures to describe cities and landmarks, can develope listening, speaking and co-operating skills. 3. Quality/behavior: Ss will be more aware of preserving and developing the country. Having the good attitude to working in groups, individual work, pairwork, cooperative learning. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9- Getting started ) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To set the context for the listening and reading text,

To introduce the topic of the unit. * Content: Matching game : Match the pictures with their appropriate continents. * Products: Ss complete the given task the fastest and correctly will be the winner. * Organization of implementation: Teacher’s and Ss’activities Content * Matching game: * Matching game: *Answer key: T - Ss Group 1: Africa - Teacher divides students into 5 groups and delivers a set of 10 pictures about cities in 5 continents. - Each group will be assigned the name of the 5 Casablanca Cairo continents. Group 2: America - Students will have to pick up the pictures and stick them to their appropriate continent. - The group which completes the given task the New York Rio De Janeiro fastest and correctly will be the winner. Group 3: Asia : Hoi An;Singapore Group 4: Europe: Venice, Paris Group 5: Oceania: Sydney: Melbourne

* Presentation (5’) * Aim: To lead in the topic of cities and their landmarks. * Content: Answer some questions. * Products: Students say aloud the correct answers. * Organization of implementation: Teacher’s and Ss’activities - T - Ss

Content 1. What are Mai and Tom doing?

2. What are they looking at? 3. What is the name of the city? 4. What landmark is in the picture? * Suggested answers: 1. They are talking to/ discussing with each other. 2. They are looking at the computer screen/ some photos/ pictures about places around the world. 3. It’s Sydney in Australia. 4. It’s the Opera House. * Pre teach vocabulary (7’)

- Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture to introduce the land: - Students answer independently - T gives feedback and leads in the new lesson.

* Aim: To intruduce the vocabulary apprearing in the next. * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation:

* Pre teach vocabulary - T - Ss - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually

- Copy all the words

UNIT 9: CITIES OF THE WORLD Lesson 1: Getting Started – What nice photos! * Vocabulary - rainy (adj): /ˈreɪni/ - crowded (adj): /ˈkraʊdɪd/ - beautiful (adj): /ˈbjuːtɪfl/ - interesting (adj): /ˈɪntrestɪŋ/ - exciting (adj): /ɪkˈsaɪtɪŋ/ * Checking vocab: < what and where>

* Checking vocab: < what and where> * Practice: (20’) Task 1 * Aims: To practice the targeted language (adjectives) and the background knowledge of cities in the world. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1. Listen and read T- Ss, Ss - Ss - Teacher sets the context for the listening and 1. What do you think Mai and Tom are talking reading text: about? + Teacher asks students to look at the title of 2. What city can you recognize from the photos? the conversation and the picture. 3. What is it famous for? etc. + Teacher asks them some brainstorming

questions like: - Teacher encourages students to give their answers, but do not confirm whether their answers are right or wrong. - Teacher play the recording, asks students underline the words they have learn in the vocabulary part. - Teacher can play the recording more than once. - Students listen and read. - Teacher invites some pairs of students to read the dialogue aloud. - Teacher has students say the words in the text that they have underlined.

* Suggested answers: 1. They are talking about some famous places in the world. 2. It’s London, New York, Sydney…. 3. Sydney has a lot of beautiful beaches London……… New York……….

Task 2 * Aims: To help students identify the location of the cities mentioned in the conversation on a map. * Content: Write the names of the cities in the correct places. * Products: Students say aloud the names of the cities and provide more information about them * Organization of implementation: Teacher’s and Ss’activities Task 2: T-Ss, Ss-Ss, T-Ss - Teacher tells students to look at the photos and the text in order to find the answers. - Students work independently. - Teacher allows students to share their answers before discussing as a class. - Teacher asks students to support their answers or encourages them to provide more information about the 3 cities.

Content Task 2: Write the names of the cities in the correct places. * Answer key: 1. London 2. New York 3. Sydney

Task 3 * Aims: To help students focus on the use of adjectives to describe cities. * Content: Match the cities with the adjectives describing them. * Products: Students match correctly and give more adjectives to describe the 3 cities. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Read the conversation again and match the cities with the adjectives describing - Teacher has students read the conversation them. again, underline the names of the cities and * Answer key: mark the adjectives which were previously 1. Sydney: underlined in Task 1 to find the answers. - c – exciting - Students work independently. - d – beautiful - Teacher allows students to share their answers 2. London: before discussing as a class. - a – rainy

- Teacher asks students to support their answers 3. New York: or encourages them to provide more - b – crowded adjectives to describe the 3 cities. - e – interesting Task 4: * Aims: To help students visualize some landmarks of the cities mentioned in the conversation. * Content: Match the cities with their landmarks. * Products: Students’ correct answers on the posters ( work group) * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Match the cities with their landmarks. - Students can work in pairs to complete this * Answer key: task. 1. Ha Noi – c - After matching the cities with their landmarks, students discuss with each other to 2. London – d find the names of the landmark either 3. New York – a appearing in the pictures or in the cities. 4. Sydney – b

* Production (5’) * Aims: To give students a fun time revising what they have learnt so far in the lesson. * Content: Choose a landmark or a city to present about it.(work in groups) * Products: Practise in groups and then choose a landmark or a city to present about it. * Organization of implementation: Teacher’s and Ss’activities T-Ss, Ss-Ss - After matching the cities with their landmarks, students work in groups of four discuss with each other to find the names of the landmark either appearing in the pictures or in the cities. - Students can choose a landmark or a city to present about it.

- Teacher models the game by asking students to guess the picture she is holding with the

Content * Choose a landmark or a city to present about it. * Suggested answers: 1. Ha Noi: One Pillar Pagoda, The Old Quarter, The Temple of Literature and Imperial Academy, Ho Chi Minh Mausoleum, Ha Noi Flag Tower, Ba Dinh Square, etc. 2. London: Houses of Parliament, Buckingham Palace, Trafalgar Square, Piccadilly Circus, The London Eye, Tower Bridge, The British Museum, St Paul’s Cathedral, The Thames, etc. 3. New York: Statue of Liberty, Central Park, Brooklyn Bridge, Broadway, Empire State Building, Times Square, etc. 4. Sydney: Sydney Opera House, Sydney Harbour Bridge, Sydney Observatory, Museum of Contemporary Art Australia, Art Gallery of New South Wales, Hyde Park Barracks, Sydney Tower Eye, Sydney Town Hall, Queen Victoria Building, St Mary's Cathedral, etc.

* Task 5: Game – What city is this? Example:

whole class first. - Teacher can deliver the pictures used in the Warm-up part to students so that they can have visual aids to play the game. - Students play the game in groups of four. Every student will have to ask questions, provide information and find the answers.

Teacher: Can you guess the city in the picture? A student: What’s it like? Teacher: It has beautiful beaches. A student: Is it in Australia? Teacher: Yes, it is. A student: It’s Sydney. Teacher: Right!

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about school things and Read and understand content of the conversation * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson. - Ss work indepently

Content

- some new words - Read and understand content of the conversation - Know some famous places around the world. * Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbooks and workbooks * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. - Go to the Internet and search for the information new lesson. on your favourite cities in the world (food, people, weather, etc.) - Prepare lesson 2 ( A closer look 1). * Evaluation: ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

Date :………….. Week: Period :

UNIT 9: CITIES OF THE WORLD Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic Cities of the World; - use the vocabulary and structures to talk cities and landmarks; - pronounce and recognize the sounds /əʊ/ and /aʊ/. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: sunny (adj), delicious (adj), stall (n), palace (n), street food (nph), floating market (nph) * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: Use English to Ss to talk about other cities they know; pronounce and recognize the sounds /əʊ/ and /aʊ/. 3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9, A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation. * Content: Name the pictures * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss * Name the pictures * Answer key: - Teacher divides students into 4 groups and delivers a set of 4 pictures about famous landmarks in the world. - Teacher shows pictures one by one and asks students to raise hands to give the correct names One Pillar Pagoda Twin Tower and spelling of the landmarks. - The fastest group raising their hands will get the chance to answer first. - Teacher gives 10 points for the group that gives the correct answers. - The group getting the highest points will be the Tower Bridge Sydney Opera House winner.

 Teacher leads students into the lesson by

telling them that “In today lesson, we are going to learn more words to describes cities and two sounds /əʊ/ and /aʊ/.” * Presentation (7’) (Vocab-pre-teach) * Aim: To teach students some vocabularies related the topic in the lesson. * Content: Some vocabularies to describe a city. * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content UNIT 9: ( con’t) - T - Ss * Pre teach vocabulary Lesson 2 : A closer look 1 * Vocabulary - Teacher use different techniques to teach - sunny (adj) /ˈsʌni/ vocab (pictures, situation, synonym or - delicious (adj) /dɪˈlɪʃəs/ antonym words;…) - stall (n) /stɔːl/ - palace (n) /ˈpæləs/ - Repeat in chorus and individually - street food (nph) /ˈstriːt fuːd/ - Copy all the words - floating market (nph) /ˈfləʊtɪŋ mɑːrkɪt/ * Checking vocab: < Rub out and remmember>

* Checking vocab: < Rub out and remmember>

* Practice (12’) Task 1 * Aims: To teach students some adjectives describing a city. * Content: Fill each box with an adjective. * Products: Students write the correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Fill each box with an adjective. - Teacher asks students to use the given words * Answer key: to fill in the suitable boxes in 2 minutes. - City: old, exciting - Students do the task. - Food: tasty, delicious - Teacher calls some students to give their answers. - People: friendly, helpful - Teacher gives feedback and corrections (if - Weather: rainy, sunny necessary). Task 2 * Aims: To help students use the adjectives in Task 1 in a context. * Content: Complete the sentences with the words in Task 1. * Products: Ss say aloud the correct words . * Organization of implementation: Teacher’s and Ss’activities

Content

Task 2: T - Ss, Ss - Ss - Teacher asks students to work in pairs and use the word in Task 1 to complete the sentences. - Students work in pairs and do the task. - Teacher calls some pairs to share their answers with the whole class. - Teacher gives feedback and corrections (if necessary)

Task 2: Complete the sentences with the words in Task 1. * Answer key: 1. sunny 2. old 3. exciting 4. friendly 5. tasty/delicious

Task 3 * Aims: To teach students some words/phrases related to a city. * Content: Write the words and phrases under the correct pictures. * Products: Ss write the words and phrases under the correct pictures. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Write the words and phrases under the correct pictures. - Teacher asks students to match the given * Answer key: words and phrases with correct pictures. 1. Palace - Students work independently. 2. Floating market - Teacher allows students to share their 3. Street food answers before discussing as a class. 4. Stall - Teacher asks some students to share the answers and gives corrections (if necessary) * PRONUNCIATION (5’) /əʊ/ and /aʊ/.) * Aims: To help students have concept and identify the sounds /əʊ/ and /aʊ/. To help Ss practise pronouncing these sounds correctly in words. * Content: Watch a video about how to pronounce these two sounds. * Products: Students give some words they know containing these sounds and how to pronounce. * Organization of implementation: Teacher’s and Ss’activities Content T-Ss * PRONUNCIATION - Teacher introduces 2 sounds /əʊ/ and /aʊ/ to * Suggested answers: students and lets them watch a video about - /əʊ/: cold, close, drove, low, slow, show. how to pronounce these two sounds. - /aʊ/: how, now, loud, cloud, sound, house. - Teacher asks students to give some words they know containing these sounds Practice (8’) Task 4 * Aims: To help students identify and practise the /əʊ/ and /aʊ/ sounds. * Content: Listen and write the words in the correct column. Then listen and repeat. * Products: Ss write the words in the correct column on the board. ( posters) * Organization of implementation: Teacher’s and Ss’activities Content

T- Ss - Teacher asks students to read and write the words in correct column. - Students work individually. - Teacher plays the recording for students to listen, repeat and check their answers.

Task 4: Listen and write the words in the correct column. Then listen and repeat. * Answer key: /əʊ/ boat, postcard, coast, pagoda Task 5

/aʊ/ house, town, tower, crowded

* Aims: To help students practice the sounds /əʊ/ and /aʊ/ in sentences. * Content: Listen and repeat. Pay attention to the underlined words. * Products: Students practice reading the sounds /əʊ/ and /aʊ/ in sentences exactly. * Organization of implementation: Teacher’s and Ss’activities Task 5 :T-Ss, Ss- Ss - Teacher plays the recording for students to listen and asks students to repeat the sentences after they listen. - Students listen and repeat the given sentences.

Content Task 5: Listen and repeat. Pay attention to the underlined words. 1. The town is crowded at the weekend. 2. There's lots of snow in Tokyo in winter. 3. It's very cold on the boat. 4. He's running around the house.

* Production (3’) * Aim: To give students chance to apply what they have learnt. * Content: “Game: Whispering * Products: The last member will say aloud the sentence exactly. (Students plays in groups) * Organization of implementation: Teacher’s and Ss’ activities T –Ss, Ss - Ss - Teacher divides the class into 4 big groups and asks students to stand in four lines. - The member in the last place will make a sentence containing at least a word and a sound they have learnt; then, whisper the sentence to the next member of the group. They will continue until the member in the first place and this member will say the sentence aloud. - The fastest group will win the game.

Content * Game: “Game: Whispering * Suggested sentences: 1. The house is very old. 2. I visited a famous floating market. 3. He lives in an old house. .

* Consolidation(2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab about some words to describe a city and how to pronounce the sounds /əʊ/ and /aʊ/

* Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Vocab about some words to describe a city have learnt in the lesson - pronounce the sounds /əʊ/ and /aʊ/ * Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbooks and workbooks * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words. - Find 5 more words with the sound /əʊ/ and 5 more words with the sound /aʊ/. - Prepare lesson 3 ( A closer look 2)..

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 Week : UNIT 9: CITIES OF THE WORLD Period : Lesson 3: A closer look 2 I. OBJECTIVES: By the end of the lesson, students will be able to know how to use possessive adjectives and possessive pronouns correctly. II. LANGUAGE ANALYSIS 1. Knowledge * Vocab: revise some words related Cities and landmarks * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: Use English to Ss to talk about other cities they know; students know how to use possessive adjectives and possessive pronouns correctly 3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9, A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of possessive adjectives, possessive pronouns and to increase students’ interest. * Content: * Products: Students look at the picture and answer the questions correctly. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Sentence puzzling - T - Ss * Suggested answers:

- Teacher divides the class into 4 groups. - Teacher delivers a set of word cards which contains possessive adjectives and possessive pronouns to each group. - Students will have to work in groups to create as many correct sentences from the word cards as possible. - The group with more correct sentences will be the winner.

Lead in : T introduceS targeted grammar of possessive adjectives, possessive pronouns. - Teacher draws students’ attention to the words in the sentences created in the game “my, his, our, your, mine, hers” and asks them whether they know the types of these words. - Teacher provides or confirms the answers and leads in the grammar focus of the lesson:

1. My city 2. His

house

very is

very

beautiful. big.

3. Our school has a big garden. 4. Your school

is than mine. smaller

5. My shoes are bigger than

hers.

+The words “my, his, our, your” are possessive adjectives. + The words “mine, hers” are possessive pronouns.

-Teacher says: “Today we are going to learn more about possessive adjectives, possessive pronouns.” * Presentation (8’) * Aim: To revise the forms of the possessive adjectives; explain the usage of possessive adjectives, possessive pronouns * Content: Present the grammar of possessive adjectives, possessive pronouns * Products: Understand and how to * Organization of implementation: Teacher’s and Ss’activities Content * Pre - Grammar UNIT 9: ( CON’T) Lesson 3 : A closer look 2 - T - Ss • Grammar: - Teacher draws students’ attention to the + Possessive adjectives A possessive adjective is used only when there is form of the sentences from and ask them whether they know the Possessive adjectives a noun following it. EX: I have a pen. This is my pen. and possessive pronouns. + possessive pronouns A possessive pronoun is used alone, without a - Teacher provides or confirms the answers noun following it. and lead in the grammar focus of the lesson: - This book is my book , not your book . - This book is mine, not yours. - T explains the usage and the form. • Notes: - Ss listen and copy down. - Tính từ sở hữu luôn đứng trước danh từ để chỉ sự sở hữu của ai đó. -Còn đại từ sở hữu có thể đứng một mình tương đươ ng với một tình từ sở hữu kết hợp với một - If needed, revise the forms of the possessive danh từ. adjectives. Use the table below for both

possessive adjectives and possessive pronouns.

Possessive adjectives my

Possessive pronouns mine

you he

your his

yours his

she it we

her its our

hers its ours

you they

your their

yours theirs

Pronouns

* Practice (15’) Task 1 + Task 2 * Aims: To help students revise the use of possessive adjectives; To give Ss opportunities to use possessive adjectives correctly in context. * Content: - Match the sentences with the pictures - Complete the sentences with the correct possessive adjectives. * Products: Students match the sentences with the pictures exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss , Ss- Ss Task 1: Match the sentences with the pictures, -Teacher has students complete the matching paying attention to the underlined part in each activity individually. sentence. -Teacher then asks students to exchange their *Answer key: textbooks to check their friends’ answers. 1–d 2–e 3–b 4–a 5–c - T writes on the board the subjects and the possessive adjectives in pairs. (E.g. Sue  her, Billy  his, The cat  its, We  our, -Teacher asks students to work in pairs to They …..> their provide all possessive adjectives except for the ones in the sentences • Suggested answers: my, your (singular), your (plural), his, her, its, our, their Task 1:T –Ss , Ss- Ss Task 2: Complete the sentences with the correct possessive adjectives. - Teacher has students work on the exercise • Answer key: individually before they compare answers 1. My with each other. 2. your - Teacher gives feedback as a class 3. Their discussion. 4. Her (T can have Ss complete the sentences by

playing game)

5. Our

Task 3: * Aims: To help students determine the correct possessive pronoun representing a phrase. * Content: Complete the sentences with the correct possessive pronouns. * Products: Ss Write the correct answers on the board. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3: Complete the sentences with the correct possessive pronouns. - Teacher has students work on the exercise • Answer key: individually before they compare answers 1. mine with each other. 2. theirs - Teacher gives feedback as a class 3. yours discussion. 4. his 5.ours * Production (5’) Task 4: * Aims: To help students distinguish and use correctly possessive adjectives and possessive pronouns. * Content: Choose the best option to complete the questions * Products: Ss say aloud the correct key. * Organization of implementation: Teacher’s and Ss’activities Content * T-Ss, Ss-Ss Task Choose the best option to complete the - Teacher combines Exercise 4 and Exercise questions in the game Questions in the game: 5 (p. 30) to create questions in Kahoot 1. Australia is a strange country. All of _____ big game. - Teacher allows students to use their mobile cities are along the coast. A. it’s B. its C. it is D. it devices to answer and interact with the 2. Our city is very crowded. How about _________? questions online. A. you B. your C. yours D. you are - Teacher gives clear instruction for students 3. I love my football club. Does Phong like ______? to fully understand how to play Kahoot A. his B. him C. he is D. he game online. 4______ street is short and narrow.  Go to kahoot.it A. Our B. We C. Us D. Ours  Enter the game PIN 5. They cannot find _____ city map anywhere.  Type your nick name A. their B. them C. theirs D. they 6.The book is ______, but you are welcome to read it.  Choose the best option for each question A. my B. mine C. yours D. yours appearing on the screen 7._____ bike is dirty, and I can’t tell what colour is it.  See who will be the winner A. Your B. Yours C. You D. You are - Teacher provides the game PIN and allows 8.Your country is much bigger than ________. students’ access to the game. A. our B. their C. ours D. yours - Students choose the best option for each 9. _______ dog is so friendly. It never barks. question appearing on the screen A. They B. Them C. Their D. Theirs - Teacher gives complement or good mark to 10. _______ not easy to find your way in a strange the winner of the game. city.

A. It B. It’s C. Its D. There * Answer key: 1. B 2. C 3. A 4. A 5. A 6. B 7. A. 8C 9. C 10. B

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Teacher’s and Ss’ activities

Content * Grammar: - Possessive adjectives; Possessive pronouns

Content

Content - Do exercises in the workbook. - Prepare lesson 5 ( Skills 1)

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date of planning : …/… / 2022 Date of teaching : …/… / 2022

UNIT 9 : CITIES OF THE WORLD Week : Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - make an exclamation with What to express their appreciation or surprise; recognise and have knowledge about some famous landmarks in big cities. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: The lexical items related to the topic “ cities of the world” * Grammar: Possessive adjectives; Possessive pronouns - 2. Competences: Use English to Ss to talk about other cities they know; students know how to make an exclamation with What to express their appreciation or surprise; recognise and have knowledge about some famous landmarks in big cities. 3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning ( Unit 9, communication) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To introduce the topic.

* Content: Look at the picture and describe. * Products: Some students describe picture in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Pictures describing: * Warm up Team work - Teacher shows the picture of a city and asks students describe as many things in the picture as possible. - Students give their answers. Teacher checks the answer * Suggested answers: - A green city - High buildings - A beautiful city - A beautiful sky

Lead in. Teacher leads students into the lesson by telling about what they are going to learn: “We are going to learn how to express exclamation with what and city land marks”.

Eg:What a beautiful city! What tall buildings!

* Presentation (10’) * EVERYDAY ENGLISH Task 1 * Aim: To introduce exclamations with What. * Content: Structure of exclamations with What and its usage. * Products: Ss understand and know how to use the structure of exclamations with What * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task1: Look at the picture. Listen and read the exclamations. - Ask Ss to look at the picture and read the exclamations - Teachers write down three exclamations on * Expressing exclamations with What the board and asks students to find the Eg: similarity/similarities among the three 1. What a nice day! exclamations. 2. What a clear sky! - Students read the exclamations and find out 3. What tall buildings! the similarity/ similarities among them. * Suggested answers: - Teacher calls some students to share their They all begin with What followed by a noun opinions. phrase. An exclamation mark (!) is usually put at - Teacher gives more explanations and writes the end. down the structure of an exclamation with Structure: What + (a/an) + adj + noun! What. *Note: use a/an with countable nouns which are singular. *Practice (25’)

Task 2 * Aims: To practice making exclamations with What. * Content: Look at the picture and say what you think by using exclamation with What. * Products: Ss play game in groups (make correct exclamations from the picture ) * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 2: Work in pairs. Look at the picture - Teacher asks students to work in pairs and take and say what you think by using exclamation with What. turns to make exclamations from the picture * Answer key: using the suggestions. 1. What happy and beautiful children! - Students do the task in pairs. 2. What a colourful and nice picture! - Teacher calls some pairs to say their 3. What sunny and beautiful weather! exclamations in front of the class. 4. What a small and cute boy! - Teacher gives feedback and corrections (if 5. What beautiful and colourful apple trees! necessary). * T can have Ss make exclamations by playing game: Lucky number. Task 3 * CITY LANDMARKS * Aims: To help Ss get used to some famous landmarks in big cities. * Content: Write the names of the landmarks under the correct pictures. * Products: Ss write the correct name under the pictures of the landmarks. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Work in pairs. Write the names of - Teacher shows the photos of the four landmarks the landmarks under the correct pictures. of different cities and asks students what they are. If students do not know their name in English, allow them to use Vietnamese. - Teacher asks students to work in pairs, read the names in the boxes (make sure that they pronounce the names correctly) and write the * Answer key: correct name under the pictures of the 1. Merlion landmarks. 2. Big Ben - Students share the answer with the whole class. 3. Sydney Opera House - Teacher checks and elicits from students any Eiffel Tower information they know about the landmarks. Task 4 * Aims: To help students recognise each landmark through its description * Content: Write the names of the landmark . * Products: Some students give their answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content

Task 4: T - Ss, Ss - Ss Task 4: Write the names of the landmark in Task 3 for the descriptions. - Teacher asks students to read the descriptions about the four landmarks and sets the time limit * Answer key: 1. Big Ben for reading task. 2. Sydney Opera House - Students work individually and write the names of the landmarks under the correct descriptions. 3. Eiffel Tower 4. Merlion - Teacher calls some students to give their answers and checks. * Production (5’) * Aims: To check how much students know about different cities and their landmarks. * Content: Read the questions and circle the correct answers * Products: Ss say aloud the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss - Ss Task 5: QUIZ. Work in pairs. Read the questions and circle the correct answers - Have Ss work in pairs. - Ask them to read the questions and circle the correct answers. - Check Ss'answers as a class. - Give some more interesting facts about each landmark if time allows. * Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Make an exclamation with What - Write the names of the landmark - know about cities and their landmarks. * Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do EX in the workbook. - Prepare lesson 5 ( skills 1)

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2021 Date of teaching : …/… / 2021 Week : UNIT 9: CITIES OF THE WORLD Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - develop reading skill for general and specific information; - identify different features of a place; - use what they have learnt to talk about a city. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: fantastic (adj)perfect (adj) rent (v) helmet (n) traditional (adj) landscape; * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: develop reading skill for general and specific information; use what they have learnt to talk about a city. 3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 9, Skills 1) - Smart TV/Pictures, sets of word cards

- sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To introduce the topic of reading and To lead in the lesson about Skills 1. * Content: Chatting: some questions about writing a postcard. * Products: Students answer the questions individually. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Play a game : Chatting - Teachers asks students look at some pictures and asks some questions about writing a postcard. - Students answer the questions 1. What’s this? 2. Have you ever written a postcard? And then lead in the new lesson. 3. If yes, who did you write to? If no, do you intend to write a postcard in the future? * Suggested answers:

1. It’s a postcard. 2. Yes, I have. / No, I haven’t. 3. I wrote to my best friend. / Yes, if I travel, I will write and tell my best friend about my trip. * Presentation (5’) * Aim:To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities T –Ss : - Pre teach vocabulary - Teacher use different techniques to teach vocab (synonym , Antonym, pictures, situation, …..) - Repeat in chorus and individually - Copy all the words

Content * VOCABULARY: - fantastic (adj) = great - perfect (adj) = ideal : hoàn hảo - rent (v) : thuê, mướn - helmet (n) : mũ bảo hiểm - traditional (adj) # modern : mang tính truyền thống - landscape (n) : Phong cảnh

* Checking vocab: < what and where> * Checking vocab: < what and where> * Pre -reading (5’) Task 1:

* Aims: To introduce the topic of reading. * Content: Look at the postcard and discuss. * Products: Some students to share their discussion and say the answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss , Ss – Ss * Discussing Task 1: Look at the postcard and discuss. - Teacher shows the picture of a postcard and asks students to work in group of 4 and discuss 2 questions:

- Teacher invites some students to share 1. Do you know where this is? their discussion and accepts reasonable answers. 2. When do people write a postcard? 3. What do they often write on a postcard? * Suggested answers: 1. It’s Stockholm , capital and largest city of Sweden. 2. When they are away from home, often on holiday or business. 3. They want to tell their family or friends what they see and do, and how they feel about their time here.

* While-Reading ( 10’) Task 2: * Aims: To develop reading skill for general and specific information. (multiple-choice). * Content: Read the postcard and answer the questions by choosing A,B or C. * Products: Ss say the answer correctly. * Organization of implementation : Teacher’s and Ss’activities Content Task 2:T –Ss , Ss – Ss Task 2: Read the postcard and answer the - Have Ss look at the questions first. Ask questions. them to underline the key words in the * Answer key: 2. A 3. B 4. C questions. Tell them these key words will 1. B help them find the information more easily in the text. - Have Ss read the postcard and answer the questions individually before discussing as a class. - Call on some Ss to read their answers. Encourage Ss to justify their answers. - Check Ss' answers as a class.

Task 3 * Aims: To identify different features of a place * Content: Read the text and match the places with the things they have. * Products: students’ correct answers * Organization of implementation: Teacher’s and Ss’activities Task 1:T –Ss , Ss – Ss - Teacher asks students to read the text again and do the matching - Teacher sets the time. - Teacher checks students answers as a class.

Content Task 3: Read the text and match the places with the things they have. * Answer key: 1. b,c 2. a,d,e

* Pre-Speaking(5’) Task 4 * Aims: To help students form the ideas for their speaking * Content: Choose a city you know. Discuss and answer the questions * Products: Students discuss in groups positively * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to work in groups and allows each group some time to choose one city they have learnt about in this unit, or the one they all know/like. - Teacher asks students to discuss and makes notes of the information they want to share with the class. - Teacher asks students to refer to the questions as suggestions for their notes or they can do it in their own way. - Teacher goes around and offers help if needed.

Content Task 4: Work in groups. Choose a city you know. Discuss and answer the questions. What city is it? What is it like? (the weather, the food ...) What can you see and do there? How do you feel about it? * Suggested answers: - It’s Vung Tau city. - It has many beautiful beaches, the weather is usually cool, seafood is fresh, cheap and delicious. - In Vung Tau city, I can cycle along the beach, do sightseeing, climb mountains, take beautiful photos, swim in the sea and play on the beach, enjoy special food and seafood, buy souvenirs. - It’s really great to be in Vung Tau city. It’s a liveable place.

* While-Speaking(7’) Task 5 * Aims: To help student use what they have learnt so far to talk about a city. * Content: Share the information with the whole class. * Products: Students present in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content

- Teacher invites some students to share their preparation and makes sure they speak in full sentences. - Students share their ideas with the whole class.

Task 5: Share the information with the whole class. We’re going to tell you about Vung Tau city. It has many beautiful beaches, the weather is usually cool, seafood is fresh, cheap and delicious. In Vung Tau city, I can cycle along the beach, do sightseeing, climb mountains, take beautiful photos, swim in the sea and play on the beach, enjoy special food and seafood, buy souvenirs. It’s really great to be in Vung Tau city. For me, it’s a liveable place.

* Post - Speaking(3’) * Aims: To help students improve next time. Teacher’s and Ss’activities Content - Teacher allows students to give Students’ presentation comments for their friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments. * Consolidation * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarize what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in front of the class. * Organization of implementation: - Teacher asks students to talk about what - some vocab - the content of a postcard. they have learnt in the lesson. - Talk about a city you like * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - learn by heart vocab. lesson - Prepare for the next lesson: Unit 9-Skills 2. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week : UNIT 9: CITIES OF THE WORLD Period : Lesson 6: Skills 2 I. OBJECTIVES: By the end of the lesson, students will be able to: - listen for specific information about a description of a city; - write a holiday postcard. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: Revise some wordrs * Grammar: Possessive adjectives; Possessive pronouns 2. Competences: listen for specific information about a description of a city; write a holiday postcard.

3. Quality/behavior: Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 9, Skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm –up (6’) * Aim: To introduce the topic of the listening tasks and To lead in the listening task. * Content: Relay-race to capital cities of ASEAN countries. * Products: Write the correct names of the capital cities of ASEAN countries * Organization of implementation: Teacher’s and Ss’activities Content + T - Ss, Ss – Ss * Game: Relay-race to capital cities of ASEAN countries.

- Teacher sticks the map of ASEAN countries on the board. - Teacher divides the class into 2 teams. Each team will have to take turns to run in a relay-race to write the correct names of the capital cities of ASEAN countries. - Each team will write on the board with different colour of chalk so that the teacher can count the correct answers easily. -T gives feedback and gives marks.

-Lead in: Teacher draws students’ attention to the capital city of Thailand.

* Suggested answers: 1. Ha Noi of Viet Nam 2. Phnom Penh of Cambodia 3. Jakarta of Indonesia 4. Manila of Philippines 5. Naypyitaw of Myanmar 6. Kuala Lumpur of Malaysia 7. Singapore of Singapore 8. Vientiane of Laos 9. Bangkok or Krung Thep of Thailand 10. Banda Seri Begawan of Brunei Darussalam  “Today we are going to listen to interesting facts and figures about one of the capital cities of ASEAN countries. It’s Bangkok.”

* Pre-Listening (3’) Task 1: * Aim: To help students brainstorm about Bangkok. * Content: Discuss and answer the questions about Bangkok.

* Products: Students’ correct answers. * Organization of implementation: Teacher’s and Ss’activities + T - Ss, Ss – Ss - Teacher tells students that they will listen to a talk about Bangkok, the capital of Thailand. - Teacher asks students to work in groups of four to answer the 2 questions and discuss with them to see what they know about Bangkok or Thailand.

Content Task 1: Work in groups. Discuss and answer the questions. 1. Where is Bangkok? 2. What is Bangkok famous for?

- Teacher allows students to talk in Vietnamese (sometimes) if they do not have enough vocabulary in English. - Teacher asks students to look at the photos and say what they see, and if it’s similar to Viet Nam. - T gives feedback and gives marks. - T gives suggested answers. * Suggested answers: 1. Bangkok is in Thailand. – It is the capital and the biggest city. – It has the population of about 8 million. 2. It’s famous for pagodas, temples, open/night/ floating markets and shopping centres, silk, street food, friendly people, and entertainments. * While -listening ( 10’) Task 2 * Aims: To help students develop listening skill for specific information (T/F). * Content: Listen and tick True or False. * Products: Students read aloud their answers and correct the false one(s). * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen and tick True or False. * True – False prediction: - Teacher asks students to go through the statements (1 – 4) to make sure that they understand them and know what 1. Bangkok is famous forpalaces. information they have to catch for the 2. Things at Chatuchak market are answers. expensive. - Students underline the key word(s) in each statement and guess whether they are 3. The floating market is onthe sea. True or False individually. 4. You can find food stalls allaround Bangkok.

T F

- Teacher plays the recording. - Teacher asks students to listen and tick the answers. - Teacher asks students to compare their answers with the prediction made previously. - Teacher calls on some students to read aloud their answers and correct the false one(s). - Teacher checks students answers as a class

* Listen and decide True or False: . * Answer key: 1. F (markets and street food) 2. F (cheap) 3. F (on the river) 4. T

Task 3: * Aims: To help students develop listening skill for specific information (gap-filling). * Content: Listen again and fill in each gap with one word/ number * Products: Work in pair and write the correct answers key on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: Listen again and fill in each gap with - T-Ss, Ss-Ss one word/ number. - Teacher asks students to read the * Answer key: questions carefully and determine what 1. 15,000 information they need to fill the gaps (numbers, words). 2. 5 3. life - Teacher plays the recording for students 4. delicious to fill the gaps. * Audio script: - Teacher asks them to swap their answers Bangkok is famous for its markets and street food. Visit the in pairs before checking their answers as a Chatuchak, the largest weekend market in the world. There class. are over 15,000 stalls selling nearly everything, at cheap - T can have SS see the Audio Script. prices. It’s only five minutes’ walk from the station. When you visit this market, you can see part of Thai people’s life. Another interesting type of market is the floating market on the river. Don’t forget to try street food in Bangkok. It’s easy to find food stalls all around Bangkok, serving diﬀerent Thai dishes. They are really delicious.

* Post-Listening(3’) * Aims: To develop students’ speaking skill, using the available information and their background knowledge. * Content: Summarize the information and talk about Bangkok * Products: Ss summarize the main information of the listening part briefly. * Organization of implementation: Teacher’s and Ss’activities Content * Summarize the information and talk about - T – Ss ; Ss- Ss Bangkok: - Students work in groups of four. - Teacher asks students to summarize the information in the 2 listening tasks and markets street food talk about it. BANGKOK - Students can add more information based ……………. on their background knowledge. Teacher goes round and help if needed.

* Pre-Writing (5’) * Aims:To help students talk about a holiday city and collect information for their later writing. * Content: Talk about a city in our country, using the questions below as a guide. * Products: Students discuss in groups and short notes of the answers. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss * Task 4: Work in groups. Talk about a city in our country, using the questions below as a - Teacher models the task by showing the guide. picture of Hanoi, ask a student questions Example: about it. - Teacher asks students to work in groups. Choose a city they know and discuss as guided by the questions. - Teacher asks students to take short notes of the answers for later use. - Teacher goes round and help if needed.

Teacher: What city is it? Student: It’s Ha Noi, the capital of Viet Nam. Teacher: What is it like? Can you tell me more about its weather, people and food? Student: There are 4 seasons in Ha Noi. It’s warm in spring and hot in summer. It’s not so cold in winter. Autumn is the best time of a year when it’s always cool. The people in Ha Noi are very friendly. They also helpful and hospitable. Ha Noi is famous for many delicious dishes, especially Phở or beef noodles soup. Teacher: What can you see and do in Ha Noi? Student: I can see many interesting places such as Old Quarter, One Pillar Pagoda, the Temple of Literature and Imperial Academy, etc. I can go to the night market or the walking street at weekends.

* While-Writing(5’) * Aim: To teach students how to write a holiday postcard. * Content: Write a postcard about 50 words about your holiday in a city. * Products: Students’ writing and cross check. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Write a postcard about 50 words about your holiday in a city. Use the - Teacher shows the postcard in Task 2 – information in Task 4. Skills 1 to help students identify the main parts of a postcard for students. - Teacher asks students to use their ideas in What is it like? (the Task 4 to write a postcard to their family. weather, - Teacher asks students to refer to Reading the people, 2 if needed. the food) - If there is time, teacher pairs students and asks them to write postcards to each other. - Teacher has them swap and give feedback on each other’s writing once they have finished. - Teacher explains to students that the space for writing on postcards is not big so people often write short sentences

What can you see and do there?

which contain the most important information. * Post-Writing (2’) * Aim: To peer check, cross check and final check students’ writing * Content:. Cross check students’ writing * Products: Students’ writing on the posters. * Organization of implementation: Teacher’s and Ss’ activities - T-Ss, Ss-Ss - Teacher asks students to exchange their textbooks to check their friends’ writing. Teacher then gives feedback as a class discussion.

Content * Cross check students’ writing

Content - Listen for specific information about Bangkok city; - Write a holiday postcard.

* Homework (1’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation - Teacher asks students to rewrite their writing in their books. - Teacher asks students to prepare the new lesson.

- Rewrite the writing in the notebook. - Prepare “ Looking back and project”

*- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………. Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week :

UNIT 9: CITIES OF THE WORLD

Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 9; - apply what they have learnt (vocabulary and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: revise some words of unit 9 * Grammar: Revise Possessive adjectives; Possessive pronouns;revise the adjectives describing cities and landmarks. 2. Competences: Apply what they have learnt (vocabulary and grammar) into practice through a project; comparing features of cities around the world. 3. Quality/behavior: To teach SS to love countries and peace; Ss will be more aware of preserving and developing the country; Having the good attitude to working in groups, individual work, pairwork, cooperative learning. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 9 - Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit and lead in

the next part of the lesson. * Content: Game Brainstorming( some adj about city, weather, people, food ) * Products: Write correct words on the board(posters). * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Brainstorming: - T – Ss; Ss- Ss - Teacher sticks 5 icons on the board, and divides the class into 5 big groups.

city

- Each group will be assigned a name of the following categories: city, weather, people, food. - Teacher asks students to brainstorm all adjectives related to city, weather, people, food. - The group having the most suitable answers is the winner.

food

weather

people

building

- T gives feedback and gives marks. * Suggested answers: - City: peaceful, lively, busy, industrial, cosmopolitan, green, historic, modern, etc. - Weather: rainy, wet, humid, dry, arid, frigid, foggy, windy, stormy, breezy, windless, calm, etc. - People: reliable, passionate, generous, kind, T leads in the next part of the lesson. ambitious, etc. Food: delicious, salty, bitter, creamy, awful, etc. LOOKING BACK (25’) * VOCABULARY Task 1 * Aim:To help students revise the adjectives describing cities and landmarks. * Content: Choose the best options to complete the sentences. * Products: Students say the correct key aloud ( individual work). * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Choose the best two options to - Teacher encourages students to complete complete the sentences. * Answer key: the task individually. 1. A, B - Student exchange their textbook to 2. A, C discuss the reasons why they are 3. A, C choosing the appropriate adjectives. 4. A, B - Teacher gives feedback as a class 5. B, C Suggested answers: discussion 1. peaceful, lively, busy, industrial, cosmopolitan, green, historic, modern, etc. - Teacher encourages students to provide 2. rainy, wet, humid, dry, arid, frigid, foggy, more adjective for each questions in the windy, stormy, breezy, windless, calm, etc. Warm-up part and according to their 3. reliable, passionate, generous, kind, ambitious, background knowledge. etc. 4. tall, high, modern, etc. 5. delicious, salty, bitter, creamy, awful, etc.

* Task 2:

* Aims: To help students revise the nouns showing landmarks in a city. * Content: Write the words in the box under the pictures. * Products: Students write the words under the correct pictures. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss – Ss Task 2: Write the words in the box under the pictures. - Teacher asks students to read the words in

the box first and make sure they remember * Answer key: their meanings. 1. towers 2. river bank - Teacher then allows students some time to 3. beach write the words under the correct pictures. 4. night market - Teacher encourages students to complete 5. palace the task individually. - Student exchange their textbook to discuss 6. postcard the reasons about their choices. Teacher gives feedback as a class discussion. * GRAMMAR Task 3. * Aims: To help students revise the possessive pronouns in context. * Content: Complete the sentences with the correct possessive pronouns in the box. * Products: Students’ correct answers on the board. (individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Complete the sentences with the correct possessive pronouns in the box. - Teacher has students complete the task individually. - Student exchange their textbook to discuss * Answer key: 1. yours the reasons about their choices. 2. theirs - Students should record their original answers to guide their self-assessment later. 3. mine 4. Ours - Teacher gives feedback as a class 5. hers discussion.

Task 4 * Aims: To help students revise the possessive adjectives and possessive pronouns in context. * Content: Read the sentences and correct the underlined words. * Products: Students correct the underlined words exactly. * Organization of implementation: Teacher’s and Ss’activities - Students work in pairs. - Teacher ask students to read the sentences carefully and correct the underlined words. - Students complete the task and discuss about the answers. Teacher gives feedback as a class discussion

Content Task 4: Read the sentences and correct the underlined words. * Answer key: 1. its 2. our 3. their 4. its 5. ours

* PROJECT (15’) * Aim: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Make a project : * World Travel Market (WTM 2022) * Products: * Organization of implementation: Teacher’s and Ss’activities - T - Ss; Ss - Ss - Teacher sets the context of a World Travel Market (WTM 21) that will be occurred right now in the classroom. - Teacher divides students into 4 big groups. Each group will act as a travel agency. - Teacher asks “the travel agencies” to discuss and choose a city they would like to attract visitors to come. - Teacher asks them to look for necessary information for the visit, basically by discussing the suggested questions. - Students summarise the information and design A0 size posters about the cities they would like to promote. - Teacher asks the class to listen to the reports and ask questions if they would like to. - Students will critically evaluate all the posters, then give 1 vote for the most attractive poster/city. Teacher gives comments and feedback to all 4 posters and awards special prize the group which has the most votes. - The teacher can let students continue doing the project at home.

Content * World Travel Market (WTM 2022)

My journey around the world! - Choose one city in the world you would like to visit. - Find necessary information for your visit. 1. What city is it? 2. Where is it? 3. How can you go there? 4. What’s the weather like there? 5. What would you like to see and to do there? Ex: 1. It is Seoul. 2. It’s in Korea. 3. I can go there from Viet Nam by plane. 4. The weather is very different among for seasons. The most pleasant seasons for most people in the city are spring and autumn, 5.-I’d to discover Lotte World, buy cosmetics at Myeongdong, explore Bukchon Hanok Village, catch the guard changing ceremony at Gyeongbokgung Palace, ride the world’s steepest wooden roller coaster at Everland,…

- Teacher asks students to talk about what they have learnt in the lesson.

- revise vocabulary and grammar in unit 3 - make Project: * World Travel Market

(WTM 2022) * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 9 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to revise old lesson and to do exercise in workbook. - Teacher asks students to complete the project and prepare the new lesson.

Content - Complete the project - Prepare for the next lesson: Review 3.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Week : Period:

Date: REVIEW 3 Lesson 1: Language

I. OBJECTIVES: By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 1-2-3. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Review vocabulary , Pronunciation in Units 7 – 9 ( /θ/ &/ð/; /e/ & /æ/ ;/əʊ/ &/aʊ/) * Grammar: Grammar in Units 7,8,9 (wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives) 2. Competences: Ss can join teamwork or social activities; Talking about activities in 3 Topics ( Televison; Sports and games; Cities of the word) 3. Quality/behavior: Educate Ss learn how to relax, love sport, love good tradition values; Know the importance of revision and need to study harder ; To teach Ss some life skills. III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning – Review 3 ( language) - Smart TV/Pictures, sets of word cards, - sachmem.vn, printed chart,…. 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To revise the language that students have learnt in Units7- 9 * Content: Memory game: finish chart which summarizes the language that students have learnt in Units 7, 8, 9 * Products: Students’ correct answer key on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game: Memory game - T –Ss, Ss- Ss - Teacher divides the class into 4 big groups. - Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 7, 8, 9 and asks them to complete the chart.

- The group which finishes correctly and more quickly is the winner.

- T gives feedback and gives marks.

* Suggested answe 1. /ð 2. /e/ 3. /əʊ/ 4. programmes 5. Adjectives 6. sports and games 7. Things/ equipment 8. Adjectives 9. WH 10. Conjunctions 11. past simple 12. imperative 13. possessive adjectives 14. A possessive pronoun

* Practice (35’) PRONUNCIATION Task 1 * Aim: To help students review the pronunciation of the sounds learnt in Units 7,8,9. * Content: Circle the word with the different underlined sound. * Products: Students say aloud the correct answer key. * Organization of implementation: Teacher’s and Ss’activities - T –Ss - Students do this exercise individually then share their answers with their partners. - Teacher gives feedback and confirms the answers.

Content Task 1: Circle the word with the different underlined sound. Listen and check. * Answer key: 1. C 2. A 3. A 4. C 5. B

VOCABULARY Task 2: * Aims: To test students’ ability to choose the correct word to be used in a certain context. * Content: Choose A, B, or C to fill the gaps in the passage. * Products: Students say aloud correct words . * Organization of implementation: Teacher’s and Ss’activities - T –Ss ; Ss – Ss - Allow students to do this task separately. - Ask students to read the passage carefully and pause at each blank to decide which word is the best answer.

Content Task 2: Choose A, B, or C to fill the gaps in the passage. * Answer key: 1. A 2. C

- Guide students to look for clues for their answers. - Swap their answers with their partners. - Check students’ answers as a class.

3. A 4. A 5. C

Task 3. * Aims: To help students review the words/phrases learnt. * Content: Complete the sentences with the words/phrase in the box. * Products: The correct words on the board (individual work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Complete the sentences with the words/phrase in the box. - Ask students to read each sentence * Answer key: carefully and choose the correct word/ 1. landmark phrase. 2. football - T has SS complete sentences by playing 3. television game: Lucky number. 4. city 5. Summer sports * GRAMMAR Task 4. * Aims: To help students review grammar elements taught in the three units: wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives. * Content: Complete the sentences with the correct answer A, B, or C. * Products: Say the correct answer aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Complete the sentences with the correct answer A, B, or C. - Teacher has students do the exercise * Answer key: individually. 1. B - Teacher allows students to exchange their 2. C answers and discuss if there is any 3. A difference in their answers then checks students’ answers as a class, and explains if 4. A 5. C needed. Task 5 * Aims: To help students revise the use of question words. * Content: Correct the underlined question word(s) if needed. * Products: Students’ correct choice. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss - Teacher may revise by writing a long sentence on the board. E.g. Yesterday, I went to the cinema and

Content Task 5 : Correct the underlined question word(s) if needed. E.g. Yesterday, I went to the cinema and

watched The Dolphins with my cousins. - Then underline some words and ask students what question word they use for each underlined information.

watched The Dolphins with my cousins ………… did you go to the cinema and watch the Dolphins with your cousins? + Where

* Answer key: 1. What 2. Correct 3. Why 4. How 5. Where * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation:

- Ask students to open their books on page 36 and do the task individually. - Check their answers as a class. For the wrong one(s), explain why it is/they are incorrect

Teacher’s and Ss’activities Content - vocabulary and grammar in the lesson - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in the lesson and To prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’activities - Teacher asks students to revise old lesson and to do exercise in workbook. - T asks Ss to prepare for the next lesson

Content - Do exercise in workbook. - Prepare for the next lesson: Review (SKILLS).

* Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Week : Period:

REVIEW 3 (UNITS 7 + 8+9) Lesson 2: Skills

I. OBJECTIVES: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised from Unit 7 to Unit 9. + Practice doing some exercises in Skills. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Review vocabulary , Pronunciation in Units 7-9 * Grammar: Grammar in Units 7,8,9 (wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives) 2. Competences: Doing exercises on pronounciation, vocabulary, grammar and everyday English. 3. Quality/behavior: Educate Ss learn how to relax, love sport, love good tradition values; Know the importance of revision and need to study harder ; To teach Ss some life skills. III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Review - skills) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To increase students’ interest and lead them into the lesson.

* Content: Chatting “ Some questions” * Products: Students’ correct answers * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Chatting: 1. Do you like playing sports? - T -Ss - Teacher asks students some questions to lead 2. Have you ever played a strange sports? them into the lesson: - Teacher lead in the reading part of the lesson. * Practice (35’) I. READING Task 1 * Aim: To help students practise reading for specific information. * Content: Read the two descriptions of strange sports and choose titles for them. * Products: The correct answers from Ss. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Read the two descriptions of strange - T –Ss : - Ask students to look at the photos and the sports and choose titles for them. names of the sports and ask if they know * Answer key: anything about these sports. 1. B - If they don’t, ask if they can make a 2. A guess. - Have students read the passages individually and do the matching. - Ask them to underline 2 – 3 key words for their quick answers. - Check students’ answers as a class Task 2: * Aims: To help students practise reading for specific information. * Content: Read the text and answer the questions. * Products: The correct answers from Ss. ( individual work) * Organization of implementation: Teacher’s and Ss’activities - T –Ss ; Ss – Ss - Ask students to read the questions and the passages again carefully for details for their answers. - Ask students to swap their answers with their partners and show where they find the information for their answers. - Check students’ answers as a class.

Content Task 2: Use the information from the passages above to tick () the correct box. * Answer key.

II. SPEAKING Task 3 * Aims: To help students practise asking about their likes for cities, sports, and TV programmes. * Content: Interview your classmates about their likes. Report their answers. * Products: Students ask and answer in groups; then report their answers clearly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: Interview your classmates about Task 3: T - Ss, Ss – Ss their likes. Questions Minh Vy - Ask students to take turns to ask the questions and take notes of their partners’ 1. What city would you like to Paris Tokyo answers. visit? - Encourage them to add more questions with 2. What sports do you like Football Badminton Why, Where, With whom, etc. playing? - Go round and offer help if needed. 3. What TV programme do you like watching?

Discovery

Game show

4. Why ……./ With whom…..

- Call some groups to report the results to the class. - T gives feedback and gives marks.

Today, I interviewed Minh and Vy with three questions. Minh would like to visit Paris and Vy would like to visit Tokyo. About sports, Minh likes playing football, and Vy likes playing badminton. For the questions of favourite TV programmes, Minh likes watching Discovery, but Vy likes game shows.

III. LISTENING Task 4. * Aims: To help students review listening for specific information. * Content: Listen and fill each blank with one word. * Products: Students’ correct answers . * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss

Content Task 4: Listen to a talk about Singapore and

- Ask students to look at the pictures and read the phrases underneath. - Ask them if they know what they are. - Make sure they pronounce the phrases correctly (which helps make the listening easier). - Now ask students to read the questions and determine what information is needed for the answers. - Play the recording as many times as needed. Allow students some time to write the answers. - Check students’ answers as a class. - Play the recording again and pause when the answers appear if needed.

fill the missing information. * Answer key: 1. visitors 2. slowly 3. 35 4. 30 5. little * Audio script: Singapore is a small island city-state. It attracts millions of visitors every year. A good way to see the city is by taking a hop-on hop-off bus. The bus goes slowly around the city. It stops at different attractions like Chinatown and Merlion Park. You can get off the bus anywhere, and then get on the next bus. The tour costs 35 dollars, and there is a bus every 30 minutes. This kind of sightseeing is good for people with little time in the city.

IV. WRITING Task 5 * Aims: To help students write a paragraph describing a visit to a touristy city, based on the information provided. * Content: Look at the information on Mark’s visit to India last summer. Write a paragraph of about 50 words about his visit. * Products: Students’ perfect writing. * Organization of implementation: Teacher’s and Ss’activities Task 5: T - Ss, Ss – Ss - Ask students to read the information in the table carefully. - Ask them what tense to be used for their writing. - Have students write. Go round and offer help if needed. Students might want to change some details from the table or the order that the information appears. - Encourage them to do so. - Call on one or two volunteers to read aloud their answers. - Call for other students’ comments. - Collect some writings to correct at home

Content Task 5: Look at the information on Mark’s visit to India last summer. Write a paragraph of about 50 words about his visit. Country

India

Time

7 days

City

Delhi

Activities - watch a snake performance - visit temples - eat street food People

friendly

Weather

hot

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - 4 skills - Teacher asks students to talk about what they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in the lesson and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities Content - Revise the old lesson. - Teacher asks students to revise old lesson - Do exercise in workbook. and to do exercise in workbook. - Prepare for the next lesson: Unit 10 – Lesson1 - Teacher asks students to complete their writings and prepare the new lesson. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Week: Period:

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 10: HOUSES IN THE FUTURE Lesson 1: : Getting started

I. OBJECTIVES: By the end of the lesson, students will be able to use lexical items about types of houses, Talking about different houses in the future II. LANGUAGE ANALYSIS 1. Knowledge: * Vocabulary: Types of houses and appliances in the house (UFO (n); Solar energy (n); Smart TV (n) ,.. * Grammar: Future simple; Might for future possibility 2. Competences: Talk about houses in the future ( types, locations , surroundings, appliances); Ss can join teamwork, SS can have life skills , Ss know how to learn English right. 3. Quality/ behavior: To teach SS to love their home ,To teach SS to be hard- working III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 10, Getting started) - Smart TV/Pictures, sets of word cards - sachmem.vn

2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up * Aim: To create an active atmosphere in the class before the lesson and To lead in the topic. * Content: Game: Brainstorming (about the houses and appliances they want in the future) * Products: Ss write words about the houses and appliances they want in the future on the posters. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: Game: Brainstorming * Warm up: T – SS -Write the title of the unit Our houses in the future on the board. Villa Smart TV - Have Ss say something about the houses they are living in and the furniture or appliances they types of houses have got. and appliances - Tell them to think about the houses and in house appliances they want in the future. * Divide the class into 2 teams A and B Teacher lets students pass the chalk within the team and write things in 2 minutes.

- before we start the lesson, let’s get some vocabulary first. * Presentation (5’) (Vocabulary) * Aim: To introduce new vocabulary * Content: Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities - T - Ss. * Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab. - Repeat in chorus and individually

Content

* Vocabulary - UFO (n): ( unidentified Flying object): vât. thể bay, đĩa bay. - Solar energy (n): năng lượng mặt trời. - appliance [ə'plaiəns] (n): thiết bị, dụng cụ. - Smart TV (n): Tivi thông minh

- Copy all the words *Checking vocab: < Rub out and remmember> * Checking vocab: < Rub out and remmember>

* Practice: (20’) Task 1 * Aims: To set the context for the introductory text; To introduce the topic of the unit. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation. Students know how to role play. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read - Set the context for the listening and reading. - T has Ss look at the picture and answer some - Who are they? questions. - What is Phong doing? - What are they talking about? * Suggested answers: 1. They are Phong and Nick. 2. He is painting/ drawing… -Teacher plays the recording twice. They are talking about… - Students listen and read. - Teacher checks students’ prediction. * Role play. - Teacher calls 2 students to read the conversation aloud. - Draw Ss' attention to the uses of will (for future) and might (for future possibility) by underlining the sentences with will and might. - Go around and offer helpif necessary. Task 2 * Aims: To help Ss understand the conversation. * Content: : Read the conversation again. Find and write down the words or phrases that show: * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Task 2: T-Ss, Ss-Ss - Write on the board Type of house, Location and Appliances in the house. Explain the meaning of the words: type, location and appliances. - Have Ss repeat the words several times. - Ss work in groups, Ss read the conversation again and find the words or phrases to show type of the house, the location of the house and its appliances.

Content Task 2: Read the conversation again. Find and write down the words or phrases that show: * Answer key: - Type of house: UFO house - Location: mountains - Appliances in the house: twenty rooms, solar energy, somes smart TVs and 10 robots.

- T has some Ss say the words and phrases in front of the class. ( write words on the board) Task 3 * Aims: To help Ss read for specific inform ation about the house and appliancesin the house. * Content: Read the conversation again and tick T/F * Products: Students give their corect answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Read the conversation again and tick - Give time for students to read the T/F conversation independently again and tick ( ) * Answer key: true or false next to the statements. 1. T - Ask them to share their answers in pairs before discussing in groups. Encourage them to 2. T 3. T correct the false statements. 4. F - Select one student to give his or her answers in front of the class. Praise them when they give the correct answers. Task 4 * Aims: To help Ss make phrases about places. * Content: Order the words to make a phrase about a place.( Play game: LN) * Products: Students discuss in groups and order to make a phrase about a place correctly. * Organization of implementation: Teacher’s and Ss’activities Task 4:T-Ss, Ss-Ss - Explain that students have to order the words to make phrases about places. Remind them that each group has one extra word. Get them to look at the example to identify how to do the activity. - Have students do exercise by playing lucky number.

Content Task 4: Order the words to make a phrase about a place. Each group has one extra word. Example: ocean / in / on / the => in the ocean * Answer key: 1. in the sea 2. in the city 3. in the town 4. in the mountains 5. in the countryside 6. on the Moon 7. in the sky

* Production Task 5: * Aims: To test students' memory of the vocabulary, to help Ss listen and guess the locations of houses in the future from the description. * Content: describe what you can see outside the window of your future house. The others tries to

guess where your house is * Products: Some groups to perform the task in front of the class confidently. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Ss-Ss Task 5: In groups, describe to your classmates - Ss work in groups. One group member what you can see outside the window of your describes to his/ her group what he/ she can future house. Your group tries to guess where see outside the window of his/ her fut ure your house is house. The other group members try to guess where his/ her house is. EX: - Before doing the task, ask one pair of Ss to read aloud the exchange in the example as a A: Outside my window I can see thebeach and model. the water. Where's my house? - Give Ss time to do the task in groups. Then B: It's in the sea. call on some groups to perform the task in A: Correct! front of the class. - Ask the class to listen and comment. -The group with the most points is the winner. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise briefly the main content in the lesson. * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - some new words have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). * Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 Week: Period :

UNIT 10: HOUSES IN THE FUTURE Lesson 2: A closer look 1

I. OBJECTIVES: By the end of the lesson, students will be able to: - use vocabularies and structures about household appliances; - pronounce the two-syllable words correctly.

II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: electric cooker (n); dish washer (n); washing machine (n); wireless (adj) * Grammar: Future simple; Might for future possibility. 2. Competences: Talk about houses in the future ; Co-operation, selfstudy, using language to do exercises. 3. Quality/behavior: To teach Ss to love their home ,To teach SS to be hard- working III. MATERIALS 1. Teacher: - Grade 6 textbook, Planning (Unit 10, A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: * Content: Game: Pass the secret * Products: Students write words on the board. (Team work) * Organization of implementation: Teacher’s and Ss’activities Content Game: Pass the secret - Give Ss a few minutes to play Pass the secret 1. My future house in the sea. to revise phrases relating to locations of houses, e.g. in the sea,in the city,in the mountains, in the - Ss play in groups. countryside.

* Presentation (7’) (Vocab- pre-teach) * Aim: To introduce the new words. * Content: Some vocab related to the lesson. * Products: read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T - Ss * Vocabulary * Pre teach vocabulary - electric cooker (n): nồi cơm điện - Teacher use different techniques to teach - dish washer (n): Máy rữa chén - washing machine (n): máy giặt vocab (pictures, situation, …..) - wireless TV (phrn): TV không dây - Repeat in chorus and individually - Copy all the words * Checking vocab: < Rub out and remmember>

* Checking vocab: < Rub out and remmember>

* Practice (10’)

Task 1: * Aims: Tohelp Ss say the words / phrases correctly and put them in the appropriate columns. * Content: Listen and repeat the words/phrases in the box. Put the words in the right column. * Products: Ss put the words/ phrases in the appropriate columns. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Listen and repeat the words/phrases in - Have Ss look at the words and phrases in the box. Put the words in the right column. the box.Check that Ss understand the meanings of all words/ phrases - Play the recording and have Ss listen to the words and phrases. - Play the recording again with pauses for them to listen and repeat each word or phrase. - Then ask some Ss to read the words and phrases in front of the class. - Have Ss work in pairs to put the words/ phrases in the appropriate columns. - Ask them to share their answers in pairs before discussing them in groups. Task2: * Aims: Tohelp Ss make phrases about how appliances can help us. * Content: Match and make phrases about what appliances can help us to do. * Products: Students say the correct answers or write their sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Match and make phrases about what appliances can help us to do. - Tell students to look at the two columns and explain what they can see (e.g. They A B can see words and phrases relating to 1. electric cooker appliances in the first column, and words 2. dishwasher a. receive and send emails and phrases relating to what each of the 3. fridge b. keep food fresh appliances can help us to do in the second 4. washing machine c. cook rice column). 5. computer d. wash and dry dishes - Have students do the task individually, by e. wash and dry clothes matching the appliances in A with what * Answer key: they can help us to do in B. - Ask them to share their answers in pairs 1. c before checking the answers as a class. 2. d Then encourage them to make sentences 3. b with matched phrases, e.g. An electric 4. e cooker can help us to cook rice. - Call some students to write their sentences 5. a on the board. Correct if necessary.

Task 3: (5’) * Aims: Ask and answer questions about what appliances can help us to do. * Content: Ask and answer questions about what appliances can help us to do. * Products: Ask and answer questions in front of the class. ( group work) * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Pair work: Ask and answer questions - Ask students to read the example first. about what appliances can help us to do. Ensure that they know what to do. - Have Ss do the task by playing game: The * Suggested answer: big wheel. What can an electric cooker help us to do? It can help us (to) cook rice and vegetables. - Teacher divides the class into 2 teams. … - Each team spin the wheel and chooses the number they like, then ask and answer the question correctly. - The team which has more points will be the winner. * PRONUNCIATION (10’) Task 4 Stress in two-syllable words (words only). * Aims: To help Ss pronounce two-syllable words which have the first syllable stressed. * Content: Ss understand and know how to pronounce two-syllable words. * Products: Listen and repeat the words exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION - T explains that most * Stress in two-syllable words two-syllable nouns and adjectives have stress on the first syllable . + Most two-syllable nouns and adjectives have stress on the first syllable (Hầu hết các danh từ và tính từ - Give students a few minutes to look at the có hai âm tiết đều có trọng âm ở âm tiết đầu tiên) words. Explain that these words are all two-syllable nouns. The first syllable of Eg. housework, father, brother, pretty, famous, etc. these words is stressed which means it should be pronounced with a louder voice. Draw their attention to the stress mark on Task 4: Listen and repeat the words the first syllable. * Audio script: - Play the recording several times, if 'picture 'robot 'b ed roo 'kitchen necessary, for students to listen and repeat 'housework 'palace 'village 'mountains the words. - Have students practise saying the words in pairs or groups. Go around to offer help or correct pronunciation, if necessary. - Call some students to say the words in front of the class. Check their pronunciation if necessary.

Task 5 * Aims: To help Ss say the sentences with the two-syllable words in which the first one is stressed. * Content: Listen and repeat the sentences.Pay attention to the stress of the underlined words * Products: Some Ss to read aloud the sentencesin front of the class * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss- Ss Task 5: Listen and repeat the sentences.Pay - Give Ss a few minutesto read the attention to the stress of the underlined words underlined two-syllable words in the sent 1. The picture is on the wall of thebedroom. ences. Encourage some Ss to read aloud the words in front of the class and ask the 2. The robot helps me to do thehousework. others to give comments. 3. There's a very big kitchen in thepalace. - Play the recording , sentence by sentence, 4. Their village is in the mountains for Ss to listen and repeat. Draw their attention to the stress in the first syllable of the underlined words. - Have Ss practice saying the sentences in pairs or groups.Go around to offer help orcorrect pronunciation, if necessary. - Call on some Ss to read aloud the sentences in front of the class. Check their pronunciation if necessary. If there is time, have Ss make more sentences with two-syllable nouns they know.Then ask them to say their sentences in front of the class. * Production (5) * Aims: To test students' memory of the vocabulary. * Content: Game: “Up and down” * Products: Ss play in groups confidently. * Organization of implementation: Teacher’s and Ss’ activities Content T- Ss; Ss -Ss Game: “Up and down” * Teacher explains the rules: Eg: cushion (stand up) + Teacher says table ( stand up) famous ( sit down) 1-10 words related the topic of the lesson. modern( sit down ) Students stand up for words that are adjectives, and sit down for words that are nouns. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the two-syllable words correctly. * Products: Say aloud some words they remember from the lesson. * Organization of implementation:

Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson

Content - Vocabulary and how to pronounce the twosyllable words .

* Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Learn by heart all the new words. - Prepare lesson 3 ( A closer look 2)..

*- Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………

Week:

Date of planning : …/… / 2022 Date of teaching : …/… / 2022 UNIT 10: HOUSES IN THE FUTURE

Period :

Lesson 3: A closer look 2

I. OBJECTIVES: By the end of the lesson, students will be able to use future simple and might for future possibility. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: Some vocabularies related to the topic. * Grammar: * Future Simple tense / Might for future possibility 2. Competences: Know how to use the future simple tense and use “ might” for future possibility; using the grammar to talk about houses in the future. 3. Quality/behavior: To teach Ss to love their home. Ss participate actively in the lesson; Ss know how to help others in the class. III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10- A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar of future simple and to increase students’ interest. * Content: Game: Sentence puzzling. * Products: Ss have to work in groups to create as many correct sentences from the word cards. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) * Game: Sentence puzzling. - T – Ss, Ss - Ss * Suggested answers: - Teacher divides the class into 4 groups. 1. She will learn English next year - Teacher delivers a set of word cards which is a jumble sentences in the future simple tense to 2. His father will work overnight. each group. - Students will have to work in groups to create 3. Phong and Nick will come. as many correct sentences from the word cards as possible. 4. Sam won’t finish his homework - The group with more correct sentences will be the winner.

Lead in Teacher says: “This lesson today we are going to use use future simple ” 1. Presentation (5’) * Aim: To introduce targeted grammar of the future simple tense. * Content: How to use the future simple tense.

* Products: understand and know how to use the future simple tense. * Organization of implementation: Teacher’s and Ss’activities Content * Pre – grammar. * Grammar 1: The future simple tense - T – Ss + Model sentences: She will learn English next year - Teacher explains how the future simple

tense is used (We use the future simple tense to talk about an action that happens in the future) and how it is formed (positive, negative, questions and short answers). - Let students read the examples in the yellow box. Draw their attention to the short form ‘ll and won‘t.

* We use the future simple tense to talk about an action that happens in the future + Form: ( +) S + will + V ( nguyên mẫu) ( -) S + will + not + V ( nguyên mẫu) (won’t) (?) Will + S + V (nguyên mẫu) ? - Yes, S + will. - No, S + won’t.

2. Practice (20’) Task 1+ Task 2 * Aims: To help Ss use will ('ll) or won't to complete the sentences. * Content: Fill the blanks with will ('ll) or won't. * Products: Students say aloud their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content + Task 1: Fill the blanks with will ('ll) or Task 1:T –Ss won't to make the sentences true for you. - Teacher has students complete Ex. 1 + 2 Example: (p. 41). I think I'll listen to music in the afternoon. - Teacher then asks students to exchange * Answer key: their textbooks to check their friends’ Students’ own answers. answers. + Task 2: Complete the conversation with will ('ll) or won't. - Then call on some Ss to say out their * Answer key: answers in front of the class. Check their 1. will (’ll) answers.T explains if necessary. 2. will 3. will (’ll) 4. won’t 5. will (’ll)

Task 3: * Aims: To give students opportunities to use the future simple tense correctly in context. * Content: Make sentences from the given words and pictures * Products: Students’ write complete sentences on the board. * Organization of implementation:

Teacher’s and Ss’activities Task 3: T - Ss, Ss - Ss - Have Ss read the instruction of the activity to understand what they are going to do. - Ask Ss to write sentences, using will ('ll) or won't and the words provided. - Give Ss time to do the task individually. - Get them to swap their answers in pairs or groups.Go around and offer help, if necessary. If there is time, have some Ss write complete sentences on the board.T and other Ss make comments. - Check the answers as a class.

Content Task 3: Work in pairs. Make sentences from the given words and pictures. (p. 40) * Answer key: 1. A computer will / won’t help me to do my housework. 2.A robot will help me to water the flowers. 3.A smart TV won’t help me to cook meals. 4. A washing machine will / won’t help me to iron the clothes. 5. A smart phone won’t help me to take care of the children.

Task 4 * Aims: To help Ss understand how might is used in a real context. * Content: How to use “ might”; Read the two poems. Tick T (True) of F (False). * Products: Students to say out loud their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Grammar2: Might for future possibility * T - Ss, Ss - Ss + We use might + V to talk about actions that are - T explains how to use “might “ possible in the future - we are not sure if the - Have Ss copy down the form. actions will happen. - Then have Ss read the examples in the + Form: Remember! box. (+) S + might + V (nguyên mẫu) (-) S + might not + V (nguyên mẫu) - Let Ss do the task below and share the answers together. Task 4: Read the two poems. Tick T (True) - Play the recording and ask students to listen of F (False). and read the poems, focusing on the rhythm * Answer key: and intonation. - Ask students to read the poems individually 1. T 2. T 3. F 4. F 5. T 6. F and underline all the phrases might + V. - Invite one or two students to say out loud their answers in front of the class, then check the answers as a class * Production (5’) Task 5 * Aim: To help Ss say what they might have or do in the future. * Content: Think about what you might do or have in the future * Products: Ss write correct sentences on the board. * Organization of implementation: Teacher’s and Ss’ activities

Content

* T - Ss, Ss - Ss - Have Ss read the instructions of the activity to understand what they are going to do. - Ask Ss to read the example and ensure that they know what to do. Then ask them to work in groups. - Have them discuss what they might or might not have/ do in the future. - Then ask Ss to tell their partners about them.T goes round and corrects mistakes or gives help when necessary. - Call on some Ss to share their ideas in front of the class.T and other Ss give comments.

Task 5: Work in groups. Think about what you might do or have in the future. Share your ideas with your classmates. Example: I might have a smartphone to surf the internet. * Suggested answers: 1. I might have a helicopter to travel around the world. 2. I might have a robot to help me to do homework. …….

* Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Teacher asks students to talk about what they have learnt in the lesson.

Content - Grammar: Future Simple tense / Might for future possibility - form and usage. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities - T reminds Ss to do homework and prepare the new lesson.

Content - Do exercises in the workbook. - Prepare lesson 4 ( communication)

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date :………….. Week : UNIT 10: HOUSES IN THE FUTURE Period : Lesson 4 : Communication I. OBJECTIVES: By the end of the lesson, students will be able to: - express surprise; - conduct a survey and report the result in verbal form. II. LANGUAGE ANALYSIS : 1. Knowledge: * Vocab: Some vocabularies related to the topic. * Grammar: Wow! Is that + object? / It looks + adjective 2. Competences: Know how to use the future simple tense and use “ might” for future possibility; express surprise. 3. Quality/behavior: To teach Ss to love their home. Ss participate actively in the lesson; Ss know how to help others in the class. III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning Unit 10, communication - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES) 1.Warm-up (5’) * Aim: To introduce the topic; To lead in the lesson. * Content: * Game: Pass the secret * Products: Ss play in groups by writing the correct on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: Pass the secret T –Ss , Ss - Ss - Give Ss a few minutes to play Guessing game Eg: or Pass the secret to revise sentences relating to - Robots might help us to do thehousework what appliances will help them to do in their in the future future houses. - I might have a smart watch to surf the + Lead in: internet. - Ask Ss to open their books to page 43 (COMMUNICATION). Teacher leads students into the lesson by telling about what they are going to learn: “How to

express surprises”. 2. Presetation ( 10’) * EVERYDAY ENGLISH Task 1 + 2 * Aim: To provide Ss with the way of expressing surprise. * Content: Listen and read the conversation. Highlight the expressions * Products: Ss know the way of express surprise and role play and practice in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss Task 1: Listen and read the conversation. Highlight the expressions. - Play the recording and let students listen and * Wow! Is that + object? read the conversation at the same time. * It looks + adjective. - Then have them read the conversation Audio script: sentence by sentence. Draw their attention to David: John! Hello! the highlighted sentences. John: Oh, hi, David. Wow! Is that your - Elicit the structure to express surprise from computer? It looks great. students. David: Yes, it’s my new computer. My parents - Ask them to act out the conversation in pairs. - Go around and offer help, if necessary. Check gave it to me for my birthday. their pronunciation . Task 2:T –Ss , Ss - Ss Have Ss work in pairs, one expresses his/ her surprise when he/ she sees the ot her 's new things (watch, TV, mobile phone, shoes, etc.). Ask Ss to use the structure to express surprise in 1 .

Task 2: Work in pairs. Express your surprise when you see your partner's new watch, TV, mobile phone, etc E.g. A:Wow! Is that your mobile phone? It looks great. B:Yes, it's my new mobile phone. My grandparents gave it to me for my birthday.

Practice (15 ’) Houses and appliances inthe future Task 3 * Aims: To help Ss identify tasks that appliances can help them to do in the future houses. * Content: Read the questions in the class survey below. Tick Y (Yes) or N (No). * Products: Ss ask and answer in groups and tell about houses and what appliances will help them to do in future houses. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T –Ss : Ss- Ss Task 3: Read the questions in the class survey - Have Ss read the questions and explain the below. Tick Y (Yes) or N (No). new words or phrases (e.g. hi-tech,in space, 1. Will you live in a hi-techhouse? Y N look after, etc.) if necessary. 2. Will your house be in space? - Then have them answer the questions by

ticking ( )" Yes"or "No". -Ask one or two Ss to look at the answers and tell about houses and what appliances will help them to do in future houses.

3. Will you have a lot of trees and flowers around yourhouse? 4.

5. 6. E.g. Hi.My name's Hoa. In the future, I'll live in a hi-tech house. It'll be in the mount ains. I'll have lots of trees and flowers around my house. I'll have a fridge that can cook meals for me... Task 4 * Aims: To help Ss practise asking and answering questions about houses in the future. * Content: Ask and answer about houses and what appliances will help them to do in future houses. * Products: Some pairs role-play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Task 4: T - Ss, Ss – Ss - Have Ss read the conversation in the example. - Draw their attention to the type of house(question1) and its location (question 2 and 3) and how the questions are used. - Ask Ss to work in pairs and use the information from 3 to role-play. To add more variety to the conversation, - Ss may add the questions about appliances that the house will have and what these appliances will do for them.

Content 4. Work in pairs. Use the questions in 3 to interview your partner. Example: You: Hi, Nam. Will you live in a hi-tech house in the future? Nam: Yes. I will. You: Will your house be in space? Nam: Oh, no. It won’t. You: So where will it be? Nam: I'm not sure. It might be by the sea. E.g. Type of the house: cottage Location: in the mountains Surroundings: trees, flowers and mountains Appliances: robot (look after th echildren), fridge (cook meals),computer (send and receive emails), etc.

* Production (8’) Task 5 * Aims: To help Ss talk about houses and appliances in the future . * Content: Tell the class about your interview. * Product: Some Ss tell the class about their partners' future houses, . * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Tell the class about your interview. - Ask Ss to read the example to understand how to explain the interview in 4. * Example: - Ask Ss to take notes of their partner's answers E.g. Hello. I'd like to tell you about Nam's house and

in 4 as follows: - Call on some Ss to tell the class about their partners' future houses, using the notes they have written. - T and other Ss listen and make comments. - To add more variety to the interview. - T may ask Ss to add some more information.

appliances that will help him to do things in his house... His future house will be a hi-tech house. It'll be He might have a robot to help him with his home. Thank you for listening.

* Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Say aloud what they have learnt in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they - Revise the simple future with “will”; - How to express surprise. have learnt in the lesson. - Ask and answer about houses and what appliances will help them to do in future houses. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the new lesson.

- Do exercise in WB - To prepare for the next lesson: Unit 10- Skills 1.

*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date :………….. Week : UNIT 10: HOUSES IN THE FUTURE Period : Lesson 5 : Skills 1 I. OBJECTIVES: By the end of the lesson, students will be able to: - read for specific information about houses and appliances in the future; - talk about different houses in the future. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: surround (v); helicopter (n); feed (v), contact (v),.. * Grammar: “will” for the future, “might” for future possibility 2. Competences: predicting what houses will be like in the future. 3. Quality/behavior: To teach Ss to be hard- working and love their home. III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10- Skills 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual … IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and To lead in the lesson about Skills 1. * Content: Look at the photo, discuss in pairs and answer. * Products: Ss give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss * Warm up: T Asks the class to look at the picture first. Task 1: Look at the photo, discuss in pairs and Encourage Ss to get the details/ ideas of the answer. + What type of house do you think it is? picture( type of house, location, - It's a villa. surroundings and appliances). Then, tell Ss + Where do you think the house is? to work in pairs, asking and answering the - On the ocean questions provided. + What can you see around the house? - Teacher leads students into the new lesson - Trees, a garden, a swimming pool… + What can you see in the house?

- robots , a TV, a computer, ….. * Pre- reading (7’) Presentation vocab. * Aim:. To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : I/ READING. * VOCABULARY - Pre teach vocabulary surround (v): bao quanh - Teacher use different techniques to teach - helicopter (n): trực thăng vocab (pictures, situation, explaination…..) - feed (v): cho ăn - Repeat in chorus and individually - contact (v): liên lạc - Copy all the words - super (adj) : siêu đẳng * Checking vocab: Checking: Call words *Checking: Call words in EL in EL * While -reading (10’) * Aims: To help Ss read for specific information about the house and its appliances in the future. * Content: Read the passage and Match . * Products: Ss read their answers and give explanation for their choice. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 2: Read the passage and match - Set a time limit for students to read the text * Answer key: individually. Help them understand the text by giving 1. a, c, e, g, h the meanings of the difficult words. 2. b, d, f - Ask students to match the beginnings in A with the endings in B. Go around and offer help, if necessary. - Ask students to work in pairs to exchange their answers first. Then call some students to read their answers and give explanation for their choice. Confirm the correct answers as a class. Task 3 * Aims: To develop reading skill for general and specific information. * Content: Read the text again and circle the options. * Products: Ss say aloud the correct answer . * Organization of implementation : Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 3. Read the text again and circle the - Ask Ss to read the incomplete sentences and option (A, B or C) to complete the sentences.

guess the option (A, B or C) to fill the blanks. Explain that this task helps them focus on the Information they are going to find In the text. - Have Ss compare the answers in groups before discussing them as a class. ( T can have do the task by playing game LN) - Confirm the correct answers to the class.

* Suggested answers: 1. B 2. A 3. C 4. B

* Post- reading * Pre-Speaking Task 4: * Aims: To help students form the ideas for their speaking * Content: Work in pairs. Ask your partner about his / her future house * Products: Ss ask and about his / her future house in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss , Ss- Ss Task 4. Work in pairs. Ask your partner about his / her future house. Use the suggested - Have Ss read the instructions to identify questions. how the task is done. - Have Ss read the suggested questions and then think of the answers to these questions. * Suggested answers: A: What type of future house do you think it will be? Draw their attention to the type of future house (Question 1), its location (Question 2), B: It’ll be a villa. A: Where will it be? its appearance (Question 3), etc.Then tell B: It’ll be on the hill. them that they have to imagine their future A: What will it look like? houses in order to answer the questions. B: It’ll be very big, modern, beautiful and convenient. - Have them work in pairs, asking and A: How many rooms will it have? answering questions about their future B: It will have ten rooms: four bedrooms, two houses. T may ask Ss to refer back to the bathrooms, a kitchen, a dining room, a living room, a passage in 2 and the conversation in study. GETTING STARTED. A: What appliances will it have and what will they -T goes round and corrects mistakes or gives help you to do? B: It will have smart appliances: a robot, a help when necessary. dishwasher, a washing machine, a fridge, a smart - Call on some pairs to perform the task in cooker and they will help us to do all the housework. front of the class. - T and other Ss listen and make comments

* Production * Aims: To help Ss talk about different houses in the future. * Content: Tell your partners about your future house. * Products: Some Ss go to the board and tell the class about different houses in the future. * Organization of implementation: Teacher’s and Ss’activities Content - Have Ss read the example to identify how Task 5: Work In groups. Tell your partners to do the task.Then have them tell their about your future house. You can use the partners about their future houses using the information in 4.

* Sample speaking : information they have discussed in 4. - Encourage some Ss to speak in front of the My future house will be a palace. It’ll be on the class, the class comments on their Moon. There’ll be a super smart TV in the house. classmate's content, pronunciation, fluency, It’ll help me to talk to my friends on other language (grammar, use of words, etc.), planets. body language. - T can help the class give feedback. * Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarise what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what they - 2 skills ( talk about their future house) have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - Do Ex inWB - Prepare: Skills 2 lesson *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………

Date :………

Week : Period :

UNIT 10:

HOUSES IN THE FUTURE

Lesson 6: Skills 2

I. OBJECTIVES: - listen for specific information about dream houses; - write a paragraph about a dream house. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: lexical items related to the topic. * Grammar: “will” for the future, “might” for future possibility 2. Competences: Ss listen and understand specific information about dream houses; write a paragraph about a dream house III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10- Skills 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual … IV. PROCEDURES : (STAGES) *Warm –up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit and lead in

the next part of the lesson. * Content: Game - Pelmanism * Products: Ss play in groups and choose the the pair of number correctly. * Organization of implementation: Teacher’s and Ss’activities Content

T - Ss * Warm up : Game - Pelmanism - Teacher divides the class into 2 teams. - Teacher put 14 sets of numbers, one includes - Villa, stilt house, apartment, in the city, in the country, by the sea, in the mountain,…. word and the meaning of words. - Members from two teams choose the pair of - Biệt tự, nhà sàn, căn hộ,……. number . - The group with the most correct word will be the winner  Lead in - Teacher uses the warm –up to lead in the new lesson. * Pre-Listening (7’) * Aim: To help Ss have the ideas of what the conversation is about. * Content: Listen and Write the names under correct picture * Products: Ss can get some information the content of the conversation.Choose the correct picture. * Organization of implementation: Teacher’s and Ss’activities Content - Ask Ss to look at the pictures and elicit Task 1: Listen to Nick and Linda talking about their dream houses. Which house from Ss the details (types of house, would each prefer? Write their names surroundings and locations). - Ask Ss the houses they like and why they under the correct pictures like them. * Answer key: Linda: Picture c. (villa by the sea, with a - Play the recording. Ask students to listen swimming pool and a garden) and write the speakers’ names under the Nick: Picture a. (flat in the city) correct pictures. - Teacher checks their answers. - If it’s necessary, play the recording again and pause the recording after each sentence. * While -listening ( 10’) Task 2 (5’) * Aims: To help Ss listen for specific information about dream house. * Content: Listen conversation and tick the column * Products: Ss give the answers correctly and correct mistakes where necessary * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen and check. - Ask Ss to read the information in the first column. * Key: - Ask them to focus on the information they Linda: sea view, swimming pool, garden need only (what are important to Linda Nick: park view, city view and Nick: park view, city view, etc.). - Play the recording again. Ask Ss to listen and tick what are important to Linda and Nick.

- Call on some Ss to give the answers to the class and correct mistakes where necessary.

Task 3 (5’) * Aims: To help students develop listening skill for specific information. * Content: Listen again and answer the questions abot their drean houses * Products: Ss answer the Qs correctly. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 3: Listen again and answer the questions abot their drean houses. - Ask Ss to read the questions and underline * Key: the key words. 1. She has a big villa. - Then have them listen to the recording 2. Her house / It is by the sea. again and answer the questions in pairs or 3. There's a swimming pool and a garden groups. around her house. - T can have Ss answer the questions by 4. He has a flat. playing game “the big Wheel” - Ask a few pairs to role-play in front of the 5. It's in the city. class, one asks the questions and the other 6. It has a super smart TV. answers. Other pairs and T listen and * Audio script: Nick: Can you tell me about your dream house, Linda? comment. Linda: Well, it's a big villa by the sea. It has a view of the sea. It has a swimming pool and a garden. Nick: My dream house is different. Linda: Really? What's it like? Nick: It's a beautiful flat in the city. It has a parkview in front and a city view at the back. Linda: Oh, sounds great! Nick: It has a super smart TV. I can watch films from other planets. Linda: That sounds great, too. But I think it'll be ….

* Pre -writing (5’) * Aims: To help Ss brainstorm ideas for a dream house. * Content: Discuss your dream house, and fill the table. * Products: Ss ask and answer the questions and fill the table exactly. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 4. Work in pairs. Discuss your dream house, and fill the table. - Have Ss look at the table. Draw their * Example: attention to the four pieces of information. A: What type of dream house is it? -Then have them read the exchange in the B: It's a palace. example to understand how to do the task. - Ask Ss to work in pairs to ask and answer A Where is it? B: It's in the mountains. the questions and fill the table. Type of house palace - Call a student to write the answer on the board. Others write it in their notebooks. Location in the mountains

Number of rooms

Appliances in the house

some robots

* While-Writing (5’) * Aims: To teach students how to write about their dream house. * Content: Write 50 words about your dream house. * Products: Students’ writing on the posters. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: Write 50 words about your dream - T-Ss, Ss-Ss house.(p. 45) - Allow students time to write a paragraph (about 50 words) about their dream houses, * Sample paragraph: My dream house is a big palace. It is in the using the suggested ideas/information in mountains. It is surrounded by lots of trees. It Task 4. - When they finish, ask some students to talk has seven rooms: three bedrooms, two bathrooms, one kitchen and one living room. about their dream houses to the class. - If time allows, call one student to write his / There is a large swimming pool in front of it. I her answer on the board. The class can give have some robots in the palace. They help me to clean the floor, cook meals, water flowers... their comments. I am happy to live in my palace. * Post-Writing (5’) * Aim: To peer check, cross check and final check students’ writing. * Content: Students’ writing and cross check. * Products: Students’ writing. * Organization of implementation: Teacher’s and Ss’activities - T-Ss, Ss-Ss

Content Task 5: Students’ writing and cross check.

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says what she/ he has learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities - Teacher asks students to talk about what they have learnt in the lesson.

Content - Listen a passage about dream house. - Write a paragraph of about your dream house. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook. * Organization of implementation - Teacher asks students to rewrite their

- Rewrite the writing in the notebook.

writing in their books. - Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

Date :…………..

Week : UNIT 10: HOUSES IN THE FUTURE Period : Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 10; - apply what they have learnt (vocabularies and grammar) into practice through a project. II. LANGUAGE ANALYSIS 1. Knowledge: * Vocab: - Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; * Grammar: The usage of future simple and might for future possibility; expressing surprise; 2. Competence: Consolidate and apply what they have learnt in the unit . Do some practice exercises. Present their projects if possible. 3. Quality/behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working; sharing. III. MATERIALS: 1. Teacher: - Grade 6 textbook, Planning (Unit 10 , Looking back and project)

- Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, …. 3. Method: Ask and answer ; group works; individual …… IV. PROCEDURES : (STAGES)

* Check- up (5’) * Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson. * Content: * Brainstorming – Write about household appliances. * Products: The group having the most suitable answers is the winner. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Warm up: * Brainstorming T –Ss. - Teacher divides the board, and divides the class into 2 big groups. computer Household - Teacher asks students to brainstorm all appliances household appliances they can think of. - The group having the most suitable answers is the winner. dishwasher, rice cooker, dryer,smart TV, …… * VOCABULARY * Task 1 (5’) * Aim: To help Ss revise the words relating to appliances in the future * Content: Write the words in the box under the pictures. * Products: Some students read the words aloud. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Fill in the blanks and the table. - Tell students to read the words in the box first. Then ask them to write the words in * Answer key: a. computer the box under the pictures. - Give them time to write the words under b. dishwasher c. wireless TV the pictures individually. Then compare d. washing machine their answers with their partners. e. fridge - Ask some students to read the words f. smart clock aloud. Then teacher checks their answers as a class. - Have the whole class read the words / phrases correctly. Task 2 * Aims: To help students revise future simple in context; review the phrases about what the appliances will do in the future. * Content: Think about what the appliances will do in the future. * Products: Complete the sentences correctly. * Organization of implementation:

Teacher’s and Ss’activities - T –Ss ; Ss – Ss - Have Ss work in pairs or groups, discu ssing what each appliance will do in the future and fill in the blanks in the table. - Call on some Ss to tell the class about their answers. T and other Ss listen and make comments.

Content Task 2: Think about what the appliances will do in the future. Fill the table: E.g. I think robots will look after my future house. * Suggested answer. 1. robots 2. washing machine 3. wireless TV 4. super cars 5. smart clocks 6. dishwashers

look after the house wash clothes access to internet can fly can play online music wash dishes

* GRAMMAR (10’) Task 3,4 * Aims: To help Ss revise the use of the future simple in sentences; revise the use of might for future possibility. * Content: Complete the sentences with will , won’t, might, might not. * Products: Ss read the complete sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3. Task 3. Complete the sentences with will T- Ss, Ss - Ss (’ll or won’t. - Have Ss read the instruction to know what they have to do. Draw their attention to some * Key: complex sentences with subordinate clauses of 1. won’t 2. will 3. will 4. won’t 5. will 6. won’t time(sentences 2,4,5). - T may explain these sentences if necessary. - Ask Ss to complete the sentences with will ('II) or won't individually first. - Then, they can check their answers with a partner before discussing them as a class. Task 4. Task 4. Complete the sentences with might T- Ss, Ss - Ss or might not. - Ss read and complete the sentences individually. Go around and offer help if * Key : necessary. 1. might 2. might 3. might not - Have them swap their answers in pairs or 4. might not 5. might, might grou ps before checking as a class. Correct mistakes if necessary. - Call on some Ss to read the complete sentences in fro nt of the class. T and other Ss listen and make comments. * Production(3’): * Aims: To give Ss further practice about using “will and might” * Content: Complete the sentences with might or will. * Products: Ss play in groups and say aloud the correct answers. * Organization of implementation:

T- Ss, Ss - Ss - T has Ss do the task by playing game : Lucky number. Class is divided into 2 groups. - Teacher prepares 6 numbers which includes 4 questions about their school, and 2 lucky numbers. - Each team takes turns and chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and may choose another number. - The team which has more points will be the winner.

* Complete the sentences with might or will. 1. They ………..live longer in the future? 2. We ……….. find aliens on Earth one day, but I’m sure they will not speak our language. 3.. The weather is not very good. It might rain this afternoon. 4. I’m very worried about my examination next week. - B: Don’t worry. You _______ pass.

* Project (5’) * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: * PROJECT: * My future appliance: * Products: Students’ project on the posters. * Organization of implementation: Teacher’s and Ss’activities - Have students read the instruction of how to do the project. - + Think about one appliance they want to have in the future. + Make a poster about it. + Write the details of the appliance in the poster. (what they want to have, what it will help them to do). + Share the poster with their class.

Content * PROJECT: * My future appliance:

* Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - revise vocabulary and grammar in unit 10 - Teacher asks students to talk about what - make Project: “ ” they have learnt in the lesson. * Homework (2’) Aim: To revise the knowledge that students have gained in Unit 10 and To prepare for the next lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook.

* Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to revise old lesson - Complete the project and to do exercise in workbook. - Teacher asks students to complete the project - Prepare for the next lesson: Unit 11 ( and prepare the new lesson. Getting started) *- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….

GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS CÔNG VĂN 5512 (BÀI 1-10) THEO CÁC HOẠT ĐỘNG VỚI CÁC NHIỆM VỤ

Articles inside

- Students work independently and do the quiz in Ex. 4

Homework (2’

pts Q1: you/ often/ ride your bicycle/ to school Q2: you/ sometimes/ study in the school library Q3: your friends/ always/ go to school/ with you Q4: you/ usually/ do homework/ after school

- Teacher has students work independently, look at the form and do Exercise 1 - Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).

pts: you/ like/ your new school