giao an anh 6 (global success) hk1

-Teacher asks students to talk about what they have learnt in the lesson.. - Teacher asks students to work in pairs and use the words in Task 1 to put into the correct columns.. - Teache

Ngày soạn : 03/9/2021

Ngày dạy: …./9/2021

Period 1

INTRODUCTION & TEST

A ĐẶC ĐIỂM CHƯƠNG TRÌNH ANH 6 MỚI

- Là chương trình tiếng Anh được biên soạn tiếp theo chương trình tiếng Anh ở bậc tiểu học

- Quan tâm đến 4 kỹ năng nghe, nói, đọc, viết Trong đó chú trọng phát triển 2 kỹ năng:nghe, nói (Kiểm tra thường xuyên chủ yếu dành cho kỹ năng nói)

- Vào cuối năm học, học sinh cần đạt trình độ tương đương cấp độ A2 của Khung thamchiếu châu Âu về ngôn ngữ (giai đoạn 1)

B PHƯƠNG PHÁP HỌC

1 Tại trường:

- Tập trung nghe giảng, nghiêm túc làm theo các yêu cầu của thầy, cô

- Hăng hái phát biểu ý kiến xây dựng bài

- Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng mọi cơ hội có thể để tập nói tiếngAnh Nói đúng trọng âm, ngữ điệu

- Nắm vững các vấn đề ngữ pháp đã học, các cấu trúc câu Ghi chép đầy đủ, chính xác

2 Tại nhà:

- Ôn lại bài học ngay khi có tiết học ở lớp

- Dựa vào các cấu trúc và các ngữ liệu đã học để luyện nói tiếng Anh cùng bạn

- Làm đầy đủ bài tập trong sách bài tập Tìm đọc thêm các loại sách tham khảo nếu có thể

- Thường xuyên học, củng cố và mở rộng vốn từ của mình

- Viết từ mới và mẫu câu hay vào sổ tay học tập của mình

C GIỚI THIỆU SÁCH GIÁO KHOA

Sách giáo khoa Tiếng Anh 6 được thiết kế với kênh hình và kênh tiếng phong phú Mỗiđơn vị bài học được chia thành 7 phần thích hợp cho việc rèn luyện các kỹ năng nghe, nói, đọc,viết, ngữ pháp, ngữ âm và từ vựng

- Phần 1: Getting started: Giới thiệu từ vựng và ngữ pháp

- Phần 2: A closer look 1: Luyện từ vựng và ngữ âm

- Phần 3: A closer look 2: Học ngữ pháp

- Phần 4: Communication: Thực hành nói tiếng Anh

- Phần 5: Skills 1: Luyện kỹ năng đọc, nói

- Phần 6: Skills 2: Luyện kỹ năng viết, nghe

- Phần 7: Looking back&Project: Luyện tập, củng cố các kiến thức đã học

D KIỂM TRA ĐẦU NĂM

I Choose the best answer:

1 is your telephone number ?

a When b Which c What

2 Her birthday is Friday, August 20th

a at b on c in

3 you have a test tomorrow morning ?

a Will b Do c Are

4 Will he be free ? -

a No, he won’t b No, he doesn’t c No he isn’t

5 We will our old friends next Sunday

a to meet b meet c meeting

6 meet at 7.00 p m

a Let’s b Let’s go c Let

7 Nhat 9 on his next birthday

a is b will c will be

8 I live my parents in the countryside

a on b with c to

9 Nga lives 52 Nguyen Dinh Chieu Street

a at b on c in

10 Will you be free tomorrow evening ? -

a Yes, I will b Yes, I do c Yes, I am

11 Where will we meet ? - the cinema

a In front b Next c In front of

12 I think she the party tomorrow

a will enjoy b enjoy c enjoys

13 I will see you tomorrow

a on b Ø c in

14 Her sister is out when he calls

a not at home b not busy c late

15 I will invite all of my friends my birthday party

a to b Ø c come

16 you be free to morrow?

a Will b Are c Have

17 The book is open in front her on the desk

a of b to c with

18 Will you be free on Sunday?

a not at home b not busy c not late

19 You will have new friends soon

a lot of b lots of c a & b

20 I hope he to the party

a will come b come c came

II Fill in the gap with “What, Where, When, Who, Why, How, What time”:

21 will they do tomorrow? - I will do my homework

22 will go camping next Sunday? - Nam and Quang will

23 will we meet? - We will meet at Lan’s house

24 will you be back? - I will be back at 8 O’clock.

25 will she go to the zoo? - She will go by bus

26 will your father travel to Ha noi ? - He will travel next week

27 will Nam go to bed early tonight? - Because he will have a test tomorrow

28 will Nam go to next summer vacation? - I will go to Nha Trang

III Fill in the gap with “from, to, on, in, at”:

29 They often go swimming ……… Sunday

30 The meeting will last ……… 7a.m ……… 5p.m

31 She will be 13 ……… her next birthday

32 We are playing chess ……… the moment

33 It often rains ……… July

34 My birthday is ……… September 3rd

35 The party will start ……… seven o’clock ……… the evening

36 He was born ……… 2002

IV Read and answer the questions

My name is Nga I’m 13 years old In my free time, I often go swimming with my brothers Weoften go swimming at weekends My mother likes reading She usually reads books in themorning My father plays chess and watches sport programmes in his free time My brothers and Ilike sports, so we often go hiking in the forest

37 How old is Nga?

By the end of the lessons, Ss should be able to know and use:

- use the words related to the topic My New School

- use the combinations: to play, to do, to have, to study + N

- use the present simple

- use the adverbs of frequency

2 Skills

- Reading: read for general and specific information about schools

- Listening: listen for specific information about school activities

- Speaking: talk about the type of school one would like to go to

- Writing: write a paragraph about one’s school

II Methods:

- T- WC, group work, individual work

III Teaching aids:

- Materials: Ss’ books, text books, CD, tape & radio

IV Anticipated problems:

- Some lessons are long with a lot of new words, there may not be enough time for all the

1 Knowledge (language focus):

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

2 Competences:

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

- develop their all skills through talking about new school

- develop communication and collaboration; problem solving and creativity skills throughindividual work, pair work and group work activities to practice

3 Qualities

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

- Show their love and responsibility for their new schools by talking about it with positive

Steps + time Aims Learning Activities/

Procedures Language focus /Content

1 Warm-up

(5’) To motivate students and

lead-in the lesson

to memorise every detail in the picture in 1 minute

- Teacher hides the pictures and asks questions about the picture The team who has more correct answers is the winner

- Teacher sets the context for the listening and reading text:

Write the title on the board A special day Explain the meaning of special and ask

students to guess what the conversation might be about

1 How many people can you see in the picture?

2 Who are they?

3 Where are they?

4 What are the two students carrying on their backs?

5 Where are they going to go?

Suggested answers:

1 I can see three people

2 They are students

3 They are at one of the boys’home

4 They are carrying school bags/ backpacks

5 They are going to go to school

To have students get

Task 1: Listen and read.

- Teacher plays the recording twice

- Students listen and read

- Teacher checks students’

specific information

of the text

To check students understanding

of the conversation and help students use the words in context

To provide students vocabulary

- 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

Task 3: Write one word from the box in each gap

- Teacher has students read the conversation again, work independently to put a suitable word from the box to fill in the gap

- Teacher calls one student to share his/her answer on the board

- Teacher asks students to look atthe board, check their mate’s answer

Task 4: Match the words with the school things Then listen and repeat

Task 5: Write names of the things you can see around the class in your notebook.

- Students work in groups of four

group work skill 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

4.Wrap-up

( 3’)

To consolidate what studentshave learnt inthe lesson

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

5.Homework

(2’)

To review thelesson and prepare for the next lesson

- Do exercises in the workbook

- Think of activities students can

1 Knowledge (language focus):

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/

2 Competences:

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

- develop their all skills through talking about new school

- develop communication and collaboration; problem solving and creativity skills throughindividual work, pair work and group work activities to practice

3 Qualities

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

- Show their love and responsibility for their new schools by talking about it with positive

attitudes

II TEACHING AIDS/INSTRUCTIONAL RESOURCES

* Game: Hot seat

- Teacher divides students into 2 teams

Each team has a member standing against the board

- Teacher shows pictures of some activities one by one and other members use body language to let their team member guess thenames of the activities

- The team with the most correct answers in the fastest time is the winner

Answer key:

play football

listen to music

skip rope

VOCABULARY

- Teacher introduces the vocabulary by:

+ providing explanations of the words;

+ showing picture illustrating the word

1 science (n) [picture]

2 exercise (n/v)[explanation]

3 Practice

(17’) To teach students

some activities they can do

at school

To help student identify which nouns go after which verbs to make names

of school activities

To help students usethe

vocabulary

in context

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

Task 2: Work in pairs Put the words in Task 1 in the correct columns.

- Teacher asks students to work in pairs and use the words in Task 1 to put into the correct columns

- 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)

- 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

Task 3: Put the words in the blanks.

- Teacher asks students to work independently and put a suitable word in each blank

Answer key:

footballmusic

homeworkexercise

schoollunchlessons

Englishhistoryscience

Answer key:

1 homework

2 football

- Teacher allows students to share their answers before discussing as a class

- Teacher asks some students to share the answers and gives feedback

3 lessons

4 exercisescience

and /ʌ/

PRONUNCIATION

- Teacher introduces 2 sounds /ɑː/ and /ʌ/ to students and lets them watch a video about how to pronounce these two sounds

https://www.youtube.com/watch?

v=1F47WdIjn5U https://www.youtube.com/watch?

- /ʌ/: cut, one, countryTeacher draws students attention to the letters containingthe sounds and helpsthem identify the sounds

5 Practice

(5’) To help students

identify andpractise the/ɑː/ and /ʌ/

sounds

To help students practise the sounds /ɑː/

and /ʌ/ in sentences

Task 4: Listen and repeat Pay attention to the sounds /ɑː/ and /ʌ/.

- Teacher asks students to listen and repeat

- Students work independently

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

- 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

6

Production

(5’)

To give students a chance to apply what they have learnt

* Game: Who is faster?

- Teacher divides students into groups of four, gives each group a piece of paper, asksthem to write sentences including 2

features: school activities and one of the sounds /ɑː/ or /ʌ/

- (e.g: I usually play basketball with my

brother.)

- 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

7 Wrap-up

( 3’) To consolidate

what students have learnt

in the lesson

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

8

Homework

(2’)

To review the lesson and prepare for the next lesson

- Rewrite the sentences into notebooks

- Find 3 more school activities that have the sound /ɑː/ or /ʌ/

1 Knowledge (language focus):

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

- use the present simple tense

- use ADVERBS OF FREQUENCY

2 Competences:

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

- develop their all skills through talking about new school

- develop communication and collaboration; problem solving and creativity skills throughindividual work, pair work and group work activities to practice

3 Qualities

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

- Show their love and responsibility for their new schools by talking about it with positive

* 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 each group

- 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

Suggested sentences:

1

Peter

live s near

his school.

2

We g o To the same school.

3

They

hav e

new

subjects.

4 We always Look smart in our

1 THE PRESENT SIMPLE TENSE Task 1: 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.

W/H + do/does + S + Vinf + … ?

Notes

Use do/don’t with: I, you, we, they and

singular noun forms

Use does/ doesn’t with: she, he, it and

plural noun forms

3 Practice

(17’)

To help students usethe present simple tensewell

Task 2: Choose the correct answer A, B or C.

- Teacher has students work independently, look at the form and do Exercise 1 – page 9

- Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary)

Task 3: Write the correct form of the verbs.

- Teacher asks students to work independently

- Teacher calls 1 or 2 students to write their answers on the board, checks their answers sentence by sentence

- Teacher asks students to read the sentences

in Exercise 2 - page 9 again and asks them when to use the present simple tense, drawing their attention to the adverbs of frequency

We often ride our

bicycles to school.

5 Practice

(5’) To help students

identify andpractise the/ɑː/ and /ʌ/

sounds

To help students practise the sounds /ɑː/

and /ʌ/ in sentences

Task 4: Fill the blanks with sometimes, usually or never.

- Teacher shows the graph and lets students fill in the blanks with suitable adverbs of

frequency: sometimes, usually or never

to make 5 sentences using the 5 adverbs of frequency above.

- Teacher calls some groups to read aloud theanswers and gives feedback

Task 5: Choose the correct answer A or B

to complete each sentence.

- Teacher has students complete Exercise 4 – page 10 independently

- Teacher then asks students to exchange their textbooks to check their friends’

Task 6: Work in pairs Make questions then interview your partner.

- Teacher has students work on the Ex 5, p

10 in pairs

- Teacher checks the answers by playing a game Teacher divides students into 2 teams, 2 students in each team choose a set

of questions (which are the questions 1-5 in

Ex 5, p 10) Teacher may add more questions if necessary) then interview each other The team with higher score is the winner

10 points: you/ like/ your new school

3 Do you sometimesstudy in the schoollibrary?

4 Do your friends usually go to school with you?

5 Do you usually doyour homework after school?

6 How often does your mother pick you up from school?

7 Wrap-up

( 3’) To consolidate -Teacher asks students to talk about what they have learnt in the lesson

what students have learnt

in the lesson

8

Homework

(2’)

To review the lesson and prepare for the next lesson

- Make 5 sentences in the present simple tense, using adverbs of frequency

Feedback:

………

………

………

Ngày soạn : 9/9/2021

Ngày dạy: …./9/2021

Period 5

UNIT 1: MY NEW SCHOOL Lesson 4: Communication

I Objectives:

1 Knowledge (language focus):

By the end of the lesson, students will/should be able to:

- Use every day English phrases and expressions and develop their language skills, as well

as learn about Vietnamese culture and other cultures

- Introduce someone to someone else in English

-Practise asking questions when making new friends at school and asking and answering questions about friends as well as making a presentation

-Revise yes/no questions with the present simple.

2 Competences:

By the end of the lesson, students will/should be able to:

- develop their reading skill through listening sample dialogue for short introduction someone to someone (Vy- Phong)

- asking questions about friends

- making a presentation

- develop communication and collaboration; problem solving and creativity skills through pair-work and group-work activities to practice the dialogue and taking part in the class activities

3 Qualities:

By the end of the lesson, students will/should be able to:

- Show their love and responsibility for their school, friend and the country by talkingabout it with positive attitudes

II TEACHING AIDS/INSTRUCTIONAL RESOURCES

Warm-up

(5’)

To motivate students and lead-

in the lesson

Pictionary game:

- T introduces the rules of the game.

+ Look at the picures part 4

in getting started (one byone) and guess the Englishword

+ The team gives the correctanswer first gets the point Ifthe answer is wrong, theother team gets the chance toanswer

+ The team with morecorrect answers are thewinners

- T asks Ss to look at the dialogue and talk who take part in it

Dialogue in text book

students to listen and repeat

- Ss read aloud the dialogue

in pairs-Tell the class to pay attention to the way of introducing someone to someone else and how to respond to someone’s introduction

- Have Ss practice the dialogue in pairs

- Call on some pairs to practise the dialogue in front of the class

-Let Ss work in groups andpractise intruducing a friend to the others-T moves around to observe and provide help

-Call on some groups to practise in front of the class

-T comments on their performance

P1: … , this is …, my new friend

P2: Hi,… Nice to meet you

P3 :Hi,… .Nice to meet you, too

-Have Ss tell the new vocabulary in the questions, then explain to them the meaning of the new words

-May ask Ss how they often make friends, what they often say when they first meet a new friend, what questions they often ask…

-Ask Ss to read and tick thequestions individually

Then let them discuss the

4 Do you play football ?5.How do you go to school everyday ?

questions in groups.

-Call on Ss to give answersand may ask them to explaint their answers

- Ask Ss write one or two more questions on a piece

of paper and share them with the class or groups

- To help Ss revise Yes/No questions with thepresent simple

- Ask Ss to give adjs about qualities of a good friends

at school Encourage them

to give as many as words possible

-Ask Ss to answer the questions individually

-friendly-helpful-generous-cheerful-out going……

Note : yes/no questions

-Divide class into groups of

4 or 5 Ss take turns to interview the other members, using the question in 4

- Encourage Ss to give nicesentences about friendship-Call on some Ss to give a presetation to the class about their good

friends,and explain why?

-Do you remember all your new classmate’s name?

- Do you often listen to your friend’s

Tell what you have learnt

-The core values of the lesson

Introduce new friendsQuestions to ask when making friend

-Show willingness, friendliness, happiness, and kindness to friends

-The questions when meeting new friends….-Yes/no question in present tense

-Do exercise : speaking 1.2,3 in workbook

-Prepare the next leson: Skills 1

1 Knowledge (language focus):

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

2 Competences:

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

- develop their all skills through talking about new school

- develop communication and collaboration; problem solving and creativity skills throughindividual work, pair work and group work activities to practice

3 Qualities

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

- Show their love and responsibility for their new schools by talking about it with positive

* Game: Lucky number

- Class is divided into 2 groups Suggested questions:

lesson - 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 thenumber 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

1 How many classesare there in our school?

2 Do students have

to wear uniform when they go to school?

3 How many computer rooms does our school have?

4 Name some clubs

Teacher leads students into the lesson by

showing pictures of 3 schools Sunrise, An Son and Dream and asks them some

questions:

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?

Suggested answers:

1 I can see three

different schools

2 No, they aren’t.

The second school

3

While-Reading

(17’)

To develop reading skillfor general information

To provide students with some lexical items beforereading the text

To develop reading skillfor specific

Task 1: Look at the picture and quickly read the passages Match 1-3 with A-C.

- Teacher asks students to open the book, read through the text and do Ex 1 – p 12

- Teacher calls some students to give the answer, explain which sentence give them the information

VOCABULARY

Teacher asks students to get the meaning of

the words boarding school, international and playground in context.

Task 2: Read the passages again and complete the sentences.

- Teacher asks students to read through the sentences, predict what information/ what types of words they have to fill in the blanks

- Teacher lets students work independently

2 playground (n) [visual]

3 international (adj) [explanation]

Answer key:

1 boarding

2 Sydney

3 mountains and green fields

To identify different features of each school

and find the correct answer

- Teacher lets students pair compare before checking with the whole class

Task 3: Answer the questions.

- Teacher asks students to read the 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 Dream School

5 English-speaking teachers

Suggested answers:

1 Sunrise is a boarding school

2 An Son School is

in Bac Giang

3 Yes, there is.They join many interesting clubs

4

Pre-Speaking

(3’)

To help students form the ideas for their 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 independently and complete the table

- Teacher goes around and offers help if needed

5

While-Speaking

(5’)

To help students usewhat they have learnt

so far to talk about a school

Task 5: Discuss your choice with your friends.

- Teacher tells students to work in groups of four and share the answer, reminds them to take note the information from other

members

- Teacher invites some students to share their preparation and makes sure they speak in full sentences

- Students share their ideas with the whole class

- Check students’

understanding aboutthe

reading passage

- Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation

- Teacher gives feedback and comments

students have learnt

in the lesson

8

Homework

(2’)

To review the lesson and prepare for the next lesson

- Teacher asks students to write down their opinion about a school in their books

- Teacher asks students to search for information about their school

1 Knowledge (language focus):

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

2 Competences:

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

- develop their all skills through talking about new school

- develop communication and collaboration; problem solving and creativity skills throughindividual work, pair work and group work activities to practice.

3 Qualities

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

- Show their love and responsibility for their new schools by talking about it with positive

*Crossword Puzzle

Teacher divides class into 2 teams Each teamtakes turns to choose a crossword, reads the clues and solves the puzzle

1 This is an area designed for children to play in outside, especially

at school or in a park

2 This is an adjective used to describe people who have a clean, tidy and stylish appearance

3 Complete the following sentencewith a suitable word:

Mrs Nguyen teaches all my history _.

4 What is this subject?

– [visuals]

5 What is this school thing? – [visuals]

This is a small electronic device that is used for calculations

2

Pre-Listening

(5’)

To help students brainstorm and have anoverview about what they are going to listen to

Task 1: Guess the answer to the following questions.

1 Do you think the students there wear uniforms?

2 Do they learn Vietnamese as a foreign language?

- Teacher lets students work in pairs and discuss the questions Encourage them to speak English and feel free to make guesses

- Teacher plays the recording once Students listen to check their guesses

Task 2: Listen again and choose the correct answer A or B.

* Read and find the key words

Teacher asks students to read the statements, underline the key words, reminds them to payattention to keywords while listening

* Listen and choose the correct answer

- Teacher plays the recording

- Teacher asks students to listen and choose the answers

- Teacher asks students to compare their answer with the partner

- Teacher calls on some students to write their answers on the board, then play the recording once again and check with the class

Audio script:

Hi My name’s Janet I’m eleven years old

I’m now in year 6 at Palmer School I like it here

My classmates are friendly The teachers at

my school 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

* Summarize the information of the listening part.

(5’) understandi

ng 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

5

Pre-Writing

(5’)

- To help students have informatio

n about their school

- To help students write simple sentences for the next writing passage

Task 3: Write the answers to the following questions about your school.

- Teacher asks students to work independently to answer the questions

- Teacher encourages students to write in full sentences and tells them that their sentencesmust be grammatically and logically correctwith the right choice of words and correct punctuation

- Teacher allows students to look back the reading passages

- Teacher asks students to pair compare their answers

- Teacher invites one or two students to write their answers on the board and gives

a complete passage about their school

Task 4: Use the answer in Task 3 to write a paragraph of 40-50 words about your school You can refer to the reading passages to help you.

- Teacher asks students to work in groups of four, gives them a large piece of paper and asks them to write the full paragraph into the paper in 6 minutes

- Teacher asks students to pay attention to punctuation, structures, word choice, linking words, etc

7

Post-Writing

(5’)

To cross check and final check students’

students have learnt

in the

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

- Rewrite the sentences into notebooks.

- Find 3 more school activities that have the sound /ɑː/ or /ʌ/

1 Knowledge (language focus):

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

- review the vocabulary and grammar of Unit 1;

- apply what they have learnt (vocabulary and grammar) into practice through a project

2 Competences:

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

- develop their all skills through talking about new school

- develop communication and collaboration; problem solving and creativity skills throughindividual work, pair work and group work activities to practice

3 Qualities

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

- Show their love and responsibility for their new schools by talking about it with positive

as many school things as possible in 2 minutes.

- The group having more correct answers is the winner

2 Looking

back

(25’)

- To help students revise school things

- To help students revise the combinati

on: to study, to have, to

do, to play + N.

- To help students revise the present simple tense

- To help students revise the postion of adverbs offrequency

- 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

my homework

2 Nick usually gets good marks in exams

Task 5: Put the adverb in brackets in the correct place in each sentence.

- Students work in pairs

- Students complete the task and discuss the answers

- Teacher gives feedback as a class discussion

3 We do not often see a rabbit in town

4 I rarely read in bed

at night

Do you sometimessing in the shower?

Project

(10’) To allow students to

apply what they have learnt (vocabularyand

grammar) into practicethrough

- 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

8 Wrap-up

( 3’)

To consolidate what

students have learnt

in the lesson

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

9

Homework

(2’)

To review the lesson and prepare for the next lesson

- Prepare for the next lesson: Unit 2 – Lesson

1 Getting started

Feedback:

………

………

Ngày soạn : 10/9/2021

Ngày dạy: …./9/2021

Period 9

UNIT 2: MY HOUSE Lesson 1: Getting started

I Objectives:

1 Knowledge:

By the end of the lesson, students will/should be able to:

- Use the lexical items related to the topic My house: (town house (n), country house (n), flat (n)… )

- Use the words for types of house, rooms and furniture

- Ask and answer about where someone lives.

2 Competences:

By the end of the lesson, students will/should be able to:

- Develop their reading skill through reading for general and specific information about houses

- Ask and answer the question about their houses

- Develop communication and collaboration; problem solving and creativity skills through work and group-work activities to practice the dialogue and taking part in the class activities

pair-3 Qualities:

By the end of the lesson, students will/should be able to:

- Show their love and responsibility for their houses by talking about it with positive attitudes

II TEACHING AIDS

Game: A hidden word

Teacher divides the class into two teams and asks a member of each team to look

at the pictures and answer the questions

For each right answer, the team will get 1 point and 1 secret letter to help them find out the hidden word today

There is one picture including two secret words The team gets this picture will get 2 points

The team which has more points or can

guess the hidden word first will be the winner.

MYHOUSE

1 What is it? – It’s a _ _ _ _ (ROOM)

2 We have a small house in the _ _ _ _ _ _ _ (COUNTRY)

3 Where are they? – They are in the _ _ _ _ _ (KITCHEN)

4 They have a house in the _ _ _ _ (TOWN)

5 How many rooms are there in this house?

– There are _ _ _ (SIX) rooms

6 Which house is it? – It’s an _ _ _ _ _ _ _ _ _ (APARTMENT)

2.Listen and

read (10

minutes)

To lead in the topic of

My house.

Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures.

1 What are Nick and Mi doing?

2 What might they talk about?

* VOCABULARY

Teacher introduces the vocabulary by:

+ showing the pictures illustrating the words

+ providing the synonym or antonym of the words

+ providing the definition of the words

T-Ss

1 town house (n): [visual]

2 country house (n): [visual]

3 flat (n): [synonym]  apartment

a town house

a country house

LISTEN AND READ (p 16)

Teacher plays the recording, asks students

to underline the words related to the

topic My 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:

+ They are talking about their houses

+ Mi is describing their new flat whichher family was moving to

Practice ( 10

minutes)

To set the context for the listening and reading text

Task 1: Tick the correct answers (Ex

2, p 17)

Teacher asks students “Which family 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

T-Ss

SSs-Ss

To help students understand the text.

encourages them to give evidence

Teacher calls some students to check

Teacher allows students to share their answers before discussing as a class

Teacher calls some students to check

Teacher confirms the right answers and writes on the board

Production( 1

0 minutes) To develop students’

knowledge

of the vocabulary about types

of house

Task 3: Complete the word web: Types

of house (Ex 4, p 17)

* Game: Networking

Teacher divides the class into two teams,

then writes the topic “Types of house”

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

Team work

To help students practise asking and answering about where they live.

Suggested answers:

Task 4: Survey

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

Consolidation(

5 minutes) To consolidate

what students have learnt

in the lesson

Teacher asks students to talk about what

Homework( 5

minutes)

To prepare for the next lesson

Prepare the vocabulary for the next lesson: A closer look 1

I OBJECTIVES:

1 Knowledge :

By the end of the lesson, students should be able to:

- use some lexical items about rooms and furniture (hall, cupboard, chest of drawers, diswasher, sink )

- pronounce and recognize the final sounds /s/ and /z/ correctly

2 Competences:

By the end of the lesson, students should be able to develop linguistic competence; independentworking; communication and collaboration through pair-work, group- work activities to ask andanswer about the furniture in a room

1-Warm-up

(5 minutes)

To motivatestudents andlead in thelesson

+ 1 student from each group will have to go to the board and write the names of the rooms

+ The group which has the most right words will be the winner

- ‘living room (n): phòng

khách

-‘bathroom (n): phòng

tắm

-T asks Ss to say the names ofthe rooms in their house/ they know

- Ss quickly look at the roomsand name them

- T explains the meaning of

the word hall ( using the hall

in front of the students’

classroom to explain)

- hall: a space inside the

entrance or front door of abuilding/ house

Key

a hall b living room c bedroom d bathroom e kitchen

- T sticks the word cards about the names of the rooms

on the board in different places

- Ss work in pairs to name the things in each room

- 4 Ss from 2 different pairs

go to the board and write the names of the furniture under these rooms (one piece of furniture can belong to more than one room)

- T asks other Ss to comment

- Ss can add more things to each room

Bedroom: lamp, chest of

drawers, picture

Living room: lamp,

picture, sofa

Hall: picture Kitchen: cupboard,

dishwasher, sink, fridge

Bathroom: toilet, shower,

- T models the activity with a student

- Ss work in pairs: One student thinks of a room in his/ her house, the other asks questions to guess the room

- T calls on some pairs to practice in front of the class

- T comments on their performance

Eg:

T: What’s in your room?S: A shower and a sink.T: Is it the bathroom?S: Yes

c Production To help Ss - Each student makes up a Eg: My living room has a

(2 minutes) memorise and

use the wordswith a range

of spoken activities

sentence with the words in

- T plays the recording (twice)

- Ss comment on the way to pronounce these two sounds

at the end of the words

- T explains the rules quickly

- T asks Ss to give some words they know containing these sounds

*/s/ : Final s is pronounced /s/ after voiceless sounds (/t/,/k/,/p/,/ /,/f/)Eg: cat, books, lamps, months, roofs

*/z/: Final s is pronounced/z/ after voiced sounds ( /b/, /d/, /g/, /n/, /m/, /l/, …and any vowel sounds.Eg: beds, dogs, cans, rooms, videos, cookers, bees…

Eg: books, pens, rulers…

in context

- Ss quickly read the conversation and underline the final sound s in the words

- T plays the recording for Ss

to listen to the conversation and write /s/ or /z/ under each

s that they have underlined

- T tells Ss 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

- T checks Ss’ answers Ask them to explain their answers

- T plays the recording again for Ss to repeat each line of

/s/: chopsticks, lamps/z/: bowls, things, homes

c Production

(2 minutes)

To give Ss chances to apply what they have learnt in context

- T asks Ss to find some morewords that have these two sounds: /s/, /z/ and use them

to make sentences (to describe

a room in your house/ school)

the sounds /s/ and / z/ Eg: books- I have 2 books

- To help Ss develop the skills of an independent learner

- To enable

Ss to make maximum progress

- Ask Ss to summarise what they have learnt in the lesson

- Remind students to do their homework

- Prepare the next lesson:

A closer look 2- Unit 2

Period 11 UNIT 2: MY HOUSE

Lesson 3: A closer look 2

I Objectives:

1 Knowledge (language focus): By the end of the lesson, students will be able to:

- Identify and use the lexical items related to the house, prepositions of place to describe wherepeople or things are

- Explain and use the ideas or concepts for possessive case to descibe possessions

2 Competences: By the end of the lesson, students will be able to:

- Express grammatical relationships in spoken utterances

- Use technology to search for information

- Collaborate and build stimulate Ss’ critical thinking, analytical thinking, presentation skill,problem solving skill, communicative skills in order to communicate effectively

- Develope enthusiasm and effectiveness in pair work and team work

3 Qualities: By the end of the lesson, students will be able to:

- Be aware of about my house and types of houses

- Build their love for their home and appreciate more about house and home

- Highlight the value of house and home

- Collaborate and build enthusiasm and effectiveness in pair work and teamwork

II TEACHING AIDS/INSTRUCTIONAL RESOURCES

1 Materials: Text book, laptop, posters, cards, board, pictures, handouts…

2 Equipment: Computer, projector, speakers

of present simple tense

- To lead into the new

lesson

1.Game: Memory game

- T divides the class into 4groups

- T tells students the rules

of the game:

+ Students have to study the picture of 3 people (Jack, Polly and Greg) and try to Memorize 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

1 Whose jumper is it? – It’s Polly’s jumper

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

3 Whose ball is it? – It’s Jack’s ball.

correct sentences will be the winner.

- Ss work in groups to play game

2 Leading to the new lesson:

Questions: Can you guess the topic today?

- T asks Ss a question for the topic of the lesson

- Ss answer the T’s question

- T leads in the new lesson

- Ss listen to the T and take notes

- T asks Ss to open their book and introduces what they are going to study

- Ss open their book and

write

Unit 2: My house Lesson 3: A closer look 2

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

5 Whose shoes is it? – It’s Greg’s shoes.

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

7 Whose jumper is it? – It’s Greg’s jumper.

8 Whose T-shirt is it? – It’s Polly’s T-shirt.

possessives case and form of preposition

of place and use themcorrectly to describe where people or things are

1 Grammar 1: The possessive case

- T reminds Ss of the knowledge of the grammar point that they have learnt before

- Ss give the opinions in mother tongue

- T gives the feedback andcomments

- Ss listen to the T and take notes

- T introduces the new points of grammar

- Ss listen to the T and

1 Grammar 1: The possessive case

Handouts of the theory at the end

of the lesson plan

2 Grammar 2: The prepositions

of place

Handouts of the theory at the end

of the lesson plan