Anh 6-HKI theo chuan KT_KN moi

Techniques: what and where, dialogue build, questions and answers IV.Teaching aids: pictures, cassette tape V.Procedure: T asks Ss to count the items in the classroom or in the living ro

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Trường THCS Phước Ninh Giáo án tiếng anh lớp 6

Week: 1

Period: 1 Date: 24.08.2010.

I Aims: Helping students to understand the importance of learning English, so that they are interested in and fond of this subject II Contents: 1 The content of student’s book and test 15 minutes or 45 minutes: There are 16 units After 3 units there is a unit of grammar practice There are two terms in a year Every term, there are 2 tests of 45 minutes and 2 or 3 test of 15 minutes * Unit 1,2,3,4,6,7,8,9,10,11,12,13,14,15,16: 5 periods Unit 5: 6 periods 2 The importance of learning English. English is a new subject for students in grade six It is a foreign language We will be able to know the customs, cultures… of English people when we study this subject Besides, studying English will help Ss to become active and to develop Ss’ communication abilities By the end of grade six, Ss will be able to use simple English, talk about some topics such as sports, pastimes, countries… 3 How to study English well? Ss have to prepare the lesson at home before school At school, Ss must follow the teacher’s commands; do some activities for studying English such as: pair work, group work, discussion, doing exercises… At home, Ss must learn the vocabulary, grammar structure of the lesson, prepare the new lesson 4 Some classroom imperatives:  Listen to me: lắng nghe  Repeat: lặp lại  Listen and repeat: lắng nghe và lặp lại  Look at the board: nhìn lên bảng  How can we say it in Vietnamese? Nghĩa Tiếng Việt?  Good morning: chào buổi sáng  Good afternoon: chào buổi chiều  Good bye: chào tạm biệt  Comments :

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II Language contents:

1 Grammar: I’m… /my name’s……… to introduce yourself

2 Vocabulary: Hi/ hello, name

III Techniques: rub out and remember, dialogue build, picture drill.

IV Teaching aids: pictures, cassette tape, cards.

V Procedure :

T asks Ss to suggest the way to greet in

Ex: Hello, students I’m Lan My name is

Lan T gives instruction and asks Ss listen and

greet each other

T sets the situation to introduce the new

lesson by using the pictures

-Who are they?

-What are they doing?

T presents the way to introduce someone’s

name Ss listen and answer the questions

Ss listen and practice in pairs

Students’ answers E.g : Hello

2 Presentation:(12’)

 Pre teach vocabulary:

-hi= hello: xin chào -name (n): tên

 Checking the vocabulary.

 Set the scene:

 Dialogue build:

1) Lan: Hi, I’m Lan

Nga: Hi, I’m Nga

2)Ba: Hello, my name’s Ba Nam: Hello, my name’s Nam

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T gives instruction: introduce yourself

T models, Ss do the exercise

T writes the cues

Ss practice making dialogue and then

playing the roles before class

T asks Ss to tell their real names

T and Ss correct the answers

Ss work in groups and write complete

a) name/ is/ my/ Lan

b) am/ Minh/ I/ hello

 Comments:

By the end of the lesson, Ss will be able to greet each other

1 Grammar: How are you? I’m fine, thanks

2 Vocabulary: fine, Mr., Miss, Mrs

III Techniques: rub out and remember, dialogue build, picture drill.

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Teacher’s and students’ activities Contents.

T asks Ss to play the games “ jumble

Rub out and remember

T sets the scene and makes the situation to

introduce the new lesson by using the picture

T models the dialogue

” How are you?” How can we say it in

Vietnamese?

T divides the roles and asks Ss to make a

conversation like this

T gives an example

T gives feedback

T shows and sticks the posters on the board

T explains the exercise and gives the

 Pre teach vocabulary:

- fine (adj) :khỏe -thanks=thank you: cám ơn

- Miss: cô

- Mr.: ông

- Mrs.: bà

 Set the scene :

 Dialogue build:

Ba: Hi, Lan Lan: Hello, Ba

Ba: How are you?

Lan: I’m fine, thanks And you?

Ba: Fine, thanks

 Model sentences:

How are you?

I’m fine, thanks

3 Practice:(15’ )

 Picture Cue Drill

Miss Hoa: Hello, Mr Hung

Mr Hung: Hello, Miss Hoa How areyou?

Miss Hoa: I’m fine, thanks And you?

Mr Hung: Fine, thanks

4.Consolidation :(3’)

 Gap-fill

Nam: Hello … How … …?

Lan: Hi, I’m …, …….…

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1 Grammar: the present simple tense of “to be”

2 Vocabulary: good morning, good afternoon

III Techniques: brainstorming, dialogue build, questions and answers.

V Procedure:

Ss produce the dialogue and write some

words on the board

T elicits new words from Ss: meaning and

pronunciation

T presents the way to greet one another in

the morning /afternoon /evening

Picture drill

What do you say when you meet me at 8

am/ 1 pm / 7 pm?

Let’s identify the differences between

“we’re fine/ I’m fine.”

T gives the instruction: What do you say

when you meet me at this time?

T asks Ss to greet each other

Ss complete the dialogue one word for one

blank

T gives feedback and explains the exercise

1 Warm up (5’)

Ex: Hello, How are you?

Hello, fine thanks And you?

MissHoa: Good morning, children.

Children: good morning, Miss Hoa.

Miss Hoa: How are you?

Children: We’re fine, thanks How are you? Miss Hoa: Fine, thank you Good bye.

Children: Bye.

*Good morning/good afternoon

*How are you? We‘re fine, thank you

3.Practice(15’):

Picture cues drill.

- good morning

- good afternoon -good evening

- good night

- Goodbye

4 Consolidation:(10’)

 Complete the dialogue B4 p16

Ex: Nga: Good afternoon, Lan Lan:………,Nga

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Ss make the dialogue.

Do the exercise 8 p 42

Prepare: C1-4

Ex: Thanh: Hello

Chi: Hello Thanh: How are you?

5 Homework(3’)

 Comments:

By the end of the lesson, Ss will be able to count numbers from one to twenty

How old are you?

2 Vocabulary: numbers 0-20

III Techniques: R & R, dialogue build, questions and answers.

IV Teaching aids: pictures, cassette tape, cards of numbers.

V Procedure:

T uses pictures

T asks: “what do you say when you see

me:- in the morning?”

- in the afternoon?

- in the evening?

T elicits the numbers from Ss

Slap the board

Who are they?

What are they talking about?

2 Presentation(12’)

 Pre-teach vocabulary:

How old……?

oh=zero : 0 , one :1 two :2 …… twenty: 20 (posters)

 Checking vocabulary:

 Set the scene

 Dialogue build

S1: Hello Miss Hoa

T: Hello, Lan How old are you? S2: I’m eleven

* How old are you?

-I’m twelve years old

3.Practice(10p)

 Word cue drill

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questions and the answers about the age and

gives an example

Correcting

Giving feed back

Explaining the exercises

Giving the examples

T asks Ss to count from one to twenty then

count from twenty to one

T asks Ss to practice in pairs: one gives the

numbers and the other counts them

words

Prepare :lesson 5

S1: How old are you? S2: I’m twelve years old 4.Consolidation(7’) E.g :1 : one 10: ten 2:two 15: fifteen 5.Homework(5’)  Comments

Week: 2 UNIT 1: Period: 6

Date: 06.09.2010

Lesson 5: C3-C4 I Aims: By the end of the lesson, Ss will be able to talk about the age II Language contents: 1 Grammar: The present simple tense of “to be” How old are you? This is … 2 Vocabulary: numbers 0-20 III Techniques: R & R, dialogue build, questions and answers IV Teaching aids: pictures, cassette tape, cards of numbers V Procedure: Teacher’s and students’ activities Contents.

T asks Ss to say and write the numbers that T writes on the board

T elicits new words from Ss (meanings and pronunciation ) T introduces oneself and the others, Ss listen and observe the rule T sets the scene/ makes the situation to 1 Warm Up(5’): Revision the numbers.

2 Presentation(12’):

 Pre-teach vocabulary:

My name is Nga

This is Lan

14

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(p18)

Who are they?

What are they talking about?

T writes on board

T runs through the cues, asks Ss to make

the questions and the answers about age,

introduce one and others

T monitors and corrects Ss’ works

T gives feedback and evaluating

T plays the tape for Ss

T asks Ss to play the roles in pairs, practice

introducing oneself and the others

Ss practice asking and answering “how old

one is”

Asking Ss to count the numbers from twenty

to one

Preparing : unit 2

 Dialogue build

S1: Hello Miss Hoa This is Lan

T: Hello, Lan How old are you?

S2: I’m eleven

How old are you?

I’m twelve years old This is Nga

S1: Hello, Lan.

S2: Hi, Hoa This is Nga.

S1: How old are you?

S2: I’m twelve years old

4 Consolidation(7’).

5 Homework(5’):

a) How old are you?

b) How are you?

 Comments

UNIT 2:

 Division of lessons : 5 (periods)

1 Lesson 1: A 1-2

2 Lesson 2: B 1-2

3 Lesson 3: B3-5

4 Lesson 4: C 1

5 Lesson 5:C2-3

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By the end of the lesson, Ss will be able to understand the teacher’s commands

1 Grammar: commands

2 Vocabulary: come in, sit down, stand up, open / close your book

IV Teaching aids pictures, cassette tape.

Slap the board

Ss listen and look at the teacher ( say

and show)

Practicing individuals, and in groups

Ss say it out “Open your book.”

Playing the Simon says

Ss complete the following dialogue and

then practice playing the dialogue before

- come in: mời vào

- sit down # stand up-open your book # close your book (mime- antonym)

 Checking vocabulary:

-Come in-Sit down

-Stand up

-Open your book

-Close your book

 Classroom imperative.

Ex: Come in Close your book

d Open your book

e Close your book

4.Consolidation(10’)

Ex: Simon says “sit down”,” stand up “

Dialogue build

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Doing exercise 4 page 40

Preparing: lesson 2

Miss Lan: Good morning, children

Ss: … … Miss Lan: How ……?

Ss: We… ,… How….? Miss Lan: Fine, sit…

Miss Lan: Yes, Miss… Ss: And open…

Miss Lan: Yes, Miss… 5 Homework (5’): Ex: a) come in  Comments

Week: 3

Period: 8

Date: 10.09.2010 UNIT 2:

Lesson 2: B 1-2

I Aims:

By the end of the lesson, Ss will be able to ask and answer the places they live

1 Grammar: The present simple tense of “to be”

Where do you live?

2 Vocabulary: live, house, street

V Procedure:

Setting up the activities

Giving instruction.

Listening to the teacher and carrying

out the commands if they have “Simon says”

T elicits new words from Ss: meaning

and pronunciation

Do you know “Ho Chi Minh city”?

Modeling, correcting

1 Warm up :( 5’)

 Revision:

Simon says

2.Presentation:(12’)

 Pre- teach vocabulary:

- live(v) -(in) a house:

-(on) a street:

-(in) a city:

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Setting up the scene and making the

situations to introduce the new lesson

-

Practice asking and answering the questions, and then playing the roles before class Running through the cues Giving instructions Making the questions and the answers about the address Practicing playing the roles

Giving instructions: ask your friends to fill information in the box Feeding back

Prepare lesson 3  Set the scene: Lan: What’s your name? Nam: My name’s Nam Lan: How old are you? Nam: I’m twelve years old Lan: Where do you live? Nam: I live in Phuoc Ninh 3 Practice :( 15’)  Use word cue drill:

Ex: Where do you live? I live in a house 4.Consolidation:(10’)  Complete the survey: Name Street District City Lan ? ? ?

5 Homework(3’)  Comments

Week: 3

Period: 9

Date: 13.09.2010 UNIT 2: Lesson 3: B 3-5 I Aims: By the end of the lesson, Ss will be able to say the alphabet (a-z) and spell their names II Language contents: 1 Grammar: the present simple tense of “to be” 2 Vocabulary: spell III Techniques: dialogue builds, questions and answers IV Teaching aids: pictures, cassette tape, cards of numbers V Procedure: Tay Ninh Long

a city a house

Le Loi Street HCM City

Ha Noi

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Teacher’s and students’ activities Contents.

Eliciting- modeling- checking: meaning and

pronunciation

Setting up the scene and making the

situations to introduce the new lesson

-Who are they?

-What are they talking about?

Giving instructions

Practicing playing the roles in pairs and

then before class

Making the questions and the answers

Correcting

Asking and answering about the names

Explaining the exercises by giving

examples

Ss practice asking and answering the

questions in pairs and before class

Complete the dialogue

Write the answers

Prepare : lesson 4

1 Warm up:(5’) 2.Presentation(12’)

 Pre- teach vocabulary:

Miss Hoa: What’s your name?

Lan: My name’s Lan

Miss Hoa: How do you spell it?

Lan: L_A_N, Lan

* To ask your friend’s name.

What’s your name? - My name’s…

* To spell your name.

How do you spell it/your name?

3.Practice:(15’)

 Use word cue drill

Ex: S1: What’s your name?

S2: Tuan

S1: How do you spell it?

S2: T_U_A_N, Tuan

What’s your name?

How do you spell it?

How old are you?

Where do you live?

5 Homework (5’)

 Comments

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By the end of the lesson, Ss will be able to tell their personal information, the

alphabet, and numbers & use this/that to talk about people and things at school

2 Vocabulary: teacher, student, class, desk

III Techniques: matching, dialogue build, questions and answers.

V Procedure:

Asking Ss some questions, Ss listen and

answer the questions in pairs and before class

and pronunciation

“I am a teacher

You are students.”

“What’s this?-this is my school

What’s this?-this is my class

What’s this?-this is my desk.”

Pointing to real things in and around the

class and asking “What’s this?”

Giving instruction: make questions with

1 Warm up (5’)

 Revision:

Answer the questions:

1 What’s your name?

2 How do you spell it?

3 Where do you live?

4 How old are you?

I’m a student This is my school That is my class This is my classroom

Ba: Is that your teacher?

Nam: Yes, That’s my teacher

Ba: Is this your desk?

Nam: No, That’s my desk

This is … / That is

*Is this….? / Is that…?

- Yes, it is/ No, it isn’t

3 Practice :( 15’)

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“Is this/that your….?” And then answer the

questions

Correcting

Explaining the exercise by giving

example

Feeding back

-Explaining the exercise by giving

example

Write 5 sentences about the things

(people) in class

-Do the exercise C2 (p15)

- Prepare: lesson 5

Ex: S1: Is this your desk?

S2: Yes, it is.(or No, it isn’t) (School, teacher, class, book…)

Ex: This is my school

Ex: this is my classroom

Is this your classroom?

 Comments

Week: 4

Period: 11

Date: 17.09.2010

Unit 2: Lesson 5: C2-3 I Aims: By the end of the lesson, Ss will be able to ask and answer about the objects and identify people II Language contents: 1 Grammar: the present simple tense of “to be” 2 Vocabulary: pen, pencil, ruler… III Techniques: matching, dialogue build, questions and answers IV Teaching aids: pictures, cassette tape, cards V Procedure Teacher’s and students’ activities Contents

Sticking the posters on the board Giving instruction: write the correct words from the letters

and pronunciation

1 Warm up(5’)

 Jumbled words.

1 hosocl = school

1 ssalc = class

2 sekd =desk

3 suntetd = student

 Pre-teach vocab.

-door(n):

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T gives the examples; Ss listen and

observe the rules

Matching the words with the meanings

T sets the scene

T asks Ss to practice asking answering the

questions in pairs

Ss practice playing the roles in pairs and

then before class

Sticking the posters on the board

Giving instruction: find the words about

the things in the class

Correcting

Giving instruction: make question for the

answer When you have 3(x,o) straight in a

line, you are the winner

What is this? It is a book

What is that? It is a

 Checking vocabulary:

Dialogue build:

Nam: What’s this?

Mai: It’s a pen

Nam: What’s that?

Mai: It’s an eraser

-What’s that? (It’s = it is.)Ex: a pen

 Noughts and crosses.

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By the end of the lesson, Ss will be able to use wh- questions with this/that,

these/those and talk about things in the house

1 Grammar: What’s this? /what’s that? It’s a/an….

What are these/ those? They are…

2 Vocabulary: lamp, bookcase, chair, couch, stool…

III Techniques: picture drill, dialogue build, questions and answers.

V Procedure:

T divides class into 2 groups

Asking Ss to tell some things in the

observe the rules and take notes

Picture drill

Setting up the situation

T shows the picture on page 31 and asks

Ss to say the names of them T asks Ss to

What…this? It’s a chair

What… these?

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complete the open-dialouge

T asks Ss to look at the picture on page 31

again and practice asking answering the

questions about what things are Ss practice in

pairs and then play the roles before class

T asks Ss to practice asking answering the questions about what things are in the classroom Ss practice in pairs and then play the roles before class Put in this, that, these , those and the name of the subjects Ex: This is a clock Those are tables Do exercise again Prepare :lesson 2 They…windows What… those?

They …lamps * What are these/those? They‘re ……

Ex: a couch couches a bus - buses 3 Practice (15’)  Example: S1: What’s this? S2: It’s a window S1: What are these? S2: They’re armchairs 4 Consolidation(10’) 5.Homework(3’)  Comments

Week: 5

Period: 13

Date: 24.09.2010 UNIT 3:

Lesson 2:A3-4

I Aims:

By the end of the lesson, Ss will be able to play the role of Ba, talk about his family, and practice asking and answering about the name, age, job of Ba’s family

II Language contents

1 Grammar: “How many people are there…? There are…”

2 Vocabulary: family, father, mother, sister, brother, she-her, he-his.

III Techniques: R&R, dialogue build, questions and answers.

IV Teaching aids: pictures

V Procedure:

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Teacher’s and students’ activities Contents

T asks Ss to greet and ask for and give

personal information

T elicits new words from Ss: meaning and

pronunciation

T presents the questions and answers, Ss listen and observe the rules Rub out and remember Setting up the scene T summarizes the contents of the text There are 4 people in Ba’s family Who are they? T asks Ss to guess who they are T reads the text; Ss listen and repeat after T T asks Ss to read the text aloud T asks Ss to read the text again, ask and answer the questions in pairs and then give the answers before class T and Ss correct the answers

Ss introduce themselves and talk about their family Learn the new words Talk about one’s family Prepare: lesson 3 1 Warm up(5’)  Revision: S1: Hello S2: Hi S1: How are you? S2: Fine, thanks And you? S1: Fine, thanhks ………

2.Presentation(12’)  Pre-teach vocabulary: -he-his -she-her -family(n) -father(n) -mother(n) -brother(n) -sister(n)  Grammar: Who’this/that? It’s

What’s her/his name? Her/his name is

How many people are there in your family? There are

 Checking vocabulary  Set the scene Ss’ answers 3.Practice(15’): a Her name is Nga b His name is Ha c It is Ba He is twelve d It is Lan She is fifteen 4.Consolidation(10’) Ex: My name is Lan I’m twelve I’m a student My father is a teacher His name is Ha… 5 Homework:(3’)  Comments

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Week: 5

Period: 14

Date: 27.09.2010

UNIT 3:

Lesson 3: B1-2 I Aims: By the end of the lesson, Ss will be able to count the numbers: 20, 30, 40, 50…100 and the way to form the plural nouns, especially the nouns end by “ch” II Language contents: 1 Grammar: There is one door, there are two doors 2 Vocabulary: numbers, things in the classroom (review) III Techniques: slap the board, dialogue build, questions and answers IV Teaching aids: pictures, cassette tape, cards of numbers V.Procedure: Teacher’s and students’ activities Contents T asks Ss to play the network T elicits new words from Ss: meaning and pronunciation T gives the examples Ss listen, observe and take notes Slap the board Explaining the game/ giving examples Explaining the form of plural nouns Giving examples T asks Ss to count the items in the classroom Then say before class T asks Ss to count the items in their 1.Warm up(5’) 2.Presentation(10’)  Pre-teach vocabulary: -bench(n) benches - thirty:30 forty:40 - fifty:50 sixty:60 - seventy: 70 eight:80 - ninety:90 one hundred:100 - sixty-two: 62 fifty-five:55  Grammar: There is one door There are two doors  Check vocabulary:

3 Practice:(15’)

 Count the items in the classroom.

Ex: There is one door : 1 door

There are two students: 2 students

rers

five

?

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T writes the numbers on the board and asks

Ss to write them in English (from 1 to 100)

Write the numbers in the notebooks

b) four 4 ten 10

 Comments

Week: 5 UNIT 3: Period: 15

Date: 28.09.2010

Lesson 4: B3, 4, 5

I Aims:

By the end of the lesson, Ss will be able to make questions “How many… are there?” and answer them correctly, review the way to form plural nouns, and pronounce the plural nouns /s/, /z/ and /iz/

1 Grammar: “How many…are there?” There is…, there are…

2 Vocabulary: things in the living room

III Techniques: what and where, dialogue build, questions and answers

IV.Teaching aids: pictures, cassette tape

V.Procedure:

T asks Ss to count the items in the

classroom or in the living room

T elicits new words from Ss (meaning

and pronunciation

T presents the way to pronounce the

plural nouns “s”

1 Warm up :( 5’)

There is one door

There are thirty students

 Pre-teach vocabulary.

- living room (n):

- bookcase=bookshelf(n)

 Grammar:

-How many doors are there?

There is one

-How many windows are there?

There are two

 Pronunciation

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What and where

T shows the picture on page 37 and asks

Ss to count the items in this living room

T asks Ss to look at the picture again and

then practice asking and answering with the

partner, using “How many… are there?”

T asks Ss to make the questions and

answers with” How many…?” about the

things in their classroom

Practice asking and answering the

questions with “How many…?

Preparing lesson 5

/s/ /iz/ /z/

desks benches rulers students couches tables books houses doors clocks windows

 Check vocabulary:

bookcase, stool , lamp, people, couch

Ex: There is a table.

Ex S1: How many doors are there?

S2: There is one

Ex S1: How many boards are there?

S2: There are two

 Survey.

Ex: S1: How many students are there in your class?

S2: There are thirty

5.Homework (3’)

Ex: How many desks are there? There is one  Comments

Week: 6

Period: 16

Date: 01.10.2010

UNIT 3:

Lesson 5: C1-2

I Aims:

By the end of the lesson, Ss will be able to ask and answer about the people in the picture, talk about Song’s family and their own family

1 Grammar: What do you do? What does she/he do?

Review: How many…? How old…?

2 Vocabulary: we, our, teacher, doctor, nurse

IV.Teaching aids: pictures, cassette tape, cards of numbers.

V.Procedure:

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T asks Ss to talk about their family

T elicits the new words from Ss

(meaning and pronunciation)

T gives the questions and the answers;

Ss listen and observe the rules then take note

Write it up

Eliciting the answers from Ss

*How many people are there in the

picture?

Asking Ss to guess about the age, the

jobs of the members in Lan’s family

T read the text Ss listen, read the text in

silence and find the answer to the questions

questions in pairs and then before class

Ss & T correct the answers

T gives the example about Mr Kien

T asks Ss to talk about Song’s family

Ex: There are three people in my family

There is one TV in my house

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1 Grammar: Imperative, WH-questions…

2 Vocabulary: numbers, greetings …

III Techniques: gap-filled, dialogue builds, model sentences, questions and answers IV.Teaching aids: cards of numbers, posters

V.Procedure:

T asks Ss some questions, Ss listen and

answer them

T asks Ss to review the use of the verb

“to be”:

observe the rules

T asks Ss to do the exercise in their

exercise books and then give the answers

before class

T & Ss correct the answers

T uses the gesture and asks Ss to say the

imperative Ss complete them and then give

the answers before class

T asks Ss to practice asking and

answering the questions with “How many…?

about the items in the picture in pairs and then

before class

1.Warm up(5’)

a How many people are there in your family?

b What’s her name?

c What’s his name?

2.Language focus(35’) a.

We ,you they, Lan and Nga are

 Answers1

1 am , am, are, is, are

2 am, is ,is, are ,are

3 are , am, is, is, is, isn’t, are ,aren’t

c Activity 5(4’) How many …?

 Answers

a There is one

b There are six

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T asks Ss to review Wh- question words

and then complete the sentences below

T asks Ss to say the numbers and write

them on the board

T asks Ss to complete the dialogue and

then practice playing the roles in pairs and

before class

Ss do exercise 10 page 43

Prepare: test 45’minutes

c There are two

d There is one

f

Activity 6(4’) Question words

Ex: who, what, where, when, how…

h Activity 8,9(5’) Greetings and this/ that

Hi / How / fine / you /thanks That / is / Yes / this / is / isn’t

3.Homework(5’)

 Comments

Week: 06

Date: 05.10.2010

I Aim

By the end of the lesson, students will be able to use the present simple of “to be” to

greet, give personal information, say how old one is, introduce oneself…

II Language Content

1 Grammar: the simple present of to be (review)

2 Vocabulary: review

III Techniques: questions and answer, model sentences.

IV Teaching aids: posters.

V Procedure

Teacher asks some questions, students

listen and answer these questions

T asks Ss to say and write the numbers

in the exercise books then give the

answers before class

1 Warm up(5’)

a What do you do?

b How old are you?

c Is it a pen?

2 Language contents(35’)

a Activity 1 (8’) Numbers

a 25 b.54 c.79 d.87e.95 f.12

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Teacher gives example and asks Ss to

observe the rules

Teacher gives the text and asks Ss to

ask and answer in pairs and then play the

roles before class

Some students write the answers on the

board

Teacher gives the example and asks Ss

to observe the rules

questions in pairs and then playing the

roles before class

Some students write the answers on the

board

Teacher and students correct

T asks Ss to write a paragraph to say

about their family

Prepare :Kiểm tra 1 tiết

b Activity 2(17’) READ

 Read the passage and answer the questions

This is Nam There are four people in hisfamily He is twelve He is a student His father isforty-two He is a farmer His mother is thirty-eight She is a farmer, too His brother, Minh, iseight He is a student

Questions:

1 What’s his name?

2 What does he do?

3 How old is he?

4 What does his father do?

5 How old is he?

6 What does his mother do?

7 How old is she?

8 What’s his brother name?

9 What does he do?

10 How many people are there in the family?

c Activity 3(10’) Write

 Answer about you

1 What’s your name?

2 How old are you?

4 What do you do?

5 How many people are there in your family?

6 How do you spell your name?

7 What’s this/that?

d Activity 4 (5’) write Ex: My name is Lan There are four people in

my family I’m ten I’m a student…

III Homework(5’)

 Comments

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Câu3,50.8đ

Câu4,50.8đ

câu20.4đ

1 Circle the number you hear(2p )

B Choose one word which has the stress on the first syllable.

3 A number

3 Complete the sentences (2p): am, is, are

1 He…… eleven years old.

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4 Matching (1p)

a What’s her name?

b How old is she?

c Who’s that?

d What are those?

e How many students are there?

1 He is eleven years old

2 It is Nga

3 They are pens

4 Her name is Nga

5 She is twelve.

6 There are four

5 Read the passage and answer the questions (2p)

This is Nga There are four people in her family: her father, her mother, her sister and she.Her father is forty-two He is a doctor Her mother is thirty-eight She is a nurse Her sister

is a student She is ten Nga is thirteen She is a student

 Questions

1 How many people are there in her family?

2 How old is her father?

3 What does he do?

4 How old is Nga?

5 What does she do?

6 Answer about you (2p)

1 What’s your name?

2 How old are you?

4 What do you do?

5 How many people are there in your family?

 Comments:

Focusing on the mistakes and errors that Ss have made in the test

II Answer keys

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- Read the passage and answer the questions

- To be: am, is, are

T presents the mistakes that Ss made in the

test, Ss listen and correct themselves

T gives the exercises on the board and asks

Ss to do them on their papers and then give

the answers before class

Correct the mistakes

Prepare :Unit 4

IV Consolidation

 Answer the questions

a Where do you live?

b What do you do?

c Who is this/ that?

d What are these/ those?

 Supply the correct form of the verbs

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1 Grammar: It is big, is it small?

Where is the school? It is in the city

2 Vocabulary: big, small, in the city, in the country, near, far, new, old

III Techniques: R & R, brainstorming, dialogue build, questions and answers

V.Procedure:

T asks Ss to introduce oneself and their

family

T elicits the new words from Ss (meaning

and pronunciation)

T sets the scene: T asks Ss some questions,

Ss listen and answer them

“How many classroom in Phong’s

school?, Is it big?”

“How many classroom in Thu’s School?,

1 Warm up :( 5’)

Ex: My name is Nga There are 4 people in

my family I am twelve and I am a student

- in the country :

Prediction:

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Is it big?”

T asks Ss to listen and repeat the text after

T

Some Ss read the text aloud

T asks Ss to ask and answer the questions

on page 44 in pairs and then playing the roles

before class

T asks Ss to introduce about their school

Ss introduce it before class

Write a passage about your school in the

Ex: My name is Lan This is my school

My school is small It is in the country It is new There are 8 classrooms in my school

 Comments

1 Grammar: Review: How many…?, “There is”, “there are”

2 Vocabulary: review: about ordinal numbers

about school, class, teacher, student…

about prepositions (A5)

III Techniques: brainstorming, dialogue builds, questions and answers

V.Procedure:

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T asks Ss to review the numbers

and pronunciation)

T asks Ss to match the words in column A

with their meanings in column B

T asks Ss some questions ; Ss listen and

answer them:

“Where do you live?

Is your school big?

How many classrooms are there?

How many students are there?”

T reads the text; Ss listen and repeat after

T Ss read the text aloud before class

T asks Ss to practice asking and answering

the questions in pairs and then before class

(A2)

Ss write the answers on the board

T and students correct the answers

the questions about them in pairs and then

before class (A4)

Ss write the answers on the board

T and students correct the answers

T asks Ss to ask and answer about their

student bànbook phịng học

1 There are eight classrooms

2 There are four hundred students

3 There are 20 classrooms

4 There are nine hundred students

 Answers:

4 Consolidation (10’)

Ex: How many students are there?

How many classrooms are there?

Is your school big?

Is it in the city?

5.Homework(3’)

 Comments

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1 Grammar: Wh-questions (Which grade/ class are you in? Where is your classroom? How many floors does your school have?

2 Vocabulary: cardinal numbers (from 1st to 10th)

to have, grade, class, floor

Review: my, your, his, her

III Techniques: gap-filled, dialogue builds, questions and answers.

V Procedure:

T asks Ss to review the numbers from one

to ten

and pronunciation)

Setting up the scene: T asks Ss some

questions

 Where is your school?

 Is it in the city?

 How many floors does it have?

T asks Ss to listen to the dialogue and

repeat then practice playing the roles before

class

T asks Ss to complete the table in their

exercise books and then write down on the

board.(B2)

T asks Ss to write 3 sentences about them

T asks Ss to complete the dialogue and

then practice playing the roles in pairs, before

class Ss give the missing words on the

Where is your classroom?

It is on the first floor

How many floors does your school have?

It has two floors

”Thu and Phong are talking about the school and class Guessing what they are talking about.”

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board T and Ss correct the answers.(B5)

T asks Ss to practice asking and

answering the following questions

Do the exercises again

Preparing: lesson 4

4 Consolidation (7’)

a Is your school in the country or in the city?

b Is your school big?

c How many floors does your school have?

d Which grade are you in?

e Which class are you in?

5.Homework:(3’)

 Comments

1 Grammar: What do you do every day? – I get up

What does Ba do every day? - He gets up

2 Vocabulary: get up, get dressed, brush teeth, wash face, have breakfast, go to school

III Techniques: R&R, dialogue build, questions and answers

V Procedure:

T asks Ss to talk about what they do

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Setting up the scene: making the

situation to introduce the new lesson

 Who is this?

 What does he do?

T asks Ss to listen and practice reading the

sentences under each picture Then say before

class (B1)

T asks Ss to ask and answer the question:

“What do you do every morning?” in pairs

and then before class.(B2)

T asks Ss to write five sentences about Ba

The write these sentences on the board

T asks Ss to talk about their activities in

the morning

Asking Ss to play the chain games

Checking and correcting

Saying the morning activities

Ex: S1: I get up

S2: I get up and I get dressed

S3: I get up, I get dressed and I brush

1 Grammar: What time is it? It’s …

What time do you get up? I get up at 6

What time does Ba get up? He gets up at 6

2 Vocabulary: review: numbers

III Techniques: brainstorming, dialogue build, questions and answers

IV Teaching aids: pictures, cassette tape

V Procedure:

Trang 35

T asks Ss to review the numbers they have

learnt

and pronunciation)

T sets the scene: T shows the clock and

elicits the answers from Ss

Ss practice asking and answering the time

in pairs and then before class

T asks Ss to listen and read the time after

the tape Ss read the time aloud

Ss read the text about Ba on page 51:

“What time he does his activities.”

T asks Ss to ask and answer with the

partners about the time they often do the

-What time is it? It’s ten o’clock

- What time do you get up? I get up at 6

- What time does Ba get up? He gets up at 6

*What time is it?

It’s ten o’clock

*What time is it?

It’s half past ten

It’s ten thirty

3.Practice:(15’)

Ex: What time is it?

It’s ten o’clock

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1 Grammar: - What does Nga do every day? Nga gets up

- What do you do every day? I get up

"do-does, watch-watches, go-goes"

2 Vocabulary: vocabulary about the activities

watch TV, do the house work, play games, listen to music, read do, home work

IV Teaching aids: pictures, cassette tape,

V Procedure:

T asks Ss to tell what they do every

morning

and pronunciation)

Asking Ss to work in pairs and decide

whether these statements are true or false

- What does Nga do every day? Nga gets up

- What do you do every day? I get up

True-false prediction:

a Nga gets up at 5 o’clock

b Then, She goes to school

c She plays games in the afternoon

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Correcting the prediction

the questions in pairs and then give the

Asking Ss to talk about the activities they

a What does Nga do everyday?

She gets up at six

b What does she do every morning?

She goes to school

c What does she do every afternoon?

She plays games

d What does she do every evening?

She does her homework

 Questions(A4)

a What does Ba do after school?

He watches TV after school

b What does Lan do after school?

She does the housework after school

c What does Thu do after school?

She read after school

d.What does Nam do after school?

He listens to music after school

1 Grammar: Does she play soccer? -Yes, she does./ No, she doesn’t

Do you play soccer? - Yes, I do / No, I don't

2 Vocabulary: review: listen to music, do the housework/housework, read, watch TV

play soccer/ volleyball/sports

model verb: to do (do/does)

III Techniques: network, the board, dialogue builds, questions and answers

V Procedure:

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Asking Ss to tell what they do every

morning

and pronunciation)

T gives the examples on the board; Ss

listen and observe the rules

Slap the board

Setting up the scene: t asks Ss some

questions; Ss listen and answer them

Ss listen and repeat after the tape, then

practice with a partner.( A5)

Ss play the roles before class

questions in pairs and then before class.(A6)

Ss make yes-no questions and the others

answer them and then play the roles before

class

T reads the models (A7) in the box on

page 55

Ss listen and repeat after T

T asks Ss to read them aloud

Prepare: lesson 3

1 Warm up :( 5’) Ex: I get up, I get dressed.

Does she play soccer?

-Yes, she does / No, she doesn’t

Do you play soccer?

- Yes, I do / No, I don't

What do you do after school?

A5 Textbook page 54

Do you play sports?

Yes, I do./ No, I don’t

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1 Grammar: prepositions: at, from …to

Change: I > Ba "His name's Ba He gets up "

2 Vocabulary: take a shower, eat a big breakfast, have classes, from to, a quarter to/past/ half, go to bed, start >< finish

III Techniques: jumbled words, what and where, dialogue build, questions and answers.

V Procedure:

T explains the game and does the first

word

and pronunciation)

T gives the examples on the board; Ss

listen and observe the rules

What and where

T uses pictures then asks Ss to say what

Ba does everyday

T asks Ss to listen to the passage and then

read the passage about Ba aloud

> Ba "His name's Ba He gets up "

 Check vocabulary.

Ex: Ba gets up.

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