giáo án tiếng anh lớp 6

+Teacher introduce some new words by using picture on the slide + T: introduce the structures “ look + adj” and “the same + n + sub” and have the students to give examples - Ask students

ENGLISH 6 Date of preparing: 22/ 8/ 2014

Date of teaching: 25/ 8/ 201(6AC),27/8(6B)

UNIT 1: MY NEW SCHOOL

Period 1 Lesson 1 : Getting started I.Ojectives:By the end of this Unit , students can :

1 Pronounce correctly the sounds and in issolation and in context

2 Use the lexical items related to the topic “My New School”

3 Use the simple present and the present continuous

4 Talk about school activitives, subjects, and what students do at school

5 Listen and read the conversation and take turn to make a new conversation

II.Main languages

-Words related to the school

- The expressions : Oh dear ; you’ll see ; come in ; sure

- Present continuous tense

- Structures: look + adj ; the same… as

III Teaching aids

Teaching plan ,computer

- Students listen to their friends and retell the

information to the teacher and the classmates

- Teacher : remark

2 Presentation

Ask students to look at the screen and observe the

picture ( in the book ) and answer some questions

T: Where are they ? Are they at school ?

Content

Who are Vy and Duy? Or Are Vy and Duy

Phong’s friends?

What are they going to do?

And why is today a special day ?

+Teacher introduce some new words by using picture

on the slide

+ T: introduce the structures “ look + adj” and “the

same + n + sub” and have the students to give

examples

- Ask students to guess their conversation

- Have the students open their books and listen to the

tape

T: play the tape and students listen and read

3 Practice

After listening , teacher asks students to read in silence(

in pairs) and call some pairs to play the role to read

before class

- Have students read the conversation again in silence

and do exercise 1a in the book

- T: ask students to look at the slice ( 1a) and read the

order

T: What do you do with this exercise ?

S: answer and do it in groups ( each group has 4 sts)

- Call the groups to write the answer on the board

- Ask the groups to remark

- T remarks and gives the correct answers

- Call some students to read the sentences and

correct the false sentences

- T: ask sts to read the conversation again and check the

meaning of these expressions

T: give some questions to help sts guess the meaning

easily

T: Who says “ oh dear” ? Does she go to school early ?

Why is she early? “ oh dear” in the situation is used to

express surprise ( nagetive)

- T: explain the meaning to the sts and then give some

examples

- Do the same with 2, 3, 4

- Sts practise saying them together

-Ask sts to role- play the short conversations in pairs

before creating short role-plays( more able sts can try

2 structures

- Look+ adj Ex: she looks nice His schoolbag looks heavy

3 Duy is phong’s friend

4 Duy lives near Phong

5 Phong is wearing a school uniformKey

to extend the conversation )

- T: guide sts to extend the conversation

T: Can you open the door for me ?

St : Sure

St1: Phong has a new school bag

St2: It looks nice – you see

-T: ask sts to look at the poem in the book

-T: Play the recording Let’s the whole class read the

poem with the right intonation and rhythm Ask

questions to check sts’ understanding of the poem

Then sts work in pairs and write the poem about the

partner, then read the poem aloud

-T: have sts observe things on the picture on the sceen

(slide)

- Ask sts to name the thing they see

- T: Give the words in the book and ask sts to compare

the words they find with the words in the book

T: Ask sts to match the words with the school things

T: play the recording and then let them practise saying

the names of the school things

-Ask sts to write the correct words in the spaces Allow

sts to check their answers ( in pairs)

-T: ask sts to read the words in ex 3 again and draw a

picture next to new words in the vocabary book

- T: Draw a ruler on the board and ask sts to look

around the classroom : table, desks, notebooks,

noticeboard, picture,

- Sts can draw the things in the classroom and write the

words next to the picture

- Let them practise the words, and make up sentences

with the words they draw

4 Consolidation

- call some sts to reads all the new words again

- Call 2 pairs to read the conversation again and find

some sentences using the present continuos tense

- Ask sts to make up some sentences using the present

continuous tense and the words in this lesson

Ex: I am using a caculator

She is riding a bicycle

Oh dear, you are wearing a beautiful skirt

A: Oh dear I forgot caculator.

B: That’s OK, you can borrow mine

A: Thank you

Exercise 2: Listen and read the poem.

Example:

Khanh is going back to school today

His friends are going back to school, tooHis new school year starts today

He’s got a new school bag

………

Exercise 3:

1-b: pencil sharpener2-e : compass

3-j : school bag4-d : rubber5-c: calculator6-i : pencil case7- f: notebook8- a : bicycle9- g: ruler10- h : textbook

Exercise 4: Learning tips

ruler

- Learn by heart all the new words

- Make up 10 sentences with the new words

- Prepare the next lesson : A closer look 1

Someone is knocking at the door Phong is having breakfast

You are wearing the uniform, Duy

Date:

Remark:

Date of preparing: 23/8/2014

Date of teaching: 26/8(6AC),29/8(6B)

UNIT 1: MY NEW SCHOOL Period 2

Lesson 2: A closer look 1

I.Objectives: By the end of the lesson, sts can :

- Pronounce correctly the sounds and in isolation and in context

- Use the combinations: to study, to have, to do , to play

- Help sts listen better

II.Main languages.

- Words related to the subjects , study

- Some verbs : play ; do ; have ; study and Nouns go with these verbs

- Pronunciation : the sounds : / əʊ/ / ʌ /

- Present simple tense and present continuous

III Teaching aids

Teaching plan , projector, …

IV Procedures

* Management

* Checking the old lesson

- Divide the class into 4 groups

- T: guide sts how to play this game

- Ask sts to work in groups

- Call each group to write the answer on the board

- Have the groups remark each other

- T: Remark and decide which group wins the game

2 Presentation

T: Through “warm up” T ask sts to look at the screen (

Vocabulary 1)

- Ask sts to have a look at the words and then T plays

the recording and let sts listen once

- T: play it again and pause for sts to repeat each word

Correct their pronunciation

- T: ask sts to make up some sentences with the new

words

3 Practice

- T: Have sts observe the activities in the picture ( on

slide )

- Ask sts to name the activity ( Play the badminton)

- T: Which words can go with the verb play?

St: answer ( tennis , football, the piano….)

T: Ask sts to do exercise 2 : Let sts work in pairs,

Putting the words in ex 1 into groups

- Call some sts to read the words which go with each

verb

- T: check the answers Explain to them which words

go with each verb

- T : Encourage sts to add more nouns to the groups

- Ask sts to read the phrase in part 2 again and then tell

sts to do ex 3 individually Call some sts to write on

the board, then check their answers

- Call sts to read the sentences aloud

\

- Ask sts to write sentences about themselves in their

notebooks, using the combinations above They can

write as many sentences as possible

Content

- School lunch - science

2.Put the words in the groups

Play : football, music Do: homework, judo, exercise, Have: school lunch, lessons, Study: Physics, English, History, vocabulary,

science

3.Put one of these words in each blank

T: Write the words : judo and Monday

- Call sts to read the words and tell the pronunciation

the letter “o”

- Ask sts to observe the T’s lip positions for these two

sounds

- Let sts practise the sound / əʊ/ and /ʌ/ together

- Play the recording and ask sts to listen and repeat

( play as many time as necessary

- Ask sts to give more words that pronounce / əʊ/

/ʌ/

- Ask sts to have a look at the words in part 6 and read

the words aloud

- T: Play the recording twice Allow sts to work

individually Them let them check their answer in

groups

- T : Call some sts to write the words into two groups

on the board

- Call sts to remark and then T corrects them

- Play the recording again and check the answers

- Have sts read the sentences in part 7 and then

recognize the words that pronounce / əʊ/ /ʌ/

-T: play the recording Let sts repeat sentence by

sentence Help them check the sound they themselves

pronounce

- Ask sts to underline them in the sentences

- Call some sts to read the words aloud

4 Consolidation

- Ask sts to read the phrases verbs in part 2 again and

make up some sentences using the phrases verbs

- Ask sts to repeat the two sounds / əʊ/ /ʌ/ and then

read all the words in part 6

5 Homework

- Ask sts to make 5 sentences using the verbs in part 3

- Add more words that pronounce / əʊ/ /ʌ/

1 / əʊ/ : judo, going, homework, open,

2 /ʌ/ : brother, Monday , mother , month

6.Listen to the words and put them into two groups

əʊ/ : rode, don’t, hope, homework, post.

/ʌ/: some, Monday, month, come, one

7.Listen and repeat

1 They are going to open a new library

2 I’m coming home from school

3 His brother eats lunch in the school canteen

4 The new school year starts next month

5 My brother is doing his homework

6 He goes to the judo club every Sunday

- Prepare the next lesson : A closer look 2

- Use the present simple and present continuous

- Read for specific information about email and wedpage

- Practise making up sentences using present simple and present continuous

II Main languages

- Pesent simple and present continuous

- Words related the things at school

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

Gi¸o ¸n Anh 6 2014-2015

8

NguyÔn Sinh Phóc THCS Duy H¶i

1.Warm up

- Have sts play a game : Look at the picture and

make up as many sentences as possible

- Ask sts to work in groups and then T calls groups to

present their examples before class

- Call sts to remark and T remarks and decides which

group wins the game

2.Presentation

- Ask sts to tell which tense is used in sentence 1,3.

Sts: present simple

-T: Can you tell me the form of it ?

( Say the form of positive, negative and question and

short answers)

S: Say the form of it

- Repeat the use and form of the present simple

tense and its note

- Ask sts to give some examples using present

simple

- Ast sts to read the sentence 3,4 and tell the tense of

them

S: present continuous

T: Can you tell the use and the form of it?

T: Notice some special cases

Ex: Put – Putting : write – writing

Lie - lying

- Ask sts give some examples ( positive Negative

and question)

3.Practice.

Exercise 1: Write the correct form of the verbs.

T: What do you do with the exercise?

- Ask sts to read the conversation do the ex

- Let sts do the task individually

- Call sts to write their answers on the board

- Have sts correct first and then T corrects their answers

( T asks sts to explain their answers)

Exercise 2: Role- play the interview.

- Let sts to role – play the interview T observes and

helps sts when and where necessary ( correct sts’

pronunciation and verb form)

Exercise 3: Find out and correct the mistakes.

Ex: 1.They often play badminton after school.

2.They are playing badmimton now

3 He does his homework in the evening 4.He is doing the homework at the moment

Do they have E on Monday?

1 has 2 Do you have

3 love 4 Does Vy walk

1 Duy lives near here

2 Duy likes his new school

I Objectives.

- Use the lexical items related to the topic “ My new school”

- Ask appropriate questions when making new friends at a new school

- Help sts to communicate with others in English

II Main languages.

- Vocabulary: pocket money, remember, share, help, classmate, friendly, helpful, generous,

cheerful………

- Grammar & structures : Present simple, help sb with ……

III Teaching aids:

- Teaching plan, projector, handout……

IV Procedures

* Management

* Checking the old lesson

* New lesson.

Gi¸o ¸n Anh 6 2014-2015

10

NguyÔn Sinh Phóc THCS Duy H¶i

1.Warm up.

+ Have sts play a game Look at the picture and answer

the teacher’s questions

+ T: guide sts how to play the game

+ T: Devide the class into 2 groups T: Read the

question and which group raise the hand first , that

group will answer first

- If they have the correct answer , they will get 5 points

- Which group has more points will win the game

+ T: Give 6 pictures and make up 6 questions

1 What is the boy doing?

2 What subject do they have today?

3 Do they have dinner at school?

4 Is he a musician?

5 What are they doing?

6 Do you like playing badminton?

T: Are the activities at school?

S: No, they aren’t

2 Presentation

- Chatting :

T: Do you remember Duy ?

+ Is he Phong’s friend?

+ Does Duy live near Phong?

+ Did he live here before?

T: Duy is new here and he is a new student at Phong’s

school

T: Imagine you are Duy’s classmates , what will you ask

Duy ?

- Where are you from?

- Do you learn English at school?

- Do you like music?

- What is your favorite subject at school?

- What is your favorite food?

- Do you play football?

- How do you go to school?

- T: explains the new words

+ pocket money: A small amount of money that parents

give children , usually every week or every month

+ Share : have or use st at the same time as your friends

+ Classmate: A person who is or was in the same class

as you at school

+ remember: to have or to keep an image in your

memory o a person , a place from the past

- Ask sts to make up some examples using the new

words

T: Play the slide with the questions in the textbook (1

Game)

- Have sts read all the questions

T: Asks sts how they often make friends, what they

- Where are you from?

- Do you learn English at school?

- Do you like music?

- What is your favorite subject at school?

- What is your favorite food?

- Do you play football?

- How do you go to school?

1.Game: Making friends.

Read and tick the questions you think are suitable to ask a new friend at school

Date of preparing: 1/9/2014

Date of teaching: 6c 8/9

UNIT 1: MY NEW SCHOOl

Period 5 Lesson 5: Skills 1 I.Objectives

- By the end of the lesson, sts can :

+ Use the lexical items related to the topic “ my new school”

+ Use the present simple and present continuous

+ Read for specific information about schoolsand read e-mail and web pages.

+ Talk about school activities, subject and what sts do at school

II Main languages.

- Vocabulary: boarding school, oversea, surround, equipment, join, creative,…

- Grammar: Present simple

III Teaching aids:

- Teaching plan, book and exercise book,…….

- Have sts to work in groups and give out the

description of the school

- Call on some sts to present before the class.

- T: Remark and give some ideas about the school

2 Presentation.

- T: Show the picture of PLC Syney and ask sts to

observe and then tell the class some information about

the school

- T: Explain the word “boarding school”

- T: Guide sts to get information from the passage :

+ Sts’study

+ Subjects at this school

+ Who can learn at this school?

+ What sts do at school?

T: Explain some new words

- Show the picture about a school in the montainous

area

- Ask sts to observe the picture and tell some

information about the school

- T: Guide sts to get information from the passage

+ How many classes?

+ How many sts?

Content

- The school is in the country

- It is big

- It has many classrooms

- The sts here wear uniforms

- There is a library, a school garden, a computer room, an English – learning room……

- Boarding school: Sts study and live at school

They only go home on weekends

- oversea: using a picture about other countries

- Kindergarten: Picture on screen.

+ Where is it?

+ What are there in the school?

+ How is the school?

- T: Show some pictures in order to introduce some

information about the school

+ Bid buildings

+ modern equipment

+many interesting clubs: sports, art club……

T: introduce some new words through the pictures

3 Practice.

A Activity 1:

- Tell the sts to read the three passages quickly and

check their ideas Set a strict time limit to ensure sts

read quickly for information

B Activity 2:

- Ask sts to read the passages again Then find the

words in the passages Help them to give the meaning

of the words, or explanations,or examples, Vnese

equivalen Tell them to pay attention to the context od

the words

T: Ask sts to find out the sentence in the passages

using these words- It is a boarding school

- The school is surrounded by mountains and green

fields

- ………

Activity 3:

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

find the words to finish the sentences, ask sts to note

where they found the information that helped them

complete the sentences , sts can compare the answers

before discussing them as a class

- Allow sts to read in chorus once Then call some

individuals to read aloud to the class Check their

pronunciation and intonation

SPEAKING

Activity 4:

- Ask sts to refer back to the three schools Give some

background of the school Which school ( among the

three above) would you like to go to ? Why?

- T: ask sts to speak about the school that they would

like to

- Allow sts time to answer the questions “go to

- Sts complete the table in in their notebooks Then

divide the class into groups of 4or 5, let them discuss

their answers to the questions, and give reasons When

- surrounded: to be all around st or sb

- international: connected with two or more countries

they finish, ask some Sts to talk to the class, then the

class give their comments on their friends’ content,

pronunciation, fluency, language(grammar, use of

words…)body language, etc

-Discuss any common errors and provide further

practice if necessary

4 Consolidation

- Ask sts to retell the three passages

- Have sts read the new words again

- Ask sts to tell some information about their school

5 Homework.

- Rewrite the information about the school

- Preparation: Skills 2

Name of the school

Reasons you like it

Reasons you don’t like it

Remark:

………

………

………

………

date: Date of preparing: 1/9 Date of teaching: 6c 10/9 UNIT 1: MY NEW SCHOOL Period 6 Lesson 6: Skills 2 I Objectives - Consolidate the vocabulary , structures and grammar - Sts practise writing a webpage for a school, using correct punctuation - Listen to get information about school activities II Main languages. - Vocabulary: webpage, punctution, ……

- Grammar: Present simple

- Structures : some kinds of questions

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

Gi¸o ¸n Anh 6 2014-2015

15

NguyÔn Sinh Phóc THCS Duy H¶i

1.Warm up

- T: Show a picture of a school and some pictures

showing the facilities of this school and ask sts to

+ What there are in this school

+ How many sts and teachers

+ How many classes

2.Presentation

- T: Give a passage without commas

- Ask sts to read it and correct Then add commas after

each sentence

T: Guide sts to have correct punctution

- Capital letters for starting sentences, names , days and

months, The pronounce, and places

- Pause and endings: commas to separate long sentences

and lists of things Full stops, question marks, or

exclaimation marks are put at the end of the sentences

- Ask sts to write commas in correct possition

- T: remark and give the correct answer

- Tell the class the importance of punctution marks

Allow some time for the sts to study the writing tip

Explain to them the new words and punctution marks

3 Practice

- Ask sts to refer back to the reading PLCSydney T

introduces Susie … is a student at PLC Sydney

- T: Play the recording Ask sts to listen only the first

time Then play the recording again and allow sts to

choose the correct answers as they listen

- Ask sts to share their answers

- Call on some sts to write their answers on the board

- Play the recording again once more time to check the

answers

Activity 2:

- Ask the sts to correct the punctuation in the

sentences in their notebooks Then call 5 sts to

write the 5 sentences on the board Let the class

comment and check T finally gives correction

this is tung lam he is a student at quang trung primary school the school held a sports day yesterday all the teachers and students were there the students played different sports and games such as football badminton chess and hide-and-seek tung lam played badminton very well he was happy because he was the best player

This is Tung Lam He is a student at Quang Trung Primary School The school held a sports day yesterday All the teachers and students were there The students played different sports and games such as football, badminton, chess, and hide-and-seek Tung Lam played badminton very well He was happy because he was the best player

- By the end of this lesson, students can:

- Revew and drill section of the unit: the vocabulary , structures and grammar

- Use the pictures and their imagination, then write about their dream school and illstrate their writing

II Main languages.

- Vocabulary

- Grammar: The present simple and the present continuos.

- Structures : some kinds of questions

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

NguyÔn Sinh Phóc THCS Duy H¶i

1.Warm up.

- Teacher gives some words and asks students to

oder in the correct column

" physics, physics, do , play, calculator, watch, compass,

study, have, pencil shaperner, notebook "

2.Presentation

- Teacher tells Ss to write the words in their notebooks

Then teacher corrects the mistakes

- Let the repeat the words

- Check their pronunciation

3 Practice

- Have Ss write their answers in their notebooks

- Teacher checks their answers

- Teacher play the recording twice Let Ss write the

words in the correct places

- Teacher gives correction

- Students do Ex individually first

- Students check their answers each other

- Teacher checks and gives the correct answers

- Students work individually

- Students check their answers each other.

- Teacher checks and gives the correct answers

- Call some Ss to read before the class.

- Call some students write them on the board

- Teacher and students check and give the correct

3 Listen Then write down the words you hear in the correct places.

+ Play: sports, badminton, music+ Do: morning exercise homework

+ Study: new words, geography+ Have: English lessons, a new book

I Objectives.

By the end of this lesson, students can:

2 Use the lexical items related to the topic" My home"

3 Use prepositions of place correctly

4 Listen and read infomation about rooms and houses

II Main languages.

- Vocabularies: + apartment, move, bedroom, kitchen, bathroom,

+ in front of, behind, between, under

- Strutures: There is / There are

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

NguyÔn Sinh Phóc THCS Duy H¶i

1.Warm up.

- Techer asks students some questions:

+ Where do you live?

+ Is your house big?/ small?

+ Is it old or new?

- Teacher writes the unit title " My home" on the

board and explains

+ " Home" can have diffirent meanings It can be

the house or apartment where you live or can refer

to a family living together

- Teacher asks students to look at the pictures and

introduces Mi and Nick

2 Presentation

Ask students to look at the screen and observe the

picture ( in the book ) and answer some questions

+ What are Nick and Mi doing?

+ Are they chatting ?

-Teacher introduces some new words by using picture

on the slide

- T: introduce the structures

+ “ there is / there are "

+ like + Ving

and have the students to give examples

- Ask students to guess their conversation

- Have the students open their books and listen to the

tape

T: play the tape and students listen and read

3.Practice

-Teacher asks students some questions in the part 1

+ Does Mi live in a town house?

+ Is it in the city center ?

+ Who does she live with?

+ Where does Nick live?

There is a sofa in the living room

one television in the house

a picture on the wall

* There are +Eg:

There are three chairs in her living room.

two beds in my bedroom

ten books on the table

Exercise 1(a): Which family members does Mi

talk about?

………

………

………

………

date: Date of preparing: 8/9/2014 Date of teaching: 6c 18/9 UNIT 2: MY HOME Period 9 Lesson 2: A closer look 1 I Objectives: By the end of this lesson, students can 1 Pronounce correctly the ending sounds /z/ , / s/ and /iz/ 2 Use the lexical items related to the topic" My home" 3 Use the structure " There is / There are " correctly and oppropriately 4 Listen and read infomation about rooms and houses II Main languages. - Vocabularies: + hall, attic, toilet, cupboard, chest of drawers, fridge, poster, air- conditioner

- Strutures: There is / There are

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

Teacher and students’activities

1.Warm up.

-Techer asks some questions:

+ Is your house big or small?

+ How many rooms are there? What are they?

2 Presentation

Content

- Teacher explains new word by picture in

the part 1

- Ask Ss to look at the picture and give the name

rooms of the house

- Teacher checks the answers

3.Practice.

- Teacher explains new word by picture in the part

2

- Students work in group ( 6 groups)

- Each group can write name the things in each room

- Call some Ss in each group to check each other

- Teacher remarks

- Teacher plays the recording ( part 3)

- Ss listen and repeat the words

- Aks students more words for each group

- Teacher asks students to work in pairs in this part

+ Ss can choose the room which they like

+ Call some pairs to practise in front of the class

S1: What's in the room?

S2: A sofa and a television

S1: Is it the living room?

* Name the things in each room

+ Living room: lamp, sofa, picture, table.

+ Bedroom: bed, lamp, picture, chest of

3 Listen and repeat the words.

4 Ask and answer the questions to guess the room

- Have some Ss read out the words first

- Play the recoding for them to listen and repeat the

words

- Ask sts to have a look at the words in part 5 again and

read the words aloud

- T: Play the recording twice Allow sts to work

individually Them let them check their answer in

groups

- T : Call some sts to write the words into three groups

on the board

- Call sts to remark and then T corrects them

- Play the recording again and check the answers

- Teacher explains the way to pronounce - s/ es at the

end of the words

- Explain the rules:

/ z/

Final - s is pronouunced / z/ after voiced sounds /

b/, / d/ , /g/, /m/, /n/ and any vowel sounds

Eg: beds, dogs, cans, rooms, videos, cookers,

Final -es is pronounced /iz/ after /s/, /z/, /∫/,/t∫/,/dʒ/.

Eg: buses, huoses, watches pages

- Have sts read the sentences in part 7 and then

recognize the words that pronounce / z/ , /s/ , /IZ/.

- Ask sts to underline them in the sentences

- Call some sts to read the words aloud

-T: play the recording

- Ss work in pairs to practise the coversation

- call some pairs to practices the conversation,

S1: What's in the room?

S2: A sofa and a television

S1: Is it the living room?

S2: Yes

* Pronunciation /z/ /s/ / IZ/

5 Listen and repeat the words

6 Liten again and put the words in the correct column

/z/ /s/ / IZ/

poster lamps fridges tables sinks

beds toilets wardrobes

encouraging not to look at the book.

4 Consolidation.

- Ask sts to read the nouns in part 2 again and make up

some sentences using the nouns

- Ask sts to repeat the three sounds / z/ /s/ and

/ iz/ then read all the words in part 6

5 Homework

- Learn by heart all the new words

- - Add more words that pronounce / s/ ,/z/, /iz/

- Prepare the next lesson : A closer look 2

7 Read the coversation below Underline the final s, es in the words and write /z/, /s/, /iz/.

things, pictures, lights, chopsticks.dishes, vases

8 Listen to the coversation and repeat Pay attention to/ z/, /iz/, /s/ at the end of the words Then practise the coversation with a partner.

* Key:

+ /z/: things, pictures + /s/: lights, chopsticks.

+ /iz/: dishes, vases

UNIT 2: MY HOME

Period 10 Lesson 3: A closer look 2.

I Objectives.

By the end of this lesson, students can be:

1 Students use structure " There is / There are / There isn't / There aren't " correctly

2 Practise structure " There is / There are / There isn't / There aren't ) in each part in the text book

3 Ask and answer the questions about the room or the house which someone likes best

II Main languages.

1 Voabulary:

2 Grammar:

+ " There is / There are / There isn't / There aren't "

III Teaching aids

- Teaching plan , projector , handout for sts

- Teacher divides students in 4 groups

- Ask each groups to lit the name of the furniture

- After teacher uses these words and ask students

make up sentences

2 Presentation

- Ask students to look at two pictures of the two

rooms in the grammar box

- Ask students what the second room does not have

- Write students' answers on the board

Teacher explains structure:

+ In this stucrure we use "is" or "are" after " there"

depending on the noun right after the verb "be" If

the noun is singular or uncountable, we use "is"

Content

GRAMMAR

* Positive and Negative

Picture 1:

1 There is a picture on the wall

2 There are two lamps in the room

Picture 2:

1 There isn't a picture on the wall

2 There aren't two lamps in the room

* Questions and short answers

1 Is there a picture on the wall?

Yes, there is./ No, there isn't

2 Are there two lamps in the room?

Yes, there are / No, there aren't

even if after this noun there are some other plural

nouns ( EG: There is a dog and two cats under the

table)

- At the same time, ask Ss to use the There is/

There are structure to make sentences.If the noun is

plural, we use "are"

(+) Positive

(-) Negative

(?) Questions and short answers

3.Practice.

- Students do Ex1 individually

- Students check each other

- Call some Ss to write them on the board

- Students do Ex1 individually

- Students check each other

- Students read again Ex1, 2

- T asks Ss find out new words and T explains them

- Students look at the pictures and complete the

description Ss compare their answers, then give T their

answers

T confirms the correct answers and writes them on the

board if there is time

- Students do ths Ex in dividually, then give T the

answers

- Students work in pairs

+ Ask and answer the questions in the part 5

- Call some Ss to report their partner's answers to the

class

1 Write is or are

1 There is a sofa in the living room

2 There are two cats in the kitchen

3 There are posters on the wall

4 There is a ceiling in the bedroom

5 There are dishes on the floor

2 Make the sentences in 1 negative.

1 There isn't a sofa in the living room

2 There aren't two cats in the kitchen

3 There aren't posters on the wall

4 There isn't a ceiling in the bedroom

5 There aren't dishes on the floor

3 Write positive and negative sentences.

1 There is/ isn't a TV on the table

2 There is/ isn't a brow dog in the kitchen

3 There is / isn't a boy near/ next to/ in front of the cupboard

4 There is/ isn't a bath in the bathroom

5 There are / aren't lamps in the bedroom

4 Write is/ isn't/ are/ aren't in each blank to describle the kitshenin Mi's house.

- T asks a Ss before Ss do this in pairs.

- Students work in pairs

- Call some Ss to retell in front of thr class

4 Consolidation.

- Repeat structure through Exsercises

- Make 5 sentences with

+ There is/ isn't

+ There are/ aren't

+ Is there / Are there ?

-

5.Homework.

- Write 5 sentences with

+ There is/ isn't

+ There are/ aren't

+ Is there / Are there ?

- Prepare Unit 2: Communication

4 Is there

5 Are there ?

6 Ask and answer the questions in 5

7 Work in pairs Ask your partner about his/ her room he/ she likes best in the house.

I Objectives.

By the end of this lesson, students can be:

- Use the lexical items related to the topic “ My house”.

- Ask some questions about other houses

- Describe their house

II Main languages.

- Vocabulary:

+ town house, country house, villa, stit house , apartment

- Structure:

* Review:

+ There is/ There are

+ Prepositions of place

+ Wh - questions ( Where/ How many ? )

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

TEST FOR 15'

I Use the suggestions given to write complete sentences

1 There/ a bed/ the bedroom

2 There/ two pistures / the wall

3 There/ one cat/ the chair?

4 There / not three posters/ living room

5 There/ two wardrobs / the bedroom ?

II Find the word which has a different sound in the part underline

1.A books B cats C phones D caps

2 A tables B nurses C watches D dishes

3 A cold B tomorow C do D go

4 A pens B televisions C rooms D lamps

5 A meat B reading C bread D seat

* New lesson

Teacher and students’activities

1.Warm up.

- Teacher gives some pictures about the kind of

house and some words

+ Ask students to match the words with the

pictures

2 Presentation

- Students write new words in their book

- Students looks at the picture in part 1

Content

- Ask them to complete the sentences

- Call some Ss to write them on the board

3.Practice.

- Teacher hangs two pictures about Nick's house

and Mi's house Teacher asks some questions:

+T: Nick lives in a country house Where does Mi

live?

S1: Mi lives in a town house

+T: How many rooms are there in Mi's house?

S2: There are six rooms What about Nick's house:

+T: There are 5 rooms

- Students work in pairs

+ Ask students in each pair not to look at other's

picture and to make similar consersations

- Call some pairs to practise in front of the class

- Other pairs listen and add more differences if

there are any

- Teacher gives 5- 7 minutes to draw a simple plan

of their house

- Ss work in pairs to tell each other about their

house ( If time allows, T can ask them to note

down the differences between their houses)

- Call some Ss to describe their friend's house to the

class

- Ss may also present the differences between their

house and their friend's Other Ss and T listen and

give comments

4 Consolidation.

- Remark how to describe their houses

* Use: There is/ isn't/ are/ aren't

Prepositions of place

5.Homework.

-Write some sentences to describe your house

- Prepare Unit 2: Skill 1

2 Students A looks at the pictures of Nick's

house on this page Student B looks at the pictures of Mi's house on page 25 Find the differences between the two houses.

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

4 Describe your friend's house to the class.

Remark:

I Objectives.

By the end of this lesson, students can be able to:

- Read for specific information about rooms and houses

- Speaking : Describe the room to other students in the class

II Main languages.

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

Teacher and students’activities

1.Warm up.

- Teacher asks some questions:

+ Have you ever wrttien a letter or e-mail for your

friends?

+ How often ?

2 Presentation

- Teacher asks students to read the study skills box

- Explain any words that student do not know

- Students quickly look at the text and answer the

questions1, 2 ( answer to question 3 are open)

3.Practice.

- Students read e- mail in silence

- Teacher explains new words in this part

- Ss read the text quickly again to check their ideas

from 1

- Ss read the text in detail to answer the questions

_ Ss can underline parts of the e- mail that help

them with the answer

- Ss do individually then compare their answers

before giving the answers to teacher

- Ss do the exercise then copare their answers

- Teacher check the answers

- Each student creates a new room for the hotel and

3 Write the things you know about Da Lat

2 Quickly read the text Check your ideas from 1

2 There are ten rooms

3 Because there is a big tiger on the wall

4 It's underthe bed

4 Are these things in the rooms?

draws a plan of the room.

- Students show the plan to a partner

- Ss describe their rooms in pairs

- Some student show their partner's plan to the

whole class and describe it

- Ask Ss to keep their plans for the next lesson

4 Consolidation.

- Teacher repeat " reading skills"

- Repeat how to describe the room in the hotel

5 Create a new room for the hotel Draw a

plan of the room.

6 Show your plan to your partner then describe the room to other students in the class.

Date of preparing: 22/9/2014

Date of teaching: 6c 29/9

UNIT 2: MY HOME

Period 13 Lesson 6: Skill 2

I Objectives.

By the end of this lesson, students can:

- Listen to get information about rooms and houses

- Write an e- mail to a friend

II Main languages.

- Vocabulary:

- Structure:

+ There is/ There are

+ Prepositions of place

+ How to write an e- mail.

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

- Ask students to look at the plan of the room and

the furniture on page 23

- First, ask Ss to listen

- Play thr recording again and allaw Ss to draw the

furniture in the correct place as they listen

- Ss can share their answers before T play the

recording a final time to allow pairs to chek their

answers

3.Practice.

- Teacher ask Ss to read the witing tips box

- Teacher explains anything Ss do not understand

- Ask them several questions

+ How many parts are there in an e- mail to your

friend?

+ What are they?

+ What should you remember when writing each part

+ T gives a sample of an e- mail and show Ss each

part

+ Check and confim the correct answer

- Teacher can use this e- mail as a model to teach the e-

mail parts ( If there is not much time)

- Ss do this execise in groups

- T writes this e- mail on a large- sized piece of paper

and ask one student to go to the board to do this Ex

- T checks again

- Before Ss write, ask students to close their books

- Tell Ss that in this writing section

- Explain the process of writing again

- Aks Ss to look at the plan of the room they created in

the previous lesson

- Ask Ss to write their e-mail on the board Other Ss

comment on the e- mail Then T collects some e - mails

Hi Sophia,Thank you for your e- mail Now I'll teel 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 my bedroom best We are moving to an apartment soon

What about you? Where do you live? Tell me in your next e- mail

Best wishes,Mi

Date of preparing: 22/9/2014

Date of teaching: 6c 1/10

UNIT 2 MY HOME

Period 14 Lesson 7: Looking back and project

I Objectives.

By the end of this lesson, students can:

- Review vocabulary, how to use " there is/ are", prepositions of place

- Tell the goup about their house

II Main languages.

III Teaching aids

- Teaching plan , projector , handout for sts

IV Procedures

* Management

* Checking the old lesson

* New lesson

- Encourage Ss not refer back to the unit

- Ask them to keep record of their answers to each

exercise so they can use that information to

complete the self- assement box at the end of the

unit

3.Practice.

- Ss do this activity invidually then compare their

answers with a partner

- Ask for Ss' answers or ask one S to write her/ his

answer on the board

- Ask Ss to work in groups to add more words to

each group

- The group that can add the most words to the list

will be the winter

+ Types of building: cottage, farmhouse,

bungalow.

+ Rooms: dinning room, guestroom, utility room.

+ Furniture: stool, armchair.

- Group competition Draw the table on the board

- Ss work in groups The group which finishes the

activity will go to the board and write their

answers If all the answers are correct, the group will

be the winner

* Vocabulary:

1 Put the words into the correct groups Do you want to add any words to each group?

- Types of building: villa, apartment , town

house, stilt house, country house

- Rooms: living room, hall, bathroom, bedroom,

kitchen, attic

- Furniture: picture, cupboard, chest of drawers,

wardrobe, sofa, dishwasher, desk

* Grammar:

2 Make sentences Use appropriate prepositions of place.

Rooms and furniture in a house

By the end of this lesson, students can:

+ Use vocabulary and structures about body parts, appearance, and personality.

+ Making and reponding to a request and a suggestion

+ Use adjectives for persionality

+ Use lexical items relates to the topic My friends’

II Main languages.

- Vocabulary: pass, magazine, long, black, talkative, clever, boring, shy

- Grammar: Verbs" be and have" for descriptions

III Teaching aids:

- Teaching plan, book and exercise book, tape and catsette

Before Ss open their books, review the previous

Unit Focus on the key language and structures

learnt

- Discuss the objectives with Ss

- Write the Unit title on the board A surprise guest’

Explain the meaning of "surprise" and ask Ss to

guess what the picture might show or what the

conversation might be about Let Ss open their

books and check their answers

2 Presentation

- Ask Ss questions about the picture:

Eg:

+ What is Phuc doing?

+What are they eating and drinking?

- T can also ask Ss to share any recent experiences

of going on a picnic

- Play the recording

- T can play the recording more than once

- Teacher explains new word and structures in this

- Ss listen and read this part

- Ss work independently Allow them to share

answers before discussing as a class

3 Practice

- Polite requests and suggestions

- Tell Ss to refer back to the conversation to find

the phrases

- Practice saying them together (play the recording

again as a model if necessary)

- Pay attention to intonation when asking questions

- T prepares some cards

- Ss choose a card in pairs

-Ask pairs to role - play the short conversations

before demonstrating for the class Encourage Ss to

extend the conversations

- Demonstrate the game to the class first

- Ask a St to help you

- Then Ss play in pairs Monitor for any errors in

stress or intonation and discuss after Ss have

finished playing the game

- Help explain the meaning, e.g use mimes such as

yawning and checking your watch for boring

- hair (n)

* Structures:

1.making a suggestion

Woul you like + N ?

- Would you like + to V+ ?

-> Yes, I'd love/ Oh, sorry, Ican'tEg:

- Would you like to sit down?

drink some water?

have some cakes?

- Yes, I'd love

- Oh, sorry, Ican't

2.asking for help

Can you pass sb st, please?

->Yes, sureEg:

- Can you pass me a book, please?

the biscuits-> Yes, sure

a Put a suitable word in each blank.

Key: 1 picnic 2 likes/ loves

3 friendly 4 Mai and Chau

5 glasses; long black hair

6 working on their school project

b Polite request and suggestions

* Making and responding to a request

1 Can you pass the biscuits for me, please?

2 Yes, sure

*Making and responding to a suggestion

1 Would you like to sit down?

2 Oh, sorry We can’t

2 Game: Lucky Number

1 If it is 1, 3, 5 ask for help.

A: Can you , please?

B: ->Yes, sure

2.If it is 2, 4, 6 , make a suggestion.

A:Would you like + to V+ ?

B:Yes, I'd love/ Oh, sorry, Ican't

3 Adjectives for personality

* New words

- talkative (adj)

- clever (adj )

- Ss practice saying the adjectives

- Ask Ss to write the correct adjectives in the gaps

- Tell Ss they will only need 5 of the 10 adjectives

to complete this activity

- Play the recording to allow Ss to check their

answers

- Discuss any common errors and provide further

practice if necessary

- Tell Ss to look back at 3

- Ask what word comes after the names (is), e.g

Mina is very creative’

- Make some more sentences about the class and

write them on the board

Eg (point to Ss, They are hard - working -

Underline the forms of’ be’

- Repeat making negative sentences,

Eg: (Point to St)’ He isn’t boring’

- Then ask Ss to complete the sentences Remind

Ss that’ is’, am’ and’ are’ are all forms of’ be’

- If you do not have time for this activity, ask Ss to

complete it at home Ss can present their flowers to

class, or make a display of the flowers on a notice

board

4 Consolidation:

* Repeat:

- Polite request and suggestions

- Adjectives for personality

5 Homework:

- Learn by heart all the new words

- Prepare next lesson : A closer look 1

Date: