anh van 6 HKI

UNIT 1: GREETINGS SECTION A: HELLO PERIOD 2 A5, A6, A7, A8I/ OBJECTIVES: - Greeting people, introducing oneself review - Asking how people are - Developing listening speaking skills.. LA

LESSON PLAN PERIOD 1: GIỚI THIỆU INTRODUCING SUBJECT AND HOW TO LEARN

I Giới thiệu môn học:

- Tầm quan trọng của môn học

II Giới thiệu chương trình:

- Phân tiết theo đơn vị bài: 3 tiết/1tuần

5 hoặc 6 tiết/ 1 bài

- Giới thiệu cấu trúc sách: A, B

- Phần dấu “*” có thể bỏ qua

III Hướng dẫn cách học Tiếng Anh:

- Học từ trong ngữ cảnh

- Học ngữ pháp + ngữ âm lồng trong bài

IV Một số sách qui định đối với học sinh học môn Tiếng Anh

- Sách giáo khoa : 1 quyển bài học và 1 bài tập

- Vở : 1 quyển bài học và 1 bài tập

(Hai quyển dùng riêng biệt không lẫn lộn giữa BH và BT)

- Chuẩn bị sẵn giấy kiểm tra (5’ – 15’) đột xuất

- Kiểm tra 1 tiết theo phân phối của chương trình và có báo trước

- Đến lớp phải học thuộc bài cũ + chuẩn bị bài mới theo yêucầu của giáo viên

- Tích cực phát triển xây dựng bài

- Mang đủ dụng cụ học tập

- Khi được kiểm tra bài phải nói lớn, rõ và mạnh dạn

V Một số mệnh lệnh bằng tiếng Anh cần được giới thiệu trong tiết đầu:

- Practice with a partner

- Work in pair

- Complete the dialogue

- Write the letters of dialogue in the order to hear

(A1,2,3,4

)

- Greeting people,introducing

oneseft (review)

- Developing listening and speaking skills

- Grammar: to be (present simple tense) with the first, and the third person

- Developing listening, speaking and writing skills

- Grammar: to be (present simple tense) with the first, and the third person

(singular)

- Vocabulary: words relating

to greeting, introducing oneself and asking how people are

- Role play

- Questions and answers

- Asking how people are

- Saying goodbye

- Developing listening and speaking skills

- Grammar: to be (present simple tense) with the first person (plural)

- Vocabulary: words relating

to greeting and asking how people are

- Role play

- Questions and answers

others

- Saying how old is

- Counting from one to twenty

- Developing listening and speaking skills

- Grammar: to be (present simple tense) (review)

- Vocabulary: words relating

to greeting, introducing othersand numbers

- Role play

- Questions and answers

- Brainstorming

UNIT 1: GREETINGS SECTION A: HELLO PERIOD 2 (A1, A2, A3, A4)

I/ OBJECTIVES:

- Greeting people, introducing oneself

- Developing listening and speaking skills

II LANGUAGE CONTENTS:

- Grammar: To be (present simple tense) with the first and the third person (singular)

- Vocabulary: words relating to greeting and introducing oneself

III TECHNIQUES:

- Role play

- Brainstorming

IV TEACHING AIDS:

- Pictures, cassette + tape

V PROCEDURES: Presentation of the new lesson.

SECTIONS STEPS TECHNIQUES AND CONTENT DRAWING

meet your friends

* Presentati

A210’

Students listen and repeat after the tape (class split in haft to play 2 roles)

Pair workCorrects A3

A415’

Using pictures of Lan, Nga, Ba and Nam to introduce the structures:

I am + name and my name is + name

Contraptions: I am = I’m

My name is = My name’sStudents look at the pictures andintroduce Then write her or his name under the picture

Teacher asks students to introduce themselves before class

Corrects

Review using of “Hi/Hello” and the present simple tense of Be.

I am = I’ am (the first person – singular)

My name is = My name’s (the third person – singular)

Complete the following sentence:

1/ I ………Minh 2/ My name………3/ ………am 4/…………name………Xuan

Homework: (3’)

- Say “Hello/Hi” to your classmates

- Using the structure I am ………/ My name is………

to introduce

- Do exercises A1/A2 page 4 (workbook)

UNIT 1: GREETINGS SECTION A: HELLO PERIOD 2 (A5, A6, A7, A8)

I/ OBJECTIVES:

- Greeting people, introducing oneself (review)

- Asking how people are

- Developing listening speaking skills

II LANGUAGE CONTENTS:

- Grammar: To be (present simple tense) with the first, the second and the

third person (singular)

- Vocabulary: words relating to greeting, introducing oneself and asking how people are

III TECHNIQUES:

- Role play

- Question – answers

- Brainstorming

IV TEACHING AIDS:

- Pictures, cassette + tape

V PROCEDURES:

1 Review: (5’)

Two students greet others and introduce

Students 1 does exercise A1 page 4 and student 2 does exercise A2

2 New lesson: (40’) – Skill development.

EXPERIENCEA5

A6

A7

A8

Warm up 5’ * BrainstormingTell me what you do when you see

your friends

Presentati

on 5’

Using the picture to introduce the situation of the dialogue

Explaining the usage of “How are you?”

“I’m fine, thanks And you?”

Practice A513’

Student listens and repeats after the tape

New words: How (adv) You (pro) Are (v-be) Fine (adj) Thanks = thank youPair work:

Using 2 pictures of Miss Hoa & Mr Hung/Nam & Nga to practice with apartner

Explaining : Miss (n)

Mr (n)Teacher asks students to practice, using their real names

A7A87’

Teacher asks students to completethe dialogue and write them in their exercise book

Some pair read the dialogue beforeclass

Correcting

Practice A7A8

Nam: Hello, Lan How are you?

Lan: Hi, I’m fine thanks

- Review asking how people are

- The present simple tense of Be

- You are = you’re (the second person) – singular

4 Homework: (5’)

- Making similar conversations in A5

- Do exercise A3/A4 page 5 (workbook

UNIT 1: GREETINGS

SECTION A: GOOD MORNING PERIOD 4 (B1, B2, B3, B4)

I/ OBJECTIVES:

- Greeting people (review)

- Asking how people are

- Saying goodbye

- Developing listening and speaking skills

II LANGUAGE CONTENTS:

- Grammar: To be (present simple tense) with the first person (plural)

- Vocabulary: words relating to greeting and asking how people are

III TECHNIQUES:

- Role play

- Question – answers

- Brainstorming

IV TEACHING AIDS:

- Pictures, cassette + tape

V PROCEDURES:

1 Review: (5’)

Two students greet others and introduce

Students 1 does exercise A1 page 4 and student 2 does exercise A2

2 New lesson: (40’) – Skill development.

EXPERIENCEB1

B2

B3

B4

Warm up5’ * BrainstormingUsing 5 pictures and asking

students to guess to time of these pictures

Presentati

on 5’

Using the 5 pictures to introduce the situation

Practice B1B2

Teacher gives situations, students

B35’ Students listen and repeat after the tape (A&B)

Teacher explains: We are = We’reStudents practice the dialogue

(pair work)Practice

B45’

Students read to dialogue again to get information

Teacher asks students to completethe dialogue

Some students read the dialogue

Correcting Then write it in their exercise books

3 Consolidation: (5’)

- Review greeting people (formal) and saying goodbye

- The present simple tense of Be

We are = We’re (The first person) – plural

* Complete these following sentences:

- Make a similar conversation in B3

- Do exercise B1 page 6 (workbook)

UNIT 1: GREETINGS SECTION A: HOW ARE YOU?

PERIOD 5 (C1, C2, C3, C4)

I/ OBJECTIVES:

- Greeting people, introducing others

- Saying how old one is

- Counting from one to twenty

- Developing listening and speaking skills

II LANGUAGE CONTENTS:

- Grammar: To be (present simple tense) (Review)

- Vocabulary: words relating to greeting, introducing others and numbers

III TECHNIQUES:

- Role play

- Question – answers

- Brainstorming

IV TEACHING AIDS:

- Pictures, cassette + tape

V PROCEDURES:

1 Review: (5’)

1.1/ Two students complete the dialogue

Ba: ………, Miss Hoa

Miss Hoa: ………, Ba How ………?

Ba: I ………, ………And

………?

Miss Hoa: ………,

………

Student’s 1 plays role of Ba

Students 2 play rote of Miss Hoa

1.2/ Match the words in the box with the pictures:

2 New lesson (40’) – Skill development:

EXPERIENCEC1

C2

C3

C4

Warm up 5’ * BrainstormingTeacher asks some students about

their age (Vietnamese)Presentati

on2’

Introducing about the numbers (1 to20)

Practice C1C2C3

Students listen and repeat a after the tape

 From 1 to 5

 From 6 to 10

 From 11 to 15

 From 16 to 20Good morning – Good aftenoon – Good evening – Good night –

Good bye

Students practice to count even numbers:

2, 4, 6, 8…

And practice to count odd numbers:

1, 3, 5, 7…

Students practice in group or pairs

(one chooses any number and other answers)

C3C4

Explain structure: “This is + name”

and “How old are you?”

Teacher introduces the situation of picture 2

Students listen and repeat after the tape

Students practice in groups (3 students in real situation)

- Review numbers from 1 to 20 by playing bingo (C5)

- Ask and answer about their age:

How old are you?

I’m ………

4 Homework: 1/ Ask and answer about the age

2/ Do exercises C1, C2 page 7 & 8 (workbook)

- Imperative

- Words relating commands - Commands (affirmative)

2

B1, B2 - Students learn how to ask and

answer about the places where people live as well

as one’s name

- Present simple tense

- Words relating to places - Role play- Questions –

Answers

3

B3, B4, B5 - Students lean how to spell there

name and alphabets

- Practice of askingand answering names, places, ages…

- Present simple tense (review)

- Words relating to names, ages, places and alphabets

- Role play

- Question – Answers

4

C1 - Students will be able to introduce

things and ask answer the name

5

C2 - Identifying objective in school

- Developing lasting and speaking skills

- Words relating to school things - Showing real objects

SECTIONS A: Come in PERIOD 1 (A1, A2)

I OBJECTIVES:

- Students can understand some commands and use them

II LANGUAGE CONTENTS:

- Vocabulary: Coming, sit down, stand up, open, close, book, your

- Structures: Open your book

Close your book

III TECHNIQUES:

- Playing game

- Command and action

IV TEACHING AIDS:

- Gesture, cassette + tape

V PROCEDURES:

1/ The previous lesson: asking about age and numbers.

2/ The new lesson:

EXPERIENCE

Pre-listening and repeating

- Teacher introduces commands andnew words by acting

- Open your book

- Close your book

- Come in

- Sit down

- Stand up

2 While listening and repeating

A2

- Teacher plays the tape once

- Students listen and repeat (the books are closed)

- Teacher plays the tape again

- Students listen and repeat (the books are closed)

- Teacher has students read aloud the commands

3 Post- - Teacher has students play game

listening and repeating.

“Simon says” Ex: Simon says: “Sit down”

- Students play game

- Then teacher explains how to do exercise A2 and check student’s answers

- Learn by heart the commands

- Do exercises: 1, 2 page 10, 11 in the workbook

SECTIONS B: Where do you like?

PERIOD 2 (B1,B2)

I OBJECTIVES:

- Students learn how to ask and answer about the place where people live as well as one’s name

II LANGUAGE CONTENTS:

- Vocabulary: What, where, live, street

- Structures: + What your name?

IV TEACHING AIDS:

- Flashcards, cassette + tape

V PROCEDURES:

1/ The previous lesson:

Commands: sit down, stand up

2/ The new lesson:

EXPERIENCE

Pre-listeningandrepeating

- Teacher introduces the situation for using questions

Where do you live?

What’s your name?

While Teacher plays the tape once

- Students listen and repeat (the books are opened)

- teacher plays the tape again

- Students listen and repeat (the books are closed)

3 Post –listeningandrepeating

+ What your name?

+ Where do you live?

+ How old are you?

- Checks some pairs

- Teacher plays the tape

- Students listen ands repeat

3 Consolidation: Question and answer with the structures above

4 Homework:

SECTIONS B: Where do you like?

PERIOD 2 (B3, B4, B5)

I OBJECTIVES:

- Students learn how to spell their names and alphabets Students practice asking and answering names, places, ages, …

II LANGUAGE CONTENTS:

- Vocabulary: how, spell, it alphabets

- Structures: + How do you spell your names?

L – A - NHow do you spell it?

III TECHNIQUES:

- Singing

- Questions - Answers

- Role play

IV TEACHING AIDS:

- Alphabet cards, cassette + tape

V PROCEDURES:

1/ The previous lesson: asking and answering where everyone lives.

2/ The new lesson:

EXPERIENCE

B3

1 listeningandrepeating

Pre Teacher uses flashcards to read aloud the alphabets (using 5 flashcards a  d and then continuing

- Students listen and repeat

2 listeningandrepeating

While Teacher plays the tape 3 times

- Students listen and repeat (the books are opened)

3 Post –listeningandrepeating

- Teacher uses the flashcards of alphabets (not order)

- Students look at them and read aloud

- Teacher teaches students “ABC”

song

Warm upB4

4

Prelistenin

g andrepeating

- Teacher asks questions about the students in the class

What’s your name?

How old are you?

- Students listen answers the questions

- Teacher introduces the situation ofconversation by using flashcard

- Students listen

- Teacher teaches some words and structures

5 Whilelisteningandrepeating

6 Postlisteningandrepeating

- Students learn some words and structures

I/ New words: How, spell (v), it (pro)

II/ Structures:

How do you spell your name?

L – A – NHow do you spell it?

- Teacher plays the table one

- Students look at the books, listen and repeat

- Teachers play the table again

- Students listen and repeat (the books are opened)

Teacher has some students spell their names

- Students spell their names

- Teacher has students work in pair and checking some pairs

- Students work in pair and checkingsome pairs

- Students work in pairs, using the question in B5

a What your name?

b How old are you?

c Where do you live?

d How do you spell your name?

- Teacher has students write their answers in the exercise books

- Students write answers in their exercise books

3 Consolidation: Question and answer with the structures “How do you spell your name?”

4 Homework: - Learn by heart alphabets

- Do exercises: 3,4,5,6 pages 12, 13 in workbook

II LANGUAGE CONTENTS:

- Grammar: - Yes/No questions

IV TEACHING AIDS:

- Real objects, worksheet, cassette + tape

V PROCEDURES:

1/ The previous lesson:

2/ The new lesson:

EXPERIENCE

C1

1 listening Warm up

Pre Using picture (page 26), asking students to look as it and answer the questions:

What can you see?

Where are they?

n - T: we’ll listen a conversation between two boy friends (Ba &

Nam) (books closed)

- Ss: Listen & recognize family words or can repeat sentence by sentence (one)

- Saying “we want to introduce objects/ persons”, we use: This/ That ………

- Ss: This (near distance) is

That (far distance) is

- That is = That’s

- This is (no contraction)

- Pointing to a real object

Ss ask and answer using Yes/No – Question  raises the voice

Follow up activate:

- Ss ask and answer about real objects around the classroom

Ex: Is this a desk?

SECTIONS C: My school

PERIOD 5 (C2)

I OBJECTIVES:

- Identifying objects in school

- Developing speaking & writing skill

II LANGUAGE CONTENTS:

- Grammar: - This/That is a / an … (review)

- Vocabulary: words relating to school things

III TECHNIQUES:

- Brainstorming

- Work argument

IV TEACHING AIDS:

- Real objects, flash cards, picture, cassette + tape

V PROCEDURES:

1/ The previous lesson:

Answer the questions: What’s this/that?

Is this/that a/ an …?

2/ The new lesson:

EXPERIENCEC1 Warm up T says: This is a desk; that’s a class. What did I say? (Vietnamese)

 introduce things

Presentation

Practice

(Books close)

T introduces new words

New words: words relating to schoolthings

a m

T shows a sere of pictures or real objects and introduces new words for students try to remember

Ss arrange pictures to the right flashcard

(Book opened)This is a door

That’s an eraser

Ss check the list of new words &

then listen and repeat after the tape

*Controlled practice:

Ss take turn to repeat the words relating to school things

Reminding of indefinite article

Ss brainstorming & withdraw the rule for themselves

- a: before a consonant

- an : before a vowel (u,e,o,e,i)

Reading the letter and students say the word & converse.

Ex: T(a)  Ss: a door

T (j)  Ss : an eraserFurther practice:

2 students: one takes a certain object picture, other says it in English (pair work)

3 Consolidation: Ss group work

- a group shows a real object/picture and asks:

SECTIONS C: My school

PERIOD 6 (C3)

I OBJECTIVES:

- Asking and answering about school things

- Developing speaking & writing skills

II LANGUAGE CONTENTS:

- Grammar: - What is this/that?

It’s a / an…

- Vocabulary: words relating to school things (review)

III TECHNIQUES:

- Role play

- Questions & Answers

IV TEACHING AIDS:

- Real objects, picture

V PROCEDURES:

1/ The previous lesson:

Showing some pictures/ objects  Ss write on the board

Asking one student to say some words and the other to write

2/ The new lesson:

EXPERIENCEC3 Warm up * Question & Answers:T ask students to answer the

n

Practice

- What: Wh-question word

* There is a question mark at the end of the sentence

* Being used to ask the things in English

 1 thing: What is this / that?

It is a window (thing not a person)

* Further practice: (review)This/That is a / an thing

Is this a pen? – No

What’s this? – It’s a pencil.

Remember T gives an exercise to review

structures:

- What is this/that?

It is a / an thing

This is / That is a / an…

This is/ That is my …3/ Consolidation:

- Ss arrange these words into the right sentences:

SECTIONS: A + B + C

1

A1, A2 Students can identify objects in the house &

ask and answer thingsaround the house

- Developing listening presentation &

speaking, writing skills

Grammar:

What is this/ that ?  It’s a /

an … (review)What are these /those?  They’re + pl noun

- Vocabulary:

Things around the house

- Question and answers

- Role play

- Picture drill

2

A3, A4 - Students will be ableask & answer about

the person and family

- developing listening skill and reading comprehension

- True/false prediction

- Questions & answers

- Game :Bingo

4

B3, B4,

B5

Students can ask &

answer about the quantity

- Developing listening,speaking and writing skills

- Grammar: (review)How many ……… are there?

There is/ There are ……

- Questions & answers

- Work arrangement

- Substitution drill

- Developing:

listening, reading writing skills

- Grammar:

+ How many + plural N + are there …? (review)+ What do/does + S + do?

S is/are + job+ possessive adjectives

- Vocabulary:

Words relating to jobs

- Story telling

- Question and answers

and answers.

- A picture quiz

SECTIONS A: My house PERIOD 1 (A1, A2)

I OBJECTIVES:

- Students can identify objects in the house, ask and answer things around the house

- Developing listening presentation & speaking, writing skills

II LANGUAGE CONTENTS:

- Grammar: - What is this/that?

- It’s a / an…(review)

- What are these/ those?

- They’re + plural noun

- Vocabulary: things around the house

III TECHNIQUES:

- Role play

- Questions & Answers

IV TEACHING AIDS:

- Real objects, picture, flash cards, cassette + tape

V PROCEDURES:

1/ The previous lesson:

Teacher point things around the classroom and students introduce the name ofthem

2/ The new lesson:

EXPERIENCEA1, A2 Warm up * Question & Answers:T gives question: “What’s this/that?”

Ss: “it’s a / an …”

 T reminds the usage of “this” and

“that”

I thing: this (near) that (far)

* T introduces new lesson by showing 2 things (or more) then asking students to make question (Tdoesn’t need to correct)

Presentatio

n - Questions & Answer:T uses pictures of things around the

house to explain new words by using:

“This is a / an …” (Let the students ask “What’s this?”)

T answers: “It’s a / an …”

Vocabulary: words relating to things

in a house Ex: an armchairStudents listen & then give some examples

This  (plural) these (near)That  (plural) those (far)

 for two things (or more): N + sEx: chairs, stools, couches …

Practice * Controlled practice: (A1)

T uses flash cards or showing thingsfor Ss to say the Structure they have just learned: This is a / an …

* Further Practice: (A2)

Ss work in pair: look at the picture (P.31) careful, read the samples &

note the differences between 2 structures:

- Singular: is this/ that, a/an; It

- Plural: are, these/those; they (N+s)Structures:

What’s this/that? – It’s a/an …What are these/those? – They’re …

- Ss come to the front of the class (asks & answers)

- T corrects

3 Consolidation: Group works: A&B

One of members in group A: Draws a picture of thing on the board (like: “a chair”) and ask group B:

Is it being table? (review)

B answers: No, it isn’t

A asks: What’s this?

B answers: its chair

 T: right and so group B’ll get 1 mark, and then asks Ss to change the role.4/ Homework: - Learn by heart new words

- Do exercises in the work book (A1, 2 – Page 17, 18, 19)

- Prepare Unit 3 – Section A (A3, A4)

SECTIONS A: My house PERIOD 2(A3, A3)

I OBJECTIVES:

- Students will be able to ask and answer about the members in the family

- Developing listening skill and reading comprehension

II LANGUAGE CONTENTS:

- Grammar: - Possessive adjectives: her, his, my, your

- How many people are there in the family?

- There are + (cardinal numbers)

- Vocabulary: father, mother, sister, brother

III TECHNIQUES:

- Role play

- Questions & Answers

IV TEACHING AIDS:

- Picture, worksheet

V PROCEDURES:

1/ The previous lesson:

Ask & answer the name of objects around the house (picture and class things)2/ The new lesson:

EXPERIENCEA3, A4 Warm up

listening A3

Pre-* Question & Answers:

T uses picture of a family with 4 members and asking “How many people ……?” (guessing the relationship)

 T explain new words, using: “This

* Task 1: Listen to the tape &

recognize the possessive adjectives (from paragraph 2 to paragraph 4)This is ………father

………name’s Hoa

………name’s NgaI’m ………brother

How many people are there in

………family?

While- listening - T corrects task 1* Possessive adjectives:

I  myYou  your

He  hisShe  her

- Books closed

* Task 2: True/false perdition:

1/ There are 4 people in the family

 T2/ Ba is 13 years old  F3/ his sisters is Lan  T4/ Nga is his mother She’s a teacher T

Listening A4

Post-Ss open their books & correct

SS read A3 in silence & answer questions from a to e

Ss work in pair, find the answer, andthen speak aloud for other to

correct

* Answers:

a Her name’s Nga

b His name’s Ha

c He’s Ba He’s 12

d This is Lan She’s 15

e There are four people

Ss: copy on their exercise books

3/ Consolidation:

T reminds the structure

- Who’s this/that?

 This/ That is ………

- How many people are there in the family?

 There are + (cardinal numbers)

Follow up activity: Fill in each square the name, job, and relationship of one person

Diagram:

4/ Homework:

- Do exercise in the work book (A3,A4 – Page 19,20)

- Prepare section B

Father, Ha, teacher (mother), (Nga), (teacher)

(sister, (Lan), (15), (student) (Ba), (Lan’s brother), (12), (student)

SECTIONS B: Numbers PERIOD 3 (B1, B2)

I OBJECTIVES:

- Students can ask and answer about cardinal numbers, know how to use

countable plural nouns & singular nouns

- Developing listening, speaking and writing skills

II LANGUAGE CONTENTS:

- Grammar:

How many ……are there?

There is one

There are two

- Vocabulary: bench, stool, numbers (110)

III TECHNIQUES:

- Work arrangement

- Questions & Answers

- Game: Bingo

IV TEACHING AIDS:

- Numbers, picture or real things around the classroom

V PROCEDURES:

1/ The previous lesson:

1.1Change into plural form:

a This is an eraser

b What’s that?

1.2Answer these questions:

a How many people are there in your family?

b What’s your sister’s name?

2/ The new lesson:

EXPERIENCEB1, B2 Warm upPre-

listening

* Question & Answers:

T uses pictures of house things and asking question to review number from 1 to 20

T: What is there in the picture?

Notes: some special new words (chorally  individually) – Books closed

* Task 1: Listen to the tape and recognized how to read numbers:

21, 33, 44, 55, 62

While – listening Ss write on the board numbers.T explains there’s a hyphen

between 2 numbers

21: twenty-one33: thirty-three44: forty-four55: fifty-five62: sixty-two

Ss listen and repeat after the tape again

listening

Post-B2

* Task 2: T has Ss count in turns even numbers, old numbers or count every 3 numbers

Ex: 1, 3, 5, 7 ………: old numbers

2, 4, 6, 8 ………: even numbers

T notes the pronunciation

Ex: students, benches, chairs

T asks students to look at the picture (p.36) to count the items then read aloud the answer  T corrects

3/ Consolidation: T reviews some words relating to special numbers

SECTIONS B: Numbers PERIOD 4 (B3, B4, B5)

I OBJECTIVES:

- Students can ask and answer the quantity

- Developing listening, speaking and writing skills

II LANGUAGE CONTENTS:

- Questions & Answers

IV TEACHING AIDS:

- Real things (lamp, telephone)

- Picture (things around the house)

- Work sheet

V PROCEDURES:

1/ The previous lesson:

- Write some words relating to number and things around the house

- Ask & answer about the age

2/ The new lesson:

EXPERIENCEB3 + B4 +

B5 Warm up * Question & answers:T shows the picture in the book

T asks “What is the same &

differences between 2 samples  The usage

Presentation

B3

How many + Plural nouns + are there?

These is oneThere are + numbers (more than 2)Practice

B4

* Controlled practice: B3

- Ask and answer about the quantity

of item a in B2 (Substitution drill)

* Further Practice:

Pair work: ask and answer about the

quantity of items in their real classroom.

Ex: Pupils (42, 43, ………45)Window (2, 4, ………)

Boards (1, 2, ………)Tables/ benches (12, 14, … 18)B5 Practice: count items in the living

room

Ss work in pairs, ask & answer then perform in front of the class

T corrects

Notes: “people”: plural noun  no

“s” at the final sound

- Final sounds:

Ex: bookcases; couches; books3/ Consolidation:

- How many ………are there?

- There is ………/There are …………

* Game: Nougats & crosses (like “cero” in Vietnamese)

Ss work in 2 groups; make sentences with the appropriate words If one who gets 3 in a row (across, down, or diagonally) will win

4/ Home work: Do B4 (P.22) + Prepare section C

SECTIONS C: Families PERIOD 5 (C1, C2)

I OBJECTIVES:

- Students learn how to tell about family (members, age, and job)

- Developing listening, reading and writing skills

II LANGUAGE CONTENTS:

- Grammar:

How many + plural N + are there ……? (review)

What do/does + S + do?

- Questions & Answers

IV TEACHING AIDS:

- Diagram , picture, cassette + tape

V PROCEDURES:

1/ The previous lesson:

Making questions for the underlined words

1.1My name’s Linh

1.2She’s fifteen

1.3There are four people in my family

2/ The new lesson:

EXPERIENCEC1 Warm upPre-reading * Question & Answers:T uses picture

Ss look at the picture & answer the question, then guess the

There are …………(1)…………people

in my family: my father, my brother,

my mother, and ………(2)…………

This is my father’s He’s 40 He’s an

…………(3) this is my mother She’s

………(4)…………She’s a

………(5)………My brother

is 8 He’s a ………(6)………

Ss listen and repeat new words

* New words: words relating to jobs

T explains the structure asking about the jobs

While – reading T notes possessive adjectives.Ss listen and copy down possessive

adjectives

I  my You  your

He  hisShe  her

We  our They  their

Ss draw the rule for themselves after listen & repeat once

Diagram:

Practice

C2

Talk about Song’s family:

There are four people in Song’s family

This is his father His name’s Mr

Kien He’s 42 He’s a doctor

Ss base on the previous questions

 do the same with his mother, his sister and himself

3/ Consolidation:

Sister/ brother Meï

4/ Home work:

- Talk about student’s family Prepare: Grammar practice

UNIT 4: BIG OR SMALL?

SECTIONS: A + B + C (6 PERIODS)

ES1

A1 + A2 - Students learn how to ask & answer about

places

- Students learn how to use the possessive caseand some adjectives

- Developing listening and writing skills

- Yes, it is./ No, it isn’t

Vocabulary: words relating to thistopic

- Questions

& answers

- Brainstorm

2

A3+A4 - Students learn how to ask & answer about

places, quantities

- Developing listening and reading skills

Grammar:

- How many …? (review)

- There is/ are

- “Or” questionVocabulary: words relating to

- Questions

& answers

- Silent reading3

B1 + B2 - Students learn how to ask and answer about

Grammar:

- Which grade are you in?

- I’m in grade 6

- Which class are you in?

- Which floor is your classroom on?

- It’s on the second floor

- How many floors does Phong’s school have?

Vocabulary: words relating to

Grammar: - Review the structuresthey have learnt

- Distinguish the cardinal numbers

Vocabulary: 1st …………10st First ………tenth

- Developing listening, speaking and writing skills

Grammar: - The simple present tense with ordinary verbs

- Structure

What do you do every morning?

Vocabulary: words relating to daily activities

- Chain game Substitutio

n drills

- Story telling.6

C4 + C5

C6 + C7

- Students learn how to ask and answer about the time

- Developing listening, speaking and writing skills

- Grammar: - What time is it? – It’s …

- What time do you get up? I get

up at

- He/ She gets up at …Vocabulary: words relating to the time

- Questions

& answers

- Grid

- Regalia drill

PERIOD 1: SECTION A: WHERE IS YOUR SCHOOL? (A1 + A2)

I OBJECTIVES:

- Students learn how to ask and answer about places

- Students learn how to use the possessive and some adjectives

- Developing listening and writing skills

II LANGUAGE CONTENTS:

- Yes, it is / No, it isn’t

- Vocabulary: words relating to A1, A2

III TECHNIQUES:

- Questions & answers, blackboard drill, comprehension questions

- Brainstorm, crossword puzzle, find someone who

IV TEACHING AIDS:

- Picture, cassette player

V PROCEDURES:

1/ The previous lesson:

Teacher asks students to ask and answer about:

- How many boards are there?

- What does he/ she do?

- How old is he / she do?

- Students can introduce their family

- Write some new works

2/ The new lesson:

EXPERIENCE

Presentation

- Questions & answers:

T: where is your house?  S: …T: where is your school?  S:…

T: Today we learn about places

T introduces 2 pictures in the textbook (p44) and compare them

T has S listen to the tape (first time)Listen again

Introduce the new words and new structure

* New words:

Room/ classroom/ country/city/big/

small/ in/ on/ or

* Structures:

- Phong’s school

- Where is Phong’s school?

- Is it …?

- S work in pair’s to do exercise A2

by asking and answering about Phong’s and Thu’s school

- S change the roles to ask and answer continuously, some Sts writethe answer continuously, some Sts write the answers on the board =>

T corrects if there are any mistakes

- T can give some pictures and ask S

to describe the picture

- T asks Sts to change their papers

to correct and calls some Sts read aloud what their friends describe in papers

- T corrects the student’s mistakes

PERIOD 2: A3, A4

I OBJECTIVES:

- Students learn how to ask and answer about places, quantities

- Developing listening and writing skills

II LANGUAGE CONTENTS:

- Questions & answers, comprehension questions, silent reading

IV TEACHING AIDS:

- Picture, cassette player, colored chalk…

V PROCEDURES:

1/ The previous lesson:

Teacher asks students to write some new words and then describe their school

or their house

2/ The new lesson:

EXPERIENCEA3 Pre-reading

While readingPost readingRememberPractice Controlled

- Elicit the topic and teach new words (if there are any)

 Ss read the text and do required

- T checks the student’s answers

- T gives correct answers

Review the structure:

How many …? – There is/ are…

T explains the “or” question and answer it

Group work: students practice asking andanswering questions in group

- T asks – Ss answer – T corrects their answer it

- Ss write the correct answers in their notebooks

- T gives some more exercise to emphasize “possessive case” and structure with “How many?”

- SS do as directed – T corrects mistakes

3/ Consolidation:

4/ Homework: Practice talking about school (classroom, student,…)

(T guides Ss to write some sentence to describe their school)

UNIT 4: BIG OR SMALL?