Giáo án Tiếng anh 6 thí điểm cả năm hay.

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- introduce her self and make

friends with students

II/ New lesson :

* The student’s book :

- T introduce the student’s

book

_ Help Ss know the structure of

textbook, workbook and

component of each units

of the previous three units, to

be dealt within two periods.+ Glossary : Giving meaning and phonetic transcription of the new words in the units

2 The workbook :

_ The workbook mirrors and reinforces the content of the Student’s book It offers :+ Further practice for the language and skills taught in class and four additional tests

_ T introduce the component of

each unit

III/ How to study English 6:

- T guides Ss to know how to

study English 6

1/ Reading skills : Skimming

for gist and scanning for details

_ Reading aloud, practicing the

pronunciation and intonation

_ Understand the meaning of

new works or guessing

unfamiliar words in a logical

context

_ Guessing what the text is

about, what words will appear

in the text

2/ Speaking skill : Spoken

interaction and spoken

_ Before listening : Predict the

listening content, introduce the

new language or vocabulary

_ After listening : Show

for students’ self assessment

+ Section 5 : Skill 1 (Reading, speaking)+ Section 6 : Skill 2 (Listening, Writing)+ Section 7 : Looking back and project

2

_ Before writing : Understand

why they write and use the

language input to express the

idea

_ While writing : Work

independently under the

teacher’s guideline

_ After writing : Consolidate

the writing skills through a

follow – up activities

5/ Pronunciation :

_ Phonetics (sounds in isolation

and in the context) : rhymes,

chants and songs

6/ Vocabulary :

_ Understand, memorize and

use words appropriately in the

specific contexts

7/ Grammar :

_ Use correct grammatical

patterns to express the ideas in

specific context

III Homework

- Write new words then draw a

picture next to the word

- Prepare next lesson : unit 1

(Getting started)

Write down in notebook

By the end of the lesson, students can:

• use the lexical items related to the topic ‘My new school’

• use the present simple and the present continuous

• talk about school objects and school activities

B Language Focus:

1 Vocabulary: the items related to the school.

2 Structures: The present simple and the present continuous tense.

– Devide the class into 2 teams

Cats and Dogs.

- Give the topic “ School

things”

– Each member of a team will

write one name of the school

Play in team

4

objects in turn in 1 minute

– Who writes more words

correctly and faster will

be the winner

II.Presentation

1 Pre teach

- Teacher uses different

techniques to teach vocab

* Checking VOC: ROR

2 Elicit the dialogue

-Ask Ss to look at the picture

on page 6

? Who are they?

? What is Phong doing?

? Who are Vy and Duy?

? Why is it a special day for

them?

- We are going to listen and

read a dialogue about Phong,

Vy and Duy's special day.

- Play the recording twice

? Listen and read then check

your answer for the last

question

III Practice

Act 1 True or False (1a P7)

– So you have listened to

- Repeat in chorus and individually

- Copy all thewords

- Whole class

Answer the questions

- Listen and read

I New words

- (to) knock:

- be excited about: phấn chấn, phấn khích

- 'rubber = eraser : cục tẩy

- They are Phong, his Mum,

Vy and Duy.

- He is having breakfast.

- They are Phong's schoolmates.

- Because it is their fisrt day

a the new school.

2 Listen and read

the dialogue, let’s see if

you can understand it

well by deciding whether

these statements are

true or not.

– I would like you to do

individually then you can

discuss with your partner

- Teacher gives feedback

2 Gueesing the meaning (1b

P7)

– You must now understand the

dialogue, let’s do some more

study to find the synonyms to

these expressions.

? Refer back to the

conversation to find the

expression

– Now, let’s check; Oh dear –

When do you use this?

– True, you use this to

express a negative

surprise,

for example, you

carelessly break a cup or

a bowl,

your mum can say this to

you.

– How about ‘You’ll see’?

Correct, it means You will

find out.

Work individually

1 Oh dear: used to express

Examples:

6

– And of course the

expression ‘Come in’

- Ask Ss to role-play the short

conversations in pairs before

creating short role-plays

- Let more able Ss try to

extend the conversation

Act 3 Match the

words with the school

things

Game: Pelmanism’

- Ask Ss to match the words

with the school things

– I have two sets of cards, one

includes pictures of

school things and the other

includes their names.

Let’s match as fast as possible

to have the correct

pair Are you ready?

- Play the recording Ss listen

and repeat

- Then let them practice saying

the names of school things

( explain the meaning if

necessary, eg, use visual aids in

the classroom.)

- Tell Ss to look around the

class Ask what they see around

them/ what they have

- Let Ss to practice the words,

and make up the sentences with

the words it there is time

IV Production

Play the game

in teams

Whole class work

Work individually

- Individual work

T: Oh dear, I forgot my ruler.

Ann: Don’t worry, you can use mine.

T: Thank you

3 Match the words with the school things Then listen and repeat.

Act 2 Listen and read the

poem

- Play the recording

- Let Ss read the poem in the

right intonation and rhythm and

check their understanding of

the poem

- Ask Ss to write a poem about

their partner, then read them

poem aloud

V Homework

- Write new words then draw a

picture next to the word

- Prepare next lesson

(A closer look 1)

Write down in notebook

His friends are on their way.

By the end of the lesson, students can:

• use the lexical items related to the topic ‘My new school’

8

• pronounce correctly the sounds /əʊ/ and /ʌ/ in isolation and in context

• use the combinations: to study, to have, to do, toplay + Noun

B Language Focus:

1 Vocabulary: the subjects in the school.

2 Structures:

o The present simple

o The combinations: to study, to have, to do, to play + Noun.

C Method: Matching, pair work, Communicative approach

D Teaching ads: Course book, CD player, picture.

E Procedures:

Teacher’s activities Ss’ activities The contents

I warm up

* Pelmanism

- Prepare 12 cards with the

names of the school subjects

and their photos

- Divide class into two teams

- each member from teams will

choose a pair of cards If they

‘re suitable with each other, he/

she will get a star If not, he/she

has to put them back their first

3 school lunch : (visual)

4 science : (What kinds of

subjects do we put Maths,

Physics,or chemistry in?)

5 vocabulary: (examples)

* Checking: Rub out and

Play the game in teams

- Repeat in chorus and individually

- Copy all thewords

III Practice

Activitiy 1

- Play the recording

- Play it again and pause for Ss

to repeat each word

- Correct their pronunciation

Activitiy 2

-Ask Ss to put the words in 1

into groups

- Then check their answer

- Explain to them which words

go with each verb

-Ask Ss to write sentences

about themselves in their

notebooks, using the

combinations above.( They can

write as many sentences as

possible)

Activity 5:

- Ask Ss to practice the

The whole class read the words

Listen and repeat

Work in pairs

Work individually

Work individually

play football, music

do homework, judo, exercisehave school lunch, lessonsstudy

Physics, English, history, vocabulary, science.

3 Put one of these words in each blank.

Key:

1.Homework2.Football3.Lessons4.Judo5.science

*Write sentences aboutyourself

E.g.: I/ We have English lessons on Tuesday and Thursday

10

sounds /əʊ / and /ʌ/ Play the

recording and ask Ss to listen

and repeat

- Play the recording twice

- Let Ss check their answers in

groups

- Call some Ss to write their

answers on the board

- Correct the mistakes

IV Production

-Play the recording Let Ss

repeat sentences

- Help them recognize the two

sounds, then underline them in

-Prepare A CLOSER LOOK 2

Listen and repeat

Listen and put thewords into right colunms

- Listen and repeat

- Individual work

Write down homework

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 stars next month

5 My brother is doing his homework

6.He goes to the judo club every Sunday

By the end of the lesson, students can:

• use the present simple and present continuous tenses

• talk about school activities, subjects and what students do at school

B Language Focus:

Structures:

o The present simple and present continuous tense

C Methods: pair work, Communicative approach

D Teaching ads: Course book, picture.

E Procedures:

Teacher’s activites Ss’ activities The contents

I warm up

*Chain game

- T asks Ss some questions

about their daily activities

?what do you often do in the

- Guide Ss to play chain game

beginning with “ Every day I

wake up….”

II.Present simple tense

- elicit the present simple

tense:We have just played a

very interesting game; canyou

tell me which tense has just

been used ? Why do we use

that?

( talk about our daily routine.)

- Ask Ss to read some examples

- play the game

in groups of 6

- answer T’s questions

S1: Every day I wake upS2: Every day I wake up and I brush my teeth

S3: Every day I wake up , I brush my teeth and I wash my face

I- The present simple

1- Usage: We use the present

simple to talk about things in general We also use it to say that something happens all the time or repeatedly

12

Eg1: I brush my teeth every

- Ask Ss to read Remember on

Page 9 and take out the

Tuan go? or Does Tuan go?

2 When do we use the Present

Simple Tense?

3 We say /dʌz/ or /dʌ/?

Activity1 : Write the correct

form of the verbs.

- Let Ss to do the task

individually

- Correct their answers

- Allow Ss to write the

sentences in their notebooks,

referring to the interview

- Call 1 or 2 Ss to write on the

board, check their answers

sentence by sentence

Read the examples

Work individually

Copy down

- Individual work

- Individual work

Questions and short answer:

Do I/ you/ we/ they + V?

Yes, I/ you/ we/ they do

No, I/ you/ we/ they don’t.Does He/ she /it + V?

Yes, He/ she /it + does

No, He/ she /it + doesn’t

Key:

1 Duy lives near here.

2 Duy likes/loves his new school.

3 Vy and Duy ride to school.

4 Mr Quang teaches Duy

- Ask Ss to take turns to ask

questions and give answers

- Go around and correct their

mistakes or give help when

necessary

III The present continuous.

- Ask Ss to refer to the

conversation in Getting started

Focus on the verbs used in the

present continuous

? Now, everyone, look at this

picture again and tell

me: ?What is Phong doing?

- he is having breakfast.

? How about his mother? What

is she doing?

- She is talking to Lan and Vy.

?So what tense have we just

used? – Present Continuous

- Ask Ss to take out the

formation, then check Form –

Meaning – Use – Pronunciation

Activity 5 Complete the

sentences with the correct form

Anser the questions

Work individually

II The present continuous:

1-Usage:We use the present

continuous to talk about something which is happening at

or around the time of speaking

2- Formation:

Positive :

S+ am /is/ are + V-ing

Negative

S + am not/ isn’t/ aren’t+ V-ing

Questions and short answers

Am / Is/ Are + S + V-ing ?

Yes, S + am /is/ are.

 No, S + am not/ isn’t/ aren’t.

5 Complete the sentences with the correct form of the verbs.

1 Am not playing

2 Are studying

3 Aren’t doing14

of the verbs.

- Ask Ss to say why to use the

tense in each sentence

Activity 6 Choose the correct

tense of the verbs.

- Help Ss to know the symbols

to recognize these tenses:

+The present simple goes with

now, every day, on Tuesday….

+ The present continuous goes

with at the moment, atpresent,

Look! …

- Ask Ss to choose the correct

tense of the verbs

- Ask Ss to discuss any common

errors and provide further

practice if necessary

IV Production

-Have Ss do the task by

themselves Then they can

discuss their answers with a

partner before discussing with

the class

a Underline things that often

happen or are fixed Then

underline things that are

happening now

- call two Ss to go to the BB S1

write the Verbs in present

simple S2 writes the verbs in

present continuous

b Help Ss compare Vy’s first

week with theirs individually

They can write in their

notebooks Then T calls them to

read out theirs sentences

- Corrects their mistakes

V- Homework:

- Pair-work

Write down

- work individually

- work individually

Two Ss do on BB

Write down

4 Am having 5.Are riding

6 Choose the correct tense of the verbs.

By the end of the lesson, students can:

• use the lexical items related to the topic ‘My new school’

• ask appropriate questions when making new friends at a new school

• know what qualities a good friend should have

B Language Focus:

1 Vocabulary: pocket money, remember, share, help, classmate.

2 Structures: The present simple tense.

- Call a pair of close friends in

the class ( Student A and student

B)

- Give some questions Student

A writes the answers on a piece

of paper, student B speaks out

Play the game in pairs

* suggested questions

1 What color does Tuan like the best?

2 When is Tuan’s birthday?

3 How many brothers and sisters does Tuan have?

4 Which class at primary

16

the answers If their answers are

the same, they are really good

friends, if not, they try their best

to get to know each other better

II Presentation

* Pre teach

- Have Ss guess the meaning of

vocabulary

-Tell Ss that this vocabulary will

appear in the tasks that follow

-Then T asks Ss to answer these

questions:

*How do you often make

friends?

*What do you often say when

you first meet a new friend?

* What questions do you

often ask? (name/ age/ hobby)

III Practice

1 Game: Making friend.

-Individually Ss read and tick the

questions

-Then T lets them discuss in

groups

-T may ask why or why not they

ticked this or that question

-Allow Ss some time to write

questions on a piece of paper,

share them with the class or

group

2 Friendship quiz

-First, ask Ss to give qualities of

a good friend in class (adjective)

- They can give as many words

as possible

E.g.: friendly, generous,

helpful, cheerful, etc

- Whole class

- Answer

Individual work

- Group-work

school does Tuan go to?

5 What is Tuan’s favorite song?

-Divide the class into groups of 4

or 5 Ss take turns to interview

the other members, using the

-Choose some Ss to present to

the class about their good friends

and why they are good friends

(avoid talking about someone

who is considered “not a good

By the end of the lesson, students can:

• read for specific information about schools

• talk about different types of schools

• talk about the school that they like or don’t like and the reasons for that

B Language Focus:

1 Vocabulary: boarding, surrounded, international, creative

2 Structures: The present simple tense.

C Methods:

Communicative approach

18

5 How many teachers are

there in your school?

6 Where is your school?

- Ask Ss to read the passages

again, then find the words in

the passages

- Give the meaning of the

words, explanations and

examples (Vietnamese

equivalent)

- Tell them to pay attention to

the context of the words:

- elicits some more words

III Practice

1 Now read the text again and

Play the game

in two teams

Individual ửok

Find the words

in the texts and guess the meaning

complete these sentences.

-Have Ss reread the text and

find words to finish the

sentences

-Ask Ss to note where they

found the information that

helped them complete the

sentences

- Have Ss to compare their

answer

- Allow Ss to read in chorus

once Then call some

individuals to read aloud to

the class Check their

pronunciation and intonation

2 Grid

- divide class into 3 groups

- Ask Ss to read the texts

again and fill in the grid

- Call some Ss to write on the

board

- Check and give feedback

IV Production

* Speaking

- Divide the class into groups

of 4 or 5, let them discuss

their answers to the questions,

and give reasons

- Ask some Ss to talk to the

class, then the class give their

comments on their friends’

content, pronunciation,

fluency, language, body

language, etc

- Individual work

2 Complete the table

schools PLC An

lac

Vina

placesSs’ageNumbers

of studentsFacilities

Discuss:

- Which school (among the three above) would you like to go? Why?

* Where is it?

* Who can study there?

* Why do you like it?

*Why don’t you like the others?

20

V Homework

- Ask Ss to work in group of

5,6.Write about your school

( prepare for The Project)

By the end of the lesson, students can:

• use the lexical items related to the topic ‘My new school’

• read emails and webpages

• listen to get information about school activities

• write a webpage for their school, using correct punctuation

B Language Focus:

1 Vocabulary: webpage, punctuation.

2 Structures: The present simple and present continuous tense

C Methods:

Communicative approach

- Ask Ss to refer back to the

reading : PLC Sydney and

Why? Why not?

- Play the recording Ask Ss to

listen only the first time Then

play the recording again and

allow Ss to choose the correct

answers as they listen

- Allow Ss share their answers

before listening to the recording

a final time to check

II Writing

* Pre- teach

- Tell the class the importance

of punctuation marks Allow

some time for the Ss to study

the writing tip Explain to Ss

the new words and punctuation

marks

- Capital letters (n phr.): start

sentences, names, days (like

C in Capital)

- Comma (n): I like apples,

oranges, and bananas.

- Full stop (n phr.): Vinabrita

is an international school.

- Question mark (n phr.): Do

Anwer the questions

Work in dividually

Listen to the tape

Individual work

Find the words

in the texts and guess the meaning

I Listenning

1 Susie is a student at PLC Sydney Listen and choose the correct answer.

- Comma (n): dấu phảy

- Full stop (n phr.): dấu chấm

- Question mark (n phr.): dấu hỏi

22

you like English?

1 Can you correct the

punctuation in these sentences?

- Ask Ss to correct the

punctuation in the sentences in

their notebooks

- Call 5 Ss to write the 5

sentences on the board

- Let the class comment and

check

- Give correction

2.Can you correct the passage?

Write the correct version.

IV Production

* Create a webpage for your

school.

First Ss brainstorm for the

language necessary for writing

Allow Ss to refer back to

reading for useful language,

and note interesting expressions

and language on the board

-T can also show a webpage to

- Individual work

- Individual work

Individual work

- Exclamation mark (n phr.): dấu chấm than

- Punctuation (n): dấu câu

2 Can you correct the punctuation in these sentences?

Key:

1 School starts on the 5th

September

2 Does he live in Ha Noi?

3 I’m excited about the firstday of school

4 Are you doing your homework?

5 We’re having an English lesson in class

3 Can you correct the passage? Write the correct version.

Key:

Hi, I’m Phong and I’m from

Ho Chi Minh City I wear

my uniform to school every day My favourite teacher is

Mr Trung He teaches me Science

4 Create a webpage for your school.

Example

Quang Trung secondary school is on Hong Bang street in Bao Loc city in Lam Dong province It has

inspire Ss

-Tell Ss to write a draft first by

trying to answer all the

questions

-Then Ss write a paragraph of

about 80 words about their

school, covering as many ideas

as possible of the answers to

Work in groups

Copy down

over 1,700 students.It has big buildings and modern equipment.We only go to school half a day, in the morning or in the

afternoon.At school, we learn about 13 or 14 subjects We wear our uniform to school everyday.

I like maths and English.I often play games or chat at break time.I do my

homework and watch T.V after school.

A Objectives:

By the end of the lesson, students can remember and use what they have learnt during the unit to help them answer the questions so Ss can see how far they have progressed, and which areas they need further practice

B Language Focus:

1 Vocabulary: webpage, punctuation.

2 Structures: The present simple and present continuous tense.

Verb (study, have, do, play) + Noun

- Tell Ss to write the words in

their notebooks Then T

corrects the mistakes

- Let Ss repeat the words

- Check their pronunciation

- Have Ss match the words in A

- Play the recording twice Let

Ss write the words in the

correct places

- Give correction

Individual workrepeat

Work in dividually

- Individual work

- Play: sport, badminton, music.

- Ask Ss to do these exercises

(4, 5, 6) in individually first

Then they can check their

answers with a partner before

discussing the answers as a

class

- Tell Ss to keep a record of

their original answers so they

can use that information in their

Now you can… statements.

- Ask Ss to read the questions

and answers once or twice, then

match them

- Have Ss write all the

sentences in their notebooks

IV Production

- Ask Ss work in pairs and role

play the questions and answers

- Ask Ss to complete the self-

assessment Identify and

difficulties and weak areas and

provide further practice

- Individual work

- Park - work

- Individual work

- Individual work

1 Comes 2 Don’t 3 Walks 4 Do 5

Teaches 6 Play

5 Complete the sentences with the present continuous Key:

1 are doing 2 Are riding

3 is … studying 4 is having

5 am walking 6 is teaching

6 Complete the text with the correct form of the verbs in brackets.

Teaching date:7/ 9/ 2018

UNIT 2: MY HOME

Period 9: Getting Started - A look inside

A Objectives:

By the end of the lesson, students can:

• use the lexical items related to the topic ‘My home’

• use prepositions of place to describe the positions of furniture in the house

B Language Focus:

1 Vocabulary: the lexical items related to the topic “My home”.

2 Structures: There is / There isn’t

There are / There aren’tPrepositions of place

C Method: Matching, pair work, Communicative approach

D Teaching ads: Course book, CD player, picture.

3 A place you can cook

4 A place you have a bath or

9 Something two or three

people can sit on

10 Typhoon

II.Presentation

* Set the sence

- Ask Ss to guess what the

picture might show or what

Play the game

in teams

- T-Whole class

Guess what the picture might show or what the conversation might be

the conversation might be

about

- Ask Ss questions about the

picture

- Ask Ss to share any recent

experiences of chatting online

- Ask Ss to talk a bit about the

place where you live

III Practice

1 Listen and read

- Play the recording

- Ask Ss to give the answers

without reading theconversation

again

- Ask Ss to read the

conversation and check their

answers

- Confirm the correct answers

2 Match the prepositions

with the pictures.

- Have Ss work independently

Allow them to share answers

before discussing as class

- Ask Ss to write the correct

answers on the board

- Ask Ss if they know the

prepositions in the box

Listen to tape and do the task

- Individual work

- Talk a bit about the place where you live

- Have Ss do exercise 2 in

pairs

- Ask for Ss’ answers

3 Write a sentence to

describe each picture in 2.

- Ask Ss to write the sentences

individually, then share the

sentences with a friend

- Call on some Ss to write their

answer on the board

- Check the sentences with the

whole class

4 Write true of false for each

sentence Correct the false

ones.

- Ask Ss to look at the picture

of the room and do exercise

individually

- Have Ss share their answers

before giving the answer

- Confirm the correct answers

.

IV Production

5 Look at the picture again

Answer the questions.

- Ask Ss to look at the picture

and answer the questions

- Correct their answers

V Homework

- Write new words then draw a

- Pair-work

- Individual work

- Individual work

A.The dog is on the chairB.The dog is next to the bowl

C The cat is behind the TV.D.The cat is in the

6 T Then practice them.

5 Look at the picture again Answer the questions.

1 They are on the desk

picture next to the word

- Prepare next lesson

(A closer look 1)

2 They are on the floor

3 Yes, it is

4 No, they aren’t

5 It’s behind the bookshelf

6 No, it isn’t

Preparing date:8/ 9/ 2018

Teaching date:10/ 9/ 2018

UNIT 2: MY HOME Period 10: A closer look 1

A Objectives:

By the end of the lesson, students can:

• use the lexical items related to the topic ‘My home’

• pronounce correctly the ending sounds /s/, /z/ and /iz/ in isolation and in context

- Elicit the topic word from Ss

? Work in groups to write things

- Bathroom: sink, toilet, bath

30

- Teacher use different techniques

to teach vocab (situation, realia)

- Follow the seven steps of

- Have Ss add some more words.

- Use the words in 2 to name

things in each room in 1

* Guessing game (Activity 2

- Listen and repeat

Work in pairs

I New words

- a hall: sảnh, hành lang

- an attic: gác mái, tầng thượng

- chest of drawers: Ngăn kéo

- air-conditioner: điều hòa

- 'ceiling fan: quạt trần

- 'chopsticks : đôi đũa

- 'microwave: lò vi sóng

- vase : lọ hoa

Living room

Lamp, sofa, picture, table.

Bedroo

m Bed, lamp, picture, chest of drawers.

Kitchen Bridge, cupboard, cooker, table,

- Have Ss to read out the words

first

- Play the recording for Ss to

listen and repeat the words

- Pay attention to the sound:

/z/, /s/ and /iz/

- Ask Ss to put the words in the

correct column while they listen

- Have Ss comment on the way to

pronounce –s/-es at the end of the

words Quickly explain the rules

- Ask Ss to do this exercise

individually first then compare

their answers with a partner

Check Ss’answers

- Ask Ss to explain their answers

V Production

- Play the recording for Ss to

repeat each line of the

conversation

- Ask Ss to practice in pair

VI Homework

- Learn vocabulary by heart

- Prepare next lesson

(A closer look 2)

Listen and repeat.

- Work individually then compare in pairs.

- Individual work

6 Listen again and put the words in the correct column.

PostersTablesWardrobesBeds

LampsSinksToilets

Fridges

- /z/ after voiced sounds: /b/,

/d/, /g/, /n/, /m/, /l/… and any vowel sounds

- /s/ : after voiceless sounds

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

/z/: things, pictures/s/: lights, chopsticks/iz/: dishes, vases

32

- Vocab: Types of houses, rooms and furniture

- Grammar: There is/There isn’t/There are/There aren’t.

*Nought and Crosses:

- Have Ss play the game

bedroom posters kitchen

bathroom window wall

II.Presentation

1 There is/ are

- Ask Ss to look at the pictures

of the two rooms in the

grammar Ask Ss what the

second room doesn’t have

Play the game

in teams

- T-Whole class

bedroom posters kitchen bathroom window wall

Ex: The cupboard is in the

kitchen.

I Grammar There is / There isn’t There are / There aren’t

- Ask Ss to use the There is/

There are structure to make

sentences

* Notes: We use “is” or “are”

depending on the noun right

after the verb “be”

- Elicit the forms (positive,

negative, questions and short

answers) from the Ss

- Have Ss a closer look at the

grammar box, especially the

example

III Practice

- Ask Ss to do exercise 1 and 2

quickly then give the answers to

T

- Have Ss to write the sentences

individually then go to the board

to write their sentences

- Ask Ss to look at the picture

Copy down

- Individual work

- Individual work

eg: There’s (is) a picture on the

- There is not + N sing There are not + N plu

? Is / Are there ……?

- Yes, There is/ are

- No, there isn’t/ aren’t

1 is/ isn’t 2 Are/ aren’t

3 are/ aren’t 4 Is/ isn’t

and complete the description.

- Confirm the correct answers

and write them on the board

- Have Ss do this exercise

individually, then give their

answers

IV Production

- Model the conversation with a

Ss before Ss do this in pairs

- Call some pairs act out he

conversation in front of the

4 are 5 aren’t 6 isn’t

5 Complete the questions.

Key:

1 Is there a fridge in your kitchen?

2 Is there a TV in your bedroom?

3 Are there four chairs in your living room?

4 Is there a desk next to your bed?

5 Are there two sinks in your bathroom?

6 In pairs, ask and answer the questions in 5 Report your partner’s answer to the class.

1 Vocabulary:town house, country house, villa, stilt house, apartment.

2 Structures: There is / There isn’t

There are / There aren’t

T: How many rooms are there?

T: Do you have your own

room?

T: What are there in your room?

T: OK Do you want to talk

about your house, your room?

Answer the questions

review the 36

Please talk about it during our

lesson today

T: But first, do you remember

the usage of there is and there

are?

II.Presentation

1 Pre teach:

Teacher uses different

techniques to teach vocab

- Ask Ss to look at the picture

and complete the sentences

- Model the way do do this

exercise with a St

- Ask Ss in each pairs not to

look at each other’s picture and

to make similar conversations

- Ask Ss to note down the

differences between the two

houses

- Ask some pairs to act out the

conversation

- Ask other pairs listen and add

more differences if there are

any

- Give Ss 5 – 7 minutes to draw

a simple plan of their house

usage of there

is and there are, preposition

of place

- Repeat in chorus and individually

- Copy all thewords

Individual work

- T-Whole class

Copy down

- Individual work

Work in pairs

I New words

- Town house (n): nhà ở phố

- country house (n): nhà ở quê

- villa ['vilə](n): biệt thự

- stilt house (n): Nhà sàn

II Practice.

1 Look at the picture of Mi’s grandparents’ house and complete the sentences.

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

- Have Ss work in pairs to tell

each other about their house

- Ask Ss to note down the

differences between their

houses

IV Production

- Call on some Ss to describe

their friend’s house to the class

- Let Ss present the differences

between their house and their

friend’s

- Ask Ss listen and give

comments

V- Homework:

- Write a paragraph to describe

your house in your notebook

- Prepare next lesson :

(Skill 1)

- Individual work

By the end of the lesson, students can:

• understand the description of a room at the Crazy House Hotel in Da Lat

• describe one room (in their imagination) in that hotel

B Language Focus:

1 Vocabulary: crazy, strange, shape, equipment, messy, CD player

2 Structures: There is / There isn’t

There are / There aren’t Prepositions of place

E Procedures:

Teacher’s activites Ss’ activities The contents

I warm up

* Secrect word square

- Have Ss play the game in

Teams

- There are five boxes numbered

from 1 to 5 Each

box is a question Take turns to

choose the number

and answer the question If the

answer is correct,

you’ll get 1 letter from the

hidden word

– The team which finds the

‘Hidden word’ first will

be the winner

II.Presentation

1 Pre teach:

Teacher uses different

techniques to teach vocab

(situation, realia)

* Checking: slap the board

Work in teams

- Repeat in chorus and individually

- Copy all thewords

Play the game

1: List 5 types of the house you

know (city house, town house,

villa, stilt house, apartment)

2: List 5 things in the bathroom

(bath, shower, sink, basin, toilet,

comb, hairdryer, towel (rack), toothbrush, toothpaste, razor, shampoo, shower gel, bin, shaving foam, etc.)

3: List 5 things in the kitchen

(fridge, cupboard, cooker, table,

dishwasher, chair, dishes, bowl, chopstick, spoon, etc.)

4: List 5 things in the bedroom

(bed, lamp,picture, chest of

drawers, wardrobe, pillow, shelf,

cabinet, etc.)

5: List 10 things in the living

room (lamp, sofa, picture, table,

chair, armchair, light, TV, cushion,rug, coffee table, vase of flowers, etc.)

2 Predition

-Ask Ss to look at the pictures

on the textbook, look at the title

then make prediction about the

reading

- Ask Ss to read the study skills

box Ss quickly look at the text

and answer the questions

III Practice

1 Answer the questions

- Ask Ss to quickly look at the

text and answer the questions

- Confirm the answers to

questions 1 and 2 Answers to

question 3 are open

2 Comprehension questions

- Have Ss read the text in detail

to answer the questions,

underline parts of the e-mail that

help them with the answers

- Have Ss compare their answer

before giving the answers

- Ask Ss to give evidence when

giving the answers

- Teacher checks the answers

- Ask Ss to do exercise 4 Then

compare their answers

- Correct their answers

IV Production

- Have each St create a new

room for the hotel and draw a

plan of the room

- Ask Ss to show the plan to a

partner Then ask Ss to describe

Individual work

Individual work

- Individual work

Work in pairs

Write down

Individual work

3 Da Lat is nice, cool, and a lot

2 There are ten rooms

3 Because there’s a big tiger on the wall

4 It’s under the bed

3 Are these things in the room?