Tiếng Anh 6

 1 st listening: Check what Ss guess While-listening:  2 nd listening: Comprehension questions a, c, d, e  3 rd listening: Checking Ss’ answers Post-listening: Speaking activity:

SCHOOL: THCS MY HANH LESSON PLAN OUTLINE

DATE:1/12/2006 TEACHING DATE : PERIOD:

Unit 11 A 1

1 Objectives:By the end, Ss will be able to:

- make a polite request

- understand and understand instructions

- talk about the height, weight and temperature.

2 Language contents:

+ Grammar: * Structure: Would you + V ?

scales

3 Techniques: * Role play

* Integrated skill

4 Teaching aids: a cassette player & tape

pictures of a set of scales, themometer

flashcards of medical records (may be in Vietnamese)

5 Time: 45’

6 Procedures:

1 Warm-up: (5’)

* Matching: Ss will match the words with the corresponded pictures temperature picture of a themometer

scales p of a set of scales

2 Presentation: (10’)

T introduces the medical check up, then check the Ss’ comprehension

Ss listen to the dialogue Pay attention to the polite requests:

Would you + V ?

3 Practice: (15’)

 Ss practice the dialogue in pairs

 Comprehension: Ss rearrange the sentences on p 108

 Role-play: some Ss play the role of a nurse

some Ss play the role of a student

4 Consolidation: (10’)

 Making polite requests for Ss to follow

 Asking Ss to make polite requests to their friends

 Askinh about height, weight and temperature (in form of an interview)

6 Homework:

Each S prepare at least 5 polite requests

Talk about the height, weight and temperature of their family members School:

LESSON PLAN OUTLINE

Unit 11: KEEP FIT, STAY HEALTHY

1 Objectives:By the end, Ss will be able to:

- ask and answer about health

- talk about names, symptoms and cures of several commom diseases

4 Teaching aids: pictures, posters

6 Procedures:

5’

Hangman

mime

realia

translation

Rub out &

remember

Picture on p 110

in a large size (baloon 2)

Poster with que- stions on it

Warm-up: HEADACHE

 It’s an 8-letter word.

It’s a kind of disease you usually have when you work/ study hard.

 Vocabulary:

- bad cold/flu

- sick note

- virus

- stomachache

checking Pre-listening:

 Set the scene:

T gives situation: Lan was absent from school yesterday.

Asks Ss to guess the answers to these questions:

- Who is this?

- What was the matter with her?

 1 st listening: Check what Ss guess

While-listening:

 2 nd listening:

Comprehension questions

a, c, d, e

 3 rd listening:

Checking Ss’ answers

Post-listening:

Speaking activity: A survey p.111

 feedback: Ss’ report

Homework:

Do the excercise

T Ss

T Ss

 individually

pairs

individual pairs  T’f feedback on the board

T checks the answers with the whole class

groupwork (group of 4)

T Ss

(page Exercise book)

SCHOOL: PERIOD: LESSON PLAN OUTLINE

Unit 12: LET’S EAT A 3, 4

1 Objectives:By the end, Ss will be able to describe howto make a meal

2 Language contents:

2.1 Grammar: * Impeative: Complete the instruction (Gap filling exercise)

* Review the simple past tense (Regular – Irregular verbs) 2.2 Vocab: Active/Passive vocab

3 Techniques: * Translation * Explanation * Pairwork

* Groupwork * Synonym/Antonym

4 Teaching aids: pictures, picture cues, word cues, posters,

5 Time: 45’

6 Procedures:

Questions (Brainstorming by using the picture cues in the textbook)

 Pre-reading:

What did you do yesterday evening? Did you help your mother in cooking?

- T elicits the situation of the reading

- T asks Ss to look at the pictures in the textbook and guess the reading context

- T introduces the reading content

 While-reading:

T makes some questions and asks Ss to answer these questions In this way, it is helpful for the Ss to guess and find out some information in the reading

Eg.: Hoa’s aunt cooked dinner that evening What did she cook?

T asks Ss to read and answer the questions below:

• What did Hoa do?

• What did she cook?

• How did she prepare the food?

T asks Ss to read the passage silently and answer these questions (Work in pairs)

T has Ss answer some questions after their silent reading

T T has Ss read the passage aloud (twice) and checks Ss’ pronunciation

T explains some new words (if necessary)

Preteach vocab:

Rub out and Remember for checking vocab

T asks to read the questions in Exercise a/

Eg.: What did Hoa, her aunt and uncle have for dinner? Write the menu

(Work in pair / Work in group) – discuss and write the menu.

 Cucumber salad with onion

 boiled spinach

 Stir-fried beef with green pepper and onions

T asks Ss to work in pair and read the passage, find out and check the correct answers

T calss Ss to read or write the menu on the board, and T check the correct

answer keys

T asks Ss to work in pair and do the Exercise b/ (p.16)

T asks Ss to read the sentences and find out the missing words in each blank, and complete the instructions

1 _ the beef.

2 _ the green peppers and onions.

3 _ the pan.

4 _ the beef.

5 _ some soy sauce to the dish.

6 _ rice.

7 _ salt to the spinach.

The missing words: 1 Slice 2 Slice 3 Heat 4 Stir-fry 5 Add 6 Boil 7 Add

T asks Ss to match the instructions to the pictures

1 C 2 F 3 A 4 D 5 B 6 E 7 G

T checks the answer key and correct mistakes

 Post-reading: Questions + Answers (in pair / in group)

T asks Ss to work in pairs/groups and discuss together the sentences below:

What did you eat and drink yesterday? Write your yesterday menu

Eg.: For breakfast, I ate ; I drank

For lunch, I

For dinner, I

Homework: (Ss) prepare the next period



SCHOOL: THCS MY HANH

DATE: 1/12/2006 Tteaching date: PERIOD:

Unit 12 : LET’S EAT LESSON PLAN OUTLINE

B

2

1 Objectives:By the end, Ss will be able to have knowledge of the topic.

2 Language contents:

2.1 Grammar: * Indefinite quantifiers: moderate; some; plenty of

2.2 Vocab: group of food; body building energy giving; protective

3 Techniques: * Eliciting students’ schema * Top-down reading process

* Groupwork

4 Teaching aids: * cassette * pictures (in the textbook)

5 Time: 45’

6 Procedures:

Pre-reading: (group work) (20’)

• Eliciting Ss’ background knowledge

• Questions What food do you enjoy eating every day?

• Getting feedback

+ Introducing and explaining three group of food

Asking Ss to match the foods given with:

body building food energy giving food protective food

+ Introducing quantifiers: a moderate amount of; plenty of; some

? Nhóm thức ăn nào trong ba nhóm trên cần thiết ở mức độ

 a moderate a mount of

 plenty of

 some + Getting feedback Correction

+ Transition: Listening to the recording (book open)

While-reading: (group work) (15’)

A Read paragraph 1 and circle the correct option

The two advantages of sugar are:

a) It adds taste to food and gives energy.

b) It gives you energy and you feel less hungry.

c) It adds taste to food and you feel less hungry

B Read paragraph 2 and fill in the blanks with the missing words

TO STAY FIT AND HEALTHY = A BALANCED DIET + _?

C Read paragraph 3 and answer:

Is a balanced diet alone enough for a healthy lifestyle? Why? Why not?

Refer to paragraph 2 and answer:

Do you think your diet is balanced? Why? Why not?

Homework: (5’)

Have Ss

 Study the chart in *3 (p.120)

 Draw the table as follows

A GOOD MENU FOR MY FAMILY

MEALS (1) FOODS (2) I NEED MORE (3) I NEED LESS (4)

Lunch Dinner

Instuctions:

• List the food from p 120 (*3) in the column foods.

• Think about what you you and you family are eating.

• Put a tick in column (3) if you aren’t eating enough.

• Put a tick in column (4) if you are eating too much.

SCHOOL;THCS MY HANH

LESSON-DATE: 10/1/2006 TEACHING DATE : PERIOD:

PLAN OUTLINE

Unit 12 : ACTIVITIES A 1,2

1 Objectives:By the end, Ss will be able to talk about the sports they like most

2 Language contents:

*Vocab: sports

3 Techniques: * Network * Matching * Ordering and survey

4 Teaching aids: * pictures of sports * handouts for sections A1 & A2

5 Time: 45’

6 Procedures:

Pre-listening:

(Warm-up}

running

Ss write about the sports they know

 work individually

 pair-compare to make a bigger list

 work in groups of 4 to make a bigger list

T has Ss write the sports they know on the board

2 Matching: (3’) (Preteach vocab)

Ss match the pictures with their meaning (work individually)

3 Ordering prediction: (5’) T’s instructions: Các em sẽ nghe một đoạn văn nêu lên kết quả cuộc thăm dò ý kiến của thanh thiếu niên Mỹ về các môn thể thao họ yêu thích Trước khi nghe hãy dự đoán thứ hạng của các

môn thể thao này theo mức độ yêu thích từ 1 10

Sports (keys) Position I think I listen Football

Skate boarding

Roller-blading

Roller-skating

Basketbal Baseball

Volleyball

Tennis

Swimming

Badminton

(3) (1)

(5)

• T gives each student a handout He/she predicts the positions of the sports above

• Feedback 1: T asks 2 Ss to call out their prediction

While-listening: (10’)

• Ss listen to the text twice or three times and check their prediction

• T gives Feedback 2

Answer keys:

baseball 1 skateboarding2 roller-skating 3 roller-blading4

basketball 5 football 6 volleyball 7 tennis 8

badminton 9 swimming 10

Handout 1

Answer the questions: (5’)

• T runs through the questions below

1 Which sport was the most popular choice?

2 how many people play it and watch it?

3 What sport did many teenagers like?

• Ss listen to the text again and write the answers to the questions

• T has the Ss to write the answers on the board

Answer key:

1 Baseball 2 Millions of people 3 Table tennis

soccer

badminton

volleyball

baseball

swimming

athletics

table tennis

basketball

roller skating

roller blading

• Divide the slass into group of 10  12 (4groups)

• T gives each student a handout

• Each student asks his/her group members the question like “Is (baseball) you favorite sport?” or “What sport do you like mosT?”

• Put a tick () in the column if he/she say “Yes”

• Write the number of group members who likes each kind of sports best

• Write the order of the ten sport

• Check the results orally

Each group tells the class “In my group, (soccer) is the 1st, is the 2nd,

Homework: (2’)

Using the information from the table you’ve completed, write the sentences like this “In my group Nam, Hoa, Lan like soccer most, but the others don’t.”

Remarks/Marks:

Handout 2

SCHOOL:MY HANH

DATE: 20/2/2006 TEACHING DATE : PERIOD:

LESSON PLAN OUTLINE

Unit 13 B 1

1 Objectives:By the end, Ss will be able to use the language they’ve learnt to invite,

accept or refuse an invitation.

2 Language contents:

+ Grammar: * Modal verbs: Should, Ought to, Must,

* Preposition: at (time), on (days) + Vocab: Words and phrases relating to sports, days

* Substitution drill

4 Teaching aids: a textbooks, handouts

5 Time: 45’

6 Procedures:

1 Warm-up: Find someone

to lead in the T models

lesson

Ss go round the class and ask questions with:

Do you play any sport? On what day? At what time?

If no, S has to give him/her advice You should

Any student who completes the table first will get a reward

2 Practice: - Ss listen to the tape (once), pay much attention to the underlin- a/ Controlled ed words and phrases

Activity 1 - Ss repeat after the tape (twice), pay much attention to the under Practice lis- lined words and phrases

ning & reading - Close pairs read the dialogue

- Open pairs read for checking Ss’ pronunciation b/ Less

trolled

Activity 2 - Ss do the substitution drill in pairs

Substitution - Ss use the picture cues in the textbook to make their open dia- drill logue in front of the class

Making dialogue Work in pairs, use the map below to make a conversation with

the partner

No

?

Yes

4.Homework:

Write the dialogue above again in your notebooks

Do exercises concerned in the workbook

DATE: PERIOD: Unit 14 Section A

Period 1

1.Objectives:Sau khi hoàn thành bài học, Hs sẽ có khả năng

• nói về TV và các chương trình trên TV

• hỏi và diễn đạt những lựa chọn sở thích

• ôn lại cấu trúc nời/gợi ý và đáp lại một lời mời/lời gợi ý

2 Language contents:

* Grammar: like & prefer + To Inf

Would you like to + Inf ?  I’d love to

* Vocabulary:

(n.) adventure; cricket; series;

(v.) prefer, enjoy, guess (prep.) before; during; at (adv.) always; usually; often; sometimes

TV

May

16

Friday

Expression: That sounds boring/interesting.

3 Techniques: Communicative approach

4 Skills: The four main skills: S, L, R, W

5 Teaching aids:

 picture of Hoa’s family; color chalk

 picture of Lan’s family; cassette

6 Procedures:

Time allocation Teacher’s and pupil’s activities Contents

A Warm-up

(5’)

B Presentation:

(10’)

C Comprehen-

sion check

* (T) asks pupils some questions about their daily life

- Do you often watch TV?

- When? At home or at your friend’s home?

- What kind of TV program do you like?

* Expected answers:

- Yes, I do

- In the evening/ At my home

- Cartoon films/ The Little Flowers

* Having Ps look at the program list in the book then guess where they saw them (T): Now look at the picture What is Hoa’s family doing?

(Ps): They are playing chess

- What’s Lan’s family doing?

- They’re watching TV

(T) presents the content of the dialogue:

Hoa and Lan are talking about what they often do in the evening

Having Ps listen to the tape (T) explains new words by using cues, picture of a cricket, equivalents in V.mese

Having Ps identify the difference btw.:

prefer + V.ing like + To inf

Ps listen to the tape again, then choose the best answers

1/ C 2/ A 3/ B 4/ C 5/D

Section A

1 Listen Then practice with a partner

New words:

adventure (n) cricket (n) prefer (v) enjoy (v) guess (v) Would you like ?

That sounds interesting boring

I prefer watching TV She likes to cook soup

(7’)

D Practice

(13’)

E Consolidation

Ps practice in groups/pairs:

(one takes the role of Hoa, anothee is Lan)

(T) corrects their mistake if there are any Having Ps ask and answer the questions – choose the best answers

(T) gives keys

(T) asks:

1 Do you like to watch TV?

2 Do you have a TV set at home?

3 Do all people in you family like to watch TV?

4 What do they prefer to do?

5 Does Lan’s family watch TV in the evening?

Keys:

a/ C b/ A c/ B d/ C e/ D

Homework

(3’) • Learn vocab and expressions

by heart

• Reread the dialogue

• Write the best answer in your exercise book

SCHOOL:MY HANH

DATE: PERIOD: LESSON PLAN OUTLINE

Unit 14 A 1,2

1 Objectives:

- Gv giúp học sinh:

+Rèn luyện kĩ năng nghe, nói về các sở thích Biết cách nói thích gì hơn +Rèn luyện cách nói về TV và các chương trình TV

- Gv đưa ra bài học giáo dục

+Lựa chọn chương trình TV phù hợp và có ích cho lứa tuổi các em

+Biết cách sử dụng thời gian nhàn rổi

2 Language contents:

+ Grammar: * like/prefer + to inf

* like/prefer + Ving

* Simple present tense + Vocab: (television) * cartoon