GIÁO ÁN TIẾNG ANH 6 MỚI

GIÁO ÁN ANH 6 CHƯƠNG TRÌNH MỚI ( 3 CÔT) TỪ TIẾT 1 TIẾT 25 Period 2: Unit 1: My new school Lesson 1: Getting started Objectives: By the end of the lesson, Ss will be able to:  be acquainted with the new school environment  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 Language focus: Vocabulary: School objects Structure: present simple and the present continuous Teaching aids: Textbook, projector, laptop Procedure Steps Learning activities Modes Warmup (5 ms) Brainstorming – Divide The class into 2 teams Cats and Dogs. – Each member of a team will write one name of the school object in turn. Which team writes more words correctly and faster will be the winner. School bag Uniform Ruler Lead Ss to the topic of the lesson. Whole class Getting started 15ms 1. Listen and read Ss look at the picture on page 72 and answer some questions: Who are Phong, Duy and Vy? – What is Phong doing? – What is Vy doing? – Why are they so happy? Ss look through the conversation before listening. Play the recording. Ss listen and read. Call on some pairs to practice the conversation in front of the class. 1a. TrueFalse statements Ss read the conversation again and decide which sentences are true and which ones are false Check Ss’ answers: Key: 1. T 2. T 3. F 4. T 5. F 1b. Finding the expression Tell Ss to refer back to the conversation to fi nd the expressions. Have Ss practise saying them together (play the recording again if necessary). Explain the meaning (or give synonyms) to Ss, then give some examples. Key: 1. used to express surprise (negative) 2. You’ll find out 3. used to invite sb in 4. used to say yes alright 1c. Role play Ask Ss to roleplay the short conversations in pairs Ask SS to work in pairs and roleplay the same conversation. Give feedback Whole class Pairs Individuals Individuals Whole class Pairs Doing 15ms 1. Matching Ask Ss to match the words with the school things. Play the recording, ask Ss to listen and repeat. Let thempractise saying the names of school things. Help explain the meaning if necessary. (in pairs or in groups). 1 b pencil sharpener 2 e compass 3 j schoolbag 4 d rubber 5 c calculator 6 i pencil case 7 f notebook 8 a bicycle 9 g ruler 10 h textbook 2. Writing a poem Play the recording. Let the whole class read the poem with the right intonation and rhythm. Ask questions to check Ss’ understanding of the poem. Have Ss work in pairs and write a poem about their partner Ask Ss to read the poem aloud. Individuals Whole class Pairs Individuals Performing 9ms Out come: Look around the class Tell Ss to look around the class. Ask Ss what they see around them what they have (point to each student): table, desks, noticeboard, pictures … . Let them practise the words, and make up sentences with the words if there is time. Whole class Homework 1m 1. Write the poem in the notebook. 2. Make 2 dialogues using the expressions in 1b. Whole class

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Planning date: 27/08/2018

Period 1:

Introduction

Objectives: By the end of the lesson, Ss will be able to:

+ know the components of the textbook

+ know how to learn English

Teaching aids: Textbook

Procedure:

I. The student’s book

The Student’s Book contains:

• the book map: Introducing the basics of each unit

• 12 topic-based Units, each covering 8 sections to be taught in seven

45-minute lessons

• 4 Reviews, each providing revision and further practice of the previous

three units, to be dealt within two periods

• Glossary: giving meaning and phonetic transcription of the new words in

the units

II. The components of each unit

There are 12 main units in the Student’s Book Each unit has eight sections,

providing material for 7 classroom lessons of 45 minutes

Section 1: Getting started: Presents the vocabulary and the grammar items

Section 2: A closer look 1: presents and practises the vocabulary and

pronunciation

Section 3: A closer look 2: deals with the main grammar point(s)

Section 4: Communication: helps students use the functional language in

everyday life contexts and consolidate what they have learned

in the previous sections Section 5: Skills 1: comprises reading (receptive skill) and speaking

(productive skill)

Section 6: Skills 2: composes of listening (receptive skill) and writing

(productive skill)

1

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Section 7: Looking back & Project: recycles the language from the

previous sections and links with the topics

Period 2:

Unit 1: My new schoolLesson 1: Getting started

− be acquainted with the new school environment

− 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

Language focus:

Vocabulary: School objects

Structure: present simple and the present continuous

Teaching aids: Textbook, projector, laptop

– Divide The class into 2 teams Cats and Dogs.

– Each member of a team will write one name of the school object in turn Which team writes more words correctly and faster will be the winner

School bag

Uniform Ruler

- Lead Ss to the topic of the lesson

Whole class

Getting started 1 Listen and read

- Ss look at the picture on page 72 and answer some questions:

- Who are Phong, Duy and Vy?

– What is Phong doing?

– What is Vy doing?

Whole class

School objects

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– Why are they so happy?

- Ss look through the conversation before listening

- Play the recording Ss listen and read

- Call on some pairs to practice the conversation in front of the class

1a True/False statements

- Ss read the conversation again and decide which sentences are true and which ones are false

- Check Ss’ answers:

Key: 1 T 2 T 3 F 4 T 5 F 1b Finding the expression

- Tell Ss to refer back to the conversation to fi nd theexpressions

- Have Ss practise saying them together (play therecording again if necessary)

- Explain the meaning (or give synonyms) to Ss, thengive some examples

Key:

1 used to express surprise (negative)

2 You’ll find out

3 used to invite sb in

4 used to say yes/ alright 1c Role play

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

- Ask SS to work in pairs and role-play the same conversation

- Ask Ss to match the words with the school things

- Play the recording, ask Ss to listen and repeat

- Let thempractise saying the names of school things

- Help explain the meaning if necessary

(in pairs or in groups)

1 - b pencil sharpener 2 - e compass 3 - j

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9ms

Out come: Look around the class

- Tell Ss to look around the class

- Ask Ss what they see around them/ what they have (point to each

student): table, desks, noticeboard, pictures …

- Let them practise the words, and make up sentences with the words if there is time

Whole class

Homework

1m

1 Write the poem in the notebook

2 Make 2 dialogues using the expressions in 1b

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

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

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

+ With ‘BREAKFAST’, the verbs that can go with are:

HAVE – EAT – GET – COOK – PREPARE – MAKE – ENJOY, etc….

+ With ‘MATH’, the verbs that can go with are: HAVE–

DO – STUDY – LEARN – SOLVE – LOVE – LIKE –

Wholeclass

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HATE, etc…

Vocabulary

15ms

1 Listen and repeat

- Play the recording and let Ss listen to the words Play itagain with pauses for them to repeat each word Correct their pronunciation

- Ss put the words in the columns Then check their answers

football music games volleyball

school lunchlessons MathLiteraturedinner

homeworkjudo

exerciseaerobicschores

an exam

physicsEnglishhistoryvocabularyscience

Pairs

Pronunciation

15ms

4 Listen and chant

- Play the recording twice First, allow Ss to listen and repeat the chants sentence by sentence Help them recognize the two sounds Let Ss practice the sounds/əʊ/ and /ʌ/ together

- Ss observe the T’s lip positions for these two sounds

Then write the words in the columns

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.

Wholeclass

5

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5 My brother is doing his homework.

6 He goes to the judo club every Sunday.

- Ss add some more words with the sounds əʊ/ and /ʌ/

- Correct their mistakes

Wholeclass

Lesson 3: A closer look 2

Objectives: 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

Language focus:

Vocabulary: review

Structure: The present simple and present continuous tenses

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Warm up

5ms

Chatting

- Ask Ss some questions about their daily routine:

– What do you often do in the morning?

– What do you often do at school?

– What do you often do after school?

Whole class

Grammar 1

15ms

The present simple tense

- T explains how the present simple tense is used and how it is formed Then let Ss read the examples in the table

1 Complete the conversation

- Ss read the open dialogue in pairs first Then complete it with the correct form of the verbs

Key:

1 has 2 do you have 3 love 4 does Vy walk

5 ride 6 Teaches 7 doesn’t play

8 reads 9 go 10 Do

- Call some pairs to practice the conversation in front ofthe class

- T observes and helps when necessary (Correct Ss’

pronunciation & verb forms)

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in (1) above.

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 English.

5 At break time, Phong reads in the library.

3 Interview

- Ss to take turns to ask questions and give answers

- T goes round and corrects mistakes or gives help when necessary

Key:

1 Do you ride your bike to school?

2 Do you read in the library at the break time?

3 Do you like your new school?

4 So your friends go to school with you?

5 So you do your homework after school?

- SS listen to the conversation in Getting started

- Ss to underline the present continuous form

- T explains how the present continuous is used and

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Key:

1.Am not playing 2.Are studying 3.Aren’t doing 4.Am having 5.Are riding

• Both Vy and I are having an interesting first week.

I wear my uniform every day, but Vy wears her uniform

Individuals

9

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only on Mondays and Saturday.

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

• know what qualities a good friend should have

Language focus:

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

Structure: The present simple tense.

Teaching aids: Textbook, laptop, projector

Procedure

Warm up

15ms

1 Game: ‘Are you my best friend?’

- T calls some pairs of close friends to go to the board

- T asks one of two SS some questions, he/she

writes down the answers on a paper, the other speaks out the answers If they are the same, it means they really are good friends.

2 Extra Vocabulary (2 minutes)

- SS guess the meaning of the vocabulary:

3 Game: Making friends

Whole class

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- Ask Ss how they often make friends, what they often say when they first meet a new friends, what questions they often ask, etc.

- Ss read and tick the questions

- SS 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

IndividualsGroup

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– Friend in need is a friend indeed.

– “A friend is someone who knows all about you and still loves you” Elbert Hubbard

– “I would rather walk with a friend in the dark, thanalone in the light” Helen Keller

– “What is a friend? A single soul dwelling in two bodies” Aristotle

• 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

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a question correctly, you will get 10 points.

Get a luck, you will get 10 points Get 1 bad luck, youwill lose 10 points Get a typhoon, you will lose allthe points

- Check Ss’ answers

2 Task-cycle

- Ss read the text quickly and check their ideas Set astrict time limit to ensure that Ss will read quickly forthe main information

- Ask Ss to read the passages again, then find thewords in the passages

- Help them to give the meaning of the words, orexplanations, or examples, or Vietnamese equivalent

- Tell Ss to pay attention to the context of the words

1 boarding school (n phr.): It is a boarding school

Students study and live there

2 surrounded (adj): The school is surrounded bymountains and green fields

3 international (adj): Vinabrita is an internationalschool Students learn English with English speakingteachers

4 creative (adj): Some creative students do drawings

Whole class

13

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and paintings in the art club.

Checking technique: Matching

boarding quốc tếsurrounded sáng tạointernational bao quanhcreative nội trú

3 Complete these sentences.

- Set a longer time limit for Ss to reread the text andcomplete the sentences

- Ask Ss to note where they found the information thathelp them complete the sentences

- Have Ss to compare their answer

- Allow Ss to read in chorus once Then call someindividuals to read aloud to the class Check theirpronunciation and intonation

1 boarding 2 Vinabrita 3 Australia

4 mountains 5 English speaking teachers

Background of the school:

PLC Sydney: an international school for girls fromkindergarten to year 12 in Sydney, Australia

An Lac Lower Secondary School: a small school in amountainous region in Son Dong Dist, Bac GiangProvince

Vinabrita School: an international school for fromyear 1 to year 12 in Ha Noi

- Ask Ss work in groups of 5, decide which schoolamong these 3 you like to go to and explain thereasons why

- Ask Ss to complete the table in their notebooks

- T goes round and corrects mistakes or gives help

Whole class

Groups

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- T helps the class give feedback.

Whole class

Homework

1m

- Ss work in groups of 6, think of your dream school

What facilities do you want it to have? What does itlook like? Use the Internet or any kinds of materials

to illustrate your ideas

- Prepare carefully for Skills 2

Whole class

15

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Period 7:

Unit 1: My new school

Lesson 6: Skills 2

+ listen to get information about school activities

+ write about a webpage for their school, using correct punctuation

Language focus:

Vocabulary: review

Structure: present simple and present continuous tenses

- Call on one or two Ss to talk abour their new school

- T and other Ss give comments and interview

1 boarding 2 Vinabrita 3 Australia

4 mountains 5 English speaking teachers

- Introduce you Susie Brewer, a student from PLC Sydney

2 Task-cycle

Pairs

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- Ask SS to listen to her telling about herself for the first time to the pronunciation only.

- Ask SS to listen to the recording for the second time

to choose the correct option.

Whole class

Writing

10ms

1 Pre-stage

- Tell the class the importance of punctuation marks

- Allow some time for Ss to study the writing tip

- Explain to them the new words and punctuation marks

1 Capital letters (n phr.): start sentences, names, days (like C in Capital)

2 Comma (n): I like apples, oranges, and bananas

3 Full stop (n phr.): Vinabrita is an international school

4 Question mark (n phr.): Do you like English?

5 Exclamation mark (n phr.): How nice your school is!

6 Punctuation (n): dấu chấm câu–> A good writing needs correct punctuation

* Exercise 2 (P 13)

- Ask Ss to correct the punctuation in the sentences in their notebooks

- Call five Ss to write the five sentences on the board

- Let the class comment and check

- Give feedback

Key:

1 School starts on the 5th September

2 Does he live in Ha Noi?

3 I’m excited about the fi rst day of school.

4 Are you doing your homework?

5 We’re having an English lesson in class.

IndividualsWhole class17

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- Check SS’ answers

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

- Ss complete their school’s webpage

- Prepare carefully for Looking back

Whole class

Period 8:

Unit 1: My new school

Lesson 7: Looking back

+ review what Ss have learnt in Unit 1

- T and other Ss give comments and interview

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- Correct the mistakes

- Let them repeat the words

- Check their pronunciation

Key:

1 dictionary 2 uniform 3 pencil sharpener

4 notebook 5 compass 6 calculator

* play: sport, badminton, music

* do: morning exercise, homework

* study: new words, geography

* have: English lessons, a new book

Grammar

3 The present simple tense.

- Ask Ss to complete the sentences with the presentsimple tense

- Have SS compare their answers with their partner

4 The present progressive tense.

- Ask Ss complete the sentences with the presentprogressive tense

- Check Ss’ answers;

1 are doing 2 are riding 3 Is … studying

4 is having 5 am walking 6 is teaching

- Focus Ss on the form and uses of the presentprogressive tense

5 Completion.

Individuals

Whole classIndividuals

IndividualsPairs

Whole class

IndividualsWhole class

Whole class

19

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- Ask Ss complete the sentences with correct form ofthe verbs in brackets.

- Check Ss’ answers;

1 lives 2 is 3 has 4 is walking

5 go 6 study 7 are working 8 loves

Communication

6 Matching

- Ask Ss to read the questions and answers once ortwice (they can read aloud), then match them If thereis

time, have them write all the sentences in theirnotebooks

- Check SS’ answersKey: b-g d-f e-a h-c

Finished!

- Finally, ask Ss to complete the self-assessment

Identify any difficulties or weak areas and providefurther practices

it and illustrate their writing

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Period 9:

Unit 2: My home

Lesson 1: Getting started

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

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

Language focus:

Vocabulary: apartment, centre,

Structure: Will for the future, might for future possibility

Teaching aids: Textbook, English room

Procedure

Warm up

5ms

‘Slap the board’

- Divide the class into 2 teams, Blue and Green

- Ask 6 members from each team will come here andstand in two lines in front of the board Be quiet andlisten to the questions carefully and slap the correctanswers as quickly as possible Who is quicker andget more correct answers will be the winner

1 What is there behind you?

2 Where do you live?

3 Are there many rooms in your apartment?

4 Do you live with your grandparents?

5 Who do you live with?

6 Where is your kitchen?

Whole class

Next to the living room. With my parents and my younger brother.

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- Ask Ss some questions about their houses:

Getting

started

15ms

1 Listen and read

- Ask Ss to look at the picture and answer somequestions:

+ What are Nick and Mi doing now? (They are talking

on Skype/ They are chatting via webcam/ etc.) + What might they talk about? (Ss’ answers)

- Ask Ss to look through the conversation beforelistening

- Play the recording Ss listen and read

- Call on some pairs to practice the conversation infront of the class

1a Complete the table

- Ask SS to listen to the recording to tell which familymembers Mi talks about

- Play the recording

- Ask Ss to give the answers without reading theconversation again

- Ask Ss to read the conversation and check theiranswers

1b Complete the sentences

- Ss read the conversation again and find the appropriate information to complete the sentences

Whole class

Pairs

Individuals

Individual

23

Yes, there are. In an apartment.

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E in front of F between G under

- Focus Ss on how to pronounce these prepositions and their meanings

3 Writing

- Ask Ss to write the sentences to describe each picture

on page 17 individually

- Have SS share the sentences with a friend

- Call on some Ss to write their answer on the board

- Check the sentences with the whole class

Key:

A The dog is on the chair

B The dog is next to the bowl

C The cat is behind the TV

D The cat is in the wardrobe

E The dog is in front of the kennel

F The cat is between the lamp and the sofa

G The cat is under the table

3 F (The clock is between the pictures)

4 F (The cat is in front of the kennel)

5 F (The cap is next to the pillow)

6 T

Individuals

Whole class

IndividualsPairsWhole class

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9ms

Answer the questions

- Ask Ss to look at the picture again and answer thequestions

- Correct their answers

Key:

1 They are on the desk

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

Pairs

Homework

1m

- Write a paragraph about your home

- Prepare next lesson

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

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

Language focus:

Vocabulary: hall, attic, chest of drawers, air-conditioner , sink , cooker,

microwave, ceiling fan

Structure:

Teaching aids: Textbook, laptop, projector

25

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1 broaomth 2 lvniig romo 3 hlal

Keys:

1 bathroom 2 living room 3 hall

4 kitchen 5 attic 6 bedroom

Whole class

Vocabulary

15ms

1 Name the rooms of the house

- Have Ss quickly match the room with its name

- Explain the meaning of “hall”

a living room b bedroom c attic

d bathroom e kitchen f hall

2 Name the things in each room

- Present some new words:

1 chest of drawers (n): (visual)

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- Ask Ss to work in pairs to name the things in eachroom in 1.

- Write the name of the room on the board, in differentplaces Call on Ss from different pairs to go to theboard and write the name of the furniture under theserooms

- Ask Ss to comment

Key:

Living room Lamp, sofa, picture, table.

Bedroom Bed, lamp, picture, chest of drawers.

Kitchen Bridge, cupboard, cooker, table, dishwasher, chair.

- Play the recording

- Ask Ss to listen and repeat the words

- Ask for more words for each group

4 Think of a room

- Ask and answer questions to guess the room in pairs

- Model this activity with a S

- Ask Ss to work in pairs

- Call some pairs to practice in front of the class

Example:

A: What’s in the room?

B: A sofa and a television

A: Is it the living room?

B: Yes

Whole class

Whole classT-SPairs

Pronunciation

15ms

- 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/

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

- Ask Ss to put the words in the correct column while they listen

Whole class

IndividualsWhole class27

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/z/ /s/ /iz/

PostersTablesWardrobesBeds

LampsSinksToilets

Individuals

PairsWhole class

- Ask Ss to practice the conversation in pairs

- Call on some pairs to practice the conversation

- Correct their mistakes

Whole classPairs

Homework

1m

- Do exercises in the workbook

- Prepare for the next lesson: Closer look 2

Whole class

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Period 11:

Unit 2: My home

+ use prepositions of place and There is/There isn’t/There are/There aren’t

correctly and appropriately

Language focus:

Vocabulary: review

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

- Ask Ss some questions about their house:

+ How many rooms are there in your house?

+ What is there in your room?

+ …

- Lead Ss to new lesson

T-wholeclass

Presentation

10ms

There is/There are

the board At the same time, ask Ss to use the There is/There are structure to make sentences

T-wholeclass

29

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- Elicit the forms (positive, negative, questions and short answers) from the Ss.

- Now Ss can have a closer look at the grammar box, especially the examples

- Explain to Ss that in this structure 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’

even if after this noun there are some other plural noun (e.g There is a dog and two cats under the table) If the noun is plural, we use ‘are’

T-wholeclass

T-wholeclassPractice

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?

Individualwork

Individualwork /pairwork

Individualwork

Production Speaking

- Call one Ss to talk about their house in front of the class Then the others interview him/her (After the St

St-wholeclass

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talks about his house, T can ask the others about his/her house)

Example:

S1: Where is your room?

S2: It is on the second floor.

S3: Is there a bookshelf in your room?

S2: Yes, there is.

+ ask about and describe houses, rooms and furniture

Language focus:

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

Grammar: There is/There are

words with the correct pictures

31

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+ Where do you live?

+ Do you live in a town house or country house?

+ Do you live in an apartment?

T-wholeclass

Practice

20ms

1 Picture description

- Use the picture on page 20 to introduce the characters:

Mi tells Nick about her grandparents’ country house.

- Ask Ss some questions:

+ Where does Mi live?

+ Is it a big house?

+ What is there in the living room?

+ …

- Ask Ss to look at the pictures of her grandparents’

house and complete the sentences

on page 25 Find the differences between the two houses

- Before Ss do this activity, model the way to do this with

a St The conversation could be:

T: (look at Nick’s house) Nick lives in a country house

Where does Mi live?

S: (look at Mi’s house) She lives in a town house.

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

S: There are six rooms What about Nick’s house?

How many rooms are there? …

- Ask Ss in each pair not to look at other’s picture and to make similar conversations Ss should note down the differences between the two houses After some minutes,the pair which has the most differences will be the

winner T can ask some pairs to act out the conversation

- Other pairs listen and add more differences if there are any

T-wholeclass

Individualwork

T-wholeclass

Pairwork

Production Drawing and describing

- Ask Ss to show their simple plan of their house Ss then Pairwork

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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 houseand their friend’s other Ss and T listen and give the comments

Ss-wholeclass

+ read for specific information about rooms and houses

Language focus:

Vocabulary: strange shape

Grammar: There is/There are, prepositions of place

33

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+ Is there a hotel near your house?

+ Have you ever been in a hotel? What is it like?

1 What type of text is it?

2 What’s the title of this page? What’s the topic?

3 Write three things you know about Da lat.

- Confirm the answer to question 1 and 2; answers to question 3 are open

2 The title is ‘A room at the Crazy House Hotel,

Da Lat’ The topic is Nick’s weekend at weekend

at the Crazy House Hotel.

- Ss read the text again and answer the questions on page 42

- Give feedback:

1 No, he isn’t.

2 There are ten rooms.

3 Because there’s a big tiger on the wall.

4 It’s under the bed.

- Ss cycle the things that are in Tiger room

Individuals

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