GIÁO ÁN ANH 6 UNIT 1 MỚI ( 3 CỘT )

GIÁO ÁN ANH 6 UNIT 1 MỚI ( 3 CỘT ) 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: 28/08/2018

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

Warm-up

(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 True/False statements

Whole class

Pairs

School objects

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- 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 role-play the short conversations in pairs

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

- Give feedback

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

Individuals

Whole class Pairs Individuals

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poem

- Have Ss work in pairs and write a poem about their partner

- Ask Ss to read the poem aloud

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

Period 3:

Unit 1: My new school Lesson 2: A closer look 1

• 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

Language focus:

Vocabulary: hi-tech robot, automatic dishwasher

Structure:

Teaching aids: Textbook, laptop, projector

Procedure

Warm up

5ms

Chatting

- Ask Ss to list all the verbs which can go with these two words: BREAKFAST – MATH.

+ 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 –HATE, etc…

- Lead Ss to the topic of the lesson

Whole class

Vocabulary 1 Listen and repeat

- Play the recording and let Ss listen to the words Whole

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Play it again 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 lunch lessons Math Literature dinner

homework judo

exercise aerobics chores

an exam

physics English history vocabulary science

2 Fill-in

- Ss put the word in the box in each blank

Key:

1 homework 2 football 3 lessons

4 judo 5 science

class Pairs

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

Key:

Sound /əʊ/ : rode don't hope homework post Sound /ʌ/ : some Monday month come on

5 Underlining

- Play the recording Let Ss repeat sentence by by sentence Help them recognise the two sounds, then underline them in the sentences

1 They are going to open a new library.

2 I’m coming home from school.

3 His brother eats lunch in the school canteen.

4 The new school year starts next month.

5 My brother is doing his homework.

6 He goes to the judo club every Sunday.

Whole class

Performing Outcome

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- Ss read the words again and pay attention to the sounds / əʊ/ and /ʌ/

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

- Correct their mistakes

Whole class

Homework

1m

-Ss do exercises in the workbook Whole

class

Period 4:

Unit 1: My new school

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

Teaching aids: Textbook, projector, laptop

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

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- Lead Ss to the topic of the lesson.

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 of the class

- T observes and helps when necessary (Correct Ss’

pronunciation & verb forms)

2 Mistake correction

- SS correct the sentences according to the information 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.

Whole class

Pairwork

Individuals

Pair work

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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?

Grammar 2

15ms

The present continuous:

4 Elicitation.

- SS listen to the conversation in Getting started

- Ss to underline the present continuous form

- T explains how the present continuous is used and

how it is formed

5 Completion

- SS complete the sentences with the correct form

of the verbs

Key:

1 Am not playing

2 Are studying

3 Aren’t doing

4 Am having

5 Are riding

6 Multiple choices

Whole class

Individuals

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- SS choose the correct tense of the verbs.

Key:

1 Are having

2 Wears

3 Starts

4 Is watching

5 are skipping

Performing

9ms

Outcome

- SS read Vy’s email to her friend and underline things that often happen or are fixed

Key:

- SS compare Vy’s first week with theirs

Ex:

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

I wear my uniform every day, but Vy wears her uniform only on Mondays and Saturday.

Individuals

Homework

1m

- Ss do exercises B4, C2 and D1 ,2 in the workbook

Whole class

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Period 5:

Lesson 4: Communication

• 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

- 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

Whole class

Individuals Group Whole class

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Communicatio

n

15ms

2 Friendship quizz

a Interview

- Ask Ss to give the qualities of a good friend in class (adjectives) They can give as many words

as possible

Example:

- Friendly

- Generous

- Helpful

- Cheerful

- Humorous

- Kind

- Reserved

- …

- Divide class into groups of 4 or 5 Ss take turns

to interview the other members, using the questions

- Encourage Ss to give nice sentences about friendship

Example:

“Friends are forever”

…

Whole class

Groups

Performing

14ms

Outcome

- 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 friend")

- Give feedback

- SS think of well-known quotes about friendship

Suggested answers:

– Friends are forever

– 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, than alone in the light” Helen Keller

– “What is a friend? A single soul dwelling in

Whole class

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two bodies” Aristotle

…

Homework

1m

- Ss write a short paragraph about their best friend (his/her

appearance, qualities of a good friend that he/she has)

Whole class

Period 6:

Lesson 5: Skills 1

• 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

Language focus:

Vocabulary: review

Structure:

Teaching aids: Textbook, English room

Procedure

Warm up

10ms

Typhoon game

- Divide the class ito 2 teams – The game is ‘Typhoons’ There are 8 numbers: 4 questions, 1 luck, 1 bad luck and 2 typhoons

Answer a question correctly, you will get 10 points

Get a luck, you will get 10 points Get 1 bad luck, you will lose 10 points Get a typhoon, you will lose all the points

Whole class

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- Lead Ss to the topic of the lesson.

Reading

15ms

1 Pre-task

- Ss look at the 3 pictures first Encourage Ss to get the details/ ideas of the picture Then, Ss ask and answer the questions provided

- Check Ss’ answers

2 Task-cycle

- Ss read the text quickly and check their ideas Set

a strict time limit to ensure that Ss will read quickly for the main information

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

- Help them to give the meaning of the words, or explanations, or examples, 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 by mountains and green fields

3 international (adj): Vinabrita is an international school Students learn English with English speaking teachers

4 creative (adj): Some creative students do drawings and paintings in the art club

Checking technique: Matching

boarding quốc tế surrounded sáng tạo international bao quanh creative nội trú

3 Complete these sentences.

Whole class

Individuals

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

- Ask Ss to note where they found the information that help 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

1 boarding 2 Vinabrita 3 Australia

4 mountains 5 English speaking teachers

Speaking

10ms

- Ask Ss to refer back the three schools Give the background of the schools

Background of the school:

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

An Lac Lower Secondary School: a small school in

a mountainous region in Son Dong Dist, Bac Giang Province

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

- Ask Ss work in groups of 5, decide which school among these 3 you like to go to and explain the reasons why

- Ask Ss to complete the table in their notebooks

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

- Call some Ss to perform the task in front of the class

Whole class

Groups

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9ms

Outcome

- When Ss finish discussing, ask some Ss to speak

in front of the class, the class gives their comments

on their classmates’ content, pronunciation, fluency, language (grammar, use of words, …)

- 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 it look like? Use the Internet or any kinds of materials to illustrate your ideas

- Prepare carefully for Skills 2

Whole class

Period 7:

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