GIÁO ÁN ANH 6 UNIT 3 My friends MỚI ( 3 CỘT )

GIÁO ÁN ANH 6 UNIT 3 MỚI ( 3 CỘT ) Period 16: Unit 3: My friends Lesson 1: Getting started Objectives: By the end of the lesson, Ss will be able to: + know the topic of the Unit 3: My friends. + use some adjectives for personality to talk about their friends. Language focus: Vocabulary: talkative, clever, boring, creative, kind, confident, hardworking Grammar: Adjectives for personality. Teaching aids: Textbook, English room Procedure Steps Learning activities Modes Warm up 5ms Guessing game: Ss guess the letters in turns to find the word which has 7 letters. __ __ __ __ __ __ __ After Ss find the word ‘FRIENDS’, ask Ss some questions: + Do you have a lot of friends? +Who is your best friend? +Are your hobbies the same? Lead Ss to the topic of the Unit 3: MY FRIENDS. Whole class Whole class Getting started 20ms 1. Set the scene Ss look at the picture on page 26 and answer some questions: + How many people are there? + What are they doing? + … Ask Ss to share any recent experiences of going on a picnic. Explain the phrase ‘A surprise guest’. 2. Listen and read T plays the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension questions. Ask Ss to read the dialogue and put a suitable word in each blank. Give feedback: 1. picnic 2. Likesloves 3. Friendly 4. Mai and Chau 5. Glasses; long black hair 6. working on their school project. Tell Ss to refer back to the conversation to find the phrases. Practice saying them together. Pay attention to intonation when asking questions. Give feedback: Making and responding to request 1. Can you pass the biscuits for me, please? 2. Yes, sure Making and responding to a suggestion 1. Would you like to sit down? 2. Oh, sorry. We can’t. 3. Game: Lucky Numbers Demonstrate the game to the class first. Ask a St to help. Then Ss play in pairs. Monitor for any errors in stress or intonation and discuss after Ss have finished playing the game. Whole class Whole class Whole class Individuals Pairs Groups Pairs Doing 10ms Adjectives for personality Ss practice saying the adjectives in the box on page 27. Help explain the meaning if necessary. Ask Ss to write the correct adjectives in the gaps. Tell Ss they will only need 5 of the 10 adjectives to complete this activity. Play the recording to allow Ss to check their answers. 1. creative 2. Kind 3. Confident 4. talkative 5. Clever Focus Ss on the positive negative forms of the structure: be + adjective Ask Ss to complete the sentences on page 27. Give feedback: 1. am 2. Is 3. Isn’t 4. Aren’t 5. Is 6. are Whole class Individuals Whole class Whole class Performing 9ms Game: friendship Flower In groups of four, each member writes in the fower petal two adjectives for personalities which you like about the others. Compare and discuss which two words best describe each person. Groups Homework 1m Ask Ss to do exercises 2 and 3 on page 17 in the workbook. Whole class

Planning date: 09/10/2017

Period 16:

Unit 3: My friends Lesson 1: Getting started

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

+ know the topic of the Unit 3: My friends

+ use some adjectives for personality to talk about their friends

+ Do you have a lot of friends?

+Who is your best friend?

+Are your hobbies the same?

- Lead Ss to the topic of the Unit 3: MY FRIENDS

1 Set the scene

- Ss look at the picture on page 26 and answer some questions:

+ How many people are there?

+ What are they doing?

+ …

- Ask Ss to share any recent experiences of going

on a picnic

- Explain the phrase ‘A surprise guest’

2 Listen and read

- T plays the recording more than once Pause the recording at the appropriate places if Ss need help

Whole class

Whole class

Whole class

with comprehension questions.

- Ask Ss to read the dialogue and put a suitable word in each blank

- Give feedback:

1 picnic 2 Likes/loves 3 Friendly

4 Mai and Chau 5 Glasses; long black hair

6 working on their school project.

- Tell Ss to refer back to the conversation to find the phrases Practice saying them together Pay attention to intonation when asking questions

- Give feedback:

Making and responding to request

1 Can you pass the biscuits for me, please?

2 Yes, sure

Making and responding to a suggestion

1 Would you like to sit down?

2 Oh, sorry We can’t

3 Game:

Lucky Numbers

- Demonstratethe game to theclass first Ask

a St to help

Then Ss play inpairs Monitorfor any errors

in stress or intonation and discuss after Ss have finished playing the game

Individuals

Pairs

Groups /Pairs

Doing

10ms

Adjectives for personality

- Ss practice saying the adjectives in the box on page 27 Help explain the meaning if necessary

- Ask Ss to write the correct adjectives in the gaps

Tell Ss they will only need 5 of the 10 adjectives

to complete this activity

- Play the recording to allow Ss to check their answers

1 creative 2 Kind 3 Confident

4 talkative 5 Clever

Whole classIndividuals

Whole class

- Focus Ss on the positive & negative forms of the

Game: friendship Flower

- In groups of four, each member writes in the fower petal two adjectives for personalities which you like about the others Compare and discuss which two words best describe each person

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

+ pronounce correctly the ending sounds /b/ and /p/ in isolation and in

+ What is the title of this song?

+ What is the song about?

(Parts of the body)

- Lead Ss to the topic of the lesson

Whole class

Vocabulary 1 Matching

- Ss may alreadyknow someappearancevocabulary, sofirst ask Ss tomatch the wordsthey know Ssseparate the vocabulary into words that only apply

to animals (fur, tail)

- Point out the irregular plurals using the ‘Watch out!’ box Play

the recording asmany times asrequired tosupport Sspronunciation

2 Create word webs

- Explain thatsome words go together but some don’t Write adjectives on the board and allow Ss to attach vocabulary cards to make matches

3 Listen and repeat

- Have Ss practice the /p/ and /b/ sounds together

Tell them they should hear the (voiced) /b/ sound but not the (voiceless) /p/ sound

- Play the recording and ask Ss to listen and repeat Play the recording as many times as necessary

4 Listen and circle

- Have Ss practice reading the word pairs first

Then ask them to listen and circle the words they hear

- Give feedback

1 play 2 band 3 ponytail 4 brown 5 picnic 6

pretty

5 Listen and chant

- Ss listen while T plays the recording Clab or use

an instrument like a tambourine to help Ss understand the rhythm

Whole class

Individuals

Individuals

Groups

- Play the recording again and ask Ss to chant along Provide further practice by dividing the class into two groups Have groups sing alternate lines.

Grammar

13ms

- Ask Ss to look at the yellow table on page 28

and focus Ss on the verb ‘have’ for descriptions.

2 Does Harry Potter have big eyes?

3 The dog has a long tail.

4 And you, do you have a round face?

7 Matching

- Use questions to elicit vocabulary about the pictures to help Ss predict the content of the recording

- Play the recording and ask Ss to match the pictures to the people

- Give feedback: Phuc – c, Duong – a, Mai - b

8 Gap-filling

- Ask Ss to fill in the gaps by recalling the recoerding and using the information in the grammar input box

- Play the recording to allow Ss to check their answers

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

+ use the present continuous to talk about future plans and arrangements.+ identify and practice the language of polite requests

Language focus:

Vocabulary:

Grammar: Present continuous for future

Teaching aids: Textbook, English room.

(1): I am having a party now.

(2): I am having a party next week.

- Draw their attention to the difference between sentence (1) and sentence (2) by asking Ss questions such as:

+ Which tense are they?

+ Which sentence tells you it is happening now?

Expain: Both sentences are in the present

continuous The sentences (1) expresses the action that is happening at the time of the speaking What about the sentence (2)?

- Lead Ss to the topic of the lesson

- Play the recording and ask Ss to listen and follow the conversation on the page 29 Play the recording again and ask Ss to circle all the verbs

- Use the grammar box to explain that some –ing verbs describe actions happening now, and some describe plans for the future

- Point out contextual clues, such as use of adverbs

of time, e.g This evening/ Tomorrow

2 Present Simple or Present Continuous

- Ask Ss to decide which sentences refer to the

Whole class

Whole class

Individuals

actions that are happening now, and which ones refer to future plans.

- Give feedback

Actions now: They’re coming over.

Plans for future:

+ This evening, we are working on our school project.

+ I’m going to the judo club with my brother.

+ I’m visiting my grandma and grandpa.

Game: Would you like to com to my party?

- Ss choose the day of the week that they plan to:

+ have a party.

+ work on a project + go swimming

- Then go around the class and invite friends to go

to their party on the day they have decided

- Practice the model conversation with the class

Then ask Ss to mingle and make arrangements withtheir classmates

Individuals

Whole class

Pairs

- Afterwards feedback by asking Ss to tell the class about their plans:

Oh Thursday, I am going swimming with Ba and Dat.

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

+ know the zodiac, star signs and their personality

+ talk about what they are doing at the weekend so that they can find their

star signs and personality

Language focus:

Vocabulary: zodiac, star sign, adjectives of personality

Language focus: The present continuous for furure

Teaching aids: Textbook, English room

- Let Ss sing an English song: PROUD OF YOU

- After Ss sing the song, ask them some questions:

+ What is this song about? (FRIENDSHIP) + Do you have many friends?

+ Who is your best friend?

+ What does he/she look like?

+ What is he/she like?

+ …

- Lead Ss to the new lesson

T-wholeclass

20ms

1 Set the scene

- Use the picture

on page 31 tointroduce the topic

of the lesson

+ What is this?

(4Teen magazine) + What is the subject of 4Teen this week? (Activities at the weekend)

We are going to read 5 friends who are interviewed what they are doing at the weekend.

2 Discussing

- Before Ss open their books, show the pictures of the five friends in the magazine Ask Ss to discuss the friends with the class: where they are from, what their names are, …

+ Who is he?

+ Where is he from?

+ What does he look like?

- Introduce the zodiac and the description for each star signs

+ What is it?

(ZODIAC) + How many star signs are there in the zodiac?

(12 star signs) + What are they?

- T introduces somenew words if possible

to help ss understandmore about the zodiac

- Ask Ss to find thestar signs of the fivefriends in 4Teen Ask them to look at the adjectives

of personalities in the star signs and compare them with what they read about the five friends in

Example:

S1: When was Noriko born?

T-wholeclass

T-wholeclass

T-wholeclass

Pairwork

S2: on August 21 S1: What is her star sign?

S2: Virgo S1: What is the personality of Vergo?

S1: careful, helpful, hard-working

S2: Do you think the description is correct?

and answer they can use: When’s your birthday? It’s

on _ Pair Ss and ask them to read out their

partner’s star sign

Pair work

St-wholeclass

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

+ read for specific and general information in texts including advertisementsand e-mail

+ talk about English camp schedule

Language focus:

Vocabulary:

Language focus: The present continuous for furure

Teaching aids: Textbook, English room

- Before starting, T discusses with Ss the features

of advertisements: title, short texts, eye-catching, contact, details, etc

- Tell Ss this advertisement is about the Super Summer Camp Ask Ss to look at it for 2 minutes and try to remember as much as they can Then ask the class to cover the page and tell T what they remember

- Elicit answers by asking:

+ The camp is for the children of what age?

+ What did you see in the pictures?

+ Where will the camp be?

+ What can you do at the camp?

+ When does it happen?

- Go through the contents of the advertisement with the class

Key: 1-b, 2-c, 3-a

2 Task circle

- Before reading the email, Ss discuss the features

of e-mail: format, greetings, endings

- Tell Ss the e-mail is written by a boy at the camp Discuss how he might feel Then ask Ss to quickly read to check their predictions and to findthe answers

Individuals

sentences are true (T) or false (F).

- Give feedback

1 F (He’s writing to his parents.)

2 F (He has 3)

3 T

4 F (He hopes it isn’t too scary)

5 F (They’re having a campingfire and telling stories)

6 F (They’re visiting a milk farm.)

7 F (They speak English only)

+ What kind of games do you think there are at camp?

+ How about art and music activities?

+ And Leadership programmes?

- Pair Ss and ask them to use the ideas they brainstormed to fill in their own schedule

2 Through-stage

- Ensure pairs don’t see each other’s schedule Ss sit back to back Give each St a fixed amount of time to speak Ss can report to the class about their partner’s schedule

Whole class

Pairs

PairsWhole class

Unit 3: My friends

Lesson 6: Skill 2

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

+ listen for specific ideas about activities at the Super Summer Camp

+ write an entry for a magazine using note

Language focus:

Vocabulary:

Language focus: The present continuous for furure

Teaching aids: Textbook, English room

+ The camp is for the children of what age?

+ What did you see in the pictures?

+ Where will the camp be?

+ What can you do at the camp?

+ When does it happen?

- Lead Ss to the topic of the lesson

- Give feedback:

a hiking

b taking part in a cooking competition.

c skiing

d visiting a milk farm.

e taking part in an art workshop.

f riding a bike

g taking a public speaking class

h playing beach volleyball

i playing traditional games.

- Ask Ss to refer to the concents of the advertisement Give Ss time to decide which

Pairs

Pairs

activities are more likely to happen at the camp and which are not Ask them to explain why they think so.

- Give feedback:

Activities that may happen at the SSC: a, b, d, e, f,

g, i Activities that may not happen at the SSC: c, h

2 Task cycle

- Have Ss brainstorm the things that Mr Lee plans for camp Ss can re-read the advertisement for ideas Play the recording Ask Ss to listen the first time Then play recording again and allow Ss to fill

in the table as they listen

Day Three

Taking part in the

‘Kids Cook’

Contest

Having a pool party

- Introduce the rubric: write a magazine entry

Write about your friends Then write about your plans

- Lay out the outline of the entry from Ss:

- Focus Ss on the language that they use to write theentry

2 Through-stage

- Ask Ss to write the entry Use the outline that they

Whole class

Individuals

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

+ vocabulary and structures about body parts, appearance, and personality.+ the present continuous to talk about future plans and arrangements

+ What is his star sign?

+ What is his/her hobbies?

+ What are you doing at the weekend?

+ …

St-whole class

Practice

Vocabulary

1 Adjectives of personality (Task 1/page 34)

- Ask Ss to write the correct words on the faces

- Ss can check their answer with a partner before discussing the answer as a class However, Ss should keep a record of their original answer so they

Individual work

+ When is your birthday?

+ What is your star sign?

+ What is its personality?

2 Game: Who is who?

- Prepare some pictures of famous people Ask Ss tochoose one of them and describe his/her appearance

Let their friends guess

S1: He is tall and strong He has an oval face with short brown hair He is a famous tennis player Who

is he?

S1: Is it Nadal?

S2: Yes.

T-whole class

St-whole class

Practice

Grammar

10ms

1 Game: Who is who?

- Now ask Ss to choose one of their friends in the class and describe his/her appearance and

personality Let their friends guess

S1: He’s tall He is wearing glasses He’s talkative He is creative, too He is not shy.

S2: Is it Minh?

S1: Yes/No, try again.

- Focus Ss on the way of describing the appearance and personality

2 Dialogue completion (Task 4/page 34)

- Ask Ss to complete the dialogue on page 34

- Get feedback

- Elicit the language being practiced in this activity (the present continuous for future)

St-whole class

Individual work

Example:

SA: What are you doing from 8 a.m to 9.30 a.m?

SB: I am doing my homework with my friend And you?

Pairwork

T-whole class

Planning date: 25/10/2017

Period 23:

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

+ pronunciation: sounds /ǝʊ/ and /ʌ/, /z/, /s/ and /iz/, /b/ and /p/

+ the vocabulary for school, home and friends

+ the present simple, present continuous

5ms language Summerise their answer in the end and add

some more information if necessary

- Lead Ss to the topic of the lesson

class

Pronunciatio

n

5ms

1 Odd one out

- Ss decide which underlined part is pronounced differently in each line

- Elicit the rulers of pronouncing the final –s/es if

Pairs

Vocabulary

8ms

3 Complete the words

- Ss do this individually and then share their answers with a partner One St may write their answers on the board

- Check Ss’ answers:

1 English 2 Homework 3 Lunch 4 Sports

5 badminton 6 Physics 7 Lesson 8 Judo

- Ss write the words in the correct group

5 Choose the correct words

- Ss choose the correct words to complete the sentences on page 36

Pairs

Individuals

Grammar 6 Complete the sentences

- Elicit the use of the present simple and the present continuous

Wholeclass

1 is raining 2 Do you have

3 am not going out / am doing

Wholeclass

Individuals

- After checking their answers, ask one or two pairs

to act out the conversation

Pairs

15-minute test

15ms

- Hace Ss do a 15-minute test

1 Choose the word with a different way of pronunciation in the underlined part Circle A, B

or C.

2 Choose the best option to complete each sentence Circle A, B or C

1 Ngoc talks a lot She is a girl

Wholeclass