Giáo án Tiếng Anh Lớp 6 sách mới Soạn theo công văn 5512 năm hoc 2021 2022 i learn smart world

Giáo án Tiếng Anh Lớp 6 sách mới Soạn theo công văn 5512 năm hoc 2021 2022 i learn smart world, Tiếng Anh Lớp 6 sách mới Soạn theo công văn 5512 .Giáo án Tiếng Anh Lớp 6 sách mới Soạn theo công văn 5512 năm hoc 2021 2022 i learn smart world .Giáo án Tiếng Anh Lớp 6 sách mới Soạn theo công văn 5512 năm hoc 2021 2022 i learn smart world ,Giáo án Tiếng Anh Lớp 6 sách mới

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Date of preparing:

Date of teaching: 6A2: ……….; 6A3: ………

Period 1

UNIT 1: HOME Lesson 1 (p 6)

I Objectives:

By the end of this lesson, students will gain the following:

a Language knowledge and skills

Vocabulary: pool, balcony, garage, yard, gym, apartment

Useful expression: Excuse me.

Grammar: Simple present (+)

Students will be able to talk about people’s homes and get someone’s

attention

b Core competencies and Personal qualities

- Developing communication skills and creativity

- Demonstrating teamwork skills

- Building their love for family, homes and community

II Teaching aids:

- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB

software, projector/interactive whiteboard/TV

- Students’ aids: Student books, notebooks, workbooks.

What is in the picture?

- Divide the class into two groups, A & B.

- Teacher shows chain of pictures of places After watching,

groups receive flashcard of the places they have just seen, pick

out the ones they saw

- The winner is the group which has more correct pictures.

 Teacher – whole class/ groups

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25’ New lesson

- Teacher shows pictures of places again to lead in the new

lesson

- Ask students if they have ever been to any of them.

A-Teach new words (10’)

- Use real things and pictures to introduce the new words:

- Correct student’s pronunciation if necessary.

Activity 1 (Checking new word)

- Have students look at the pictures, and fill in the blanks

with words given (exercise a/p 6)

- Listen again to check the answers.

Activity 2: Watching a video clip, name the places

- Teacher shows a video clip she made about her apartment.

- Have students watch the video, pause sometimes for students to

name the places (Balcony, kitchen, bedroom, living room, yard,

pool, garage).

- Teacher checks, corrects and gives feedback.

Activity 3 ( optional ): Speaking

- Teacher makes example sentences with new words.

 Teacher – whole class/ individuals

 Teacher whole class/ individuals

- Teacher – whole class/ individuals

 Teacher – whole class/ pairs

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- Ask students to work in pairs, talk about their house, using new

words (exercise b/p 6)

- Some pairs present in front of the class.

- Teacher checks and corrects.

Example.

- My house has a balcony.

- There’s a small yard in front of my house

B-Listening (10’)

- Teacher shows the picture of the task, asks students some

questions about it (exercise a/p 6)

Suggested Q&A:

- How many people are there? – Three people

- Are they family members? - No

- Are they classmates? – Yes.

- Teacher has students work in pairs, read the sentences, guess the

answers (exercise b/p 6)

- Listen and check their guess (listen the 1st time)

- Listen again to check their answers.

Speaking

- Teacher asks some students about their house or apartment

(hand-out, an open dialogue, students answer by themselves.)

- Students work in pairs, ask and answer.

- Some pairs present in front of the class

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A Is there a balcony?

B ……….

A What thing do you like best?

B ………

Sing: Song “We are a Family”

- The whole class sings the song together.

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Period 2

UNIT 1: HOME Lesson 1 – Grammar (p 7)

I Objectives:

Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment) Grammar: Present simple (affirmative, negative, interrogative form)

+ I / you / we / they + live & he / she / it + lives

- S + don’t / doesn’t live

? Do / Does + S + live ? – Yes,…do/does / No, … don’t/doesn’t

Students will be able to use present simple to exchange information about their homes.

- Developing communication skills and creativity

- Demonstrating teamwork skills

- Building their love for family, homes and classmates

- Some students talk about their house (homework).

- Teacher follows, checks and gives feedback.

 Teacher – whole class

A-Grammar (10’)

- Teacher shows types of houses, asks students some questions

about them (use Yes – No questions)

Teacher – whole class/ individuals

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- Teacher shows example sentences and elicits the way of using

present simple tense

+ I / you / we / they + live

(V)

He / she / it + lives (V.s/es)

They don’t live in a house.

She doesn’t live in a house.

? Do + you / we / they +

live ? Does + He / she / it + live ?

Do you live in a house?

Does she live in a house?

- Teacher gives some sentences, asks students to change them

into negative and interrogative (individually)

- Correct student’s answers if necessary.

B-Practice Fill in with correct verb forms (6’)

- Teacher explains the way to do task b/p 7

- Some volunteer students show the answers on the board.

C-Practice Complete the dialogue (10’)

- Teacher shows the table, sets the scene of the dialogue Have

students practice filling the dialogue (pairs)

- Have a pair present in front of the class.

- Teacher asks students to use given clues to complete the

 Teacher – whole class/ pairs/

individuals

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5 Yes, it does

- Teacher checks and corrects the answers.

- Students practice reading the dialogue in pairs.

5’

Wrap-up

Game:

- Teacher shows some pictures of houses, one team chooses

a house to describe, and the others find the correct one

- Five students attend the game

- A host student chooses a picture of a house; other students

ask Yes No questions to find out the house The student who finally finds out the house wins the game

 Teacher –Students in groups

I Objectives:

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Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment) Grammar: Present simple – Y/N questions

Do / Does + S + live ? Yes,…do/does / No, … don’t/doesn’t

Pronunciation: intonation of Y/N questions

Students will be able to ask Y/N questions (present simple) using the correct pronunciation feature and use them to exchange information about their homes.

- Building their love for family, homes and classmates

- Play audio (The “Home sweet Home” song) to lead in the theme

of the lesson

- Teacher and students sing and greet together.

Option 2: What things does your house have?

- Some students show the table of their homework, share

something about it

- Other students may ask for more questions if they want.

- Teacher follows and gives feedback, then leads to the new

lesson

 Teacher –whole class/ individuals

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New lesson A-Pronunciation (10’)

- Teacher shows example sentences to class (affirmative &

negative) and asks them to find the differences

- Teacher explains the rules, gives more examples to make it

clear

Ex: I live in an apartment.

Do you live in an apartment?

Ex: There is a yard in my house.

Is there a yard in your house?

- Have students listen and notice the change of the intonation

(exercise b/p 8)

- Have them listen & repeat.

- Have students listen and cross out the wrong intonation

(exercise c/p 8) Further practice:

- Teacher gives some sentences for students to practice

- Some students read loudly

B-Practice – Point, ask and answer (10’)

Activity 1: Ask & answer.

- Use real things and pictures to review the words: (apartment,

garage, yard, pool, ………)

- Teacher asks some students as model.

- Have students practice in pairs, asking and answering Yes – No

- Correct student’s pronunciation & intonation if necessary.

Activity 2: discussion

- Have students practice A&A about their home, using Yes/No

questions (exercise b/p 8)

- Have students work in pairs, share their ideas.

- Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

Teacher - whole class/ pair work

Teacher – whole class/ pairs

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Wrap-up Option 1: Pass the ball

- Give a student a ball, play audio of music and ask him/her to

pass the ball to the student next to him/her and continue with

other students

- Stop the music suddenly.

- Students stop passing The student with the ball will make a

sentence that describes their house or one thing their house has

- Play the music again and continue this game in the same way.

Option 2: Speaking (Chain game)

- One student makes a sentence to describe their house.

- Another student says the sentence again (change the subject

pronoun) together with a sentence about his house

- The third student does the same way (say the 2 sentences above

again, add one more about his house)

- Student who can’t make the chain loses the game

- The winner will get 1 point for him / her

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Period: 4

UNIT 1: HOME Lesson 2 (p 9)

I Objectives:

Vocabulary: (do the) laundry, clean the kitchen, make dinner, make the bed, do

the shopping, do the dishes

Grammar: Present simple

 Students will be able to name housework and say which housework they do at

home.

- Having responsibility for doing housework

- Developing the love for family

- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB

- Play audio (The “Home sweet Home” song) to review the song

- Teacher and students sing along and greet together.

Option 1: What types of house?

- Divide the class into two groups, A & B.

 Teachers students in

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One group has pictures of houses; one group has words.

- Group A shows a picture, group B shows equivalent word, and

reverse

- The winner is the group which has more correct answers

Option 2: Sticking

- Teacher shows a picture of types of houses.

- Display the flashcards of letters on the board.

- Some students volunteer to stick a word that matches with the

picture

- One plus mark for every student having a correct answer.

groups

 Teacher whole class/ individuals

- Teacher shows a picture to introduce new lesson.

- Ask students if they often do the housework at home.

A-Teach new words (10’)

- Use real things and pictures to introduce the new words:

New words:

1 Do the laundry

2 Do the shopping

3 Do the dishes

4 Clean the kitchen

5 Make breakfast / lunch / dinner

6 Make the bed

- Have students listen and repeat each new word (chorally –

individually)

- Correct student’s pronunciation if necessary.

Activity 1 (Checking new word),

- Teacher lets students fill in the blanks (exercise a/p 9)

- Listen again to check the answers.

 Teacher- whole class/ individuals

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- Teacher shows a picture of Ken’s blog.

- Ask students to guess if Ken does the housework at home.

- Students read through the blog, check their guess.

Scanning.

- Have students read through the blog, check the housework they

see in the blog

Clean the kitchen X Clean the room √

Circle the correct answer.

- Have students work in groups, read the blog, and then circle the

correct answers

- Students show their answers on the board.

I clean the kitchen every day.

He cleans the kitchen every day.

- Teacher underlines the verbs, introduces and elicits the ways to

use present simple tense

- Students follow the teacher, answer the teacher’s questions

Teacher- students in pairs

 Teacher – Students in

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- Teacher gives some more examples for students to change

subject pronouns and the verb forms

Ex: I do the dishes

He………

Activity 1: fill in the blanks, using Present Simple tense.(b/10)

- Have students work in pairs; use the verbs given to fill in the

blanks in Present Simple tense

- Teacher asks some pairs to show their answers.

- Ask some students to check the answers.

- Teacher checks again and gives feedback

pairs

5’

Wrap-up Option 1: Change game

- A student makes a sentence about the housework they do at

home

- The next student says that sentence again (change the subject

pronoun), then adds a sentence about him / her

- The third student does the same as the previous one.

- Student who can’t make the chain loses the game.

Option 2: Speaking.

- Students work in groups.

- Teacher gives out hand-out to groups, students list the

housework they do at home

- Some students share their ideas to the class

Option 3: Watch an animation, list the types of housework which

they can see

https://www.youtube.com/watch?v=QOo16hzWLxQ

Homework

Make your own blog: write about the housework you do at home

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Period: 5

UNIT 1: HOME Lesson 2 – Grammar (p 10)

I Objectives:

Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the

bed, do the shopping, do the dishes)

Grammar: Present simple – Wh- questions

 Students will be able to use Present Simple to talk about family members and

housework.

- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB

Option 1: Blog sharing

- Some volunteer students share their blog to the class.

- Teacher and other students follow them, make questions if

necessary

- Teacher gives feedback and gives marks.

Option 2: Re-matching

 whole class/ individuals

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- Teacher shows a picture of types of houses together with the

words which are wrong, students have to rematch

- Display the flashcards of letters on the board.

- Some students volunteer to stick a word that matches with the

picture

- One plus mark for the student having a correct answer.

- Teacher gives feedback, then leads to the new lesson.

A-Grammar (10’)

Activity 1: Listen & repeat a/ p 10

- Teacher asks students to list housework that he / she does every

day

Suggested answer

I clean the kitchen every day.

He cleans the kitchen every day.

- Teacher underlines the verbs, introduces and elicits the ways to

use present simple tense

- Students follows teacher, answer teacher’s questions

- Teacher gives some more examples for students to change

subject pronouns and the verb forms

Ex: I do the dishes

He………

Activity 2: fill in the blanks, using Present Simple tense.(b/10)

- Have students work in pairs; use the verbs given to fill in the

blanks in Present Simple tense

- Teacher asks some pairs to show their answers.

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6 Makes

- Ask some students to check the answers.

- Teacher checks again and gives feedback.

Activity 3: Write sentences using the prompts

- Have students to work in pairs, practice writing the whole

sentences using the prompts

- Some students who finish quickly go the board to write the

- The answer may be put in the game “Who’s quicker?

- Two students each turn, put one hand on the shoulder, after

teacher shows the question, student who has a faster clap will answer the question

5’

Wrap-up Option 1: Speaking.

- Students work in groups.

- Use the same format of the letter in b / p 10 to talk about the

housework in the home

- Some students share the story to the class

Option 2: watch an animation, list the types of housework appear

https://www.youtube.com/watch?v=QOo16hzWLxQ

Homework

Make your own blog; write about the housework your family

members and you do at home

IV Evaluation

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I Objectives:

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Vocabulary: review ((do the) laundry, clean the kitchen, make dinner, make the

bed, do the shopping, do the dishes)

Grammar: Present simple – Wh- questions

Pronunciation: / ɪ / sound

 Students will be able to use Present Simple to talk about family members and

housework.

- Play video (The “Old McDonald” song) to warm up the

students

- Teacher and students sing along and greet together.

Option 2: What do you see?

- Teacher shows some pictures, then asks students to guess what

they see in it (kitchen / living room/ dinner/ shopping/

sister, ), pay attention to the / ɪ / sound

- Have students read loudly, then lead to new lesson.

A-Pronunciation (10’)

- Teacher shows examples to class, speaks louder for

students to recognize the difference

- Teacher explains the rules, gives more examples to make it

 Teacher – whole class/ individuals/ pairs

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- Some students say again.

- Have students listen and cross out the word with different

sound (c/p 11)

- Students practice reading the words in pairs, they cross

correct the pronunciation Ask teacher for help if

- Teacher gives some sentences for students to practice

- Some students read loudly.

B-Practice – Point, ask and answer (10’)

Option 1: Ask & answer.

- Use real things and pictures to review the words: (breakfast,

lunch, dinner, laundry, dishes, shopping, living room, kitchen)

- Teacher asks some students as model.

- Have students practice in pairs, ask and answer about the family

and the housework

Example:

1 Do you often do the housework at home? – Yes, I do

2 Who cooks meals in your house? – My mom does

3 ………

- Correct student’s pronunciation & intonation if necessary.

Option 2: discussion

- Have students practice A&A about their home, use yes No

questions (exercise b/p 8)

- Have students work in pairs, share their ideas.

- Some students present in front of the class.

Teacher- whole class/ pairs

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Wrap-up Option 1: Doing a survey:

What housework do your family members do?

- Have students work in group of four; (3 families and a reporter).

(a/p 11)

- After completing the survey, the reporter will report the result in

front of the class

- Play the music again and continue this game in the same way.

Option 2: Speaking

- Students work in groups of four, take turns to talk about the

housework their family members do

- Some students volunteer to share in front of the class.

- Have students answer the question:

Which housework do you like doing best? Why?

- Some students volunteer to share their ideas.

- Plus mark is given to students who do well.

I Objectives:

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Vocabulary: south, west, north, south, village, town, city, hometown

Grammar: Present simple – Where is….? Is it….? What’s it famous for?

Students will be able to ask and answer about villages, towns and cities

- Developing the love for community, country and the world

- Teacher shows four pictures of housework each time, students

have to find and choose the one that does not belong to the

group

- Teacher and the whole class check and correct.

Option 2: Which town or city?

- Teacher shows some pictures of town or cities in Vietnam and

in the world, and then asks students to give its name

- Teacher gives feedback, then lead to new lesson.

A-New words (10’)

Activity 1: Teaching new words.

- Teacher uses pictures to elicit the meaning of new words.

- Have students listen and repeat (chorally – individually)

- Teacher checks and corrects the pronunciation if necessary.

New words:

1 south (n)

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Checking new words:

- Teacher shows pictures, students say the words.

Activity 2: Practice:

Option 1: Gaps fill

- Have students fill in the blanks in exercise a/p 12 (the

compass) (individually)

- Some students give answers Teacher checks and corrects.

- Have students fill in the blanks in exercise b/p 12

- Teacher shows places in Viet Nam, students look and tell if

they are villages, towns or cities

B-Listening (10’)

Activity 1: Listen to a boy talking about his hometown.

- Teacher shows the Listening on page 12, lets students look and

describe it

- Teacher shows a guided question

“Listen, answer: Does he like living there?

Answer: Yes

- Have students listen and answer Yes – No.

- Listen again to check the answer (a/p 12)

- Activity 1: Listen and circle True – False

- Have students listen and circle True - false (exercise b/p 8)

- Teacher gets the answers from students.

- Ask them to correct the false ones.

Answer:

1 True

2 False

 Teacher - whole class/ individuals

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3 False

4 True

5’

Wrap-up Option 1: Writing & Speaking

- Teacher shows a chart of Luca’s house Have students work in

groups of four, fill in missing information

- Students from groups show their result to class.

- Teacher checks and gives feedback.

- Students work in groups of four, use the same format of Luca’s

house to talk about the place they live

- Some students volunteer to share in front of the class.

 Teacher –students in groups

Small

weatherFamous for

is

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I Objectives:

Vocabulary: review (south, west, north, south, village, town, city, hometown) Grammar: Present simple – Review (Where is….? Is it….? What’s it famous

for?)

Students will be able to ask and answer about villages, towns and cities in Vietnam and other countries; write about their hometown.

- Developing the love for community, country and the world

- Teacher and the whole class check and correct.

Option 2: Village, town or city?

- Teacher shows some sentences on the screen, students read,

then choose a place for each person

Example:

1 Nam likes modern houses, tall buildings and a lot of

people where he lives He likes to live in the

……… (city)

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2 Mai doesn’t like tall houses, busy streets because it’s

noisy She likes to live in the ……… (village)

3 I like to live in………because it has many houses,

parks and stores but it’s not as crowded as the city (town)

- Teacher gives feedback, then leads to new lesson.

A-Reading (10’)

- Teacher shows some pictures or a short clip of Floating

market, asks students some questions about this place

Example:

1 Do you know this market?

2 Where is it?

3 Have you ever been there?

4 What do you know about it?

- Teacher gets the answers, then teaches some new words.

- Teacher shows pictures, students say the words.

Activity 2: Practice:

Option 1: Answer the questions

- Have students work in pairs, read the text and answer the

questions

- Some students give answers Teacher checks and corrects.

Answer:

1 It’s in the south of Vietnam

2 It’s famous for the floating market and beautiful rivers.

3 It’s hot

4 They grow rice, vegetables and fruit trees.

Teacher-wholeclass/ pairs

Teacher – whole class/

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- Teacher leads in the next task (speaking)

B-Speaking (10’) What do you know about these places?

Activity 1: planning a geography presentation.

- Teacher asks students to work in four groups Two groups are

going to talk about Colmar, the other two are going to talk about

Clovelly

- Representatives from groups share the presentation to class

Activity 2: planning a geography presentation about a place

you know

- Volunteer students talk about it.

individuals

5’

Wrap-up Option 1: Writing

- Teacher uses the table in the book, has students fill in the table

with their own information

What / famous for?

What / weather like?

What / like about it?

- Students show their result to class (individually)

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I Objectives:

Vocabulary: words related to home, family members and housework; towns,

cities and villages

Students will be able to listen and read about family members and housework;

towns, cities and villages around the world

- Developing the love for family, community, country and the world

- Teacher shows pictures, students look at pictures and give the

word that matches the pictures (house & housework)

- Have the whole class listen and repeat the words.

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Key: make breakfast, do the shopping, village, do the dishes, do

the laundry, apartment, garage, balcony

Option 2: Crossword

- Teacher shows a crossword, students look and find the words

that fit the boxes (house & housework)

- Have students read all the words.

A-Listening (10’)

- Let students listen to the talk between Jack and his friends

about his family

- Students listen and check the housework his family

- Teacher gets the answers, then teaches some new words.

Activity 2: Reporting

- Students take turns to report the housework each family

member in Jack’s family does

Example:

- Jack’s mother does the laundry

- His father does the shopping

- His sister ………

B-Speaking.(10’) read and choose the correct answer

Activity 1: planning a geography presentation.

 Teacher/ whole class/ individuals

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- Teacher asks students to work in groups Each group reads

about one place (two groups have the same paragraph)

- Groups show the answers on the board Groups cross check the

answers

- Teacher checks and corrects

5’

Wrap-up Option 1: make a draft of a beautiful place

- Teacher divides the class into four groups; each group is making

plan to talk about a beautiful place (hand-outs from teacher)

Beautiful places

Groups 1 Cuc Phuong national park

- Students show their presentation to class

Option 2: make a draft of a beautiful place

- Each group chooses a beautiful place; makes plan to talk

about it

- Teacher and other students follow them and give feedback.

I Objectives:

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Vocabulary: words related to home, family members and housework; towns,

cities and villages

Students will be able to remember the words of unit 1, find mistakes in the

sentences using present simple, recognize the words that have different sounds

- Developing self-study skills

- Teacher shows a crossword with guides, students take turn to

complete the crossword (answer: balcony, West, dishes,

village, yard)

- Have the whole class repeat the words.

- Students use these words to fill in the blanks in the sentences

 Teacher Students in

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Teacher divides class into two groups, they compete each other

by giving the answers for the sentences which are shown one by

one

- Have students read all the words.

- Which group has quicker and correct answer gets plus mark.

- Teacher checks and gives feedback

- Teacher asks students to give explanation for each answer.

C-Pronunciation – circle the word that has the underlined

part pronounced differently from the others (10’)

- Teacher explains how to do the task

- Have students work in pairs, complete the exercise

- Some pairs give the answers.

Option 1: supply the correct verb form

- Teacher gives example sentences to review present simple tense

- Have students look and find the mistakes, then correct them.

Example:

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- My dad work for Viet Tien company

Answer: work - works

- He don’t drink coffee at night.

Answer: don’t – doesn’t

- Teacher gives some sentences for student to complete

(supply the correct form of the verbs)

- Students show their answers to the class

- Have students watch an animation: Mr Bean doing

housework (https://www.youtube.com/watch?

v=QOo16hzWLxQ),then answer the question: what household

chores does Mr Bean do?

- Students volunteer to answer the question.

- Teacher and other students follow and give feedback.

Answer:

(clean the floor, clean the toilet, do the laundry, clean things,

bake cake, clean the closet, vacuum the floor)

UNIT 2: SCHOOL Lesson 1: p 14

IV Objectives:

By the end of this lesson, students will be able to:

- Vocabulary: gain vocabulary items about school subjects, including history, P.E

(Physical Education), I.T (Information Technology), music, geography, literature, physics,biology, favorite (adj.)

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- Structure: Ask and answer about favorite subjects with the questions – What’s your

favorite subject? – What subject do you like best? – I like …… / My favorite subject is …

 talk about subjects they like and dislike at school

b Core competencies and personal qualities

 Raise motivations and interests in learning English as a foreign language

 Develop communicative and team-working skills through learning activities

 Illustrate problem-solving and critical-thinking skills through learning activities

 Establish responsive and independent characteristics to be a life-long learner

V Teaching aids:

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB

- Students’ aids: Student’s book, notebook, workbook.

 Students in class

A-Teaching new words (10’) -

- Use context to introduce the new words:

- “How many subjects do you have at school?”

- T lists new words :

- history, P.E ( Physical Education)(n)

- I.T ( Information Technology) (n)

- Music(n)

 Teacher – whole class/ individuals/ pairwork

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- Teacher uses pictures to illustrate the meanings

- Have students listen to and repeat each new word (individual)

- Ask the meaning in mother tongue as a confirmation

- Have students read all the words together (chorally) Correct student’s

pronunciation if necessary

- Teacher lets pictures of subjects appear one by one, students look

and name these things

Activity 1: match the words to the pictures (a /p.14):

- Demonstrate the activity using sample

- Have students number the picture

- Divide class into pairs and have them check their answers with the

partners

- Check answers as a whole class

- Play audio, have students listen and repeat

Activity 2: group work (b/p 14).

- T has students note three more subjects and discuss if they like them

- Have some students share their ideas with the class

Activity 3 : listening (a, b / p 14)

- T introduces the context of listening, has students listen and

complete the faces in the blanks

- T has students listen two times, then discuss in groups

- T checks and gives feedbacks

 Teacher – groupwork

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3 Geography

4 P.E

B-Speaking (10’)

- T demonstrates the activity

- T plays audio, has students listen and fill in the blanks

- T checks answer as a whole class

STRUCTURES:

- What subjects do you like? – I like biology

- What subject don’t you like? – I don’t like music

- What’s your favorite subject? – My favorite subject is Art

5’

Wrap-up Activity : Survey

- T has students work in groups One student is group leader

- T explains the activity, makes model

Example:

Hello, my name is …… .There are 4 members in my group: ……

Hoa likes Math; she doesn’t like English…….

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Date of teaching: Period: 12

UNIT 2: SCHOOL Lesson 1: p 15

I Objectives:

By the end of this lesson, students will be able to talk and list two or more ideas about the favorite subjects in a sentence

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software,

projector/interactive whiteboard/TV

III Language focus:

- Vocabulary:review some vocabulary about subjects.

- Structure: what’s your favorite subject ? – What subject do you like best ? what’s yours?

I like ……….… / My favorite subject is ………… …/ Mine is ………

IV Procedures:

5’

Warm-up Chain game:

- T has students take turn to ask the person next to the question

“What is your favorite subject?”

I like …./ My favorite subject is…

- T explains the rule: The answers of students must be different from

the ones in the same table

30’

Practice

Activity 1 (7’): who writes faster?

- Teacher demonstrates the activity: T shows the pictures of subjects

 Teacher – whole class/ pairwork

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- Teacher asks students to look at the picture.

- Play audio and have students listen and read the conversation in

silent

- Have students practice in pairs

Activity 3 : Circle the correct words (pair – work)

- T makes example for the task

- Have students discuss in pairs, circle the answers

- Have students share their answers with class

Grammar :

1 Using and/ or for listing

Ex: I like Math and biology.

I don’t like Math, biology or music.

2 Possessive pronouns : mine / yours

We use mine, your o we don’t say the same words (ex: your favorite subject

Ex: My favorite subject is Physics

What’s yours? (your favorite subject)

Mine is English (My favorite subject)

Activity 4 : write the sentences using the prompts (individual)

- T makes an example, have students write sentences using the

prompts

- Have pairs check each other’s work

- Have some students share their answers with the class

 Teacher – pairwork/ individual

 whole class/ individuals

Teacher-8’

Wrap-up Activity 5: Chain game

- Teacher asks “which subjects do you like and dislike?”

- Have some students prepare their answers in 2 minutes (they

can write their answers down on the notebook if they want), then speak out the answers

 Teacher – individuals

3’

Homework

Review new words about subjects

Do exercise a, b / p.13 ( workbook)

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UNIT 2: SCHOOL Lesson 1: pronunciation - p.16

I Objectives:

By the end of this lesson, students will be able to notice how the sound changes of the underlined words

- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB

III Language focus:

- Vocabulary:

- Structure : prononciation: I like history, science, and history.

I like it / It’s OK/ I dont like it.

IV Procedures:

5’

Game: Which one is about school subject or activities?

- T prepares some mixed vocabulary of two topics

- T divides class into 2 groups, each pair will see the words, clap hands

one time if it is about subject, 2 times if it is about school activity

 Words: music, soccer club, art club, Math, English, Biology, Art

and craft, Literature, Physics, indoor activity.

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