Giáo án tiếng anh lớp 6 theo cv 5512 i learn smart world chuẩn đủ các mục tiêu mới nhất full cả năm

Giáo án tiếng anh lớp 6 theo cv 5512 i learn smart world chuẩn đủ các mục tiêu mới nhất full cả năm . Giáo án tiếng anh lớp 6 i learn smart world chuẩn đủ các mục tiêu mới nhất full cả năm theo 5512.Giáo án theo cv 5512 tiếng anh lớp 6 i learn smart world chuẩn đủ các mục tiêu . Giáo án tiếng anh lớp 6 theo cv 5512 global . giáo án chuẩn đủ các mục tiêu mới nhất theo 5512 ,giáo án anh 6 full cả năm . giáo án tiếng anh 6 , năm học 20212022, giáo án theo 4040, Giáo án tiếng anh lớp 6 theo công văn 4040 , giáo án lớp 6 i learn smart world , tiếng anh lớp 6 theo 5512,

Date of planning : 03 / 9 /2021

Date of teaching : 06 / 9/ 2021

Period : 1 GIỚI THIỆU CHƯƠNG TRÌNH SÁCH GIÁO KHOA

TIẾNG ANH 6 i-Learn Smart World 6 STAGE 1: DESIRED OBJECTIVES

A Objectives :

- Giới thiệu về đặc điểm bộ sách giáo khoa mới cho học sinh

- Hướng dẫn các phần trong nội dung từng bài của chương trình mới

- Hướng dẫn phương pháp học cho học sinh

B Language focus

C structional resources

Students’ book English 6 , workbook English 6

STAGE 2 – ASSESSMENT EVIDENCE

- Giới thiệu về đặc điểm bộ sách

giáo khoa mới cho học sinh

- Hướng dẫn các phần trong nội dung

từng bài của chương trình mới

- Hướng dẫn phương pháp học cho

học sinh

- Students’ answers

-Students’ answers

-teacher’s feedback

STAGE 3: TEACHING PROCEDURE

Activity 1: warm up.

5’

Warm-up Chatting :

-Give some question s for ss to answer :

+ How are you today , class?

+ How may students are there in your class ?

+ Who is the monitor?

+ What is your name ?

 Teacher –whole class/

individuals

1 Introduce the English book in grade 6 I learn smart world

- Là chương trình tiếng Anh được biên soạn tiếp theo chương

trình tiếng Anh ở bậc tiểu học

- Quan tâm đến 4 kỹ năng nghe, nói, đọc, viết Trong đó chú trọng

phát triển 2 kỹ năng: nghe, nói (Kiểm tra thường xuyên chủ yếu

dành cho kỹ năng nói)

 Teacher – whole class/

individuals

- Vào cuối năm học, học sinh cần đạt trình độ tương đương cấp độ

A2 của Khung tham chiếu châu Âu về ngôn ngữ (giai đoạn 1)

- Sách giáo khoa Tiếng Anh 6 được thiết kế với kênh hình và

kênh tiếng phong phú, cung cấp kiến thức , kỹ năng ngôn ngữ , từ

vựng , văn phạm, phát âm … giúp học sinh tự tin giao tiếp bằng

Tiếng Anh Mỗi đơn vị bài học có từng mục tiêu cụ thể với các

hoạt động học tập đa dạng được thiết kế phù hợp với đặc điểm

tâm lí lứa tuổi của học sinh THCS , giúp tạo động lực và hứng thú

cho học sinh tham gia học tập

- Sách gồm 10 chủ đề : Home , school , Friends , festivals and

free time , Around town , community services , Movies , The

world around us ,houses in the future , cities around the world

Mỗi chủ đề có 3 đơn vị bài học , 1 bài ôn tập với các hoạt động

nhằm rèn luyện các kỹ năng ngôn ngữ , phát triển vốn từ vựng ,

củng cố và nâng cao kiến thức ngữ pháp , tích hợp liên môn giúp

học sinh trau dồi kiến thức và kỹ năng giao tiếp

2 The way how to study English 6

Ở trường:

- Tập chung nghe giảng, nghiêm túc làm theo các yêu cầu của

thầy, cô

- Hăng hái phát biểu ý kiến xây dựng bài

- Luyện tập nói tiếng Anh với thầy, với bạn bè, tận dụng mọi cơ

hội có thể để tập nói tiếng Anh Nói đúng trọng âm, ngữ điệu

- Nắm vững các vấn đề ngữ pháp đã học, các cấu trúc câu Ghi

chép đầy đủ, chính xác

Ở nhà:

- Ôn lại bài học ngay khi có tiết học ở lớp

- Dựa vào các cấu trúc và các ngữ liệu đã học để luyện nói tiếng

Anh cùng bạn

- Làm đầy đủ bài tập trong sách bài tập Tìm đọc thêm các loại

sách tham khảo nếu có thể

- Thường xuyên học, củng cố và mở rộng vốn từ của mình

 Teacher whole class/ individuals

- Teacher – whole class/ individuals

 Teacher – whole class/

5’

Nhắc nhở học sinh chuẩn bị sách vở đầy đủ cho tiết học hôm sau

whole class/ groups

Date of preparation: …/…/2021

Date of teaching: …/…/2021

PERIOD 2: UNIT 1: HOME Lesson 1: New words + Listening STAGE 1: DESIRED OBJECTIVES

I OBJECTIVES:

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

1 identify different lexical items related to the topic ‘Home”.

2 talk about their own house

3 identify realtionship between a boy and a girl and specific information through

listening to a boy describing his hometown

4 show their love for family, homes and classmates and have responsibility for doinghousework

II LANGUAGE FOCUS

Key terms/Vocabulary:

Lexical items related to the topic ‘Home”: pool, balcony, garage, yard, gym, apartment Key grammatical structures :

Present simple tense

Useful expression: Excuse me

III INSTRUCTIONAL RESOURCES

- Textbook: English 6 – Unit 1 – page 6

- Computer

- Projector

STAGE 2: ASSESSMENT EVIDENCE

Performance Tasks Performance products Assessment tools

1.Number the pictures, listen

and repeat

pool, balcony, garage, yard, gym, apartment

ObservationAnswer keysShort texts

2 talk about their own house Students’ talk and interaction

Answer keys,Observation

3 listen to a girl asking a boy

question abut his hometown

and fill in the blanks

Students’ answer ObservationAnswer keys

Tapescript

4 answer the questions about

what they do to make their

house more beautiful

Students’ talk and interaction

ObservationQuestions and answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Time Steps/Activities Organization 15’ Activity 1: Teach new words

- Use real things and pictures to introduce the new

- Correct student’s pronunciation if necessary

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

words given (exercise a/p 6)

- Make example sentences with new words

- 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

- Check and correct students’ answers

Suggested answer

- My house has a balcony.

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

Pair work

12 Activity 3 –Listening.

- Show the picture of the task, ask 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.

- Have students work in pairs, read the sentences, guess

Whole class

Pairs work

the answers (exercise b/p 6)

- Ask students to listen and check their guess (listen the

1st time)

- Ask students to listen again to check their answers

- Check and correct students’ answer

-Ask students to answer the following question:

1.What have you learnt from this lesson today ?

(identify different lexical items related to the topic ‘Home”,

talk about talk about their own house,identify the main idea

and specific information through listening to a boy describing

his hometown )

2.What do you do to make your house more beautiful ?

(show their love for family, homes and classmates and have

responsibility for doing housework )

-Remind students to do exercises in the workbook (Unit 1,

New words and listening ) and to prepare for the next lesson

(Unit 1, Grammar and writing)

Period 3: UNIT 1: HOME

LESSON 1.2: Grammar ( Page 7)

STAGE 1 – DESIRED OBJECTIVES

A OBJECTIVES

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

1 identify the use of the present simple

2 talk about and write about their homes

3 realize/show the love for their homes

4 develope communication and collaboration skills through pair-work and work activities

B LANGUAGE FOCUS

Key terms/ Vocabulary

- Key terms: review the words (pool, balcony, garage, yard, gym, apartment)

- Key grammatical structures: present simple

1.Listen and repeat

2.Fill in the blanks with the correct

form of the verbs

3 Look at the table and write

Alex’s answers

4 Practice the conversation with

your partner

Students’ pronunciationStudents’ answers

Students’ answers

Students’talk/interaction

-Observation-Observation/

Answer keys-Teacher’s corection

Activity 1: Task 1: Warm-up(Interviewing)

- Some students talk about their house (homework)

- Teacher follows, checks and gives feedback

 Teacher –whole class

25’ Task: 2

-Grammar (10’)

- Teacher shows types of houses, asks students some

questions about them (use Yes – No questions)

- 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.

 Teacher – whole class/ individuals

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

Activity 2 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

- Teacher checks and corrects

Activity 3: 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 checks and corrects the answers

- Students practice reading the dialogue in pairs

Activity 4: Interviewing

- Have students use the same format to ask and answer

about their own house

 Teacher/ Whole class/ individuals

 Teacher – whole class/ pairs/

individuals

- Some pairs present in front of the class.

Wrap-up & Assignments (3 minutes)

- Ask students to answer the following question:

1 What did you learn in the lesson today?

(identify form and the use of the present simple)

Form:

Be: (+) S + am / is / are + …

(-) S + am / is / are + not + … (?) Am / Is / Are + S + … Normal verb: (+) S + V s/es

(-) S + don’t / doesn’t + V bare infinitive

(?)Do / Does + S + V bare infinitive

Usage: to talk about things that are facts or are true

2 What are the core values of the lesson? / What do/ can you

learn from the lesson?

- Do you love your home?

- Asked what should they do to make their house more

beautiful?

(Show their love to their homes by talking about their homes )

 Teacher –whole class/ pairs

Date of preparation: …/…/2021

Date of teaching: …/…/2021

Period 4 UNIT 1: HOME

LESSON 1.3: Pronunciation + Speaking ( Page 8)

A OBJECTIVES:

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

1 identify lexical items related to home(review)

2 ask Y/ N questions (present simple) using the correct pronunciation feature and use them to exchange information about their homes

3 build their love for family, homes and classmates by talking about their homes with positive attitude

4 develop communication and creativity skills through pair – work and group- work activities

B LANGUAGE FOCUS

Key terms/ Vocabulary

- review the words (pool, balcony, garage, yard, gym, apartment)

Key grammatical structure(s)

Present simple – Y/N questions

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

Pronunciation: intonation of Y/N questions

1 Listen to the sentences and

focus on the intonation Student’s comment

ObservationAnswer keys

2 Listen and cross out the one

with the wrong intonation, then

read the sentences with the

correct intonation

Student’s pronunciation/

speech Student’s answer

ObservationAnswer keys

3 Point, ask and answer Students’ talk/ interaction ObservationQuestions & answers

4 Add two more words in the

table, then complete the survey

Student’s talk/ discussion Observation

Questions & answers

about your home After that,

ask 3 friends about theirs Then

report to the class about your

group

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCE

30’

Activitiy 1

Task 1: Warm-up

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

Activity 2: 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

Activity 3: Practice – Point, ask and answer (10’)

Task 1: Ask & answer.

- Use real things and pictures to review the words:

(apartment, garage, yard, pool, ………)

 Teacher –whole class/

individuals

 Teacher – whole class/ individuals

 Teacher - whole class/ pair work

- Teacher asks some students as model.

- Have students practice in pairs, asking and

answering Yes – No questions

- Some pairs present in front of the class

- Correct student’s pronunciation & intonation if

necessary

Task 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 feedbac

Activity 4: 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

 Teacher – whole class/ pairs

5’ Wrap-up & Assignments (3 minutes)

- Ask students to answer the following question:

1 What did you learn in the lesson today?

(identify lexical items related to home(review)

2 What are the core values of the lesson? / What do/ can

you learn from the lesson?

(build their love for family, homes and classmates by

talking about their homes with positive attitude)

 Teacher – whole class/

individuals

 Teacher –Students in groups

Make your own blog: write 5 sentences about your house

Date of preparation: …/…/2021

Date of teaching: …/…/2021

Period 5: UNIT 1: HOME

Lesson 2.1: New words + Reading

STAGE 1 – DESIRED OBJECTIVES

A Objectives:

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

1 Identify lecxical items relating to the topic “home and housework”

2 Talk about the housework they do at home

3 Identify specific information by scanning Ken’s blog post about his family(P 9) 4.Show responsibility for doing housework

B LANGUAGE FOCUS

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

the shopping, do the dishes)

Grammar: Present simple – Wh- questions

C.INSTRUCTIONAL RESOURCES

- Pictures of book types

- Textbook: English 6 – Unit 1 – page 9

- Read the text Ken’s blog post

about his family and circle the

correct answers

- Work in group to talk about

what housework they should do

Observation Teacher’s correction

STAGE 3: TEACHING PROCEDURE/ LEARNING

EXPERIENCES

Activity 1:

Task 1 : Warm-up: 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

- Task 2: Teach new words (10’

- - Teacher shows a picture to introduce new lesson

- -Ask students if they often do the housework at

- Clean the kitchen

- Make breakfast / lunch / dinner

- Have students listen and repeat each new word

(chorally – individually)

- Correct student’s pronunciation if necessary

- * (Checking new word),

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

9)

- Listen again to check the answers

 Teacher – whole class/ individuals

 Teacher – whole class/ individuals

 Teacher – whole class/ individuals

A: What do you usually do at home?

B: At home, I sweep the floor, tidy up my bedroom What

about you?

 Teacher – whole class/ individuals

A: At home , I usually wash the dishes, take out garbage

and water the plants

Activity 3 – Reading:

Task 1 Scanning.

- Have students read through the blog, check the

housework they see in the blog

the bed

m X

Task 2: 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

- Teacher checks, corrects or gives feedback

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 gives some more examples for students to

change subject pronouns and the verb forms

Ex: I do the dishes

He………

Teacher- wholeclass/

individuals

 Teacher- students in pairs

 Teacher – whole class/ individuals

 Teacher – whole class/ groups

Activity 4: Wrap-up

- Ask students to answer the following question:

1 What did you learn from the lesson today?

- (vocab about the topic “home and housework”, ask

and answer about doing the housework)

2 What are the core values of the lesson?

- (the present simple, responsibility for doing

housework)

Teacher –individuals

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

1.Identify the use and structure of the present simple and Wh-questions to ask about things that are facts

2 Use present simple to complete exercises

3 Show responsibility for doing their homework by writing the housework they do

B LANGUAGE FOCUS

Vocabulary: review the words (pool, balcony, garage, yard, gym, apartment)

Grammar: Present simple (affirmative, negative, interrogative form)

+ I / you / we / they + V & he / she / it + V(s,es)

- S + don’t / doesn’t + V(Wh )? Do / Does + S + V ? – Yes,…do/does / No, … don’t/doesn’t

C.INSTRUCTIONAL RESOURCES

- Pictures of book types

- Textbook: English 6 – Unit 1 – page 10

- Computer,TV

STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools

1.Listen to the conversation and

identify the form and use of the

present simple and Wh-questions

- Students’ answers -Teacher’s feedback

-Teacher’s corection

to ask about things that are facts

2 Fill the suitable verb in the

blanks, work in pairs to write

sentences using thhe prompts

3 Write the housework students

do then practice in pair

STAGE 3: TEACHING PROCEDURE

n

Task 1: Re-matching

- 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

Task 2: Present simple tense

- Teacher shows types of houses, asks students some

questions about them (use Yes – No questions)

- 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)

I live in an apartment.

She lives in an apartment.

- I / you / we / they + don’t live

He / she / it + doesn’t live

They don’t live in a house.

She doesn’t live in a house.

? (WH) Do + you / we / (wh)Do you live in a

her – whole class/

individuals

her-whole class/

individuals

they + live ? (WH)Does + He / she / it + live ?

house?

(Wh)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

Task 3: Listen & repeat / 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………

25’ Activity 2:

Task1: Fill in the blanks, using Present Simple

tense.(p/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

Task 2: Write sentpences 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 answers

- Teacher checks and gives feedback

her – whole class/ individuals

her – whole class/ pair

Task 1: Write the housework students

– Ask students to write the housework students do

-Get students to practice in pairs to talk about that

- Call some pairs to practise in front of the class

-T checks their pronunciation

Task2:

- Ask students to answer the following question:

1 What did you learn from the lesson today?

(present simple, talk about the housework students do )

2 What are the core values of the lesson?

(communication skills and creativity, responsibility for doing

their homework)

her – whole class/ pair

her –whole class/ individuals

Homework

Make your own blog; write about the housework your family

members and you do at home and to prepare for the next

lesson (Pronunciation and speaking)

Date of preparation: …/…/2021

Date of teaching: …/…/2021

Period: 7

UNIT 1: HOME Lesson 2.3– Pronunciation (p 11) STAGE 1 – DESIRED OBJECTIVES A.OBJECTIVES

By the end of the lesson , Students will be able to :

- Identify / ɪ / sound

- Practice asking and answering about family members and housework

- Talk about housework in families

- Show the responsibility for doing housework and the love for family through

discussing on the question of who does the most housework in the family

B LANGUAGE FOCUS

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.

C INSTRUCTIONAL RESOURCES

- Pictures of book types

- Textbook: English 6 – Unit 1 – page 11

- Computer,TV

TAGE 2 – ASSESSMENTS EVIDENCE Performance Tasks Performance products Assessment tools

- Focus on the sound /I/

Practise listening and cross out

the one with the different sound

- Working in pairs : ask and

answer about family members

and housework

- Doing a servey about

housework

- discuss who does the most

housework in their family

Observation Teacher’s correction

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Tim

5’

Activity 1 :

Task1:Warm-up (5’)

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





r – whole class/

individuals

25’ Task2: 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

clear

 Teacher – whole class/ individuals/ pairs

- Have students listen and repeat, focus on the underlined

- 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 necessary

Answer:

1 ………

Further practice:

- Teacher gives some sentences for students to practice

- Some students read loudly

10’

Activity 2 Practice – Point, ask and answer (10’)

- 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 ………

- Some pairs present in front of the class

- Correct student’s pronunciation & intonation if necessary

- Teacher checks, corrects or gives feedback

 Teacher- whole class/ pairs

Teacher – whole class/ pairs

5’ Activity 3 : Wrap-up

Task 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.

Activity 4: wrap up ……

r – whole class/ groups

Task 1: discuss on the question

Who does the most housework in your family?

;………

Call students to talk before class

Focus students on attitude on

………

 Teacher- whole class/ pairs

Homework

Write about the housework you like doing best Why?

Date of preparation: …/…/2021

Date of teaching: …/…/2021

Period: 8 UNIT 1: HOME

Lesson 3.1: New words + Listening (p 12)

A OBJECTIVES:

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

- Identify lexical items relating to the topic geography

- identify specific information through listening to a boy talking about his hometown

- Talk about their homtown and show the love for it

B LANGUAGE FOCUS

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

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

C INSTRUCTIONAL RESOURCES

- Pictures of book types

- Textbook: English 6 – Unit 1 – page 12

- Computer,TV

STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools

1 Write the words in the boxes on

the map Then listen and repeat

2 Listen to a boy talking about

his hometown Then circle True

or false

3 talk about your hometown and

show the love for it

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Tim

Organizat ion

15’

Activity 1:

Task 1: Warm-up (5’)

odd one out

- 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

Task 2: Teaching new words.( 10’)

- 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

Checking new words:

- Teacher shows pictures, students say the words

Task 3: Practice:

- 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

Answer:

1 Village

2 Town

3 City

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

are villages, towns or cities





cher – whole class/ individuals

 Teacher – whole class/ individuals

Teacher – whole class/ individuals

25’ Activity 2 : 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

 Teacher – whole class/ individuals

-Have students listen and answer Yes – No.

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

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

- Teacher checks, corrects or gives feedback

5’

Activity 3 Wrap-up

Task 1: Students work in group to talk about your hometown

- 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

Task2 : What do you love the most about your hometown?

What are the core value of the lesson?

cher – whole class/ groups

 Teacher - whole class/ individuals

Date of preparation: …/…/2021

Date of teaching: …/…/2021

Period 9: UNIT 1: HOME

Lesson 3.2: Reading+ Speaking+ Writing ( P 13)

STAGE 1: DESIRED OBJECTIVES

A OBJECTIVES:

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

- Identify the specific information through reading the text about Can Tho

- Exchange information about two places

- Use the present simple to talk about people’s hometown

- Show their love and responsibilities for their hometown and community by writing about their hometown

B Language focus

Key terms/ Vocabulary

1.Vocabulary: Floating market ,Delta ,grow,Farmer,Important, Busines,transportation 2.Grammar: Present simple tense.

C structional resources

- Textbook: English 6 – Unit 1 – page 13

- Pictures of book types

- Computer,TV

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks Performance products Assessment tools

1 Read the paragraph and answer

the questions

2 Ask and answer the questions

about Colmar and Clovelly

3 Talk about students’ hometown

4 Show their love and

responsibilities for their hometown

and community by writing about

35’

Activity 1:

Task 1: Warm up( 5’) :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)

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

Task 2:

New lesson

Activity 1:Reading (10’)Read the paragraph and answer the

questions

Teaching new words.

-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

-Have students listen and repeat (chorally – individually)

-Teacher checks and corrects the pronunciation if necessary

- Checking new words: Rub out and remember

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

questions

Teacher checks and corrects

Answer:

Teacher – whole class/individuals

Teacher – whole class/individuals

Teacher – whole class/individuals

whole class/Pairs

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.

Activity 2: Speaking (10’) What do you know about these

places?

planning a geography presentation.

- Teacher shows two pictures (Colmar and Clovelly) on TV and

ask:

What do you know about Colmar ?

What do you know about Clovelly ?

- Teacher guides the situation

-Teacher asks students to work in pairs Student A answer student

B’s questions about Colmar, Swap roles and repeat with

Clovelly

- Some pairs demontrate the activity in front of the class

-Teacher checks and gives feedback

Activity 3: planning a geography presentation about a place

you know

- Volunteer students talk about it

- Teacher checks and gives feedback

What /like about it?

- Students show their result to class (individually)

- Teacher checks and gives feedback

Teacher – whole class/Pairs

Teacher – whole class/Pairs

Teacher – whole class/individuals

Task 2: Wrap-up& Assignments ( 5’)

-Ask students to answer the following the questions

1) What did you learn from the lesson today ?

(Identify the main idea and specific information and answer the

questions about Can Tho and the students’ hometown)

2) What are the score values of the lesson ?

o Do you love your hometown ?

o What is your hometown diffent from the other ?

o What can you do to make your hometown more beautiful ?

(Show their love and responsibilities for their hometown )

- Remind students to do exercises in the workbook and prepare for

the next lesson ( Review- P86-87)+ write a paragraph about your

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

-Identify lexical items relating to housework and family members through listening to a talk

- Identify specific information by scanning to choose the correct answer

- Recognize lexical items relate to things in the house

- Use the present simple to find the mistake and correct it

- Recognize the words that have different sounds

B Language focus

1.Key terms/ Vocabulary: review the words related to home, family members and

housework; towns, cities and villages

2.Grammar: Present simple tense.

C structional resources

- Textbook: English 6 – Unit 1 – page 86+87

- Pictures of book types

- Computer,TV( projector)

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks Performance

products

Assessment tools

- Listen to the conversation and match

the housework with Jack’s family

member ‘s

- Read the specific information of three

places and choose the correct answer

- Use the words in the unit to fill in

the blanks

-Apply the present simple to find the

mistake in the sentences and correct it

-Choose the word that has the

underlined part pronounced differently

from the others

-Answer key

-Teacher’s feedback-Teacher’s corection

Answer key

STAGE 3: TEACHING PROCEDURE

Ti

Organizatio n

5’

35’

Activity 1

Task 1: Warm up ( 5’)

-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.

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

the laundry, apartment, garage, balcony

Task 2:

New lesson

Activity 1 :Listening (8’) Hear Jack talking to a friend about

his family Write a letter ( A-F) next to each person

Teaching new words.

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

his family

- Students listen and check the housework his family members

Teacher – whole class/ individuals

Teacher- whole class/individuals

5’

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

- Have students listen and repeat (chorally – individually)

- Teacher checks and corrects the pronunciation if necessary

Activity : 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 ………

Activity 2:Reading: (8’) read and choose the correct answer

Activity 1: planning a geography presentation

- 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

Activity 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

Activity 3 : Vocabulary (6’) Fill in the blanks with the words

from the unit

* crossword

Teacher/ whole class/individuals

Teacher – whole class/ groups

Teacher/ whole class/individuals

- 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

- Have students work in groups, find and correct the

mistakes in the sentences

- Which group has quicker and correct answer gets plus

Task 1: circle the word that has the underlined part

pronounced differently from the others

-Teacher explains how to do the task

-Have students work in pairs, complete the exercise

-Some pairs give the answers

-Teacher checks and corrects

Teacher/ whole class/individuals

Teacher – whole class/ individuals

4 D

5 A

6 A

Task 2 :Wrap-up & Assignments (5’)

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)

- Review all words and grammar notes of the lesson

Date of planning : /2021

Date of teaching: /2021

Period: 11 UNIT 2 School

Lesson 1.1 – Newwords+ Listening ( p14) STAGE 1 – DESIRED OBJECTIVES

A OBJECTIVES:

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

1 identify lexical items about school subjects

2 ask and answer about school subjects they like or don’t like

3 identify the information about Adrian and Sarah talking about school subjects and payattention to the sentences / phrases that the speakers use to pass their turn

4 show the love for their schools through talking about subjects they like or don’t like

B LANGUAGE FOCUS

Key terms/ Vocabulary:

- history ,, geography , PE, IT, Music , literature , physics , biology

Key grammatical structure(s):

- Structures: Present simple tense

C INSTRUCTIONAL RESOURCES

- Pictures of book types

- Textbook: English 6 – Unit 2 – page 14

- Computer,TV

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks Performance products Assessment tools

1 Name subjects at school - Students’ answers Observation

+ answer keys And answer

2 Ask and answer the subjects school they

like or don’t like

Students’ interaction Answer keys,

Observation

3 Practice listening and get information

about Adrian and Sarah talking about school

subjects

- Students’ answers + answer keys ObservationAnd answer

4 talking about subjects they like or don’t

like

Students’ write and interaction

ObservationQuestions and answers

STAGE 3: TEACHING PROCEDURE/

on

5’

Warm-up

- Teacher divides class into 6 groups, each group has to

finish the crossword as quickly as possible

- Teacher gives feedback, then links to the theme:

subject

Teacher – Groupworks

Students in class

35’ Activity 1 : Teaching new words (15’)

- Use context to introduce the new words:

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

- Teacher –whole class/

- T lists new words :

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

- I.T ( Information Technology) (n)

- 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

Checking new words:

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

look and name these things

Task 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

- Teacher 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) (10’)

individuals/

 Teacher/ Whole class/ pairwork

 Teacher –groupwork

 Teacher – whole class/ individuals

- Teacher introduces the context of listening, has students

listen and complete the faces in the blanks

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

- Teacher checks and gives feedbacks

Answer :Listening a : SarahListening b:

- Have Ss listen to the audio again and pay attention to the

sentences / phrases that the speakers use to pass their turn

- Call Ss to give answers

- Give feedback, and provide more ways to pass turn

How about you?

What about you?

And you?

What do you think?

Activity 4: Talking about the subjects which they like or

don’t like ( 10’)

- Teacher demonstrates the activity

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

- Teacher 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

 Teacher – whole class/ individuals

 Teacher – whole class/ individuals

5’

Activity 5 Wrap-up & Assignments ( 5’)

- Ask students to answer the following question:

1 What did you learn from the lesson today?

(Use lexical items about school subjects and identify the

information about Adrian and Sarah talking about school

subjects and pay attention to the sentences / phrases that the

speakers use to pass their turn )

2 What are the core values of the lesson?

( talk about school subjects they like or don’t like)

- Remind students to do exercises in the workbook (Unit 2)

her – whole class/ individuals

Date of planning : /2021

Date of teaching: /2021

Period: 12 UNIT 2 School

Lesson 1 2 Grammar ( page 15) STAGE 1 – DESIRED OBJECTIVES

A OBJECTIVES:

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

1 Indentify the use of linking words “and” or “or” for positive and negative statements

2 Identify possessive pronouns and practice using them in the situations

3 Writing the sentenses about the school subjects they like or don’t like

4 show the love for their schools through writing and talking about subjects they like

or don’t like.( use “and” or “or” for positive and negative statements)

B LANGUAGE FOCUS

Key terms/ Vocabulary:

- history ,, geography , PE, IT, Music , literature , physics , biology

Key grammatical structure(s):

- Structures: I like math and, or biology

Possessive pronouns : mine and yours

C INSTRUCTIONAL RESOURCES

- Pictures of book types

- Textbook: English 6 – Unit 2 – page 15

- Computer,TV

STAGE 2 – ASSESSMENT EVIDENCE

products

Assessment tools

1 use “and” or “or” for positive and negative

statements through the conversation( Listen and

read )

- Students’ answers + answer keys ObservationAnd answer

2 Use possessive pronouns the situation Students’ interaction Answer keys,

Observation

3 Practise to write the sentenses using the

prompts : I like … / or/and … I don’t like …

- Students’ answers + answer keys Observation

And answer

4 writing and talking about subjects they like or Students’ write Observation

don’t like and interaction Questions and answers

STAGE 3: TEACHING PROCEDURE

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

 Teacher– wholeclass

35’ Activity 1: Grammar: Connectives: “and” and “or” (10’)

- Teacher asks students to look at the picture

- Play audio and have students listen and read the conversation

in silent

- Let Ss look at a sample dialogue: Task a ( page 15 )

A: What’s your favorite subject?

B: My favorite subject is Biology What’s your favorite

subject?

A: My favorite subject is Art.

B: Oh, I don’t like Art

- Have students practice in pairs

- From the conversation and examples Teacher helps ss how to

use “and”, “or” to join nouns in a statement

- Ask Ss to make the sentenses with “and”, “or”

- Call Ss to write answers on the board

- Have other Ss make comments on their friends’ answers

- Check and correct Ss’ answers if necessary

Activity 2: Grammar: Possessive pronouns: mine and yours

(10’)

Ex: My favorite subject is Physics

What’s yours? (your favorite subject)

Mine is English (My favorite subject)

- Explain more about “mine” and yours”:

We use “mine” and “yours” so we don’t say the same words

again It makes the sentence shorter and more coherent

mine = my + noun

yours = your + noun

 Teacher– wholeclass/ pairwork

 Teache

r – pairwork/ individual

 Teacher-wholeclass/ individuals

Task b Circle the correct words ( page 15 )

- Have Ss do the task in pairs

- Call Ss to read their answers

- Give feedback and correct Ss’ answers if necessary

- Ask Ss to make more sentences, using “mine” and “yours”

- Have Ss read their answers or write on the board

- Give feedback, if Ss’ answers are good, give them evaluation

by giving extra marks

- Have pairs check each other’s work

- Have some students share their answers with the class

Answer keys

1 I like history, I.T and physics.

2 I don’t like art or music.

3 I like literature and biology.

4 I don’t like P.E, geography or physics.

5 I like music, literature, and art.

Activity 4 : Chain game : writing and talking about

subjects they like or don’t like.( 5’)

- 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

5’

Activity 5: Wrap-up & Assignments ( 5’)

- Ask students to answer the following question:

1 What did you learn from the lesson today?

(use “and” or “or” for positive and negative statements and

Identify possessive pronouns and practice using them in the

situations )

2 What are the core values of the lesson?

( write and talk about school subjects they like or don’t like)

- Remind students to do exercises in the workbook (Unit 2)

 Teacher– individuals

**************************

Date of planning : /2021

Date of teaching: /2021

Period: 13 UNIT 2 School

Lesson 1.3 Pronunciation+ Speaking ( page 16) STAGE 1 – DESIRED OBJECTIVES

A OBJECTIVES:

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

1.Identify how to use intonation when listing things

2 Practise listening , focus on the intonation goes up the down and crossing out the onecorrect intonation

3 Practise asking and answering to do a survey about school subjects

4 realize the love for their school through taking about the school subjects they like ordon’t like

B LANGUAGE FOCUS

Key terms/ Vocabulary:

- history ,, geography , PE, IT, Music , literature , physics , biology

Key grammatical structure(s):

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

I like it / It’s OK/ I dont like it

- Structures: What subjects do you like ?

- I don’t like ………

C INSTRUCTIONAL RESOURCES

- Pictures of book types

- Textbook: English 6 – Unit 2 – page 16

- Computer,TV

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks Performance products Assessment tools

1 Recognizing the intonation for lists

through example

- Students’ answers+ answer keys ObservationAnd answer

2 Listen to the sentences and focus on the

intonation Then listen and cross out the one

with the wrong intonation, then read the

sentences with the correct intonation

Students’

interaction

Answer keys,Observation

3 Ask and answer questions about the

subjects they like or don’t like in

communication

- Students’

answers + answer keys

ObservationAnd answer

4 Practice talking the most popular subjects

in their groups

Students’ write and interaction

ObservationQuestions and answers

STAGE 3: TEACHING PROCEDURE

Tim

Organizatio n

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.

er – wholeclass

25’ Activity 1 -Pronunciation (10’)

Task 1:

- Teacher shows example sentences to class, have

students speak loudly

-Teacher lets students listen and recognize the differences

(b/p 16)

- Teacher has students listen and repeat

Task 2: Listen and cross one out (c/p 16)

- Students listen and repeat

- Practice reading the sentences with partners

Further practice:

- Teacher gives some sentences for students to practice

- Some students read loudly

Activity 2 :-Practice the conversation, swap roles & repeat.

(10’)

Task 1: reading – play role.

- Teacher lets students choose their own answers

- A pair of students play role & read aloud the

conversation

- Have students practice in pairs, role play the

conversation

Example:

- What subjects do you like?

I like art, physics and math.

 Teacher – whole class

 Teacher/ Whole class

 Teacher – whole

- What subject don’t you like?

I don’t like Literature and biology.

- Another pair makes a conversation with their own ideas,

then

present in front of the class

- Teacher corrects student’s pronunciation if necessary

Activity 3: School subjects survey

- Have students fill in the survey for themselves

- Demonstrate the activity by asking and answering with a

student

- Divides class into groups of four

- Have students take turns by asking and answering, then

complete the survey

- Have some group share their findings with the class

class/ pairs

 Teacher – whole class/ individuals

5’

Activity 4 ; Discussion

“Which subjects are the most popular in your group?”

- Teacher asks “which subjects are the most popular in your

3’

Activity 5: Wrap-up & Assignments ( 5’)

- Ask students to answer the following question:

1 What did you learn from the lesson today?

Organise how to use intonation when listing things.The

practice intonation

2 What are the core values of the lesson?

( talk about school subjects they like or don’t like , the most

popular subjects at school )

- Remind students to do exercises in the workbook (Unit 2)

 Teacher – individuals

Date of planning : /2021

Date of teaching: /2021

Period: 14 UNIT 2 SCHOOL

Lesson 2.1 New words+ Reading ( page 17)

STAGE 1 – DESIRED OBJECTIVES

A OBJECTIVES: