GIÁO ÁN TIẾNG ANH 6 I-LEARN SMART WORLD THEO CV 5512 CÓ TỪNG MỤC TIÊU CỤ THỂ VỚI CÁC HOẠT ĐỘNG HỌC

GIÁO ÁN TIẾNG ANH I LEARN SMART WORLD

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Ths Nguyễn Thanh Tú eBook Collection

GIÁO ÁN TIẾNG ANH LỚP 6 I-LEARN SMART WORLD 6 THEO CV 5512 CẢ NĂM CÓ TỪNG MỤC TIÊU CỤ THỂ VỚI CÁC HOẠT ĐỘNG HỌC TẬP ĐA DẠNG NĂM HỌC 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

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 Performance Tasks

Performance products

- Giới thiệu về đặc điểm bộ sách - Students’ answers giáo khoa mới cho học sinh .

- Hướng dẫn các phần trong nội dung -Students’ answers từng bài của chương trình mới.

- Hướng dẫn phương pháp học cho học sinh.

Assessment tools -teacher’s feedback

STAGE 3: TEACHING PROCEDURE Activity 1: warm up.

Time

Steps/Activities Warm-up

Organization

Chatting : • Teacher – -Give some question s for ss to answer : whole class/ + How are you today , class?

5’ individuals + How may students are there in your class ? + Who is the monitor? + What is your name ?

New lesson 1 Introduce the English book in grade 6 I learn smart world • Teacher – - Là chương trình tiếng Anh được biên soạn tiếp theo chương whole class/ 35’ trình tiếng Anh ở bậc tiểu học. individuals - 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).

- 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 • Teacher . Ở trường: whole class/ - Tập chung nghe giảng, nghiêm túc làm theo các yêu cầu của individuals 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.

• Teacher – - Dựa vào các cấu trúc và các ngữ liệu đã học để luyện nói tiếng whole class/ Anh cùng bạn. individuals - 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/

5’

Nhắc nhở học sinh chuẩn bị sách vở đầy đủ cho tiết học hôm sau Homework/ self- studying:

• Teacher – 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 doing housework.

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 pool, balcony, garage, yard, Observation 1.Number the pictures, listen gym, apartment.

Answer keys and repeat Short texts Answer keys, Students’ talk and 2. talk about their own house Observation interaction 3. listen to a girl asking a boy Students’ answer question abut his hometown and fill in the blanks 4. answer the questions about Students’ talk and what they do to make their interaction house more beautiful.

Observation Answer keys Tapescript Observation Questions and answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Time 15’

10’

12

Steps/Activities Organization Activity 1: Teach new words.

- Use real things and pictures to introduce the new words: New words: 1. pool (n) 2. balcony (n) 3. apartment (n) 4. garage (n) 5. gym (n) 6. yard (n) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary.

- Have students look at the pictures, and fill in the blanks with words given. (exercise a/p. 6) Answer: 1. Pool 2. Apartment 3. Gym 4. Balcony 5. Garage 6. Yard Activity 2 :Speaking Pair work - 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...

Activity 3 –Listening.

Whole class - 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. Pairs work - Have students work in pairs, read the sentences, guess the answers (exercise b/p. 6)

7’

- 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.

Answer: 1. An apartment 2. bedrooms 3. pool 4. garage -Teacher shows the dialogue, students listen and repeat.

Activity 4: Wrap-up & Assignments -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).

Whole class Whole class

Whole class

Date of preparation: …/…/2021 Date of teaching: …/…/2021 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 groupwork activities B. LANGUAGE FOCUS Key terms/ Vocabulary - Key terms: review the words (pool, balcony, garage, yard, gym, apartment)

- Key grammatical structures: present simple C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 1 – Page 7 - Computer - Projector - Audio files: track 5 - Blackboard STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Listen and repeat Students’ pronunciation -Observation 2.Fill in the blanks with the correct Students’ answers -Observation/ form of the verbs.

Answer keys 3. Look at the table and write Students’ answers -Teacher’s corection Alex’s answers - Observation 4. Practice the conversation with Students’talk/interaction your partner STAGE 3: TEACHING PROCEDURE Ti me

Steps/Activities Activity 1: Task 1: Warm-up(Interviewing) - Some students talk about their house (homework).

5’ - Teacher follows, checks and gives feedback.

Organization • Teacher – whole class

Task: 2 -Grammar. (10’) • Teacher – - Teacher shows types of houses, asks students some questions whole class/ about them. (use Yes – No questions) individuals - Teacher shows example sentences and elicits the way of using present simple tense Formation Examples 25’ + I / you / we / they + live I live in an apartment.

(V) She lives in an apartment.

He / she / it + lives (V.s/es) I / you / we / they + They don’t live in a house. don’t live She doesn’t live in a house.

He / she / it + doesn’t live

?

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.

• Teacher/ Whole class/ individuals

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.

Answers: 1. Lives 2. Have 3. Live – lives • Teacher – 4. Doesn’t have whole class/ 5. Live pairs/ 6. Have individuals 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 conversation.

Suggested answer: 1. No, I don’t.

2. Yes, it does 3. No, it doesn’t 4. No, it doesn’t 5. Yes, it does -

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.

- Some pairs present in front of the class.

Example: 1. Yes / No 2. Yes / No 3. Yes / No 4. Yes / No 5. Yes / No

Wrap-up & Assignments (3 minutes) • Teacher – - Ask students to answer the following question: whole class/ 1. What did you learn in the lesson today? pairs (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 ) Homework Make a table of things that your house has. garde n

pool

garage

Yard

playgrou nd

Gym

balcon y

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 groupwork 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 C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 1 – Lesson 1.3: Pronunciation+ Speaking - Page 8 - Computer - Projector - Audio files: tracks 6,7 - Blackboard STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. . Listen to the sentences and Observation Student’s comment focus on the intonation.

Answer keys 2. Listen and cross out the one Student’s pronunciation/ with the wrong intonation, then Observation speech read the sentences with the Answer keys Student’s answer correct intonation Observation 3. Point, ask and answer.

Students’ talk/ interaction Questions & answers 4. Add two more words in the Observation Student’s talk/ discussion table, then complete the survey 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 Time

30’

Steps/Activities

Organization

Activitiy 1 Task 1: Warm-up • Teacher – What things does your house have? whole class/ - Some students show the table of their homework, share individuals something about it.

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

- Teacher follows and gives feedback, then leads to the new • Teacher – lesson. whole class/ Activity 2: Pronunciation. (10’) individuals - 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) • Teacher Further practice: whole class/ - Teacher gives some sentences for students to pair work 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 asks some students as model.

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

Example: 1. Do you live in an apartment? – Yes, I do 2. ……………

• Teacher – 3. ……………….. whole class/ 4. ………………. pairs 5.

- 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.

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)

Homework Make your own blog: write 5 sentences about your house.

• Teacher – whole class/ individuals • Teacher – Students in groups

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 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools - Fill in the blanks, listen and - Answers key - teacher’s feedback repeat - teacher’s correction - Talk about housework they do at home.

Students’ answers - Read the text Ken’s blog post -Observation about his family and circle the correct answers.

Students’ answers Answer key - Work in group to talk about what housework they should do Students’ answers Observation everyday at home Teacher’s correction STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time 5’

Steps/Activities Activity 1: Task 1 : Warm-up: Sticking

Organization • Teacher – whole class/ individuals

25’

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 home.

Use real things and pictures to introduce the new words: New words: Do the laundry Do the shopping Do the dishes Clean the kitchen Make breakfast / lunch / dinner Make the bed 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.

Activity 2 : Discussion Have students practice A & A if they do the housework at home.

Have students work in pairs, share their ideas.

Suggested answer: A: What do you usually do at home?

B: At home, I sweep the floor, tidy up my bedroom. What about you?

A: At home , I usually wash the dishes, take out garbage and water the plants.

• Teacher – whole class/ individuals

• Teacher – whole class/ individuals

• Teacher – whole class/ individuals

Activity 3 – Reading: Task 1 Scanning.

- Have students read through the blog, check the housework they see in the blog.

Do the dishes √ Do the shopping Ma e dinner √ Make the bed Clean the kitchen X Clean the room Do the la ndry √ Vacuum

5’

Teacher- whole class/ individuals √ √ √ 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.

Answer: 1. Ken’s family 2. Ken’s mom 3. Ken’s dad 4. Ken’s dad 5. Ken’s dad - Teacher asks students to list housework that Ken 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 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……………………

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)

• Teacherstudents in pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ groups

Teacher – individuals

2. What are the core values of the lesson? (the present simple, responsibility for doing housework) Homework Make your own blog: write about the housework you do at home.

Date of preparation: …/…/2021 Date of teaching: …/…/2021 Period 6: UNIT 1: HOME Lesson 2.2 – Grammar STAGE 1 – DESIRED OBJECTIVES A. OBJECTIVES 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 - Students’ answers -Teacher’s feedback identify the form and use of the present simple and Wh-questions -Teacher’s corection to ask about things that are facts 2. Fill the suitable verb in the - Answer key In pairs blanks, work in pairs to write sentences using thhe prompts.

Students answer In pairs 3. Write the housework students

do then practice in pair STAGE 3: TEACHING PROCEDURE Time

Steps/Activities Activity 1: Task 1: Re-matching

5’

Organizatio n • Teac her – whole class/ individuals

• Teac Teacher shows a picture of types of houses together her-whole with the words which are wrong, students have to rematch. class/ Display the flashcards of letters on the board. individuals 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 Formation Examples + I / you / we / they + live I live in an apartment.

(V) She lives in an apartment.

He / she / it + lives (V.s/es) I / you / we / they + They don’t live in a house. don’t live She doesn’t live in a house.

He / she / it + doesn’t live ?

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

(WH)Does + He / she / it (Wh)Does she live in a + live ? house?

Teacher gives some sentences, asks students to change them into negative and interrogative. (individually)

25’

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…………………

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.

Answer 1.

Do 2.

Do 3.

Cleans 4.

Make 5.

Does 6.

Makes 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.

Answer: 1.

Joe’s mom 2.

What housework does your sister do?

3.

My dad does 4.

Who does the shopping?

• Teac her – whole class/ individuals

• Teac her – whole class/ pair

5’

5.

Mary’s brother.

6.

What housework do they do?

Activity 3 : Wrap-up 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)

• Teac her – whole class/ pair

• Teac 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 - Focus on the sound /I/. - Students’ answers Practise listening and cross out the one with the different sound - Working in pairs : ask and - Students’ answers answer about family members and housework - Doing a servey about housework -Students’ answers - discuss who does the most housework in their family

Assessment tools - Teacher’s feedback -Observation Answer key

Observation Teacher’s correction

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Tim e

5’

25’

Steps/Activities 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.

Organization

Teacher – whole class/ individuals

Task2: Pronunciation. (10’) - Teacher shows examples to class, speaks louder for students • Teacher – to recognize the difference. whole class/ - Teacher explains the rules, gives more examples to make it individuals/ clear. pairs - Have students listen and repeat, focus on the underlined letters (b/p. 11) Answer: 1 ……………….

2. ………………….

10’

5’

3. ……………………

- 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: ……………..

Further practice: - Teacher gives some sentences for students to practice - Some students read loudly Activity 2 Practice – Point, ask and answer (10’) • Teacher- Use real things and pictures to review the words: (breakfast, whole class/ lunch, dinner, laundry, dishes, shopping, living room, pairs kitchen) - Teacher asks some students as model.

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

Example: Do you often do the housework at home? – Yes, I do Who cooks meals in your house? – My mom does Teacher – ……………….. whole class/ - Some pairs present in front of the class pairs - Correct student’s pronunciation & intonation if necessary - Teacher checks, corrects or gives feedback Activity 3 : Wrap-up Teacher – Task 1: Doing a survey: whole class/ What housework do your family members do? groups - 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 ……

Task 1: discuss on the question Who does the most housework in your family?

• Teacher;……………………………….. whole class/ Call students to talk before class pairs Focus students on attitude on

……………………………………………………

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 Observing 1. Write the words in the boxes on Students’ answers the map . Then listen and repeat.

Questions and answers 2. Listen to a boy talking about his hometown . Then circle True Answe keys Observing - Student’s talk or false - Self-assessment, group 3. talk about your hometown and assessment show the love for it.

Tim e 15’

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Organizat Steps/Activities ion Activity 1: Task 1: Warm-up (5’)

25’

odd one out - Teacher shows four pictures of housework each time, students Teacher – have to find and choose the one that does not belong to the group. whole - Teacher and the whole class check and correct. class/ . Task 2: Teaching new words.( 10’) individuals - 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: south (n) • Teacher – north (n) whole west (n) class/ east (n) individuals village (n) town (n) city (n) 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: Teacher – Village whole Town class/ City individuals - Teacher shows places in Viet Nam, students look and tell if they are villages, towns or cities.

Activity 2 : Listen to a boy talking about his hometown.

-Teacher shows the Listening on page 12, lets students look and • Teacher – describe it. whole -Teacher shows a guided question. class/ “Listen, answer: Does he like living there? individuals Answer: Yes -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.

Answer: True False False True

• Teacher whole class/ individuals

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

.

Teacher – whole class/ groups

North of Italy

Small village

Luca

5’ weather Famous for

My house is

…

- 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?

Homework Make a chart of information about the place you live.

• 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 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 their hometown

Performance products - Students’ answers - Students’answer

Assessment tools -Question& answer -Observation Peer correction -Teacher’s corection -Teacher’s corection

-Students’ talk -Students’write

STAGE 3: TEACHING PROCEDURE Ti Steps/Activities me 5’ Activity 1: Task 1: Warm up( 5’) :Village, town or city?

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

Organizati on Teacher – whole class/

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?

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

-Have students listen and repeat. (chorally – individually) -Teacher checks and corrects the pronunciation if necessary.

New words: 1. Floating market (n) 2. Delta (n) 3. grow (v) 4. Farmer (n) 5. Important (a) 6. Business (n) 7. Transportation (n) - Checking new words: Rub out and remember - Have students work in pairs, read the text and answer the questions 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

individuals

Teacher – whole class/ individuals

Teacher – whole class/ individuals

Teacherwhole class/Pairs

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.

5’

Activity 3: planning a geography presentation about a place you know - Volunteer students talk about it.

- Teacher checks and gives feedback.

Suggested answer: …………………………………………………………… ……………………………………………………………

Activitt 4: Writing : (10’)Ask and answer about where you live Task 1 Teacher uses the table in the book, has students filled in the table with their own information.

My hometown What /name/ town?

My hometown is…………………..

Where/ hometown?

Is / town / city?

What / famous for?

What/weather like?

What /like about it?

- Students show their result to class. (individually) - Teacher checks and gives feedback.

Task 2: Wrap-up& Assignments ( 5’) -Ask students to answer the following the questions 1) What did you learn from the lesson today ?

Teacher – whole class/ Pairs

Teacher – whole class/ Pairs

Teacher – whole class/ individuals

(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 hometown

Date of preparation: …/…/2021 Date of teaching: …/…/2021 Period 10:

UNIT 1: HOME Review ( P86+87) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES: 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 - Listen to the conversation and match

Performance products - Students’ answers

Assessment tools -Teacher’s

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

feedback -Students’ answer

-Answer key

-Students’ answer

-Teacher’s feedback -Teacher’s corection

-Students’ answer

Answer key

-Students’ answer

STAGE 3: TEACHING PROCEDURE Ti me

Steps/Activities 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.

5’ 35’

Key: make breakfast, do the shopping, village, do the dishes, do the laundry, apartment, garage, balcony

Organizatio n

Teacher – whole class/ individuals

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 do.

Answer: 1. A 2. F 3. G 4. E 5. B - Teacher gets the answers, then teaches some new words.

- Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary.

5’

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.

0. A 1. B 2. C 3. A 4. B 5. C

Teacherwhole class/individ uals

Teacher/ whole class/individ uals

Teacher – whole class/ groups

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 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 Answer: 1. Balcony 2. West 3. Dishes 4. Village 5. Yard Activity 4: Grammar (8’): find and correct the mistakes in each sentence - Have students work in groups, find and correct the mistakes in the sentences.

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

- Teacher checks and gives feedback.

Answer: 1. Are – is 2. Have – has 3. Cleaning – clean 4. Do – does 5. Does – do 6. Making – make 7. Is – are - Teacher asks students to give explanation for each answer.

Activity 5:Pronunciation.(5’) – 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

Teacher/ whole class/individ uals

Teacher/ whole class/individ uals

Teacher/ whole

-Some pairs give the answers.

-Teacher checks and corrects.

Answer: 1. C 2. A 3. B 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.

class/individ uals Teacher – whole class/ individuals

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 pay attention 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 - Students’ answers + answer keys

1 Name subjects at school

2. Ask and answer the subjects school they like or don’t like.

3. Practice listening and get information about Adrian and Sarah talking about school subjects

Students’ interaction

- Students’ answers + answer keys

4. talking about subjects they like or don’t like.

Students’ write and interaction

Assessment tools Observation And answer Answer keys, Observation

Observation And answer Observation Questions and answers

STAGE 3: TEACHING PROCEDURE/ Time

Steps/Activities Warm-up - Game : CROSSWORD

Organizati on Teacher – Groupwork s

5’

Students in class -

Teacher divides class into 6 groups, each group has to

-

35’

finish the crossword as quickly as possible.

Teacher gives feedback, then links to the theme: subject

Activity 1 : Teaching new words. (15’) - 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) - Geography (n) - Literature)(n) - Physics (n) - Biology (n) - favorite (a) - 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.

Answer: 1. History – C 2. P.E – H 3. I.T - G 4. Music – B 5. Geography - D 6. Literature - E 7. Physics – F 8. Biology - A

- Teacher – whole class/ individuals/

• Teacher/ Whole class/ pairwork

• Teacher – groupwor k • Teacher – whole class/ individua ls

5’

Activity 2 : Ask and answer the subjects school they like or don’t like.

- .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’) - 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 : Sarah Listening b: 1. Art 2. P.E 3. Geography 4. P.E c. Conversation skill - 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 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

• Teacher – whole class/ individua ls

• Teacher – whole class/ individua ls

• Teacher – whole class/

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)

individu als

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 Performance Assessment Performance Tasks products tools 1 use “and” or “or” for positive and negative statements through the conversation( Listen and - Students’ answers Observation read ) . + answer keys And 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 Observation + answer keys And answer

4. writing and talking about subjects they like or Students’ write don’t like. and interaction

Observation Questions and answers

STAGE 3: TEACHING PROCEDURE Time

5’

35’

Steps/Activities 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.

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)

Organiza tion • Teacher – whole class

• Teacher – whole class/ pairwor k

• Teache r– pairwor k/ individ ual

• Teache

5’

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 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 Answer keys 2. yours 3. Mine 4. yours 5. Mine 6. Mine Activity 3: Write the sentences using the prompts (individual) ( 10’) - 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 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 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

r-whole class/ individ uals

• Teacher – individ uals

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) **************************

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 one correct 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 or don’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 like …………………and…..

- 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 Performance Tasks Assessment tools products - Students’ answers 1 Recognizing the intonation for lists Observation + answer keys through example And answer 2 Listen to the sentences and focus on the Students’ intonation. Then listen and cross out the one interaction with the wrong intonation, then read the sentences with the correct intonation 3. Ask and answer questions about the - Students’ subjects they like or don’t like in answers communication + answer keys

Answer keys, Observation

Observation And answer

4 Practice talking the most popular subjects in their groups

Students’ write and interaction

Observation Questions and answers

STAGE 3: TEACHING PROCEDURE Tim e

Steps/Activities

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 5’ school activity.  Words: music, soccer club, art club, Math, English, Biology, Art and craft, Literature, Physics, indoor activity.

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 25’ - 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.

- What subject don’t you like?

I don’t like Literature and biology.

Organizatio n • Teacher – whole class

• Teacher – whole class

• Teacher/ Whole class

• Teacher – whole

class/ pairs - Another pair makes a conversation with their own ideas, then present in front of the class - Teacher corrects student’s pronunciation if necessary.

• Teacher – Activity 3: School subjects survey whole - Have students fill in the survey for themselves class/ - Demonstrate the activity by asking and answering with a individuals 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.

5’

3’

Activity 4 ; Discussion “Which subjects are the most popular in your group?”

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

- Have some students look at their answers and decide, share their findings.

- Let ss talk the most popular subjects in their groups 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)

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: By the end of this lesson, students will be able to 1. List new words about school activities 2. Add more some school activities which they have taken part in

• Teacher – whole class/ individual s

• Teacher – individuals

3.Identify the main idea and specific information through skimming and scanning passage about Danliver High school.

4.Love their school through talking their school activities, school clubs B. LANGUAGE FOCUS Key terms/ Vocabulary: Act / indoor activites , drama club , sign up . outdoor activites , art and craft Key grammatical structure(s): Present simple – Wh- questions C.INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 2 – page 17 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Assessment Performance Tasks products tools 1 Definition of some vocabularies about - Students’ answers Observation school activities and circle the correct + answer keys And answer definition 2 Draw the table in their notebooks and add Answer keys, Students’ interaction new words form task a. to the table Observation 3. Read the passage about Danliver High school and do the comprehension

- Students’ answers Observation + answer keys And answer

4 Talk about school activities

Students’ talk and interaction

Observation Questions and answers

STAGE 3: TEACHING PROCEDURE Tim e

Steps/Activities

Organizatio n

Warm-up 5’

Game: Hangman - Teacher divides class into 4 groups, each group discusses and guesses the letters to find out the key word.

- If students guess correct letter, they will get one mark, two marks for the key words

• Teacher – whole class • Whole

KEYWORD: SCHOOL ACTIVITY

27’

Activity 1 : Teaching new words. (10’) - Use a context to introduce new words, using the simple words and pictures New words: - Indoor activity(n) - Outdoor activity(n) - Act (v) - Sign up (v) - Drama club (n) - Art and crafts (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 repeat 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: Circle the correct definition for the underlined words (a /p. 17): - T demonstrates the activity, making model - T has students read the sentences and circles the correct definitions.

- T has students work in pairs, discuss and share their answers.

- T checks the answers with the whole class - T has students listen to the audio and repeat.  Answers: 1. indoor activities 2. act 3. drama club 4. sign up 5. outdoor activity 6. arts and drafts Activity 2: Draw the table. Add any activities you can think of to the correct column - Have Ss draw the table in their notebooks and add new words form task a. to the table

class

• Teacher – whole class/ individuals / pairwork

• Teacher/ Whole class/ groupwork

• Teacher – pair works/ individual s

Teacher – group works/

- Have Ss work in pairs to add any activities they can think of to the correct column of the table - Remind Ss to use the phrases in the Warm-up activity.

- Call some pairs to share their ideas with the class - Make comments on Ss’ presentation, give evaluation (marks) if necessary Suggested answers

Activity 3: READING - group works (a /p.17): - Have Ss read the questions first, then underline the key word(s) that can help them find the answers quickly and accurately Suggested keywords 1. Tuesday 2. sign up/notice board 3. take something 4. money.

- Have Ss read the newsletter and answer the questions, underline or highlight the clues of their answers - Call Ss to write answers on the board - Check, give feedback *Extra activity: - Ask Ss some more comprehension questions: 1. Which club is outdoor activity? And which ones are indoor activities?

2.Which club is on Thursday?

3. In the Book club, what do you need to bring to the library at 4pm on Wednesday?

4.How much money do we need to pay for materials per term?

- Call Ss to give answers

- Give feedback and evaluation Answer keys 1. Outdoor: (the) Soccer club Indoor: (the) Board Games club, (the) Book Club and (the) Arts and Crafts club 2. (the) Tennis club 3. the own copy of “The Secret Garden” 4. $20

10’

3’

Activity 4 Speaking - Teacher has students discuss in pairs, talk about the school • Teacher – activities , club they like pairEx: I like soccer club. I usually play every weekend. works/ the - Teacher makes a model to help the student be clear with whole what they will say, at least 2 sentences. class - Teacher has students take turns to speak aloud their sentences.

- Teacher corrects the pronunciation mistakes if possible.

Activity 5: Wrap-up & Assignments Teacher - Ask students to answer the following question: and the 1. What did you learn from the lesson today? whole ( List new words about school activities class identify the main idea and specific information by skimming and scanning the passage Danliver High school 2. What are the core values of the lesson? ( love their school, take part in school activities, school clubs and be more active ) - Remind students to do exercises in the workbook (Unit 2, Reading ) and to prepare for the next lesson . **********************************

Date of planning :............/2021 Date of teaching:............/2021 Period: 15 UNIT 2: SCHOOL Lesson 2: Lesson 2.2: Grammar ( p18) STAGE 1: DESIRED OBJECTIVES A .OBJECTIVES By the end of this lesson, students will be able to: 1.Identify the structure like + V-ing to express what we really want to do.

2.Identify the spelling of the verbs might change when we add -ing 3. make questions or answer the questions to develop a conversation.

4. show the love their school through talking about their hobbies .

B. LANGUAGE FOCUS: Key terms/ Vocabulary - Vocabulary: Grammar : like + V-ing - Ways to add ING after some verbs C. STRUCTIONAL RESOURCES: - Pictures of book types - Textbook: English 6 – Unit 2 – page18 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Assessment Performance Tasks products tools 1 Identify how to use like + verb-ing totalk about things they like to do and get someone’s - Students’ answers Observation attention + answer keys And answer Students’ interaction Answer keys, + answer keys Observation

2 Write the verbs adding -ing

3. Using like + verbing to complete the conversation between Mia and Penny

- Students’ answers Observation + answer keys And answer

4. Have an oral presentation on their hobbies.

Students’ talk and interaction

Observation Questions and answers

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities

Organizatio

n Warm-up

5’

Game: Pelmanism - Teacher shows the game with some boxes, explains the rules of • Teacher – the game whole - Teacher divides the class into 2 groups, each group tries to class guess 2 boxes that match correctly, one is name of club, and one is the picture of activity equivalently.

- The group guesses more correct answers will be the winner.

Activity 1: Listen and read .

- Have Ss look at the picture - Play the audio (CD1 – Track 23), ask Ss to listen and read the speech bubbles - Play the audio and have Ss listen and repeat *Grammar box: - Ask Ss to make comments on the verb form after “like” in the recording - Lead to the grammar table and explain the usage of “like + Ving”

• Teacher – whole class/ pairwork

• Teacher/ Whole class/ groupwork

35’

- Ask Ss to pay attention to different forms of the -ing form spelling • Teacher – whole class/ individual s

• Teacher / pair works - Have Ss give more examples of: • -ing after consonant + e ing after consonant +vowel + consonant Activity 2 : Rewrite the verbs, using -ing - Use the example to demonstrate this activity - Have Ss add -ing to the verbs to make the -ing form (individually) - Have pairs check each other’s work - Have Ss share their answers with the class by writing down on the board - Check Ss’ answers, correct if necessary Answer : 1. Painting 2. Doing outdoor activities 3. Playing tennis 4. Swimming -Teacher has students practice in pairs.

-Teacher has some pairs speak aloud and corrects pronunciation if possible.

Activity 3:Practice the conversation with your partner - Let Ss work in pairs to practice the conversation with a partner - Remind Ss to use correct response to each of the question: Like: Yes, I do / Yes, I like it Don’t like: No, I don’t / I don’t like it / No, not really - Call some pairs to demonstrate the activity in front of the class *Extra speaking activity:(for class with better students) - Have Ss use the sample dialogue in task c. and make up a similar dialogue; then make a conversation with their own ideas, encourage Ss to be creative - Go round and give help if necessary - Call some pairs to share their conversation in front of the class - Give feedback and evaluation Suggested conversation A: There’s a music club. Do you like playing musical instruments?

• Teacher – group – works/ pair works

B: No, I don’t A: Do you like doing outdoor activities?

B: Yes, I do. I like doing sports.

A: Do you like playing soccer?

B: No, not really.

A: Do you like playing badminton?

B: Yes, I like it very much.

A: OK. So, we can sign up for the badminton club.

Activity 4 Practise talking about their hobbies .

- Let ss practise individually - Teacher correct their mistake if neccessary Activity 5 : Wrap-up & Assignments - Ask students to answer the following question: 1. What did you learn from the lesson today? ( Identify the structure like + V-ing to express what we really want to do.. Notice the spelling of the verbs might change when we add -ing ) 2. What are the core values of the lesson?

(Love their school, have their favorite school activities to join in.)

- Remind students to do exercises in the workbook (Unit 1, Reading ) and to prepare for the next lesson .

Teacher – Whole class

Date of planning :............/2021 Date of teaching:............/2021 Period: 16 UNIT 2: SCHOOL Lesson 2: Lesson 2.3: Pronunciation + Speaking ( p19) STAGE 1: DESIRED OBJECTIVES A OBJECTIVES: By the end of this lesson, students will be able to: 1. Identify intonation for lists, positive and nagative answer.

2. Practice reading the sentenses with the correct intonation.

3. ask and answer about school clubs to develope speaking skills .

4. Love their school and take part in club at school through asking and answering to decide on a club to join.

B. LANGUAGE FOCUS: Key terms/ Prononciation: Yes, I do / No, I don't C. STRUCTIONAL RESOURCES: - Pictures of book types - Textbook: English 6 – Unit 2– page19 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Assessment Performance Tasks products tools 1 Introduction of intonation for positive and - Students’ answers Observation negative answers 2 Practise listening and crossing out the one with the wrong intonation, then read the sentences with the correct intonation to a partner

Students’ interaction

3. Ask and answer questions about the school clubs they like or don’t like to sign up for.

4. Discuss and decide on a club to join.

- Students’ answers + answer keys Students’ talk and interaction

Answer keys, Observation

Observation And answer Observation Questions and answers

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities

Organizati on

Warm up

5’

Do you like ……?

- Teacher makes a model with one student, then calls some pairs to make a short conversation.

- Teacher shows some cards of different clubs at school.

Ex : A: Do you like drawing?

-Some pairs take turn to make the same , using structure B: Yes, I do / No, I don’t.

“Do you like………………….?”

New lesson Activity 1 : Pronunciation -Teacher focuses on one example, briefly explains the pronunciation features for positive answers and negative answers. a + b. Listen to the sentences and focus on how the intonation goes up or down - Play the recording (CD1, track 24) - Ask Ss to listen and pay attention to the intonation - Call Ss to make their comments on the intonation of the positive and negative answers they’ve just listened to - Give feedback, explain the pronunciation feature: intonation for positive answers goes up, for negative answers goes down - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature

35’

Activity 2: Practice the intonation of positive answer goes up c + d. Listen and cross out the one with the wrong intonation, then read the sentences with the correct intonation to a partner - Play the recording, have Ss listen and cross out the option that doesn’t use the correct intonation - Call Ss to give answers - Play the recording again and check answers as a whole class - Then have Ss practice saying the sentences with a partner, using the correct intonation, then encourage Ss to use their own sentences - Call some pairs to read in front of the class Activity 3 : Ask and answer questions about the school clubs they like or don’t like to sign up for. . Practice the conversation. Swap the roles and repeat.

• Teacher – whole class

• Teacher – whole class/ pairwork

• Teacher/ pairwork

• Teacher – whole class/ pairs

5’

(controlling practice) - Demonstrate the activity by practicing role-play with a student - Have pairs practice the conversation - Call some pairs to read in front of the class - Have pairs swap roles and repeat-using the ideas on the right - Have some pairs demonstrate the activity in front of the class Act out the role-play Activity 4: SPEAKING: Let’s join a club!

- Have pairs practice the conversation with their own ideas, then swap roles - Go round, observe Ss’ work and give help if necessary - Call some pairs to demonstrate the activity in front of the class - Give feedback and evaluation Act out the role-play Suggested conversation T: Which club do you want to sing up for next year?

S: I don’t know.

T: Let’s join a cooking club? Do you like preparing food?

S: Hmm. It’s ok. But I want to try another club.

T: There’re also many other clubs in our school such as book club, arts and craft club, science club and even dancing club. Which one do you like?

S: Oh, I like making things by hand.

T: Oh, me too. Why don’t we sign up for an arts and crafts club?

S: Yes, good idea.

Activity 5: Wrap-up & Assignments - Ask students to answer the following question: • Teacher 1. What did you learn from the lesson today?

– whole (Identify intonation for lists, positive and nagative answer / class/ develope speaking skills through practice converstion) individu 2. What are the core values of the lesson? als (love their school and take part in club at school ) - Remind students to do exercises in the workbook (Unit 2, Reading ) and to prepare for the next lesson .

Date of planning :............/2021 Date of teaching:............/2021 Period: 17 UNIT 2: SCHOOL Lesson 3 .1 New words+ Listening (p20) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1 List more vocabularies used in book reviews.

2. Identify different kinds of books through talking about them.

3. Identify main ideas and specific information about books through listening to some students talking about books .

4. Identify how to use some useful languages in their speaking.

5 .love their school, love reading books, love English and literature.

B. LANGUAGE FOCUS Key terms/ Vocabulary: Vocabulary: adventure novel . author . mystery Key grammatical structure(s): - The present simple tense.

C. INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 2 – page 20 - Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Read the text and match the underlined words with the definition.

Students’ answers Observation Listen and repeat Answer keys And answer 2. Talk to your partner: Which story would you like to read? .

3 Practise listening + Listen to some students talking about books. Circle their favorite kind of book + Listen and fill in the blanks

4 use some useful languages in their

Students’ talk and interaction

Answer keys, Observation

Students’ answers Answer keys

Observation

Students’ write

Observation

speaking

and interaction

5.Talk about the books which you like STAGE 3: TEACHING PROCEDURE

Student’s talk

Time

Questions and answers

Steps/Activities

Organizati on

Warm up

5’

25’

Game: Who is faster?

- T divides class into two groups - T says aloud the name of club, students must say aloud the activity they can do in that club.

Ex: T says “ I join Art Club” Students say “You can draw pictures.”

- The group who answers faster will get one point, until T says “ I join book club”, students say “ You can read books” - T leads to the new lesson.

Activity 1: Vocabulary T uses the context, simple English, pictures to illustrate the meaning of the words - fantasy (a) - novel (n) - mytery (n) - adventrure (n) - author (n) - Have students listen to and repeat each new word. (individual) - Ask the meaning in mother tongue as a confirmation.

- Have students all together (chorally).

- Correct student’s pronunciation if necessary.

Checking new words - Teacher has students match the column A (English) with B (Vietnamese) Task a ( p20) Read the text and match the underlined words with the definition. Listen and repeat - Teacher demonstrates the activity using the example.

- Teacher has students read the text; match the underlined words with the definitions.

Teacher has some group members share their answers

• Teacher – whole class

• Teacher – whole class/ individuals / pairwork

• Teacher/ Whole class/ group work

• Teacher – whole

- Teacher checks the answers Answer : 1. Fantasy 2. Adventure 3. Novel 4. Author 5. Mystery Activity 2 Talk to your partner: Which story would you like to read?

-Teacher has students ask their partner which story he/she would like to read.

Teacher has some students share their ideas with the class.

Expected answers - Which story would you like to read?

- I’d like to read The Secret of the Old Clock. I like mystery story. / I’d like to read My Side of the Mountain. I like adventure story - Activity 3: Listening a. Listen to some students talking about books. Circle their favorite kind of book - Have Ss look at the request of the task - Play audio (CD1 – Track 27) - Have Ss listen and circle the speaker’s favorite kind of book - Call Ss to give answers - Check answers as a whole class Answer keys 1. mystery 2. adventure b. Listen and fill in the blanks - Have Ss read the sentences in the task - Have guess the possible words to be filled in – paying attention to the part of speech of the words in blanks (noun or adjective) - Play audio (CD1 – Track 27) - Have Ss listen and fill in the blanks - Call Ss to write answers on the board - Check answers as a whole class Answer keys

class/ pairs

1. author 2. interesting 3. exciting 4. author Activity 4: Grammar – Useful language (10’) Listen then practice - Have Ss look at the Useful Language box - Play audio (CD1 – Track 28) - Have Ss practice the useful language - Call Ss to demonstrate the dialogue in front of the class - Have Ss practice the conversation, using other vocabularies from “New words”, and their own ideas - Call some pairs to present, give feedback and evaluation

5’

3’

Activity 5 : Speaking - T demonstrates the activity by showing the picture of • Teacher – story book “Harry Porter”, has students listen to the audio whole and repeat. class/ pair 1. What’s your favorite book? works 2. What kind of book is it?

3. Who’s the author?

4. Why do you like it?

-T shows some pictures of different books, has students practice in pairs.

-T has some pairs speak aloud in front of the class.

Activity 6: Wrap-up & Assignments • Teacher – - Ask students to answer the following question: whole 1. What did you learn from the lesson today? class/ (List more vocabularies used in book reviews./. Identify individual different kinds of books through talking about them./ s Identify main ideas and specific information about books through listening to some students talking about books ./ use some useful languages in their speaking 2. What are the core values of the lesson? (love their school, love reading books, love English and literature.)

- Remind students to do exercises in the workbook (Unit 1, Reading ) and to prepare for the next lesson .

Date of planning :............/2021 Date of teaching:............/2021 Period: 18 UNIT 2: SCHOOL Lesson 4: READING + Speaking + WRITING (p. 21) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Define a review of a film or a book 2. Identify the main idea and specific information through skimming and scanning passage about a review favorite book.

3. Talk about a review favorite book.

4. Write their favorite books and recognize value of reading book B. LANGUAGE FOCUS Key terms/ Vocabulary: Vocabulary: interesting (a), peaceful (a), village (n), think – thought (v), wind (n) Key grammatical structure(s): - The present simple tense.

C. INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 2 – page 21 - Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Watching a video of a riew film and Observation answer the questions Suggested answers And answer 2. Read the passage about a review book and do the comprehension tasks.

3. Talk about a review about students’ favorite book with appropriate reasons

Students’ answers Answer keys Students’ talk and interaction

4. Write their favorite books and recognize value of reading book STAGE 3: TEACHING PROCEDURE Time Steps/Activities

Students’ write and interaction

Answer keys, Observation Observation Observation Questions and answers Organization

5’

25’

Activity 1 Short clip movie: Yellow flowers on the Green Grass • T has students watch a trailer clip of the film, asks students if they know about this movie.

1. What is the name of the film?

2. Who is the author of this story?

3. Do you know characters in this movie?

4. Who is the director of the film?

Suggested answers “ 1. Yellow flowers on the green grass.

2. Nguyen Nhat Anh 3. Yes, Thieu – a main character 4. Victor Vu Activity 2 Reading * Vocabulary T uses the context, simple English, pictures to illustrate the meaning of the words • Intersting (a) • village (n) • peaceful (a) • wind (n) • think - thought (v) - Have students listen to and repeat each word. (individual) Ask the meaning in mother tongue language as a confirmation.

-Have students read all together (chorally).

- Correct student’s pronunciation if necessary.

Checking new words - T has students match the column A (English) with B (Vietnamese) * Read the book review and circle True or False - T demonstrates the activity by making model.

- T has students work in groups, read the text together and decide True / False. If False, try to understand why it’s wrong.

- T has some groups share their own answers.

- T checks, corrects and asks if the sentences are false.

Answer: 1. TRUE 2. FALSE

•

•

•

Teacher – whole class

Teacher – whole class/ individuals/ pairwork

Teacher / Whole class/ groupwork

5’

3’

3. FALSE 4. FALSE 5. TRUE 6. TRUE Activity 3 : Speaking Pair works - T has two students role play, read aloud the conversation.

T corrects the pronunciation if possible.

The modal conversation: A: What’s your favourite book ?

B : I like The Case of the left handed lady A : What kind of book is it B : It’s a mystery novel A: Who’s the author B : It’s by Naney Springer A: Why do you like it ?

B : I think It’s funny - Ask Ss to use the language in the example. Explain the structure if necessary.

- T has students work in pairs, practice the dialogue, then swap the roles.

- T has 2 pairs speak aloud again.

T notices the information in the conversation, has students underline them Activity 4 : Writing - T has students answer questions in part b/ p. 21 with their own ideas.

- T can make a model with a student’s answer in writing a short paragraph about “ FAVORITE BOOK” Ex: My favorite book is Conan. It’s a children novel. The author is…….. I like this book because it’s very thrilling, exciting. It’s about a famous detective who is very intelligent and kind. I think you should read it.

Activity 5: Wrap-up & Assignments - Ask students to answer the following question: 1. What did you learn from the lesson today? ( identify the main idea and specific information by skimming and scanning the passage about a review book 2. What are the core values of the lesson?

•

•

•

Teacher – whole class/ pairs

Teacher – whole class/ individuals

Teacher – whole class/ individuals

• Teacher – whole class/ individuals

(recognize a review book and like reading books .)

- Remind students to do exercises in the workbook (Unit 1, Reading ) and to prepare for the next lesson .

Date of planning :............/2021 Date of teaching:............/2021 Period: 19 UNIT 2: SCHOOL Lesson : REVIEW (p.88,89) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of the lesson, students will be able to: 1 Identify the information through listening to the conversations and choose the correct answer about school subjects and school activities .

2 Identify the main idea and specific information through skimming and scanning passage about beautiful place in the world .

3. Review vocabularies about school subjects and school activities.

4 Review the use of English: connectors (and, or), preposition, possessive pronouns, like + V-ing and pronunciation.

5 Love their school and having responsibility for studying subject at school through talking about school subjects and school activities which they like or don’t like B.Language focus: Vocabulary: discover (v), secret (a), become (v), take care of (v), friendship (n) Grammar: Simple present.

C. Structional resources • Pictures of book types • Textbook: English 6 – Unit 2 – page 88,89 • Computer,TV STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1. Listen to the conversations and choose Suggested Observation the correct answer about school subjects answers And answer and school activities ( P88) Students’ Answer keys, 2. Read the text about famous books and answers Observation choose the correct answers ( P88) Answer keys 3. Review vocabularies : Fill in the blank Students’ Answer keys,

with the words from the box ( P89) 4. Review grammar , pronunciation through task on pape 89 .

5.Talk about school subjects and school activities which they like or don’t like

answers Answer keys Students’ answers Answer keys Students’ write and interaction

Observation Answer keys, Observation Observation Questions and answers

STAGE 3: TEACHING PROCEDURE Time

5’

25’

Steps/Activities Previous lesson Game : Kim’s game - Teacher divides class into two groups, shows some pictures about school subjects and activities students learnt.

-Teacher lets each group 3 minutes to write on the board the words they saw.

- Teacher checks the dictation.

- The group which has more correct words will be the winner.

- Teacher has students repeat the words, checks the meanings if necessary.

New lesson Activity 1:Listening You will hear 5 short conversations (twice for each one). Answer each question of the conversation by choosing the correct answer (A, B or C) - Have Ss read the questions and study the pictures - Demonstrate the activity by using the example - Play the audio (CD 2 – Track 64) - Have Ss give answers - Check answers as a whole class Answer keys 1.B 2.A 3.A 4.B 5.A Activity 2 Reading Read the text. Choose the correct answer (A, B or C) - Demonstrate the activity by using the example - Have Ss read the text and choose the correct answer - Call Ss to give answers, explain

Organization

•

Teache r – whole class

Teacher – whole class/ individuals/ pairwork

Teacher/

- Give feedback and evaluation.

Answer keys 1.A 2.B 3.B 4.C Activity 3 : Review vocabulary Fill in the blanks with the words from the box - Have Ss look at the vocabulary box, focus on the part of speech of each word - Ask Ss to work in pairs to fill in the blanks - Have Ss give answers, explain for their choice - Check answers as a whole class Answer keys 1. history 2. fantasy 3. arts and crafts 4. novel 5. sign up 6. literature 7. geography 8. drama club Activity 4 Review grammar and pronunciation * Grammar Circle the correct words - Ask Ss to work individually to circle the correct answer - Have Ss work in pairs to check each other’s work - Call Ss to give answers, explain for their choice - Check answers as a whole class Answer keys 1. and 2. Mine 3. playing 4. by 5. is 6. dancing 7. yours 8. drawing Pronunciation Circle the word that differs from the other three in the position of primary stress in each of the following questions - Remind Ss some basic rules of putting stress on words with 2 or 3 syllables - Ask Ss to work individually - Have Ss work in pairs to check each other’s work - Call Ss to give answers, pronounce the words again - Give feedback, correct Ss’ pronunciation if necessary Answer keys 1. A 2. D 3. D 4. D 5. B

Whole class/ groupwork

Teacher – whole class/ pairs

Teacher – whole class/ individuals

5’

5’

Activity 5 .Talk about school subjects and school activities which they like or don’t like Activity 4: Wrap-up & Assignments - Ask students to answer the following question: 1. What did you learn from the lesson today? ( Improve the listening skill/ Develop the reading skill / Review vocabularies about school subjects and school activities./Review the use of English: connectors (and, or), preposition, possessive pronouns, like + V-ing and pronunciation.)

2. What are the core values of the lesson?

(Love their school and having responsibility for studying subject at school.)

- Remind students to do exercises in the workbook (Unit 2, Reading ) and to prepare for the next lesson .

Teacher – whole class/ individuals • Teacher – whole class/ individuals

Date of planning :......../......../2021 Date of teaching : ......./......../2021 Period 20 : UNIT 3: FRIENDS Lesson 1: Part 1: (p. 22): New word and Listening STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - Identify lexical items about personal appearance.

- Use the verb “to have” and “be with adjectives” to describe someone’s personal appearance.

- Identify the ìnformation about a girl trying to find her friend at summer camp. Then tick (√) the person she is looking for - Show the love for their friends through talking about ending a friendly conversation by saying "See you soon." or "Talk to you later." through pair – work and group- work activities to exchange ideas in class B. LANGUAGE FOCUS Key terms/ Vocabulary: - tall, blue, glasses, slim, blond, long, brown, short, red Key grammatical structure(s): - Structures: Present simple tense with « to have » and « be » C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, EDU Home software, projector, TV, lap top.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Write the lexical items about Answer keys, Students’ answers personal appearance in the correct T’s Observation table. Listen and repeat 2. Describe yourself using the Students’ answers Teacher’s corection words in exercise a/ p22 Ss’ assessment 3. Listen to a girl trying to find her friend at summer camp. Tick Observation Students’ talk / answers (√) the person she is looking Questions and answers for.Listen and circle True or False 4.Practice speaking by ending a friendly conversation by saying Students’ discussion T’s observation "See you soon." or "Talk to you Students’ activities later."

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Time

Steps/Activities

Activity 1: Warm up Task 1: Play a game: Jumbled words - Put the words on the board. Let’s find out the correct words from these jumbled words.

- Call on students to come to the board and write the correct words.

- Give feedback 5’ * Jumbled words 1. ihar => hair 2. obyd => body 3. rewa => wear 4. ltall => tall 5. uelb => blue 6. nworb => brown 7. nglo => long New lesson. (10’) Task 2: New words - Use real things and pictures to introduce new words: New words: + glasses (n) + summer camp (n) + slim (adj) + blond (adj) + stripped (adj) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary. * Checking new words + Checking vocab: ROR - Shows the words and the table on the board Task 3: Fill in the table - Have students work in pairs, fill in the table, use the words given. (exercise a/p. 22) - Play the audio again. Have students listen and check - Teacher checks, corrects and gives feedback.

Answer:

Organization

Teacher – whole class

Teacher – whole class/ individuals

Teacher – whole class/ individuals/ pairwork

Teacher – whole class/ individuals/

25’

body

hair

eyes

Tall Slim Short

Red Short Blond Long Brown

Blue Glasses Brown

Activity 2: Describe yourself using the new words - Give some suggested structures to help Ss describe themselves more easily I have + adj + noun (I have long hair) My +noun is/are + adj (My hair is long) - Have Ss use the new words to describe themselves. (Have Ss write on their notebooks) - Encourage Ss to be creative, add more adjectives, noun to make their dialogue more interesting.

- Have some Ss share their ideas with the class - Collect some Ss’ notebooks (randomly) - Have 1S choose his/her friend’s writing and read, ask the whole class to guess who is being described Example: “I have long hair. My eyes are brown.

I have a pair of glasses” Class: Is that Mai? - Give feedback and evaluation Activity 3: Listening. (10’) Task 1: Listen and choose correct answer - Teacher shows the picture of Mary and Jane, asks students some questions about it. (exercise a/p. 22) Suggested Q&A: 1,How tall are they?

2, Do they wear glasses?

3, What do they look like?

- Have students listen to the dialogue about a girl trying to find her friend at summer camp, then tick the person she is looking for. (listen the 1st time) Answer: A Task 2: Listen and circle True or False: - Listen again and circle True or False (listen the 2nd time)

pairwork

Teacher – whole class/ individuals/ pairwork

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ individuals

5’

- Listen again and check their answers - Teacher checks and corrects.

Answer: 1, True 2, False 3, False 4, True Activity 4: Task 1: Practice speaking by ending a friendly conversation by saying "See you soon." or "Talk to you later."

- Teacher explains that we often end a friendly conversation by saying "See you soon." or "Talk to you later."

-Students work in pairs, ask and answer as modeling.

-Some pairs present in front of the class.

Example: A: Hi, How are you?

B:……………………………………………………………

A:…………………………………….………………………

B: ……………………………………………………….……

A: ……………………………………………………………..

B: Alright. See you soon.

Task 2: Wrap- up & Assignments: - Teacher asks Ss some questions to consolidate What did you learn from the lesson today?

What are the sore value of the lesson?

Make a dialogue yourself, use conversation skill.

Period 21 :

• Teacher – whole class/ individuals

Teacher – Students in groups

Teacher – whole class/ individuals

Date of planning :......../......../2021 Date of teaching : ......./......../2021 UNIT 3: FRIENDS Lesson 1: Part 2: (p. 23): Grammar STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: - Identify the use of the present continuous tense (form, usage, signals) through the conversation to talk about ongoing actions, - Identify the use of the present continuous tense to circle the correct words.

- Use present continuous tense to make simple dialogue.

- Practice the dialogue with your partner

B. LANGUAGE FOCUS Key terms/ Vocabulary: sweater, pants, shorts, T- shirts, sneakers, cap Key grammatical structure(s): Structure: Present continuous tense (affirmative, negative, interrogative form) C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, pictures , EDU Home software, projector, TV, lap top.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen and repeat the conversation Answer the teacher’s Students’ answers questions to identify the form and the usage of present continuous tense.

Students’ answers

2.Circle the correct words

3. Look at the photo and write Students’ answers Simon’s answers 4 Practice the dialogue with your Students’ talk / answers partner

Observation Questions answers

and

Teacher’s observation Answer keys Teacher’s observation Answer keys Observation Questions answers

and

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time

Steps/Activities

Activity 1: Warm-up Task 1: Song: Friends Song 5’ - Play the music, the whole class sings and dances together to power class before starting the lesson.

New lesson Task 2: Grammar. (10’) Chatting: + What are you doing now?

Organizati on • Teacher – whole class

Teacher –

+ Are you listening to music? + What are you wearing?

- Show the conversation on the board.

- Teacher explains the Present Continuous that is used to talk about ongoing actions.

- T shows example sentences and elicits the way to use The present continuous and reminds Ss that “am/ is/ are” are all the forms of “BE”.

I am He/ She/ It + is + V-ing We/ You/ They + are - Ask Ss to give example to make sure they catch the point.

Task 3: Listen & repeat (a/p. 23) - Introducing the situation of the dialogue.

- Have students listen and notice the pronunciation feature.

- Play audio again. Have students listen and repeat with a focus on the feature.

- Call on Ss to repeat before the class.

- Give feedback.

Activity 2: Read and circle the correct words (b/p. 23) - Have students practice in pairs, read the sentences and circle the correct answers.

- The first three pairs show the answers on the board.- Teacher checks and gives marks.

Answer: 1, Are 2, is 3, are 4, am/wearing 5, are 6, Are

25’

Activity 3: Look at the photo and write Simon’s answers. (c/p. 23) - Teacher sets the scene of the dialogue.

- Have students practice filling the dialogue (pairs) - Students exchange the answers to cross check.

- The answers are shown through a game.

whole class/ individuals / pairwork

• Teacher / Whole class/ groupwor k

• Teacher – whole class/ pairs

• Teacher / Whole class/ groupwor k

Suggested answer: 1. No, he isn't.

2. No, he isn't.

3. wearing a blue T-shirt 4. black pants - Teacher checks and corrects the answers.

- Students practice reading the dialogue in pairs.

5’

Activity 4: Task 1: Practice reading the dialogue (d/p. 23) - Have students practice reading the dialogue in pairs - A pair presents in front of the class.

- Teacher checks their pronunciation and intonation.

Task 2: Wrap- up & Assignments: - Teacher asks Ss some questions to consolidate What did you learn from the lesson today?

What are the sore value of the lesson?

- Make your own sentences, use The Present continuous.

• Teacher – whole class/ pairs

• Teacher – whole class/ pairs • Teacher – whole class/ individu als

Date of planning :......../......../2021 Date of teaching : ......./......../2021 Period 22 : UNIT 3: FRIENDS Lesson 1 - Part 3 (Page 24) – Pronunciation and Speaking STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - Identify the sound /bl/and pronouce it fluently - Ask and answer to complete the conversation - Ask and answer about what people look like .

- Show the love their school and friends through describing friends in class.

B. LANGUAGE FOCUS *Key terms/ Vocabulary: review the words - tall, blue, glasses, slim, blond, long, brown, short, red - sweater, pants, shorts, T- shirts, sneakers, cap *Key grammatical structure(s): Asking and answering about personal appearance

What does he / she look like?

->He / She is & or: He / she has got & *Pronunciation: sound /bl/ C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, pictures , EDU Home software, projector, TV, lap top.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

1.Focus on the sound /bl/. Listen to the words and focus on the underlined letters.Work in individual - Students’ answers to listen and repeat. Then practice reading the words with the correct sound to a partner 2.Pratice speaking: Ask and answer to complete the conversation - Students’ answers - In pairs.

Assessment tools

-Teacher’s feedback Observation

Observation -Teacher’s corection

3. Ask and answer about what people Students’answerslook like .

Students’speech -

Observation Question and answer

4 Talk describing about their friends

Observation

-Students’ answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Tim e

Steps/Activities Activity 1: Task 1: Warm-up - T gives Ss a game. Kim game - Watch a video: https://www.youtube.com/watch?v=eSGqD3reVCA 5’ - Work in groups of 6. We’re going to watch a video. Then write all the words you can see from the video.

- The team with more correct words will be the winner.

Answer: Block; Blue; Blouse; Black; Blonde; Bless; Blink; Blow; Blimp; Blah

Organization Teacher – whole class

- Teacher leads in new lesson.

25’

New lesson Task 2: Pronunciation. (10’) a, b, c, d: Listen to the words and focus on the underlined letters, then repeat - Play the recording (CD1, track 33) - Ask Ss to listen and pay attention to the /bl/ sound - Play the audio again. Have Ss listen and repeat with a focus on the sound.

- Have Ss practice saying the examples using the sound correctly.

- Call some Ss to read in front of the class.

- Check Ss’ pronunciation if necessary - Teacher lets Ss practice the sound /bl/ together.

- Students listen and repeat - Practice reading the sentences with partners.

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

(10’) Task 1: Reading – play role.

- A pair of students play a role & reads aloud the conversation.

- Teacher asks students to underline some words that can be replaced.

- A pair of students replace the underlined words with words given as models.

- Have students practice in pairs, role play the conversation.

Example: A: I’m looking for my friend.

B: Is your friend a boy or a girl?

A: My friend is a girl B: What does she look like?

A: She is tall and has black hair.

B: Is she wearing glasses?

A: No, she isn’t.

B: Is it Mai? A: Yes, she is.

- Another pair makes a conversation with their own ideas, then present in front of the class Teacher corrects the student’s pronunciation.

Activity 3: Speaking – What do they look like?

Teacher – whole class/ individuals/ pairwork

Teacher – whole class/ individuals/ pairwork

-

Have students work in pairs, share their ideas.

Write where they are under their picture.

Some students present in front of the class.

Teacher checks, corrects or gives feedback.

Swap roles and do the same as the one before.

Teacher/ Whole class/ groupwork Teacher – whole class/ pairs

Activity 4: Task 1: Speaking: Take turns describing friends in class.

- Ask students to use structure: What does he / she look like?

->He / She is & or: He / she has got &

5’

Teacher –whole class pairs - Look at these pictures and describe their appearance.

Task 2: Wrap- up & Assignments: - Teacher asks Ss some questions to consolidate What did you learn from the lesson today?

What are the sore value of the lesson?

- Write a short paragraph to describe your classmate’s appearance Date of planning :......../......../2021 Date of teaching : ......./......../2021

Period 23 : UNIT 3: FRIENDS Lesson 2 (p. 25) Lesson 2.1: New words + Reading STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of this lesson, students will be able to: - Identify vocabularies that can go with “go”, “play”, “have”, “watch” and “make”.

-Use more words that can go with “go”, “play”, “have”, “watch” and “make”.

- Invite someone to do an activity and use the present continuous for future B.LANGUAGE FOCUS: Keyterns/Vocabulary :barbecue (n); mall (n) ; center (n) ; invite (v) ; free Structure : Use the present continuous tenses and conversation skills – B1: What are you doing tomorrow ?

B2 : I am playing badminton with my sister

C. INSTRUCTIONAL RESOURCE - Pictures of book types - Textbook: English 6 – Unit 6 – page 46 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools

1.Fill in the table .Listen and repeat

- Students’ answers - Individual

-Teacher’s feedback

- Students’ answers - Individual

-Teacher’s feedback - T-whole class

3. Read the messages and fill in the -Students’ answers words with the word from New Words - Individual

- T-whole class -Teacher’s corection

2.Add more words to the table

STAGE 3: TEACHING PROCEDURES Ti me

Steps/Activities Activity 1: Task 1: Warm up - T asks Ss some questions: + Do you usually use the invitation? + In which occasions do you use the invitation?

5’ + On the weekends, do you prefer to stay at home or go out with your friends? + What do you and your friends do together?

- Call on students to come to the board and answer the questions - Give feedback

Organizati on Teacher – whole class

New lesson Task 2: New words - Use real things and pictures to introduce new words: *New words: 1, barbecue (n); ( visual) 2, mall (n) ; ( visual) 3, center (n) ; (visual) 4,invite (v) ; ( explanation) 5, free (adj) (explanation) 6, pizza (n) (visual) - Have students listen and repeat each new word. (chorally individually) - Correct student’s pronunciation if necessary.

- T checks Ss’ vocabular * Checking new words - Shows the words and the table on the board Task 3: Fill in the table .Listen and repeat(exercise a/p. 25) - Put the words in the correct groups.

- T tells Ss to do the task individually.

- T calls some Ss to write on the board, then checks their answers.

- Give feedback, T explains to Ss which words go with each verb. go Play Have Watch make shopping badminton a party a movie a pizza swimming video a pizza TV a cake games to the mall a barbecue a movie to the a cake beach

• Teacher – whole class/ individual s/ pairwork

Teacher/ Whole class/ groupwork

Activity 2: Add more words to the table - Have pairs add more words to the table - Call Ss to share answers with the class - Give a set of words, ask Ss to put them in the right column.

- Have Ss do the task in pairs - Call Ss to give answers - Check answers

Activity 3: Reading.

- Teacher shows the dialogue, sets the scene of the dialogue.

Play a game: Who is faster? to do exercise.

- Teacher gives instructions: I have here the messages of Lisa and her friend with 4 missing words. The class is divided into 4 groups, 4 members of each group will come to the board to write down the missing words (1 person 1 word only). Who writes correctly and faster is the winner.

Answer: 33’ 1. having 2. going 3. going 4. playing - T comments if necessary.

- Teacher asks Ss to underline some words that can be replaced.

- A pair of students replace the underlined words with words given as models.

- Have Ss practice in pairs, role play the conversation.

Activity 4: Wrap- up & Assignments: - Teacher asks Ss some questions to consolidate What did you learn from the lesson today?

5’ What are the sore value of the lesson?

- Make a dialogue yourself, use conversation skill.

• Teacher – whole class/ pairs

• Teacher – whole class/ individua ls

Teacher – whole class/ individuals

Date of planning :......../......../2021 Date of teaching : ......./......../2021 Period 24 :

UNIT 3: FRIEND Lesson 2. Part 2 : Grammar ( page 26) STAGE 1 – DESIRED OBJECTIVES A. OBJECTIVES: By the end of this lesson, students will be able to: - Indentify the use of the Present Continuous for future plans and use it correctly.

- Filling in the blanks, using the Present Continuous - Writing full sentences, using the given words and the Present Continuous.

- Write true sentences about themselvés, then ask their partner .

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 Performance Tasks 1 .Indentify the use of the Present Continuous for future plans.Listen and repeat the model sentence.

2 .Filling in the blanks, using the Present Continuous.

Performance products - Students’ answers + answer keys

Students’ interaction

3. Writing full sentences, using the given - Students’ answers words and the Present Continuous. + answer keys 4. Write true sentences about themselvés, Students’ write and then ask their partner . interaction

Assessment tools Observation And answer Answer keys, Observation Observation And answer Observation Questions and answers

Time

STAGE 3: TEACHING PROCEDURE Steps/Activities Warm-up * REARRANGING - Have Ss rearrange the words / phrases to make a meaningful sentence (format: ioe.vn) (T can use about 4-6 sentences) - Call Ss to give answers - Check, correct Ss’ answers if necessary Lead to the new lesson.

Organization

• Teacher – whole class

5’

Activity 1: Indentify the use of the Present Continuous for future plans.Listen and repeat the model sentence.

Listen and repeat - Have Ss look at the picture - Play the audio (CD1 – Track 35), ask Ss to listen and read the speech bubbles - Play the audio again and have Ss listen and repeat *Grammar box: - Ask Ss to make comments on the black bold verb form in the examples - Have Ss retell the form and usage of the Present Continuous tense.

- Lead to the grammar table and explain the usage of the Present Continuous for future action - Ask Ss to pay attention to the future time expressions - Have some Ss read the sentences aloud

Teacher – whole class/ pairwork

Teacher – pairwork/ individual

Activity 2: Filling in the blanks, using the Present Continuous.

Task 1: Fill in the blanks, using the Present Continuous - Use the example to demonstrate this activity - Have Ss use the Present Continuous to fill in the blanks, draw attention to the negative and question form - Have pairs check each other’s work - Have Ss share their answers with the class by writing down on the board.

- Check Ss’ answers, correct if necessary Task 2: - Use the example to demonstrate this activity - Have Ss use the Present Continuous to fill in the blanks, draw attention to the negative and question form - Have pairs check each other’s work - Call Ss to give answers by answering multiple choice questions (format: game “Who is the millionaire?”)

- Check Ss’ answers, correct if necessary

Teacher – pairwork/ individual

• Teacher – whole class/ pairwork

Activity 3: Writing full sentences, using the given words and the Present Continuous.

Demonstrate the activity, using the example - Let Ss write full sentences, using the prompts - Go round and give help if necessary - Have Ss work in pairs to check each other’s work - Call Ss to write answers on the board - Check and correct Ss’ answers Answer keys 2. I am having a barbecue today.

3. Emma and Jane are not watching a movie on Sunday.

4. We are making a pizza this weekend.

5. Is David playing badminton this evening?

6. Is Maria watching TV with her sister tonight?

35’

5’

Activity 4 : Write true sentences about yourself, then ask your partner : - Have Ss work in pairs to write true sentences about themselves and ask their partner.

- Have some Ss demonstrate the activity in front of the class - Give feedback and evaluation 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 – pairwork/ individual

• Teacher – whole class/ pairwork

• Teacher – individuals

Date of planning :......../......../2021 Date of teaching : ......./......../2021 Period 25 :

UNIT 3: FRIENDS Lesson 2: Part 3: Pronunciation and Speaking (p. 27) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - identify the sound changes in the question: "What are you doing? " - Give suggestions to sb else - Invite a friend out and discuss things to do together - Ask and answer question about activities on the weekend B.LANGUAGE FOCUS Key grammatical structure(s): - Suggestion structure: “What are you doing …?” often sounds like /wɒdəjədu:ɪŋ/ C. INSTRUCTIONAL RESOURCE - Textbook: English 6 – Unit 3 – Page 27 - Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1. Identify the sound changes in the Students’ answer Observation question Students’ interaction 2. Give suggestions to sb else 2. Invite a friend out and discuss things to do together 3. Ask and answer question about activities on the weekend

Students’ interaction/ talk

Observation Control

Students’ interaction/ talk Students’ presentation

Observation Observation

STAGE 3: LEARNING EXPERIENCE Tim e

Steps/Activities Activity 1: Task 1: Warm-up 5’ *Checking old lesson Write sentences about Mai’s plan for next week. Use the present

Organization

continuous for future.

Things to do test -> Yes cooking class -> No museum -> No BBQ -> Yes

Example. She’s finishing her homework. (finish) 1. She …… a test (take) 2. She …. to her cooking class. (go) 3. She …. a museum (visit) 4. She …. a barbecue with her friends. (have)

Answer: - She is taking a test.

- She isn’t going to her cooking class.

- She isn’t visiting a museum.

- She is having a barbecue with her friends.

New lesson Task 2: Pronunciation. (10’) - Teacher shows examples to class, speaks louder for students to recognize the difference.

- Teacher gives more explanation, gives more examples to make it clear.

- Have students listen and repeat, focus on the underlined words (b/p. 27) Answer: What are you doing …. ? /wadəjədu:iŋ/.

- Have students listen and cross out the one with the wrong sound changes (c/p. 27) Answer: What are you doing on the weekend? – Wrong. No connected speech.

- Some students say again.

- Students practice reading the words in pairs, pay attention to the sound changes.

- Ask teacher for help if necessary. *Further practice: - Teacher gives some sentences for students to practice - Some students read loudly Activity 2: Practice – Practice the conversation, swap roles and repeat (10’) Task 1: Reading – Play role - A pair of Ss plays role and reads aloud the conversation.

• Teacher – whole class

• Students in groups

• Students in class Teacher – whole class/ individuals/ pairwork

Teacher – whole class/ individuals/ pairwork

• Teacher/ Whole class/ groupwork

25’

5’

- Teacher asks Ss to underline some words that can be replaced.

- A pair of students replaces the underlined words with words given as model.

- Have Ss practice in pairs, role play the conversation.

Example: + on Saturday – this weekend + having a barbecue – playing in the park + talk to you later – see you soon …….

Task 2: Further practice.

- 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: Speaking: School’s Out for Summer - Teacher reviews the activities friends do together before letting them practice speaking.

- Have Ss works in pair, share their ideas.

- Some Ss present in front of the class.

- Teacher checks, corrects or gives feedback.

- Swap roles and do the same as the one before.

Activity 4: Task 1: Ask and answer question about activities on the weekend: Complete your calendar for Week 2 with activities. Continue the conversation. Talk about what you and your partner are doing together.

- Have Ss fill in the blanks for Week 2, using their own ideas and continue the conversation - Ask Ss to demonstrate the role-play on front of the class - Give feedback and evaluation Task 2: Wrap- up & Assignments: - Summarise the main points.

- Have students tell what have learnt in the lesson, - Write a conversation to invite your friend to your birthday party.

- Remind students to do exercises in the workbook and to prepare for the next lesson: Unit 3: Lesson 3

Teacher – whole class/ individuals/ pairwork

• Teacher – whole class/ pairs

Teacher – Students in groups

• Teacher – whole class/ individuals

Date of planning: …/…/2021 Date of teaching: …/…/2021 Period 26: Review for the mid first term test STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of this lesson, students will able to : 1.review lexical items related to the topics: home, school and friends 2. use grammatical structures include The present simple, Possesive’s, “and” and “ or”, possessive pronouns, “like + Ving”, The present continuous tense, 3. identify specific information through listening a talk about individual information.

4. identify main ideas and specific information by scanning and skimming a passage about Martin.

5. use grammatical structures rewrite the sentences.

6. develop communicative and team-working skills through learning activities and illustrate problem-solving and critical-thinking skills through learning activities and show positive attitudes to their English learning and be ready to the mid-first term test.

II. LANGUAGE FOCUS Key terms/Vocabulary: Lexical items related to the topics: Home, school and Friends.

Key grammatical structures : Present simple tense Present continuous tense like + Ving III. INSTRUCTIONAL RESOURCES - Laptop, TV, Learning cards.

STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks products Students’ answer 1. Write the housework 2. Find the words in the table.

Students’ answer

3. Listen and choose the corect answer

Students’ answer Students’ answer

4. Circle the correct answer.

5. Error correction

Students’ answer Students’ answer

Assessment tools Observation Answer keys Answer keys, Observation Observation Answer keys Audio Observation Answer keys

6. Read the passage.Then write True (T) or False (F) for the statements and answer the questions.

7. Sentence transformtion

Students’ answer Students’ answer

Observation Answer keys Observation Answer keys

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Activity 1 : Warm- up : (2 minutes ) *Questions: 1.How are you today?

2.What are you doing now?

3. What are you wearing ?

3. What are you doing tomorrow ?

5. Do you like learning English?

- Call Ss to give answers.

- Correct students’pronunciation.

- Lead to the new lesson.

Activity 2: Review new words.(8 miniutes) * Network: Housework(3 minutes) - Ask Ss to go to the board to write one by one.

- Check, correct and give feedback * Wordsearch(5 minutes): Find the words in the table.

-Ask Ss to work in 4 groups in 5 minutes and write the words in the table.

- Ask them to demonstrate their answers on papers - Ask each group to stick their answer on the board.

- Check, correct and give feedback * Key: Biology Science P.E Maths Literature Physics History Music Geography English

Activity 3 : Listen and choose the corect answer ( 6 minutes ) - Ask student to listen to short conversations twice.

- There is one question for each conversation.

- For each question, choose the right answer (A, B, or C).

0. How old is Lucy?

12 A

13

14

B

C

B

C

1. What housework does Emma’s brother do?

2. What does John’s home have?

A

3. Where does Mark’s uncle work?

A

B

C

4. What floor does Jemima live on?

7

th

8

th

9

th

C A

B

C

-Check, correct and give feedback *Answer keys: 1. C 2.A 3. A 4.C Activity 4: Circle the correct answer to complete each sentence.(4minutes) - Ask students to play game in two teams : Lucky number .

Each sentence will appear on the monitor and in turns each team has to choose the number.Ten points for each correct answer. If they choose a lucky number, they will get 10 points without answer the question.

1. Do you ________ in an apartment?

A. lives B. live C. living 2. I make the ________ every morning.

A. laundry B. dishes C. bed 3. What’s your favorite subject? ________ is physics.

A. I B. My C. Mine 4. Is Kate ________ a party on the weekend?

A. having B. making C. doing 5. Jack always makes others laugh. He is so ________!

A. helpful B. funny lazy 6. Odd one out A.live B. mine C. like

- Check, correct and give feedback *Answer keys : 1. B. live 4. A. having 2. C. bed 5. B. funny 3. C. mine 6. A.live Activity 5: Error correction(5 minutes) Each of the following sentences has a mistake. Underline it and correct it, then write your answer on the line.

1. She work for a clothing company. ..........................

2. I like English, art, literature. ..........................

3. My mom does dinner for my family. ..........................

4. Jack and Paul clean the house tomorrow . ..........................

5. Who do the most housework in your family? ..........................

6. Do you live in a house or a apartment? ..........................

- Ask ss to work individually to do this exercise - Check, correct and give feedback 1. She works for a clothing company.

2. I like English, art and literature.

3. My mom makes dinner for my family.

4. Jack and Paul are cleaning the house tomorrow .

5. Who does the most housework in your family?

6. Do you live in a house or an apartment?

Activity 6: Read the passage: ( 8 minutes) -Ask student to read the passage and do the following questions: Ricky Martin’s full name is Enrique Martin Morales. He’s from San Juan, Puerto Rico.

His birthday is on 24th December. He’s got one sister and four brothers. Ricky can speak five languages. He dances and sings really well. He likes swimming and listening to pop, rock and Latin music. He doesn’t like jazz.

A. Decide the sentences True or False: 1. He’s got two sisters and four brothers. ___ 2.

He can speak five languages. ___ 3.

He can sing really well. ___ 4.

His favorite kind of music is jazz. ___ B. Write the answer to each of the following questions 5. Where is Ricky Martin from?

6. When is his birthday?

-Check,correct and give feedback. *Answer keys : 1F 2T 3T 4F 5. → He’s from San Juan, Puerto Rico.

6. → His birthday is on 24th December.

Activity 7: Sentence transformtion( 8 minutes) - Ask Ss to complete the second sentence in each pair so that it means the same as the first one.

- Ask ss to work in 4 groups 1. Is there a gym in your house?

Does ………………………………………………………………...?

2. I like biology and physics.

My favorite ..................................................................................................................

3. My mom goes shopping every weekend.

My mom does ………………………………………………………

4. We wash our clothes twice a week.

We do ...........................................................................................................................

5. There isn’t a basement in his house.

His house ……………………………………………………………………………

6. We plan to have a barbecue on Sunday.

We are…………………………………………………………………………………

- Check, correct and give feedback. * Answer keys : 1. Does your house have a gym?

2.My favourite subject is physics.

3.My mom does the shopping every weekend.

4.We doo the laundry twice a week.

5.His house doesn’t have a basement.

6. We are having a barbecue on Sunday.

Activity 8 : Wrap- up & Assignment . ( 4 minutes ) -Ask Ss to answer the following questions: 1. What did you learn from the lesson today ? ( review lexical items related to home, housework, school subjects,school activites, character, appearance…; use grammatical structures include include The present simple, Possesive’s, “and” and “ or”, possessive pronouns, “like + Ving”, The present continuous tense ) 2. What are the core values of the lesson? ( develop communicative and team-working skills through learning activities and illustrate problem-solving and critical-thinking skills through learning activities and show positive attitudes to their English learning and be ready to the mid-term test. ) Period 27, 28:

Thi giữa kỳ I theo đề chung.

Date of planning :......../......../2021 Date of teaching : ......./......../2021 Period 29: Unit 3: MY FRIENDS Lesson 3.1: New Words & Listening STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - identify lexical items related to personal characteristics of a friend with its good or bad meaning - identify personal characteristics of characters in the book by listening to the people’s talking.

- show the love to friends and recognize the good and bad personatities and value of friendship through talking about personal characteristic of friends.by practicing modal B. LANGUAGE FOCUS Key terms/ Vocabulary: helpful, selfish, kind, lazy, funny, friendly Key grammatical structure(s): - Structures: What is he/she like ?

He/She is...................(adj) C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs (CD 1 – Track 38, 39, 40), EDU Home software, projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Read the article to identify lexical items related to character of Answer keys, a friend with its good or bad Students’ answers T’s Observation meaning by matching and writing the correct letter (G) or (B) next to the words.

2. Listen to the talking about the T’s Observation & book to identify personal Students’ answers Feedback characteristics of characters in the book .

3.Talk about personal characteristic Observation of friends.by practicing modal Students’ talk / answers Questions and answers sentences.

Time

STAGE 3: LEARNING EXPERIENCE Steps/Activities

Organization

Activity 1: Task 1:Warm-up Teacher – - Review words of activities friends do together whole class - Have Ss play a game: Network.

- Teacher writes the word “Activities” on the board and asks Ss to 5’ call out words related to activities friends often do together - Teacher gives feedback Answer: go shopping; play badminton; watch a movie; make a pizza; go to the mall; go to the beach; have a party; have a picnic;…

New lesson *Teaching new words.

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

- Have students listen and repeat. (chorally – individually) Teacher – - Teacher checks and corrects the pronunciation if necessary. whole class/ New words: individuals/ + helpful (adj) pairwork + selfish (adj) + kind ( adj) + funny ( adj) + friendly (adj) + lazy ( adj) *Checking new words: Matching Task 2: Alice wrote an essay about her best friend for • Teacher/ homework. Does she like everything about Simon?

Whole class/ - Teacher shows the essay, sets the scene of the essay groupwork - Have Ss look at the question: Does she like everything about Simon?

- T asks Ss to read the assay and answer the questions.

-T checks Answer: No, she doesn’t.

Task 3: Match the underlined words with their descriptions.

- Teacher elicits the request of the task.

Play a game: Pass the ball ( exercise b/ p. 28) - Guide Ss how to play the game: While the music playing students • Teacher – should pass the ball around the class. When the music stops, the whole class/ student with the ball must make a sentence. pairs - T checks, corrects and gives feedback.

25’

Answer: 1,lazy 2, helpful 3,funny 4, friendly 5, selfish 6, kind Task 4: Do the words have a good (G) or bad (B) meaning?

Write the correct letter on line.

- T explains the exercise clearly.

- Then asks Ss to do exercise c/p. 28, Ss work independently.

-Teacher checks and corrects the answers.

Answer: 1, lazy - B 2, helpful - G 3, funny - G 4, friendly - G 5, selfish – B 6, kind - G Activity 2: Listening.(10’) Task 1: Listen to Harry talking about a book. Does he like the book?

Answer: Yes, he does.

- Have students explain why - Listen again to check the answers (a/p. 28) Task 2: Listen and draw lines.

- Have students listen and draw lines. (exercise b/p. 28) - Teacher gets the answers from students.

-Teacher checks, corrects or gives feedback.

Answer: 1, Grandpa – funny 2, Verucca – selfish 3, Mike – lazy 4, Charlie – friendly and kind Activity 3: Talk about personal characteristic of friends.by practicing modal sentences.

Useful language - Have students look at the Useful Language box.

- Play the audio. Have students listen to the useful language.

- Have students practice the useful language.

Teacher – whole class/ individuals

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

Teacher –

5’

- Have students practice using other vocabulary from New Words.

1, What's he like? + He’s very kind but a little lazy.

2, What's she like? + She's friendly and funny.

Activity 4: Wrap- up & Assignments: - Teacher asks Ss some questions to consolidate What did you learn from the lesson today?

What are the sore value of the lesson?

- Write a short paragraph about your family member’ personality.

whole class/ pairs

• Teacher – whole class/ individuals

Date of planning :......../......../2021 Date of teaching : ......./......../2021 Period 30: Unit 3: MY FRIENDS Lesson 3 - Part 2 (Page 29) - Reading, Speaking and Writing STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - read an article about 2 sisters from a Vietnamese folklore. Read & find things that show Tấm and Cám’s personalities. Reading the article and circle the best headline.

- describe personal characters. Name, age, characteristics, appearance and activities of their best friends.

- Writing an email about your best friend.

B. LANGUAGE FOCUS • Key terms/ Vocabulary: gain vocabulary items below (n): glasses; summer camp (adj): slim; blond; stripped Key grammatical structure(s): • Structure : use the present simple and present continuous tenses and conversation skills – “See you soon” and “Talk to you later” Describe someone’s personal appearance.

C. INSTRUCTIONAL RESOURCES Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, handouts STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1. Read the article to identify lexical items related to character of a friend Answer keys, Students’ answers with its good or bad meaning by T’s Observation matching and writing the correct letter (G) or (B) next to the words.

2.Describe personal characters.

Answer keys, Name, age, characteristics, Students’ answers T’s Observation appearance and activities of their best friends.

3.Writing an email about your best Students’ talk / Observation friend.Write 40 to 50 words answers Questions and answers .

STAGE 3: LEARNING EXPERIENCE

Time

Steps/Activities Activity 1: Task 1: Warm-up Play a game: Kim Game

Organizat ion • Teacher – whole class

How the Tiger One hundred- Snow White and Got His Stripes section bamboo seven Dwarfs 5’

The frog prince The fairy fish

Tam Cam

- T gives instruction: Work in groups of 4. I’m going to give you 6 pictures.

- Look at these pictures for only 1 minute and remember all the names of the pictures.

New lesson Task 2: Reading. (10’) - Teacher shows pictures, gives information and teaches new words.

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

- Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary.

New words: 8. clean( v) 9. try (n) 10. chore (n) 11. hard (adj) *Checking new words: - Teacher shows pictures and words, students have to match the pictures with suitable words.

Teacher – whole class/ individuals / pairwork

25’

Task 3: Read & find the best headline (a/p. 29) - Have students read the text quickly, then find the best headline for it.

• Teacher/ - Some students give answers.

Whole - Teacher checks and corrects. class/ Answer: groupwo 1. Good sister, Bad sister rk Task 4 : Read &find things that show Tấm and Cám’s personalities (b/p. 29) - Teacher asks students to work in pairs, read and write an example next to each adjective.

- Teacher gets the answers, checks and corrects.

Answer: Tấm 1. helpful: helping to cook and clean the house 2. kind: thinks about other people / tries to help her family .

Cám 3. lazy: never does any chores selfish: doesn’t share anything Activity 2: Speaking.(10’) Describing Characters - T asks Ss to work in pairs.

- Have Ss take turns talking about the characters from the Harry • Teacher Potter books.

– whole - Ask some pairs of Ss to perform in front of class. class/ - Correct if there are necessary. pairs Activity 3: Writing. Write an email about your best friend.Write 40 to 50 words : - Have Ss look at this e-mail and identify the parts in the e-mail.

- Teacher ask Ss some questions: Teacher – + How many parts are there in an e-mail to your friend? whole + What are they? class/ + What should you remember when writing each part? individua - T asks Ss to work in groups to do this activity. ls - T gives each group a large-sized piece of paper to write their e-mail.

- T asks two or three groups to stick their finished e-mail on the board.

- Other Ss and T give comments.

Answer: Dear Peter, Thanks for your email. Your best friend seems really nice.

5’

Let me tell you about my best friend.

My best friend is Quynh. She's 12 years old. She's a student.

She's my classmate at school. She's friendly and funny.

She likes making new friends and telling jokes. She's tall and thin.

She has brown eyes and short hair.

Write back soon, Mary Activity 4: Wrap- up & Assignments: - Teacher asks Ss some questions to consolidate What did you learn from the lesson today?

What are the sore value of the lesson?

- Write an email about your best friend. (his / her appearance,

Period 31:

Teacher – whole class/ individua ls

Teacher – Students in groups

Date of planning :......../......../2021 Date of teaching : ......./......../2021 Unit 3: MY FRIENDS REVIEW STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: - Listen for details and get familiar with the listening test format.

- Review the lexical items related to people’s appearance and character and talk about someone’s appearance and personal characteristic.

- Review the words from unit 3 to write the correct words and the use The Present and Present Continuous to circle the correct words - Pronounce correctly the sound /bl/ by circling the word that has the underlined part pronounces differently from the others and circling the word that has different stress from the rest.

B. LANGUAGE FOCUS Key terms/ Vocabulary: Review lexical items related to people’s appearance and charact Key grammatical structure(s): - Structures: Review: + The Present and Present Continuous tenses + What is he/she like ?

He/She is...................(adj) C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs(CD 2 – Track 65), EDU Home software, projector/TV. STAGE 2: ASSESSMENT EVIDENCE

Performance products Students’ 1. Listen for details and get familiar with the answers listening test format.

Performance Tasks

2.Read for comprehension and get familiar with the reading test format to Practice to use use vocabularies correctly, confidently to describe someone’s appearance and personality.

3.Review the words from unit 3 to write the correct words and the use The Present and Present Continuous by circling the correct words .

4. Pronounce correctly the sound /bl/ by Circling the word that has the underlined part pronounces differently from the others and circling the word that has different stress from the rest.

Assessment tools Answer keys, T’s Observation

Students’ answers

T’s Observation & Feedback

Students’ answers

T’s Observation & Feedback

Students’ talk / Observation answers Questions and answers

STAGE 3: LEARNING EXPERIENCE Tim e

Steps/Activities Activity 1: Task 1: Previous lesson GAME: “Three little thing” -Look at the instructions and find down 3 things as required.

-Find down 3 things you often share with your friends.

-Find down 3 adjectives talking about appearance 5’ -Find down 3 adjectives talking about personality Answer: • Homework; school things; fashion • Tall, slim, beautiful • Friendly; funny; helpful

Organizatio n • Teacher – whole class

New lesson 20’

Task 2: Listening.

You will hear Jenny and Tom talking about their brothers and sisters. For each question, choose the correct answer.

-Teacher elicits the request of the task.

• Teacher – whole class/ individuals

-Teacher asks some questions, Ss listen and answer.

-Teacher plays the recording. First, T asks Ss to listen only.

-Then Teacher plays the recording again and allows Ss to choose the correct answer as they listen.

-Teacher checks and corrects.

Answer: 1, B 2, C 3, B 4. C 5, A

Activity 2: Reading Read the text(10’). Choose the best word (A, B or C) for each space.

- T introduces the situation and elicits the request of the task (Look at the text and complete the sentences).

- Asks students to work in pairs to fill in the blanks.

- T gets the answers from students, checks and corrects.

Answer: 1, A 2, C 3, A 4, C 5, B

5’

Activity 3: Task 1: Vocabulary.

- T explains the exercise clearly - Asks Ss to work in pairs to write the correct words from the unit on the lines. The first letter is already there.

- Teacher checks and gives feedback.

Answer: 1, kind 2, mall 3, party 4, badminton 5, blond

/ pairwork

• Teacher/ Whole class/ group work

Teacher – whole class/ pairs

Teacher – whole class/ individual s • Teacher – whole class

6, lazy 7, glasses Task 2: Grammar: Circle the correct words -Have students review the present continuous tense.

-Students work in pairs, circle the correct words.

-Some students give the answers.

-Teacher checks and gives feedback.

Answer: 1, Is 2. doing 3. like 4. Is 5. not 6. does 7. having -Teacher asks student to give explanation for each answer.

5’

5’

5’

• Teacher – whole class/ individuals / pair work

Activity 4: Pronunciation.

Task 1: Circle the word that has the underlined part • Teacher pronounced differently from the others (10’) – whole -Teacher explains how to do the task of the lesson. class/ -Have students work in pairs, complete the exercise individuals -Some students give the answers by reading aloud all words before / pair work choosing the correct one.

-Teacher checks and corrects.

Answer: 1, B 2, C 3, D Task 2: Circle the word that differs from the other three in the position of primary stress in each of the following sentence.

Answer: • Teacher 1, A – whole 2, B class/ 3, C individual s Activity 5: Wrap- up & Assignments: -Talk about a friend, real or imaginary, following these guidelines. + give your friend’s name, age, when and where you met him or her + describe his/her appearance (height, hair, clothes, ……...) and his/her personalities (helpful, friendly, funny, …..….) + say what you like about him or her.

- Teacher asks Ss some questions to consolidate What did you learn from the lesson today?

What are the sore value of the lesson?

-Review all words and grammar notes of the lesson.

• Teacher – whole class/ individual s

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 31

UNIT 4: HOME Lesson 1: Lesson 1.1: New words + Listening(P.30) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of this lesson, students will be able to: 1. Identify the lexical items about adverbs of frequency and free-time activities to make sentences.

2. Elicit the present simple with adverbs of frequency to write and talk about free time activities.

3. Demonstrating teamwork skills through listening free time activities 4. Establish responsive and independent characteristics to be a long-life learner .

B. LANGUAGE FOCUS Key terms/ Vocabulary Vocabulary: always, usually, often, sometimes, rarely, never .

Grammar: Simple present.

C. INSTRUCTIONAL RESOURCES - Pictures of book types, flashcards - Textbook: English 6 – Unit 4 – page 30 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Assessment Performance Tasks Performance products tools 1. Fill in the blank with one suitable - Students’ answers -Teacher’s feedback adverbs of frequency.

2. Write an activity under each adverb and -Teacher’s take turns using them in a sentence.

-Students’ answers corection 3. Listen about free time activities. Listen and fill in the blanks correct adverbs of Group assessment

frequency.

4. Create sentences with adverbs of frequency about free time activities and the feeling about them.

-Grouporalpresentation -Teacher’s feedback - Students answer

STAGE 3: TEACHING PROCEDURE Steps/Activities Organization Time Warm up - Play a game: Missing letters - Put the words with some missing letters on the board. Let’s find out the correct words from these words relating to free Teacher – time activities. whole class - Call on students to come to the board and write the correct words.

5’ - Give feedback * Missing letters 1. P_ A _ =>PLAY 2. R I _ E =>RIDE 3. W A T _ _=>WATCH 4. _ E A _ => READ 5. G _ =>GO 6. S W _ _ => SWIM New lesson Teacher – Activity 1 A-Teach new words. (10’) whole class/ Teaching new words individuals/ pair work - Use simple English and show adverbs of frequencylevels to teach new words.

New words: 1. Never (adv) 2. rarely (adv) 25’ 3. sometimes (adv) 4. often (adv) 5. usually (adv) 6. always (adv) - Have students listen and repeat each new word. (chorally – individually) • Teacher/ - Correct student’s pronunciation if necessary.

Whole class/ Checking new words groupwork + Checking vocabulary: Matching

5’

- Shows the words and the levels to students to match.

Activity 2: Fill in the blanks - Have students work in pairs, fill in the blanks, use the words given. (exercise a/p. 30) - Play audio again. Have students listen and check.

- Teacher checks, corrects and gives feedback.

Answer: 1. never 2. rarely 3. sometimes 4. often 5. usually 6. always Activity 2 (optional): Speaking (exercise b/p. 30) - Teacher makes example sentences with these words.

- Ask students to do the same (individually), then present in front of the class - Teacher checks and corrects.

Example.

1. I never watch movies.

2. Lisa rarely plays computer games.

3. ……..

Activity 3 B-Listening. (10’) Activity 1: listen and answer the question - Teacher shows the pictures of free time activities, asks a student to listen and answer the questions. (exercise a/p. 30) - Teacher has students look at the questions.

- Teacher plays audio and has students listen and answer the questions by circling "Yes" or "No." - Teacher checks answers as a whole class.

Answer: “No” Activity 4: Filling in the blanks - Teacher plays the audio twice and has students fill in the missing words in the blanks.

- Teacher calls some students to give answers.

- Teacher checks answers and gives feedback.

Wrap-up Speaking.

- T asks students to make thesentences with adverbs of frequency about free time activities.

- Students work individually and then exchange answers with their partners.

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

- Some students present in front of the class.

Example: Student A: I usually play tennis in my free time.

Student B: I never go to the cinema after school.

Student C: ………

- Ask Ss to remind the content of the lesson 1. What did you learn from the lesson today?

- Identify the lexical items about adverbs of frequency and free-time activities to make sentences.

- Elicit the present simple with adverbs of frequency to write and talk about free time activities.

2. What are the core values of the lesson?

- Students’ feeling - Feedback Homework Make five sentences about yourself, using adverbs of frequency.

• Teacher – individuals / pairs

Teacherwhole clas

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 33

UNIT 4: HOME Lesson: 1.2 – Grammar (P.31) STAGE 1 – DESIRED OBJECTIVES

A. OBJECTIVES By the end of this lesson, students will be able to: 1. Identify the using of the adverbs of frequency.

2. Elicits the way to use “How often.”

3. Demonstrating teamwork skills: Group work activities 4. Realize/Show the feeling with freetime activities.

B. LANGUAGE FOCUS Vocabulary: review the words: always, usually, often, sometime, rarely, never Grammar: How often + Auxiliary verb + Subject + Verb? =>Subject + Adverbs of frequency + Verb Subject + be+ adverbs of frequency C.INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 4 – page 31 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Assessme Performance Tasks Performance products nt tools 1. Give the grammar explanation of - Students’ answers -Teacher’s using the adverbs of frequency. feedback 2. Explains the structure with “How often….…”

-Teacher’s 3.Work in groups to fill in the blanks -Grouporalpresentation corection with the correct form of the adverbs of frequency, ask and answer about their freetime cativities.

In pairs In pairs 4. Talk about the feeling of doing freetime activities

STAGE 3: TEACHING PROCEDURE Steps/activities Warm-up

Time 5’

Song: Free Time Song

Organization • Teacher –

- Play the music, the whole class sings and dances together. https://www.youtube.com/watch?v=lfLGtb258fM New lesson Chatting: + How often do you play soccer? + How often does your brother play soccer?

Activity 1 A-Grammar. (10’) - Teacher shows the conversation on the board.

- Teacher explains the structure with “How often….…” that is used to ask about things we often do.

- Teacher shows example sentences and elicits the way to use “How often.” and reminds Ss that “do/ does” are the forms of “Auxiliary verbs”.

How often + Auxiliary verb + Subject + Verb? =>Subject + Adverbs of frequency + Verb - Ask Ss to give examples to make sure they catch the point.

25’

B-Practice.

Activity 2: Listen & repeat (a/p. 31) - T introduces the situation of the dialogue.

- Have students listen and notice the pronunciation feature.

- Play audio again. Have students listen and repeat with a focus on the feature.

- T calls on Ss to repeat before the class - Give feedback Activity 3: Read and fill in the blanks (b/p. 31) - Have students practice in pairs, read the sentences and fill in the blanks with adverbs of frequency.

- The first three pairs show the answers on the board.

- Teacher checks and gives marks.

Answer: 1. sometimes 2. usually 3. never 4. always 5. often 6. rarely Activity 4: Look at the table and answer the questions. (c/p.

23)

whole class

• Teacher – whole class/ individuals/ pair work

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

• Teacher – whole class/ individual

5’

- Teacher asks students to answer the questions with adverbs of frequency.

- 3 individuals finishing firstly raise their hand to give answers.

- T corrects and gives feedbacks.

Suggested answer: 1. Jack rarely goes shopping.

2. Bobby always does his homework.

3. Sarah sometimes plays soccer.

4. Amanda rarely has barbecues.

- Teacher checks and corrects the answers.

- Have students practice asking and answering.

Wrap-up Ask and answer (d/p. 31) - Have students asks and answers about their partners’ free time activities and feeling about it - Some pairs present in front of the class.

-T checks their pronunciation.

1. What did you learn from the lesson today?

- Identify the using of the adverbs of frequency.

- Elicits the way to use “How often.”

2. What are the core values of the lesson?

- Students’ feeling about freetime activities - Feedback Homework Write sentences about your friends’ activity with adverbs of frequency

Period: 34

• Teacher – whole class/ individuals

Teacher – whole class/

Date of planning: ...../....../2021 Date of teaching:...../......./2021 UNIT 4: FESTIVALS Lesson 1.3: Pronuciation + Speaking(P.32) STAGE 1 – DESIRED OBJECTIVES

A. OBJECTIVES: By the end of this lesson, students will be able to: 1. Identify the sentence stress. Eespecially, stress the adverbs for emphasis.

2. Practice reading the sentences with the correct stress by asking and answering 3.Demonstrate teamworks: pair work for speaking skills 4. Show the love for free time B. LANGUAGE FOCUS Vocabulary: review the words: always, usually, often, sometime, rarely, neve

Structure:stress the adverbs for emphasis.

C INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 1 – page 9 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools -Teacher’s Observation feedback -Teacher’s corection In pairs Observation Question and answer

1.Listen , focus on the underlined - Students’ answers words, crossing out the one with the wrong sentenstress .

2. Practice reading the question with - Students’ answers the correct intonation In pairs.

3. Pratice speaking: Ask and answer to complete the survey about their Students’speech home .

4. Talk bout your favourite free time activity STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Warm-up Activity 1 • Teacher – - T gives Ss a game. Kim’s game whole class Watch a video: https://www.youtube.com/watch?v=WPTu1j6-B30&t=68s - Work in groups of 6. We’re going to watch a video. Then write the answers to the questions. The team with more 5’ correct answers will be the winner.

Answer: 1. Brush teeth => always 2. Use chopsticks => usually 3. Do the laundry => sometimes 4. Make cookies => rarely 5. Drive a car => never New lesson Activity 2 • Teacher – A-Pronunciation. (10’) whole class/ 25’ - How to stress the adverbs for emphasis. individuals/ - T lets Ss practice the stress in the example sentence. pairwork - Students listen and repeat.

- Practice reading the sentences with partners.

Activity 3 B-Practice – Ask and answer, swap roles & repeat. (10’) Activity 1: reading – play role.

- A pair of students asks and answers in front of the class.

- Teacher asks students to underline some words that can be replaced.

- A pair of students replace the underlined words with words given as models.

- Have students practice in pairs, practice asking and answering.

Example: Q: How often do you go running?

A: I rarely go running on Saturdays.

Q: How often do you go swimming?

A: I usually go swimming on the weekends.

Q: ……

A: ……

- Another pair makes other questions and answers with their own ideas, then present in front of the class - Teacher corrects student’s pronunciation if necessary.

5’

Activity 4: Speaking – What’s Your “Spirit Animal?”

- Have students work in pairs, share their ideas.

- Write where they are under their picture.

- Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

- Swap roles and do the same as the one before Wrap-up Simon says - Teacher divides theclass into 2 teams.

- Teacher says the activity each turn to students to make the sentence with adverbs of frequency.

- The fastest student from each team giving thecorrect answers will get 1 point for his team.

- Teacher gives marks and feedback.

1. What did you learn from the lesson today?

- Identify the sentence stress. Especially, stress the adverbs for emphasis.

- Practice reading the sentences with the correct stress by asking and answering

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

• Teacher – whole class

2. How do you feel when you do freetime activities?

- Students’ feeling Homework Write some sentences about activities you often do on Sundays.

Date of planning: ...../....../2021 Date of teaching:...../......./2021 ...........

Period 35 UNIT 4: FESTIVALS and FREE TIME Lesson 2.1 New words + Reading (Page 33) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. List names of festival activities and adjectives to talk about festival activities.

2. Talk about future events.

3. Identify the specific information through reading the text messages between Amy and Jim. B. LANGUAGE FOCUS - Vocabulary: performance (n); food stand (n); fashion show (n); puppet show (n); tug of war (n); talent show (n); Grammar: C.INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 4 – page 33 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools - Observation 1. Show pictures and festival - Students’ answers activities, have Ss work to Answer keys number the pictures -Students’ answers - Observation 2. Draw the table. Add more -Observation adjectives and talk about some -Students’ answers Answer key festival activities.

3.Read the text messages between Amy and Jim and answer the questions STAGE 3: TEACHING PROCEDURE

Time

Steps/Activities Warm-up Teacher asks Ss some questions: + What do you often do at the weekends?

5’ + What do you like to do on Saturdays? + On the weekends, do you prefer watching movies to going to music show? + What do you and your friends do together?

New lesson Activity 1 A.Teach new words. (10’) New words: 1. Performance (n); ( video) 2. food stand (n) ; ( visual) 3. fashion show(n); (visual) 4. puppet show (n) ; ( video) 5. tug of war (n);( explanation) 6. talent show (n); (visual) - Have students listen and repeat each new word. (chorally individually) - Correct student’s pronunciation if necessary.

- Teacher checks Ss’ vocabulary.

Number the pictures (exercise a/p.33) - Have students number the pictures 25’ - T tells Ss to do the task individually.

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

- Check answers as a whole class.

- Play audio. Have students listen and repeat.

Suggested answer: 1. A 3. B 5. E 2. F 4. C 6. D Activity 2: Draw the table (exercise b/p. 33) - Have students describe the festival activities using the adjectives.

- Have some students share their ideas with the class.

- Teacher checks theanswers and gives feedback Positive (good) fun

Negative (bad) Boring

Organization • Teacher – whole class

• Teacher – whole class/ individuals/ pairwork

• Teacher/ Whole class/ groupwork

• Teacher –

wonderful Awful …… ……

B-Reading. (10’) Activity 3 - Teacher shows the dialogue, sets the scene of the dialogue.

Play a game: Lucky numbers to answer the questions.

- Teacher gives instruction: There are 8 numbers with 3 lucky numbers. The class is divided into 4 groups, 4 members of each group will choose the numbers for their team. Each group will have 1 point for each correct answer, and 2 points for choosing the lucky number Answer: 1. In the park 2. 10 a.m.

3. A tug of war, a fashion show.

4. The food stands open at 10:30 a.m.

5. 9:30 a.m.

- Have Ss practice in pairs, role play the conversation.

- Have students ask and answer.

- Some pairs present in front of the class.

- Teacher checks spelling and gives feedback.

Wrap-up & Assignments - Ask students to answer the following questions.

1. What did you learn from the lesson today? (Festival activities: music performance, fashion show, puppet show, talent show, food stand, tug of war, dancing, magic show …

Adjectives to describe festival activities: boring, sad, dangerous, fun, interesting, wonderful, …

2. What are the core values of the lesson? (Talk about a festival: Time, place, activities, people, …)

Homework - Remind students to do exercises in the workbook and to prepare for the next lesson (Lesson 2 – Grammar (page 34 – SB).

- Do exercises in Workbook: Lesson 2 - New words – Part a, b and c (page 22).

whole class/ pairs

Period 36

Date of planning: ...../....../2021 Date of teaching:...../......./2021 UNIT 4: FESTIVALS and FREE TIME Lesson 2.2 Grammar ( page 34)

A. OBJECTIVES: By the end of this lesson, students will be able to: 1.Identify the use of the present simple to talk about things we know will definitely happen in the future .

2.Use the right form present simple to do exercise.

3.Developing communication skills and teamwork skills.

B. LANGUAGE FOCUS Vocabulary: review vocabulary about festival activities.

Grammar: the Present simple to talk about the future activities.

C.INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 4 – page 34 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks 1. Show out the form the present simple for future by listening the conversation 2. Fill in the blanks using the present simple.

-3. Answer the questions with Present Simple.

Performance products - Students’ answers

- Students’ answers

Assessment tools - Teacher’s feedback

- Observation Answer keys

-Students’ answers - Observation Answer keys

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities Warm-up MULTIPLE CHOICE 5’ - Show the exercises on the screen (or give handouts) - Have Ss work in pairs - Check answers as a whole class

Organization Teacher – whole class

Answer keys

New lesson

25’

Grammar. (10’) Activity 1: - Listen & repeat a/ p. 34 - T explains that The Present Simple to talk about things we know will definitely happen in the future.

- T points out contextual clues, such as talking about timetables or programs for shops, cinemas, etc.

The present simple for future: Subject + am/ is/ are + Object Subject + V/ Vs,es + Object

+ We can use the present simple for the future (timetables, programs) - Ask Ss to pay attention to the verbs for events and activities, the verbs for the events and activities avenue

Teacher – whole class/ individuals/ pairwork

• Teacher/ Whole class/ groupwork

- Have some Ss read the sentences aloud

5’

Activity 2: fill in the blanks, using the Present Simple (b/p. 34) - T demonstrates the activity using the example.

- Have students fill in the blanks.

- Have pairs check each other's work.

- Have some students share their answers with the class.

- T corrects answers and gives feedback Answer: 1. start 2. open 3. leaves 4. close 5. ends 6. leave Activity 3: Answer the questions with Present Simple. (c/p.

30) - T explains the exercise by correcting the first question.

- Play a game: Who’s faster? to do the exercise.

- Divide class into 4 groups, give them 2 minutes to prepare the answers.

- After 2 minutes, 4 students from each group come to the class board and write the answers - The fastest group win the game.

- Teacher checks and gives feedback.

Answer: 1. The festival starts at 11 a.m.

2. It ends at 10 p.m.

3. The food stands open at 12:30 p.m.

4. The bus leaves in ten minutes.

Wrap-up & Assignments - Ask students to answer the following questions.

1. What did you learn from the lesson today?

• Teacher – whole class/ pairs • Teacher – whole class/ individuals

Teacher – whole class/

* Present Simple for future action: Form: Be: S + am / is / are (not) … (?) Am / Is / Are + S …

Normal verb: (+) S + Vs/es (-) S + don’t / doesn’t + V. bare infinitive (?) Do / Does + S + V. bare infinitive Usage: The Present Simple is used to talk about things we know that will definitely happen in the future such as timetable, plans, schedule.

individuals

2. What are the core values of the lesson? (be on time when attending events.)

Homework - Remind students to do exercises in the workbook and to prepare for the next lesson - Write 5 sentences with Present Simple for future use about your timetable or programs.

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 37 UNIT4: FESTIVALS AND FREE TIME Lesson 2 – Pronunciation (p. 35) STAGE 1 – DESIRED OBJECTIVES A.OBJECTIVES .

By the end of the lesson , SS will be able to : 1. Recognise and identify correct the sounds /w˄taim /.

2. Contrast and select the sound changes with phrase (What time) in the given sentences.

3. Demonstrate the conversations by working in pairs : ask and answer about the schedule of films, sport events and music performances…..

4. Reproduce and describe the conversations about future events based on the given information and their own ideas.

B.LANGUAGE FOCUS Vocabulary: review words: fashion show, puppet show, talent show, music performance.

Grammar: Present simple tense for future use to talk about schedule of films, sport events, music performances…..

Pronunciation: /w˄taim/ sound.

C. INSTRUCTIOANAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 4 – page 35 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks 1.Focus on the sound /w˄taim/ and recognise and identify the sound changes (What time) /w˄taim/ in the sentences 2. Practise listening and cross out the one with the different sound changes 3. Work in pairs : ask and answer about the schedule of films, sport events and music performances and role – play about the schedule of films, sport events and music performances…..

4. Talk about their free time activities and show their love for cultural festivals and free time activities.

Performance products - Students’ answers

Assessment tools - teacher’s feedback

- Students’ answers

-Observation Answer key

Pair work -Students’ answers

Check list and rubric for assessing the timetable

-Students’ answers Pair work

,

Ss talks and behavior

Observation Teacher’s correction

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities Warm-up

Checking old lesson.

- T divides class into 4 groups 5’ - Asks 4 groups to write as many sentences as they can, using Present Simple for future use in 3 minutes.

- Hang the group board onto the class board

Organization • Teacher – whole class • Students in groups

- T checks theanswers and gives feedback.

New lesson Activity 1 A-Pronunciation. (10’) - Teacher shows an example to class, speaks louder for students to recognize the difference.

- Teacher gives more explanation, gives more examples to make it clear.

- Have students listen and repeat, focus on the underlined words (b/p. 35) Answer: What time …. ? /wʌtaɪm/.

- Have students listen and cross out the one with the wrong sound changes (c/p. 35) Answer: What time does it end?

– Wrong. No connected speech.

25’

Some students say again.

Students practice reading the words in pairs, pay attention to the sound changes.

- Ask teacher for help if necessary.

Activity 2 Further practice: - Teacher gives some sentences for students to practice - Some students read loudly Activity 3 B-Practice – Practice the conversation, swap roles and repeat (10’) Reading – Play role - A pair of Ss plays role and reads aloud the conversation.

- Teacher asks Ss to underline some words that can be replaced.

- A pair of students replace the underlined words with words given as models.

- Have Ss practice in pairs, role play the conversation.

Example:

• Teacher – whole class/ individuals/ pairwork

• Teacher/ Whole class/ groupwork

-

Teacher – whole class/ pairs

Teacher – whole class/ individuals

+ a fashion show – food stands + starts – opens + 2 p.m. – 3 p.m. …….

- Another pair makes a conversation with their own ideas, then present in front of the class.

- Teacher corrects student’s pronunciation if necessary.

Activity 4 Speaking: Let’s go to the Festival!

-

5’

Pair work

Teacher reviews the activities friends do together before letting them practice speaking.

Have Ss work in pairs, share their ideas.

Some Ss present in front of the class.

Teacher checks, corrects or gives feedback.

Swap roles and do the same as the one before.

Wrap-up& Assignments Complete the dialogue(the present simple for future) - Ask Ss to complete the conversation individually.

A: What can we do tonight?

B: There’s a music show. It ______ at 7 p.m.

A: What time does it ______?

B: It _____ at 10 p.m.

A: OK. Let’s do it.

Speaking.

- Teacher asks some students about the schedule of some famous TV programmes such as reality shows, comedies, Films, music …. (hand-out, an open dialogue, students answer by themselves.)

- Students work in pairs, ask and answer.

- Some pairs present in front of the class.

Ask students the following questions: o What did you learn from the lesson?

- After learning the lesson I am able to: Identify the sound changes ( What time..?) -/w˄taim / in listening and speaking.

Use present simple tense to talk about the schedules of events , programmes…

Make dialogues to ask and answer about the schedules.

• Teacher – Students in groups TeacherWhole class

Teacher – Individuals/ whole class

1. What are the core values of the lesson?

Show willingness and friendliness to friends in the ways of communication.

Make arrangements to have meetings for free time activities with friends.

Show respect to festivals and responsibility for keeing traditional festivals alive Homework -Write a similar dialogue about inviting your partner to join in a festival.

-Remind students to do exercises in the workbook.

-Prepare for the next lesson - Lesson 3.1: New words + Listening

Period: 38

Teacher – Whole class

Date of planning: ...../....../2021 Date of teaching:...../......./2021 UNIT4: FESTIVALS AND FREE TIME Lesson 3: Social studies (p. 36) STAGE 1 – DESIRED OBJECTIVES

A. OBJECTIVES By the end of this lesson, students will be able to: 1. Identify the specific information by listening and matching the word phrases with the similar picture 2. Develop teamwork skills by discussing in pairs 3. Develop their listening skill through listening for main ideas about traditional festivals .

4. Develop their speaking skill and classifying useful language in conversation.

B. LANGUAGE FOCUS Vocabulary: firework (n); lucky money (n); gift (n); parade (n); decorate (v); traditional Grammar: Present simple to talk about festival activites especially a Vietnamese festival. Students will be able to ask and answer about festivals such as food, activites….

C. INSTRUCTIONAL RESOURCES student book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV. Student books, notebooks, workbooks.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks Performance products 1. Number the pictures. Listen and Students’ answers repeat .

2.Discuss the things you think people do - Students’ interaction during holidays .

Answe keys 3. Listen to some people talking about traditional festivals.

Students’ answers Are all the festivals celebrated in the same country?

4. Having a conversation asking and answering about festivals with useful language In pairs - Student’s talk Time

Assessment tools Observing Questions and answers Observing and feedback - Self-assessment, group assessment

Steps/Activities Warm-up Review words of activities we often do in a festival - Have Ss play a game: A Jar of words.

- Teacher divides theclass into 4 groups to play the game.

- Have students look at the jar of words to find out the activities, then show to the teacher and write them on the class board in 3 5’ minutes.

- The groups with the most answers will be the winner.

Suggested answer: dance, play a tug of war, watch music performances, eat food, circus, play blind man’s bluff, …

Organization Teacher – whole class

New lesson

25’

New words. (10’) • Teacher – Teaching new words. whole class/ - Teacher uses pictures, videos, explanation to elicit the individuals/ meaning of new words. pairwork - Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary.

New words: 1. firework (n); (visual) 2. lucky money (n); (visual) 3. gift (n); (visual) 4. parade (n); (video) 5. celebrate (n); (video)

6. traditional (a); (explanation) Checking new words: Fill in the blanks Practice: Activity 1 Number the pictures (exercise a/p. 36) - T explains the exercise by using the examples - Divide the class into pairs to number the pictures.

- Students check their answers with their partners.

- Play audio. Have students listen and repeat.

Answer: A. 1 C. 3 E. 4 G. 6 B. 5 D. 8 F. 2 H. 7 Discussion (exercise/pg. 36).

- Teacher elicits the request of the task.

Activity 2 Play a game: Pass the ball - Guide Ss how to play the game: While the music playing students should pass the ball around the class. When the music stops, the student with the ball will give things people do during the festivals.

- Teacher checks, corrects and gives feedback.

Example: 1. People eat traditional food at Christmas.

2. Vietnamese women wear Ao Dai on New Year’s Day. 3. People wear costumes on Halloween 4. Add more Activity 3 B-Listening.(10’) Listen to some people talking about traditional festivals.

Are all the festivals celebrated in the same country?

- Teacher has students guess first - Have students listen and give answers.

- Check answers as a whole class Answer: No. Listen and draw lines.

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

- Have students listen and draw lines. (exercise b/p. 36) - Teacher gets the answer from students.

- Teacher checks, corrects or gives feedback.

Answer: 1. Kwanzaa – wear traditional clothes 2. Christmas – decorate trees 3. Thanksgiving – watch parades 4. Lunar New Year – give gifts Activity 4 Useful language - Have students look at the Useful Language box.

- Play audio. Have students listen to the useful language.

- Have students practice the useful language.

- Have students practice using another vocabulary from New Words.

- How do people prepare for Christmas? + They decorate their homes and buy gifts.

- What do they do during Christmas? + They visit family and friends.

Wrap-up

5’

Game: Brainstorm - Teacher divides class into 2 teams to brainstorm the activities in the festivals.

- Each team takes turn to give activities one by one.

- The last team giving more activities is the winner.

Example: 1. People decorate house.

2. We give lucky money to children.

3. People play music at the festivals.

1.What did you learn from the lesson?

- After learning the lesson I am able to: Identify activites during the festivals.

Use present simple tense to talk about festival activites.

Make dialogues to ask and answer about the festivals using useful language.

2. What are the core values of the lesson?

Show respect to festivals and responsibility for keeing traditional festivals alive Homework

• Teacher – whole class/ individuals

• Teacher – Students in groups

- Write some activities you often do at Tet. -Remind students to do exercises in the workbook.

-Prepare for the next lesson - Lesson 3.3: Reading – Speaking Writing.

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 39 UNIT 4: FESTIVALS and FREE TIME Lesson 3 - Part 2 (Page 37) – Reading, Speaking and Writing STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of this lesson, students will be able to: 1.Develop their reading skill through reading an article about a famous festival in Vietnam for the main ideas.

2.Develop their speaking skill by telling a friend from overseas about the Mid-Autumn Festival and talking about what people do before and during the festival.

3. Identify the form of a message and write messages about a festival.

B. LANGUAGE FOCUS Key terms/ Vocabulary -Vocabulary: peach flowers, apricot flowers,lanterns, mooncakes,lion dance - Grammar: Simple present.

C. INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 4 – page 37 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Assessmen Performance Tasks Performance products t tools 1.Reading an article about a famous - Students’ answers -Teacher’s festival in Vietnam for the main ideas. feedback 2. Talking about what people do before -Students’ answers -Teacher’s and during the Mid – Autumn Festival. correction 3. Writing a text messages about the Midobservation , Autumn Festival.

-Students writing assessment

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities

Organization

Warm-up Option 1: Game: JIGSAW PUZZLE - Prepare a picture which is cut into many pieces - Have Ss work in groups to arrange the pieces to make a right picture, then hang it on the board - Have Ss give name of the festival in the picture - The quickest group to have the right picture and name of the festival will be the winner.

• Teacher – whole class/ individuals

5’ Answer keys

35’

Name: The Mid-Autumn Festival  Lead to the new lesson New lesson Activity 1 A-Reading. (10’) Teaching new words.

- Teacher uses visuals, videos, and explanation to elicit new words.

- Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation.

New words: 1. peach flower(n); (visual) 2. apricot flower (n); (visual)

• Teacher – whole class/ individuals

3. lantern (n); (visual) 4. lion dance (n); (video) 5. special (a); (explanation) Checking new words: - Teacher shows pictures and words, students have to match the pictures with suitable words.

Reading: Option 1: Read & underline all the festival activities (a/p. 37) - Teacher has students read the article individually.

- Teacher explains the activity using the example.

• Teacher - Have students underline all the festival activities. whole class/ - Teacher checks theanswers and gives give feedback. individuals Answer: + buy fruits and flowers. + decorate their houses. + buy a special tree (peach trees with pink flowers, apricot trees with yellow flowers). + cleans their house. + visit their family and friends. + wear new clothes. + get lucky money. + watch lion dances and fireworks.

• Teacher – Option 2: Read &write “Yes” or “No” (exercise b/p. 37) whole class/ - Teacher explains the activity using the example. individuals - Have students work in pairs to read the sentences, then write "Yes" or "No." - Call some pairs to give answer in front of the class.

- Teacher checks theanswers and gives feedbacks.

Activity 2 B-Speaking.(10’)Festival Fun - Teacher asks students to work in pairs, take turn, and talk about what people do before and during the festival.

- Teacher explains the activity giving some examples.

- Call some pairs to present in front of the class - Teacher gives feedback and corrects spelling if necessary.

Example: A: What do people do before the festival?

B: Hmm. Let me see.. They buy some lanterns from the market.

• Teacher – A: …… whole class/ B: …… pairs

Activity 3 C-Writing. (15’)Write similar messages about the MidAutumn Festival.

- Have Ss look at the messages and identify the emojis (pictures) meanings.

- T calls some students to give answers and corrects.

Answer: a – karaoke c – party e – money b – happy d – Vietnam f – fireworks - Teacher explains thatstudents will have a written conversation using messages in English and emojis.

- Have student A write a greeting to student B on a piece of paper and then hand it to them.

- Have student B reply about the Mid-Autumn Festival and hand the paper back. Continue in this manner with the pair passing the paper between them.

- Have some students read their messages in front of the class - T gives feedback and checks spelling if necessary.

Answer: A: Hi, how are you?

B: I’m great. It’s Mid-Autumn Festival here in Vietnam.

A: What’s that?

B: Mid-Autumn Festival is a traditional festival in Vietnam.

A: What do people do for Mid-Autumn Festival?

B: Before Mid-Autumn Festival, people buy lanterns and moon cakes. During Mid-Autumn Festival, people give the moon cakes to friends and family. They watch lion dances and parades.

A: Sounds fun!

B: It’s great. I love it!

• Teacher – whole class/ pairs

Wrap-up

5’

Game: Simon says - T puts students into 2 teams to play the game - T says the words, then 2 teams make a sentence with that word about Tet’s activities - The team gets more correct answers will win the game Example: T: Simon says: decorate Team A: People decorate the house Team B: We decorate our yard with apricot flowers.

• Teacher – whole class/ groups

T: Simon says: wear Team A: Women wear Ao Dai at Tet. Team B: Vietnamese people wear traditional clothes at Tet. …add more…

Homework/ self- studying: -Write a paragraph about activities you do in your favorite festival.

- Do exercises in Workbook: Reading and Writing (p 25).

- Prepare: Unit 4 - Review (page 92 – SB).

Period: 40

• Teacher – Students in pairs/ individuals

Date of planning: ...../....../2021 Date of teaching:...../......./2021 UNIT 4: FESTIVALS and FREE TIME Review (p. 92-93) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES: By the end of this lesson, students will be able to: 1.Identify the main information to fill in the blanks through listening the conversation.

2. Develop the reading skill by messages, advertisements and choosing the correct answer.

3. Improve their source of vocabulary by filling in the blanks with the words from the box.

4. Develop the writing skill through building up sentences from the given words using the present simple tense.

B. LANGUAGE FOCUS - Vocabulary: words relatetofree time activities, making plans, giving opinion, and traditional festivals.

- Grammar: conversation skills.

C. INSTRUCTIOAL RESOURCES - Textbook: English 6 – Unit 4 .Review– page 92-93 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Assessment Performance Tasks products tools 1.Listening and filling in the blanks.

- Students’ answers -Teacher’s feedback 2.Reading messages, advertisements and -Students’ answers -Teacher’s choosing the correct answer. correction

3.Filling in the blanks with the words from the box.

4. Build up sentences from the given words.

-Students’ answers - Students’ answers

-Teacher’s correction -Teacher’s correction

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities Organization Previous lesson GAME: SLAP THE BOARD • Teacher – - Teacher writes 3 answers A, B and C on the board for students whole class/ to choose by slapping it. individual - Divide class into 2 teams to play the game.

- The team gets more correct and faster answer will win the game.

Answer: 5’ 1. We have peach flowers in/on/at _______.

A. Tet B. Halloween C. Mid-Autumn 2. What do you often do after school? – I _______.

A. reads B. plays basketball C. go swimming 3. Julia usually _______ yoga on weekends.

A. plays B. does C. do 4. You can watch ______ dances during Tet. A. lion B. dragon C. cat New lesson

35’

Activity 1 A-Listening. (7’) You will hear two friends talking about festivals. Listen and fill in the blanks.

- Teacher elicits the request of the task.

- T asks some questions, Ss listen and answer.

- T plays the recording. First, T asks Ss to listen only.

- Then T plays the recording again and allows Ss to fill in the blanks as they listen.

- T checks and corrects.

Answer: 1. dresses 2. flowers

• Teacher – whole class/ individuals/ pairs.

3. fun 4. music • Teacher – 5. talent whole class/ Activity 2 pairs B-Reading (10’) Read the text. Choose the best word (A, B or C) for each space.

- T introduces the situation and elicits the request of the task (Look at the text and complete the sentences).

- Ask students to work in pairs to fill in the blanks.

- T gets the answers from students, checks and corrects.

Answer: 1. C 2. A 3. B Activity 3 C-Vocabulary. (5’) • Teacher – - T explains the exercise clearly using the example. whole class/ - Ask Ss to work in pairs to fill in the blanks with words from individuals the box.

- Call some students to give answer and check as a whole class - Teacher checks and gives feedback.

Answer: 1. rarely 2. get lucky money 3. talent show 4. always 5. food stands 6. fireworks 7. never 8. eat traditional foods Activity 4 D-Grammar.(8’)Circle the correct words - Have students review the present simple for future use.

- Students work in pairs, write sentences from given words.

- Some students come to the board and write the answer.

- Teacher checks answers and gives feedback.

Answer: 1. We decorate our houses for Halloween 2. John sometimes plays video games with his friends after

school.

3. The fashion show starts at 8 p.m.

4. How do people prepare for Christmas?

5. How often do you go shopping?

6. The bus leaves at 10 a.m.

5’

E-Pronunciation. (5’) *Circle the word that has the underlined part pronounced differently from the others - Teacher explains how to do the task of the lesson.

- Have students work in pairs, complete the exercise - Some students give the answers by reading aloud all words before choosing the correct one.

- Teacher checks and corrects.

Answer: 1. D 2. A 3. B *Circle the word that differs from the other three in the position of primary stress in each of the following sentence.

Answer: 4. C 5. D 6. A Wrap-up Talk about activities in the festival you like best. You should talk about: + name of the festival. + where and when you join the festival. + what activities you did in the festival. + why you like these festival activities. + what these activities can help you (study, relationship, life,..) o What did you learn from the lesson?

Identify activites during the festivals.

Use present simple tense to talk about festival activites. o What are the core values of the lesson?

Show love to festivals Homework/ self- studying: Review all words and grammar notes of the lesson.

Prepare the new lesson. - Unit 5 – Vocabulary and Listening

Teacher- whole class/pairs

Teacher- whole class/groups

(page 38 – SB).

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 41 UNIT 5: AROUND TOWN Lesson 1 - Part 1(Page 38) – New words & Listening STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - Identify some information and lexical items about clothes.

- Talk about activities of “buying clothes in a clothing store” - Use the sentence patterns and conversation skills at clothing stores to make conversations at clothing stores - Show the love of traditional costume through making to the conversation in a clothing store.

B. LANGUAGE FOCUS Key terms/ Vocabulary: -large, extra large, jeans, changing room , medium, sweater, customer, sales assistant .

Key grammatical structure(s): - Structures: Present simple tense C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Look at the table and fill in the blanks with words given.

2. Use words in the table and make sentences to talk about clothes which someone has.

3. Listen to people talking about buying the clothes in a clothing store

Students’ answers

Answer keys, T’s Observation

Students’ talk

T’s Observation & Feedback

Students’ answers

Observation Questions and answers

4. Work in pairs and make a Students’ discussion conversation in a clotning store Students’ activities STAGE 3: TEACHING PROCEDURE Time Steps/Activities

T’s observation Organization

Warm-up

5’

25’

- Brainstorming Teacher shows pictures of towns or cities which are decorated for Tet, then ask students some questions about it.

Question: - What do you prepare for Tet? - What do you do at Tet? - Name some interesting places to visit in HCMC at Tet. Teacher and students discuss together.

New lesson

• Students in groups

• Teacher – whole class/ individuals/ pair work Teacher shows pictures of places that relate to the new lesson.

- Ask students if they have ever been to any of them, or what they can buy here.

Activity 1- new words. (10’) Task 1: Teaching new words Use real things and pictures to introduce the new words: New words: 7. jeans (n) • Teacher/ Whole 8. sweater (n) class/ group 9. customer (n) work 10. sale assistant (n) 11. changing room (n) 12. T-shirt (n) 13. Size (medium, large, extra large) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary.

Task 2. Checking new words -Divide class into two teams, one team has pictures, the other has flashcards. Students from the two teams take turn to show the • Teacher – picture and word that goes together. whole class/ -Teacher checks the answers and gives feedback. pairs Activity 2: Fill in the table - Have students work in pairs, fill in the table, use the words given. (exercise a/p. 38) -

10’

5’

- Teacher checks, corrects and gives feedback.

Answer: Clothes Sizes others Jeans Large Changing room Teacher – whole Sweater Medium Customer class/ individuals Extra large Sales assistant t-shirt Small Check-out dress Extra small Bills Activity 3 -Listening Task 1: listen and choose correct answer - Teacher shows the picture of Cassie and her mom, asks students some questions about it. (exercise a/p. 6) Suggested Q&A: - Where are they? – in a clothing store - Are they going to buy some clothes? - Maybe - What kinds of clothes will they buy? – Don’t know.

-Have students listen to the dialogue and answer Yes or No (exercise a/p. 38) (listen the 1st time) Answer: Yes - Listen again and circle True or False (listen the 2nd time) - Listen again and check their answers - Teacher checks and corrects.

Answer: 1. False 2. True 3. False 4. True Task 2: Reading - Teacher shows the dialogue, students listen and repeat.

- Teacher has students play role, read the dialogue. (hands-out Activity 4 Wrap-up & Assignments Ask students to answer the following questions + What did you learn from the lesson today ?

- Identify the items of clothes , size and colour of clothes - play role of a sales assistant and a customer, do as modeling.): • Teacher – A. Hi, can I help you?

Students in B. ………………………………………… pair C. What size do you need?

D. ……………………………………….

E. Is there anything else?

F. ……………………………………… + What are the core value of the lesson?

Do you like Vienamese traditional dress?

What colour do you want?

What size do you need? ( Show the love of traditional costumer ) -Make a dialogue yourself, use conversation skill.

- Do exercises on the workbook.

- Prepare Lesson 1 part 2 :Grammar

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 42

UNIT 5: Around Town Lesson 1 - Part 2 (Page 39) – Grammar STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: - Identify the use of the demonstrative pronouns this/that /these/those (form,usage)and object pronouns - Apply demonstrative pronouns and object pronouns:it/them (object pronouns ) after a verb or a preposition.

- Develop communication skills when working in pair and group work.

- Show the love of traditional costume through making conservation with partner about costume.

B. LANGUAGE FOCUS Key terms/ Vocabulary: Key grammatical structure(s): - Structrure demonstratives : this /that/these/those - Object pronouns(it,Them ) after a verb or a preposition.

C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 5 – Page 39 - Computer , Projector, Audio track 57, EDU Home software STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products Assessment tools

1. Answer the teacher’s questions to identify the form and usage of demonstrative pronouns this/that /these/those 2. .Read the sentences and circle the correct words .

3.complete the dialogue with this, those, it,or them.

4.Practice the conversation with your partner.

Student’s answer

Students’ answer

Observation Answer keys

Students’ answer

Observation Answer keys

Students’ answer Student’s talk

Observation Peer correction

STAGE 3: LEARNING EXPERIENCE Time Steps/Activities Warm-up Elicit some words for ss - Teacher divide the class into two teams ? Go to the board, listen to the teacher and slap on the correct words.

- Teacher gives feedback and gives mark.

5’ - Today,we are going to learn about demonstratives this/that/these/those to show which things we are talking about..

Example: This is my book.

Is that your teacher?

Do you like these rulers?

Are those your friends?.

New lesson Activities 1: Grammar: Task 1: Demonstratives :this /that/these/those -Teacher shows use real things in class or a picture in the book to introduce demonstrative: this, that, these, those - Teacher shows example sentences and elicits the way to use 25’ demonstrative.

- Ask students to give examples to make sure they catch the point.

Formation

Observation Questions & answers

Examples

Organization Teacher – whole class Students in groups Whole class

Teacher – whole class/ individuals/ pairwork

This That these

Those

Singular nouns, close to the speaker Singular noun, further away from the speaker Plural nouns, close to the speaker Plural noun, further away from the speaker

Task 2: Listen and repeat - Have Ss look at the picture - Play audio (CD1 – Track 57) and have Ss listen and read the speech bubbles - Play audio again and have Ss listen and repeat Grammar box - Have Ss look at the grammar explanation.

- Have students read the sentences with demonstratives.

- Teacher points at real things, students make sentences using demonstratives.

Activity 3 : Read the sentences and circle the correct words.

- Have students practice in pairs, read the sentences and circle the correct answers.

- The first three pairs show the answers on the board.

- Teacher checks and gives marks.

Answer: 7. Those 8. This 9. It 10. These 11. Them 12. Those 13. That Activity 3: Task 1:Complete the dialogue with this / those / it or them .

Teacher sets the scene of the dialogue.

- Have students practice filling the dialogue (pairs) - Students exchange the answers to cross check.

- The answers are shown through a game.

Suggested answer: 1. this

Teacher/ Whole class/ groupwork Teacher – whole class/ pairs Teacher – whole class/ individuals

2. it 3. those 4. them 5. them - Teacher checks and corrects the answers.

- Students practice reading the dialogue in pairs.

Task 2: Practice the conversation with your partner.

5’

- Have students read the coversation with their partner.

- Have students practice reading the dialogue in pairs - A pair presents in front of the class.

- Teacher shows some picture of clothes, students substitute with ones in the dialogue - Some pairs present in front of the class.

Activity 4: Wrap-up & Assignments - Ask students to answer the following questions. + What did you learn from the lesson today? (identify and use demonstratives :this/that/these/those , Object proouns(it,Them ) after a verb or a preposition) + What are the core value of the lesson?

What type of clothes do you like ?

What size and colour do you need?

(Show the love of traditional costumer) Remind students to do exercises in the workbook and to prepare for the next lesson (Pronunciation and Practice on page 40).

Period: 43

Teacher – whole class/ individuals Students in groups

Date of planning: ...../....../2021 Date of teaching:...../......./2021 UNIT 5: AROUND TOWN Lesson 1- Part 3(Page 40) – Pronunciation & Speaking STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to - Identify how the sound changes of the words “ Do you have” - Identify lexical items about clothes ,demonstratives, object pronouns, the present simple tense to make a conversation in a clothing store.

- Talk about the clothes : The types, the size, colour and the price.

- Recognise the value of the beauty of costume through talking about the types,the size, colour and the price of clothes.

B. LANGUAGE FOCUS Key terms/ Vocabulary: These socks in red, this shirt in pink, it in a medium size, them in small size, It in extra large size Key grammatical structure(s): - Present simple tense pronunciation: Do you have………. ? /dʓэ hӕv/ C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Student’s --Listen the sound changes and read the Answer keys, pronunciation/speech sentences with the correct sound T’s Observation changes.

-Practice the conservation and swap roles.

Make the conversation in a clothing store about the items of clothes , the size and colour .

-Talk about the items of clothes and note the size and colour they want

Time

5’

Students’ talk

T’s Observation

Students’ talk

Observation Questions and answers

Students’ discussion Students’ talk

T’s observation

STAGE 3: TEACHING PROCEDURE Steps/Activities Organization Warm-up  Clip: In the shop Teacher – whole - Show a video clip about buying clothes / things in a store. class (T only plays 1 minute 20 seconds) Link: https://www.youtube.com/watch?v=I9YYtue3_Cs

35’

- Have Ss watch the clip and remember: What do they buy what are the prices?

- Call Ss to give answers - Give feedback, check answers as a whole class They buy: a doll (five hundred won) a toy car (two hundred won) a kite (5 dollars) a hat (10 dollars) New lesson Activity 1: Pronunciation.(10’) Task 1: Listen. Notice the sound changes of the underlined words -Show and briefly the pronunciation feature : sound changes in the question: “Do you have …?” in context.- Play the recording (CD1, track 59) - Ask Ss to listen and pay attention to the sound changes - Call Ss to make their comments on the sound changes of the questions: “Do you have …?”

- Give feedback, explain the pronunciation feature: “Do you have …?” often sounds like /dʒə hӕv/- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

Task 2: . Listen and cross out the one with the wrong sound changes, then read the sentences with the correct sound changes to a partner.

- Play the recording, have Ss listen and cross out the option that doesn’t use the correct sound changes - Call Ss to give answers - Play the recording again and check answers as a whole class.

- Then have Ss practice saying the sentences with a partner, using the correct sound changes, then encourage Ss to use their own sentences - Call some Ss to read their sentences in front of the class.

-Check and correct Ss’ pronunciation Activity 2: Practice: (10’) Task 1: Practice the conversation. Swap the roles and repeat. (controlled practice) - Demonstrate the activity by practicing role-play with a student - Emphasize the structures used when giving something to someone.

Teacher – whole class/ individuals/ pair work

Teacher/ Whole class/ pairwork

5’

- Have pairs practice the conversation - Call some pairs to read in front of the class - Have pairs swap roles and repeat-using the information on the right.

- Have some pairs demonstrate the activity in front of the class - Check Ss’ pronunciation – Practice the conversation, swap roles & repeat.

Task 2: Practice with your own ideas. (free - practice) - Have pairs practice the conversation with their own ideas, then swap roles.

- Go round, observe Ss’ work and give help if necessary Call some pairs to demonstrate the activity in front of the class - Give feedback and evaluation Activity 3: Speaking (15’) – Clothes shopping - Teacher reviews the types of clothes before letting them practice speaking.

- Have students practice A&A about the three things they want to buy (ask about the size and the color) (exercise a/p. 40) - Have students work in pairs, share their ideas.

- Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

- Swap roles and do the same as the one before Activity 4: Wrap-up & Assignments - Ask students to answer the following questions. + What did you learn from the lesson today?

- (identify the items of clothes you bought, the size, the color and the amount of money you spent -Indentify the sound change “ Do you have...?”.) + What are the core value of the lesson?

What type of clothes do you like ?

What size and colour do you need?

How much money do you spend buying every year?

(Show the love of traditional costumer) - Write a conversation in which include two items that you want to buy - Do exercise writing part in workbook on page 27 Prepare lesson 2 part New words & Reading on page 41

Teacher – whole class/ pairs

Teacher – whole class/ pairs

Teacher – whole class/ pairs

Teacher – whole class/ individuals

individuals

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 44 UNIT 5: AROUND TOWN Lesson 2 - Part 1(Page 41) – New words & Reading STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A.OBJECTIVES By the end of this lesson, Ss will be able to: -- Identify some vocabularies about ordering food and drinks in a restaurant.

- Use of English to order food and drinks in a restaurant, order food and drinks in a restaurant politely. Use quantifiers and use countable and uncountable nouns.

- Improve reading skills by reading an article about food for main ideas/details - Have positive attitude in English language learning so that they actively participate in all classroom activities.

B. LANGUAGE FOCUS Key terms/ Vocabulary: (v) order, (n) desert, menu, tip, cupcake, pasta, check, change Key grammatical structure(s): (What) would you like + to infinitive I’d like (I would like) + to infinitive C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, laptop, EDU Home software, TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1Read and match the words with the T’s Observation & pictures, using the words in the box.

Students’ answers Feedback

2. Work with a partner to say what Students’ talk food and dessert they often order in a restaurant 3. Read the dialogue Students’ answers Ben and Jane are at a new restaurant.

Do they enjoy their meal?

4.Read the dialogue again and tick Students’ talk the things they ordered on the menu.

Time

STAGE 3: TEACHING PROCEDURE Steps/Activities

Answer keys, T’s Observation T’s Observation & Feedback T’s Observation & Feedback

Organization

5’

Warm-up Song: Eat & Drink all day (https://youtu.be/cCbKQrpWfe0) - Teacher shows the clips to brainstorm the theme of the lesson.

- Teacher and students sing along and greet together.

- Ask students some questions about the clip. * What is the song about?

– about food & drinks * What food and drinks do you see?

– bread, butter, ice cream, milkshake, cake, burger, ……………… * What food or drink do you like?

– I like ……………………….

- Teacher shows some kinds of food and drink, then leads to new lesson.

• Teacher – whole class

-

25’

New lesson Activity 1: New words: -Use real things and pictures to introduce new words: 1. Menu (n) 2. Order (v) 3. Pasta (n) 4. Desert (n) 5. Check (n) 6. Change (n) 7. Tip (n) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary.

Checking new word, - Teacher shows a menu of a restaurant, students circle the words they have just learned. (exercise a/p. 9) - Teacher checks and gives feedback.

Activity 2: matching - Have students look and match the words with the pictures.

• Teacher – whole class/ individuals/ pairwork

- Teacher gets the answers from students, checks and gives feedback.

Answer key: 1C 2D 3F 4B 5E 6A Activity 3. Ask & answer: - Teacher asks a student as modeling.

- Ask students to practice in pairs, A&A using the two questions in b/p. 41.

- Some pairs present in front of the class.

A:What food do you often order in a restaurant?

B: I often order pizza.

A: What do you often have for dessert?

B: I often have a cupcake 10’

- …

Activity 4: Reading.

Tast 1: Ben and Jane are at a new restaurant.

Do they enjoy their meal?

- Teacher shows the dialogue, introduces Ben and Jane, asks students to guess if they enjoy the meal (Yes / No).

- Have students practice in pairs, read then answer the questions (how do you know?)

Answer: Yes Tast 2: stick the things they ordered.

- Teacher explains how to do the task.

- Have students practice in pairs, do as directed.

Answer key: - Chicken pasta - Hamburger.

- Orange juice - Cola - Ice cream - Cupcake Tast 3: extra questions - Teacher asks some more answers.

1. What food and drink does Ben order?

2. What food and drink does Jane order?

3. How much do they have to pay?

4. Do they tip the waiter?

Answer key:

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

1. Chicken pasta 2. Hamburger, 3. …………….

4. Yes. -Ask some students to check the answers.

- Teacher checks again and gives feedback.

5’

Activity 5: Wrap-up &Assignments Ask students to answer the following questions + What did you learn from the lesson today ?

- Have students ask and answer, using this structure - Some pairs present.

- Example: - What would you like to eat?

I’d like some ……………………….

- Would you like coke?

Yes. I’d like to drink fruit juice.

What are the core values of the lesson?

-- Identify about ordering food and drinks in a restaurant.

-Order food and drinks in a restaurant politely.

-Write about the food and drink you would like to eat or drink Learn by heart the new words.

- Do exercises in Workbook: Lesson 2 - New words – Part a, b, c (page 28) and Listening (page 29).

- Prepare Lesson 2 part 2 :Grammar

• Teacher – whole class/ individuals

Teacher – whole class/

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 45 UNIT 5: AROUND TOWN Lesson 2 - Part 2 Grammar(Page 42) STAGE 1 – DESIRED OBJECTIVES A. OBJECTIVES: By the end of this lesson, students will be able to : -Identify countable & uncountable nouns use a / an / some / any.

- Develop their speaking skill through reading for general and specific information about food.

-Develop communication and collaboration; problem solving and creativity skills through pair-work and group-work activities to practice the dialogue and taking part in the class activities.

B LANGUAGE FOCUS Key terms/ Vocabulary: -review words of food & drink Key grammatical structure(s): Countable & uncountable nouns A / an / some / any C. STRUCTIONAL RESOURCES - Teacher: Text book, laptop, speakers, TV - Ss : Text books, studying equipment….

- Teaching methods: , Communicative; group works; pair works ;individual STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Listen to the conversation and T’s Observation & identify the form and use countable - Students’ answers Feedback & uncountable nouns 2.Work in group to fill in the blanks Students’ talk with the correct form of a / an / some / any.

Answer keys, T’s Observation

3: Ask and answer about their food and drink

T’s Observation & Feedback

Time

Students’ answers

STAGE 3: TEACHING PROCEDURE Steps/Activities

Warm-up Words reviewing - Teacher asks some volunteer students to talk about the food and drinks they like.

- Teacher gives feedback and gives mark.

5’ - Teacher writes the words on the board, adds an article before, then leads in new lesson.

Example: I’d like some orange juice.

There is an orange for lunch.

25’

New lesson Activity 1:Grammar. (10’) Tast 1: Listen & repeat Teacher shows some sentences to elicit the ways to use

Organization • Teacher – whole class • Students in groups • Whole class

• Teacher – whole class/ individuals/

a/an/some/any.

Example: 1. I’d like a cookie.

2. He’d like an apple.

3. I’d like some milk for breakfast.

4. There isn’t any water in the bottle.

Notes A An

Some Any

Before a singular noun, beginning with a consonant sound Before a singular noun, beginning with a vowel sound Before uncountable nouns and plural nouns, affirmative form.

Use for question and negative form, uncountable nouns and plural nouns.

- Teacher asks students to take notes in their notebook.

- Teacher gives some more examples for students to do.

- Have students listen and repeat all the words.

Ex: I have………………noodles for dinner.

He’d like………………banana and ……………..water.

Activity 2: fill in the blanks, using a / an / some / any .

- Have students work in pairs; fill in the blanks with a / an / some / any - Teacher asks some pairs to show their answers.

Answer key: 1. some 2. a 3. some 4. a 5. some 6. an 7. any - Ask some students to check the answers.

- Teacher checks again and gives feedback.

Activity 3: practice: Teacher shows picture of Alice and Nick, asks students some

pairwork

• Teacher/ Whole class/ groupwork • Teacher – whole class/ pairs • Teacher – whole class/ individuals

questions about the food and drinks they like.

- Have students work in pair, practice filling the blanks in the dialogue.

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

- Teacher checks and gives feedback.

Answer key: 1. An omelet 2. Some pasta 3. I’d like some cola 4. I’d like some orange juice 5. Would you like some food?

5’

Activity 4: Wrap-up &Assignment Ask students to answer the following questions + What did you learn from the lesson today ?

- What would you like to eat?

- I’like ……………………..

A pair reads in front of the class What is the core value of the lesson?

Identify countable and uncountable nouns.

Use the articles “a” or “an” for singular countable noun.

Use quantifier words: “some” or “any”.

- Practice ordering food in a restaurant with a friend.

- Do exercises in WB: Lesson 2 - Writing (page 29).

- Prepare: Lesson 2 – Pronunciation and Speaking (page 43 ).

-

• Teacher – whole class/ • Work in pairs

• Teacher – whole class/

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 46 UNIT 5: AROUND TOWN Lesson 2 – Pronunciation ;practice; speaking (p. 43) STAGE 1 – DESIRED OBJECTIVES A OBJECTIVES: By the end of this lesson, students will be able to: - Identify the sound changes in speaking and listening.

- Pronunciation: identify the sounds change for“would you like……?” in context.

-Developing speaking skill, realize the love for their favorite foods and drink B. LANGUAGE FOCUS - Key terms/ Vocabulary:

- : review words of food and drinks - Key grammatical structure(s): - prononciation : sound changes.

C. STRUCTIONAL RESOURCES - Teacher: Text book, laptop, speakers, TV - Ss : Text books, studying equipment….

- Teaching methods: Communicative, group works; pair works; individual STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Listen to the sentenses and T’s Observation & notice how the sound changes Students’ answers Feedback 2, Pratice speaking: take turns ordering. swap roles and repeat

Students’ talk

T’s Observation, corection

3 speaking ; work in pair order some food

Students’ talk

T’s Observation & Feedback

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities

Warm-up What would you like?

- Teacher gives students a menu, each pair practices ordering the food and answering the questions.

A. What would you like to eat?

B. I’d like some chicken and some rice.

5’ A. What would you like to drink?

B. I’d like some apple juice.

- Have students read all the sentences loudly.

- Teacher lets students listen to the model sentences, compare the sound to see how they change.

25’

New lesson Activity 1: Pronunciation. (10’) - Teacher shows examples to class, speaks louder for students to recognize the difference.

- Teacher gives more explanation, gives more examples to make it clear.

- Have students listen and repeat, focus on the underlined

Organization • Teacher – whole class

• Teacher – whole class/ individuals/ pairwork

5’

words (b/p. 43) Answer: Would you like /wэʤƱlaik/ - Have students listen and cross out the one with the wrong sound changes (c/p. 43) Answer: What would you like to drink? (wrong: no connection) - Some students say again.

- Students practice reading the words in pairs, pay attention to the sound changes.

- Ask teacher for help if necessary.

Activity 2:-Practice Tast 1: Ask & answer.

- Have students look at the pictures, review the words before practice speaking. (cake, pizza, noodles, coffee, orange juice, milk, rice, ice cream) - Teacher asks a pair of students to do as modeling.

- Have students practice in pairs, ask and answer about the food and drink they want to, swap the roles and repeat.

Example: - What would you like to eat? – I’d like ……………………

- What would you like to drink? – I’d like …………………

- What would you like for dessert? – I’d like …………………

-Some pairs present in front of the class - Correct student’s pronunciation if necessary..

Activity 3:-Speaking – What would you like to order?

- Have students practice in pairs, play role of a waiter and a customer, practice ordering the food and drink. (exercise a/p. 43) - Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

Activity 4:-Wrap-up &Assignment Ask students to answer the following questions. what did you learn from the lesson today?

What food do you like best?

-Talk about the food or drink teenagers in Vietnam like best.

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

Example:

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

whole class/

Most teenagers in Vietnam like fast food and junk food such as milky tea, banh trang tron, ……..

What is the core value of the lesson?

- realize the love for their favorite foods and drink - Practice ordering food and drinks.

- - Prepare: Lesson 3: Social Studies– New Words and Listening (page 44 – SB).

individuals

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 47 UNIT 5: Around Town Lesson 3 - Part 1 (Page 44) – New words & Listening STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: - Identify some information and flexible items about food around the world.

- Talk about the popular food from around the world - Show the love and responsibility for the kinds of food in Viet Nam and other countries.by listening and discussing about ingredients of food and where they come from.

- Identify useful language: What’s bun bo Hue? What do people make it with?

- develop communication skills when working in pair and group work.

B. LANGUAGE FOCUS Key terms/ Vocabulary: - fish sauce, fry, noodles, grill, beef, seafood, lamb, herbs, pork Key grammatical structure(s): - Present simple tense C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 5 – Page 44 - Computer - Projector - Video in EDU Home software - Audio track 64,65,66 STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1..Look at the pictures (new words-p44) to Answer keys Student’s answer name kinds of food . Fill in the blank with Observation

words given 2. Talk about someone’s favorite food 3.. Listen to a man talking about popular food around the world and answer the question: Who is the speaker?

4. Talk about students’ favorite food, where it comes from and its ingredients with possitive attitudes.

Students’ answer

Questions & answers Observation Answer keys

Students’ answer

Observation Answer keys

Students’ answer Student’s talk

Observation Peer correction

STAGE 3: LEARNING EXPERIENCE Steps/Activities Warm-up * Look at the pictures and play game: “odd one out” - Teacher shows four pictures of food or drink each time, students have to find and odd out the one that not belong to the group.

- Teacher and the whole class check and correct. ? Which country is this food famous for?

5’ - Teacher shows some pictures of food or drinks in the world, students have to give the country it is famous for.

- Teacher gives feedback, then leads to new lesson. *Example: - Raw fish – Japan - Pho – Viet Nam - Pizza – Italy - …

New lesson Activity 1: New words.

10’’ Task1: Fill in the blanks. Listen and repeat - Teacher uses pictures to fill in the blank and elicit the meaning of new words.

- Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary 8. Fish sauce 9. Pork Time

Organization • Teacher – whole class • Students in groups • Students in class

• Teacher – whole class/ individuals/ pair work

5’

15’

10. Beef 11. Seafood 12. Lamb 13. Herb 14. Grill (v) 15. Fry (v) Checking new words: - Teacher shows pictures, students speak the words.

- Have students fill in the blanks in exercise a/p. 44 (the food) (individually) - Some students give answers. Teacher checks and corrects.

- Have students read again (chorally) Answer: 4. Noodles 5. Lamb 6. Grill 7. Herbs 8. Seafood 9. Beef 10. Fry 11. Pork 12. Fish sauce Task 2: Speaking- Teacher has students make sentences with these words.

Ex: I like grilled beef ...................................

Activity 2: Task 1: Listen to a man talking about popular food from around the world, answer the question: Who is the speaker Answer: chef - Have students explain why - Listen again to check the answer (a/p. 44) Task 2: Listen and fill in the blanks, then match with the correct picture.

- Have students listen and fill in the blanks. (exercise b/p. 44) - Teacher gets the answers from students.

- Ask them to correct the false ones.

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

- Teacher checks, corrects or gives feedback.

Answer: 5. Cheeseburger: the USA, beef – picture B 6. Kebab: Turkey, lamb – picture A 7. Paella: seafood, some vegetables – picture C

8’

2’

Activity 3: . Work in pairs or groups in class to talk about Teacher/pairs your favorite food, its ingredients and where it come from. or groups Ex: A: What’s favorite food?

B: It’s bun bo Hue A: What’s bun bo Hue? B: It’s a noodle dish from Viet Nam A: What do people make it with?

B: Noodles, beef and herbs ..................................................................................

Activity 4: Wrap-up & Assignments • Teacher – - Ask students to answer the following question. whole class/ + What did you learn from the lesson today? individuals (- Identify some information , flexible items about food around the world and talk about the popular food from around the world) + What are the core values of the lesson?

(I can make my favorite food by myself and introduce the popular food in the world to my friends, relatives and my family members) - Write a short paragraph about the food you like best..

- Remind SS to do exercises in the workbook (unit 5- lesson 3)

Date of planning: ...../....../2021 Date of teaching:...../......./2021 Period: 48 UNIT 5: Around Town Lesson 3 - Part 1 (Page 45) – Reading + speaking + writing STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: - Identify the main idea of the article by reading and circling the best headline - Identify specific information of the article by reading the article and answering the questions.

- Recognise flexible items relaxing to food around the world and talk about it.

- Practice making notes about the food they like and then write about it

B. LANGUAGE FOCUS Key terms/ Vocabulary: - taste (n,v) - smell (v) - dish (n) - delicious (a) Key grammatical structure(s): - Present simple tense C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 5 – Page 45 - Computer - Projector - Video in EDU Home software STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

1.Read the article and circle the best headline.

Student’s answer

2..Read the article and answer the questions

Student’s answer

3. Talk about food around the world by practising in pairs

Students’ answer Students’talk

4. Choose two of the dishes from your country . Make notes and write a paragraph about your choice with possitive attitudes.

Students’ writing paper

Assessment tools Answer keys Observation Questions & answers Answer keys Observation Questions & answers Observation Answer keys

Observation Peer-correction

STAGE 3: LEARNING EXPERIENCE Time

Steps/Activities

Organizati on

Previous lesson * Speaking 5’ - Teacher shows some pictures of dishes, students look and choose Vietnamese dishes.

- Students share some information about these dishes.

• Teacher – whole class

- Other students can make questions if they want.

- Teacher and the whole class check and correct.

• Students in groups • Students in class

* what food is the most popular?

- Teacher shows some pictures of food and drinks on the screen, students choose the one they think more popular.

- Some students share their ideas.

15’

Example: 4. I think Com Tam is more popular than hamburger because …………………………………..

5. I think milky tea is more popular the Vietnamese tea because …………………………..

- Teacher gives feedback, then lead to new lesson.

New lesson Activity 1:Reading.

• Teacher – Task 1: Read the article & circle the best headline (a/p. 45) whole *Introducing new words. class/ - Teacher shows pictures pho and com tam, two traditional dishes individual of Vietnam, gives information and teaches new words. s/ Example: pairwork 5. Have you tried this kind of food?

6. Is it popular in Vietnam?

7. Is it delicious?

8. What do you know about it?

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

- Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary.

- Teacher introduces 4 new words.

New words:

6.

7.

8.

9.

-

10’

5’

taste (n, v) smell (n) • Teacher/ delicious (v) Whole dish (n) class/ Have students read the text quickly, then find the best groupwor headline for it. k - Some students give answers.

- Teacher checks and corrects.

Answer: • Teacher 2. A taste of Vietnam /individua Task 2: Read & answer the questions (b/p. 45) l - Teacher asks students to work in pairs, read and answer the questions.

- Teacher gets the answers, checks and corrects.

Answer: 1. Rice and noodles are in most Vietnamese dishes 2. It’s a famous dish • Teacher – 3. It’s an amazing dish whole 4. With fish sauce class/ pairs Activity 2: Speaking: Food around the world.

Task 1:Tick the food you would like to try Teacher – - Teacher asks students to names some food around the world. whole - Teacher sets the scene of task a/p. 45, introduces some kinds of class/ food in the world. groups - Have students work in groups. Each group chooses a dish to talk. (optionally) - Representative from groups goes to share the presentation with the class.

- Teacher checks and gives feedback.

Task 2: making a presentation of food - Teacher introduces some kinds of food in the world.

- Have students work in pairs, practice A&A about the one they like or know.

• Teacher – - Some pairs present in front of the class. whole - Teacher checks and gives feedback class/ pairs Activity 3: Writing With a partner, choose two of the dishes from your country Teacher – and make notes. whole

The dishes in my country The name & the kind of …………….. is a kind of dish ………… in VN What people make it with?

When people eat it?

How it tastes?

7’

Activity 4: Writing Write a pharagraph about your choices. Write 50 to 60 words - Have ss use the notes to write a paragraph - Call some students to read the paragraph aloud.

- Teachers correct the mistakes.

Activity 5: Wrap-up & Assignments - Ask students to answer the following question. + What did you learn from the lesson today?

(Identify the main idea of the article and specific information of the article about dishes in Viet Nam and around the world)

class/ individual s

- Teacher – whole class/ individuals - Teacher – whole class/ individuals

3’ + What are the core values of the lesson?

- Teacher – (I can make my favorite food by myself and introduce the Students in popular food in the world to my friends, relatives and my family groups members) Remind SS to do exercises in the workbook (unit 5- lesson 3?

Period: 49

Date of planning: ...../....../2021 Date of teaching:...../......./2021 UNIT 5: Around town REVIEW STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: 1. Review lexical items related to the language of communication and about the food and drinks .

2. Review how to write a paragraph about the local dishes 3. Review lexical items related to demonstratives, object pronouns and quantifiers 4. Review the pronounciation of the sounds / æ/ ,/ /ə/, /ı/ and /ei /, identify the correct stress pattern

5. Communicate confidently in a clothing store or in a restaurant and express their loving to their local dishes B. LANGUAGE FOCUS Key terms/ Vocabulary: - lexical items related to, food and drinks Key grammatical structure(s): - demonstratives, object pronouns, quantifiers C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 5 – Review - Page 94 - Computer - Projector - Audio file STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen to the talking between Matt and Amy in a restaurant; choose the Observation Student’s answer correct answer Answer keys - Fill in the blanks with words from the unit 2. Read and fill the missing words Observation Student’s answer in the email Answer keys 3. Fill in the blanks with words Observation from the box Student’s answer Answer keys 4. Circle the word that has the underlined part pronounced differently or different stress pattern from the others 5.Make a conversation at a clothes store or at a restaurant - Write an email to a friend about their favorite local dishes

Student’s answer

Observation Answer keys

Student’s talk

Observation Questions & answers

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCE Time

Steps/Activities

Organization

New lesson • Warm up (5’)

15’

25’

Option 1: reminding - Teacher shows pictures for students to review words of clothes, sizes, food and drinks (small, medium, large, extra large, ………….)

- Have the whole class repeats the words.

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

-Have students listen and repeat. (chorally – individually) Option 2: Game: guessing?

- Teacher divides class into two groups, they compete each other by giving the answer for each sentence - Teacher gives the pictures and the words which are incorrect, students from teams find and correct.

Teacher checks and gives feedback, then leads to new lesson A. Activity 1:Listening and Vocabulary. (10’) Task 1: Listening: Listen to the talking between Matt and Amy in a restaurant; choose the correct answer - Let students listen to the talking between Matt and Amy in a restaurant; choose the correct answer (p. 94).

- Students listen and check the correct answer.

Answer:1 C 2A 3C 4B 5A Task 2: Vocabulary: Fill in the blanks with words from the unit.

- Students uses these words in option 1 to fill in the blanks in the sentences Answer: 1. Extra large 2.Change room 3. Sales assistant 4.Tip 5.Dessert 6.Noodle 7.fried B. Activity 2:-Reading. (10’) read and fill missing word in the emai - Teacher asks students to work in groups. Read the email and fill in missing words.

- Groups exchange the answers with each other to cross check.

- Teacher shows the answers.

Answers:0.A 1.Some 2.They 3.Where 4.Go 5.With C. Activity 3 Grammar:( 10’) . Fill in the blanks with words from the box - Have students review ways of using demonstratives - Students work in pairs, fill in the blanks with words given.

• Teacher – whole class

• Students in groups • Students in class • Teacher – whole class/ individuals/ pair work

Teacher – whole class/ individual s

• Teacher – whole class/ individuals/

- Some students give the answers.

- Teacher checks and gives feedback.

Answer: 1.An 2.It 3.Those 4.Some 5.This 6.An 7.them _ Teacher asks student to give explanation for each answer.

D- Activity 4 :Pronunciation (5’).

Task 1 – circle the word that has the underlined part pronounced differently from the others (10’) - Teacher explains how to do the task of the lesson.

- Have students work in pairs, complete the exercise - Some students give the answers by reading aloud all words before choosing the correct one.

- Teacher checks and corrects.

Answer: 1.A 2.B 3.A 4.D Task 2 Circle the word that differs from the other three in the position of the main stress.

Answer: 1.B 2.D

5’

Activity 5: Wrap-up & Assignments(5’) Option 1: CONVERSATION SKILL - Have students play role of a sales assistant and a customer to buy clothes in a department store Suggested answer A. Can I help you?

B. Yes, I want a …………………. Do you have it in……….size?

A. What color do you want?

B. …………….

A. How much is it?

B. It’s …………………….

A. Here you are.

B. Thank you.

- Students show their presentation to class.

- Teacher checks and gives feedback Option 2: Speaking - Have students play role of a sales assistant and a customer to order food in a restaurant.

Suggested answer - What would you like?

Yes, I’d like some………………. and some………………

pair work

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ individuals

• Teacher – whole class/ individuals

• Teacher – Students in groups

- What drink would you like?

C. ……………., please.

C. How much is it?

D. It’s …………………….

A. Here you are.

B. Thank you.

- Students volunteer to answer the question.

- Teacher and other students follow and give feedback.

- Ask students to answer the following questions.

1. What did you learn from the lesson today?

(Review vocabulary about the language of communication and about the food and drinks; pronounce sound / æ/ ,/ /ə/, /ı/ and /ei /, identify the correct stress pattern 2. What are the core values of the lesson?

(Communicate confidently in a clothing store or in a restaurant and express their loving to their local dishes ) and show positive attitudes and responsibilities for studying.

- Remind students to do exercises in the workbook and to prepare for the next lesson (A Close Look 2).

PERIOD 50:

Date of planning: ...../....../2021 Date of teaching:...../......./2021 REVIEW FOR THE FIRST TERM EXAM STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Identify the language items Ss have studied and the skills they have practised from Unit 1 to Unit 5.

2. Practice reading. listening, speaking skills by using The present simple, Possesive’s, “and” and “ or” for positive and negative statements, possessive pronouns, “like + Ving”, The present continuous tense, demonstrative and object pronuons, quantifiers, countable and uncountable nouns.

3. Extend some more knowledge about the topic of home, school, friends, freetime,…...

4. Memorize, extend and use the lexical related to the topic home, school, friends,……...

5. Raise motivations and interests in learning English. The love of learning English.

Having the good attitude to working in groups, individual work, pairwork, cooperative learning and working.

B. LANGUAGE FOCUS: Key terms/ Vocabulary:

-Extend and practice vocabulary related to the topic “ Home”, “School”, “Friends”, “Festival and “ Freetime” and “ Around Town”.

Key grammatical structure(s): -Extend and practice the grammar related to Units 1,2,3,4,5 : The present simple, The present continuous tense,……………

C. INSTRUCTIONAL RESOURCES: - Textbook: English 6 : Revision on the first term test - Page …

- Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Read the sentences and choose the Observation Student’s answer correct answers.

Answer keys 2. Fill in the blanks with the correct Observation Student’s answer form of the verbs.

Answer keys Observation 3.Put the words in the correct order. Student’s answer Answer keys 4. Change these sentences in to Observation interrogative form and answer Yes Student’s answer Answer keys or No. STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCE Time

Steps/Activities Warm-up

Option 1: Chatting *Questions: 1.How are you today?

2.What’s your name?

3.How do you spell your name?

4.Where do you live?

5.Do you live in an apartment ?

5’ - Call Ss to give answers.

- Give feedback and show correct answers - Lead to the new lesson.  Option 2: REARRANGING - Have Ss rearrange the words to make a meaningful English sentence.

- Have Ss read their answers .

- Tell Ss about the grammar point they are going to study in the new lesson.

Organization Teacher – whole class

Teacher – whole class/Pairs

Lead to the new lesson.

1. you / a / do / live / in / house?

2. apartment / I / an / in / live 3. doesn’t / live / USA / the / in / she 4. is / gym / my / there / house / a / in 5. the / the / is / garage / in / car *Answers keys: 1. Do you live in a house?

2. I live in an apartment.

3. She doesn’t live in the USA. 4. There is a gym in my house.

5. The car is in the garage.

35’

I. Review the new words: Activity 1: Teaching new words Review the new words from unit 1 to unit 5.

Have students listen and repeat each new word. (chorally – individually) Correct student’s pronunciation if necessary.

Activity 2: Checking new words Divide class into two teams, one team has pictures, the other has flashcards. Students from the two teams take turn to show the picture and word that goes together.

-Teacher checks the answers and gives feedback.

II. Teach grammar: a.The present simple : 1. Form: (+) I / We / You / They + V bare infinitive +…….

He/ She/ It + V-s/ V-es +……..

(- ) I / We / You / They + don’t(do not) + V bare infinitive + …….

He / She / It + doesn’t (does not) + V bare infinitive +……………….. (? ) Do + I / We / You / They + V …?

Yes, I / We / You / They + do No, I / We / You / They + don’t Does + He / She / It + V bare infinitive +………..…?

Yes, He / She / It + does.

No, He / She / It + doesn’t *Wh-question: Wh-q + do/ does + S + V bare infinitive +……?

Teacher – whole class/ Individuals/ pair work

Teacher – whole class/ individuals

S + V/Ves,s +…………

2. Use: the main use of the simple present tense is to experss routine or habitual actions. It is often used with adverbs or adverb phrases such as: always, usually, often, sometimes, seldom, never, every…, on (Mondays), once, twice, three times… (a day/week/month…)

- Have some Ss read the sentences in the Grammar Box aloud - Ask Ss to give more examples using the Present Simple b. The present continuous: 1. Form: (+) S + (am/is/are) + V-ing +……

(- ) S + be + not (‘m not/isn’t/aren’t) + V-ing +…… (?) Be + S + V-ing +……….…?

Yes, S + be (am/is/are).

No, S + be + not(‘m not/isn’t/aren’t) 2. Use: To talk about actions are happening now or around now To expess a definite arrangement in the near future (one’s immidiate plans) -Adverbs: now, at the moment, at present - Verbs: Look! Watch! / Listen! / Be (careful/quiet)!

- Answer questions with “Wh-q” - T helps Ss consolidate the knowledge.

Activity 3: Exercises Option 1:Read the sentences and choose the correct answers.

-Have students work in pairs.

-Teacher checks, corrects and gives feedback.

1.My brother often makes (breakfast/ dinner) in the morning.

2.The plates are dirty. You need to do the (shopping/ dishes).

3.Margaret (makes lunch/does the dishes) after eating dinner.

4.Let’s (clean the bathroom/ have a snack). It’s so dirty.

5.My housemaid (does the shopping/ laundry). My clothes are always really soft.

6.We’re out of Jam. Can you buy some when you do the (laundry/shopping) *Answer Keys: 1. breakfast 2. dishes 3. does the dishes 4. clean the bathroom 5. laundry 6. shopping Option 2: Fill in the blanks with the correct form of the verbs.

- Demonstrate the activity.

Teacher – whole class/ Pairs

Teacher – whole class/ Individuals/ pair work

Teacher – whole class/ Individuals/ pair work

- Have Ss fill in the blanks with the correct form of the verbs.

- Have Ss work in pairs to check each other’s work.

- Have some Ss share their answers with the whole class.

- Give feedback, correct Ss’ answers if necessary.

1.My mom always (make)……….delicious meal.

2.Susie (go)………………shopping every week.

3.Where ………he (come)…………………from?

4.Where………yourfather (work)……….?

5.Who (do)………the most housework in Ken’s family?

6. We (read)……………….. books now.

7. You (brush)………………….. your teeth in the morning?

8. Listen! She (talk)……………………… to him.

9. Where they (go)………………………… now?

10. I (not have)………………….. lunch at 12 o’clock. *Answer Keys: 1.makes 2. goes 3. does/ come 4. does/work 5. does 6. are reading 7. Do/brush 8. is talking 9. are/going 10.don’t have Option 3: Put the words in the correct order.

- Have individually.

- Call some students to demonstrate the activity in front of the class.

- Have some Ss share their answers with the whole class.

- Give feedback and evaluation.

1.Ellen./ name /My /is /sister’s 2.This /daughter. /is / Bob’s 3.father. /is / Natasha’s / Klaus 4.Enrique / son. / is / Julio’s *Answer Keys: 1.My sister’s name is Ellen.

2.This is Bob’s daughter.

3.Natasha’s father is Klaus.

4. Julio’s son is Enrique.

Option 4: Change these sentences in to interrogative form and answer Yes or No. - Have individually.

- Call some students to demonstrate the activity in front of the class.

- Have some Ss share their answers with the whole class.

Teacher – whole class/ Individuals/ pair work

- Give feedback and evaluation.

1. He is watching TV now.

2. She is reading a book at the moment.

3. Nam is playing football now 4. Ba and Nam are going to school *Answer Keys: 1. He isn’t watching TV now.

Is he watching TV now ?

2. She isn’t reading a book at the moment.

Is she reading a book at the moment ?

3. Nam isn’t playing football now.

Is Nam is playing football now ?

4. Ba and Nam aren’t going to school.

Are Ba and Nam going to school right now ?

5’

Activity 3: Wrap-up & Assignments - Ask students to answer the following questions.

Teacher – whole 1. What did you learn from the lesson today? class/ (Identify a rewiew of vocabulary and activities ) individuals 2. What are the core values of the lesson?

(Recognize the value of schooling (broadening knowledge, taking part in activities with friends, and developing social skills) and show positive attitudes and responsibilities for studying.

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

Period 51, 52: Thi Học Kỳ I theo đề chung Period 53,54: Hoạt động trải nghiệm

Date of planning : / /2021 Date of teaching : / / 2021

Period: 55

UNIT 6: COMMUNITY SERVICES Lesson 1: (p. 46) New words + Listening STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:

By the end of this lesson, students will be able to: -Identify lexical items about community services talk about public services in your town - Use definite and indefinite articles(a/an) -List vocabularies about prepositions of place (on, next to opposite, between...)and use structures :The…………….is on/opposite/near/next to…….

There’s a/an……….. is on/opposite/near/next to…….

- Develop communicative and team-working skills through learning activitiespair-work and group-work activities to practice the dialogue and taking part in the class activities.

B.LANGUAGE FOCUS: Key terns/Vocabulary - Key terms: Words about public services and prepositions of place Police station,library,hospital,train station,post office,bus station - Key grammar: Use the present simple tense and use adverbs of places in sentences There’s a/an……….. is on/opposite/near/next to…….

The…………….is on/opposite/near/next to…….

• Talk about public services and use prepositions of place Ask and answer about places in a town where people live C.INSTRUCTIONAL RESOURCES 1. Materials: - webpage: http://isw.i-learn.vn/ - Teacher’s aids : teacher’s book, and student’s book , lesson plan, software ,projector/interactive whiteboard/TV -Students’aids : Student’s book Unit 6 page 46 ,notebook,workbook.

2. Equipment: personal computer, TV , poster of places STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks products

Assessment tools

T’s Observation Answer keys, T’s Observation 2. .Say what public services are nearStudents’ discussion & your house Feedback Students’ answers Teacher’s corection 3. Listen and fill in the blanks 1..Match the words with the pictures

Time

Students’ answers

STAGE 3: TEACHING PROCEDURE Steps/Activities Warm-up

Activity 1: Task 1: Role play: “Where is the post office?”

5’ - Play audio (The “Where is the post office?”) to brainstorm the theme of the lesson.

- Teacher and students say along and greet.

Organization -Teacher – whole class

Task 2: What is in the picture?

-Students in groups • Divide the class into two groups, A & B. • Teacher shows the chain of pictures of places. After watching, groups receive flashcards of the places they have just seen, and pick out what they saw.

-Whole class • The winner is the group that has more correct pictures.

New lesson

25’

- 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: New words: train station (n):ga tàu hoả library (n):Thư viện hospital (n):Bệnh viện post office (n):Bưu điện bus station (n)bến xe buýt police station (n):Đồn cảnh sát - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary.

Activity 2. (Checking new word) -Teacher lets students look at the pictures, and fill in the blanks with words given. (exercise a/p. 46) - Listen again to check the answers.

Answer: Train station Library Hospital Police station Post office Bus station

• Teacher – whole class/ individuals/ pairwork

-Teacher/ Whole class/ groupwork

-Teacher – whole class/ pairs

Activity 3: Watching a video clip, name the places - Teacher shows a video clip she made at her town (in Ho Chi Minh city) - Have students watch the video, pause sometimes for students - Teacher – to name the places. (Train station, library, hospital, post office, whole class/ bus station, police station). individuals - Teacher checks, corrects and gives feedback.

Activity 4 (optional): Speaking - Teacher makes example sentences with new words.

- Ask students to work in pairs; and talk about public services near their house, using new words (exercise b/p. 46) - Some pairs present in front of the class.

- Teacher checks and corrects.

Example.

There’s a hospital near my house.

My mother woks in a hospital.

5’

B-Listening(10’).

- Teacher shows the picture of the task, asks students some questions about it. (exercise a/p. 46) Suggested Q&A: Where is the post office? – It’s on Market Street.

Is there a train station near here? –Yes. Where is the bus station? – It’s near the hotel.

Is the bus stop far? – No. - Teacher has students work in pairs, read the sentences, guess the answers (exercise b/p. 46) - Listen and check their guessing (listen the 1st time) - Listen again to check their answers.

- Teacher checks and corrects.

Answer: post office train station bus station library - Teacher shows the dialogue, students listen and repeat.

Wrap-up Activity 5: Task 1: substitution -Teacher gives out the open conversation to groups, students practice filling in the gaps, using suggested words.

- Have students practice role playing the dialogue.

- Some pairs present in front of the class. (close pairs, open pairs) Example: transport station (a bus station, a train station) library (a librarian) hospital (a doctor, a nurse) Task 2: Speaking.

-Teacher asks some students about public services in their town

- Pairs work

Pairs work

Teacher-whole class

- Teacher – whole class/ individuals

- Teacher – Students in groups

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

- Students work in pairs, ask and answer as modeling.

- Some pairs present in front of the class.

Example: Do you know the National library? …………………………………………

Where do I get the bus? ……………………………………….

Is it near? ………………………………………

How long does it take? ……………………………………………

What kind of book do you like best? …………………………………………………

Task 3: Wrap-up and Assignments * Ask students to answer the following questions + What did you learn from the lesson today?

- List vocabularies about prepositions of place (on, next to opposite, between...)and use structures : The…………….is on/opposite/near/next to…….

There’s a/an……….. is on/opposite/near/next to…….

Totalk about public services ( police station,library,hospital,train station,post office,bus station + What are the core vallues of the lesson?

- Do you satisfied with your public services??

- What is your neighborhood different from other places? * Remind students to do exercises in the workbook and to prepare for the next lesson (Grammar on page 47).

Teacher-whole class

*************************** Date of planning : / /2021 Date of teaching : / / 2021

Period: 56

UNIT 6: COMMUNITY SERVICES Lesson 1: (p. 47) GRAMMER STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES: -By the end of this lesson, students will be able to -Identify definite and indefinite articles(a / an / the)anduse structureThere’s a/an……….. is on/opposite/near/next to…….

-gain vocabulary iterms about community services(police station, library, hospital, train station,post office, bus station) - Use prepositions of place and give directions to the places: Where is the ............? The…is on/opposite/near/next to…….

B. Language focus Key terms/ Vocabulary • Vocabulary: near, next to, between, opposite.

- Structure : The post office is next to the park There is a hospital near my house C. Structional resources - Pictures of book types - Textbook: English 6 – Unit 6 – page 47 - Computer,TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools

1.Circle the correct words (definite and Students’ answers indefinite articles a / an / the).

T’s Observation Answer keys,

2.Look at the map and complete the - work individual sentences.

T’s Observation & Feedback Teacher’s corection

3.Work in pair: Practice the conversation -In pairs with your partner.Use words/sounds to get time to think

Time

STAGE 3: TEACHING PROCEDURE Steps/Activities

Activity 1: Warm-up Task 1: Song: “Where is the bus stop?”

Play the music, the whole class sings and dances together to brainstorm the theme of the lesson.

5’ Task 1: Interviewing • Some students talk about their public services (homework).

• Teacher follows, checks and gives feedback.

Organization Teacher – whole class

Whole class

Activity 2: New lesson Task 1-Grammar.

• Teacher – • Teacher shows types of public services, asks students some whole class/ questions about them. (use Yes – No questions) individuals/ • Teacher shows example sentences and elicits the way to use pairwork 33’ prepositions of place Formation Examples The ball is next to the box. • Teacher/ Whole class/ next to groupwork

between

They cat is between two boxes.

opposite

The tree is opposite the cube.

• Teacher gives some sentences, students change prepositions. • Teacher – whole class/ (individually) pairs • Correct student’s answers if necessary.

Task 2;Practice. Fill in with correct words Teacher explains the way to do task b/p. 47 Some volunteer students show the answers on the board.

Teacher checks and corrects.

Answers: • Teacher – a whole class/ the individual opposite a the between Task 3: Complete the sentences (10’) • Teacher shows the map, sets the scene of the dialogue. Have students practice filling the dialogue (pairs) • Have a pairs present in front of the class.

• Teacher asks a student to use given clues to complete the conversation.

Suggested answer: the library the movie theater It the train station the bus station the hospital Teacher checks and corrects the answers.

Student practice reading the dialogue in pairs.

Activity 3: Task 1:Interviewing • Have students use the same format to ask and answer about prepositions of place.

5’ • Some pairs present in front of the class.

Example: Yes / No Yes / No

Teacher – whole class/ individuals

Yes / No Yes / No Yes / No Yes / No

2'

Task2: Teacher shows some pictures of maps, one team chooses a Teacher – map to describe, and the others find the correct one.

Students in The team has more correct answers wins the game groups Wrap-up and Assignments * Ask students to answer the following questions 1. What did you learn from the lesson today?

- List vocabularies about prepositions of place (on, next to opposite, between...)and use structures : The…………….is on/opposite/near/next to…….

There’s a/an……….. is on/opposite/near/next to…….

Totalk about public services ( police station,library,hospital,train station,post office,bus station 2.Do you satisfied with your public services??

-2. What is your neighborhood different from other places? * Remind students to do exercises in the workbook and to prepare for the next lesson (Pronunciation and speaking on page 48). ************************** Date of preparing: / / 2021 Date of teaching: / / 2021

Period 57

UNIT 6: COMMUNITY SERVICES Lesson 1- (p. 48) PRONUNCIATION AND SPEAKING

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of this lesson, students will be able to : -.pronouce correct the sounds/st/.

-.list vocabularies aboutprepositions of place (on, next to opposite, between...)and use structures : Is there…? , Are there ?…? –Yes/No , to ask and answer about places (bus station,mall,library, police station, library,supermarket, train station, post office, hospital) -Improve their listening skill , speaking skill , and pronunciation.

-.Develop communicative and team –working skills through learning activities pair-work and group-work activities to practice the dialogue and take part in the class activities .

B. Language focus Key terms/ Vocabulary: places - Key terms: words and phrases related to prepositions of place - Key grammar: Is there…? , Are there ? …? –Yes/No

C.INSTRUCTIONAL RESOURCES 1. Materials: - webpage: http://isw.i-learn.vn/ - Teacher’s aids : teacher’s book, and student’s book , lesson plan, software ,projector/interactive whiteboard/TV -Students’aids : Student’s book Unit 6 page 48 ,notebook,workbook.

2. Equipment:personal computer, TV , poster of places STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Students’ answers

1. pronouce the sounds/st/.

2. Swap roles and repeat.Practice (a) practice the conversation 3. Ask for the places and complete the map of Maple Fallsand complete the map of Fair View

Time

T’s Observation Answer keys, T’s Observation & Feedback

- work individual -In pairs

Teacher’s corection

STAGE 3: TEACHING PROCEDURE Steps/Activities Activity 1: Warm-up Task 1.Song: “ST Consonant Blend Sound” - Play audio (The “ST Consonant Blend Sound” song) to brainstorm the theme of the lesson.

- Teacher and students sing along and greet together.

5’

25’

Task 2: Is there a bus stop near your house? – Yes / No - 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:New lesson Task1,Pronunciation. (10’) - Teacher shows example sentences to class (the /st/ sound) speaks louder for student to recognize this sound.

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

Ex: - Twinkle, twinkle little star.

- A wasp can sting.

- He broke a string in his racket.

- Dad reads me a story.

- Have students listen and underlined letters (exercise b/p.

48) - Have them listen & repeat.

Organization • Teacher – whole class • Students in groups • Students in class

• Teacher – whole class/ individual s/ pair work

• Teacher/

- Have students listen and repeat. (exercise c/p. 48) Task 2: Further practice: - Teacher gives some sentences for student to practice - Some students read loudly Activity 3: Swap roles and repeat.

Practice the conversation.(10’) - Use real things and pictures to review the words: (post office, hospital, police station, bus station,…………………)

- Teacher asks some students as model.

- Have students practice in pairs.

Example: A: Excuse me, is there a bus station near here?

B: Yes, the bus station is on Market Street.

A: …………………………………………………………

B: …………………………………………………………

A: ......................................................................................

B: ………………………………………………………

- Some pairs present in front of the class - Correct student’s pronunciation.

5’

Whole class/ groupwor k

• Teacher – whole class/ pairs

Activity 4: Discussion • Teacher – - Have students practice A&B about their public services, whole class/ use Yes/ No questions. (exercise b/ p. 48) individuals - Have students work in pairs, share their ideas.

- Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

Activity 5: Teacher – whole Task 1: Speaking. (Chain game) class/ - One student makes a sentence of directions to the places individuals - Another student says the sentence again (change the prepositions) together with a sentence about public services.

- The third does the same way (say the 2 sentences above again, add one more) • Teacher – - Student who can’t make the chain loses the game.

Students - The winner will get 1 point for him/her. in groups Task 1: watch “The prepositions of place”, list the all prepositions in one song https://www.youtube.com/watch?v=QOo16hzWLxQ Task 2: Wrap-up and Assignments * Ask students to answer the following questions + What did you learn from the lesson today? (pronouce correct the sounds /st/. , list vocabularies about prepositions of place (on, next to opposite, between...)and use structures : Is there…? , Are there ? …? –Yes/No , to ask and answer about places (bus station,mall,library, police station, library,supermarket, train station, post office, hospital)

+ Do you satisfied with your public services?? + What is your neighborhood different from other places? + What can you do to make your public services better? * Remind students to do exercises in the workbook and to prepare for the next lesson (New words and Reading on page 49). ******************* Date of preparing: ………………

Date of teaching: ………………

Period 58:

UNIT 6: COMMUNITY SERVICES Lesson 2- (p. 49) NEW WORDS AND READING STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES: By the end of this lesson, students will be able to : 1. identify vocabularies abouttrash : can, plastic bag, plastic bottle, glass jar.

2.use imperative sentences : positive and negative form 3. Develop communicative and team-working skills through learning activities pair-work and group-work activities to practice the dialogue and taking part in the class activities.

4. Illustrate problem-solving and critical-thinking skills through learning activities…

5. Show their love and responsibility for saving the environment by talkingabout it with positive attitudes.

B. Language focus Key terms/ Vocabulary: : can, plastic bag, plastic bottle, glass jar.

- Key terms: Can you .....................?

- Key grammar: imperative sentences (+) V (inf.) + O. V (inf.) + prep.

(-) Don’t + V (inf.) + O. C.INSTRUCTIONAL RESOURCES 1.Materials: - webpage: http://isw.i-learn.vn/ - Teacher’s aids: student’s book and teacher’s book, software, projector/interactive whiteboard/TV. - Students’ aids: Student’s books Unit 6 page 49, notebook, workbook.

2. Equipment: Computer, projector /interactive whiteboard/TV., camera…

STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1 Fill in the blanks by sticking a word thatStudents’ answers -T’s Observation -Answer keys, matches with the 2. Match the underlined words to the -T’s Observation & Feedback - work individual definitions - Students’ answers

-Teacher’s corection

3..Say what things you reuse

- Students’ answers

4. Read Sally blogs about saving environment and write T or F

-Observing - Students’ answers - teacher’s corection - work individual

5.read and list Sally’s tips

- Students’ answers - work individual

- teacher’s corection

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities Activity 1: Task 1: Warm-up: Song: “Planet Earth” - Play audio (The “Planet Earth” song) to review the song’s theme - Teacher and students sing along and greet together.

Task 1: (Option )What things can be reused?

- Divide the class into two groups, A & B. 5’ - One group has pictures of things, 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.

Organization

• Teacher – whole class • Students in groups

• Whole class

New lesson

25’

- Teacher shows a picture to introduce new lesson.

- Ask students if they often save the environment.

Activity 2: Task 1: Teach new words. (10’) - Use real things and pictures to introduce the new words: New words: 1. can 2. plastic bag 3. trash 4. plastic bottle 5. glass jar - Have students listen and repeat each new word. (chorally – individually)

• Teacher – whole class/ individual s/ pairwork

• Teacher/ Whole

- Correct student’s pronunciation if necessary.

Task 2: (Checking new word) - Teacher lets students fill in the blanks. (exercise a/p. 49) - Listen again to check the answers.

Suggested answer: 1. Trash 2. Plastic bottle 3. Can 4. Glass jar 5. Plastic bag - Teacher checks and corrects the answers.

Task 3:Discussion - Have students practice A&A if they save the environment.

- Have students work in pairs, share their ideas.

Suggested answer: 1- C 2- D 3- B 4- A - Teacher checks and corrects the answers.

Activity 3: Speaking. (Chain game) - One student makes a sentence to reuse things.

- Another student says the sentence again (change the words) together with a sentence about how to save theenvironment.

- The third does the same way (say the 2 sentences above again, add one more) - Student who can’t make the chain loses the game.

- The winner will get 1 point for him/her.

Activity 4– Reading: Task 1.Guessing game - Teacher shows a picture of Sally May. - Ask students to guess if Sally saves the environment.

- The students give their guessing.

- Students read through the blog, check the guessing.

Task 2: Scanning.

- Have students read through the blog, check about saving the environment they see in the blog.

Task 3: Write the correct answer.

- Have students work in groups, read the blog, and then write the correct answers.

- Students show their answers on the board.

- Teacher checks, corrects or gives feedback.

Answer: 1. True 2. True 3. False 4. True Activity 5:

class/ groupwor k

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ individual s

Task 1: Grammar. (10’) • Teacher – whole - Teacher asks students to list Sally’s tips class/ Suggested answer: pairs - We should do to protect the Earth.

- ………………………………………………………….

- Teacher underlines the verbs, introduces and elicits the ways to use imperatives.

- Students follows teacher, answer teacher’s questions Ex: You should not litter anywhere. →Don’t litter anywhere.

We should tidy your room every day. → Tidy your room every day.

Task 2:Speaking.

- Students work in groups.

• Teacher – - Teacher gives out hand-out to groups, students list the whole protection environment. class/ - Some students share their ideas to the class. individual - The winner will get 1 point for him/her. s Task 3: Wrap-up and Assignments * Ask students to answer the following questions 5’ + What have you learnt from the lesson today? list vocabularies about trash : can, plastic bag, plastic bottle, glass jar, use imperative sentences : positive and negative form • Teacher – + What do you do to reduce trash at home ?

Students in groups + Make your own blog; write about saving the environment.

- Remind students to do exercises in the workbook and prepare for the new lesson page 50” ****************** Date of preparing: ……………

Date of teaching: ………………

Period 59: UNIT 6: COMMUNITY SERVICES Lesson 2- (p. 50)GRAMMAR STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of this lesson, students will be able to: -Review words of community services -Identify imperatives to give instructions, orders, or advice.

- Develop communicative and team-working skills through learning activities pair-work and group-work activities to practice the dialogue and taking part in the class activities.

-Show their love and responsibility for their community services by talking about it with positive attitudes.

B. Language focus - Vocabulary: : can, plastic bag, plastic bottle, glass jar.....

- Key grammar: imperative sentences (+) V (inf.) + O.

V (inf.) + prep.

(-) Don’t + V (inf.) + O. C.INSTRUCTIONAL RESOURCES 1.Materials: - webpage: http://isw.i-learn.vn/ - Teacher’s aids: student’s book and teacher’s book, software, projector/interactive whiteboard/TV. - Students’ aids: Student’s books Unit 6 page 50, notebook, workbook.

2. Equipment: Computer, projector /interactive whiteboard/TV., camera…

STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Students’ answers

1 List recycling at home 2.Fill in the blanks with positive or negative imperative statements.(b/ p.

50)

- work individual - Students’ answers

3. Rewrite the sentences as negative or - Students’ answers positive imperatives 4. Practice saying the sentences with a -Student’s talk partner

-T’s Observation - teacher’s corection -T’s Observation & Feedback

-Teacher’s corection

- Observation - Peer correction

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities Activity 1.

Task 1:Warm-up: Re-matching

• Teacher – whole class

• Students in groups

5’

25’

Organization

- Teacher shows a picture of types of reused together with the wrong words, andstudents 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 every student having a correct answer.

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

Task 2:New lesson - Ask students if they often do to recycle things at home.

• Whole class

• Teacher – whole

Grammar. (10’)Listen & repeat (exercise a/ p. 50) - Teacher asks students to list recycling that he / she does every day.

Suggested answer: - She should reuse old cans to grow trees in.

- He shouldn’t throw away old bottles.

-Teacher underlines the verbs, introduces and elicits the ways to use imperative sentences.

- Students follow and answer teacher’s questions - Teacher gives some more examples for students to change into imperatives (positive and negative form) Ex: You should recycle cans. → Recycle cans.

We should not litter on the beach. → Don’t liƩer on the beach.

Activity 2: fill in the blanks with positive or negative imperative statements. (exercise b/ p. 50) - Have students work in pairs; use the verbs given to fill in the blanks in the imperatives.

- Teacher asks some pairs to show their answers.

Answer 8. Don’t use 9. Reuse 10. Recycle 11. Pick up 12. Reuse 13. Don’t throw away - Ask some students to check the answers.

- Teacher checks again and gives feedback.

Activity 3: Rewrite the imperative sentences. (exercise c/ p. 50) - Have students work in pairs, practice writing the whole sentences using thepositive or negative imperative.

- Some students who finish quickly go tothe board to write the answers.

- Teacher checks and gives feedback.

Answer: 1. Recycle plastic bags and jars.

2. Don’t throw away glass jars and old newspapers.

3. Pick up trash in the park.

4. Recycle plastic bottles and old magazines.

5. Reuse plastic bottles in your garden.

6. Don’t throw away old clothes.

Suggested option - 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 picture, student who has a faster clap makes the sentence.

class/

• individuals / pairwork

• Teacher/ Whole class/ groupwork

• Teacher – whole class/ pairs

pairs

• Teacher – whole class/ individuals

Teacher – whole class/

5’

Activity 4 Task 1: Speaking.

- Students work in groups.Use the same format of the letter in exercise d/ p. 50 to talk about the imperatives in the home.

- Some students share the story to the class.

- The winner will get 1 point for him / her.

Task 3: Wrap-up and Assignments * Ask students to answer the following questions + What have you learnt from the lesson today? + What do you do to save environment ? + Make your own blog; write about the environmental protection at your home.

- Remind students to do exercises in the workbook and prepare for the next lesson (Lesson 2- Pronunciation and Soeaking on page 51).

• Teacher – whole class/ individuals • Teacher – Students in groups

Date of preparing: …………………

Date of teaching: ……………………

Period: 60:

UNIT 6: COMMUNITY SERVICES Lesson 2: Pronunciation + Practice + Speaking - Part 3 (Page 51)

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: -Pronounce the sound /ɪ/ correctly.

- Use positive and negative imperatives to practice in pairs saying how to save the environment.

- Write and share their ideas how to protect the Earth. Then speak three things they can do at their home or school -Developing speaking skills.

- Develop communicative and team-working skills through learning activities - Have positive attitude in participating in activities to help community and protect the Earth. Express stuents’ responsibility to save the environment.

B. LANGUAGE FOCUS Key terms/ Vocabulary: - Review vocabulary: don’t throw away trash/ old clothes, recycle glass bottles/ old newspapers, reuse plastic bags/ plastic bottels, pick up trash Key grammatical structure(s):

- Focus on the /l/ sound - Review imperative sntences C. INSTRUCTIONAL RESOURCES - Student and teacher’s book, projector/compuer/TV, video lesson, audio CD 2: track 8 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products 1.Have students listen to the words. Underline the /l/ Students’ answers sound and how to pronounce the sound /l/ correctly.

2. Take turns saying Students’ talk imperative sentences in pairs following the pictures.

3. Write an article about how Students’ answers to protect the Earth in pairs.

Students’ talk Choose six tips to add to students’ notes. Then share their ideas with another pair.

Choose three things you can do in their home or school.

STAGE 3: LEARNING EXPERIENCE Steps/Activities Warm-up What do you see?

Teacher shows some pictures, then asks students to guess what they see in it. (plastic bottle, glass bottle, old clothes…), pay attention to the /I/ sound Have students read loudly, then lead to new lesson.

Activity 1: Pronunciation a + b. Listen. Notice the sound /l/ of the underlined words - Briefly explain the focus /l/ sound - Play the recording (CD2, track 8) - Ask Ss to listen and pay attention to the sound /l/ Recycle, bottle - Briefly explain how to pronounce the sound /l/ - Call Ss to make their comments on the letter that helps them notice the sound /l/ - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature c + d. Listen and repeat, then read the words with the correct sound to a partner

Assessment tools Observation correction

Observation Teacher’s correction Observation Teacher’s correction

Organization

Teacher – whole class Students in groups

Teacher – whole class/

individuals/ pairwork

- Play the recording, have Ss listen and repeat - Then have Ss practice saying the words with a partner, using the correct sound /l/ - Some students say again.

- Have students listen and repeat the words with different sound - Students practice reading the words in pairs, they read and correct the pronunciation. Ask teacher for help if necessary.

Activity 2: Practic: Saying imperative sentences.

Ask & answer.

Use real things and pictures to review the words: (throw away, recycle, throw away, reuse, pick up).

Teacher asks some students as model.

Have students practice in pairs, answer about the positive/ negative imperatives.

Example: - Don’t throw away trash (x) - Recycle plastic bags. (√) Some pairs present in front of the class Correct student’s pronunciation & intonation if necessary.

Activity3: Speaking: Let’s protect the Earth a. You want to write an article about how to protect the Earth. Work in pairs. Discuss and choose six tips to add to your note.

- Demonstrate the activity by practicing the role-play with a student.

- Divide the class into pairs - Have students discuss and choose six tips to add to their note Have students work in pairs, share their ideas.

Some students present in front of the class.

- Teacher checks, corrects or gives feedback Suggested answer 3. Don’t throw away plastic bottle 4. Reuse plastic bags 5. Reuse plastic bottles 6. Don’t throw away old clothes 7. Recycle old newspapers 8. Pick up plastic bottle b. Share your ideas with another partner. Now, discuss and choose three things you can do at your home or school.

- Have two pairs join together - Have students share their ideas and choose three things they can do in their home or school - Have some groups share their ideas with the class.

Ex: A:I think saving energy is important

Teacher/ Whole class/ groupwork

Teacher – whole class/ pairs

Teacher – whole class/ pairs

Teacher – whole class/ pairs

B: I agree Activity 4: Wrap up & Assignments: - Ask students to answer the following questions Teacher – whole + What did you learn from the lesson today? class/ individuals + What are the core values of the lesson?

- Write about how to protect the environment in your home.

- Prepare for the next lesson Lesson 3: Social studies: New Words and Listening (on page page 52 ). ******************** Date of planning : ………………..

Date of teaching : ………………..

Period: 61

UNIT 6 COMMUNITY SERVICES Lesson 3.1: New words + ListeningSocial studies STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify some information and lexical items to talk about the environmental charities.

2. Use the present tense and the past tense to talk about activities to do about environmental charities.

3. Show the love and responsibility for the country by listening and discussing about environmental charities in Viet Nam or many countries.

4. Develop communication and collaboration skills, problem - solving and creativity skills through pair-work and group-work activities to exchange ideas in class.

B. LANGUAGE FOCUS Key terms/ Vocabulary: - charity, rainforest, ocean, donate, free, wildlife, World Wide Fund (WWF).

Key grammatical structure(s): Structure: review Present Simple Tense.

The Past Simple Tense: « V »→ V2/ed C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen and repeat and circle Answer keys, Students’ answers the correct definitions of the T’s Observation underlined words.

2. Talk about environmental T’s Observation & Students’ discussion charities in Viet Nam or many Feedback countries.

3. Listen to people talking Students’ talk / answers Observation

about a charity in one country or many countries.

4. Work in pairs and groups in class. Discuss and decide what Students’ discussion to do for the environmental Students’ activities charities

Questions and answers

T’s observation

STAGE 3: TEACHING PROCEDURE Time

5’

Steps/Activities Activity 1.Warm-up Task 1: Odd one out - Teacher shows four pictures of community services, students have to find and odd out the one that does not belong to the group.

- Teacher and the whole class check and correct.

Task 1: What must we do to protect wildlife?

- Teacher shows some pictures of the forest, and then asks students to give their tips about how to protect it.

- Teacher gives feedback, then leads to new lesson.

25’

Activity 2.New lesson Task 1: New words. (10’)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. charity (n) 2. rainforest (n) 3. ocean(n) 4. wildlife (n) 5. World Wide Fund (WWF) (n) 6. donate (v) 7. free (adj) Task 2: Checking new words: - Teacher shows pictures, students speak the words.

Activity 3: Practice: Task 1: Circle the best answer.

- Have students do the exercise a/p. 52 (individually) - Some students give answers. Teacher checks and corrects.

- Have students answer the questions in exercise b/p. 52

Organization • Teacher – whole class • Students in groups • Students in class • Teacher – whole class/ individu als/ pairwor k

• Teacher/ Whole class/ groupw ork

Answer: 1. a 2. a 3. b 4. b 5. a Task 1: Discussion - Teacher shows places in Viet Nam, students look and talk about environment charities.

Activity3.Listening.(10’) Task 1: Listening - Teacher introduces Listening part on page 52, lets students look and describe it.

- Teacher shows the guided question.

“Listen, answer: Does the charity work in one country, or many countries?”

Answer: Many countries - Have students listen and answer.

- Listen again to check the answer (exercise a/p. 52) Task 2: Listen and fill in the blanks.

- Have students listen and fill in the blanks. (exercise b/p. 52) - Teacher gets the answers from students.

- Teacher checks, corrects or gives feedback.

Answer: 8. 1986 9. wildlife 10. ten 11. donate

• Teacher – whole class/ pairs • Teacher – whole class/ individuals

Wrap-up

5’

Speaking.

• Teacher – - Students work in groups of four, use the same format whole of Sally to talk about an environmental charity. class/ - Some students volunteer to share in front of the class. individuals Answer the questions: ? What did you learn from the lesson today?

-We donated money, panted trees and protected the rainforest…

- Show the love and responsibility for the country by listening and discussing about environmental charities Remind Ss to make a chart of information about the Word Wide Fund for Nature. ******************* Date of preparing: …………………

Date of teaching: …………………

Period: 62

UNIT6: COMMUNITY SERVICES Lesson 3.2: Reading + Speaking + Writing(Page 53) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, Ss will be able to: - identify the main idea and specific information through skimming and scanning an article about an environmental charity in Vietnam.

- talk about a charity and describe an environmental charity they want to help, demonstrate pairwork skill - write a 50-60 word paragraph about a charity.

- develop communication and collaboration skills, problem - solving and creativity skills through pair-work and group-work activities to exchange ideas in class.

- recognize the value of charity such as developing social skills and show their love and responsibilities for community by taking part in environmental charities.

B. LANGUAGE FOCUS Key terms/ Vocabulary: Vocabulary: Island, clean up, create, aim, sticker, craft, handbook, offer.

Key grammatical structure(s): review Present Simple Tense.

The Past Simple Tense C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 6 – Page 53 - Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance products Assessment tools Performance Tasks 1. Read the article and comprehension tasks

2. Ask and answer about a charity you want to help.

doStudents’ answers

Students’ discussion

T’s Observation Answer keys,

T’s Observation & Feedback T’ s observation

3. Write a paragraph about the World Wide Fund for Nature using Students’ writing the notes

rubric Feedback

Students’ talk/answers 4. Talk about their community with possitive attitude and things they ( List of activities/duties they do for their want to do for their comminity community)

Questions and answers T’s feedback

STAGE 3: TEACHING PROCEDURE Time Steps/Activities Activity 1.Previous lesson *Speaking - Students give the information about the social activities (homework).

5’ - Other students make question to fill more information about it.

- Teacher and the whole class check and correct.

- Teacher gives feedback, then leads to new lesson.

Activity 2: New lesson: Reading. (12’) Task 1: Teaching new words.

- Teacher shows a short clip of the social activities, asks students some questions.

Example: 1. Do you know any charity in Vietnam?

2. Where is it?

3. Have you ever been there?

4. What do you know about it?

Organization • Teacher – whole class • Students in groups

• Teacher – whole class/ individual s/ pair work

5. What do they do?

6. How can they help?

35’

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

- Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary.

New words: 1. Island (n) 2. cleanup (n) 3. create (v) 4. aim (v) 5. offer (v) 6. sticker (n) 7. craft (n) 8. handbook (n) Task 2: Checking new words: - Teacher shows pictures, has students say the words.

Activity 3: Practice: Task 1: Read and circle the best headline - Have students work in groups, read the text and circle the best headline.

- Some students give answers.

• Teacher/ Whole class/ groupwor k

• Teacher – whole

- Teacher checks and corrects.

Answer: 1. An Environmental Charity in Vietnam Task 2:Read the article and fill in the blanks - Have students read the text and fill in the blanks. (exercise b/p. 53) - Teacher gets the answer from students.

- Teacher checks, corrects or gives feedback Answer: 1.charity 2. Phú Quốc Island 3. Earth Day 4. donate 5. Teacher leads in the next task (speaking) Activity 4: -Speaking.(10’)Help us Save the World!

Task 1: Want to help a charity (exercise a/p. 53) - Teacher asks students to work in pairs.

- Have Student A stay on the current page and Student B turn to page 123, File 7.

- Student B asks Student A questions about Trash Hero World and makes notes in their notebook and swap roles.

- Representative from pairs goes to share the presentation to class.

- Teacher checks and gives feedback.

Task 2: Speaking - Volunteer students go to talk about the charity they want to attend.

- Teacher checks and gives feedback Task 3- Writing(13’).

Use the notes to write (50 to 60 words) a paragraph about the World Wide Fund for Nature (exercise /p. 53) - Teacher shows the table with their information. (individually) - Explain to Ss how to write a paragraph and give ideas, new words if necessary - Have Ss write a paragraph - Have some Ss to put their writing on the board - Give feedback and correct.

- Encourage better students to talk about the Worldwide Fund for Nature (WWF).

5’

Wrap-up& Homework *Ask students to answer the following questions: 1. What did you learn from the lesson today?

class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ individual s

• Teacher – whole class/

individual (I can identify the main idea and specific information through s skimming and scanning an article about an environmental charity in Vietnam, ask and answer about environmental charities, write a paragraph about a charity) 2.Do you love your country/ people in your country?

3. Do you often help people in your country?

4. Do you take part in any environmental charity?

5. What do you want to help? *Assign homework to sts.

- Remind students to do exercises in the workbook - Write a paragraph about the World Wide Fund for Nature.

Bring it to class next week.

-Prepare for next lesson: Unit 6 - Review ******************* Date of preparing: …………………

Date of teaching: …………………

Period: 63

UNIT6: COMMUNITY SERVICES Lesson 9 - Review (p. 96-97)

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: - identify the specific information through listening five short conversations.

- identify the specific information through scanning the paragraph about the way to protect the environment.

- review lexical items related to public services, saving the environment, and environmental charities.

- use definite and indefinite articles, prepositions of place and positive and negative imperatives - recognize the sounds /s/, /st/ and /l/ in some words - develop communication and collaboration skills, problem - solving and creativity skills through pair-work and group-work activities to exchange ideas in class.

- show their love and responsibilities for community by taking part in activities to keep the environment clean.

B. LANGUAGE FOCUS Key terms/ Vocabulary:bus station,hospital,plastic,recycle, reuse,donate, protect, throw away Key grammatical structure(s): - definite and indefinite articles: a/ an/ the - prepositions of place:next to,between, opposite - positive and negative imperatives.

Ex:The tree is opposite the cube.

Ex:You should not litter anywhere.

- Don’t litter anywhere.

C. INSTRUCTIONAL RESOURCES

- Textbook: English 6 – Unit 6(page 96-97) - Computer - Projector - Audio track 68.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen to five short conversations and choose T’ s observation Student’s answers the correct answer for & answer keys each.

2. Read the paragraph.

T’ s observation Choose the best word (A,B, Student’s answers & answer keys or C) for each space.

T’ s observation 3. Match the words with Student’s answer & answer keys the descriptions 4. Circle the correct words 5. Circle the word which has the underlined part pronounced differently from the others.

6. Talk about their community with possitive attitude and things they want to do for their comminity

Time

Student’s answer

T’ s observation & answer keys

Student’s answer

T’ s observation & answer keys

Students’ talk/answers

Questions and answers T’s feedback

( List of activities/duties they do to protect the environment)

STAGE 3: TEACHING PROCEDURE Steps/Activities Activity 1.Previous lesson Task 1: Speaking - Teacher shows pictures, students look at pictures and give the word that matches the pictures.

- Have the whole class repeats the words.

5’

Organization

- Teacher – whole class/ individuals

Key: donate money, clean street, reuse bottles, donate books, pick

up trash, plant tree, recycle, and donate food.

35’

Activity 2:New lesson Task1-Listening. (5’) - Let students listen to hear five short conversation twice times - Students listen and check the correct answer. *.Answer: 1.B 2.C 3.A 4.C 5C - Teacher gets the answers, then teaches some new words.

-MHave students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary.

Task 2: Reading.(10’) Choose the correct answer(exercise /p.

96) - 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. *.Answer: 1.A 2.B 3.C 4.A 5.B Task 3: -Vocabulary. (5’) - Have the whole class repeats the words.

- Students use these words to match. *.Answer: 1.C 2.G 3.F 4.A 5.H 6.B 7.D 8.E Task 4: -Grammar.(10’) Circle the correct words - Have students work in group, find and circle the correct words.

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

- Teacher checks and gives feedback. *.Answer: 1.a – the 2.does 3.Recycle 4.can 5.The 6.Don’t 7.between 8.do - Teacher asks student to give explanation for each answer.

Task 5-Pronunciation. (5’) Circle the word that has the underlined part pronounced differently from the others - Teacher explains how to do the task of the lesson.

- Have students work in pairs, complete the exercise - Some pairs give the answers.

- Teacher checks and corrects. *.Answer: 1.D 2.B 3.B 4.D 5.B 6.C

-Teacher – whole class/ individuals

-Teacher/ whole class/ individuals

- Teacher – whole class/ groups

-Teacher – whole class/ individuals

-Teacher – whole class/ individuals

Wrap-up& Homework *Ask students to answer the following questions: 1. What did you learn from the lesson today?

5’

(I canidentify the specific information through listening five - Teacher – short conversations, identify the specific information whole class/ throughscanning the paragraph about the way to protect the groups environment, review lexical items related to public services, saving the environment, and environmental charities, use definite and indefinite articles, prepositions of place and positive and negative imperatives, recognize the sounds /s/, /st/ and /l/ in some words) 2. Do you love your country/ people in your country?

3. Do you often help people in your country?

4. What do you do to protect the environment? *Assign homework to sts.

- Write a paragraph about the environment - Review all words and grammar notes of the lesson - Prepare for the next lesson: Unit 7 – Lesson 1,1 *************** Date of planning :.............

Date of teaching..............

Period :64

UNIT 7 : MOVIES Lesson 1.1 New words +Reading (Page: 54) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES : By the end of the lesson, students will be able to: 1. Memorize and use the lexical items related to topic of the movies 2. Identify the specific information through listening the coversation .

3. Identify the movies times.

4.Talk about kind of movies you like and don’t like using the new words given .

5. Raise motivations and interests in learning English through the films.

B. LANGUAGE FOCUS Key terms/ Vocabulary: − - Vocabulary items relating to the movies : comedy, science fiction, horror, action, drama, animated Key grammatical structure(s): − Structures: use expressions for suggesting: What about, How about, Why don’t we, Do you want to ….? Let’s C. INSTRUCTIONAL RESOURCES - Teacher: Text book, laptop, speakers, projector, posters, cards, board, pictures, handout,track 13,14,15....

- Students :Text books, studying equipment...

STAGE 2: ASSESSMENT EVIDENCE

Performance Tasks 1. Memorize and use the lexical items related to the movies 2. . Identify the specific information through listening the coversation .

Performance products Students’ answers

Assessment tools Observation Answer keys

Students’ answers

Answer keys, Observation

3. Identify the movies times.

Students’ answers interaction

Observation

4. Talk about kind of movies you like and don’t like

Students’ talk and interaction

Observation

Time

5’

30’

STAGE 3: TEACHING PROCEDURE Steps/Activities Warm-up 1. Chatting: - Ask students some questions about their favorite films.

- Give feedback, ask for more information if necessary.

2. Lead-in: - Show a picture of the theme and ask the students to guess.

- Introduce the situation.

New lesson A. Teaching new words: * New words: - comedy(n) - science fiction(n) - horror (n) - action (n) - drama(n) - animated(n) - Use some pictures to introduce new words.

- Have students listen and repeat the new words. (chorally / individually) - Check students’ intonation and pronunciation.

- Explain the meaning of the new words.

Checking the new words:Number the pictures - Demonstrate the activity, using the example.

- Have students number the pictures.

- Divide the class into pairs and have students check their answers with their partners.

- Check answers as a whole class.

- Play the recording with pauses for students to listen and

Organization

Teacher – whole class

Teacher – whole class/ individuals

Teacher – whole class/ individuals/ Teacher – whole class/ pairs

Teacher/ groups

repeat chorally andindividually. (CD2 - track 13) Answers: A. 3 B. 6 C. 2 D. 4 E. 5 F. 1 B. Activities: * Activity 1 :Discuss what kinds of movies you like and dislike.

- Have students work in groups and say what kinds of movies they like and dislike.

- Ask some students to share their ideas with the class. * Activity 2: Listen to three friends talking. Note down what kind of movie they are going to see.

- Have students look at the question.

- Play the recording with pauses for students to listen and answer the question.

- Give feedback and correct.

Answers:animated movie * Activity 3: Listen and fill in the table with the movietimes.

- Demonstrate the activity.

- Play the recording with pauses for students to listen and write the movie times in the table.

- Allow time for students to do the task.

- Ask pairs to cross checking before teacher checks and corrects - Check the students’ answers.

Answers: SaturdaySunday Scary Gary: 4:30 Tiger Toes:2:30, 7:305:00 Track 14 Lily: Hey! Do you want to see a movie this weekend?

Peter: Sure.

Lily: Why don't we watch Scary Gary?

Debra: What kind of movie is it?

Lily: It's a horror movie.

Peter: Cool! What time is it?

Lily: It's only on this Saturday, at four-thirty.

Debra: Oh, I'm busy then.

Lily: How about Tiger Toes?

Peter: What kind of movie is it?

Lily: It's an animated movie.

- Individual

- Pairwork

5’

5’

Peter: I love animated movies.

Debra: Me too. What time's it on?

Lily: It's on at two-thirty and seven-thirty on Saturday.

Is seven-thirty OK? Debra: Yeah.

Peter: No, I can't make it. How about on Sunday?

Lily: There's just one showing on Sunday afternoon, at five.

Is everyone free?

Debra: Yeah!

Peter: Let's go!

Narrator: Now, listen again and check Conversation SkillConversation Skills Starting a friendly conversation. Listen and repeat. Onv - Ask students to focus attention on the Conversation Skill box.

- Explain that we can start a conversation with a friend way by saying "Hey!" and then introduce the topic.

Teacher – pairs - Have students listen and repeat with the recording playing.

- Work in pairs to practice the conversation skill.

- Have some groups present in front of the class.

- Correct students’ intonation and pronunciation if necessary.

Track 15 G: Hey! Do you want to...

Wrap-up - Ask students to answer the following questions.

Teacher-Whole 1. What did you learn from the lesson today? ( Memorize and use the lexical items related to the movies) class 2. What are the core values of the lesson?

(Recognize the interesting movies and broadening knowledge about tho movies).

- Remind students to do exercises in the workbook and to prepare for the next lesson (Grammar). ****************** Date of planning :.............

Date of teaching..............

Period :65

UNIT 7 : MOVIES Lesson 1.2: Grammar (Page: 55)

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES : By the end of the lesson, students will be able to: 1.Identify the prepositions of time to say when things happen.

2.Identify the specific information through writing the time wordsin thebox and blanks.

3.Complete the box and blanks 4. Demonstrating pairs skills .

5. Show the value of the movies.

B. LANGUAGE FOCUS : - Key grammatical structure(s): Prepositions of time : on , at , in C. INSTRUCTIONAL RESOURCES -Teacher: English 6 – Unit 7 – page 55, laptop, speakers, projector, posters, board,track 16...

-Students :Text books, studying equipment...

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products 1. Identify the prepositions of time Students’ write and to say when things happen. interaction 2. Identify the specific information through writing the time wordsin Students’ answers thebox and blanks.

3 .Complete the box and blanks

4.Talk about the thingsthey are doing at differenttimes.

Students’ answers interaction Students’ talk and interaction

Assessment tools Observation

Answer keys, Observation Observation Answer keys, Observation

STAGE 3: TEACHING PROCEDURE Time

5’

30’

Steps/Activities Warm up * Kim’s game: - Have students look at the pictures of movies quickly and try to remember.

- Divide class into 2 groups.

- Put away the pictures and ask students to go to the board and write the names of the pictures they’ve just seen from memory.

- The group having the most right English words is the winner.

- Lead in the Prepositions “ Do you want to see a movie on Saturday?” “ What time is the movie ? At …. ” New lesson * Activity 1: Listen and repeat

Organization Teacher – whole class

5’

- Have students look at the pictures.

- Play the recording for students to listen and read the speech bubbles.

- Play the recording again and have students listen and repeat.

Track 16 B: Do you want to see the movie on Saturday?

G: Sure. What time is the movie?

B: It's at three p.m.

G: Great - Explain the use of prepositions of time: We use prepositions of time to say when things happen. * Use on with days and dates.

Ex: The movie is on Saturday.

Do you want to see a movie on March 6. * Use at with specific times.

Ex: What time is the movie?

The movie is at 3 p.m. * Use in with periods of time.

Ex: I watch a lot of movies in the winter.

Teacher – whole class

* Activity 2: Write the time words in the correct box - Explain the task.

- Have students to work in groups to write the time words in the box with the correct preposition.

- Give feedback and correct.

Answers: on: Saturday, Christmas Day, Tuesday night,my birthday, July 27th at: six-thirty, bedtime, three o'clock in: the summer, the evening, the morning, May

Individual

* Activity 3 : Fill in the blanks - Demonstrate the activity, using the example.

- Have students fill in the blanks.

- Monitor the activity around the class - Have some students share their answers with the class.

Answers: 1. on Saturday at 4 p.m.

2. in the evening 3. at 2 p.m.

4. on Sunday at 10 a.m.

5. in the summer 6. at 10:30 in the morning Further Practice Speaking : Ask and answer about what you are doing at

Teacher – whole class/ groups

Teacher – whole

different times - Work in pairs to take turns asking and answering about what they are doing at different times.

- Monitor the class.

- Ask some pairs to present the activity in front of the class.

5’

class/ pairs

Teacher – whole class Activity 5 :Wrap-up/Assignments 1. What did you learn from the lesson today?

(Identify the prepositions of time to say when things happen) 2. What are the core values of the lesson?

(Extend the more knowledge about the movies .)

- Remind students to do exercises in the workbook and to prepare for the next lesson . ****************** Date of planning :.............

Date of teaching..............

Period :66

UNIT 7 : MOVIES Lesson 1.3:Pronunciation + Speaking (Page: 56) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES : By the end of the lesson, students will be able to: 1.Identify items about time to talk about when things happen.

2.Identify the sound changes for “at” talk about movies.

3. Demonstrating pairwork skills by practice the conversation 4. Demonstratingindividual skills by practice one’s own idea .

5. Show the value of the movies.

B. LANGUAGE FOCUS : - Key grammatical structure(s): Pronunciation: the sound changes C. INSTRUCTIONAL RESOURCES -Teacher: English 6 – Unit 7 – page 56, laptop, speakers, projector, posters, board,track 17 ,18...

-Students :Text books, studying equipment...

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Identify items about time to talk Students’ write and Observation about when things happen.. interaction 2. Identify the sound changes for “at” talk about movies.

Students’ answers

Answer keys, Observation

3 . Demonstrating pairwork skills by practice the conversation 4. Demonstratingindividual skills by practice one’s own idea.

Students’ answers interaction

Observation Answer keys,

Students’ talk and interaction

Observation

STAGE 3: TEACHING PROCEDURE Time

5’

Steps/Activities Warm up * Review the previous lesson: - Give students some sentences and ask them to fill in the blanks with suitable prepositions.

- Give feedback and correct.

1. Let's meet _____ Tuesday.

2. Do you want to go there ________ the morning?

3. Let's meet at the park _______ noon.

4. I like going to the beach _______ the weekend.

5. What's on the TV __________ midnight.

6. The anniversary is __________ May 10th 7. _________ the winter, it usually snows.

8. I have English ______ 3:00 PM.

Organization • Teacher – whole class

- Briefly explain the pronunciation feature.

Sound Changes : "…at…" often sounds like /ət/ (but not at the start) - Lead in the new lesson.

25’

New lesson * Activity 1: Listen. Notice the sound changes of the underlined words.

- Play the recording and ask students to draw attention to the pronunciation feature.

- Have students listen again and repeat with a focus on the feature.

Track 17 M: It's on at seven-thirty.

My lesson's at ten.

- Play the recording, have students listen and cross out the option that doesn’t use the correct pronunciation feature.

- Check the answers and correct.

Answers: The movie starts at 7:30. – Wrong.

Doesn't use the weak form.

Track 18

• Teacher – whole class

• Teacher/

M: I’m playing soccer at 2 p.m.

The movie starts at 7:30.

- Have students practice saying the examples with a partner, using the pronunciation feature (with the correct sound changes). * Activity 2: Practice the conversation. Swap roles and repeat.

- Model first, then ask students to work in pairs and practice the conversation.

- Swap roles and repeat using the ideas given.

- Have some pairs present in front of the class.

Toby: Hello, Emma.

Emma: Hi, Toby.

Toby: Do you like dramas?

Emma: Yeah, I do. Why? Toby: There's a drama on at the movie theater on Saturday night. Do you want to go?

Emma: What time is it on?

Toby: At seven o'clock.

Emma: That sounds great. Where should we meet?

Toby: Let's meet at the movie theater at 6:30.

Emma: OK • comedies/science fiction movies/action movies • a comedy/a science fiction movie/an action movie • Friday/Sunday/Monday • six o'clock/6:30/7:30 • 5:30/six/seven

Whole class/ Pairs

• Teacher/ Whole class/ Pairs

* Activity 3: Practice with your own ideas - Ask students to work in pairs and practice the conversation with their ideas, then swap the roles.

- Allow time for students to do the task.

- Monitor the activity around the class.

- Have some pairs demonstrate the activity in front ofthe class.

- Give feedback and correct if necessary.

10’

Wrap-up Speaking: It's Movie Night!

- Divide the class into pairs.

- Get students to choose movies to watch on Friday, Saturday, and Sunday ( students turn to page 122, File 6) - Model the activity first by practicing with a student.

- Have students look at the movies listed and choose a movie to watch on Friday, Saturday, and Sunday using the movie schedule

Teacher – whole class/ Pairs

- Have students join another pair and compare which movies they chose to watch.

- Monitor the activity around the class.

- Have some students share their ideas to the class.

5’

Teacher – whole class Activity 5 :Wrap-up/Assignments 1. What did you learn from the lesson today?

(Identify the prepositions of time to say when things happen) 2. What are the core values of the lesson?

(Extend the more knowledge about the movies .)

- Remind students to do exercises in the workbook and to prepare for the next lesson . ********************** Date of planning :.............

Date of teaching..............

Period :67

UNIT 7 : MOVIES Lesson 2.1 New words +Reading (Page: 57)

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES : By the end of the lesson, students will be able to: 1. Memorize and use the lexical items related to topic of the movies 2. Identify the specific information through reading two movies that Tina wrote.

3. Identify adjectives to express opinions and exchange information about movies.

4.Talk about kind of movies you like and don’t like using the adjectives given in the cavobulary .

5. Raise motivations and interests in learning English through the films.

B. LANGUAGE FOCUS : Key terms/ Vocabulary: - Vocabulary items relating to the movies . awful, boring, exciting, fantastic, funny, great, sad, terrible Key grammatical structure(s): - Structures: Past Simple with “to be” and Adjectives C. INSTRUCTIONAL RESOURCES - Teacher: Text book, laptop, speakers, projector, posters, cards, board, pictures, handout, audio track 19....

- Students :Text books, studying equipment...

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products 1. Memorize and use the lexical items related to the movies Students’ answers

Assessment tools Observation Answer keys

2. Identify the specific information

Answer keys,

Students’ answers

through reading two movies that Tina wrote.

3. Identify adjectives to express opinions and exchange information about movies.

4.Talk about kind of movies you like and don’t like using the adjectives given in the cavobulary .

Observation

Students’ answers interaction

Observation

Students’ talk and interaction

Observation

STAGE 3: TEACHING PROCEDURE Time

Steps/Activities Activity 1 :Warm-up Brainstorming: comedy

Organization

science fiction animated

Teacher – whole class

kinds of film

5’ action

25’

horror drama List some kinds of movie to lead in the new lesson.

- Ask students some kinds of films they often watch in their free time.

New lesson Activity 1.teaching new words: * New words: - awful (adj) kinh khủng - boring (adj) chán - exciting (adj) thú vị - fantastic (adj) tuyệt vời - funny (adj) hài hước - great (adj) tuyệt vời - sad (adj) buồn - terrible (adj) khủng khiếp - Explain the new words.

- Have students listen to and repeat the new word - Play the recording with pauses for students to listen and repeat chorally and individually. (CD2 - track 19) - Check students’ intonation and pronunciation.

- Explain the meaning of the new words.

Checking the new words:

Teacher – whole class/ individuals

Teacher/ Whole class

10’

Activity 2 :Fill in the blanks with the opposite adjectives - Demonstrate the activity, using the examples.

- Have students fill in the blanks with the adjectives and then check their answers with their partners.

- Correct the answers.

- Play the recording, have students listen and repeat the words.

Teacher – Track 19 whole class/ 1. M: terrible groups 2. M: fantastic 3. M: sad 4. M: funny 5. M: awful 6. M: great 7. M: boring 8. M: exciting Answers: Terrible – fantastic Sad – funny Awful – great Boring – exciting Activity 3 Reading * Task 1: Tina wrote two movie reviews for her blog.

Underline the correct final sentences.

- Explain the task.

- Have students read the movies reviews individually, then discuss in the groups, underline the correct final sentences.

- Give feedback and correct.

Answers: Picture Day: Don't watch this movie !

Sally's Travels: What a fantastic movie !

Task 2 : Read the reviews again and answer the questions - Ask students to look at the questions.

- Have students read the reviews again and answer the questions with their partners.

- Ask pairs to cross check before teacher checks and corrects.

- Check the answers.

Answers: 1. a sad drama 2. It was boring.

3. an action movie 4. It was exciting.

5. She was very funny

Teacher – whole class/ groups

15’

Wrap-up Activity 4 . Talk about kinds of movies you like and don't Teacher-Whole like using the adjectives given in the vocabulary. class/groups - Ask students to work in groups, use the adjectives to describe movies.

- Monitor the activity around the class.

- Have some students share their ideas with the class.

- Ask students to answer the following questions.

1. What did you learn from the lesson today?

(Identify adjectives to express opinions and exchange information about movies. ) 2. What are the core values of the lesson?

(Recognize the interesting movies and broadening knowledge about tho movies).

- Remind students to do exercises in the workbook and to prepare for the next lesson (Grammar). ******************* Date of planning :.............

Date of teaching..............

Period :68

UNIT 7 : MOVIES Lesson 2.2: Grammar (Page: 58) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES : By the end of the lesson, students will be able to: 1.Identify the grammatical structure of the simple past tense “to be ” to ask about the movies.

2.Identify the specific information through listening about the movies.

3.Complete the correct verbs 4. Talk about the kind of students’ favourite movies they saw.

5. Show the value of the interestin movies.

B. LANGUAGE FOCUS : Key terms/ Vocabulary: - Vocabulary :Review the adjectives . awful, boring, exciting, fantastic, funny, great, sad, terrible Key grammatical structure(s): - Structures: Past Simple “to be ” C. INSTRUCTIONAL RESOURCES

-Teacher: English 6 – Unit 7 – page 68, laptop, speakers, projector, posters, board, audio track 20...

-Students :Text books, studying equipment...

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products 1.Identify the grammatical structure Students’ write and of the simple past tense “to be ” interaction 2. Identify the specific information Students’ answers through listening about the movies 3.Read the sentences and complete the correct verbs

Students’ answers interaction

4.Talk about the kind of students’ favourite movies they saw.

Students’ talk and interaction

Assessment tools Observation Answer keys, Observation Observation Answer keys, Observation

STAGE 3: TEACHING PROCEDURE Time

5’

30’

Steps/Activities Activity 1 :Warm-up Jumbled words: Review the vocabulary - Write the words whose letters are in a random order on the board.

- Divide the class into 2 teams.

- Students from 2 teams go to the board and write the correct words.

- The team with writes more correct words first will win the game.

New lesson Activity 1 :Presenting the grammar: - Have students look at the picture.

- Play the recording and have students listen and read the speechbubbles - Play the recording again and have students listen and repeat.

Track 20 B: I watched a horror movie last night.

G: What was it?

B: The Long Night.

G: Was it good?

B: Yes, it was fantastic - Explain the use of the Past Simple with “to be”: We use the Past Simple to talk about completed events, states, or actions.

I was happy.

Organization

Teacher – whole class

Teacher – whole class

He/She/It wasn't (was not) You were We sad. weren't (were not) They Ex : What was the movie? It was Great Day. Was it good? Yes, it was./No, it wasn't.

How was the movie? It was terrible.

Where were they? They were in the movie theater.

Were they happy? Yes, they were./No, they weren't.

What time were the movies on? They were on at 6 p.m. and 10 p.m.

Activity 2: Circle the correct verbs - Explain the task.

- Ask students to read the sentences and circle the correct verbs.

- Have pairs check each other's work.

- Share the answers in front of the class.

- Correct the students’ answers.

Answers: 1. was 2. was 3. was 4. were 5. Were 6. was Activity 3: Look at the table and complete the dialogue - Give students some instructions for the task.

- Have students work in pairs to write Ann's answers.

- Ask pairs to cross-check before teacher checks and corrects.

- Ask some pairs to present their work to the class.

- Correct the mistakes.

Answers: It was The Great Bananas.

2. Yes, it was very funny.

3. It was on at 4:45 p.m.

4. They were Time 7 and Earthlife.

5. They were exciting.

6. They were on at 7:30 p.m. and 9 p.m

10’

Activity 4 :Wrap-up/Assignments Speaking: Practice the conversation with your partner - Have students work in pairs to practice the conversation.

- Allow time for students to do the task.

- Monitor the activity around the class.

Teacher/ Whole class/ pairs

Teacher – whole class/ individuals Pairs

Teacher – whole class/ pairs

Teacher – whole class/groups

- Have some pairs demonstrate the activity in front of the class.

1. What did you learn from the lesson today?

(Identify their interesting movies and consodilate the past simple “to be” ) 2. What are the core values of the lesson?

(Extend the more knowledge about the interesting movies .)

- Remind students to do exercises in the workbook and to prepare for the next lesson . ******************* Date of planning:……...……

Date of teaching: ……………

Period: 69

UNIT 7: MOVIES Lesson 2.3: Pronunciation+ Speaking (page 59) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES : By the end of the lesson, Ss will be able to: 1. Identify word stress of the two-syllable adjectives 2. Apply word stress to practice the conversation about the opinion of a kind of film 3. Produce their own conversation expressing opinion about a kind of film 4. Produce a conversation about their favourite’s movies 5. Develop communication skills when working in pairs and group work.

B. LANGUAGE FOCUS : Key terms/ Vocabulary: - Adjectives expressing the opinion: Awful, Boring, Fantastic, Terrible, Exciting…

- Kinds of film: Animated, Science fiction, Drama, Horror…

Key grammatical structure(s): - Word stress of the two-syllable adjectives C. INSTRUCTIONAL RESOURCES : - Textbook: English 6 – Unit 7 – Page 59 - Computer - Speaker - Audio track 21,22 - File 11, file 3 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

1. Listen to the words, focus on the underlined letters and cross out the one with wrong word stress

Performance products

Student’s answer

Assessment tools

Observation Answer keys

2. Practice the conversation and swap roles

Students’ talk

3. Practice with your own ideas

4. Complete the table

Time

Students’ talk

Observation Peer correction

Students’ talk Students’ answer

Observation Answer keys

STAGE 3: LEARNING EXPERIENCE Steps/Activities

Pelmanism game Prepare the cards with numbers on one side and the pictures of films / adjectives on the other side.

Stick the cards on the board so that students can only see the numbers, make sure the pictures of films / adjectives are mixed up.

Divide class into two teams. Each team choose 2 numbers.

Turn the cards over if they match. If not, turn the cards over again and ask the next team to continue.

Go on until all the cards are turned over. The team which has more marks will win the game.

Lead in the new lesson: Word Stress Stress the first syllable for most two-syllable adjectives Briefly explain the pronunciation feature

5’

35’

Observation Peer correction

New lesson * Activity 1: Listen to the words and focus on the underlined letters.

- Play the recording and ask students to draw attention to the pronunciation feature.

- Have students listen again and repeat with a focus on the feature.

Track 21 M: awful, boring, action - Play the recording, have students listen and cross out the option that doesn’t use the correct pronunciation feature.

- Check the answers and correct.

Answers: funny – Wrong.

Stress is on the second syllable.

Organization Teacher – whole class

Teacher – whole class/ individuals

Track 22 M: funny, horror - Have students practice saying the examples with a partner using the pronunciation feature (with the correct stress). * Activity 2: Practice the conversation using the information below. Swap roles and repeat.

- Model first, then ask students to work in pairs and practice the conversation.

- Swap roles and repeat using the ideas given.

- Have some pairs present in front of the class.

Rosie: Hey, Ted. I watched a drama last night.

Ted: What was it?

Rosie: It was Remember You. Ted: Was it good?

Rosie: Yes, it was wonderful.

Ted: What time was it on?

Rosie: It was on at 7:30 p.m awful boring great exciting terrible fantastic sad Screen 1 8:30 a.m.

Robotron Science fiction 12 p.m.

Mighty Man Action 10 p.m The House on Black street Horror

Teacher/ Whole class/ Pairs

Screen 2 10:10 a.m.

Teddy Bears Animated 1 p.m.

Dog School Comedy 9:30 p.m.

Happy Family Drama

* Activity 3: Practice with your own ideas - Ask students to work in pairs and practice the conversation with their own ideas, then swap the roles.

- Allow time for students to do the task.

- Monitor the activity around the class.

- Have some pairs demonstrate the activity in front of the class.

- Give feedback and correct if necessary. * Activity 4: Complete the table - Model the activity first.

- Divide the class into pairs.

- Ask student A to turn to page 121, File 3 and student B to turn to page 125, File 11.

- Have students ask and answer to complete the table.

Teacher/ Whole class/ Pairs

Teacher – whole class/ pairs

- Swap roles and repeat - Monitor the activity around the class.

- Have some pairs present their ideas in front of the class.

- Correct if necessary.

5’

Wrap-up and Assignments - Ask students some questions + What did you learn from this lesson? ( identify word stress of two-syllable adjectives, express the opinion of a kind of film, identify lexical items related to films) + What are the core values of the lesson? ( Feel excited when talking about favourite’s movie) - Have students practice the conversation with their own ideas. ********************** Date of planning:…………….

Date of teaching: ……………

Period: 70 UNIT 1: MOVIES Lesson 3.1: New words+ Listening (page 60) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES : By the end of the lesson, Ss will be able to: 1.Identify the lexical items related to famous people from movies 2.Identify Past Simple Tense 3.Apply Past Simple Tense to talk about their country’s famous people 4.Identify the specific information through listening to the conversation 5.Demonstrate communication and develope teamwork skills 6.Building their loves or their prides of their own history B. LANGUAGE FOCUS: Key terms/ Vocabulary: Army, King, Soldier, Queen, Battle, General, Invader Key grammatical structure(s): - Past Simple Tense: talk about famous people from the country C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 7 – Page 60 - Computer - Speaker - Audio track 23,24,25 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks 1. Fill in the blanks

Performance products Student’s answer

Assessment tools Observation Answer keys

2. Circle the correct definition

Students’ answer

3. Talk about their country’s famous people

4. Listen, answer the question and tick

Observation Answer keys

Students’ talk

Observation Individually correction

Students’ answer

Observation Answer keys

STAGE 3: LEARNING EXPERIENCE Time Steps/Activities Previous lesson - Divide the class into 2 teams. Students from 2 teams go to the 5’ board and write some sentences with the Past Simple.

- The team writes more correct sentences first will win the game.

- Ask students to read aloud the words with the Past Simple.

New lesson A. Teaching new words: * New words: 1. army (n) quân đội 2. battle (n) trận chiến 3. general (n) vị tướng 4. king (n) nhà vua 5. queen (n) nữ hoàng, hoàng hậu 6. soldier (n) binh lính 7. win (v) chiến thắng 8. invaders (n) kẻ xâm lược - Explain the new words.

- Have students listen to and repeat the new words (chorally / individually) - Check students’ intonation and pronunciation.

- Explain the meaning of the new words.

B. Activities: * Activity 1: Fill in the blanks. Listen and repeat - Ask students to work in pairs and fill in the blanks and check their answers with their partners.

35’ - Check answers as a whole class.

- Play the recording and have students listen and repeat.

Answers: 1. army 2. king 3. queen 4. soldier * Activity 2 : Circle the correct definitions for the underlined

Organization Teacher – whole class

Teacher – whole class/ individuals

Teacher – whole class/ pairs

words. Listen and repeat.

- Ask students to work in pairs to read the sentences and circle the correct definitions.

- Ask pairs to cross checking before teacher checks and corrects.

- Check students’ answers.

- Play the recording. Students listen and repeat.

Answers: 1. B 2. A 3. A 4. A Track 24 1. M: battle 2. M: general 3. M: win 4. M: invaders * Activity 3: Talk about famous kings, queens, and battles from your country - Explain the task.

- Have students work in groups to talk about famous kings, queens, and battles from their country.

- Elicit some information.

- Go around the class and offer help if necessary.

- Ask some groups to present in front of the class.

Suggested answers: Lý Thái Tổ was a famous king …. * Activity 4: Listen, answer the question and tick a. - Have students look at the question and guess who liked the movie.

- Give feedback.

- Have students listen to the tape twice and check their prediction.

Track 25 Lisa: Hi, Jim, how are you?

Jim: I'm good, thanks, Lisa. How about you?

Lisa: I'm great. Hey, did you watch the movie for our history project?

Jim: Yeah, I did. I thought Alexander was cool but the movie was too long. I thought it was boring.

Lisa: I thought it was great. He was a great king. And, I didn't know he won so many battles. I thought it was really interesting.

Jim: Yeah, Alexander was really clever. He always knew how to win.

Lisa: And his soldiers were great. They were so good at fighting.

Jim: Yeah, they were a big help!

Narrator: Now, listen again and check. b. Listen and tick (x) what each person said - Work in groups, listen and tick what each person said.

Teacher – whole class/ pairs

Teacher – whole class/ groups

- Play the recording.

- Check answers as a whole class.

Answer: history movie was project boring Lisa Jim

5’

X

won many battles

great soldiers

X

X

X

Wrap-up and Assignment - Ask students some questions + What did you learn from the lesson today? ( identify vocabularies about characters in films, apply Past simple tense to talk about famous people, identify information through conversation) + What’s the core values of the lesson? (talking about famous people in the country with pride) - Have students practice Useful Language at home ******************** Date of planning :.............

Date of teaching..............

Period 71:

UNIT 7: MOVIES Lesson 3.2: Reading +Speaking + Writing (Page 61) STAGE 1 : DESIRED OBJECTIVES

A. OBJECTIVES : By the end of this lesson, students will be able to : 1.Read for specific information about the story of Quang Trung .Describe about famous people from history 2.Write a short movie review of 50- 60 word 3.Developing communication skills and creativity 4.Having positive attitude in English language learning so that they actively participate in all classroom activities .

5.Show love famous people , heroes from the Vietnamese history.

B. LANGUAGE FOCUS: Key terms/ Vocabulary: Vocabulary: Review the vocabulary.

Key grammatical structure(s): Grammar: The past simple C. INSTRUCTIONAL RESOURCES : - Lesson plan , DCR and DHA on EDUHOME STAGE 2 – ASSESSMENT EVIDENCE Assessment Performance Tasks Performance products tools 1.Read the text and fill in the blanks - Students’ answers -teacher’s feedback

2.Read the text and tick True or False 3. Take turns asking and answering -Students’ answers about famous people from history 4.Discuss other movies famous -Grouporalpresentation - Individualy people from history 5. Using the notes to write a short movies review STAGE 3: TEACHING PROCEDURE Time Steps/Activities Activity 1 : Warm-up Clip watching: The story of Quang Trung - Have students watch a clip about Quang Trung King.

5’ - Follow the clip, then teacher can ask students some questions to brainstorm about the theme.

- Teacher may share some more information if necessary.

- Lead in the new lesson.

New lesson * Activity 1: Read Phuong's movie review and fill in the blanks - Ask students to read the review individually , then fill in the blanks, using the cues given .

- Have students check their answers with their partners.

- Elicit their answers.

Answer key: 1. general 2. army 3. king 4. invaders 5. soldiers 6. Battle *Activity 2: Read and write "True" or "False."

25’ - Ask students to work in pairs, read the statements on page 61 , then read the review again and decide which is True and which is False.

- Give feedback and correct.

Answer key: 1.

2.

3.

4.

False False False True *Activity 2: - Elicit some information about Trưng Vương – Trưng Trắc , Trưng Nhị from Ss to around the Ss’ interest: -Think of how to make questions and answers individually *Possible answers :

- teacher’s corection - group assessment

Organization

Teacher – whole class

Teacher – whole class/ individuals

Teacher/ whole class/ pairs

Teacher/ whole class/ groups Individually

10’

1.What were the movie title ?

2.Who were the famous people ?

3.When were they born ?

4.When did Trưng Trắc become queen ?

5.What were they famous for ?

-Take turns asking and answering about the famous people in the movie( Choose one of the two movies to practice) -Demonstrate the activity in front of the class in pair -Call some Ss to demonstrate -Ask Ss to discuss other movies -Ask Ss to practice asking and answering -Call some pairs to demonstrate * Activity 3: - Set the scene : Introduce something about the famous American, George Washington.

- Explain the task.

- Ask students to work in groups, use the notes to make sentences about George Washington.

- Monitor the activity around the class.

- Have some groups present their work in front of the class.

- Correct if necessary.

Answer: George Washington was the first president of the USA. He was born in 1732 and became a general in 1775.

He fought many battles against the British.

His army won the Battle of Yorktown in 1781. It was the lastbattle of the war.

He became president of the United States of America in 1789.

Production Use the notes to write a short movie review. Write 50 to 60 words Teacher – whole - Ask students to work in groups, use their notes to write a movie class/ groups review.

- Have some students read their reviews in front of the class - Allow time for students to do the task.

- Monitor the activity around the class.

- Get the answers from the groups and ask them to present their work in front of the class.

- Correct if necessary.

Suggested answers: I watched the historical movie Washington. It was great!

It was about George Washington. He was the first president of the USA. He was born in 1732, and he became a general in 1175. He fought many battles against the British. His army won the Battle of Yorktown in 1781, and it was the last battle of the war. He became the president of the United States of America in 1789.

If you like history, you should watch this movie!

Wrap – up/Assignments -Ask Ss to answer the following questions 1.What did you learn from the lesson today ?

(Identify some technical questions ask about famous people from history or movies . Using of the simple past tense to talk about past 5’ events) 2.What are the core values of the lesson?

(Identify their interesting famous people from history or movies) -Remind Ss to do exercises in the workbook and to prepare for the next lesson . ****************** Date of planning :.............

Date of teaching..............

Period: 72 UNIT 7: MOVIES REVIEW (page 98-99) STAGE 1 : DESIRED OBJECTIVES A. OBJECTIVES : By the end of this lesson, students will be able to :- review the suggestions about different kinds of movies, opinions and information about movies.

- Ss have a better grasp of language focus skills - Improve listening , reading skills - Have positive attitude in English language learning so that they actively participate in all classroom activities - Collaboration , communication B. LANGUAGE FOCUS - Key terms/ Vocabulary: life-sized, outdoor, pick (sb) up, rate, session, sleepover, track -Key grammatical structure(s): - Structures: Past Simple with “to be” and prepostions of time.

C. INSTRUCTIONAL RESOURCES - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ..

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

STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks

Performance products

1.Listen and fill in the blank 2.Read the text and choose the correct answer 3. Match the words with the description 4.Underline the mistake in each sentence 5. Circle the word that differs from

- Students’ answers

-Students’ answers -Grouporalpresentation - Individualy

Assessment tools -teacher’s feedback - teacher’s corection - group assessment

the other three in the position …..

STAGE 3: TEACHING PROCEDURE Time Steps/Activities Activity 1 : Warm-up REVIEW GAMES : Play the board game (p.116) 5’

Organization Teacher – whole class

New lesson A. VOCABULARY * Activity 1 : Match the words with the descriptions (p.99) - After reviewing vocabulary, ask students to work in groups to match the words with the descriptions. general science fiction sad soldiers exciting comedy - Groups show the answers on the board.

- Teacher corrects the answers.

Answer: 1. horror 2. comedy( 3. science fiction 4. sad 5. exciting 6. soldiers 7. general

30’

B.GRAMMAR: -Teacher elicit the grammar notes from Ss : +Prepositions of time : on, at,in, +Past simple and adjectives * Activity 2: Underline the mistake in each sentence. Write the correct word on the line (p.99) - Explain the task.

- Have student work in pairs to underline the mistake in each sentence and write the correct word on the line.

- Give feedback and correct.

Answers: 1. at – on 2. weren't – wasn't 3. were – was 4. in – at 5. was – were 6. win – won 7. wasn't – was C. PRONUNCIATION * Activity 3: Circle the word that differs from the other three in the position of primary stress in each of thefollowing questions

Teacher – whole class/ groups

Teacher/ Whole class/ Pairs

Teacher – whole class/ groups

1. A. horror 2. A. fantasy 3. A. comic 4. A. author 5. A. character 6. A. amazing

B. boring B. exciting B. between B. title B. mystery B. musical

C. against C. become C. soldier C. action C. dislike C. terrible

D. action D. adventure D. movie D. animation D. wonderful D. animated

- Have students work in groups to choose the words that differs from the other three in the position of primary stress.

- Give feedback and correct.

Answers: 1. C 2. A 3. B 4. D 5. C 6. A

Teacher – whole class

D. LISTENING * Activity 4 : You will hear a boy giving a presentation about a movie he saw. Listen and fill in the blanks. You will hear the information twice.

- Teacher plays the recording twice after explaining the task.

- Students listen to a boy giving a presentation about movie he saw, then fill in the blanks.

- Teacher checks students’ answers , then gives the correct answers for students.

Answers: 0. My Fantastic Best Friend 1. Thursday 2. Birch 3. funny 4. seven/7 5. Music Track 69 Narrator: You will hear a boy giving a presentation about a movie he Teacher – whole saw. Listen and fill in the blanks. You will hear the information twice. class/ groups B: Hi, everyone. I'm Harry and my presentation is about a movie I like. The movie is called My Fantastic Best Friend. I watched it on Thursday with my sister. Themovie is a comedy based on a book by the American author K.J. Birch, that's B-I-R-C-H. The book was called My Fantastic Best Friend, too. I really liked the moviebecause it was very funny. My sister thought it was funny, too, but she thinks the book is better. The movie started at seven o'clock and was pretty short, only ninety minutes long. It ended at eight-thirty. The thing I liked the most about My Fantastic Best Friend wasthe music. It was

fantastic!

Narrator: Now, listen again E. READING * Activity 5: Read the movie review. Choose the correct answer (A, B, or C) - Explain the way to do the task.

- Ask students to work in groups to complete the task, referring back to the text if necessary.

Answers: 0. C 1. B 2. B 3. C 4. A

5’

5’

Speaking: - Teacher gives hand-out.

- Students work in groups. Each group lists the kinds of movie they like best.

- A representative from each group presents in front of class.

- Teacher and the whole class check and correct the answers.

* Teacher – whole class/ groups

Wrap up/Assignments Teacher ask a question : -What did you learn from the lesson today ?

(Consolidate the use of language and grammar , skills) -What are the core values of the lesson?

(Extend the more knowledge about the lesson) -Remind Ss to review all words and grammar notes of the lesson *********************** Date of planning : …………..

Date of teaching :……………

Period: 73

UNIT 8: THE WORLD AROUND US Lesson 1: Lesson 1.1: New words + Listening STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: - Identify and gain some vocabulary items about outdoor activities (rafting, canyon, cave, hiking, kayaking, campsite) - Talk about outdoor activities want to do and where to go on vacation.

- Show the love for country and responsibility by listening and using the simple tense and lexical items which have learnt to discuss about not only active activities but also places when going on vacation - Develop listening, speaking skills, problem-solving and critical-thinking skills through learning activities.

B.LANGUAGE FOCUS Key terms/Vocabulary: -Outdoor activities: rafting, canyon, cave, hiking, kayaking, campsite Key grammatical structure(s): -Present simple tense C.INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 8 – page 62 - Computer,TV/Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools

1.Look at the pictures on textbook and fill in the blanks with given words to gain lexical items which related to Student’s answer outdoor activities 2.Talk about outdoor activities students would like to go or places like to go on their vacation Students’discussion 3. Listen and tick the place people decide to go on their Students’ answers vacation 4.Disscuss and talk about the places students want to goStudents’discussion by pair-work or group-work

Observation Questions & answers Observation & Feedback Observation Questions & answers Observation &comment

STAGE 3: LEARNING EXPERIENCE Tim e

Steps/Activities Activity 1: :Warm-up Task 1: Answer the question.

5’- T asks Ss a question. “ What are your favorite outdoor activities? “ - T uses their answers to lead in the theme of the lesson.

Activity 2:: Look at the picture and answer

25’

Organization • Teacher – whole class

• Teacher – whole class/ individuals / pairwork

• Teacher/ Whole class/ groupwork

-

Teacher shows pictures of kind of traveling and asks if they do any of them.

Ask students if they have ever been to any of them, or what place they want to come to.

Task 2: -Teach new words. (10’) - Use real things and pictures to introduce new words: New words: 14. rafting (n) 15. canyon (n) 16. cave (n) 17. hiking (n) 18. kayaking(n) 19. campsite(n) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary.

(Checking new word) - Teacher lets students look at the pictures, and fill in the blanks with words given. (exercise a/p. 62) - Listen again to check the answers.

Answer: 1. rafting 2. hiking 3. canyon 4. cave 5. campsite 6. kayaking Activity 2:Speaking - Teacher makes example sentences with new words.

- Ask students to work in pairs, talk about their outdoor activities they want to do, using new words.(exercise b/p. 62)

• Teacher – whole class/ individuals

• Teacher – whole class/ pairs

- Some pairs present in front of the class.

- Teacher checks and corrects.

Example.

- I want to go rafting.

- Yes, me too.

Activity 3:Listening. (10’) - Teacher shows the picture of the task and give them the situation “ Three people are talking about where to go on vacation.

Now listen and tick the place they decide to go” - Teacher asks Ss some questions about it. (exercisea/p. 62) Suggested Q&A: - How many places do they want to go?

There are two.

- What are they?

They are “Black Hawk Cave” and “Blue River Canyon”.

- Teacher has students works in pairs, read the sentences, guess the answers (exercise b/p. 62) - Listen and check their guessing (listen the 1st time) - Listen again to check their answers.

- Teacher checks and corrects.

Answer: Blue River Canyon Black Hawh cave Blue River Canyon

5’

• Activity: rock • Activity: kayaking climbing, hiking • Travel time: 2 hours • Travel time: 4 hours by train by bus • Places to stay: • Places to stay: hotel campsite - Teacher shows the dialogue, students listen and repeat.

Activity 4:Wrap-up - Teacher gives out the open conversation to groups, students practice filling in the gaps, using suggested words.

- Have students role playing the dialogue.

- Some pairs present in front of the class. (close pairs, open pairs) Assignment - Write your plan activities during Tet holiday.

- Do the homework in the workbook and prepare for the next lesson. ************************

• Teacher – whole class/ pairs

• Teacher – whole class/ pairs

Date of planning : / / 2021 Date of teaching : / / 2021

Period: 74

UNIT 8: The World Around Us Lesson 1: Lesson 1.2: Grammar STAGE 1: DESIRED OBJECTIVES

A.OBJECTIVES By the end of the lesson, students will be able to: - Know how to use modals: “should” and “can”: +Use “should” to ask for and give advice +Use “can” to talk about possibility +Use “can’t” for things that are very unsafe to do - Apply the understanding about the usage of “should” and “can” to choose the correct modals in the sentences - Improve speaking through practising the dialogue with the partner and writing skills by writing full sentences and filling in the blanks - Develop communicative and cooperative ability, self-study and problem-solving skill B.LANGUAGE FOCUS -Vocabulary: - Structure:modals: should& can : * S+Should+Vinfinitive * S+ can+ Vinfinitive * S+ can’t+ Vinfinitive C.INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 8 – page 63 - Computer,TV/Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1.Listen the conversation to know the usage of modals “should” and “can” and choose the correct Students’answers modals 2. Circle the correct modals to have right sentences Students’answers

Observation Questions & answers Observation Questions & answers

3. Complete the dialogue by speaking and writing full sentences using modals “should” and “can”

Students’ answers

4.Practice the conversation by working in pairs

Students’discussion

Observation Questions & answers Observation &comment

Time

STAGE 3: LEARNING EXPERIENCE Steps/Activities

Organization

Activity 1: Warm-up Task 1: Matching - Teacher shows some activities on vacation and things to bring, students look and match with the suitable ones.

5’ - Teacher asks some about things they shouldn’t bring and the reasons why.

- Teacher gives feedback, then leads to new lesson.

• Teacher – whole class

• Whole class

New lesson Task 2: Grammar. (10’) Activity 2: Listen & repeat (a/p. 63) - Teacher introduces the couple and the scene of the dialogue, have students listen and repeat.

- Teacher shows example sentences and elicits the way to use modals “should” and “can”.

Notes: “should” is used to ask for and to give advice. “can” is used to talk about possibilities. “can’t” is used to talk about things that are very unsafe to do.

Examples: - We should go to the post office.

- Should we bring bottled water? – Yes, we should.

- Can we swim in this river?

- No, you can’t swim here. It’s dangerous.

• Teacher – whole class/ individuals/ pairwork

• Teacher/ Whole class/ group work

25’ - Ask students to give example to make sure they catch the point.

Activity 3: Circle the correct modals. (b/p. 63) - Have students practice in pairs, read the sentences and circle the correct modal.

- Some pairs show the answers on the board.

- Teacher checks and gives marks.

Answer: 14. Can’t 15. should 16. can 17. shouldn’t 18. can’t 19. shouldn’t Activity 4: Complete the dialogue. (c/p. 63)

• Teacher – whole class/ pairs

• Teacher – whole class/ individual

- Teacher shows the suggested words and explains the way to do the task.

- Have students practice in pairs, read and complete the answers in full sentences.

- Pairs cross check the answer before showing iton the board.

- The answers are shown through a game.

Suggested answer: 6. We should go to 7. What can we do there?

8. No, we can’t 9. Yes, you should 10. No, we shouldn’t -

5’

Teacher checks and corrects the answers.

Activity 5: Wrap-up Making the same conversation • Teacher – - Teacher has students play role of Sam and Max, create whole class/ the same conversation. individuals - Students practice the conversation in pairs, students can make some changes if they want.

• Teacher – Students in - Some pairs present in front of the class. groups - Teacher checks and corrects.

Assignment whole class/ individuals - Make your own conversation.

- Do the homework in the workbook and prepare for the next lesson. *********************** Date of planning : / / Date of teaching : / /

Period: 75 UNIT8: THE WORLD AROUND US Lesson 1: Lesson 1.3: pronunciation+practice+speaking (p. 64) STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of the lesson, students will be able to: - Practice pronouncing/ giving stress for most gerunds correctly and learn how to pronounce as native people - Can make plan for a trip as : food, activities, time, place to go…

- Make arrangements for a class trip: food, activities, time, place to go…

- Develop speaking skill,communicative and cooperative ability, self-study and problemsolving skill through conversation in class

B.LANGUAGE FOCUS -Vocabulary: review some vocabularies “ camping. Hiking, kayaking, rafting....”

-Structure : pronunciation: stress the first syllable for mostgerunds.

C.INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 8 – page 64 - Computer,TV/Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools

1.Listen,cross out the wrong word stress and listen, focus on the underlined letters

Students’ answers

2. Practice the conversation, swap roles and repeat, and practice with students’ own ideas 3. Work in pairs and role-playing the activities

Students’discussion Students’discussion

4.Discuss about students’own plans for their trip

Students’discussion

STAGE 3: LEARNING EXPERIENCE Time Steps/Activities Activity 1: Warm-up Task 1: Game Matching - Teacher divides class into two teams A & B. - Teacher gives teams flashcards which includes the 5’ questions and the answers.

- One student in team A give a question, one in team B has to find the equivalent answer.

- Which team has more correct answers wins the game.

New lesson Task 2: Pronunciation. (10’) - Teacher shows an example sentence on the board, have students listen, repeat and notice the stress syllable. (a/p.

64) Remember:for most gerunds, the first syllable is stressed.

25’ Teacher lets students listen and repeat, focus on the underlined letters. (b/p. 64) - Listen and cross out the one with wrong stress (c/p. 64) Answer: rafting (stress is on the second syllable) - Practice reading the words with the correct stress (d/p. 64) -

Observation Questions & answers Observation &comment Observation &comment Observation &comment

Organization • Teacher – whole class

• Teacher – whole class/ individual s/ pairwork

Activity 2-Practice Task 1.Practice the conversation, swap roles & repeat. (10’) - Teacher asks students to take a look at the conversation and practice with a partner. (a/p. 64) - Ask students to pay attention to the pronunciation of some gerund.

5’

Task 2. Practice the conversation, replace with words given - Have students look at the conversation; underline some words which can be replaced.

- Teacher asks students to work in pair, make a new conversation using the words given to substitute.

- Some pairs read the conversation aloud.

Task 3: Further practice: Speaking.

- Have students practice in pairs, make a new conversation using theirideas.

- A pair presents in front of the class.

- Teacher corrects student’s pronunciation if necessary.

Activity 3: Speaking – Making Arrangements for a class trip.

- Teacher asks students about their favorite destination for vacations before letting them practice speaking.

- Teacher suggests popular destinations: Hang Tien caves and Cuc Phuong National Park.

- Have students watch a short clip about Hang Tien caves and Cuc Phuong National Park. Teacher adds more information if necessary.

- Have students work in groups, makes questions and answer about Cuc Phuong National Park.

- A representative from group presents in front of the class.

- Teacher checks, corrects or gives feedback.

Activity 4:Wrap-up Discussion - Teacher asks students to use the same format in task A, ask and answer about their own plan.

- Teacher gives example sentences as modeling - Some pairs present in front of the class.

Example: 1. Where are you going to go?

2. What can you do there?

3. How long will you get there?

4. Where are you going to stay?

Answer: 1. We are going to ………………………

• Teacher/ Whole class/ groupwor k

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ individual s

• Teacher – Students in groups

2. We can ……………………………………

3. We will get there in ……………….by ………………

4. We will stay ………………………………………

Assignment - Make questions and answers for your vacation plan.

- Do the homework in the workbook and prepare for the next lesson. ************* Date of planning :………….

Date of teaching :………….

Period: 76+77+78:

ÔN TẬP + KIỂM TRA GIỮA KỲ 2 ************* Date of planning :………….

Date of teaching :………….

Period: 79

UNIT8: THE WORLD AROUND US Lesson 2: Lesson 2.1: New words+Reading (p. 65)

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - Identify and gain some vocabulary items about things which need for a trip.

- Talk about things they need for a trip and their benefits when using in the trip - Develop reading skill for specific information such as finding out the necessary things for a trip.

- Show the love about country and responsibility through preparing carefully before going to a trip B. LANGUAGE FOCUS -Vocabulary: things need for a trip: sleeping bag, flashlight, bottled water, tent, battery, pillow, towel - Structure : compound sentence with « so » C.INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 8 – page 65 - Computer,TV/Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1.Look at the picures on textbook and fill in the blanks with given words to gain lexical items which related to things need for a trip

Students’answers

Observation Questions & answers

2.Talk about the benefits of these things

Students’discussion

3.Read the message of two friends and circle the things Students’answers on the list they need to bring and answer the questions 4.Disscuss and talk about the things need for a trip

Students’discussion

STAGE 3: LEARNING EXPERIENCE Time Steps/Activities Activity 1: Warm-up Task 1: Speaking - Have some students talk about their class trip.

Follow the guided questions Questions: - Where did your class go?

5’ - How was the scenery there?

- What was the weather like?

- Was your trip interesting?

- Did you enjoy it?

- Teacher checks and gives feedback.

25’

New lesson Task 2: -New words (10’) - Teacher uses symbols, pictures to teach new words - Have students listen and repeat sentences. (chorally – individually) - Teacher corrects student’s pronunciation if necessary.

New words: 1. Tent (n) 2. Sleeping bag (n) 3. Flashlight 4. Battery 5. Pillow 6. Towel 7. Bottled water - Have students read all the words again.

Activity 2: Fill in the blanks (a/p. 65) - Teacher asks students to fill in the blanks with words given. (exercise a/p. 65)

Observation & Feedback Observation Questions & answers Observation &comment

Organization • Teacher – whole class • Students in groups

• Teacher – whole class/ individuals/ pairwork

• Teacher/ Whole class/ groupwork

- Teacher checks and gives feedback.

Answer: 1. Battery 2. Bottled water 3. Flashlight 4. Pillow 5. Towel 6. Sleeping bag 7. Tent Activity 3: Practice the conversation. Swap roles and repeat - Teacher asks students about the benefits of these things.

What do we use the flashlight for?

We can see at dark / at night Why should we bring bottled water?

So, we can’t get thirsty - Have students work in pairs, ask and answer the same for the other words.

- Some students give their answer.

- Teacher gets the answers from students, checks and gives feedback.

B-Reading. (10’) Activity 4: Brainstorming Task 1.Two friends are mesaging about their camping trip. Circle the things on the list Jill and Dave need to bring - Teacher asks a pair of students to brainstorm the task. One gives the activity, the other gives the necessary items.

Example: - I’m going to have a picnic on the weekend.

- So you should bring some food, drinks and some………..

- Teacher sets the scene of the task (two friends are messaging about their camping trip. Circle the things on the list they need to bring) (a/p. 65) - Have students work in groups, complete the task as directed.

- Teacher gives some more information if necessary.

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

Answer: Wilmslow School Summer Camp List Sleeping bag pillow Money Towel Bottled water Battery Food camera Cell phone flashlight notebook tent

5’

Task 2.Reading, answer the questions.

- Have students read the messages again, answer the questions. (b/p. 65) - Students practice in pairs, do as directed.

- Teacher gets the answers, checks and corrects.

Answer: 1. Next week 2. He was sick 3. They need batteries 4. They don’t need to bring any food.

Activity 5: Wrap-up Discussion • Teacher – - Teacher has students work in groups; each group whole class/ individuals gets a different task, then completes the task.

- Group 1: list five things to bring for a camping trip - Group 2: list five things that are not necessary for a camping trip - Group 3: list five thing to bring for a trip to the • Teacher – beach.

Students in - Group 4: list five things to bring when you travel groups abroad.

Students’ answer - Group 1: tent, flashlight, ……………………

- Group 2: swim suit, sunglasses, ……………………..

- Group 3: sunglasses, sun cream, ……………………….

- Group 4: passport, plane ticket, ………………………..

- Some students share their ideas.

- Teacher checks and gives feedback.

Assignment - Write about the scenic spot you would like to visit.

- Do the homework in the workbook and prepare for the next lesson. ******************* Date of planning : / / Date of teaching : / /

Period: 80

UNIT8: THE WORLD AROUND US Lesson 2: Lesson 2.2: Grammar (p. 66) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: - Use "so" to show a result of something - Use compound sentences with "so” - Improve reading and writing skills - Develop the ability to communicate and cooperate with their partners, to self-study and other skills B. LANGUAGE FOCUS -Vocabulary: - Structure : +reviewgrammar structure of « should » +compound sentence with « so » C.INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 8 – page 66 - Computer,TV/Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1.Listen the conversation to know the Students’answers usage of conjunction “so” 2. Combine two halves of the sentences to Students’answers have completed ones

Observation Questions & answers Observation Questions & answers

3. Look at the table with items to bring andStudents’ answers their reasons and write the answers

Observation Questions & answers

4.Practice the conversation

Observation &comment

Students’discussion

STAGE 3: LEARNING EXPERIENCE Time Steps/Activities Activity 1: Warm-up Task 1 - Teacher gives the destinations for a trip, students name things they need to prepare.

5’ - Students do as direct.

- Teacher checks and corrects, then leads to the new lesson.

New lesson Task 2 -Grammar (10’) 25’ - Teacher uses symbols, pictures to review words of things needed for a trip.

- Have students talk about the benefits of these things.

Organization • Teacher – whole class

• Teacher – whole class/ individua

- Have students listen and repeat sentences. (chorally – individually) - Teacher corrects student’s pronunciation if necessary.

- Teacher asks students to practice asking & answering. (exercise a/p. 66) - Teacher checks and gives feedback.

Activity 2: matching the two halves of the sentences. (B/P. 66) - Have students work in pairs; read and find the half sentences.

- Some pairs show their answers.

Answer 14. B 15. F 16. A 17. C 18. D 19. E - Ask some students to check the answers.

- Teacher checks again and gives feedback.

Activity 3: Fill in the answers, use the cues in the table (c/p.

66) - Teacher shows a pair of high heeled shoes and a pair of slippers which are prepared for a trip to the beach - Have students to choose one and tell the reason why.

Teacher: we should bring a pair of slippers because we can go walking on the beach.

- Have students work in pairs, complete the answers.

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

- Teacher checks and gives feedback.

Answer: 6. Yes, we should so we have somewhere to sleep 7. Yes, we should so we don’t get thirsty 8. Yes, we should so we don’t get cold 9. Yes, we should so we have something to read 10. Yes, we should so we don’t get hungry 11. Yes, we should so we can buy presents

5’

Activity 4: Wrap-up Speaking.

- Teacher divides class into two teams and sets the request

ls/ pairwork

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole

for the activity.

- Teacher gives hands-out to teams. (you are going to have a camping trip next weekend. Look at things in the handout, team A chooses things that should be brought, team B chooses thing that are unnecessary, gives the reason)

class/ individua ls • Students in groups

- Have students work in groups, do as directed.

- Representatives from groups show the result to class.

- Teacher checks and gives feedback.

Assignment - Write about things to prepare for your trip.

- Do the homework in the workbook and prepare for the next lesson. ******************************** Date of preparing: …………………

Date of teaching: …………………

Period 81:

UNIT 8: THE WORLD AROUND US Lesson 2.3: Pronunciation + Speaking (Page 67)

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: - Pronounce the /ou/ sound correctly - Use the prompts to practice speaking the conversation about things you need for a camping trip.

- Ss have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “The world around us" - Develop communication and collaboration skills, problem - solving and creativity skills through pair-work and group-work activities to ask and answer about preparing for an Overnight Adventure.

B. LANGUAGE FOCUS Key terms/ Vocabulary: Key grammatical structure(s): Present simple, Modal “should” C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 8 – Page 67, Computer, EDU Home software, TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools

1.Practise listening and reading the / ou / sound.

Student’s answer

Observation Answer keys

2.Practise speaking the conversation using the prompts about things you need for a camping trip.

Students’ interaction/ talk

3.Practise speaking – Make the same conversation, use their own ideas.

Students’ interaction/ talk

4. Prepare for a camping trip and ask for confirmation.

Students’ answer

Observation Observation Observation Correction

STAGE 3: LEARNING EXPERIENCE Time

Steps/Activities Activity 1: Warm-up

Organization

Task 1: Pelmanism - Prepare 12 cards with numbers (from 1 to 12) on one side and the words and its meaning in Vietnamese on the other side.

1 2 3 4 5 6 7

5’

8

9

10

11

• Teacher – whole class

12

- Stick the cards on the board so that the Ss can only see the numbers; make sure the words and its meaning in Vietnamese are mixed up.

- Divide the class into teams and ask them to choose two numbers at the same time.

- Turn the cards over if the match: Ex: pillow - cáigối, that team gets one point. If not, turn the card over again and ask the next team to continue to choose numbers.

- Continue until all the cards are turned over. The team that has more marks will win the game. * Possible answers:

• Students in groups

1. battery 2. nướcđóng chai 3. flashlight 4. pillow 5. khăn 6. túi ngủ 7. bottled water 8. đèn pin 9. towael 10. pin 11. cáigối 12. sleeping bag - Repeat the English words chorally.

30’

New lesson Task 2: -Pronunciation. (5’) - Teacher shows example to class, speaks louder for students to recognize the difference.

Example: thought – found (different vowel sound) - Teacher gives more explanation, gives more examples to make it clear.

- Have students listen and repeat, focus on the underlined words. (b/p. 67) - Have students listen and repeat the words (c/p. 67) Task 3: Further practice: - Teacher gives more examples for students to see different sound Example: Bone – bound Home – house Road – rough Nose - now Cold - call - Some students say again.

- Students practice reading the words in pairs, pay attention to the /oƱ/ sound.

- Ask teacher for help if necessary.

Activity 2 -Practice – Reading the conversation. (10’) Task 1: Play role, read the dialogue.

- Have students look at their books, play role and read the conversation.

- Teacher asks a pair of students to read aloud.

- Teacher underlines some words, has another pair replace them with words given - modeling - Have students practice in pairs, ask and answer about the things they need to prepare for the trip, swap the roles and repeat.

Example: - Flashlight – tent - Bottled water – food - Thirsty – hungry - ……………………………………….

- Some pairs present in front of the class - Correct student’s pronunciation.

Task 2: Speaking – Make the same conversation, use their own ideas.

- Have students practice in pairs, play role. (exercise b/p. 67) - Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

• Teacher – whole class/ individual s/ pair work

• Teacher – whole class/ pairs work

• Teacher – whole class/ individuals

8

2’

Activity 3: Wrap-up *Preparing for an overnight adventure.

- Teacher sets the scene of the dialogue (make plan for a camping trip to Cat Tien National Park) - Have students work in groups, make their own plan for what to bring along.

- Groups show the result in front of the class.

- Compare the result among groups. Teacher checks and gives feedback.

Suggested answer: Items to bring Reasons Bottled water Don’t get thirsty Tent / jacket / sleeping bags Don’t get cold food Don’t get hungry Cell phone To keep contact Flashlight & batteries To see at night

• Teacher – whole class/ individual s

• Teacher – Students work in pairs/in groups

Assignment -Make plan for your picnic with your classmates this weekend Outline: - Where to go?

- Who do you go with?

- What to bring? Why? -

Remind students to do exercises in the workbook (Unit 8, P.47) and to prepare for the next lesson (Unit 8, p.68). ******************** Date of preparing: ……………

Date of teaching:

……………

Period: 82

UNIT 8: THE WORRLD AROUND US Lesson 3.1: New words + Listening ( Page 68 ) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES

By the end of the lesson, Ss will be able to: - Learn vocabulary: (n) sandcastle, highland, waterfall, bay, forest, island - Use new words to talk about geography.

- Listen Tom talking about places to and number the sentences.

- Developing listening skills when filling in the blank.

- Demonstrating pair and group work skills - Give advice about the places that their friends want to visit.

B. LANGUAGE FOCUS - Vocabulary: (n) sandcastle, highland, waterfall, bay, forest, island - Structure : structure of Can &Should C. INSTRUCTIONAL RESOURCES - student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/TV notebook, workbook.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks 1. Students identify new words and look at the pictures to write the letters in the boxes then listen and repeat.

Performance products Assessment tools

Student’s answer

2. Students use new words which they have learned to discuss what activities they can do Students’ answer at each place.

3. Have students listen to Tom talking about places to visit. These places are the best for Students’ answer people who like: doing sports/ taking photos.

4.Listen and number

Students’ answer

STAGE 3: LEARNING EXPERIENCE Time Steps/Activities

Observation Answer keys

Observation

Observation Answer keys Observation Correction

Organization

Activity 1: Warm-up Task 1: Look and choose the correct one.

- Teacher shows pictures of places on the screen, students have to find which tourist attractions are.

5’ - Teacher gets answers from student, asks for more explanation.

- Teacher checks and corrects.

Example: sport ground – temple – beach – school – mountain – market – flower garden – bay – cave – island – forest.

• Teacher – whole class • Students in groups • Students

in class Task 2: Which do you choose? Why? - Teacher shows a pair of pictures each time, students choose the one they like and say the reason.

- Teacher gives feedback, then leads to new lesson.

Example: -

Forest – park: River – beach Hill – island: ………

New lesson

Task 3-New words. (10’) : Match the number and the picture.

Teacher uses pictures or definition to teach new words.

Have students write the letters in the box (individually) (a/p. 68) Answer: -

25’

1.

2.

3.

4.

5.

6.

7.

-

• Teacher – whole class/ individual s/ pairwork

C F D E C B A Have students listen and repeat. (chorally – individually) Teacher checks and corrects the pronunciation if necessary.

Activity 2: Speaking -

Have students work in pairs, talk about the activities they can do at each place.

Some students share their ideas to class.

Activity 3: -Listening.(10’) Task 1: Listen to Tom talking about places to visit.

-

Have students listen the 1st time, then choose the correct answer - Have students explain why - Listen again to check the answer (a/p. 68)

• Teacher/ Whole class/ groupwor k

Answer: doing sports (it’s great for diving, a great place for surfing, hiking and skiing)

- Task 2: Listen and number - Have students read the sentences. (exercise b/p. 68) - Have them listen and choose the correct answers.

- Teacher gets the answer from students.

- Ask them to correct the false ones.

- Teacher checks, corrects or gives feedback.

Answer: 12. 2 13. 1 14. 4 15. 3

• Teacher – whole class/ pairs • Teacher – whole class/ individuals

Activity 4: Wrap-up Task : Useful language

5’

- Teacher shows sentences to make suggestions, using should/can + V Example: Where should I go for may vacation?

You should go to ………………………….

How can I get there?

You can get there by …………………………..

- Have students make similar dialogue, use the phrases in Useful Language.

- Students practice and share their dialogue to class.

- Teacher checks and gives feedback.

Assignment -

• Teacher – whole class/ individual s

• Teacher – Students in groups

Answer questions in Useful Language, use your own answers.

Do exercises in the workbook and prepare the new lesson ******************** Date of preparing: ……………

Date of teaching:

……………

Period: 83

UNIT 8: THE WORLD AROUND US Lesson 3. (p. 69) STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES

By the end of the lesson, students will be able to: - Identify the specific information through reading an email for giving advice about visiting natural wonders of Vietnam.

- talk about natural wonders.

- write a postcard giving advice about a place to visit.

- develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations.

- Show the positive attitude in English language learning so that they actively participate in all classroom activities, the awareness of loving natural wonders.

B. LANGUAGE FOCUS Key terms/ Vocabulary: - bay, beach, forest, highland, island, mountain, waterfall Key grammatical structure(s): - Structures: - Modal verbs‘ should, can ’ - Conjuction ‘so’ C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks 1. Read the email and underline the natural wonders of Vietnam 2. Read and circle True or False 3.Ask student make questions and answers about ĐàNẵng swap roles and repeat with Cameron Highland 4. Discuss two plases to visit and things to do in your country.

5. Read the postcard and fill in the blanks using the sentences (A-F) 6. Answer the questions, then write a postcard to give a advice about a place in your country (Write 50 to 60 words)

Time 5’

Performance products Students’ answers Students ask and answer

Assessment tools Answer keys, T’s Observation

T’s Observation& Feedback

Students’ discussion Students read And answers

Observation Questions and answers

Students’ discussion Students’ activities

T’s observation

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Steps/Activities Organization Activity 1: Warm up Task 1: Speaking • Teacher – - Teacher shows some pictures of places, students name the whole class places and tell where it is.

- Teacher shares some information about these places.

- Other students can make questions if they want.

• Students in groups • Students in class

Answer: 1. Phu Qui island – Phan Thiet 2. Phanxipan mountain – 3. Golden Bridge – Da Nang 4. Hoi An Ancient town – Hue 5. Ben Thanh Market – Ho Chi Minh City 6. Ba Den mountain – Tay Ninh Task 2: what is more popular?

- Teacher shows some pictures of places, students tell the activities people can do there.

- Some students share their ideas.

Example: 1. Hoi An – visit a world heritage site 2. Nha Trang beach – go swimming 3. Ben Thanh market – buy souvenirs 4. Phanxipan mountain – go climbing - Teacher gives feedback, then leads to new lesson.

New lesson Activity 2: -Reading. (10’) Task1: Teaching new words.

- Let students read through the text quickly and answer the guided question Question: Which scenic places are in the email?

Answer: Moc Chau highland, Cuc Phuong National park, Phu Quoc island, Lang Co bay 25’ -

Teacher checks the answer and corrects if necessary.

Have students underline the places in their book.

Task2: Read & circle True - False - Have students read again and answer the questions. (pairs work – exercise b/p. 69) - Teacher gets the answers from students.

Answer:

• Teacher – whole class/ individual s/ pairwork

10. False 11. True 12. True 13. False - Teacher checks and gives feedback Activity 3: - Writing.(10’) Task 1: Read a postcard and fill in the blanks with sentences given. (a/p. 69) - Teacher asks students to work in groups, use the information in the table. (a/p. 69) - Representative from groups gives the answers to class.

- Teacher checks and gives feedback.

Answer: 1. D 2. C 3. B 4. A 5. E

• Teacher/ Whole class/ groupwor k

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

Task 2: Answer the questions.

- Have students work in pairs, practice A&A as directed - Some pairs present in front of the class.

- Teacher checks and gives feedback Answer: Activity 4: Wrap-up

5’

Task 1: Speaking - Teacher shows some natural wonders in Vietnam and in the world, explains how to do with it. Teacher asks a student as modeling.

- Have students work in groups, (two groups for Da Nang and two groups for Cameron Highlands), discuss about the activities they can do in these places.

Suggested questions Which places will we go to?

What can we do there?

When should we go there?

How can we get there?

- Students show their result to class. (individually) - Teacher checks and gives feedback.

Task 2: Writing - Students work in pairs, ask and answer about a tourist attraction in your country.

- Teacher may show pictures (or clip) to illustrate the

• Teacher – whole class/ individual s

• Teacher – Students in groups

speaking.

- Then write a postcard to introduce the place to people.

- Ask students to answer the following question.

1. What did you learn from the lesson today?

- Vocabulary: about the world around us - Grammar: modals (should, can), conjunction (so) - Conversation skill: asking for clarification - Pronunciation: stress for gerunds, /oυ/ sound 2. What are the core values of the lesson? : about the world around us Assignments - Remind students to do exercises in the workbook and to prepare for the next lesson -Write a postcard to your friend about a scenic place in your country.

- Do exercises in the workbook and prepare the new lesson ******************** Date of preparing: ……………

Date of teaching: ……………

PERIOD :84

REVIEW UNIT 8: THE WORLD AROUND US STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: - Talk about what to bring on a trip ,discuss plans for a trip and give advice about visiting natural wonders through consolidating vocabulary/ grammar/ pronunciation they have learnt - Identify the specific information by practicing listening, reading skills and language focus - develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and other skills.

- Show the positive attitude in English language learning so that they actively participate in all classroom activities.

B. LANGUAGE FOCUS Key terms/ Vocabulary: - hiking , bottled water , island, kayaking , batteries , forest , sleeping bag.

Key grammatical structure(s): Model verbs: can,should,….

Connectives: so,……..

C. INSTRUCTIONAL RESOURCES

Lesson plan, PPT slides, Student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on Eduhome, CD player, handouts…

STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1. Listen to some information about a camping trip and write a letter (A - H) next to each person.

2. Look and read. Choose the correct answer A, B, or C 3.Fill in the blanks with words from the unit. The first letter is already there.

4.Underline the mistake in each sentence. Write the correct word on the line.

5. Circle the word that has the underlined part pronounced differently from the others.

Student’sanswer

Students’ answer Students’ answer Students’ answer Student’s answer

STAGE 3: LEARNING EXPERIENCE Steps/Activities Activity 1: Warm up

Time

Observation Questions & answers Observation Answer keys Observation Answer keys Observation Peer correction Observation Questions & answers Organization

Task 1: Speaking - Teacher has a pair of students talk about the place they plan to go on a trip next vacation.

Questions: 1. Where are you going on your next vacation?

I’m going to ……………………………………….

2. What can you do there?

I can do many activities such as …………………………….

3. What’s the weather like there?

It’s …………………………………………….

4. What things will you bring on your vacation?

I will bring food, drinks, …………………………….

Teacher checks, gives feedback then leads to new lesson.

New lesson Activity 2: Listening. (10’) Task 1: Listen and match - Have students name things that are necessary for a 5’ vacation.

- Teacher shows pictures to review words before listening. (tent, flashlight, sleeping bag, warm clothes, ……………)

- Teacher sets the scene of the task, explains the request then lets students listen.

-

• Teacher – whole class • Students in groups • Students

- Teacher gets the answers from students.

- Listen again to check the answers.

Answer: 1. E 2. F 3. B 4. G 5. H

in class

Task 2: Reporting - Have students retell the thing each person will bring.

- Teacher listens, checks and corrects if necessary.

Answer: 1. Ben will bring some bottled water 2. Edward will bring a flashlight 3. Meryl will bring some tents.

4. Heather …………………………………………

5. Steve ……………………………………….

Activity 3: -Reading.(10’) Read the brochures, choose the correct answer (A, B or C) Task 1: Discussing - Teacher asks students some questions about the brochures.

Questions: 1. What is the brochure about?

2. What is the place of this activity?

3. What should they do?

25’

- Students work in pairs, discuss the questions.

- Some students give the answers.

- Teacher checks and gives feedback.

Task 2: read, then choose the correct answer - Have students work in pair, read and choose A, B or C for each sentence.

- Some students give the answers.

- Teacher checks and corrects.

Answer: 0. A 1. A 2. C 3. B 4. C - Teacher asks student to give explanation for each answer.

- Remind students of some structures: • Imperative: V • Advice: should / shouldn’t + V

• Teacher – whole class/ individual s/ pairwork • Teacher/ Whole class/ group work • Teacher – whole class/ individuals

• Possibility: can + V Activity 4: Wrap-up Task 1: Making plans for a trip.

- Have students work in group, choose a place to have a trip this summer and make plan for it.

- Teacher may show a draft email for them to make similar.

Suggested Plan: - Place to go: - How long: - Means of transport: - People attend: - What to bring: - Where to stay: - What to do: 5’

• Teacher – whole class/ individual s

• Teacher – Students in groups

- Groups show their plan to class.

- Teacher checks and gives feedback.

Task 2: Matching - Teacher gives hands-out to groups

Groups discuss the content of the brochure.

A representative from each group goes to share the activities of the club.

- Ask students to answer the following question.

1. What did you learn from the lesson today?

-

- Vocabulary: about the world around us - Grammar: modals (should, can), conjunction (so) - Conversation skill: asking for clarification - Pronunciation: stress for gerunds, /oυ/ sound 2. What are the core values of the lesson? : about the world around us Assignments - Remind students to do exercises in the workbook and to prepare for the next lesson

***************** Date of planning: ..........................

Date of teaching:.........................

Period 85:

UNIT9: HOUSES IN THE FUTURE Lesson 1.1: New words + Listening (p. 70) STAGE 1: DESIRED OBJECTIVES

I. OBJECTIVES By the end of this lesson, students will able to : -identify different lexical items related to the topic ‘Houses in the future”.

-Compare homes now and in the future.

- identify the main idea and specific information throughlistening to a student describing houses in the future.

- recognize conversation-skill in conversation.

II. LANGUAGE FOCUS Key terms/Vocabulary: -Lexical items related to the topic ‘‘future Houses”. + Smart home (n) + Megacity (n) + Earth scraper (n) + Eco-friendly house (n) + underground (adv) Key grammatical structures : − Structure: use the simple Future tense − Use indefinite quantifiers III. INSTRUCTIONAL RESOURCES - Textbook: i-Learn Smart World6 (SB) – Unit 9 (P.70) - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV. - Students’ aids: Student’s book, notebook, workbook.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products 1.Fill in the blanks with words given.

2. Discuss where the people below should live.

Students’ answer Students’ talk and interaction

.listento a student talking to their Students’ answer professor, describing houses in the future.

Write “Yes or No”.

Students’ talk and 4. Show you don’t understand what you interaction heard, say:

Assessment tools Observation Answer keys Short texts Answer keys, Observation Observation Answer keys Observation Tapescript

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time

Steps/Activities

Organization

Activity 1: Task 1: Warm-up *.Brainstorming • Teacher – whole class

5’

- Teacher shows pictures of houses in the past and at present.

- Have some illustration and comparison for students to understand.

- Have students guess about houses in the future.

Question: - What will house in the future be like?

- Do you want to have a house like that?

- Teacher and students discuss together.

• Students in groups

New lesson

25’

Task 2: New words: - Teacher shows pictures of places that relate to the new lesson.

- Use real things and pictures to introduce new words New words: 20. Smart home (n) 21. Megacity (n) 22. Earth scraper (n) 23. Eco-friendly house (n) 24. underground (adv) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary. * Checking new words - Divide class into two teams, one team has pictures, the other has flashcards. Students from the two teams take turn showing the picture and word that goes together.

- Teacher checks the answers and gives feedback.

- Have students work in pairs, fill in the table, use the prepositions of places given. (exercise a/p. 70) - Teacher checks, corrects and gives feedback.

Answer: 1. Under the sea 2. In a city 3. Underground 4. On the sea 5. Megacity

• Teacher – whole class/ individuals/ pair work

• Teacher/ Whole class/ group work

6. Earth scraper 7. Smart home 8. Eco-friendly home

• Teacher – whole class/ pairs

Activity 2: Speaking (exercise b/p. 70) - Teacher makes example sentences with these words Ex: Matt likes to lives in nature; he doesn’t like modern equipment in the home. He should live in eco-friendly home.

- Ask students to do the same (individually), then give the answer in front of the class - Teacher checks and corrects.

Example.

- Mary - megacity - David - smart home.

- Jane – earth scraper.

5’

Activity 3: Listening.

Task 1. listen and answer - Teacher sets the scene of the task, asks students to listen to the dialogue and answer the question. (exercise a/p. 70) Suggested Q&A: - Is the student excited about houses in the future? – Yes / No Task 2: Listen again and write Yes / No - Have students listen to the dialogue and answer Yes or No (exercise b/p. 70) - Students show the answers.

- Listen again to check.

- Teacher checks and corrects.

Answer: 5. ………..

6. …………..

7. …….

8. …………

Activity 4: * Speaking.

Task 1: Conversation-skill - Teacher shows types of houses again.

- Have students discuss what types of houses they like to live in.

- Some students share their ideas in front of the class.

Example: A. I like to live in…………………. house, because ……………………….

B. I prefer

• Teacher – whole class/ individuals

• Teacher – whole class/ individuals

• Teacher – Students in

…………………….as………………………………….

- Other students may ask questions if they want Task 2: Wrap-up & Assignments - Ask students to answer the following question.

What have you learnt from this lesson today ? identify different lexical items related to the topic ‘Houses in the future”).

-Remind students to draw the type of house you like to live in,to do exercises in the workbook (Unit 9, New words and listening ) and to prepare for the next lesson (Unit 9, Grammar and writing).

groups

**************************** Date of planning: ..........................

Date of teaching:.........................

Period 86:

UNIT9: HOUSES IN THE FUTURE Lesson 1.2: Grammar (p. 71) STAGE 1: DESIRED OBJECTIVES

I. OBJECTIVES: By the end of this lesson, students will able to : - identify theFuture Simple and the verb “think”.

- identify the usage and formof Future Simple and the verb “think” to give out ideas about the future.

- use the right form of Future Simple to do exercise - talk with partners about future houses using the Future Simple and the verb “think”.

II. LANGUAGE FOCUS Key terms/Vocabulary: Review the words ( Smart, Megacity, Earth scraper, Eco-friendly house ,underground ) Key grammatical structures: - Future simple, +. I think people will live in smart homes +. a few / some / many / lots of / a lot of III. INSTRUCTIONAL RESOURCES - Textbook: i-Learn Smart World6 (SB) – Unit 9 (P.71) - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV. - Students’ aids: Student’s book,notebook, workbook.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks 1. Answer the teacher’s questions to identify the form and usage of Future

Performance products Student’s answer

Assessment tools Observation Questions &

Simple and the verb “think”

answers

2. Write sentences in Simple Future tense Students’ answer using prompts

Answer keys, Observation

3. Look at the survey notes and write sentences.

Students’ answer

Observation Answer keys

4. practice saying the sentences about future house with your partner

Students’ answer Student’s talk

Observation Peer correction

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Activity 1: Task1 :Warm-up • Teacher – whole *. Interviewing class 5’ • Whole class - Teacher shows different types of houses on the screen.

- Some pairs of students interview about the house they like.

- Teacher follows, checks and gives feedback.

New lesson Task 2: Grammar: theFuture Simple and the verb “think”.

- Teacher shows example sentences to introduce Future Simple tense.

- Have students identify the way to use it.

- Have students read the sentences again.

- Ask students to give some examples to make sure they catch the point.

25’

• Teacher – whole class/ individual s/ pair work

Future simple tense S + will + V

Examples She will be here with us tomorrow S + won’t + V They won’t join us next week.

Will + S + V ?

Will you be free tomorrow Yes, S will / No, S evening? won’t Yes, I will / No, I won’t Adverbs Tonight, tomorrow, next, soon Further practice: put the verbs in future forms 1. My friends (go)…………………… camping next week.

2. Nam (not have) ………………………. lesson tonight.

3. ……...they (attend)……………. the meeting tomorrow.

• Teacher/ Whole class/ group work

Activity 2: Write sentences in Simple Future tense using prompts. (b/p. 71) - Teacher makes an example sentence as modeling.

- Have some students go to the board to write the answers.

- Teacher may set a competition between students, who is faster having turn to make the sentence.

- Teacher checks and corrects.

Answer: 1. Do you think lots of people will live in smart homes?

2. What do you think homes will be like?

3. I think lots of people will live in megacities.

4. Do you think people will live in earth scrapers?

5. I think some people will live in eco-friendly homes.

6. Where do you think people will live?

Activity 3: Write sentences using survey notes (c/p. 71) - Teacher shows the survey notes.

- Have students practice making sentences with words given (pairs) - Students exchange the answers to cross check.

- The answers are shown through a game.

Suggested answer: 11. I think people will …………………..

12. Max thinks a few people will ……………………

13. Jess thinks a lot of people will……………………..

14. Mom and Dad think many people will ……………………..

15. Grandpa thinks lots of people will live in the country.

- Teacher checks and corrects the answers.

- Student practice reading the dialogue in pairs.

5’

Activity 4: Wrap-up & Assignments Task 1: Practice speaking (d/p. 71) - Have students practice speaking in pairs, using “I think I will……..”

- Some students show the sentences in front of the class.

- Teacher follows, checks and corrects.

Task 2: Wrap-up & Assignments 1.What have you learnt from this lesson today ? identify different lexical items related to the topic ‘Houses in the future”. , identify the use and the structures of Future Simple and the verb “think” to give out ideas about the future,ask and answer about people’s homesin the future) 2.What are the core values of the lesson ? (show their love for family, homes and illustrate problem-solving and critical-thinking skills through learning activities) Make your own sentences, use “I think I will……..”

-Ask students to answer the following question:

• Teacher – whole class/ pairs

• Teacher – whole class/ individual

• Teacher – whole class/ individual s

-Remind students to do exercises in the workbook (Unit 9, Grammar ) and toprepare for the next lesson (Unit 9, Pronunciation and Speaking).

**************************** Date of planning: ..........................

Date of teaching:.........................

Period 87:

UNIT9: HOUSES IN THE FUTURE Lesson 1.3: Pronuciation + Speaking (p. 72) STAGE 1: DESIRED OBJECTIVES

I. OBJECTIVES: By the end of this lesson, students will able to : - .identify how to pronounce the final /z/ sound.

- practise the final /z/ sound with words in dialogue and students’ own ideas.

- imagine what homes will be like in the future through asking and answering.

-. plan and share their ideas about homes in the future.

II. LANGUAGE FOCUS Key terms/Vocabulary: review the words ( Smart, Megacity, Earth scraper, Ecofriendly house ,underground ) Key grammatical structures: Structure: pronunciation: final /z/ sound III. INSTRUCTIONAL RESOURCES - Textbook: i-Learn Smart World6 (SB) – Unit 9 (P.72) - Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB software, projector/interactive whiteboard/laptop/TV. - Students’ aids: Student’s book,notebook, workbook.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products 1. Listen and practice the final /z/ sound

Student’s answer

2. Practise the conversation.

Students’ answer

3. ask and answer what homes will Students’ answer be like in the future.

4.Discuss where you’d like to live in Students’ answer the future.

Student’s talk

Time

Assessment tools Observation Questions & answers Observation Answer keys Observation Answer keys Observation Peer correction

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Steps/Activities Organization

Activity 1: Task 1: Warm-up *. Prediction 5’ - Teacher shows pictures, students look at them and make sentences with “I think he / she will………..”

- Other students give support if necessary.

New lesson Task 2: Pronunciation. (10’) - Teacher shows example with singular nouns and plural nouns speak them out, have students recognize the final sound /z/.

- Teacher elicits and gives some explanation.

- Have students listen and say again. (b, c /p. 72) Further practice: listen and cross one out (c/p. 40) - Teacher gives some words for students to practice - Students listen and repeat, then cross out one that does not belong to the group.

- Some students read loudly Activity 2: Practice the conversation, swap roles & repeat. (10’) T ask 1: reading – play role. (a/p. 72) - A pair of students play role & read aloud the conversation.

- Teacher asks students to underline some words that can be replaced.

- A pair of students replaces the underlined words with words given as model.

- Have students practice in pairs, role play the conversation.

25’ Example: - In megacities – under the sea - In homes under the sea – by rivers - Smart home – eco-friendly homes - …………………………………..

Task 2: Make the same conversation, use their own ideas.

- Another pair makes a conversation with their own ideas, presents in front of the class (b/p. 72) - Teacher corrects student’s pronunciation if necessary.

Activity 3: Speaking Task 1: Ask and answer the question: “What will homes be like in the future?”

- Have students play role of an interviewer and an expert, practice A&A about the way houses will be in the future (exercise a/p. 72) - Have students work in pairs, share their ideas.

Suggested Q&A 1. Where do you think people will live in the future?

2. What will homes be like in the future?

3. Will you live in that kind of house?

• Teacher – whole class

• Teacher – whole class/ individual s/ pairwork

• Teacher/ Whole class/ groupwor k

• Teacher – whole class/ pairs

• Teacher – whole class/

individuals - Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

- Swap roles and do the same as the one before

5’

Activity 4: Task 1 : Discussion - Students practice in pairs, talk about where they will live in the future, describe it.

- Some pairs present in front of the class.

- Other students make questions if they want.

- Teacher checks and corrects.

Task 2: Wrap-up & Assignments - Ask students to answer the following question. + What did you learn from the lesson today? (the final /z/ sound with words ) - Remind students to do exercises in the workbook and Write about your dream homes in the future by answering the questyions: Where do you think you will live in the future?,What will homes be like in the future? ,Will you live in that kind of house?”

-prepare for the next lesson (Lesson 2- part 1- on page 73).

• Teacher – whole class/ individual s

• Students in groups

*************************** Date of planning: ..........................

Date of teaching:.........................

Period 88:

UNIT9: HOUSES IN THE FUTURE Lesson 2.1: New words and reading (p. 73)

STAGE 1: DESIRED OBJECTIVES I. OBJECTIVES: By the end of this lesson, students will be able to: -. identify similarities and differences between homes now and home in the future.

-.identify vocabulary items about future houses. Use “might” for future possibilities.

- Identify specific information through reading the article about homes in the future.

-. Develop communicative and team-working skills through learning activities.

II. LANGUAGE FOCUS - Key terms/ Vocabulary: (a) automatic, (n) drone, device, screen, printer, technology - Key grammartical structure(s):future simple , “might” for future posibilities III. INSTRUCTIONAL RESOURCES - Text book: Engligh 6, unit 9, page 73 - Situation pictures: the pictures on page 73

- Computer, TV, audio track on page 73 …

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Number the pictures using the Student’s answer Observation, questions and definitions answers, keys 2. Vocabulary and structures Student’s co Observation, student’s through the teacher’s guide operarion, talk, comment comment 3. Read the article about homes Student’s answer, Observation, answer keys in the future and answer the talk, comment questions 4. Talk and compare homes now Student’s answer, talk Observation, other and in the future student’s comment

Time

STAGE 3: LEARNING EXPERIENCE Steps/Activities

Activity 1: Task 1: Warm-up *.Circle things that maybe used in homes in the future.

- Teacher shows pictures of household appliances, 5’ students look and circle things that maybe used in homes in the future.

- Students may add some things they think it will be used in the future.

New lesson - Teacher sets the scene of the lesson, then leads to new lesson.

Task 2: New words: - Use real things and pictures to introduce new words: 6. device(n) 7. drone(v) 8. screen (n) 9. printer (n) 10. technology (n) 11. automatic (a) 25’ - Have students listen and repeat new words. (chorally – individually) - Correct student’s pronunciation if necessary.

Activity 2: Task 1:Matching – checking new words - Have students look at the definition, number the pictures. (exercise a/p. 73) - Have students listen and repeat.

- Teacher checks and gives feedback.

Task 2:Speaking -Teacher gives a question:

Organization • Teacher – whole class • Whole class • Teacher – whole class/ individual s/ pairwork

• Teacher/ Whole class/ groupwor k

5’

What smart devices you think you will have in your home.

My future home will be on the moon. It will have solar panels on the roof and ………………………..

- Have students think and answer the questions.

- Teacher gets the answers from students, checks and gives feedback.

Activity 3: Reading.

- Task 1: Teacher shows pictures of some smart devices that are used in homes nowadays. (smart TV, robots, smart camera, ………………). Name the benefits of them - Ask students what smart devices they like best, why?

- Have students practice in pairs, guess the answer (Yes / No), then read the text to check their answer.

Answer: - Yes Task 1: Read and answer the questions.

- Teacher asks student model questions.

- Teacher explains how to do the task.

- Have students practice in pairs, do as directed.

Answer: 1. Yes, he does 2. An automatic food machine 3. Companies use drones for delivery service.

Activity 4: Wrap-up & Assignments Task 1: Discussion - Have students work in groups, discuss the questions - Representatives from groups present in front of the class.

Activity : extra questions - Teacher asks some more questions.

1. Where will your home in the future be?

2. What will it be like?

3. What devices would you like to have in your future house?

Students’ answers Task 2: Drawing.

- Students work in four groups.

- Draw a picture of your dream house in the future and talk about it.

- Some students share their ideas to the class.

- Ask students to answer the following question. + What did you learn from the lesson today? (similarities and differences between homes now and home in the future, vocabulary items about future houses. Use “might” for future possibilities)

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ individual s

• Teacher – Students in groups

- Remind students to do exercises in the workbook and Write about the devices you would like to have in your home. - - prepare for the next lesson ( Lesson2- part 2: Grammar- on page 74). ****************** Date of planning: ..........................

Date of teaching:.........................

Period 89:

UNIT9: HOUSES IN THE FUTURE Lesson 2.2 – Grammar (p. 74)

STAGE 1: DESIRED OBJECTIVES I. OBJECTIVES: By the end of this lesson, students will be able to: -. identify “might” to say about a possible thing in the future.

- recognize “might” to say about a possible thing in the future through filling the blanks.

- use the right form of “might” to do exercise - talk about a possible thing in the future using “might” II. LANGUAGE FOCUS - Key terms/ Vocabulary: review words of food & drink - Key grammartical structure(s):might (not) + V III. INSTRUCTIONAL RESOURCES - Text book: Engligh 6, unit 9, page 74 - Situation pictures: the pictures on page 74 - Computer, TV, audio track on page 73 …

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Answer the teacher’s Student’s answer Observation, questions and questions to identify the usage answers, keys of“might 2. Fill in the blanks with “might” Student’s answer, Observation, other and verb given talk, write student’s comment, key 3.Unscramble the sentences 4. Practice saying what might Student’s answer, Observation, other change in future about homes student’s comment with partner.(they can use might or might not).

Time

STAGE 3: LEARNING EXPERIENCE Steps/Activities

Activity 1: 5’ Task1 :Warm-up *. compare, find the differences

Organization • Teacher – whole

- Teacher shows two pictures on the board, have students find the five differences in the pictures.

class • Students in groups • Whole class

- Teacher divides class into two teams; the team completes the task quicker wins the games.

- Teacher gives feedback and gives mark.

25’

New lesson Task 2: Grammar: “might” to say about a possible thing in the future.

- Listen & repeat a/ p. 10 - Teacher shows picture of a house in the past and a modern one to elicit the use of “might”.

- Have students compare the changes might happen.

Example: 5. The houses might be bigger.

6. It might be more comfortable.

7. Household appliances might be modern.

8. …………………………………

- Students listen and repeat sentences.

Activity 2: Fill in the blanks with “might” and verb given Notes: might + V (something possible in the future) - Teacher asks students to take notes in their notebook.

- Show how to do the task.

- Have students complete the sentences with might + V given (exercise b/p. 74) Answer: 1. Might make 2. Might live 3. Might have 4. Might shop 5. Might / change - Teacher gives some more examples for students to do.

- Teacher checks and corrects.

Activity 3: Unscramble the sentences (c/p. 74) - Teacher shows picture of a robot, asks students to give their ideas of it.

- Have students work in pairs, practice unscrambling the sentences.

• Teacher – whole class/ individu als/ pairwork

• Teacher/ Whole class/ groupwo rk • Teacher – whole class/ pairs • Teacher – whole class/ individuals

Some students who finish quickly go the board to write the answers.

- Teacher checks and gives feedback.

Answer: 12. In the future, we might have robot helpers.

13. How might homes change in the future?

14. In the future, we might have robot pets 15. In the future, doors might have cameras 16. In the future, smart doors might not have screens.

Activity 4: Task 1: Speaking.

• Teacher – whole - Have students think of two ideas about what might class/ change in future (they can use might or might not). individu - Some students present in front of the class. als Ex: - People might use their voice to turn on and turn off the lights.

- Cars and motorcycle might not use petrol to run the engine.

• Students - Students might have …………………………… in -Task 2: Wrap-up & Assignments 5’ groups - Ask students to answer the following question. + What did you learn from the lesson today? (identify and use “might” to say about a possible thing in the future.)

- Remind students to do exercises in the workbook and Think of what might help students study more conveniently and better.

- prepare for the next lesson (Pronunciation and Practice on page 75). ****************** Date of planning: ..........................

Date of teaching:.........................

-

Period 90:

UNIT9: HOUSES IN THE FUTURE Lesson 2.3 – Pronuciation + Speaking (p. 75) STAGE 1: DESIRED OBJECTIVES

I. OBJECTIVES: By the end of this lesson, students will be able to: -. identify the /t/ sound through listening tasks( printer, computer, robot).

-. practise asking and answering the question “ How will homes change in the future?

-.Do a survey to choose four differences about homes now and future house.

-.Develop communicative and team-working skills through discussing to choose the same things about homes now and future house.

II. LANGUAGE FOCUS - Key terms/ Vocabulary: review - Key grammartical structure(s):prononciation: sourd changes.

III. INSTRUCTIONAL RESOURCES - Text book: Engligh 6, unit 9, page 75 - Situation pictures: the pictures on page 75 - Computer, TV, audio track on page 75 …

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Listen and practice the /t/ Student’s answer Observation, questions and sound . answers, keys 2. ask and answer the question “ Student’s co Observation, student’s How will homes change in the operarion, talk, repeat comment, teacher’s future? comment 3. Discuss and choose four differences about homes now and future house.

4. compare answer with another pair.

Time

Student’s answer, talk, comment

Observation, answer keys

Student’s answer, talk, write, comment

Observation, other student’s comment, key

STAGE 3: LEARNING EXPERIENCE Steps/Activities

Activity 1: Task 1: Warm-up *. What school might be like in the future?

- Have some students share their ideas of an ideal school in the future. (homework) 5’ - Teacher and other students follow.

- Teacher checks and gives feedback.

Schools in the future might have energy provided by the sun.

It might have robots to set up schoolwork for students. There might be………………………………..

New lesson Task 2: Pronunciation. (10’) p. 75 - Teacher shows examples to class, speaks louder for students to recognize the sound.

- Teacher gives more explanation, gives more examples to make it clear.

- Have students listen and repeat, focus on the underlined words: /t/ sound (b/p. 75) 25’ Further practice: odd one out - Teacher gives some words, have students read the words and leave out the one with different sound.

- Students do as direct.

Exercise: 1. Teacher – ten – tourist – temple 2. Take – think – though – thousand

Organization • Teacher – whole class

• Students in class

• Teacher – whole class/ individu als/ pairwork

3. Team – question – put – computer 4. Tea – tour – convenient – although Activity 2: Practice – Ask & Answer.(10’) Task1: Ask & answer.

- Teacher shows an example sentence to elicit the task.

How will homes change in the future?

In the future, we might have food machines.

- Have students look at the pictures, review the words before practice speaking. (shop online, automatic food machines, ……….)

- Have students practice in pairs, ask and answer about how the homes will change.

Example: - How will home change in the future?

1. Now we cook. In the future, we might have food machine 2. Now we go shopping, in the future, we might shop online 3. Now we lock the door, in the future, we might have smart doors.

4. Now we clean the floor. In the future, we might have robot helpers.

5. ……………………….

6. ……………………………..

5’

- Some pairs present in front of the class - Correct student’s pronunciation if necessary.

Task 2: Speaking - Have students practice in pairs, one asks and one answers, use their own ideas. (exercise b/p. 75) - Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

Activity 3: Speaking Task 1: Doing a survey: Homes of Future.

- Have students work in groups; make a survey on how homes will be different in the future.

- After completing the survey, the reporter will talk about the result in front of the class.

HOMES NOW FUTURE HOMES - Pet cats and dogs Robot cats Food machines - Cook meals - Electricity Automatic electricity Smart TV - TV Task 2: Speaking.

- Students share ideas of a robot friend which is likely to human.

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

Example:

• Teacher/ Whole class/ groupwo rk

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ individu als

• Teacher – Students in groups

Most parents are really busy now. They don’t have much time for their kids. Children hope to have a robot friend which might be side by side with them. That robot might ………………..

Activity 4: Task 1: Compare your answer with another pair: - Have students compare their answers and choose the same things about homes now and future house.

Task 2: Wrap-up & Assignments - Ask students to answer the following question. + What did you learn from the lesson today? (the /t/ sound through, asking and answering the question “ How will homes change in the future?

- Remind students to do exercises in the workbook and think of a modern device you want to have.

- prepare for the next lesson (Lesson 3- part 1- on page 76). ************************** Date of planning: ..........................

Date of teaching: ...........................

Period: 91

UNIT9: HOUSE IN THE FUTURE Lesson 3.1: Newwords + Listening

STAGE 1: DESIRED OBJECTIVES I. OBJECTIVES By the end of the lesson, students will be able to: - Use words to talk about the life on the Moon.

-identify the future simple talk about life on a space staion.

- Demonstrating teamwork skills to listen and talk about life on a space staion..

- Building their love for family,homes and community.

II. LANGUAGE FOCUS Key terms/ Vocabulary: - gravity, lock, float, spacesuit, astronaut, space station, the Moon, the Earth Key grammatical structure(s): - Structures: Future simple tense III. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products 1. Look at the pictures of kind of Students’ answers traveling and answer.Fill in the blanks with words given.

2. Talk about the life on a visit to Students’ discussion the space station.

Assessment tools Answer keys, T’s Observation T’s Observation& Feedback

3. Listen to an astronaut talking Students’ talk / answers about the life on the space station.

4. Work in pairs and groups in Students’ discussion class. Discuss about the life on the Students’ activities space station.

Observation Questions and answers T’s observation

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Activity 1: Task 1: Warm-up • Teacher – whole *. Speaking: talk about a modern device you want to have. class 5’ - Some students volunteer to talk about the modern device • Students they want to have (homework). in groups - Teacher and the whole class follow, ask questions if • necessary.

New lesson Task 2: New words: • Teacher – - Teacher uses pictures to elicit the meaning of new words. whole - Have students listen and repeat. (chorally – individually) class/ - Teacher checks and corrects the pronunciation if necessary. individual New words: s/ pairwork 1. Astronaut (n) 2. Space station (n) 3. Spaceship (n) 4. Gravity (n) 5. Float (v) 6. Lock (v) Checking new words: - Match the words with correct pictures.

25’ Activity 2: Task 1: Fill in the blanks (a/p. 76) - Have students fill in the blanks in exercise a/p. 76 (individually) - Some students give answers.

- Teacher checks and corrects.

- Have students read the words again (chorally) Answer: 6. gravity 7. spacesuit 8. float 9. lock 10. astronaut

• Teacher/ Whole class/ groupwor k

11. the earth 12. the moon 13. spaceship Task 2: Speaking - Teacher has students answer the questions, use their own ideas.

Would you like to visit a spaceship / the Moon? Why? ……………………………………….

Activity 3: Listening.(10’) Task 1: Listen to Major Tomkins, an astronaut, talking about life on a space station, answer the question: What question do people ask him the most?

Answer: chef - Have students guess the answer before listening - Teacher gets the answers, then let students listen (1st time) - Check their guessing - Listen again to check the answer (a/p. 76)

5’

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

- Task 2: Listen and fill in the blanks.

- Have students listen and fill in the blanks. (exercise b/p. 76) - Teacher gets the answer from students.

- Teacher checks, corrects or gives feedback.

Answer: 16. person 17. earth 18. …………….

19. gravity Activity 4: DISCUSSION Task 1: Speaking.

• Teacher – whole - Work in pairs and groups in class. Discuss about the life on the class/ space station. individual Which planet would you like to visit? Why? s - Teacher introduces the planet system to students - Students work in groups of four, share ideas about the planet they would like to go.

- Some students from groups volunteer to share their ideas with theclass.

• Teacher – - Teacher checks and gives feedback.

Students Task 2: Wrap-up & Assignments in groups - Ask students to answer the following question. + What did you learn from the lesson today? ( talking about the life on the Moon, on a space staion) - Remind students to do exercises in the workbook and Write a short paragraph about the planet you would like to visit - prepare for the next lesson (Lesson 2- part 2- on page 77). ********************* Date of planning: ..........................

Date of teaching: ...........................

Period: 92

UNIT9: HOUSE IN THE FUTURE Lesson 3.2: Reading + Speaking + Writing

STAGE 1: DESIRED OBJECTIVES I. OBJECTIVES By the end of the lesson, students will be able to: - identify vocabulary items relating to Astronauts’daily life on the moon.

-Identify specific information through reading an article about life on a space station.

- Talk about what might be like living on the moon using future tense.

-Imaginefour different things about life on the moon.

II. LANGUAGE FOCUS Key terms/ Vocabulary: - gravity, lock, float, spacesuit, astronaut, space station, the Moon, the Earth Key grammatical structure(s): - Structures: Future simple tense III. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Answer keys, 1. Read the artical and fill in the Students’ answers T’s Observation blanks.

2 Read and anwser the questions 3.Talk with a partner about what might be like living on the moon 4.choose, talk and Write a paragraph about life on the Moon

Students’ discussion Students’ talk / answers Students’ discussion Students’ activities

T’s Observation& Feedback Observation Questions and answers T’s observation

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Activity 1: Task 1: Warm-up • Teacher – whole *. Who is he? class - Teacher shows some pictures of Pham Tuan on the screen, ask students if they know anything about him.

5’ - Teacher gives some clues for students to guess fact about • Students him in groups - Some students share their ideas.

- Teacher checks and gives correct information.

• Students 73 years old o fly pilot in class

space

Salyut 6

25’

33 years old

astronaut

July 1980

Example: 5. He was a pilot and an astronaut.

6. He was the first Vietnamese astronaut to fly into space.

7. He first flew into space in Salyut 6 in July 1980.

8. He first went to space when he was 33 years old.

9. He is 73 years old now.

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

New lesson Task 2: Reading. (10’) *. Review words & complete the text.

- Teacher reviews words relating to the theme of the lesson through warm-up activity.

- Teacher gets the answers, then lets them look at the text, read and fill in the blanks with words given. (a/p. 77) - Some students give the answers.

- Teacher checks and corrects if necessary.

Answer: 14. Space station 15. gravity 16. astronauts 17. float Activity 2: Read & answer the questions (b/p. 77) - Teacher asks students to work in pairs, read and answer the questions.

- Teacher gets the answers, checks and corrects.

Answer: 1. Because there is no gravity there 2. They have to use soap and wet towels.

3. Dried food in bags 4. So they don’t float around 5. Pham Tuan Activity 3: Speaking: Life on the moon.

Task 1: discuss about what might be like living on the moon.

- Teacher asks students to list some fields which are mentioned in the text above.

- Teacher sets the scene of task a/p. 77, introduces some things that relate to life on the moon.

- Have students work in groups. Each group chooses a field to talk about. (optionally) - Representative from groups share the presentation to class.

• Teacher – whole class/ individual s/ pairwork

• Teacher/ Whole class/ groupwor k

• Teacher – whole

- Teacher checks and gives feedback.

Task 2: choose the best options - Teacher has students practice in pairs, ask & answer about these things - The answers are shown in multiple choices - Students look and choose the correct one, then compare with their answers.

- Teacher checks and gives feedback Answer: 1. What food will you eat? Fast food / dried food 2. What clothes might you wear? Spacesuit / casual clothes 3. Will you need to use a special toilet? Yes / No 4. How will you sleep? In bed / in sleeping bags 5. How will you keep healthy? Do exercise / sleep more 6. How will you clean yourself? Shower / soap & wet towels 7. …………..

Activity 4: Writing Task 1:choose four of things you talked about life on the moon .

- Students choose four different things in the above task about life on the moon to talk about.

- Students fill in the table with the information, then share to class.

Four different things about life on the moon Food Sleep Clothes Bath

5’

- Students show their result to class. (individually) - Teacher checks and gives feedback.

Task 2: Speaking - Students use the information in task A, choose two things you like best to talk about - Students fill in the table with their own information.

Two things I like best about life on the moon

- Some students show their result to class. (individually) - Ask if there is something they want to know more, teacher gives information if necessary.

- Teacher checks and gives feedback.

Task 3: Wrap-up & Assignments - Ask students to answer the following question. + What did you learn from the lesson today? (items relating to life on the moon.)

class/ pairs

• Teacher – whole class/ individuals

• Teacher – whole class/ individual s

• Teacher – Students in groups

- Remind students to do exercises in the workbook and Write a paragraph about different things or things you like best in life on the moon, use your own ideas.

- prepare for the next lesson ( Review- on page 102). ************************** Date of planning: ..........................

Date of teaching: ...........................

Period: 93

UNIT9: HOUSE IN THE FUTURE REVIEW ( P 102 + 103) STAGE 1: DESIRED OBJECTIVES

I. OBJECTIVES By the end of the lesson, students will be able to: -Identify lexical items relating to houses in the future through listening .

- Identify specific information by scanning to choose the correct answer - Recognize lexical items relate to houses in the future.

- Use the future simple tense to write possible things in the future.

- Recognize the words that have different sounds. .

II. LANGUAGE FOCUS Key terms/ Vocabulary: - gravity, lock, float, spacesuit, astronaut, space station, the Moon, the Earth Key grammatical structure(s): - Structures: Future simple tense III. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

1. Listen and choose the correct Students’ answers answer.

2. Read and choose the correct Students’ discussion answer.

3. Fill in the blanks with the words from the box.

4. Write full sentences using the words.

5. Circle the word that differs from the other three andthat has the underlined part pronounced differently from the others

Assessment tools Answer keys, T’s Observation T’s Observation& Feedback

Students’ talk / answers

Observation Questions and answers

Students’ discussion Students’ activities

T’s observation

Students’ answers

Answer keys, T’s Observation

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

Time

5’

Steps/Activities Activity 1 Task 1: Warm up ( 5’) *. Speaking - Teacher asks some students to show their writing about life on the moon (homework) - Students follow, give questions if necessary.

New lesson Task 2. Listening. (10’) *. Reviewing words.

- Teacher reviews words for students by having them do a crossword.

- Let students listen to the talking between Jenny and Tom about a TV show she watched, choose the correct answer for each of the following question. (a/p. 102).

- Students listen again and check their answers.

Answer: 1. C 2B 3B 4C 5B *. Reporting - Some students make a summary of Jenny and Tom by sticking the items mentioned in the dialogue.

Example: Smart home Eco-friendly Shop online apartment robots

20’

20’

Organization

vacuum

earth scraper

megacities

Activity 2. reading.(10’) *. Guessing - Teacher asks students to work in groups. Read the open sentences and complete the sentences.

- Groups exchange the answer with each other to cross check.

- Teacher shows the answers.

Answers: 6. A smart TV can help us …………………………………………..

7. When I’m hungry, I turn on ……………………………………..

8. A smart door helps us ………………………………………

9. Tutor robots help us ……………………………………………

Task 1. Read and choose the correct answer, choose A, B or C - Have students work in pairs, read and choose the correct answer.

- Some pairs present the answers.

Answer: 1. C 2. A 3. B 4. C 5. C Activity 3. Vocabulary. (10’)

• Teacher – whole class • Students in groups • Teacher – whole class/ individual s/ pair work

• Teacher/ Whole class/ groupwor k

• Teacher – whole class/ pairs

• Teacher – whole class/ individuals

*. Task 1: Fill in the blanks with the words from the box.

- Have some students repeat the words.

- Students work in pairs, use these words to fill in the blanks in the sentences • Teacher – Answer: whole 6. Smart homes class/ 7. Megacity individual 8. Robot helpers s/ 9. moon pairwork 10. underground 11. lock 12. 3D printer 13. Space station - Teacher checks the answers and gives feedback.

Activity 4. B-Grammar.(10’) Task 1: Write full sentences using the words given - Have students review ways of using simple future before doing the task.

- Students work in four groups; each group has two sentences to complete.

- Groups give the answers.

- Teacher checks and gives feedback.

Answer: 5. Where do you think people will live in the future?

• Teacher/ 6. We might have automatic food machines Whole 7. I thing a few people will live in earth scrapers class/ 8. ………………………………. groupwor 9. ……………………………… k ………………………………….

Activity 5. Pronunciation.

Task 1: circle the word that has the underlined part pronounced differently from the others (10’) - Teacher explains how to do the task of the lesson. Teacher makes an example as modeling - Have students work in pairs, complete the exercise - Some students give the answers by reading aloud all words before choosing the correct one.

- Teacher checks and corrects.

Answer: Teacher – whole 7. A 2B 3B class/ individuals Task 2: Circle the word that differs from the other three in the position of the main stress.

Answer: 4A 5C 6B Task 2: Wrap-up & Assignments - Ask students to answer the following question. + What did you learn from the lesson today? (all words relate to houses in the future and grammar - the

future simple tense notes of the lesson) - Remind students to write a paragraph about the house you like to live in.

- Prepare for the next lesson1-1 Unit 10- page 78. ************************** Date of planning: ..........................

Date of teaching: .........................

Period: 94

UNIT10: CITIES AROUND THE WORLD Lesson 1: NEW WORDS + LISTENING STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: 1. Recognize the topic of the lessonand identify some lexical items about landmarks in cities around the world.

2. Talk about their favorite landmarks in their country.

3. Identify the specific information through listening to a short conversation 4.Show the love and pride for the country by talking about three famous landmarks they know in Viet Nam, recognize the importance of them B. LANGUAGE FOCUS Key terms/ Vocabulary: statue (n,)bridge (n) palace (n, )tower (n) opera house (n ), cathedral (n) museum (n Key grammatical structure(s): - Structures: – “What’s there near ……………….? – There is / are ………

C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks 1. Look at the pictures of famous landmarks in the world. . Write the letters in the box. Listen and repeat.

2. Think of three famous landmarks students know in their country. Talk about them with parnter 3. Listen to a conversation between two people about a vacation and answer the questions.

4. Answer T’s Questions

Performance products Students’ answers

Students’ discussion

Students’ talk / answers Students’s talk

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities

Assessment tools Answer keys, T’s Observation T’s Observation & Feedback Observation Questions and answers T’s observation

Organization

Activity 1. Vocabulary Task 1: Warm-up *Teacher – whole class

Teacher shows pictures of vacation places and asks if • Teacher – they know any of them. whole class/ - Ask students if they have ever been to any of them, or individuals/ what place they want to come to. pair work - Ask students to guess what topic they are going to learn in this unit.

Task 2. New words.

- Use real things and pictures to introduce the new words: New words: 25. statue (n) 26. bridge (n) 27. palace (n) 28. tower (n) 29. opera house (n) 30. cathedral (n) 31. museum (n) - Have students listen and repeat each new word. (chorally – individually) - Correct student’s pronunciation if necessary.

Task 3.. Checking new words - Have students write the letters in the boxes (a/p. 78) - Teacher checks the answers and gives feedback.

- Have they read all the words again.

Answer: 1A 2E 3C 4B 5F 6D 7H 8G Activity 2: Speaking - Teacher shows picture again, one by one, and asks * Teacher- whole student if they know where it is. class - Have students work in pairs, thinks of three landmarks in your country and talk about it. (exercise b/p. 78) - Some students volunteer to share their ideas to class.

- Teacher checks, corrects and gives feedback.

Answer: students’ answer Activity 3: Listening.

Task 1: listen and answer the question Are they both going on vacation? *Teacher/ Whole Yes / No class/ group work - Teacher introduces Kathryn and Tom, shows the question, then lets students listen.(exercise a/p. 78) - Get answers from students. (listen the 1st time) -

15’

10’

15'

Answer: Yes - Listen again and circle True or False (listen the 2nd time) - Listen again and check their answers - Teacher checks and corrects.

Answer: *Teacher – whole 9. False class/ pairs 10. True 11. False 12. True Task 2: Listen again, answer the question - Have students listen again and give the correct answer.

- Get the answers from students, check and correct.

- Teacher has students play role, read the dialogue. (hands-out) Answer: 1. It’s busy …………………….

Teacher- class.

2. Yes, ………………………

3. It’s ………………………….

Kathryn can go to ……………………………

5’

Activity 4: Wrap up &Assignments -Ask students to answer the questions 1. Do you think the landmarks in a country are important ?

2. Why it is important?

3. What should we do if there is a landmark in your place?

Suggested answers: 1-Yes, it is.

2. It shows the beauty/ the tradition/ the history of the country/ city.

3.We should keep the environment round the landmark clean.

- Remind students to do exercises in the workbook and to prepare for the next lesson (Lesson 2: GRAMMAR- page 79) ************************** Date of planning: ..........................

Date of teaching: .........................

Period 95

UNIT10: CITIES AROUND THE WORLD Lesson 2: GRAMMAR

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the use and the form First Conditional , apply the First Conditional sentence to talk about real possibilities that might happen in the future.

2. Use First Conditional bycomplete the sentences about future possibilities with the correct form of the verbs in bracket.

3. Applying the First Conditional to write sentences about a real possibility that may happen in the future 4. Develop communication skills by presenting their ideas in pairs, using the First Conditional.

5. Show their awareness of the good or bad possibilities which might happen if they do something good or bad at present. .

B. LANGUAGE FOCUS Key terms/ Vocabulary: freezing (a)/ Imperial Palace (n) Key grammatical structure(s): - Structures: The first Conditional If + Present Simple to talk about the condition/ Will + bare infinitive to talk about the result.

C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks products 1. Introduce The First Conditional Sentences (Form, Usage) Students’ repeat -Listen and reapeat the sentences Conditional type I Students’ 2. Fill in the blanks with the correct forms of discussion the verb

Assessment tools T’s Observation

T’s Observation & Feedback

Observation 3. Look at a person’s plan and write sentences . Students’ talk / Questions and with the First Conditional. answers answers Students’ short Ss’ speaking 4.Practice saying the sentences with their converstaions partners.

Students’ T’s observation activities 5. Answer T’s questions about what will happen Students’s T’s observation in the future to the coutry/ landmarks/ answer environment if they do some kinds of activities.

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Acitivity 1. Grammar 15’ Task 1. Warm-up

Organization • Teacher –

* Matching - Teacher shows some pairs of pictures, which can be match to make conditional sentences.

- Students match, teacher makes sentences, students says again.

- Teacher elicits the ways to make conditional sentences, then leads to new lesson.

Task 2: Teaching grammar.

- Teacher uses pairs of pictures above to introduce conditional sentences.

- Teacher shows example sentences and elicits the way to use them.

- Ask students to give examples to make sure they catch the point.

If clause If + S + Vs/es Ex : If you eat too much, If you aren’t careful, 10’

• Whole class

• Teacher – whole class/ individuals / pairwork

Main clause S + will / can + V You will become obesity.

You may fall down.

Task 3: Listen & repeat (a/p. 79) - Have students read the sentences with if clause.

- Have some students make example sentences if they can.

Activity 2: Gap filling.

-Fill in the blanks with correct form of the verbs. (b/p. 79) - Have students practice in pairs, read the sentences and complete the blanks with correct form of the verbs.

- Some pairs show the answers on the board.

- Teacher checks and gives marks.

Answer: 20. Have – will go 21. Is – will watch 22. Won’t go - is 23. Have time – will visit 24. Is – will visit 25. Don’t have – won’t go

10’

whole class

Teacher/ Whole class/ group work

*Teacher – whole class/ pairs

• Teacher – whole class/ individual

Activity 3: Writing Look at Mary’s plan and write the sentences. (c/p. 79) - Teacher shows the suggested words and explains the way to do the task.

- Have students practice writing full sentences (groups) - Groups cross check the answers before showing them *Pair-work on the board.

- The answers are shown through a game.

Suggested answer: 16. If it rains, Mary will go to the café.

17. If the museum is busy, she will go to the cathedral.

18. She will visit the tower if the opera house is closed.

19. If the palace is busy, she won’t go there.

20. She will see the old bridge if she has time.

- Teacher checks and corrects the answers.

5’

*Activity 4: Speaking.

- Student practice saying their sentences with partners.

5’

Activity 5: Wrap-up& Assignment *Questions and ansnwers. * What will happen if you ................?

-Students answer T’s questions.

1. What will happen if you throw away garbage?

(The environment will be polluted? ) 2. What will happen if the landmark’s surroundings are polluted? (Tourists will no longer visit it) 3. What will happen if you plants more trees int the neighboodhood? (We will have more fress air) 4. What will happen if we recycle rubbish?

(We will save natural recourses) - Ask students the question: What do you learn in this topic?

- Remind students to do exercises in the workbook and to prepare for the next lesson (A Close Look 1 on page 80).

• Teacher – whole class/ individuals

************************** Date of planning: ..........................

Date of teaching: .........................

Period 96

UNIT10: CITIES AROUND THE WORLD Lesson 3: PRONUNCIATION + SPEAKING STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify how to pronounce the //ð/ sound through listening to the words and repeat them.

2. Improve the use of the First Conditional by practicing the dialogue about the landmarks in the world, consolidate lexical items about famous landmarks in the world.

3. Develop speaking skills through intervewing their classmates about three famous landmarks they would like to visit, discussing and answering the questions, using the First Conditional.

4. Recognize the core value of the lesson by answering Teacher’s questions about the landmarks in the world, using the First Conditional.

B. LANGUAGE FOCUS Key terms/ Vocabulary: Statue of Liberty, Sydney Opera House, Sydney Harbor Bridge, Big Ben, Hype Park, Tower Bridge, Buckingham Palace, St. Paul Cathedral, The British Musuem.

Key grammatical structure(s): - Structures: The first Conditional If + Present Simple to talk about the condition/ Will + bare infinitive to talk about the result.

-Pronunciation: /ð/ sound.

C. INSTRUCTIONAL RESOURCES - Student book and teacher’s book, class CDs, flashcards, EDU Home software, projector/interactive whiteboard/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks 1. Practice pronoucing /ð/ sound 2. Practice the conversation. Swap roles and repeat.

Performance Assessment tools products Students’ repeat T’s Observation Students’ discussion

T’s Observation & Feedback

Observation 3. Tick three landmarks students would like to go, then Students’ talk / Questions and ask their friends where they are going to visit. answers answers 4. Discuss and answer the questions about what they will Students’s T’s observation do if they have more time or if it rains. Answer T’s answer questions about the core values of the lesson.

Time

5’

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Steps/Activities Activity 1.Warm-up Task 1.Game Matching - Teacher divides theclass into two teams A & B. - Teacher gives teams flashcards that bear half of theconditional sentences.

- One student in team A gives a clause, one in team B has to find the equal half.

- Which team has more correct answers towin the game.

Task 2:Pronunciation. *Focus on the sound - Teacher shows an example sentence on the board * Listen and repead.

- Have students listen, repeat and notice the sound.

- Teacher lets students listen and repeat the sound. (b/p. 40) *Listen to the words and focus on the underline letters - Students listen and repeat (c, d/p. 80)

Organization • Teacher – whole class

-

Have some students read by themselves.

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

Task 1: Practice reading conversation.

- Teacher asks students to take a look at the conversation and answer the questions. (a/p. 80) Questions: 1. Who are talking?

2. What is Tom going to do?

3. What’s going to do if the weather is cold?

-

25’

5’

• Teacher – whole class/ individual s/ pair work

Some students answer the questions.

Two pairs read the dialogue aloud.

Teacher asks students to work in pair, make a new conversation using the words given to substitute.

Task 2: Speaking. (b/p. 80) - Have students practice in pairs, make a new conversation using their own ideas.

- A pair presents in front of the class.

- Teacher corrects student’s pronunciation if necessary.

Teacher/ Whole class/ Pair work.

Activity 3: Speaking – Famous landmarks in London Task 1: Tick (V) three landmarks you would like to go.

- Teacher asks students about their favorite destination for vacations before letting them practice speaking.

- Teacher suggests a destination: London.

Teacher – whole class/ pairs

Task 2: Aks your friend where they are going to visit.

- Have students name three famous places in London.

Teacher adds more if necessary.

- Have students work in groups of four, share three ideal places they want to go.

- A representative from group presents in front of the class.

- Teacher checks, corrects or gives feedback.

Teacher – whole class/ Group work

Activity 4: Wrap-up& Assignment Task 1: Discussion - Teacher sets the scene of the task, eliciting the question: *What would you do if you have more time? * What would you do if it rains?

- Teacher gives example sentences as modeling - Some pairs present in front of the class.

Example: If I have more free time, I’ll learn to play the guitar.

Task 2: Answer T’s question.

Teacher – whole class/ individuals

• Teacher – Students in groups

- What do you learn in this lesson? (about landmarks/ the First Conditional) - What is the core value of the lesson? (recognize the value/ the important of the landmark in our country/ region) ************************** Date of planning: ..........................

Date of teaching: .......................

Period:97

UNIT 10: Cities around the world Lesson 2 - Part 1 (Page 81) – Newwords and Reading.

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of the lesson, Ss will be able to: - Identify lecxical items relating to things in the city.

- Identify adjectives describing city.

- Talk about where they live using adjectives given.

- Identify specific information through reading a passage about the 2 cities.

B. LANGUAGE FOCUS Key terms/ Vocabulary: - Vocabulary: (n) amusement park, shopping mall, building, public transportation. (adj): modern, crowded, noisy, peaceful, fantastic, comfortable.

- Structure: description with adj: The shopping mall is always crowded C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 10 – Page 81 - Computer - Projector - Video - Audio track 55,56 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools

1. Fill in the blanks with “shopping mall”, “building” or “amusement park”.

Student’s answer

Observation Questions & answers

2. Circle the correct definition for the underlined words.

Students’ answer

Observation Answer keys

Students’ answer

Observation Answer keys

3. Use the adjectives to talk about where they live.

4. Read the article comparing Singapore and Kuala Lumpur and write true or false.

Time

Students’ answer Student’s talk

STAGE 3: LEARNING EXPERIENCE Steps/Activities Warm-up

Matching - Teacher shows the national flags, asks students to name the countries they belong to.

- Teacher shows landmarks in these countries, let students 5’ match them.

- Students do as direct.

- Teacher checks and correct, then leads to the new lesson.

25’

New lesson Activity 1: Teach new words.

Task 1: New words: - Teacher uses symbols, pictures or simple English to introduce new words: 12. Amusement Park (n) 13. Shopping mall (n) 14. Public transportation (n) 15. Modern (a) 16. Crowded (adj) 17. Noisy # peaceful (a) 18. Fantastic (a) 19. Comfortable (a) - Have students listen and repeat each new word. (chorally – individually) - Teacher corrects student’s pronunciation if necessary.

Task 2. (Checking new word), - Teacher asks students to look at their book, complete the blanks with words given. (exercise a/p. 81) - Teacher checks and gives feedback.

Answer: 1. Amusement Park 2. Shopping mall 3. Building Task 3: Matching - Teacher gives a definition; students guess the word.

- Have students work in pairs, circle the definition for the underlined words.

- Teacher gets the answers from students, checks and gives feedback.

Answer:

Observation Peer correction

Organization • Teacher – whole class • Students in groups • Whole class

• Teacher – whole class/ individual s/ pair work

• Teacher/ Whole class/ groupwor k

• Teacher – whole

1. A 2. A 3. B 4. B Task 4. Speaking - Teacher asks a student about the place they live as modeling.

- Ask students to practice in pairs, A&A using the adjectives to describe the place they live.

- Some students share their ideas to the class.

Example: I live in a small town in Ho Chi Minh city. The town is small, but it’s very modern. There is only an amusement park in the town, so it’s very peaceful.

Activity 2: Reading.

Task 1: Brainstorming - Teacher shows some scenic spots, lets students guess the country (Singapore).

Art Science Museum

5’

Twin Tower

class/ pairs

• Teacher – whole class/ individuals

Merlion Statue

- Have students answer the questions. Asks students to give more information about these places.

- Teacher gives some more information if necessary.

Task 2: Reading, answer True - False.

- Teacher shows pictures of Singapore and Kuala Lumpur - Have students compare the two cities base on the pictures.

- Teacher explains how to do the task.

- Have students practice in pairs, do as directed.

Answer: 1. False 2. False 3. True 4. True - Teacher checks again and gives feedback.

Activity 3: Wrap-up & Assignments - Ask students to answer the following question. + What did you learn from the lesson today? ( The definitions of three newwords: shopping mall, building and amusement park as well as compare the two cities and decide the best one for yourselves ) + If you have chance, which city would you like to visit? Why? - Remind students to do exercises in the workbook and prepare for the next lesson ( Lesson2- part 2: Grammar- on page 82).

• Teacher – whole class/ individual s

************************** Date of planning: ..........................

Date of teaching: .........................

Period:98

UNIT 10: Cities around the world

Lesson 2 - Part 2 (Page 82) – Grammar STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: - identify comparative and superlative adjectives (form, usage).

- use comparative adjectives to compare two things and superlative adjectives to say that the subject has more of something or is better than any other thing - apply comparative and superlative adjectives to do exercise - develop communication skills when working in pair and group work.

B. LANGUAGE FOCUS Key terms/ Vocabulary: Comparative and superlative adjectives .

- We use comparative adjectives to compare two things - We use superlative adjectives to say that the subject has more of something or is better than any other thing C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 10 – Page 82 - Computer - Projector - Video - Audio track 57 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

1. Answer the teacher’s questions to identify the form and usage of comparative and Student’s answer superlative adjectives 2. Fill in the blanks with the correct form of the adjectives.

Students’ answer

Assessment tools Observation Questions & answers Observation Answer keys

3. Look at the table and fill in the blank your partner.

Students’ answer

Observation Answer keys

4.Compare your city with another city. share with your partner

Students’ answer Student’s talk

Observation Peer correction

STAGE 3: LEARNING EXPERIENCE Time 5’

Steps/Activities Activity 1: Warm-up • Words reviewing - Teacher asks some volunteer students to talk about the

Organization • Teacher – whole

25’

place they like to visit.

- Teacher gives feedback and gives mark.

- Teacher shows another place to make some comparison between two places, then leads to new lesson.

Example: Ho Chi Minh city is bigger than Ha Noi city.

Bangkok is more exciting than London.

New lesson Activities 2: Grammar: Comparative and superlative adjectives Task 1: Listen and repeat - Have Ss look at the picture - Play audio (CD1 – Track 57) and have Ss listen and read the speech bubbles - Play audio again and have Ss listen and repeat Grammar box - Have Ss look at the grammar explanation - Have ss look at the table.

- Have some students read the comparative and superlative adjectives aloud.

Task 2: Fill in the blanks .

- Demonstrate the activity using the example.

- Have students fill in the blanks.

- Have pairs check each other’s work - Have some students share their answers with the class Answer key: 1. more exciting 2. the oldest 3. cheaper 4. the cheapest 5. the most expensive 6. the most boring 7. more peaceful 8. more crowded 9. noisier 10. the noisiest Task 3: Fill in the blanks .

- Demonstrate the activity using the example - Have students fill in the blanks - Have pairs check each other’s work - Have some students share their answers with the class.

Answer key: 1. bigger 2. the most crowded 3. more peaceful 4. coldes

class • Students in groups • Whole class • Teacher – whole class/ individual s/ pairwork

• Teacher/ Whole class/ groupwor k • Teacher – whole class/ pairs • Teacher – whole class/ individuals

5. more modern Task 4: Practice -Divide the class into pairs.

- Have students compare their city with another city - Have students share the sentences with their partner.

- Have some students share their ideas with the class.

5’

Activity 3: Wrap-up & Assignments - Ask students to answer the following question.

• Teacher – whole + What did you learn from the lesson today? class/ (identify and use comparative and superlative adjectives ) individual - Have students practice comparing the city they live with s another city, use their own ideas.

- Some pairs share their ideas in front of the class • Students - Remind students to do exercises in the workbook and to in groups prepare for the next lesson (Pronunciation and Practice on page 83). ************************** Date of planning: ..........................

Date of teaching: .........................

Period:99

UNIT 10: Cities around the world Lesson 2 - Part 3 (Page 83) – Pronunciation & Speaking

STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, Ss will be able to: - identify word stress with words ending in “er”.

- practise word stress with words in dialogue and students’ own ideas.

- identify general information of the 2 places through asking and answering.

- identify the differencebetween the 2 places and choose a favourite one.

B. LANGUAGE FOCUS Key terms/ Vocabulary: - Vocabulary: review words of describing adjectives - Structure: prononciation : sound changes.

C. INSTRUCTIONAL RESOURCES - Textbook: English 6 – Unit 10 – Page 83 - Computer - Projector - Video - Audio track 58,59.

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks

Performance products

Assessment tools

1. Listen and practice the word stress.

Student’s answer

2. Practise the conversation.

Students’ answer

3.

Ask questions to find out more information about two places.

Students’ answer 4.Compare two places and decide where to Students’ answer go.

Student’s talk STAGE 3: LEARNING EXPERIENCE Time Steps/Activities Activity 1: Warm-up What is noisier?

- Teacher asks students to make comparison (homework).

- Teacher picks and shows some examples that relate to the theme of the lesson.

5’ C. What is noisier, Ho Chi Minh City or Hanoi?

D. Ho Chi Minh City is noisier than Hanoi.

- Teacher underlines the words, focuses students on words stress. (noisy – noisier) Have students read all the words loudly.

- Teacher lets students listen to the model sentences, compare the sound to see how they change.

New lesson Activity 2: Pronunciation. (5’) - Teacher shows anexample to theclass, speaks louder for students to recognize the difference. (noisy – noisier: the stress unchanged) - Teacher gives more explanation, gives more examples to make it clear.

- Have students listen and repeat, focus on the underlined words: do not change the stressed positions when ending “er” (b/p. 83) - Have students listen and cross out the one with the wrong 25’ words stressed (c/p. 83) Further practice: - Teacher gives more examples for students to practice Example: Friendly – friendlier Lazy – lazier Early - earlier - Some students say again.

- Students practice reading the words in pairs, pay attention to the stressed syllable.

Observation Questions & answers Observation Answer keys Observation Answer keys Observation Peer correction

Organization • Teacher – whole class • Students in groups • Students in class

• Teacher – whole class/ individual s/ pairwork

• Teacher/ Whole class/ groupwor k

5’

- Ask teacher for help if necessary.

Activity 2: Practice – Reading the conversation. (10’) Task 1: Role play to read the conversation.

- Have students look at their books, play role and read the conversation.

- Teacher asks a pair of students to read aloud.

- Teacher underlines some words, has another pair replaces them with words given - modeling - Have students practice in pairs, ask and answer about the food and drink they want to, swap the roles and repeat.

• Teacher – Example: whole - Da Nang – Cairo class/ - London – Tokyo pairs - Hot – cold / hotter – colder - ……………………………………….

- Some pairs present in front of the class - Correct student’s pronunciation if necessary.

• Teacher – Task 2: Make the same conversation, use their own ideas. whole class/ - Have students practice in pairs, play role of a waiter and a individuals customer, practice ordering the food and drink. (exercise b/p. 83) - Some students present in front of the class.

- Teacher checks, corrects or gives feedback.

Activity 3: Speaking Task 1: Discussion -Explain the situation in part a – speaking.

-Have students work in groups of 3 to ask and answer questions - Group work. about the 2 places: Bali and New York city.

Ex: What’s the weather like in Bali?

What can we do there?

What interesting places can we see?

How much is breakfast?

What about the hotel prices?

Task 2: Compare the two places and decide where to go.

- Have students consider the difference between the 2 places and choose the better one to go.

Activity 4: Wrap-up & Assignments - Ask students to answer the following question.

• Teacher – whole + What did you learn from the lesson today? class/ (word stress with adjectives ending “–er”and contrast the individual difference between two cities by using the comparative ) s + What would you do if you were planning a vacation?

- (Have students work in groups of three (students A, B and • Teacher – C), make their own plan, then talk about it before class.)

Students - Remind students to do exercises in the workbook and prepare in groups for the next lesson (Lesson 3- part 1- on page 84).

************************** Date of planning: ..........................

Date of teaching: .........................

Period:100

UNIT10: CITIES AROUND THE WORLD LESSON 3.1: New words + Listening(page: 84)

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES: By the end of the lesson, students will be able to: - Identify lexical items relating to cities around the world, using somes adjectives to describle places.

- Talk about a place they using somes adjectives to describle places.

- Identify main ideas through listening - Identify specific information through listening and choose the correct answer.

B. LANGUAGE FOCUS - Vocabulary: review adjectives to describe.

- Structure: comparative and superlative C. INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 10 – page 84 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Students’ answers 1. Fill in the blanks with words given 2. Talk about the place you know, use the words in task A 3. Listen to two students talking about some cities and circle the correct answer

Students’ discussion

T’s Observation & Feedback

Students’ answers

T’s Observation

Students’ answers 4.Listen and tick True - False

Assessment tools T’s Observation

Observing Selfassessment

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Activity 1: Teacher – whole Task 1: warm up 5’ class - Teacher shows four pictures / words of adjectives each time, students have to find and odd out the one that not belong to the group.

Students in 25’ - Teacher gets answers from student, asks for more explanation. groups - Teacher and the whole class check and correct.

Example: 1. Polluted – clean – pure – expensive 2. Big – height - small – long 3. Building – high – modern – crowded Task 2: Fill in the blanks.

- Teacher uses pictures or definition to review words.

- Have student fill in the blanks with words given (individually) (a/p. 84) Answer: 7. clean 8. crowded 9. cheap 10. temperature 11. expensive 12. polluted - Have students listen and repeat. (chorally – individually) - Teacher checks and corrects the pronunciation if necessary.

Activity 2: Speaking - Have students work in pairs, talk about the place you know, use the words in task A - Some students share their ideas to class.

5’

Activity 3: Listening Task 1: Listen to two students talking about some cities and circle the correct answer - Have students listen 1 time, then choose the correct answer - Have students explain why - Listen again to check the answer (a/p. 44) Task 2: Listen and chose True - False - Have students read the sentences. (exercise b/ p. 84) - Have them listen and choose the correct answers.

- Teacher gets the answer from students.

- Ask them to correct the false ones.

- Teacher checks, corrects or gives feedback.

Answer: 20. True / False 21. True / False 22. True / False 23. True / False Activity 4: Wrap-up & Assignments Game: Confronting - Divide class into two teams, talk about the same topic each time in which they give ideas on one point (same or different).

- Which team has more persuasive ideas wins the game Example: - Turn 1: city - country - Turn 2: traditional food – fast food - Turn 3: indoor games – outdoor games

Teacher – whole class/ individuals/ pairwork

Teacher/ Whole class/ groupwork

Teacher – whole class/ pairs

Teacher – whole class/ individuals

Teacher – Students in groups

- Some students from groups volunteer to share something about the food in front of the class.

- Remind students to do exercises in the workbook and prepare for the next lesson ( Lesson 3- part 2: Reading+ Speaking+ Writing(page: 85). ************************** Date of planning: ..........................

Date of teaching: .........................

Period: 101

UNIT10: CITIES AROUND THE WORLD LESSON 3.2: Reading+ Speaking+ Writing(page: 85)

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES: By the end of the lesson, students will be able to: - Identify the information about an article about Ha Noi capital.

- Identify specific information in details about Ha Noi. - Identify the differnces between two cities then make comparence with your city - Write about the city you know.

B. LANGUAGE FOCUS - Vocabulary: review words relate to the topic of the lesson - Structure: comparative - superlative C. INSTRUCTIONAL RESOURCES - Pictures of book types - Textbook: English 6 – Unit 10 – page 85 - Computer,TV STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Students’ answers Observing 1. Read through the text quickly and choose the best headline.

2. Read and answer the questions T’s Observation Students’ interaction 3. Look at the table and compare your city with one of these cities.

4. Write a paragraph about Seoul (or another city you like)

Students’ discussion

Observing

Students’ writing paper

T’s Observation - group assessment

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Activity 1: Warm up - Teacher shows some pictures of things, students look and make Teacher – whole 5’ comparison. class - Teacher shares some information about these places.

- Other students can make questions if they want.

Students in

groups Students in class

BIG

25’

SHORT

OLD

INTERESTING

Activity 2: Reading Task 1: Read through the text quickly and choose the best headline.

- Teacher shows pictures to provide some basic information of Ha Noi - Let students read through the text quickly and choose the best headline.

Answer: Task 2: Read and answer the questions - Have students read again and answer the questions. (pairs work – exercise b/p. 85) - Teacher gets the answers from students.

Answer: 18. Over 8 million people.

19. From Sep to Nov 20. Traditional Vietnamese and French buildings around the capital.

21. No - Teacher checks and gives feedback Activity 3: Speaking Look at the table and compare your city with one of these cities.

- Teacher asks students to compare cities around the world, use the information in the table. (a/p. 85) - Have students work in groups. Each group chooses two cities to talk about.

- Compare your city with one of these cities.

Teacher – whole class/ individuals/

Teacher/ Whole class/ groupwork

Teacher – whole class/ groups

Activity 4:Wrap-up & Assignments

5’

Teacher – whole class/ - Students look at the information in the table and make full groups sentences about Seoul.

- Teacher may show pictures (or clip) to illustrate the speaking.

- Remind students to do exercises in the workbook and to prepare for the next lesson (Review ). ************************** Date of planning: ..........................

Date of teaching: .........................

Period: 102

UNIT10: CITIES AROUND THE WORLD

Review (page 104 - 105) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES: By the end of the lesson Ss will be able to 1. Identify percific information in short coversation and short answer.

2.Identify specific inormation throught the email.

3. Recognize lexcical iterms relating to feature and landmarks in cities fomous for around the world.

4.Use the comparatives to make sentences about landmarks in the cities around the world.

5. Identify /θ/ sound in words.

B. LANGUAGE FOCUS Vocabulary : words relate to describe citiies. peaceful, noisy, crowded, modern……

Structures: comparatives and superlatives adjectives. Pronunciation and vocabulary C.INSTRUCTION RESOURCES : Students”s book English 6 unit 10 page 104- 105 , teacher” book , CD, computer,T.V, Black board, Projector/ interactives.

STAGE 2 – ASSESSMENT EVIDENCE Performance tasks 1. Listen to short coversation and choose the best answer.

2.Read the email . Write one word for each blank.

Performance products Students’ answer

Assessement tools Teacher corrects

Students “ answer

Observation Question & answer

3 :Fill in the blank with the words from the unit. The first letter is already there.

Students’ answer

Teacher corrects

Students’ answer Students’ answer

Teacher corrects

4:Unscramble the sentences.

5:Circle the world that has underlined part pronounced differently from the others

Students’ answer

Observations Peer correction

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Time Steps/Activities Organization Activity 1:.

A: Listening Teacher – whole 5’ - Have students add more words if they can. class - Students listen to five conversations, for each question,

choose the best answer.

Students in Answer: groups 14. B 15. B Students in class 16. A 17. C 18. C - Teacher may give students more information or explanation to make it clear.

25’

Activity 2.

B-Reading.(10’) Read the email, fill in missing words in blanks - Teacher asks students some questions about the email (who writes the email? She writes the email to……………..)

- Students work in pairs, fill in the blanks with words given.

- Some students give the answers.

- Teacher checks and gives feedback.

Answer: 10. for 11. and 12. than 13. lots 14. is 15. to -Teacher asks students to give explanation for each answer.

Activity 3: C-Vocabulary (10’) Gaps filling: - Teacher shows pictures to review places to live or to visit as well as some adjectives to describe it. (Apartment, opera house, boat, peaceful, crowded, ………..)

- Have students work in pairs, read and complete the open spaces in the sentences.

- Teacher checks and corrects.

- Class follows, gives questions if necessary.

Answer: 1. Opera house 2. Palace 3. Boat/bridge 4. Crowded 5. Peaceful 6. Temperature 7. Clean Activity 4: D,Grammar. (10’) unscramble the sentences - Teacher asks students to look at their book, explains how to do the task.

Teacher – whole class/ individuals/ pairwork Teacher/ Whole class/ groupwork Teacher – whole class/ individuals

• Teacher/ Whole class/ groupwork

• Teacher –

- Students work in groups (2 sentences per group), rearrange the words to make complete sentences.

- Groups exchange the answer with each other to cross check.

- Teacher shows the answers.

Answers: 10. I think Moscow is more polluted than London 11. This article says Singapore is the most expensive city in the world 12. New York has more museums than Mexico City.

Activity 5 Task1: Pronunciation - Teacher shows an example sentence on the board, students read, then choose the different sound.

Example: A. thing B. this C. thank D. think Answer: B - Students work in pairs, complete the task as directed - Some students give the answers Teacher checks and corrects.

5’

whole class/ individuals

• Teacher – whole class/ individuals

Task2:Wrap-up & Assignments - Ask Students to answer the following questions • Teacher – + What did you learn from the lesson today? whole class/ (Identify and use comparative and superlative adjectives to make individuals sentences about landmarks in the cities around the world) + What are the core values of the lesson?

- Students answer then teacher gives feedback - Remind students to do exercises in the workbook and prepare for the next lesson . ************************** Date of planning: ..........................

Date of teaching: .........................

Period: 103

Review for the 2nd term exam STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES By the end of lesson, Ss will be able to: 1.Practice to use vocabularies related to the topics that Ss have in Unit 6-10 by doing exercises.

2. Practice to use the target language related to the topics that Ss have in Unit 6 -10 to improve skills.

3. Help Ss to recall the language and encourage them to contribute as much as possible.

4. Increasing student’s hard work, science awareness, self- study, pass the final exam of the second term in the best way.

B. LANGUAGE FOCUS Key terms/ Vocabulary

-Unit 6(Community services): items about community services (police station, library, ...)

- Unit 7 (Movies): the lexical items related to kind of film (action, comedy, drama, …)

- Unit 8 (The World around Us): items about outdoor activities (canyon, hiking, kayakin…)

- Unit 9 (Houses in the future): eco- friendly, earthscraper, astronaunt, float, etc - Unit 10 (Cities around the World):items about places in the city ( statue, museum, palace, tower, opera house, …)

Key grammatical structure Review: -Use the present simple tense in the structures (Unit 6): • Where is the …………….?

• The …………………. is on/ opposite/ near/next to …..

- Past simple with “to be” (Unit 7).

- Modals verb (Unit 8): should, can, do,..

- Future simple (Unit 9): S+ will (not)+ V….

- Comparative and superlative adjectives (Unit 10).

C. INSTRUCTIONAL RESOURCES - Textbook: English 6 - Computer - Projector STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Work in groups to match the Observation Student’s answer words with the descriptions.

Question & answers 2. Practice pronouncing the sounds Student’s Observation /z/ and stress the first syllable for pronunciation/ speech Feedback most gerunds.

Student’s answer 3.Work in groups and review the Students’ interaction/ Observation exercises. talk.

Answer keys 4.Work in group to look at the text and answer the question to Observation Student’s answer indentify the kind of the text: email Answer keys or letter.

5.Show their positive attitude and Students’ interaction/ Observation responsibility towards each lesson. talk.

Question & answers STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCE Activity 1: Vocabulary Task 1:Checking (p.46) - Teacher lets students look at the pictures, and fill in the blanks with words given.

- Listen again to check the answers.

Answer: 1.

Train station 2.

Library

3.

Hospital 4.

Police station 5.

Post office 6.

Bus station Task 2: Match the words with descriptions (p.99).

-After reviewing vocabulary, ask students to work in groups to match the words with the descriptions.

- Teacher corrects the answers.

Answer keys: 1. horror 2.comedy 3. Science fiction 4. sad 5.exciting 6. Soldiers 7.general Activity 2: Pronounciation Task 1:Choose the word that is pronounced differently from the others: -Have Ss distinguish the sound /z/ and / s/.

- Call Ss to give answers, pronounce the words again.

- Give feedback, correct Ss’ pronunciation if necessary.

1. A.trains B.stamps C.mans D.closes 2. A.buses B.boxes C.eats D.watches 3. A.caps B.bags C.stops D.wants 4. A.exists B.claims C.warns D.lives 5. A.hopes B.looks C.cuts D.stays 6. A.meets B.shops C.trucks D.goods Answer keys: 1. B 4.A 2. C 5.D 3. B 6.D Task 2: Circle the word that has the underlined part pronounced differently from the others (b/p.103) - Have students listen and say again.

- Teacher corrects student’s pronunciation if necessary.

Answer keys: 4. A 5. B 6.C Activity 3: Grammar Task 1: Write the correct past simple tense of Tobe.

-Ask some pair to present their work to the class.

- Explain the use of the Past Simple with “to be”: We use the Past Simple to talk about completed events, states, or actions.

Ex : How was the movie? It was terrible.

I He/She/It

was wasn't (was not)

happy.

You We They

were weren't (were not)

sad.

-Correct the mistakes 1. Mom and Dad …………….(not be) at home yesterday. They …………..(be) at the hospital.

2. The weather……………… (be) nice. It ……………..(not be) windy and rainy.

3. ……… (be) he free all day yesterday?

4. When ……………….. (be) you born?

5. He………… (not be) at school. He was at home.

6. Were you busy yesterday? Yes, I……………

Answer keys: 1.weren’t; were 2. was;wasn’t 3. Was 4. were 5. Wasn’t 6.was Task 2:Fill in the blanks with suitable auxiliary verbs.

- Review sentence structure:S+ modal verbs+ V…….

- Students work in four groups, each group has two sentences to complete.

- Groups give the answer; Teacher checks and gives feedback.

Can – may – must – should – ought to – might – will – couldn’t 1. You ……………………… tell me the truth for your own good.

2. I ……………………… find my shoes anywhere.

3. We ……………………… arrive on time or else we will be in trouble.

4.He ……………………… shoot the basketball at the rim.

5.……………………… you let me know the time?

6. They ……………………… not be trustworthy enough.

Answer keys: 1.should 4. can 2. couldn’t 5. May 3. ought to 6. might Activity 4: Reading Task 1: Read the text and choose the correct answer (p.98) - Explain the way to do the task.

- Ask students to work in groups to complete the task, referring back to the text if necessary.

Answer keys: 0. C1. B2. B3. C4. A Activity 5: Wrap-up & Assignments - Ask students to answer the following question: 1. What did you learn from the lesson today? (review vocabulary, pronunciation, structure and other skills) 2. What are the core values of the lesson? (increase self-study, promote their ability and confidently pass the final exam of the second term) - Remind students to do exercises in the workbook and to prepare for the the 2nd term exam. ************************** Date of planning: ..........................

Date of teaching: .........................

Period: 104+105

KIỂM TRA CUỐI KỲ II